cdsCode	lea	priorityNumber	Narrative1aRelationshipsStrength	Narrative1bRelationshipsFocusAre	Narrative1cRelationshipsImproveE	Narrative2aPartnershipsStrengths	Narrative2bPartnershipsFocusArea	Narrative2cPartnershipsImproveEn	Narrative3aInputStrengths	Narrative3bInputFocusAreas	Narrative3cInputImproveEngagemen	DevelopStaffCapacityRelationship	EnvironmentRelationship	StaffSupportRelationship	OpportunityRelationship	ProfessionalLearningPartnership	ResourcesPartnership	PoliciesProgramsPartnership	LegalRightsPartnership	SupportStaffCapacityInput	SupportFamilyCapacityInput	StrategiesInput	CollaborationtInput	countyPerformance	additionalInfo	meetingDate	year
01100170000000	Alameda County Office of Education	3	The 2023-24 LCAP Survey provided an opportunity for educational partners to provide input on our current strengths and progress in Building Relationships Between School Staff and Families. 72.4% either strongly agreed or agreed that Teachers and staff at this school communicate with educational partners (parents, counselors, tutors, etc.).93.1% strongly agreed or agreed that our schools have a supportive learning environment. The survey also shows that School safety and climate (20.7%) should be a primary focus in our LCAP. In addition, 24.1% reported that a primary focus of our efforts should focus on improving parent engagement/participation. While there were no formal Back to School Nights for schools during the 2022-23 school year, there was ongoing communication with parents/guardians through a variety of ways, such as:  phone calls, text messages, virtual meetings using Zoom calls/conferences, correspondence via email and/or mail,  and google form surveys to engage education educational partners as well as ways to reach out to pupils and their parents or guardians when pupils were not meeting compulsory education requirements or engaging in instruction. The virtual format for IEP meetings was very successful for families in both Court and Community schools.  An LCAP Survey, inclusive of both CSI and school climate questions, were provided to staff, students and families to garner input on the current learning program (successes/needs), Title I funding, state/local priorities, and ways to improve our graduation rates.	The 2023-24 LCAP Survey responses show that 93.1% believe “teachers and staff at this school communicate with educational partners (parents, counselors, tutors, etc.) about what students are expected to learn in class and before making important decisions.”   ACOE Court and Community Schools continue to work on ways to improve the engagement of underrepresented families. Data from our LCAP shows we have a need to increase family participation in educational partner engagement events (SSC, PAC, DELAC). This seems to be the largest barrier to engagement with underrepresented families and an area we will seek to explore in the upcoming school year. We are incorporating the use of Parent Square, a digital platform that will be used to improve the methods for communication with families and ongoing outreach into the new school year.	School sites will work to increase the number of parents/guardians participating in school engagement events by polling for the best times and format (in person/virtual). In addition, an increased number of events at all sites for the 23-24 school year is needed, such as Back to School Nights, Open House, Literacy Events, student showcases. A contract is in place to ensure translation services are available if needed at events to build relationships between school staff and families. We continued to provide School Site Council (SSC) meetings for both Court and Community schools which allowed for underrepresented families, along with other educational partners including our bargaining, union members, teachers and other staff opportunities to review state and/or local data and obtain feedback during the 2022-23 school year. SSC meetings provided ongoing English Learner focus during the DELAC section such as parent resources, staff professional learning opportunities, current data on EL population, reclassification status of students, and state assessments. In addition, participants provided input in the crafting of our school safety plans, parent-family compact agreement, Site Plan for Student Achievement (SPSA) -use of Title I funding, the Comprehensive School Improvement (CSI) efforts for our College and Career Indicator, as well as determining the contents of the Parent-Student handbook at Community Schools. Court Schools included ongoing discussions on how to improve parent participation in engagement opportunities as well as how to better connect to probation offerings aimed at that effort. We offered a number of opportunities for families to provide input on various state and federal funding, and our new Local Control and Accountability plan through both virtual meetings and survey available on the ACOE website. The survey was also available in Spanish and through a QR code for easier access for educational partner input.   All sites developed a family engagement plan, focused on engaging the families of unduplicated and high-need students. These plans incorporated responses from our annual family and student surveys which were designed to assess and improve school connectedness and satisfaction. The Alameda County Office of Education Schools' parent and family engagement policy is available at sites in the student enrollment packet.	Each site has partnerships with community-based organizations that provide supportive programs and offer a variety of services targeted to the needs of the students and their families. Teachers and staff offer a nurturing learning environment for students as they complete their high school education, often with severe credit deficiencies. Students have access to curriculum and support services to develop the skills and experiences needed to provide a safe and caring environment with the resources of community-based organizations designed to support trauma exposed youth.	To assist with improvement for student outcomes we have built partners aimed at improving students’ ability to access curriculum in core subjects. Our LEA partners with the Bay Area Youth Agency Consortium. As a partner, they seek to help us is to expand services and opportunities for Bay Area youth in high risk communities so that they can achieve school success. BAYAC tutors provide school success through Youth Development, After School Enrichment, Academic Engagement, or Volunteer Coordination. Our instructional staff also  provides targeted instruction using Common Core best practices and universal scaffolds to improve student outcomes and we provide professional learning from our vendor for both digital and traditional curriculum options . In addition, the English Learner (EL) Teacher on Special assignment provides coaching and resources for EL support for the implementation of integrated and designated instruction. This work is supported by the ACOE Core Learning Language and Literacy Specialist.  Extra support is provided for newcomer students who may need to strengthen their foundational skills oral and written skills. ACOE special education staffing includes one Licensed School Psychologist, one Certificated Speech & Language Pathologist, four Certificated Case Managers/Resource Specialists and one Paraprofessional. In addition, a community mental health partner provides in-house and DIS counseling support services. Educationally Related Mental Health Services (ERMHS) for students in special education are identified and supported by licensed mental health providers.	There is an identified need to increase the engagement of underrepresented families in our Court and Community Schools. We have contracted with an agency who is able to provide in person and virtual translators as needed for enrollment, parent teacher conferences, as well as site and LEA wide events.  The Site Council/DELAC meetings and LCAP engagement sessions are opportunities to improve engagement of underrepresented families. These meetings provide ongoing review and reflection opportunities on student outcome data for state, local assessments, English Learner progress, the identification of parent resources, staff professional learning opportunities, current data on EL population, reclassification status of students, and state assessments. In addition, participants are asked to provide input in the crafting of our school safety plans, parent-family compact agreement, Site Plan for Student Achievement (SPSA) -use of Title I funding, the Comprehensive School Improvement (CSI) efforts for our College and Career Indicator, as well as determining the contents of the Parent-Student handbook at Community Schools.	LEA site level discussions included topics on how to improve parent participation in engagement opportunities as well as how to better connect to probation offerings. We offered a number of opportunities for families to provide input on various state and federal funding, review student local/state data, and provide input on our new Local Control and Accountability plan through both virtual meetings and surveys available on the ACOE website and underrepresented families attendance participation is needed.	Our focus areas include how to ensure site staff are making additional outreach efforts for participation for decision making. The incorporation of the Parent Square communication platform will widen our outreach beyond emails, calls, flyers, public postings our ACOE website to include ways to text families in mass and provide direct links to flyers and surveys directly to both cell phones and emails in our student information systems.  We have contracted with an agency who is able to provide in person and virtual translators as needed for enrollment, parent teacher conferences, as well as site and LEA wide events.  We will also adjust the times of our School Site Council meetings based on a survey provided to families at the time of enrollment to gauge if evenings or possibility weekends are better for our educational partners participation for decision making needs.	Our LEA’s incorporation of Parent Square, the adjustment of  School Site Council meeting dates/times, and the inclusion of translation services are all ways we are seeking to improve the engagement of underrepresented families identified during the self-reflection process	4	4	3	3	5	4	3	4	3	2	3	2	Met		13JUN2023	2023
01100170112607	Envision Academy for Arts & Technology	3	We work to create inclusive environments where students can be successful and parents know that we see them as critical partners in their child’s educational journey. From monthly parent meetings, including school-site and ELAC meetings, to trimester parent conferences led by their students, and advisor communication to parents throughout the school year, we keep parents informed about their child’s progress and events happening at school.  In support of the multiple touch bases we have with families, we work to be thoughtful about how our communication is taking into account the language needs of families. This is something that we have made strong strides in by doing things such as simultaneous translation at school meeting events. This is an area that we will continue to be mindful of and work on as we communicate with our families.	We are creating more opportunities for families to come back to campus and join in celebrations of student work, student athletic and performance events, and join in meeting with students and their teachers in person for progress updates. One thing we know will also be important is more clearly supporting our teachers who serve as student advisors to be in bi-monthly or more communication with families about their child’s academic and social progress. This way we can have families know they are welcome in our schools, able to connect with a wide range of staff and leaders at events and meetings, and have a personal connection with one adult that is directly supporting their child’s wholistic progress at school.	Almost all of our students and families come characterized as underrepresented (e.g. non-white and qualifying for free or reduced price lunch).  We will continue to engage in our proactive strategies to build relationships with our families.	We provide multiple professional development sessions with our teachers and staff around the importance of family communication and how to do it successfully. We reach out via email, text, by sending home letters, having in-person or remote meetings, and also make phone calls to ensure that we are keeping families involved. Families also have access to see their child’s grades in real time so they can support their child’s success and partner with teachers and administrators when they have any questions.	Using short family surveys as a way to check in with our families and what questions they may have for us is something that we want to do more regularly.  We have also invested in partnering with different outside organizations to support student wellness and culture initiatives at the school.	Almost all of our students and families come characterized as underrepresented (e.g. non-white and qualifying for free or reduced price lunch).  We will continue to engage in our proactive strategies to build partnerships with our families.	Parent involvement and feedback is important to us. We gather family feedback during School Site Councils as well as during our monthly whole school parent meetings. We also engage families in a review of our LCAP and gather their feedback about our needed focus areas and the strengths they have observed.  We will continue to be thoughtful about ensuring that we have supports for the different language needs that our families may have during these meetings and touchpoints.	This year we will be deepening our use of our monthly parent meetings to gather family input about a myriad of topics and activities. We will also be providing more opportunities for student ambassadors and delegates to share feedback, come up with innovative ideas, and join us in making decisions about things that will enrich the school experience for our student body.	Almost all of our students and families come characterized as underrepresented (e.g. non-white and qualifying for free or reduced price lunch).  We will continue to engage in our proactive strategies to gather input for decision-making with our families.	5	5	5	5	4	4	4	4	4	3	4	3	Met		15JUN2023	2023
01100170123968	Community School for Creative Education	3	1. CSCE monitors the attendance of all students and works closely with students who are chronically absent 2. A robust system for establishing contact with families through post mail, email, text, or phone call 3. High participation during fall and spring parent conferences	1. Increasing the number of parents attending school-wide events, festivals and decision making meetings. 2. Identifying translators and/or electronic methods for staff to use in communicating with families who are non-English speaking.  3. Re-establish the CSCE Parents in Action on campus group.	Parent survey data indicated that nearly all (92%) of parents feel that the school encourages them to be an active partner in educating their child. However, CSCE will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. CSCE will continue to seek out and provide parent education workshops, partners such as Families in Action for High Quality Schools to provide parents with training regarding educational rights and advocacy for their students and all students.	CSCE works in partnership with Faith in Action East Bay ((“FIAEB”) formerly Oakland Community Organizations, and Families in Action for Quality Schools, to build strong parent leadership and powerful volunteer culture in the school and community.  Parent survey data indicates nearly all parents feel welcome to participate at the school are treated with respect by school staff, and receive prompt responses from the school to parent phone calls, messages, and e-mails. In addition, all parents who responded to the survey indicated that the school communicates the importance of respecting different cultural beliefs and practices.	1. Identifying translators and/or electronic methods for staff to use in communicating with families who are non-English speaking. CSCE has approximately 4 languages that are spoken in addition to English.  2. Identifying the most appropriate time for parents to engage in school-wide and classroom specific in person functions. Parents have grown a custom to participating virtually via a Zoom meeting and have struggled with returning to in person meetings and events. 3. Identifying methods for personalized communication to families for school-wide events.	CSCE will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication via electronic newsletters, in person parent conferences, and school-events such as festivals and themed nights. CSCE will continue to use videoconferencing as a way to make parent meetings and workshops accessible to more parents.   Additionally, CSCE will continue to collect and analyze parent engagement data of underrepresented families to increase access of involvement.	1. CSCE is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through Head of School Monthly Community Chats and English Learner Advisory Council (ELAC).  2. CSCE reviews the LCAP during a designated staff meeting and at a public board meeting.  3. Ongoing opportunity for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.	1. Finding ways to educate families and provide them with the agency to support their students outside of the classroom. 2. Finding ways and/or outside partners to assist parents in understanding their rights and student achievement data.	Nearly 100% of CSCE parents indicated that CSCE admin actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, CSCE plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as providing opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at school and organization levels. Families participate in committees, school events, monthly celebrations, community hosted activities, parent conferences, and school tours.	5	5	4	5	4	5	4	5	5	4	4	4	Met		17JUN2023	2023
01100170124172	Yu Ming Charter	3	Yu Ming Families recently completed the CORE family survey in which 96% (up from 95% in 2021-22) agree or strongly agree they feel a sense of belonging at our school, 98% (up from 97% in 2021-22) indicated they feel staff is helpful and 97% (up from 95% in 2021-22)feel welcome to participate at the school. 99% of families reported that school staff treats them with respect, including 100% of African American and Latinx families.	In the 2021-22 School Year 95% of families reported feeling a sense of belonging at the school yet 87% of African American families reported their student’s background was valued at the school. In the 2022-23 Family Survey, 96% of families reported feeling a sense of belonging, and 96% of African American families also reported feeling their students' background was valued at the school. Our focus on building relationships with subgroups including Black and Latinx families will continue to be a focus area for the upcoming school year as these efforts a have been successful.	Yu Ming has implemented the following strategies to build relationships with families:  ? Affinity Groups  ? Cultural Celebrations and Actions  ? Preschool Early Learning Kits to Underserved Communities  ? Parentsquare communications and weekly newsletters, Surveys, Coffees (“Cha and Chat”) with school leadership, ELAC Committee  ? Translation and interpretation of written and verbal communications  Yu Ming will continue to employ a Family Engagement and Outreach Coordinator, whose work will focus on building equity and inclusion with underrepresented groups through direct outreach and affinity groups.	Yu Ming Families recently completed the CORE family survey in which 98% (up from 97% in 2021-22) agree or strongly agree the school provides high quality instruction to their child, this includes 100% of Black and Latinx families.  Families named teachers and staff as “the one best thing” about Yu Ming in their narrative feedback. Overall  families feel supported and informed by the school. Yu Ming provides multiple opportunities for families to partner with teachers to support their students.	In the 2021-22 School Year Yu Ming staff completed the TNTP National Insight Survey in which teachers indicated coaching as an area of improvement for the school, this was the focus area for the 2021-22 School Year. Teachers and staff completed the TNTP survey again recently and indicated the focus on an improved coaching model helped them to improve student outcomes. Teacher coaching will continue to be a focus area for continued improvement for this school year.	Yu Ming will continue to do the following in order to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes: ? Fall Parent Teacher Conferences, Spring Student Led Conferences  ? Equity work, building antiracist competencies amongst staff in order to continue to develop staff’s ability to support underserved students and families.  ? Board committees with parent members (Finance, Facilities, Education Committee)  ? A consistent model of teacher coaching with an emphasis on identifying needs and implementing supports of underserved students.	Yu Ming Families recently completed the CORE family survey in which 93% agree or strongly agree “School Staff welcomes my suggestions” and 94% Agree or strongly agree “School Staff takes my concerns seriously”. Yu Ming families have ample opportunities to provide feedback on school decisions. In order to promote and elicit parent input in decision-making, Yu Ming Charter School hosts and facilitates PAC meetings, ELAC, Family Support Organization (FSO) Council, and Family Support Organization meetings during the school year with annual elections (for ELAC) to include EL and non-EL parents.   Parents can also serve on the governing board. During the school year PAC, ELAC, the FSO Council,  Family Support Organization, and Equity Design Team provides input/feedback on the LCAP Actions/services and monitors annual measurable outcomes. This is an opportunity for parents  and community members to provide input on student programs.	93% of families agree or strongly agree “School Staff welcomes my suggestions”,  which is down from 94% in the 2021-22 School Year. Yu Ming’s focus this year will be to ensure families understand how their feedback is utilized in decision making processes, as well as providing additional transparency around decision making.	In order to engage all families, including those not on advisory committees, Yu Ming will administer the CORE family survey data twice per year and analyze data by special populations. Yu Ming will improve efforts to seek feedback by engaging the multi-stakeholder Equity design team through a regular cycle of gathering data from 1:1s educational partner interviews to better serve underrepresented families, particularly those in the Black and Latinx subgroups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
01100170125567	Urban Montessori Charter	3	Since returning to in-person learning post-COVID, we have focused on improving school staff's ability to partner with families from all different backgrounds. We continued professional development for our whole staff before school began to focus on the foundations of implicit bias and decentering whiteness. This work included collaborating with each other to develop systems and strategies for partnering with families in meaningful ways.   Families indicated through survey data that they wanted more parent education about Montessori and more in-person communication with leadership. Based on this information we continued to offer regular parent nights with specific topics of focus. Our administration also hosts regular informal office hours, to connect with members of the community in addition to regular monthly board and committee meetings.	One area we focused on improving in 2022-2023 was improving our School-to-Home communications, including common expectations for classroom teacher use across the entire school. This was highly successful and parents indicated a positive impact in surveys. As we are able, we will seek to increase access for parent volunteers to support on campus, increasing opportunities for in-person interaction and relationship building.	While our School-to-Home communication work has been highly successful we still have community members who struggle to engage with the school digitally. Next year we will continue to streamline other systems of communications to ensure all families are heard. We are increasing the size of our administration team to ensure that we are able to connect more with families and offer more opportunities for people to come in and learn/connect more with our school	This past year we streamlined communications with families by implementing regular weekly whole school and classroom messages,as well as operations, and admin office hours. Our out-going family communication platform ParentSquare translates seamlessly and gives parents the ability to connect with both staff and one another. Current strengths and progress includes sustained parent-teacher conferences and family observations that happen multiple times each school year. We have been able to do these in person this year which families have really enjoyed as many have not been into classrooms since we moved to our new campus!	Based on the data we collected some families struggle to interface with digital communication and are looking for more opportunity to engage offline. This year we have focused on systems to support student work going home more regularly, so families can see weekly what students are working on in class. This has allowed them to support the students at home and ask more focused questions to classroom teachers.	With the transition to the new communications platform, we still have work to do training staff and families to ensure that families who are too often underrepresented in school engagements are equitably supported to fully engage as they wish. We also will continue to expand access to simultaneous translated meetings, including governance meetings.	UMCS uses Panorama to administer the CORE Climate and Culture survey to families and guardians multiple times per year in order to seek input and promote community participation. We make the survey available online and provide Chromebooks for family use at our school sites. We monitor the number and backgrounds of community members who participate in these surveys. The survey seeks input about academic programs, the school community, and administrative functions. Related to decision-making, 92% of respondents felt that UMCS has a climate of support for academic learning. Related to promoting family participation, 96% of respondents report that our school creates a sense of belonging for students and community members. It was also used to identify the school’s strengths and gather important suggestions for improvements. Survey results show that families experience the strength of the school through the faculty and staff. We use this survey every year because it gives actionable, detailed data, and as a small school, it helps us be responsive to community needs as quickly as we can.	In our LCAP, the survey most closely connects to our work in Goal #3 supporting and empowering families as we work together to build a strong anti-racist, engaged, and collaborative school community, which includes families having multiple ways of receiving help when needed so they can further support student learning at home. This survey also has student and staff components.	Our survey response data showed that there was an improved response rate from families in underrepresented demographic groups, but we are acutely aware that there is much improvement to be made. Next year to improve family engagement for underrepresented groups, all staff including administration and teachers, will commit to making direct phone calls to families in these groups to gain regular feedback and create opportunities for more families to participate in decision-making at the school.	3	3	4	4	3	3	3	3	3	3	3	2	Met		22JUN2023	2023
01100170130625	Alternatives in Action	3	Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. We have made significant progress in the past year, and we are confident that our program is making a positive impact on the lives of our families. One of the most important aspects of our program is the relationship that our parent coordinator has built with the families she works with. She has been able to build trust and rapport with these families, which has allowed her to provide them with the individual support they need to get set up with our communication program. We are excited to report that we have also been able to hold parent meetings in person again. This has been a positive experience for both our families and our staff. We have been able to provide families with more information about our program and answer any questions they may have. We have also been able to get feedback from families on how we can improve our program.	Alternatives in Action has very strong relationships between school staff and families.  In terms of areas for improvement, we will continue to focus on building capacity for classroom teachers to reach out to parents on a more consistent basis.	In order to improve engagement of underrepresented families, Alternatives in Action staff will actively reach out to families who are not able to participate in on campus events to build relationships.  We will also prioritize highlighting and uplifting our underrepresented families.  We have identified staff to ensure we are intentional about creating an inclusive culture.	Alternatives in Action has developed multiple practices that foster partnerships between families and staff in support of student growth. We have also been able to connect with organizations in the community to offer additional support for parents. For example, we have partnered with La Clinica to provide parenting classes and workshops.  They have provided a series of 10 workshops for parents on how to best support students. We have also connected with the Neighborhood Council to formalize a connection between our families and the community events and resources that are available to them.	In terms of building partnerships for student outcomes, Alternatives in Action will continue to focus on maintaining our community partnerships and creating more formalized agreements with our local organizations.	Alternatives in Action plans to improve communication with underrepresented families by continuing to strengthen its outreach through increasing the number of organizations to provide diverse support resources for our students such as domestic violence prevention and housing assistance.	Alternatives in Action values family input into decision-making about policies, programs, and events.  Each year, two parent representatives are elected to our School Board and we have parent representation on our School Site Council.  AIA also administers a family survey each Spring to solicit feedback from families.  There is a high level of parent participation in these events and many parents are vocal about their preferences.	Alternatives in Action is a small charter school, and as such does not have many formal advisory councils or systems in place.  There are many informal opportunities for parents to provide feedback before and after school events, during pick up and drop off, or through response to email communication from the school.  We will continue to focus on increasing opportunities for more small group discussions, ensuring that translation services are available.  We also want to provide additional educational awareness regarding school policies and procedures.	To meet the needs of parents who are not as vocal, we will prioritize one-on-one contact through various methods, such as phone communication and numerous written opportunities for communication.  We also identify staff members who have positive relationships with families to reach out directly to those who have been less vocal.	5	5	5	5	3	3	4	4	5	4	4	4	Met		14JUN2023	2023
01100170131581	Oakland Unity Middle	3	Parents interviews and surveys confirm that the School Leadership Team regularly consults with parents and includes their representatives in key decisions. The school charter and Parent Handbook include clear, sensible delineation of roles and responsibilities of parents and of the Parent Council.	"1. Academic Success: Parent participation in student/teacher conferences is very high. The conferences are offered during school hours, with childcare available, and teachers focus on how parents can better support students with academic success. Likewise, the annual Back to School meeting focuses on parent responsibilities which are clarified in a signed document (included in the Parent Handbook, distributed at the meeting).  2. School-Based Services: Enabling Parents to be better able to support their children’s success in middle school means connecting them to health, mental health, and nutrition resources. For our students and families, OUMS is not just a school but an essential community center where students and families access a variety of services and participate in programs.  3. Counseling: OUMS has a highly qualified and experience School Social Worker on staff, who provides social-emotional and mental health support (both individually and in small group settings).   4. Our nutritional program couples access to healthy food (breakfast and lunch, and after school snacks) with information about health and services. 5. On-site After-School Program: Families do not have to address transportation or safety concerns about the transition from school to after-school programming. Our own after-school program staff gives parents safe and reliable day-to-day childcare, while offering students tutoring and enrichment services.  6. Public Library: All OUMS students have library cards and regularly visit the public library located two blocks from the school.  All of the above contributes to our LCAP Goal #3: ""Design and implement parent/guardian education and outreach to enable our families to be better able to support their children’s success in middle school."""	Our outreach to families includes support from our on-site full time School Social Worker. Our School Social Worker provides all-staff training in how to communicate more effectively with parents and how best to outreach to individual parents to strengthen family support of students' academic and social-emotional needs.	Our current strengths are that we are partnering with Families In Action (FIA),  resourcing current staff members to take on Parent Coordination training and responsibilities, and funding a full-time school social worker.	We continue to want to build our parent capacity.  Our partnership with FIA and our use of parent coordinators is in the beginning stages of development.	Parent Coordinators and the School Social Worker will continue to monitor parent engagement of all our families, in particular our underrepresented families, to first gather how and why they are or are not participating in different school events.  FIA will continue to train our staff on personalized outreach and connection building with those families.	Our parents are ensured opportunities to participate in school decision-making. Parents are informed of opportunities to get involved in the school every year, at Back To School Nights and in The Parent Handbook. There is a Parent Council. Parent and teacher board members serve as liaisons between the board and the parent and teacher communities. Parent board members represent parent voice in long range planning and oversight of the whole school program.	Through our partnership with FIA, we are learning how to make our parent council meetings more engaging and a place where we can authentically gather meaningful parent input.	As referenced above, our school social worker and parent coordinators use a document to track parent engagement and monitor the engagement of our most vulnerable families.  They will continue engage in personalized outreach to those families and monitor the success of their engagement.	4	4	4	4	4	4	5	4	4	4	4	4	Met		08JUN2023	2023
01100170136101	Connecting Waters Charter - East Bay	3	Connecting Waters, East Bay is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience.  To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the parents are surveyed on the following questions.	Connecting Waters, East Bay will continue to involve and students in key educational decisions and will continue to promote strengthening relationships through improving attendance in school engagement activities such as Parent Advisory Committees (PAC), parent trainings, and various parent feedback forums.	Connecting Waters, East Bay will continue to make efforts for all students and families to be included in the self evaluation process. Due to the personalized learning structure, families are often more willing to engage in and participate with their teachers in the feedback process.	Connecting Waters, East Bay is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement.	Connecting Waters, East Bay will be implementing additional ongoing training for teachers to increase effective strategies for discussing student progress and improved student outcomes using a Personalized Education Plan for each student.	Due to the personalized learning structure, the teacher, student and parent partnership is individualized to every student, including underrepresented families.	Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.	Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs.   The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.	Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student, including underrepresented families, and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
01100170136226	Opportunity Academy	3	After reviewing data collected from school staff, inclusive of the bargaining units ACTA and CSEA, SPaS’ special education unit and Tri-Valley SELPA, and education partners (parents, students, and community partners) it was determined that while the school does well at the site level in building relationship, the school can improve how they communicate to the whole community. Families felt supported when it came to building individualized pathways for their student. As well, based on the data collected, families noted that they felt that the facilities were safe and welcoming. Families noted that communication between the school site (teacher and para) and the family was sufficient.	Though families felt safe and noted that the communication between teachers/para educators and families was sufficient, it was pointed out that the school as a whole will need to improve the way they communicate to families. Suggestions like sending out consistent quarterly newsletters, sending out robo-calls or text messages with important school information, and hosting community events during hours accessible to most families were emphasized.	The school will improve engagement of underrepresented families by fully implementing sending out quarterly newsletters that highlight events and resources. In addition, the school will host community events that are specifically designed to recruit and serve underrepresented families.	AOA does very well in this area. The school has set up 2 levels of the onboarding/enrollment process. Families meet with the teacher first. During that time, the teacher, guardians (if applicable), and student discuss school expectations, get a brief orientation about the school, review their transcript (IEP at a glance, if applicable) and designs the student’s educational pathway. The second level of the onboarding/enrollment process, the family and/or student will meet with the para educator (if located at a site) where they will receive the Family/Student handbook that describes the policy and practices at the school. Activities like the one described helps to build partnerships where the student understands that they have a team that will help them to complete the program to earn their high school diploma. Students will complete an individualized learning transition plan. In creating this plan, the student and families (if applicable) design both short term and long-term goal, completes a career survey, and uses the plan to monitor their progress. Moreover, there are a number of ways that AOA communicates with the families and students through the use of the application REMIND to send text messages and emails to students and families; communication logs that are used by each teacher to track when they communicate with families; mail merge that allows the site to send out general announcements; monthly community meetings called Coffee with the Principal held every 3rd Wednesday evening from 6-7pm; community events including graduations; and end of the quarter and semester meetings with any family of students under 18 years old.	It is important for the school to work closely with guardians and students to build their educational pathway that is aligned to both short term and long-term goals. In addition, through the use of formative assessments, teachers are able to identify skills gaps which they will share with guardians. These assessment scores allows teachers to add supports in all core content areas, that will help to close those skill gaps and better prepare students for career and college.	AOA, with the help of its educational partners, has identified the need to add services that best support underrepresented families by building in support services for English learners, foster youth/unhoused youth, and low income that addresses their lived condition. The school has identified that families of underrepresented are in need of resources to address food and housing insecurities. In addition, families are in need of resources for jobs and job training. By continuing our partnerships with community organizations that can provide resources to the families, those students show improvements in attendance and academic outcomes.	AOA provides a number of opportunities for the school’s education partners to participate in providing input for decision-making. First the school hosts monthly community meetings called “Coffee with the Principal” every 3rd Wednesday evening from 6-7pm via Zoom. Links to the meeting along with the agenda in both English and Spanish are on the school’s webpage. In addition, the school administrator meets with community-based organizations that provide resources and services to families and students every quarter. During that time, data is shared with the community partner as it relates to the effectiveness of the partnership. Surveys are sent to education partners to gather input on the annual LCAP update, Comprehensive improvement plan, and climate and culture. The school has set up a Parent Advisory committee design to be implemented for the 2023-24 school year.	The school will implement the following focus areas for improving the input of education partners for decision-making: 1. Continue with the monthly community meetings; 2. Fully implement and calendarize the Parent Advisory committee meeting for every other month; 3. Continue to meet with staff to discuss school matters that will need their input; Continue to host quarterly meeting with community partners to evaluate the effectiveness of the program and how the school is engaging underrepresented families.	Some of the ways that the school will improve engagement with underrepresented families is to make sure all communication is in their home language including surveys, text messages, emails, quarterly letters; provide interpretation at each of the community meetings; host meetings and community events that better align to the family schedules.	4	4	4	4	4	5	5	5	4	4	4	3	Met		13JUN2023	2023
01100170137448	Aurum Preparatory Academy	3	Aurum Preparatory Academy in Oakland, CA, demonstrates substantial strengths and progress in building robust relationships between school staff and families. Our achievements in this vital area are evident through various measures and partner feedback.  Firstly, we have successfully established open lines of communication, fostering a sense of trust and collaboration between our educators and families. This has been particularly crucial in our efforts to engage with a diverse student body, many of whom come from various cultural backgrounds and linguistic diversities. Our commitment to regular and transparent communication ensures that parents and caregivers are well-informed about their child's progress, school activities, and opportunities to get involved.  Additionally, we have made significant strides in promoting family involvement in school events and activities. We have designed initiatives that encourage parents and caregivers to actively participate in their child's educational journey, such as Parent-Teacher Conferences, Family Workshops, and community-building events. These efforts have resulted in increased attendance and engagement, fostering a strong sense of community within our school.  Our commitment to inclusivity is also reflected in our efforts to address the unique needs of families, including those with special circumstances or requiring additional support. We provide resources and services to assist families in navigating challenges and accessing the necessary resources to support their child's education effectively.  Furthermore, we have formed partnerships with local organizations and agencies to extend our support network for families. These collaborations have enabled us to provide a more comprehensive range of services and resources to meet the diverse needs of our community.  The feedback from our educational partners underscores our progress in this area. They have consistently acknowledged our dedication to fostering a positive and inclusive school environment, where families feel valued and welcomed. These partnerships have facilitated various community outreach programs, workshops, and services that have further strengthened our relationships with families.  In summary, Aurum Preparatory Academy has made substantial progress in building strong relationships between school staff and families. Our commitment to open communication, family involvement, inclusivity, and partnerships has contributed significantly to this success. As we continue to nurture these connections, we remain dedicated to creating a supportive and inclusive educational community where all families feel empowered to actively participate in their child's education and success.	Aurum Preparatory Academy in Oakland, CA, strives to enhance the vital aspect of Building Relationships Between School Staff and Families based on input from educational partners and local data analysis. Our focus areas for improvement are:  Enhancing Communication Channels: We aim to establish more effective and transparent communication channels between school staff and families. This includes regular updates, newsletters, and a dedicated online platform for announcements and resources. By streamlining communication, we foster a more informed and engaged school community. Strengthening Family Engagement Events: We recognize the importance of involving families in various school events and activities. To improve this aspect, we plan to host a wider array of family engagement events, such as workshops, information sessions, and open houses. These events will provide opportunities for families to actively participate in their child's education journey. Cultural Competence Training: We are committed to creating a welcoming and inclusive environment for all families, regardless of cultural backgrounds. To achieve this, we will provide cultural competence training for our staff. This training will enable our educators to better understand and respect the diverse perspectives and needs of our student body. Family Feedback Mechanisms: We value the input and feedback of our families. To encourage their active participation, we plan to implement regular surveys and feedback mechanisms. These tools will enable families to voice their concerns, suggestions, and expectations, which will guide our continuous improvement efforts. Parent-Teacher Conferences: Strengthening the impact of parent-teacher conferences is another priority. We will provide training and resources for teachers to conduct more meaningful and productive conferences. This includes setting clear goals, discussing student progress, and jointly establishing strategies for improvement. Community Partnerships: We recognize the value of community partnerships in enhancing family engagement. We aim to establish partnerships with local organizations and businesses to offer resources and support to our families. These partnerships will create a network of support beyond the classroom. In summary, Aurum Preparatory Academy in Oakland, CA, is committed to improving the relationship between school staff and families by focusing on communication, engagement events, cultural competence, feedback mechanisms, productive conferences, and community partnerships. Our objective is to create a more inclusive, informed, and engaged school community that collaboratively supports student success.	Aurum Preparatory Academy in Oakland, CA, is dedicated to enhancing the engagement of underrepresented families, a commitment rooted in comprehensive analysis of educational partner input and local data. Our improvement strategies for building relationships between school staff and families include:  Culturally Responsive Practices: We will incorporate culturally responsive teaching and communication techniques into our practices, acknowledging the diverse backgrounds of our families. This ensures that our interactions are respectful and considerate of their unique cultural perspectives. Family Liaisons: To bridge communication gaps, we will appoint family liaisons who share cultural backgrounds with underrepresented families. These liaisons will serve as a crucial link between the school and families, facilitating communication and understanding. Home Visits: We recognize the value of home visits in establishing trust and rapport with families. Our staff will conduct home visits to get to know families on a personal level, understand their needs, and involve them more actively in their child's education. Culturally Relevant Workshops: We will organize workshops and events that cater to the specific needs and interests of underrepresented families. These events will address topics like academic support, college readiness, and social-emotional well-being. Translation and Interpretation Services: To ensure effective communication, we will provide translation and interpretation services for families who may have language barriers. This ensures they can access information and participate fully in school activities. Parent-Teacher Conferences: We will encourage regular parent-teacher conferences to discuss student progress, providing families with opportunities to engage in their child's education actively. Feedback Mechanisms: We will establish feedback mechanisms such as surveys, suggestion boxes, and regular meetings to solicit input from underrepresented families. This feedback will guide our efforts to improve engagement continually. Community Partnerships: Collaborating with local community organizations and leaders will strengthen our connections with underrepresented families. These partnerships will provide additional resources and support to address the unique challenges these families may face. Equitable Access: We will ensure equitable access to information, resources, and opportunities for underrepresented families, eliminating barriers to their participation in school activities. Celebration of Diversity: Embracing diversity will be at the core of our school culture. We will celebrate and value the unique contributions and perspectives of underrepresented families, fostering an inclusive and welcoming environment. Through culturally responsive practices, dedicated support, and ongoing collaboration, we aspire to create an educational community where every family feels valued, heard, and actively engaged.	Aurum Preparatory Academy in Oakland, CA, has achieved notable progress in building partnerships to enhance student outcomes, leveraging our strengths and local data analysis:  Community Engagement: Our deep-rooted connection with the local community is a prominent strength. By actively involving parents, guardians, and community members, we have created a collaborative environment that supports students comprehensively. This engagement not only enriches student experiences but also solidifies our school's role within the community. Stakeholder Collaborations: We have established robust partnerships with diverse stakeholders, including local businesses, non-profits, and higher education institutions. These collaborations extend learning beyond traditional boundaries, providing students with real-world exposure and access to valuable resources. Data-Driven Decision-Making: Our commitment to data analysis is a driving force behind our progress. We meticulously review local data to identify areas for improvement. This analytical approach empowers us to customize programs and interventions effectively, resulting in positive student outcomes. Professional Development: Our investment in professional development for educators stands as a testament to our dedication. This ensures our teaching staff is well-equipped with the latest pedagogical tools and strategies, meeting the diverse needs of our students with excellence. Special Education and Inclusion: We pride ourselves on our inclusive education approach, where significant strides have been made in supporting students with special educational needs. Through tailored support, we guarantee that each student has an equal opportunity to thrive. Curriculum Alignment: Our curriculum is thoughtfully aligned with state academic standards, ensuring students receive a high-quality education that prepares them for academic success and future pursuits. Transparency and Communication: Maintaining open lines of communication with all stakeholders is paramount. Our commitment to transparency fosters trust and collaboration, cultivating a positive environment for student growth. Parental Involvement: We actively engage parents in their child's education through regular communication, workshops, and involvement opportunities. Empowering parents as active partners in their child's learning journey is a priority. Financial Stewardship: Responsible financial management ensures efficient resource allocation to support student learning. This fiscal responsibility underscores our commitment to maximizing the impact of every educational dollar. Aurum Preparatory Academy's progress in building partnerships for student outcomes reflects our dedication to academic excellence & holistic student development. Our strengths in community engagement, stakeholder collaboration, data-driven decision-making, PD, SEN, curriculum alignment, transparency, parental involvement and financial stewardship collectively propel us.	Aurum Preparatory Academy in Oakland, CA, recognizes the pivotal role of building partnerships for student outcomes. After analyzing educational partner input and local data, our focus areas for improvement are as follows:  Enhancing Community Engagement: We aim to strengthen our connections with the local community and educational partners. Collaborative relationships with families, neighboring organizations, and community leaders can amplify the support system for our students. We recognize the need to engage with parents and guardians more effectively, providing them with resources and opportunities to actively participate in their children's education. Expanding Mentorship Programs: We understand that mentorship is a powerful tool for student success. To improve outcomes, we seek to expand our mentorship programs. This involves fostering partnerships with local professionals, community members, and organizations willing to provide guidance and support to our students. By offering a broader range of mentorship opportunities, we aim to inspire and guide our students toward their goals. Strengthening College and Career Readiness Initiatives: College and career readiness are integral to our mission. To enhance our efforts, we plan to collaborate more closely with local colleges, vocational institutions, and businesses. Building strong partnerships with these entities will allow us to offer valuable internships, workshops, and career exploration opportunities for our students, ensuring they are well-prepared for their post-secondary journeys. Professional Development Collaboration: Teacher development is crucial for student success. We aim to partner with nearby schools, educational institutions, and experts in the field to provide our faculty with high-quality professional development opportunities. By tapping into external expertise, we can equip our educators with the latest instructional strategies and best practices to better serve our students. Data-Driven Decision-Making: We recognize the importance of using data to inform our partnerships and interventions. To strengthen this aspect, we will explore collaborations with local research organizations and data experts. These partnerships will enhance our capacity to collect, analyze, and leverage data effectively, allowing us to make informed decisions and continually refine our strategies for student success. Aurum Preparatory Academy is committed to these focus areas for improvement in building partnerships for student outcomes. By actively engaging with our community, expanding mentorship opportunities, strengthening college and career readiness initiatives, fostering professional development collaborations, and embracing data-driven decision-making, we aim to provide our students with a well-rounded education that prepares them for a successful future.	Aurum Preparatory Academy in Oakland, CA, is dedicated to enhancing engagement with underrepresented families based on input from educational partners and local data. Our improvement strategy, grounded in the Building Partnerships for Student Outcomes framework, centers on three key pillars:  Culturally Responsive Communication: We recognize the importance of clear, culturally sensitive communication. We will implement a multifaceted approach that includes translated materials, culturally relevant outreach, and opportunities for families to provide feedback in their preferred language and format. This will ensure that our messages resonate with all families, fostering a sense of inclusivity and trust. Community Collaboration: We will strengthen our partnerships with community organizations and local leaders to bridge the gap between the school and underrepresented families. Collaborative initiatives, such as community workshops and events, will provide platforms for families to voice their concerns, share insights, and actively participate in shaping their children's education. By involving families in decision-making processes, we aim to empower them as equal stakeholders in our educational community. Tailored Support Services: Recognizing that each family has unique needs, we will offer targeted support services. This includes providing access to resources such as counseling, tutoring, and workshops on navigating the educational system. These services will be designed with input from underrepresented families to ensure they address specific challenges and barriers they face. Through these strategic pillars, Aurum Preparatory Academy is committed to fostering a more inclusive and engaging educational environment. Our efforts will be informed by continuous data analysis and feedback from families, ensuring that we adapt and refine our approach to best meet the evolving needs of our diverse community. Together, we aspire to create a school culture where underrepresented families feel valued, heard, and empowered to actively participate in their children's educational journey.	Aurum Preparatory Academy in Oakland, CA, has made significant strides in Seeking Input for Decision-Making. Our current strengths and progress are evident in several key areas:  Stakeholder Engagement: We have fostered a robust culture of engagement with students, parents, staff, and the community. Our regular surveys, open forums, and feedback mechanisms ensure that various perspectives are considered in decision-making processes. Local Data Utilization: We have effectively harnessed local data sources, such as student performance metrics, attendance records, and teacher feedback, to inform our decisions. This data-driven approach helps us make informed choices that positively impact student outcomes. Educational Partner Collaboration: Our partnerships with educational organizations and institutions have been instrumental in gaining valuable insights and expertise. Collaborative efforts with partners provide a wealth of knowledge that informs our decision-making processes. Inclusivity and Equity: We prioritize equity and inclusivity in seeking input. We ensure that underrepresented voices are heard and that our decision-making processes consider the unique needs and perspectives of all stakeholders. Transparent Communication: We maintain transparent communication channels to share information about decisions and their rationale. This fosters trust and accountability within our school community. Adaptive Decision-Making: We have demonstrated agility in adapting our strategies based on the input received. This flexibility allows us to respond effectively to changing circumstances and evolving needs. Continuous Improvement: Seeking input is an integral part of our continuous improvement cycle. We regularly assess our methods and seek ways to enhance our input-gathering processes. Overall, Aurum Preparatory Academy is making significant progress in Seeking Input for Decision-Making. Our commitment to stakeholder engagement, data-driven insights, collaboration with educational partners, equity and inclusivity, transparent communication, adaptive decision-making, and a dedication to continuous improvement all contribute to our success in this vital area of educational leadership.	Aurum Preparatory Academy in Oakland, CA, centers its focus on improving several key areas based on educational partner input and local data:  Enhancing Student Engagement: Our commitment to elevating student engagement is evident in partner feedback and local data. We are actively exploring innovative strategies to create an even more captivating and interactive learning environment. Through interactive lessons, extracurricular activities, and enhanced student support systems, we aim to increase student involvement in their education. Strengthening Academic Support: We recognize the need to bolster academic support for our diverse student body. Our ongoing analysis of local data has highlighted specific areas where additional academic assistance is required. To address this, we are intensifying efforts to provide tailored support, such as tutoring and enrichment programs, to bridge learning gaps and foster academic growth. Community and Family Engagement: Building stronger connections with families and the broader community is a key priority. Input from educational partners underscores the significance of this focus area. We are actively collaborating with parents, guardians, and community stakeholders to create a more inclusive and supportive educational ecosystem that benefits our students. Professional Development: To continually enhance teaching practices, professional development is a vital aspect of our improvement plan. Input from educational partners underscores the importance of investing in our educators' growth. We are working on tailored professional development opportunities to empower our teachers with the latest instructional strategies and tools. Equity and Inclusion: Data analysis has drawn attention to the importance of equity and inclusion in our educational approach. We are refining our strategies to ensure equitable access to resources, support, and opportunities for all students. Our commitment to fostering an inclusive school environment remains unwavering. In summary, Aurum Preparatory Academy is dedicated to addressing these focus areas guided by partner input and local data. Through collaborative efforts, strategic planning, and an unwavering commitment to our students' growth and success, we aim to make substantial improvements in these key domains of our educational journey.	Aurum Preparatory Academy in Oakland, CA, is committed to enhancing the engagement of underrepresented families, a crucial aspect identified through our self-reflection process related to Seeking Input for Decision-Making.  Firstly, we recognize the importance of open communication channels. We will establish regular meetings, both virtual and in-person, to gather input and feedback from underrepresented families. These sessions will be thoughtfully scheduled to accommodate various work schedules and will be conducted in languages accessible to all, ensuring inclusivity.  Additionally, we plan to employ community liaisons who share cultural backgrounds and languages with underrepresented families. These liaisons will serve as bridges, facilitating effective communication between families and school staff. They will also help families navigate school policies and procedures.  We will enhance transparency by providing accessible information through various mediums, including our website, social media platforms, and newsletters. This will keep families informed about school activities, decisions, and opportunities for involvement.  To foster a sense of belonging, we will organize family-focused events that celebrate cultural diversity and provide opportunities for parents to connect with each other and the school community. We will actively seek feedback on these events to ensure they meet the specific needs and preferences of underrepresented families.  Moreover, we will tailor our outreach strategies to align with the communication preferences of underrepresented families. This includes utilizing text messages, phone calls, and other modes of communication that resonate with them.  In conclusion, Aurum Preparatory Academy is dedicated to improving the engagement of underrepresented families by creating inclusive communication channels, employing community liaisons, enhancing transparency, fostering a sense of belonging, and tailoring our outreach strategies. Through these initiatives, we aim to strengthen our partnership with underrepresented families, ensuring their voices are heard, and their contributions valued in our decision-making processes.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met For Two or More Years		08JUL2023	2023
01100170138867	Hayward Collegiate Charter	3	At Hayward Collegiate, we believe empowering our families to know what to look for and how to advocate for themselves and their children is paramount. Parents are invited to frequent community celebrations, are communicated with via ParentSquare, and have strong relationships with site staff and leadership.	Work to create more formal opportunities for parent voice and feedback through an active school site council, parent/family meetings, and coffees.	Heavily Spanish-speaking school community; hiring more native and/or bilingual staff members (prioritizing) to ensure authentic engagement with Spanish-speaking families. Specific training for translators to ensure proper translation of academic language and meaning (overlap of SPED and Spanish)	At Hayward Collegiate we are proud of the deep roots we have established with families and community stakeholders. Right now, we ensure to have one event each month that ties parents, teachers, and administration together. For example, we have monthly coffees with the teacher where parents and teachers can come together to discuss what is happening in the school.	We are working on creating in-person activities to encourage additional engagement.	Again, we are currently engaged in developing additional opportunities for engagement among school community stakeholders.	We have an English Language Learner Advisory Committee where we are able to review key details and decision-making strategies for the school. We also have a parent advisory Committee that helps us with this. We distribute Google surveys to gather feedback on a variety of issues and initiatives.	We are working to increase engagement with all stakeholders and to provide further opportunities as HC scholars prepare to enter middle school. Community School planning initiatives will broaden the scope of involvement.	Continue with current initiatives that encourage engagement with underrepresented families and explore new ways to seek their input in a manner that is easy for them.  Hayward Collegiate is also partnering with the Support Office on Community School planning opportunities which will represent traditional underrepresented families.	5	5	5	5	4	4	5	4	3	4	4	4	Met		20JUN2023	2023
01100176001788	Cox Academy	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.	We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Last year we started to rebuild towards pre-pandemic levels of parent leadership in our school, and will continue those efforts this year.	We are focusing on increasing the engagement of our Black families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.	4	4	4	4	4	4	4	4	4	4	5	4	Met		16JUN2023	2023
01100176002000	Lazear Charter Academy	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.	We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Last year we started to rebuild towards pre-pandemic levels of parent leadership in our school, and will continue those efforts this year.	We are focusing on increasing the engagement of our Black families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.	4	4	4	4	4	4	4	4	4	4	5	4	Met		16JUN2023	2023
01316090000000	California School for the Blind (State Special Schl)	3																						Not Met For Two or More Years			2023
01316170000000	California School for the Deaf-Fremont (State Special Schl)	3																						Not Met For Two or More Years			2023
01611190000000	Alameda Unified	3	The Family Trust Survey revealed a small increase in positive responses from African American families in relation to school connectedness. CCEIS Scholar families had a strong increase in positive responses to school connectedness. AUSD’s current strengths in building strong relationships with between school staff and families includes the following  district-wide efforts  1- To build cultural competency for site leaders, intervention leads, counselors, psychologists, and staff. These professional development sessions will provide racial and culturally responsive professional learning opportunities regarding personal lens and trauma-informed practices. The goal fosters normalization of racial dialogue and the development of interracial justice community. Conceptions explored include vulnerable inquiry, discussion, and action related to the foundations of race, racism, implicit-bias, micro-aggression, whiteness, and the ethos of white supremacy culture, and how they affect adult educators and students. This learning opportunity will focus on the necessary lens and tool development for how to assess and view the needs and presentation patterns of Black students and families and students of color, in general, through COST, SST, and 504 processes.  2- AUSD’s Office of Equity launched a Diversity, Equity and Inclusion Community of Practice following a Guiding Question: How do we create safe and inclusive spaces in our schools? Four sessions included:The Power of Influence, Your Locus of Control, Intersectionality, Bridging and Belonging 3- As part of the AUSD’s CCEIS plan, we hosted four district-led Family Workshops. Topics included: How to talk to your children about race. Milestone grade level conversations (3rd, 6th, 9th,11th grade). We also hosted a focus on Future Careers workshop with a variety of workforce industries present. 4- We are implementing Dual Capacity Development at five of our nine elementary schools. We’re working with teachers and families to bridge connections between home-school in an effort to engage and build relationships that are academically focused in support of student achievement. Successful engagement requires both educators and family members to develop essential beliefs, knowledge, skills, confidence, social relationships, and other capacities that aid in building academic partnerships.	AUSD will continue its work to build staff cultural competency. AUSD is also asking school sites to intentionally outreach and host affinity spaces for African American/Multi-Ethnic and Latino families and students to help meet the unique needs that are presented. There will be continued work on CCEIS, and the Office of Equity will work to support site needs with family engagement. We have also hired 4 Scholar Staff and Student Advisors to assist 4 school sites with building strong relationships with families and staff. Philosophically, we are also helping to shift the locus of control and advocacy work down to the school sites. The power in strong school -family relationships should be centered at each individual school site with support from central office. Dual Capacity Development will continue at sites and may extend to the other four schools as a practice to forge academic partnerships between families and teachers. We must continue to cultivate Diversity, Equity and Inclusion at each school site as the level to transform schools with the district office in the role of support.	Office of Equity is committed to sponsoring family engagement workshops/events that target underrepresented. For example, Black Joy and End of Year Family Celebration, Black Promotion Celebration, Acknowledge Multiple Heritage Months, acknowledge and raise awareness and resources to honor our families of color. The Office of Equity will support families with resources and information to make grade level transitions easier to navigate.	We are continuing to make progress with efforts to increase family engagement and capacity development through School Linked to Learning Activities addressing Grade-level essential conversations, screen controls, mental health  as well as through FASTalk, a texting app that aligns with Common Core Standards. This year we are building further on with Dual Capacity (parent-teacher partnerships focused on academic achievement) in our five school sites. The Office of Equity also hosted Teneh Weller to train our district managers on Customer Service and Relationship building in service of equity. LEAD for Learning PD training  is given to site administrators to encourage creating conditions for adult learning and one strategy that has been presented was to share a protocol to shadow and listen to student voices to best understand how they are experiencing the school system.	AUSD continues its focus on Academic discourse, student relationships, creating conditions for adult collaboration, and culturally responsive practices.	The Office of Equity is committed to sponsoring family engagement workshops/events that will be intended and designed for underrepresented families. For example, Black Joy was held for the first time in our school district in an effort to celebrate Black creativity, artistry, and excellence for Black History Month. We will also host an End of Year Family Celebration before school is out. We are working on acknowledging multiple Heritage Months, and raising awareness and resources to honor our families of color. Our Grade level Transitions meetings will support “warm handoffs” for our students of color from elementary through high school at 5th grade into middle school and 8th grade to high school. Families will be invited to meet their new school teams and students will have the opportunity to meet their counselors. The mentees at Wood Middle School will participate in a special meeting with the Family Liaison at their feeder high school.  The Office of Equity will also host Race Consciousness training for families and for educators to build capacity, relationships and work towards more inclusive school communities. Dual-Capacity Development (strengthening home-school partnership) at scholar schools will continue to reinforce outreach, relationship building, and staff development to establish a culture of academic partnerships with families.	Curriculum Review and Review Sessions: The Curriculum and Instruction Review Session is composed of community members and district and school staff and provides an opportunity for our parents and community members to give  input and feedback about current and future curricula adoptions. This is a key avenue through which stakeholders can contribute perspective and ideas on our teaching and learning programs; they meet four times a year. This year, there is a Math curriculum review underway.  LCAP/CAC: The three-year Local Control and Accountability Plan describes the goals, actions, services, and expenditures to support positive student outcomes that address state and local priorities. Our Community Advisory Committee is composed of members of our community including teachers, equity roundtables, site staff, and families from across the district. District English Language Advisory Committee: Each California public school district with 51 or more English Learners must form a District English Learner Advisory Committee (DELAC): This district-level committee is composed of parents, staff, and community members and is charged with advising district officials on English learner programs and services. Diversity, Equity & Inclusion Community of Practice (DEI), hosts a series of community engagement conversations aims to create a place to build relationships, build trust, reflect, discuss and leverage internal expertise by sharing with one another, and co-construct ideas. All AUSD parents and caregivers are invited to this space to brainstorm and generate inclusive ideas that can be applied to the groups they influence. Equity Rountables: AUSD is home to many equity and inclusion committees/roundtables: Alameda Mosaic, supporting African American/Black/ Multiethnic families; ALCANCE, a learning community for our Spanish language families; Asian Pacific Islander (API), and our LGBTQ staff and student roundtable, Jewish Roundtable, and Muslim Roundtable.	Bolster channels of communication for student voice- expand our outreach from the DEI and aim to attract new participants and voice from parent leaders. Strategic partnership with our most marginalized families in Alameda. For example those who live at the Alameda Point (Alameda’s most vulnerable community) is also a target parent population we want to engage and support.	Work with Alameda Point Collaborative to identify parents who can provide input. We will go to their spaces and address topics to address their needs. Increase Social Media outreach and presence to provide multiple channels of communication for families who may feel more connected through that medium.	3	2	2	3	3	2	2	3	2	2	3	3	Met		27JUN2023	2023
01611190119222	Nea Community Learning Center	3	Nea school provides multiple opportunities throughout each year for our administrators, teachers, and classified staff to build positive relationships with Nea families.  From formal structures like twice yearly culture surveys, Back to School Night, and Exposition Nights to informal opportunities through twice/week office hours with staff or monthly morning coffees with administration. Our staff is accessible to our families in person or via Zoom, and uses Jupiter, email and Class Dojo as family messaging platforms They are used to consistently engage with families in what is happening instructionally and socially. In addition to daily participation from parents, the school has a number of active committees and a governing board.  Committees are composed of the Lead Facilitator, Department Leads, Facilitators, Support Staff, Parents and Learners.  Committee meetings relate to finance, curriculum and standards, program evaluation, LCAP, WASC, and personnel.  The Lead Facilitator meets regularly with the leaders of the teams to guide them through analyzing data, determining professional development needs, providing learner support structures, and addressing other curricular issues.  Annually, the progress on the school-wide action plan is evaluated and modified for the upcoming school year.  Further, the Lead Facilitator prepares progress reports to both the Nea Governing Board and CLCS Board of Directors for review and approval.  Administration partners closely with the PTSA on events, messaging and family/community support. The PTSA provides outreach to families and supports them to navigate the structures of the the school.	"As a school, we have made progress in our Equity Committee in really identifying ways to engage our most under-represented families. This last year, staff from both sites (Nea  and ACLC are sister schools on the same site) came together multiple times throughout the year and presented their recommendations to the administrative teams. We are focusing on the PBL (Project Based Learning) elements of ""Voice and Choice"" as well as harnessing the joy of learning.  We are also emphasizing equity as it relates to learner needs and experiences at school.  This looks like an intentional approach to restorative justice, trauma informed practices, differentiation and deescalation."	Our data mirrors state data and shows that our most under-represented families are often Black, Latinx and families from lower income backgrounds. Through our Deans of Students' and PTSA, we are making progress in establishing relationships with these families and doing our best to remove barriers to engagement with the school. We will continue to focus on these families as we move through the year through outreach. An example of this will be ensuring that family notices are translated for families or shared through google platforms so that interpretation can easily be accessed. We are working to create affinity spaces for families for feel more connected to school.	"Nea provides a number of opportunities for staff to partner with families in support of learners. From a full-time counselor and a new half time College Counselor to our ""live update"" grading and communication system (Jupiter & Class Dojo) and response to emails within 48 hours, we are a school that partners with our parents on behalf of our learners. Our Lower Village, (K-5) has parent/teacher conferences in the Fall and Learner Led Conferences  (LLC’s) in the Spring.  Our Upper Village (6-12) has LLCs twice a year. During LLCs create and present to their peers and families in presentations around their learning and takeaways from their learning throughout the year. Teachers send weekly notifcations to families where they outline curriculum, general announcements and other pertinent information. The administrative team also host monthly morning coffee, both in person and vie zoom, which has high parent turnout. We have regular LSTs (Learner Support Team meetings) where we bring families, students, and staff together to support learner success."	We have made our administration, staff, and parent association more accessible to all by adding Zoom meetings as an option for most, if not all of the meeting types we hold (504, IEP, LST, Office Hours, Morning Coffee, PTSA, Info Nights, Governing Board Meetings). All 6-12 families recieved a phone call touchpoint from their homeroom teachers at the beginning of the year in order to launch the school year with a proactive and positive connection. Middle school teachers have also begun sending weekly newsletters to their families about what learners are working on in class and announcing upcoming events.	Though we have a lot of tools and systems that we employ to bridge the gap between school and home, we know that we still have room to grow in partnering with all families. We are continuing to hold school events (parent meetings, volunteer events, and school events) at different times of the day (morning, daytime, and evening) to allow the greatest chance of family participation, and we continue our translation service this year to aid with meetings, calls, and events. We are continuing Zoom meeting access, when possible for board meetings, IEP meetings, 504 meetings, and LST meetings to allow more access as well.	Nea uses a online survey once a year to gain a variety of feedback from parents in a quick and convenient way. We are able to tailor the questions so that they directly relate to our WASC findings and LCAP goals. This ensures that we are able to get a comprehensive look at our program in order to make the necessay adjustments in support of our community. Based on our most recent results from our survey, we established several expected annual measurable outcomes within our LCAP and WASC self study.  Additionally, we have used interim surveys to seek family needs while making programming decisions as we reopened school.	Our TK-5 team has continued to adoption of ToolBox.  Our Upper Village team continue to adjust our weekly Learning to Learn (L2L) advisory presentations including topics to open conversation about mental health well being, goal setting and emotion regulation. We are continuing the use of circles as both a means to build community and repair any harm that was done. We are continuing to ramp up our opportunities to build joy amongst our community members. This includes team-building, games, campus clubs, field trips, and evening events like movie nights and dances. Professional development around the social emotional development tied to equity is being emphasized as a through-line this year.	A continued focus for staff in the 23/24 school year will professional learning around trauma informed practices, differentiation and building relationships with learners/families.	5	4	4	4	4	4	4	3	4	4	4	4	Not Met		23AUG2023	2023
01611190122085	The Academy of Alameda	3	#NAME?	The Academy of Alameda is currently working on rebuilding our Parent Teacher Association and Family Alliance. This will allow for families to participate in more community building and volunteer activities.	In addition to the hiring of a whole school Family Liaison, we have created an Emerging Bilingual Coordinator position to work directly with students and families for whom English is not their first language. This person will be able to build relationships to support students and families both on campus and finding resources within the community.	In the Elementary Program, teachers formally meet with families twice a year for family / teacher conferences. Conferences are flexible in timing and mode (online or in person) in order to best serve the needs of the family, and to allow for as much partnership and participation as possible.  In the Middle Program, teachers are actively communicating with families through email, phone calls, zoom meetings, or more formal Student Support Team meetings. The Middle School Program also collaborates with Classroom Matters to provide a series of family workshops including successful school habits, mental health awareness, and youth and technology. These parent education opportunities provide information about student learning and development and promote a strong partnership between the families and the school.	An area of focus for the Middle Program is to provide more opportunities for families and students to discuss academic progress and growth. We are also considering a more formal family / teacher conference structure for the Middle Program.   A focus area for the Elementary Program includes expanding professional learning opportunities for teachers and staff to build capacity to more strongly partner with underrepresented families. We are continuing to work through Equity based professional development and providing teachers with the time and space to focus on identity both personally and with families they interact with.	Our Emerging Bilingual Coordinator and Family Liaison will have a large role in partnering with our families around attendance and language to support building partnerships for student outcomes. Additionally, our teachers will continue to focus on identity and equity based teaching during professional development throughout the year.	The Academy of Alameda has used family surveys, focus groups, and our Family Alliance (pre-pandemic) to engage our community in decision making. Surveys, town halls, and focus groups have been used during the creation of our strategic plan, school re-opening during COVID, and revisions to our charter.	A focus area for both programs is to explore more ways we can engage our community for input into decision making. By restarting the Parent Teacher Association and Family Alliance we will be able to engage families on a more regular basis. We are also considering the formation of a site council or more frequent focus groups as a way to engage families in input to decision making.	We will be using our Family Liaison and Emerging Bilingual Coordinator positions to strategically engage underrepresented families in participation in the Family Alliance and strategic focus groups.	3	4	4	4	3	4	3	3	3	2	3	3	Met		15JUN2023	2023
01611190130609	Alameda Community Learning Center	3	ACLC staff utilize Jupiter for grading, which includes a two way communication platform, which supports relationship building. ACLC also has a strong history of traditions that bring families on-site and provide opportunities for relationship building with families beyond the walls of the classroom. Our Parent Action Committee also creates and hosts events that bring together families and staff in social ways.	Our goal for this year in regards to building relationships is to increase the diversity of families that attend our family events. Our African-American and Hispanic families, as well as families for which English is not the first language are underrepresented at these events.	Our Affinity Groups are one of the strategies that we are using to help identify and breakdown barriers that are preventing deeper engagement from these families and to make our campus a more welcoming space for them. We are also beginning to provide more translations when providing information about events. We are continuing to use translation services to communicate with families that are not fluent in English so that they can still be involved participants in their students' education.	"Our school provides a number of opportunities for staff to partner with families in support of students. From a full-time counselor and a half time College Counselor to our ""live update"" grading and communication system - Jupiter, we are a school that partners with our parents for student behalf. Twice a year we have LLCs (Learner Led Conferences), where learners create and lead their peers and families in presentations around their learning and takeways from each semester. We have Office Hours built into our teacher contracts twice each week for parents and students to access staff. We have weekly LSTs (Learner Support Team meetings) where we bring families, students, and staff together to support student success, and we share regular monthly opportunities for families and learners to participate in school events."	Though we have a lot of tools and systems that we employ to bridge the gap between school and home, we know that we still have room to grow in partnering with all families. We are continuing with the role of Family & Learner Liaison so that we have a dedicated staff member conducting and overseeing outreach to our most marginalized and disconnected families. We are continuing to hold school events (parent meetings, volunteer events, and school events) at different times of the day (morning, daytime, and evening) to allow the greatest chance of family participation, and we continue our translation service this year to aid with meetings, calls, and events. We are continuing Zoom/hybrid meetings for board meetings, IEP meetings, 504 meetings, and LST meetings to allow more access as well. We are also hosting affinity group focus groups and events to highlight and strengthen the voices of families from some of our historically underrepresented family groups.	By adding Zoom meetings as an option for most, if not all of the meeting types we hold (504, IEP, LST), we have made our staff more accessible to parents and families. We also worked to provide wi-fi hotspots and Chromebooks to all families who needed one. Continuing on a pattern we set last year, we are hosting LST (Learner Success Team) meetings for both middle and high school students and their families each week as another way to partner with families for student success. Our ELD Coordinator has been soliciting feedback through ELAC regarding the most desired supports by non-native English speaking families and is presently planning an after school ESL program for family members who desire to build their English skills.	ACLC surveys both its learners and families twice each year. These surveys were created and are continuously revised by the standing School Culture Committee. The learner survey focuses on a variety of issues that affect their experience at the school. The family survey focuses on communication with the school and the ability to work with the school to support the learner. As a result of our equity and inclusion initiative this past year, additional sections were added to each regarding respect and belonging for both survey groups.  For the past few administrations and for both survey groups, the school received very high feedback on the portions that concerned digital communication and grade reporting. Families and learners alike clearly appreciate being able to contact their facilitators easily and being able to accurately and quickly access their progress in classes.   92.8% of our families responded that they strongly agree or agree that ACLC supports their individual academic needs, and 97.1% said they strongly agree or agree that ACLC supported their social development last year. Most answers for other questions and subgroups fell into the second highest category, marking a good rating. Questions concerning a wide range of topics including programs, instructional and professional practices, and assessment all received favorable, if not the highest, responses from the community.  Furthermore, students, teachers, and parents all serve on the ACLC governing board, which allows for significant input and perspective on our high-level decision making.	Now that we are past the times of COVID restrictions, which sidelined many of our traditions, we are engaging our learners and their families by re-establishing traditions like CCC, Learner Led Conferences, Con Con Day, Judicial Committee, and a host of other things that gave opportunities for input on how we make decisions at ACLC. With our new Advisory program, we have an Advisory committee of students who are contributing to the development and presentation of the program. Overall, the school receives favorable results in almost all areas, and families and learners alike enjoy the ACLC experience in almost all facets.	In addition to these surveys, our democratic model is based on collaborative decision-making; from our new logo to our annual Constitution Convention where we examine our learner-created school rules to learner and staff representation on the school boards to our leadership class that accepts proposals for changes to school policy and rules, we are a school where there are lots of opportunity for voice. We hope that our Affinity Groups and growing ELAC will both create a more welcoming environment for our underrepresented families, as well as increase our ability to meet their needs.	4	4	4	4	4	4	5	5	5	5	5	5	Met		13JUN2023	2023
01611270000000	Albany City Unified	3	The district regularly communicates with families through weekly updates from the Superintendent, and school newsletters. Teachers regularly communicate  and conference with families. The district is upgrading the website to include more timely information. They collect input through online surveys, and parent advisory and district committee meetings that inform funding and other decisions.	The district is focused on improving district and school websites, updating them regularly and posting information that is accessible, clear, and relevant. Since the pandemic, sites have begun to offer family math nights and festivities in person. The district hopes to increase these events. The District facilitates a Special Education Advisory Council and other stakeholder groups composed of parents, staff, and Board Trustees.	The district is continually working on increasing attendance for our site and district committees with families that are representative of our diverse student population by using multiple means of communication and being intentional when recruiting families for committees. At the recommendation of the Student Advisory Committee, the district conducted a listening campaign to obtain feed back from families, specifically underrepresented families. Results from the listening campaign will be used to inform decisions.	The school sites hold Back to School Night early in the year so that families are informed about expectations for their student's academic success. Sites also hold parent-teacher conferences to inform families of their student's progress. Families have access to their student's progress and grades through our information system, and for elementary students, report cards are provided three times per year. Sites offer Student Success Team (SST) meetings to families as well as Special Education IEP meetings with the intention of identifying and meeting individual student's needs.	Though we have methods in place for improving and building partnerships with families, there are consistently families who we struggle to reach. This is an area of needed improvement.	The district will target efforts to reach underrepresented families by communicating regularly and effectively with families, updating contact information, offering opportunities for families to get involved, and providing resources to support families.	The District supports a number of parent engagement groups for the purpose of seeking input including a Student Achievement Committee, Budget Advisory Committee, Safety Committee, Wellness Committee, and Special Education Advisory Council. School sites hold regular Site Council Meetings guiding development of the Single Plan for Student Achievement (SPSA).	"The community is requesting more information on the district budget and budget priorities. In response, and in addition of the regularly held Budget Advisory Committee, the district Superintendent is including a ""budget corner"" in his weekly communication with the community. The district will continue to collect stakeholder input through surveys and committees to help inform decisions."	The district is continually working on increasing attendance for our site and district committees by families that are representative of our diverse student population using multiple means of communication and being intentional when recruiting families for committees.	4	4	4	4	4	4	4	4	4	3	3	4	Met		27JUN2023	2023
01611430000000	Berkeley Unified	3	BUSD demonstrates relative strength in providing information and resources to families, so as to improve student outcomes.	A continued area for focus is to provide professional learning and support to principals to improve a school’s capacity to partner with families, with special attention made to supporting the engagement of underrepresented families.	There is also an expectation (policies and programs) that teachers and administrators communicate and engage with parents and families.	The Office of Family Engagement and Equity offers district-wide support for families and is in its 9th year of school-based family engagement programs at six of the district’s elementary schools and for the past four years, at Berkeley High School.	As a focus area, BUSD has identified Parent Engagement as a major priority, as evidenced by creating a Director of Equity who directly oversees and supports the Office of Family Equity and Engagement. Another focus area for improvement is the revision of the Parent Engagement Plan/ Parent Involvement Policy to reflect an analysis of current data and priorities and to improve the engagement of underrepresented families.	Priorities include 1) Establishing links between home and school for academic success, 2) Improving behavioral supports for students by helping families build trusting relationships with school staff and students, and 3) Promoting attendance and access to community resources.	BUSD has a variety of opportunities for principals, teachers, and the majority of families to participate in decision-making. These opportunities contain capacity-building structures for stakeholders, intended to be spaces for collaboration and empowerment.	A future focus will be the intentional outreach to families who are underrepresented, both for purposes of increasing general awareness of decision-making opportunities and the value and power of meaningful collaboration and input in decision-making.	By providing capacity-building structures for educational partners, intended to be spaces for collaboration and empowerment.	2	3	2	3	2	3	3	2	3	3	3	2	Met		14JUN2023	2023
01611500000000	Castro Valley Unified	3	Family engagement is critical to the success of students in Castro Valley Unified School District (CVUSD) and is an area of strength for our district. Family engagement is essential in improving student outcomes (e.g., attendance, engagement, academic outcomes, social emotional learning, etc.). Partnering with educational partners also creates  shared, collaborative relationship among educators, students, families and the community. Working together to create, implement and monitor progress towards goals is essential in building a responsive program for the academic and social emotional success of all students. Community involvement in CVUSD is an ongoing process. Among the engagement practices that we utilize are community input sessions. Sessions are held with parent groups, the community and CVUSD staff. During Community Engagement evenings, DELAC meetings, Parent Leadership Council, District/Site Leadership  Team meetings and Educational Services Department meetings, the following were presented and discussed with all participants: The 2022-2023 LCAP Update, the goals for the the 2023-2024 LCAP and the types of actions and  services being provided that we are presently considering with each one of the goals:    Goal #1 – Instruction & Learning  Goal #2 – Facilities, Materials, & Highly Qualified Teachers  Goal #3 – Parent Empowerment  Goal #4 – Student Engagement    During each educational partner meeting facilitated conversation then continues, during which time participants meet in small groups and  discuss the types of services and actions they would like to see that will add to the success of unduplicated pupils. This information was then taken back to the Educational Services Team which then reviews all educational partner input on a weekly basis to review the input from educational partner  groups and update the LCAP with any additional services and/or actions that will help to meet the needs of our students. After each meeting,  the draft LCAP was edited based on input from the group in preparation for the next meeting. All proposed additional services are then reviewed by the executive cabinet and shared with principals, to ensure that these efforts will improve our MTSS structure and be  implemented systemwide.	CVUSD continues to focus on building welcoming, inclusive, and humanizing environment for our traditionally underserved families. We continue to seek to conduct robust outreach and do deeper listening to our African American, Latinx, and Asian American and Pacific Islander families, as well as families from other historically underserved groups. In addition to this, we seek to make sure that our families who are multilingual language learners have access to critical documents and information in the language that makes sense. Our translation budget reflects this work as a priority.  Feedback from our educational partners indicates that although CVUSD does a good job of doing this work, there are still many families that we have not reached yet. Our district motto of “all means all” demands that we will not be satisfied until all families have a clear voice in all aspects of their children's education and our educational system.	We will continue to improve our engagement with our underrepresented families through working with our Elementary and Secondary African American Parent Advisory Councils and our Padres Unidos parent groups on 3 key actions:  1. Ensure that we help to build the knowledge of the educational system and the capacity  for them to successfully navigate our district’s classroom and schools.  2. Listen and learn about the cultural wealth of our families and apply this knowledge to our classrooms/schools  3. Continue to work on becoming a more welcoming, inclusive, and humanizing environment.	The CVUSD has actively sought and partnered with local community groups and advocates to provide families with information regarding how to support their students. Parents receive support through various means, including, but not limited to Piqe, which provides a  variety of hands-on workshops, seminars, and ongoing supports for parents and school leaders. Additionally, our Parent Leadership Council receives ongoing updates and provides input regarding CVUSD opportunities and our work. At the elementary and secondary levels, CVUSD has parent groups at each site, as well as parent affinity groups for underrepresented communities, including Latino, African American and Asian American / Pacific Islander parents, parents of English Learners and parents of students with disabilities. Each year, the CVUSD also holds listening sessions in which parents from historically underserved communities provide valuable input regarding needs and areas in which we can better serve students and families. The CVUSD will continue to make further efforts to be as inclusive and supportive as possible in providing this support and information to families with the greatest need.	Serving the needs of all families continues to be an area of focus for CVUSD. Some CVUSD families have limited access to the internet, have limited English skills, and or do not have academic literacy skills. In order to fulfill our goal of ensuring the academic success and healthy social-emotional development of all students, CVUSD continues to focus on developing strong systems to inform and communicate with families using a variety of approaches. Additionally, creating welcoming school environments ensures that families are encouraged to partner with our schools. Also, providing families with information and resources to support student learning and development in the home is an important area of focus so that parents are aware of and well-involved in their students’ education.	Supporting families to understand and exercise their legal rights and advocate for their own students and all students is an important part of  building partnerships with families. Through developing affinity groups and garnering input and feedback from those groups, CVUSD is able to get additional input beyond responses from LCAP presentations and parent surveys (both of which are conducted each year). Additionally, providing more space for families from underrepresented groups to give input into district decisions is an important part of this process.	Based on the analysis of educational partner data, the CVUSD does a good job of gathering input. The CVUSD has been effective at meeting with a wide variety of groups, including community partners, parent groups, collective bargaining groups and others. Additionally, the CVUSD conducts surveys and holds focus groups meetings, as needed. The CVUSD actively seeks and partners with local community groups and advocates to provide families with information regarding how to support their students. Parents receive support through various means, including, but not limited to Piqe, which provides a  variety of hands-on workshops, seminars, and ongoing supports for parents and school leaders. Additionally, our Parent Leadership Council receives ongoing updates and provides input regarding CVUSD opportunities and our work. At the elementary and secondary levels, CVUSD has parent groups at each site, as well as parent affinity groups for underrepresented communities, including Latino, African American and Asian American / Pacific Islander parents, parents of English Learners and parents of students with disabilities. Each year, the CVUSD also holds listening sessions in which parents from historically underserved communities provide valuable input regarding needs and areas in which we can better serve students and families. The CVUSD will continue to make further efforts to be as inclusive and supportive as possible in providing this support and information to families with the greatest need. CVUSD includes educational partners in comprehensive strategic planning in ways that are meaningful and impactful. This collaborative work is ongoing and happens on an annual process.	Based on the analysis of educational partner data, the CVUSD does a good job of gathering input. The CVUSD could increase input from families, potentially, by shifting these input sessions from districtwide sessions and group meetings to school-based meetings which would make the settings more familiar to families and site staff members. This additional input could be then used to identify trends from surveys and other data.	CVUSD will continue to implement its current strategies to ensure strong participation in decision-making. It will also continue to deepen this work each year, especially so that the perspectives of historically underserved students, and families will be heard during the input p[hases., and also have their perspectives represented in the self-reflection process. One way to continue to improve in this manner is to be sure to include staff members, and families who are familiar with families from historically underserved communities. These participants in the self-reflection process can also help to clarify notes and survey responses during this process.	5	4	4	5	4	5	4	5	4	4	4	4	Met		28JUN2023	2023
01611680000000	Emery Unified	3	The district is committed to building relationships between school staff and families. According to the key findings from the CA School Parent Survey, 2022-2023: 69% of parents agree or strongly agree that the district actively seeks parents’ input before making important decisions 81% of parents agree or strongly agree that the district encourages parental partnership in child’s education 87% of parents agree or strongly agree that the school staff treat parents with respect and 70%  of parents agree or strongly agree that school staff take parent concerns seriously.	The district is working on increasing the volume of the parents' input into our strategic planning. Although every family is invited, parents' attendance needs to increase. Additionally, the district is focusing on improving two-way communication between schoos and families.	The district will continue inviting every parent to our planning meetings to represent all the voices in strategic planning. To increase parent engagement, we plan to coincide planning events with student performances and will also continue translating all the documents and provide Arabic and Spanish interpreters at all of our school events.	The district consults with all of our educational partners when planning educational initiatives and making any important decisions that are designed to improve student outcomes.	Our primary focus is to increase the number of parents participating on our LCAP Parent Advisory Committee. Although every family is invited, few attend the meetings. The district will continue and diversify the outreach efforts to the families to increase the number of participants.	We will seek input in English, Arabic, and Spanish to increase the representation of our multilingual community. The district will also use multiple ways of communication when soliciting input - phone calls, letter, emails, robocalls, text messages, and by word of mouth.	All important decisions are made with input from multiple educational partners - families, teachers, classified staff, administrators, governing board, and students. Everyone's input is taken into consideration in our decision-making process.	Our main focus area is to increase educational partners' participation.	The district will continue strengthening our outreach efforts. In addition to utilizing multiple languages to engage our bilingual families, we will offer a combination of electronic and in-person opportunities to provide input and will continue using multiple means of communication and reporting to support this engagement.	4	4	3	5	3	4	4	3	4	4	4	4	Met		28JUN2023	2023
01611760000000	Fremont Unified	3	Despite students returning to in-person instruction during the 2021-22 school year, many typical school-to-home community building events continued to be on pause due to health regulations associated with the COVID-19 pandemic. The 2022-23 school year saw restrictions removed regarding adult visitors on campus. While still valuing newer connections established and reinforced through online meetings and events, schools across FUSD welcomed back parents/guardians into classroom, campuses, and extracurricular activities. Parents and families have a variety of opportunities to engage through a variety of committees and forums such as: • African American Parent Advisory Committee (AAPAC) • Board Budget Sub-Committee • Budget Advisory Task Force (SBATF) • Citizens Advisory Committee to Rename Irvington's Valhalla Theater • City of Fremont and Fremont Unified School District Liaison Committee • Curriculum & Instruction Advisory Committee • District English Learner Advisory Committee (DELAC) • District Equity Team • Facilities Advisory Committee • Joint Meeting Fremont City Council and Fremont Unified School District Board • Local Control Accountability and Advisory Committee (LCAAC) • Measure E Citizens' Bond Oversight Committee (CBOC) • Measure I Citizens' Oversight Committee • Native American Studies Program Parent Advisory Committee • Special Education District Advisory Committee (SEDAC) • Technology Advisory Committee (TAC) • Wellness Committee  In addition to groups that are facilitated by FUSD, parents/guardians and district staff are collaborative partners in various community groups and committees such as: • Alameda County School Boards Committee • Fremont Council PTA - Special Education Committee • Mission Valley ROP Committee • SELPA Community Advisory Committee (CAC)	FUSD prides itself on strengthening established partnerships with our families and seeking new novel ways to be more inclusive.  Parent/guardian participation is essential in school governance and the decision making process that leads towards improved student outcomes.  Opportunities for this partnership exist from the school site, through the School Site Council (SSC), English Language Development Committee (ELAC), and PTA/PTSA/PTO meetings, up through the district level with the Local Control Accountability and Advisory Committee (LCAAC), District English Language Development Committee (DELAC), Special Education District Advisory Committee (SEDAC), and through public comment provided both virtually and in person to FUSD Trustees at all Board of Education meetings.  While areas of strength are evident, there exists opportunities to both improve the frequency of parent/guardian participation and the representation of all student groups that make up our entire learning community.  FUSD does make use of community liaisons to facilitate outreach to families, but disproportionality of parent/guardian voice exists in some groups across the district.  Areas of focus for FUSD will be to ensure representation of Multilingual Learners within the SSC at the school level.  As FUSD is in Differential Assistance for disproportionate outcomes for our Homeless and Foster Youth student groups, work to establish new and sustained relationships with families in these groups will be a focus for the 2023-24 school year.  In addition to this focus, FUSD will continue to seek ways to expand school-to-home connectedness with parents/guardians from our underrepresented African American, Hispanic, Multilingual Learner, Socioeconomically Disadvantaged, and Students with Disabilities student groups.	Parent group and committee participation, as well as survey feedback, provide opportunities for parents/guardians to help inform district decisions. Serving a diverse student, having representative feedback of our student body is important. Feedback has been incorporated into the decisions that identify LCAP funds to support ongoing school climate work, increase inclusive practices, and to build positive relationships between school staff and families. Strategies for improving engagement of underrepresented families include: • Expansion of PBIS into middle & high schools • Staff development on restorative practices and equitable grading practices • Partnerships with the City of Fremont and community based organizations • Expanded mental health resources through MFT interns at secondary sites • Full-time school counselors at elementary sites • Breakfast programs The California Healthy Kids Survey (CHKS) offers student insight as to the current state of school-family relationships. Surveying on the topic of “Caring Adults in School” yielded the following average percentages of respondents reporting “Yes” most or all of the time: Are there caring adults in school? • Gr5: 71% • Gr7: 54% • Gr9: 49% • Gr11: 50% Percentages were slightly less than the 2019-21 state average. Increased positive response rates are desired, and area of noted focus is our surveyed Hispanic student group that reported lower positive response rates. Starting in the 2022-23 school year, the Expanded Learning Opportunities Program (ELO-P) gave funding for afterschool enrichment programs for students in transitional kindergarten through grade 5. The ELO-P Plan provides for programs at all elementary schools by 2023-24. Students who are identified in the district’s unduplicated count (Students who are designated in one or more of the following categories: English Learners, Foster Youth, Homeless, Migrant Youth, and those students who are free or reduced-price meal eligible) may participate in the ELO-P program at no cost. Three of the district’s High Needs elementary schools, Brier, Cabrillo, and Grimmer, also have extended care programs as part of the After School Education and Safety  Program. FUSD staff works to build school-to-home partnerships. Teachers provide a welcome invitation to families before the 1st day of school. Outreach work to build connections and trust. Schools host a variety of events including parent workshops focused on academic and social-emotional learning. Translations ensure that families have opportunity to engage with school staff and are valued by MLL families. Over 170 families attended an “Understanding ELPAC” and other events hosted in Spanish. FUSD will continue to work to make sure our families feel welcomed on our campuses and to increase attendance at school-family events. FUSD will continue to offer virtual access to meetings where that has generated increased participation.	During the 2022-23 school year three Multi-Tiered System of Supports (MTSS) Behaviorists positions were created to support the social-emotional, behavioral, and academic needs of general education students. The behaviorists provided professional development to all elementary teachers on Tier 1 behavior support in the classroom.  Additionally, the behaviorists supported Tier 1,2, and 3 students who were referred by classroom teachers and administrators.  LCAP funds were used to support academic intervention programs.  The academic side of the MTSS pyramid of supports provides higher tier intervention in Phonemic Awareness & Phonics, Guided Reading, and Math.  Students 2023 Local Performance Indicator Self-Reflection for Fremont Unified School District Page 11 of 15 move in and out of this in-school program based on data.  Significant levels of growth between intervention cycles has been observed with increased reading levels and mathematical proficiencies.  Expanded Learning Opportunities Program (ELO-P) at nine elementary schools, which may be accessed at zero cost for unduplicated students, provided valuable additional time for learning, strengthened school-to-home partnerships, and led towards improved student outcomes.  Student progress is routinely reported to families, and FUSD makes use of varied means of communication to that end.  Parent conferences and progress reports provide early notification of academic concerns in advance of formal grading periods.  A college/career ready culture is fostered at each site with counselors, teachers, and administration communicating high expectations.  Families of Multilingual Learners and/or Students with Disabilities are given notice of their legal rights and may readily access pertinent information hosted on the district’s website and provided individually to families in advance of meetings.	FUSD is committed to improving partnerships with staff, families, and the community to increase student achievement and social-emotional health. FUSD continues to build capacity around how to strengthen connections with families through social-emotional wellness initiatives. Teacher leads facilitate the implementation of “Second Step” and “Lion’s Quest” curriculum during the 2022-23 school year. These lead teachers met regularly and collaborated with administration to share best practices and resources. Our schools had the opportunity to strengthen partnerships with families by understanding the social-emotional needs of students. Each site has a Coordination of Services Team (COST) coordinator that leads meetings to support students and families. “Soft Starts” was a popular staff development topic. Participants learn the importance of building relationships to improve behavioral and academic outcomes. A COST and Student Study Team (SST) Coordinator Handbook was developed with common language for these two programs and forms for consistent use throughout the district. LCAP funds supported coordinators positions at each school to support COST and SST programs. Both systems provide opportunity for teachers, parents/guardians, school counselors, intervention specialists, and administration to meet and address student needs and monitor progress of applied supports. In 2022-23 implementation of Positive Behavior Intervention System (PBIS) expanded to include all elementary schools. As an evidence-based, tiered framework for supporting students’ behavioral, academic, social, emotional, and mental health, PBIS aims to improve both student outcomes and school climate. Explicit lessons are provided to students so that expectations are understood, and positive acknowledgement is given to students as reinforcement. Schools have implemented PBIS in annual waves of different cohorts. A benefit of this timed rollout has been for newer cohorts to be able to access and take advantage of learnings and resources from schools with established PBIS practices. A comprehensive Multi-Tiered System of Supports (MTSS) supports students’ social-emotional, behavioral, and academic needs. FUSD established a collectively agreed upon definition this tiered system’s purpose: • In FUSD, MTSS is an intentional, comprehensive framework that focuses on academic, behavioral, and social-emotional practices in real-time. Our systems are coordinated and aligned for the well-being and success of all students. In 2022-23 FUSD concentrated on the development of social-emotional tiered supports. Instructional Services Directors regularly met with site administrators to refine the list of guaranteed supports that are available at every school. Principals further refined lists to be inclusive of supports unique to their schools. Work will continue in the 2023-24 school year with the development of academic and behavioral components.	Despite it being the second year of return to in-person instruction since COVID-19, patterns of engagement established during the pandemic were still present during the 2022-23 school year.  Increased participation levels were noted at parent workshops, Student Study Team (SST), Individual Education Program (IEP), and various committee meetings when virtual attendance options were available.  The reengagement of families on the school campus was a focus for the 2022-23 school year.  Feedback from community partners suggests that while the variety of school-to-home communication methods is appreciated, the range of tactics used from the individual classroom level through the district as a whole create barriers to improved engagement.  FUSD is committed to improving engagement levels of its underrepresented families and will seek to do so through a combination of efforts focused on the recruitment of representative voice on site and district-level committees, the selection of effective digital communication tools, and revamping of school and district websites so that timely and relevant information is accessible to our families.	Varied strategies and intentional methods were used by FUSD to engage in the development of the 2023-24 LCAP.  This solicitation and receipt of input from community partners helped inform decision-making within the eight state 2023 Local Performance Indicator Self-Reflection for Fremont Unified School District Page 13 of 15 priorities, and helped determine how to use supplemental funds using the California State Dashboard data and other locally available datasets.  FUSD believes in the importance of incorporating broad input for decision-making.  A well informed community is better able to provide feedback.  FUSD is proud of the variety of methods it uses to provide information to the community.  Paired with all communication are invitations and instructions on how members of the community can participate in the school decision-making process.  The “Superintendent’s Newsletter” provides timely and essential updates.  “FUSD News” bulletins help showcase the excellence of students and staff.  School Board Meetings, where public comment is encouraged, is accessible both in-person and through video stream (live and archived).  District-wide and school newsletters, email updates, and website postings are continually updated so that current and relevant information is distributed.	When looking for areas of continuing improvement, in a review of staff and community partner feedback, FUSD has identified parent education as a reoccurring theme.  Informed families are better able to participate in the school decision making process and it is essential to incorporate their perspectives and priorities into the LCAP.  Having dedicated staff members assists in fostering parent involvement, be that through digital outreach, language assistance, or improved customer service.  Through focused efforts, FUSD strives to increase outreach to student groups who have historically experienced performance gaps and to families of other at-promise students.  A strategy to increase participation is to provide parent education events and resources that are community-driven topics of interest.	The ongoing development of a Multi-Tiered System of Support (MTSS), along with the utilization of inclusive educational practices, will improve the engagement of underrepresented families within FUSD.  To ensure effective communication and support, our Federal and State Programs Department coordinates bilingual assistance specifically tailored to meet the needs of our diverse families. FUSD seeks feedback from a broad range of community partners and measures the success of those efforts through participation in various parent committees such as School Site Councils (SSC), English Language Advisory Committees (ELAC), the District English Language Advisory Committee (DELAC), the Local Control Accountability and Advisory Committee (LCAAC), and the African American Parent Advisory Committee (AAPAC).  Both at the site and at the district level, these groups provide routine opportunities to strengthen school-to-home partnerships.  Understanding the need to also partner with families using 21st century digital means, FUSD continually evaluates and refines its e-communication methods.  Continued use of the Superintendent’s newsletter and active social media accounts encourages family engagement on timely and relevant school topics.	5	5	5	5	4	5	5	4	4	5	4	4	Met		28JUN2023	2023
01611760130534	Circle of Independent Learning	3	"COIL recognized the need to provide an opportunity for families to connect both formally and informally, network, and learn about topics that could help them in their ""Home Educator"" role, identified in our Non-Classroom Based, Independent Study Model. COIL has formally built-in opportunities for parents and students of all demographics to engage, build relationships and network. A very important way that COIL regularly works to build a partnership with the parent, focusing on student success, is through the Advisory Teacher meetings. These meetings have been an integral requirement, supported by Independent Study law since the start of the charter movement, and are embedded in the COIL culture. These meetings take place with the parent, student, and teacher, and all three work collaboratively to discuss the strengths, goals, gaps, work assignments, and progress throughout the entire school year. These meetings, on average, take place every two weeks; however, the time between meetings may not exceed 20 school days."	Even though COIL provides many different opportunities for families to engage and participate, there is still a low participation rate when it comes to attendance. Due to the large diverse population at COIL, there are many different cultural activities that can lead to difficulties of some families participating in the different engagement opportunities.	COIL is now planning on scheduling multiple opportunities around the different cultural activities and requirements to allow families the ability to participate. It is the plan by knowing and planning for specific cultural celebrations will help alleviate the conflicts which keep families from being able to attend engagement activities.	COIL primarily utilizes surveys to elicit feedback from staff, students, and families each year to obtain valuable feedback as to the areas of strengths and needs for various identified areas including, but not limited to basic communication, school climate, development opportunities, as well as other interest areas. Based on partner input and the local data, COIL is strong when it comes to providing direct instruction access for student learning. It is through our hybrid classes, either in-person or remotely, students can meet with teachers and get help and clarification on content. COIL also offers many opportunities for student to participate in small group and individual intervention support as well as SPED Core support.	Space still remains a concern and limitation for providing in-person support and instruction as well as providing a quiet space for students to come to school and just do school work and get help when and if needed.	Based on the analysis and educational partner input, COIL will continue to work on gaining access to additional space for students to take classes with subject matter teachers. Additionally, adding more in class remote technology for students who can not attend in person to participate remotely and seamlessly without distraction and additional work for the teacher.	COIL primarily utilizes surveys to elicit feedback from staff, students, and families each year to obtain valuable feedback as to the areas of strengths and needs for various identified areas including, but not limited to basic communication, school climate, development opportunities, as well as other interest areas. We have found that this is the best method of ensuring the reach for all our students and their families. Throughout the planning processes, valuable input from students, families, staff, and community members has added to the overall development of all aspects of the plans. Utilizing multiple student and parent surveys, weekly professional learning communities with teacher and staff, councils, regular student, teacher and parent meetings, ELAC (English Learner Advisory Committee), and direction from COIL's Governance Council, vital and important input was received and utilized in the creation of the associated plans. Coupling this information with local academic assessment data that is continuously analyzed, provides COIL with an informed decision ability to address the needs of COIL's student academic focus and intervention and staff and teacher support to ensure the highest degree of success.	It is a focus to improve the input process for decision-making by offering multiple methods of submission. Most of the input is provided by survey and email, however, that at times is not the most effective method.	It is important to find ways to gain input from all partners, especially those that may not have technology resources to engage through email or online surveys. Continuing to provide a hybrid method of in-person and remote committees, and other meetings at times that work with family culture requirements is a way underrepresented family engagement could be improved.	5	5	5	5	4	4	5	5	3	3	3	3	Met		06JUN2023	2023
01611920000000	Hayward Unified	3	During the report period, Hayward Unified School District (HUSD) continued its commitment to steadily expanding and improving its family engagement services and strategies. HUSD has a strong family engagement model in part because the district has invested LCAP funds into ensuring that each HUSD school has a full-time Family Engagement Outreach and Equity Specialist (FES) to help parents navigate and utilize the district’s programs and services for students and families. In addition, every HUSD elementary teacher is required to hold parent-teacher conferences to review individual student academic progress and identify ways for school staff and families to work together to support student achievement and well-being.  LCAP funds were also used to organize district-led programs and services for parents organized by the HUSD Student and Parent Support Program (SPSP). Parent University is the umbrella under which these ongoing programs and services are offered to Hayward families. HUSD also has a Parent Ambassador program, consisting of 40+ parent volunteers, who serve as liaisons to the community and seek input/feedback from parents. The Parent Ambassadors also participate in various district-level decision-making committees (i.e., the Equity Oversight Committee, School Site Councils, School-Based Decision Making Teams, etc.). HUSD also launched staff-parent Community Schools Teams (CST) at 14 HUSD school sites to implement its new state-funded Community Schools initiative.  Last year, HUSD organized its first Families Unified Conference, a parent-driven event to educate parents on various resources, leadership opportunities and topics to help parents better understand their child's experience in school. More than 500 parents attended the event. HUSD also created a parent policy review committee that worked with staff to update family engagement policy. This year, HUSD site coordinators will also participate in the Department of Community Schools, Student and Family Engagement’s Family Engagement Leadership Institute. This program focuses on building relationships amongst staff and families/parents.	Hayward Unified School District (HUSD) has several areas of improvement for the upcoming year. One area of improvement is creating more professional development opportunities for teachers, to train them in researched-based family engagement practices, such as those advocated in the work of Dr. Joyce Epstein and Dr. Karen Mapps. HUSD hopes that this will foster stronger relationships amongst teachers and parents.   These workshops and training sessions would provide teachers with strategies that they can use directly with families at their school site to foster trusting relationships and supporting student outcomes. Another identified area for improvement is developing the leadership and facilitation skills of Family Engagement Outreach and Equity Specialists (FES). The goal is to better equip them with the skills needed to lead in-person workshops for parents and caregivers focused on the important role family engagement can play in supporting student learning outcomes. Currently, a total of 28 FES have been identified for this training.    HUSD is also working to focus on strengthening the Parent Teacher Association. As part of this work, it plans to create a centralized database of  parent volunteers and identify and build the skills of parent leaders, who, in turn,  can help train other parent leaders, strengthening parent engagement levels and building the relationship between school staff and families districtwide. HUSD will also be able to more easily invite these parent leaders to relevant district meetings and events.  Finally, HUSD is investing LCAP funds in professional development related to family engagement for school administrators. Principals from three HUSD schools (one elementary school, one middle school, and one high school) are participating in weekly meetings and monthly training sessions, to learn and apply best strategies for strengthening family engagement at their school. This is particularly important for schools that are not receiving funding under HUSD’s Community School grant or its Hayward Promise Neighborhood initiative.	The Hayward School District (HUSD) is working to improve engagement for underrepresented families and, to this end, has created two additional parent groups this 2023-2024 year: 1) the  Afghan and Middle Eastern Parent Group; and 2) the Asian Pacific Islander (API) Parent Group. Currently, 50 percent of HUSD’s newcomer student families are Middle Eastern, primarily refugees from Afghanistan. To address this, HUSD has created a Middle Eastern Parent Group and Family Night, where parents and families from this fast-growing newcomer population can meet and socialize and share resources.  This summer HUSD launched its Asian & Pacific Islander Community Initiative (APICI), to celebrate and honor the identity, values, and cultural contributions of Hayward’s diverse API communities. Another important driver was to bring attention to the need to provide additional support for Pacific Islander students, who, statistically, are at greater risk for underperforming academically than other categories of API students. To begin to address this, HUSD has created a new API Parent Group, which is co-facilitated by and organized with an HUSD Family Engagement Outreach and Equity Specialist (FES) and a parent leader.   In addition, Parent University recently changed the Parent Ambassador model to allow parents a stronger leadership role in improving family engagement. Parent Ambassadors are now divided into teams, with a Parent Ambassador lead coordinator. These parent-led teams have a budget and they organize one annual project. These projects are fostering stronger engagement between the school sites and families by allowing parents to lead activities that can impact and support student outcomes.	Hayward Unified School District has a robust partnership model. The Hayward Promise Neighborhood/Community Schools model that the district adopted over 10 years ago supported the foundation of fostering strong partnerships with Community Based Organizations (CBO’s), educational partners, and agencies. Today the district has more than 30 partnership agencies working side by side with the district to provide mental health and academic support for students. These include the Alameda County Office of Education, Chabot College, East Bay Agency for Children, Eden ROP, Hayward Area Recreation Department, La Familia Counseling Service, Project Eden, and Side by Side. Over the last year, HUSD has also established partnerships with the Afghan Coalition and other local groups serving Afghan and Middle Eastern refugees. It is now looking to expand partnerships with CBOs serving Hayward’s various API communities.   Many of the CBO partners attend weekly or bi-weekly COST meetings at HUSD school sites and/or serve students directly on-site at HUSD schools. Many of these partners also support and uplift other aspects of the district’s family engagement work. For example, La Familia is a district partnership organization that leads the Parent Ambassador program by providing a full-time staff member to work on-site with the district’s Parent University team to connect HUSD families to free or affordable community-based mental health services, with a focus on bilingual (Spanish/English) services.	Hayward Unified School District’s primary focus area for improvement in the Building Partnerships for Student Outcomes category is to work with Hayward Community-Based Organizations (CBOs) to participate in the 14 Community School Teams, as required through HUSD’s state-funded Community Schools grant. The overall objective of the Community School Teams (CST) is to support student needs assessment and to work towards building a collaborative case management system to support the ability to track progress of students once they have received support from a partner CBO. In this way, HUSD can continually work to improve its capacity to meet the ongoing and emerging needs of its students and, also, identify potential gaps in services to be addressed through expanded or new partnerships in order to best support student outcomes. As mentioned in previous sections, parent volunteers are an integral part of these new Community School Teams (CST), giving them a voice in how to better meet the needs of the students and families that the district serves.	Hayward Unified School District (HUSD) is committed to identifying more community partnerships that focus on supporting the district’s underserved communities. For example, in order to support its new Asian & Pacific Islander Community Initiative (APICI), HUSD staff have identified an initial list of four API-serving local Community-Based Organizations (CBOs), which it is in the process of approaching to become community partners on the initiative. HUSD is also continually seeking community partners to support other underserved and vulnerable populations, such the African American student population.	Hayward Unified School District (HUSD) is fully committed to increasing parent input into district programs and policies and identifying opportunities for parents to contribute and have a voice in decisions related to services and programs for students and families. Currently the district has made it a practice to include  parent leaders on all committees, from the District Advisory Committee to the district’s Equity Committee. They even play a critical role on the School Site Councils (SSC’s), School Based Decision Making and other policy review groups. Finally, parent volunteers are an integral part of the new Community Schools Teams (CST) that have recently been introduced at select HUSD school sites.	As it seeks to strengthen input into district decision-making processes, HUSD is committed to ensuring that all schools have parent representation on their School Based Decision Making teams. Through its Parent University component, HUSD is also committed to educating parents on leadership opportunities by conducting a Parent Power Session each September for parents currently serving on parent committees and for parents who are new to the process, to show them how to get involved.	HUSD’s educational partners and local data have both pointed to the fact that HUSD needs to work more closely with parents who have students that have special needs. Another area of improvement identified was the need to ensure that HUSD newcomer families have information in multiple languages, to increase their access to vital school services and programs to optimize their child’s academic performance and educational outcomes.	3	4	3	4	2	4	4	3	3	3	4	4	Met		28JUN2023	2023
01611920108670	Leadership Public Schools - Hayward	3	Based on analysis, this is an area in which we can improve by establishing more formal structures to support staff and parents to meet and discuss student progress. Currently, the principal has a weekly blog posted on the website to share information with families. Parent Guardian Association (PGA) shares news about school achievement, upcoming events in monthly PGA meetings.	Continued consistent communication with families about student performance indicators and school news in a format that is accessible to all is an area of growth and development.	Continue to lean in on multi-lingual staff members, include monthly newsletters and email sharing news and direct contact to families from administration about school events.	Based on analysis, LPS Hayward has a strong school community and positive and open relationships with students and families that is supported by ongoing formal and informal communication structures. Staff training on communication and access to translators/interpreters has improved communication with the community.	Area of improvement is communication of student performance indicators to support students learning at home.	Provide information translated into multiple languages for underrepresented families, including academic progress results.	LPS Hayward has a lot of solid systems in place for communicating with families, including weekly COST meetings (and follow up), newsletters, and parent meetings. In addition, the school has a well functioning School Site Council which is able to provide governance and guidance for decision making.	Continued community outreach for families of multilingual learners, reaching out with specific information to Black and African American families about community events.	Community outreach through on campus events, so that families can experience the on campus community through newsletters and phone calls. Specifically, efforts will be made to increase participation in the school English Learner Advisory Council (ELAC).	4	4	3	4	4	3	4	3	4	4	2	4	Met		28JUN2023	2023
01611920127696	Knowledge Enlightens You (KEY) Academy	3	KEY Academy strives to build relationships with our students and families every day. Teachers and administrators have an open-door policy and encourage parents to ask questions, voice concerns, etc. KEY Academy has employed multiple staff members who speak the languages of our students. If additional translators are needed, we outsource to a company that provides translators for various languages. Coffee Talks, Parent Universities, and monthly events are open to all our families. KEY Academy still offers many meetings via Zoom. Teachers communicate with parents via Google Classroom, Class Dojo, Synergy (student information system), class websites, and the Remind apps. The activities are advertised in multiple forms and multiple languages. The PTO (Parent Teacher Organization) works with parent volunteers and staff to plan events and activities, fundraise, and give input into developing policies and programs for our school.  This year, KEY Academy has expanded the PTO, and we continued to offer quarterly Parent University Workshops.	KEY Academy would like to continue our work on building relationships with our families. A future goal is to increase having teachers and admin develop a personal rapport with parents so parents feel more encouraged to come to us with concerns and continuously improve.	When Covid restrictions lifted, we have increased the number of family activities we host throughout the year. By increasing the activities between staff and families, we can increase the interactions and contact points that staff and families have. This allows for more authentic conversations and provides more opportunities for relationship building.	Parents throughout the year have opportunities to partner with KEY Academy staff to enhance their understanding of the standards and curriculum and celebrate student success. Our monthly newsletters include parent tips and information on upcoming events. Additionally, principals hold Coffee Talks and Parent Universities that feature topics that include resources parents may use at home. Parents are encouraged to request topics for the parent meetings they would like to hear more about. A popular topic this past year was about cyberbullying from our guest speakers, two Hayward sheriff deputies. Teachers also communicate with parents via their website page, emails, phone calls, newsletters, and during parent/teacher conferences. KEY Academy holds two parent/teacher conferences. Our after-school program continues to be popular and supports our students and families with tutoring and homework help. We have conferences two times a year, which is an excellent opportunity for teachers and parents to work together to support their students.	After analyzing the local data, we need to continue to improve our planning and implementation of a Multi-Tiered System of Support. A team needs to be formed to redefine the MTSS model for academics and include our students' social-emotional and behavioral needs in the process. We also need to continue to work on schoolwide behavior expectations. We need to teach the expectations through grade-level lessons to familiarize students with what is expected of them, acknowledge positive behavior, and create consistent practices across the school.	Underrepresented families will be intentionally sought out, and their input solicited. Increasing family activities and providing childcare at our meetings will be important for these families to meet with staff and express their opinions.	Parents are an essential part of the KEY Academy's learning community. KEY Academy will continue to develop and refine the existing parental policies already developed. At KEY Academy, we invite parents to be part of the educational process. Parents are encouraged to get involved in the school by volunteering, joining the Parent Teacher Organization (PTO), Advisory Committee (this group is included in the planning review and improvements of the school's goals and Title 1 programs), attending various school events (i.e., Multicultural Day, Paint Night, Cinco de Mayo, Career Day), participating in surveys, and attending Parent University workshops. KEY Academy has employed a Student Support Coordinator to help coordinate communication between the school and parents.	After analyzing the data, an area of focus moving forward is to continue increasing the number of parents participating in surveys and attending our various events. We continue to work on building stronger relationships and improving our communication.	We want all our stakeholders to have a voice in our decision making. We need to work on providing other ways for parents to provide input and feedback.	5	5	4	5	4	4	4	4	4	3	4	4	Met		29JUN2023	2023
01611920127944	Hayward Twin Oaks Montessori	3	For the 2022-23 school year Hayward Twin Oaks hosted 4 Community Organization meetings, 4 ELAC meetings, 10 Community Coffees, and 4 CAC meetings. In addition, the school requires that families attend two individual conferences each year and invites families to a variety of family education meetings each year. We also have platforms where parents can engage with school staff through ParentSquare, PowerSchool and weekly newsletters. Community relationships events include  Festival of Light, Night of the Museum Social Night, and school picnics.	Improving communication between school and families, family education nights to support families in understanding Montessori method of education.	Sharing school wide calendars for families to be able to participate and be more involved. Having more one on one contact with those underrepresented families to engage them to become more involved.	Strengths: The school offers two mandatory and any number of optional family conferences throughout the year. During these meetings educational partner input is encouraged and solicited. The IEP and 504 team meetings also support these initiatives.  Progress: Now that the campus is fully open to all families, more frequent in-person (and continuing virtual) meetings are structured to solicit educational partner input. We are also in partnerships with Embracing Equity, Ubuntu Consulting to support us to develop our awareness around equity and anti-bias/anti-racist work to foster a more inclusive environment through webinars, in person faculty trainings, classroom lessons with experts as well as SuperStar Health Education, Kid Power In addition, we host Family Coffees, Family Ed Nights, Family Conferences, School Counselor Academic Conferencing and attend AMS conference.	Continuous improvement of communication through multiple measures to support all stakeholders.	Based on families’ individual needs…implementing supportive attendance measures including meeting with families in reference to truancy.	Strengths: The school’s weekly newsletter, multiple family conferences, quarterly parent education evenings, monthly family coffees, and monthly Community Organization meetings all provide ample opportunity for seeking input for decision-making.  Progress: This year the school is prioritizing regularly scheduled Community Organization and in-person meetings.	Strategies for engagement in school site committee, developing more diverse means for soliciting family input.	Strategies for engagement in school site committee, developing more diverse means for soliciting family input, creating affinity groups, personal and individualized communications.	4	4	5	4	4	4	5	5	3	2	3	3	Met		30JUN2023	2023
01611920137646	Impact Academy of Arts & Technology	3	We work to create inclusive environments where students can be successful and parents know that we see them as critical partners in their child’s educational journey. From monthly parent meetings, including school-site and ELAC meetings, to trimester parent conferences led by their students, and advisor communication to parents throughout the school year, we keep parents informed about their child’s progress and events happening at school.  In support of the multiple touch bases we have with families, we work to be thoughtful about how our communication is taking into account the language needs of families. This is something that we have made strong strides in by doing things such as simultaneous translation at school meeting events. This is an area that we will continue to be mindful of and work on as we communicate with our families.	We are creating more opportunities for families to come back to campus and join in celebrations of student work, student athletic and performance events, and join in meeting with students and their teachers in person for progress updates. One thing we know will also be important is more clearly supporting our teachers who serve as student advisors to be in bi-monthly or more communication with families about their child’s academic and social progress. This way we can have families know they are welcome in our schools, able to connect with a wide range of staff and leaders at events and meetings, and have a personal connection with one adult that is directly supporting their child’s wholistic progress at school.	Almost all of our students and families come characterized as underrepresented (e.g. non-white and qualifying for free or reduced price lunch).  We will continue to engage in our proactive strategies to build relationships with our families.	We provide multiple professional development sessions with our teachers and staff around the importance of family communication and how to do it successfully. We reach out via email, text, by sending home letters, having in-person or remote meetings, and also make phone calls to ensure that we are keeping families involved. Families also have access to see their child’s grades in real time so they can support their child’s success and partner with teachers and administrators when they have any questions.	Using short family surveys as a way to check in with our families and what questions they may have for us is something that we want to do more regularly.  We have also invested in partnering with different outside organizations to support student wellness and culture initiatives at the school.	Almost all of our students and families come characterized as underrepresented (e.g. non-white and qualifying for free or reduced price lunch).  We will continue to engage in our proactive strategies to build partnerships with our families.	Parent involvement and feedback is important to us. We gather family feedback during School Site Councils as well as during our monthly whole school parent meetings. We also engage families in a review of our LCAP and gather their feedback about our needed focus areas and the strengths they have observed.  We will continue to be thoughtful about ensuring that we have supports for the different language needs that our families may have during these meetings and touchpoints.	This year we will be deepening our use of our monthly parent meetings to gather family input about a myriad of topics and activities. We will also be providing more opportunities for student ambassadors and delegates to share feedback, come up with innovative ideas, and join us in making decisions about things that will enrich the school experience for our student body.	Almost all of our students and families come characterized as underrepresented (e.g. non-white and qualifying for free or reduced price lunch).  We will continue to engage in our proactive strategies to gather input for decision-making with our families.	5	5	5	5	5	4	5	4	4	3	4	3	Met		15JUN2023	2023
01612000000000	Livermore Valley Joint Unified	3	LVJUSD provides a wide array of services to support the engagement of families, and those services also serve to build partnerships to improve student outcomes. Strengths include staffing, contracted time, and programs in place to provide timely targeted and extensive support where necessary.	LVJUSD would like to move to full sustainability in the area of supporting staff to learn about each family's strengths, cultures, languages, and goals for children. School sites receive resources to gather family input and are required to use this information to develop goals for family engagement within the School Plan for Student Achievement.	Each school site has an English Learner Advisory Council, and the district has a District English Learner Advisory Council, and both entities are working to expand attendance and engagement in meetings and in reciprocal communication such as surveys.	LVJUSD provides resources in the form of technology and contracted professional development time to support teachers in building trusting and respectful relationships with employees. LVJUSD also provides professional development and ongoing district initiatives (such as Positive Behavior Interventions and Supports) for the same purposes. All of these are part of ongoing budgets and time allocations.	The district would like to move to full sustainability in the area of providing families with information and resources to support student learning in the home. We have utilized grant money and LCAP resources to provide adult and parent education meant to increase the resources parents have in supporting their students.	The strategies outlined in the answer to the second question have facilities located at our schools with the highest concentration of underrepresented families and the focus of outreach and communication has been with these same families utilizing structures such as ELAC and DELAC, among others.	LVJUSD has a wide variety of systems that allow for family feedback and input into decision-making processes, including the English Language Advisory Council, the District English Language Advisory Council, School Site Councils at each site, an LCAP Advisory Committee, and broad input through the ThoughtExchange feedback process.	LVJUSD would like to move to full sustainability in providing opportunities to have multiple interested groups work together to plan family engagement activities at school and district levels. This has been a special focus of discussion in existing structures such as the community committee for the LCAP, and site-based groups such as School Site Council and English Learner Advisory Council.	The district utilizes funding through the LCAP to provide supports such as childcare so that underrepresented families can participate in the planning for family engagement activities.	5	5	4	5	5	4	5	5	5	5	5	4	Met		20JUN2023	2023
01612180000000	Mountain House Elementary	3	MHESD launched a new website this school year. The website simplified accessing the event calendar, meal menus, Board meeting minutes, and other pertinent documents. Our small student population allows staff to walk each student to their vehicle at the end of the school day. This act creates an open dialect among the families. Parents have been very receptive and feel free to engage in conversations regarding the student's daily progress.	MHESD is a rural community that mainly works outside the local area. This continues to be an obstacle when coordinating extracurricular activities for all to attend.	With a small student population, MHESD can easily communicate and engage with all families in our district. Parents are encouraged to contact staff directly to discuss their students. Our teachers continue to communicate daily with parents using student planners, daily progress reports (if needed), email, communication apps, and everyday conversations during student pick-up.	We are building partnerships with the local fire department which encourages student career paths and a sense of community. Local residents have contributed to our science program by presenting, engaging, presentations on nuclear science.	Based on the analysis of student partnerships and outcomes, we identified needed improvement in the area of community outreach as we are a very rural school.	Based on the analysis of educational partner input and local data; and with a small student population, MHESD can engage with all families in our district; no further improvement is needed.	Community outreach meetings are held twice a year.	At this time, our educational partners are fully involved in decision-making.	Based on the analysis of educational partner input and local data; and with a small student population, MHESD can engage with all families in our district; no further improvement is needed.	5	5	5	5	4	4	5	5	3	3	3	3	Met		28JUN2023	2023
01612340000000	Newark Unified	3	The district is consistently seeking input from families through multiple communication vehicles including the Superintendent's Advisory Committee, ELAC meetings, DELAC meetings, and PTA or Booster Club meetings. The district also consistently seeks new ways for families to provide input and share in the decision making process at both the school site and district level. We have been dedicated to increasing access for our Spanish-speaking families and families that speak a language other than English at home. The district has communicated important information in many different ways this school year, including having translators attend meetings and having a wide range of documents translated. Strengths include the annual parental notifications, procedural safeguards provided to families at IEP and 504 meetings, handbooks, Playbooks, announcements, and teacher syllabi.	Although conferences are typical practice in NUSD, parents noted in LCAP responses that they want increases to home/school connections and communication. (E.g. common expectations around how teachers communicate what students are learning and how families can support/extend learning at home.)	We have invested in an online communication platform that will support broad, district-wide communication and direct teacher to parent communication. The platform supports direct translation for a wide range of languages, specialized grouping to support more targeted communication, and is accessible through email or through text messaging. We have already received positive feedback about the new system and have a high degree of successful contacts with the community.	We have a strong system for communicating parent rights through our district website and our printed handbook, and this information in available in Spanish and English. We also have some simple online forms and tools to assist families in submitting request or engaging in advocacy. Additionally, the district provides principals and staff with pre-made communication lists on Parent Square to support communication and we provide a host of resources in our SSC Handbook to outline best practices for supporting parent engagement.	Similar to our previous response, we are looking to improve our home-school connection and discussion about student outcomes. We have parent teacher conferences that support partnership for student outcomes, but are looking to increase this engagement at the secondary level. We would also like to improve the communication home to families regarding unit outcomes, so that parents can talk with students about their learning.	We will continue providing parent learning series in English and Spanish and work in partnership with Project to Inspire (CABE) and SmartStarts (PTA). We are also expanded the parent learning series at our SEAL schools to support parent community and learning about bilingual education, developing literacy skills at home, and English Learner development. Lastly, we are going to add a district-wide SSC training for parents and staff to ensure that there is a strong foundation for school governance and engagement in these important decision-making bodies.	We believe that we have strong practices that support our educational partners across roles to come together to evaluate plans and impact, and determine what to prioritize to continue to improve and in supporting our school leaders to effectively engage families in meaningful decision-making. We provide templates and protocols for supporting leaders with SSC and ELAC meetings, and we have strong procedures for facilitating decision-making in our LCAP PAC and DELAC groups.	Similar to above, we are looking to improve the level of engagement we have in our advisory groups and in collecting input, specifically from under-represented groups, such as low-income and English Learner families. We noticed that there are a common group of committed parents that are engaged, and they would like to broaden the scope of parents that are present. We have slightly improved the response rate for our LCAP input, but we would like to increase further and look specifically at the demographics of respondents, so that we are expanding the diversity of views in the data.	We believe that we will improve this year for a few reasons. 1) The new communication platform has increased parent access to important information. 2) Our Superintendent has started multiple task force groups around a series of issues and this has created a wider range of opportunities for input to be collected. 3) We are launching the SSC training this year. 4) We continue to partner with local Latin parent groups, specifically to recruit parent leaders and inform them about important events where there input is needed.	5	4	4	4	5	4	4	5	5	4	4	5	Met		15JUN2023	2023
01612420000000	New Haven Unified	3	Each school site has been assigned a Family Service Assistant whose primary job is facilitating outreach efforts and building relationships with our families. Each of our Title I schools has a Home-School Compact that is used to record and share strategies for working and communicating more positively with families.  Though much work has been done with admin and classified, we still have work to do with our teachers. The district has a number of communication opportunities that facilitate two-way communication.  Each of our twelve Title I schools draft Home-School Compacts with their community that specifically addresses how each school site will address this issue. Family Service Assistants make personal contact with families on a regular basis. The District also has communication software that is able to translate messages between teachers and parents into the family’s native language. Additionally, our communication software can translate dialer messages home to parents into the family’s native language to facilitate understanding.  The district has created a position in the Division of Teaching and Learning to develop our social media platforms. This outreach and engagement supports building relationships between school staff and families. In addition, the Superintendent has established “Friday District Wide Updates” in order to provide a district-wide structure to provide updated information and build relationships with our community.	A need has been identified to coordinate services from our parent groups in order to build stronger relationships between school staff and families.  For students and families to have access to their progress and assignments to continue supporting the usage of Canvas as a digital learning platform. As a result of the data collected and analyzed through our annual NHUSD Parent Survey, we have previously identified an area of focus supporting administrators and front office staff in building trusting and respectful relationships with families.  Attendance at district-level parent workshops has been sparse.	In order to improve engagement with underrepresented families, the Division of Teaching and Learning will be reorganized to include a Coordinator of Teaching and Learning. One of the major job-related responsibilities of this position it to coordinate our Parent Groups - District African American Advisory , Latino Parent Advisory, Punjabi Parent Group, District Equity Council, etc.  The Union City Family Center is a key district service which provides engagement for our underrepresented families by offering wrap around services for families and students.   Board Resolutions:  Routinely, the Board recognizes marginalized communities for their accomplishments and contributions to the district and broader community.  Supplemental educational material is shared with all school staff that relate to these communities.  These resources are curated and vetted by teachers and are organized by grade-level span.  Additionally, to ensure curriculum relevance, connections to relevant content standards are also shared with teachers. The district has established the Family Learning Portal. This is an online opportunity for families to engage in synchronous and asynchronous learning and engage our families in ways that we were not able to do so prior to the pandemic.  Support site principals in effective messaging of district-wide parent workshop opportunities and in offering more site-specific workshops that should feel more relevant to that particular school’s community.	In New Haven Unified, our current strengths include multiple ways to engage families in supporting their child’s academic success. Through structures such as Family Literacy/Math nights, Family Game Nights,  and Parent Teacher Conferences, we are able to engage a broad representation of families in meaningful ways. Families are able to set goals for their children and participate in fun and engaging activities that contribute to school success. For our students with disabilities, NHUSD is an active participant with our SELPA to work collaboratively with parents to empower them to support their students in meeting their goals developed in their Individualized Learning Plans. (IEP) In New Haven Unified, we have engaged members of our community in a variety of ways. Our district has created the District African American Advisory Committee, Latino Parent Advisory and Punjabi Parent Advisory Committee in order to engage with and build relationships with these historically underrepresented groups. The purpose of these groups is to review and analyze various sources of data in order to empower the participants and develop their advocacy at each of the school sites and district-wide.	Our focus area for improvement in this area would be to be more consistent across New Haven with our family engagement practices.  School sites implement structures for the engagement of some families, generally those whose students have needs, such as Parent Teacher Conferences and Student Support Teams (SST) meetings, Coordination of Services Team Meetings (COST), and establishing structures to engage all families are needed.	Our Family Services Assistants provide workshops to support families and engage them in learning opportunities. They also work with teachers to bridge the gap and develop a more comprehensive understanding of our family’s needs, and leverage available resources to meet them. The district has entered into a partnership with Care Solace, enabling the district to connect underrepresented families with various services/resources.	In New Haven Unified, some of our current strengths include providing our community opportunities to provide input.  As a District, we engage our families to provide input for the development of the Local Accountability and Control Plan (LCAP); District English Language Advisory Council (DELAC) to advise how New Haven supports their English language learners; District African American Advisory  (DAAA) the Punjabi Family Advisory, and Latino Parent Advisory committees to discuss and advise New Haven about supporting its African American and Latino students; District Equity Council to discuss issues around equity and guide New Haven to be more equitable in its practices; Parent Advisory Council, formerly the President's Council, where the presidents of each of our School Site Councils meet with the Superintendent in order to support students throughout the district. In addition, at the Union City Family Center, there is a Community Council made up of parent representatives that informs the work with families district-wide. As a structure supporting Migrant students district wide, we have a Parent Advisory Committee (PAC) focusing on removing barriers to academic achievement for migrant students.  At the local school level, New Haven families are provided opportunities to give input. At our School Site Council meetings, participants collect data and review and analyze site goals around family engagement and activities.  In addition, in our district, there are the Equity Council, the English Language Advisory Committee (ELAC), and Title 1 Parent Nights as additional structures to engage our families. We have also provided several parent trainings in multiple languages focused on participating in school decision making.	Our focus area for improvement in this area is to promote the consistent engagement of our traditionally underrepresented families over time. While NHUSD has a wide variety of opportunities to engage with our families, our challenge remains our ability to consistently engage them over time and build sustainability within our structures for family engagement.	Our focus area for improvement in this area to promote the consistent engagement of our traditionally underrepresented families over time. While in NHUSD, we have a wide variety of opportunities to engage with our families, our challenge remains our ability to consistently engage them over time and build sustainability within our structures for family engagement.	3	3	3	4	3	3	4	4	4	4	4	4	Met		20JUN2023	2023
01612590000000	Oakland Unified	3	We have made progress in this area due to districtwide expectation and support provided for building Tier 1 family partnerships, relationship, and communication structures and practices.  Supporting staff to learn about family’s strengths and cultures increased due to increased site based and districtwide PD opportunities on culturally responsive practices, antiracist learning, and embedded equity frames within academic professional learning content. In addition, we continue to have a consistent set of school sites that are sustaining implementation of the national Parent-Teacher Home Visit (PTHV) model as a foundational strategy to build relationships with families. And, we have a consistent set of school sites that are also sustaining meaningful two-way communication strategies between teachers and families, and documenting their activities quarterly. On a district wide level, we continue to use Parent Square and Family Central website to make important academic information and announcements available and accessible to all families, and plan to continue this practice.	Our focus area for improvement is to develop the capacity of Community School Managers, teachers, and principals to engage in foundational relationship building practices with families based on the national Dual Capacity Building Framework for Family-School Partnerships.  We also continue to expand our Parent-Teacher Home Visit (PTHV) model as a districtwide best practice.	To improve engagement of underrepresented families, we will focus on improving communication with families of our targeted populations, and language access to that communication, via family affinity structures that engage African American, Latino, Pacific Islander, Arab American, and Special Education families on their specific experiences with their child’s school and integrating their recommendations for improved partnership and communication.	We have been able to provide professional learning to staff on building academic partnerships and communication with families, and providing families with information and resources to support student learning due to increased collaboration with academic division departments and networks on supporting sites with tools and content to partner with families for student learning, and providing increased district wide opportunities for families to understand how to navigate OUSD and support learning at home.  These changes have been implemented due to the LCAP Parent Student Advisory Committee (PSAC) recommendations from June 2022. Being able to host a combination of both virtual and in-person meetings has also allowed us to engage more families, especially underrepresented families with more regular academic communication and partnership. We seek to continue providing training opportunities for leaders and staff to learn best practices for academic family partnership.	Our growth area continues to be academic partnership with our families of students with disabilities, African American, Pacific Islander, Arab American, and English Learner students.	We will engage parent leaders of our (PSAC) in quarterly meetings to get their input on our implementation of actions to improve targeted family engagement, academic partnership, and shared decision making.	We have continued our efforts to  build the capacity of principals and staff and families to engage in shared decision making due to the focus in this area called for by PSAC in June 2022. Increased training and efforts to support sites with SSC, SELLs, and Affinity parent advisory committees have taken place this school year.  This has supported our systemic culture change work, towards shifting from compliance-driven engagement to a family partnership mindset. This can be seen in the robust opportunities we provide for our district level committees for family input with our district level plans and policies, and in the engagement expectations we’ve set up in our SPSA (School Plan for Student Achievement) tool. We have worked to build a more transparent SPSA tool over the years to facilitate input into site decisions, particularly around budget.	While we provide opportunities for principals and school site teams to understand our school and district governance procedures, policies, and best practices for shared decision making, the training is optional for all, and fewer than half of our sites choose to participate in our school and district governance training series. Our system wide challenge in this area is moving from compliance mindset to family partnership mindset when it comes to shared governance.  As a system, we still have a long way to go, especially with our secondary sites and some central office departments, to prioritize what is considered a best practice towards implementation of our family engagement core values and standards, versus what is only required by state and federal regulations.  Few leaders choose to go above compliance when stretched thin, and faced with immediate safety challenges.	We continue to work with our LCAP Parent & Student Advisory Committee and its subcommittees to identify ways to engage our underrepresented families more effectively, in our current climate where many staff and families are navigating immediate safety and school climate challenges.  We will continue to implement practices that have been working, including ensuring that there is language access at site and district committee meetings, and continuing to offer virtual opportunities for engagement, which many families have found more accessible than our traditional pre-pandemic meeting structures. And, we will continue the quarterly segments for our parent groups to present at our Board meetings to provide families with an opportunity to address our Board Directors directly.	4	3	4	3	4	4	3	3	3	3	4	3	Met		28JUN2023	2023
01612590100065	Oakland Unity High	3	Communicating with Families Our school launched in this community in 2003 and over the last 19 years, we have built close relationships with multiple generations of students and their families. Many of our alumni volunteer as translators for our current families.  Several of our long-time Unity Schools employees, both credentialed and non-credentialed, are alumni of our own school. Our admissions policy favors siblings which means that we really get to know our families and they really get to know us.	Parents regularly participate in the process of assessing how well our school embodies our values and routine, Parent Engagement focus groups with parents to capture their input and reflections upon the ways the school does and does not live up to its Habits of Heart and Mind: U-N-I-T-Y: U-nderstand Your World   N-ourish Healthy Relationships I-nnovate and Problem Solve  T-rust Yourself  Y-our Community. Parents are very positive about Unity’s embodiment of its values.  Unity is focusing on the Habits of Heart and Mind in our outreach to families because these were recently updated and we want to reinforce them in all our communications and deepen our commitment to them.	Nearly all families attend at least one of our student-led parent/teacher conferences each year. Parents assist our College Counselor in conducting outreach to parents regarding the FAFSA and other college preparation tasks.	Our school is deeply committed to the goal of increasing parent engagement and involvement in the school. This goal appears explicitly in our Local Control Accountability Plan and our multi-year strategic WASC plan).  Our outreach to families focuses primarily on improving our students' academic performance and college readiness but we understand how important social and emotional skills are to long term success.  Our Wellness program includes training families in how best to support student success. Individual family and student counseling is also offered to address student/family social-emotional needs. Our Wellness program provides all-staff trainings in how to communicate more effectively with parents and how best to outreach to individual parents to strengthen family support of students' academic and social-emotional needs.	Unity is focusing on the Habits of Heart and Mind in our outreach to families because we want to reinforce them in all of our communications and deepen our commitment to them.	In the last few years, parents’ and students’ perceptions regarding the Habits of Heart and Mind have been reinforced through our Student-of-the-Month program. Students are nominated by a fellow student or a teacher in terms of specific instances of this student embodying a specific Habit. For example, Understanding Our World: Does this person leave their comfort zone, showing concern for others who might be different from them? Maybe it’s someone from another place, or a quiet student. Does this person show empathy? Parents receive phone-calls and other notification of their student's nomination. We also implement a PBIS assembly system to recognize and reward students who demonstrate the Unity Values of Kindness, Respect, and Determination.	Our parents are ensured opportunities to participate in school decision-making. Parents are informed of opportunities to get involved in the school every year, at Back To School Barbecue and in The Parent Handbook.  There is a Parent Council and School Site Council. Parent and teacher board members serve as liaisons between the board and the parent and teacher communities. Parent board members represent parent voice in long range planning and oversight of the whole school program. Parents have reported “parents come to the coffee with the principal and are well informed regarding school-wide changes,”  The Principal is acting on specific parent recommendations that emerged from focus groups: 1. survey students regarding after school options in the spring each year; offer workshops for parents regarding specific topics like drug addition and parent/child relationships. Our Principal has received professional development focused on communicating with parents regarding school finances and budgeting decisions and uses these skills in the context of parent engagement in decision-making.	When we held family meetings to inform parents about the possibility of creating a Digital Media and IT  Pathway, they were enthusiastic supporters of this new initiative.  Rather than teachers convincing parents of the value of the pathway, parental enthusiasm helped to build teacher buy-in..  As more and more students are enrolled in the Pathway, nonPathway teachers are making the effort to develop projects that allow students to apply their newfound skills.	Unity is engaging our under-represented families through more parent to parent outreach.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
01612590106906	Bay Area Technology	3	Bay Tech knows that strong relationships with families are critical to the work of educating students. The school has held numerous family meetings and family events this year.  Attendance at these events has been consistently high. 89% of families report feeling connected to the school community in the 2022-23 school year.	Next year, as the school prepares to move into its new campus, there will be opportunities to build relationships with families who may not come to traditional school events, with tours of the new building, conversations and surveys about transportation options to the new campus and expanded athletic opportunities.  The school will also start a Parent Ambassador club for parents to introduce themselves to the new community where the school will be located.	Next year, as the school prepares to move into its new campus, there will be opportunities to build relationships with families who may not come to traditional school events, with tours of the new building, conversations and surveys about transportation options to the new campus and expanded athletic opportunities.  The school will also start a Parent Ambassador club for parents to introduce themselves to the new community where the school will be located.	Research consistently shows that when parents are involved, students achieve more-regardless of socioeconomic status, ethnic/racial background, or the parents' educational levels. Children whose parents are involved also generally have higher grades and test scores, better attendance, and more consistently complete homework. At BayTech, we are fortunate to have community support through the BayTech Parent Club and the Board of Directors. Parent-student-teacher collaboration: We believe that a cooperative parent-student-teacher triad narrows the achievement gap between the students at risk and the students who succeed as measured by the current assessment standards. BayTech has been working with parents to make them aware of the importance of their involvement in their children’s education through the following activities: Parent meetings: the Advocacy and Community Engagement Committee has met regularly to discuss how they can support instruction, school activities, and help to improve the quality of education the students receive from BayTech. Agenda items of these meetings will include parent volunteer needs and accomplishments, parenting classes, parent-teacher communication, classroom needs and/or improvements. The Parent Club and Board of Directors' regular meetings ensure that all the parent concerns and recommendations are properly voiced at the school’s main governing body. Parents and community members are encouraged to participate and lead fund raising activities, attend sporting events and field trips, become chaperones, participate in surveys and self-evaluation tools, become school tutors or campus monitors, lead after school enrichment activities, and give input on all policy development. Regular parent communication and school updates take place via: BayTech Newsletters, weekly phone and text message announcements, updates to the website, and use of Parent Square.  Parent-teacher conferences: In the fall of the year, every parent has a parent-student-teacher conference. Additionally, teachers make a concerted effort to reach out to families with students in danger of not meeting academic and social standards.  The parents and teacher put together a collective action plan and set a future conference date to monitor the student’s progress. Based on our assessment and evaluation reports, 90% of the students who participated in this process have shown significant improvements in both academics and discipline. Back to school night, Open House, Coffee with the Principal, and the Annual Science Fair represent a few of the additional opportunities for parent participation, collaboration with the staff and site visits. The 11th and 12th grade college nights and the 8th grade introduction to high school parent meetings are additional opportunities for parents to gain important information about transitions.	The Bay Tech Athletic Booster Club will be added next year to boost athletics and bolster the link between athletics, academics, and success at Bay Tech. This group will help link Bay Tech with outside community organizations and help foster a college going atmosphere amongst the varsity team members.	BayTech has been working with parents to make them aware of the importance of their involvement in their children’s education through the following activities: Parent meetings: the Advocacy and Community Engagement Committee has met regularly to discuss how they can support instruction, school activities, and help to improve the quality of education the students receive from BayTech.	Parents have many opportunities to become involved in decision making at Bay Tech.  The Advocacy and Community Engagement Committee has met regularly to discuss how they can support instruction, school activities, and help to improve the quality of education the students receive from BayTech. Agenda items of these meetings will include parent volunteer needs and accomplishments, parenting classes, parent-teacher communication, classroom needs and/or improvements. The Parent Club and Board of Directors' regular meetings ensure that all the parent concerns and recommendations are properly voiced at the school’s main governing body. Parents and community members are encouraged to participate and lead fund raising activities, attend sporting events and field trips, become chaperones, participate in surveys and self-evaluation tools, become school tutors or campus monitors, lead after school enrichment activities, and give input on all policy development.	Next year as we look to create processes and procedures for the new building, we will hold a series of meetings to solicit input from families, staff, and community members.	Next year as we look to create processes and procedures for the new building, we will hold a series of meetings to solicit input from families, staff, and community members.	5	5	5	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
01612590108944	Lighthouse Community Charter High	3	There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work.	The LEA has many formal and informal structures to partner with families, including: SSC/ELAC, Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, and email.	This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.	The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child’s teacher and their child to discuss student progress and supports.	This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA’s network of charter schools.	This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.	Lighthouse will continue to collaborate with and invite all parents and family members annually to take an active role by participating in student-led conferences, during which they establish academic and character goals for their students, by monitoring their student’s learning through understanding of our school’s grading policy and system, available instructional supports and programs, and available Extended Learning opportunities.  It is in these structures where we seek input for decision making.	Parent, guardians, stakeholders, and staff provided similar feedback at the LCAP session. There was an expressed need for improved services for English Learners, Special Education students, and increased opportunities for Family Engagement. There were also numerous requests for more counseling and wrap-around student services.	To meet the Lighthouse's vision for family and staff engagement and feedback, Lighthouse engaged stakeholders, including family members who have limited English proficiency and parents and family members with disabilities.  Parent and family member feedback was gathered at school meetings/forums, district and school advisory committee meetings, and English Learner Advisory Committee (ELAC) meetings, and School Site Council (SSC) meetings.	4	4	4	4	4	4	5	4	3	3	3	3	Met		14JUN2023	2023
01612590109819	Aspire Berkley Maynard Academy	3	We begin the year with Family Listening Meetings and a School Social to welcome families into the learning environment and begin partnerships grounded in students and families assets and identities. We partner throughout the year with them through Student Led Conferences and events in which staff, students, and families create welcoming and celebratory spaces.	Creating space in which families have two-way commutation opportunities in order to give us space to learn and continuously iterate through feedback is an area for us to grow.	We plan to continue to leverage our School Site Council in order to solicit family feedback, particularly from those most marginalized or underrepresented. In addition to the surveys we give that collect demographics throughout the school year, we also need to focus on data and engagement from our families with less opportunities to be involved.	Throughout the school year, beginning from the first week in which we host Family Listening Meetings, we strive to build relationships, inform families of progress, and partner with them to support student learning and growth both at home and in the school community.	Beyond 504s and IEPs meetings, we could do a better job in providing families with learning opportunities about how to advocate for their child and engage in the legal processes when necessary to best support their students learning and rights.	We will provide a workshop during our Parent and Admin meetings to engage families in their legal rights and ways to best advocate for and support their scholar.	We hold space with our families periodically to solicit feedback and make decisions about the following school year. Our district leader led Town Halls and family engagement forums at every site to solicit feedback and input on strategic plans.	We need to continue to use our Advisory groups for feedback and input and continue to build their capacity to ask questions and be critical of our school plans and data.	Continue to build capacity and leverage SSC, ELAC, and other advisory parent groups to solicit feedback from multiple stakeholders in the school community beyond the advisory groups.	4	5	5	4	4	3	4	3	3	3	3	3	Met		22JUN2023	2023
01612590111476	Achieve Academy	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.	We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Last year we started to rebuild towards pre-pandemic levels of parent leadership in our school, and will continue those efforts this year.	We are focusing on increasing the engagement of our Black families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.	4	4	4	4	4	4	4	4	4	4	5	4	Met		16JUN2023	2023
01612590111856	AIMS College Prep High	3	We endeavor to build strong relationships between staff and families. When students are first enrolled in school we begin with a formal meeting between staff and families. Every year we host a student orientation and Back to School Night where families are introduced to staff and teachers. We utilize Parentsquare to communicate announcements and events to parents. Throughout the school year we host various events that celebrate culture, sports, and academics where families can attend as part of our AIMS community.	We believe in the importance of partnering with parents and for student education. We maintain the strength of these relationships through transparent communication. We will focus on the consistency of our communication with families  by providing memos, timely updates, and town hall meetings where families can address concerns and where we all can discuss strategies for supporting and building our community.	We will improve engagement by strengthening our relationship community partners, and building bonds with families through our special education and counseling departments.	AIMS provides all students access to courses to meet and exceed UC / CSU A-G state standards. We have a team of academic counselors and a College Bound Kids Coordinator who provide guidance and support to students. Teachers provide mandatory tutoring hours and Saturday School is hosted twice monthly for student needing additional academic support. Lastly, we utilize Unified Insights, a platform where every student at the school has an individualized student profile with a history of past academic scores, as well as their current proficiency.	We employ a small team of academic counselors but are looking to expand our current counseling team in order to provide more individualized support to students. Increased professional development for teachers on differentiating within the classroom, training on providing adequate support for students participating in our English language learners, and special education programs.	We provide consistent communication with families through parent meetings with administrators, counselors, weekly memos, and town hall meetings.	AIMS HS Schoolsite Council is a group of parent, student, teachers, and classified staff representatives that aid in decision-making. We regularly solicit feedback through polls, and surveys and adapt processes based on that feedback noting it is essential for continuous improvement.	We are focusing on transparent and consistent communication that will allow for greater insight and input from stakeholders for decision-making by increasing representation in the Schoolsite Council	The LEA’s focus areas for improvement in seeking input for decision-making is increasing the participation for school staff and families during Schoolsite Council  meetings and LCAP advisory. Sending surveys and memo with translated languages.	4	5	4	5	4	3	4	4	4	4	4	4	Met		29JUN2023	2023
01612590114363	American Indian Public Charter School II	3	The LEA’s current strengths and progress in building relationships between school staff and families is sharing weekly staff memo with school staff to outline resources and upcoming events. Additionally, families receive memo using language that is  understandable by translating our memos to various languages. The school also holds SSC meetings, orientations, and Back to School Night for classroom walkthroughs school staff and families engagement.	The LEA’s focus areas for improvement relationships between school staff and families is increasing their participation during SSC meetings.	The LEA will improve engagement of underrepresented families will continue to send detailed memo translated in various languages and attaching surveys in various languages to provide feedback or ask questions regarding events and volunteer opportunities for SSC participation.	LEA’s current strengths and progress in building partnerships for student outcomes is communicating with families by sending progress reports every three weeks and report cards at the end of each quarter. Additionally, teachers meet with families at the beginning of the school year to discuss expectations, grading policy, and learning outcomes. Furthermore, the school holds a family orientation to discuss academic expectations, school culture, and attendance policy. There are mandatory parent and teacher conferences for teachers to communicate student progress.	Focus areas for improvement in building partnerships for student outcomes is creating a pacing guide to share with families and students. The pacing guide will support with outlining the expected learning outcomes and CCSS.	The school will share syllabus outlining grading policy, pacing guides, learning expectations and outcomes.	The LEA’s current strengths and progress in seeking input for decision-making is by holding SSC meetings and LCAP advisory committee to give input on educational plans and funding allocation.	The LEA’s focus areas for improvement in seeking input for decision-making is increasing the participation for school staff and families during SSC meetings and LCAP advisory.	The LEA’s focus areas for improvement in seeking input for decision-making is increasing the participation for school staff and families during SSC meetings and LCAP advisory. Sending surveys and memo with translated languages.	4	5	4	5	4	3	4	4	4	4	4	4	Met		29JUN2023	2023
01612590114868	Oakland Charter High	3	We believe that parents are partners with us. This means that we find ways to educate, empower, and involve parents in their child’s education. We involve parents in school-wide events such as College Nights, Open house, Back to School night, Orientation, and Community Nights. We send regular school memos as well as use ParentSquare to send announcements and updates to all parents in English, Spanish, and Chinese (as applicable). We have a Family and Community Outreach Coordinator who focuses on developing strong partnerships with our parent community. Moreover, we have instituted popular community nights during which we discuss student educational progress data, opportunities for involvement, and upcoming school-wide events. Our student leaders work with our staff to plan and execute some of these events. During evening events, we provide an informal forum for students, families, and staff to communicate, connect, and build a strong sense of community. Additionally, we host an annual parent wellness workshop and bring in community partners such as the local RYSE center, Clinica de la Raza, and Asian Health Services to share presentations with our community. This event focuses on supporting our families to support their students around concerns such as mental health, teens and technology, good study habits, and how to keep your students safe in this rapidly evolving technological world. All of these events are designed to strengthen and build our ties between parents and the school. Finally, our innovative response to intervention model ensures that students who are struggling receive robust support including weekly organization of school materials, daily academic tutorials, and weekly home-to-school phone calls offering good news and affording parents an opportunity to discuss their student’s progress with teachers and school staff.	While we are excited for our progress in Building Relationships Between School Staff and Families, we recognize that we need to continuously engage in rigorous reflection and examine our data to ensure that all parents feel welcomed and are able to participate in these events. One area for improvement that our families have communicated to us is to offer more workshops to ensure that families get information on topics that are relevant to each specific grade level and the college application process. Another area for development is for the school to host community potluck celebrations for staff, students, and families so that families can interact with teachers on a more casual level.	Our school’s demographics consists of over 95% underrepresented families. We ensure that we actively engage them and offer them opportunities to participate in school events, discussions, and meetings by making ourselves available after parents get off of work, offering interpreters at meetings, hiring staff who speak multiple languages, and ensuring that students feel supported to succeed. One area for improvement is to engage our African American population in more robust ways. We have discussed the implementation of a Black and African American Roundtable series to discuss representation and support at the school. We will also partner and collaborate with more community organizations that offer various services and resources to underrepresented and underserved populations.	At our school, we train all of our staff in how to reach out to parents effectively. In addition to our Check & Connect System, we hold regular Student Success Team meetings with teachers and families to ensure our students are meeting the rigorous academic expectations of our school. Parents are invited to one-on-one meetings to assist them and their child to complete college applications, apply for the FAFSA and Dream Act, and to ensure that every student is on track to graduate and meet UC/CSU A-G requirements. A strength of our program is the support we offer our students and their families. At our school, each grade level attends a college field trip and parents are warmly welcomed and encouraged to participate and assist with chaperoning. Additionally, our popular annual Sports Banquet and Senior Awards Dinner offer opportunities for our community to gather together to celebrate our student’s achievements. We have strong communication with all community stakeholders and present information electronically and in paper in multiple languages. Moreover we use various data points to inform our needs. The school puts on regular meetings to educate parents on how to support learning at home and to know their rights as parents. To that end, we offer regular community nights and Family Staff Team meetings to ensure that parents are able to not only build community with our staff, but also to provide a forum for parents to share concerns and to problem solve together around how best to support our students. We partner with organizations to mobilize parents and get them to the table including our students who are in transitional living or are newcomers to the U.S.	While we have many robust programs and supports in place to support our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we introduced the California Healthy Kids survey and we continue to use our own internal surveys to help inform and guide the process of family engagement. We are beginning to process our initial round of data in order to better develop programming to support our parents. Our Community Outreach Coordinator supports us to develop plans to continually engage our struggling students and their families to ensure equity of access to the decision making process at the school. Our plan is to provide workshops for teachers and staff throughout the year to develop their capacity to engage with families to discuss student progress in their class.	In order to improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes, the school will secure services with organizations and companies who provide interpreting services to schools. Our teachers and staff must be able to communicate with parents in their preferred language so that they can better explain a student’s academic progress and how the parent can support the child at home. The other area that we will focus on is to better support a family’s understanding of high school graduation requirements and college entrance requirements. Based on our analysis of survey data, most of the families of underrepresented students did not go to college and some did not go to school in the U.S. Therefore, they are not familiar with graduation requirements and college entrance plans. Our goal is to provide information to parents in multiple languages as well as to have them participate in school events and advocacy efforts.	Each year, we gather and share academic and culture data with families. There are multiple points in the year when we do this; after benchmark testing, State testing, and when we receive our California Healthy Kids Survey results. During these meetings, we explain what the data means and we encourage family members to provide feedback and ideas for improvement based on needs and trends. We also actively collaborate with parents every year in building school priorities, goals and action plans, and revisiting these plans mid-year to review progress and adapt the plans as needed.  In addition, all family members are invited to be part of the Family Staff Team, FST, ELAC, and School Safety Committees. Those who are elected into committees have opportunities to be involved directly in decision making and programming input. The rest of the parents who do not want to be in a committee still have an opportunity to attend all of these meetings and share comments or suggestions. Meeting dates and times are always communicated to all parents through multiple avenues and in multiple languages. During these meetings, we have an interpreter for parents who might not speak English.	One area for improvement is for us to ensure that all meetings have a hybrid format where families can have an option of either attending in-person or virtually. In the past, we have done meetings either in-person or virtually but we have not gotten into a routine of doing hybrid meetings. This is one of the areas that were identified as a need so that parents who work and those who do not have transportation, could still attend and give their input.	Our school will improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making by providing incentives to families to participate in committees. Although their participation is voluntary, we can provide food and snacks during those meetings and raffle off items for the people who attend. We will continue to educate families on the importance of parent involvement and input and we will continue to do our best to advertise meetings and provide interpreting services as well as hybrid options for attendance. We will also work with our Community Outreach Coordinator to ensure that there is a significant presence of underrepresented groups in our decision-making meetings.	5	5	4	4	4	4	4	5	4	4	4	4	Met		21JUN2023	2023
01612590115014	KIPP Bridge Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 74% (Rising)/78% (Upper) of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques.  During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent- teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	3	4	4	3	4	3	3	3	Met		06JUN2023	2023
01612590115238	ARISE High	3	ARISE staff communicate with families through emails, phone calls, texts, social media and student-led conferences. Advisors are provided with multiple professional development sessions in preparation for communicating with families. We also provide monthly meetings to assist families with College and Career success so they can better support their students.	ARISE maintains very strong relationships between staff and families. We are hiring a community liaison and we are going to expand opportunities for families to participate in school programs.	The LEA will improve engagement of underrepresented families by strengthening our Black Student Union and including families in that process. We are also targeting newcomers in our community school program. We want to provide additional health and legal resources for those students.	Families are invited to attend 2 student-led conferences each year to discuss their child’s academic progress and develop strategies for improving outcomes. During these meetings, families are also provided with information and resources regarding material needs such as food and housing, as well as mental and physical health. Families also attend 10th and 12th grade Defenses. In addition we provide once a month family courses. We also held two exhibition nights for families, and those will be expanded in the coming year to include more families.	ARISE will continue to focus on building family literacy regarding College and Career. We will create more opportunities for parents to see student work. We will combine the PDL priority plan with our exhibition nights so that parents will be able to see the work in person.	The LEA will improve engagement of underrepresented families by strengthening our Black Student Union and including families in that process. We are also targeting newcomers in our community school program. We want to provide additional health and legal resources for those students.	Our academic counselors host monthly meetings to engage parents in discussions about various school programs and advocate for their families’ needs. We now have two advisors who are able to communicate with families more. We utilize the Youthtruth survey, our own internal survey and we ask for input at the SLCs.	ARISE will continue to focus on purposefully involving more families in the school.	The LEA will improve engagement of underrepresented families by continuously working on communication and outreach.	5	4	5	4	5	4	5	4	4	4	3	4	Met		13JUN2023	2023
01612590115592	Learning Without Limits	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.	We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Last year we started to rebuild towards pre-pandemic levels of parent leadership in our school, and will continue those efforts this year.	We are focusing on increasing the engagement of our Black families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.	4	4	3	4	4	4	4	4	4	4	5	4	Met		16JUN2023	2023
01612590118224	Aspire Golden State College Preparatory Academy	3	Stakeholder input was gathered throughout the year. Our main source of communication is ParentSquare. Messages go out weekly and our teachers have access to send messages as well. The feedback from parent/staff educational partners:  - Social/Emotional needs - Continue to find ways to support our highest need students (behavior & academic) - Continue Student training in online safety and cyber bullying -Student motivation-- continue PBIS incentive programming to reinforce positive behaviors.	Recourses will be allocated to address:  - Social and Emotional needs - Academic concerns-- implementation of MTSS throughout the building.  - Motivational assemblies and speakers - PBIS incentive program for students completing expectations - Student and parent education/training- Parent Workshops quarterly.	The majority of feedback has come from our underrepresented families. We are focusing on continuing with our SSC, ELAC, and Black Family Advocacy meetings as well.	We are focusing on our continued efforts in building out SSC, ELAC, and Black Family Advocacy meetings quarterly. In addition, students take a SEL survey that provides data to improve student outcomes and sense of belonging on campus. Over 60% of students have a sense of belonging and has at least one adult on campus that they trust. 68% of students feel that they are able to manage their emotions, thoughts, and behaviors in different situations. Lastly, GSP received the Community Schools Planning Grant for the 23-24 SY which will allow us to build our partnerships for student outcomes.	Providing more SEL resources, including hiring additional Mental Health Therapist. In addition, fully implementing our MTSS structures throughout our 6-12 grade levels.	We will continue to utilized the administered surveys each year and use the input from these surveys to evaluate our LCAP goals and address any inequities/weaknesses identified.	Stakeholder input was gathered throughout the year. Our main source of communication is ParentSquare. Messages go out weekly and our teachers have access to send messages as well. Our School Site Council meets monthly/quarterly.    The feedback from parent/staff educational partners:  - Social/Emotional needs - Continue to find ways to support our highest need students (behavior & academic) - Continue Student training in online safety and cyber bullying -Student motivation-- continue PBIS incentive programming to reinforce positive behaviors.	"Recourses will be allocated to address:  - Social and Emotional needs - Academic concerns-- implementation of MTSS throughout the building.  - Motivational assemblies and speakers - PBIS incentive program for students completing expectations - Student and parent education/training- Parent Workshops quarterly. """	The majority of feedback has come from our underrepresented families. We are focusing on continuing with our SSC, ELAC, and Black Family Advocacy meetings as well.	3	4	3	3	3	3	3	3	4	3	3	3	Met		22JUN2023	2023
01612590126748	LPS Oakland R & D Campus	3	Provided a diverse, caring and motivated staff reflecting the student population providing social emotional support to students. Multiple languages were represented by staff to facilitate communication with parents/families of multilingual students. There were opportunities for regular community engagement including family meetings, and student led conferences advisory. Associated Student Body (ASB) was comprised of strong student leadership representing multiple perspectives.	The LEA will continue to build staff representation of student groups. The administration will hold weekly meetings at various times to allow families to participate. Development and enhancement of student/parent handbook and school website. Additional efforts will be made to connect with families around prevention of chronic absenteeism. The school will explore increased opportunities for cultural celebration and appreciation.	Addition of outside organization to provide targeted enrollment and relationship support through canvassing and social media resources.	The ability to connect with students and providing a welcoming environment as parents/families come to our campus is a strength of Oakland R&D LPS. When parents/families come to campus they report feeling welcome and engaged in their students' academic progress.	As a site we have strength in our ability to connect with students, families and community however, we have very limited parent participation, both online and in person. While the LEA does communicate often the communication is often one way. Moving forward the focus will be on developing systems and structures that support two way communication with parents/families and students. This can be achieved by regular communication using the adopted parent portal, weekly/monthly newsletters and updating the school website and parent/student handbook.	The school has brought in an outside educational partner to target underrepresented families via canvassing, social media and emphasize the importance of hiring bilingual staff while increasing the level of culturally responsive teaching and learning.	Principals develop and present their schools’ current needs and action plan twice a year to the network and at their sites through staff and parent meetings. This elicits feedback and input to support the process and ensure all member are informed. Principals are accountable for responding to questions and concerns from all stakeholders, from the Superintendent’s office to parents. Families primarily participate in school governance through the School Site Council.	The focus area for Oakland R&D LPS will be on engagement of parents/families. While there are multiple structures in place, we are not seeing parents attending school governance meetings. Additional areas for improvement are aligned with the need for parents to have technology access available as well as training in how to use the technology.	Targeted efforts will be made to engage with underrepresented families through translation and interpretation provided at all school governance meetings. Personal outreach to families by school administration will also increase participation and understanding of school governance structures and responsibilities.	3	3	3	3	3	3	3	3	4	4	4	4	Met		28JUN2023	2023
01612590128413	Aspire College Academy	3	As we moved out of the pandemic, Aspire College Academy is striving to build relationships with our families by re-establishing a welcoming environment for all of our stakeholders. For the majority of the past three school years, we were not allowed to have anyone other than staff and students on campus due to the state and county restrictions to the pandemic. Over those years parents and staff have gotten use to not meeting in-person. During the 2022-23 school-year ACA has attempted to re-welcome and reacclimate all of our stakeholders to meeting and collaborating in-person.  In August, ACA held an outdoor meet and greet bbq for parents, students and staff. In September, we held an in-person, outdoor back to school night and quarter 1 parent-teacher conferences. In October, ACA held multiple Hispanic Heritage Month events, inviting parents to campus. In November, ACA's after-school program (ELP) held a showcase, inviting parents to campus to demonstrate all the things ELP students learned in the areas of Science, Technology, Engineering, Art, and Math. In December, we held a second set of in-person parent conferences. In February, ACA invited parents back to campus for our Black History Month Celebration and in March, ACA held our third round of parent-teacher conference. We look forward to inviting parents to our school's for end of the year events such as our talent show, field day and kindergarten and 5th grade promotions.  ACA involves parents in the major decisions that govern our school. ACA held five School Site Council meetings in 2022-23, in which parents were able to meet with school staff and make decision regarding the school's budget, expenditures and school plan for student achievement. ACA also has an English Language Advisory Committee consiting of parents of  Multi-Language Learners. This group reviews school data and the school's academic plan and provides feedback to administration and the School Site Council regarding the best ways to support Multi-Language Learners. In addition, ACA offers to pay for the fingerprinting of up to twenty parents who would like to volunteer in classrooms or be chaperones for field trips and special events.	At the regional level, Aspire is striving to partner with parents in a spirit of collaboration to develop the organizations mission, vision, values and goals. Aspire is garnering parent input to ensure we are developing a strategic plan that addresses the needs of the community. Aspire also focuses on developing a stronger sense of belonging within all our stakeholders by holding events such as the Black Excellence Awards to honor and affirm our young people and bring staff, students and parents together to celebrate our African American students. At the school site level, ACA has a school initiative in which all teachers must make 5 positive phones calls home per week. At ACA this practice has improved communication and increased joy in the community. ACA continues to plan events that showcase our students' talents and provide opportunities for students to show off their progress.	ACA will continue to improve upon the engagement of underrepresented families by ensuring we have specific programming for parents of all of our focus populations. ACA will provide enrichment for our Latino and Multi-Language Learner Community through a partnership with La Escuelita Inc. ACA will provide enrichment for our African American parents through our partnership with The Village Method Inc. and Independently You Collectively Us Inc. We would like to hire a Parent Outreach Worker or Student Support Manager who will support the parents of our McKinney-Vento and Foster Youth. Finally, we will increase our support of parents of students with IEPs by hiring a third Education Specialist to increase communications with parents and case managing services for our students. We also plan to partner more closely with county services to provide more wraparound services for students and families. We would also like to start support groups for our parents of students with IEPs, so that parents can have a place in which they feel safe to share, learn, celebrate successes and discuss the challenges of nurturing students with learning, physical and intellectual disabilities.	Aspire College Academy has made several partnerships with local agencies to support students in the areas of enrichment, academic intervention & support and socio-emotional development.  In the area of enrichment, ACA strives to provide students exposure and experiences in all the areas of S.T.E.A.M. (Science, Technology, Engineering. Arts and Math. In Science, ACA partnered with The Lawrence Hall of Science and Chabot Space Center to provide assemblies for students. ACA also took field trips to the San Francisco Aquarium and the Discovery Museum to expose students to things that they have only read about in books. Members of UC Berkeley's BEAM Program - Engineering & Mentorship, visit the ACA campus twice weekly to teach technology and engineering to our 80 students who participate in  ACA's Expanded Learning Program. ACA also partners with Smart Start Tutors who provide a Lego architecture program each Friday. ACA partners with several organizations to provide students experiences in the areas of visual and performing arts. The first of organization is the Bay Area Children's Theatre, who who provide acting classes for students to act out their favorite fairy tales and nursery rhymes. Our partnership with BACT support students in the area of reading comprehension, because their work increases our students abilities to visualize what they read. ACA also contracts with The Village Method. The Village Method provided instruction in the areas of African drumming and oratorical development. ACA partners with LIFT Enrichment Inc. to provide culinary arts classes for our Expanded Learning Program every Friday. ACA has developed a partnership with Sylvan Learning Center who provide reading and math intervention for our students after-school. Finally, ACA  contracts with Independently You, Collectively Us Inc. who provide socio-emotional development services and mentorship for our students.	Based upon the data and feedback from staff. parents and students ACA would like to continue to provide the partnerships in the areas of S.T.E.A.M. that we began in the 2022-23 school year. We would also like to expand our partnership with The Village Method Inc. so that they can support ACA in increase the parent engagement of our African American Parent Community. ACA would also like to add an additional partnership with La Escuelita Inc. who's expertise is in the area of increasing literacy amongst our Multi-Language Learner  population. La Escuelita also understands that to increase student achievement it is imperative that parents are engaged in the process. La Escuelita has a strategy to increase parent engagement amongst our Multi-Language Learner population.	Based upon the data ACA feels that the biggest partnership that ACA needs to improve is it's partnership with our parent community. ACA will improve upon out outreach efforts in 2023-24, increasing our communication with parents using platforms daily like Class Dojo and Google Classroom. ACA will communicate weekly with parents using ParentSquare to keep parents informed of happenings on campus, special events, opportunities to serve, collaborate, etc. ACA will also continue it's monthly newsletters to parents to highlighting the school's monthly foci, student progress and the school's special programs. We also will strengthen our Parent Empowerment Program, which currently holds parenting classes and support groups twice monthly for our community.	ACA involves parents in the major decisions that govern our school. ACA held five School Site Council Meetings in 2022-23, in which parents were able to meet with school staff and make decisions regarding the school's budget, expenditures and school plan for student achievement. ACA also has an English Language Advisory Committee made up of parents of  Multi-Language Learners. This groups reviews school data and the school's academic plan and provides feedback to administration and School Site Council regarding the best ways to support Multi-Language Learners. In addition, ACA offers to pay for the fingerprinting of up to twenty parents who would like to volunteer in classrooms or be chaperones for field trips and special events.    At the regional level, Aspire held meet and greets at all the schools in the region to give parents the opportunity to meet our new Regional Director. Aspire also held town halls throughout the year, so that parents can be primarily involved in the development the organizations strategic plan. The organization also surveyed families throughout the year, surveying parents/guardians in the Fall, Winter and Spring.	ACA would like to increase parent input in decision making by increasing the number of five School Site Council Meetings and English Language Advisory Committee meetings to meetings once monthly August - May. This move will double the amount of meetings, in which, we invite the entire parent community to provide input regarding school budget, expenditures, vision and direction.  ACA will also continue to utilize quarterly surveys to receive feedback from the parent community. ACA's administration will also hold monthly office hours via Zoom and in-person for parent drop-ins to address parent concerns and/or garner suggestions from our community regarding school improvement.	ACA is currently seeking grants in hopes of hiring an additional Student Support Manager, in which, one of the key components of their position would be to communicate with families regarding the supports we are providing students. Another position ACA hopes to create through the grant is a Parent Outreach Worker position, who will help to connect parents and families to community supports and aid in making parents feel more welcomed to get more involved in the day to day operations of ACA.	3	3	3	3	3	3	5	4	5	5	4	4	Met		22JUN2023	2023
01612590129635	Downtown Charter Academy	3	We have sought input from parents in decision-making and promoted parent participation in programs during our formal Family-Staff-Team, FST meetings.  These meetings occur 8 times per year.  During these times, we specifically asked parents to participate in the adoption of the school’s LCAP and collect input for the G-1 Grant and any other important report and activity happening at the school.  Four (4) of these FST meetings happen in person and 4 online.  In addition to the regular FST meetings, we have 12 other meetings with parents where administrators and teachers offer workshops on topics important to families like mental health, academic support at home and equity.  We also have informal coffee and tea with parents to plan school events, share data, and collaborate on planning the school priorities, goals and action plans.	One area for improvement this year is parent access to the communication tools available to them.  We are working hard to support parents' tech literacy this year so that 100% of them can use Parent-Square, PowerSchool and Google Classroom to be informed of students' performance, provide input, and communicate with teachers and administrators on a regular basis.	Families that belong to underrepresented groups actively engage and participate in school at a greater rate than other groups.  We make specific efforts to reach out to families from underrepresented groups so that they can voice their concerns and provide input and ideas for programming.  Last year for example, we created the Black and African American Roundtable to discuss enrollment and representation.	We have formed strong partnerships with community organizations in the area to offer students a variety of programs in the performing arts, plastic and visual arts, sports and games, computer science and programming, social emotional learning, mindfulness, yoga, etc., so that our students get a well rounded education.	We specifically focused our efforts last year and continue to do it this year on partnering with community organizations that provide programs and activities to support socio-emotional learning and high interest activities for them.  These activities include mindfulness, yoga, karate, dance, animation, sports, and coding, among others.	To facilitate the participation of parents, we offer translation and interpretation during all our monthly meetings and 1-1 meetings; we translate all presentations and communications as well.  In addition, we have made partnerships with organizations in Oakland and other members of the community that provide workshops on equity, mental health, and other topics important to parents that belong to underrepresented groups. We make every effort to involve parents in school activities and programming so that they are always well informed to the benefit of their children.	As we share academic and school data with parents after testing and the California Healthy Kids Survey results, we encourage parents and family members to provide feedback and ideas for improvement based on needs and trends.  We actively collaborate with parents every year in building the school priorities, goals and action plans, and revisit these plans midyear with them to review progress and adapt the plans as needed. In addition, family members that belong to  the Family Staff Team, FST, ELAC and School Safety Committees, have opportunities to be involved directly in decision making and programming input.  We request parent input for nutrition, academic program, curriculum adoption, reclassification, attendance policies, and investment in programming that are sponsored by the G-1 Grant.	Family members that belong to underrepresented groups participate in school activities and decision making at a greater rate than other parents.  We will continue to seek and encourage participation from parents to provide input with regard to programming, school safety, reclassification, budget and grant allowances, among other important activities for the school.	We made progress in the school demographics and enrollment by including families and students from underrepresented groups to collaborate with ideas and decisions with regard to having a better representation of Black and African American students in the school.  We will continue to host meetings and discussions for parents that belong to underrepresented groups because they are very effective and have important contributions and perspectives on how to attract members of underrepresented groups to our school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		21JUN2023	2023
01612590129932	East Bay Innovation Academy	3	EBIA's strengths include (1) On-going Family communication: The implementation of Parent Square for increased and improved school wide communication. We are actively able to track the level of engagement to ensure that 100% of families can be contacted at all times. The tool has been used effectively by the lower school team to effectively communicate the details of events such as school dances, PAC sponsored community, and other school-wide events throughout the year. (2) Opportunities for parent leadership and involvement: EBIA's parent involvement activities also include the Parent Action Committee (PAC), which has established clear roles for family members toparticipate in school event. (3) Individualized collaboration between families, students, and staff: Through our Personalized Learning Plans, family members meet with their child and advisor twice per year to review trimester grades, discuss MAP scores, and set/review goals/progress. (4) Improved Support and Communication for Spanish Speaking Families: EBIA has improved our ability to communicate with Spanish speaking families through translated weekly newsletters and simultaneous in person and virtual meetings.	EBIA's areas of improvement include: (1) Engaging families in the review of student achievement data is still an area of growth that we will need to focus on during the next school year. Families currently receive MAP and SBAC scores by mail and are reviewed during student conference meetings at the end of the first and second trimester. Families also have real-time access to grades and assignments on Echo, which is our school LMS platform. As we move into the 2023-2024 school year, we will consider ways to use the Cafecitos to engage families in the review of student achievement data. (2) Recognizing the importance of engaging families and creating a welcoming environment. The  school has implemented several initiatives such as game nights, multi-cultural events on campus, campus wide clean up events, and monthly family meetings known as Cafecitos. The Cafecito events serve as a platform to share best practices for student success, review school wide events, and strengthen partnerships with families.	EBIA recognizes the importance of focusing our engagement relative to underrepresented families, especially in relation to advising and partnering with our teachers and leaders to improve outcomes for our underrepresented students. We will target this in 23-24 through increased efforts to engage families to provide feedback in multiple forums including our Panorama survey, focus groups, and Cafecito's focused on the needs of underrepresented learners and their families. These continued efforts will provide opportunities for dialogue to make continuous school-wide improvements.	EBIA's strengths include (1) individualized collaboration between families, students, and staff: Through our Personalized Learning Plans, family members meet with their child and advisor twice per year to review trimester grades, discuss MAP scores, and set/review goals/progress, (2) the use of technology to improve communication and resources between home and school. Through our ECHO LMS system, families have consistent access to view student assignments, grades, and progress. The school provides annual training and on-going support for families to access this resource.	While EBIA has made progress in sharing and discussing student achievement and experience data with our board (which includes parent representatives), we recognize to extend this practice to all families in order to better engage them in the support of all students. EBIA will focus on using our Cafecito's as a forum for these data sessions.	While EBIA has made progress in sharing and discussing student achievement and experience data with our board (which includes parent representatives), we recognize to extend this practice to all families in order to better engage them in the support of all students. EBIA will focus on using our Cafecito's as a forum for these data sessions.	Families at EBIA are encouraged to provide input through Cafecito's, family surveys (Panorama), and twice annual Personalized Learning Plan meetings. The EBIA board of directors also includes EBIA parents. EBIA's Parent Advisory Council (PAC) typically meets every other month. The PAC primarily supports the school through events such as Spring Fest, and cultural events such as Lunar New Year.	EBIA recognizes the need to more authentically engage our families as advisors and decision makers in our school. This year, post-pandemic, we revived our PAC and primarily focused this group on community events. We recognize the potential of this group to serve an even greater function.	EBIA will expand the purpose of the PAC in order to include more opportunities for families to act as advisors and decision makers relative to improving student and family outcomes and experiences. We will also leverage our PAC to increase the participation of all families in providing input to the school through surveys, focus groups, and other mechanisms.	4	4	5	4	3	3	5	3	2	2	2	3	Met		31MAY2023	2023
01612590130617	Oakland Military Institute, College Preparatory Academy	3	Our current strengths include:  -Outreach via Internet and Social Media Platforms -Holding face-to-face events and activities with both faculty and military cadre -Providing staff training in communicating with parents and community.  We have significant progress in the following:  -Providing capacity and time for stakeholder engagement -Expanding cadet outreach to community -Including parents in cadet decision making	Our main areas of focus are:  -Developing parent agreements in cadet outcome opportunities -Integrating substantive assessments for parent and staff outreach -Creating consistent electronic communication systems with parents and community	#NAME?	Our current strengths include:  -Institutional partnership with California Cadet Corps -Strategic relationships with elected officials and community organizations -Linkage with local post-secondary ROTC programs  We have significant progress in the following:  -Developing Dual Enrollment relationships with local community colleges -Accessing services and support from the Alameda County Office of Education	#NAME?	#NAME?	Our current strengths include:  -Meeting with Instructional Leadership Teams and Department Chairs -Utilizing Building Assets, Reducing Risks (BARR) program and Academic Support Group -Providing numerous surveys for various stakeholder groups  We have significant progress in the following:  -Cadet Commander developing a periodic reporting to the state-wide Brigade advisor from the California Cadet Core -Building MTSS systems at OMI	#NAME?	#NAME?	4	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
01612590130633	Lighthouse Community Charter	3	There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work.	The LEA has many formal and informal structures to partner with families, including: SSC/ELAC, Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, and email.	This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this	The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child’s teacher and their child to discuss student progress and supports.	This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA’s network of charter schools.	This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this	Lighthouse will continue to collaborate with and invite all parents and family members annually to take an active role by participating in student-led conferences, during which they establish academic and character goals for their students, by monitoring their student’s learning through understanding of our school’s grading policy and system, available instructional supports and programs, and available Extended Learning opportunities.  It is in these structures where we seek input for decision making.	Parent, guardians, stakeholders, and staff provided similar feedback at the LCAP session. There was an expressed need for improved services for English Learners, Special Education students, and increased opportunities for Family Engagement. There were also numerous requests for more counseling and wrap-around student services.	To meet the Lighthouse's vision for family and staff engagement and feedback, Lighthouse engaged stakeholders, including family members who have limited English proficiency and parents and family members with disabilities.  Parent and family member feedback was gathered at school meetings/forums, district and school advisory committee meetings, and English Learner Advisory Committee (ELAC) meetings, and School Site Council (SSC) meetings	4	4	4	4	4	4	5	4	3	3	3	3	Met		14JUN2023	2023
01612590130666	Aspire Lionel Wilson College Preparatory Academy	3	We have a community outreach manager that coordinates event programming and parent volunteer opportunities. Staff is more frequently contacting families this year. We have a core group of parents who regularly phone bank to increase families participation in our schooling experiences.	Our community engagement manager is engaged in community mapping and conducting a needs assessment to better understand our community’s needs and strengths. Once we have the results for the surveys and listening interviews, we will create a strategic plan to become a community school.	We are waiting on the results of the needs assessment to inform our self-reflection process.	We have the most community partnerships this year than ever before.	We need to identify the staff managing the partnerships to sustain our programming.	We will intentionally plan with underrepresented families in mind when we complete our strategic plan.	We have biweekly Parent Advisory Council meetings, monthly Coffee with the Principal chats, and SSC/ELAC meetings to get input in our programming, resource allocation, and policies.	We would love to see an increase in participation in our family events and within our decision-making bodies.	We are using multiple modes of communication to invite families to be more involved in our schooling and decision-making committees.	4	4	4	4	3	3	5	4	5	5	5	5	Met		22JUN2023	2023
01612590130732	Aspire Triumph Technology Academy	3	Our LEA holds family conferences twice per year to keep families involved.  We also hold 8 family engagement events throughout the year to partner with families.  Examples of events include math night, literacy night, cultural celebrations, back to school night, and family game night.	One area of growth would involve collaborating more closely with families around ways they can continue to support their scholar's academic growth at home.	We will improve engagement of underrepresented families by offering both in person and online engagement events to make the events more accessible.  We will also work to provide childcare during back to school night to ensure that families have childcare available at this important engagement event.	Some strengths we have in building partnerships for student outcomes include strong collaboration with families in our special education program and through our SST process.  Additional strengths are our academically-focused family engagement events such as math night and literacy night.	Some additional areas to focus on include providing additional opportunities for families where we share strategies for supporting students at home.  For example, providing additional supports with students around our Eureka Math curriculum and ways families can support with Common Core Mathematics.	We will improve engagement of underrepresented families by offering both in person and online engagement events to make the events more accessible.  We will also ensure translation of all materials shared during family engagement events to ensure events are accessible to all families.	One area of strength is our ELAC and SSC.  Both of these committees provide opportunities for school staff to share out progress toward goals.  In addition, these spaces provide opportunities for families to share feedback and input.	One area to focus on improving in is having more robust parent participation in our ELAC and SSC teams.  We should focus on attracting additional families to these meeting and to ensuring these meetings are participatory spaces.	We will work to engage more families more in SSC by sharing dates for these events far in advance, providing snacks at these events and incentives for participating, and planning structures to support increased family involvement in discussions.	4	4	3	3	3	3	3	3	3	2	3	3	Met		22JUN2023	2023
01612590132514	Francophone Charter School of Oakland	3	Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through ParentSquare posts and messages from teachers, weekly director/principal reports for the upper school and monthly reports for the lower school.    92% of families agreed or strongly agreed that the school keeps them informed about scheduled school events and activities.	We will strive to continue to strengthen our relationships with families by developing a calendar of family activities, continuing to grow our parent association, and by hosting more in-person family meetings.  We also plan to expand the room parent coordinator roles to extend to both campuses and keep parent-school communication frequent and consistent.	Childcare seems to be the largest barrier to parent engagement with 35% of parents indicating this is an obstacle to greater involvement with the school.  When our budget allows, we plan to add childcare to our family engagement events.	Francophone has developed practices that foster partnerships between families and staff in support of student growth. Francophone hosts parent conferences each semester with all families to not only inform families of student progress, but to also have them be partners in the work. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process.	We want to continue to progress in providing support to families of students with disabilities and English Learners, so that we can best meet the needs of all Francophone families. We are continually improving our SIS system to improve parent communication about student progress. We are also implementing Clever as a single sign-on to support families with accessing all our resources using a single log-in.	Francophone plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend the parent conferences.	Francophone is a small and growing school, and we are proud of how we have transitioned from the initial stages of charter school growth to now having strong systems in place to be able to seek input from parents on a regular basis.  Parents provide feedback during periodic Coffee with the Executive Director meetings, in response to communication via Parent Square, through family surveys, and through our Parent Association.  We have hired additional staff to support students with disabilities and English Learners and ensure their parents receive information about their legal rights and how to advocate for their children.	We had begun the process of forming these committees prior to the pandemic, but much of this work was put on hold as we shifted our priorities to the immediate needs of students, staff, and families.  We held online meetings and surveyed families for their input about key decisions during the pandemic, but it was difficult to form advisory committees during this time.  Going forward, we will refocus our efforts to engage families around broader school decision-making through the formation of advisory groups and school surveys.	Childcare seems to be the largest barrier to parent engagement with 35% of parents indicating this is an obstacle to greater involvement with the school.  When our budget allows, we plan to add childcare to our family engagement events.	3	4	4	3	4	3	4	3	3	3	3	4	Met		12JUN2023	2023
01612590134015	Lodestar: A Lighthouse Community Charter Public	3	There are formal structures in place that support partnering with families around student outcomes, including Student-Led Conferences and Expos of Student Work.	The LEA has many formal and informal structures to partner with families, including: SSC/ELAC, Student-Led Conferences, Expos of Student Work, Family Workshops, and Community Events. Families have direct access to teachers and other school staff via phone, text, and email.	This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.	The LEA has clearly identified and sustainable structures that allow all families in the LEA to sit down with their child’s teacher and their child to discuss student progress and supports.	This partnership positions families as partners in supporting the learning of their children. There is a significant amount of professional development and learning that supports these partnerships; one area of focus for this upcoming year is increased alignment between what professional development and learning looks like across the schools in the LEA’s network of charter schools.	This year the LEA is taking a close look at its School Site Council (SSC) as a body where parents and guardians can give input on LEA activities. This formal decision making power is the LEA’s focus area for the year, and the LEA’s Family Engagement Coordinator, Director of Student Services, and Site Administrators are closely collaborating to support this.	Lighthouse will continue to collaborate with and invite all parents and family members annually to take an active role by participating in student-led conferences, during which they establish academic and character goals for their students, by monitoring their student’s learning through understanding of our school’s grading policy and system, available instructional supports and programs, and available Extended Learning opportunities.  It is in these structures where we seek input for decision making.	Parent, guardians, stakeholders, and staff provided similar feedback at the LCAP session. There was an expressed need for improved services for English Learners, Special Education students, and increased opportunities for Family Engagement. There were also numerous requests for more counseling and wrap-around student services.	To meet the Lighthouse's vision for family and staff engagement and feedback, Lighthouse engaged stakeholders, including family members who have limited English proficiency and parents and family members with disabilities.  Parent and family member feedback was gathered at school meetings/forums, district and school advisory committee meetings, and English Learner Advisory Committee (ELAC) meetings, and School Site Council (SSC) meetings.	4	4	4	4	4	4	5	4	3	3	3	3	Met		14JUN2023	2023
01612593030772	Oakland School for the Arts	3	OSA provides many different ways to build relationships with staff and family. Our goal is to always keep communications open with our families through several communication databases i.e. Konstella, Blackboard, and general emails. To highlight the most recent and very successful connection we hosted an Open Studio event where families participated in a wonderful Back to School Night mixer with our leadership team. Our leadership team, faculty, and students also hosted guided tours throughout our campus and answered any questions that came up from our families. Throughout the year families meet and engage with staff during our Open House, annual fundraiser, students showcase and OSA Community gathering events. Our administration   team also holds an office in which families can schedule dedicated time to discuss any matters.	To improve building relationships, OSA adopted an amazing PTSA (Parent Teacher Student Association), which holds monthly meetings. We continue to create community engagement opportunities such as this to connect with our families.	OSA's goal is to be inclusive of all families so that no family feels underrepresented. In this case, we will continue to extend ourselves to reach those families, have an open dialogue regarding what their needs are, and find ways to support them.	Post remote learning, OSA has been putting a lot of effort into reconnecting with parents and the community. We've been utilizing technology and more regular systems of communication to better reach families in many modes and languages on a consistent basis.	Systematizing communication is still an area of growth. OSA can do better with making sure all messages go out in a reliable way that reaches families in many forms. We are also working on getting back to doing things not just online, but in person. We still feel that the best and most authentic way to build relationships (especially through the arts), is to share space.	Through work with our equity taskforce, we've been working to identify areas where there are barriers to access for families. As we identify obstacles, we work to find ways to overcome them so we can reach as many members of our community as possible. Some things we've identified have been language barriers both over technology and in person, unreliable wifi/internet, communication that is not stored consistently or given in a systemic way.	We began an entire rebuild of our parents organization in the 22-23 school year. This resulted in the formation of our now fully operating PTSA at the end of the first semester. OSA has supported the PTSA through the implementation process and included their leadership in key decision making. We are now focused on increasing membership of the PTSA to ensure all families have a voice in key decision making. Additionally, we are in the final stages of revision for our strategic plan. Parents and teachers have had multiple opportunities for feedback throughout this process. Lastly, our student leadership and affinity groups have strengthened tremendously in the last year. A student leader from our BSOC (Board of Students of Color) and our student body president each have a non-voting seat on the board of directors. Our student government election processes have yielded a powerful and influential group of young leaders with direct access to the board and administration to inform change.	As mentioned above, we are working to increase the membership for our PTSA and to be sure that all demographics of our student body are reflected in the parent representation. We aim to increase the number of OSA parents sitting on the OSA board of Directors and have identified this in a strategic board development plan.	Though we have made major progress in terms of representation in key decision making amongst our student leaders, we still have room for growth amongst our families. Attendance at our PTSA meetings has been around 10-20 parents on average. Though diverse in many regards, we have seen an under representation of parents representing our lower income families. We aim to improve in this regard to ensuring our meetings are inclusive and welcoming to all families, held on zoom when possible, and at a time when working families are more likely to attend. We have analyzed data from our Parent/Guardian survey and are redesigning our processes based on barriers identified. We have also put an emphasis on casual community building events to ensure underrepresented families have many opportunities to share their experiences and inform change.	4	4	3	3	2	1	4	3	5	2	2	4	Met		08JUN2023	2023
01612596111660	Oakland Charter Academy	3	We believe that parents are partners with us. This means that we find ways to educate, empower, and involve parents in their child’s education. We involve parents in school-wide events such as Open house, Back to School night, Orientation, and Community Nights. We send regular school memos as well as use ParentSquare to send announcements and updates to all parents in English, Spanish, and Chinese (as applicable). We have a Family and Community Outreach Coordinator who focuses on developing strong partnerships with our parent community. Moreover, we have instituted popular community nights during which we discuss student educational progress data, opportunities for involvement, and upcoming school-wide events. Our student leaders work with our staff to plan and execute some of these events. During evening events, we provide an informal forum for students, families, and staff to communicate, connect, and build a strong sense of community. Additionally, we host an annual parent wellness workshop and bring in community partners such as the local RYSE center, Clinica de la Raza, and Asian Health Services to share presentations with our community. This event focuses on supporting our families to support their students around concerns such as mental health, teens and technology, good study habits, and how to keep your students safe in this rapidly evolving technological world. All of these events are designed to strengthen and build our ties between parents and the school. Finally, our innovative response to intervention model ensures that students who are struggling receive robust support including weekly organization of school materials, daily academic tutorials, and weekly home-to-school phone calls offering good news and affording parents an opportunity to discuss their student’s progress with teachers and school staff.	While we are excited for our progress in Building Relationships Between School Staff and Families, we recognize that we need to continuously engage in rigorous reflection and examine our data to ensure that all parents feel welcomed and are able to participate in these events. One area for improvement that our families have communicated to us is to offer more workshops to ensure that families get information on topics that are relevant to each specific grade level. Another area for development is for the school to host community potluck celebrations for staff, students, and families so that families can interact with teachers on a more casual level.	Our school’s demographics consists of over 95% underrepresented families. We ensure that we actively engage them and offer them opportunities to participate in school events, discussions, and meetings by making ourselves available after parents get off work, offering interpreters at meetings, hiring staff who speak multiple languages, and ensuring that students feel supported to succeed. One area for improvement is to engage our African American population in more robust ways. We have discussed the implementation of a Black and African American Roundtable series to discuss representation and support at the school. We will also partner and collaborate with more community organizations that offer various services and resources to underrepresented and underserved populations.	At our school, we train all of our staff in how to reach out to parents effectively. In addition to our Check & Connect System, we hold regular Student Success Team meetings with teachers and families to ensure our students are meeting the rigorous academic expectations of our school. Parents are invited to one-on-one meetings to assist them and their child to understand effective study skills, homework habits, and participation in extracurricular activities. A strength of our program is the support we offer our students and their families. At our school, each grade level attends a college field trip and parents are warmly welcomed and encouraged to participate and assist with chaperoning. Additionally, our popular ASES program offers a space where students can feel safe and supported after school. We have strong communication with all community stakeholders and present information electronically and in paper in multiple languages. Moreover we use various data points to inform our needs. The school puts on regular meetings to educate parents on how to support learning at home and to know their rights as parents. To that end, we offer regular community nights and Family Staff Team meetings to ensure that parents are able to not only build community with our staff, but also to provide a forum for parents to share concerns and to problem solve together around how best to support our students. We partner with organizations to mobilize parents and get them to the table including our students who are in transitional living or are newcomers to the U.S.	While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we introduced the California Healthy Kids survey and we continue to use our own internal surveys to help inform and guide the process of family engagement. We are beginning to process our initial round of data in order to better develop programming to support our parents. Our Community Outreach Coordinator supports us to develop plans to continually engage our struggling students and their families to ensure equity of access to the decision making process at the school. Our plan is to provide workshops for teachers and staff throughout the year to develop their capacity to engage with families to discuss student progress in their class.	In order to improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes, the school will secure services with organizations and companies who provide interpreting services to schools. Our teachers and staff must be able to communicate with parents in their preferred language so that they can better explain a student’s academic progress and how the parent can support the child at home. The other area that we will focus on is to better support a family’s understanding of academic achievement and skills needed to succeed. Based on our analysis of survey data, most of the families of underrepresented students did not go to college and some did not go to school in the U.S. Therefore, they are not familiar with graduation requirements and college entrance plans. Our goal is to provide information to parents in multiple languages as well as to have them participate in school events and advocacy efforts.	Each year, we gather and share academic and culture data with families. There are multiple points in the year when we do this; after benchmark testing, State testing, and when we receive our California Healthy Kids Survey results. During these meetings, we explain what the data means and we encourage family members to provide feedback and ideas for improvement based on needs and trends. We also actively collaborate with parents every year in building school priorities, goals and action plans, and revisiting these plans mid-year to review progress and adapt the plans as needed.  In addition, all family members are invited to be part of the Family Staff Team (FST), ELAC, and School Safety Committees. Those who are elected into committees have opportunities to be involved directly in decision making and programming input. The rest of the parents who do not want to be in a committee still have an opportunity to attend all of these meetings and share comments or suggestions. Meeting dates and times are always communicated to all parents through multiple avenues and in multiple languages. During these meetings, we have an interpreter for parents who might not speak English.	One area for improvement is for us to ensure that all meetings have a hybrid format where families can have an option of either attending in-person or virtually. In the past, we have done meetings either in-person or virtually but we have not gotten into a routine of doing hybrid meetings. This is one of the areas that were identified as a need so that parents who work and those who do not have transportation, could still attend and give their input.	Our school will improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making by providing incentives to families to participate in committees. Although their participation is voluntary, we can provide food and snacks during those meetings and raffle off items for the people who attend. We will continue to educate families on the importance of parent involvement and input and we will continue to do our best to advertise meetings and provide interpreting services as well as hybrid options for attendance. We will also work with our Community Outreach Coordinator to ensure that there is a significant presence of underrepresented groups in our decision-making meetings.	5	5	4	4	4	4	4	5	4	4	4	4	Met		21JUN2023	2023
01612596113807	AIMS College Prep Middle	3	Throughout the year, we arrange a variety of events that foster strong connections between our staff and families.  In the beginning of the year, we initiate formal meetings beginning with family orientation and back to school night where families have the opportunity to meet our staff and teachers.  Communication to families is translated in multiple home languages and shared through Parentsquare as a means to keep parents informed about announcements and upcoming events. To enhance our relationships between school staff and families, we have implemented several effective strategies: - We regularly share a weekly staff memo with our school staff, which outlines available resources and upcoming events. - We ensure that the information we communicate is accessible to all families by translating our memos into multiple languages. - We host School Site Council  meetings to promote shared decision making and collaboration amongst families, students, teachers and staff	We value partnering with parents to enhance student education and maintain strong relationships through clear communication. Our commitment to consistency in communication includes sharing memos, providing timely updates, and hosting town hall meetings for addressing concerns and discussing community-building strategies.	To enhance engagement with underrepresented families, we will have targeted efforts to reach families in multiple languages to and to engage their feedback in those languages regarding school events and volunteer opportunities and to join the school site council.	At AIMS, the strengths and progress in building partnerships for student outcomes through constant and consistent communication.Beginning each year, we set the academic and professional expectations and school culture. The school hosts mandatory orientations, Q&A sessions and teachers meet with families and with students to set those academic expectations, school culture, and attendance policies at orientation. Families receive a progress report every six weeks and report card end of each quarter. Constant and consistent communication continues to be a vital strength and progress in building partnerships for student outcomes.	Increase small group interventions and to increase the support for students through teachers assistants, instructional aides and improved technology for english language speakers to better engage and improve the quality of the learning experience.	AIMS provides consistent communication with families through parent square in emails and text.  We communicate with families with memos and elevate parents, students and staff voices through the school site council.	The School Site council at AIMS MS is s a vital component of school governance that facilitates collaboration, transparency, and effective decision-making to improve the educational experience and outcomes for students. It is made up of students, teachers, and staff who serve as representatives and aide in the decision-making process.	AIMS MS focus areas for improving seeking input for decision-making is to increase participation for school staff and families in the school site council meetings and	AIMS MS focus areas for improving seeing input for decision making is to increase family, student, and teacher participation n the school site council meetings and to send out communication seeking family input in multiple languages so all can participate and be engaged in the decision making process.	4	5	4	5	4	3	4	4	4	4	4	4	Met		29JUN2023	2023
01612596117568	Aspire Monarch Academy	3	In the 22-23 school year, the Monarch team was excited to welcome families back on campus after a year of distance during COVID. Our families had volunteer opportunities, chaperoned field trips, and were able to join us for family events on campus this year. We were able to hold family meetings once again and solict their input to inform our strategic planning. Additionally, we held in person student-led conferences in the Fall and Spring where teachers, students and families partnered to understand student progress and ways to improve.	The Monarch team is working to increase opportunities to engage families as partners now that we are fully open for visitors, volunteers, gatherings and meetings. We are working to have more opportunities for SSC, ELAC and Black Family Meetings and events.	When engaging underrpresented families, one of the challenges we have is a language barrier. Many of our families speak primarily Spanish and most of our staff do not. We are working on how we engage families in meeting (methods of translation, use of devices, etc.) and how we make information accessible during conferences. We are also working to increase our Black student population to be more reflective of our surrounding neighborhood. We have a Black Family group and a Pro-Black Programming Coordinator on site.	Monarch held in person student-led conferences in the Fall and Spring where teachers, students and families partnered to understand student progress and ways to improve. We also held family meetings where we shared our student data and asked for feedback on student supports.	To further inmprove our partnerships for student outcomes, we plan on engaging families more frequently in sharing data and family literacy nights. We will also expand information and resource sharing for families so that they can find new ways to support their scholar at home.	We plan to engage with our families who are underrepresented through our parent groups and increased outreach through multiple methods like: surveys, means of communication, community events, etc. We will provide food and childcare during those meetings to help with those potential barriers.	This year as we opened up the school to parent visitors, chaperones and meetings post-COVID, we have made progress in parent engagement in meetings and events. We have a parent advisory group that gave input on our strategic planning and what they are hoping for the coming school year. We have several family events that many of our families attend as well as back to school night, and student-led conferences twice a year.	Monarch is working on providing more opportunities for family input and engagement activities. Not only do we want to provide more opportunities, we also want to boost attendance and include families who do not typically engage in those events or activities.	One way that we will improve engagement of underrepresented families in decision making, is to utilize survey data. We will reach out to families to ensure a greater representation and offer more methods for collecting survey data. For example, some families have challenges with access to technology; so we can offer technology to use on site and/or have paper based options. We will also engage underrepresented families through our family groups.	4	4	4	3	3	4	4	3	3	3	3	3	Met		22JUN2023	2023
01612596117972	North Oakland Community Charter	3																						Not Met For Two or More Years			2023
01612596118608	ASCEND	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	Our school holds space for families to come together and review data and support in the creation and implementation of site plans, and as a result, families develop a sense of agency and accountability. In addition, we schedule multiple conference weeks throughout the year, during which all families engage in 1:1 conferences with teachers in order to strengthen the teacher-family partnership and support families to help their child learn at home; many of these conferences are student-led, thus building a sense of agency on the part of the child and family. Our LEA also facilitates a Professional Learning Community as well as coaching for school site Family Coordinators, in an effort to continually strengthen the family engagement and support we provide.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build families' knowledge about literacy standards, develop their understanding of their child's current performance level, and support them to build skills to support their child's literacy development at home.	We will facilitate a more frequent and robust series of workshops in the area of family literacy engagement, and will specifically recruit underrepresented families (eg. Black families, English Learner families) to participate in these stipended opportunities.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Last year we started to rebuild towards pre-pandemic levels of parent leadership in our school, and will continue those efforts this year.	We are focusing on increasing the engagement of our Black families through focused outreach and encouragement to be active members of our site's Family Leadership Council. Strategies include personalized and individualized outreach, as well as recruitment during Black family-focused school events.	4	4	4	4	4	4	4	4	4	4	5	4	Met		16JUN2023	2023
01612750000000	Piedmont City Unified	3	Parent Engagement is a strength for the Piedmont Unified School District. We provide many opportunities for parent participation in both decision making and program participation. We have several very active parent committees and engage our school community in a rich variety of training and workshops. Engaging with the parent community is a high priority and we enjoy working with parents for fundraising, classroom support and decision making. Keeping our parent community informed is important to continued success in shared decision making. Progress in community relations is measured in annual communication and climate surveys. Improvement efforts this year have centered around our inclusion work with students and the community and in communications. Our LCAP goals now include an emphasis on inclusion. One of the several efforts at engaging with parents has been community circle events. These circles engage staff and community from different groups, including under-represented families, to create more meaningful communication and connection. LCAP action items in 2022-23 developed additional events and resources related to inclusion and belonging with our community. To improve communication the district has employed a Director of Communication who has activated several social media channels including Facebook, Instagram and expanded the district's Twitter presence to spread news and information in less traditional media in an attempt to capture more of our community. The district also revamped all websites in 2022-23 to improve communications. The new websites are ADA compliant and easily accessed from different languages, an improvement from the previous site. Efforts in the next year will continue to deepen the work of community building, especially with underrepresented families, and communications.	Based on 2022 focus group research and community feedback, sponsored community affinity group work will continue in 2023-24, along with additional engagement around equity, inclusion and belonging. The affinity Mentorship course at the high school level will be expanded to provide more community support among students in underrepresented groups.	Expansion of the district's parent education and training programs will include topics that specifically address the needs of underrepresented families including English Learners, and the families of other subgroups of students. Parent/guardians of unduplicated students have been identified for outreach and engagement in committees and groups with educational partners.	Based on feedback in LCAP engagement work and surveys, communication about expected student outcomes and curriculum was an area of interest for educational partners. Redevelopment of the district and school websites will address some needs (including staff training), and continued improvements in communications for the school. Attendance at Back-to-School nights, Open House, Conferences and Education Speaker Series events continues to be high and the district continues to work to offer timely and responsive events and content to improve student outcomes with all educational partners. Goal 3 of the LCAP includes actions and services focused on this effort, including increasing opportunities for meaningful collaboration with BIPOC parents.	Based on feedback in LCAP engagement work and surveys, communication about expected student outcomes and curriculum was an area of interest for educational partners. Redevelopment of the district and school websites will address some need (including staff training), and continued improvements in communications for the school. Turn- out at Back-to-School nights, Open House, Conferences and Education Speaker Series events continues to be high and the district continues to work to offer timely and responsive events and content to improve student outcomes with all educational partners. Goal 3 of the LCAP includes actions and services focused on this effort, including increasing opportunities for meaningful collaboration with BIPOC parents.	Based on feedback in LCAP engagement work and surveys, communication about expected student outcomes and curriculum was an area of interest for educational partners. Redevelopment of the district and school websites will address some needs as the websites are now more easily translated for families whose home language is something other than English. Additional support for multi-language households is planned for 2023-24 including better language support in virtual meetings. Goal 3 of the LCAP includes actions and services focused on this effort, including increasing opportunities for meaningful collaboration with BIPOC parents. Parent/guardians of unduplicated students have been identified for outreach and engagement at sites.	The parent - school partnership is a strength of Piedmont. The parent community is very actively recruited and whole-heartedly participates in a variety of advisory committees and provides input in decision making through a variety feedback mechanisms including: WASC committees School Site Councils Parent Clubs LCAP Advisory Committee Equity and Inclusion Committee Health Council CTE Advisory, Technology Advisory, Special Education Advisory Committees Programmatic Surveys (ie Math) Teacher Evaluation Surveys Climate Surveys Calendar Surveys Health and Safety Steering Committee Facilities Steering Committee Budget Advisory Committee Curriculum adoption processes and feedback Title IX Athletics Audit Task Force The district maintained a LCAP advisory committee this year with invited members from across the schools and support groups. It met regularly throughout the year, providing input into the districts' programs and services for students. Although the primary purpose of the LCAP advisory committee is to provide input into the development of the district's Local Control Accountability Plan (LCAP), the recommendations made there go beyond the LCAP, supporting the needs of students across the district, regardless of specific plans or funding sources. Members were well-informed on the district's programs and services for students, also going beyond programs and services in the LCAP, and are active participants in the district's comprehensive strategic planning.	The LCAP Advisory Committee was structured differently beginning in the 2021-22 school year with a consistent membership attending each meeting. This structure lent itself to better informed members and will continue in 2023- 24.	The district will continue engagement strategies to underrepresented families. Goal 3 of the LCAP includes actions and services focused on this effort, including increasing opportunities for meaningful collaboration with BIPOC parents. Parent/guardians of unduplicated students have been identified for outreach and engagement at sites.	2	3	3	2	2	3	5	4	5	5	3	4	Met		12JUN2023	2023
01612910000000	San Leandro Unified	3	SLUSD effectively utilizes ParentSquare and school embedded formats for parent conferences and academic learning nights/workshops. SLUSD values partnering with parents on students' academic pathways and progress. SLUSD believes that strong relationships provide a foundation for student engagement, belonging, and, ultimately, learning. The more high-quality relationships students and families have with their teachers and school staff the better their engagement in school. We create ample opportunities for small group interactions with our families and staff through weekly coffee chats, school site council meetings, parent-teacher conferences, family workshop events (school and district sponsored) and ample one-on-one interactions that allow for the greatest opportunity for individualized attention and support is created in SLUSD. This past year, we have partnered with community based organizations that provided cultural competency training and trauma informed training to provide high quality customer service to all families. We also actively recruit and invite all parents to participate in giving feedback to our local control accountability plan through school sponsored events and via feedback forms.	We continue to strive to improve and build high quality relationships with our learning community. Our focus in the new school year is to continue to communicate with families often and foster more avenues for two-way communication and we use multiple modes for communication (website, emails, zoom meetings, in person, phone calls, home visits) that is provided in their home language and we will continue to find ways to ensure families can overcome barriers that might cause students to be absent.	SLUSD will continue to center a relational mindset on family/community engagement, where we work in and with the diverse communities we serve through listening and learning sessions to elevate voices historically silenced in schools, particularly within our English language learner families, our families with students who have special needs, our single and co-parent families, and our Black/African American families.   We have contracted with community based organizations to help us create authentic listening and collaboration spaces as well as parent to parent, family to family learning spaces in order to improve school based engagement for families who have been historically underrepresented.	We have established and intentionally vetted communal approaches to community engagement. These approaches are designed to build strong partnerships between our schools and community-based organizations, business, and government agencies to provide a spectrum of services and opportunities that support student success and strengthen the greater San Leandro community. To do this work, we center a relational mindset on community engagement, where we work in and with the diverse communities we serve through listening and learning sessions to elevate voices historically silenced in schools, particularly within our English language learner families, our families with students who have special needs, our single and co-parent families, and our Black/African American families. Specifically, the work SLUSD does to inform student programs and outcomes is developed by our whole organization's (central, site, partners) engagement in listening sessions, structured throughout the year at school sites, central office convening spaces, community buildings, and online with our educational partners. With district leaders working collaboratively in both general forum spaces and affinity group spaces for specialized groups, and through bridging facilitation from parent and student leaders, we are building our communal approaches to community engagement to concentrate on family and student needs rather than the district’s predetermined agenda. Whether it is our Family and Student Support Services team walking the hallways with student leaders to assess school climate, to our Parent Advisory Committee reading through the qualitative feedback of how students and parents experience their school, to our community partners holding affinity spaces for our Black/African American families to speak freely about what is working and what is not- SLUSD is committed to finding new ways to listen, learn, co-design, act, and listen again. Through this shift of mindset, we are able to embrace the experiences, knowledge, and wisdom of our families and community, which have historically been minimized or excluded from educational decision-making.	Key focus areas for SLUSD are: 1) the intersection where teachers collaborate directly with families in venues like parent conferences and in the more informal  spaces of online communication; 2) office staff interaction with families; 3) classified staff interaction with students.	SLUSD is committed to providing training on culturally responsive customer service and community outreach in order to build capacity among all layers of our organization to meet the diverse needs of our community in a way that is proactive, positive, and connected to a longer pathway of ongoing partnership for student success. This means specifically providing hands-on trainings on de-escalation, working to understand and plan for unconscious biases, and building effective communication skills that are clear, consistent, and caring.	San Leandro Unified School District took the opportunity to broaden the scope of staff and community engagement through in-person and online to provide a variety of formats for our diverse community. The ease of attending virtual meetings or coming in person rendered a high degree of participation from all educational partner groups. SLUSD focuses on making community decision making accessible as seen in materials can found on our website at www.slusd.us/slusd/local-control-lcff-lcap/. SLUSD’s strength is in creating venues that include structured, participatory protocols that are used to gather constructive feedback regarding current conditions, to analyze educational partners' input data, and to elicit feedback on future strategic commitments. Special attention is paid to language accessibility and building intentional, collaborative relationships to facilitate cycles of inquiry beyond LCAP and SPSA development and into daily teaching, learning, and school climate. Most importantly, venues are also an opportunity to really listen and learn about our educational partners' needs, ideas, and preferences regarding programs, services, and processes. More than just information collection, these venues serve to build the kind of relational trust required to create meaningful and impactful programs, plans, and adjustments that are both responsive and sustainable.	Our current focus area is creating venues for affinity based groups, particularly spaces for dually identified groups (such as English Learners with IEPs). Currently, we have affinity spaces for family learning, leadership, and connection for English language learners, families with students with IEPs, families raising black children, families who are co-parenting or single parenting. SLUSD seeks to strengthen these spaces and also bring in some of the structures found in our parent advisory spaces into these venues to enable more decision making opportunities.	SLUSD is looking at how to leverage site based spaces where underrepresented families are more likely to attend, such as Latino Literacy Project groups, family focused events and celebrations, etc. SLUSD has also invested in increasing services for parent outreach and will be conducting more community based forums and home visits in order to do the kind of listening and learning essential to progress monitoring and program/service evaluation. Towards this end, SLUSD is partnering with multiple community partners to do this work. SLUSD has also been awarded a California Community Schools Partnership Program grant for 8 of its schools, with clear grant goals around increasing and expanding school based engagement for families who are currently underrepresented and underserved in our organization. With intentional infrastructure, staffing, and goals in this area, SLUSD is positively positioned to improve both engagement and quality decision-making for TK-12 families.	4	4	4	4	4	5	4	5	4	5	5	4	Met		27JUN2023	2023
01613090000000	San Lorenzo Unified	3	SLzUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLZUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), the District English Learner Advisory Council (DELAC), and the Asian and Pacific Islander Advisory Council all provide parent education and collect parent input both in person and online that contribute to district decision-making.  We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. These groups also educate parents on understanding and exercising their legal rights and advocating for their children, but growth is still needed in this area. Racial Equity is very important in our diverse community and as a district we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families. Regular conferences scheduled with families on release days are additional opportunities teachers use to educate families about how to best support their students at home.	SLzUSD continues to provide opportunities for family participation; however, we see a varied number of families that actually take advantage of participating in these affinity groups. An area of improvement would be to work on providing continued family learning and engagement opportunities in ways that maximize the number of families who access these supports.	SLzUSD will continue to engage families though both district and site-level groups. All sites have active SSC and ELAC groups and the district runs a strong DELAC group. We will also be utilizing the relationships of our site staff to recruit for border participation in our LCAP committee.	SLzUSD seeks to give parents a voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLzUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), the District English Learner Advisory Council (DELAC) and the Asian and Pacific Islander Advisory Council all provide parent education and collect parent input both in person and online that contribute to district decision-making. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity and gather input. Racial Equity is very important in our diverse community and as a district we provide training to develop the capacity of every staff member to build trusting and respectful relationships with families and provide welcoming environments for all families in the community. Supporting staff to learn about each family’s strengths, cultures, languages and goals for their children. This work, although ongoing, is still rated in the initial implementation stages because of the mobile nature of our staff between schools and other local districts. Additionally, the deep work of self-identifying personal bias within staff members is always in a state of continuous improvement as we work towards full implementation of establishing two-way communication with families.	SLzUSD offers families opportunities to access information that supports the educational process. However, we have observed that only a limited number of families are taking advantage of these opportunities. Our primary mode of communication is Blackboard Connect, but we recognize the need to improve our approach by offering more opportunities for family learning and engagement. We aim to increase the ways in which we communicate with families and encourage more dialogue between us to better support the education of their children.	As a team, we will continue to evaluate if our current methods are successful, making decisions based on this reflective process. We will utilize our communications department to seek out ways parents want to receive information and develop systems that remove barriers to participation.	SLzUSD seeks to give parents voice and engage them in two-way conversations that continuously improve the quality of education delivered to children across the district. Parents are invited to participate and contribute to decision-making bodies such as School Site Council (SSC) , English Learners Advisory Council (ELAC) at sites and Local Control Accountability Plan Steering Committee (LCAP Steering) and Fiscal Efficiency and Revenue Enhancement Committee (FEREC) at the district level. Many parents provide input at the public speaking opportunities at regularly held school board meetings, as well. To build capacity in parents, SLzUSD maintains several parent advisory committees that provide input as well. The African American Family Advisory Council (AAFAC), the Latinx Parent Advisory Council (LPAC), the District English Learner Advisory Council (DELAC), and the Asian and Pacific Islander Parent Advisory Council all provide parent education and collect parent input both in person and online that contribute to district decision-making. We have district School Community Liaisons that provide individualized outreach to our underrepresented and homeless families to ensure they participate in learning and input processes. Additionally, sites each hold several parent education events throughout the year to inform parents and build their capacity on topics the parents choose and gather input on site and district policies and practices.	This is an area of strength for our district. We have dedicated staff that works directly with leaders, families, and teachers to provide us with information to support our decision-making. We will continue to be inclusive of parents, students, staff and management in our decision making process.	For this school year, we will be establishing district and site community school groups which include partners from classified, certificated, and community. we will restructure the LCAP committee to include a family member and student from each school to widen the voice of parents and students in this process.	3	3	3	4	3	4	4	3	4	4	4	4	Met		20JUN2023	2023
01613090101212	KIPP Summit Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted 19 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented.   Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.   The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 76% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops.   The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented.   Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	4	4	4	3	4	4	3	3	Met		06JUN2023	2023
01613090114421	KIPP King Collegiate High	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success.   Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 71% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent- teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	3	4	3	4	3	3	4	3	4	3	3	4	Met		06JUN2023	2023
01750930000000	Dublin Unified	3	DUSD intentionally creates relationships with county and community entities to provide culturally responsive services to support the social and emotional needs of students, families of the diverse community. DUSD believes a relationship-based approach to teaching and learning and is committed to fostering safe and supportive environments. These partnerships are powerful as they go beyond single programs; they coordinate the relationships and resources of a community towards a shared belief: healthy students learn better. Combining the expertise and resources of health and education sectors has proven to be a successful strategy in addressing disparities and creating equitable opportunities for young people to succeed.	Every school in Dublin Unified has both a Parent/Faculty Club (PFC) and a School-Site Council (SSC). The purpose of the SSC is to develop, approve, evaluate, and modify site activities that support student achievement. Parents are able to monitor student progress through the district Parent Portal. The Parent Portal lets parents/guardians check attendance, GPA, missing/completed assignments, and offers a communication tool to teachers. Parents are kept aware of student progress through regular progress reports, parent/teacher conferences, and report cards. Dublin Unified recognizes the need to recruit and retain translators in order to communicate with families in their home language. In order to achieve better representation DUSD is developing Parent Ambassadors for each language needing translation services.	Dublin Unified communicates with the Dublin community through a variety of ways including the district and school web pages, social media, press releases, ParentSquare, and more. Parent volunteers are welcome on our school sites. Our schools celebrate the diverse cultures that we serve. Every school has a Parent-Faculty Club (PFC) and a School Site Council (SSC). The mission of the PFC is to build relationships between faculty, students, and parents through fundraising and providing educational enrichment. School-based fundraisers, assemblies, and activities are open to parent involvement and participation. Dublin Unified recognizes the need for additional translation services in order to provide information to families in their home language. The focus area of improvement will be to provide translation services to our multilingual families. We have expanded the use of LanguageLine to video conferencing and continue to train staff on how to best utilize this service. The pool of in-person translators needs to expand.	Community partnerships are powerful as they go beyond single programs; they coordinate the relationships and resources of a community towards a shared belief: healthy students learn better. Combining the expertise and resources of health and education sectors has proven to be a successful strategy in addressing disparities and creating equitable opportunities for young people to succeed. The networks of support that have been developed are Alameda County Center for Healthy Schools and Communities: Provides county and district services and support including capacity building, technical assistance, care coordination, resources and referrals in English and Spanish; Community and Youth Outreach: provides mentoring, case management, and support to young adults and families; La Familia Community and Mental Health Services-Cultura Y Beinestar: Provides culturally-relevant mental health services to help to build resiliency and skills contributing toward prevention of mental and behavioral health disorders. Alameda County Caminos Program For Unaccompanied Immigrant Youth: Help Unaccompanied Immigrant Youth and Children of Migrant Families build resilience to overcome barriers to live healthy, prosperous lives through counseling and navigation. They provide technical assistance and capacity building for districts to create safe and supportive environments; National Institute of Criminal Justice Reform works to reduce incarceration and violence, improve the outcomes of system-involved youth and adults, and increase the capacity and expertise of organizations serving these individuals.NICJR provides technical assistance, consulting, research, organizational development, and advocacy in fields of juvenile criminal justice, youth development, and violence prevention; Center for Optimal Brain Integration: Provides coaching and consultation on trauma informed practices and social emotional strategies; Constant Love and Learning: Kimochis Professional Development for K-2 curriculum and classroom management tools focused on understanding feelings; HUME Behavioral Health and AXIS Community Health: School based individual and group counseling; Alameda County Crisis Support Services; Community Education Workshops for youth and parents on Mental Health, Suicide Prevention; Community Caring Closet: Food, clothing, and school supplies available to DUSD students and families.	DUSD next steps are continued training, consultation, and capacity building on Restorative Justice- a philosophy focused on mending broken relationships to support and respond to SEL needs of students, staff, and community as well as increase attendance and decrease absences and suspensions.	Dublin Unified offers a variety of professional development opportunities for parents such as Family Nights. Representatives from each school's Parent Faculty Club attend a monthly parent leadership meeting with the District Superintendent. The district Local Control Accountability Plan (LCAP) requires an LCAP Parent Advisory Group that meets throughout the year to monitor the district's progress on LCAP goals and to provide input on the overall plan. There has been a concerted effort to have a variety of educational partners that represent our community. Parent groups of African American and Hispanic families meet together to provide input on strategies to implement to best support these student group's success.	Dublin Unified offers a variety of professional development opportunities for parents such as Family Nights. Representatives from each school's Parent/Faculty Club attend a monthly parent leadership meeting with the superintendent. The district's Local Control Accountability Plan (LCAP) requires a parent LCAP advisory group that meets throughout the year to monitor the district's progress on LCAP goals and to provide input on the overall plan. Our DELAC/ELAC provides input on LCAP and programs pertaining to Multilingual Learners. DUSD has implemented the Panorama Survey for staff, students, and parents to give input.	The district's Local Control Accountability Plan (LCAP) requires a parent LCAP advisory group that meets throughout the year to monitor the district's progress on LCAP goals and to provide input on the overall plan. Our DELAC/ELAC provides input on LCAP and programs pertaining to Multilingual Learners. DUSD has implemented the Panorama Survey for staff, students, and parents to give input. Increased parent representation for all student groups continues to be an area of focus.	In order to improve the engagement of underrepresented families, DUSD provides multiple opportunities for families to provide input on decisions. In-person, virtual, and survey opportunities allow for multiple perspectives.	4	3	3	3	3	3	2	3	4	4	3	3	Met		27JUN2023	2023
01751010000000	Pleasanton Unified	3	In Spring 2023, PUSD administered its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses included in this Self Reflection Tool are based on this yearly survey.  Strengths and Progress: - Survey shows an increase in percentage of parents/guardians giving schools a high rating (83%) - that agree/strongly agree that students have a trusted adult to go to with a school problem (84%) - that agree/strongly agree that site leaders have open lines of communication within the community (70%) - that agree/strongly agree that families are encouraged to attend school-sponsored activities, such as back to school night (92%)	Focus Areas for Improvement: Survey shows a need to focus on the following areas: - Schools valuing and using input provided by families to improve the school environment/experience. - Give timely feedback about student work - Students who are struggling receive additional support. - Students receive the support they need to prepare for the future. - Give helpful feedback about student work. - Help students understand their strengths. - Support staff to learn about families’ culture, language, strengths and goals  - Address the perception that students are treated unfairly based on race/ethnicity and culture - Address the perception that staff members need to be more responsive when students report bullying.	How the LEA will improve engagement of underrepresented families identified during the self-reflection process:  - Professional development in a systems approach to support educational leaders from all educational levels including Board of Trustees, Executive Cabinet, District and Site Leaders, in the development of deep belief systems and understanding of diversity - Continue to build systems of communication such as Parent Square that enhance two way communication with families - Promote opportunities for equity based initiatives throughout the district  During the 2022-2023 school year, eight District Wide Parent Liaisons continued to support parents and guardians at all schools in becoming more involved in their child's education. During the school year, these staff members  were critical in establishing lines of two way communication with school site office staff, administrators, teachers and other support personnel. Their efforts ensured that students and families had access to much needed resources. In addition, they helped parents make connections within the school community by providing support during registration/enrollment, and providing language support for parent education workshops.	In Spring 2023, PUSD administered its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses included in this Self Reflection Tool are based on this yearly survey.  Strengths and Progress: Educational Partners Survey shows an increase in percentage of parents/guardians who agree/strongly agree that - The District maintains open and effective lines of communication with the community - The District is transparent in their communication efforts with the community - District leaders have built trust with the community - District and school staff are responsive when there is a concern - Families are informed about school sponsored activities	Focus Areas for Improvement based on the survey - Need to increase opportunities for families to volunteer. - Need to increase outreach to gather and use family input to improve instruction for students - Recognize and address the perception that students are treated unfairly based on race/ethnicity and culture	How the LEA will improve engagement of underrepresented families identified during the self-reflection process  - The District is currently in the third year of implementing a comprehensive Equity Plan and working together with an outside consultant which has as its purpose: -- Draw on the expertise of an equity consultant to build capacity to address equity issues at all levels of the organization -- Address racism, marginalization of student groups, and microaggressions -- Determine processes and actions to close access and opportunities gaps -- Identify policies and practices that contribute to inequities and revise such policies  -- Assist with the planning, development and implementation of a multi-year Equity Plan -- Provide ongoing professional development support for PUSD staff - Continue to engage parents/guardians of African American students through the African American Family Network - Continue to engage parents/guardians of English Learner students through the ELAC and DELAC meetings	In Spring 2023, PUSD administered its yearly School Quality Educational Partner Survey which measures staff, student and parent responses in four areas, including questions regarding parent engagement. Responses included in this Self Reflection Tool are based on this yearly survey.  Strengths and Progress: - Educational Partner Survey shows an increase in percentage of parents/guardians that agree/strongly agree that: -- Families are encouraged to attend school-sponsored activities, such as back to school night. -- School administrators (principals and assistant principals) clearly communicate the school's mission and vision. - Parent Communication Council (PCC) representing PTA from all schools meets monthly with Superintendent and District Leadership to engage in two way communication and discussion about issues of interest to parents/guardians. - LCAP/District Organizational Goals and Organizational Work Plan are aligned with areas of growth and represent feedback from educational partners in our district.	Focus Areas for Improvement - Focus on increasing participation this year from all educational partners. - Integrate educational partner survey data and develop action plans to be included into the Local Control Accountability Plan (LCAP) and School Plans for Student Achievement (SPSA). - Outreach to underrepresented families to participate in school governance, through School Site Council (SSC).	How the LEA will improve engagement of underrepresented families identified during the self-reflection process  - Increase outreach to families of underrepresented students through  -- District English Learner Advisory Committee (DELAC) -- Diversity Equity Inclusion (DEI) Task Force -- African American Family Network -- Mariachi Program -- School Smarts - Continue implementation of Multi Year Equity Plan to build capacity to address equity issues at all levels of the organization -- Address racism, marginalization of student groups, and microaggressions -- Determine processes and actions to close access and opportunities gaps -- Identify policies and practices that contribute to inequities and revise such policies  -- Assist with the planning, development and implementation of a multi-year Equity Plan -- Provide ongoing professional development support for PUSD staff - Focus on increasing parent and guardian participation in school governance.   -- Support site administrators regarding increased communication and development of the School Plan for Student Achievement (SPSA).   -- Increasing outreach to families to engage them in deeper conversations about school governance and the role of the School Site Council (SSC).  Throughout the 2022-2023 school year the Local Control Accountability Committee (LCAC) met monthly to learn about and monitor the implementation of goals, actions and services that are included in the Local Control Accountability Plan (LCAP).  The LCAC is composed of members of the Pleasanton School community with a particular interest in serving the students of PUSD, with a focus on students who are low income, English Learners, foster/unhoused youth. Currently the council is comprised of:  - Parents/guardians or community members - Students - A representative from the Association of the Pleasanton Teachers  - A representative from the Classified School Employees Association - Assistant Superintendent of Teaching and Learning - Assistant Superintendent of Student Support Services - Assistant Superintendent of Business Services  The committee received information about programs associated with LCAP actions and services and gave feedback and the LCAC made final recommendations. At the District English Learner Advisory Committee (DELAC), district leaders provided descriptions of PUSD's educational programs. Outcome data and other information was shared with the LCAC and the DELAC. Parents and guardians were given the opportunity to provide input regarding planned activities and data about actions within the LCAP.	5	5	3	4	4	5	5	4	4	5	5	4	Met		22JUN2023	2023
01751190000000	Sunol Glen Unified	3	Our strength in building relationships with our staff and families lies in the small size of our school and numerous opportunities we have for staff to engage with our parents. The small size of our student population provides an unparalleled opportunity for our staff and parents to connect on a day to day level. Our staff has the ability to really get to know the students and families and therefore connect on a more intimate level. Additionally, we have several structured events throughout the year that allow for further interactions. Many of these events are centered around information meetings such as back to school night, ice cream Wednesday, Leadership fundraiser etc. Additionally, parents and staff also have opportunities to connect through our co-curricular activities such as parent teacher meetings. Our parent faculty organizations also provide another avenue for staff and parents to connect.	Our annual parent survey indicates that our parents are satisfied with the availability of options for getting involved with their student's education. Additionally, parents have overwhelmingly indicated they feel engaged, involved and heard. Our goal is to ensure we continue to engage inactivities that foster positive relationships between our parents and our staff.	Our underrepresented families constitute a very small percentage of our total student population. Hence, we are sensitive to the need to ensure their inclusion and engagement. Our school site council composition is representative of underrepresented families. This body plays an active role in all decisions impacting the education of our students and their campus life. Our board of education is also actively involved in the community. We have protocols in place to ensure we continue to maintain engagement of underrepresented families.	As an LEA, we value and need family engagement to seek feedback and gain insight into the needs of our students. We utilize Site Council meetings, District LCAP meetings, Student Success Academies and student/staff/parents surveys to seek feedback about student needs and our academic programs. SGUSD provides assistance to our families in understanding academic expectations through several strategies. These include regular community club meetings, Time with Teachers, cultural awareness assemblies and district community forums. These meetings address various topics to help bring parents and staff together. They also help provide a platform within which parents can gather a deeper understanding of the instructional program, and the ways they can best support their children's achievement in school. At the same time, they also help our staff and students understand and appreciate the uniqueness of each individual within our greater Sunol Glen campus community. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process and through site council provides valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback. Information is posted on the district website. Our needs assessment is driven by our family engagement feedback and the California Dashboard.	Our analysis reveals our parents are highly satisfied with the level of engagement available to them. Our challenge is to ensure we continue to meet our parents' expectations and maintain a strong partnership within which our students continue to thrive and achieve.Our analysis reveals our parents are highly satisfied with the level of engagement available to them. Our challenge is to ensure we continue to meet our parents' expectations and maintain a strong partnership within which our students continue to thrive and achieve.	Participation from all parents is solicited, including the engagement of underrepresented families. SGUSD has the ability to translate communications and documents to make information more accessible to our multilingual families, as requested. We do not meet the 15% threshold to make this a requirement. We will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and utilizing virtual options.	Referring to our Board Policy and Administrative Regulation 6020, SGUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, SGUSD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. We work with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home.	At Sunol, we continuously strive to better ourselves. Our process is an ongoing journey. As we are met with different experiences and challenges, we gain a better understanding of our strengths and areas of need. Our goal is to always play to our strengths and turn our areas of needs into our strengths. We consciously try to push ourselves out of our comfort zone. It denotes stagnancy and where there is stagnancy, there cannot be growth. Good decision making comes from a place of clarity, self-awareness and confidence which is a direct result of self-improvement.	SGUSD ensures ALL families receive communications and invitations to participate in classrooms, surveys, and other activities. We achieve this through communication accommodations, such as translation, scheduling individual meetings at a convenient time for individual families, etc. We closely monitor student attendance on a daily basis and communicate with families in a timely manner, in order to minimize disruptions to educational services. We will continue to focus on improving efforts to communicate with and engage underrepresented students and families.	5	5	5	5	5	5	4	5	5	5	5	5	Met		27JUN2023	2023
01771800000000	SBE - Latitude 37.8 High	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	To support development of a valued and integral partnership, the Latitude staff has already implemented beginning-of-the-year Home Visits and Fall Student-Led Conferences for every family. At mid-year, we hold Presentations of Learning, followed by spring Student-Led Conferences, and end-of-year Transitional Presentations of Learning in June.   To monitor its efforts, Latitude administers the School Climate Assessment Instrument (SCAI) on an annual basis, a comprehensive nationally normed survey. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey will be administered with both Families and Staff. Latitude actively encourages and supports families in completing the survey, including support with reading and translation as needed. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year as part of the LCAP process. Data is also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency. Within the SCAI, Latitude focuses on Dimension 8, Community Relations, to assess its work in building parent engagement. The school will set annual goals within its LCAP to track parent engagement levels using this measure.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build famiies' knowledge about the path to college. Our college counselor will facilitate a series of learning opportunities to expand families' knowledge about the academic path to college as well as the importance of a college education, and will build their understanding regarding how they can support their student as they navigate this journey.	We make an intentional effort to build relationships with individual families, and particularly focus on ensuring that the families of English Learner students participate and are engaged in opportunities like student-led conferences, presentations of learning, and college information workshops.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Last year we started to rebuild towards pre-pandemic levels of parent leadership in our school, and will continue those efforts this year.	We are focusing on increasing the engagement of our English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council and take part in school town hall meetings.	4	4	4	4	4	4	4	4	4	4	5	5	Met		16JUN2023	2023
01771800138289	Latitude 37.8 High	3	"Our school facilitates a Family Leadership Council and regular town hall or ""coffee with the Principal"" meetings, structures that are designed to build Home-School relationships and partnership and ensure family voice in school decision-making. The Family Leadership Council provides a space for families to provide feedback and suggestions regarding their experiences in our school. In addition, our schools hold student-led conferences, engage in home visits, and/or hold 1:1's with families, and as a result have seen improvement in attendance and parent interest in student work. Sites engage in regular 2-way communication with families through ParentSquare as well as Zoom and in person meetings."	Our focus areas for improvement in Building Relationships Between School Staff and Families are as follows:  (1) Engaging our families through in-person and virtual literacy leadership sessions, through our Community Schools work. (2) Building the capacity of new(er) teachers to develop strong, trusting relationships with families, by building their knowledge and skills through a summer and fall workshop series focused on family partnership.	"We are focusing on increasing the engagement of our Black families through focused outreach and community building events like Black Family Councils, cultural celebrations, ""Black Family Breakfast"", and other welcoming activities. Given that our Black students have higher chronic absence rates than our other populations, we are also specifically focusing on addressing the root causes of lower engagement levels through relationship building and effective case management, which includes building close partnerships with families."	To support development of a valued and integral partnership, the Latitude staff has already implemented beginning-of-the-year Home Visits and Fall Student-Led Conferences for every family. At mid-year, we hold Presentations of Learning, followed by spring Student-Led Conferences, and end-of-year Transitional Presentations of Learning in June.   To monitor its efforts, Latitude administers the School Climate Assessment Instrument (SCAI) on an annual basis, a comprehensive nationally normed survey. The SCAI utilizes a 1 - 5 scale to assess the school across eight dimensions: Physical Appearance, Faculty Relations, Student Interactions, Leadership & Decisions, Discipline, Learning & Assessment, Attitude & Culture, and Community Relations. A score of 3.5 or higher is correlated with increased rates of achievement. The survey will be administered with both Families and Staff. Latitude actively encourages and supports families in completing the survey, including support with reading and translation as needed. Once complete, the data is reviewed by the School Leadership Team to inform action planning for the upcoming school year as part of the LCAP process. Data is also shared out across key stakeholders to support this process, gather additional input, and build transparency and agency. Within the SCAI, Latitude focuses on Dimension 8, Community Relations, to assess its work in building parent engagement. The school will set annual goals within its LCAP to track parent engagement levels using this measure.	Our focus area for improvement in Building Partnerships for Student Outcomes is to build famiies' knowledge about the path to college. Our college counselor will facilitate a series of learning opportunities to expand families' knowledge about the academic path to college as well as the importance of a college education, and will build their understanding regarding how they can support their student as they navigate this journey.	We make an intentional effort to build relationships with individual families, and particularly focus on ensuring that the families of English Learner students participate and are engaged in opportunities like student-led conferences, presentations of learning, and college information workshops.	When sites hold space for families to come together and review data and support in the creation and implementation of site plans, families develop a sense of agency and accountability. Our school facilitates at least one monthly meeting where families engage in data analysis, provide input into the planning of school initiatives, programs, and policies, and provide feedback on their experiences. Families select two representatives from that family leadership group to serve on the organization-wide Family Leadership Council, where family leaders are similarly engaged to provide input and feedback on organization-wide policies and programs. Finally, two seats on our Board of Directors are reserved for Family Leadership Council representatives, thereby ensuring that families have a strong voice in the direction of the organization.	Our focus area for improvement in Seeking Input for Decision-Making is to increase the level of consistent participation by Family Leadership Council members, so as to facilitate authentic and deep input into site decision making. During the pandemic, when families were struggling so much economically and with physical and mental health issues, our participation rates decreased. Last year we started to rebuild towards pre-pandemic levels of parent leadership in our school, and will continue those efforts this year.	We are focusing on increasing the engagement of our English Learner families through focused outreach and encouragement to be active members of our site's Family Leadership Council and take part in school town hall meetings.	4	4	4	4	4	4	4	4	4	4	5	4	Met		16JUN2023	2023
02100250000000	Alpine County Office of Education	3	90% of families, staff, and community members feel connected to their local school. Communication has improved through the use of regular online and paper newsletters that are sent home from the COE, school, and program level.	LEA will host more events at school sites open to families and the community to celebrate local communities, cultures, promote academic achievement, and celebrate students successes.	Working more closely and in targeted programs with our Native Liaison / Homeless and Foster Youth Advocate will help build stronger relationships with these families and student groups. LEA will also work more closely with the tribal community to promote Washoe language and cultural pride within the school community.	More than 90% of parents said they enjoyed regular communication with their child's teacher(s). Teachers meet regularly with families for conferences and host some conferences off-campus for easier community access.	LEA will provide learning opportunities to staff regarding family and community partnerships and engagement.	LEA will host more family and community events and ensure clear communication to families regarding events to maximize participation.	The LEA provides multiple opportunities for family engagement in school decision making through parent advisory councils, special committee meetings, and an open door policy established by site administrators.	Communication about and scheduling of committee meetings needs to be clear and take into consideration family schedules and time constraints.	LEA will use data from recent parent surveys to choose times and locations for meetings that are more convenient for families to improve engagement.	4	3	4	5	2	3	4	3	3	3	4	4	Met		29JUN2023	2023
02613330000000	Alpine County Unified	3	90% of families, staff, and community members feel connected to their local school. Communication has improved through the use of regular online and paper newsletters that are sent home from the COE, school, and program level.	LEA will host more events at school sites open to families and the community to celebrate local communities, cultures, promote academic achievement, and celebrate students successes.	Working more closely and in targeted programs with our Native Liaison / Homeless and Foster Youth Advocate will help build stronger relationships with these families and student groups. LEA will also work more closely with the tribal community to promote Washoe language and cultural pride within the school community.	More than 90% of parents said they enjoyed regular communication with their child's teacher(s). Teachers meet regularly with families for conferences and host some conferences off-campus for easier community access.	LEA will provide learning opportunities to staff regarding family and community partnerships and engagement.	LEA will host more family and community events and ensure clear communication to families regarding events to maximize participation.	The LEA provides multiple opportunities for family engagement in school decision making.	Communication about and scheduling of committee meetings needs to be clear and take into consideration family schedules and time constraints.	LEA will use data from recent parent surveys to choose times and locations for meetings that are more convenient for families to improve engagement.	4	3	4	5	2	3	4	3	3	3	4	4	Met		29JUN2023	2023
03100330000000	Amador County Office of Education	3	Strengths include the district’s focus on intentionally building positive relationships to effectively engage ALL students and families in the 2022-23 school year and beyond, the Amador Parent Advisory Committee, School Site Councils, District English Learner Advisory Committee, and numerous school-level parent and community engagement activities such as Family Reading nights, Family Math Nights, Family Movie Nights, Back to School Nights, Open House, CTE Showcases, and Quarterback Club Family/All Athletes Meet & Greet. Two School Community Outreach Workers were added this year to support building positive family relations as well. 2023 Local Performance Indicator Self-Reflection for Amador County Office of Education Page 9 of 17 In order to better include our Spanish speaking families in decisions regarding their own children as well as in giving input into district-wide decisions, we provide a Bilingual Parent Liaison. Our Bilingual Parent Liaison (BPL) not only translates for parents at SSTs, IEPs, and conferences but is the key point of contact for our Spanish speaking families. She runs our district and site-based English Learner Advisory Committees (ELACs). Our BPL translates at Local Control and Accountability Plan (LCAP) educational partner engagement meetings. Additionally, our BPL translates for parents outside of the school setting for matters that may affect their child’s education, health, and welfare. For example, our BPL sometimes attends medical appointments, translates employment documents and works with families on immigration needs. Aeries Parent Square is the communication system we use for 2 way communication, and a communications specialist was hired to increase our presence on social media platforms. The feedback we received from families was overwhelmingly positive, with the majority of families appreciating almost all communication coming via text message and email, as opposed to the phone calls generated by our previous system. Staff reported appreciation for the ease of use of Parent Square, and the automatic translation feature to support sending all messages in Spanish.	The key areas of improvement are the ongoing use of strategies to increase parent and family participation, including underrepresented families, in school-sponsored events, and helping staff to acquire more strategies for working with and having a better understanding of diverse cultures.	Some strategies we will use to increase parent and family participation, including underrepresented families, in school-sponsored events will include translation of communications in other languages, personal phone calls to families, and continued cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures, including the Alludo MTSS module on culturally responsive teaching.	Amador County Office of Education uses diverse strategies to build partnerships with families in an effort to ensure positive student outcomes. At the elementary level, all teachers hold parent conferences for each of their students at the end of the first trimester to identify areas of strength and areas of improvement for the child’s learning. We also hold IEP meetings for every student, every year; these meetings include teachers, administrators, parents and students and are focused on improving student learning outcomes. Due to the nature of the student population we serve, teachers are in constant communication with families about everything from an academic breakthrough in the classroom to some behavioral difficulties a student might be experiencing. In addition, each student’s family receives a Family Handbook at the beginning of the school year which explains all of the various programs available for students and families and outlines the legal rights all students and families have. There is an emphasis on positive family relationships in the induction program that supports new teachers, the AVID program has an emphasis on building positive family relationships and partnerships, there is a module on family engagement in the MTSS professional development all employees participated in during the minimum days this year, and we hired two School Community Outreach Workers this year to connect with and support families and help link them to community resources.	One area for improvement is to provide professional learning and support to teachers and administrators to improve a school’s capacity to partner with families, including implementing a home-visit program using the School Community Outreach Workers.	Professional learning on strategies to further engage and build partnerships with parents will be offered to school administrators and staff this year.	Amador County Office of Education has well-developed processes in place for encouraging parents and community members to provide input into decisions affecting our schools and district. Every school has a School Site Council (SSC) that looks at data, evaluates the strengths and weaknesses in their programs and develops a School Plan for Student Achievement (SPSA). As part of this plan, parents are directly involved in the decisions regarding how money is spent to support their school. Additionally, all schools have Parent Teacher Organizations and Booster clubs directly run by parents to support the school and student needs. We also provide training for parents who choose to serve on committees such as CAC, DELAC, ELAC, and SSC. Schools with over 21 English Learners have English Learner Advisory Committees (ELACs), while the district has a District English Learner Advisory Committee (DELAC). These committees provide valuable input into how our programs can best serve the needs of our students. Parents also have the opportunity to serve on our district-wide Amador Parent Advisory Committee (APAC). This group provides direct input into how to support and strengthen our schools. Additionally, our Local Control and Accountability Plan (LCAP) is informed by parent feedback given at educational partner input meetings held virtually, as well as by surveys (electronic and paper). Parents are also given the opportunity to provide input into which qualities they find desirable when hiring new administrators for their schools.	We recognize the need for building the capacity of and supporting principals and staff to effectively engage more of our families in advisory groups and the decision-making process.	In order to increase the number of parents participating in our various groups and committees, we are looking at such things as the feasibility of providing daycare and possibly staggering meeting times for parents throughout the day as well as meeting locations. Personal phone calls will be made to parents of English learners to encourage them to attend District English Learner Advisory Committee (DELAC) meetings.	5	4	4	5	2	4	5	5	4	4	5	3	Met		21JUN2023	2023
03739810000000	Amador County Unified	3	Strengths include the district’s focus on intentionally building positive relationships to effectively engage ALL students and families in the 2022-23 school year and beyond, the Amador Parent Advisory Committee, School Site Councils, District English Learner Advisory Committee, and numerous school-level parent and community engagement activities such as Family Reading Nights, Family Math Nights, Family Movie Nights, Back to School Nights, Open House, CTE Showcases, and Quarterback Club Family/All Athletes Meet & Greet. Two School Community Outreach Workers were added this year to support building positive family relations as well. 2023 Local Performance Indicator Self-Reflection for Amador County Unified School District Page 9 of 14 In order to better include our Spanish speaking families in decisions regarding their own children as well as in giving input into district-wide decisions, we provide a Bilingual Parent Liaison. Our Bilingual Parent Liaison (BPL) not only translates for parents at SSTs, IEPs, and conferences but is the key point of contact for our Spanish speaking families. She runs our district and site-based English Learner Advisory Committees (ELACs). Our BPL translates at Local Control and Accountability Plan (LCAP) educational partner engagement meetings. Additionally, our BPL translates for parents outside of the school setting for matters that may affect their child’s education, health, and welfare. For example, our BPL sometimes attends medical appointments, translates employment documents and works with families on immigration needs. Aeries Parent Square is the communication system we use for 2 way communication, and a communications specialist was hired to increase our presence on social media platforms. The feedback we received from families was overwhelmingly positive, with the majority of families appreciating almost all communication coming via text message and email, as opposed to the phone calls generated by our previous system. Staff reported appreciation for the ease of use of Parent Square, and the automatic translation feature to support sending all messages in Spanish.	The key areas of improvement are the ongoing use of strategies to increase parent and family participation, including underrepresented families, in school-sponsored events, and helping staff to acquire more strategies for working with and having a better understanding of diverse cultures.	Some strategies we will use to increase parent and family participation, including underrepresented families, in school-sponsored events will include translation of communications in other languages, personal phone calls to families, and continued cultural proficiency training for staff to acquire more strategies and build an understanding of diverse cultures, including the Alludo MTSS module on culturally responsive teaching.	Amador County Unified School District uses diverse strategies to build partnerships with families in an effort to ensure positive student outcomes. At the elementary level, all teachers hold parent conferences for each of their students at the end of the first trimester to identify areas of strength and areas of improvement for the child’s learning. The school district also holds SST, 504, and IEP meetings for specific students; these meetings include teachers, administrators, parents and students and are focused on improving student learning outcomes. In addition, each student’s family receives a Family Handbook at the beginning of the school year which explains all of the various programs available for students and families and outlines the legal rights all students and families have. There is an emphasis on positive family relationships in the induction program that supports new teachers, the AVID program has an emphasis on building positive family relationships and partnerships, there is a module on family engagement in the MTSS professional development all employees participated in during the minimum days this year, and we hired two School Community Outreach Workers this year to connect with and support families and help link them to community resources.	One area for improvement is to provide professional learning and support to teachers and administrators to improve a school’s capacity to partner with families, including implementing a home-visit program using the School Community Outreach Workers.	Professional learning on strategies to further engage and build partnerships with parents will be offered to school administrators and staff this year.	Amador County Unified School District has well-developed processes in place for encouraging parents and community members to provide input into decisions affecting our schools and district. Every school has a School Site Council (SSC) that looks at data, evaluates the strengths and weaknesses in their programs and develops a School Plan for Student Achievement (SPSA). As part of this plan, parents are directly involved in the decisions regarding how money is spent to support their school. Additionally, all schools have Parent Teacher Organizations and Booster clubs directly run by parents to support the school and student needs. We also provide training for parents who choose to serve on committees such as DELAC, ELAC, and SSC. Schools with over 21 English Learners have English Learner Advisory Committees (ELACs), while the district has a District English Learner Advisory Committee (DELAC). These committees provide valuable input into how our programs can best serve the needs of our students. Parents also have the opportunity to serve on our district-wide Amador Parent Advisory Committee (APAC). This group provides direct input into how to support and strengthen our schools. Additionally, our Local Control and Accountability Plan (LCAP) is informed by parent feedback given at educational partner input meetings held virtually, as well as by surveys (electronic and paper). Parents are also given the opportunity to provide input into which qualities they find desirable when hiring new administrators for their schools.	We recognize the need for building the capacity of and supporting principals and staff to effectively engage more of our families in advisory groups and the decision-making process.	In order to increase the number of parents participating in our various groups and committees, we are looking at such things as the feasibility of providing daycare and possibly staggering meeting times for parents throughout the day as well as meeting locations. Personal phone calls will be made to parents of English learners to encourage them to attend District English Learner Advisory Committee (DELAC) meetings.	4	4	3	4	2	4	5	5	4	4	5	3	Met		21JUN2023	2023
04100410000000	Butte County Office of Education	3	The LEA works with BCOE schools to develop and implement family engagement plans inclusive of building relationships with families. This process identified the following strengths: BASES - The BASES program is completely developed around building relationships with our students and our families. The data shows that we on average consistently make personal contact with each family weekly either in person or on the phone. In addition, we support families with connecting with outside community agencies when appropriate on a regular basis. Some examples of this are our clinicians connecting families with Behavioral Health, Foster and Adoption agencies, providing access to WRAP teams and Homeless Assistance. Our clinicians also attend any Child Family Team meetings that are held by these outside agencies as an advocate for the student. BCCS' strengths include promoting family engagement activities and supporting families in areas of need. Families feel very supported by BCCS. Special Education’s strengths include hiring a parent liaison at each school site to help facilitate family connection, support with Aeries to assist in monitoring student performance and needs in order to alert families proactively when concerns arise, multiple levels of personnel support within the school site (parent liaison, psychologist, behavior specialist, nurse, administrator, etc.) to respond to family concerns and needs, along with an extensive list of available community resources to share with families. TMS has established two-way communication moments with parents/guardians throughout the student enrollment period. Staff engage in frequent check-ins with families to create a welcoming relationship and discuss topics identified as important by parents: academic progress, career/college, and transition plans.	"The LEA supports BCOE schools with progress monitoring and adjusting family engagement plans throughout the year. This process has identified the following focus areas: BASES’ area of focus for improvement is improving attendance at our formal family nights and parent teacher conferences. Currently our attendance rate is 50% or below at these meetings. The general response from families is that ""we talk to you guys all the time, why would I need to come to a family night.” The intent of these gatherings is to provide training and information relevant to their child's disability to create a more consistent response to the child across environments. The plan is to provide higher incentives for the family attending. BCCS continues to focus on increasing family events as well as increasing individualized case management support for families. Special Education’s areas of improvement include specific training and coaching for parent liaison and more community involvement with and at the school site. TMS has identified increased teacher-family communication and accessible list of authentic family participation as areas of improvement."	The LEA supports the small school programs with disaggregated data of all student groups. BASES students are all part of an underrepresented family, so our focus is relevant across all our families. BCCS will provide twice annual parent feedback surveys as a means to identify the individual family needs as well as target areas of education and support. Special Education’s use of an MTSS approach and tiered interventions allows underrepresented families access to a multitude of resources and support specialists at varying levels to respond to family needs and increase family engagement. TMS has elicited feedback through the annual LCAP survey with underrepresented families participating at the following rates: Low Income: 100.0%, Special Education: 22.2%, English Learner: 0%, and Foster/Homeless Youth: 11.1%. 85% of educational partners (parents, students, and community) feel that the school communicates regularly with parents. This outreach will continue to be an important focus.	The LEA works with BCOE schools to develop and implement family engagement plans inclusive of building relationships for student outcomes. BASES students all have an IEP so this is an inherent strength of our program. Our IEP's are regularly scheduled and we ensure that all members of the team are present. The entire focus of that team is developing the individualized program to ensure that student outcomes are positive. BCCS has compiled a list of local resources and community partners to meet all family needs both at school as well as outside of school. BCCS tracks and monitors the support provided by these agencies. Special Education program strengths access to an extensive, local resource guide which is updated yearly to stay current with community change and open availability for families to meet with the school supports in addressing individual student needs. TMS held virtual and in-person opportunities for families to participate in educational events with students. These opportunities have had successful participation rates and led to improved partnerships. TMS has increased communications between staff and families with welcome calls and mailings and transition planning calls.	The LEA supports BCOE schools with progress monitoring and adjusts family engagement plans throughout the year. This process has identified the following focus areas: BASES will focus on improvement by consistently providing training for parents on how to support their child academically at home through scheduling parent nights and improving our incentives for families to attend. BCCS will develop a more formalized system to measure effectiveness of community partnerships. Special Education will focus on providing professional development designed specifically for parent liaisons, community outreach, and family connection. TMS has identified the need to explore more opportunities for in-person gatherings that strengthen the partnership and delivery of the material.	The LEA supports the small school programs with disaggregated data of all student groups. BASES families are all part of an underrepresented population so the focus remains the same for all. BCCS’s Community School Coordinator will directly contact families to invite them to events as well as gain feedback and identify areas of need. Special Education will research specific trainings related to family and community relationships as well as introduce the new parent liaison to in-house trainings sponsored by BCOE and CDS, such as Check-and-Connect. TMS elicited feedback through the annual LCAP survey with underrepresented families participating at the following rates: Low Income: 100.0%, Special Education: 22.2%, English Learner: 0%, and Foster/Homeless Youth: 11.1%. 85.7% of educational partners (parents, students, and community) feel that they are valued as an important partner in education. This outreach will continue to be a focus area.	The LEA works with BCOE schools to develop and implement family engagement plans inclusive of seeking input for decision-making. BASES’ team is excellent at consistently communicating with our families and building personal relationships. During those individual contacts we solicit input that is appropriate for our program. BCCS has strong parent, student, and community member participation at our SCC meetings as well as parent listening sessions, parent training/education nights, and family nights. We continue to notify and invite all families to events and SSC meetings. Special Education provides multiple opportunities throughout the year for educational partners to provide input, including surveys, school site meetings, and IEP's/individual meetings. TMS has developed policy and outreach procedures that encourage family participation in the School Site Council meetings. The TMS School Site Council provides input on the LCAP, SPSA, policy, and plans that align directly with student outcomes and school operations.	The LEA supports BCOE schools with progress monitoring and adjusts family engagement plans throughout the year. This process has identified the following focus areas: BASES’ area of improvement is formalizing the process for seeking whole group parent input. We currently provide the events, but to date have only had 50% or less attendance at our parent nights. BCCS continues to increase the participation and feedback elicited from all student groups and underrepresented families. BCCS will continue to track participation by student group to ensure everything possible is being done for all families to equally access resources and provide input. Special Education will focus on building staff capacity at the school site with administration and other staff, such as parent liaison, around family engagement. TMS identified the need for innovative outreach strategies to increase family participation decision-making processes.	The LEA supports the small school programs with disaggregated data of all student groups. BASES will continue to reach out to all parent groups for their voice and input. We currently provide the time frame, but to date have only had 50% or less attendance at our parent nights. BCCS will directly call and invite underrepresented families to all SSC meetings, parent information sessions, and listening sessions, as well as provide translators when the need is identified. Special Education will explore ways to strengthen the connection with families and offer opportunities throughout the year to provide decision-making input, such as at school site meetings. TMS elicited feedback through the annual LCAP survey with underrepresented families participating at the following rates: Low Income: 100.0%, Special Education: 22.2%, English Learner: 0%, and Foster/Homeless Youth: 11.1%. 71.4% of educational partners (parents, students, and community) feels that there are plenty of opportunities for parent involvement/input.	4	5	4	4	4	4	4	4	4	4	4	4	Met		26JUN2023	2023
04100410114991	CORE Butte Charter	3	CORE Butte’s entire program is based upon the relationship with the key stakeholders in a child’s educational program. The parent/guardian, student, and teacher make up the team to help direct the student’s educational journey and program. Through regular face to face meetings with the team, the school is able to communicate directly with each family at minimum two times monthly and often times more. Included in this team are important support services including, but not limited to, special education services, title one intervention services, student support services and social work and/or mental health services. The school also communicates regularly via electronic communication. All electronic communication is sent via Parent Square, a program that will translate and send all communications in the native language of the family so that all families have access to important information sent by the school. The school will continue to work to provide alternative access to training, meetings, and events through the use of online platforms such as zoom or sending pre-recorded presentations. The school can continue to work on engaging underrepresented populations by continuing to offer alternative means to accessing training, meetings, and communication with staff. The school also held a few zoom trainings and town hall meetings that were recorded to increase stakeholder engagement. All Board of Directors meetings and Charter Advisory Council meetings are posted far in advance and include day and time so that any stakeholders can access them who choose to contribute in this way.	The school does an excellent job of meeting the personal needs of each family through regular 1-1 meetings. The personalized learning teachers and their personal roster families have high quality relationships focused around student learning. Annual survey results show that the greater school community feels heard and valued and feel they have a voice in the governance of the school. The school offers many opportunities of varying types for the community to be involved, from 1-1 meetings, small groups discussions, Charter Advisory Council, Board of Director Meetings, family/parent trainings, town hall meetings, virtual meetings, surveys, and more.	As previously mentioned, the school’s entire model is built upon the relationship with the parent/guardian, student, teacher team. The three member team works together to make informed decisions for the child’s educational program. The focus is on the personalized program and regular meetings with the team. Each member of the team (including special support services such as special education, intervention, SEL supports and social work) is encouraged to advocate for the rights of the student and decisions are made based upon this information. This is the greatest and most authentic level of stakeholder engagement and is accessible to all families in our school community. Again, the major barrier may be transportation and time of day for those families unable to enter the resource center regularly. Working on ways for families to remotely access training and meetings has been beneficial for these families and is a continued area of growth for the school. Another barrier may be that the curriculum catalog is in constant change in order to stay up with the most recent, research based curriculum to match various learning styles. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child.	As previously mentioned, the school’s entire model is built upon the relationship with the parent/guardian, student, teacher team. The three member team works together to make informed decisions for the child’s educational program. The focus is on the personalized program and regular meetings with the team. Each member of the team (including special support services such as special education, intervention, SEL supports and social work) is encouraged to advocate for the rights and needs of each student and decisions are made based upon this information. This is the greatest and most authentic level of stakeholder engagement and is accessible to all families in our school community. These high quality partnerships focus on student achievement and personal academic and social emotional needs.	The major barrier may be transportation for those families unable to enter the resource center regularly. Working on ways for families to remotely access training and meetings has been beneficial for these families and is a continued area of growth for the school. Another barrier may be that the curriculum catalog is in constant change in order to stay up with the most recent, research based curriculum to match various learning styles. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child. It is important for the school to continue to research, implement, and update the catalog such that all team members are able to fully access the information with tailored choices for learning that match the personal plan for each child.	The school will continue to reach out to underrepresented families in order to ensure high quality partnerships are in place to support student outcomes. Through the 1-1 learning model, and the high quality supportive relationships with personalized learning teachers, the school is able to ensure that each student has a personalized learning plan tailored to their academic needs as learners.	CORE Butte’s CAC (Charter Advisory Council) is composed of mostly teachers and parents. The parent vacancies are always full and the parent members are extremely active on the council. This council drives the LCAP, title one program, ELD and other school-wide decisions. This council also makes recommendations to the board of directors. The Board of Directors is composed primarily of parents as well. Thus, parents are driving the decisions the school is making. Administrators and staff are highly involved in decision making through specially designed communication groups that lead to CAC and the BOD. Administrators are trained to view all aspects of decisions, along with staff and parents that participate in the CAC and BOD.	One barrier to full implementation is that the school needs to continue working to increase the involvement of underrepresented groups in the school community. Though all members of the community have the ability to run for Charter Advisory Council or the Board of Directors, the school has not intentionally marketed to any one group. This year the school utilized paper ballots that were available at the centers and sent home via mail. We did not see an increase in participation in the voting process so the school will resume electronic ballots in the fall. The school is working to redraft the election process in order to reach more families in the school community. The school offers virtual Town Hall meetings at which all attendees had the opportunity to to ask live questions and seek clarification or video communication as needed. Polls are presented live during the presentations in order to get the most real data. Town Halls were then recorded and sent out to the entire school community.	The school continues to change and amend in order to improve engagement of underrepresented families. The school now offers virtual meetings, in-person meetings, surveys, and will be moving to a more accessible board election process moving forward. Many meetings are recorded and sent out later and electronic communication can be sent in a family’s native language.	5	5	5	4	5	5	5	5	5	5	4	4	Met		09JUN2023	2023
04100410134213	Come Back Butte Charter	3	This is a high priority area at CBBC.  Many students at CBBC have not faced successes in school and have therefore built a distrust for the academic system.  CBBC's entire staff works hard to develop relationships with all students.  It is important to CBBC that students experience school as a safe and nurturing place in order to achieve their full potential.	CBBC holds Come Back Connection events each month.  During these events community partners are brought in to share their program information.  Information may be related to education, job/career and/or availability of Social Emotional services.  The staff believe that these connection events are not only an effective way to share information but also to increase the relationships with students/families.  Since COVID-19 restrictions have been in place the events have been held virtually and subsequently have had lower attendance.  Moving forward, increasing the number of students attending connection events will be a focus area to improve relationships between school staff and students/families.	CBBC has small enrollment and works to engage all students in building positive relationships with the school.  Most student groups are too small to report numbers, but all staff are aware of the importance of student group data.	Since many Come Back students are adults and have their own families, the response to this is the same as for families.  This is a high priority area at CBBC.  Many students at CBBC have yet to experience success in school and have therefore built a distrust for the academic system.  CBBC's entire staff work diligently to develop relationships with all students.  It is important to CBBC that students begin to see school as a safe and nurturing place where they can achieve their full potential.	Since many Come Back students are adults and have their own families the response to this is the same as for families.  CBBC holds Come Back Connection events each month.  During these events community partners are brought in to share their program information.  Information may be educational or related to job/career and/or Social Emotional services availability.  The staff finds that these connection events are an effective way to share information in addition to strengthening the relationships with students/families.  Since COVID-19 restrictions have been in place, the events have been held virtually and subsequently have had low attendance.  Moving forward, increasing the number of students attending connection events will be a focus area to improve relationships between school staff and students/families.	Since many Come Back students are adults and have their own families, the response to this is the same as for families.  CBBC has small enrollment and works to engage all students in building positive relationships with the school.  Most student groups are too small to report numbers, but all staff are aware of the importance of student group data.	CBBC conduct student/parent surveys regularly to assess the strengths of our program and obtain input for decision-making.	CBBC teachers will increase the solicitation of feedback from students.	CBBC will identify underrepresented students and seek input during weekly academic check-in appointments.	5	5	3	5	5	5	5	5	4	4	4	5	Met		26JUN2023	2023
04100410430090	Hearthstone	3	The communication between school and home has strengthened and parents are regularly invited to school functions and for support services inside and outside of the classroom. We have developed a community circle with staff that wish to participate along with social emotional supports.	With the Parent/Family Liaison position recently filled for the 22/23 school year, training and allowing us to continue with Parenting Partners Workshops to strengthen ties and get parents more involved.	With the use of our Foster/Homeless School Ties youth case manager, Parent Liaison, Counselor, and Transition Specialist we will work with underrepresented families and students to provide assistance and identified supports.	We are implementing regularly scheduled as well as needed parent/student/teacher meetings. Our Parent Liaison is meeting with parents to assist in problem solving and communicate ways to better support students and families in their home roles. These meetings are held on campus and at home if needed.	To continue to improve and build our partnerships with families with Student Site Council and individual meetings with Principal do discuss ideas to support positive student outcomes.	We will continue the use of our School Ties case manager and regularly check-in on progress, monthly or more if needed as case by case, and possible additional supports.	We actively reach out to families to invite them to participate in School Site Council, parent study teams, Safety teams and other parent support opportunities. We support them and the value of their input on decision making topics and adopt ideas as feasible.	We will continue to provide opportunities for feedback from families in decision making at School Site Counsil and other events held on campus. We have an exit surveys for our school events with a rating system and a remarks section for improvement.	We will invite our School Ties Case Manager to participate in School Site Council meetings as well as staff/support staff. We will ask input from our Counselor, Transition Specialist and Parent Liaison.	4	5	5	5	4	4	5	4	3	4	4	4	Met		26JUN2023	2023
04613820000000	Bangor Union Elementary	3	Based on our parent surveys, Bangor Union Receives 90%+ approval on how the school and the effectiveness of relationship building with parents and partner communities.	Based on the Parent Survey, Bangor Union plans to have our Monthly Newsletter be sent electronically as well as paper.  We have sent a paper newsletter for decades and that has been well received but we do have a small percentage of families that do prefer electronic communication.	We have over 90% positive rating on every question we ask of our service to our families.  We will continue to study this with individual family meetings with administration.	Our outcomes data with our local screener in math and reading.  We will begin holding Data Meetings in 2023 to allow the data to better inform that teaching staff.	We will continue to work on elements of PBIS Tier 1 and 2, and Direct Instruction.	"We will continue fun parent events through the year. Such Movie Night, Bingo Night, Parent Picnic, Winter Program.  We will supplement these opportunities with a small ""Parent University"" concept starting in the 2023-2024 school year."	We give ample opportunity for parent voice to be heard.  The size of the school and the Superintendent/ Principal model of leadership affords for a high amount of interpersonal and informal input gathering to be collected straight to the leadership of the district.	"We believe the electronic newsletter will greatly improve our ""coverage"" of our traditional newsletter."	"We believe the electronic newsletter will greatly improve our ""coverage"" of our traditional newsletter.  This along with nearly universal personal relationships and weekly check-ins with our unrepresented families give us a high amount of input and engagement from these families."	3	4	4	4	4	5	4	4	4	5	4	4	Met		18MAY2023	2023
04614080000000	Biggs Unified	3	The district has a very strong parent group that work with the district to improve all areas of the district.  Parents Club, Site Council, AG Adviory, and sport bosters are a few of those groups.	The focus areas for Biggs Unfiied is to insure ALL stakeholders feel welcome on all of our campuses.  All stakeholders feel the have a voice on all of our campuses	The identified families the self-reflection process identified is our small homeless population.  The district is building a relationship with those that can help provide services to this population and building our relationships.	Our strengths lies in the size of our district.  We know our students and the needs of our students.  Looking at student data we can develope relations with direct connections to student outcomes.	Our area of focus it trying to bring in outside resourses that can help improve our partnership with programs not located in the district.	We will continue to improve engagement of all underrepresent families in trying to build on the relationships we have with our partners	The district strength is the willingness for parents to attend site meeting and give input into district plans.  Recently the High School WASC visiting team noted the parents willingness to give input in the dicision making process for the school	The focus is to insure all stakeholder have a voice.  The district is reaching out to identified sub groups to insure they feel thier voice is being heard	The focus is to insure all stakeholder have a voice.  The district is reaching out to identified sub groups to insure they feel thier voice is being heard	4	5	4	5	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
04614240000000	Chico Unified	3	Building relationships with all of our families is a major priority of Chico Unified School District. Based on needs identified on our State Dashboard, as well as local measures, we have identified specific student groups in need of additional support. Addressing these needs necessitates working with families, accessing community resources and training staff. Survey results indicate that our families feel welcome in our schools. Messages are translated into Spanish as necessary. School and district websites are kept up to date to meet accessibility guidelines. Translation is provided at parent meetings and parent-teacher conferences as needed for Hmong and Spanish speakers. Families are welcomed into our school sites for a variety of family events, including festivals, open houses, student performances, and parent input meetings (School Site Council, English Learner Advisory Committees).	District Leadership Team meetings, as well as school staff meetings, have focused on meeting the ongoing needs of students that are part of student groups needing additional support.	Parent outreach has been enhanced by a communications system that allows staff members to communicate directly with parents via text message, phone, and email.	Chico Unified believes that in order to best serve our students, we need to develop and maintain strong partnerships with our families. The district provides bilingual targeted case managers at each site to facilitate parent communication and guide families to school and community resources. The district also partners with Butte County Behavioral Health, the Aurora House, and Far Northern Regional Center Services to provide additional support to families outside of the school day. At the secondary level, academic counselors work with students and families in order to ensure that students are on track to meet academic requirements.	Counselors and Guidance Specialists work with students to provide early mental health support and regularly meet with parents regarding student needs and progress. Parents routinely take part in parent-teacher conferences at the elementary level, Individualized Education Plan meetings, Student-based Intervention Team meetings, and 504 plan meetings.	At-Risk Counselors are provided to secondary students for additional support and regularly meet with parents regarding student needs and progress. Student attendance is monitored and families are contacted when attendance issues arise. Teachers and administrators are accessible and responsive to all families.	Parents are regularly invited to advisory group meetings such as English Learner Advisory Council, School Site Council, Student Group Community Meetings, and Local Control and Accountability Plan input meetings.	Outreach takes place via text message, email, phone, Targeted Case Managers, flyers, and websites. Translation is provided as necessary for Spanish and Hmong speakers. The input from these groups informs decision-making at the site and district levels.	Family engagement nights are a common practice in Chico Unified, including Back to School Night, Open House, and a variety of special events and student performances.	4	4	4	5	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
04614240110551	Nord Country	3	As a small school, our strength is building a culture where parents feel welcomed and feel that they are an important partner in their child's education. We have multiple opportunities throughout the year that help build these relationships. There are opportunities for families and community members to volunteer on campus in classrooms, out in the garden, or in the cafeteria helping to barbeque lunch for the students. There are many family events throughout the year as well.	Our focus is to ensure that our Hispanic families and our families who are considered low socioeconomic feel welcomed to join different parent groups on campus including our parent-teacher organization, our school site council and our school board.	We will improve engagement of our Hispanic families by using a Spanish speaking liaison. This liaison will help families to feel connected and welcome at school events. They can also assist teachers with communicating student progress at school.	Our strength is looking at student data as a staff to identify areas of need and come up with strategies to meet them. We are able to quickly implement actions to address these needs whether it be putting students in intervention groups to provide more academic support, providing access to a counselor if there are social and/or emotional needs, or providing opportunities to challenge our students who are working above grade level.   Another strength is communicating student outcomes with families	Our focus area is with our students in the middle and upper grades.	Personal phone calls will go out to families of our Hispanic families when needed and we will have someone at meetings to translate during parent meetings or conferences.	Our strength is that we have regularly scheduled meetings where parents are able to provide input. Student data  and school goals are shared at PTO meetings, school site council meetings, and school board meetings. Input is requested on programs, policies and how best to implement our goals.  Surveys are another way we get input from families. School surveys go out to students and families at least once a year. Feedback is reviewed and shared. If needed, strategies for improvement are discussed at staff and parent meetings.	At times, input from our underrepresented families is lacking. We need to ensure that they feel comfortable coming to our meetings and sharing their thoughts.	We will use our Spanish liaison to reach out personally to these families during the self-reflection process.	5	5	3	4	4	3	5	3	5	5	4	5	Met		28JUN2023	2023
04614240118042	Forest Ranch Charter	3	FRCS works hard to meet individual family and student needs, particularly those who are struggling by providing a wide range of customized services to families in need, extensive training for faculty and support staff in family centered practices and frequent communications and 1/1 connections. A great deal of progress was made in this area including greater use of social media platforms, more frequent/varied communication and more effective emergency and educational communications to families. Progress was regularly reported to the FRCS Board and stakeholders.	A focus area for improvement last year was the timing, frequency and mode of group communication. A great deal of progress was made in this area including greater use of social media platforms, more frequent/varied communication and more effective emergency and educational communications to families. Progress was regularly reported to the FRCS Board and stakeholders. One area noted for continued improvement was providing multiple, early communication about all school events to allow families more time to plan. While some progress was made, due to a change in office staff and other emergency related challenges we did not make as much progress as hoped. We also increased the engagement of underrepresented families by more frequent, 1-1 communications as well as greater representation on our School Board, committees and in their native language when applicable. We will continue with these practices in the 23-24 school year and track progress	We also increased the engagement of underrepresented families by more frequent, 1-1 communications as well as greater representation on our School Board, committees and in their native language when applicable. We will continue with these practices in the 23-24 school year and track progress	FRCS works hard to make sure all families and students are heard and have the resources they need to support learning at home and at school. A few ways this is done is by providing regular parent meetings and access to educational materials, teacher tutoring sessions, parent ed. opportunities, training in parent/student rights and support with needed advocacy and extensive training for faculty and staff in how to better support our diverse family needs.	FRCS will increase outreach to parents (particularly individually reaching out to underrepresented groups) to increase parent participation in parent groups/meetings and educational opportunities as well as increase training to staff in family centered practices, diverse family needs and equity.	FRCS will increase outreach to parents (particularly individually reaching out to underrepresented groups) to increase parent participation in parent groups/meetings and educational opportunities as well as increase training to staff in family centered practices, diverse family needs and equity.	Typically, this is an area of strength for FRCS as we were started by families and community members. Parents are involved in most decision making and aspects of school operations. Parents and students also have well developed channels of communication when they have a need or to express concerns. As a result, survey data consistently shows that families feel their input is valued and that they have frequent opportunities to participate. However, during the Covid pandemic a great deal of time was spent on basic needs and emergency communications rather than integrating new families into the campus community and showing them typical procedures. Our continued focus for the 22-23 school year was to continue with practices started back in the 21-22 school year to reengage and involve all families on campus or in their student’s learning. We were very effective in doing this during the 22-23 school year, with frequent family events, opportunities, check ins and 1/1 contact and support for families that have expressed a need or were in an underrepresented category.	We will focus on providing multifaceted ways to gather stakeholder information and making sure all stakeholders have access and are informed of these options.	Having a range of parent board members from traditionally underrepresented groups on our board brought a varied perspective to board discussion. We continue to have a strong, diverse board and will be utilizing board committees more frequently in the 23-24 school year to increase discussion opportunities for underrepresented groups.	4	4	4	4	4	3	3	4	4	3	3	4	Met		27JUN2023	2023
04614240120394	Inspire School of Arts and Sciences	3	Parents are regularly asked for feedback and back to school nights and information sessions are held for parents to get more involved. To refer a student to the MTSS process, the teacher must show that they have contacted parents first. Parents also have the option to opt-in to a weekly progress report email that comes straight from their student information system. Staff feedback indicated that since they are a small school, they know most of their parents and have a good working relationship with them.	Based on our analysis of education partner input and local data, we focused on the area of chronic absence and the need for increased partnership between Inspire and our families to ensure students attend school regularly. Inspire's chronic absence rate of 43.8% in 2022-23 was almost 14% higher than state levels. In addition, students with disabilities were chronically absent at over 20% higher rates than their peers.	Inspire plans to improve our engagement of families of chronically absent students (especially families of students with disabilities) by: -Communicating clear expectations for attendance for all families, including the supports they can access for students experiencing barriers to getting to school -Putting in place an attendance liaison tasked with making direct connections with families of students experiencing barriers to getting to school -Direct recruitment to parents/guardians of students with disabilities to serve on Inspire's Education Partner Council	The school leadership has employed multiple strategies to keep all stakeholders informed with a wide range of platforms for communication and engagement. Stakeholders are informed of events, clubs, safety plans, and changes to the school programs. Families are encouraged to get involved on and off campus through fundraising and events. Student showcases are a way for parents/guardians to see what students have been learning. Inspire uses multiple online platforms to keep parents informed and updated.	With 47.3% of our students meeting or exceeding the standards for Mathematics on state test scores, Inspire effectively supports students in progressing toward mastery of math content. However, we continue to see disparities for economically disadvantaged students. In 2021-22, this student group met or achieved the standards at a 15% lower rate than their peers. We know that engaging parents of socioeconomically disadvantaged students is vital for helping these young people feel supported at home and at school in meeting their learning goals in math.	Based on our analysis of educational partner input and local data, we will: -Continue to engage math tutors for one-on-one and small-group sessions for students needing help in math -Provide opportunities for parents to request tutoring support for their students	Inspire regularly seeks parent input in the decisions that affect families the most. We consistently utilize surveys to gather data, and we hold meetings via Zoom to communicate key information and to elicit feedback regarding parent concerns. In the last two years, we also implemented an Education Partner Council, engaging parents, students, and staff in analyzing our student outcomes, identifying key strengths and weaknesses, and developing solutions to school challenges.	While Inspire is proud of our work in providing open, transparent discussions of our student outcome data, as well as our school goals with parents as key partners in decision-making, we have more work to do to include parents and guardians from underrepresented groups in our Education Partner Council. This is particularly true for parents of students with disabilities and parents of students from socioeconomically disadvantaged backgrounds, as these groups have disparate rates of attendance and achievement in math.	Based on the analysis of educational partner input and local data, Inspire plans to: -Specifically recruit parents and guardians from underrepresented groups to serve on our Education Partner Council -Find alternate structures (meeting times, digital meeting spaces, etc.) for Education Partner Council meetings to remove barriers to attendance	4	4	4	4	4	4	4	4	4	4	4	2	Met		19JUN2023	2023
04614240121475	Sherwood Montessori	3	Strengths and progress in Building Relationships Between School Staff and Families: Sherwood has high satisfaction ratings from the community survey for “School climate/overall satisfaction”, “Teachers at Sherwood”, “Support Given to Struggling Learners”, and “Students Emotional Well-Being at School”. Sherwood has a bilingual/biliterate Office Manager available for Spanish speaking families and students.	Focus will be to improve the communication between teachers and parents regarding “Opportunity to Make an Impact in Academic Outcomes for My Student/s”, especially in terms of students who need an academic challenge. The “Opportunity” metric on the Community Survey fell from 91% satisfied or very satisfied to 81%, still high, but trending in the wrong direction. “Level of Academic Challenge” fell to a five-year low of 71% and “Support Given to Students Who Need Academic Challenge” fell from 74% in 2021-2022 to 68% in 2022-2023.	A focus team has been identified and will continue to be supported by resources from NorCal Educational Leadership Consortium of the 21st Century California School Leadership Academy to engage with this problem of practice and refine our implementation of PBIS to be more responsive to neuroatypical/neurodiverse students, including giftedness/need for challenge. . This was work started in 2022-2023 spurred by feedback in 2021-2022 and the work is ongoing.	91% of parents report being satisfied or very satisfied with the opportunity the school provides to make an impact in academic outcomes for my student/s. Strengths include communication between classroom teachers and families, including twice yearly Parent/Teacher conferences that occur in the fall and spring before report cards are sent home in winter and at the end of the year. Students who are identified for needing more support, academically or behaviorally, may be addressed in SST (team meeting every 6-8 weeks to review data and progress towards collectively set goals) or in IEP meetings which are at least annual, but may be called more frequently.	Sherwood will refine our implementation of PBIS to be more responsive to neuralatypical/neuraldiverse students. Social-emotional wellness will be supported by hiring a behavioral health counselor and paid BSW/MSW interns to support the counseling program, currently staffed by a part-time MSW counselor.	Sherwood will continue to use its SST and IEP programs to engage families to engage families. Sherwood will also continue its Anti-Bias Anti-Racist work and promote these efforts with descriptions of this work in its Family Handbooks and School Announcements, as well as promotional materials for Parent Education events.	Sherwood Montessori has an established foundational principle of meaningful educational partner engagement. These efforts were refined and improved through the Local Control and Accountability Plan (LCAP) development process. Sherwood uses Community Surveys, LCAP Focus Group work, discussion at open public meetings, parent/teacher conferences, SMPO (parent organization) and Town Hall meetings to get input for decision-making.	We would like to have higher response rates on our Community Surveys. The LCAP Focus Group proposed the survey be delivered at the conclusion of parent teacher conferences for those who haven’t yet responded. An earlier launch for the survey or for part of the survey is another proposed strategy.	Sherwood monitors contacts with our Parent Square app which delivers communications via text, email, and robocalls. The app is able to use Google translate to deliver messages in languages other than English. Office staff and teachers will continue to work closely to ensure that all families are contactable. Moving forward, as parents are now able to be physically on campus again, the school is beginning to use flyers, posters, and other physical reminders of events and opportunities the school extends to its community.	4	4	3	4	3	4	3	3	4	4	4	3	Met		15JUN2023	2023
04614240123810	Wildflower Open Classroom	3	Wildflowers current strengths related to Building Relationships Between School Staff & Families include: • Weekly Newsletter.  Our school publishes a weekly newsletter highlighting school level, classroom level and student level successes.  Our newsletter also includes topical school wide information and information regarding school curriculum and philosophy, • Town Halls.  Our school conducts multiple town halls per year.  Town Halls typically take place in the Fall, Winter and Spring.  Town Hall topics include school updates, LCAP updates and opportunities for input and brainstorming sessions related to school improvement.  These evening events include a meal for all those who attend and childcare. • Community Events.  Our school holds the following community events: Ice Cream Social, Winter Student Performance, Music Festival, End of the Year Student Performance and All School Cookout. • Student Led Conferences.  Our classroom teachers hold two parent and student conferences per year.  Conferences are student led.  Conferences include updates on student progress, successes, and goal setting. • Surveys.  Our school annually conducts parent, student, and staff surveys.  The results of these comprehensive surveys are utilized to inform LCAP goals and school improvement initiatives.	Based on analysis of our educational partner input, our school can improve Building Relationships between School Staff and Families in the following ways: • Re-establishing community activities that were canceled or postponed due to the COVID-19 pandemic. • Strengthen the visibility and role of the Wildflower Community Council, which is our school parent/community association.	Based on analysis of educational partner input, our school will improve engagement of underrepresented families in relation to Building Relationships Between School Staff and Families by continuing our outreach efforts on a school wide basis.	Wildflowers current strengths related to Building Partnerships for Students Outcomes include: • Weekly Newsletter.  Our school publishes a weekly newsletter highlighting school level, classroom level and student level successes.  Our newsletter also includes topical school wide information and information regarding school curriculum and philosophy. • Town Halls.  Our school conducts multiple town halls per year.  Town Halls typically take place in the Fall, Winter and Spring.  Town Hall topics include school updates, LCAP updates and opportunities for input and brainstorming sessions related to school improvement.  These evening events include a meal for all those who attend and childcare. • Community Events.  Our school holds the following community events: Ice Cream Social, Winter Student Performance, Music Festival, End of the Year Student Performance and All School Cookout. • Student Led Conferences.  Our classroom teachers hold two parent and student conferences per year.  Conferences are student led.  Conferences include updates on student progress, successes, and goal setting. • Surveys.  Our school annually conducts parent, student, and staff surveys.  The results of these comprehensive surveys are utilized to inform LCAP goals and school improvement initiatives.	Based on analysis of our educational partner input, our school can improve Building Partnerships for Student Outcomes in the following ways: • Re-establishing community activities that were canceled or postponed due to the COVID-19 pandemic. • Strengthen the visibility and role of the Wildflower Community Council, which is our school parent/community association.	Based on analysis of educational partner input, our school will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes by continuing our outreach efforts on a school wide basis.	Wildflowers current strengths related to Seeking Input for Decision-Making include: • Town Halls.  Our school conducts multiple town halls per year.  Town Halls typically take place in the Fall, Winter and Spring.  Town Hall topics include school updates, LCAP updates and opportunities for input and brainstorming sessions related to school improvement.  These evening events include a meal for all those who attend and childcare. • Student Led Conferences.  Our classroom teachers hold two parent and student conferences per year.  Conferences are student led.  Conferences include updates on student progress, successes, and goal setting. • Surveys.  Our school annually conducts parent, student, and staff surveys.  The results of these comprehensive surveys are utilized to inform LCAP goals and school improvement initiatives.	Based on analysis of our educational partner input, our school can improve Seeking Input for Decision-Making in the following ways: • Strengthen the visibility and role of the Wildflower Community Council, which is our school parent/community association.	Based on analysis of educational partner input, our school will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making by continuing our outreach efforts on a school wide basis.	4	4	5	4	4	3	4	4	4	4	4	4	Met		12JUN2023	2023
04614240137828	Pivot Charter School North Valley II	3	Building relationships is at the core of what Pivot Charter School does. Our goal at Pivot is to use these relationships to transform student’s experience in education. Training for Pivot staff centers on building consensus and culture around the belief that developing meaningful relationships with students and their entire support team is the most impactful action an educator can take. Pivot also focuses on helping our educators to continually develop tools to support in fostering these relationships. Teachers communicate weekly with parents and meet each month with the parents and students. Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students.	Pivot Charter School is working on getting more communications and documents translated into languages other  than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form. Additionally, several staff development sessions have focused on themes of diversity,  equity, and inclusion (DEI). A focus area has been increasing awareness of diverse backgrounds and identities, with the aim of improving the cultural inclusivity of relationships between families and school staff.	Recently Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English  Learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these  groups. Pivot will continue to build off of these positions so that families of these underrepresented students can  build a stronger relationship on understanding and trust. Pivot will be launching a program called Pivot PRIDE that is focused on building culture and community for all students. This will incorporate a monthly inclusive “caregiver”  connection that will provide a school to community connection surrounding Pivot’s core values and actionable steps that caregivers can take to support their students outside of school. These outreach efforts will include various resources and Spanish translation.	This year, Pivot has worked to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all stakeholders are on the same page and working for the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational  Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.	In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Furthermore, the LEA will be adding an administrator into the SST meeting process to improve outcomes for students.  The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.	The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a  student’s team to include their English Language Development teacher and Foster/Homeless Liaison, where  applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian supports will also be expanded in an ongoing skills program in multiple languages.	Pivot works to engage families and student’s teams primarily through the regular communication by Educational  Coordinators (general education teachers), which typically includes all members of a student’s team on a weekly and sometimes daily basis. Pivot also communicates through Parentsquare, a schoolwide communication system that uses email, phone and text. To keep students and families/guardians aware of school events, policies, and to ask for their feedback through surveys. Parents also have the ability to attend every Governing Board meeting from the comfort of their own home through the online live feed of every Board meeting. Or, if they are unable to access the technology to do so, they may attend at the school site where staff will facilitate the streaming of the Governing  Board meeting and allow for anyone to participate. However, regardless of the multiple ways Pivot provides for  families and partners to engage with the decision making, very few engage. We have low survey response rates and minimal participation in Governing Board meetings. Families attend their students meeting with teachers so we  continue to rely on these meetings for primary feedback and communication.	The LEA has struggled to engage students, families, and/or guardians in input for decision making, due to low  engagement at the many events planned for their participation, including Governing Board meetings. The LEA can  improve by sending out surveys more regularly throughout the year, whereas currently most feedback is requested at the end of the year. The LEA could also improve by integrating a system for family/guardian/support person  involvement throughout the year, which build upon the current training when the student begins.	The LEA will improve by sending out more regular surveys for feedback, instead of feedback being limited to the end of the year. The LEA also plans to create weekly sessions for parents, guardians, or other team members to attend continued training for supporting their students and to provide input on program needs.	5	5	4	4	4	3	4	4	3	3	3	3	Met		15JUN2023	2023
04614240141085	Achieve Charter School of Chico	3	Achieve has a number of systems in place to build relationships with families to improve student success including Personalized Learning Plans development and review meetings with the parent, student and teacher 3 times a year, weekly classroom communication, parent volunteer opportunities and parent leadership roles. Parents participate in our Parent Advisory Council and have designated positions on our board of directors.	In an effort to engage our Spanish-speaking community, this year we are holding monthly parent meetings in Spanish and have appointed a bilingual parent to the board of directors.	Achieve Charter Schools was accepted this year into Cohort IV of the Community Engagement Initiative through the CCEE and Department of Education to improve community engagement. Over the next two years our team will work with other teams across the state to identify how to engage all families, especially those underrepresented at our schools, and create and implement an action plan. We are also hiring and training bilingual staff in translation and interpretation.	Improving student outcomes is embedded in our systems for building partnerships with families. Families assist in setting trimester academic and social/emotional goals for students and participate in data analysis, progress monitoring and help determine interventions, accommodations or supports needed for students to achieve goals. Over the last 5 years we have had significant student turnover and welcomed many new students as a result of families moving out of the area after the Paradise Camp Fire. In past years, relationships have been strong and long-lasting at Achieve. The past few years have required staff to dedicate significantly more time than in the past to developing relationships with new families, to build trust and get families bought into our personalized learning plan process. We are seeing growth in the participation of families.	This year, Achieve Charter School has a focus on increasing community partnerships to support academic and career exploration and create connections in the community for our students through service projects. In addition, Achieve was accepted into Cohort IV of the Community Engagement Initiative through the CCEE and Department of Education to improve community engagement. Over the next two years, our team of educators, parents, and community members will work with other teams across the state to identify how to engage our community partners and create and implement an action plan.	Over the next two years, our team of educators, parents, and community members will work with other teams across the state to identify how to engage our community partners and create and implement an action plan.  We are also holding parent meetings in Spanish and have hired bilingual staff.	Achieve has a 100% participation rate, with parents engaging in the personalized learning plan process 3 times a year to review data and set goals. Achieve also has monthly Parent Advisory Committee meetings in English and Spanish to provide parents and educational partners the opportunity to give feedback, provide input, and make decisions on programs and policies. Achieve’s Board of Directors holds monthly meetings that are open to the public and ensures members from the community and parents serve as board members. The Achieve Board encourages parents and communit members to attend these meetings and provide input and public comment. In addition, our Board Members rotate attending monthly parent meetings.	Achieve’s focus for improving seeking input for decision-making is to ensure our Parent Advisory Councils and Board of Directors are made up of community members and parents with different backgrounds, cultures, ideas, and experiences.	Achieve is personally reaching out to families and community members representing  different backgrounds, cultures, ideas, and experiences to participate in our Parent Advisory Councils and Board of Directors meetings.	5	3	5	3	4	4	5	4	4	4	4	4	Met		14JUN2023	2023
04614246113773	Chico Country Day	3	"Relationship/engagement data is gathered through parent surveys, which are sent out three times a year. Here, parents are able to provide feedback and recommendations. CCDS has a strong family volunteer community, with room parents who help coordinate classroom needs. Our primary communication channel is ""Eagle Insights"", the CCDS newsletter distributed weekly via e-mail and posted on the school website. Family engagement is also fostered through monthly Parent Advisory Council meetings, family education nights, schoolwide family activities such as movie nights, skate nights, festivals, and project based learning exhibitions."	"Parent survey data suggests that the school should ""streamline"" and engage a wider variety of families to support community events. The recently created Parent Advisory Council (""PAC"") will consolidate and organize volunteer coordination, family involvement, and community events."	The school is working on implementing different modalities to maximize the ability for ALL families to access school communication, parent nights, and school feedback cycles. The CCDS Expanded Learning Opportunities Program (ELOP) prioritizes underrepresented families and their engagement in enrichment and community events.	Based on family survey data, communication between home and school was an identified strength. The school has a variety of opportunities and modalities for parents input regarding school engagement (student-led conferences, fundraisers, community events, exhibitions, etc. ).	CCDS is a TK-8th grade school. Based on parent feedback, it is important for the school to share out progress toward preparing students to be successful in high school and beyond.  Project Based Learning (PBL) exhibition nights, collaboration with Social Emotional Learning (SEL), our teacher residency partnership with the local university, HS student volunteers, and HS student led information nights all help build connections with all CCDS' educational partners and makes the connection between project-based learning and the skills required for all students to be prepared for high school and beyond.	CCDS recognizes that cultural sensitivity is essential to effectively engaging underrepresented families. We have implemented and continue to provide anti-bias training to our whole staff and will implement comprehensive cultural competency training for all staff to equip them with the knowledge and skills needed to understand and respect the diverse backgrounds and perspectives of our students and their families.	CCDS offers a variety of opportunities for input in decision making including family/community surveys, school-year calendar input and feedback, family safety training collaboration, Parent Advisory Committee monthly meetings, Representation on the Board of Directors,  Parent education nights, annual family/parent availability surveys. Additionally, school leadership are present, available, and readily accessible to parents.	Diverse Representation in Decision-Making: CCDS understands that changing demographics require a broader range of stakeholders, including parents, community members, and underrepresented groups. Diverse representation in decision-making ensures that decisions reflect the diversity of our school community and a wider spectrum of perspectives and needs.   Communication Channels: CCDS continuously seeks new, creative, and relevant ways to reach all stakeholders. We will work on expanding and diversifying our communication methods to engage a larger portion of our educational partners and community members.  Feedback Collection and Analysis: We have room for improvement in the collection and analysis of feedback. We are developing more robust systems for gathering and analyzing input, using tools and processes that are inclusive and accessible to all.  Transparency and Accountability: Our goal has always been to increase decision making transparency and accountability.  We prioritize fostering trust and understanding through open access to information about decisions including context, rationale, and impact.   Equity in Decision-Making: CCDS recognizes the importance of addressing issues related to equity in decision-making. We focus on implementing policies and practices that promote fairness and equity in decision making resource allocation.	"Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) is committed to improving the engagement of underrepresented families in the context of ""Seeking Input for Decision-Making."" Here's a brief description of our plan:  Targeted Outreach and Communication: We will enhance our outreach efforts to underrepresented families, utilizing multiple communication channels that are accessible and culturally sensitive. This will include translated materials, multilingual support, and clear communication of opportunities for input in a variety of formats.  Culturally Inclusive Engagement Strategies: Recognizing the diversity of our community, we will develop and implement engagement strategies that are culturally inclusive and respectful of different perspectives. This will involve conducting outreach events, meetings, and surveys that consider cultural sensitivities and preferences.  Community Liaisons and Advocates: To bridge communication gaps and foster trust, we will lean on the support of our diverse community who are members of underrepresented groups. These individuals will act as intermediaries, facilitating discussions, and ensuring that the voices and concerns of underrepresented families are heard in decision-making processes.  Feedback Mechanisms: We will establish more flexible and accommodating feedback mechanisms, such as anonymous surveys, virtual meetings, and alternative time slots for engagement activities to accommodate the diverse needs and schedules of underrepresented families.  Capacity Building: To empower underrepresented families to participate effectively, we will offer workshops and training sessions to build their capacity to understand the decision-making process and have safe environments to advocate for their needs."	4	4	4	4	4	4	4	4	3	3	3	3	Met		06JUN2023	2023
04614246119523	Blue Oak Charter	3	COVID changed the connections between families and Blue Oak.  Staff and familiar are striving to reconnect and teen gang age families	Blue Oak applied for and received th Community Schools Partnership Planning Grant.  This work has begun and is already proving fruitful.	See #3	Parent communication is strengthened by increasing staff focused on this goal and the regular home school communication through Patent Square.	Our leadership team has increased its work on reviewing school wide data.	Our Community School Partnership Coordinator is focused on insuring increased diversity in the representation.	Blue Oak is a small school with close connections and a tight community.  Survey and town hall meetings have been used successfully. Individual interviews have begun to be used successfully also.	The Community School Partnership and Community Engagement Initiative are supporting our work in parent and community engagement.	See 2	3	3	3	4	3	3	5	3	4	3	3	3	Not Met For Two or More Years			2023
04614320000000	Durham Unified	3	The Durham Unified School district values parental participation and meaningful partnering opportunities to assist student academic in extracurricular learning. To help measure parental participation, the district is monitoring several metrics including: parent participation in advisory committee decision making groups (all schools have active School Site Councils); parent log-on rates to our student information system to monitor attendance and grades; rates of successful mass messaging through parent connect, email, and phone (currently 100% of English and Spanish households have registered their numbers on our system); numbers of parent volunteers; and the members of our Durham Community Foundation, AG boosters, Parent Teacher Student organizations, etc.  Additionally, parents are queried regarding a number of topics including key questions which they rank high to low on a numeric scale. The questions include: our school seeks input and encourages parental participation in decision making our school promotes parental participation in programs :and as parents we feel like valued partners in our child’s education. These metrics help to inform the actions in our Local Control Accountability Plan which supports: a parent LCAP advisory group; a bilingual community liaison and bilingual instructional aide to provide service at all sites; timely translation of key documents; and supports parent learning about our schools and their children's educational opportunities.	This is an area of strength for DUSD, but the district continues to strive for more ways to get information to families, and strategies for families to provide input. The district is launching new social media accounts as more and more people look to these areas for quick access to information. The social media accounts will link the community to other strategies to provide input and also back to the web site for more in depth information. Additional, DUSD is employing the Kelvin system to work with staff, students and parents in completing short, quick surveys to provide the district information.	This is another area of strength for DUSD. The district employs a parent liaison and a bilingual aide to help communicate with English Language Learner families. Additionally, high school Spanish teachers attend DELAC meetings that are well attended. The next focus will be developing more opportunities for families of students with special learning needs.	The Durham Unified School district provides information and support to families' advocacy for their students, as well as their legal rights via the engagement opportunities identified in metric #4. In all of those venues, parents are encouraged to question and discuss our programs and services, and advocate for their children. Information that is relevant to parents is routinely shared proactively at those meetings. Our Bilingual Para-educator and our Bilingual Family Liaison provide pro-active outreach to our Hispanic and Spanish speaking parents/families. All of our critical documents, as well as phone/email communication are provided in Spanish, as well. We need to continue to monitor and build the communication with these families, and strengthen our pro-active outreach to parents and families who are new to the district, whether starting at the beginning, or during the academic year. These metrics help to inform the actions in our Local Control Accountability Plan which supports: a parent LCAP advisory group; a bilingual community liaison and bilingual instructional aide to provide service at all sites; timely translation of key documents; and supports parent learning about our schools and their children's educational opportunities.	The focus in 2022-2023 was communicating with families to understand the importance of have students rested and prepared for state testing. This year, we can utilize the new social media accounts to share this message more broadly. DUSD is also working	The district will continue to utilize its parent liaison and bilingual aide to support communication with underrepresented families. Additionally, all communications will continue to be translated into Spanish. The district will continue to find new ways to engage families - including the movement to put information on social media platforms.	One positive outcome of the COVID Pandemic is that it forced the district to find new strategies so seeking input. The district created a school re-opening committee that led to a stronger LCAP Parent committee. Additionally, all of our input committees have found more ways to meet, including ways for people to join meetings remotely. This trend continued as the district create larger, more comprehensive Parent Advisory Committees and Safety Committees.	The biggest goal is to get information out sooner and more often. Additionally, the district will continue to implement Kelvin to obtain quick, easy to use information.	The district will continue to utilize its parent liaison and bilingual aide to support communication with and get input from underrepresented families. Additionally, all communications will continue to be translated into Spanish. The district will continue to find new ways to engage families - including the movement to put information on social media platforms.	4	4	3	4	3	3	4	4	4	4	3	3	Met		28JUN2023	2023
04614570000000	Golden Feather Union Elementary	3	GFUESD has made significant progress in fostering strong relationships between school staff and families. Parents feel their children are safe, supported, and trust the teachers. The LEA provides resources and support, encourages parental involvement, and values input. Positive relationships between parents and staff have been cultivated. Continued efforts to prioritize safety, enhance resources, expand parental involvement, and nurture positive staff-parent relationships will further strengthen the partnership for the benefit of students.	GFUESD has identified specific areas for improvement in building relationships between school staff and families through the analysis of educational partner input and local data. These focus areas encompass enhancing communication channels between parents and staff, providing more opportunities for meaningful parental involvement, and strengthening cultural inclusivity within the school community. By addressing these areas, the LEA aims to further cultivate a collaborative and supportive environment that promotes effective partnerships between families and school staff, ultimately enhancing the overall educational experience for all stakeholders involved.	After analyzing educational partner input and local data, the LEA has devised strategies to enhance engagement with underrepresented families. The LEA plans to implement targeted outreach initiatives, such as culturally responsive communication and community events, to bridge the gap and foster stronger connections. Additionally, GFUESD will establish support structures, including language assistance programs and family resource centers, to ensure equitable access and address barriers. Through these proactive measures, the LEA aims to create an inclusive environment where all families feel valued and empowered to actively participate in building relationships with school staff.	GFUESD has identified its current strengths and progress in building partnerships for student outcomes through a comprehensive analysis of educational partner input and local data. Notably, the LEA has excelled in fostering strong collaboration between schools, families, and community stakeholders. By establishing effective communication channels and providing resources and support, the LEA has facilitated meaningful engagement. Furthermore, the LEA has demonstrated a commitment to data-informed decision-making, resulting in targeted interventions and improved student outcomes. Building upon these strengths, the LEA aims to further enhance partnerships to ensure continued success in promoting positive student outcomes.	Following an analysis of educational partner input and local data, the GFUESD has identified key focus areas for improvement in building partnerships for student outcomes. These include strengthening family engagement through targeted outreach initiatives, enhancing communication channels, and promoting greater involvement of community stakeholders. The LEA aims to establish collaborative structures, such as advisory committees and partnership programs, to foster meaningful connections. By addressing these focus areas, the LEA strives to cultivate stronger partnerships that positively impact student outcomes and promote holistic educational success.	GFUESD has devised strategies to enhance the engagement of underrepresented families in building partnerships for student outcomes. The LEA plans to implement targeted outreach initiatives, including culturally responsive communication and inclusive community events, to bridge the gap and foster stronger connections. They will also provide additional resources and support to address barriers and ensure equitable access. By proactively addressing the needs of underrepresented families, the LEA aims to create an inclusive and supportive environment where all families are empowered to actively participate in building partnerships for improved student outcomes.	Through a comprehensive analysis of educational partner input and local data, GFUESD has identified its current strengths and progress in seeking input for decision-making. The LEA has excelled in creating an inclusive environment where stakeholders feel valued and their voices are heard. By establishing effective communication channels and platforms for feedback, the LEA has fostered active participation and collaboration. Additionally, the LEA's commitment to data-informed decision-making has led to targeted interventions and improved outcomes. Building upon these strengths, the LEA aims to further enhance its practices to ensure continued success in seeking input and making informed decisions for the benefit of all stakeholders involved.	GFUESD has identified specific focus areas for improvement in seeking input for decision-making. These areas include enhancing opportunities for diverse stakeholder engagement, streamlining feedback collection processes, and strengthening mechanisms for meaningful participation. The LEA aims to promote greater transparency, responsiveness, and inclusivity in decision-making processes. By addressing these focus areas, the LEA seeks to foster a culture of collaboration and ensure that diverse perspectives are considered in shaping decisions that impact the educational community.	GFUESD has developed strategies to improve the engagement of underrepresented families in seeking input for decision-making. The LEA plans to implement targeted outreach efforts, including culturally sensitive communication and inclusive platforms, to actively involve underrepresented families. They will establish support structures to address barriers, such as language assistance programs and accessible meeting formats. By proactively engaging underrepresented families, the LEA aims to ensure their voices are heard and their perspectives are incorporated into decision-making processes, fostering a more inclusive and equitable educational community.	4	4	4	3	3	3	3	3	3	2	4	3	Met		28JUN2023	2023
04614990000000	Manzanita Elementary	3	Based on the analysis of educational partner input and local data one of Manzanita's strengths is the sense of community the school provides for parents and the relationship it has between school staff and families. Manzanita has a strong communication network between staff and families.	Manzanita will continue to expand our relationship-building by offering communication in different forms and doing outreach to include all families in school events.	Manzanita will expand its ELPAC meetings by providing language classes as well as training to help students better support their children and have better lines of communication with the school.	Manzanita has a great relationship with families and therefore a strength is building partnerships with the community and educational partners to ensure that students learn at high levels.	Manzanita will continue to work with parents and students through the LCAP process, site council, and ELAC to ensure students and families are included in ensuring high outcomes for students. Manzanita will work to develop more streamlined ways to collect data from partnerships.	Manzanita's ELAC coordinator will work with the ELAC parents to ensure that they feel connected to the school and their voices are heard to ensure high outcomes for students. Manzanita will also work to ensure that other underrepresented groups are included.	MESD has implemented multiple strategies for students, families, community members, classified and certificated staff as well as the governing board to provide input in developing the LCP, SPSA, Expanded Learning Opportunities Grant, and this LCAP. Even in the midst of the global Pandemic and school closures due to COVID 19, MESD has made robust efforts to solicit input from all stakeholder groups. These groups included Site Council, ELAC, and school board meetings. An area for improvement would be increasing the level of participation with English Learner families in ELAC meetings	Manzanita will focus on improving the percentage of parents participating in surveys as well as input sessions regarding decision-making.	Manzanita will utilize ELAC to improve communication and decision-making with underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		29JUN2023	2023
04615070000000	Oroville City Elementary	3	All OCESD families were invited to participate in an online survey regarding parent engagement. We received 210 responses; below is a summary of those responses. RESPECT: 93% feel that OCESD staff members are respectful to them and their children. CONNECTIONS: 89% feel welcome at school and connected to teachers and staff. SHARED DECISION-MAKING: 59% feel that the staff asks for input regarding school-wide and child-specific decisions. EXPECTATIONS: 95% feel that staff are clear about student behavior expectations at school, and that OCESD expectations are similar to those at home. ACKNOWLEDGEMENT SYSTEMS: 67% feel that the staff have given positive praise for good behavior, and that staff are keeping them informed about their child’s positive behaviors. DISCIPLINE SYSTEMS: 73% feel that the staff have been clear about behavior difficulties, and that the school discipline systems are fair to students. SATISFACTION: Overall, 87% feel that their school is doing a good job of supporting children when there are problems.	OCESD Specific areas of Improvement will be in the areas of Shared Decision Making, Acknowledgement Systems, and Discipline Systems.	OCESD has began using Parent Square and Social Media to ensure parents are kept informed on school activities, resources and  support systems available for our underrepresented families.	The Oroville City Elementary School District is committed to a meaningful stakeholder involvement in the development of the LCAP. During the 2022 - 2023 school year, the District coordinated different meetings to disseminate LCAP information and involve parents/community members, classified and certificated staff, students, administrators, and representation from the bargaining units we included in the decision making process.   Our Classified staff and teachers met two times. On March 14 Goal 2 data was presented and discussed with input given separately from the classified and certificated groups then on March 28 Goal 3 data was presented, discussed and input given.   Our Parent Advisory Group met on March 16 to review academic data, discuss and give input into the LCAP. The second meeting with the Parent Advisory Group was focused on Goal 3. OETA met on April 5, 2023 to review data and give input. The same process occurred with CSEA on April 6. OCESD met with EL parents at the DELAC meeting on February 7, 2023.   Our special education partner, Aaron Benton, met with with both of our Special Education Directors and Assistant Superintendent, Janet Handley, to provide input on March 14, 2023. Data was presented and discussed by the group, then they identified what was working well and what needed improvement. Participants identified actions that need to be changed or adjusted. At the May 31 meeting, the full proposed LCAP plan was presented to Educational Partners from the various representative groups to discuss any changes they wanted to see. Student input was collected through student surveys. Administrators met on January 30, 2023, Feb 13 and 27, 2023 and Mach 6 and 27. Data was presented to the group with an emphasis on Goal 2 and 3.   Throughout the year at the administrative meetings there has been ongoing discussion focused on the data for Goal 3 and our work with DOJ.	OCESD appreciates the time and input from all of our partners in develop this action plan. Below are the highlights of what the LCAP will support for Goals 2 and 3.   The LCAP reflects actions in goals 2 and 3 from the following groups: Certificated Staff Goal 2 Offer professional development based on curriculum such as Everyday Math training Communicate all regional and in-district supports so staff can recommend and access supports for their students   Goal 3 Offering training and support to schools as they implement Structured Recess Hire two vice principals; one for each middle school 2023-24 Local Control and Accountability Plan for Oroville City Elementary School District Page 18 of 101 Classified Staff   Goal 2 This action will support families that move, create consistency in what is taught through pacing guides and PLC work, to minimize loss of instruction for students who move frequently Purchase and Implement the Read Naturally Live program for intervention programs. Districtwide Math Facts Competition will occur to build fact fluence for students. Classified -   Goal 3 Resume Resource Officer Hire 2 Vice Principals - one for each middle school Community Partners -   Goal 2 Develop math programs to support after school intervention Review and implement board policy on grading Wipe Chromebooks clean each summer and reformat to reissue in the fall Community Partners -  Goal 3 More hours for campus supervision and more supervisors Reduce the amount of bullying on campuses Need more counseling Hire a behavioral specialist Increase more positive incentives to students doing the right thing Hire Vice Principals to support a safer school Student needs will be addressed in a couple of ways.   Before schools starts there is a Tier 1 meeting that will be addressing student rewards, how to increase them and ensure all students are being recognized through our electronic tracking system. There will be more site accountability to ensure this is occurring. Sites will also begin the year with an emphasis on respectful behavior and through monitoring the behavior closely.	The Oroville City Elementary School District is committed to a meaningful stakeholder involvement in the development of the LCAP. During the 2022 - 2023 school year, the District coordinated different meetings to disseminate LCAP information and involve parents/community members, classified and certificated staff, students, administrators, and representation from the bargaining units we included in the decisionmaking process. Our Classified staff and teachers met two times. On March 14 Goal 2 data was presented and discussed with input given separately from the classified and certificated groups then on March 28 Goal 3 data was presented, discussed and input given. Our Parent Advisory Group met on March 16 to review academic data, discuss and give input into the LCAP. The second meeting with the Parent Advisory Group was focused on Goal 3. OETA met on April 5, 2023 to review data and give input. The same process occurred with CSEA on April 6. OCESD met with EL parents at the DELAC meeting on February 7, 2023. Our special education partner, Aaron Benton, met with with both of our Special Education Directors and Assistant Superintendent, Janet Handley, to provide input on March 14, 2023. Data was presented and discussed by the group, then they identified what was working well and what needed improvement. Participants identified actions that need to be changed or adjusted. At the May 31 meeting, the full proposed LCAP plan was presented to Educational Partners from the various representative groups to discuss any changes they wanted to see. Student input was collected through student surveys.	OCESD has continued to improve communication from education partners through the following areas: A. The District will maintain the social media/website/mobile app communication platform. (Parent Square), Dojo [Elementary] Remind[Middle School]) to cast a wider net in keeping parents informed and involved. B. To improve home/school communication regarding attendance and academic achievement, all middle school parents will have access to the Parent Portal. C. Sites continue to use Edulink for communication regarding absences, announcements, and school events. D. The District will provide an 8 hour/day Hmong speaking and a 7 hour/day Spanish-speaking Parent Liaison to facilitate community outreach and support/advocate for EL, 504 and SPED parents. E. Remind parents of the resources available multiple times throughout the year. F. Parent liaisons will call parents to encourage attendance at events and/or meetings.	Upon input from our Educational Partners, OCESD has listed the following focus areas: A. School site teams will identify two academic strategies: SEL and trauma-responsive in tier 1 and 2 to use at their school sites. B. District will conduct self-reviews to determine appropriate service delivery to SWDs. C. School site teams will consistently engage in and implement quality improvement efforts that will help improve school climate and safety. D. Staff will increase their awareness of cultural sensitivity, equity, bias, trauma-informed practices, discipline, social/emotional learning, and CR PBIS, and be able to consistently utilize these strategies in their classrooms. E. Staff will use research-based strategies for working with racially and culturally diverse and low socioeconomic status student populations including SWD's. F. A team will attend conferences to support CR PBIS, restorative practices or MTSS.	Our Meetings with our Educational Partners led us at OCESD to focus on the specific areas listed in the improvement/engagement of our underrepresented families: A. CR-PBIS training and guidance will be provided to school teams. B. The District will continue to support professional development that helps staff understand trauma-sensitive youth and learn strategies to redirect inappropriate behavior and support social-emotional wellbeing.	4	4	4	4	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
04615070121509	Ipakanni Early College Charter	3	The strength is the relationship the staff have made with student and families.  This has allowed it to feel like a family atmosphere.  In our last family event we were able to get over 40% attendance.	The focus area is on student attendance.	By establishing meaningful relationships with all stakeholders.	The current strength is having the tools to produce data for student outcomes and having a data dissemination schedule.	Better staff development for teachers on various forms of assessment and using more data driven instruction.	By holding student accountable to high academic standards and high expectations.	The small school allow easy access for input.  This can be done through daily interactions.	Trying to overcome the time constraints due to parent busy schedules.	Doing more home visits for families we are struggling to develop relationships with.	5	5	5	5	5	5	5	5	5	5	4	5	Met		26JUN2023	2023
04615070129577	STREAM Charter	3	Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through regular emails from the Co-Principals, family events throughout the school day and after school, as well as a variety of opportunities for informal relationship building during morning drop off and afternoon pick up times. The STREAM Director, Co-Principals and other staff members provide regular communication about upcoming important dates and events, as well as information about any issues or incidents that have occurred. STREAM parents often report that they know they will hear about an issue or incident from the school before their child even has a chance to tell them. STREAM builds relationships with families through a variety of school events commencing before the start of the school year with our Meet the Teacher event and culminating with our Kindergarten promotion ceremonies and end-of-year awards assemblies. During the school year, we host two showcase events where our students demonstrate music and movement. Our primary grade students demonstrate vocals and movement, our 4th graders perform with ukuleles and recorders with movement, and our 5th-8th grade students perform in our beginning or advanced bands.  We also restarted our monthly Parent Club meetings.	We will continue to focus on strengthening teacher communication with families.  We want to create a cohesive system for supporting our parents and families.  In addition we would like to institute more community conversations with parents and staff to educate them and inform them of students’ experiences.  We want to ensure parents and families are prepared to send their students to the high school setting.	The LEA will improve engagement of underrepresented families by sharing information and experiences with them.  We want to offer various programs that will give families many opportunities to participate in school activities and community events.  We diversify our communication methods to meet family needs including social media.	STREAM has developed multiple practices that foster partnerships between families and staff in support of student growth. STREAM hosts a Meet the Teacher Back to School Night and parent conferences Fall semester with all its families to not only inform families of student progress, but to also have them be partners in the work. STREAM hosts parent teacher conferences during the Spring semester for all students who need additional support, as determined by either the teacher or the parent. Parents can also request a parent teacher conference at any point in the school year. The Co-Principals have conferences with parents to address any challenges with regular attendance as well. STREAM hosts an annual Family Science Night and Community Event Night to demonstrate student learning and provide information and resources for families to support student learning at home. Families have the opportunity to engage in discussion with teachers and administrators during these events to have their questions or concerns addressed. All our teachers have received professional development in Multi-Tiered Systems of Support, and a component of that training involves building partnerships with families to support student outcomes. Additionally, many of our teachers have attended conferences over the years that have addressed how to build productive family partnerships to support student outcomes. Each of the teachers sends weekly notes home regarding upcoming learning and how families can support student learning at home.	We will continue to focus on building partnerships between our Special Education Department and General Education teachers in order to better support students.  We are looking to boost our Intervention program so that all students can benefit from services.	The LEA will improve engagement of underrepresented families by ensuring our Special Education and Interventions programs are effectively supporting students.  We will also be establishing an Orientation for new parents to encourage information sharing and engagement.  The Parent Club Meetings and monthly newsletter also help to highlight upcoming events and school programming.	STREAM values family input into decision-making about policies, programs, and events. Each year, two parent representatives are elected to our School Board and we have parent representation on our School Site Council. STREAM also administers a family survey each Spring to solicit feedback from families. Additionally, STREAM has a parent club that has contributed significantly by fundraising for student activities, field trips, and other events. There is a high level of parent participation in these events and many parents are vocal about their preferences.	We will continue to focus on prioritizing our parent survey.  We will also further engage with parents informally during school pickup and dropoff.  We make sure to fully listen to all parent suggestions and we are solution focused in our responses.	The LEA will improve engagement of underrepresented families by seeking out specific families in order to better understand how to support them.  We are very proactive in our approach to engaging students as well.	4	4	5	4	4	4	4	4	4	4	4	3	Met		28JUN2023	2023
04615150000000	Oroville Union High	3	We have a strong presence online and through social media.  We provide lines of communication between staff and families through these means.  The bulk of our staff to family communication is centered on our online and social media platforms.	We need to increase more in-person and face to face interactions between or staff and our families.	We have partnered with the Roberts Family Foundation to help us provide family engagement events that will reach our underrepresented families.  We will be targeting special recognition months and provide culturally relevant parent engagement activities with our underrepresented families as the key audience.	We have a strong partnership with our county office of education.  We are working with their specialists to improve student outcomes especially with our underrepresented populations.  We have partnered with PCOE to improve and build our CR-PBIS program.	We need to strengthen our partnerships with local business and community organizations to strengthen our advisory process in regards to our CTE coursework and College/Career Dashboard indicatior.	We are working to reach out to our community organizations that represent those underrepresented families to build relationships with them and determine how we can partner to their visibility and influence in our district.	"We partnered with an organization called Thrive who have worked with us to ""rebrand"" the district.  They were able to engage over 1000 stakeholder across multiple stakeholder groups including underrepresented groups to help drive the ""rebranding"" process."	We struggle to engage parents and families in our ELAC, DELAC, and other parent advisory groups that directly affect our underrepresented student population.	We have partnered with the Roberts Family Center to help us engage with those populations through cultural celebrations to hopefully start bridging the gap between the district and these families.  The goal is to build relationships and trust that will hopefully lead to more engagement.	3	3	3	3	3	3	3	3	3	3	3	3	Met		21JUN2023	2023
04615230000000	Palermo Union Elementary	3	Educational Partner input and local data indicates that parents feel welcome at school and that the district has implemented policies and practices that foster trust and respect among members of the school community. Feedback also indicates that another current strength is that the district provides multiple opportunities for two-way communication using language that is accessible and understandable to families. School events are very well attended by our families and parents are supportive of their students and our school staff. School sites are developing additional opportunities to engage and build relationships.	Educational Partner input and local data indicates, that both staff and parents, feel that the district needs to improve in the area of supporting staff to learn about each family’s strengths, cultures, languages and goals for their children.	Educational Partner input and local data indicates that there is a need to improve in the area of consistently engaging with underrepresented families in meaningful activities that will build positive relationships between school staff and families. Research shows that families of low-income students and students of color are often underrepresented in family engagement activities.  The district will actively engage in communication with our families to determine the barriers to their participation in engagement activities such as lack of child care, lack of translation services, and lack of transportation. The district will continue research and implement strategies to improve participation and engagement of these families.	Based on the analysis of educational partner input and local data, our current strength in the area of Building Partnerships for Students Outcomes is in the areas of providing opportunities to discuss student progress and working together to support student outcomes. Both staff and parents indicate that this has been fully implemented in our district.  We are also showing good progress in providing families with supporting student learning and development in the home.	Based on the analysis of educational partner input and local data, we have identified two focus areas for improvement in the area of Building Partnerships for Student Outcomes. Our analysis indicates that we should focus our improvement areas on providing professional learning and support to teachers and principals in further increasing our capacity to partner with families.	Based on the analysis of education partner input and local date, we have identified the need to work cooperatively with representatives of the underrepresented groups to determine strategies and activities that will improve and build engagement. We also have determined that there is a need to actively engage with parents to determine and continue to eliminate the barriers to their engagement. Parents, in our district, are very supportive of student focused events and activities and participation is high for these events.  The district will utilize these events and activities as opportunities to more intentionally engage with families.	Based on the analysis of educational partner input and local data, we have determined that we are making progress in the area of Seeking input for Decision-Making.  We have also more intentionally utilizing short focused surveys to provide opportunities for all families to provide input.  We will continue to expand these types of opportunities to our parents.	Based on the analysis of education partner input and local data, we have determined that Seeking Input for Decision Making is an ongoing growth area for the district and each of the individual school sites. As a district, we continue to look for ways to involve more parents in school activities and especially the decision-making process. We will continue to provide parents the opportunity to participate in the decision-making process through school site councils, LCAP meetings, ELAC/DELAC meetings Indian Education Parent Committee meetings and parent surveys.	Based on the analysis of educational partner input and local data, the district has identified the continued need for effective strategies/activities that will improve the engagement of underrepresented families. the Administrative Leadership team will explore and research opportunities to build our capacity to increase the effective engagement of our families in decision making or advisory opportunities and in seeking input for design making.	3	4	3	4	2	4	4	4	3	3	3	3	Met		28JUN2023	2023
04615310000000	Paradise Unified	3	Based on our District Wide Survey for 2022-23 84.85 of our parents have signed up for the school portal.  Following the Camp Fire relationships have a been a strength and priority.  The school district was and has continued to be a center of focus within the community.  At the site level, each site has a Site Council that is part of the decision body and a Parent Club that is focused on building the culture and community of the school. There is a Parent/Community Council and Employee Council at the district level that meets monthly with the Superintendent.  Each year our secondary counselors meet with students and their families to review the student's academic plans. At the high school, intervention courses have been put in place to support all learners. This includes students who are failing to meet the requirements for sports. When a student is put on academic probation, a meeting is held with the intervention teacher, content teachers, and families.	After the Camp Fire and COVID, PUSD experienced a decline in parent involvement on Site Councils, Community Councils, and other parent groups.  What we have seen is additional work with community members.  For example, a District wide job expo, participation in the Youth Vocational Committee, and the Youth Resource Alliance .    The development of our Social Justice Committee has proven to be a positive venue to build relationships with students and families.	Two years ago PUSD developed the Social Justice Committee .  This was in response to a letter sent from seven of our underrepresented families.  The content around the letter was regarding social injustices and systemic racism.  This committee includes students, staff, parents, and community members and focuses on equity and improving relationships with all groups of students.  Approximately 74 percent of our students are identified as socio-economically disadvantaged.   This is a large group that we have focused on drawing closer.  In an attempt to draw them into school, sites have been creating additional family nights.  Some of these events include ice cream with the principal, holding barbecues on Back to School Nights and other special events.    PUSD has a strong Student Services Department.  Additional personnel was added to this department this year to assist in reaching out to underrepresented families.  This person is also fluent in Spanish.	Due to the Camp Fire PUSD has been in a rebuilding phase.  This has included a new Continuation high school, a new 31,000 square foot building at the high school (19 classrooms), modernizing four science classrooms and the library at the high school, and the modernization of all of our elementary schools.  While construction provides nice facilities we understand that the most important thing in a school is the relationships and instruction that takes place within the walls of the community.  Our construction has given us multiple opportunities to build relationships, gather input and create partnerships.   In the fall of 2023 PHS surveyed students to determine what elective courses would be of interest to the students.  The students indicated that Health Care/First Responder, Ag/Construction, Culinary Arts, Engineering, Law and VAPA were their interest.  The top three were Health Care/First Responder, Ag/Construction, and Culinary Arts.  As a result of this survey PUSD is developing programs.	PUSD has worked with multiple local agencies to gather input and improve students outcomes.  Some of these agencies include North Valley Contractors Exchange, The Town of Paradise, Rotary, Parks and Rec, and multiple others.  What is evident is that our community is in need of a skilled workforce.  This will be a driving force as we rebuild our programs and create our vision for the high school.    PUSD is currently working with the Town of Paradise on a grant.  If the grant is received it would fund a new CTE building focused on the trades.  The plan is that this would be a community training center in the evening and student training center in the day.	The Social Justice Committee will continue to be a driving force in gathering input for student outcomes.  Local issues are brought to the table during the monthly meetings and resolution is sought.  This also is a great opportunity for staff to learn about cultures and families.  The purpose of this committee it not just limited to issues, but also is a great opportunity to seek input from unrepresented families.  This past year PUSD has added a position that works within our Student Services Department.  This positions focuses on many things and one of those being attendance.  When students are identified as chronically absent a plan is developed and often home visits are part of this plan.  This person acts as a liaison between the school district for these families that often represent the economically disadvantaged group.  While not part of the original position, this person supports our EL students.	The following data is in response to a District wide survey: For the 2022-2023 school year, 84.8% of parents have a parent portal, which is the same as last year.  Seventy-two percent of the parents who responded stated they strongly agree or agree their child’s school actively seeks their input into decisions related to their child’s education (78% last year)  We have had some decrease in the percentage of parents who feel they have opportunities for input however, we continue to have 72% who feel they have input.	Last year we decreased the amount of surveys to parents due to what we heard regarding survey fatigue.  However, this may need revisited.   This year we also plan to have a couple of town hall style meetings to gather input on priorities for the master plan.  Included in these meetings will be an opportunity to provide input regarding how to address our overcrowding problem at our elementary schools.   We also plan to bolster our site councils and superintendent council meeting by increasing the number of participants.  PUSD also has increased partnerships with local groups.  Some of these groups include North Valley Contractors Exchange, Paradise Parks and Rec, Town of Paradise, and Rotary.	As previously mentioned, PUSD has developed a Social Justice Committee.  The Social Justice Committee meets monthly and is includes parents, students, community members, and staff.  The purpose of this committee is to improve equity and access.  It also gives underrepresented group an opportunity to give input on programs, strategies, and needs.  Twenty-three percent of our student population has an IEP.  Our Student Services department does an incredible job engaging with these families.  We will also work to engage and invite these families to be part of our current decision making bodies, Site Council and Superintendent's Council.	3	4	3	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
04615310110338	Achieve Charter School of Paradise Inc.	3	Achieve has a number of systems in place to build relationships with families to improve student success, including Personalized Learning Plan development and review meetings with the parents, students and teachers 3 times a year, weekly classroom communication, parent volunteer opportunities and parent leadership roles. Parents participate in our Parent Advisory Council and have designated positions on our board of directors. Achieve hosts at least 3 school-wide evening family events and invites families to participate in school events.	In an effort to engage our Spanish-speaking community, this year we are holding monthly parent meetings in Spanish and have appointed a bilingual parent to the board of directors.	Achieve Charter Schools was accepted this year into Cohort IV of the Community Engagement Initiative through the CCEE and Department of Education to improve community engagement. Over the next two years our team will work with other teams across the state to identify how to engage all families, especially those underrepresented at our schools, and create and implement an action plan. We are also hiring and training bilingual staff in translation and interpretation.	Improving student outcomes is embedded in our systems for building partnerships with families. Families assist in setting trimester academic and social/emotional goals for students and participate in data analysis, progress monitoring and help determine interventions, accommodations or supports needed for students to achieve goals. Over the last 5 years we have had significant student turnover and welcomed many new students as a result of families moving out of the area after the Paradise Camp Fire. In past years, relationships have been strong and long-lasting at Achieve. The past few years have required staff to dedicate significantly more time than in the past to developing relationships with new families, to build trust and get families bought into our personalized learning plan process. We are seeing growth in the participation of families.	This year, Achieve Charter School has a focus on increasing community partnerships to support academic and career exploration and create connections in the community for our students through service projects. In addition, Achieve was accepted into Cohort IV of the Community Engagement Initiative through the CCEE and Department of Education to improve community engagement. Over the next two years, our team of educators, parents, and community members will work with other teams across the state to identify how to engage our community partners and create and implement an action plan.	Over the next two years, our team of educators, parents, and community members will work with other teams across the state to identify how to engage our community partners and create and implement an action plan.  We are also holding parent meetings in Spanish and have hired bilingual staff.	Achieve has a 100% participation rate, with parents engaging in the personalized learning plan process 3 times a year to review data and set goals. Achieve also has monthly Parent Advisory Committee meetings in English and Spanish to provide parents and educational partners the opportunity to give feedback, provide input, and make decisions on programs and policies. Achieve’s Board of Directors holds monthly meetings that are open to the public and ensures members from the community and parents serve as board members. The Achieve Board encourages parents and communit members to attend these meetings and provide input and public comment. In addition, our Board Members rotate attending monthly parent meetings.	Achieve’s focus for improving seeking input for decision-making is to ensure our Parent Advisory Councils and Board of Directors are made up of community members and parents with different backgrounds, cultures, ideas, and experiences.	Achieve is personally reaching out to families and community members representing  different backgrounds, cultures, ideas, and experiences to participate in our Parent Advisory Councils and Board of Directors meetings.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
04615316112585	HomeTech Charter	3	Parents responded positively on multiple questions about creating environments that are welcoming and helpful.   The parent survey reported agreement with the following statements: HomeTech promotes academic success for all students:     100% HomeTech’s teachers are available to help students:    95%	HomeTech will continue to develop in-person outreach opportunities for parents.	HomeTech staff prides themselves on creating a learning environment that represents a 'home away from home'.  Staff will continue to identify need and implement strategies that demonstrate how the school values individual and family needs.	Parents responded positively about HomeTech’s performance in keeping parents informed.   HomeTech communicates well with me about school activities, important dates, etc. 95% HomeTech promotes academic success for all students. 96%	HomeTech will continue to develop and refine methods to keep parents informed.	HomeTech actively recruits families that mirror the demographic population served.  For example, this year's WASC Full-Study and LCAP partner meeting where attended by any family that wished to participate, but also those actively recruited to participate as representatives of the demographic population.	Post Camp Fire and COVID restrictions, HomeTech has not had formal advisory groups.    Most parent feedback is in one-on-one discussions with parents and staff.	Starting a parent advisory group will be an area of focus in 23-24.	The school will actively recruit families that represent the demographic population served. The Chair/Vice Chair of the Charter Advisory Council will support families with active engagement.	5	5	5	5	4	5	5	5	4	4	4	3	Met		22JUN2023	2023
04615316112999	Paradise Charter Middle	3	A key component of the PCMS charter mission is partnering with parents in their child(ren)'s education to develop a culture that emphasizes character development and provides opportunities to succeed and enhance the greater community.  Strengths identified in 2023 include building trusting relationships, creating a welcoming environment, and engaging in two-way communication. PCMS strives to strengthen relationships with and elicit feedback from families through a process of surveys and personal interviews with site administration.  PCMS also consistently uses the Remind app to allow for two-way communication and sends out a monthly newsletter to families to provide school updates. Future newsletter editions will include strategies for parents to support their student's academic and social-emotional needs. PCMS hosts a community event each spring and invites currently enrolled and newly enrolling families for a BBQ dinner that will include a new family orientation. This event provides opportunities for new families to hear the vision/mission of the school and learn about opportunities to be actively involved in the decision-making process.	PCMS has room to improve in all areas of building relationships with families, however, the area that most needs to be addressed continues to be increasing communication directly between teachers and parents. PCMS is developing a more robust Parent Advisory Committee to head this work and is dedicating a portion of the new school leader's time to addressing family engagement and chronic absenteeism.	PCMS added a self-identification question to the spring survey so data could be disaggregated by student group.  All families meet with the executive director, annually to further explore needs.   PCMS is actively working to ensure enrollment demographics match Paradise Unified.  Low-income families are also supported by receiving priority for admission to the after-school program. Hotspots are distributed as a priority for low-income families so learning can continue in the home.	An area of strength is supporting families with information and resources that support learning and development at home. Teachers post information on the school website and use Google Classroom to support off-site learning.	Areas for improvement include implementing policies, procedures, and/or programs in which teachers and families will meet to discuss student progress and ways to work together to support improved student outcomes.  PCMS also needs to strengthen the school program by supporting families' understanding of their legal rights and ways they might advocate for their own students and all students. PCMS uses a monthly newsletter to provide relevant information to parents and family members.	As stated in item 3 above, PCMS has implemented a self-identification question in the annual parent survey so data can be disaggregated and needs can be addressed.  In addition, site administration is meeting with individual families to elicit feedback.  Questions that guide these conversations are being reviewed and revised to address these specific requirements and shape the school culture/programs to better address the needs of families.	PCMS supports parent decision-making with a monthly PLC and with the implementation of the new family orientation. Again, parents will be invited to participate in the PLC and other onsite opportunities with the support of site administration. In spring 2022, PCMS revised and rolled out an annual spring survey to elicit specific feedback for LCAP development.	The LEA will continue to focus on improving outcomes with a new family orientation and 1:1 interview, as described in previous sections.	PCMS will continue to ask families to self-identify to better document trends and needs to be addressed during LCAP development.	3	3	2	3	2	3	1	1	2	1	2	3	Met		16MAY2023	2023
04615316113765	Children's Community Charter	3	Children's Community Charter School (CCCS) is small rural school in Paradise California with a population of different cultural backgrounds. Through the input of Charter Advisory Committee parent groups, CCCS parent/guardians have the opportunity to provide regular input of district decisions. LCAP funds have been earmarked for these efforts in order to fully support the work we are doing to improve school climate, create inclusive schools for diverse families, and to foster healthy relationships with students, staff, families and the community. Examples from the 2022-2023 school year: Expansion of Positive Behavioral Interventions and Supports (PBIS) system PD for staff on adult Social Emotional Learning PD for staff on culturally responsive teaching PD for staff on school climate PD for staff on student Social Emotional Learning In surveys and input-gathering sessions with the community, one area of improvement is having more whole school events now that COVID restrictions have been lifted.	LCAP funds are used to provide counseling services for at-promise students across all grade levels. Focusing on mental wellness is a priority for Children's Community Charter School (CCCS). Providing professional development in mental wellness and a positive school culture stays on the forefront as a priority. LCAP actions to continue to fund a counselor and training for mental wellness are based on input from families and data from the PBIS Tiered system. Staff work with families to support students with disabilities (SWDs), students who need trauma-informed strategies, students who show challenging behavior and need extra intervention, as well as children who need extra support in academics. Supporting students during times of crisis will help to ensure that all students will leave CCCS ready for success in college or a career because they will have had access to academic achievement throughout their years in school. The decision to use the funds for a counselor was based primarily on the input from multiple parents and student input sessions and surveys. A strength of CCCS is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently provided. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the CCCS website. Parents of Students with Disabilities (SWD) and English Learners (ELs) are given regular notices of their legal rights. Finally, there are multiple avenues for families to connect with the CCCS staff and provide input and feedback which helps to drive the decisions on how the school is run. For example, families take climate surveys, participate in parent/teacher conferences, attend Charter Advisory Committee meetings, attend monthly open school board meetings, have access to staff and administration before and after school, and are able to connect via in person, Facebook, telephone, and or email.	Children's Community Charter School (CCCS) promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings. CCCS uses multiple strategies to engage in the development of the 2023-24 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, and determine priorities on how to use supplemental funds using the California State Dashboard data. An important component of the LCAP is the inclusion of staffing to facilitate parent engagement. These staff members work on parent engagement, outreach, and translation of district materials. These staff members work with any family in need and provide outreach to student group members with performance gaps, as well as our other at-promise students.	CCCSs current strengths in the area of building partnerships for students outcomes lies with supporting teachers and administration to improve the school's capacity to partner with families. In order to be strong in this area, staff needs to participate in training and implementation of a strong school system in all areas. The Children's Community Charter School staff participates in training such as: Butte County Office of Education - partnerships in mental wellness, SARB, LCAP support, Safe Return to School support, etc. Attends conferences such as the Small School District Association annual conference Implements school wide research based programs such as PBIS (Positive Behavior Intervention and Supports) Implements improving school climate by going to climate conferences Partners with Butte County Office of Education in implementing PBIS Strong connection and leadership from the CCCS School Board Participating in Social Emotional Learning to enhance balancing mental awareness for staff and students Through networking, connection, and training - the staff at CCCS implements a system that supports student outcome. The school is always in a continuous cycle of inquiry by looking a data and making data driven decisions.	Children's Community Charter School is in the Tier 2 stage of PBIS implementation. Staff will continue to attend the PBIS annual conference as well as continue to work with Butte County Office of Education in order to enhance our PBIS system and check for fidelity. Educating the whole staff on the PBIS system takes time and professional development and training. The staff will continue to implement a PBIS Tier 2 system while shoring up the PBIS Tier 1 system. Another area of focus will be implementing a Multitiered System of Support (MTSS). By learning how to integrate all of our systems into one cohesive and aligned system - Children's Community Charter School will be able to support student outcomes more seamlessly.	CCCS continues to look at data on how to improve engagement with underrepresented families. As mentioned before, CCCS promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings. Parents/guardians have regular opportunities to share input/feedback through surveys, parent/teacher conferences, Charter Advisory Committee meetings, and open school board meetings.	Children's Community Charter School is strong in gathering input from educational partners. Four times a year, the Charter Advisory Committee meets to look at school data (attendance, discipline, climate survey data, academics, etc.) in order to provide input on how to improve. The school responds by implementing suggestions. The Children's Community Charter School (CCCS) staff meets once a week on early release Fridays to participate in collaboration and/or professional development. Once a month the CCCS educational partners are invited to participate in open school board meetings. Educational partners are encouraged to provide input and feedback and help to increase student outcomes on a regular bases via in person meetings and/or electronic surveys. The CCCS student leadership offers input throughout the year and is a very important part of the educational program and implementation.	Children's Community Charter School provides many opportunities throughout the year to collect partner input. An area to improve would be a whole school analysis survey on the implementation of the LCAP goals and actions. Focus groups of Charter Advisory Committee, staff members, upper grade students, and board members provide input on the implementation of the LCAP goals and actions. It would behoove CCCS to take a pulse from the whole school at large. A second electronic survey will go out in April to collect data on the implementation of the LCAP goals and actions.	Underrepresented families will be sought after for input by personal phone calls and/or personal invitations to participate along with emails, Facebook notices, paper notices, our website, and weekly phone calls.	5	5	5	4	5	5	4	4	5	4	4	4	Met		07JUN2023	2023
04615490000000	Thermalito Union Elementary	3	Thermalito chose to survey parents during parent conference days in order to access a majority of parents and guardians, including families of unduplicated students, families of individuals with exceptional needs as well as families of English Learners, Homeless/Foster Youth, and underrepresented students. Families could access the survey in multiple ways along with help from interpreters if needed.    Strengths: The number of parents completing our Thermalito Parent Input Survey nearly doubled from 217 to 394 with overall 85% of our parents, indicating they agreed or strongly agreed that schools maintain a positive school climate, sense of safety, and school connectedness. Overall 87% of our parents who responded, indicated they agreed or strongly agreed that they felt welcome and encouraged to participate in schools and programs. Focus areas for improvement is encouraging more parents and guardians to attend school function throughout the school year, as well as offer parent resource and fun nights.	Thermalito utilizes the Family Engagement Framework to provide professional learning and support to teachers and principals to improve a school's capacity to partner with and improve the engagement of underrepresented families.  Annually, all school sites collaborate, review and update the following policies with parents: Parent and Family Engagement Policy, Parent-School Compact, Parent Handbook, and Single Plan for Student Success.	Thermalito school district is making progress in building the capacity of principals and staff to effectively engage families including underrepresented families. Families are invited and encouraged to join advisory groups and decision-making bodies through school site councils, English learner advisory committees, and Local Control Accountability Plan educational partner involvement.   Areas for improvement are to increase parent involvement attending all district and site educational partner meetings.	Thermalito chose to survey parents during parent conference days in order to access a majority of parents and guardians, including families of unduplicated students, families of individuals with exceptional needs as well as families of English Learners, Homeless/Foster Youth, and underrepresented students. Families could access the survey in multiple ways along with help from interpreters if needed.    Strengths: Overall 85% of our parents who responded to the Thermalito Parent Input Survey, indicated they agreed or strongly agreed that schools maintain a positive school climate, sense of safety, and school connectedness. Overall 87% of our parents who responded to the Thermalito Parent Input Survey, indicated they agreed or strongly agreed that they felt welcome and encouraged to participate in schools and programs. Focus areas for improvement are encouraging more parents and guardians to attend school functions and complete feedback surveys.	Thermalito utilizes the Family Engagement Framework to provide professional learning and support to teachers and principals to improve a school's capacity to partner with and improve the engagement of underrepresented families.  Annually, all school sites collaborate, review and update the following policies with parents: Parent and Family Engagement Policy, Parent-School Compact, Parent Handbook, and Single Plan for Student Success.	Thermalito school district is making progress in building the capacity of principals and staff to effectively engage families including underrepresented families. Families are invited and encouraged to join advisory groups and decision-making bodies through school site councils, English learner advisory committees, and Local Control Accountability Plan educational partner involvement.  Areas for improvement are: increase parent involvement for completing input/feedback surveys and consistency in attending all district and site educational partner meetings.	Thermalito UESD seeks educational partner input through local data analysis and annual updating of the Parent and Family Engagement Policy in the following meetings: school site councils, English learner advisory committees, and Local Control Accountability Plan.	Thermalito UESD is working on seeking a wider variety of educational partners to attend meetings and give input.  Sometimes it is the same parents attending multiple meetings.	Thermalito school district is making progress in building the capacity of principals and staff to effectively engage families including underrepresented families. Families are invited and encouraged to join advisory groups and decision-making bodies through school site councils, English learner advisory committees, and Local Control Accountability Plan educational partner involvement.  Areas for improvement are: increase parent involvement in completing input/feedback surveys and consistency in attending all district and site educational partner meetings.	4	4	3	4	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
04733790000000	Pioneer Union Elementary	3	PUESD went through the catastrophic North Complex Fire in September 2020. After surviving such an event a community comes together and hangs on for dear life. The school is the glue that is holding our community together and will continue to do so after we rebuild. Our school supports our families to receive services for their basic needs. Many of our families still live in trailers and live paycheck to paycheck. We support their children with extended after school care to get their homework completed, additional academic support and to have fun with their friends. All students are offered transportation to and from school daily. Some students are a door to door pick up based on family need. When we want parents to come to school events we feed them and give them a gas card to make sure they can make it! We have a very active Parent Advisory Committee comprised of school staff, students, and parents. They oversee all the extra fun school activities that happen all year long.	Due to our catastrophic fire, families loss of a permanent home and issues related to weather our Chronic Absentee numbers have risen. Our focus area is, and will continue to be Chronic Absenteeism.  We have a reward system for students who attend each day in a week. They really like it and really want to be at school. We call on every unconfirmed absence, we send out auto-dialers, texts, and emails about upcoming events to increase participation.	We communicate with all our families and will continue to keep all our current strategies. We are hoping that when we move back to our school site at the end of the year our  chronic absenteeism will go down	Over the past few years we have really been focusing on data informed decision making for our students. We use programs that give us real time data for intervention and support and one to one supports. In addition we acknowledge the trauma that our students have experienced and we are focused on building our mental health supports through grants and county support.	In our continuum of data informed decision making our next step is building the capacity of the student to play an active role in their education. This will be accomplished by regular goal setting meetings where students set academic goals for ELA and Math. Students will monitor their own progress toward the goal and will adjust their strategy based on their data.	PUESD will continue to implement our targeted outreach initiatives, including culturally responsive communication and inclusive community events, to foster stronger communication. We are including more input opportunities from our families at school events targeting one area at a time to receive more detailed responses on how the LEA is doing from the parents/community viewpoint.	Through a comprehensive analysis of educational partner input and local data, PUESD has identified the current strengths and progress in seeking input for decision-making. The LEA has excelled in creating an inclusive environment where stakeholders feel valued and their voices are heard. By establishing effective communication channels and platforms for feedback, the LEA has fostered active participation and collaboration. Additionally, the LEA's commitment to data-informed decision -making has led to targeted interventions and improved outcomes. Building upon these strengths, the LEA aims to further enhance the practices to ensure continued success in seeking input and making informed decisions for the benefit of all stakeholders involved.	PUESD has identified specific focus areas for improvement in seeking input for decision -making. These areas include enhancing opportunities for diverse stakeholder engagement, streamlining feedback collection processes, and strengthening mechanisms for meaningful participation. The LEA aims to promote greater transparency, responsiveness, and inclusivity in decision-making precesses. By addressing these focus areas, the LEA seeks to foster a culture a collaboration and ensure that diverse perspectives are considered in shaping decisions that impact the educational community.	PUESD has developed strategies to improve the engagement of underrepresented families in seeking input for decision-making. The LEA plans to implement targeted outreach efforts, including culturally sensitive communication and inclusive platforms, to actively involve underrepresented families. They will establish support structures to address barriers, such as language assistance programs and accessible meeting formats. By proactively engaging underrepresented families, the LEA aims to ensure their voices are heard and their perspectives are incorporated into decision-making processes, fostering a more inclusive and equitable educational community.	5	5	5	5	5	5	5	5	4	4	4	4	Met		21JUN2023	2023
04755070000000	Gridley Unified	3	This year's self increased slightly in rating progress to creating welcome environments and in providing two-way opportunities to interact. This rating increased as a result of the increased parent participation seen at schoolwide evening events conducted at the elementary level. Whereas last year, attendance was measured in single digits for several events, attendance was regularly 100 or more for all events this year. Even at the historically low turnout district-sponsored parent meetings at which some last year had zero attendance, there were multiple parent attendees at all of the parent events this year. The rating for the progress in 2-way communication was improved given the rollout of ParentSquare this year which added more two-way communication tools both from office staff and administrators and from parents to teachers and back, including live text message translations when needed. The staff rating remains lower however as staff consistently self-report an overall lack of interest in receiving professional development in school to home communication or culturally responsive pedagogy, and administration has not chosen to prioritize this as a need at this time.	Given the continuously lower rating of staff to culturally responsive approaches, this is an area that may be considered in the future, but likely will be a future goal as there has been identified more important priority around reinvigorating professional learning communities and coaching around many new curricular adoptions. The focus for next year will thus be to strengthen parent opportunities through more frequent parent engagement chances, increased use of ParentSquare, and training of parents about using ParentSquare and the GoGuardian application.	A completely bilingual instructional coach has been tasked with leading outreach to English Learner families in the community, and the administrative team will investigate at their summer retreat ideas and commitments to increase the involvement of underrepresented groups such as EL parents students in poverty, and special education.	Ratings this year are stagnant from last year. Struggles continue in staffing the programs that are already in place, such as not being able to staff the bilingual parent liaison position for over half the year, then the resignation of the person who was hired before the year was out. A similar issue struck the Social Worker position as well, and that position went unstaffed for the second half of the year. The LEA did spend considerable resources on the PIQE program (thus maintaining the 3 rating) to offer a multiweek parent enagement opportunity for both elementary and secondary levels, with perhaps 25-30 families districtwide participating regularly even though offered in English and Spanish. Staff continue to meet explicit contractual obligations to meet with parents through student conferences, though staff were limited in turning out for the additional events planned for occasional evenings other than a few diehard staff who consistently assisted in staffing the events.  The district has not provided professional learning and support to teachers per se on improving capacity to work with families, and this is an area of continued growth. Resources have been provided however that enable teachers with initiative to conduct outreach and receive response through ParentSquare, and the ability to add Guardian accounts to Google Classroom. Legal rights notifications remain at the minimal compliance level in the LEA with no particular supports provided to families in order to help them better understand and exercise those rights aside from the parents who chose to take part in PIQE in the fall. A high point though this year was that this was the first full year of ONLY using the built-in Aeries online enrollment and data updating tools, that forces families into providing email and other contact information when registering their children, which in turn allows the ParentSquare tool to maintain contactability to 99% of district families on a consistent basis, with that last handful of families being ones with issues in their data. As they are fixed, they tend to get replaced with new families until their data is corrected, creating only a few days a year where ParentSquare reports 100% contactability of our families.	Increasing two way communication and parent understanding of use in ParentSquare is the primary target area in the coming year, as is attracting and holding onto Social Worker and Parent Liaison candidates.	Partnerships require trust, and has been stated previously by some of the parents attending meetings who are fromour most underrepresented group - parents of EL students - they like to interact with a face they consider familiar. Thus, the hiring of a local longtime bilingual resident to serve as parent support specialist and have her leverage that connection to the community and organically pull those parents in is going to be crucial. The securing of a bilingual instructional coach who also understands that demographic has also been a tremendous asset due to her passion for that aspect of her job, and she will be available to support candidates for the parent liaison position and provide more focused training to them so they feel more supported.	Rating this year was increased to level 3 in several indicators. Providing the PIQE opportunity in the fall increased awareness of educational partnership in those parents who participated, ParentSquare has shown growth in its use for two way communication, and made it much easier to seek and receive parental input due to its mobile-device friendly nature. The increase in parent-attended meetings and events at the elementary level also shows progress in bringing families to campus more often than just moring dropoff and afternoon pickup. This was evident too this year in parent participation in the annual Healthy Kids survey, where parental input tripled at some schools due to the outreach efforts - this was the highest year in recent memory for parental input.	Although principals continued to host their Site Councils, recruiting participants continues to be a challenge with some sites barely having enough parents volunteer to make the required quorum. This also affects the district level committees such as the Parent Advisory Committee for the LCAP design, and the ELAC and DELAC committee In the coming school year, there will be an attempt to much earlier in the year develop standing committees that meet regularly to discuss site and district issues and gather input, report out, and so forth District leadership has already begun making community contacts to put the word out there that GUSD does welcome community member interest in the schools and their operation. This year's attempt at standing committees showed some consistent attendees, but nowhere near the level of consistency in the monthly meetings to constitute a healthy standing committee. Continued telecast of school board meetings opened up another avenue for the interested within the community to at least tune in live to the board meetings and see what is happening in the district and provide input during the public comments period, though participation by the community at large in the telecast versions has been even lower than last year. Thus, the upcoming focus will be greater use of ParentSquare to provide regular messaging to parents at least monthly, greater use of the marquees at each school, and even seeking an opportunity to publicize the many chances familes have through the local newspaper.	Personal contacts and phone banks, using the more robust filtering features of the ParentSquare communication system will be used to target as individuals with personal invitations members of the underrepresented communities.	2	3	2	3	2	3	2	2	2	3	3	3	Met		28JUN2023	2023
05100580000000	Calaveras County Office of Education	3	Communication is a strength for CRA and Oakendell. Individual communication between parents, service providers, if appropriate, and staff takes place on a regular basis using a variety of platforms including text, email, in-person and phone calls. Communication takes place with foster youth liaisons, Calaveras Health and Human Services, Probation and staff as well. There are very few EL students, but translation services are available as needed for parents. Many of the students are socioeconomically disadvantaged so all communication processes improve services for this student group. A variety of community resources and referrals are shared with families. These services can be coordinated through the Family Engagement Liaison at Calaveras River Academy. The Community Advisory Committee through the Special Education Local Plan Area is active, and every parent is advised of these gatherings at student IEP meetings.	The LEA’s focus in improvement in building relationships between school staff and families is in the area of providing needed support services to students and families in addition to maintaining a welcoming environment where families feel a sense of care and belonging when on-campus or in digital communication with staff.	The LEA will improve engagement of underrepresented families by using multiple methods of communication, through partnerships with community agencies, and by inviting parents to provide input and attend on-campus activities.	Partnerships with families and students are developed on an individualized basis, due to the fact that students are referred for a variety of reasons with different needs. The increased frequency of communication between school staff and families that become necessary during the pandemic has remained. Partnerships with referring schools of residence continue to be successful. All parties are involved in the process of developing a ‘return path and warm hand off’ for students in order to have them go back to their comprehensive school.	The LEA’s focus area is increasing communication about student learning and inviting families into conversations related to student learning and transitions planning for college/career.	The LEA will improve engagement by increasing communication and opportunities for on-campus and digital engagement on topics related to student learning, wellness and transition planning.	Due to the nature of alternative education, it can be challenging to engage parents. Students are often placed in the program due to negative circumstances and relationships with ‘school’ are already strained. Students do not remain in the program for extended periods of time, which can make creating relationships with families difficult. Families at the Oakendell campus have accessibility based on court orders. Staff continue to engage with underrepresented families through a variety of opportunities to participate and one to one outreach.	A focus area for the LEA will be to reach out with personal contact to families that do not regularly engage with school staff.	The LEA’s focus area of increasing personal outreach to families that do not regularly engage with school staff will improve engagement of underrepresented families.	5	4	5	4	4	4	4	4	3	2	3	3	Met		26JUN2023	2023
05100580530154	Mountain Oaks	3	Mountain Oak’s student-centered approach and respect for individual differences and needs are exemplified in the personalized learning plan, the focus on the student as a whole person, and the atmosphere of trust and respect in the school community.	Analysis of student achievement data and feedback from all stakeholders shows that Mountain Oaks' student-centered approach and respect for individual differences and needs are exemplified in the personalized learning plan, the focus on the student as a whole person, and the atmosphere of trust and respect in the school community. The school identified the need to continue to improve fostering of Mountain Oaks' strong tradition of highly individualized learning with the expectations and requirements of State Standards in order to maximize student achievement. Also, the independent study model and rural demographic area historically lead to low student participation in curricular and co-curricular activities. The school will need to focus specifically on increasing student involvement. Finally, there is an identified need to prioritize expanding social-emotional learning opportunities beyond the counseling service that is already available for all students.	The school will partner with the County Office of Education and Sierra Child and Family Services to establish a wellness center to support families and connect them with community resources. The school will provide extra and co-curricular activities in order to expand students' view of the world with an emphasis on multicultural activities utilizing project-based learning opportunities including special events, workshops, field trips, student clubs, and special projects. The school will develop and implement a parent support program to increase parent and student familiarity with curriculum selection, state standards alignment, the benefits of standardized testing, and the effectiveness of utilizing online instruction and virtual classroom options. Educational opportunities will be made available through special events, teacher meetings, and online communications.	Mountain Oak's mentor teachers develop personalized learning plans for each individual student. Diagnostic assessments allow mentor teachers and parents to address needs for remediation or acceleration in the student's learning pace. The regular meeting schedule supports the need for fine-tuning of the personalized learning plan and constant input from the parent and student regarding progress and academic rigor.	Mountain Oaks uses an effective assessment process to gather data that is used to refine students’ individual learning plans through collaboration between teachers, parents, and students. The data is also used to inform and support the Multi-Tiered System of Supports (MTSS) and Positive Behavioral Interventions and Supports (PBIS). Despite the fact that Mountain Oaks has overall consistently met its participation goals for CAASPP and other school-wide assessments, there is an identified the need to increase understanding, engagement, and acceptance of computer-adaptive and standardized testing by all stakeholders as a support for student achievement.	The school will use student data from local assessments to identify students in need of additional support and facilitate placement into the Multi-Tier System of Support and track progress through the tiers. Support will be provided through one-on-one counseling and goalsetting provided by teachers, synchronous, small-group instruction that is targeted to identified student needs, and/or one on one instruction through individual sessions.	Mountain Oaks seeks input for decision-making through the Parent Teacher Organization, the Program Committee, curriculum advisory teams, Annual Surveys, and the LCAP planning and charter renewal process. Each year, the parents, students, and staff are surveyed to determine the upcoming year’s priorities and assess the current program priorities.	There is an identified need to increase student voice in the school's decision-making processes by providing opportunities for participation in annual surveys, committees, and the Annual Business Meeting.	The school will increase communication with all stakeholders and expand communication platforms in order to further involve parents and families in the school by utilizing digital communication platforms, special events, annual surveys, and teacher meetings.	4	4	5	4	5	4	5	5	4	4	4	5	Met		21JUN2023	2023
05615560000000	Bret Harte Union High	3	The District continues to provide access to information in a variety of formats. We encourage our staff to communicate with parents/guardians via email, telephone, and use of the student portal. The District hosts multiple advisory committees, such as the Discipline Committee, Safety Committee, and the Curriculum Committee, to provide students and parents opportunities to provide opportunities for community engagement, as well as provide valuable input for district decision making. The District accepts the responsibility of ensuring all parents understand their rights and appropriate ways to advocate for their student. The District will schedule meetings, both virtually and in-person, with underrepresented populations to develop focus groups that provide a voice in District decision-making.	All stakeholders are encouraged to participate as members of district-wide committees. Staff members reach out and encourage members of the underrepresented families to participate and will provide translation services when necessary. District-wide committees will begin to be held both virtually and in-person, as well as be recorded, to allow all community members easier access to the meetings and opportunities to participate. The District will schedule meetings with underrepresented populations to develop focus groups that provide a voice in District decision making. The District will survey parents to determine alternate times to meet.	The District continues to solicit input from all stakeholders in a collaborative manner. Our focus is to place families and students first. The District will schedule meetings with underrepresented populations to develop focus groups that provide a voice in District decision making.	All stakeholders are encouraged to participate as members of district-wide committees. Staff members reach out and encourage members of the underrepresented families to participate and will provide translation services when necessary. District-wide committees will begin to be held both virtually and in-person, as well as be recorded, to allow all community members easier access to the meetings and opportunities to participate. The District will schedule meetings with underrepresented populations to develop focus groups that provide a voice in District decision-making. The District will survey parents to determine alternate times to meet.	See above	See above	All stakeholders are encouraged to participate as members of district-wide committees. Staff members reach out and encourage members of the underrepresented families to participate and will provide translation services when necessary. District-wide committees will begin to be held both virtually and in-person, as well as be recorded, to allow all community members easier access to the meetings and opportunities to participate. The District will schedule meetings with underrepresented populations to develop focus groups that provide a voice in District decision making. The District will survey parents to determine alternate times to meet.	See above	See above	5	5	5	5	5	5	5	5	5	5	5	5	Met		19JUN2023	2023
05615640000000	Calaveras Unified	3	CUSD focuses on building relationships with transparency that builds trust.  CUSD provides families with multiple opportunities for input, including surveys and meetings.  School based opportunities for parental involvement, including traditional events such as Back to School Night, parent teacher conferences & Open House, but also unique opportunities, such as school reading nights, math nights or other fun events.	In addition to focusing on the importance of the parent-teacher relationship in supporting students, CUSD continues to focus on gathering as much parent input as possible.	As the number of languages in the district grows, we do not always have a staff member with the necessary language fluency to interpret for parent meetings.  CUSD will explore establishing an interpretation service to support non-English speaking parents.	CUSD provides multiple opportunities for parents to provide input to school district decision making across a variety of formats. These include multiple online surveys, in addition to meetings, both in person and virtually on Facebook Live, Zoom & Google Meet.	CUSD continues to focus on informing parents and other community members about challenges and opportunities the district faces.	As the number of languages in the district grows, we do not always have a staff member with the necessary language fluency to interpret for parent meetings.  CUSD will explore establishing an interpretation service to support non-English speaking parents.	At the district level, in addition to public meetings of the governing board, parents are invited to attend and participate in the District English Learner Advisory Committee.  CUSD provides multiple opportunities for parents to provide input to school district decision making across a variety of formats. These include multiple online surveys, in addition to meetings, both in person and virtually on Facebook Live, Zoom & Google Meet.  At the school site level, School Site Councils, English Learner Advisory Committees and Parent Teacher Organizations all provide opportunities and structures for parents to provide input on school governance.	CUSD is always focusing on improving the efficiency and effectiveness of its efforts to gather parent and community input.	District administration is working with school site administration to ensure that School Site Councils and English Learner Advisory Committees are formed and function within state guidelines.	4	4	3	4	3	4	4	4	4	4	3	3	Met		27JUN2023	2023
05615720000000	Mark Twain Union Elementary	3	MTUESD is making progress in providing opportunities for educational partners to provide input.  The District hosts Back to School Night and parent teacher conferences at both sites, as well as a host of other family events.  Each site has an active parent club and a school site council.  Mark Twain Elementary hosts the District's ELAC committee.	MTUESD is always looking for additional ways to allow educational partners opportunities to provide input.  In the coming year, the District will offer meetings at times convenient for families to attend and continue to seek feedback on the time and date that meetings are scheduled.	MTUESD will seek to offer more opportunities for educational partners to provide input, including Town Hall meetings, LCAP input sessions, Parent Advisory Committee meetings, as well as site committee and parent club meetings.	MTUESD has worked diligently to establish partnerships for student outcomes.  Educational partners are invited to attend a variety of meetings and events throughout the school year.  Meetings are hosted at both sites as well as the District Office to reduce travel impact on families and other educational partners.	MTUESD is always looking for additional ways to allow educational partners opportunities to provide input.  In the coming year, the District will offer meetings at times convenient for families to attend and continue to seek feedback on the time and date that meetings are scheduled.	MTUESD will seek to offer more opportunities for educational partners to provide input, including Town Hall meetings, LCAP input sessions, Parent Advisory Committee meetings, as well as site committee and parent club meetings.  MTUESD will also provide translation of all written materials and interpretation of meetings and events for Spanish-speaking families in the District.	MTUESD has worked diligently to establish partnerships for student outcomes.  Educational partners are invited to attend a variety of meetings and events throughout the school year.  Meetings are hosted at both sites as well as the District Office to reduce travel impact on families and other educational partners.	MTUESD is always looking for additional ways to allow educational partners opportunities to provide input.  In the coming year, the District will offer meetings at times convenient for families to attend and continue to seek feedback on the time and date that meetings are scheduled.	MTUESD will seek to offer more opportunities for educational partners to provide input, including Town Hall meetings, LCAP input sessions, Parent Advisory Committee meetings, as well as site committee and parent club meetings.  MTUESD will also provide translation of all written materials and interpretation of meetings and events for Spanish-speaking families in the District.	3	3	4	4	3	3	4	4	4	4	4	4	Met		22JUN2023	2023
05615800000000	Vallecito Union	3	The district has ensured that families receive school and student information via multiple modes (Parent Square, email, voice messaging, texts, school sign boards, and district website.) Through these various modes of communication, a welcoming tone and wording, along with an invitation to work as partners in their child's education, is employed to help cultivate a sense of relationship and partnership between school and families.	"The LCAP features the goal of ""Community Partnership"" which includes fostering collaboration with families to engage in activities that enrich students' learning. To build relationships between school staff and families, each school actively encourages parents to attend Back to School Night, Open House, and parent conferences to interact directly with school staff that serve their children. Messaging from school to home is designed to be friendly, welcoming, and beneficial. Additionally, each school hosts a Wellness Center and/or counseling staff that offers helpful resources to families, and each school posts and distributes flyers from vetted outside agencies that support parent education and offer suggestions for enhancing family partnerships with the schools."	"For English Learner families whose home language is Spanish, translation of documents and in-person meetings is provided, and follow-up encouragement or personal contact is often helpful in creating a sense of ""welcomeness."" Parents of students receiving Special Education services are communicated with directly by Special Education case managers, and are invited to be active participants in their child's IEP.  Messaging to underrepresented families is worded and delivered in a manner designed to invite participation and engagement, and often needs follow-up reminders and messaging as well as personal contact to secure a commitment. The district is working on effective communication to educate families about the importance of regular school attendance in an effort to address chronic absenteeism and its negative impact on academic and social learning."	All means of communication/information distribution are implemented to ensure that families receive timely information about their child's school and learning, and that opportunities to engage are clearly identified. Strengths include visibility by district and school site administrators to show support for students, teachers, families and the entire teaching/learning community. The superintendent welcomes calls, messages, meetings with parents so as to build partnerships that benefit students and their learning outcomes. The district has launched a growing ELOP initiative that has begun to bring in community partners to enrich and engage students in expanded learning opportunities.	A focus area is to ensure a school climate at each site that prioritizes health and well-being not only for students and employees, but also for families, so that everyone feels safe, welcome, and able to contribute at their highest level. Stakeholder feedback indicates a need for learning activities as well as socio-emotional support, so the district is seeking to expand its ELOP offerings of afterschool enrichment and childcare.	All families receive an invitation to participate in surveys, community meetings, school site meetings, and board meetings to provide input and reflection. Staff is encouraged to reach out to these families whom they know to extend an invitation to engage in specific activities. All means of communication/information distribution are implemented to ensure that underrepresented families receive information about their child's school and learning, and that opportunities to engage are clearly identified.	Through surveys, in-person meetings (with the option to join virtually), all educational partners are invited to engage in decision-making activities in the district.  The LCAP development process includes invitation and opportunity for all community partners, staff, students, families to engage in decision-making activities.	Synergy and collaboration with community resources and local talent and expertise only serve to build capacity and maximize the teaching and learning experience for students and staff. VUSD embraces opportunities to seek input that helps extend learning. The district seeks to engage the community by hearing concerns, communicating needs, utilizing volunteers, and offering high-interest programs and services to students and families and seeks to forge partnerships and collaborate with community organizations and individuals who have related meaningful feedback to contribute.	All families will receive an invitation to participate in surveys, community meetings, school site meetings, and board meetings to provide input for decision-making. Staff is encouraged to reach out to these families whom they know to extend an invitation to engage in specific decision-making activities. All means of communication/information distribution will be implemented to ensure that underrepresented families receive information about decision-making opportunities and opportunities to engage will be clearly identified.	4	4	4	5	3	5	5	5	5	5	5	3	Met		21JUN2023	2023
06100660000000	Colusa County Office of Education	3	Administration and teacher meet with all students and families prior to school to build an Individual Learning Plan.  Consistent communication due to small school size (24 fluid students).  Teacher conference mid year and parent advisory meetings for LCAP.  Parents and students also fill out surveys.	Continue with phone calls, meetings and conferences so all are informed.	Small school size allows us to meet all family and student's needs through consistent communication.	Meetings prior to school to build each student's ILP with administration, teacher and parents/guardians.	Continue with constant communication.	Continue with constant communication with all students.	Parent advisory group meetings twice a year, ILP meetings at beginning of year, teacher conferences, surveys and phone calls.	Continue with constant communication due to small school size.	Continue with constant communication with all students due to small school size.	4	4	4	4	3	4	4	3	4	3	4	4	Met		21JUN2023	2023
06615980000000	Colusa Unified	3	Burchfield Primary School and Egling Middle School have been focused on creating an environment of collaboration with families by structuring Back to School Night in small group or individual parent meetings. Burchfield Primary School invited parents to their Back to School Night as well as their Kinder Camp Parent Information Night to assist with becoming acclimated to the primary school.  Colusa Unified School District invested in maintaining our Kinder Camp program as a District program.  Burchfield Primary School promoted their Fall Festival, Jog-a-thon, and Spring Music Performance in conjunction with their Open House.  Colusa High School held a 9th Grade Orientation, 8th Grade Parent Night, 11th Grade Parent Night all as proactive engagement opportunities prior to the start to the academic school year.  Additionally, the high school offered a Back to School Night in an interactive format.  Our Enrichment Program offered field trips to in the summer of 2023 to enhance and enrich our offerings. Each school site has focused on creating a welcoming environment that values family backgrounds. Families have expressed their pleasure with both school environment and communication. We have increased overall participation in ELAC, DELAC, School Site Council and Parent Club. We have also increased use of parent portals for grade, attendance and behavior record access. We have also increased the amount of annual parent nights.  A series of parent nights were offered focused on technology education to support our parents and their access to information shared in the electronic format.  Our District also extended English as a Second Language and Basics of Computers opportunities to our parents based on the feedback and interest expressed in our needs assessment process.	A key focus area for Colusa Unified School District is our new student enrollment process.  As this is second year for our families to experience this process, it lends itself to a wonderful opportunity to build a strong connection with our families.  The key to strong two-way communication is a process that confirms correct contact information.  Our Enrollment Confirmation is a critical step to fostering our relationships.  We have completed two years of student recognition at our board meetings.  The recognition events are highly attended by individuals honored.  CUSD plans to continue the student recognition efforts while incorporating staff voices throughout the recognition events.	In an effort to improve engagement of underrepresented families, Colusa High School went through the process of electing a CUSD student board member for the 2022-2023 academic school year.  The student board member has returned for the 2023-2024 academic school year.  The District is excited for the additional voice and input.    A counselor is dedicated to each school site in an effort to support students.  A tiered system of support is in place including efforts to support our underrepresented families. The CUSD Lead Counselor works with site counselors to collaborative support all students and process that best support particular needs.  The District has continued the increased tutoring services to bridge our achievement gaps.  Finally, the District now has a Bilingual Services Coordinator in addition to our Bilingual Liaison to further our outreach and support.	CUSD strength is our increased school to home communication in translating all documents. Parent Square has been a positive tool for communication.  We have made a commitment to post on Website, Calendars, Newsletters and flyers to be distributed before important events.  The District sends out important dates for all sites every two months to districtwide transparency.  Our dedicated parents/teacher conferences for K-5 offer a strong platform for individualized conversations. Additionally, sites offer multiple college and career nights, input and engagement nights for school priorities, educational technology nights, including community wide fall festivals, Winterfest and movie nights. Families throughout the District are engaged in evaluating our efforts to reach families and improve them annually.	The District previously placed effort in establishing a series of parent nights focused on RTI trauma informed practices to increase families access to support and strategies through the With Heart Project.  Sites are furthering that effort with mini-trainings offered by Colusa County Office of Education for the current school year.  The District will continue offering ESL classes and maintaining it as a focus area.  The District has established a series of Basics of Computers offerings for parents seeking additional support. The District has established a focus area of celebrating student growth and/or successes.  Lastly, the District has established a series of three parent nights offered by Rafael Vazquez for the current school year.	In CUSD each school site provides multiple opportunities for educational partners to participate in annual needs assessments of District programs, facilities, and course offerings. All sites organize parent meetings to ensure involvement in the educational process.  The parent night series offered to our families this year will be presented in Spanish to strengthen our offerings in the primary language of the majority of our families.	Colusa Unified School District encourages participation in the following surveys:  LCAP Survey, Healthy Kids Survey, and Employee Engagement Survey.  The input is critically valuable when implementing new decisions as well as evaluating previous decisions and/or plans to best serve our students.    Educational Partners engage in a needs assessment process based on the state priorities and our LCAP goals	Colusa Unified School District's focus in the category of seeking input for decision-making is the increase of participation of our three surveys (LCAP, Healthy Kids, Employee Engagement). The District will increase communication measures to assure survey information is easily accessible.  The District established a District survey to further capture student voice that will be administered in the fall and spring of the current school year.	The District continues to place high emphasis on providing all communication in English and Spanish for our families.  The District office will be another avenue of support should individuals need assistance accessing and/or completing the survey.  Additionally, a support individual will be provided upon request.	5	5	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
06616060000000	Maxwell Unified	3	Two-way communication between families and educators continues to be a strength and focus for the district. Based on data provided by the CAHKS and observations our familes and parents feel that the school values their imput and sees them as a valuable and important part of their child's education.	The district has purchased a new communication platform called Parent Square with the goal of streamlining all communication between school, students and parents. This will allow us to use 1 platform throughout the child's educational career at MUSD. Regular communication about student progress needs to be improved.	Virtual and in-person meetings will both be available to accommodate the needs of families. District will continue to do individual outreach to increase engagement.	The district continues to focus on student outcomes and partnering with families and stakeholders to increase the progress. Data shows, this is a strength of the district.	Professional development will continue to be offered for teachers and administrators to find ways to partner with parents.Staff will continue to share resources with familites to help them at home. The new wellness center on campus will be a valuable tool for our families.	To increase engagement of underrepresented families the district will consider offering childcare and food at parent training and workshop events.	The district continues to offer multiple opportunities for families to engage in adviosry groups on campus. In addition, surveys are sent out annually to gauge the progress and help guide the district.	The district needs to continue to do individual outreach to increase parent involvement at meetings. In addition, parents need to know how important their voice is. District constantly hears, everything is going well, so I don't need to come to a meeting. The district encourages all parents to play an active role in their child's education.	The district needs to continue to advertise meetings and events well in advance. Meetings should be scheduled with timing in mind to accommodate the working schedules of our parents.	4	3	4	4	4	3	3	4	4	3	3	3	Met		21JUN2023	2023
06616140000000	Pierce Joint Unified	3	Two-way communication between families and educators continues to be a strength within the district although there was a decrease of one on the rating scale compared to last year. Creating welcoming environments for families in the community decreased by one scale point this year.	The district will continue to use their messaging system that utilizes phone messages, emails and text messages. Parents at the middle and high school levels mentioned the need for access to teachers when their children are struggling. Adding parent conferences of some type at the middle and high school levels should be considered.	Virtual and in-person meetings will both be available as much as possible to accomodate the needs of families. Personalized outreach to unrepresented families needs to increase in order to raise engagement participation rates.	This area continues to remain a strength in the district based on survey data.	The district will continue to work with teachers and principals through professional development to find additional ways for them to partner with parents. Staff will know resources that are available to families to help them at home.	To improve engagement of underrepresented families, the district will consider having cultural events or including food to entice families to participate in opportunities that will also include resources for supporting student outcomes.	The district is showing progress in terms of providing opportunities to work together to plan, design, implement and evaluate family engagement activities at school and district levels. A decrease of one scale point was seen in the area of building the capacity of and supporting family members to effectively engage in advisory groups and decision-making and in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school.	A focus on engaging underrepresented parents will need to continue. These parents need to understand the importance of their voice. Continuing to ensure translation is available to families at school events such as Back-to-School Night is critical so that parents understand how to support their children.	Unrepresented parents need to be personally invited to participate in events and meetings. Teachers and administrators can work together in outreach efforts to increase participation from a variety of groups to be part of committees and input sessions. DELAC has been a strong group representing English Learners.	4	3	4	4	4	4	4	4	4	3	3	5	Met		20JUN2023	2023
06616220000000	Williams Unified	3	WUSD has recently purchased a communication platform (parent square) to increase and encourage 2-way communication between the school district/ sites and families. All sites have calendared  parent/ family engagement evenings to provide resources, support and relationship building opportunities throughout the year. Sites will also hold monthly opportunities for families to meet with the administrator at their student’s site in order to have informal conversations regarding site involvement, student support, as well as family support. WUSD provides translation services to increase parent and teacher  communication and involvement of English Learner parents in school activities and events	WUSD will continue to focus on creating welcoming environments for our families as well as holding parent nights at all sites to provide resources, skill set, and information needed to access their student's education as well as be an active participant in the variety of parent committees we offer.	WUSD will continue to focus on creating welcoming environments for our families as well as holding parent nights at all sites to provide resources, skill set, and information needed to access their student's education as well as be an active participant in the variety of parent committees we offer. WUSD will continue to focus on providing information and resources to support student learning and development particularly with underrepresented families.	Our SEAL (Sobrato Early Academic Language) teachers TK-6 have been trained on strategies they can use to increase parent engagement in their child’s learning through project based learning at home and both parents and students presenting together their products in the classroom to other parents. School site staff continues to provide information and resources to support student learning and development in the home through SEAL implementation TK-6. In grades 7-12 site administration and staff increase parent engagement through college and career preparation presentations throughout the year. Parent resource nights train them on the different ways parents can engage in the classroom, on campus, for fundraising or to be an input and decision-maker via the various committees the school district and school site have for parent engagement. WUSD continues to work on developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families.	WUSD has recently purchased a diagnostic program that will be given 3 times a year in both ELA and Math.  WUSD has also purchased a Social Emotional diagnostic to be given 2 times a year.  Both programs provide immediate feedback for teachers and families as well as a toolbox of activities, lessons and learning opportunities. Sharing this data and the toolbox with the families will help in building and strengthening  partnerships with families.	There is progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups. A focus area will continue to be encouraging parents, including underrepresented families, to be active partners in education with the school. We are continuously looking for ways to invite and include families to be active participants in their student's education. An area where we need to improve to continue to increase engagement of underrepresented families is supporting our staff to learn about each family’s strengths, cultures, languages and goals for their children.	WUSD invites families to participate in site and district wide surveys, parent resource nights, focus groups, ELAC/DELAC, School Site Council, and PTA.  WUSD has satisfactory participation in these areas, and would like to broaden or expand the number of participants in all opportunities. Translation and child care is offered at the meetings held to gather input for decision making meetings.	As with most engagement activities, WUSD would like to encourage and promote growth in participation at all information/ input meetings held through-out the year. WUSD will continue to provide childcare and translation at all meetings to support the families that need this service. Using the new 2-way communication system we hope to reach all families to provide the information regarding all input decision-making meetings.	There is progress in building the capacity and supporting principals and staff to effectively engage families in advisory groups. A focus area will continue to be encouraging parents, including underrepresented families, to be active partners in education with the school. We are continuously looking for ways to invite and include families to be active participants in the input/ decision -making meetings that affect their student's education.	4	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
07100740000000	Contra Costa County Office of Education	3	By leveraging our translation services for parents, we were able  to increase our  parent participation in programs for low income, English learner, foster pupils, and students with disabilities to 71% (up from 61% last year).	We plan to further increase our parent participation rate of 71% to reach our expected outcome of 90%.	We plan to further increase parent engagement by offering in person opportunities for participation on campus, holding more parent forum meetings, soliciting feedback from parents via surveys, and increasing communication (by number of contacts and methods of contact) from school to home.	Mt. McKinley has involved our educational partners in developing, implementing, and monitoring our Single Plan for Student Achievement (SPSA) and Local Control Accountability Plan (LCAP) through their participation in our School Site Council (SSC) meetings, Educational Partners meetings, and Student Voice Group meetings.  Specifically, we had participation from students, their parents/guardians, and community members while developing our SPSA and the LCAP.	Our SPSA is monitored and reviewed regularly by the SSC with a focus on reviewing student achievement data and assigned funding resources to areas of need. Additionally, all LCAP documents have been brought to the SSC for review before Board approval as well as for feedback during the creation of the local plan.	Next year, in an effort to gain feedback and assist in the self-reflection process, Mt. McKinley will have at least one eight week Parent Institute for Quality Education (PIQE) cohort, a Special Education Parent meeting, a Title 1 Parent meeting, and a Parents of English Language Learners meeting.	Mt. McKinley has involved our educational partners in developing, implementing, and monitoring our Single Plan for Student Achievement (SPSA) and Local Control Accountability Plan (LCAP) through their participation in our School Site Council (SSC) meetings, Educational Partners meetings, and Student Voice Group meetings.  Specifically, we had participation from students, their parents/guardians, and community members while developing our SPSA and the LCAP.	We plan to continue to involve our educational partners in the development, implementation, and monitoring of our Single Plan for Student Achievement (SPSA) and Local Control Accountability Plan (LCAP) through their participation in our School Site Council (SSC) meetings, Educational Partners meetings, and Student Voice Group meetings.  In addition, we plan to have at least one, eight week Parent Institute for Quality Education cohort.	Next year, in an effort to gain feedback and assist in the decision making process, Mt. McKinley will have at least one eight week Parent Institute for Quality Education (PIQE) cohort, a Special Education Parent meeting, a Title 1 Parent meeting, and a Parents of English Language Learners meeting.	3	2	2	3	2	2	2	4	4	3	4	4	Met		14JUN2023	2023
07100740114470	Making Waves Academy	3	MWA has a history of high parent engagement, particularly of our middle school division grade parents (5th-8th grades). However, the pandemic and resignations and transitions of long-standing staff contributed a loosening of stronger relational ties with families and them spending little to no time on campus or being involved in supporting various school activities. That being said, some progress was made this year in hosting parent education meetings, offering opportunities for parents to volunteer on campus, and inviting parents to some on-campus events. A consistent set of parents also supported us with our LCAP Advisory Group providing input and engaged in dialogue with us. So strengths are parents’ high expectations of us and desire to work collaboratively with us.	Parents want to know who to talk with in terms of questions they have about how their child is progressing academically, if incidents like bullying are affecting their kids, and if drug or violent activity is happening on campus. They also want some role in volunteering at the school and being able to help out and support the efforts of the school. These were the main things expressed by parents. As a result, the areas of focus to improve building relationships between school staff and families are the following 1) More consistent and frequent communication of not only school news and updates but summaries of the kinds of events occurring on campus related to violence, drugs, etc. 2) Some formalized ways for parents to support the school such as bringing back the Parent Wave Reps. 3) More direct and consistent communication from teachers to parents.	We will improve engagement of underrepresented families by hosting CEO/Principal/Assistant Principal meeting opportunities with parents of students from underrepresented families. We will take the information learned in these meetings to inform adjustments or actions to improve responsiveness and relationships with families.	Parents trust and expect that MWA will make good on its reputation for being a serious school and a school with strong academic outcomes. However, educational partner input is that teachers are not always as good and consistent about communicating directly with them on issues related to their children's learning. They want more frequent communication from their student’s teachers. They would also like to see more frequent reports from the school on how their child is doing (some families still find it hard to navigate the online student management system to see their student’s grades). Lastly, they find it challenging that assignments are turned in on one online platform (Canvas) but the grade of record is in a different platform (PowerSchool). Strengths include multiple online systems to make it easier to assign, grade, and provide real-time feedback on assignments. Our interim assessment system flags progress towards learning content standards. For those teachers who are strong in adhering to a viable scope and sequence pace, are able to use data to inform instruction, and are able to set high expectations for their students, we are seeing material progress and gains. We still need to make more substantive progress in our approach and overall use of curriculum, adherence to proper pacing (scope and sequence), and consistent expectations across the school in every classroom in terms of academic and classroom expectations.	We will focus on the following areas next year in improving student outcomes and building relationships: 1) Send out 3 progress reports per semester (versus 1 in the middle of the semester). More frequent updates to parents (a request they have) will better communicate where students are with respect to their academic progress. 2) Utilize and share parts of the scope and sequence (the pathway to be followed) with students and with families so that they have a sense of what students are expected to focus on for that specific unit. 3) Encourage and monitor more frequent direct communication and outreach by teachers and advisors/homeroom teachers.	Using the aforementioned actions stated above in this section, we will follow-up with a schedule of targeted and proactive outreach to underrepresented families. We will share outcomes and data with underrepresented families and seek some input from them on additional ways they think would be helpful in partnering with us to improve overall academic outcomes.	Strengths include asking for staff, student, and family input through surveys and in-person input sessions. Strengths also include seeking input from the MWA Board of Directors through working board committees and board meetings. Lastly, strengths include the use of our LCAP Advisory Group meetings to seek input in various areas related to the 8 state goal areas. There is still more progress to be made related to seeking more direct input from parents on a more frequent basis.	We will develop and share a calendar with educational partners detailing the frequency and format for invited input. We have developed and shared our intent to invite parents to formally commit to participate on the LCAP Advisory Group. We will use our new, online parent communication platform to schedule more frequent updates to parents. We will continue to formalize and seek input from staff and students throughout the school year.	We will focus on identifying and scheduling more opportunities for parents to be on campus for various events and activities and volunteer opportunities to strengthen relationships and make the school community feel more welcoming. In being more inviting, we hopefully expand the number of parents who feel comfortable sharing their input with us. Lastly, we operationalize the calendar/schedule of communication, surveys, and input opportunities to support an approach that provides multiple windows of opportunity over the course of the year and ends by inviting underrepresented families to complete a survey of their experiences for the school year to help us track progress on them.	3	3	2	3	3	3	3	3	3	3	2	3	Met		13JUN2023	2023
07100740129528	Caliber: Beta Academy	3	Our school invests in parent communication and proactive parent relationship-building. We hosted multiple in-person family events this year (including a barbecue in the Fall, a Carnival in the Spring, Latin American Heritage night, and Blackademics) to host family events. All family communication from the school is sent home in English and Spanish.	It was especially difficult to communicate with families of students who were chronically absent this year. According to our family surveys, parents expressed challenges with some of the volunteer requirements to fully participate in school activities.	We are planning to proactively reach out to families of students who have historically been severely chronically absent during the summer, so that we can partner with families and ensure those students will have a strong start to the school year.	We hold family conferences twice per year. We utilize DeansList and ClassDojo to be able to communicate with families with school updates and learner progress in English and Spanish. We have also hosted after school events, like Blackademics, to be able to support Black and African American students and families. This year the school held a voter education series where parents learned about the candidates running for WCCUSD school board, so that parents could advocate on behalf of their students. This spring we hosted a school tour for Richmond community leaders to better create connections between the school and broader Richmond community.	According to our family surveys, parents expressed concerns about school safety and bullying. As a result, the SEL team and the training around Restorative Practices, Trauma Informed Practices, and Student Behavior will focus on the following priorities of Predictable Learning Environments and a Clear Behavior Response System. By aligning a common vision of SEL across our network and by creating a common playbook with resources, we expect to see improvements in student and staff culture.	We are planning to proactively reach out to families of students who have historically been severely chronically absent during the summer, so that we can partner with families and ensure those students will have a strong start to the school year.	The School Site Council has meaningful input into school budgeting and long-term planning. We offer a parent survey twice per year to learn about family experiences. When there is a large decision to be made at the school, we will ask for family input, often in the form of a Google survey and a live town hall. As a result of parent feedback, we are continuing to offer a bus next year for families needing transportation to our new campus	While we have had success with lower school participation at Pastries with the Principal, we hope to improve our participation with the upper school next year.	We would like to ensure that families receive multiple communications for input surveys, and reminders when they have not yet completed them. We will continue to ensure that all communication is available in English and Spanish so that families who speak Spanish can be involved.	4	4	4	4	3	4	4	3	4	3	4	3	Met		22JUN2023	2023
07100740129684	Summit Public School K2	3	Summit K2 has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.	Focus Area for Improvement: Summit K2 has made great strides in building strong relationships within our community and remains a priority area for the school. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.    Summit K2 is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.  Summit K2 utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	One focus area is improving student attendance and reducing truancy, in particular for students from historically marginalized or disadvantaged backgrounds, and specifically how we can build partnerships with families to impact these outcomes.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	At Summit K2, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.   In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  Outreach with our community and supporting an infrastructure that enables parent engagement in our school and culture remain a focus area.	Summit K2 has made great strides in seeking input for decision making. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	4	4	4	3	3	4	4	4	4	3	4	4	Met		08JUN2023	2023
07100740134114	Contra Costa School of Performing Arts	3	At CoCoSPA, building strong relationships between school staff and families is a key aspect of our mission. Our current strengths lie in the open communication channels we have established. Regular newsletters, parent-teacher conferences, and events like open houses create opportunities for meaningful interactions. Our teachers and staff are dedicated to fostering a supportive environment where families feel engaged and valued. We've implemented initiatives like parent workshops and volunteer programs to further strengthen these connections. Local data shows an increasing level of parental involvement, indicating positive progress in our efforts to build a collaborative community. Overall, our commitment to the core values of rigor, relevance, resilience, and relationships is reflected in the strides we've made in cultivating a sense of unity between school staff and families.	Firstly, we've identified the need for more diverse and inclusive communication strategies. While our current channels are effective, we aim to better tailor our messages to accommodate the varied backgrounds and preferences of our families. This could involve exploring multilingual communication options and ensuring that information is accessible to all. Additionally, we recognize the importance of expanding our outreach efforts. Despite positive progress, there's room to increase participation in school events and initiatives. We're exploring creative ways to encourage involvement, considering the busy schedules of our families and adapting to their needs. Lastly, we're focusing on professional development for our staff to strengthen their family engagement skills. This includes training sessions on cultural competency and effective communication to ensure that interactions are not only frequent but also meaningful and respectful. These focus areas are pivotal in our ongoing commitment to fostering a culture of excellence and inclusivity. If you have any insights or suggestions on these aspects, we're always open to collaboration and improvement.	Firstly, we are committed to conducting outreach specifically designed to understand the unique needs and concerns of underrepresented families. This involves actively seeking their input through surveys, focus groups, and individual meetings. By listening attentively, we aim to establish a foundation of trust and demonstrate our dedication to inclusivity. In response to the insights gained, we're developing culturally sensitive communication materials. This includes translated documents, outreach in multiple languages, and ensuring that our communication is not only accessible but also resonates with the diverse backgrounds of our underrepresented families. Furthermore, we're exploring community partnerships to bridge the gap. Collaborations with local organizations that have strong ties to underrepresented communities can facilitate better communication and understanding. This could involve joint events, workshops, or initiatives that create a welcoming space for all families. In essence, our approach is rooted in active listening, cultural responsiveness, and community collaboration to ensure that the engagement of underrepresented families is not just improved, but genuinely meaningful.	Firstly, we've fostered strong collaborations with local community organizations and businesses. These partnerships provide valuable resources and opportunities for our students, ranging from internships to specialized workshops. The support from our partners has contributed to a more holistic educational experience that aligns with our mission of preparing students for both college and career paths. Additionally, our engagement with parents and guardians has seen notable improvement. Regular communication channels, such as parent-teacher conferences and workshops, have facilitated a collaborative approach to student success. The data indicates an increasing level of parental involvement, suggesting that our efforts to build partnerships with families are making a positive impact on student outcomes. Moreover, our focus on professional development for teachers has strengthened the internal collaboration within the school. A culture of shared learning and collaboration among educators has emerged, leading to innovative teaching practices and a more cohesive approach to student support. In essence, the partnerships forged at CoCoSPA extend beyond the school walls, encompassing the community and families, and contribute significantly to positive student outcomes.	One key area we've identified is the need for greater alignment between community partnerships and specific student needs. While our current partnerships are valuable, there's room for a more targeted approach to address the diverse needs of our student body. This involves a deeper analysis of student data to identify areas where external support can have the most significant impact. Additionally, we're working on enhancing communication channels with our partners. The analysis suggests that clearer communication regarding our educational goals, student progress, and specific areas where partners can contribute will strengthen these collaborations. This includes regular updates, feedback mechanisms, and perhaps even joint planning sessions to ensure mutual understanding and shared objectives. Moreover, we're exploring ways to diversify our network of partners. While we have strong ties with certain organizations, expanding our reach can provide students with a broader range of opportunities and experiences. This involves actively seeking new partnerships that align with our mission and can offer unique resources for student development. In summary, our focus areas for improvement revolve around targeted alignment, enhanced communication, and diversification of partnerships to optimize their impact on student outcomes.	Firstly, we recognize the importance of proactive outreach. Through the analysis of educational partner input and local data, we're identifying specific ways to engage with underrepresented families. This involves personalized communication that addresses their unique needs and concerns, as well as seeking input on the types of partnerships that would be most beneficial for their students. Additionally, we're committed to improving cultural competence among our staff and partners. This includes providing training sessions that promote a deeper understanding of the diverse backgrounds within our school community. By fostering cultural sensitivity, we aim to create an environment where underrepresented families feel valued and included in the partnership-building process. Moreover, we're exploring targeted partnerships with community organizations that have established connections with underrepresented families. Collaborating with these organizations can serve as a bridge, facilitating communication and engagement. This could involve joint events, workshops, or initiatives that align with the needs and interests of underrepresented families. In essence, our approach is centered on inclusivity, cultural awareness, and proactive outreach to ensure that underrepresented families are not only included in the partnership-building process but that their unique perspectives contribute to the overall success of our students.	One notable strength is our commitment to open communication channels. We've established effective mechanisms for soliciting input from educational partners, including regular surveys, feedback sessions, and collaborative forums. This has created a culture of transparency and inclusion, where diverse perspectives contribute to decision-making processes. Moreover, our data analysis indicates a positive trend in the level of engagement from educational partners. The increasing participation in surveys and feedback sessions suggests that our stakeholders recognize the value of their input and trust that their opinions contribute to meaningful decisions within the school. Additionally, we've implemented targeted initiatives to ensure representation from various stakeholders. This includes reaching out to parents, teachers, students, and community members, recognizing that each group brings a unique perspective to the decision-making table. The data reflects a balanced and inclusive approach to seeking input from all relevant parties. In essence, our strengths lie in the establishment of open channels, increased engagement, and a commitment to inclusivity in decision-making. If you have any specific questions or if there's an area you'd like more information on, feel free to let me know!	One key focus area is to enhance the diversity of voices participating in decision-making processes. While we've made strides in engaging educational partners, the analysis indicates the need for targeted efforts to ensure representation from a wider range of stakeholders. This could involve outreach strategies specifically designed to include underrepresented perspectives. Additionally, we're working on improving the clarity of communication regarding the impact of input. The data suggests that while input is being sought, there's room for improvement in communicating how the feedback received contributes to decision-making outcomes. This involves providing more transparent information on how input has influenced specific decisions and outcomes. Moreover, we're exploring innovative methods for seeking input. The analysis indicates an opportunity to leverage technology and other creative approaches to gather input in a way that is convenient and accessible for all stakeholders. This could involve virtual forums, online surveys, or other digital tools that cater to diverse preferences and schedules. In summary, our focus areas for improvement revolve around enhancing diversity in participation, improving communication on the impact of input, and exploring innovative methods for engagement. If you have any insights or ideas to contribute, we're always open to collaborative efforts in this endeavor!	Improving the engagement of underrepresented families in the context of seeking input for decision-making is a priority for CoCoSPA based on our analysis of educational partner input and local data. To address this, we're implementing targeted outreach efforts to ensure that underrepresented families are included in decision-making processes. This involves personalized communication strategies that take into account cultural preferences, languages spoken, and the unique circumstances of these families. By actively seeking their input, we aim to create a more inclusive and representative decision-making environment. Additionally, we're exploring alternative avenues for input collection that accommodate the diverse needs and schedules of underrepresented families. This could include virtual town hall meetings, online surveys, or interactive platforms that make it easier for families to contribute their insights without the constraints of traditional meeting formats. Moreover, we're focusing on cultural competency training for staff involved in the input-seeking process. This training aims to foster a deeper understanding of the cultural nuances within underrepresented communities, ensuring that engagement efforts are respectful, inclusive, and genuinely considerate of their perspectives. In essence, our approach is centered on personalized outreach, alternative input collection methods, and cultural competency to improve the engagement of underrepresented families in the decision-making processes. If you have specific insights or suggestions to contribute, we welcome your input as we strive for a more inclusive and representative decision-making environment.	4	5	4	5	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
07100740137026	Invictus Academy of Richmond	3	Every year in professional development in the summer, teachers are trained on how to track parent communication. Our school invests in parent communication and proactive parent relationship-building. The school provides training to teachers in how to communicate positive feedback about students with parents in the summer and provides time in professional development throughout the year to be able to make phone calls, texts, and emails home. Parent survey data indicates that Invictus parents feel well-informed about their child’s progress at school.	We want to make sure we are reaching all families.	We plan to explore multiple avenues for outreach to families and engagement with families.	A weekly progress report sent home for parents to stay updated on student progress (includes grades, attendance, and behavior data). Parent conferences are mandatory for all students and families and happen twice per school year. A focus for parent conferences is how to support learning at home. Teachers spend time sharing strategies with parents for how to support students at home. We also hosted college access nights for high school families.	We plan to continue increasing knowledge-building for families in how to support their students’ learning.	We plan to build in components about student learning into our monthly Coffee and Doughnuts with the Principal meetings in order to continue building family knowledge of how best to support student learning.	The School Site Council has meaningful input into school budgeting and long-term planning. If we have a large decision to make as a school or adjust the program, we hold opportunities to collect parent input like a Google Form or a town hall. For example, we adjusted the bell schedule to add an additional minimum day to the schedule this year, and asked parents for feedback on the plan via Google survey. We use family survey data (administered 2x/year) to inform program planning for the following year.	We plan to focus on increasing the number of participants who give feedback.	We plan to provide multiple ways that families can provide feedback to the school.	4	4	4	4	4	4	4	4	4	3	4	3	Met		14JUN2023	2023
07100740730614	Golden Gate Community	3	Golden Gate has been able to increase communication with Spanish-speaking families by hiring an administrative assistant that is bilingual. Golden Gate also hired a bilingual transition specialist and classroom instructional assistant to  improve the school’s communication efforts. Moreover, the school has worked to send all correspondence to families in both English and Spanish. Lastly, parent education classes are offered by way of C.O.P. E. Family Support Center.	Golden Gate continues to explore additional ways to engage both staff and families in two-way communication around topics related to academics, behavior, and social emotional learning.	Golden Gate plans to strengthen communication with families by using School Messenger, implementing a bi-weekly parent newsletter, and having at least one Parent Institute for Quality Education (PIQE) cohort per year.	All Golden Gate staff is trained in restorative practices, which promotes more parent involvement with student and staff concerns. Golden Gate has also added on-site counseling and increased scholarship and internship opportunities. Lastly, Golden Gate has established food pantries to support families in more tangible ways.	Golden Gate continues to explore additional ways to build community partnerships around topics related to academics, behavior, and social emotional learning. Currently, Golden Gate partners with more than seven community partners on a monthly basis.	Golden Gate plans to improve the engagement of underrepresented families by using School Messenger (in the families home language), implementing a bi-weekly parent newsletter (in the families home language), and having at least one Parent Institute for Quality Education (PIQE) cohort per year.	Golden Gate facilitates a series of surveys annually to garner feedback on decision-making and to improve our program. We also collect feedback suggestions from both students and families who serve on our advisory panel for the Golden Gate School Site Council. The school also collects feedback from a series of LCAP educational partner events that are hosted annually. We also receive family feedback during our bi-annual school transition meetings, as well at at family SART and SARB meetings	Golden Gate will continue to focus on soliciting feedback from our educational partners.  In addition, Golden Gate will be intentional about holding student voice meetings and including the student voice in our decision making practices.	Golden Gate will improve the engagement of underrepresented families by continuing to hold monthly virtual parent & principal meetings.  The brochure that outlines the menu of services provided at  Golden Gate Community School will be translated into Spanish to provide access. The school enrollment process will be updated to include both a student and parent meeting with the school’s family and community specialist.  During the meeting, the Family and Community Specialist will screen students for additional services (counseling, employment, etc.) and solicit feedback.	5	5	4	4	5	4	5	5	5	4	4	4	Met		14JUN2023	2023
07100740731380	Clayton Valley Charter High	3	The Counseling Department hosts 6 Parent Information Nights providing information to families relevant to the specific grade area that their students are in. The CVCHS Newsletter weekly parent bulletins contains comprehensive information on school events and activities along with quarterly newsletters from the Counseling Department. The communication parents receive is through our student information system, Power School and School Messenger which provides daily updates on grades and attendance to all parents via email, call and text.  In addition to Parent Information Nights, we host an annual Open House, parent conferences, Academy Info Night, AP Parent Info Night, and new student preview days to showcase our programs and provide opportunities to develop relationships with families within our community. These events help facilitate ongoing dialogue between families and our staff on a multitude of topics, including topics as broad as major academic programs and as narrow as individual student performance.	Newsletter provides regular weekly updates and information on campus activities.  Embedded in the newsletter are school-provided meetings for students and families on topics such as social/emotional well-being, college funding, extra-curricular activities, EL and SPED	Student surveys and Annual Parent Satisfaction surveys are provided in both English and Spanish.  Spanish language staff offer families the opportunity for a deep understanding of concerns and questions.	A strong focus on CTE is provided through our re-designed Academy pathways.  Each pathway directs students toward a potential career or industry certification.	This year we have changed our focus on CTE is provided through our re-designed Academy pathways.  Each pathway directs students toward a potential career or industry certification.	Grade specific Parent Information Meetings ensure families are aware of curricular requirements at every level.  Spanish language translation is provided or a separate meeting is organized for families of non-English speakers.  Interventions include Office Hours, after-school Homework Help and Targeted Case Management for students needing additional help or support in reaching their academic goals.	The Counseling Department hosts 6 Parent Information Nights providing information to families relevant to the specific grade area that their students are in. The CVCHS Newsletter weekly parent bulletins contains comprehensive information on school events and activities along with quarterly newsletters from the Counseling Department. The communication parents receive is through our student information system, Power School and School Messenger which provides daily updates on grades and attendance to all parents via email, call and text.  In addition to Parent Information Nights, we host an annual Open House, parent conferences, Academy Info Night, AP Parent Info Night, and new student preview days to showcase our programs and provide opportunities to develop relationships with families within our community. These events help facilitate ongoing dialogue between families and our staff on a multitude of topics, including topics as broad as major academic programs and as narrow as individual student performance.	Annual Parent Satisfaction surveys provide a deep understanding of growth areas.  Additional and regular student surveys during the school year keep the LEA focused on improving outcomes for students.	Student surveys and Annual Parent Satisfaction surveys are provided in both English and Spanish.  Spanish language staff offer families the opportunity for a deep understanding of concerns and questions.	4	4	3	4	4	4	4	4	4	3	3	4	Met		14JUN2023	2023
07100746118368	Manzanita Middle	3	Manzanita is a small parent-cooperative school where families and teachers work together to create the best possible learning environment for their children. Manzanita was the first charter school in the district and has been operating since September of 2000. Manzanita Charter Middle School was created in 2000 by West Contra Costa parents wanting a small, safe, student-focused school that partners with parents to establish a teacher/parent cooperative model. In 2022-23, 100% of parents report a perception of school connectedness.	As Manzanita continues to regain previous enrollment numbers, the school will need to build relationships with new families.	The school will continue its family outreach efforts.	Teachers use of Class Dojo provides timely notices to parents and staff regarding student achievement and monthly recognition. Classes compete for Dojo points reflecting positive behavior and are recognized and rewarded.	At our annual orientation and Back-to-School events, we will begin by informing parents of the significant impact chronic absenteeism has on academic performance. Additionally, we will be diligent about notifying parents of cumulative absences once students reach 5 in the year and initiating an SST for any student with 10 absences.	We will continue to build relationships within the community to provide families with resources for mental health, parenting support, etc.	In 2022-23 100% of parents provided input to support school decision-making.	We will continue to build relationships with new families to bring them into our family-like school community.	We will continue our parent outreach efforts to communicate and invite input from all families.	5	5	5	5	4	5	5	5	5	4	4	4	Met		22JUN2023	2023
07616300000000	Acalanes Union High	3	AUHSD’s practices reflect a belief that strong family-partnerships foster strong educational outcomes for all students. Through well-attended events such as Back to School Night and Open House, parents/guardians have the opportunity to visit classes and interact with teachers and administrators. All AUHSD schools host interactive parent seminars throughout the year to address a wide range of issues including, social media use, the college admissions process, course selection, and strategies to reduce academic stress. Racial and ethnic diversity in AUHSD is increasing; therefore, staff have placed a heightened focus on culturally-responsive practices. Staff have also helped organize affinity group meetings for parents and guardians. AUHSD has fully implemented a learning management system (LMS) that allows parents/guardians to use an online portal to access assignment calendars, assignment details, and a full gradebook. The information available via this portal keeps parents/guardians informed about academic progress, and it also provides an avenue for two-way email communication.	AUHSD staff continue to implement strategies to strengthen communication with parents/guardians of English language learners. With new translation software, staff are able to easily translate important school information, and attendance at the District English Learner Advisory Committee (DELAC) meetings has increased over the past year.	To foster stronger partnerships with families of English Learners, AUHSD staff will increase the use of direct, personal invitations to key school and District events such as Frosh Orientation, Open House, Back to School Night, and DELAC meetings. The District does not have a large English learner population, so staff will be able to extend direct, personal invitations.	To ensure that parents/guardians receive clear information about school programming and student progress, AUHSD staff receive extensive training on the District’s learning management system. Through this system, parents are able to see detailed information about academic progress and engage in two-way communication with teachers. The system also provides easy, online access to academic support materials that students and families can access at home. Teachers and administrators receive annual professional development on effectively implementing Section 504 support plans and Individualized Education Plans – both require extensive partnership with parents/guardians. Counselors also receive ongoing professional development on how to best facilitate effective four-year academic planning meetings with students and parents/guardians. Through the required registration process at the beginning of the school year, AUHSD notifies parents of their educational rights, with all information readily available on the AUHSD website. Parents of students with disabilities and parents of English learners receive regular notices of their legal rights.	As AUHSD hires an increasing number of new teachers and counselors, the need for extensive orientation on how to best partner with parents/guardians is critical. AUHSD has expanded its new staff orientation programming, and much of the programming addresses strategies for proactively connecting with parents/guardians to foster student success. The District has also adopted a new model for four-year academic planning, and this model includes an online component where parents/guardians can clearly see academic pathways for college and career.	Based on quantitative and qualitative data, AUHSD needs to strengthen lines of communication and partnerships with parents/guardians of English language learners. The District recently adopted a revised English Learner Master Plan (May 2003) and the plan emphasizes strong family-school partnerships. Due to direct outreach to families of English language learners, participation in the District English Learner Advisory Committee has increased.	AUHSD parents/guardians have extensive opportunities to engage with school staff in decision-making processes. Parents/guardians serve on School Site Councils and therefore play a key role in establishing and implementing the goals and action steps of each site’s School Plan for Student Achievement (SPSA). All AUHSD schools maintain full accreditation through the California Department of Education and the Western Association of Schools and Colleges (WASC), and to receive such an accreditation, there must be extensive school-family partnerships. Parents/guardians play an active role in the accreditation process, serving of various committees and meeting extensively with visiting WASC accreditation teams. The District also facilitates the Coordinating Council: a parent advisory committee that meets monthly throughout the school year to provide feedback and suggestions related to all facets of District programming. Input from parent/guardian surveys is extensive, and this input informs District decision making.	AUHSD offers an array of opportunities for parents/guardians to engage with school staff and provide input: School Site Council, WASC accreditation meetings, AUSHD Coordinating Council, and monthly forums with the Principals. These opportunities are critical avenues for parent/guardian engagement; however, due to work and family commitments, not all parents/guardians are able to attend. The District continues to work on refining the format of these meetings to maximize engagement. Participation by families of English learners is relatively low, and their input in critical.	District and site leaders offer meetings both during the day and evening to help ensure that all parents/guardians have an opportunity to attend. By rotating the schedule of meetings, a wider array of parents/guardians have been able to attend. Holding select meetings via videoconferencing has also helped improve engagement. The District will continue using these strategies to increase engagement; in addition, the District is using new translation software to ensure that parents/guardians who have limited English can participate and provide essential input.	5	5	4	5	5	5	4	5	5	4	5	4	Met		07JUN2023	2023
07616480000000	Antioch Unified	3	The 2022-2023 school year returned to what we more commonly experienced before COVID.  Most family events and activities resumed in-person while school staff were able to utilize virtual meetings when necessary.  Sporting and performing arts events resumed as normal and families were able to reconnect with their child's school through those venues.  Restorative practices and community circles expanded dramatically across schools to help rebuild school communities by developing relationships and resolving conflicts between students, staff, and/or families.  Every school in AUSD maintains a fully compliant School Site Council (SSC) and English Learner Advisory Committee (ELAC), which has the appropriate membership and meets regularly to review, inform, and approve programming decisions.  SSC representatives annually attend SSC training so new and returning members know their roles and responsibilities as voting delegates of the SSC.  Educational Services provides resources and training to assist site administrators, school leadership, and SSCs in conducting a thorough needs assessment to develop an aligned Single Plan for Student Achievement for site approval before moving on to AUSD Board approval.	Educational parents and families have been able to attend in person meetings again, while virtual and hybrid options have remained to provide flexibility and access for more parents to attend.  A district wide survey was given to parents to solicit their feedback on ways to improve our services.  Site and district education partner and parent meetings were held to share ideas on how to increase parent engagement efforts at the site and district level.  Some ideas that were suggested are to have parents at drop off and pick up to greet other parents, get parents involved in sports activities and encourage them to coach teams, and train parents on restorative practices.	AUSD educational partners shared a number of suggestions for engaging parents, particularly our underrepresented families.  One strategy recommended by our educational partners was for school staff to assist parents at the beginning of each school year with establishing their parent portal accounts in Aeries and Remind so families can stay connected to their child's progress and informed about important notices and events.  Giving parents written directions or announcements is not enough.  There was also a request for training for parents on how to navigate the education system and how to support their children with schooling.  Educational partners also requested more access to community resources available to support families. All schools will participate in an Equity Audit in the 2023-2024 school year through an outside agency and will identity strategies to improve staff and family relationships where noted.	AUSD conducts multiple rounds of parent/teacher conferences throughout the year.  The conference structure includes student progress on identified priority standards and proficiency scales.  Parents are informed of the progress their child(ren) is making and share skills their child(ren) needs to reach grade-level standards mastery.  AUSD will guide and support teachers who would like to involve their students in the parent/teacher conference process by having students share with their parents their growth and next steps using the proficiency scales.  Ongoing professional development is scheduled to provide training and practice for teachers and site administrators in using standards-based learning and student achievement data to inform parents of student outcomes.	AUSD's greatest area of need is focused on identifying effective ways to engage our hard to reach parents.  Home visits have had limited success and are dependent upon safety and staff availability.  Building relationships takes time to connect with families, especially with those who feel marginalized within our educational system.	AUSD is committed to examining how racism and unconscious bias manifest in our educational system and how we can work together for equity and social justice.  This needs to be addressed to fully understand and appreciate the importance of meeting our underrepresented families where they are so genuine partnerships are built for student outcomes.  AUSD's District CARE Team will resume its focus and purpose on supporting students and families when site-based support is unsuccessful.  AUSD's School Attendance Review Board has also expanded its members and resources available to families with chronically absent students to understand that chronic absenteeism usually requires support for the entire family.	AUSD has actively engaged its school community in processes that support the implementation of the LCAP. Educational partners' involvement includes participation by parents, students, administrators, AUSD staff, the Contra Costa County Special Education Local Plan Area, and community members in the review and evaluation of LCAP initiatives, along with recommending changes to the 2021-2024 LCAP goals and actions. An LCAP Advisory Committee met during the 2022-2023 school year and members of this body included representatives from school sites, students, AUSD Educational Services staff, the Antioch Educators Association, the California School Employees Association, and other District advisory groups such as the District English Learner Advisory Committee (DELAC), the Parent Advisory Committee (PAC), the African American Parent Advisory Council (AAPAC). The composition of the LCAP Advisory Committee helped to ensure a focus on high-needs students who generate Supplemental and Concentration grant funds. Committee members had the opportunity to review data, ask questions, provide feedback, and generate recommendations. The AUSD Superintendent responded in writing to questions from the LCAP Advisory Committee, DELAC, and PAC.	AUSD will require each school to submit the names and contact information for the educational partners who will serve as representatives of their school at LCAP, DELAC, PAC, and AAPAC meetings.  Direct contact will be made to those representatives to ensure they are informed of upcoming meetings and schools and representatives will be contacted if they do not attend meetings regularly.	AUSD will begin by working with school staff to assist parents at the beginning of each school year with establishing their parent portal accounts in Aeries and Remind so families are aware of important meetings.  Our educational partners have also recommended providing food or hosting a potluck for meetings and personally reaching out to educational partners to encourage their attendance at important decision-making meetings.  When surveying our educational partners regarding their preference for meeting structures, the overwhelming response was to hold half of the meetings virtually and half in-person.  This would allow opportunities to authentically build community while providing some flexibility for attendees who have difficulty attending in-person.  Lastly, we will continue to utilize surveys to collect feedback and input from a broader group of educational partners across the district.	4	4	3	4	4	4	5	5	5	5	5	4	Met		28JUN2023	2023
07616480115063	Antioch Charter Academy II	3	"ACAII is strong in building partnerships with parents because of the variety of ways that parents can be involved in their students' education. There are multiple opportunities for 2-way communication between family and educators, including monthly ""2nd cup of coffee"" parent meetings hosted by a staff member, parent-teacher conferences held twice per year, and communication by email between teachers and parents. Throughout the year, Parent Education Program (PEP) meetings are held to inform parents of components of the school program. Some topics are chosen based on a parent survey.    Two weeks are scheduled to allow for parent-teacher conferences in November and March. Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals. Students bring home weekly reports of work completed or parents have access to an online grade book or Google Classroom where they can view student progress.  Newsletters, Gradelink, and school documents include Spanish translations. Translators are provided for conferences when needed."	The focus area for improvement in Building Relationships Between School Staff and Families is to increase the participation of parents and caregivers whose first language is not English.	ACAII will improve the engagement of underrepresented families by implementing an English Learner Advisory Committee (ELAC) in 2023-2024 to increase the input and participation of families that speak languages other than English at home.	ACAII has several strengths in building partnerships with parents. Every level has a Back to School Night to review how parents can support student learning at home.  Teachers offer to meet with families and students to discuss student progress and ways to work together to support improved student outcomes during twice yearly conference weeks and other conference times throughout the year. The school provides Parent Rights to families whose students have IEPs and/or 504s.  The steps for a parent referring their child for an evaluation for additional services are in the Family Handbook and on the school website.	The focus area is to increase parent understanding of the process of referring their child for additional school services such as Response to Intervention (RTI), 504 plans and/or Individualized Education Plans (IEPs).	We will include the steps for a parent referring their child for an evaluation for additional services in a school newsletter in both English and Spanish.	ACAII supports families in advocating for their own students and all students. The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years. Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth. Multiple surveys are sent to families in English and Spanish to gather information and seek input annually.  ACAII supports family members in engaging in advisory groups. There is a Parent Advisory committee for Special Education.  The Family Network is ACAII's parent group that plans multiple activities for families and staff to interact while raising money for the school program. During the 2022-2023 school year, the FNB planned a Spring Fling and a Walk-a-Thon. These fun events bring many families in and give people a chance to interact with each other, which leads to more families being involved in the school overall.	The focus area for improvement in Building Relationships Between School Staff and Families is to increase the participation of parents and caregivers whose first language is not English.	ACAII will improve the engagement of underrepresented families by implementing an English Learner Advisory Committee (ELAC) in 2023-2024 to increase the input and participation of families that speak languages other than English at home.	4	4	4	5	5	5	5	4	4	4	4	5	Met		15JUN2023	2023
07616480137430	Rocketship Delta Prep	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
07616486115703	Antioch Charter Academy	3	ACA has several strengths in building relationships with parents.  ACA uses a variety of communication tools such as; email, social media, Class Remind, and Track It Forward.  Each year begins with a Back To School night to help introduce parents and teachers and to set an opportunity for 2-way communication between families and educators.  There are also monthly opportunities for parent and teacher engagement such as; Charter Council meetings, Family Network meetings, and parent-teacher conferences.  Meetings were held on Zoom and in person to allow for more participation from parents and families.	Several school traditions celebrate student cultures, including the annual international potluck held in Intermediate (grades 4 -6), and Cultural days in Primary and Elementary (grades TK-3).  Students are also given opportunities in music and art classes to showcase their individual cultures.  These standards develop student’s identity, knowledge, and pride in their own cultures while respecting and celebrating the diversity of others.	The majority of staff, both teachers and classified, participated in training in August of 2023 to continue to learn about implementing the Social Justice Standards framework, which includes Identity and Diversity standards.  This training was a follow up to a previous two day “Anti-bias Curriculum” training at the Museum of Tolerance in LA in February of 2022.	ACA believes parents/families are an integral part of each student's education.  ACA values building partnerships with parents/families all year long.  Each month there are at least two scheduled minimum days to allow for parents and teachers to meet.  At the end of the first and second trimester, there is also a full week of minimum days to allow for parents and teachers to meet.  Students in grades TK-3 are allowed to attend conferences with their parents and teachers.  Students in grades 4 to 8 are encouraged to attend their parent-teacher conference to discuss student progress and be part of the conversation about setting goals.  Staff members who are fluent in multiple languages are part of these conferences to support parents and teachers during conferences where translation is needed.	One focus area for improvement is to continue increasing the number of documents and whole-school communications that are translated into Spanish.	One focus area for improvement is to continue increasing the number of documents and whole-school communications that are translated into Spanish.	Each level varies how parents can see student progress during the school year.  Primary and Elementary students in grades TK-3 bring home purple folders each Thursday to show parents their classwork.  Intermediate students in grades 4-6 can bring home work on a daily basis if they wish.  Middle School students in grades 7-8 have online access to their work which they can access at any time.	ACA supports families in advocating for their own students and all students.  The school encourages parents to go to board meetings or write letters to support the renewal of the charter every 5 years.  Additionally, parents are invited to be part of the WASC accreditation process to have a voice in the self-study report and to speak with the visiting committee about the school's strengths and areas of growth.  Each month parents are invited to attend the Charter Council meetings and the Family Network meetings to learn more about ACA and to have a voice in the decisions being made.	The Family Network is ACA's parent group that plans multiple activities for families and staff to interact.  Each year the Family Network plans and hosts events that are free to families such as a movie night, a winter craft & social night, and an end of the year party.  The purpose of these events is to create a sense of community at ACA.  The Family Network also helps to fundraise money for the school.  Each year there is a school wide Walk-a-Thon that each student can participate in and help to fundraise for the school.  These fun events bring many families in and give people a chance to interact with each other, which leads to more families being involved in the school overall.  One focus area for improvement is to continue increasing the number of documents and whole-school communications that are translated into Spanish.	4	4	4	4	3	3	4	4	3	3	3	3	Met		15JUN2023	2023
07616550000000	Brentwood Union	3	BUSD has a number of structures for building relationships with school staff and families.  BUSD engages in parent conferences two times during the year, has a Back-to-School Night and an Open House at each school, maintains School Site Councils and English Language Advisory Committees, and has a strong electronic system for ongoing communication.	BUSD is focused on improving communication with families in their primary languages. BUSD is also focused on opening doors which includes making families feel welcome and that they can volunteer and be a part of the school community after Distance Laerning.	BUSD has formed a committee of parents and staff members that is focused on increasing involvement and participation. This committee will make recommendations for improvement in this area.	BUSD is focused on building partnerships for student outcomes.  To this end, some sites engage in student-led conferences.  BUSD also conducts two parent conferences each year and has strong parent organizations (School Site Councils, English Language Advisory Committees, and Parent Clubs/PTAs).	BUSD continues its outreach and communication about student learning. This includes parent conferences and parent information sent home.	BUSD has a focus on diversity, equity, inclusion, and belonging and is currently engaged in an Equity Audit. BUSD also has parent groups that are representative of all student groups.	BUSD has a number of structures for seeking input for decision-making.  BUSD has strong parent organizations (School Site Councils, English Language Advisory Committees, and Parent Clubs/PTAs).  BUSD also does an annual survey of all parents.	BUSD continues to refine its processes for collecting data for decision-making. This includes, ELAC, DELAC, SSC, parent leadership groups, parent input surveys, etc.	BUSD has a focus on diversity, equity, inclusion, and belonging and is currently engaged in an Equity Audit. BUSD also has parent groups that are representative of all student groups.	4	3	4	3	4	4	4	4	4	4	3	4	Met		21JUN2023	2023
07616630000000	Byron Union Elementary	3	Our district, campuses, and teachers regularly communicate with parents through newsletters, phone calls, and other communications. Our parent conferences include evening hours for better accessibility. All campuses host campus events, such as coffee with principal, performances, and activities. Additionally, seeing the principal and teachers during drop-off and pick-up reinforces a welcoming environment. Use of the district and campus website, parent portal, available through the student information system, provides parents with up-to-date information. Through formal and informal methods, families are provided with information to support their students’ academic and socialemotional learning. Family and community members have multiple opportunities to serve on campus and district committees. We continue to look for ways to further build relationships with families  One success is the elementary “Sneak a Peak” evening, giving families the opportunity to meet teachers, get to know the campus, complete registration, and engage with parent groups. At Excelsior middle school, spring Open House has been expanded to include student performances and welcome sessions for students and families moving up from elementary.  Additionally, our Parent and Community Liaison regularly supported communications about district programs, school events, and classrooms, as well as providing translation services in supporting our Spanish-speaking families. Also, we have build a relationship with Village Community Resource Center (VCRC), an organization that provides services for families in our community, partnering in building connections through hosting LCAP input meeting and middle school-high school inter-district collaboration for English Learner families.	Based on our data, our district will seek out resources to build greater capacity in staff by sharing information and training related to building positive relationships with families during staff meetings and professional learning. We are investing further in communication with our families about SEL happening in our schools so they can better support their students. Our new website host will allow us to consolidate and make more consistent communication across our website, social media, texting, and phone calls.  Additionally, we continually review our methods of communication to ensure all are received and they are accessible to all families through building on our support established by our Parent and Community Liaison and our partnership with VCRC.	Building relationships with underrepresented families has been identified as a need. The district is beginning our work on diversity, equity, inclusion, and belonging, which will include looking at how we are supporting all our students and families. We are planning to host parent nights and academies both on and off the campuses as well as increase participation in committees, such as DELAC and board committees, expanding our partnership with VCRC. Additionally, we will more greatly utilize our partnership with a county mental health network to provide to our families.  Our new website host will allow us to consolidate and make more consistent communication across our website, social media, texting, and phone calls. The one-click option to translate the communication into preferred languages will improve our ability to engage with underrepresented families.	Our district has a deep appreciation for the importance of parent involvement. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning that includes a focus on effective communication modes, which help build and maintain positive relationships between all parents and the school. Staff at each of our school sites provide welcoming environments for all families in our community. Teachers and site administrators communicate regularly with families. Principals at each school send out weekly communication and have regular principal coffees. This year our elementary school hosted welcome events for incoming students, allowing them to visit classrooms and socialize with staff and the community. Back-to-School at our middle school allow teachers to give an overview of the goals for that grade level and also share ways in which parents can partner with teachers during the year.  Parent conferences are held twice each year.  These meetings are an opportunity for teachers to provide specific information on each child’s academic progress and social-emotional status at school.  Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child. Another example of engagement is 100% of our families of students with special needs participated in the IEP process.	Utilizing an MTSS approach to expand our systems for support will be a focus. Student Study Team meetings to provide support for children who are not meeting expected goals. These meetings include parents and recommendations are provided to both the classroom teacher and the parent for strategies specific to the demonstrated need. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared.  Building partnerships with parents about the importance about school attendance and its role in improving student outcomes is another area of focus.	Feedback specific to underrepresented families is sought out via parent surveys and meeting with parents in small group settings on campus and through our partnership with VCRC. Our Parent and Family Liaison also supports improved engagement of underrepresented families. Utilizing these settings, we will seek to improve representation on district advisory committees and site-based committees. We are looking forward to building engaging in-person family learning nights to draw families back to our campuses. We will also look to create a English Learner Family Support Handbook with helpful information about our district and key contacts for families to support student transition and active parent engagement in our schools.	Educational partners, including students, parents, and district staff are able to engage in meaningful dialogue and provide input to the district strategic planning through formal groups such as the School Board, Parent-Teacher Association (PTA), English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Byron Teachers Association (BTA), Classified School Employee Association (CSEA), District Leadership Council, District Cabinet, and district Safety, Climate, and Finance committees. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation in scheduled meetings and surveys at the site and district level. All materials were provided in English and Spanish, with translators present at several meetings. Additionally, we attended meetings and gave presentations at community meetings to increase the input received, especially from our unduplicated student families.	District and schools continue to increase parent engagement in through home visits, social media, family nights, and volunteer opportunities. The district will continue to seek out resources to share at principal and school community meetings. Additionally, we will seek ways to improve stakeholder participation in surveys and meetings.	We will improve input from under-represented families through additional outreach and utilizing community partners. Our new website will provide one-click translation into a variety of languages and information will be presented in a phone-friendly format. District will explore resources to provide support to teachers and principals to improve a school’s capacity to collaborate with families.	3	4	3	4	3	3	4	4	3	3	3	3	Met		22JUN2023	2023
07616630130930	Vista Oaks Charter	3	Vista Oaks staff members view their relationships with students, parents/guardians, and all stakeholders as a collaborative partnership to ensure student academic and individual success. Regular professional development and survey results are provided to support teachers and staff in developing and maintaining these trusting and respectful relationships. 93% of families reported that they feel supported by Vista Oaks staff and 99% report that Vista Oaks keeps them well-informed about school information, activities, and ways their family can participate.  Through the independent study and homeschool model, Vista Oaks staff is able to foster a relationship with families that supports student learning and development in the home. In addition to one-on-one meetings with families, staff has regular communication to provide guidance. Furthermore, Vista Oaks held numerous workshops for students and parents/guardians. The school hosted 12 virtual and/or in-person parent workshops during the 2022-2023 school year and found that this was a very effective method to reach more families. Vista Oaks' staff often collaborated with parents when planning and presenting the workshops. A variety of topics were covered, including Staying Ahead of the Game: Planning and Organizing your Homeschool, Got Math? Adding Fun, Subtracting Tears, Multiplying Learning, Reaching for the Stars: Using Naviance to Help High Schoolers Chart Their Courses, Loving Learning: Adding Hands-on Fun to Your School Day, Beyond LOL and OMG: Walking Your Child Through the Writing Process, Navigating Steps and Anxiety: Coping Skills for Our World Today, IXL: Math Supplement and Support, and Curriculum Extravaganza: Everything You Wanted to Know But Were Afraid to Ask. Also, the school held four School Site Council meetings, Parent Advisory Committee Meetings, and parent input meetings for students with disabilities. Vista Oaks’ academic counselor also hold college and career activities in which parents were encouraged to attend virtually and in-person, as well.     Vista Oaks sees transparency as a critical part of the school’s success. Thus, families are given a school handbook stating parents rights and the process and policies to exercise their rights. In addition, the handbook is available on the school’s website along with the LCAP, Board Meeting agendas, WASC Self-Study Report, and other resources. Building and maintaining relationships with families aligns with the goals set in the LCAP and are frequently monitored by the staff.	Vista Oaks is always striving to build strong school staff and family relationships that include trust and respect. 38% of families report that their student would benefit from additional resources on stress and anxiety and 36% for social skills. In addition, 94% of families report that the school and staff care about the success of their children. Improving resources on social emotional learning and mental health will be an area of focus so that the school families can partner to meet the needs of all students. The school plans to improve this area by: • equipping staff with professional development on social emotional learning and executive functioning skills. • providing resources for families on the school website, at each school site, and from advisors as applicable on social emotional learning, executive functioning skills, and mental health. • students having access to a school psychologist and school psychologist interns, when appropriate.  Through these methods, there will be an increase of communication and relationship building with families to meet the needs of students.	Engaging underrepresented families in building relationships between school staff and families is vital in the success of the school. Vista Oaks will continue to improve the engagement of underrepresented families by • continuing to hold input meetings specifically for families of our students with disabilities, which is approximately 20% of the school population.  • having advisors personally reach out to families about school activities, input opportunities, and other ways to participate in the school community. • providing staff professional development opportunities that focus on topics of culturally responsive, equitable, and inclusive teaching.  Vista Oaks will strive to engage underrepresented families and continue to provide a school environment where are students are welcome and are set up for success.	Vista Oaks is committed to providing a welcoming and positive school culture, where all students are able to thrive and succeed. The staff works diligently to collaborate with parents and students to create an individualized plan to meet the unique needs and background of each student. To build strong relationships, Vista Oaks communicates regularly with parents, students, and other educational partners through many methods. These include • monthly one-on-one meetings • frequent phone calls/text messages and email • weekly newsletters • a robust school website • a translator when needed for phone calls, school resources, and IEP or 504 meetings  These methods provide the opportunity for families to ask questions, share concerns and provide input on a regular basis to inform the LCAP and the development of school programs.  To help our families connect to the greater school community, as well as support learning at home, Vista Oaks hosted 12 virtual and/or parent workshops during the 2022-2023 school year. The attendance at these workshops increased significantly, with a total of over 400 parents/guardians attending. In addition, the school held four School Site Council meetings. Staff members were effective at recruiting underrepresented families. 95% of families reported that Vista Oaks promotes academic success for all students.  Additionally, the school completes several electronic input surveys each year that also informs the LCAP and school goals.To do this, the survey will be more widely advertised and staff will emphasize its importance when meeting with families and students.	One area that Vista Oaks is continually working on is to provide targeted support to our parent-educators based on the needs of their students and their areas of strength and improvement. Math is a school wide area of focus and 24% of parent-educators reported that they struggle with math instruction. In collaboration with parent-educators, the school is providing professional development opportunities for staff and parent-educators from an expert to help increase student mathematical understanding and performance. In addition, the school will offer parent-educator workshops with students to continue the math focus and learning.	Vista Oaks will actively encourage underrepresented families to participate on School Site Council, provide frequent feedback to their advisor, and participate in school wide surveys. In addition, advisors will work closely with the families to develop personalized learning plans. Families with high school students will also be provided opportunities to meet with the academic counselor and attend college and career workshops. By building a partnership between families and staff, there is an increase of positive student outcomes.	As an independent study charter school that supports homeschool families, Vista Oaks is committed to family engagement and educational partner input in seeking input for decision-making. As well as ongoing communication on a weekly basis through newsletters and regular teacher communication with parents and students, our teachers meet at least once every twenty days for one-on-one meetings with parents. In addition, our staff hosts many workshops throughout the year and ask for input about the relevant topics. Our Staff and parent educators collaborate on many of the parent workshops. Through building close relationships with our school community members, Vista Oaks is able to gather frequent and valuable input formally and informally.   Vista Oaks uses various methods for seeking educational partner input, such as K-8, High School, Students with Disabilities, and school site input meetings, School Site Council, and Parent Advisory Committee. In addition, a school wide survey was sent to parents, families, and students in Spring 2023 and the Vista Oaks had over 500 responses. A staff survey was sent out, as well. Results from this data and input include: • 97% of families reported that they are respected as an important part of the decision making for their child’s education. • 95% of staff reported that Vista Oaks promotes academic success for all students.  • 82% of students report that Vista Oaks is a place where adults treat all students with respect.  • 99% of staff also indicated that the school sees them as important partners.  Vista Oaks is a welcoming and thriving community that highly values educational partner input to make thoughtful and strategic decisions that meet the needs of all students.	Through the homeschool model, staff is able to gather valuable input from families frequently. However, our participation in input meetings could be improved. Vista Oaks will advertise input meetings in the weekly newsletter, emails, and have advisors invite families. This aligns with the 2021-2024 LCAP and will be monitored by staff.	While the school wide survey and input meetings help to inform staff of the school climate, participation needs to continue to increase to ensure that underrepresented students and families have easy access to the survey. Staff will notify families when surveys and input meetings are available. In addition, staff will highly encourage families to participate in school opportunities, such as School Site Council. It is essential to hear all voices so that the school can make educated decisions in ensuring all students succeed.	5	5	4	5	4	5	5	5	5	4	4	4	Met		22MAY2023	2023
07616710000000	Canyon Elementary	3	"Canyon is a small school with plenty of opportunities to ""get to know"" all families and students. We have a parent organization that is very active in organizing events; both for families, staff, and the community. They host Friday morning coffees, plan and organize field trips, camping trips, evening events, and workshops. We hosted the school community for a ""vision"" planning day, workday events, and school tours. Our families serve on committees; safety, school site council, and parent groups."	Our focus this year in on communication from the school. We are working on putting in systems that streamline communication from the school to the families on a regular predictable way using several modes of communication. (phone, email, newsletters, flyers)	We make special efforts to include underrepresented families in our events. We provide childcare during meetings and events, offer zoom options, and phone calls. Our parent group works on carpools for all students and families for events. We will be working on how to put all of these actions into place and keep it sustainable.	We have parent teacher conferences in mid-October for all students. During back to school night teachers go over their instructional plan for the year, share the assessment calendar, the content standards, and go over what mastery of content standards looks like.  We start the year with multiple data points on each student and plan instruction around that. This information is shared with parents. We also have a fully functioning Student Study Team that meets with parents to plan for identified needs of students.	This year we are focusing on how we communicate with parents about what their students need to know to master grade level content standards. We also need to put a system in place for progress monitoring students who are at risk, and communicate to and with parents about the supports we have available for them.	We are reaching out to families and encouraging them to work with us in educating their students. We actively teach and value cultural differences, a variety of family configurations, and student backgrounds. We make every effort to accomodate families by scheduling during the evenings, zoom options, and we offer childcare. We seek to identify the barriers for our families for engagement and try to work around those barriers.	Canyon school is supported by multiple parent groups, and individual volunteers.  We host vision planning meetings on weekends to make attendance easier for families, offer childcare, and meals during these events. We are a small tight knit community and many of our families have attended Canyon themselves as students. The community is very invested in our school. We host many evening events from, plays, open house, science fairs, art fairs, and curriculum events.	We will focus on outreach for families that traditionally have not been involved in school-wide decisions. Most of our families that express interest in being on these committees tend to be the same individuals. They live close by and can walk to the school.	We will reach out to our underrepresented families to understand what the barriers are that keep them from participating. We will try to take away some of those barriers. Do they need childcare,  or is the meeting time not available for them. The majority of our families are on interdistrict transfers and drive long distances to get to school. So asking them to go home and come back in two hours is not an option for them. We are working on earlier meetings, childcare, meals, and gift cards as incentive.	4	4	5	5	3	3	5	4	4	4	4	4	Met		13JUN2023	2023
07616970000000	John Swett Unified	3	The District understands the importance of parent involvement and has offered different ways for all parents and community members to be engaged. The District's Parent Advisory Council (PAC) is designed to improve parent engagement and involvement and build relationships with our parent community. Meetings are held to encourage activism among parents and empower parents who have not always felt welcomed or included. This committee meets monthly and is headed by parents and/or community members.	The PAC is active in discussing needs at the schools and in proposing actions to improve student outcomes. They have been especially important as we determined how to spend our restricted funds. Separate PAC meetings are held for our Spanish speaking parents so they can address issues unique to their community and needs.	The District has translation at school meetings and to SST and IEP meetings. The District successfully negotiated translation services into our Collective Bargaining Agreement with CSEA (our classified employees union) and has created a position: Bilingual Community Liaison. Finally, the District was just awarded a $200K grant to implement the Community Schools Model in our District.	We believe that partnerships with our families are essential for supporting student learning and JSUSD has worked to improve parent and family engagement over the past year. Through the development of a Parent Advisory Council, administrators, teachers and classified staff, parents and other community members are now meeting monthly to discuss issues of importance to the group, such as developing after school tutoring support and arts education. Another group, formed by the teachers' union, JSEA, is the Social Justice Activities, a group that has invited the entire community to learn and talk about issues of equity. The District's DELAC (District English Learner Advisory Committee) has become more active this year in inviting parents to participate in decision-making regarding reclassification of English learners and other issues related to their children's educations. In these meetings (SJA, DELAC, PAC), conversations are being held regarding doing a better job learning about each family's cultures, strengths, languages, and goals for their children. Individually, teachers have traditionally met with families during parent/teacher conferences, but it is a goal for the District that a more focused and systemic approach will be taken. Celebrating students' cultures has been a topic discussed. Cultural recognition has improved within the District significantly. Finally, the LEA is engaging in 2-way communication between families and educators using language that is understandable and accessible to families. Translation services are offered in all formal meetings. We are also using social media to reach out to parents and families. Our District Facebook page has over 400 followers and is updated frequently.	Parents continue to need support in understanding their legal rights and engaging in advocacy. This has been especially relevant for our Special Education parents who express concerns for their child's needs but struggle to advocate for particular instructional interventions for their child. We held a special Parent Advisory Council (PAC) meeting that focused on Special Education and parent rights. This was useful for those parents who attended. We also receive input and feedback from the parents of our English Learners expressing a desire for more instructional support for students during the school day and during our After School Program.	"Based on the analysis of educational partner input and local data, we have taken some steps to improve the engagement of our underrepresented families. In the case of our Special Education parents, we have been able to ""free up"" the time of our Special Education Director to make more time available for parents. Specifically, we have hired a consultant who specializes in the needs of English Learners. By taking EL programming off the plate of our Special Education Director, this individual has more time to support parents. Also, our newly hired EL Consultant has also helped us to engage parents of EL students. We have revived our ELAC and DELAC meetings to be more robust and accessible to parents. In addition, our District was recently awarded a Community Schools Implementation Grant ($200K) to help us also better partner with our underrepresented families. Our Community Schools Manager is working on ways to open up lines of communications in order to better involve our educational partners in supporting our students and school/District leadership."	The District has multiple channels for soliciting input and analyzing local data on the needs of our parents and families. In addition to the Parent Advisory Councils (PACs) for both English speaking and Spanish speaking families, we also use a variety of surveys and online resources to gather input on the viewpoints of parents. In addition to District-level surveys, each site also solicits feedback and data from parents and families to address specific issues that surface at school sites.	The Parent Advisory Council (PAC), formed during the 2018/19 school year, has developed into a diverse group of parents who advise the district on issues of importance to them and their children. The group's meetings are open to all families, and the turnout has been steady. Parents from all sites, from different socioeconomic, ethnic and language groups, are in attendance and participate in all discussions. The DELAC, strengthened this year with the help of our EL program consultant, has been tasked with advising the district on English Learner issues, and has also developed into a regular group of parents willing to engage in advising the district and helping to make decisions. While the expansion of our Parent Advisory Council is a good start, we still have more to accomplish. Specifically, we want to make sure our underrepresented and traditionally marginalized families can be engaged in multiple ways including increased involvement on our School Site Councils, PTAs, and fundraising groups. Our District is engaged in extensive work in the area of anti-racism and equity and is has conducting an extensive equity audit. This work includes working with various partners who are helping us figure out how best to connect with our underrepresented and traditionally marginalized parents and families. Our plan is to use these learned strategies to expand our ability to garner more parental input on our decision-making.	We need to continue to find ways to connect with parents and families that have truly disconnected from their schools and their child's classroom teachers. In other words, there are some segments of our District population that may actively avoid contact with school officials and teachers based on distrust and wariness from previous school experiences of their own. Our Community Schools Manager continues to support us in this area.	3	4	3	4	3	4	4	3	4	4	4	3	Met		07JUN2023	2023
07617050000000	Knightsen Elementary	3	As per the 2023 Parent LCAP Survey ranked a 4.16 out of a 5 point scale for feeling that the district provides a positive, orderly, and safe learning environment. Parents ranked the district as a 4.78 out of 5 when polled about the office staff and principal being accessible, friendly, and welcoming. Staff LCAP Survey results indicate that 89% feel they are communicating with parents in a timely manner and on an ongoing basis.	"Our focus is to incorporate our Parent Teacher Clubs efforts to events on campus.  Out administration is heavily involved in our PTC's work to service students and classrooms. The district has supported PTC events to promote unity and a willingness to bring community to school. Promote Back to School Night, Open House, evening performances, community events on campus and various celebrations throughout the school year. Our district is placing a higher focus on building School Site Council involvement from student and parent educational partners. The district is taking a look at traditional activities in the student schedule and ensuring they are inclusive of all students. One example is that ""Friendship Soup"" has evolved into the ""Multi-Cultural Feast"".  The focus is still on sharing a good meal with friends, however has expanded to include meal items directly from our students diverse cultures."	We will continue to personally reach out to underrepresented families within our school community. We have a strong culture of making personal contacts with those who struggle with staying connected. Our school district will continue to grow in using communication methods that work best and make information accessible to students, parents and the community.  We have regularly scheduled translation time in our staffing allocation.	The district host's two separate rounds of Parent-Teacher Conferences each school year. The district has an intervention teacher who contacts parents regarding how to support their child's learning at home. Classroom teachers keep parents informed of extracurricular online resources that can help promote positive student outcomes.	Our district is currently going through a Student Information System update. The new system we are moving to will be able to incorporate Google Classroom onto its platform.  Historically, grades were uploaded onto our former SIS system every couple of weeks from the Google gradebook platform. This needed to be done by hand. With our new system, parents will have real time access to their students' academic progress. We will continue to personally reach out to families with progress reports and periodic updates of happenings at school.	Our district will continue to personally reach out to the families of unrepresented students to provide invitations to events and ensure that they have access to technology or need assistance with registration/enrollment.	Our school district is putting increased focus and responsibility on our School Site Council.  We will have the council to review and make suggestions to update the student handbook, school rules/polices (dress code) and eligibility for district events such as recognition days and graduation ceremonies.	Administration is available each day for parent contact before and after school. The expectation is that our site administrator is in the front of the school during these times for safety and parent contact/feedback. Additionally, our school administration is present at all evening community events, send out regular updates to parents and work closely with PTC's.  We send out an annual parent LCAP survey which solicits input for decision making.	Our Bilingual Aide and School Secretary who is also bilingual, will personally call families to asst them through enrollment and assessment processes. Our school counselor and school administration will ensure that our families have viable internet, and their students have connectivity and access to devices at home. We will include outreach to include Classroom Dojo, social media, email from the school site and district, SMS push notifications, continually updated websites, and personal phone calls home.	5	5	5	5	5	5	5	5	5	5	5	5	Met		14JUN2023	2023
07617130000000	Lafayette Elementary	3	Parent involvement opportunities and building partnerships are established and offered to all parents through a variety of committees and parent organization partnerships through DELAC meetings, ELAC meetings, PTA meetings, site specific town hall meetings, and one on one meetings with parents. These meetings focus on input from families and development of family engagement practices. School sites/teachers regularly communicate to parents about the curriculum and rigorous standards.	There is always a focus on the best ways to communicate and work with parents as equal partners to implement and coordinate parent programs and build ties between schools and parents.	Our District utilizes many methods of communication and gathering input to best serve all our families.  This includes in-person meetings during and after hours, virtual options for access, and written communication. All schools have strong partnerships with the parent organizations and are committed to the partnerships with students, teachers, and parents.	Lafayette School District provides opportunities for parents/guardians to engage in parent education curriculum workshops, site-specific special education dialogue groups, as well as our District sponsored parent education. Parent involvement opportunities are established and offered to all parents through a variety of committees and parent organization partnerships through DELAC meetings, ELAC meetings, PTA meetings, site specific town hall meetings and one-on-one meetings with parents. These meetings focus on input from families and develop family engagement practices. School sites/teachers regularly communicate to parents about the curriculum and rigorous standards.	There is always a focus on the best ways to communicate and work with parents as equal partners to implement and coordinate parent programs and build ties between schools and parents. Materials and resources are available to parents through the District website, and translation materials are available if needed.	The District English Language Assessment Committee (DELAC) supports parents of students with Limited English Proficiency (LEP). The purpose of DELAC meetings is to provide a forum where information is shared regarding programs, new initiatives and other current issues of importance to the education of EL students. The DELAC reviews and gives input on programs and services across the District and looks at District-wide needs and assessment on a school-by-school basis. This information includes school reports and translations if needed. There is a review of District goals and objectives for English Learners and development of a District plan. Information is collected and reviewed using the home language survey. The committee reviews the District's reclassification procedures and written notifications required to be sent to parents and guardians. Our English Learner parents are also invited to parent education nights that review curriculum focuses across the content areas and other health and wellness parent education. Parents are given multiple modalities, both written and online, in support of ways to improve/help their student's achievement. These are provided in different languages, as needed. The District provides site-based dialogue meetings for families with students with disabilities twice a year. These meetings provide special accommodations for families who have special accessibility needs.	Lafayette School District provides opportunities for parents/guardians to engage and to be a part of the decision-making process with school activities, conferencing with teachers, parent education curriculum workshops, site-specific special education dialogue groups, as well as our District sponsored parent education. Parent involvement opportunities are established and offered to all parents through a variety committees and parent organization partnerships through DELAC meetings, ELAC meetings, PTA meetings, site specific town hall meetings and one-on-one meetings with parents.	The District will continue to focus on multiple methods for seeking input from all families.  This will include surveys, in-person meetings, and looking at all data sources for information.	The District English Language Assessment Committee (DELAC) supports parents of students with Limited English Proficiency (LEP). The purpose of DELAC meetings is to provide a forum where information is shared regarding programs, new initiatives and other current issues of importance to the education of EL students. The DELAC reviews and gives input on programs and services across the District and looks at District-wide needs and assessment on a school-by-school basis. This information includes school reports and translations if needed. There is a review of District goals and objectives for English Learners and development of a District plan. The District Dialogue meetings are specifically for Special Education students and these meetings provide time for dialogue and discussions around District protocols and ways parents can share input toward decision-making processes regarding student programs and instruction.	4	4	4	4	4	5	5	5	5	5	4	4	Met		14JUN2023	2023
07617210000000	Liberty Union High	3	LUHSD provides a variety of staff development opportunities for teachers and administrators to build relationships between school staff and families, including using organizations such as Crescendo Group, McREL, TD Consulting, Improve Your Tomorrow (IYT), and the Contra Costa County Office of Education. Staff development is designed to provide engaging lessons to diverse student groups, and to effectively communicate with students and parents from diverse backgrounds. There have been culturally-specific parent nights, such as African American Parent Night, Parent for Success Conference, and College Information Nights in Spanish for our Spanish-speaking parents. Through the LCAP process, LUHSD has provided Targeted Assistance Counselors to work with students and families from underrepresented groups. Additionally, is a bi-lingual parent liaisons at Liberty High School campus.	"LUHSD is examining ways to improve its communication services to families through integrating communicative software closely aligned with our student information system. Doing so will strengthen our scope and use of our mass communications ""auto-dialer"" and email by broadening use beyond administration. We are also examining ways to incorporate strategies from our MTSS implementation."	LUHSD will continue to receive feedback from and about events that focus on underrepresented families including but not limited to African American Parent Night, English Learner Advisory Committee/District English Learner Advisory Committee, Campus Climate Committees, Title I Parent Advisory Meeting, and beyond. The use of improved tools for mass communication will also positively impact our outreach to underrepresented families. LUHSD is a diverse community and we would like to explore ways to celebrate our diversity by having resources accessible for families to learn about cultures of our community. In addition, LUHSD would like to house bi-lingual parent liaisons at our other two comprehensive high schools.	LUHSD will continue to receive feedback from and about events that focus on underrepresented families including but not limited to African American Parent Night, English Learner Advisory Committee/District English Learner Advisory Committee, Campus Climate Committees, Title I Parent Advisory Meeting, and beyond. The use of improved tools for mass communication will also positively impact our outreach to underrepresented families. LUHSD is a diverse community and we would like to explore ways to celebrate our diversity by having resources accessible for families to learn about cultures of our community. In addition, LUHSD would like to house bi-lingual parent liaisons at our other two comprehensive high schools.	LUHSD's current focus on improving building and maintaining community partnerships exists in the ways we communicate to families. In some cases, email and phone messaging suffice. After analysis of educational partner input, broadening our scope of ways we use mass communication software and messaging to educational partners will improve our partnerships for student outcomes.  From quantitative data: parents would become more involved if: 1) More information on involvement opportunities (55%), 2) More communication between school and parents (45%), 3) More information on how to support students at home (38%), 4) More participation opportunities at the school level (36%), and 5) More convenient time for participation (43%).	LUHSD will continue to collaborate with local agencies including but not limited to our County Office of Education and neighboring school districts to gauge and determine effective and efficient ways to meet the communicative needs of our underrepresented families. Some identified areas are broadening our use of communication tools beyond voice messaging and email. Our mass communication system, for example, supports text messaging and feedback elicited shows this form of communication would be welcomed by educational partners. In addition, feedback shared with LEA showed use of student information system and learning management system communications focusing on student learning progress from underrepresented families would be helpful.	Through the use of qualitative and quantitative feedback from educational partners, 30% of LUHSD parents either agreed or strongly agreed that they have a say in school-level decision making. Additionally, 29% of parents feel that they have a say in the decision making process at the district level. In addition, Parent Advisory, ELAC/DELAC committees, LCAP feedback and other collaborative with educational partners elicited valuable input.	LUHSD focus areas for improvement in seeking input for decision-making are to increase variety of communication channels to educational partners, advocate for diverse representation of groups/committees, and collaborate with community organizations beyond families of students. LUHSD will also increase frequency of collaboration with existing community agencies including but not limited to our four feeder elementary school districts (Brentwood, Byron, Knightsen, and Oakley), local community college Los Medanos.	We are examining ways to improve outreach to families beyond phone or email. Having diverse representation of collaborative groups/committees will improve quality of our feedback and ability to best serve our community. As a high school district, working closely with community organizations is of high value to seek their input for best practices while student is enrolled in LEA and what is needed for their post-secondary success. We have started collaboration with feeder school districts and community members targeting our English Learner families with adoption of Inter-District English Learner community. This group will increase frequency of collaboration and improve ability to meet garner improved input from underrepresented families. In addition, our Student Services is looking to expand activities such as X on our outreach and input from our underrepresented families including but not limited to EL, homeless, and foster youth.	5	5	5	5	5	5	5	5	5	5	5	5	Met		21JUN2023	2023
07617390000000	Martinez Unified	3	"Martinez Unified School District administered the California School Staff Survey by CalSCHLS in the spring of 2023.  We had 129 staff participate in the survey (64 from elementary, 32 from middle school, and 33 from high school).  Of the staff who responded 24% strongly agreed that ""school is welcoming to and facilitates parent involvement"", 25% strongly agreed that the school ""encourages parents to be active partners in school"", 19% strongly agreed that ""school communicates about student learning expectation"", and 20% strongly agreed ""parents feel welcomed to participate in class"".  Martinez Unified School District administered the California School Parent Survey by CalSCHLS in 2021-22. We had 672 parents participate in the survey (373 from Elementary, 137 from MS, and 161 from High School). Of the parents who responded, 50% of the parents identified as White, 13% Two or More Races, and 14% as Hispanic or Latinx. 2% indicated their students were in EL program and 18% indicated their student had an IEP.  Just as in past years, MUSD continues to promote and encourage parent participation both in and out of the classroom. MUSD has created ongoing opportunities for engagement and means of disseminating information via ELAC/DELAC and a Parent Engagement Calendar that is frequently updated for district events and is available in both English and Spanish. MUSD will also encourage an increase in parent response rate through alternate communication tools, such as Robo Calls, Newsletters, and Family Liaisons, to ensure the results represent the largest amount of educational partner voice possible.  We also have parents participate in various district committees, such as Curriculum Advisory Council (CAC). This committee meets a minimum of four times a year to review and make recommendations regarding curriculum and new courses. This process includes access and equity for our diverse populations and student needs. Parents participate in our LCAP Executive Advisory Committee (EAC) and were integral members in the drafting of our three-year LCAP. MUSD also engages parents via the MUSD Budget Advisory Committee and Safety Committee, parent membership and participation are a critical component to the makeup of these committees. LEA, the community, and parent members activity review, collaborate and advise on budgetary and safety programs. This includes analyzing local data to determine successes and gaps in programs. These committees meet several times a year."	For the 2023-24 school year, MUSD will be expanding our Equity Committee to ensure we are engaging our underrepresented families in the needs of their students, as we see a need to ensure parent voice is heard.  This will foster an environment of belonging at all levels including the parent level.  MUSD will also be exploring ways to support families with the transition from middle to high school and informing parents of college entrance requirements. This goal aligned with parent feedback, which indicates the need to take a closer look at how we are informing our parents on how to help their child plan for college or vocational school.	Martinez Unified is an ethnically diverse district with many cultural backgrounds. Through the input of school site parent groups and district committees, MUSD parents/guardians have the opportunity to provide regular input on school site and district decisions. LCAP funds have been earmarked for these efforts in order to fully support the work we are doing to improve school climate, create inclusive schools for diverse families, and foster healthy relationships across the district.   Examples from the 2022-23 school year:  • Expansion of Positive Behavioral Interventions and Supports (PBIS) at Martinez Junior High School  • MUSD equity team leaders had trainings and meetings to develop a Diversity, Equity, and Inclusion plan for the 2023-2024 school year.  For the past few years, MUSD has funded two bilingual Family Liaison positions in an effort to support and build parent partnerships for student outcomes. We value the partnership between home and school and believe this connection is essential to the success of our students. Our Family Liaisons support all seven school sites with school/parent communication (i.e. flyers, newsletters, website, Robo-Calls, and individual phone calls). They are also available to translate at parent-teacher conferences, IEPs, and school-sponsored parent events, such as Open House, Back to School Nights, and Parent Ed. Parent Liaisons translate all School Board Meetings.  Family Liaisons have been an integral piece of our ELAC/DELAC committees. They support translation, as well as encouraging families to attend. Through our ELAC/DELAC committees, MUSD provides parents with training and information regarding how parents can collaborate with the school to support their child. We offer information and support in transition between levels (elementary to middle and middle to high), how to navigate A-G requirements, Reclassification, etc.  PTA is a strong supporter of MUSD schools and will collaborate with school sites to provide timely and relevant parent education opportunities, as well as host Family Nights to encourage all parents to connect with the school community. MUSD also hosts parent information nights such as How to Address Vaping, Supporting your Digital Citizen and Digital Safety Trainings, and College and Career Nights.	Martinez USD continues to promote and encourage parent participation both in and out of the classroom. The top ways in which parents participate are through events such as Back to School Night, attending performances, and supporting PTSA. We also asked parents for feedback as to how we can further increase parent involvement and the number one response was to provide more timely information about opportunities.  We have launched a new communication platform, ParentSquare which will allow for timely communication with families which will allow for the opportunity to build partnerships.   To that end, MUSD has created ongoing opportunities for engagement and means of disseminating information, via ELAC/DELAC and a Parent Engagement Calendar that is frequently updated for district events and is available in both English and Spanish. MUSD will continue to administer this survey each school year, analyze results, and share this analysis with the Governing Board. MUSD will also encourage an increase in parent response rate through alternate communication tools, such as Robo Calls, ParentSquare App, Newsletters, and Family Liaisons, to ensure the results represent the largest amount of stakeholder voice possible.  MUSD also has parents participate in various district committees such as the Curriculum Advisory Council (CAC), to review and approve curriculum and new courses. This process includes access and equity for our diverse populations and student needs. Parents participate in our LCAP Executive Advisory Committee (EAC) and were integral members in the drafting of our new three-year LCAP. MUSD also engages parents via the MUSD Budget Advisory Committee and Safety Committee, parent membership and participation are a critical component to the makeup of these committees. LEA, community, and parent members activity review, collaborate and advise on budgetary and safety programs. This includes analyzing local data to determine successes and gaps in programs. These committees meet several times a year.	Based on the analysis of educational partner input and local data, Martinez Unified makes significant efforts to create welcoming environments develop multiple opportunities for two-way communication, and build trusting relationships as evidenced by volunteer programs, school liaisons, parent advisory groups, and digital and in-person communication. The district is committed to engaging community stakeholders at a deep level. Educational partner's feedback was received via surveys, School Site Council meetings, and advisory committees.  As described in the Martinez Unified LCAP, there were many opportunities across the district for partnerships in a variety of areas, including diversity and equity, curriculum, and special education.  Schools hold many events that support families and promote parental participation, including PTA, Diversity and Equity Committee, DELAC, and Principal Coffees. Parents are encouraged to communicate with staff concerns and meet with teachers, counselors, and administrators regularly. The schools offer various support resources and communicate these resources to the parents in multiple forms. Informational meetings are held to ensure parents understand what those resources are and how their children can access them.	For the 2023-24 school year, we will be expanding our site-based Equity Committees to ensure we are engaging our underrepresented families in the needs of their students, as we see a need to ensure this parent's voice is heard.  Martinez Unified will also be partnering with community partners to be guest speakers for our DELAC and ELAC meetings, this will ensure that our parents have interesting, relevant topics throughout the year.  District Committees also include representation from all school sites, as well as underrepresented families.	Martinez Unified strongly supports family members to effectively engage in advisory groups and decision-making as evidenced by advisory committees and the School Site Council, Equity Committee, DELAC, and ELAC. The district is committed to engaging community stakeholders at a deep level. Stakeholder feedback was received via surveys and was included in the LCAP data.  Parents also participated in the LCAP, Executive Advisory Committee, providing input on the LCAP during meetings held throughout the year.	"MUSD promotes meaningful interactions and partnerships between educators and the school community.    In the 2020-21 California School Parent Survey, approximately 90% of parents surveyed indicated they Strongly Agree or Agree that ""The school encourages me to be an active partner with the school in educating my child"" and 71% overall Strongly Agree or Agree the ""School actively seeks the input of parents before making important decisions."" Parents also noted they ""feel welcome to participate in the school"", 77% Strongly Agree or Agree. Parents surveyed also noted 93% Strongly Agree or Agree that ""The school keeps me well-informed about school activities.""  As listed under the Building Relationships section, MUSD provides multiple opportunities for parent and stakeholder engagement. This invitation to participate and collaborate in school and district decision-making committees is made to all families, including underrepresented families, and has used multiple communication methods in order to capture a wide parent audience. MUSD recognizes not all our underserved families use email and many prefer paper flyers, text (Remind App), and Robo-Calls. These are some of the many ways we communicate with our underserved population to encourage input and involvement. We also offer meetings at varying times, mornings, afternoons, and evenings to capture as many stakeholder voices as possible. All messages are available in English and Spanish.  Parents are vital members in the following site and district-level decision-making committees; LCAP Executive Advisory, Safety Committee, Curriculum Advisory Committee, ELAC/DELAC, Budget Advisory, Master Facilities Planning, and School Site Councils. MUSD's Superintendent also visits all PTA meetings regularly to provide important information and gather parent feedback for decision-making. MUSD will continue to utilize multiple communication tools to engage underrepresented families."	Martinez Unified continues to build and support the capacity of principals and staff to effectively engage families in advisory groups, provide families with opportunities to have input on policies and programs, implement strategies to seek input from any underrepresented groups in the school community and provide opportunities to have families, teachers, principals, and district administrators to work together to plan, implement and evaluate family engagement activities at school and district levels. Martinez Unified also continues to build the capacity of family members to effectively engage in advisory groups and decision-making.	4	3	4	4	3	3	3	3	4	4	3	4	Met		26JUN2023	2023
07617470000000	Moraga Elementary	3	The Moraga School District believes that school-family collaboration leads to improved student achievement, better behavior, better attendance, higher self-concept and more positive attitudes toward school and learning. Each school site holds community building events throughout the year. The District provides families information and resources via newsletters, websites, and at PTA, School Site Council and Governing Board meetings. Moraga uses the Parent Square communication platform to inform parents of district information and other resources. Teachers communicate with parents in-person during Back-to-School Night, Open House, and parent teacher conferences. The parent teacher conference time is used to communicate student progress, develop improvement plans, and build relationships with families.	The Moraga School District continues to focus on increasing parent engagement by improving the frequency and transparency of communication, building alliances with the school community to foster relationships, sharing resources, and developing mutual goals with educational partners. In order to achieve this goal we are focused on improving family and school relationships through community building service learning projects, and increasing parent education opportunities.	The Moraga School District will continue to individually contact low-income, English learners and foster youth parents to participate on the Coordinating Council and provide translation services as needed. The District will continue to convene meetings of parents of students with disabilities. The District’s ELL teacher will continue to hold individual parent-teacher conferences with parents. All elementary teachers dedicate a week to parent­-teacher conferences with translation services when necessary. The District plans to hold community building and parent education events focused on: English Language Learners, Special Education, Executive Functioning, Wellbeing, Safety, Diversity/Inclusion. While examples demonstrate evidence of engagement, the 22-23 LCAP includes “actions” to improve upon prior year successes to increase engagement.	The Moraga School District recognizes that school-family partnerships increase the likelihood that children will have positive school experiences and better life outcomes. The District offers quarterly parent education in response to parent needs.  Moraga has partnered with the community organization Rainbow Community Center to provide resources and professional development for staff and families in order to improve outcomes for all students. Staff teams at each school site work with the Santa Clara County Office of Education on professional development in Positive Behavior Supports and Interventions (PBIS). Committees offer opportunities to engage in decision making and include the Coordinating Council, Diversity, Equity, Inclusion, and Belonging Committee, and Safety Committee. The District English Learner Advisory Committee (DELAC) was established in 2022-2023 to enhance communication and collaboration with parents of English learners.	The Moraga School District will continue to partner with the Santa Clara Office of Education on the implementation of Positive Behavior Interventions and Supports (PBIS) with a focus on more intensive support. The District will also partner with parents to increase student participation in service learning projects.	The Moraga District, and individual school sites, will communicate programs and activities, with information focusing on climate surveys, LCAP development, committees, and parent education programs at least twice a month and provide communication in multiple languages as needed. The District will work with the non-profit organization Mindful Littles to increase engagement of our underrepresented families. For example, we will hold a technology night for families of English learners for the purpose of increasing access to District and school site information as well as digital platforms used by students and families.	The Moraga School District regularly seeks input for decision making from parents and guardians via School Site Council, the Coordinating Council, PTA, MEF, Governing Board meetings, Student Study Teams, communication, and parent-teacher conferences.. Translation services are provided as needed. Surveys are used to seek input from all parents and survey results can often be disaggregated by demographic groups. A Parents of Exceptional Moraga Students (POEMS) group meets at least four times a year for the opportunity to provide input into programs serving students with disabilities. In 2022-2023 the Moraga School District held meetings with families of English Learner students during District English Learning Advisory Committee (DELAC) meetings. The District’s Diversity, Equity, Inclusion, and Belonging committee increased membership of staff and parents this past school year and gave input on the District Diversity, Equity, Inclusion, and Belonging plan.	Moraga School District staff and parents will continue to collaborate around local and state student achievement data during PTA and the District Coordinating Council meetings. The District also plans to increase parent input on the LCAP by bringing together school site councils as part of the input process.	The Moraga School District will individually contact low-income, English learners and foster youth parents to participate on the Coordinating Council and provide translation services as needed. The District will continue to administer a student Diversity, Equity, Inclusion, and Belonging (DEIB) survey along with an annual climate survey in order to better develop action plans per survey outcomes. The District has plans to meet with families of underrepresented students for the purpose of providing input.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
07617540000000	Mt. Diablo Unified	3	Mt. Diablo Unified continues to build positive and supportive relationships between school staff and families by using ParentSquare providing updates from schools and the District in the home language of the families, a weekly newsletter highlighting activities, events and updates, and a robust choice of family education and advisory committees.	Mt. Diablo Unified continues to strengthen building relationships between the District and students' families, most specifically families of students of color.  Efforts have been made to diversify the District's workforce to recruit employees who better mirror our student population and schedule town halls in several areas of the district to hear from and build stronger relationships with marginalized families.  Additional activities, including hiring additional counselors and social workers and creating a program for older students with interrupted schooling, have been added to support families who have recently immigrated from Central America and the Middle East.	Mt. Diablo Unified will improve engagement of underrepresented families by expanding language supports beyond English and Spanish, increase opportunities for community building and student recognition, such as the African American Student Achievement Awards.  District staff will continue to host multiple advisory committee meetings and town halls to seek input from under represented families.  Some of these advisory committees include the African American Parent Advisory Committee (AAPAC), Community Advisory Committee (CAC), and the District English Learner Advisory Committee (DELAC). The District will continue to prioritize diversifying our workforce to recruit employees who better mirror our student population.	The District and site websites, social media, Student and Parent Square, AERIES Homelink, Seesaw, and Google Classroom platforms have been used more regularly to inform parents/guardians and students of educational opportunities, resources and supports, and increase two-way communication with the broader community.   An Association of Raza Educators (ARE) has been formed to strengthen relationships between staff and parents/ guardians. Formal systems for students to share concerns and become co-collaborators in school and district-wide change initiatives through a Student Advisory Board and school leadership teams was established.    Loma Vista Adult Education has expanded educational offerings at the school sites and increased the percentage offered in multiple languages. Adult Education also expanded offerings of Parent/Teen workshops, Parent Support workshops, including court-mandates classes, classes in CPR/ First aid, nutrition/ wellness, and is providing online and in-person access to Parenting and Anger Management classes for parents/ guardians.  An annual Parent Conference was held providing workshops/presentations for parents supporting their child's academics and social-emotional development with workshop translation offered in English, Spanish, Dari, and Pashto.	The District will implement more targeted strategies to support students from underrepresented racial and ethnic groups. There is a desire by the AAPAC to expand the group's impact across the district and support Black Student Unions creating spaces for student engagement, advocacy, and community service.  Additional actions include providing training for school sites and individual teachers to create more welcoming, respectful and culturally responsive learning environments.  Extended learning opportunities and tutoring opportunities will be expanded, supplemental positions to support homeless and foster youth will be identified to provide intervention, and counselors will be used as resources ensuring there is a coherent plan to provide SEL lessons and support across the District.  In the updated LCAP, services, actions, and dissagregated metrics supporting the needs of emerging bilingual students and Students with Disabilities, in addition to those supporting African American students, foster youth, and students experiencing homelessness, are included in Goal 4 of the Local Control Accountability Plan (LCAP.)	The District will provide parents/guardians more opportunities to network and collaborate in interest-based groups to support their child's learning.  Parent/ guardian events and family night topics may include a focus on college & career and civic readiness, how to support students' progress in ELA and mathematics, how to access community resources, college workshops, and the reclassification process for emerging bilingual students.  The District will financially support and expand the number of community service liaisons and assistants at school sites.  Loma Vista Adult Education will expand educational offerings at the school sites and increase the percentage offered in multiple languages.  Adult Education will also expand offerings of Parent/Teen workshops, Parent Support workshops, including court-mandates classes, classes in CPR/ First aid, nutrition/ wellness, and will provide more online and in-person access to Parenting and Anger Management classes for parents/ guardians.	In Mt. Diablo, to better address the needs of students of color, parent/guardian voice and advocacy is collected through the Antiracist Anti-Bias Committee (ABAR) and the African American Parent Advisory Committee (AAPAC) committees who have recruited parents/ guardians of underserved student groups.  An Association of Raza Educators (ARE) has been formed and will expand working to strengthen relationships between staff and parents/ guardians.  Adult education classes have been expanded including court-mandates classes, classes in CPR/ First aid, nutrition/ wellness.  To improve communication and engagement, there has been an expansion of the number of community service liaisons and assistants at school sites to better support families and students.	Even though Mt. Diablo is committed to engaging and empowered parent/guardian community in partnership to improve outcomes for all students, after multiple educational partner and advisory committee meetings, there continues to be areas in need of support and attention.  Families from nondominant backgrounds (e.g., racial, ethnic, and linguistic minorities, and homeless and foster families) are underrepresented in committees, associations, and advisory groups.  As a result, staff may have an incomplete picture of the challenges in Mt. Diablo leading to developing resources and systems that do not reflect the true needs of all of the families.  While educational partners reported improvement in district communications, especially external communication to educational partners, parents/guardians who are not English speakers experience challenges in communicating with the district and participating in committees and advisory groups.  There is also a need to increase opportunities where parents/guardians can network and collaborate in interest-based groups to support their child's learning.  Lastly, the District needs to provide more early educational opportunities for parents/guardians in which they develop strategies/skills for supporting their student(s) and serving as leaders in the school/district community.	The District will improve engagement of under represented families by actively recruiting with personal calls parents/ families to participate in site and district level decision-making advisory groups (i.e. Anti-Racist/Anti-Bias Committee, Budget Advisory Committee, Community Advisory Committee, District English Advisory Committee,  Parent Advisory Committee, African American Parent Advisory Committee (AAPAC), Faculty Club or Parent Teacher Association, Site Council, Mt. Diablo Business Education Alliance).  Student agency and voice will be increased by developing more formal systems for them to share concerns and become co-collaborators in school and district-wide change initiatives (e.g., Student Advisory Board).   Lastly, the District will continue to work towards employing a more diverse workforce which better mirrors our student population racially and linguistically.  In addition to our Mt. Diablo Black Educator Association (MDBEA) , an Association of Raza Educators (ARE) has recently been formed and will expand working to strengthen relationships between staff and parents/ guardians.	4	3	3	4	3	4	3	3	3	3	3	3	Met		28JUN2023	2023
07617540134072	Rocketship Futuro Academy	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
07617546118087	Eagle Peak Montessori	3	Eagle Peak Montessori communicates with parents through Parent Teacher Partnership meetings twice a year, implementing a standards-based report card twice a year, and asking parents to observe their child twice a year in the classroom. The parent partnership meetings are a time for the parents and teachers to set goals together and monitor those goals for the students. Starting at the second meeting in 3rd grade and going through 8th grade, the students are an active part of these meetings. We conduct a parent survey once a year. There are also many opportunities to participate in both the school day and extra activities on campus.	We continue to work to ensure that all families have the information that they need in a manner that works for them, to be a full partner with the classroom teachers. We are working to bring back more Parent Education which was crucial to this process and was on hiatus for the last two years.	All LEAs should recognize that it is not truly possible to perfect this relationship. There are always ways to grow. We are continuously working to integrate training and conversations on cultural competence and antiracist practice. These are crucial for creating welcoming and equitable educational communities.	We believe that one of the most important ways to improve Student Outcomes is through the partnerships described above with families.	While we have over 95% of our parents who participate in the partnership meetings and the process that those provide, we would like to ensure that 100% of families participate.	We work hard to create a welcoming environment for all families on our campus. We have ensured that the school wide newsletters is distributed in a way that allows for translation. We ensure that all teachers have participated in training in creating equitable classroom environments. Our staff reaches out to families to learn more about times and ways that they can become involved.	Eagle Peak has an advisory group, the Parent Teacher Leadership Group(PTLG). We are also governed by a Board of Directors which is comprised of community and parent members. The Board of Directors has all governance and fiduciary responsibility for the school, which gives parents representation in all of those decisions. The PTLG creates programs and volunteer positions to encourage parent participation on campus.	We are still in the process of rebuilding some of the volunteer community and expectations. 2023-2024 will be a year of substantial increase to these programs.	We work to create events and opportunities that have been examined for equity and respect of all.	5	5	4	5	5	4	5	5	5	5	5	5	Met		13JUN2023	2023
07617620000000	Oakley Union Elementary	3	OUESD continues to develop the capacity of our staff to build trusting and respectful relationships with families. The district hosts several family and community events every year, including Read to Grow, open houses, elementary and middle school conferences, Read Across America, LCAP meetings, and other community events like Oakley Special Education Symposium, which educates our parents about resources for Special Education. Additionally, ongoing meetings, such as ELAC meetings, School Site Council Meetings, and PTA meetings, are held at various sites to gather feedback from stakeholders. These events provide opportunities for family engagement and involvement within the school community.  To strengthen connections and increase engagement, the district has hired Parent Community Liaisons at all campuses. Furthermore, OUESD consistently employs bilingual paraeducators to facilitate communication and engagement with families who may face language barriers. OUESD has also made significant progress in creating welcoming environments for all families in the community.	The district recognizes the following areas for improvement: Communication Barriers: The district acknowledges that communication barriers impeded building relationships with families. OUESD needs to develop multiple opportunities for 2-way communication with families using understandable and accessible language Professional Development: The district determines the need for professional development that will improve the capacity of staff members in learning about each family's strengths, cultures, languages, and goals for their children.	OUESD encourages parents to get involved in their child's education. We use multiple ways of communicating to students and their families to encourage participation. - To improve engagement with underrepresented families, the OUESD plans to implement the following action steps:  - Provide cultural competency training for staff to better understand and respect diverse cultures and languages within the community. - Develop outreach programs specifically targeting underrepresented families, including translated materials and interpreters when necessary. - Collaborate with local community organizations that have ties to underrepresented communities to facilitate communication and build trust. - Establish feedback mechanisms that allow underrepresented families to voice their concerns and suggestions, and actively implement changes based on this feedback. - Organize workshops and events that address the unique needs and goals of underrepresented families, fostering their active participation in their children's education.	One of the strengths of OUESD in building relationships for student outcomes is having  Parent Community Liaisons (PCLs) at all of our schools. Our PCLs serve as a valuable bridge between schools and families. They coordinate with parents for various activities including their child's access to an aligned curriculum. They also serve as translators for parents who need a specific translator. There is a discussion with the MTSS (Multi-Tiered System of Supports) Committee about Parent Engagement, indicating an awareness of the importance of involving parents in support structures for students.	To continue building relationships for student support, OUESD needs to share students' achievement data with families in order for them to support their children's learning. In addition, OUESD needs to Involve families more deeply in the development of LCAP (Local Control and Accountability Plan) goals. School sites and the district need to involve families in collaborative decision-making processes. OUESD needs to make sure that the families of students are informed regarding their students' attendance data. Lastly, strategies to encourage greater attendance at family engagement events should be explored.	To improve engagement with underrepresented families, the OUESD plans to implement the following strategies:  - Provide cultural competency training for staff, including PCLs, to ensure that they understand and respect diverse cultural backgrounds. - Develop and deliver content that is culturally sensitive, relevant, and accessible to underrepresented families. - Conduct personalized outreach to underrepresented families, considering their unique needs and communication preferences. - Improve the transparency of student data sharing with families, explaining its importance and relevance to their child's education. - Actively involve underrepresented families in decision-making processes, including the development of goals and strategies within the LCAP.	OUESD hosts several family and community events every year, providing opportunities for family engagement and involvement in the school community. These events include our open house, conferences, Read to Grow, Oakley Special Education Symposium, Literacy night and STEAM night. Also as stated in previous questions, OUESD has assigned Parent Community Liaisons on all campuses to strengthen connections and increase engagement, especially with families who may have language barriers.	Two areas that OUESD continues to improve include breaking the communication barriers and specific professional development focusing on this area. OUESD acknowledges that communication barriers have impeded building relationships with families. Also we recognize the need for professional development to enhance staff's ability to engage with families effectively.	OUESD will continue to prioritize addressing communication barriers and consider providing additional support and resources for underrepresented families. The district also started to provide professional development that demonstrates different strategies on how to  engage underrepresented families effectively. OUESD will also expand the opportunities for parents to be involved in decision-making processes. The district will conduct multiple meetings to invite families as we develop our new LCAP. In addition, the school site will reach out to their families to invite them as they develop their new SPSAs.	3	3	2	3	3	3	3	3	3	2	2	3	Met		28JUN2023	2023
07617700000000	Orinda Union Elementary	3	OUSD staff members have a strong partnership with the parent community, and the District has developed ways of communicating and addressing student progress and achievement outcomes. All schools regularly communicate academic and social-emotional progress. In elementary grades, teachers hold parent-teacher conferences to address student goals and discuss student progress. Wellness Counselors are available to meet students in need of mental health support. In middle school, teachers regularly communicate academic progress via digital platforms. Middle school counselors meet with each student individually, review their progress throughout the year, provide mental health support and are available to guide them in their transition to high school. Students with IEPs have a case manager who provides additional support and communicates with parents regarding progress on IEP goals. Schools provide intervention support to all students through intervention specialists for elementary grades. Middle school students have targeted support periods embedded within their school day schedule.	OUSD data demonstrates strong relationships between the staff and the family community. Current processes and structures are being put in place as systems at all school sites. District staff and school leaders are working to calibrate and align practices at all schools.	OUSD prides itself on being a community Where Everyone Belongs. Districtwide committees include diverse voices of parents. School Community Coalitions include parents who represent and welcome diverse and underrepresented parents. The focus of the groups is to develop welcome events, celebrations, and ensure parents are explicitly invited to the meetings to be part of decision-making processes.	Orinda Union School District has a highly engaged parent community, and the District thrives in part due to the positive relationships established between staff and families. During the 2022-23 school year, the parent community was surveyed to gain an understanding of their level of engagement and school and district priorities. The results of the survey, as well as the high level of engagement in committees, parent organizations, and volunteer opportunities, demonstrate a highly engaged parent community that feels a strong level of trust in their schools. In addition to the survey, parents provide input by being actively engaged through the Orinda Network Education (ONE) Foundation, which supports all the schools and their individual Parent Clubs. They provide input at the formal and informal meetings, and many are represented at the various committees (ex. Coordinating Council, Safety, Site Council, Diversity, Equity and Inclusion) The district and schools provide regular communication via ParentSquare, websites, parent forums, and public meetings.	The District is focused on building ongoing effective structures where parents and staff work together to develop and guide the District's vision. One of the areas of growth is the development of collaborative and effective Steering Committees that include staff, parents, and administrators as part of advisory teams focused on districtwide topics.	The District is looking to implement an effective advisory Steering Committee structure, and part of it would be the inclusion of underrepresented families in the advisory groups. Additionally, the District is looking to expand the implementation of the ELAC and DELAC committees and their voice within the District.	All OUSD schools have highly involved Site Council advisory groups and Parent Club that provide input and act as advisory groups. The District has several Steering Committees dealing with specific topics, a general, advisory group, Coordinating Council, and a fundraising foundation, ONE. All organizations function to provide parent voice and input in all aspects of decision-making at the school sites and at the district level. School and district administrators hold regular meetings with the parent leadership to obtain feedback and seek input regarding relevant and current happenings at the sites. There is a true collaborative partnership amongst the parent leaders and staff members at each school site and at the district level. The Steering Committees tackle specific issues such as mental health, equity, before and after care, safety, and food service.	OUSD has a strong collaborative relationship with the parent community and has had districtwide committees, however, the structure of Steering Committees that involve staff and parents is new in 2023-2024 school year. This structure will need to be developed and established in order to be effective in producing the desired outcomes.	OUSD enjoys strong partnerships and high participation of parents on the parent committees. Staff will need to actively recruit parents from underrepresented families to ensure their voices are present and heard on the districtwide committees.	5	4	4	4	5	4	4	5	5	4	4	4	Met		12JUN2023	2023
07617880000000	Pittsburg Unified	3	PUSD has a strong human infrastructure for building relationship with families, including a Coordinator of Family Engagement and site-assigned Family Liaisons.  Understanding that relationship is everyone's responsibility support and training for relationship-building occurs at some level for all staff.  Most recently we have had a focus on Racial Equity with EPOCH training across the district, and in-depth at sites.  Additionally, we have a Coordinator of Social Emotional Learning who supports, in additional ways, the creation of a culture of caring at school sites.  In the past year we have also focused intentionally on improving human infrastructure for the support of African American scholars, including outreach, meetings and activities for a recently created district Families of African American Scholars (FAAS) group.	A primary area of focus is on improving outreach to, support for, and engagement of families of African American scholars.	We are ~65% LatinX and have had good infrastructure including ELAC/DELAC, translation services, bilingual staffing, cultural outreach and culturally-responsive parent education opportunities regarding our LatinX community, and are working now to improve supports for, engagement with, and relationship with African American families.  This more targeted outreach is intended to improve engagement in key district surveys such as our LCAP and CA Healthy Kids surveys, as well as engagement in a variety of in-person and virtual events that include reflection on relationship building in ways responsive to diverse cultural groups within PUSD.	Besides promoting a wide-variety of venues and modes of communication for working with parents/guadians, PUSD has a central office Coordinator of Family Engagement, and a cadre of Family Liaisons to help facilitate growing empowering/trusting relationships and partnership opportunities.  Our Family Engagement team also facilitates a range of in-person and virtual workshops and networking opportunities for parents/guardians around a wide variety of topics (parents are also surveyed for their input on topics).  These topics include strategies for supporting learning at home in specific ways, e.g., early literacy. Further, we have had a recent and strong intentional focus on building partnership with Families of African American Scholars.  We have also increased the number of qualitative focus group empathy interviews we hold with both parents and our scholars to better understand barriers and opportunities for improving relationships.	A primary focus of our work currently, is to engage with, learn from, and build stronger partnerships with families of our African American scholars, while growing, maintaining, and sustaining our partnership with all families.	As mentioned above we have increased our outreach to, engagement with, and empathy interviews with our families and scholars (raising scholar voice), with a particular and intentional focus on our African American scholars and their families.	PUSD promotes and supports decision-making involvement, including through School Site Councils, LCAP Community Meetings and Surveys, open Board Meetings, active DAC/DELAC/ELAC committees, a variety of in-person and virtual information-sharing sessions, with opportunities for feedback, polls, and/or surveys.  We are currently working to grow a stronger, explicit decision-making engagement with our African American families through communication with, meetings with, and special events for a newly created district Families of African American Scholars (FAAS) group.	A primary improvement focus for PUSD, currently, is the quality of our engagement with African American scholars and their families.	As mentioned above, a current focus on strengthening engagement with African American families, includes engaging them reflectively regarding our decision-making practices in PUSD, while continuing to grow, maintain, and sustain promising practices with all of our diverse PUSD families.	3	4	3	3	3	3	3	4	4	4	4	3	Met		28JUN2023	2023
07617960000000	West Contra Costa Unified	3	According to survey responses on the CHKS, only 36% of our parents who participated in the survey responded that they feel welcome to participate at their schools. Our highest ranked indicator was parent involvement in the school where 41% of parents responded that parents are included. Many of our schools host several parent events throughout the year to build parent capacity to support learning at home, celebrate student achievement and connect families to resources.	In a recent thought exchange survey where we asked parents what they would like to see more of in terms of engagement, parents shared that they would like to see more opportunities to be in community at their school and more intentional opportunities to build connections and relationships with our parents and school stall and that they would like to see communication about school events go out in advance of the even and for website and school based communications to improve.	We have developed a family engagement rubric for sites to assess themselves in this area and are holding a 2-day Family Engagement Workshop for schools to attend with engagement teams to develop a family Engagement Plan for their schools to grow along the continuum of our rubric. Through Community Schools grant funds and other funding plans will be monitored and sites will be supported with implementation of their plans throughout the year.	According to WCCUSD’s 21-22 California Healthy Kids Survey, 56% of parents felt like the school provides parents with advice and resources to support their child’s social and emotional needs. Only 24% of parents felt like the school actively seeks the input of parents and 35% felt like their school seeks them to be an active partner.	In a recent thought exchange survey where we asked staff what they would like to see more of in terms of engagement, they shared that they would like to have more time build into their schedule to intentionally connect with and partner with parents around student success. We expect this to be a part of the Family Engagement Plans that schools are creating and are also offering schools over/extra time through Community Schools grant funds and other funds to participate in professional development around quality family engagement and to support them in implementing their plans.	We are also paying teacher leads stipends to support these plans at school sites and offer professional development. Sites should target populations furthest from proficiency when developing their plans and have a clear outreach plan to connect with these parents as well as all parents.	According to WCCUSD’s 21-22 California Healthy Kids Survey, only 24% of parents felt like the school actively seeks the input of parents and 35% felt like their school seeks them to be an active partner.	In a recent thought exchange survey where we asked staff what they would like to see more of in terms of engagement, they shared that they would like schools and district to be more intentional about using the input of parents to inform decisions and they would like to district to loop back to them to let them know how decisions are incorporated, what has been rejected and why. Parent's also indicated that they don’t have timely information about their individual student success to feel agency over their student’s academic success. Staff responded to the Thought Exchange expressing a desire for more time to engage with families around student success and echoed the parent sentiment that the District needs to improve in the area of incorporating staff and parent voice in decision making.	The District is hosting a 2 day institute to help sites build plans for family engagement as a team and is committed to working with community to update district Administrative Regulations to incorporate solutions to the feedback we heard from parents and community.	1	1	1	3	1	3	1	1	2	4	1	1	Met		14JUN2023	2023
07617960101477	Leadership Public Schools: Richmond	3	The established principal holds principal office hours on one Saturday mornings allowing for families to come and speak about any topic. This has proven to be effective in addressing student and family concerns. There has also been an increase in restorative conversations which have increased school culture amongst students. Coffee with Counselors was added this year, we are actively engaging African American families in enrollment, attendance awareness, parent orientation at the beginning of the year.	Areas of growth for Building Relationships have been identified during the Coffee with Counselors meetings are related to improving communication related to policies and procedures, more proactive rather than reactive, more frequent outreach to families. Parents have asked for more training around portals. They know they exist, but need training on how to use them. Parents also identified the need for a variety of meeting times, to be able to navigate meetings along with work and family obligations.	Moving forward, the LEA will rebrand the Cafecito as Community Coffee. We will offer a variety of times and modes including virtual and in person. We will increase ways to participate through surveys, Infinite Campus communication. We will offer translation and interpretation for families of multilingual learners. We will improve distribution and accessibility of all resources.	LPS Richmond has continued to offer opportunities for all Educational Partners to engage in the WASC/LCAP process, learn more about student achievement data, meet the new administrative team, which have allowed the school to further build relationships with their families. Communications was sent using the school's student information system and website.	Areas of growth for Building Relationships have been identified during the Coffee with Counselors meetings are related to improving communication related to policies and procedures, more proactive rather than reactive, more frequent outreach to families. Parents have asked for more training around portals. They know they exist, but need training on how to use them. Parents also identified the need for a variety of meeting times, to be able to navigate meetings along with work and family obligations. We will focus on strengthening the cycle of data inquiry so that teachers will have a robust understanding of student progress and then include parents and families in identifying student strengths and understanding student needs.	Moving forward, the LEA will rebrand the Cafecito as Community Coffee. We will offer a variety of times and modes including virtual and in person. We will increase ways to participate through surveys, Infinite Campus communication. We will offer translation and interpretation for families of multilingual learners. We will improve distribution and accessibility of all resources.	The school's current principal's initiatives are around building trust amongst students and school climate and culture and student achievement. The admin team has focused on a few strategic initiatives at every level, such as 30 for 30s which are 30 minute staff meetings with individual staff member three times each year. He shares that data and changes over time. This leads to administrative goals which are then translated into key initiatives. Administrator attends all family meetings and has a strong presence on campus and with families. This has led to a strong sense of trust. The presence of administrators on campus is felt and appreciated.	Focus for improvement identified by the group is diversifying and increasing access to students and families engages in decision making. Engagement with students in participating in decision making structures will continue to be an area of focus with the goal of sustainability moving forward.	While outreach for participation in ELPAC was robust, it remained difficult to increase attendance at ELAC meetings. In addition, it would be beneficial to provide more information for families about the multiple forms and formats for family engagement so that they have a deeper understanding of the functions of each group. One idea to implement would be to provide a Parent Calendar that families can refer to in order to increase participation.	4	4	4	4	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
07617960110973	Richmond College Preparatory	3	Throughout the year, a steering committee consisting of parents and staff met regularly to review the goals, activities, and services related to the Local Control Accountability Plan (LCAP). The committee also examined the students’ academic results. Each meeting was facilitated by an interpreter in Spanish, and the materials were translated for everyone's convenience. Additionally, the committee completed the 2022-2023 LCAP and revised the annual parent survey.  Families had various opportunities to provide input throughout the year at monthly School Site Council (SSC) meetings, the English Learner Advisory Committee (ELAC), and parent meetings. The annual parent survey results were used to refine the plans, and parents shared their thoughts on LCAP activities and services for their children and themselves.  Various events were organized throughout the year to strengthen staff relationships with families, including Family Literacy Nights, Back-to-School Night, Spring Festival, Family Book Club, and Melanin Mama meetings. The team reviewed student data in all these groups to get input on RCP goals and priorities.  Our analysis showed that Latinx parents' participation is robust, so we focused more on building relationships between staff and African-American families.	Parent stakeholder groups confirmed the value of existing services and practices and suggested additional services. RCP's analysis revealed that we can improve relationships between school staff and families by implementing the following suggestions for enhancing services for students, parents, teachers, instructional aides, and staff:  *Continuing the professional development for teachers and instructional aides, including more support on ELD curriculum,    cyberbullying, and the use of technology. *Provide additional support for English learners.  *Provide additional professional development and support for teachers on English Language Development (ELD). *To better support students performing below grade level, implement targeted interventions, coordinate after-school programs,    and provide access to more tutors. *Provide online opportunities for working parents to participate using Zoom. *Expand the program for study trips and college visits.  Students expressed interest in expanding collaborative opportunities and continuing the tutoring program.  Staff supported continuing PD for teachers, aides, and tutors with more math focus; expanding tutoring and social-emotional learning programs.  RCP aims to enhance the bond between the staff and African-American families.	RCP is proud to have a dedicated Family and Community Engagement Coordinator who works hard to increase parent and guardian participation in our school. The coordinator organizes Friday morning parent meetings, the School Site Council (SSC), and the English Learner Advisory Committee (ELAC). Thanks to the coordinator's efforts, parent participation has increased by over 60%, and parents now have the option to attend meetings either virtually or in-person.    RCP organizes a range of events to foster engagement with underrepresented families. These events include Family Nights, Spring Festival, Family Book Club, Melanin Mama meetings, and the annual African American Parent Dinner. RCP staff review data during these meetings and obtain feedback on the organization's goals and priorities. To achieve their objectives, the Family Engagement Coordinator collaborates with a coalition of West County Charters.  During Summer Professional Development (PD), RCP trains staff to foster respectful relationships with families.   RCP conducts a parent orientation program before the start of the school year to explain essential school policies and distribute the Parent Handbook. Additionally, within the first month of school, RCP organizes a Back to School Night to allow families to visit their student's classrooms.  Twice yearly parent-teacher conferences are held in October and March to discuss student academic, behavioral, and social progress.  RCP uses a variety of ways to communicate with students and their families, including ClassDojo, robocalls, texts, and the school website. However, some parents and caretakers need help responding to emails, attending Zoom meetings, or engaging with ClassDojo in English. To address this issue, RCP ensures that all emails, Dojo messages, Zoom meetings, and website posts are translated into Spanish.  Attendance at the monthly meetings has increased by 100% or more, thanks to the use of Zoom and ClassDojo.	The Family Engagement Coordinator at RCP continues to run a successful program that effectively engages parents and families. This is evident from the high attendance at events and positive feedback received through parent surveys. One of our strengths in developing partnerships for student success is the parent-teacher conference, which is held twice a year in October and March. These conferences allow parents to discuss their children's academic, behavioral, and social development. Additionally, the participation of parents in RCP's School Site Council (SSC) and English Learner Advisory (ELAC) Committee has increased.	RCP has identified several key areas where we can build more effective partnerships that promote positive student outcomes. These areas include: *Providing ongoing professional development opportunities for teachers, instructional aides, and tutors, with an emphasis on   math education and support *Expanding the tutoring program  *Increasing extended learning opportunities through initiatives such as Saturday School and Summer School  *Enhancing the social-emotional learning program, which includes the implementation of Mindful Life, as well as the hiring of an   additional counselor	RCP is committed to improving the engagement of underrepresented families through various initiatives such as Family Nights, Back to School Night, Spring Festival, Family Book Club, Melanin Mama meetings, and the annual African American Parent Dinner. Our staff carefully review the data in all our groups to gather feedback on RCP's goals and priorities. Additionally, the Family Engagement Coordinator actively participates in a coalition of West County Charters to further this vital work.	The Family and Community Engagement Coordinator at RCP works full-time to gather feedback and enhance the involvement of parents and guardians in school activities. Due to the pandemic, RCP has had to conduct the School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings on Zoom, and participation rates have consistently been over 60%. Parents who cannot come to the campus can attend from the comfort of their homes, which they highly appreciate. We have been able to hold the parent meetings in-person on Friday mornings, with good participation.  RCP has received high ratings from many parents in response to questions on the annual survey to parents that the Director sends out, including about their involvement in decision-making.	RCP has implemented ClassDojo, robocalls, texts, and our school website to enhance student and family input for decision-making. Parents and caregivers who speak English as a second language will receive communications in Spanish via email, ClassDojo messages, and website updates.  Before the first day of school, RCP conducts a parent orientation to explain relevant school policies, distribute the Parent Handbook, and gather feedback to make informed decisions. Within the first month of school, RCP hosts a Back to School Night where families can visit their children's classrooms and provide feedback. Furthermore, families are encouraged to share their input and help make decisions during the School Site Council (SSC), English Learner Advisory Committee (ELAC), and Local Control Accountability Plan (LCAP) meetings.	A majority of RCP’s student population and their families are underrepresented in the wider society. Therefore, RCP constantly strives to improve engagement with these students and their families and receive their input through various events like Family Nights, Back to School Night, Spring Festival, Family Book Club, Melanin Mama meetings, and the annual African American Parent Dinner. Underrepresented families are encouraged by the staff to attend and share their input at the School Site Council (SSC), English Learner Advisory Committee (ELAC), Local Control and Accountability Plan (LCAP), and other West County Charter coalition meetings.  We are also identifying through surveys and improving the participation of low-income students and families and those experiencing homelessness, as well as foster youth and English Learners. In all these activities, the staff reviews the data and uses the input received to decide RCP priorities and improve engagement.	4	4	4	4	3	4	4	4	4	4	4	4	Met		15JUN2023	2023
07617960126805	Richmond Charter Academy	3	We believe that parents are partners with us. This means that we find ways to educate, empower, and involve parents in their child’s education. We involve parents in school-wide events such as Open house, Back to School night, Orientation, and Community Nights. We send regular school memos as well as use ParentSquare to send announcements and updates to all parents in English, Spanish, and Chinese (as applicable). We have a Family and Community Outreach Coordinator who focuses on developing strong partnerships with our parent community. Moreover, we have instituted popular community nights during which we discuss student educational progress data, opportunities for involvement, and upcoming school-wide events. Our student leaders work with our staff to plan and execute some of these events. During evening events, we provide an informal forum for students, families, and staff to communicate, connect, and build a strong sense of community. Additionally, we host an annual parent wellness workshop and bring in community partners such as the local RYSE center, Clinica de la Raza, and Asian Health Services to share presentations with our community. This event focuses on supporting our families to support their students around concerns such as mental health, teens and technology, good study habits, and how to keep your students safe in this rapidly evolving technological world. All of these events are designed to strengthen and build our ties between parents and the school. Finally, our innovative response to intervention model ensures that students who are struggling receive robust support including weekly organization of school materials, daily academic tutorials, and weekly home-to-school phone calls offering good news and affording parents an opportunity to discuss their student’s progress with teachers and school staff.	While we are excited for our progress in Building Relationships Between School Staff and Families, we recognize that we need to continuously engage in rigorous reflection and examine our data to ensure that all parents feel welcomed and are able to participate in these events. One area for improvement that our families have communicated to us is to offer more workshops to ensure that families get information on topics that are relevant to each specific grade level. Another area for development is for the school to host community potluck celebrations for staff, students, and families so that families can interact with teachers on a more casual level.	Our school’s demographics consists of over 95% underrepresented families. We ensure that we actively engage them and offer them opportunities to participate in school events, discussions, and meetings by making ourselves available after parents get off work, offering interpreters at meetings, hiring staff who speak multiple languages, and ensuring that students feel supported to succeed. One area for improvement is to engage our African American population in more robust ways. We have discussed the implementation of a Black and African American Roundtable series to discuss representation and support at the school. We will also partner and collaborate with more community organizations that offer various services and resources to underrepresented and underserved populations.	At our school, we train all of our staff in how to reach out to parents effectively. In addition to our Check & Connect System, we hold regular Student Success Team meetings with teachers and families to ensure our students are meeting the rigorous academic expectations of our school. Parents are invited to one-on-one meetings to assist them and their child to understand effective study skills, homework habits, and participation in extracurricular activities. A strength of our program is the support we offer our students and their families. At our school, each grade level attends a college field trip and parents are warmly welcomed and encouraged to participate and assist with chaperoning. Additionally, our popular ASES program offers a space where students can feel safe and supported after school. We have strong communication with all community stakeholders and present information electronically and in paper in multiple languages. Moreover we use various data points to inform our needs. The school puts on regular meetings to educate parents on how to support learning at home and to know their rights as parents. To that end, we offer regular community nights and Family Staff Team meetings to ensure that parents are able to not only build community with our staff, but also to provide a forum for parents to share concerns and to problem solve together around how best to support our students. We partner with organizations to mobilize parents and get them to the table including our students who are in transitional living or are newcomers to the U.S.	While we have many robust programs and supports in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we introduced the California Healthy Kids survey and we continue to use our own internal surveys to help inform and guide the process of family engagement. We are beginning to process our initial round of data in order to better develop programming to support our parents. Our Community Outreach Coordinator supports us to develop plans to continually engage our struggling students and their families to ensure equity of access to the decision making process at the school. Our plan is to provide workshops for teachers and staff throughout the year to develop their capacity to engage with families to discuss student progress in their class.	In order to improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes, the school will secure services with organizations and companies who provide interpreting services to schools. Our teachers and staff must be able to communicate with parents in their preferred language so that they can better explain a student’s academic progress and how the parent can support the child at home. The other area that we will focus on is to better support a family’s understanding of academic achievement and skills needed to succeed. Based on our analysis of survey data, most of the families of underrepresented students did not go to college and some did not go to school in the U.S. Therefore, they are not familiar with graduation requirements and college entrance plans. Our goal is to provide information to parents in multiple languages as well as to have them participate in school events and advocacy efforts.	Each year, we gather and share academic and culture data with families. There are multiple points in the year when we do this; after benchmark testing, State testing, and when we receive our California Healthy Kids Survey results. During these meetings, we explain what the data means and we encourage family members to provide feedback and ideas for improvement based on needs and trends. We also actively collaborate with parents every year in building school priorities, goals and action plans, and revisiting these plans mid-year to review progress and adapt the plans as needed.  In addition, all family members are invited to be part of the Family Staff Team (FST), ELAC, and School Safety Committees. Those who are elected into committees have opportunities to be involved directly in decision making and programming input. The rest of the parents who do not want to be in a committee still have an opportunity to attend all of these meetings and share comments or suggestions. Meeting dates and times are always communicated to all parents through multiple avenues and in multiple languages. During these meetings, we have an interpreter for parents who might not speak English.	One area for improvement is for us to ensure that all meetings have a hybrid format where families can have an option of either attending in-person or virtually. In the past, we have done meetings either in-person or virtually but we have not gotten into a routine of doing hybrid meetings. This is one of the areas that were identified as a need so that parents who work and those who do not have transportation, could still attend and give their input.	Our school will improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making by providing incentives to families to participate in committees. Although their participation is voluntary, we can provide food and snacks during those meetings and raffle off items for the people who attend. We will continue to educate families on the importance of parent involvement and input and we will continue to do our best to advertise meetings and provide interpreting services as well as hybrid options for attendance. We will also work with our Community Outreach Coordinator to ensure that there is a significant presence of underrepresented groups in our decision-making meetings.	5	5	4	4	4	4	4	5	4	4	4	4	Met		21JUN2023	2023
07617960129643	Richmond Charter Elementary-Benito Juarez	3	We believe that parents are partners with us. We find ways to educate, empower, and involve parents in their child’s education. We involve parents in school-wide events such as Open house, Back to School night, Orientation, and Community Nights. We send regular school memos as well as use ParentSquare to send announcements and updates to all parents in English, Spanish, and Chinese (as applicable). We have a Family and Community Outreach Coordinator who focuses on developing strong partnerships with our parent community. Moreover, we have instituted popular community nights during which we discuss student educational progress data, opportunities for involvement, and upcoming school-wide events. Our student leaders work with our staff to plan and execute some of these events. During evening events, we provide an informal forum for students, families, and staff to communicate, connect, and build a strong sense of community. Additionally, we host an annual parent wellness workshop and bring in community partners such as the local RYSE center, Clinica de la Raza, and Asian Health Services to share presentations with our community. This event focuses on supporting our families to support their students around concerns such as mental health, teens and technology, good study habits, and how to keep your students safe in this rapidly evolving technological world. All of these events are designed to strengthen and build our ties between parents and the school. Finally, our innovative response to intervention model ensures that students who are struggling receive robust support including weekly organization of school materials, daily academic tutorials, and weekly home-to-school phone calls offering good news and affording parents an opportunity to discuss their student’s progress with teachers and school staff.	While we are excited for our progress in Building Relationships Between School Staff and Families, we recognize that we need to continuously engage in rigorous reflection and examine our data to ensure that all parents feel welcomed and are able to participate in these events. One area for improvement that our families have communicated to us is to offer more workshops to ensure that families get information on topics that are relevant to each specific grade level. Another area for development is for the school to host community potluck celebrations for staff, students, and families so that families can interact with teachers on a more casual level. After Covid, our families relied on us as a support system for their students. They have expressed wanting to come together more and allow for more community outreach efforts.	Our school’s demographics consists of over 95% underrepresented families. We ensure that we actively engage them and offer them opportunities to participate in school events, discussions, and meetings by making ourselves available after parents get off work, offering interpreters at meetings, hiring staff who speak multiple languages, and ensuring that students feel supported to succeed. One area for improvement is to engage our African American population in more robust ways. We have discussed the implementation of a Black and African American Roundtable series to discuss representation and support at the school. We will also partner and collaborate with more community organizations that offer various services and resources to underrepresented and underserved populations. Allowing students to organize clubs and allow there to be a strong correlation with what our sister school, Richmond Charter Academy. Our schools have a lot of cross pollination that can be of great benefit.	At our school, we train all of our staff in how to reach out to parents effectively. In addition to our Check & Connect System, we hold regular Student Success Team meetings with teachers and families to ensure our students are meeting the rigorous academic expectations of our school. Parents are invited to one-on-one meetings to assist them and their child to understand effective study skills, homework habits, and participation in extracurricular activities. A strength of our program is the support we offer our students and their families. At our school, each grade level attends a college field trip and parents are warmly welcomed and encouraged to participate and assist with chaperoning. Additionally, our popular ASES program offers a space where students can feel safe and supported after school. We have strong communication with all community stakeholders and present information electronically and in paper in multiple languages. Moreover,we use various data points to inform our needs. The school sets up regular meetings to educate parents on how to support learning at home and to know their rights as parents. To that end, we offer regular community nights and Family Staff Team meetings to ensure that parents are able to not only build community with our staff, but also to provide a forum for parents to share concerns and to problem solve together around how best to support our students. We partner with organizations to mobilize parents and get them to the table including our students who are in transitional living or are newcomers to the U.S.	While we have many robust programs and support in place to help our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we introduced the California Healthy Kids survey and we continue to use our own internal surveys to help inform and guide the process of family engagement. We are beginning to process our initial round of data in order to better develop programming to support our parents. Our Community Outreach Coordinator supports us to develop plans to continually engage our struggling students and their families to ensure equity of access to the decision making process at the school. Our plan is to provide workshops for teachers and staff throughout the year to develop their capacity to engage with families to discuss student progress in their class.	In order to improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes, the school will secure services with organizations and companies who provide interpreting services to schools. Our teachers and staff must be able to communicate with parents in their preferred language so that they can better explain a student’s academic progress and how the parent can support the child at home. The other area that we will focus on is to better support a family’s understanding of academic achievement and skills needed to succeed. Based on our analysis of survey data, most of the families of underrepresented students did not go to college and some did not go to school in the U.S. Therefore, they are not familiar with graduation requirements and college entrance plans. Our goal is to provide information to parents in multiple languages as well as to have them participate in school events and advocacy efforts.	Each year, we gather and share academic and culture data with families. There are multiple points in the year when we do this; after benchmark testing, State testing, and when we receive our California Healthy Kids Survey results. During these meetings, we explain what the data means and we encourage family members to provide feedback and ideas for improvement based on needs and trends. We also actively collaborate with parents every year in building school priorities, goals and action plans, and revisiting these plans mid-year to review progress and adapt the plans as needed. In addition, all family members are invited to be part of the Family Staff Team (FST), ELAC, and School Safety Committees. Those who are elected into committees have opportunities to be involved directly in decision making and programming input. The rest of the parents who do not want to be in a committee still have an opportunity to attend all of these meetings and share comments or suggestions. Meeting dates and times are always communicated to all parents through multiple avenues and in multiple languages. An interpreter is always available for parents who might not speak English.	An area of improvement for us is to ensure that all meetings have a hybrid format where families can have an option of either attending in-person or virtually. In the past, we have done meetings either in-person or virtually but we have not had a routine of doing hybrid meetings. This is one of the areas that were identified as a need so that parents who work and those who do not have transportation, could still attend and give their input.	Our school will improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making by providing incentives to families to participate in committees. Although their participation is voluntary, we can provide food and snacks during those meetings and raffle off items for the people who attend. We will continue to educate families on the importance of parent involvement and input and we will continue to do our best to advertise meetings and provide interpreting services as well as hybrid options for attendance. We will also work with our Community Outreach Coordinator to ensure that there is a significant presence of underrepresented groups in our decision-making meetings. Quarterly surveys will be utilized throughout the year to receive feedback from parents that cannot participate in meetings.	5	5	4	4	4	4	4	5	4	4	4	4	Met		21JUN2023	2023
07617960132100	Aspire Richmond Ca. College Preparatory Academy	3	In addition to our open door policy and quarterly student/parent/teacher conferences, we have implemented monthly parent meetings where we are deepening parents' capacity to make informed decisions about our school's environment and instructional practices. One such example is teaching our parents how to disaggregate and interrogate iReady, MAP, and SEL data to help inform instruction to improve student performance outcomes.	We are focusing on the following areas: 1) Increase opportunities for families to visit classes, 2) implement more team building activities, such as Bingo Night to increase family involvement, and 3) create more volunteer opportunities for families.  We are creating opportunities for families to meet more regularly through monthly parent meetings where families have a consistent forum to provide input, address concerns, and problem solve to strengthen student performance outcomes.	We are intentional in disrupting the myth that our under-represented families do not care about education. As a result, we actively recognize our families as their children's first teachers and work in partnership with them to co-create Monthly Parent Meeting agendas in an effort to capture their voices and utilize their skills to help improve student outcomes.	We partner with the Mindful Life Project and other community organizations to help improve student outcomes.	We are focusing on strengthening our relationship with West Contra Costa Community colleges to provide more opportunities for our students to participate in dual enrollment.	In response to family feedback, and to help improve engagement of under-represented families, we are creating affinity groups where families can voice and address their specific needs with school staff.	We do an excellent job seeking in put for Decision Making from our families through surveys, open forums, and regular constructive feedback loop to Admin, staff and other stakeholders.	We are focusing on how to increase greater parental/family input.	We will utilize Infinity Groups to help increase input for Decision-Making.	3	5	4	5	3	4	4	5	3	4	4	3	Met		22JUN2023	2023
07617960132118	Aspire Richmond Technology Academy	3	Aspire Richmond Technology Academy has worked very hard in engaging our educational partners.  We currently engage our families by offering multiple touchpoints though the year such as conferences, orientation, family events, SSC, ELAC, and principal chats.  We also have multiple ways for parents to contribute and engage in the school through volunteering, donations, and participating in different ways such as Class Dojo and Parent Square.	Aspire Richmond Technology Academy will work on having more positive two-way communication with staff and parents.  We also will work on having more in-person meetings for families and partners.	Aspire Richmond Technology Academy will hire a community engagement coordinator to help with access to the school's resources and underrepresented families. This coordinator will help to bring workshops, resources, and more information to the community.	Aspire Richmond Technology Academy offers parent workshops for SEL and SPED.  We also  norm and collaborate on Conferences and how teachers engage parents in conferences.  During this time, teachers provide academic, behavior, and SEL successes and challenges of each student.  We also provide supports for homework and academic workshops through ExLP and after school.	We can work on offer more academic workshops and parenting workshops.	We can provide more workshops and parent groups specifically for black/African American families, SPED, and Multi-language learners.	At this moment we have full implementation of SSC and ELAC committees.  We have a consistent group of parents who engage in the groups.  We also provide space for parents to bring in feedback and share opinions.	At this moment, we need to bring in more teacher and staff voice and input during SSC and ELAC and how we engage in all partnerships.	At this moment, we need to improve our engagement with black/ African American families and SPED in our SSC meetings.  Our plan is to started advocacy groups and meetings with these groups to bring in engagement and then invite them into our SSC meetings.	4	4	4	4	5	4	4	4	4	4	4	3	Met		22JUN2023	2023
07617960133637	Summit Public School: Tamalpais	3	Summit Tamalpais opened in the Fall of 2016. As the school has grown into maturity, we have been working hard to ensure that as we focus on delivering the highest quality education to our students in West Contra Costa County, we are simultaneously building a community that supports strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.	Focus Area for Improvement: Summit Tamalpais has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language.  We provide interpretation services as school events and have made great strides in decreasing the disproportionality of our staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.    Summit Tam is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.  Summit Tam utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	One focus area is improving student attendance and reducing truancy, in particular for students from historically marginalized or disadvantaged backgrounds, and specifically how we can build partnerships with families to impact these outcomes.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	At Summit Tamalpais, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.   In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.	Summit Tamalpais has made great strides in seeking input for decision making. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	4	4	4	4	4	5	5	4	4	4	4	4	Met		08JUN2023	2023
07617960136903	Voices College-Bound Language Academy at West Contra Costa County	3	Voices Academy at West Contra Costa knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. This year was impacted by significant student behaviors and staff shortages including starting the year without a Principal in place and with the Dean of Culture (DoC) on leave. This affected the bandwidth to conduct workshops which were not implemented. This necessitated the Chief Culture Officer of In Lak’Ech to conduct Cafecitos and Combo class parent/guardian meetings the first half of the year.  However,  in January, a Principal was in place and the DoC returned to ensure  ELAC meetings, and Cafecitos were conducted;  giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected.	Voices Academy at West Contra Costa (Voices WCC) will continue to focus on increasing attendance at ELAC, Cafecito,and Workshops  pushing out invites through ParentSquare as well as having the Principal and Dean of Culture make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents regularly with updates. Voices WCC also plans to encourage  families to attend Plazas (student assemblies).  Voices WCC  also plans to continue to conduct several school-wide events for both students and families to attend with opportunities for families to support in the planning.	Voices Academy at West Contra Costa will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging.	Voices WCC started the year without a Principal and the Dean of Culture was on leave until January and for the first time combo classes were put in place which was new to many parents/guardians. This warranted the Chief Culture Officer of In Lak’Ech (CCO) being on site 2 x weekly. to conduct parent/guardian combo class meetings as well as Cafecitos with regularity to promote transparency and integrity and for parents/guardians to ask questions and/or share concerns   This focused on Voices strength of flexibility and Voices Core Value of Shared Leadership, provide updates and promote transparency and integrity.  Families began to feel more hopeful and with the onboarding of a Principal and return of the DoC, families feel more positive about the school climate and they have begun to partner with the school to take on planning and supporting school events.	Voices WCC will start the year with a Parent/Guardian Education Workshop calendar to provide families with resources and guidance on how to support their student and partner and collaborate with the school.  Families would like more opportunities for enrichment activities outside of what is currently offered. Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and an  SEL curriculum. Voices will also provide additional academic support for students to mitigate learning loss.	Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc.  Voices will also use these various communication channels to convey information on resources and support families with connecting to these resources.	In addition to our stakeholder engagement, where feedback is collected, Voices conducts Network-wide staff, student and family surveys utilizing  Panorama, a third party. These surveys are conducted twice a year and are used for planning. We will  continue to use those in the 23-24 year.	Voices WCC will focus on seeking family input regarding enrichment activities and ways in which parents/guardians can support these activities Voices WCC will also seek family input in ways to motivate parent/guardian participation and engagement at school including participation in the Family-schools relationship survey conducted twice a year.	Voices WCC will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, creating a different schedule for meetings including alternate times.	3	3	3	3	3	2	4	4	3	3	3	3	Met		29JUN2023	2023
07618040000000	San Ramon Valley Unified	3	Based on the analysis of educational partner input and local data, San Ramon Valley Unified School district is deeply embedded in and connected to its community. The district is committed to engaging educational partners at a deep level. Feedback from Educational Partners was received via surveys, Superintendent Task Force, Thought Exchange, Focus Groups Principal Coffee talks, town halls, staff meetings,  and student surveys. During the 2022-2023 school year, all 35 sites were visited by Dr. Malloy and a board trustee. Student and staff focus groups and classroom visits occurred over the course of the two hour visits. Many valuable ideas were presented and captured below in the feedback summary. Board Trustees and Dr. Malloy hosted office hours to provide community partners an opportunity to ask questions and share concerns.  Additional feedback was received at six LCAP meetings (which includes: teachers, principals, administrators, other school personnel, local bargaining units of the LEA, parents, and students), the SRVUSD Community Advisory Committee (CAC), SRV Council of PTAs meeting, and the District English Learner Advisory Committee (DELAC). San Ramon Valley's SELPA director ensures a continuum of special education feedback opportunities,  review of, posting of local plans with guaranteed and regular committee meetings. Additional groups that engaged in the feedback process: DVSR Rotary, San Ramon Chamber, Danville Chamber, Discovery Counseling Center Board, SRV Mental Health Coalition, PFLAG, APAPA (Asian Pacific Islander American Public Affairs), Equity Committee, Inclusion and Diversity Committee, SRVCPTA Exceptional Education Committee, Parent Engagement Committee. In addition to these, SRVUSD developed districtwide steering committees, composed of teachers, students, classified staff, parents and administrators. There were 3 steering committees focused on SRVUSD's Strategic Directions: Equity, Social Emotional Well-Being, and Deep Learning. Steering committees included certificated and classified staff, parents and caregivers, students and community members. Committees met a minimum of four times and attendance and participation was productive and positive. Committee size ranged from 15 members (Deep Learning and SEL) to 75 plus (Equity). The first cycle of the steering committees concluded in May and we have provided a summary of their feedback. Timeline for Educational Partner Engagement: SRVUSD pursued many different avenues to engage all educational partners. Timeline: LCAP meetings began in the fall (August 2021 and met every six weeks through April of 2023 with a June 6th School Board presentation and public hearing). Town Hall meetings, focus group meetings, trustee office hours, school site visits with Dr. Malloy,  and thought exchanges occurred from August 2020 thru May of 2023. Each steering committee group met four times a year, commencing in September of 2021 to concluding in May of 2023.	"Based on the analysis of educational partner input and local data, SRVUSD  has placed great efforts into developing capacity amongst staff to build high levels of trust between students and parents. Gathering educational partner input was robust during the 2022-2023 school year. Superintendent Dr. Malloy, along with the Trustee liaison, visited all 35 sites, walking classrooms and meeting with groups of certificated and classified staff, students, and community members. Feedback was rich and from that came conversations with Dr. Malloy and office hours with each Trustee. These opportunities, along with the steering committees, helped build strong relations between school, staff, and families.  Additionally,  the following improvement suggestions were presented by our educational partners: Equity Steering Committee Feedback - Equity and engagement in STEM/STEAM and the arts along with expansion to CTE offerings Enhance Social Emotional Learning (SEL) and BIPOC curriculum; Diversity reflected in all subject areas. Enhance community engagement and partnerships and continue communication of incidents. Protect LGBTQ+ books in the classroom and libraries. Provide staff with “doable actions” to create equitable learning environments. Deep Learning and Innovation Steering Committee Feedback - Creating an online video series showcasing this work in our District. Integrating the “what and why” of deep learning into existing meetings and events (e.g. PTA, Parent Nights, etc.) with a common message across all sites. Holding focus groups with students to understand their engagement in learning. Engaging business leaders on their expectation from future employees. Social Emotional Well Being Committee Feedback Students: District Wellness Days, High School - Safe School Ambassadors Staff: Book studies that support well-being and encourage community building, Wellness Wheel highlighting different aspects of wellness each month Community: Parent/Caregiver education series, Peer-Facilitated Discussion Series for Parents & Caregivers Student feedback: Increase the diversity of curriculum and diversity of staff Less homework and tests,  More time to have fun - less ""stress"" Variety of electives and add wellness rooms Staff feedback:  Time to collaborate Less initiatives Smaller class sizes More administrative support, additional supports (counselors, psychologists, etc.), and for struggling readers and negative behaviors Strategies to address equity - specifically race, religion, LGBTQ+, access to resources Community feedback: Increase communication on student academic progress Improve math instruction and intervention Support students in: ""learning"" strategies to manage stress and workload, music programs Increase: relevancy of curriculum, diversity of curriculum and consistency across instruction and assessment Ensure: physical safety at sites, site culture where all students feel respected, included and safe Smaller class sizes  Employ/retain high quality staff"	Based on the analysis of educational partner input and local data, SRVUSD has ensured that specific strategies are implemented to support successful school and family connections with a focus on reducing barriers to greater participation by parents, with significant attention given to parents who are economically disadvantaged, are disabled, have limited English proficiency, are migratory, have limited literacy, or are of any racial or ethnic minority background. SRVUSD provides translation services to parents with limited English Proficiency when providing information online, newsletters or meetings at school and district locations. However, with these opportunities in place, SRVUSD seeks to increase participation rates. Additionally, a continued focus area for the 2023-2024 school year will be the growth and development of the SRVUSD's District English Learner Advisory Committee (DELAC) and our Community Advisory Committee (CAC).	Based on the analysis of educational partner input and local data, it is clear that SRVUSD has significant strengths in building partnerships for student outcomes. Survey data shares a culture of responsiveness with a focus on deep learning and innovation, equity and social emotional well being. All K-8 schools have conference weeks that support teacher/family partnerships with the shared goal of increasing student outcomes. SRVUSD has increased counselors at all grade levels which increases  communication with educational partners, often leading to the required interventions that increase achievement and well-being.	Based on the analysis of educational partner input and local data, it is evident that we need to increase participation rates in parent workshops, understanding of college pathways, CTE programs and career opportunities, math pathways and advancement, and the process by which diverse curriculum is selected and implemented.  Additionally, SRVUSD is focused on improving articulation with local Community Colleges and businesses, such as our new welding partnership for our students.  Growth in these partnerships can lead to improved access and deep learning and innovation opportunities.	Based on the analysis of educational partner input and local data, SRVUSD has  implemented specific strategies to support successful school and family connections with a focus on reducing barriers to greater participation by parents, with significant attention given to parents who are economically disadvantaged, are disabled, have limited English proficiency, are migratory, have limited literacy, or are of any racial or ethnic minority background. SRVUSD provides translation services to parents with limited English Proficiency when providing information online, newsletters or meetings at school and district locations. SRVUSD has increased the number of Social Workers who provide multiple services: Social-Emotional supports, counseling, transportation, clothing. A significant focus area will be services provided for English Learners. SRVUSD has moved from offering EL supports at three schools (elementary, middle, high) and provided guaranteed services at all schools. This allows for students to remain at their home school. With this, will be extensive professional development for our staff to ensure proper supports are provided to all English learners.	SRVUSD strongly supports family members to effectively engage in advisory groups and decision-making as evidenced by to Chats with Dr. Malloy, Office Hours with Trustee's, advisory groups, Steering Committees, and task forces (GATE, CAC, PTA, DELAC, ELAC, LCAP  Preschool Taskforce,  School Site Council, Equity Committee, Social Emotional Well Being Committee). The district is committed to engaging community stakeholders at a deep level. Stakeholder feedback was received via surveys, Superintendent’s Task Force, Thought Exchange (9,000 participants) , Focus Groups (61 groups and 958 participants), Principal Coffee talks, town halls, staff meetings, and student surveys. Additionally feedback was received at six LCAP stakeholder meetings (which includes: teachers, principals, administrators, other school personnel, local bargaining units of the LEA, parents, and students), the SRVUSD Community Advisory Committee (CAC), SRVUSD PTA Presidents meeting, and the SRVUSD District English Learner Advisory Committee (DELAC). San Ramon Valley's SELPA director ensures a continuum of special education feedback opportunities, review of, and posting of local plans with guaranteed and regular committee meetings. Additional groups that engaged in the feedback process: DVSR Rotary, San Ramon Chamber, Danville Chamber, Discovery Counseling Center Board, SRV Mental Health Coalition, PFLAG,  Equity Committee, Inclusion and Diversity Committee, Grade Reform Committee, Student Senate and the Exceptional Education Committee.	"Based on the analysis of educational partner input and local data, there is consensus that there are multiple avenues for educational partners to provide input for decision-making, but there is a gap in ""who"" is providing the input. Meaning, there is not enough input being provided by students and underrepresented families. SRVUSD is making a concerted effort to elevate student voice through Student Senate, Student Steering Committees (Deep Learning and Innovation, Equity, and Social Emotional Well Being), affinity groups, student advisory and leadership programs."	Based on the analysis of educational partner input and local data, SRVUSD will engage with specific strategies to improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. Focus will be on seeking input on how to diversify the curriculum, making recommendations on diversifying staff, provide forums to discuss strategies to address equity issues, and increase access to social workers to gather input from underrepresented families.	4	4	4	4	5	5	5	4	5	5	5	5	Met		23JUN2023	2023
07618120000000	Walnut Creek Elementary	3	WCSD has a strong commitment to partnering with families to support all students in reaching their highest potential. The beginning of the year goal-setting parent conferences are an example of partnering with parents to build relationships in support of student growth. Based on the information we learned from our listening interviews, which were focused on underrepresented families, we have made improvements in our outreach to our Newcomer families. The district and school sites will continue to hold  PTA/PTO family events, English Learner Advisory Council, principal coffee chats, School Site Council meetings, and parent education events with a focus on engaging with underrepresented families. Many of these events are held virtually to offer more convenience to families. In reviewing WCSD Youth Truth data, 93% of elementary families and 78%of  middle school families feel comfortable approaching teachers about their child's progress.	Based on family survey data and the opportunity gap that exists in our summative assessment data, WCSD has identified the need to increase inclusion and belonging for all families. Our district equity committee is leading this work. This committee continues to analyze the qualitative data collected from 1:1 listening interviews to determine the root causes for lower family engagement among some student groups. Families of students with IEPs and English Learners shared that they do feel like they are included at the same rate as other families.	The goal of the equity committee’s empathy interviews with families and students is to increase trust and build stronger relationships between staff and families, particularly underrepresented families identified during the self-reflection process. School Site Plans will include an Equity Action Plan to improve the engagement of underrepresented families. Some school schools have begun Parent Ambassador programs to aid in outreach to Newcomer families.	WCSD remains committed to building relationships with the families we serve. We have intentionally established welcoming school environments and positive school climates. Professional development with Responsive Classroom, Epoch Education, and the National Equity Project supports our goal of assuring all WCSD community members feel a sense of belonging in our school district. Our revamped parent conference timeline supports working collaboratively with parents to set goals for student outcomes. Our district and individual school sites share specific school-related information via a variety of sources including websites, weekly eNews, parent-teacher conferences, and parent and principal chats.	An area of focus for our district is to continue to engage our staff in ways to support family engagement with student learning goals across the course of the year. Our Multi-Tiered Systems of Support (MTSS) process ensures that all students have the support needed for success. WCSD’s family guide to MTSS is a new communication tool to support successful Student Study Team meeting outcomes. Additionally, the opportunity gap in summative assessment and chronic absenteeism supports our focus on additional monitoring of our students’ progress on IEP goals.	Our implementation of the district’s new Extended Learning Opportunity Program affords us the opportunity to reach out to our underrepresented families to determine how we can support them by offering a 9-hour extended day that includes both enrichment and homework support opportunities. Our outreach includes parent surveys, parent forums at every school site and Governing Board presentations. By strengthening our partnership and trust with families we believe student outcomes will benefit.	"Seeking parent input from families is highly valued. WCSD PTA/O, ELAC, DELAC, SCC, District Strategic Planning, and Parent education nights are all active avenues we use to engage families in advisory groups and with decision-making. We believe that our active and on-going engagement  provides progress in this area. These and other meetings allow multiple opportunities for community stakeholders to connect, collaborate, create and consider all needs. Additionally, WCSD provides multiple opportunities for parents, guardians and families to understand how to support their child’s academic growth. Such opportunities include, but are not limited to; ""Coffee talks"" at the site and district office, parent conferences, and parent education events. Families are invited to these sessions via district technology: Blackboard Communication as well as the Superintendent's monthly message and quarterly newsletter, The WCSD Connection."	The district will continue to actively plan for outreach in order to increase to parent survey participation. Additionally, our new initiative of scheduling listening interviews principally focused on our underrepresented families will continue to be key in informing our decision-making.	All school sites will improve their translation of parent information to increase participation amongst our multilingual families. Additionally, we will continue to reach out personally to our underrepresented families in order to increase awareness of our Expanded Learning Opportunities Program. This year we will also hold a Special Education Family forum to gain insights into their perspectives on our SPED programs.	4	5	4	3	4	4	5	5	5	5	5	4	Met		12JUN2023	2023
07773540000000	SBE - John Henry High	3	We believe that parents are partners with us. This means that we find ways to educate, empower, and involve parents in their child’s education. We involve parents in school-wide events such as College Nights, Open house, Back to School night, Orientation, and Community Nights. We send regular school memos as well as use ParentSquare to send announcements and updates to all parents in English, Spanish, and Chinese (as applicable). We have a Family and Community Outreach Coordinator who focuses on developing strong partnerships with our parent community. Moreover, we have instituted popular community nights during which we discuss student educational progress data, opportunities for involvement, and upcoming school-wide events. Our student leaders work with our staff to plan and execute some of these events. During evening events, we provide an informal forum for students, families, and staff to communicate, connect, and build a strong sense of community. Additionally, we host an annual parent wellness workshop and bring in community partners such as the local RYSE center, Clinica de la Raza, and Asian Health Services to share presentations with our community. This event focuses on supporting our families to support their students around concerns such as mental health, teens and technology, good study habits, and how to keep your students safe in this rapidly evolving technological world. All of these events are designed to strengthen and build our ties between parents and the school. Finally, our innovative response to intervention model ensures that students who are struggling receive robust support including weekly organization of school materials, daily academic tutorials, and weekly home-to-school phone calls offering good news and affording parents an opportunity to discuss their student’s progress with teachers and school staff.	While we are excited for our progress in Building Relationships Between School Staff and Families, we recognize that we need to continuously engage in rigorous reflection and examine our data to ensure that all parents feel welcomed and are able to participate in these events. One area for improvement that our families have communicated to us is to offer more workshops to ensure that families get information on topics that are relevant to each specific grade level and the college application process. Another area for development is for the school to host community potluck celebrations for staff, students, and families so that families can interact with teachers on a more casual level.	Our school’s demographics consists of over 95% underrepresented families. We ensure that we actively engage them and offer them opportunities to participate in school events, discussions, and meetings by making ourselves available after parents get off of work, offering interpreters at meetings, hiring staff who speak multiple languages, and ensuring that students feel supported to succeed. One area for improvement is to engage our African American population in more robust ways. We have discussed the implementation of a Black and African American Roundtable series to discuss representation and support at the school. We will also partner and collaborate with more community organizations that offer various services and resources to underrepresented and underserved populations.	At our school, we train all of our staff in how to reach out to parents effectively. In addition to our Check & Connect System, we hold regular Student Success Team meetings with teachers and families to ensure our students are meeting the rigorous academic expectations of our school. Parents are invited to one-on-one meetings to assist them and their child to complete college applications, apply for the FAFSA and Dream Act, and to ensure that every student is on track to graduate and meet UC/CSU A-G requirements. A strength of our program is the support we offer our students and their families. At our school, each grade level attends a college field trip and parents are warmly welcomed and encouraged to participate and assist with chaperoning. Additionally, our popular annual Sports Banquet and Senior Awards Dinner offer opportunities for our community to gather together to celebrate our student’s achievements. We have strong communication with all community stakeholders and present information electronically and in paper in multiple languages. Moreover we use various data points to inform our needs. The school puts on regular meetings to educate parents on how to support learning at home and to know their rights as parents. To that end, we offer regular community nights and Family Staff Team meetings to ensure that parents are able to not only build community with our staff, but also to provide a forum for parents to share concerns and to problem solve together around how best to support our students. We partner with organizations to mobilize parents and get them to the table including our students who are in transitional living or are newcomers to the U.S.	While we have many robust programs and supports in place to support our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we introduced the California Healthy Kids survey and we continue to use our own internal surveys to help inform and guide the process of family engagement. We are beginning to process our initial round of data in order to better develop programming to support our parents. Our Community Outreach Coordinator supports us to develop plans to continually engage our struggling students and their families to ensure equity of access to the decision making process at the school. Our plan is to provide workshops for teachers and staff throughout the year to develop their capacity to engage with families to discuss student progress in their class.	In order to improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes, the school will secure services with organizations and companies who provide interpreting services to schools. Our teachers and staff must be able to communicate with parents in their preferred language so that they can better explain a student’s academic progress and how the parent can support the child at home. The other area that we will focus on is to better support a family’s understanding of high school graduation requirements and college entrance requirements. Based on our analysis of survey data, most of the families of underrepresented students did not go to college and some did not go to school in the U.S. Therefore, they are not familiar with graduation requirements and college entrance plans. Our goal is to provide information to parents in multiple languages as well as to have them participate in school events and advocacy efforts.	Each year, we gather and share academic and culture data with families. There are multiple points in the year when we do this; after benchmark testing, State testing, and when we receive our California Healthy Kids Survey results. During these meetings, we explain what the data means and we encourage family members to provide feedback and ideas for improvement based on needs and trends. We also actively collaborate with parents every year in building school priorities, goals and action plans, and revisiting these plans mid-year to review progress and adapt the plans as needed.  In addition, all family members are invited to be part of the Family Staff Team, FST, ELAC, and School Safety Committees. Those who are elected into committees have opportunities to be involved directly in decision making and programming input. The rest of the parents who do not want to be in a committee still have an opportunity to attend all of these meetings and share comments or suggestions. Meeting dates and times are always communicated to all parents through multiple avenues and in multiple languages. During these meetings, we have an interpreter for parents who might not speak English.	One area for improvement is for us to ensure that all meetings have a hybrid format where families can have an option of either attending in-person or virtually. In the past, we have done meetings either in-person or virtually but we have not gotten into a routine of doing hybrid meetings. This is one of the areas that were identified as a need so that parents who work and those who do not have transportation, could still attend and give their input.	Our school will improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making by providing incentives to families to participate in committees. Although their participation is voluntary, we can provide food and snacks during those meetings and raffle off items for the people who attend. We will continue to educate families on the importance of parent involvement and input and we will continue to do our best to advertise meetings and provide interpreting services as well as hybrid options for attendance. We will also work with our Community Outreach Coordinator to ensure that there is a significant presence of underrepresented groups in our decision-making meetings.	5	5	4	4	4	4	4	5	4	4	4	4	Met		21JUN2023	2023
07773540132233	John Henry High	3	We believe that parents are partners with us. This means that we find ways to educate, empower, and involve parents in their child’s education. We involve parents in school-wide events such as College Nights, Open house, Back to School night, Orientation, and Community Nights. We send regular school memos as well as use ParentSquare to send announcements and updates to all parents in English, Spanish, and Chinese (as applicable). We have a Family and Community Outreach Coordinator who focuses on developing strong partnerships with our parent community. Moreover, we have instituted popular community nights during which we discuss student educational progress data, opportunities for involvement, and upcoming school-wide events. Our student leaders work with our staff to plan and execute some of these events. During evening events, we provide an informal forum for students, families, and staff to communicate, connect, and build a strong sense of community. Additionally, we host an annual parent wellness workshop and bring in community partners such as the local RYSE center, Clinica de la Raza, and Asian Health Services to share presentations with our community. This event focuses on supporting our families to support their students around concerns such as mental health, teens and technology, good study habits, and how to keep your students safe in this rapidly evolving technological world. All of these events are designed to strengthen and build our ties between parents and the school. Finally, our innovative response to intervention model ensures that students who are struggling receive robust support including weekly organization of school materials, daily academic tutorials, and weekly home-to-school phone calls offering good news and affording parents an opportunity to discuss their student’s progress with teachers and school staff.	While we are excited for our progress in Building Relationships Between School Staff and Families, we recognize that we need to continuously engage in rigorous reflection and examine our data to ensure that all parents feel welcomed and are able to participate in these events. One area for improvement that our families have communicated to us is to offer more workshops to ensure that families get information on topics that are relevant to each specific grade level and the college application process. Another area for development is for the school to host community potluck celebrations for staff, students, and families so that families can interact with teachers on a more casual level.	Our school’s demographics consists of over 95% underrepresented families. We ensure that we actively engage them and offer them opportunities to participate in school events, discussions, and meetings by making ourselves available after parents get off of work, offering interpreters at meetings, hiring staff who speak multiple languages, and ensuring that students feel supported to succeed. One area for improvement is to engage our African American population in more robust ways. We have discussed the implementation of a Black and African American Roundtable series to discuss representation and support at the school. We will also partner and collaborate with more community organizations that offer various services and resources to underrepresented and underserved populations.	At our school, we train all of our staff in how to reach out to parents effectively. In addition to our Check & Connect System, we hold regular Student Success Team meetings with teachers and families to ensure our students are meeting the rigorous academic expectations of our school. Parents are invited to one-on-one meetings to assist them and their child to complete college applications, apply for the FAFSA and Dream Act, and to ensure that every student is on track to graduate and meet UC/CSU A-G requirements. A strength of our program is the support we offer our students and their families. At our school, each grade level attends a college field trip and parents are warmly welcomed and encouraged to participate and assist with chaperoning. Additionally, our popular annual Sports Banquet and Senior Awards Dinner offer opportunities for our community to gather together to celebrate our student’s achievements. We have strong communication with all community stakeholders and present information electronically and in paper in multiple languages. Moreover we use various data points to inform our needs. The school puts on regular meetings to educate parents on how to support learning at home and to know their rights as parents. To that end, we offer regular community nights and Family Staff Team meetings to ensure that parents are able to not only build community with our staff, but also to provide a forum for parents to share concerns and to problem solve together around how best to support our students. We partner with organizations to mobilize parents and get them to the table including our students who are in transitional living or are newcomers to the U.S.	While we have many robust programs and supports in place to support our community of learners, one area of improvement is the capacity of our staff to build trusting relationships with family members. We have had significant turnover over the past five years and we are taking active steps to retain teachers and administrators and support them to develop long lasting relationships with the community we serve. This year, we introduced the California Healthy Kids survey and we continue to use our own internal surveys to help inform and guide the process of family engagement. We are beginning to process our initial round of data in order to better develop programming to support our parents. Our Community Outreach Coordinator supports us to develop plans to continually engage our struggling students and their families to ensure equity of access to the decision making process at the school. Our plan is to provide workshops for teachers and staff throughout the year to develop their capacity to engage with families to discuss student progress in their class.	In order to improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes, the school will secure services with organizations and companies who provide interpreting services to schools. Our teachers and staff must be able to communicate with parents in their preferred language so that they can better explain a student’s academic progress and how the parent can support the child at home. The other area that we will focus on is to better support a family’s understanding of high school graduation requirements and college entrance requirements. Based on our analysis of survey data, most of the families of underrepresented students did not go to college and some did not go to school in the U.S. Therefore, they are not familiar with graduation requirements and college entrance plans. Our goal is to provide information to parents in multiple languages as well as to have them participate in school events and advocacy efforts.	Each year, we gather and share academic and culture data with families. There are multiple points in the year when we do this; after benchmark testing, State testing, and when we receive our California Healthy Kids Survey results. During these meetings, we explain what the data means and we encourage family members to provide feedback and ideas for improvement based on needs and trends. We also actively collaborate with parents every year in building school priorities, goals and action plans, and revisiting these plans mid-year to review progress and adapt the plans as needed.  In addition, all family members are invited to be part of the Family Staff Team, FST, ELAC, and School Safety Committees. Those who are elected into committees have opportunities to be involved directly in decision making and programming input. The rest of the parents who do not want to be in a committee still have an opportunity to attend all of these meetings and share comments or suggestions. Meeting dates and times are always communicated to all parents through multiple avenues and in multiple languages. During these meetings, we have an interpreter for parents who might not speak English.	One area for improvement is for us to ensure that all meetings have a hybrid format where families can have an option of either attending in-person or virtually. In the past, we have done meetings either in-person or virtually but we have not gotten into a routine of doing hybrid meetings. This is one of the areas that were identified as a need so that parents who work and those who do not have transportation, could still attend and give their input.	Our school will improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making by providing incentives to families to participate in committees. Although their participation is voluntary, we can provide food and snacks during those meetings and raffle off items for the people who attend. We will continue to educate families on the importance of parent involvement and input and we will continue to do our best to advertise meetings and provide interpreting services as well as hybrid options for attendance. We will also work with our Community Outreach Coordinator to ensure that there is a significant presence of underrepresented groups in our decision-making meetings.	5	5	4	4	4	4	4	5	4	4	4	4	Met		21JUN2023	2023
08100820000000	Del Norte County Office of Education	3	Castle Rock Charter School’s (CRCS) independent study program allows staff to develop deep connections with students and families. These close bonds enable a better understanding of individualized needs to promote and ensure a supportive learning environment. CRCS actively collaborates with administration and staff to organize family engagement seminars, SHARK Week (a back-to-school fair that engages students and families while getting students ready for the year with benchmark testing and fun activities), fostering open communication and involvement. Furthermore, Castle Rock actively seeks input from families through LCAP and WASC surveys, demonstrating a commitment to inclusivity and shared decision-making. These efforts contribute to the school's current strength in building strong partnerships with families, ultimately benefiting student outcomes.	Parents have ample opportunities to participate in school programs through surveys, the Castle Rock Advisory Board (CRAB), family engagement seminars, SHARK Week, and weekly meetings with Supervising Teachers. A focus area for improvement is supporting families with connectivity and access to curriculum and intervention processes. In response to survey data, CRCS focuses on improving the response to stakeholder needs; especially underrepresented students/families.	Parent engagement and communication are a top priority at Castle Rock Charter School. CRCS is strengthening student engagement and communication, through the use of the “SHARK Binder”; an organizational tool to house and help support the critical skills students need to engage in the learning process and to help foster collaborative student/teacher meetings. Castle Rock Charter School is actively engaged in Public Service Announcements on the radio, as well as offering both digital and hardcopy newsletters for parents and families. A need for improvement is maintaining active communication with all CRCS families. With the recent increase in online resources and digital platforms, it is imperative that all families have internet connectivity and receive the necessary training and support to help bridge the communication gap.	Castle Rock teachers meet weekly with students and families to collaborate on student learning, and to answer any questions that may arise when assigning the next week's work. In addition, Castle Rock offers quarterly family engagement seminars, Castle Rock Advisory Board Meetings, and SHARK Week to support and encourage parent involvement in the educational process of their student/s.	Uniformity of Supervising Teacher meetings is a priority. The administration is constantly working with teachers and parents to create a consistent student/teacher framework for meetings, and to norm expectations and requirements. Every student deserves the same excellent educational experience no matter which teacher they are assigned.	To improve the engagement of underrepresented families, Castle Rock has implemented several strategies based on the analysis of educational partner input and local data. One of these strategies is the introduction of a Native Studies course at Castle Rock, which specifically caters to the underrepresented population of local tribes. Additionally, Castle Rock has hired a counseling tech, with a focus on reaching out to the most needy families and populations. The concept of tiered re-engagement is also being utilized to actively involve underrepresented families in the educational process. Moreover, Castle Rock organizes a back-to-school fair called Shark Week, which serves as a platform for engaging underrepresented families. Lastly, Castle Rock is in the process of hiring a Family Engagement Liaison, whose role will be to establish connections and foster involvement from the underrepresented population. These efforts collectively aim to create a more inclusive and supportive educational environment for underrepresented families at Castle Rock.	Parents and stakeholders have ample opportunities to participate in school programs through surveys, the Castle Rock Advisory Board (CRAB), family engagement seminars, and weekly meetings with Supervising Teachers.	To develop a more comprehensive and goal-aligned survey for educational partners and the Castle Rock community.	CRCS serves a light meal during Family Engagement Seminars to help support families and increase attendance to ensure optimal feedback and reflection. Castle Rock will improve the engagement of underrepresented families identified during the self-reflection process by providing access to technology, newsletters, and family engagement seminar opportunities. These initiatives aim to foster communication with parents about student performance and collaborative learning. By leveraging technology, Castle Rock aims to bridge the digital divide and ensure that all families have equal access to important information and resources. Additionally, family engagement seminars create opportunities for parents and families to learn about educational programs and services, providing empowerment for active participation in the learning and decision-making processes.	4	5	4	5	4	4	5	4	4	5	4	5	Met		29JUN2023	2023
08100820830059	Castle Rock	3																						Not Met For Two or More Years			2023
08618200000000	Del Norte County Unified	3	During the 2+ years of the global pandemic, (and in the subsequent (2022-23 school year), District staff have worked very hard to make sure that students and families stayed engaged in the educational process. This meant making every effort to connect with families to ensure that students were getting their assignments, had the ability to access their instructional materials and technology at home, and had access to nutritional services. During these years, the LCAP was leveraged to hire additional counselors, school psychologists, and Family Engagement Liaison positions, to maintain contact with families; so that they stayed connected with our school communities. As our schools have all now returned to where students are all back in person, many of these support mechanisms have remained in place, and the relationships between school staff and families have been maintained at higher levels than they were prior to the pandemic.	Some of our key focus areas are improving the relationship between the District and parents and family members of special education students.  Nearly 20% of the District’s students receive special education services, and there are some parents who are not confident in those services. This is one of the reasons the District is working with a consultant and a group of staff members on “re-imagining” our special education program, as well as soliciting more parent feedback and involvement in our Special Education Advisory Council. The District is also working (through Parent Advisory Councils) and other community organizations on building better relationships between local Native American Tribes and the District	District staff are continuing to make significant efforts to improve the representation of socioeconomically disadvantaged parents on school site councils, by hosting workshops and activities that increase awareness of how to use federal funds to support programs that serve low-income students. The District has used the self-reflection process (via surveys and parent/community committee meetings to determine that Family Engagement Liaisons were needed at all school sites and that additional counselor and psychologist services were needed. The self-reflection process also identified the need to provide additional support for our increasing population of foster youth and homeless student services.	All school sites hold orientation and parent engagement evening events where they address how to help children succeed in school. Every school site has an active School Site Council that reviews student academic performance and approves plans (School Plan for Student Achievement- SPSA) for improving student academic progress.  Each school site has an active PTO (Parent Teacher Organization), where staff works collaboratively with parents to engage in activities that address school climate, student enrichment, and academic outcomes. The District also posts academic performance information for every school on our website, on the Educational Services page. Moreover, there are nine educational partner groups; made up of site staff, District Office personnel, parents, and community members. Each of these organizations represents partnerships working together to improve outcomes for students.	The District recognizes the need to get more sites involved in DELAC and facilitate DELAC as an active and viable parent organization, with an elected Chair and representatives from every school site.  This would provide a natural venue to address issues and concerns with student academic performance, particularly because there is a significant achievement gap between English Learners and non-English Learners.  As mentioned previously, the District will improve its efforts to work collaboratively with families of  Foster Youth and Homeless students. We now have a full-time Foster Youth and Homeless (FY&H) Director and a full-time Foster Youth program coordinator. They are working actively to ensure that FY&H students get the services and support they need at each school site.	The District has used the LCAP as the process for hiring Family Engagement Liaison positions for nearly every school, for the purpose of making sure that we are improving the engagement of underrepresented families. Additionally, the District has emphasized the importance of ensuring that these groups are represented in each of our nine educational partner groups.	In terms of school site decision-making, each school’s School Site Council (SSC) actively works with the principal and support staff to engage and participate in decision-making processes that involve federal funds. Many District schools have active ELAC organizations that support and monitor the decision-making processes for English Learners and participate in the District English Learner Advisory Council (DELAC). Parents and community members also participate on the District Advisory Council, which meets 3-4 times per year.  Moreover, surveys are sent to the parents and family members of all students (every year) in order to get feedback on programs, resources, and services supported by the District’s Local Control and Accountability Plan (LCAP).  Additionally, District staff actively engage the parents of Native American students, in site and District decision-making through the Native American Advisory Committee and Title VI parent Committee. Parents of foster youth, homeless students, and special education students are encouraged to participate in site and District decision-making processes through their respective advisory council groups.	In the 2023-24 school year, the District plans on making a much greater effort to improve surveys sent to parents and family members of students, such that there is a significant increase in participation when it comes to the programs, services, and resources that are funded through the LCAP. The District is also focusing on greater parent representation through the Special Education Advisory Council and the District (general) Advisory Council.	In 2023-24, the District will improve the engagement of underrepresented families identified during the self-reflection process by making sure that more parents and family members of underrepresented groups are asked to participate in educational partner organizations, by actively recruiting them to do so. We will do this via in-person invitations and phone calls, in addition to email and mailing solicitations. Additionally, the District will be holding some Board of Education meetings at school sites in traditionally underrepresented areas, so that parents and community members (who may not be able to access all Board meetings in person), have the ability to come and have their voices heard. Finally, the District will ensure that all notifications are sent out in parent/family member home languages.	3	3	4	4	3	3	3	2	5	5	3	3	Met		29JUN2023	2023
08618200137729	Uncharted Shores Academy	3	Uncharted Shores Academy continuously works to build strong relationships between our school staff and families. We do this through ongoing two-way communication through email, telephone, text, and other web based student communication systems. Every teacher is assigned a Google Voice number for this purpose. We also have regular in person meetings with parents regarding their student's academic and social progress at school. Lastly, we hold multiple events each month for families and staff to interface in a less structured environment, including sporting events, STEAM Nights and other family engagement nights.	We believe that partnering with families is the best way to educate children, and that parents should be an integral part of the instructional team. Accordingly, our school's focus area this year is to provide parents themselves with instructional training to help them better assist their children in their schoolwork when at home. To do this, we will develop and promote a series of parent engagement nights that focus on teaching instructional strategies.	We will work to promote more culturally relevant engagement night programming.	"As an independent charter school, we have built our brand on what we call ""family style learning"". This is one of our greatest strengths and it continues to help us build strong partnerships with families. This relationship that helps parents to be partners in academic engagement strengthens our academic outcomes."	We are excited to begin offering specific training to parents focusing on their development of instructional techniques, so that they can assist their students academic progress at home.	We will make sure the engagement we provide to parents is culturally relevant and sensitive to the nees of underrepresented families.	USA seeks input through a variety of mechanisms- our school board, school leadership team, our student government, parent and community LCAP sessions and student, staff and parent surveys.	We would like to build a strong parent advisory group.	We would like to make sure that we provide opportunities for underrepresented families to engage in our parent advisory group.	3	3	3	3	3	3	3	3	3	3	3	3	Met		20JUN2023	2023
09100900000000	El Dorado County Office of Education	3	Blue Ridge School has implemented a new intake packet that is mailed to parents encouraging their participation in their child’s education. Parents are contacted personally and invited to school events including Back to School Night, Open House, and School Site Council Meetings. These events are held on visiting night and, in collaboration with probation, parents are invited to eat dinner with their child prior to attending the event and are then provided a personal visit following the event. The program will create a tool designed to seek input from multiple sources, including staff, parents, probation, and community members, to improve our communication processes with families and identify ways to better meet their needs.	The program will create a tool designed to seek input from multiple sources, including staff, parents, and probation and community members, to improve our communication processes with families and identify ways to better meet their needs.	The program will create a tool designed to seek input from multiple sources, including staff, parents, and probation and community members, to improve our communication processes with families and identify ways to better meet their needs.	Blue Ridge School reaches out to families on initial intake to communicate with them about the educational program at Blue Ridge. Families are given a way to communicate with school staff during the student's stay at Blue Ridge and are updated regularly about the progress the academic progress the student is making. The school personally invites every parent to IEP meetings, where they are provided with information related to their rights, including resources they can access to identify how to best advocate for their child. This is an area of strength for Blue Ridge as the student population on any given day is 30% students with disabilities.	Blue Ridge will improve the focus on how to include all families, not just students with disabilities, in these discussions and how best to provide all parents with relevant resources.	The school will continue to reach out to underrepresented families while students are placed in the Blue Ridge Juvenile Treatment Facility. Ninety percent of student who are placed in Blue Ridge are from underrepresented groups so the strategies implemented for outreach and communication will enable the school to receive feedback from these families and will help guide the steps the school is taking to improve communication and engagement with families.	All parents are provided opportunities to engage in their child’s education. They are invited to all school related events, asked to participate in decision-making at School Site Council meetings and encouraged to talk with teachers and the principal when needed.	With the transient nature of the program, getting parent engagement in decision-making can be difficult. Parents are invited to attend meetings. However, their child may be released prior to the meeting date. We will continue to identify ways to engage parents in decision-making.	The school will continue to reach out to underrepresented families while students are placed in the Blue Ridge Juvenile Treatment Facility. Ninety percent of student who are placed in Blue Ridge are from underrepresented groups so the strategies implemented for outreach and communication will enable the school to receive feedback from these families and will help guide the steps the school is taking to improve communication and engagement with families.	4	4	3	4	3	3	3	3	4	3	3	3	Met		20JUN2023	2023
09100900123521	Charter Alternative Program (CAP)	3	The school has seen great progress and success in developing the capacity of all staff to build trusting and respectful relationships with our families, as well as creating and maintaining welcoming environments for all families in the community, including families of unduplicated students, families of individuals with exceptional needs, and other families of underrepresented students. Our School Site Council made both of these goals a top priority and we have continued to devote resources to make continuous improvements in this area each year. These goals are reflected in our LCAP Goal 4: Involve parents, family, staff, & community members as partners in the education of all students.	The school received feedback that communication was an area identified for improvement. The school has solicited additional feedback with two surveys this year and identified additional ways communication can continue to be improved between the school and families. Specific areas for improved communication include student progress toward state standards and improving two-way communication with parents around student goals.	The school has made significant strides in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, as well as developing multiple opportunities for the LEA and school to engage in two-way communication between families and educators using language that is understandable and accessible to families. A variety of face-to-face opportunities and technology tools are utilized for these purposes, including invitations for program informational meetings, intake meetings, and ongoing progress meetings with students and/or parents.	The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, and a variety of online curriculum software programs that provide 24/7 access to students from outside school.	"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding"" and there will be additional opportunities for families to come to school to participate in family activities."	Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.	The school has worked to increase the capacity of leadership and staff related to effectively engage families in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school has also increased capacity as it relates to improving outreach and input from underrepresented groups, including at-risk students, as well as implementing and evaluating family engagement activities.	The school has identified working to increase the student voice in its program by actively engaging students in focus groups for feedback as well as student surveys. The focus groups will occur 3-4 times per year and will aim to get feedback on school climate and culture as well as feedback on the school program.	Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.	5	5	5	5	4	4	4	4	4	5	4	4	Met		20JUN2023	2023
09100900136036	John Adams Academy - El Dorado Hills	3	The school has a Parent Service Organization, which is a dedicated group of parent volunteers who foster a sense of community within the school. They organize fundraising events, support the teachers with a variety of committees, teach new parents all of the new technology of the Academy and how to be an active member, and encourage participation by all staff members in service-related activities that uphold the school’s mission and vision. Additionally, parent surveys are sent out routinely to get partner input on any number of different areas of growth and/or concern. These results are then shared with partners and decisions are made based on the feedback received.	One of the unique elements of our program is our mission and our 10 Core Values, which drive the culture of our school. In order to support positive school culture, the school utilizes positive behavior supports which incorporate our core values. However, our data analysis shows that some of our engagement indicators, such as chronic absenteeism, have room for growth. With our growth and continued expansion, John Adams Academy intends to refocus on following our school culture routines and procedures with fidelity in order to improve the overall school climate.	At John Adams Academy, we believe that all scholars can achieve and we are committed to engaging scholars at all levels of learning. Through strong first instruction, with curriculum aligned to CCSS, the Academy provides instruction in core academic skills with a focus on classical education. In the classroom, teachers implement multiple instructional strategies and methods including small groups, guided instruction, modeling, questioning, Socratic discussion, independent and supported practice and one-on-one academic conferences to meet the needs of all learners. A strong MTSS program provides responsive, targeted interventions provided by the classroom teacher, instructional aides and other support personnel. Designated intervention and support times allow for implementation of targeted intervention supports. When additional supports are required, an SST process ensures partnership with the scholar, instructional team and parents. Continue to encourage participation in PSO and ELAC.	At John Adams Academy, we believe that all scholars can achieve and we are committed to engaging scholars at all levels of learning. Through strong first instruction, with curriculum aligned to CCSS, the Academy provides instruction in core academic skills with a focus on classical education. In the classroom, teachers implement multiple instructional strategies and methods including small groups, guided instruction, modeling, questioning, Socratic discussion, independent and supported practice and one-on-one academic conferences to meet the needs of all learners. A strong MTSS program provides responsive, targeted interventions provided by the classroom teacher, instructional aides and other support personnel. Designated intervention and support times allow for implementation of targeted intervention supports. When additional supports are required, an SST process ensures partnership with the scholar, instructional team and parents.	John Adams Academy is a servant leadership institution and the most visible sign of servant leadership is parent involvement. Through the actions of each John Adams Academy family being actively involved, many of the core principles of the Academy are modeled and reinforced within the scholar. As we partner in the education of our children, parents demonstrate their role as the primary and fundamental teachers by exemplifying public and private virtue. This pattern fosters creativity in identifying ways to serve, models what we teach, and helps to create abundance within the John Adams Academy community. It is only through the active participation of all of our families, dedicated to these core values that we are able to build a culture of greatness. While parents are not required to participate in the Academy, it is highly encouraged. Parents are provided an extensive amount of opportunities to be involved and engaged in their scholar’s education and academic outcomes. Parents are an integral partner in the performance and success of academic programs in their children's school. As such, parents are given opportunities throughout the year to provide insight, feedback, and recommendations on Academy programming and school-wide plans. An academy-wide communication tool is used to connect administrators, parents, and teachers along with a grading portal that that allows parents real-time access to monitor their scholar's progress. Parents and scholars have access to their teachers through various forms of communication including but not limited to Parent Square, Google Classroom, email, phone calls & conferences. Parents have opportunities to volunteer in class, help with after-school activities, and serve as mentors. The Parent Service Organization (PSO), is a fundamental driver of a parent's experience at the Academy. Parent teams support classroom teachers, are involved in the day to day operations that include traffic docents, fundraising, and hospitality. Parents play a significant role in creating the uniqueness of our community. The PSO's primary objective focuses on our Academy’s 7th Core Value: Modeling what we Teach. As they strive to develop servant leaders, they set an example for our children through the offering of meaningful service, there by putting into practice the very values we uphold, strengthening bonds between scholars, teachers, and families. As our academy grows we will continue to focus on growing our PSO & ELAC memberships.	Through our data analysis, we have seen a rise in the number of EL scholars we are serving. While we have strengthened our processes for identifying, enrolling and supporting ELs over the past three years, we have grown considerably. In order to improve engagement of underrepresented families, JAA will continue to provide staff development for cultural competency and continue to grow our ELAC. ELAC (English Language Advisory Committee) helps to foster parental engagement of English Language Learners. It is important because it recognizes the diverse experiences, creates connections, and encourages more parental involvement, which leads to greater academic success	John Adams Academy has high levels of family engagement, and it is the Academy’s belief that a continued partnership with families is critical to our mission of Restoring America’s Heritage by Developing Servant Leaders. The Academy will continue pursuing practices that support family and school collaboration. Two-way communication between families and the Academy is fostered using surveys, and formal and informal parent input meetings, such as Parent Service Organization (PSO) meetings, English Language Advisory Committee meetings, and Town Hall meetings	JAA will continue to focus on seeking to grow participation in surveys along with input meetings for decision making.	JAA will continue to focus on growing our English Language Advisory Committee and before and after school programs to improve engagement of underrepresented families.	3	4	3	3	4	4	4	4	4	3	3	3	Met		15JUN2023	2023
09100900930123	Charter Community School Home Study Academy	3	"The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, and a variety of online curriculum software programs that provide 24/7 access to students from outside school. 96% of parents indicated ""I am treated with respect at this school."" 91% of parents indicated ""I believe this school positively impacts my child's growth and development."" 89% of parents indicated ""I believe this school provides a safe environment for my child."" 90% of parents indicated "" I feel comfortable approaching school administration."""	"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding"" and there will be additional opportunities for families to come to school to participate in family activities."	Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and to craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.	"The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to more effectively collaborate with families, as well as providing families with information and resources to support student learning and development in the home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, and a variety of online curriculum software programs that provide 24/7 access to students from outside school. 95% of parents indicated ""I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child."" 86% of parents indicated ""I believe school administration make decisions that are in the best interest of children and families."""	"The school will continue to engage families by offering additional opportunities for parent input. The leadership will meet with focus groups throughout the year to engage in a feedback process called ""rounding"" and there will be additional opportunities for families to come to school to participate in family activities."	Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.	The school has worked to increase the capacity of leadership and staff related to effectively engage families in advisory groups and with decision-making, as well as supporting family members to effectively engage in advisory groups and decision-making. The school has also increased capacity as it relates to improving outreach and input from underrepresented groups, including at-risk students, as well as implementing and evaluating family engagement activities.	The school has identified working to increase the student voice in its program by actively engaging students in focus groups for feedback as well as student surveys. The focus groups will occur 3-4 times per year and will aim to get feedback on school climate and culture as well as feedback on the school program.	Informational and/or intake meetings are held with all parents and students to familiarize stakeholders with the program, and expectations, review the student's goals, and craft a learning plan for success, which includes a review of the student's progress to date in a variety of areas. Underrepresented students are increasingly being engaged through more direct outreach by the programs, through online learning tools, communication tools like Parent Square, and on-site translation services. The school has clear policies and procedures in place to help ensure families are supported in understanding and exercising their legal rights and advocating for their own students and all students.	4	5	5	5	4	4	5	4	4	4	4	4	Met		20JUN2023	2023
09100900930131	Rite of Passage	3	Currently staff at both sites includes parents when holding Exhibition Days each trimester. During the COVID 19 pandemic, this was limited but, as of April 2021, the visitations were reinstated. Staff also notify families when their child receives some type of recognition and weekly and monthly events.	Surveys of staff indicate that, although they are aware of how to contact families, they do not often do this more than once or twice a year. For the 23-24 school year, staff will be exploring additional means of conducting two-way conversations with families.	Based on the population served, this continues to be challenging. These types of conversations typically occur with ROP staff acting as the representatives for students. More parents have been attending graduations and other events. We are considering briefly interviewing families as they come to the site.	While there is a strong desire to support families as their children exit our program, there has not been a great deal of exploration into the possible ways to accomplish this. We are making great strides with staying in touch with students after they leave our program (using social media as a means of doing this). This might ultimately impact our ability to develop partnerships to support better outcomes for our students--especially after they leave our program.	Due to changes in licensing requirements, Rite of Passage has a limited relationship with families and this has provided challenges. Most of our focus has been on successful transition to post-secondary opportunities rather than on how families can support their child with learning.	100% of the pupils at Rite of Passage represent unduplicated pupil groups. To improve the engagement of their families, we will continue to seek family attendance at school events and to reach out to them to share their student's successes.	Since our program serves probation and social service-referred youth and our facilities are very remote, it is challenging to involve families in planning, policy-making, and decision-making. In addition, the nature of the STRTP is that the program is VERY structured (as expected) and there is not a lot of room for flexibility.	Along with our focus on relationships and partnerships, we plan to make efforts to focus on involving families and/or ROP staff who interact closely with individual students in some of the decision-making about our school programs.	Parents and/or ROP staff will be asked to help us decide the best means of communication with them and will have the opportunity to hear more about activities that happen at the schools.	5	5	5	5	2	2	2	3	2	2	2	2	Met		20JUN2023	2023
09618380000000	Buckeye Union Elementary	3	The District and sites promote a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.	The District and sites will continue to promote participation in the venues noted above.	The District's most recent parent survey indicates that families experience schools as welcoming environments where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding school site and district decision making.	District practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development. Throughout the year, principals have worked to implement engagement strategies with families in order to reduce chronic absenteeism. The District's calculation indicates chronic absenteeism was reduced by approximately 50% from last year (18.6% to 9.4%).	The District will continue to emphasize building awareness regarding the importance of school attendance through the strengthening of engagement between sites and families of students that are struggling to maintain consistent attendance.	The District will continue to reach out to underrepresented families	The District and sites ensure there are multiple venues for families to provide input for decision-making including School Site Councils, District Budget and Parent Advisory Committees, and the District English Learner Advisory Committee. These committees provide families with the opportunity to understand and provide feedback regarding the continuous improvement efforts of the sites and District.	The District and sites will continue to promote participation on site and District committees that focus on the continuous improvement efforts of sites and the District.	Outreach to underrepresented families will continue through recruitment for participation on Site Councils and District Advisory Committees.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
09618380107227	Charter Montessori Valley View Campus	3	The Charter promotes a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.	The Charter and sites will continue to promote participation in the venues noted above.	The Charter's most recent parent survey indicates that families experience the school as a welcoming environment where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding the site's decision making.	Charter practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development. Throughout the year, the principal has worked to implement engagement strategies with families in order to reduce chronic absenteeism. The District's calculation indicates that chronic absenteeism was reduced by approximately 40% from last year (21.6% to 13.1%).	The Charter will continue to emphasize building awareness regarding the importance of school attendance through the strengthening of engagement between sites and families of students that are struggling to maintain consistent attendance.	The Charter will continue to reach out to underrepresented families.	The Charter and sites ensure there are multiple venues for families to provide input for decision-making including the School Site Council, the District Budget Advisory Committee and the Charter Parent Advisory Committee. These committees provide families with the opportunity to understand and provide feedback regarding the continuous improvement efforts of the Charter.	The Charter will continue to promote participation on Charter committees that focus on its continuous improvement efforts.	Outreach to underrepresented families will continue through recruitment for participation on Site Council and Advisory Committees.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
09618380111724	California Montessori Project-Shingle Springs Campus	3	The CMP community encourages direct communication through regular parent-student teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Council” meeting opportunities to learn about and provide input into school activities. CMP also provides parent education opportunities to parents across our network of schools (i.e. Love and Logic, Social Media and Internet Safety, etc.). Each June, the campus holds a “Vision and Planning” meetings with staff and families. In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication.	CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders.	In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. This year all CMP campuses completed a book study and drafted an Acceptance, Belonging, and Care Statement. The partnership will continue into the 2023-24 school year with the development of campus level Acceptance, Belonging, and Care teams that will be tasked with providing campus level professional development.	To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for  families who prefer to not receive electronic communications.	CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher  Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present.	CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.  CMP supports families that are dealing with housing scarcity and provides regular communications offering resources and support.	The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.   CMP encourages parent participation at school and sees parents as educational partners in their child’s learning.	The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Principal Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.	In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. This year all CMP campuses completed a book study and drafted an Acceptance, Belonging, and Care Statement. The partnership will continue into the 2023-24 school year with the development of campus level Acceptance, Belonging, and Care teams that will be tasked with providing campus level professional development. In 2022/23 CMP also hired a Diversity, Equity, and Inclusion Outreach Coordinator. The Coordinator partners with CMP’s Student Services and Human Resources team to be more visible in areas of the community that CMP has historically not been present in. This work has improved our engagement and targeted outreach.  In 2022/23, CMP began offering the Expanded Learning Opportunity Program through our Club M program at all of its campuses. As a result, we have more families participating thanks to the scholarships we are able to provide.   In 22/23 CMP offered three, free after school enrichment offerings to families. In 23/24, we plan to offer six, free after school enrichment offerings.  CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities.	5	4	4	5	5	5	5	5	5	5	5	4	Met		12JUN2023	2023
09618380129965	Rising Sun Montessori	3	Rising Sun has a very active parent group.  We host several school-wide (TK-8th grade) community events throughout the school year, and track parent/family attendance at each event.  We also host a new family orientation as well as having an in-person and online version of our TK/K orientation for families who are unable to attend in person.  Our teachers communicate with each student's family regularly via email, post-cards, and phone calls.  Students have access to the campus for 10 hours each day through our Expanded Learning Opportunity Program, as well as intersessional enrichment activities.  We have added after clubs and electives in the arts, sciences and engineering.  All staff respond to parent emails within a 24 hour period with very rare exception.  What we do best, though, is connect with each student as an individual.  As a very young or young future adult who will require the hard and soft skills to be successful in a drastically changing world.  This requires knowing each student and with a small school community of under 200 total students, we are afforded the luxury of building those relationships between staff and families.	Charter schools are public schools of choice, thus allowing for students from any geographical area to attend.  As such, some parents determine that the benefits of a neighborhood school (walk to school, neighbor support, etc) outweigh the value of their student's educational inputs and outcomes.  We would like to see our retention rates (from TK-8th grade cohorts) have a higher percentage and we are working with our partners at WASC to build on our self-study outcomes to do just that.	Rising Sun is one of the most ethnically diverse schools in the greater Sacramento area.  We have a culture of inclusion where the strengths of each individual are celebrated and emphasized.  This does not mean, however, that we are without our challenges, as all schools have challenges.  Our hope is that every parent/student/and family feels as if they are a part of our larger school community and that their child's character is valued, respected and allowed to grow in their own unique way.  Our emphasis is on grace (respect for ones self) and courtesy (respect for others) which in turn builds confidence, interpersonal skill sets, and an intrinsic motivation to grow both academically and socially.	"Rising Sun's current strengths in building partnerships for student outcomes from a ""whole child"" approach to education.  Our lead teachers, assistant teachers, office staff, special education staff and administration understand that while we may the the ""experts in school"", the parents are the ""experts when it comes to their children.""  If we can leverage these strengths as a team, the child will always benefit.  Having a small school community with an emphasis on the individual student and the ""whole child"" has been a driving force in building these relationships with leveraged strengths."	"Positive Communication home on a consistent basis, having school-wide values that are not just ""widely known"" but also ""deeply held"" by all staff members, Identifying the procedures, practices and values which lead to our ""finished product"" 8th graders being fully prepared for high school, no matter where they attend, and closely tracking each students progress by fully implementing the Montessori methodology, materials and curriculum while also pausing to measure outcomes using state-wide and nationally normed assessments to determine alignment and achievement of state standards."	Rising Sun has recently made some staffing adjustments which resulted in a better matching of skills sets for some key positions.  We understand that at the heart of building partnerships for students outcomes is the foundation of relationships and communication.  We believe that the staff which we have in place understands that and they live it out each day.  We have a staff that loves students, shows up daily and acts professionally.  In addition, we have two Professional Development days each month to ensure that our staff have the opportunity to grow professionally and in their skills as Montessori practitioners.	We have annual parent surveys, annual parent advisory committees on campus safety, the LCAP, electives, and student activities.  In addition, we have six parent coffee events where we have a general question/answer session with the executive director/head of school and usually one additional administrator.  We enjoy all of these events as they allow us to communicate with small and large groups of parents and hear and address their questions, comments, suggestions, etc. on an ongoing basis.	"We would like to have the opportunity to have more parents attend these events consistently throughout the year.  We do have a solid group of ""regular attenders"" and always have a group of others who attend intermittently, but we would like to find a way to have more in person exchanges with larger groups of people."	"This year we are offering additional events for parents as well as a new communication portal (transparent classroom) which allows for more ""real time"" interaction and updates for parents."	4	4	5	4	4	4	4	4	4	5	5	5	Met		06JUN2023	2023
09618380136200	Clarksville Charter	3	Educational research validates that support at home is critical to a child’s academic success, our school has made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement, with a focus on parent engagement strategies, and professional development in regards to our underrepresented populations. An example of parent engagement would include ELAC meetings and opportunities to collaborate on student and parent engagement policies. The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, parent organizations, learning field trips, by participating in advisory committees, and special events. One of the many opportunities for underrepresented families are the clubs and virtual academies that provide additional engagement for enrichment and in-person instruction.	Our school's focus has been to support students' academic success and provide the necessary tools to achieve their goals. We will continue to increase and improve academic enrichment, direct instruction, and intervention for the identified areas of academic need for our underrepresented families.	We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. We’ve formed a Parent Advisory Committee for the 23-24 school year, to support school and family partnership and engagement. Most communication between parents and families in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students.	Teachers meet with families at least every twenty days if not more. The focus of the meetings is to build trusting relationships and form partnerships to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops, and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs, and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Dedicated English language development, social emotional learning, and a Title One specific website. Our school will continue to strive to create an engaging environment with our educational partners. Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few.	A focus area for improvement is to increase our parent participation in the LCAP survey and increase parent awareness regarding the importance of mandated state tests and how the scores impact the outcome of our performance based on Dashboard results.	A focus area for our school is the formation of the Parent Advisory Committee. The PAC will be committed to bridging relationships between the school and families, with a focus on the needs of unduplicated students. The school will work to better connect the PAC and ELAC committees to ensure continuity between the two programs. We have implemented a single platform to provide continuity for all of our public meetings.	We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians. Parents/guardians participate in an annual parent survey. The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children.	An area of focus our school continues to be in relation to communication within parent engagement. A few examples are to improve on our various social media platforms, more opportunities for live interaction, launched a school podcast, in the process of redesigning our website to be more user friendly for our families and community partners.	To improve our engagement of underrepresented families, students and families are highlighted in opportunities to participate in decision-making regarding events, social interaction and educational field trips. Parents/guardians suggested we continue to increase opportunities for students to socialize with peers and celebrate their success. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to be to increase parent participation and engagement.	4	4	4	4	4	4	4	5	4	4	4	4	Met		08JUN2023	2023
09618380137919	Buckeye Union Mandarin Immersion Charter	3	The Charter promotes a welcoming environment where there are multiple opportunities for families to engage with staff including classroom volunteer opportunities, parent teacher conferences, Back-To-School Night, Open House, and PTA/PTO participation.	The Charter will continue to promote participation in the venues noted above.	The Charter's most recent parent survey indicates that families experience school as a welcoming environment where staff are responsive to concerns. The overwhelming majority of respondents to the annual parent survey indicated that they were aware that there are multiple venues for parents to participate in providing input regarding school site and Charter decision making.	The site's practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development.	Charter practices and policies promote teachers and administrators working with parents to promote academic learning and social-emotional development. As the Charter is expanding to the middle school grades, it will be adding outreach to middle school families in the coming year.	The Charter will continue to reach out to underrepresented families.	The Charter provides multiple venues for families to provide input for decision-making including the School Site Council, District Budget Advisory Committee, and the Charter Parent Advisory Committee. These committees provide families with the opportunity to understand and provide feedback regarding the continuous improvement efforts of the sites and Charter.	The Charter will continue to promote participation on Charter and District committees that focus on the continuous improvement efforts of the Charter.	Outreach to underrepresented families will continue through recruitment for participation on Charter and District Advisory Committees.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
09618380139006	Cottonwood	3	Cottonwood provides assistance to our families in understanding academic expectations through several strategies. These include regular teacher check-ins and learning Period meetings. Our LP Meetings address various topics to help parents in understanding state standards, our instructional offerings, and the ways they can best support their children's achievement in school.	The LCAP process also provides many opportunities to assist parents with understanding expectations for their children. Additionally, collaboration through the LCAP process and through parent community café meetings provide valuable information regarding how best to support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community at large. Information and questionnaires are posted on our school websites.	Annual surveys for stakeholders, including parents, are given throughout the school year. Requests for feedback and participation are sought through email communications. Participation from all parents is solicited, including parents of English learners, students receiving Special Education services, foster children, and families whose children receive free or reduced-price lunch.	"The Cottonwood School continues to work to develop partnerships with families to build partnerships for student outcomes. Our LCAP Parent Survey indicates that: 92.9% of parents strongly agree or agree with the statement, ""The Cottonwood School provides the materials my child(ren) needs to learn, such as textbooks and learning materials that meet the needs of all students, including English language learners, students with disabilities, and those who are gifted."" 85.7% of parents strongly agree or agree with the statement, ""The school works with me to help my child(ren) do their best with school."" 78.6% of parents strongly agree or agree with the statement, ""My child(ren) 's teacher contacts (calls, emails, speaks to) me when my child(ren) are having trouble learning."""	The Cottonwood School's Parent Advisory Committee and District English Learner Advisory Committee enthusiastically support the opportunities that are currently being offered to all of our students. The Cottonwood School will work to expand these programs in 2023-2024.	The Cottonwood School plans to expand the offering of opportunities and resources to underrepresented families that include families of underachieving student subgroups. These include families of English learners, Long-Term English Learners, homeless and foster youth.	We have set aside professional development days for staff. The Cottonwood School provided additional opportunities for input after each PD.	We have set aside professional development days for staff. The Cottonwood School can improve upon connections with families by providing additional opportunities for input.	We have a strong community with members that are actively engaged in our stakeholder meetings and board meetings. The Cottonwood School can improve with our EL support for our families and find creative ways to get additional members of the community involved and give opportunities for input.	4	4	4	4	4	5	4	4	4	4	4	4	Met		20JUN2023	2023
09618460000000	Camino Union Elementary	3	Camino USD is a very small district with only one campus. We pride ourselves on knowing every family and student and trying to find the right pathway for every student at our schools. We have a very welcoming campus and a great relationship with our community. We have established collaboration time for staff and teachers, one Wednesday a month, which has promoted positive relationships between staff. We have also begun the discussion of inclusive practices and how to foster a school environment that makes students feel that they belong. Parents have many opportunities to volunteer in their child's classrooms or on field trips. There are also many events that occur throughout the school year like Back to School Night, Family Informational Nights, and Spring House that families can attend.	We have begun the discussion of inclusive practices and creating a sense of belonging for our students, but there needs to be continued staff development on these concepts. We began looking at some of our instructional practices to analyze how we incorporate inclusive practices. These steps need to be continued to determine other ways that we improve and improve relationships.	We provide all of our communication in our student's home languages, English and Spanish. We have explored ways that we can provide more opportunities for our Spanish speaking parents to volunteer in the classrooms. We have also discussed supporting English classes for those families to be able to learn English. We would also like to provide family nights that support literacy and math.	Camino USD goes to great effort to create and sustain support programs for all of our families. Our Dashboard results have been very strong and are still improving. We have used our data results to structures our intervention programs. Our iReady program helps to not only provide teachers and staff excellent information on our student's academic needs but it provides the instructional practices needed to help fulfill the academic needs. Camino USD will continue to work to improve engagement of underrepresented families by continuing to meet with our stakeholder groups and listen to their needs. Now that funding is available to develop new support programs that meet the needs of our families, Camino USD will continue our long history of creating the programs that are needed.	We have identified math as an academic focus area. We will continue to look at our academic practices in this subject area and analyze the interventions that we have in place	We will continue to engage all stakeholder groups in order to gain feedback on what their students need to succeed. We also need to continue to find ways to increase the participation from these groups on campus and encourage them and make them feel welcome.	Camino USD is a very small school district and does not have the challenge of getting geographically separated decision-makers together to work on goals. We regularly meet and discuss goals and priorities with all stakeholder groups. This helps us to make informed decisions in order for our students to be successful.	We have promoted participation in surveys by offering a raffle. Informational videos on important district topics have been sent out to families so they understand more of what is happening on the school sites.	We have increased the amount of translation services for our families who speak a different language and we have provided incentives to our bi-lingual aides. We have included a representative from special education on our parent advisor committee. We look to find ways that we can support the students in our District to make them feel more included in the input process.	3	3	3	3	3	4	4	4	4	4	3	4	Met		20JUN2023	2023
09618460123125	Camino Polytechnic	3	Based on the analysis of educational partner input and local data, briefly describe the LEA's current strengths and progress in Building Relationships Between School Staff and Families.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Building Partnerships for Student Outcomes.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Seeking Input for Decision-Making.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making.	3	3	3	3	3	4	4	4	4	4	4	4	Met		20JUN2023	2023
09618530000000	El Dorado Union High	3	The district's present focus and advancement in fostering connections between staff and families revolve around organizing in-person college and career readiness initiatives for families. These events, conducted in both English and Spanish, offer parents valuable insights on effectively supporting their students in creating a four-year high school plan that aligns with their individual academic and personal objectives.	In response to community feedback aimed at enhancing relationships between school staff and families, it is crucial to address the need for more prompt responses to parent inquiries and greater availability of in-person communication channels. While digital forms of communication are beneficial, they often lack the essential aspect of two-way interaction. Therefore, it is necessary to strike a balance by emphasizing more direct and personal modes of communication to foster stronger connections between school staff and families.	In response to community input, it is essential for the district to maintain a provision of Spanish-speaking staff across various positions, including administration, counseling, and classified roles. This ensures that parents are empowered to advocate for their students and feel more included within the broader school community. Furthermore, based on findings from the California Healthy Kids Survey, it is crucial for the district to implement measures aimed at enhancing students' emotional well-being. Historically underrepresented student groups have expressed feeling less connected to the school, and by actively welcoming and collaborating with parents, the improved relationships are expected to foster greater student confidence and yield positive outcomes. Section 2: Building Partnerships for Student Outcomes.	The district excels in student outcomes, particularly in maintaining remarkably high graduation rates. Students are provided with a wide array of courses, including college preparatory, visual and performing arts, and career technical education, showcasing the district's commitment to offering diverse educational opportunities. This range of course offerings enables students to explore their interests and pursue their passions, empowering them to thrive academically and personally.	The district's primary focus lies in enhancing SBAC English Language Arts and Mathematics assessment outcomes. In the aftermath of the pandemic, student performance experienced a decline. To address this, the district is actively implementing targeted measures and support systems using an MTSS (Multi-Tiered System of Supports) model. These concerted efforts aim to improve intervention strategies and provide comprehensive support to students, ensuring their academic success and growth.	Underrepresented students often face challenges such as lower GPAs and difficulty meeting college entrance requirements. Recognizing this disparity, the district is dedicated to implementing embedded interventions and support systems within the school day. This approach ensures that all students, regardless of their background, receive additional academic assistance to meet the learning targets of their courses. Additionally, support classes are being introduced to provide extra academic support, ensuring that students do not feel overwhelmed and have the necessary scaffolding in place to meet expectations successfully.	Every year, parents are surveyed to gather their valuable input. Moreover, each school provides a Site Council that collaboratively develops an annual School Plan. To ensure meaningful parental involvement, parents actively participate in various district-level committees, including the Standards and Instructional Leadership Team, the Budget Advisory Committee, and the District Advisory Committee for LCAP (Local Control and Accountability Plan) and Federal Programs. This extensive engagement empowers parents to contribute their insights, assist with decision-making processes, and play a significant role in shaping the educational journey of their children.	The district is dedicated to increasing the number of in-person focus groups, providing a platform for a diverse range of community members to contribute their input. While surveys and committee participation are highly valuable, fostering opportunities for dialogue and two-way communication is essential to gain deeper insights and understanding. By facilitating these interactive sessions, the district aims to create a space where community members can engage in meaningful discussions, enabling a more comprehensive exchange of ideas and perspectives.	The district is dedicated to maintaining Spanish-speaking outreach to parents. As the Spanish-speaking community within the district continues to grow, it is crucial to ensure that the needs and input of these families are integrated into the decision-making processes. We recognize that our community becomes stronger when we hear from diverse voices and collaborate to develop goals and plans together. By prioritizing Spanish-speaking outreach, the district emphasizes inclusivity, representation, and shared decision-making, fostering a more united and vibrant educational community.	3	4	2	3	4	3	3	2	3	3	2	3	Met		13JUN2023	2023
09618530930214	Pacific Crest Academy	3	Pacific Crest Academy offers planning meetings with all students annually and parents/guardians are invited to planning meetings as well. Parents are invited to the first day of school with students and walk the campus, pick up textbooks, meet admin and staff, and make sure their students is set up for success on the second day. Through Canvas, parents have full access to their students work and progress. Teachers can communicate weekly, even daily, utilizing Canvas. Staff also collaborate weekly regarding student success and challenges and administration follows up with family meetings- phone calls or in person.	PCA staff feel they make connections with students and that strong positive relationships with students increases student achievement. Students and families feel welcome and safe at school. PCA is known as a small community and family focused school. Relationships between all stakeholders are at the center of how we operate. Capacity in building trusting and respectful relationships is one of our greatest strengths. Parent Square and monthly bulletins are a source of conversation and increase communication of happenings on campus. Our Charter Advisory Committee invites and has parent participation. Canvas, our LMS, is also utilized for continuous communication with families. Teachers communicate concerns and often schedule parent meetings to discuss student success and areas of growth. Parents are also invited to annual student conferences where the counselor and administrator discuss students four year plans and track progress for graduation and A-G. The student/parent handbook and information regarding parents/students rights is distributed annually to families.	As a school within EDUHSD, we have a district counselor who works with our EL families. This counselor specifically helps us in supporting our non English speaking families. She has provided valuable input on student learning from teachers to parents, attended planning meetings and helps address concerns as well as strengths.	Pacific Crest Academy offers planning meetings with all students annually. Student and parents/guardians are invited to planning meetings/conferences annually. We now have a part time devoted counselor who works with families weekly regarding academics and social growth. Through Canvas, parents have full access to their students work and progress. Teachers can communicate weekly, even daily, utilizing Canvas. Staff also collaborate weekly regarding student success and challenges and administration follows up with family meetings- phone calls or in person.	With the help of our counselor, we are working on building grade level parent meetings to discuss important processes for students in each year of school. For example, we hosted our first Senior Parent meeting before back to school night to share upcoming due date for college applications, FAFSA, scholarships, etc.	Given our small school size, this is something we can address through use of district support staff and our district EL counselor as shared above.	Strengths include educational partners being invited to and participating in district and school activities such as Charter Advisory Committee. As part of EDUHSD, parents are also invited to participate in district committee, such as the DLAC and BAC.	Given our small size, these committees are our largest decision making groups and parents are represented on each one of them.	We could utilize our district EL counselor to personally reach out to families to invite them and provide translation if they are interested in attending.	5	5	5	5	5	5	5	5	5	5	5	5	Met		23JUN2023	2023
09618790000000	Gold Oak Union Elementary	3	The Gold Oak Union School District is a small district, but it still provides a variety of ways to actively engage parents to gain their insights and opinions to help with decision making. The district has an active School Site Council, Parent Teacher Organization, and Budget Advisory groups. In addition, parents are encouraged to be representatives on county level advisory groups such as CAC--Community Advisory Committee. The El Dorado County's Community Advisory Committee consists of parents, teachers, and representatives of community agencies serving students with exceptional needs. In addition to advising the SELPA in the development and review of the local plan, CAC supports a variety of activities on behalf of individuals with exceptional needs and their parents. Board meetings are held virtually as well as in person to allow for more participation. The district currently has a science curriculum adoption committee that has regular participation from community members. The Gold Oak Union School District works to ensure that families feel welcome and included. This includes participation at school/community events, as well as bringing back volunteer opportunities following COVID. These community events are well attended by families, staff and community. Data from the annual parent surveys helps determine the success of our engagement and parent relationships.	To build relationships between school staff and families, the focus is how to broaden the participation of parents and community in district decisions. Being a small district, we tend to have the same families participating in decision making groups. In addition, plans to invite more parents  as volunteers, invite parents to assemblies and performances, and to community events will help build the relationships.	The district has worked to include families who speak languages other than English by having staff who speak Spanish to invite these parents to meetings and events and attend the meetings with the families to support them. The district also makes a strong effort to welcome underrepresented families to events. The district also plans to provide more opportunities for engagement of underrepresented families in decision making by providing more tools that would allow for their participation, such as surveys and meetings held virtually. We have also begun to record board meetings so families may watch at times convenient to them.	Several changes have been made over the last several years to build on our partnerships for student outcomes. The elementary school provides five days of formal parent conferences each year. The middle school began having a parent conference week at the end of the first grading period to allow for teachers to communicate student progress to our parents for our most at-risk students. The middle school conferences were added three years ago due to feedback requesting more information on student progress. Teachers also regularly communicate in less formal means with parents. During the pandemic, staff became better at communicating regularly through technological means and this has continued. Parents with concerns regarding student progress may also request a Study Success Team meeting.  Parents with students on a 504 plan or on an IEP, have formal meetings at least once per year and may request a meeting at any time.	Data from parent surveys is evaluated each year to determine areas of need. Since we are a small district, we often see the same parents/community involved in our schools. While the district feels that communication and engagement with most families has improved, the district wants to continue work in reaching families of our EL students. In addition, the district encourages parents to call or email when there is a concern over student progress or to request a Student Study Team meeting. Students have struggled a lot during the pandemic, and the district has seen an increase in our student study team meetings and referrals for assessment.	The district has worked to better reach out to underrepresented families. Regular two-way communication is taking place between teachers and families, with increasing options in home languages, and this will continue.  Support for families has  been expanded through an addition of a wellness center on each campus. The wellness center will support student needs as well as being a resource families.  The district has also tried to find ways to get families more involved in board meetings by not only providing a virtual option, but also recording meetings to allow more parents and community members to be informed.	Parent survey data indicates that while improvements in engaging our educational partners in decision making, there is room to grow. The Gold Oak Union School District is a small district, but it still provides a variety of ways to engage parents to gain their insights and opinions to help with decision making. The district has an active School Site Council and Parent Teacher Organization. Parents are also encouraged to be representatives on county level advisory groups such as CAC—Community Advisory Committee, which consists of parents, teachers, and representatives of community agencies serving students with exceptional needs. Board meetings are held virtually as well as in person to allow for more participation. The district currently has a science curriculum adoption committee that has regular participation from community members.  Parent Survey data indicates that further work is needed to engage our partners.	The focus in the district is how to broaden the participation of parents and community in district decisions even further. We are a small district and often the same families are the ones actively participating. The District will continue to reach out in formal and informal means to get greater participation.	The district does reach out to underrepresented families to encourage their participation, but the district will need to do more specific invitations to welcome these families to join these committees or meetings. The district plans to provide more opportunities for underrepresented families by providing more tools that allow for ease of participation such as surveys and virtual meetings.	3	3	2	2	3	3	3	3	3	3	3	3	Met		20JUN2023	2023
09618870000000	Gold Trail Union Elementary	3	GTUSD has worked to engage families in both relationship building and bridging understanding of school policies. We have PTO sponsored events to bring families together. We offer Community Engagement evenings with presentations that are applicable to what families would like to learn more about. We have the largest site councils this year than ever before with participation growing yearly.	We strive to continue to bridge the community understanding of transitioning from the TK-3 site to the 4-8 site. We have communicated through multiple measures how we address site discipline and PBIS on both campuses. We have a bilingual assistant to support communication with our EL families. Our goal is to continually assess the effectiveness of our programs so improvement is cyclical and we can grow together.	As stated before, our bilingual assistant is key to the success in engaging all families. We have a McKinney Vento Liaison that provides support to our homeless and underprivileged families; including but not limited to identifying who they are and providing supports as needed to those students and families. We provide training to staff on working with students in trauma. Our counseling staff is invaluable in supporting all students with additional needs to be in attendance and stable at school. We have employed an attendance support provider this year to help address chronic absenteeism, often impacting our underrepresented families.	Systems are currently in place for supporting student outcomes and communicating with families. Partnerships include but are not limited to: Parent/teacher conferences, Student Success Team meetings, 504's, IEP's, and attendance and discipline conferences. We encourage family engagement throughout the school year. Building relationships with families is a priority and we encourage families to participate in all possible events to build relationships with staff and others. We have policy regarding returning family inquiries within 24 hours. We utilize email and Parent Square for regular communication. Progress reports are provided to families at grading periods for all special education students. Regular progress assessments are used to check student progress in Tier II supports. We believe that communicating with families regarding student progress and having families feel willing and able to participate in their own child's learning is a key to success.	There is still concern within the community that at the upper grades discipline is an issue. We will continue to collect and provide data to the Board and the DAC and the community at large regarding discipline. We will continue to host community engagement opportunities for families. Helping families understand what our policies and procedures will help clarify and improve this specific area.	We work hard already to meet the needs of all students including underrepresented families. We will continue to fund and prioritize employing a Bilingual Assistant. We continue to prioritize having a McKinney Vento Liaison. We look at the funding that we are able to utilize, such as ELOP funding, to provide families with extended services. It is important for underrepresented families to have the ability to access learning, close gaps, and feel they are a part of the educational partnership.	We offer numerous opportunities for families to partner in providing input and in making decisions. From the Board meetings, to the District Advisory Committee (school site councils), to the Parent Teacher Organization, parents can partner with developing improvements in school. We send out surveys to allow for all to have input if they are not a current representative on a particular committee. We ask our parents to volunteer in classrooms and for extracurricular activities. Our DAC is very active in helping to guide the decisions of the district. In addition, three of our five member Board of Education have students in our district and actively engage in policy making.	We believe that parent input is a priority. We need to continue to seek larger input through surveys to our wider parent groups. Some parents are not able to be present for all opportunities, and having the ability to provide input via a survey is important. In addition, our bilingual assistant reaches out to our bilingual families to have conversations for input.	Personal conversations are important in the process. In addition, it is important to be sure that surveys are available in multiple languages. We have now increased our representation on DAC with two parents who have students with disabilities so those children are represented on that community forum.	4	4	5	5	4	5	5	5	5	5	4	4	Met		14JUN2023	2023
09618950000000	Indian Diggings Elementary	3	The district’s strength is in its size. With a staff of 4 we can customize professional development to a high degree. Staff gets exactly what they need when they need it. Likewise, it is possible to meet weekly with parents to support them and their students with resources and knowledge.	We will continue to engage with our 5 families daily to strengthen our connections and improve support.	With only 5 families in the district last year our community agrees that no family is underrepresented and all have access to input.	Our staff lives and works in the small rural community and has multiple interactions with our 5 families daily. Our certificated staff member is reachable on a 24-hour basis and meets one on one and in groups with parents throughout the year at scheduled meetings and as needed. Parents, staff, and students are included in decision making at all times.	We will continue to engage with our 5 families daily to strengthen our connections and improve support.	With only 5 families in the district last year our community agrees that no family is underrepresented and all have access to input.	All 5 of our families have equal and multiple opportunities to be involved in planning and decision-making. All meetings revolve around our Regular Board Meetings. Parents are invited to attend monthly where we take input and discuss our district plans. Our focus is always to increase the number of parents attending these meeting.	We will continue to engage with our 5 families daily to strengthen our connections and improve support.	With only 5 families in the district last year our community agrees that no family is underrepresented and all have access to input.	4	4	4	5	5	4	5	4	4	4	4	4	Met		15JUN2023	2023
09619030000000	Lake Tahoe Unified	3	LTUSD sent out several communications to families promoting participation in District and site committees and events including State of the District/LCAP – A Community Conversation meeting, ELAC, PTA, Cafecitos, School Site Council, LCAP Parent Advisory Committee, parent education nights, and Visit with the Superintendent.  The District sent out over 20 newsletters updating families on District activities; providing information on community resources; and promoting participation in District events, meetings, surveys, community forums, and committees.  Sites regularly sent out newsletters informing families of school and community events; site information and important dates; and promoting participation in site meetings, surveys, committees, and school activities.  Communications were sent via mass text and email through Parent Square and transmitted in a student’s home language. Spanish translation services were available for various District and school meetings.  Teacher-parent conferences were held in-person at elementary sites, giving teachers the opportunity to learn about each family’s culture, struggles, and offer supports through District and/or community resources. The Parent Institute for Quality Education (PIQE) was offered at South Tahoe Middle School providing parents learning opportunities on developing skills and techniques to support the educational needs of their students.  PIQE recruited EL parents to participate, provided a needs assessment, and offered an 8-week training session which required parents to attend weekly meetings.  Between 60 to 80 parents attended the training sessions with 45 families attending more than 4 meetings, qualifying them to receive a certificate of completion.  PIQE uses evidence-based programs that engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration.  PIQE provides empowering information, skills development, and support systems for low-income families, communities of color, and English Learner and immigrant families. LTUSD continued utilization of the Ellevation English Learner web-based platform to track English Learner progress and teacher support and communicate with parents on their student’s progress.  Student data was consolidated into one dashboard to which parents could provide input.  Built-in functions enabled immediate teacher feedback to parents on student learning progress through a notification system.	The District reintroduced in-person family and staff engagement opportunities such as open houses, parent education nights, in-person parent committee meetings, and other activities that were held virtually or suspended during the pandemic.  Additionally, translation services were significantly expanded both orally and in writing, in remote and in-person settings to streamline communication with families which serves to build relationships with staff.  The inaugural State of the District/LCAP – A Community Conversation was held with over 160 staff and community members in attendance.  This provided families the opportunity to collaborate with staff during interactive tabletop conversations on what the District was doing well, recommendations for the future, and what was getting in the way of student success.  A second Community Conversation was also held and future plans include hosting three Community Conversations along with the LTUSD State of the District/LCAP – A Community Conversation meeting annually.	The District will continue to hold regular Board meetings where input can be gathered from educational partners including underrepresented families.  Parent and staff engagement activities targeting underrepresented families will be ongoing such as PIQE, Cafecitos, ELAC, Visit with the Superintendent, and parent education nights.  The EL Services Coordinator will promote participation of EL parents in activities to support and engage their students.  The McKinney Vento/Foster Youth Liaison will continue family outreach and coordinate academic, social-emotional, and basic necessity resources for homeless and foster students.  A second Elementary Counselor will continue to expand SEL and family supports for elementary students, including those that are underrepresented.  Comprehensive Student Advocate services will be maintained to provide SEL, mental, and behavioral health services to students and link families to community resources.  Wellness Centers will be maintained at various sites to connect families with staff in coordinating supports and resources for their students’ social-emotional and mental health.  Monthly Special Education Community Advisory Committee meetings will be advertised to promote educational partner participation. Families of students with disabilities can discuss their concerns and provide input on District programs and policies.  CTE Specialists will continue to expand community events by which families and their students interact with staff through introduction to and exploration of career pathways.	LTUSD maintained academic supports & expanded student social-emotional (SEL) & mental health services through Student Advocate services; establishing/maintaining Wellness Centers at three schools; offering student & family counseling services with community agencies; & parent education programs. Trio tutors provided by the community college offered academic support to LTUSD students. Parents participated in PIQE at South Tahoe Middle School which provided them resources to support their students toward graduation. PIQE uses evidence-based programs that engage, empower, & transform parents to actively engage in their child’s education & strengthen parent-school collaboration. PIQE provides empowering information, skills development, & support systems for low-income families, communities of color, & English Learner & immigrant families. The SLT Family Resource Center provided academic & SEL support to LatinX students & families. The Center facilitated Cafecitos, ELAC & DELAC meetings; offered parent education; provided translation services; & participated in parent night planning & partnering in parent classes. LTUSD worked with California Education Partners to implement high leverage strategies supporting Math instruction for TK-3. A districtwide professional development (PD) plan was created including a year-long partnership with Sacramento County Office of Education for training on the CA EL Roadmap targeting elementary, secondary, & Administrative teams. Administrators participated in CORE training, introduction, & implementation of CA EL Roadmap best practices through utilization of teacher self-reflection surveys to design targeted PD; implementation of training; & monitoring efficacy employing an observation tool & classroom walkthrough protocol. Working with Sierra Child & Family Services, Wellness Centers were opened at South Tahoe Middle School & Bijou Community School & maintained at South Tahoe High School. CTE Specialists built on existing Environmental & Allied Health partners to provide CTE activities and doubled their partnership base with local, state & federal agencies in providing students real world, hands-on learning experiences including the Wonders of Water program, CTE Trout in the Classroom, Science Expo, Career & Earth Week & CTE Family Night. Tahoe Youth & Family Services offered the Primary Intervention Program to students, which enhanced students’ educational experience with additional 1:1 support for K-5. The individual support program builds student self-esteem & promotes personal development. A therapist is dedicated to LTUSD through Tahoe Youth & Family services. LTUSD partnered with El Dorado County Office of Education to implement the Student Behavioral Health Program to address behavioral health barriers for K-12 Medi-Cal students through targeted interventions by increasing access to preventative early intervention & primary behavioral health services by school-affiliated providers.	LTUSD will maintain and build on existing relationships with community partners to assure services supporting student outcomes are accessible to all students and their families. As needs arise, the District will develop new or expand existing relationships to provide comprehensive, wrap around support for students to address academic, social-emotional, mental, physical, and behavioral needs. The District and sites will focus on engaging families to actively participate in their student’s education and offer resources and education to support their students. District and site administration will provide support and resources to teachers and instructional staff.	As stated in section 1, the District will continue to hold regular Board meetings where input can be gathered from educational partners including underrepresented families. Parent and staff engagement activities targeting underrepresented families will be ongoing such as PIQE, Cafecitos, ELAC, Visit with the Superintendent, State of the District and Community Conversation meetings, and parent education nights. The EL Services Coordinator will promote participation of EL parents in activities to support and engage their students. The McKinney Vento/Foster Youth Liaison will continue family outreach and coordinate academic, social-emotional, and basic necessity resources for homeless and foster students. A second Elementary Counselor will continue to support expansion of social-emotional learning (SEL) and family supports for elementary students, including those that are underrepresented. Comprehensive Student Advocate services were will be maintained to provide SEL, mental, and behavioral health services to students and link families to community resources. Monthly Special Education Community Advisory Committee meetings will be advertised to promote educational partner participation. Families of students with disabilities can discuss their concerns and provide input on District programs and policies.	Staff could participate in weekly virtual Chat with the Superintendent sessions and receive updates on District happenings and Board agendas; engage in conversation; and ask questions. Monthly Visit with the Superintendent sessions provided students, families, and community members the opportunity to get to know the Superintendent in an informal setting, receive District updates, engage in conversation, and ask questions. Superintendent Chats and Visits were open question/answer and discussion sessions. Orgametric and Equimetrics staff surveys were administered to gather input on and guide the District in (leadership) alignment, diversity, equity, and inclusion.  Staff were invited to participate in the LCAP Task Force which was formed to support efforts to solicit, collect, and synthesize educational partner input for consideration during LCAP development.  Teachers participated in staff and leader collaboration on early out Wednesdays during which they could provide feedback to their site administrators on site and District programs. Parents were provided opportunities to join site and District committees such as School Site Council, site and District English Learner Advisory Committees, PTA, and advisory committees. Meetings were held via videoconference and in-person and translation services were provided as needed to increase educational partner participation in gathering input on District decision-making.  Community members, including underrepresented groups, could provide input on District direction through various avenues.  A community/family LCAP survey was distributed to gather educational partner input on District programs and develop goals, actions, and services to improve student outcomes. Survey completion was promoted to target groups including underrepresented families. Climate surveys were administered in 2021-22 to students, families, and staff to guide district and school efforts in promoting safety, enhancing learning, and improving student achievement. LTUSD invited the community at large to attend a collaborative and interactive State of the District/LCAP – A Community Conversation meeting.  With over 160 staff and community members in attendance, families were provided the opportunity to collaborate with staff during interactive tabletop conversations on what the District was doing well, recommendations for the future, and what was getting in the way of student success.  A second Community Conversation was also held and future plans include hosting three Community Conversations along with the LTUSD State of the District meeting annually.	Greater transparency and more targeted communication are needed about opportunities to provide input on District and site programs.  Offer different modes of collecting educational partner input including digital and print.  Focus on developing a consistent system of communication; improving communication across sites; listening to staff, and parents on more in-depth subjects of greater interest; involving students in decision-making; and holding monthly conversations with measurable outcomes.  LTUSD will grow partnerships with cross-agency cooperation to support students.	South Lake Tahoe Family Resource Center (FRC) facilitated monthly Cafecitos meetings, the equivalent of a Spanish-speaking Parent-Teacher Association (PTA), to promote participation of the District’s LatinX Spanish-speaking families and community. English and Spanish are the languages primarily spoken by LTUSD students and their families. Parent education nights were held during Cafecitos meetings. The District and FRC plan to continue and expand these opportunities. Additionally, surveys and communications will be available in English and Spanish and translation services will continue to expand for various site and District meetings. CAC meetings will be advertised to promote increased participation of parents of students receiving special services.  The District will continue to promote family participation, including underrepresented, in site and District committees and attendance of community meetings, through both of which they will have opportunities to provide input on District decision-making.  The McKinney Vento/Foster Youth Liaison duties have been refined and will include extensive outreach to underrepresented families which will also serve to gather feedback on District decisions.	4	4	3	4	3	3	3	4	3	3	4	3	Met		22JUN2023	2023
09619110000000	Latrobe	3	The Latrobe School District seeks to engage all families in the district in the academic, social and emotional development of their students. To accomplish this goal the district uses several strategies. Parents, staff and students participate in an annual survey. Survey results are reviewed by the district Site Council/ Parent Advisory Committee and the staff. The district has boosted our communication efforts making use and tracking our communications through our parent communication system, ParentSquare. Parents and guardians are invited to partner with the schools throughout the year by attending Parent/Teacher conferences and other family centered events. Out PTC has also been enlisted as a partner to help facilitate positive relationships between school staff and families. Results from the parent survey also indicated that school-community relationships are a strength. Approximately 95% of parents reported that they receive support from the school when needed and nearly 95% feel that the school views parents as partners in the educational process.	After careful consideration of parent survey data, conversations with staff, and meetings with our School Site Council and Parent Advisory Committee, the Latrobe School District has identified clear and open communication as a focus area. To that end, we will work to establish more opportunities for two-way communication and encourage parents to share their perspectives and ideas with staff.	The Latrobe School District has seen the enrollment of English learners increase significantly in the past two years. As such, the district has prioritized improving effective communication with our English learner families. We actively seek out their input and encourage involvement with personal invitations. We have also purchased translating tools and subscribed to translation services as part of that ongoing commitment to ensuring that all families, especially those who have been traditionally underrepresented, are engaged in our educational community.	The Latrobe School District staff is receiving ongoing training to implement Positive Behavior Intervention Strategies. This system, whereby school personnel and parents work together to develop school-wide and individual student supports, has been proven to improve school culture and foster partnerships between school and home. To develop these partnerships, staff members frequently communicate with families on student success and areas of improvement and parents are invited to share their ideas through participation in PBIS meetings, school surveys, school site council meetings, and more. All parents are also asked to attend a parent/student/staff conference in November where student progress is discussed. Additional parent/teacher conference days are scheduled in March, but parents and teachers can, and do, request and schedule conferences throughout the year as needed. The Latrobe School District also partners with educators from neighboring school districts and the El Dorado County Office of Education to ensure that our staff receives appropriate training and is equipped to meet the needs of all students.	The Latrobe School District places a high degree of value on the partnerships we establish with parents and other community members. As such, we focus heavily on building and maintaining relationships with our educational partners. We strive to involve parents in the education of their children at home, but we also invite them into the classroom to partner with us for other instructional activities. We also employ parents and community members to provide instruction in areas where they have unique skills, knowledge, and experiences, such as fine arts, biomedical and environmental science, and gardening. Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes.	The Latrobe School District has recognized a significant increase in the enrollment of English learners and will work to improve engagement of these underrepresented families through personalized contact and direct invitation to participate in processes that impact school decision making. Surveys will be appropriately translated and English learner families will be invited to one on one meetings with the school administration. The district will also consult with neighboring school districts and the El Dorado County Office of Education to develop effective strategies to better engage and solicit input from these families. The district, through parent surveys, has also identified a relative weakness when it comes to fostering multicultural appreciation, and as such will work to improve this in the year to come.	The Latrobe School District prides itself on including educational partners in our decision making processes. As mentioned in our Local Control Accountability Plan, maintaining open communication between staff members and our families is an ongoing goal, therefore meet and confer meetings are held annually with classified and certificated groups and parents are invited to participate through groups such as the School Site Council, LCAP Advisory Committee, and our Parent Teacher Club. Using information collected from our annual parent survey, we have made adjustments to our methods of communication in order to solicit increased input on the Local Control Accountability Plan and other school initiatives.	Recognizing the significant increase in the enrollment of English learners, the district will focus on better engaging these families in decision making processes for our schools.	As mentioned above, the Latrobe School District will work to better engage our English learner families in decision making processes for our schools. Because our schools are so small we intend to invite English learner families to not only participate on larger established committees, but to also share their perspectives and ideas via one-on-one meetings with the school administration. Surveys and questionnaires will be appropriately translated and delivered to our English learner families.	3	3	3	3	2	3	5	2	5	4	3	3	Met		20JUN2023	2023
09619290000000	Mother Lode Union Elementary	3	The district currently has multiple touch points between staff and families.  We strive to reach out in multiple ways including in-person meetings, surveys, social media, volunteer opportunities, etc.  In addition, each of our schools employ bilingual staff whose primary focus is communication with our families.	Our main area of focus for improvement is to increase the number of interactions, as well as the number of families that engage.	In order to improve the number of contacts we have with families we have asked them what works best in terms of how they would like to engage.  This includes time of day, which days work best, and even if shortening surveys would improve.  By adjusting our reach out attempts to cater to the parents, we hope for increased participation.	Our schedules include time for teachers to meet with families during the year to discuss outcomes.  Additionally, staff is encouraged to reach out to families on a regular basis in order to keep lines of communication open.  Are offices are staffed with an extra attendance clerk specifically to increase communication for all students families.	While multiple opportunities exist for parent engagement, we would still like to see more participation in all areas.	We have increased the opportunities for families to engage in school on all levels.  Whether these are fun family nights, or community discussions directly related to student outcomes.  We are working on families feeling comfortable with coming to our schools and partnering with us.	We are very transparent with our data.  We have monthly updates at each board meeting regarding student outcomes and attendance.  We also seek stakeholder input regarding our LCAP.	Our main focus is to increase the number of stakeholders who participate.  We would like to see a substantial increase in participation in all areas of reach out.	We are increasing the number of opportunities for our community to engage and provide feedback.  One such initiative is a very short survey out to our school community three times a year.  Not only does this give us quick, comparable feedback, but it also allows us the opportunity to dig deeper based on responses.	4	4	4	4	4	4	4	4	4	4	3	3	Met		26JUN2023	2023
09619450000000	Pioneer Union	3	Pioneer Union School District educational community is effective in using multiple platforms to inform and engage the community including outreach activities and media posts, Blackboard Connect messaging program, Aeries.net e-mail communication and ClassDojo applications.	Administration with the support of the Health and Attendance Clerk, Outreach Coordinator and full-time Counselor work with the referral process to connect families to resources to meet a variety of needs including counseling, health services, shelter, transportation and other basic needs. PUSD in conjunction with local service providers continues to hold distribution events to provide food, clothing, bedding, etc. for families impacted by the Caldor fire and families experiencing poverty.	PUSD continues to expand efforts to reach underrepresented families through the referal process. The process can start with an individual community member, teacher, student, administrator, health clerk, counselor or outreach coordinator.	PUSD staff work diligently to inform parents and guardians of student progress through multiple means of communication including informative progress reports, regular email and ClassDojo communication and parent conferences.	Parents indicated that they would like to have the opportunity to attend more events to support their student and school.	PUSD will continue to identify the needs of students that are underrespresented and utilize processes including Student Study Team meetings to build supports for students and their families. In addition, the referral process for support will continue to be employed to identify needs and address barriers to engagement and learning.	PUSD utilized multiple platforms to engage educational partners in the decision-making process. Parents were provided opportunities to participate in surveys seeking their input on various programs including adopting resources for standards-based curriculum, prioritization of resources and effective ways to engage the community in expanding learning opportunities. The School Site Councils reviewed data, goals and success indicators to provide input into the development of the School Plans for Student Achievement. Educators, students and parent groups participated in a series of Listen & Leap sessions to provide input for building a greater capacity for improving the educational program at all schools as well as improving engagement and climate at all schools.	PUSD recognizes that the survey system employed resulted in few parent responses (39).	PUSD will seek input from underrepresented families through personal and phone contacts..	5	5	3	4	4	3	4	4	4	4	4	5	Met		14JUN2023	2023
09619520000000	Placerville Union Elementary	3	PUSD utilizes Parent Link to contact parents with needed and timely information.  Parent Link generates calls, emails and text messages to all parents that we have up to date information for.  The District also uses of the Parent Portal through Aeries so that Parents can regularly update information and check to see if the contact information that we have is correct.  All sites also utilize social media to communicate with the community and tell the story of PUSD.  The use of Social Media had greatly improved over the past school year with the implementation of the Parent Liaison position.  Daily posts are being made on both Facebook and Instagram with both activities that are happening on the campuses as well as District information that needs to be pushed out.	Bi-lingual support on every campus so that all families feel welcomed and heard. Two way communication through the use of a new parent communication system	Continued building of both the DELAC and ELAC committees as well as outreach for the Site Teams. Including representation on the Superintendents Advisory Committee.	The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translates as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8 parents have the opportunity to meet with all 6 teachers for 1 on 1 meetings.  Teachers also utilize electronic means of communication such as email, parent link and Class Dojo.  All sites have staff that can translate for parents either through phone calls or in person when necessary.	Inclusion of all disciplines in the SST process. Bi-Lingual support on all campuses.	Continued building of both the DELAC and ELAC committees as well as outreach for the Site Teams. Including representation on the Superintendents Advisory Committee.	PUSD annually surveys parents in English and Spanish.  PUSD also annually surveys all EL Families for input in the programs established for our EL Students.  Meetings are held throughout the school year to solicit parent input.  Parents are involved in many District wide committees as well as Site level committees in an effort to garner input.  These committees include DELAC, HEAC, Budget Advisory and Site Council.  Principals attend PTC meetings in an effort to share and solicit information.  PUSD regularly surveys parents on a variety of topics utilizing Google Forms through both email and text.	Bi-lingual support on every campus so that all families feel welcomed and heard. Two way communication through the use of a new parent communication system	Continued building of both the DELAC and ELAC committees as well as outreach for the Site Teams. Including representation on the Superintendents Advisory Committee.	4	4	4	4	3	4	4	4	3	4	3	3	Met		11JUN2023	2023
09619600000000	Pollock Pines Elementary	3	PPESD annually surveys parents and students as well as meets regularly with its LCAP steering group.  From this input, our educational partners indicate that the staff has developed strong working relationships with families to support student learning.  Survey results show families feel strongly that their students are receiving an education in a positive learning environment in which they feel connected to their school community.	1. Improving communication to families on how to access and connect to resources and supports for mental health needs.  2. Identifying more positive and supportive strategies to help families with students experiencing chronic absenteeism.	Because PPESD is a small district, teachers and administration will increase its effort to personally connect with underrepresented families on a more frequent basis. In addition, parent surveys indicated that the middle school could benefit from hosting some family based fun event that extend past sports, music concerts and field trips.	Ways that the districts positively partners with families to build student outcomes include: back to school nights, open house, parent/teacher/student conferences, student study team meetings, school site council, weekly school newsletters and regular communications between the classroom teacher and families.	The district will continually focus on ways to connect with organizations in the community to enrich student learning.  Superintendent will attend service club meetings and reach out to agencies as a point of introduction and communicate learning needs and interests of the district.	As a small district, the actions taken to build partnerships for student outcomes for all students will also improve engagement of underrepresented families.	The district has a joint school site council that has parents, teachers and classified staff from both schools. This group meets monthly to make decisions on spending, development of the school plan for student achievement, local control and accountability plan and comprehensive school safety plan.	Research programs that the district can use to improve two way communication between the district and families that includes emailing, calling, and texting.  Identify ways to increase feedback from families regarding school decisions.	The district will bring forward a parent with a student in special education to be part of our school site council and LCAP steering committee.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
09619780000000	Rescue Union Elementary	3	The Rescue Union School District has taken extensive efforts to build relationships with parents, caregivers, and community members. The District focuses on consistent improvement in the area of customer service to meet the needs of families and strengthen connections and relationships. While this is an area of strength, it is an area that requires annual review with the desire to meet the ever changing needs of our community. Each school site and department developed a customer service plan designed to ascertain the needs of the families they work with and respond to those needs with care and commitment. These plans are reviewed annually and work continues to provide meaningful outreach to the students and families we serve.  The District's most recent community survey indicates that families feel their children are safe, have a quality learning experience with well maintained facilities.	While the educatoral partner input and local data is very complimentary of our staff, The District focuses on providing meeting opportunities to inform our staff of the most up to date information regarding events, policies and procedures so they are equipped to support the community in answering their questions and addressing their concerns.  It is also a goal to provide timely communication from our District Office and our school sites to inform the community of pertinent information and dates so they are able to plan and can support their students.  This partnership is very important and continues to be a goal as we strengthen our relationship.	The Rescue USD has hired a Multi-Tiered Systems of Support Coordinator who oversees the needs in our community and works with our staff to identify underrepresented families and what their needs are in order to support them.  Our Community Liaison communicates with families to assist them and provides bilingual support to our English Learners and their families.  Meetings are held throughout the school year to provide opportunities for families to learn what resources are available to them and a place for families to network with the District and with others in their community.	The Rescue Union School District understands the importance of building partnerships for student outcomes and recognizes the value that parents and caregivers have in improving academic achievement and social competency. As such we offer parent informational nights on topics ranging from how to support your student with homework, to parenting in a digital age, to the dangers of vaping.  We also partner with Care Solace and provide resources to support students both academically and social emotionally.	The Rescue Union School District continues to partner with families by providing timely trainings to assist with educating our families.  In the even that students need social emotional support, we have hired counselors for each school site for academic counseling support and work with Care Solace to provide Social Emotional Support and access to families regarding outside agencies if needed.  The focus is to be available to our families and point them in the direction to get the support they need for their students academic and social emotional wellbeing.	The Multi-Tiered Systems of Support Coordinator attends regular meetings with support staff at each school site to identify the needs of students.  As mentioned above, the Community Liaison connects with families in need to determine how to suppor them an provide resources.  Community meetings are held through the year to give families an opportunity to share what they need any provide input on how we can improve our customer service and support.  Our focus is to continue to improve in building partnerships for student outcomes.	The Rescue Union School District prides itself on seeking input from parents, caregivers, and community members for decision making. Our District has a very active Local Control Accountability Plan (LCAP) A Community survey is administered to review the academic and social needs of the district and suggest strategies to address these needs. In fact, many of the aforementioned supports, including the customer service plans, parent information nights, and the need to ensure that special education parents better understand their educational and legal rights came directly from this survey. Each site also has an active school site council, where parents have direct input on the development of the School Plan for Student Achievement. Parents also serve on the Calendar Committee, English Language Advisory Committee, and the Superintendent’s Advisory Committee, where they help guide the district in decision making. Student input is also actively solicited through student listening circles conducted each year in the spring.	Educational parnter input and local data states strongly that there are several ways for community members to provide input for decision-making for the Rescue Union School District.  Currently, the District has engaged in a relationship with a consultant to assist with our pursuit of continuous improvement and a culture of excellence.  A midyear report is given to the Board regarding the District's progress towards LCAP goals and discussion held to evaluate our metrics, our process and procedures and discuss next steps.	The Rescue USD has created focus groups to solicit input and feedback from educational partners including our underrepresented families.  Meetings are held and surveys are given to solicit as much feedback and input as possible to assist with planning and decision-making.	5	5	4	4	4	4	4	4	5	5	5	4	Met		27JUN2023	2023
09619860000000	Silver Fork Elementary	3	Silver Fork is a small single building school with an enrollment of 16 students. All of the families are involved and connected.	Due to the small size of the school, the school works closely with the families and provides opportunities for input and engagement.	At this time there are no are no added actions to improve engagement.	Families are regularly updated of their students outcomes and encouraged to participate in school activities.	Providing enrichment or learning opportunities that extend content instruction.	The district  will continue to find ways to enhance student learning by joining opportunities offered by neighboring districts (field trips, specialized presenters or assemblies, extra curricular activities.	Due to the small size of the school, the school works closely with the families and provides opportunities for input and engagement.	No added focus areas for seeking input for decision making.	No added action items for this area.	5	5	5	5	5	5	5	5	4	4	4	4	Met		15JUN2023	2023
09737830000000	Black Oak Mine Unified	3	BOMUSD's LCAP includes actions and services designed to support students' and their families social, emotional, and physical well-being as well as providing access to early intervention strategies. Our continued support for developing healthy lifestyles and school connectedness through facility improvement, extension of before and after school care through our partnerships with Boys and Girls Club, behavioral health contractors such as our High School Wellness Center -Mental Health services, and expanding access of Multi-Tiered Support System (MTSS) for students and families through Social Emotional Learning Programs such as Toolbox, Counseling Services, Educationally Related Mental Health Support, Positive Behavior Intervention and Support and our El Dorado Community Hub. Additionally, we are refining the coordination of school based services in our MTSS Model- with an expanded Families and Schools Together (FAST) Collaborative to provide comprehensive district wide support with attendance and suspension issues for families at risk, Dental Services for families at risk at Georgetown School as well as HeadStart preschool and State Preschool at both primary sites and early years programs and afterschool activities for our 7-12 students. Finally, BOMUSD works closely with our county Special Education Local Plan Area to ensure that students with disabilities are provided access to an appropriate and enriching educational environment. This includes additional services through our county office of education.	BOMUSD is continually seeking ways to engage families and the community in communication that connects us to each other. In a rural community such as the Divide our small size creates a unique interdependence. Our schools provide our students with services that many rural families have difficulty accessing including: Food Service and Delivery to our families , Wifi Services on our sites for families in need, Mental health services through our Community Hub, Dental Services, through our site based Dental Program, Early Childhood Education through EDCOE Head Start and more. Staff and families interact daily through our newly revised Aeries education access, communication applications such as Class Dojo and Blackboard and through our many family community events such as Passport to Success, Harvest Festivals, and Welcome Week.	The expansion of our Family and Schools Collaborative located at our Wellness Center has a primary mission to focus on underrepresented families. They are a direct line to services and connections that spread to the broader web of services off the Divide if needed in areas of Health Care, Counseling, Food Services and Family Support.	BOMUSD is a small rural district that is tightly bound to it's community. What affects one aspect of the community affects us all. Our district is a pivotal partner in communicating information, providing resources and gathering input to share to the broader county regarding our students and families. This included everything from technology to boost communication during the shut down as well as food delivery to our most affected groups. Our progress is directly measured by the communication and partnerships we developed together.	Schools became access points for basic needs and continue to serve the district and community most specifically in mental health resources.	We have formed strong ties within and without the district with our educational partners to provide and expand those services that lead to reduction of chronic attendance issues and improve mental health supports for under-represented families.	BOMUSD utilizes multiple strategies to engage all stakeholders in the process to give input into the priorities and goals of the Local Control Accountability Plan (LCAP). Members of the school community, parents, teachers, administrators, staff, students, and employee groups are invited to learn more about LCFF and LCAP and to participate in activities that inform the planning process. BOMUSD has a link on it's webpage to LCAP and parents and students for each site contribute feedback through PTA and Booster meetings as well as our annual site LCAP surveys. Additionally, stakeholders (Parents, students, community members and staff) will participate in the Differentiated Assistance process, electronic surveys,  planning meetings, site meetings, and special board meetings to provide feedback on LCAP's features. This process identified a continued focus on academic achievement and chronic absenteeism through funding initiatives such as our Family and School Together (FAST) coordinator, to help sites connect their families with services designed to improve attendance and access.Stakeholder engagement input was extraordinarily high throughout the pandemic period and continues to this day. Continual feed back from parents, students, community, local bargaining groups, administration and SELPA were collected through formal and informal meetings both online and in person.	For the 23-24 School year our educational partners prioritized the following focus areas for the 23-24 school year's input and decision making: Educational partner engagement made important impacts on the new 2021-2024 LCAP. Most notably partners shared feedback and prioritized identified needs such as: continued expansion of mental health and social emotional learning, the need to address the achievement gap; the need to use data to monitor student performance; the need to address learning loss and learning recovery caused by the pandemic; providing additional adult support in the classroom for at risk learners, before and after school programs, extended learning opportunities and a strong desire to rededicate themselves to strong school policy and procedure.	BOMUSD has become adept at surveying its partners in a variety of media and engagements: Surveys, In Person Family Nights, and Applications to name a few. One challenge can be overlapping data collection which can reduce participation or over saturation of particular applications that gather input. The 23-24 School year will have a focus on creating a more structured systemic approach for communication that is predictable for our partners, with a timeline and paced intervals along with a tighter data collection of participants to ensure inclusivity.	4	5	4	5	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
09737830121566	American River Charter	3	Survey results indicate that parents and students enjoy coming to activities at the school campus and wish we had more opportunities to engage diverse families.  In response, we have implemented increased activities both on and off campus.  (We are a homeschool/IS school)  We have also implemented improved communication tools.	We have increased activities on campus that all staff participate in with parents.  We have increased and improved school to home communication methods.	We work with the school district's FAST program which provides services for families in need.	Our credentialed supervising teachers assess each student and work with the families to create a successful learning environment.	We are increasing our usage of diagnostic assessments and we are training our teachers in the interpretation of those results.	As above.	We have a charter council which has as it's members stakeholders from all of our groups.	Improving participation and communication between stakeholders is a goal.	Improving communication with underserved groups about the support services available to their families.	4	5	4	4	4	4	4	3	4	4	4	4	Met		22JUN2023	2023
10101080000000	Fresno County Office of Education	3	The LEA has provided flexibly scheduled meetings to encourage active participation between school staff, families, and community partners. Meetings include time before the school day, mid-day, and evening opportunities. The meeting format includes a hybrid option where parents may join meetings remotely should they choose. Parents who have participated in in-person meetings have requested that the school continue to offer opportunities to join meetings remotely due to convenience, transportation needs, or due to child care needs. More school staff are increasingly communicating with the purpose of speaking to demonstrated student strengths and progress. Notifications include student of the month, notable progress, and schoolwide learner outcome progress.  School administration has actively sought family input as to supports they perceive as needed to assist in improving student outcomes. During the 2022-2023 school year parent survey responses comprised requests to include to the Court & Community Schools' parent evening workshops: trauma responsiveness in the home, housing resources and assistance, food resources and assistance, resume assistance, healthy parenting and relationship building with my child, healthy teen relationships, guidance for Internet safety, and college readiness/preparation. In addition, an increasing amount of school staff are voluntarily participating in the custodial agency’s scheduled family visiting time to meet parents and families of our students after school on their own time. VHEA school staff maintain communication with students and their families through phone calls and text messages. The Worsley and VHEA principals have fully implemented the first phase of ParentSquare, a school- parent communication tool to enhance existing methods of communication between school staff and families. Messages, notices, and invitations to families for school engagement opportunities are emailed, texted, or accessed online for those who have opted to download the ParentSquare application. In addition, the principals personally call parents to invite and request their support to help us improve outcomes for all students. Principals collaborate with campus based organizations who have established relationships with families for assistance in reaching out to families with invitations for school engagement opportunities throughout the school year. This collaboration has resulted in increased family participation in evening parent workshops as the campus based organizations have promoted and incentivized participation by recognizing their attendance at our Court & Community School's evening parent workshops.	The LEA will will continue to provide trainings for classified school staff on the implementation of ParentSquare to allow for more expeditious processes of entering and updating parent contact information, though communication by the principals to families and community partners will continue. The communications will grow to include information on community resources and social emotional learning online platforms that are available for students to access online and that will include opportunities for parents to do the same. Additionally, a focus will include enhanced development of our parent surveys to elicit input in how we can enhance trusting and respectful relationships with families while recognizing family’s strengths. Professional development will be provided for school staff in recognizing each family's strengths, cultures, languages, needs and interests of our families. In addition, principals and school leadership team members will continue to collaborate with campus based organizations who have established relationships with families with a request for their continued assistance in also reaching out to families with invitations for school engagement opportunities throughout the school year.	Educational partner input via the District English Learner Advisory Committee recommended the schools capitalize on the engagement of underrepresented families through student of the month activities wherein school personnel personally contact the parents of each student of the month with a congratulatory and welcome message for their essential input and a personal request to join upcoming school events. Resulting personal outreach by school principals have increased involvement and assisted in enhancing a welcoming environment. The LEA contracts with various departments of the LEA to provide support and partner with administration, teachers and other school staff to ensure that all students learn and thrive. The Curriculum and Instruction department provides professional learning for administrators, teachers and staff to enhance high-quality instruction and enhance safe and respectful settings. Parent Services supports staff and families’ partnership building to enhance their voice and engagement in all aspects of their children’s educational experiences.  Teachers and administration meet with parents at weekly orientation meetings at Violet Heintz Education Academy and at monthly parent meetings at the Alice M. Worsley School located at the Juvenile Justice Campus. In addition, Open House and Back -To -School events, Transition, IEP and 504 team, School Site Council, English Learner Advisory Committees, and Parent/Teacher/Student Association meetings provide multiple opportunities among families, students and school staff to collaborate and provide joint development of the schools’ services. The LEA holds several parent/community information and input meetings to allow further parent involvement. The LEA will welcome and encourage all parents and stakeholders to provide their school planning input by participating in flexibly scheduled meetings such as the Court School Parent Teacher Association or Parent Teacher Student Association, SSCs, ELAC, the Parent Advisory Committee, and the DELAC as well as through the completion of surveys to inform school service planning.	The LEA has provided and continues to provide professional learning opportunities that includes social emotional learning, enhancing positive relationships with and among students, and reflecting on the degree to which our policies practices are transparent, culturally sensitive, consistent, and reflective of student and family voice. The schools review their Parent Engagement Policies and School-Parent-Student Compacts with parents and community partners are regularly scheduled meetings throughout the school year where parents and community partners provide their input. Parents and community partners reported they appreciate the flexibly scheduled meetings and hybrid formats for participation of their choice.  The LEA provides school communications for parents in their home language and provides home language translation services for school meetings and school events as required, though additional resources are provided with an aim of all children having access to resources to thrive. The LEA contracts with the FCSS Parent Services Department to participate and co-facilitate school meetings and to offer parent education classes for parents and families of Court and Community School students. The classes may include literacy, budget planning, parent advocacy professional learning in the areas of ensuring equitable educational opportunities, use of technology, and support for student academic success.  School personnel participate in assigned parent engagement opportunities throughout the school year at flexibly scheduled meetings. The schedule is reviewed with school staff at the beginning of the school year to ensure appropriate representation and parent access to all school staff to allow for two-way communication regarding student progress and collaboration on supporting improved student outcomes. Teachers and administrators meet with parents during orientation and transition meetings, in addition to other parent events such as graduations, open house and back to school events.	The LEA will focus on increasing current levels of trust between parents and all school staff based on climate survey results. Increased efforts to ensure all families feel welcome, as well as their input as being valued in helping us with school planning, will be implemented. Professional learning for implementing culturally responsive practices will be significantly enhanced in the new school year. School notifications will be revised to be more welcoming, less print dense, and inclusive of positive and diverse pictorials of the vision we hold for our students. In addition, we will continue to gather feedback from our teachers on their successful practices in conversations with parents.	The LEA will coordinate with students to help recruit parent representatives for school planning events in relation to improving student outcomes and overall student wellness. The coordination will include discussion of identifying barriers that prevent active participation and suggestions on how we can remove barriers to improve student outcomes, including their input on how the schools can be more welcoming and their input valued. The LEA will strengthen the partnership with our Parent Services Department regarding their input for planned outreach based on their experience in supporting families, as well as their input in how our schools sustain effective outreach. The LEA will also improve engagement of underrepresented families as we learn how to practice culturally responsive teaching and leadership more effectively. The implementation will not only include meaningful review of student progress data, local and state assessment data, and the importance of our continued collaboration with our families but also additional topics they would like to discuss.	The LEA provides various outreach opportunities to parents and educational partners for seeking input in joint decision making throughout the school year at flexibly scheduled meetings. School administration and school staff participate in scheduled events at the campuses and facilitate the engagement of parent input for decision making in joining school site councils, English Language Advisory Committees, District English Language Advisory Committees, general parent meetings, Parent Teacher Association and Parent Student Teacher Association meetings, Local Control Accountability Plan forums and through the completion of annual surveys to improve student outcomes. The Parent Teacher /Association/Parent Teacher Student Associations recruit membership from family, school, and community members who hold a vested interest in supporting our students. Five general meetings are held throughout the year where input for decision making is obtained. Resulting input has been attributed to activities and fund-raising events, publicizing actions and services for students and their families, including advisory purposes with the school. School administration and site leadership have made more connections with parents in their individual contact with parents in extending invitations to seek their input and to articulate their valued input as parents as consensus builders. School administration and site leadership have also sustained their individual contact with parents and community partners. Community partners have recognized reading progress demonstrated in local pre and post reading assessment data (an increase of three percentage points as compared from 2021-2022 to 2022-2023) as a result of reading intervention strategies provided to identified students in small groups, and families provided their input in favor of continued reading intervention services with a focus on increasing said scores for low income, Foster students, and English Learners.	Parent Teacher Association input regarding areas for improvement in how the school seek input for decision making included feedback for the schools to continue to offer a variety of meeting times throughout the day and evening, continue to provide for hybrid options of joining meetings (in person and remotely), and to continue to include their children in the planning meetings with the parents. An increase in parent participation has been demonstrated when the families are provided with opportunities to meet together with their children and the schools. The LEA will ensure student participation is provided to improve how we seek input from their parents for decision making processes. Hybrid options for joining decision-making events will continue to be offered by the LEA.  The LEA will continue to welcome participation in school planning meetings through a variety of formats to include the mailing of parent notifications and shared at weekly orientation meetings as students enroll in the Court/Community School program and announcements at monthly parent visitations/school-related meetings, open house events, graduation ceremonies, and other school activities.	Based on input from educational partner data, the LEA will implement strategies with an equity lens to reach and seek enhanced levels of participation in seeking input for decision making from underrepresented groups in our school community (low income, English Learners, and Foster Youth). Strategies will include supporting all school staff in learning more about our families in our district to understand their assets and challenges, creating more welcoming environments at and within school sites, and inviting community leaders to our sites to share history and experiences with us. The ongoing process of strengthening trusting relationships will be guided by the belief of shared responsibility for the learning and success of all students.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
10101080109991	Crescent View West Public Charter	3	"Crescent View West Public Charter School prides itself in building positive and lasting relationships with the community. The connection with our Educational Partners is a priority at Crescent View West Public Charter School. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received.  Data from our annual Survey shows that 100% of our parents feel the school is safe, 95% feel they are connected to the school and pleased with their student’s progress. In addition, 97% state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school is not only building relationships, the school is strengthening them. One of our parents recently commented, ""One of our parents recently commented, “I think using ParentSquare is awesome. It generates a great communication line.”  Another current area of strength in building relationships between school staff and families is our partnership with Catholic Charities in providing food packs to families in need on a quarterly basis. One parent mentioned that “the free food packs that are given during the holidays have helped my family so much! The kindness and generosity of CVW has been a blessing!”"	Crescent View West Public Charter School has gone to great effort encouraging Educational Partnership participation and engagement at every school meeting, event, or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore the school planned and scheduled events throughout the year at different times of the day for anyone to attend.  Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2-way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.  A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion, and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program.  In addition, Crescent View West Public Charter School understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer.	Understanding the various needs of the community Crescent View West Public Charter School will improve engagement of underrepresented families at every event. This will be accomplished by providing staff to communicate in the parent's preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests.  We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors, or retention support specialists. Parents are included in every aspect of the student's activities through various communications tools including but not limited to emails, text, and social media.  Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community, our frequent communication with parents regarding their child’s progress, and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries, and a variety of services. Students and parents can access the tools for educational success at anytime of the day.	Input and data analysis, confirm that the Crescent View Public Charter School would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	The pandemic was a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat Crescent View West Charter School was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this, there was more participation and engagement with our Educational Partners. Parents were able to log in from their own devices and join the discussions.  Although parents attend meetings and events, an area of improvement for Crescent View West Public Charter School is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. Crescent View West Public Charter plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.	Crescent View West Public Charter School will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.  In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops, and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Our underrepresented families of Crescent View West Public Charter School are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.  One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 78% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.	5	5	5	5	4	4	4	4	4	4	4	4	Met		01JUN2023	2023
10101080111682	Hume Lake Charter	3	Hume Lake Charter School does a great job with building relationships between school staff and families.  In addition to communication that comes in various forms (i.e., email, newsletters, phone calls, conferences, etc.), there is a great deal of emphasis placed on getting parents involved in the school, whether as chaperones, attending board meetings, or offering input and asking questions.	Hume Lake Charter School would like to see an increased family presence at meetings and increased input regarding school decisions.  One way that this may be accomplished is to have personalized invitations to meetings rather than large group invitations.  This could be tailored to committees and topics that families have particular interest in.	Hume Lake Charter School will improve engagement of underrepresented families by increasing the amount and types of communication used in making families aware of opportunities and needs.	Hume Lake Charter School has a Counselor who meets with families and students to discuss student progress.  During these meetings, they discuss where a student is at, what their future plans are, and what steps to take to get there.  The staff is also committed to meeting with families when areas of concern arise, and to communicate victories within the classroom.  In addition, Back to School Night, Parent Conferences, and Open House are presented to allow parents defined opportunities to take with teacher regarding student progress.	An area of improvement identified by Hume Lake Charter School is to improve the level of participation of families in school-related groups, such as attendance at school board meetings.	Hume Lake Charter School strives to improve engagement of underrepresented families by scheduling meetings to discuss ways to get involved, resources available for success, and to identify opportunities for students to achieve at higher levels.	Hume Lake Charter School consistently makes our educational partners aware of opportunities to engage in providing input for decision-making.	Hume Lake Charter School continues to identify ways to work with our educational partners to actually engage in these opportunities and provide more consistent feedback and input.	Our underrepresented families are most likely to need decisions to be made to meet their needs, and so more targeted efforts to solicit their feedback, such as directed surveys and invitations, could be effective in improving this area.	5	5	4	5	4	5	5	5	4	4	5	4	Met		19JUN2023	2023
10101080119628	Big Picture Educational Academy	3	We continue to have quarterly exhibitions in every grade level, where families are invited to join the classroom teacher and a selection of peers, as their child presents their academic outcomes for the quarter. Additionally, we have Parent teacher conferences during the first 9 weeks of school to assist families in goal setting and provide opportunity for them to advocate for the academic decisions about their child. School sites hold mandatory parent orientation events to provide information about the school and programs available.  We added new methods of communication and expanded our ability to do parent outreach in multiple languages.	We will continue to create events and opportunities for parents to learn ways to support their child’s success that are aligned with their availability to encourage the widest possible participation. We will also take feedback and input regularly through a number of formal and informal means.	We will continue to solicit feedback from parents through a variety of means, including formal annual surveys and public hearings on spending and related activities (e.g., LCAP). During regular meetings with staff, we will identify additional ways to engage parents based on personal interactions with them (e.g., additional translation services, more frequent contacts, differing hours for parent events, etc.). Communication will be increased using ParentSquare, weekly notifications, annual events calendars, and weekly communication folders at the Elementary site.  We have developed our school committees to better represent our student population, and we plan to continue working through these groups to improve engagement of all families.	The Big Picture campuses are known for their warmth and welcoming environments. Our staff are dedicated to partnering with families to support their children in manifold ways. From counseling to tutoring, our support does not begin and end in the classroom. Every member of the Big Picture team has a role in the lives of our students, and staff are passionate about building a place where families feel supported and loved.	We provide many options for electives, including VAPA and folklorico, that allow more choice and increase the representation of our student body.  Our LTI program gives students the opportunity to explore the workforce while attending school.  We have established academic content family events, such as literacy night, and we plan to expand these opportunities in the coming year.	We continue to increase 2-way communication by training our families about our Information systems and how to reach the school using those methods, in addition to communication folders, email, phone calls and social media posts.	Big Picture has established a School Site Council and Parent Teacher Organization, which both provide opportunities for families to contribute ideas and perspectives that help design the functions of the school. Mandatory parent orientation is held to inform families of current school information and to elicit feedback. Back to School Night, Open House and Social media postings throughout the year provide ways for families to become involved in the school culture.	We will make a continued effort to ensure access to materials and information in all languages and celebrate the diverse cultures of our BPEA community.	We hired additional bilingual staff and a homeless and foster student coordinator to help support our underrepresented families.  We believe that this will help us to connect with underrepresented families and help them feel comfortable enough to engage in stakeholder meetings and the functions of the school such as exhibitions, SSC and PTC meetings.	5	5	4	5	4	4	5	5	5	5	4	5	Met		29JUN2023	2023
10101080127514	Kepler Neighborhood	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: •  Coffee and Donuts (Coffee Talk) informal meeting with parents to discuss schoolwide events, issues, and concerns. •  Provide consistent communication through Remind email, phone calls, and text notifications. Send newsletters home every other week. •  Parents participate on the Parent Advisory Committee (PAC) to advise the Board. •  Teachers will utilize an application like Remind daily/weekly to communicate with parents about their children. •  The Charter School’s website will be updated regularly and will include the school’s calendar. •  Charter Schools will use social media to inform parents/public about schoolwide events. •  Charter School sends home information on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. •  The parents celebrate the presentations to witness their child sharing their academic hard work and achievement. Parents also lead community activities and initiatives throughout the year. •  Family Meetings (Parent/Guardian, Teacher, and Student Conferences) are held once per year.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: • Administer Parent surveys throughout the year. •  Provide Oral and Written Translation to parents who speak a language other than  English. •  Advertise Coffee and Donuts (Coffee Talk’s) informal meeting with parents to discuss schoolwide events, issues, and concerns. •    Ensure advertising about parent workshops on Literacy Night, Math Night, and Transition to MS and HS Night.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support program and restorative practices, family communication through REMIND, the website, and the newsletter, and partnerships through conferences, parent workshops, and family events. An LCAP goal that addresses State Priority 3, which includes: Partner with parents to ensure parents are informed about their child’s progress and have opportunities to be involved at the school.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building the After-School Program to include tutoring, intervention programs, and enrichment programs. Building partnerships with families to support the school community will continue with culturally responsive pedagogy, intervention teachers, behavior team, school counselor, AD mentorship, elective classes, and Advisory classes.	The Charter School will improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes and will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, frequent meetings, Parent Advisory Council, and overall climate development. Hiring includes several educational partners to ensure that future employees meet the qualifications and align with the Charter School’s mission.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, the timing of events, and assessments. Furthermore, the families will have additional opportunities to share information through Coffee Talks and the Parent Advisory Council.	The Charter School will improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making and will include meetings for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.	3	4	3	4	4	4	4	4	4	4	3	4	Met		21JUN2023	2023
10101080136291	Career Technical Education Charter	3	Within CTEC's Response to Intervention framework, staff has developed systems and procedures to include families in the process of supporting and encouraging student academic success. Within the same Response to Intervention framework, CTEC recognizes that the systems and procedures in place require self-reflection with regard to ensuring sustainability and effectively engaging underrepresented families. 2022-2023 Parent survey data show increases in both parent participation (up 15% from the prior year) and providing input (up 5% from the prior year) on programs for unduplicated students, including English Learners) and students with exceptional needs. We attribute this growth to creating more opportunities for families of underrepresented students to come to campus and participate in events that include but are not limited to, those that showcase their student's academic and career readiness achievements. Families are also invited to participate in information meetings about college and career resources, dual enrollment assistance, and decision-making meetings such as the Parent Advisory Committee (PAC). CTEC provides translation through the services of a bilingual aide whenever needed. CTEC has also worked hard to create a clean and welcoming environment for students and families. The newly completed multi-purpose space has proven to be a great place to gather families for both extracurricular events as well as academic showcases. By providing multiple positive opportunities for families to participate in their child's educational experience in a welcoming environment, CTEC is making gains in building relationships between school staff and families.	CTEC will be expanding parent engagement opportunities with CTEC's academic program. CTEC continues to increase access for families to engage in activities and events on campus. CTEC has spent ample time increasing the quantity and quality of time for families to participate in decision-making through the Parent Advisory Committee (PAC.) Additional meetings were created to increase parent feedback and guidance to support their involvement in student academic success. Creating opportunities for families to engage in events and activities that encourage student performance will be a focus of the upcoming academic year.	CTEC will continue to seek the representation of underrepresented families, which includes families of English learners and families of students with unique needs, in both family engagement activities and decision-making to ensure our student population reflects our community. One of the ways identified through an analysis of educational partner input was to focus on the recruitment of underrepresented families through the promotion of CTEC's educational program. We will continue to increase efforts through an expanded social media presence, attending local community events such as school choice and career fairs, and partnering with existing families to highlight the unique opportunities that CTEC provides to its students.	CTEC has strengthened its communication pipeline with families through both in-person and virtual communication. For example, we use social media outlets and student information systems alongside in-person events to strengthen family and community involvement. Parents have opportunities to observe student instructional and extracurricular activities taking place on campus on a daily basis. CTEC recognizes the importance of family and community involvement for student success. This identified area of growth will be supported as our staff connects directly with our families, specifically our underrepresented families. CTEC will develop activities and events during times when all families can participate in person or virtually.	CTEC will continue to develop policies and procedures to ensure teachers and staff have access to and opportunities to increase meaningful partnerships with families. CTEC will continue to work towards building partnerships for student outcomes through providing opportunities for families to partner with the school, such as parent-teacher conferences and providing instructional support for families to increase their capacity and knowledge of legal rights to advocate for their students. Increasing parent capacity with regard to academic support increases student capacity for academic achievement.	CTEC will improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes by providing instructional support for families of English learners and students with unique needs to increase their capacity and knowledge of legal rights to advocate for their students. CTEC will also provide designated staffing to facilitate discussion of student progress and ways to work together to support improved student outcomes.	According to local survey data, 92% of parents surveyed felt connected to the school. Parent participation in programs for unduplicated students, including English Learners, and Students with Exceptional Needs increased by 5% from the prior year. With the increase of PAC meetings and CTE advisory meetings, CTEC has been able to increase the involvement of both parents and the community to impact our decision-making capacity. To create sustainability by effectively engaging underrepresented families, we need to continue to provide additional avenues for educational partner feedback.	CTEC is in the process of developing a parent boosters group to increase input and opportunities for decision making to be influenced by parents and community partners. CTEC will continue to increase the involvement of PAC to support the direction of CTEC's academic program. To enhance feedback received by impact, information will be provided to staff in all staff meetings for further discussion.	CTEC will seek to develop parent educational opportunities to increase engagement of underrepresented families. Providing families with knowledge of their role as advocates for their students instructional success will increase parent input for decision making. CTEC will continue to increase the involvement of parents of these student groups within PAC to support the direction of CTEC's academic program.	5	5	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
10101080140186	Clovis Global Academy	3	The backbone of home to school communication is the ParentSquare platform. Our parents are always well informed about the activities/events/parent workshops/volunteer opportunities at school. ParentSquare also allows the ability to translate messages according to the users language of preference. Weekly communications from teachers about what students are learning in the classroom is also helpful for parents to support learning at home. We launched a series of Parent Workshops covering school basics, ways to support student learning at home, social-emotional learning, and conversations around culture. Formation of a Parent Teacher Organization has also helped in building community. We have systems in place to respond to and address student needs strategically and ensure consistent follow through to foster growth and improvement, so this is also one of our strengths.	We will continue to offer our Parent Workshop series and augment that offering to include more parent education around the importance of attendance.	We will designate Spanish and Punjabi speaking Family Partner Liaisons in the coming year to communicate and build relationships with families who need extra support.	CGA launched a series of Parent Workshops this year to educate our parents; topics included: how to access school resources, supporting a child’s learning at home, social emotional learning, and cultural conversations. CGA prioritizes culturally responsive teaching, and as a Dual Language Immersion school serving a significant portion of students whose home language differs from both English AND Spanish, we embrace diversity and celebrate languages and literacy daily. Therefore, one of our strengths is in learning about students' backgrounds, cultures, and languages spoken in the home. We annually build individualized learning plans (ILP's) for each student through a collaborative conference between parents and their child's teacher. This structure includes language translation whenever needed and ensures open communication and coordination for the student's growth. 100% of our parents are connected to ParentSquare, which is the primary means of home to school communication.	Areas of improvement include consistent weekly communication from teachers with pertinent examples of checking for understanding at home. We will continue to host our series of parent workshops.	We are adding a part-time Counselor and Family Partner Liaison roles to better communicate with our underrepresented families and understanding their unique needs.	Our School Advisory Council (SAC) and English Learner Advisory Council (ELAC) has resulted in increased parent input in developing the school’s priorities. Annual Parent Satisfaction Surveys and LCAP Input Surveys have also served as effective instruments for capturing our families’ input.	An area of growth would be to increase parent participation in Surveys and parent workshops.	We are adding a part-time Counselor and Family Partner Liaison roles to better communicate with our underrepresented families and understanding their unique needs.	5	5	4	5	4	4	5	4	5	5	4	4	Met		21JUN2023	2023
10101086085112	Edison-Bethune Charter Academy	3	EBCA has received positive feedback for our staff building relationships with families, although we strive to continue to improve. We will continue to offer parent education classes and opportunities for parents to provide feedback through meetings and surveys in the 2023-24 school year. We put in place multiple opportunities for parents to stay informed, ex. Monthly newsletter, Facebook, Aeries - etc. (there are multiple platforms).	Our educational partners did not provide specific focus areas of improvement.	EBCA staff will personally be hosting the monthly parent engagement classes and make sure that information is shared and important topics will be discussed and allow opportunities for parents to get their questions answers.	EBCA started a monthly electronic newsletter that is shared with parents to highlight activities and important events - EBCA will continue to work together with our educational partners to improve building partnerships for student outcomes. We have been able to allow parents to come on campus to visit their students, to have lunch and provide volunteer opportunities as requested.	EBCA struggles with getting feedback from our families, and so we are working with Panorama to try new strategies with surveys to gain more feedback.	We have implemented a new survey system - Panorama Education - to help improve engagement with all our families, but especially our underrepresented families. EBCA expects to use this information to help gain feedback from our educational partners, students and staff.	EBCA has updated all their policies and handbooks to provide information to our students, parents and staff. They are posted on our website and given to all staff, and students and families for the 2023-24 school year.	The policies were in process for the 2022-23 school year, and only the out dated was available. EBCA wants to improve this for the 2023-24 school year.	EBCA will work with our educational partners through our surveys, monthly newsletter, and parent engagement classes to help improve our engagement of underrepresented families.	3	3	3	4	3	3	3	3	2	2	2	2	Met		15JUN2023	2023
10619940000000	Alvina Elementary	3	The Alvina Elementary Charter School District, as a small school district, takes great pride in working closely with our district families. These close connections assist with making the district a safe and welcoming environment for all our students. The staff is provided with on-going training in the importance of building close partnerships with parents in order to support the educational growth of their children. The district holds various events throughout the school year for our educational partners such as Back to School Night, Parent Teacher Conferences, Thanksgiving Luncheon, Performances, Assemblies, Open House, and the Spring Carnival. Other committee meetings that support giving parents a voice include the Parent Advisory Committee and the English Learner Advisory Committee. The committee meetings are held bi-monthly with educational partners in order to gather input on the performance of the district. Also, teachers use a variety of tools to have continual communication with parents such as Remind, Google Gmail and Google Voice. Bilingual translators are provided by the district when needed in order to support our Spanish and Mixteco speaking families. The district truly prides itself in creating a warm, safe and nurturing environment for all our families.	Through the analysis of educational partner input and local data, the district has identified the need to 1) provide parents with continual academic, social emotional and behavioral progress data to parents on a more continual and consistent basis aside from progress reports and report cards. A strong focus needs to be placed on those students who are demonstrating continual struggle after the return from the pandemic. Also, 2) the district must continue to reach out and engage underrepresented families in order to develop higher levels of engagement to support the educational progress of their children.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, will implement the following strategies in order to support district families. The district will maintain bi-weekly contact with families of identified students in order to work in partnership with parents to support the educational growth of their children. Continual contact and consistent expectations among the school and home will increase the opportunities for student success. Also, in order to support our underrepresented families, the district will ensure that personal contact and invitations are made so families may feel welcomed to join parental engagement opportunities. The district will also provide transportation and translators as needed. Meeting times will be adjusted to ensure they occur at a time in which the majority of our parents have the opportunity to attend. The district feels with the identified strategies in place, it will provide the landscape necessary to increase the engagement of our underrepresented families, as well as all other families.	The Alvina Elementary Charter School District continues to have some of the highest CAASPP scores within the immediate area. In order to continue supporting student outcomes, the district will provide on-going professional development for all instructional staff. This includes professional development that supports the implementation of the district-adopted curriculum. Student Performance Meetings will be held each trimester to analyze, discuss and plan based on student data. The ESGI assessment system has been implemented in Transitional Kindergarten/Kindergarten and iReady has been implemented in 1st – 8th grade. This allows teachers to review on-going student achievement data while also aligning targeted intervention materials to support student weaknesses. The district special education team, along with administration, meet with all instructional staff on a monthly basis to discuss trends and provide information and support as necessary. In addition, the special education team joins the student performance meetings in order to evaluate the performance and progress of students with exceptional needs. Results from this meeting could lead to referrals for a student study team (SST) meeting. The district continues to collaborate with the Fresno County Office of Education, the Tulare County Office of Education, as well as the AIMS Center located on the campus of Fresno Pacific University. Lastly, the expanded learning program aligns with the instructional day to continue supporting overall student academic achievement and the athletic program.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, has identified Chronic Absenteeism as an area for improvement in building partnerships for student outcomes. Review of the Chronic Absenteeism Rate demonstrates a 20.2% chronically absentee rate for all students in 2022. This is a significant increase from prior years and has been impacted heavily as a result of the pandemic. In our experience, when students are absent from school, academics and social emotional development suffer. The district and parents must work together to improve this area while still maintaining health and safety on campus.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, has identified Chronic Absenteeism as an area for improvement in building partnerships for student outcomes. In order to address this identified area of low performance, the administration, in conjunction with the Home Outreach Liaison (LCAP Goal 2, Action 6), will review weekly attendance data and intervene early with parents/students who are demonstrating high rates of unexcused absences. The district will work with and support parents in developing plans for attendance improvement to ensure student success.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, understands that the district is a vital part of our community and plays a major role in supporting our district families. The district understands that in order to meet the needs of our school community, the district must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents with a child in grades TK-8 are asked to complete an annual parent survey. This allows AECS an opportunity to listen to our parent’s thoughts on how well we are doing in meeting their expectations while also making the appropriate adjustments as necessary. In addition, the district maintains a Parent Advisory Committee (PAC) and an English Language Advisory Committee, which plays a critical role in providing informative feedback in the overall development of the district educational program, including the LCAP.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, the district has identified the need to continue reaching all families, with a direct focus on underrepresented families. Currently the district receives approximately sixty-seven percent of all surveys mailed out to families. Although the overall number of returned surveys has increased, educational partners, through the analysis of local data feel this percentage can continue to show improvement.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, has identified the need to increase the involvement of all parents with a direct focus on underrepresented families as an area for improvement in seeking input for decision-making. To address this area, the district will implement the following strategies in order to improve input for decision-making, 1) the district will reach out to families, including underrepresented families to provide support in completing the annual survey by phone. The district will also 2) hold parent hours in which families can receive assistance at school so they may complete the survey. The district 3) will also make the annual survey available in a variety of formats, electronic and paper pencil making it accessible to all families. In addition, the district will continue to send personal invitations in order to encourage underrepresented families to either participate in and/or attend parent involvement meetings such as the PAC or ELAC.	5	5	5	5	4	4	5	5	5	5	5	5	Met		15JUN2023	2023
10619946005730	Alvina Elementary Charter	3	The Alvina Elementary Charter School District, as a small school district, takes great pride in working closely with our district families. These close connections assist with making the district a safe and welcoming environment for all our students. The staff is provided with on-going training in the importance of building close partnerships with parents in order to support the educational growth of their children. The district holds various events throughout the school year for our educational partners such as Back to School Night, Parent Teacher Conferences, Thanksgiving Luncheon, Performances, Assemblies, Open House, and the Spring Carnival. Other committee meetings that support giving parents a voice include the Parent Advisory Committee and the English Learner Advisory Committee. The committee meetings are held bi-monthly with educational partners in order to gather input on the performance of the district. Also, teachers use a variety of tools to have continual communication with parents such as Remind, Google Gmail and Google Voice. Bilingual translators are provided by the district when needed in order to support our Spanish and Mixteco speaking families. The district truly prides itself in creating a warm, safe and nurturing environment for all our families.	Through the analysis of educational partner input and local data, the district has identified the need to 1) provide parents with continual academic, social emotional and behavioral progress data to parents on a more continual and consistent basis aside from progress reports and report cards. A strong focus needs to be placed on those students who are demonstrating continual struggle after the return from the pandemic. Also, 2) the district must continue to reach out and engage underrepresented families in order to develop higher levels of engagement to support the educational progress of their children.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, will implement the following strategies in order to support district families. The district will maintain bi-weekly contact with families of identified students in order to work in partnership with parents to support the educational growth of their children. Continual contact and consistent expectations among the school and home will increase the opportunities for student success. Also, in order to support our underrepresented families, the district will ensure that personal contact and invitations are made so families may feel welcomed to join parental engagement opportunities. The district will also provide transportation and translators as needed. Meeting times will be adjusted to ensure they occur at a time in which the majority of our parents have the opportunity to attend. The district feels with the identified strategies in place, it will provide the landscape necessary to increase the engagement of our underrepresented families, as well as all other families.	The Alvina Elementary Charter School District continues to have some of the highest CAASPP scores within the immediate area. In order to continue supporting student outcomes, the district will provide on-going professional development for all instructional staff. This includes professional development that supports the implementation of the district-adopted curriculum. Student Performance Meetings will be held each trimester to analyze, discuss and plan based on student data. The ESGI assessment system has been implemented in Transitional Kindergarten/Kindergarten and iReady has been implemented in 1st – 8th grade. This allows teachers to review on-going student achievement data while also aligning targeted intervention materials to support student weaknesses. The district special education team, along with administration, meet with all instructional staff on a monthly basis to discuss trends and provide information and support as necessary. In addition, the special education team joins the student performance meetings in order to evaluate the performance and progress of students with exceptional needs. Results from this meeting could lead to referrals for a student study team (SST) meeting. The district continues to collaborate with the Fresno County Office of Education, the Tulare County Office of Education, as well as the AIMS Center located on the campus of Fresno Pacific University. Lastly, the expanded learning program aligns with the instructional day to continue supporting overall student academic achievement and the athletic program.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, has identified Chronic Absenteeism as an area for improvement in building partnerships for student outcomes. Review of the Chronic Absenteeism Rate demonstrates a 20.2% chronically absentee rate for all students in 2022. This is a significant increase from prior years and has been impacted heavily as a result of the pandemic. In our experience, when students are absent from school, academics and social emotional development suffer. The district and parents must work together to improve this area while still maintaining health and safety on campus.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, has identified Chronic Absenteeism as an area for improvement in building partnerships for student outcomes. In order to address this identified area of low performance, the administration, in conjunction with the Home Outreach Liaison (LCAP Goal 2, Action 6), will review weekly attendance data and intervene early with parents/students who are demonstrating high rates of unexcused absences. The district will work with and support parents in developing plans for attendance improvement to ensure student success.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, understands that the district is a vital part of our community and plays a major role in supporting our district families. The district understands that in order to meet the needs of our school community, the district must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents with a child in grades TK-8 are asked to complete an annual parent survey. This allows AECS an opportunity to listen to our parent’s thoughts on how well we are doing in meeting their expectations while also making the appropriate adjustments as necessary. In addition, the district maintains a Parent Advisory Committee (PAC) and an English Language Advisory Committee, which plays a critical role in providing informative feedback in the overall development of the district educational program, including the LCAP.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, the district has identified the need to continue reaching all families, with a direct focus on underrepresented families. Currently the district receives approximately sixty-seven percent of all surveys mailed out to families. Although the overall number of returned surveys has increased, educational partners, through the analysis of local data feel this percentage can continue to show improvement.	The Alvina Elementary Charter School District, based on the results of the analysis of educational partner input and local data, has identified the need to increase the involvement of all parents with a direct focus on underrepresented families as an area for improvement in seeking input for decision-making. To address this area, the district will implement the following strategies in order to improve input for decision-making, 1) the district will reach out to families, including underrepresented families to provide support in completing the annual survey by phone. The district will also 2) hold parent hours in which families can receive assistance at school so they may complete the survey. The district 3) will also make the annual survey available in a variety of formats, electronic and paper pencil making it accessible to all families. In addition, the district will continue to send personal invitations in order to encourage underrepresented families to either participate in and/or attend parent involvement meetings such as the PAC or ELAC.	5	5	5	5	4	4	5	5	5	5	5	5	Met		15JUN2023	2023
10620260000000	Big Creek Elementary	3	The school has developed a new weekly communication system between staff and parents.  A gold folder is sent home every Tuesday with the expectation of a return with a parent signature on Wednesday for all students.  We continue to provide email, phone calls and personal interaction for ongoing communication as we are a small community with less than 20 families attending the school.	The school is focused on developing a strategic plan to incorporate all perspective to continue school improvement	This year we are furnishing a Parent Center with access to internet, computers, and printers so that parents have a welcome place to stay after drop off of students.  Parents are being encouraged to take part of classes.	The school's strengths center around small class size and a 3 to 1 student to instructional employee ratio.  We have incorporated multiple part time employees to increase and improve individual service to students.	The school is focused on continued improvement on the areas of reading and writing.  The long term goal will be to continue services in that area and increase services in Math.	Big Creek seeks to engage all students and staff through their educational offerings.  We currently have 26 students enrolled.  This allows individual focus for success for all students.	The current strength of the school is parent involvement in all areas of the school.  There are weekly messages sent home.  Monthly parent meetings are held.  Opportunities to engage in elective events during the day and every day classroom participation are evident throughout the school.	The school needs to continue and finalize the strategic plan.  The finalized date should be spring of 2024.  Ongoing input on the strategic plan will be monthly.	As we have less than 20 families total, all families will be engaged int he entire process.	3	3	3	3	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
10620420000000	Burrel Union Elementary	3	All administration, teaching, office and support staff are provided with on-going training and professional learning opportunities to build parent partnerships and to improve student outcomes in academics and behaviors.  Prior to the start of every school year, all staff board our school bus and take a field trip throughout our community. This provides the ability to get to know the area and see where our children live. During the first week of school, we hold a Back to School night that provides parents with information on School-wide Behavior expectations (PBIS) and opportunities to meet our Teachers. Teachers are provided with academic and behavior student data prior to school starts. Home visits and phone calls are made by all staff when necessary. Bilingual assistance is provided if needed. An Open House is held at the end of the year to highlight student work.  Teaching staff is expected to make daily or weekly student and parent contacts in order to check on student well-being (social-emotional checks) and to check on access to instruction, internet and material. Teachers keep contact logs to track communication. Teachers provide all parents access to gmail and Google Classroom accounts. This creates on-going and  open communication between teacher, student and parents. This year, communication was of utmost importance. Our teachers and staff utilized several ways to check in to include virtually, by phone, by email and text. Home visits were made when necessary.	Communication is a priority and focus for Burrel Union ESD. Important bilingual messages are sent via recorded text, email or phone messages as needed. Bilingual monthly calendars, menus and bulletins are distributed on a regular basis. Our electronic marquee changes constantly and display on-going important school and community information in both English and Spanish. Our Bilingual Office and Support Staff provide parents with additional assistance in filling out forms and accessing community resources and information. Our school Website and Facebook page provide families with information and resources. The sites include access to Staff Directory, Meeting Agendas, School Plans, Monthly Calendars and Community Resources. Our Website and Facebook provided information regarding safety guidelines for COVID-19 protocols and any other important information for families.   Parent Participation is anther area of focus. Throughout the year, our Administrator holds monthly Coffee Hours to provide parent input as well as training on topics such as helping with positive parenting, academic and homework help, technology and social-emotional learning. School Site Council (SSC) and Parent Advisory Committees (PAC) and DELAC meet monthly. Burrel also has a Parent Teacher Club (PTC) that meets monthly to provide collaboration between families and school. All meetings are offered in person with virtual options.  During the school year, several PTC events and Family Nights are scheduled (Spring Carnival, Literacy Night, Family Fitness. Our Family nights also provide opportunities for parents, staff and students to learn together. Family Nights are focused on the Physical and Social-Emotional wellness of children, parents and staff. Our Extended Learning Program (ELP) offers additional opportunities for students to engage in extra-curricular activities beyond school.	Last year we opened a new Resource Room with our ESSER III funds. This Center provides SEL supports and trainings for students, families and staff as needed. All 4 Youth Clinicians, Psychologist, Resource Teachers, Nurse, Occupational Therapist and Speech Language Specialist are housed in the Center.   We look forward to continuing learning opportunities to our four year olds through the Universal Pre-Kindergarten Plan. We provide bilingual staff to support any first language needs. So far, the registration efforts have been successful and our families are excited about developing their children through early education.   Creating a positive atmosphere is ALWAYS a focus and priority. Burrel Union Elementary School District will continue to seek opportunities to make everyone feel welcomed at Burrel. We want to ensure all Staff, Students and Families know they are valued and important. We will continue to monitor our progress through the use of staff, teacher, student and parent surveys. For the next year (2023-24), we plan to offer Super Saturday educational and engaging field trips monthly. All parents will be encouraged to attend and participate in these excursions. We hope to develop stronger relationships with parents and staff.	Professional Development to improve collaborations with parents is provided to our Administrator, Teachers and Staff, yearly and on-going as needed. Administration meets monthly with all Certificated and Classified personnel to provide important information and hold discussions regarding the student safety, academic and social-emotional needs.  Beginning of the Year trainings include:  Response to Intervention (RTI), Positive Behavior Intervention and Supports (PBIS), Restorative Practices, Social-Emotional Learning (SEL), Trauma Training, Mandated Reporter, Bullying, Suicide Prevention, CPR, etc.   Teachers are provided with annual Student data based on state test performance, benchmark results and reading levels. Teachers are expected to monitor student progress utilizing informative and formative assessments. Teachers are expected to share and discuss student progress when collaborating during Professional Learning Communities (PLC) opportunities two times a month. All PLCs will provide agendas and report plans and student outcomes to Administration. Teachers share concerns about student progress with Administration and Resource Specialist. Additional Teacher training for student academic and/or behavior intervention support is provided as needed. PLC opportunities will be expanded to create collaboration with other small, rural single-school districts.   Our Parent Portal provides parents with access to their student's academic information. Parents can view results on state tests. They can access their student's progress/completion of class assignments, homework and current grades. Bilingual progress reports and report cards at least four times a year. Additional reports are distributed three times a year to include information on student progress towards the mastery of content standards in ELA, Math and Reading levels.   Parent and Teacher conferences are held three times a year or more as needed based on Parent or Teacher requests. Teachers hold Student conferences four times a year or as often as needed to help students set academic goals and monitor their progress. Bilingual assistance is provided when needed. Parents are allowed to request a conference with their teachers and Administration at any time. Parents are given the opportunity to meet in person, virtually or by phone in order to accommodate work schedules and improve parent availability.   Through our Response to Intervention (RtI) structure, all Burrel students are provided with Tier I, II, III supports in both academic and behavior. We continue to utilize a Multi-Tiered System of Support (MTSS) for student academic and behavior supports. Our MTSS team consists of our Administrator, Psychologist, Clinicians, and Resource Specialist. We meet bi-weekly to discuss student needs and to develop student support plans with teachers. We hold Student Success Team (SST) meetings with students and parents to discuss support plans. Bilingual supports are provided to all Spanish parents.	Our focus is to develop additional Parent Education classes in the areas of:  English as a Second Language (ESL) , Social-Emotional learning (SEL), Early Literacy for Children and Technology. Parent surveys are distributed annually and information gathered is used to provide additional parental resources and education. This year, our Parent Education was held in collaboration with California State University Fresno Parent University. We look forward to holding ESL & SEL classes on campus.  We will continue to partner with Fresno County Superintendent of Schools (FCSS) Migrant program to provide additional assistance for our Migrant students in the areas of family resources and student academic/social-emotional needs. Any of our students experiencing Homelessness or if considered Foster Youth, will receive additional supports with resources, both academic and social-emotional.   We will continue to partner with (FCSS) School Psychologist and Behavioral Health Clinicians (All 4 Youth) to provide supports to our staff and families as needed. Trainings and workshops will be provided to parents, staff and students when necessary. Behavior plans will be developed in collaboration with students, staff and parents. Home visits will be included if needed.	When necessary, Individual Educational Plans (IEPs) and 504s are developed in collaboration with families to further support students who qualify for additional resources and supports in academics and/or behavior. All meetings are conducted bilingually and plans are provided in both languages.  Parents are given the opportunity to meet virtually or by phone in order to accommodate work schedules and improve parent availability.  The majority of our students are English learners and may not have the support at home necessary to complete homework. Our Extended Learning Program (ELP) provides homework assistance and/or academic intervention for our children. ELP also provides opportunities for extension learning through extra-curricular activities such as Sports and STEAM. More than 90% of our children attend our ELP, we have expanded the extended learning opportunities to all four year olds attend UPK.  Our focus would be on providing ELP interventions for homework assistance and reading strategies.  Every student is provided with a Chromebook to access instruction in school and if need when in quarantine or sick. In order to provide student with instruction support, extending learning and access to school while outside of school day or time, all families are provided with at least one household Chromebook and a HotSpot as needed. Our focus would be to continue to provide families with ongoing support for internet connections - seeking community resources when available.  To further improve Student Outcomes, we will continue to provide the necessary school supplies and academic support to all students with a focus on our Socio-Economically Disadvantaged, Homeless, Foster Youth and English Learners.	All Teachers conduct weekly Community Circles within their individual classrooms to gather student input and ideas. Our 4th-8th grade Students have additional opportunities to voice input, ideas and concerns through Student Council Committee meetings that occur monthly virtually or in person when allowable.  Administrator meets monthly with the Student Council to hear input. Student Council is invited to share student input and needs during our PAC and Coffee Hour meetings.   We have various committees to provide Parent participation whether in person, virtually or in writing. Current committees include: School Site Council (SSC), Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Parent Teacher Club (PTC) and Board Meetings with Public Hearings. All these committees meet monthly - meeting reminders, agendas and meeting minutes are posted on our Website and Facebook page.   When in person attendance is allowed, Administration and Staff conduct monthly Coffee Hours to provide a venue for parent, student and staff collaboration and input. Additionally, Parent Informational and Input Meetings are held annually and as required, such as: Title I, Back to School Night, Open House MTSS, LCAP Stakeholder, etc.  Parent/Teacher Conferences are held at the end of every Trimester to provide parents the opportunity to meet with teachers and discuss student progress. Teachers are available to meet with Parents throughout the year as needed virtually or in person. Our Resource Team schedules Individual Educational Plan (IEPs), Student Success Team (SSTs) and 504 meetings as needed with our parents, staff and students to support both academic and behavioral needs.	Our Focus Areas is to create more opportunities to increase Educational partner Input. Burrel Union ESD administers several annual Parent Surveys, Student Surveys, and Staff Surveys to gather additional input and measure progress towards meeting needs. All meetings will continue to provide translation and interpretation in Spanish.  A  bilingual recorded message will be sent out to remind parents to attend and a Google meet link will be emailed to their eldest student's gmail account. Our bilingual monthly calendar handout is also posted on Website/Facebook page and will continue to be distributed a month in advance to help parents prepare for upcoming meetings/events.	Our Focus Area for Improvement is to increase Parent Attendance of our underrepresented families at all events and meetings. We will continue to utilize virtual platforms such as Google Meets, to provide options for parent attendance at all meetings. We will continue to look for ways to encourage high parent participation including offering incentives, providing meals and promoting education.  We will measure our progress by Sign in Sheets and Parent Evaluations.	4	4	4	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
10621090000000	Clay Joint Elementary	3	"Our Clay educational partners are very supportive of everything we have done and plan to do with a minimum 90% agreement and many survey categories in the 100% margins. Through the COVID crisis, we established a very trusting relationship that has continued through a safety crisis and a big building project. Based on survey results, meetings, and conversations, all educational partners have a strong desire to maintain the practices and traditions at Clay Joint Elementary. It is exciting to see that after all of the events during the last 4 years, we have an overwhelming sense of safety and a high level of confidence in the direction Clay is headed. This LCAP shows that a majority of our parents feel connected and are confident in the curriculum and teaching that is happening. We have been through a lot together and have truly become educational partners as we learn to communicate more effectively about expectations and feelings through each hurdle. Our appreciation for the work of each educational partner has only grown through the crisis of the last four years. We often speak of being champions for our kids; ""ardently defending"" their purpose to the best education possible. The community support from all educational partners has resulted in successful kids and even record-breaking fundraising events sponsored by our parent clubs even into the 2022-2023 school year. As our vision states, ""We are one school, one community; exceeding expectations."""	We have heard the parents would like more opportunities to meet the parents in the classes of their children, especially when they first start in Kindergarten. During Kindercamp the Kinder families will have the opportunity to come together and meet with the principal for an informal time of getting to know one another, eating some breakfast treats, a brief overview of Clay School and a tour of the facilities. In addition, we added a new field trip to the K1 group where we will allow all the parents to meet us downtown for a tour of the Fire Department and the Old Depot for a few tours followed by lunch in the park and some play time. We hope by making stronger connections at the very beginning of their experience here at Clay, they will feel connected and choose to be more involved.	Student and parent engagement at Clay School cultivates the educational environment where students can thrive and succeed. Parent articulation and participation in ways to improve Clay School is sought at monthly Parent Club meetings, Parent Advisory meetings, annual Parent-Teacher Conferences, and informal Parent-Teacher encounters. Additionally, every year, an anonymous parent survey is provided to each family, whose responses are analyzed by the CJESD School Board, Superintendent/Principal, teachers, and staff who search for areas of improvement in the educational environment. Parents are on-campus volunteering in classrooms, Fall Festival, and Jog-a-Thon. Parents chaperone field trips, coach sports, and bring educational programs to Clay School. Back-to-School Night, Open House, and Parent-Teacher Conferences are well attended at over 90%. Student engagement academically is key to a successful educational environment by eliminating poor attendance and suspension/expulsions. Clay School utilizes Kagan structures and a Positive Behavior Intervention System, which are proven to engage students academically and reduce negative attendance patterns and suspension/expulsions. Especially since March 13, 2020, our community has pulled together. The Clay families have expressed over and over in surveys, emails, and personal comments that Clay School has delivered an education that far exceeds those of many others in the state of California. They are very grateful for the experiences and education their children have received.  Our Administrative Assistant works hard to ensure that our underrepresented parents/families are engaged in our activities and reaches out to them to make sure they know what's coming. She will often call their current circumstances to the attention of the appropriate staff member who then reaches out as appropriate. We have done food drives, clothing drives and collections to help these families out when needed. Our parent club also reaches out to make sure these families are supported during the holidays with a big collection and distribution that is purely anonymous.	As mentioned earlier, our partnerships have grown with each other, the stakeholders at Clay School, but also with our community. Safety is a big win during the 2022-2023 school year as we have increased lighting, fixed lifted cement areas, finished a long awaited building project with 6 new classroom, two new playgrounds, increased shade with new trees and trimmed up the existing trees, new intercom system, a new communication system called Parent Square which streamlines our communication. We have installed new gates and fences which secure our school and added a new door so that we now have a one entrance to the school through our front office. The overwhelming feeling of safety from parents, staff and students alike indicates the actions taken are noticed, valued and appreciated. Academic performance is also called out in that Clay School is still the highest scoring district in Fresno County with percentages of meets and exceeds. Although we declined the low income subgroup actually showed growth in both ELA and Math closing the achievement gap between our all subgroup and the low income subgroup, so we know what we are doing is working. Also, by rebounding in a stronger, intentional push for more positive reinforcement and incentive programs, CJESD returned this year with zero suspensions and fewer office discipline referrals. In addition, we have held many SSTs to determine the causes behind behaviors whether academic or behavioral and we work together with the parents to determine solutions. We go above and beyond to help the parents understand the rights they have to get the help and support their children need. At each meeting, rights are provided whether it be an IEP, a 504 or SST. Working together, the staff and parent club have had the most successful Fall Carnival, Jogathon and Car Show to date in Clay's history. This is so encouraging to know that collectively, and with the help of the community, the educational partners want to do whatever we can for the benefit of our Clay students even when financial times are difficult and unpredictable.	Due to poor attendance in 2021-2022 with over one million lost instructional minutes, helping the community understand the importance of being in school and reducing the number of absences and even Independent Study absences is critical both for our budget and student outcomes. We have also taken the time to do more explaining of how our CAASPP scoring works in an award assembly with parents and students, the importance of good attendance and how poor attendance affects our bottom line and the importance of doing our best the first time we are given a chance to perform. Clearly attendance and a better attitude about over all performance at school is a team effort that involves the parents, student and school.	Since we are a small school it is easier to make sure we send the same message to all students as indicated above. The important thing for us is to be intentional to make sure they hear the message in their first language.	The Clay Superintendent presents detailed information to and requests input from the Clay Board of Trustees, certificated, including special education and EL coordinator, and classified staff (no bargaining units), students, SELPA, and PAC (which includes DELAC representatives as we are not required to have an ELAC or DELAC) CSPC (Clay School Parent Club) and other parents/community members at scheduled meetings or with surveys and newsletters. A very healthy circuitous process happens as all educational partners analyze the same data that drives our next steps. The data and suggestions/plans for the next steps are again shared with the parents, board, and students. Feedback is received and returned to the staff where possible modifications are made to the plan and the process repeats. LCAP input was gathered from the public and trustees on the first Tuesday of each month; from Parent-club/community on the second Wednesday of each month; certificated staff every Monday, and All Staff on the last Monday of each month. Surveys were sent out via Google to all parents, board of trustees, staff, and student representatives. Survey Input collected was referenced to establish current LCAP goals. In addition to the meetings listed below, the Superintendent has monthly SELPA meetings where important LCAP information and guidance are given. Again, our Clay educational partners are very supportive of everything we have done and plan to do with a minimum 90% agreement and many categories in the 100% margins. The strong message is keep doing what you are doing, just make slight changes to make it better.	We will continue to seek to get smaller bits of information out more frequently as many say they do not read the more lengthy newsletters. We are also working on verbally asking more people in smaller settings what their input is on various things.	Our biggest improvement in this area will be that more items are translated and follow up phone calls made to ensure they receive the information in order for them to have an opportunity to respond and give input.	5	5	4	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
10621170000000	Clovis Unified	3	Clovis Unified School District is effective at building relationships with school staff and families as indicated by the parents in the annual parent survey.  Ninety-two percent of parents indicated that their child's school has adults who care about students.  Ninety percent of parents stated that the school to home communication meets their needs as a parent. Eight-two percent of parents feel that the school communicates the importance of respecting all cultural beliefs and practices. Clovis Unified continues to reflect on its systems and processes to sustain effective practices and strengthen relationships between school, staff and families.	"CUSD is focused on improving practices in areas that are identified by parents in the annual parent survey as an area to strengthen. Seventy-four percent of parents indicated that they agree that their child's school values race or ethnicity. Fifty-four percent of parents stated that their child's school does a good job of handling and resolving conflicts between students regarding race, culture, or ethnicity. Additionally, 37% of parents responded they ""did not know/not applicable"" regarding the school handling and resolving conflicts regarding race, culture, or ethnicity. CUSD will continue to work on building knowledge and awareness with students, staff, and families of policies, structure, and procedures related to addressing issues on race, culture, or ethnicity through review of student discipline data, professional development of staff, individual and student focus group meetings, and individual and site/district parent meetings."	CUSD will revisit practices throughout the district that promote the engagement of underrepresented families to build relationships at the site and district level, specifically through the lntercultural Diversity Advisory Council (IDAC) and Transition Teams. These two entities were established by the district to provide educational partners insight to various perspectives of people from different backgrounds. Knowledge developed from IDAC, Transition Teams, student interactions, student meetings, parent involvement meetings, and other staff feedback will continue to be used to guide the district about effective strategies to build relationships with school staff and families. School staff can gain insight on barriers to parents/students attending events and/or participating in co-curricular activities, how to increase parent participation at meetings, and specific supports necessary to strengthen the relationships.	Clovis Unified School District (CUSD) is effective at building partnerships for student outcomes as indicated by the parents in the annual parent survey. Ninety-six percent of parents indicated that their school provides a quality education for their child. Eighty-eight percent of parents indicated that their child's reading and math skills are improving. Eighty-six percent of parents stated that their child developed skills in the use of technology at school. Eighty-one percent of parents stated that they know how to get help for their child if they are struggling in school. Additionally, 89% of students stated in the annual student survey that they feel safe and satisfied overall. CUSD strives to increase student success with the mind, body, and spirit through strengthening their partnerships with their educational partners.	"An analysis of the annual parent survey indicates that CUSD has room to improve with the Title I Parent Meetings. Thirty percent of parents indicated that the annual Title I Parent Meetings was helpful. Additionally, 61% of parents stated, ""Do Not Know/Not Applicable"" regarding the helpfulness of Title I Parent Meetings. Additionally, 68% of students indicated in the annual student survey that they were connected to school. CUSD is committed to conducting further research on the variables and factors that cause the low in ratings on parent and student surveys."	CUSD will continue to review data and have reflective conversations with educational partners on how to improve the Title I Parent meetings. They will continue to seek input from families on topics that are relevant and significant to their child's success. Additionally, through site focus group student meetings, focus group parent meetings, District Parent Advisory Committee (PAC) and District English Language Advisory Committee (DELAC) meetings CUSD continues to develop site and district-wide events/activities to increase student outcomes. An example is the development of a Native American Student Success Conference for the 2023-2024 school year to further engage Native American students. This conference adds to the other existing ethnic student success conferences in place at CUSD with the goal of increasing student engagement to increase student outcomes.	Clovis Unified School District (CUSD) is effective at seeking input from educational partners for decision making. One hundred percent of CUSD's sites conducted educational partner meetings for parents, guardians, teachers, classified personnel, and students. Eighty-five percent of parents indicated that they attended one or more meetings conducted by their child's school. CUSD prides themselves on seeking input from their educational partners.	CUSD's annual parent survey showed that 69% of parents felt there are adequate opportunities for parents to become informed about the school's Title I program and services. CUSD is committed to reaching out to parents to inquire about the areas that parents seek for more information and exploring the various methods disseminate information about programs and services available to students. How the LEA will improve engagement of underrepresented families in relation to seeking input for decision-making.	CUSD engages all stakeholders when seeking input for decision making. Annually, CUSD parents, students, and staff complete a survey to provide feedback on a variety of topics. This year over 10,000 parents completed the annual survey. Each school identifies strengths and areas for improvement after analyzing the survey data. Students in grades 4-11 take an annual survey which is designed to gather perceptional data around school climate, self-efficacy, school connectedness, and classroom instruction. The data is used to determine areas of focus and develop and implement different ways to engage underrepresented families. Each year site and district leadership reflect on current methods to gain feedback and more efficient and effective ways to increase parent involvement. CUSD's goal is to remove barriers such as language, childcare, and other factors that prevent parent participation.	5	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
10621170118018	Clovis Online Charter	3	Both quantitative and qualitative data were used to determine strengths and areas of improvement in the focus area of Building Relationships. Feedback was gathered through parent and student surveys as well as school site parent meetings. The majority of parents feel the school provides a quality education for their student and that the school respects the differences in students’ cultural beliefs and practices. It is important that parents have access to and contribute to the continuous improvement of their student’s education. They are encouraged and invited to participate in several parent groups on the campuses through School Site Councils, English Learner Advisory Committees, and Intercultural Diversity Advisory Council (IDAC). Parents at Clovis Online School are also given opportunities for monthly parent meetings, back to school night, open house, senior meetings and other various events. Results from the annual parent survey are shown below:  Annual Parent Survey Question Percent Strongly Agree or Agree This school provides a quality education for my student. 96% I know how to get my child help if he/she is struggling 93% I participated in at least one school meeting during the year 100% The school has adults who care about my student 92% The school communicates effectively with me 92%	Clovis Online School is focused on improving practices in areas that are identified by parents in the annual parent survey as an area to strengthen. 73% of parents indicated that they agree that their child’s school values race or ethnicity.  43% of parents stated that their child’s school does a good job of handling and resolving conflicts between students regarding race, culture, or ethnicity. Clovis Online School will continue to work on building knowledge and awareness with students, staff, and families of policies, structure, and procedures related to addressing issues on race, culture, or ethnicity through review of student discipline data, professional development of staff, individual and student focus group meetings, and individual and site/district parent meetings.	Clovis Online School will revisit practices throughout the district that promote the engagement of underrepresented families to build relationships at the site and district level, specifically through the Intercultural Diversity Advisory Council (IDAC) and Transition Teams. These two entities were established to provide educational partners insight to various perspectives of people from different backgrounds. Knowledge developed from IDAC, Transition Teams, student interactions, student meetings, parent involvement meetings, and other staff feedback will continue to be used to guide the district about effective strategies to build relationships with school staff and families. School staff can gain insight on barriers to parents/students attending events and/or participating in co-curricular activities, how to increase parent participation at meetings, and specific supports necessary to strengthen the relationships.	In the area of Building Partnerships for Student Outcomes, both strengths and areas for improvement were identified. Based on the districts 22-23 parent survey 75% of our parents believe their student’s reading skills are improving and 79% feel their student’s math skills are improving. Parents and students participate in parent/teacher/counselor conferences monthly. During these conferences student achievement and behavior is discussed. Close to 100 percent of our parents attended this conference and if they did not they were often in the process of moving to another school site. If more intensive support is needed the parent and school personnel will meet in Student Study Teams, 504 Meetings or Individualized Education Plans (IEP) meetings depending on student need. 93 percent of parents responding to the 22-23 survey believe they know how to get help for their student if they are struggling in school.	An analysis of the annual parent survey indicates that Clovis Online School has room to improve in regarding the helpfulness of Parent Meetings. Additionally, 68% of students indicated in the annual student survey that they were connected to school. COS is committed to conducting further research on the variables and factors that cause the low in ratings on parent and student surveys.	Clovis Online School will continue to review data and have reflective conversations with educational partners on how to improve the Parent meetings. They will continue to seek input from families on topics that are relevant and significant to their child’s success. Additionally, through site focus group student meetings, focus group parent meetings, develop site and district-wide events/activities to increase student outcomes.	Clovis Online School engages all stakeholders when seeking input for decision making. Clovis Online School partners with CUSD who, annually, has parents, students, and staff complete a survey to provide feedback on a variety of topics. This year over 10,000 parents completed the annual survey districtwide. Each school identifies strengths and areas for improvement after analyzing the survey data. Students in grades 4-11 take an annual survey which is designed to gather perceptional data around school climate, self-efficacy, school connectedness, and classroom instruction. Selected questions mirror the parent survey allowing for the comparison of student and parent perception when making decisions.	Clovis Online School’s annual parent survey showed that 69% of parents felt there are adequate opportunities for parents to become informed about the school’s services. Clovis Online School is committed to reaching out to parents to inquire about the areas that parents seek for more information and exploring the various methods disseminate information about programs and services available to students.	Clovis Online School engages all stakeholders when seeking input for decision making. Annually, Clovis Online School partners with CUSD parents, students, and staff complete a survey to provide feedback on a variety of topics. This year over 10,000 parents completed the annual survey. Each school identifies strengths and areas for improvement after analyzing the survey data. Students in grades 4-11 take an annual survey which is designed to gather perceptional data around school climate, self-efficacy, school connectedness, and classroom instruction. The data is used to determine areas of focus and develop and implement different ways to engage underrepresented families. Each year site and district leadership reflect on current methods to gain feedback and more efficient and effective ways to increase parent involvement. COS’s goal is to remove barriers such as language, childcare, and other factors that prevent parent participation.	4	4	4	4	4	5	4	4	4	4	4	4	Met		14JUN2023	2023
10621250000000	Coalinga-Huron Unified	3	CHUSD is in the beginning phase of developing staff capacity to build relationships with families. We are researching systems and processes to implement that will ensure these relationships are a focal point for all staff members. We are also seeking inout from our families about how we can strengthen the relationship between them and the school district.	Our focus for improvement in the area of building relationships with families is reciprocal communication that encompasses the whole child.	CHUSD will focus on establishing family advisory councils to include members of underrepresented families, access to communications in their home language, parent workshops to empower underrepresented families with knowledge of our education system, and other flexible engagement strategies to meet the needs of those who have constraints and commitments during the normally scheduled meeting or event times.	CHUSD's current strengths in building partnerships for student outcomes are implementing utilizing data-driven decision making, alignment with student goals, program evaluation and meaningful professional development for all staff.	CHUSD will continue to implement and improve our areas of strength as well as focus on community engagement, transparent communication and equity and inclusion around student outcomes.	CHUSD will focus on establishing family advisory councils to include members of underrepresented families, access to communications in their home language, parent workshops to empower underrepresented families with knowledge of our education system, and other flexible engagement strategies to meet the needs of those who have constraints and commitments during the normally scheduled meeting or event times.	CHUSD is in the exploration and beginning development phase but has made progress in engagement beyond formal meetings and responsiveness to concerns when seeking input for decision making.	CHUSD will seek to improve in the areas of culturally inclusive practices, equitable participation and transparency when seeking input for decision making.	CHUSD will focus on establishing family advisory councils to include members of underrepresented families, access to communications in their home language, parent workshops to empower underrepresented families with knowledge of our education system, and other flexible engagement strategies to meet the needs of those who have constraints and commitments during the normally scheduled meeting or event times.	1	1	1	2	1	1	1	1	1	2	2	2	Met		20JUN2023	2023
10621580000000	Fowler Unified	3	Staff are encouraged to build positive connections with each family. Some of the ways that administrators support staff in these efforts include ideas on how to get to know families, as well as stressing the importance of building positive relationships with every family, in weekly bulletins and in discussions during staff meetings. Each school hosts several events to enhance family participation. Literacy nights, math nights, science nights, STEM nights, and others are designed to give parents skills and tools to help their children at home, as do language and literacy workshops for migrant families.  Policies/Programs for Elementary: Report cards are sent home every trimester and progress reports are sent home every 6 weeks. Families often request meetings with teachers when they receive these reports if there are concerns. Conferences are held with families of TK-5 students twice a year (end of trimester 1 and trimester 2) to discuss student progress. Families can request a meeting with the teacher to discuss progress at any point in the school year. Translators are provided as needed.  Policies/Programs for Middle School and High School: Teachers call home for each student that is not passing classes at each six-week grading point. Families can request a meeting with teachers to discuss progress at any point in the school year. Translators are provided as needed.  At all IEP and 504 meetings, parents/guardians are given their procedural rights and safeguards. Each classroom has the Williams Act posted in both English and Spanish.  Families are welcomed and encouraged to be part of Parent-Teacher Organizations (PTO), School Site Council (SSC), and the English Learner Advisory Committee (ELAC).	We were pleased that 82% of parents who responded to our Spring 2023 family survey confirmed that they felt welcome at their child’s school.  To further strengthen positive relationships with families, Fowler USD is focused on improving the use of ParentSquare to increase communications with all families.  ParentSquare automatically translates all communications into each family's primary language and allows families to send direct messages to school site staff in their primary language, which then translates into English for school staff. All teachers and site administrators are encouraged to update families weekly on instructional practices and student learnings occurring in Fowler USD classrooms, as well as school activities and events.	The District is committed to support improved outcomes in academic performance and school engagement for low-income students, English learners, Foster Youth, the unhoused and students with exceptional needs to close gaps. To that end, the District will provide activities which include, but are not limited to, family workshops with targeted content, Parent University sessions, parent advisory committee meetings, and the use of survey data as opportunities to enable parents to actively participate in making decisions that affect our school communities.  All of these activities are designed to enhance the efficacy of parents in active participation in the development of the LCAP.  Fowler USD will improve engagement of all underrepresented families by ensuring translation is available at family engagement nights and parent-teacher conferences.  Underrepresented families will be targeted to receive direct invitations to these events.  Additionally, training is being provided to multilingual classified staff regarding translation services during IEP meetings for students with disabilities and their families.	Fowler Unified provides district and school communications and family involvement opportunities TK–12, which are principally directed to the underrepresented families population. The District offers a variety of family workshops throughout the year, including workshops in parenting skills, supporting multilingual students in the home, English language comprehension, digital literacy, STEM, and mathematics.   Fowler USD maintains all facilities and classrooms to create welcoming and safe environments for students, families, and the communities of Fowler and Malaga. The district and school sites have increased two-way communications with families through the use of ParentSquare and Aeries Parent Portal. These tools allow families to access current student academic performance data and send and receive messages and information in families’ home languages.	Fowler Unified would like to increase the numbers of families participating in family involvement nights, as there have been fewer families attending evening events since the pandemic.  The District will review educational partners’ responses when planning literacy nights, math nights, science nights, STEM nights, and other family activities in order to ensure that those meet the expressed interests of family partners.  School leaders will also consult with parent advisory groups, and advertise and improve its efforts to engage families in activities to give parents skills and tools to help their children at home.	Fowler USD will improve engagement of all underrepresented families by ensuring translation is available at family engagement nights and parent-teacher conferences.  Underrepresented families will be targeted to receive direct invitations to these events.  Additionally, training is being provided to multilingual classified staff regarding translation services during IEP meetings for students with disabilities and their families.  Site-based Family Liaisons will reach out to parents of English learners, low-income students, Foster Youth, the unhoused, and students with exceptional needs to connect them to opportunities to participate in activities that will enhance their connectedness to schools.  The district has also recently added a Student Wellness Coordinator and a second Coordinator to oversee Expanded Learning Opportunities and Student Engagement to focus on partnering with families.	At the site level, School Site Council meetings, ELAC meetings, Title I meetings, and Family Nights are all forums for families to request additional engagement opportunities or to modify those currently offered. Principals are supported in this area by the district with several professional learning opportunities throughout the school year.  At a district level, community engagement opportunities such as district-wide community meetings, DELAC meetings, PAC meetings, SSC and ELAC meetings, leadership meetings, board of trustee meetings, plus online surveys, provided valuable comments and feedback. These meetings have increased requests for family engagement activities. Parents/guardians indicated a desire to have family nights which include information on how they can support their student with homework and they also suggested the continuation of technology workshops.  Parent and family participation, in the LCAP development, SSC meetings, ELAC meetings, and site-specific groups, has impacted planning at the district and school levels and the actions/services that are funded with Title I funds.  The comments and suggestions from family partners had an important impact on the evaluation and revision of the District's LCAP.	The results of our Spring 2023 family survey show that the area most in need of improvement in the area of Seeking Input for Decision-Making is “provid[ing] opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.”  The District has eagerly sought to include families in planning activities, but has not formally partnered in these efforts.  Since activities are often unique to each school within the District, we will work to build the capacity of school administrators, teachers, and support staff to include planning for engagement activities as a formal part of its SSC, ELAC, and PTO meetings.	Positive, trusting relationships and partnerships are foundational for participation in decision-making.  Fowler USD will continue to build those kinds of relationships by the activities described above.   Additionally, underrepresented families will be targeted to receive direct invitations to participate in planning at school sites and through the District PAC and DELAC.   The Family Liaisons will reach out to parents of English Learners, Low-Income students, Foster Youth, and students with exceptional needs to connect them to opportunities to participate in planning activities at both the District level and school level.  Additionally, the district will deploy the Student Wellness Coordinator and the Expanded Learning Opportunities & Student Engagement Coordinator to support growth in this area.	4	4	4	4	4	4	4	3	4	4	3	4	Met		14JUN2023	2023
10621660000000	Fresno Unified	3	Parent University is leading the district’s Family Goal to “increase inclusive opportunities for families to engage in their students’ education.” The priority objective is to “increase families’ sense of connectedness.” The key result is to “increase family participation in engagement opportunities.”  2022/23 school year, Parent University has implemented new key elements (family learning, family leadership, family engagement, family community partnerships, and family data) and strategies this school year to support broadening the district’s family goal, strengthening, and building positive relationships between families and school sites.  Strategy 1: Design, develop, and implement family learning to better support school sites. Strategy 2: Increase family participation in leadership, advocacy, civic engagement, and decision-making through family leadership. Strategy 3: Develop and implement family engagement activities that align with the district’s family goal and priority objective key result. Strategy 4: Improve family engagement data collections and evaluation systems to support student achievement. Strategy 5: Establish, develop, and build a positive relationship with education partners (diverse families, students, school sites, district departments, community partnerships, and others) Strategy 6: Identify families of targeted student groups and develop new recruitment plans.  Parent University collaboratively worked alongside a steering committee of families, multiple departments, administrators, and staff to invest in new family learning curriculums to implement the new monthly Family Engagement Hour in English, Hmong, and Spanish at the school sites to provide district and community resources to build and strengthen relationships between families and school sites to support student achievement. The Parent University team has trained and developed over 100 home school liaisons monthly to implement the monthly Family Engagement Hour. Also, the team provides one-on-one support and resources to ensure Family Engagement Hours is thriving to encourage families to engage in conversation or learning to support their students at home. 80% of school sites have successfully implemented Family Engagement Hour. The new strategies approach has positively impacted the building and strengthening relationships between school sites and families in creating a positive welcoming environment for all educational partners. Families feel more connected to the school by knowing they have a direct point of contact when they have questions, feedback, or need support to improve student outcomes.	Parent University’s Family Resource Center continues to expand to be a hub for families to seek resources, support, services, and family engagement. Additionally, the Family Resource Center allows families to access technology to hybrid family learning and family leadership sessions, Atlas Parent Portal/Atlas Connect, and online resources to support their student’s education. Parent University has invested in advancing a true hybrid system to allow families to engage in person or virtually. This will provide families access and receive the best form of inclusive opportunities for engagement.  Parent University will pilot Regional Family Engagement events to better support strengthening relationships with families and schools by focusing on themes of needs specified to the region. These themes include supporting social-emotional health and wellness, celebrating student literacy success, and cultural diversity to increase positive student outcomes. These events collaborate with district leaders, schools, and community partners to better support student achievement.	Parent University’s main priority is encouraging and scaling all school sites to implement monthly Family Engagement Hour to improve and build positive relationships between school staff and families.  Also, Parent University will continue to work collaboratively with district departments and school sites to increase and promote families’ participation in the pre and post Climate and Culture surveys. The five indicator questions are: Adults at my child’s school treat me with kindness and respect. I have opportunities to provide input at my child’s school. I feel like I am a partner in making decisions at my child’s school. I feel like I am part of my child’s school. My child’s school encourages family participation.	Besides developing home school liaisons, Parent University piloted professional developments for over 100 teachers focused on the impacts and benefits of “family engagement and educators” and “family engagement and families.”    The five key elements include building partnerships with families to activate shifts in educators’ beliefs and mindsets, engaging in partnerships with families to shift educators’ practice, cultivating and nourishing family partnerships that lead to a positive school culture and retention of staff, sustaining meaningful family engagement requires specific skills, mindsets, and dispositions, and supporting effective family engagement requires resources, leadership, and infrastructure. Investing in this new professional development teacher will encourage non-English speaking families and socioeconomically disadvantaged families to participate in the educational system and provide resources to support student outcomes.	The Parent University team is expanding on providing professional development to support home school liaisons, teachers, administrators, and staff at the school sites to improve in building partnerships for student outcomes by developing home-school-community partnerships with families and school sites.  Research shows that practicing family engagement strengthens families’ sense of self-efficacy, investing in family engagement practices develops families’ leadership capabilities, facing barriers prevents families from engaging with their children’s education, recognizing families’ daily lives and circumstances influences the nature of their engagement, and communicating clearly, openly, and regularly is essential for strong family-school partnerships. Information sharing between school sites and families supports increasing building partnerships for student outcomes.	To improve inclusive opportunities for families, Parent University is striving to engage and increase families of low socio-economically disadvantaged by working more collaboratively with school sites, district leaders, and community partnerships. Also, Parent University invests in community partnerships that serve as cultural brokers with families and school sites. Our community partners offer support with additional languages and provide mentorship to underrepresented families in the added languages of Khmer, Lao, Punjabi, and Mixteco. This collaborative work with community partners focuses on topics of support for student achievement ranging from early learning, elementary school, social-emotional well-being, and STEM, as well as High School and college pathway supports.	Parent University empowers families to be active leaders at their school sites and the district level by being partners in formal advisories and decision-making. The encouraged formal advisories are the School Site Council, Parent Advisory Committee, English Learner Advisory Committee, District English Learner Advisory Committee, Community Advisory Committee, and all family platforms which provide direct input in the development of the Local Control and Accountability Plan (LCAP) and department budgets that support student needs for success.  Families can further engage in leadership training through Parent University’s Family Leadership Academies in English, Hmong, and Spanish. The hybrid family leadership series aims to provide opportunities for families to develop and cultivate leadership skills through trust-building and collaboration with schools, districts, and community leaders to support student learning and outcomes. In addition, the Voices Leadership Council is dedicated to serving African American families to empower, engage, and connect families to better support student achievement. Parent University also piloted “Dads on Duty” this school year to increase fathers’ engagement and involvement at the school sites through volunteering and being visible as father figures.  Families can increase their leadership capacity to be active voices at the district level. Targeted focus groups were expanded, where families provided feedback to support the district’s dashboard and new science curriculums.	Parent University’s vital importance is to support partnerships between families and the school sites. As part of the district goal, school site administration personnel are invited to be active participants alongside families. Improving the active participation of the administration team allows them to build relationships with families and promote a more welcoming environment at the school site. Upon establishing these relationships, families are invited to School Site Council meetings, which allows them to become actively engaged in the Schools Plan for Student Achievement (SPSA). Additionally, these families are then connected to the Parent Advisory Committee (PAC) meetings by serving as representatives for their school sites, which provide them with opportunities of having input in our district’s Local Control and Accountability Plan (LCAP). Also, Parent University hopes to scale in serving and building African American families and dads to be leaders and decision-makers in the district.	Based on the district’s 2022/23 pre-Climate and Culture survey, the Parent University team has partnered with district departments and leaders to focus on increasing the number of family participants and will identify the root causes of why there is a low turnout on the survey. The goal for the future of the survey is to increase the percentage of family responses to the Climate and Culture survey and to the two lowest-rated survey questions, “I feel like I am a partner in making decisions at my child’s school” and “I feel like I am part of my child’s school.”	3	4	2	3	3	4	3	3	4	4	3	3	Met		21JUN2023	2023
10621660106740	Aspen Valley Prep Academy	3	Currently, Aspen Valley Prep has made progress in building relationships between school staff and families with the help of technology platforms such as Parentsquare. Parentsquare is a communication platform that can send messages, share updates, send alerts to parents, which help keep parents informed.  Parentsquare has also been a great tool to help set up parent-teacher conferences, family events, and communicate the students’ academic progress. Parents agree that there has been great communication between the school and home.   Families are also able to volunteer for PBIS initiatives, book fairs, classroom support, and field trips. This allows families to engage in student learning and help set the school culture. The school also does a great job in inviting parents to school events like award assemblies, talent shows, and performances.  The school’s MTSS program allows for families and staff to meet about student academic and behavioral needs. They make plans and monitor throughout the year.	After analyzing the educational partner input, we realize that the school still has room for growth as we build relationships with school staff and families. Families want the school to be more uniform in their communication, meaning that whether a parent asks the teacher or front office staff, that both would give them the same information. Parents also want to make sure that teachers are consistent in sending home their weekly newsletters, progress reports, and answer the parent messages in a timely manner.  This will help the families and school staff be on the same in ways to support students social emotional well-being and academic growth.	To help engage underrepresented families, the school will do a big push for parents to sign up for ParentSquare during Back to School Night in fall 2023. We will hold an optional training and offer support to parents who need to download the app and set their preferences for notifications. Fortunately, Parentsquare has language options, so the school will also do training for staff to learn how to utilize that option on all their posts.  In order to monitor this engagement, the school will also send 2 surveys to parents to check in about their relationship with the school staff.  The school will also work on some internal organizational tools to use to make sure that office staff and teachers are relaying the same information in a timely manner.	Aspen Valley Prep implemented a new system for referring students for extra support. The teachers and principals had professional learning in MTSS supports, SEL, and Academic interventions. The school holds Student Success Team meetings, where the parents are an integral part of a team. Because of the school’s new system, the team was able to hold many more meetings that resulted in student growth academically and behaviorally. Another strength is that the school sent home frequent progress reports and student data to help parents get a better understanding of how their students are progressing in the California Common Core Standards. Teachers and Staff also provide parents with resources for families to help their child at home with goals set during meetings. The teachers and staff have also had training in behavior contracts and plans. This has helped build relationships and communication regarding student behaviors and progress.  This year, Aspen Valley Prep also implemented monthly Coffee with the Principals and PAC/ELAC meetings. This allowed us to give parents more information regarding student data, state testing, SEL supports, suicide prevention, and more.	Based on educational partner input and local data, the school still has room for improvement in building partnerships for student outcomes. One of the things brought up was more resources and educational programs students can access at home. Families are appreciative of the no homework policy but would love some resources to help them with basic reading skills, math fact fluency, and fun learning programs. The SST meetings are a great time to give families resources that can be used at home.  Another area for improvement would be finding more opportunities to support parents about their legal rights and ways they can advocate for their children.	Based on the analysis of educational partner input and local data, the school plans to use the PAC/ ELAC meeting time to find more opportunities to engage parents about their legal rights and support the school can offer. The school will also send more communication via Parentsquare to reach underrepresented families to give them more resources on how they can support their children in the home.	The school has consistent monthly Parent Advisory Team/ ELAC team meetings at 7:30 am. We also have monthly Coffee with the Principals meeting to talk about LCAP goals and other relevant educational topics.  This is a great time to engage families in helping make decisions about school-wide initiatives.	Based on the analysis of educational partner input, parents would love to see more opportunities in the evening and virtual to engage the families who work in the morning.  Families would also like more training and opportunities to learn how to be more effective in these meetings.   The school would also like to find additional ways to collect more family voices when making decisions in the PAC/ELAC meetings.	Aspen Valley Prep will utilize the features of ParentSquare to send out more surveys and collect input from underrepresented families. This allows for all information to be sent in the family’s home language.  The school would also like to make sure that all PAC/ELAC meeting minutes and surveys are uploaded to the school website. A Parentsquare reminder can also go out to remind parents to take the surveys or attend the meetings. The school would also like to hold training on how to be an active participant in IEP, 504, and SST meetings.	4	4	4	5	3	3	4	3	3	3	3	3	Met		21JUN2023	2023
10621660114355	Sierra Charter	3	SCS prides itself in establishing relationships with all families.  Weekly, and sometimes, daily communication is required which is delivered in multiple ways and in the parent’s primary language.  The campus provides a welcoming safe and healthy environment for our staff, students and parents.	SCS requires all families to go through an orientation prior to the start of the school year, or at the time of enrollment.  This allows parent input and again gives opportunities for collaboration and suggestions for improvement.  Parent-Teacher conferences is another outlet for this form of engagement.  Parent input, engagement, collaboration and suggestions for improvement will continue to be a priority of focus for the school.  Quarterly meetings with EL parents also provide for opportunities to suggest improvements.	At SCS importance is placed on all families, including underrepresented families.    Due to the small number of students each teacher is required to work with, the staff are able to maintain meaningful communication with every family of SCS. The school’s administrative and counseling team work together to identify underrepresented families and provide them with options to address any barriers they may have in their children receiving a quality education.	The program at SCS requires a solid partnership between the school staff, students and parents.  Student’s educational success is a high priority at SCS and can only be attained through a strong partnership of all parties involved.	Although the importance of a strong parent partnership at SCS is emphasized, improvement is needed in identifying those families that become unreachable. This will continue to be a priority of focus for the school.	SCS will use a variety of methods, rather than just one, to identify underrepresented families that don’t seem to build a partnership with the school.  Once identified, some of these methods of engagement to build partnership are orientations, back-to-school night and parent-teacher conferences.	SCS provides many opportunities for parents to provide input for decision-making throughout the year.  Teacher meetings, back-to-school, parent-teacher conferences, parent advisory group, survey and administrator access are some of the methods used.	Parent input and involvement has always been an area that could be improved.  This will continue to be a priority of focus for the school.	SCS will continue to reach out to all families that do not participate in the school’s program.  This will include the underrepresented families.  The school will focus on increasing the activities that allow for more parent input and engagement.	5	5	4	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
10621660114553	University High	3	UHS administration and staff promote a welcoming and respectful atmosphere at all times; whether it be in the classroom, office, activities, or via messaging. UHS has a small school atmosphere that lends itself to create a more personable and family-oriented type of culture. A second strength is communication: UHS does a very good job in disseminating information to its community partners through email, phone calls, text messages, flyers, etc. UHS uses many different technology platforms, such as Remind, PeachJar, Volunteer Hub, PowerSchool, etc. in order to reach all families. Lastly, UHS illicits feedback from its community partners (students, parents, and staff) through annual surveys to gain valuable knowledge from which to improve. The UHS administration reflects upon this information and makes changes or updates in order to improve its program. The feedback from these surveys are shared with the staff to also illicit their feedback on how to improve.	UHS will continue its mission to improve outreach to underserved communities and to advertise its “brand”. Even though UHS has been in existence for 24 years, people in the community still think it is a private school or that there is a tuition fee to attend. UHS has hired a new Development Director and hopes that with a fresh perspective, we will be able to branch out to areas that we have not in the past. Additionally, we plan to do more local advertising rather than primarily social media advertising, and get the word out to the Fresno/Clovis community about the benefits of attending UHS.	UHS will continue to reach out to families and increase the amount of documents that are translated into Spanish that are sent home. Mailings are offered in English and Spanish, and state test results are mailed home in English and the parent's native language. Counselors currently meet with students and parents in grades 10-12 annually; that practice will continue.	Meetings are held for parents for Back to School Night, annual 504 Plans and IEP's, Information Days for incoming students, SST's, annual counselor meetings, and anytime a parent would like to meet to discuss their student's progress or issues.  Teachers also make phone calls and emails to parents in regard to progress and/or behavior. Progress reports are mailed home every 6 weeks. PowerSchool, our SIS, emails home grade information daily, weekly, or monthly, according to the parent's set up preference.	UHS plans to continue with positive and varied communication efforts so that parents are informed, involved, and included. More documents will be translated into Spanish for parents that need this assistance.	UHS has increased its outreach to the Black and African American population of the Fresno area by participating in the Fresno State College and Career Summit annually, as well as increased its marketing to places where students may frequent (movie theaters, social media, etc.). UHS also participates in the Fresno County Superintendent of Schools Ujima Student Leadership Group and has students as part of the Fresno County African American Student Advisory Cabinet. Additionally, there are two bilingual faculty members in the office and 3 of the 20 teachers are bilingual.	UHS has a parent group, called Phoenix Alliance, that meets monthly. The Superintendent/Principal attends the meetings and shares school information to the parents. Parents are also involved in annual 504 Plan and IEP meetings, as well as meetings with the counselor during the sophomore through senior years. UHS sends out a Parent/Student Handbook each year as part of the summer packet that is mailed, and also emails out surveys in order to receive continual feedback. Since UHS is accredited by WASC and chartered by Fresno Unified, we include parents into our Focus Groups for our accreditation and rechartering processes. Lastly, UHS is very good at asking for feedback via surveys. Surveys are sent out to students, parents, and alumni annually asking for feedback, suggestions, and ideas.	As planned in last year’s focus area, UHS created and provided the parent survey in Spanish as well as English. UHS will continue to offer more documents and access to our Spanish speaking families.	UHS hired a new Development Director after the start of the 2022-23 school year. With fresh eyes and ideas, we are looking forward to new involvement from parents from all ethnic groups. Communication with the parents has already improved since this new staff addition came to UHS. UHS went through the WASC accreditation process during the 2022-23 school year, and parents were a part of the process by being members of the Focus Groups.	5	5	4	4	5	4	5	4	4	4	4	4	Met		01JUN2023	2023
10621660121533	Morris E. Dailey Charter Elementary	3	Strengths in this area include: • Greeting families as they drop off students  • Schoolwide use of Parent Square to streamline information  • Posting flyers on ParentSquare  • Schoolwide Showcases of Learning • Student led conferences • Parent Square in multiple language and formats • Director’s Chat/PVC meetings are run with translation options that families can scan to see their native language during the presentation held virtually	Provide additional volunteer opportunities for parents and seek input on events they would like to participate in. An option would be to have volunteer applications, TB and fingerprinting information available and sign-ups at school events.	Families did indicate they would like more family learning nights and informational meetings about the how and why of decisions being made. For the upcoming year, an electronic survey of family needs will be sent out (approved by ELAC).	Strengths in this area include: • Student-led conferences held in October • Ongoing professional development on building relationships • Parent conferences with resources • Required legal notices in the Parent-Student Handbook which is given at the beginning of the school year and posted on the website  • Hold SST’s and IEP’s as needed and/or required  • After school tutoring in Math and Reading  • Summer Reading group	Resuming family learning nights to bring families in and learn ways to support at home in different focus areas and community member guest speakers.	Data gathered during the Local Input process, as well as the LCAP planning feedback, families indicated they wanted more information on how to support student learning at home. Family learning nights will be revamped to have a focus each session (i.e., September – Reading, November – Math) in order for families to select a focus area that meets their needs.	Strengths in this area include: • Hold Director’s Chat/PVC meetings every other month to support school communication of events, learning around the Primary Years Program, social-emotional learning, and how to be involved at school • Surveys are sent home in early spring to gain parent insight into school practices and throughout the year • Unit reflections for each unit that happen at the end of each unit • LCAP/LCFF survey documents are available in the office and online	After reviewing Local Indictors feedback, administration sent a survey to families to indicate a time preference to attend the Director’s Chat/PVC meeting. In addition, meeting notes are now taken and posted with the presentation to allow for all community members to know the content of the meeting.	For the upcoming year, families indicated that they would like more information from the teachers about the learning happening in the classroom. A meeting was held in Spring 2023 to begin that process of teachers reviewing family feedback and next steps that can be taken.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
10621660133942	Aspen Meadow Public	3	All parents/guardians are invited to a 45 minute monthly Parent Connection where school leaders share information and have open discussions regarding school safety, academic assessments and data, social-emotional health, the importance of reading and attendance, Positive Behavior and Supports (PBIS), and state standardized tests such as the CAST, SBAC, and ELPAC. During these meetings ELAC topics are also included to support the school’s English Language Learners. Feedback surveys are also given in English and Spanish to help determine next steps for the school.  Parents/guardians and staff express they appreciate the school culture at Aspen Meadow. Families have been invited to volunteer and attend school events that include the annual Jog-a-thon, Trunk or Treat, Field Trips, Spring School wide Egg Hunt, Scholastic Book Fairs (2), Lunch on the Lawn, The annual Talent Show and a Drama Presentation. Parents also attended track meets and volleyball games to support our students and staff. In the fall there are parent/guardian teacher conferences between the teachers and parent/guardians to discuss student progress and needed support.  During the school year, various meetings are held that include teachers, administration, special education team members, and parents to discuss and make decisions to help students be successful. These meetings include Student Study Team meetings (SST), Individual Educational Plan meetings (IEPs), and 504s (students needing medical support/accommodations). Parents/guardians are a part of this process and are asked for their valuable input.  The school also has two school resource officers that greet parents and students before and after school. The SROs are friendly and approachable with both parents and students. In the case of lockdowns or any other emergency situations, parents are contacted through the school communication system- Parentsquare. Parents have expressed their appreciation for this protocol. Aspen Meadow is in Community Schools Planning to help build relationships that will result and better student outcomes. We accomplish this as a community to support the whole child. We partner with parents/guardians and members of the community.	According to a parent group that attends the monthly Parent Connection meetings, facilitated by the school site director, parents indicated that they would like more parents’ to give their opinions, more time to discuss extended themes that are important and help for parents in addressing bullying with their students. Our focus areas will include inviting more parent volunteers to participate at school on a regular basis and include their voices and ideas in addressing bullying prevention. We will also offer some parent/guardian training and classes at least once per quarter. The topic will be based on parent input. More frequent and proactive meetings will take place for grade-level families to gather to discuss and learn more about how to prevent bullying and what to do if they or their child identifies these behaviors.	The school staff and families will work together to create events, opportunities, and strategies to reach underrepresented families. Making sure that all presentations and events have interpreters for families of English Learners will be a priority. Weekly newsletters in each student’s home language  will be sent by teachers to families informing them of upcoming events and activities. For families are are without transportation, the school provides bus tokens and passes. In some cases, the school will also help provide food and uniform clothing for families who need these resources. The school provides free breakfast, lunch, and daily snacks for students. For families who do not have devices at home for online meetings or students who need to complete Independent Study work, a device is provided for the student and/or parent-guardian to use. In some cases, home visits are made by our School Resource/Homeless-Foster Liaison.	Currently, Aspen Public Schools partners with The Mission (formerly The Rescue Mission). All of the children who live with their mothers at Rescue the Children attend our schools, so they can benefit from being in the school’s positive and restorative school environment. Staff and administration also stay in close communication with families. Aspen Public Schools also partnered with See2Succeed. These optometrists go to the school and provide new eyewear for students who have failed the school eye test administered by the school nurse. An organization called Big Smiles provides free dental care for families who find it difficult to get to the dentist. Every child seen gets a dental “report card” to take home and a free toothbrush. Another partner is All4Youth, which is a partnership between Fresno County Mental Health and Fresno County Superintendent of Schools. Two therapists are on site to serve over 40 qualifying students. The therapists work with the family during an intake process to determine the needs. The Community School Coordinator (new position) will facilitate parent meetings, workshops, communicate with families (outreach), seek partnerships with community-based organizations to provide resources for families/students. One of these partnerships is Every Neighborhood, who exist to see students thrive and families and neighborhoods have health. This organization will be conducting listening tours to invite school partners to share their experiences and input. Aspen Meadow also partners with the Assistance League. They have given gift cards for families to purchase jackets and uniforms for their students.	The school’s Community Building Planning is working to partner with local organizations to support families, so that focus areas can be determined. 305 strategic planning partnership is also facilitating focused conversations with students, parents, staff, administration, and board members to establish a framework that will lead to Student Outcomes. Currently, parents and community members are being invited to participate in establishing these areas of improvement for our school.	One of the ways that the school will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes is reviewing data regularly to determine students factors that are impacting the student’s academic and social-emotional growth. The Intervention Team that is made of school site leaders, the school counselor, the school psychologist, the special education program specialist, and the intervention facilitator will discuss the need, including action steps at their monthly meetings. Action steps can include a parent/admin meeting, a home visit, additional intervention support, recommended outside resources to families.	Families, students, and staff are asked for input through surveys, collaborative discussions, and casual conversations. Parents are invited to attend monthly meetings that will include these interactions. This feedback and ideas are considered and implemented to meet the academic and social-emotional needs of our students. Currently, the school has a partnership with a strategic planning organization known as 305. This group has been leading various focus groups that include parents, staff, families, and administration. This information will be used to establish goals and initiatives in the school that will lead to positive student outcomes. The school’s Community Schools Planning Coordinator has facilitated monthly Advisory Council meetings where families in the school organization can share input and questions on various topics. The Community Schools Coordinator has also partnered with a non-profit organization called Every Neighborhood Partnership. Their vision is to see students excel, community members healthy and whole, and to see neighborhoods thrive. They will be conducting Listening Tours for various school partners to help our schools meet the needs of our families, students, and staff resulting in student growth, health, and achievement. As it relates to seeking the input of teachers and students, regular surveys are given. In addition, for teachers, listening sessions are arranged with the Chief Academic Officer to get their feedback on curriculum or instructional practice changes that could possibly be implemented. Teachers have expressed their appreciation of this process.	Based on a recent parent/guardian survey following an in-person Parent Connection Meeting, parents indicated that they would like to see more parents/guardians give their input. Our school needs to do a needs assessment to determine the barriers that prevent families from being involved in the opportunities that they are given to share their input. Meeting times may need to be adjusted. The type of meeting may need to be adjusted, from in-person to zoom, or perhaps both modes are offered at the same time. If it is a transportation barrier, bus passes or tokens can be given. Our school office team will need to help us make some of these determinations and be a communicator of the need to the appropriate staff.	The school will focus on sharing more academic and climate and culture data with families, staff, and students on a quarterly basis, so areas of concern and celebrations can be reviewed in small group and schoolwide meetings. As a result of the various groups’ problem solving and collaborative conversations, decisions will be made to address and improve the areas of concern. Parents/guardians will be offered optional training and invited to participate in the implementation of the solutions in the designated areas. Following the monthly Parent Connection Meetings, the presentation slides are sent out on the digital communication platform for families who could not attend. However, some of the families do not have the app for this system on their phones, so sending the presentation via email or a hard copy would be appropriate for these families. In addition, reaching out to help identify the barrier for which they do not have the communication platform app is another action that the school can take to assist its underrepresented families.	3	4	3	4	4	3	4	3	3	3	3	3	Met		21JUN2023	2023
10621660140038	Endeavor Charter	3	Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities. Outreach to students and parents/guardians was extensive and frequent throughout the 2022-23 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2023-24 LCAP Goal 3 and its 5 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-5 state: Action 1: Provide parent training and workshops to support student achievement and their role as an important leader in the life of their student. (This may include both specific workshops but also during the PLP meeting) Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for involvement, input, and feedback from all Educational Partners on aspects of our school program, safety, and culture to enhance student success. Action 4: Develop, as needed, Advisory Groups and opportunities for Educational Partner engagement. Existing and future Advisory Groups could focus on issues such as: Technology development Professional development for staff School Safety Curriculum LCAP goals Community impact and increased diversity Action 5: Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. (For example: Reagan Library,	Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2022-23 school year. The feedback from this survey contributed to our 2023-24 LCAP goals and actions. 104 parents responded to our local school survey on a variety of topics. The results were then broken into parent responses for TK-8 (62 responded) and 9-12 (42 responded): Parent Survey Responses for Students in TK-8 How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent/guardian teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 61% rated Almost all the time; 19% Often; 18% Sometimes; 2% Never. Did your child participate in any of our teacher-led class offerings? 92% responded YES How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 98% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 98% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 98% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 19% rated Excellent; 19% Above Averag	Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate withdiverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities. Outreach to students and parents/guardians was extensive and frequent throughout the 2022-23 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2023-24 LCAP Goal 3 and its 5 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-5 state: Action 1: Provide parent training and workshops to support student achievement and their role as an important leader in the life of their student. (This may include both specific workshops but also during the PLP meeting)Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for involvement, input, and feedback from all Educational Partners on aspects of our school program, safety, and culture to enhance student success. Action 4: Develop, as needed, Advisory Groups and opportunities for Educational Partner engagement. Existing and future Advisory Groups could focus on issues such as: Technology development Professional development for staff School Safety Curriculum LCAP goals Community impact and increased diversity Action 5: Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. (For example: Reagan Libra	Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2022-23 school year. The feedback from this survey contributed to our 2023-24 LCAP goals and actions. 104 parents responded to our local school survey on a variety of topics. The results were then broken into parent responses for TK-8 (62 responded) and 9-12 (42 responded): Parent Survey Responses for Students in TK-8 How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent/guardian teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 61% rated Almost all the time; 19% Often; 18% Sometimes; 2% Never. Did your child participate in any of our teacher-led class offerings? 92% responded YES How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 98% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 98% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 98% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory.Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 19% rated Excellent; 19%	Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. Themembers of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities. Outreach to students and parents/guardians was extensive and frequent throughout the 2022-23 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2023-24 LCAP Goal 3 and its 5 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-5 state: Action 1: Provide parent training and workshops to support student achievement and their role as an important leader in the life of their student. (This may include both specific workshops but also during the PLP meeting) Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for involvement, input, and feedback from all Educational Partners on aspects of our school program, safety, and culture to enhance student success. Action 4: Develop, as needed, Advisory Groups and opportunities for Educational Partner engagement. Existing and future Advisory Groups could focus on issues such as: Technology development Professional development for staff School Safety Curriculum LCAP goals Community impact and increased diversity Action 5: Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences.	Endeavor Charter School uses a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2022-23 school year. The feedback from this survey contributed to our 2023-24 LCAP goals and actions. 104 parents responded to our localschool survey on a variety of topics. The results were then broken into parent responses for TK-8 (62 responded) and 9-12 (42 responded): Parent Survey Responses for Students in TK-8 How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent/guardian teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 61% rated Almost all the time; 19% Often; 18% Sometimes; 2% Never. Did your child participate in any of our teacher-led class offerings? 92% responded YES How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 98% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 98% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 98% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 19% rated Excellent; ...	5	5	5	5	5	5	5	5	4	4	4	4	Met		13JUN2023	2023
10621660140764	Golden Charter Academy	3																						Not Met			2023
10621660140806	Aspen Ridge Public	3	Aspen Ridge has been working to increase positive communication with parents. Our staff has been working on an initiative to increase positive phone calls to parents. In addition, families have been invited to more events this year and have been included in more fundraising opportunities.	Aspen Ridge’s focus area is the increase in family participation and input. This will be done by increasing opportunities for families to participate in school sponsored activities including events such as “Coffee with Principals” where families can hear more about what’s going on as Aspen Ride and learn about important initiatives or resources.	In order to reach underrepresented families with the goal of increased engagement, Aspen Ridge will be sure to communicate in a variety of modalities (Parent Square, phone, email, letters, in person connections, etc.)  In addition, Aspen Ridge will offer make-up or virtual options for families unable to attend in-person meetings. Additionally, Aspen Ridge will ensure that translation and interpretation services are available to families who need it.	Aspen Ridge partnered with Fair Schools (fairschool.org) to hold focus groups to collect data on how to build better relationships for positive student outcomes that included: 4 parent/guardian focus groups, 7 student focus groups, interviewed staff, including teachers, Conducted Social and Emotional (SEL) walkthroughs.  The data found 100% of teachers had developed relationships with the majority of their students. In focus groups 100% of students could name at least one adult on campus they could go to with concerns. In observations, 50% of teachers explicitly referenced an SEL skill in their lessons.  The school focus groups expressed their appreciation for how the school community was working to improve relationships. Early in the school year there were conflicts, but as relationships with students and staff grew, the conflicts decreased.	Areas of focus include, but are not limited to: Teachers will continue to focus on developing stronger relationships with students who present more challenging behaviors Stronger SEL reinforced expectations, including positive narration.  More opportunities for student leadership  Increased staff training on social and emotional learning strategies.	Staff culture and relationships are positive; thus, Aspen Ridge has a good foundation. Focus groups expressed they appreciate the family-like atmosphere. Areas to improve and build engagement of underrepresented families include, but are not limited to: More community school-led events such as movie nights and dances, parent/guardian education workshops. Parents/guardians particularly are interred in special education workshops.  The school has applied for Community Schools status and is working to build partnerships to meet the needs of all students, with a focus on students that are underrepresented. These include increased mental health services, increase parent/guardian education, SEL and Trauma informed training for all staff.	This year, Aspen Ridge engaged educational partners in more surveys as well as focus groups and interviews . These groups and interviews were facilitated by our Community Schools Coordinator as well as partners of Aspen Public schools such as Fairschools and Thrive 305. This data was helpful in information decision making here at Aspen Ridge and we hope to continue to increase input opportunities for our families and other educational partners.	Aspen Ridge will work to improve educational partner input by increasing opportunities, particularly for families. This will occur through continued surveys as well as increased meeting times (coffee with principals) as well as scheduled PAC and ELAC meetings. These will provide space for partners, especially families, to provide voice and input on particular topics.	Aspen Ridge will improve involvement of underrepresented families by providing a Aspen Ridge will also ensure that invitations are sent in a variety of media to increase likelihood of families hearing and knowing about various events and opportunities (mail, virtual newsletter, email, Parent Square, etc.)	4	4	3	3	3	3	4	3	2	2	2	2	Met		21JUN2023	2023
10621661030642	School of Unlimited Learning	3																						Not Met For Two or More Years			2023
10621661030840	Carter G. Woodson Public Charter	3	Parent participation has increased by 10% compared to the prior year. Parents have been actively logging in online to School Site Council and ELAC meetings, additionally parents have begun to attend onsite events. We are also continuing to survey parents to gather stakeholder input. We have increased parental involvement by establishing a 1:1 device for our students which provides parents with the convenience and accessibility to attend parent meetings online and receive notifications of upcoming events. Parent input is readily accepted and infused into our board-level decisions in the form of surveys, personal calls, text and emails. Parents have requested in our most recent survey that we utilize personal calls and text messaging as the number one contact options. Also, in the schools most recent survey 96% of parents stated that they are well informed of school activities and events including meetings.	1. Increase family engagement events. 2. Provide multimodal means to communicate with parents. 3. Provide remote ways for parents to participate in school events.	For parent engagement, of underrepresented families, we will intentionally increase parent participation by 3% each year for each one of the advisory committees, as this is a part of our 3 year strategy to increase family engagement.  We will increase our family communication through the use of parent square in regards to our PBIS and MTSS progress monitoring. Support staff will continue to dedicate parent outreach hours to make phone calls and home visits. We will continue to utilize family newsletters, as well as email/texting features to parent square to increase contact with families. Also, we will utilize our social media platforms to bring family awareness to our efforts, as well to reach our parent audience who use social media mostly.	Each student is required before graduation to complete two CTE courses within their chosen career pathway. Students are engaged in learning industry standards and skills, through embedded technologies and applied sciences. In addition, through our CTE courses students are offered opportunities to advance academically through dual enrollment in college courses leading to a professional industry certificate or Associate’s Degree while concurrently working on their High School Diploma. Recent data shows 79% of students are passing their CTE courses with a C or better which exceeds their expected goal.	Through community education events, such as college outreach events, connecting parents with the Agape College of Business and Sciences to learn more about our CTE offerings, and through increase celebrations of learning (ie Literacy Night etc.), we hope to improve in building relationships between school staff and families.	We intend to increase family outreach through hosted community events, informational meetings, and local governance through our School Site Council and District English Learner Advisory Committee. Additionally, translating informational content in families home language, based on the students' home language.	With our parent parent participation, we have moved on actions, our education partners have been requesting.  As a response to  We have also added clubs and course offerings, voted on at our SSC and DELAC meetings, where parents are able to provide input in person.  We've also administered parent survey's that allow for parents to provide feedback on the action items being sought to take by our LEA.	Currently, our focus areas are to increase parent engagement as well as increasing parent satisfaction.  What parents have expressed is a continued desire to be informed, and able to participate in aspects of their child's learning.  By focusing on increased community engagements with parents, increased staff to parent communication, we hope to increase in these areas.  Parent's have expressed satisfaction with the being informed through asynchronous ways, when being present becomes challenging. This is especially true with parent participation, in local governance activities.	From our analysis what we discovered is that transportation to events have been a barrier for a number of underrepresented families.  To improve engagement, we will utilize parent square to provide electronic polling of parents, to gain feedback, and to provide all parents with opportunities to participate in governance, when they aren't able to be in residence locally. Meetings will be held in person but recorded, so that parents who aren't able to attend can remain informed, partnered with electronic polling, so parents can submit their decision on what direction we should take as an LEA.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30MAY2023	2023
10622400000000	Kingsburg Elementary Charter	3	Based on the input from the local school and district climate and culture survey for parents and students, data indicates the majority of students (more than 76%) had positive responses in that they felt safe at school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to:  Title I Night, KHS Educational Night, Drug Awareness Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student's progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State's Parent University to provide parenting classes for all our parents. We recognized a group of them that completed their class at a board meeting. We plan on continuing these classes again for the next school year.	Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-B participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on the new proposed math framework. ln addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District's Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff's knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district's annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations.	4	5	4	4	4	4	5	5	4	4	4	4	Met		12JUN2023	2023
10622400113142	Ronald W. Reagan Elementary	3	Based on the input from the local school and district climate and culture survey for parents and students, data indicates the majority of students (more than 76%) had positive responses in that they felt safe at school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to:  Title I Night, KHS Educational Night, Drug Awareness Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student's progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State's Parent University to provide parenting classes for all our parents. We recognized a group of them that completed their class at a board meeting. We plan on continuing these classes again for the next school year.	Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-B participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on the new proposed math framework. ln addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District's Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff's knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district's annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations.	4	5	4	4	4	4	5	5	4	4	4	4	Met		12JUN2023	2023
10622400114587	Island Community Day	3	Based on the input from the local school and district climate and culture survey for parents and students, data indicates the majority of students (more than 76%) had positive responses in that they felt safe at school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to:  Title I Night, KHS Educational Night, Drug Awareness Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student's progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State's Parent University to provide parenting classes for all our parents. We recognized a group of them that completed their class at a board meeting. We plan on continuing these classes again for the next school year.	Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-B participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on the new proposed math framework. ln addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District's Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff's knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district's annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations.	4	5	4	4	4	4	5	5	4	4	4	4	Met		12JUN2023	2023
10622406006704	Lincoln Elementary	3	Based on the input from the local school and district climate and culture survey for parents and students, data indicates the majority of students (more than 76%) had positive responses in that they felt safe at school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to:  Title I Night, KHS Educational Night, Drug Awareness Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student's progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State's Parent University to provide parenting classes for all our parents. We recognized a group of them that completed their class at a board meeting. We plan on continuing these classes again for the next school year.	Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-B participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on the new proposed math framework. ln addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District's Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff's knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district's annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations.	4	5	4	4	4	4	5	5	4	4	4	4	Met		12JUN2023	2023
10622406006712	Roosevelt Elementary	3	Based on the input from the local school and district climate and culture survey for parents and students, data indicates the majority of students (more than 76%) had positive responses in that they felt safe at school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to:  Title I Night, KHS Educational Night, Drug Awareness Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student's progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State's Parent University to provide parenting classes for all our parents. We recognized a group of them that completed their class at a board meeting. We plan on continuing these classes again for the next school year.	Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-B participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on the new proposed math framework. ln addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District's Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff's knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district's annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations.	4	5	4	4	4	4	5	5	4	4	4	4	Met		12JUN2023	2023
10622406006720	Washington Elementary	3	Based on the input from the local school and district climate and culture survey for parents and students, data indicates the majority of students (more than 76%) had positive responses in that they felt safe at school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to:  Title I Night, KHS Educational Night, Drug Awareness Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student's progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State's Parent University to provide parenting classes for all our parents. We recognized a group of them that completed their class at a board meeting. We plan on continuing these classes again for the next school year.	Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-B participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on the new proposed math framework. ln addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District's Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff's knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district's annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations.	4	5	4	4	4	4	5	5	4	4	4	4	Met		12JUN2023	2023
10622406108328	Rafer Johnson Junior High	3	Based on the input from the local school and district climate and culture survey for parents and students, data indicates the majority of students (more than 76%) had positive responses in that they felt safe at school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to:  Title I Night, KHS Educational Night, Drug Awareness Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student's progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State's Parent University to provide parenting classes for all our parents. We recognized a group of them that completed their class at a board meeting. We plan on continuing these classes again for the next school year.	Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-B participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on the new proposed math framework. ln addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District's Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff's knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district's annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations.	4	5	4	4	4	4	5	5	4	4	4	4	Met		12JUN2023	2023
10622406114805	Central Valley Home	3	Based on the input from the local school and district climate and culture survey for parents and students, data indicates the majority of students (more than 76%) had positive responses in that they felt safe at school.	The district has planned additional opportunities for families to engage with the school community. Some of the planned events include, but are not limited to:  Title I Night, KHS Educational Night, Drug Awareness Night, Food Services Tasting Event, Bilingual Night, Santa Lucia Parade and the Swedish Festival.	Kingsburg Elementary Charter School District parents, students and staff work together as a team to make academic success possible. The Kingsburg Elementary Charter School District believes effective communication is at the heart of educating our students and is key to parent involvement. KECSD prides itself on the strong relationships it has with students and their families and their participation in school events and activities. KECSD communicates with the school community in a variety of ways. There is a wealth of information for families located on our district website. There you will find information regarding the district and individual school sites, as well as links to many resources. Annual parent-teacher conferences provide teachers with a great opportunity to build relationships with parents/guardians and clearly communicate the student's progress in school, as well as learn more about each student. The district values the time spent collaborating with families and has dedicated one week for conferences. Students observe a minimum day schedule and teachers are expected to meet with 100% of its families. Additional parent conferences are scheduled and based on student needs. Every parent receives a progress report on their student for each mid-trimester or quarter, depending on the grade level of the student, and report cards are issued every trimester or quarter. The district has developed additional supports for students with additional needs, as recommended by the various surveys, task groups, and parent advisor groups to support students with exceptional needs, in foster care, linguistically diverse, and those experiencing homelessness. School/Community Liaisons help monitor the needs of students and families to overcome barriers resulting in poor school attendance, as well as barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports. Also, we have partnered with Fresno State's Parent University to provide parenting classes for all our parents. We recognized a group of them that completed their class at a board meeting. We plan on continuing these classes again for the next school year.	Assessments are developed to measure proficiency towards grade level standards. The rigor of assessments will meet the criteria set forth during instruction. Teachers will work with the local county office of education to use assessments as meaningful sources of information, helping teachers to identify individual student needs and strengths, as well as a system to help teachers identify good first instruction and the best practices used to assess learning. This method includes assessments such as selected responses, essays and performance tasks.	Teachers in grades TK-B participated in a series of math professional development facilitated by members of the Fresno County Superintendent of Schools Office. The training focused on the new proposed math framework. ln addition, the county office provided in-class coaching for teachers. The district also employs five academic coaches who serve as part of the District's Academic Leadership Team, who also provided ongoing professional development for teachers, staff, and administration in math, ELA, ELD, technology and other areas, as needed. The district will continue to work with our local county office and other professionals who are experts in their fields to improve staff's knowledge and skills in order to facilitate individual school-wide and district-wide improvements for the purpose of increased student achievement.	The district will work with school sites to ensure each school is a welcoming and safe environment for all students, families, and staff and that the school is perceived as a place where all families are welcome and valued. Staff will continue to be trained and have discussions on how and why building relationships are important and that students need to have a trusted adult at school who is approachable, friendly, and receptive to concerns. We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning.	The district works with all members of the school community, including the Governing Board, to reflect on data that impacts learning. Site administrators meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee, Parent Advisory Committee, and the district meets every other week with the district leadership teams. These meetings are well attended. Discussions are focused on student achievement and meetings often resemble professional learning communities. Each year, during the spring, our local county office of education meets with the district to reflect on professional development that took place during the year and provides input on plans for the new school year. These annual meetings include the directors of each content area, in the department of curriculum and instruction. Parents also have the opportunity to share input through the district's annual survey, and certificated staff members participate in an anonymous survey, with the expectation that 100% of the staff will participate.	The district will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves. As a district we will champion relationship building through collaboration and communication. We will work toward being more culturally responsive and be mindful of deep-rooted cultural values that may show up in our schools, such as culturally relevant dates and holidays, and avoid scheduling important events and meetings on these days.	The Kingsburg Elementary Charter School District is committed to establishing a true partnership with all facets of the school community. KECSD values feedback and input. Parents continue to make positive differences in the lives of the children we all support. KECSD is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program. Depending on the type of categorical funding a site may receive, district or school parent councils and committees are required under certain requirements and guidelines. Such advisory committees in the district include School Site Council, English Language Advisory Committee, District English Learner Advisory Committee, and LCAP Parent Advisory Committee. Other parent/family groups include, but are not limited to music and drama booster clubs and parent-teacher organizations.	4	5	4	4	4	4	5	5	4	4	4	4	Met		12JUN2023	2023
10622570000000	Kingsburg Joint Union High	3	Overall, parents reported a slight decrease in all questions.  Creating welcoming environments and supporting staff dropped a level.  The district continues to engage parents in having welcoming events for parents.  Parent participation at schoolwide events has increased, though this does not reflect in the survey results.  The district will continue to work hard on developing relationships with parents to move towards full implementation in all four areas.	Educational partner feedback from survey results show that in the above questions, parents rated the school lower, but in two other questions from the survey showed parents felt the district was doing better.  There was a  2.2% increase in stating communication was good or better and a 3.7% increase in stating the school treats parents/caregivers in a way that makes them feel respected.  The district will continue to build on building relationships with supporting staff on understanding the different cultures of the district and improve teacher communication with parents.	Based on analysis, the focus on improved engagement through an action item on the LCAP by  providing additional parent support meetings, translation services, food for meetings and child care was effective.  More parents participated in all school functions but the number of survey results decreased.  This action will continue to next year and will remain a focus of the district to move all questions to the full implementation stage.	"Overall the district saw a decrease in all questions.   Progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students dropped a level to ""beginning development"".    Through the parent/community survey, parents did report a 8.3% increase in rating the district's response to supporting students.  Parent engagement meetings also had positive input on the increase in mental health support and the community hubs.  The district continued to use federal funds to help support learning outside of school by supporting 2 community hubs that students could access after school, in addition to tutoring options available four days a week.  The district also provide 24 hour online tutoring in addition to one-on-one online tutoring support to students."	Survey results show that a continued focus on supporting families and including them in their students education is needed.  The district continues to provide parent/family nights on specific topics, but attendance is low.  The district brought in a national speaker on drug use, advertised through multiple ways, offered Spanish translation and and the event had less than 30 parents.  At educational partner meetings they stated that the continued focus on supporting students and families is essential.  The new actions that were established during the 2021-22 school year should continue into the next LCAP.  The district still has room to improve to move all questions to the full implementation stage.	Based on analysis, the focus on improved engagement through an action item on the LCAP by providing additional tutoring, community hubs (Federal grant), and introduction of an outside resource to connect families with mental health treatment was effective through parent feedback at meetings and surveys, but not specifically in the above areas on the survey.  These actions will continue to next year and will remain a focus of the district to move all questions to the full implementation stage.	Overall the district saw a small decrease in all questions, but remained at the initial implementation level.   The district and school sites continued to hold meetings to gather parent input, but these meetings still have low attendance.  As a small town, input from parents often  come during extra curricular activities and not through formal meetings.   As a district we take all of this input to help impact our LCAP.	Educational partner feedback stated that the continued focus on supporting students and families is essential.  The new actions that were established during the 2021-22 school year should continue.  The district still has room to improve to move all questions to the full implementation stage.	Based on analysis, the focus on improved engagement through an action item on the LCAP by providing additional tutoring, community hubs (Federal grant), and introduction of an outside resource to connect families with mental health treatment was effective through parent feedback at meetings and surveys, but not specifically in the above areas on the survey.  These actions will continue to next year and will remain a focus of the district to move all questions to the full implementation stage.	3	3	2	3	3	3	3	2	3	3	3	3	Met		26JUN2023	2023
10622650000000	Kings Canyon Joint Unified	3	KCUSD is always looking to improve how we partner with our educational partners to improve student outcomes.  Through the partnerships that have been built by school sites and District engagements, KCUSD families have a very positive opinion about the quality of services provided to students.  Based on the annual School Performance Survey (Parent Survey-SPS), 97.3% of parents felt that the overall quality of the school their child attended was either “Excellent” (48.56%), “Good” (38.82%) or “Satisfactory” (9.97%).  This perception of quality is only possible through performance results and through the climate and culture that is established between school and families.  On the SPS, parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 97.6% responding either “Excellent,” “Good” or “Satisfactory”.  KCUSD engages the majority of parents through Parent Academy.  The KCUSD Parent Academy is a District-wide program available to all parents within the District and is available at all sites. KCUSD continues to utilize ParentSquare as its unified communications platform.  ParentSquare is a two-way communication platform that allows for families to receive information from their school via text message, phone calls and through invitations for virtual gatherings.  Parent Academy offers educational programs such as Latino Family Literacy Project, Parenting Partners, PIQE, Creation Health and other parent workshops based on the unique needs of each individual site.  In 2022-2023, KCUSD partnered with Fresno State’s Parent University to create engagement and educational opportunities to hundreds of parents through online workshops ranging from parenting, ESL, technology and other workshops aimed at helping parents improve outcomes for their families and students.	Communication is only effective if the communication makes it to its intended audience. Through the SPS, KCUSD learned that families depended on text messages, phone apps or email notifications for their communication. This data shows that there is a need to further engage parents utilizing the ParentSquare platform and utilize the tools available through text and phone apps to further engage families to provide input on the needs of the District.  This will ensure that the District and individual sites build on the very positive relationships with families and provide parents with valuable information and education on how they can provide supports for their children, ensuring their success in school.	To improve the engagement of underrepresented families, KCUSD will continue to expand its outreach specifically to parents of English Learners, Foster Youth, low-income and other underrepresented students through a Parent Engagement and Education Principal on Special Assignment.  The role of this position will be to work with individual school sites to maximize participation, especially of the underrepresented student groups.  This position will work with other parent groups such as Puente, Migrant Advisory, Indian Education Advisory, site ELAC, SSC and District DELAC and DAC groups to maximize parent engagement across the District.   In addition, KCUSD will utilize district communication platform tools such as text messages and Parent Square message posts as a means to further engage parents as indicated on our annual parent survey (SPS).	Utilizing the 2023 School Performance Survey (SPS), parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 97.6% responding either “Excellent,” “Good” or “Satisfactory.” These statistics show the level of respect that is routinely shown to our families, especially considering the difficult times our students and families have experienced throughout the COVID-19 pandemic.	One area for continued growth in Kings Canyon Unified is to increase the outreach to those parents who do not routinely take part in education or engagement opportunities and determine what the District can do to improve.  Based on our survey results, many parents have not participated in the parent engagement opportunities made available to them and even fewer are participating in the formal advisory councils available for parents.  While well over 60% of parents participate in school functions that highlight students, less than 35% of parents participate in school committees (but this is an increase of approximately 20% from previous year).  This data shows that the School District will need to continue to engage parents to increase their participation in such advisory groups.	In order to improve the engagement of our families, KCUSD has contracted with a translating and interpreting provider to ensure that home/school communication can take place when there is a need.  It is imperative that we always have access to providing communication in the home language of our students and families.  Not only does this help to provide clear communication, but it contributes to families feeling like they are important and that their voice at the table matters.  Use of a translation/interpretation provider has proven to be effective in expanding KCUSD’s outreach for programs such as Puente a Tecnologia and the Migrant program.    In addition, through the work of the districts' Parent Education and Engagement Coordinator, more school events that are typically passive in nature, will become active input opportunities.  For example, schools will use back to school nights as opportunities to collect parent input.  We know it is important to gather as much feedback from parents as often as possible to make the most informed decisions possible for our students.	Kings Canyon Unified has a systematic strategy to engage educational partners to provide input for decision making as a whole.  From the District office to school sites, KCUSD has established a variety of advisory councils and groups to take stakeholder input.  At the District level, KCUSD has a District Advisory Council (DAC) and a District English Learner Advisory Council (DELAC), made up of representatives from each school’s School Site Council and English Learner Advisory Council respectively.  KCUSD hosts Special Education Connect meetings to take input from parents and community members as to how to improve outcomes for students with disabilities.  In addition to these councils and groups, KCUSD corresponds with the community through several surveys including the annual Parent Survey, annual Student Climate survey, LCAP survey and other surveys to collect opinions and suggestions on how the District can improve.	While the aforementioned systematic ways of collecting input have been effective, KCUSD is looking to better engage parents.  KCUSD has conducted an in-depth study, engaging parents and site leaders on how the District can improve its communication and provide greater opportunities to engage our community for the purpose of improving outcomes for students in KCUSD.  Consolidating District and site communication under one system (ParentSquare) has helped tremendously. KCUSD will look to further improve the the way communication works to support parents get involved in becoming partners in the decision making process.	As a result of this study, KCUSD will launch a new communication plan with improved tools to facilitate communication through the use of ParentSquare and web sites for all schools and departments.  KCUSD also plans on expanding its Home to School Communications Team and further developing the outreach by the Parent Engagement and Education team with guidance from the Principal on Special Assignment.  As previously mentioned, we also expect that utilizing our district translation and interpretation provider will improve the engagement of our underrepresented families.	4	4	3	4	4	4	5	3	4	4	4	4	Met		13JUN2023	2023
10622650116640	Kings Canyon Online	3	Kings Canyon Online is an independent study program in which parent involvement is imperative to student success.  Every parent is required to participate in a beginning of year master agreement meeting with their child's teacher, counselor, and administrator.  This is a major strength for KC Online, as it allows for relationship building and connection from the first day of school.  Parents are satisfied with the KC Online program, year after year.  Based on the annual School Performance Survey (Parent Survey), 96% of parents felt that the overall quality of the school their child attended was either “Excellent”, “Good”, or “Satisfactory”.  This perception of quality is only possible through student performance results and through the climate and culture we have built on our campus with both students and families. Parents also rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 98% responding either “Excellent,” “Good” or “Satisfactory”.  While parents seem to be pleased with the overall program at KC Online, there is still progress to be made with keeping parents engaged in their child's education throughout the entire school year.	KC Online is always looking to improve our partnership with parents, particular the parents of struggling students.  To address the challenge of maintaining open communication with our parents of struggling students, the site social worker and administrator work closely together to utilize every communication strategy possible when attempting to reach parents.  These strategies include our district communication platform, ParentSquare, email, phone calls, text messages, and home visits.  The staff at KC Online will continue utilizing all means possible when attempting to connect with disengaged parents.	KC Online plans to improve the engagement of underrepresented families at KC Online through the implementation of more non-intimidating school events, such as academic awards, attendance and behavior award assemblies, and parent/student check ins throughout the year (not limiting student parent check-ins for struggling students, but also scheduling positive check-ins).	Utilizing the 2023 School Performance Survey (Parent Survey), parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 96% responding either “Excellent,” “Good” or “Satisfactory.” These statistics show the level of respect that is routinely shown to our families.  In addition, as a small school, teachers have many opportunities to really learn about their students and families, enabling them to build strong relationships and partnerships to support student success.	In order to ensure that our positive relationships continue and include all KC Online families, we plan to continue to focus on providing families with non threatening opportunities to engage on campus.  This includes back to school orientation meetings and academic awards ceremonies to celebrate their child’s achievement.  We also ensure that all communication that goes out to parents is translated in their home language and that we respond to parent inquiries/questions/concerns within 24 hours, validating their concerns and questions throughout the year.  We also plan to increase the number of messages that go home as both text/app notification and phone call, per parent input on the annual survey.	To continue to improve the engagement of our families, KC Online will continue to utilize existing site and district parent committees such as our school site council, English learner advisory committee, district advisory committee, and district english language advisory committee meetings to support their voice in their children’s educational experience.   Utilizing our bilingual community aid, phone calls, texts, and parent square messages will go out to remind parents of engagement opportunities.	Kings Canyon Online has a systematic strategy to engage stakeholders to provide input for decision making as a whole.  KC Online has a school site council committee and an English learner advisory committee that both serve as opportunities for parents to provide input on our program.  At the District level, parents can participate on the District Advisory Council (DAC) and a District English Learner Advisory Council (DELAC).  In addition to these councils/committees, KC Online corresponds with the community through several surveys including the annual Parent Survey, annual Student Climate survey, LCAP survey, and other surveys to collect opinions and suggestions on how our school site can improve.	While the aforementioned systematic ways of collecting input have been effective, KC Online is always looking for better ways to connect with our parents and to capture more parent voices.  In addition, our authorizing school district, KCUSD, will be enhancing efforts to improve parent communication and engagement through the continued funding for an Administrator for Parent Education and Engagement.  KC Online will continue to focus on increasing the number of parents that engage in both site and district level meetings such as master agreement meetings, parent conferences, DAC, DELAC, and and LCAP community input meetings.	To increase the number of parent voices participating in parent advisory opportunities such as parent conferences, school site council, district DAC and DELAC meetings, and our community LCAP input meetings, we will continue to strengthen our relationships with parents through non-intimidating involvement opportunities such as academic award celebrations, positive school site check ins, etc.  We know that if we can get parents onto campus to connect with staff and administration, we can gain their trust and they will feel more comfortable attending advisory meetings and providing honest feedback and input to support the continuous improvement efforts of Kings Canyon Online.	4	4	3	4	4	4	5	3	4	4	4	4	Met		13JUN2023	2023
10622650126292	Reedley Middle College High	3	RMCHS is always looking to improve how we partner with our stakeholders to improve student outcomes.  Through our partnership with our parents and community, families have a very positive opinion about the quality of services provided to students.  Based on the annual School Performance Survey (Parent Survey), 100% of parents felt that the overall quality of the school their child attended was either “Excellent”, “Good”, or “Satisfactory”.  This perception of quality is only possible through performance results and through the climate and culture we have built on our campus and with our families.   Parents also rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 99.4% responding either “Excellent,” “Good” or “Satisfactory”.	Increasing the number of parents engaging in school activities is always a focus for RMCHS.  In addition to the sharing of information via Parent Square, RMCHS holds numerous parent education opportunities for parents around topics like financial aid, graduation requirements, college application processes, school expectations, etc.  In addition, RMCHS parents had access to participating in KCUSD Parent Academies and Fresno State’s Parent University.  These engagement opportunities provide parents with education topics such as parenting, ESL, and technology. We continuously adjust the delivery of parent education opportunities in attempt to capture as many parents as possible in any given year.  However, we find that it is typically the same parents that attend most events.  A focus area for RMCHS is to provide more non-intimidating opportunity for parents to engage on campus to strengthen both relationships and trust.	To improve the engagement of underrepresented families, RMCHS will continue to utilize the most preferred communication strategies to share information, based on annual parent feedback.  These communication means include Parent Square messages and text messages, rather than phone calls and emails.  In addition, RMCHS will focus on increasing the number of non-intimidating parent involvement opportunities such as academic awards, back to school nights, positive student/parent check ins, and other school activities focused on fellowship and connections, in effort to build relationships and trust with more parents.  We know that parents who feel comfortable with being on the school campus are more likely to provide open and honest feedback on school improvement efforts and are more likely to engage in school activities.	RMCHS parents have expressed their satisfaction with the RMCHS program and the culture and climate on campus year after year.  Utilizing the 2023 School Performance Survey (Parent Survey), parents rated the quality with which they are “greeted, treated with respect, and made to feel a part of this school” with 99.4% responding either “Excellent,” “Good” or “Satisfactory.” These statistics show the level of respect that is routinely shown to our families as they step onto the RMCHS campus.	Based on the analysis of input and data, RMCHS will plan to focus on improving the engagement of parents of struggling students.  While we have significant parent turnout for many school activities and events, the parents that we need to attend events typically don't.  Often times, these are the parents of students that are struggling academically, socially and/or emotionally.	In order to ensure that our positive relationships continue and we are able to reach all RMCHS families, we plan to continue to focus on providing families with non threatening opportunities to engage on campus, whether it is at drop off in the morning or pick up in the afternoon.  We also plan to continue our parent outreach to get them involved in anything we can on campus.  Getting them here and engaged will help to develop a feeling of belonging.  We will ensure that all communication that goes out to parents is translated in their home language and that we respond to parent inquiries/questions/concerns within 24 hours, validating their concerns and questions throughout the year.  We know that if we can create opportunities for parents to feel comfortable being on campus, they will be more likely to attend parent workshops, engage in advisory opportunities, and provide honest feedback and input about their child's needs.	Reedley Middle College High School has a systematic strategy to engage stakeholders to provide input for decision making as a whole.  RMCHS has a school site council committee and an Ag Booster committee that both serve as opportunities for parents to provide input on our program.  At the District level, parents can participate on the District Advisory Council (DAC) and a District English Learner Advisory Council (DELAC).  In addition to these councils/committees, RMCHS corresponds with the community through several surveys including the annual Parent Survey, annual Student Climate survey, LCAP survey and other surveys to collect opinions and suggestions on how our school site can improve.	While the aforementioned systematic ways of collecting input have been effective at RMCHS, we are always looking for strategies to connect with even more of our parents.  Our goal is capture the voice of all parents in effort to continuously improve our program.  Annually, parents have the opportunity to provide input through the annual parent survey.  Over the past three years, RMCHS have averaged about 65% of parents returning the parent survey.  In addition, RMCHS typically only has a handful of parents that participate in site and district advisory opportunities, such as school site council and KCUSD Educational Partner LCAP input meetings.  Our focus in 2023-2024 is to improve communication strategies to reach more parents and encourage their attendance so that there are more voices contributing to the continuous improvement of RMCHS.	Over the past few years, RMCHS has learned to use Parent Square, the district's online communication tool, to deliver information to both students and parents.  We continue to improve in our ability to utilize the tool effectively.  For example, we can now create custom groups to pinpoint specific parents we want communicate with and/or remind about upcoming events.  In addition, we plan to send information home via school post, phone call, and text message, to reach as many parents as possible.  In addition, our authorizing school district, KCUSD, will be enhancing efforts to improve parent communication and engagement through the continued funding for an Administrator for Parent Education and Engagement and a district communications director.  RMCHS will lean on these offices to assist in identifying new ways to increase opportunities for our underrepresented families to get involved in advisory opportunities.	4	4	3	4	4	4	5	3	4	4	4	4	Met		13JUN2023	2023
10622810000000	Laton Joint Unified	3	Laton Unified School District (LUSD) provides multiple opportunities for teachers, administrators, support staff, parents, and community partners to work together to provide services our students may need more to enhance their educational experience and quality of life. The planning and implementation of the District’s Community Schools Grant has enhanced the amount and effectiveness of communication through regular interaction between the District, families, and community educational partners.  Throughout the school year, workshops, notifications, flyers, and bulletins are provided for parents to give them the information and resources to support student learning at school and home. The partnerships have made it possible to build community within the District and the surrounding community and educational partners from all over the county. Through these critical partnerships, we have provided numerous services to our students, staff, parents, and community. We partnered with the local university to offer parent courses that target financial literacy, parenting skills, and English language development. Another valuable partnership is with the local church, which aids the district and community in addressing food insecurity. They also provide ESL classes and a safe venue for social support. During the holidays, local business partners make it possible to conduct a toy drive where every student in preschool to 8th grade receives a toy and warm clothes if needed. Our latest partnership allows students and community members to access primary healthcare through a mobile healthcare unit that provides services weekly.	The Laton Unified School District (LUSD) is dedicated to enhancing its efforts to support students and the Laton community. We foster collaboration among teachers, administrators, support staff, parents, and community partners to provide essential services that improve our students' educational experiences and overall quality of life. Our District's Community Schools Grant has significantly improved communication between the District, families, and community educational partners. These partnerships have created a sense of community within the District and surrounding areas, bringing together educational partners across the county. We will continue our collaboration practice to strengthen and expand services to students, staff, parents, and community members.	Laton Unified School District (LUSD) recognizes the impact of family engagement on student success and schools. Our firm belief is that through increased collaboration between the school, parents, and community, we will develop an environment that focuses on all students' well-being and academic success. The District has successfully increased engagement with our family due to the addition of a District community liaison. Our community liaison is an additional resource for communication and works closely with site administrators and teachers' families to provide help and information about their child and engagement in school. Through the Community Schools Partnership grant, we are establishing systems that heighten communication and awareness between the community and school and increase understanding of the needs of our families—especially for our underrepresented families, improving the opportunity to fill the gaps that could interfere with education and the well-being of students. Families are becoming more aware of and more secure in advocating for their children in schools and the community.  We are proud of what we have established and will continue working diligently to engage our parents further and increase participation.	LUSD has made significant progress in building partnerships for student outcomes. Our strengths include a strong focus on communication, community engagement, data-driven decision-making, a holistic approach to student support, sustainability, and active engagement of various stakeholders. These strengths reflect a dedicated commitment to improving educational experiences and outcomes for students.	LUSD strongly focuses on areas for improvement in building partnerships for student outcomes, including enhancing collaboration strategies, promoting equity and inclusion, strengthening assessment and accountability systems, increasing community engagement, planning for sustainability, and better-aligning partnership efforts with student needs. These areas reflect our commitment to continuous improvement in support of student success.	To improve the engagement of underrepresented families in building partnerships for student outcomes, LUSD plans to implement targeted outreach, language access, community liaisons, tailored services, feedback mechanisms, collaborative partnerships, and celebrating diversity. These strategies aim to bridge communication gaps, respect cultural diversity, and ensure that underrepresented families have equal access to resources within the district and the Laton community.	LUSD has established an open-door policy, welcoming families to discuss their child’s educational and social-emotional needs. We ensure every family has multiple opportunities to become involved in their child’s educational experience and school community. Language has not presented a barrier to communication with our staff because we have prioritized ensuring all school sites/district mailings/publications are provided in the parent language. Bilingual support is provided at the District level and at each school site.  Laton USD teachers, support staff, and administration remain diligent in continuous collaborative/discussions, focusing on creating opportunities and increasing the awareness of the significance of family involvement in providing input in the District’s decision-making process. With data collection, survey data results have increased due to direct interaction between the community, parents, and the district's community liaison.	To continue strengthening family engagement efforts in LUSD, it's essential to establish feedback loops, offer parent workshops, integrate technology for communication, provide cultural competency training, expand language resources, enhance the parent liaison program, promote parent-teacher conferences, build community partnerships, ensure clear communication, involve parents in decision-making, recognize and celebrate their contributions, offer mentoring programs, conduct surveys and data analysis, consider family resource centers, and provide continuous training for educators. These strategies will help maintain and improve the district's open-door policy and inclusive approach to education.	Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) plans to enhance the engagement of underrepresented families identified during the self-reflection process to seek input for decision-making through the following strategies: Implementing targeted outreach efforts to underrepresented families, ensuring they are aware of opportunities to provide input in decision-making processes. Provide cultural sensitivity training to staff to bridge cultural gaps and promote respectful and effective communication with underrepresented families. Develop programs and opportunities for engagement that are specifically tailored to the needs and preferences of underrepresented families. Seek partnerships with community organizations, advocacy groups, and existing relationships with underrepresented families to enhance engagement efforts. Finally, promoting and celebrating cultural diversity within the school community to create an inclusive environment.	5	4	4	4	4	4	4	4	4	5	4	4	Met		28JUN2023	2023
10623230000000	Monroe Elementary	3	Parents and Staff: Better access to technology; continuing extracurricular activities, continue counseling/social-emotional support, and consider adding parent resources/education. A comprehensive list of aspects from feedback and input gathered during each survey were brought forward in developing the 23-24 LCAP.	Parents and Staff: Better access to technology; continuing extracurricular activities, continue counseling/social-emotional support, and consider adding parent resources/education. A comprehensive list of aspects from feedback and input gathered during each survey were brought forward in developing the 23-24 LCAP.	Parent feedback indicated the desire to continue social-emotional support and learning, better access to technology, increased support for EL students, and continuing to provide extracurricular activities, including sports	The school wide goals include: to provide rigorous curriculum, exemplary programs, and effective instruction to ensure each student achieve grade level standards, to develop student social responsibility and citizenship skills, to maintain a safe, clean, and positive learning environment and to guide a home-school partnership through communication and parent involvement. Monroe Elementary School's instructional program emphasizes an academic focus with rigorous content. There is continual effort to maximize instructional time with a focus of no classroom interruptions during the morning hours. Students who are at risk as shown by regular classroom assessments are monitored at regular intervals throughout the year with plans created for intervention.	Parent training and social emotional help for students	Parents and community members are very supportive of the educational programs in the Monroe Elementary School District. The All Parents Association brings together existing parents' groups: Parents Club, School Site Council, English Learner Advisory Committee (ELAC), Special Education, and Migrant Advisory Committee. Together they assist the school through fundraising, special activities, volunteering in the classrooms, serving as chaperones, as well as providing input and oversight of state and federal program allocations, reports, and requirements. Monroe Elementary has several programs and practices that promote a positive learning environment coupled with an alignment of curriculum, instruction and materials to the California State Content Standards for all students. Teachers use the state standards to guide instructional practice.	We continued our commitment to implementing PBIS and social emotional support during the 22-23 school year. We continued individual/small group support sessions with students who were referred to the intervention team for behavior concerns and maintained contracted mental health counseling staff on site 2 days per week for students, staff, and families. Staff development was conducted to continue identifying, addressing, and supporting social emotional concerns including shifting our psychological and counseling support to addressing the social-emotional and mental health impact of the Covid-19 pandemic on students, families, and staff. Our commitment to student attendance continued as we expanded our effort to reach out to students and families and included text messaging, ClassDojo, and individual phone calls from both teacher and the school office.	Educational partners expressed need to ramp back up on the community meetings and events like we had pre Covid.	Improvements will be in the areas of face to face community meetings and events. We have monthly activities planned and the method of information dissemination has been increased to fully include; Marquee in English and Spanish, Website, Class Dojo, Phone Calls, Notes home and All Call System Blackboard Connect.	4	4	4	5	5	4	4	5	4	4	4	4	Met		20JUN2023	2023
10623310000000	Orange Center	3	With a one-to-one ratio of technology devices to students, every Orange Center Elementary School student, from TK-8th grade, has a device assigned to them.  Families had the opportunity to check out devices, this school year, to extend learning past the school day. This has allowed families to participate in educational opportunities, practice foundational skills through district-offered online academic programs, to attend online meetings and family-centered activities that the school offers. Services to improve facilities and parent communication include the continued use of a digital marquee and continued purchases of furniture that allow for flexible seating options, to enhance the learning environment. School safety and campus climate actions continue to include the purchase and installation of security cameras and the implementation of a digital sign-in and out process (Raptor) which includes the features of checking visitor backgrounds and alerting administration to any individuals who may put students at risk and who wish to enter campus.  An additional day of school psychologist services was added to the plan in the 2017– 2018 school year in order to extend services in the area of social skills groups and behavior modification for students who need assistance with learning appropriate conduct, this service continues to be offered.  Orange Center has partnered with the Fresno County Superintendent of Schools Office to provide All 4 Youth counseling services. All4Youth has been providing counseling services for students since the 2018- 19 school year. Due to continued needs, this service will continue to be provided.  The District has adopted ReThink.ed SEL curriculum, lessons are embedded into the school day. The ReThink.Edu scope and sequence of lessons are customized based on the student's specific needs.  Currently, the district offers services with a full-time Licensed Family and Child Therapist and a Behavior Interventionist (1 day a week). Due to continued needs, mental health services will continue to be provided.  In the area of student achievement, Orange Center Elementary School's English Learner students are making progress toward English language proficiency. The 2022 dashboard indicates that 51.6% are making progress toward English language proficiency.  The District implemented a reading intervention program to meet the needs of students who have suffered learning loss due to the COVID-19 closures and to provide support for first-8th grade students, as we have seen positive academic progress for students who received services. Support for students with disabilities will continue to be a priority to decrease suspension rates and close the achievement gap between all students and students eligible to receive SPED services.	"The following are identified needs. Chronic Absenteeism: All Students, status ""very high."" To address this need, Orange Center has contracted with a TIP Officer who will work with the administration to coordinate with parents to better inform and educate our students and parents about the importance of attendance as well as provide solutions and support to aid in getting students to school. Suspension Rate: All Students, status ""high."" To address this need, Orange Center is working with the Differentiated Assistance team to identify alternative means to suspension in addition to proactive methods through the LEAs PBIS systems, increased social-emotional supports, and curriculum. Systems have been put into place to proactively look at data to ensure interventions and supports are implemented before the suspension takes place. When reviewing state and local data for all students the District has identified that there was a decrease in the number of students who have met grade-level standards in both ELA and Math based on CAASPP data. In addition, the percentage of English Learners who are meeting grade-level standards is less in ELA and in math when compared to All Student District data as seen in the metrics. To continue to support academic achievement, the District will focus on data analysis, strategies for ELD, content rigor, and PLCs. Strategies will then be identified, discussed, and implemented to improve students' academic performance and academic needs. Reading intervention services will continue to serve second to eighth-grade students. The district will provide after-school math intervention for students in 2nd-8th grade students. By identifying these specific needs and addressing these needs at the student level, the District expects students will become more engaged. This process will improve students' confidence and provide them with a sense of empowerment and pride. The District will offer summer school that will focus on academic remediation and acceleration. This expanded learning opportunity will be offered to students in TK-7th grade during the summer break to help mitigate learning loss from the COVID-19 school closure. The District expects expanded learning through the summer will improve students' academic performance. All 4 Youths will continue to provide counseling services to students to assist with SEL needs through the summer months."	To improve the engagement of underrepresented families, actions identified in the previous year's plan will be maintained and expanded. In order to continue progressing towards our goals, we will continue and enhance services to best meet the needs of English Learners, Foster Youth, Low-Income Students, and students who are not meeting grade-level standards, as measured by CAASPP and the District School Climate Survey. These actions will include Teacher training in the areas of ELA, Mathematics, and Writing, Student Engagement Training, Time to Teach Discipline and Classroom Management training, and Common Core Instructional Materials Training.  Increased course access such as the Dual Immersion Language Acquisition Program, and STEAM Electives, increased opportunities for students to explore college and career readiness pathways.  Increased access to technology through a computer check-out system for 6-8th grade students has been implemented and a family computer check-out system for TK-5th grade students.  Services to improve facilities, parent communication, and furniture that will foster collaborative learning environments are included.  School safety and campus climate actions include the implementation of a digital sign-in and out process which includes the feature of checking visitor backgrounds and alerting administration to any individuals who may put students at risk and who wish to enter campus.  An additional day of school psychologist services was added to the plan in the 2017-2018 school year in order to extend services in the area of social skills groups and behavior modification for students who need assistance with learning appropriate conduct. This will continue throughout the 2023-2024 school year.  All 4 Youth counseling services (which are funded through the Fresno Superintendent of Schools Office) supplement the services provided by the District.  This year’s process efforts to reach out to all educational partners allowed for data to be shared with educational partners through parent meetings and the District website and a greater opportunity to be involved in the input process. The District does not have a classified bargaining unit. Still, classified employees, confidential management, and administrators are given the opportunity to participate in the LCAP planning process during the ALL STAFF LCAP meetings, in addition to all other stakeholder LCAP meetings that were available.   To increase the number of underrepresented families engaged in building partnerships in student outcomes is by continuing to offer a wider variety of activities and programs at times of the day that will be more amenable to families and continue to offer translation in Hmong and Spanish.	In order to continue progressing towards our goals, we have continued and enhanced services to best meet the needs of English Learners, Foster Youth, and Low-Income students who are not meeting grade level expectations, as measured by SBAC and School Climate Survey.  These actions included:  Increased course access such as the Dual Immersion Language Acquisition Program, STEAM Electives, and increased opportunities for students to explore college and career readiness pathways.  An additional day of school psychologist services was added to the plan in the 2017-2018 school year in order to extend services in the area of social skills groups and behavior modification for students who need assistance with learning appropriate conduct. This will continue throughout the 2023-2024 school year.  All 4 Youth counseling and behavior intervention services (which are funded through the Fresno County Superintendent of Schools Office) supplement the services provided by the District.  The District will continue the reading intervention program to provide services to designated students.  The District will also implement a math intervention program.  Physical Education and writing support materials will be selected and purchased.  The Special Education Program Improvement Team / Differentiated Assistance will meet regularly to discuss program needs to decrease the achievement gap, suspensions, and chronic absenteeism between all students and students in the SWD student subgroup.  The District provides English Learner intervention and support through supplemental services provided by an English Learner Coordinator and Instructional Aides. Orange Center will continue to provide an increased amount of designated ELD support delivered by highly trained Instructional Aides, with an emphasis on word study. Continued professional development will be provided to TK-8th grade teachers in the areas of Student Engagement (Kagan), ELA, Math, Science, ELD, and History.	According to parent surveys, families of Low Income, English learners, and Foster Youth children, are in great need of strategies to help children with Social-Emotional topics, homework, and academic content while at home.  A local analysis revealed that Parent Engagement Activities are needed to help parents learn how to best support their children in order to be successful in all academic areas.  The following areas were identified in the parent survey as areas of interest for OC parents: Study Skills, Computer Skills, Health/Nutrition, Bully Prevention, Mental Health, and Suicide Prevention.  Because of a low number of students who are meeting grade-level standards in ELA, the creation and implementation of an intensive intervention reading program for students who demonstrate proficiency levels of 2 or more years below grade-level expectations in the area of ELA, as measured by CAASPP results, RESULTS data, STAR Reading Assessments, and local benchmark data will continue to be implemented for students in grades 1-8th.  Orange Center will provide hands-on STEAM learning experiences, including field trips, within the school day, aligned to CC standards as part of a rigorous broad course of study. The District will provide a STEAM educational approach to learning that uses Science, Technology, Engineering, the Arts, and Mathematics as access points for guiding Low Income, Foster Youth, and English Learner students' inquiry, dialogue, and critical thinking.  A focus area for improvement to increase the number of underrepresented families engaged in building partnerships in student outcomes is by continuing to offer a wider variety of activities and programs at times of the day that will be more amenable to families.	The District will allocate funds to support the Superintendent/Principal, the Parent Engagement Team of teachers, and support staff that will provide parents in providing parent engagement activities that focus on teaching parents how to best support their children at home. Workshops will be provided for parents on topics identified in the surveys and learning materials will be provided to participating parents. Education-related participation incentives, such as books, learning tools, and supplemental supplies will be provided to parents to utilize while completing homework will encourage participation.  The FCSS technology technician will ensure staff, students, and parents are able to access reliable technology and the internet, providing support as needed. Orange Center will provide hands-on STEAM learning experiences, including field trips, within the school day, aligned to CC standards as part of a rigorous broad course of study. The District will provide a STEAM educational approach to learning that uses Science, Technology, Engineering, the Arts, and Mathematics as access points for guiding Low Income, Foster Youth, and English Learner students' inquiry, dialogue, and critical thinking. To improve academic achievement, ELA local needs assessment shows that Low Income, Foster Youth, and English Learner students who are performing at least 2 years below grade level, need small group, focused math intervention. An increased focus on small-group instruction will lead to increased student achievement in math for the identified student groups. To meet this need, general education credentialed teachers will continue to provide specialized direct instruction support to students through individualized and small group remediation lessons that target foundational reading skills. The District will allocate funds to support the Superintendent/Principal, the Parent Engagement Team of teachers, and support staff that will provide parents in providing parent engagement activities that focus on teaching parents how to best support their children at home.  Workshops will be provided for parents on topics identified in the surveys and learning materials will be provided to participating parents.  Education-related participation incentives, such as books, learning tools, and supplemental supplies will be provided to parents to utilize while completing homework will encourage participation.  The District will provide an instructional technology coordinator and contract with an FCSS technology technician who will provide the identified students with increased opportunities to use technology. The technology coordinator will provide teachers and students with the skills needed to utilize digital learning tools and technology-based curriculum in the classroom and at home to promote 21st-century skills such as problem-solving, critical thinking, and digital literacy.	Programs and activities where parents become involved and are an integral part of the school included: The After School Program, Parent/Teacher Club (PTC), School Site Council(SSC)/Parent Advisory Committee (PAC), English Learner Advisory Committee and District English Learner Advisory Committee (ELAC/DELAC), all provided opportunities for parents to assist them in becoming more involved in leadership and decision-making roles at the school site. Technology, including devices and multiple methods of communication, are in great need to ensure that families of the identified students receive information regarding school activities and functions in their home language.  The District will provide technology, including devices for families, and multiple methods of communication that will promote parent access to district information, including digital communications such as emails and Peachjar, newsletters sent home via U.S. Mail, and phone dialers. Parents will be able to use devices to participate remotely in parent conferences or other school-related meetings.  Multiple methods of communication in a parent’s home language will allow the district to communicate beyond the school day in the manner most accessible to each parent.  Remote access has continued to result in improved communication between families and teachers. Instructional aides/family liaisons will communicate with the identified student’s families about classroom progress, attendance, school events, and student progress.  Instructional Aides/ liaisons will also focus on providing language support to families whose primary home language is Spanish and Hmong. The aides will also be able to communicate with parents in their home language about the support needed to reinforce learning.	A focus area for improvement is to increase the number of underrepresented families engaged in decision-making school activities is by offering a wider variety of programs and activities at times of the day that will be more amenable to families.	Administration and support staff increased steps to involve parents in the educational process through staff/parent communication experiences using flyers/notes/telephone dialers/text messaging, and educational activities made available during evening parent meetings. In order to improve academic achievement, the District will provide instructional aides/family liaisons to provide instructional assistance to students within the classroom, as well as outreach and support to the families of the identified student groups and Hmong-speaking parents.  Instructional Aides/ liaisons will also focus on providing language support to families whose primary home language is Spanish and Hmong. The aides will also be able to communicate with parents in their home language about the support needed to reinforce learning. Instructional aides/family liaisons will communicate with the identified student’s families about classroom progress, attendance, school events, and student progress.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
10623310137661	California Virtual Academy at Fresno	3	The school focuses on building meaningful relationships to support student success in the virtual learning environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, how to request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly connection calls and academic conferences, and provide standards-based, synchronous (live) instruction. During monthly connection calls teachers discuss students’ strengths and goals, teacher expectations, as well as build relationships with students and parents, leading to improved engagement and academic outcomes. Teachers and staff use platforms such as Newrow allowing face-to-face virtual interaction with students and parents.  Teachers and staff focus on building relationships with  every student in the school. Through daily connections, relationships between students, teachers, and families are built. Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being, with a focus on self-awareness and self-management. In addition to classroom connections, we provide in-person and virtual outings, clubs, and parent/learning coach (LC) support sessions, some offered in English and Spanish. We provide support to families throughout the calendar year, including summer. Administrators host online parent, student, and staff feedback sessions throughout the year. Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support.	The school involves parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title I meetings, Partner Engagement Meetings, English Learner Advisory Committee (ELAC), Local Control Accountability Plan (LCAP) feedback and planning, and WASC (Accrediting Commission for Western Association of Schools and Colleges). These provide feedback to the leadership team on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings.	CAVA has utilized a team of support staff to ensure the engagement of underrepresented families through the Compass program (approx. 12% of students participate in the Compass support program). CAVA has added bilingual engagement support for Spanish speaking families during the onboarding process to provide additional support throughout the calendar year and will offer expanded opportunities for the LEP families in the 23-24 SY. Schoolwide forms and documents have been translated into Spanish. Document translation and interpreting services are available, on demand.	An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and the school intentionally involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectation, along with provide assessment results.  Parents have access to student grades and online school activities including curriculum assessments. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. The school has graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students.	CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensure high levels of learning for every student.	The school has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. The school also offers Stride Career Prep (SCP), a career readiness education program, allowing students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. Sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit.  Through the schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, LC Community (social platform for CAVA parents/learning coaches), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for students. The Family Teacher Organization (FTO) meets monthly with the goal to strengthen student support by increasing partnership between home and school.	Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions.   The following is a summary of the trends and feedback from various parent surveys from the 22-23 SY, including responses to the LCAP survey, Title I feedback survey, and Fall and Winter Partner Engagement Meeting feedback survey.   Overall parents indicate satisfaction with the school, finding it beneficial for their students and appreciate teacher and staff support and the communication the school provides to students and families. They value access to review their student’s progress to see if their student is behind in a subject and also access to preview curriculum. They appreciate the versatile and robust curriculum and that their students have access to a broad course of study. Parents indicate they appreciate that the school offers a variety of opportunities for high school students and socialization activities for all grade levels. They appreciate that the school rewards students who excel and succeed. They are happy that a group for Spanish-speaking parents exists.	CAVA's area of focus for seeking input for decision making: • Streamline scheduling of classes and assignments to better balance the school day and reduce the feelings of being overwhelmed. • Not enough time for all the responsibilities/tasks of learning coach.  • Reduce emails to parents/learning coaches. • Additional staff and language support to non-English speaking parents.  • Provide additional opportunities for parents and families to connect with school administrators to discuss concerns.   • More opportunities for in-person connections, and social activities including on the weekends and by grade bands.  • More peer-to-peer interaction with ways to connect with other students.  Additional tutoring for students. In response to feedback, the following have/will be implemented:  • A summer plan to engage students, providing interaction and connection for students and families who are continuing with the school, new to the school, and students who need additional academic/SEL support. • Additional opportunities for peer-to-peer interaction/connection in Class Connect (CC) sessions, clubs, and other activities. • Increase in-person events offered to students. • Revised onboarding procedures to support new students and additional support staff to help onboard families.   • Messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.	CAVA has implemented Spanish-speaking parent sessions and continues to send parent communications in both English and Spanish. We are increasing our English Language Development (ELD) program meetings. CAVA provides internet reimbursement for low-income families.	4	4	4	4	5	5	5	5	4	4	4	4	Met		05JUN2023	2023
10623560000000	Pacific Union Elementary	3	Pacific Union is a one school school district. Administration, teachers, and staff are available and accessible to all parents and guardians. Pacific Union holds regularly scheduled meetings with advisory groups (i.e. School Site Council, DELAC, PAC, etc.). To continue to encourage engagement of underrepresented families reminder notices of meeting dates and times are printed on the monthly activities calendar, posted on the school website, and sent home via paper correspondence. All correspondence is in both English and Spanish.	Pacific Union will focus on providing more ways to engage in 2-way communication between families and educators by implementing a platform, such as Parent Square, to provide additional opportunities and forms of communication (text and email) for educators and families to communicate.	Pacific Union will improve the engagement of underrepresented families by providing more workshops for parents after hours.	Pacific Union strives to build an environment of trust and respect among staff, students, and families. According to data collected through surveys, students, staff, and parents at Pacific Union feel a sense of belonging which contributes to a positive climate. Pacific Union will continue to encourage every family to participate in at least one or more school events throughout the year. We have placed a focus on holding events before, during, and after school to accommodate families' varying schedules. Families are encouraged to communicate with teachers via email or phone regarding student progress.	Pacific Union will focus on providing families with information and resources to support student learning and development in the home, by providing 6-week parent workshops.	Pacific Union will improve engagement of underrepresented families by providing more workshops for parents after hours.	Pacific Union seeks input from decision-making in multiple ways, including annual surveys and feedback from regularly scheduled meetings.	Pacific Union will focus on providing families with opportunities to provide input on policies and programs and implement strategies to reach and seek input from underrepresented groups in the school community by increasing the number of meetings and workshops offered to parents and families.	Pacific Union will improve the engagement of underrepresented families by providing more workshops for parents after hours.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
10623640000000	Parlier Unified	3	The Parlier Unified School District is proud of the strong and collaborative relationships established with our parents and community. Our staff, including district administrators, principals, teachers, and classified staff, continue to work at establishing, building and sustaining respectful relationships with families. Each school provides a welcoming and nurturing environment for students and their parents. We engage in ongoing two-way dialogue with our community at the site and district level via parent meetings, school and district events, surveys, superintendent's parent advisory committee, and site and district committee meetings. Our superintendent provides ongoing information through the distribution of a  quarterly district magazine highlighting students, staff, parent, programs, and events.  In addition, the Superintendent provides bi-monthly reports to parents and community at school board meetings in an effort to provide a comprehensive overview of the instructional program, student performance, capital projects, and other important activities. School site administrators and staff assist our parents in understanding academic expectations through several parent engagement strategies. School sites provide opportunities for parents to engage by providing district-level parent education evenings that provide opportunities for parents to learn strategies for supporting children's academic achievement and emotional wellbeing. Information is also provided via Back-to-School events, Open House, and at one-on-one conferences with parents held twice a year.  Parents are provided a report card companion containing parent-friendly language that describes the academic goals for each quarter for English Language Arts, Mathematics, and other core content areas.	In addition to maintaining the efforts and elements currently in place, Parlier Unified will focus on sustaining the positive relationships which already exist between school staff and families.  The focus area for the 2023-24 school year will be to monitor the effectiveness of existing communication structures and refine them as necessary while also taking into consideration the current needs of our parents and community.	Parlier Unified will continue to focus on diversity, equity, access, and inclusion. This process will include the development of a monitoring system facilitated by district-level support personnel responsible for engaging districtwide parent and community members. District-level diversity personnel responsible for parent engagement will ensure equity, access, and inclusion teams will be responsible for providing professional development for district staff and then will expand to include community members. A primary focus and targeted outcome of this work is to ensure equity and inclusion of all students and their families, including those that are underrepresented.	Parlier Unified School District will continue to provide a welcoming environment at all school sites for all students and their families.  Teachers and school administrators will monitor regular communication with families. Principals at each school will send out weekly or monthly communication and utilize their resources to provide opportunities to meet and have education sessions in an inviting environment.  School sites will also provide welcome events for incoming Transitional Kindergarten and Kindergarten students.  Back-to-School Night will allow teachers to give an overview of the goals for that grade level and also share ways in which parents can partner with teachers during the year. Parent conferences are held twice each year which will provide opportunities for parents to be informed of their child’s progress. These meetings are an opportunity for teachers to provide specific information on each child’s academic progress and social-emotional status at school. Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child. Student Study Team meetings provide support for children who are not meeting expected goals. These meetings include parents and recommendations are provided to both the classroom teacher and the parent for strategies specific to the demonstrated need. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have. Translators are provided to ensure parents have a clear understanding of the information being shared.	Parlier Unified will continue to implement the strategies in place which support partnerships for student outcomes.  The district will also work on the improvement of building partnerships with students by seeking their input via student surveys throughout the year to monitor student connectedness.	Parlier Unified seeks feedback specific to underrepresented families through the utilization of parent surveys. To ensure their active engagement, care is taken to ensure there is representation on district advisory committees such as District English Learner Committee, Migrant Parent Advisory Committee, and site-based English Learner Advisory committees, including School Site Council. We will continue to provide parent English language development and GED classes which have been very popular in the past for our families. The district will also provide families with access to community and county resources through the support of our district’s Family and Community Engagement Coordinator, as well as, our Community Schools Coordinator and support staff.	Parlier Unified involves Educational Partners which include students, parents, and district staff in meaningful dialogue and provide input for district strategic planning through formal groups such as the School Board, English Language Advisory Committees (ELAC), District English Language Advisory Committee (DELAC), School Site Councils (SSC), Parlier Faculty Association (PFA), California School Employees Association (CSEA) , District Parent Advisory Committee (PAC), District Leadership Team, and District Cabinet Team. Parent input and involvement in the development and annual review of districtwide and site-based goals and actions occur via participation in scheduled meetings and surveys at the site and district level as well as focus group sessions. The strategic planning and annual goal-setting process provide many opportunities at the site and district level to assist parents with understanding expectations for their children. Continued refinement of parent and community meetings will contribute authentic educational partner input, including students and families from underrepresented groups, for both school sites and the district and including methods for participation among families who speak a language other than English.	During the 2023-24 school year the district will be engaging all our educational partners as the district develops and enhances the plan to improve services. During this process, we will ensure input from all groups, including those that are underrepresented to inform the development of this plan.	Parlier Unified will continue implementing the district’s existing practices that have been effective in ensuring the input from under-represented families. The district will focus on increasing outreach to our migratory families who, due to their high mobility, need our strategic effort to provide access to the decision-making process.  This effort will focus on improving their inclusion in the decision-making and ensure their participation. In addition, site administrators will have an opportunity to share successful strategies they have implemented to increase engagement levels at their respective school sites.	4	4	5	5	5	5	5	4	5	4	4	4	Met		27JUN2023	2023
10623720000000	Pine Ridge Elementary	3	We are a small community where many of our parents also attended Pine Ridge School.  Many of the staff members also had their children attend as well.	We continue to work to develop areas for our families to volunteer on campus.	We will continue to be prescriptive with the families we contact to ensure that they are involved or are aware of the opportunities for family involvement.	We are very strong in developing relationships and developing partnerships that benefit our school.	We will continue to reach out and look for ways to ensure that our student attendance percentage increases.  We do this by reaching out to families and getting attendance incentives.	We will create a better system of notifying parents of the importance of attending school daily.	We do a good job of advertising and inviting families to our decision making events.	We are looking to do a better job in getting families to our events.	We will entice them to attend by arranging for student performances whenever we have a decision making session.	5	5	4	4	4	4	4	4	3	3	3	3	Met		15JUN2023	2023
10623800000000	Raisin City Elementary	3	Based on the analysis of educational partner input and local data a strength of building relationships between school staff and families is that families feel very connected and have positive relationships with staff.  Families have rated a welcoming environment, understanding the diverse strength and needs and two way communication as over 90% with building trusting respectful relationships at 85%.	Based on the analysis of educational partner input and local data an area of improvement of building relationships between school staff and families is understanding the lower perceived connection/ relationships that support staff and certificated staff has with families.	The LEA will continue to hold meetings, seek input from underrepresented families and listen to the needs of the students and communities as change happens.  Parents are very responsive in coming to meetings and conferences and events that are held on campus.	The district has always encouraged parents and family members to actively engage with their child’s school. It is evidenced by having over 95% of families present for parent conferences twice a year and high rates on self-reflection tool of parent engagement.	The area of focus for improvement in building partnerships for student outcomes is to continue to strive to be better and make sure that the partnerships that have been created are sustainable.	The LEA will continue to work towards building positive relationships and seeking out families that are underrepresented.  Families are engaged and participating, however the district will needs to work towards understanding the gap that exists between families/certificated/staff in feeling connected and seeking input.  This will be accomplished through surveys, meetings and conversations.	The district has always encouraged parents and family members to actively engage with their child’s school. The parents have high attendance at parent conferences twice a year and large turnouts to meetings such as DELAC, ELAC, SSC along with other meetings.  Raisin City has large numbers of parents that respond to surveys.	The district will continue to monitor that information gets out in a timely manner and is translated.  With all events there will be opportunities to give and share input both formally and informally. The gathered input will be shared and continued work with staff and all education partners to gather input for decision-making.	The district continues to ensure that translation of all materials and handouts are available and that notices go out in a timely manner.  When meetings are held babysitting is available and calls are made as reminders.  The district will continue to seek input from all families, especially those underrepresented.	4	5	3	4	4	4	4	4	5	5	5	5	Met		12JUN2023	2023
10623800136499	Ambassador Phillip V. Sanchez II Public Charter	3	"Ambassador Phillip V. Sanchez II prides itself in building positive and lasting relationships with the community. The connection with our Educational Partners is a priority at AMBII. Through regular parent meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received.  Data from our annual Survey shows that 100% of our parents feel the school is safe, 94% feel they are connected to the school and pleased with their student’s progress. In addition, 100% state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school is not only building relationships, the school is strengthening them. One of our parents recently commented, ""One of our parents recently commented, “I feel it is much safer than district schools.” Another parent commented, “Thank you for all the support you are giving my son.”"	AMBII has gone to great effort encouraging Educational Partnership participation and engagement at every school meeting, event, or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore the school planned and scheduled events throughout the year at different times of the day for anyone to attend.  Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2-way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.  A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirements, credit completion, and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program.  In addition, AMBII understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer.	Understanding the various needs of the community AMBII will improve engagement of underrepresented families at every event. This will be accomplished by providing staff to communicate in the parent’s preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests.  We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment, staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors, or retention support specialists. Parents are included in every aspect of the student's activities through various communications tools including but not limited to emails, text, and social media.  Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries, and a variety of services. Students and parents can access the tools for educational success at anytime of the day.	Input and data analysis, confirm that the AMBII would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	The pandemic was a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat AMBII was able to provide platforms and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this, there was more participation and engagement with our Educational Partners. Parents were able to log in from their own devices and join the discussions.  Although parents attend meetings and events, an area of improvement for AMBII is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. AMBII plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families	AMBII will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.  In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Our underrepresented families of AMBII are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team, and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.  One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops, and meetings, 89% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, Parent University, and parent-teacher-student conferences.	4	4	4	4	4	4	4	4	4	4	4	4	Met		01JUN2023	2023
10624140000000	Sanger Unified	3	Based on the 2022-23 LCAP Hanover LCAP Survey which is available in three languages, 92% of the parents agree that families are kept informed about events and activities, 91% agree that the schools encourage families to participate in the child's education, 82% agree the the district is responsive to parents' concerns and 82% believe that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that families attend or participate in include: Parent-teacher conferences 76%, Open House 60%, School events 51%, Volunteering at school 25%, Board Meetings 7%, Parent Workshops/training sessions 11%, School Site Council 4%, DELAC 3%, no events 12%. Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language to is understandable and accessible	Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, include information in a language they can understand and provide child care. Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources. However, there is still a significant number of parents that are not aware of district and school resources.	Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established six years years ago in order to improve engagement of underrepresented families. . The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition, our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community. We will also be opened a new Sanger Unified Family Resource Center in August 2021, in which families will be welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as Comprehensive Youth Services who will all be in one building to better meet the needs of our families.	Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement. Through analysis of current practice and reality, we developed a more systematic approach Family Partnership and Engagement. In addition, we recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. Improving participation of underrepresented families will also be a focus. A Parent Education Program Specialist was hired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.	The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 22-23 Hanover LCAP Survey Analysis, 92% of families agree that the district/schools keep families informed about events and activities, 82% agree that the district offers workshops that enable families to learn about the programs it offers.	A Parent Education Program Specialist was hired to offer direct services to families through the Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement. Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our underrepresented families.	In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation 2021. This year we have one area in full implementation and three areas in full implementation and sustainability. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school.	A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University- focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school. In addition, Families are actively involved in the Needs Assessment for their child's school. The School Site Council and District English Language Advisory Council have been a foundation for families to learn, access and be a part of the decision making process.	A Parent Education Program Specialist was hired to offer direct services to families through a the Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement. Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our underrepresented families.	5	4	4	4	4	4	4	4	4	5	5	5	Met		27JUN2023	2023
10624146117865	Quail Lake Environmental Charter	3	Based on the 2022-23 LCAP Hanover LCAP Survey which is available in three languages, 92% of the parents agree that families are kept informed about events and activities, 91% agree that the schools encourage families to participate in the child's education, 82% agree the the district is responsive to parents' concerns and 82% believe that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that families attend or participate in include: Parent-teacher conferences 76%, Open House 60%, School events 51%, Volunteering at school 25%, Board Meetings 7%, Parent Workshops/training sessions 11%, School Site Council 4%, DELAC 3%, no events 12%. Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language to is understandable and accessible.	Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, include information in a language they can understand and provide child care. Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources. However, there is still a significant number of parents that are not aware of district and school resources.	Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established six years years ago in order to improve engagement of underrepresented families. . The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition, our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community. We will also be opened a new Sanger Unified Family Resource Center in August 2021, in which families will be welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as Comprehensive Youth Services who will all be in one building to better meet the needs of our families.	Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement. Through analysis of current practice and reality, we developed a more systematic approach Family Partnership and Engagement. In addition, we recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. Improving participation of underrepresented families will also be a focus. A Parent Education Program Specialist was hired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.	The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 22-23 Hanover LCAP Survey Analysis, 92% of families agree that the district/schools keep families informed about events and activities, 82% agree that the district offers workshops that enable families to learn about the programs it offers.	A Parent Education Program Specialist was hired to offer direct services to families through the Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement. Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our underrepresented families.	In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation 2021. This year we have one area in full implementation and three areas in full implementation and sustainability. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school.	A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University- focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school. In addition, Families are actively involved in the Needs Assessment for their child's school. The School Site Council and District English Language Advisory Council have been a foundation for families to learn, access and be a part of the decision making process.	A Parent Education Program Specialist was hired to offer direct services to families through a the Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement. Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our underrepresented families.	5	4	4	4	4	4	4	4	4	5	5	5	Met		27JUN2023	2023
10624146117873	Sanger Academy Charter	3	Based on the 2022-23 LCAP Hanover LCAP Survey which is available in three languages, 92% of the parents agree that families are kept informed about events and activities, 91% agree that the schools encourage families to participate in the child's education, 82% agree the the district is responsive to parents' concerns and 82% believe that the schools offer workshops that enable families to learn about the programs it offers. Events and activities that families attend or participate in include: Parent-teacher conferences 76%, Open House 60%, School events 51%, Volunteering at school 25%, Board Meetings 7%, Parent Workshops/training sessions 11%, School Site Council 4%, DELAC 3%, no events 12%. Feedback from educational partners and data analysis had identified the following strengths: Multiple opportunities for communication between families and educators using a language to is understandable and accessible	Based on the Hanover LCAP Survey, parents noted the following responses regarding what would help them to be more involved: Vary the time of meetings and classes for working parents, include information in a language they can understand and provide child care. Sanger Unified will continue to enhance efforts to highlight existing district and school support networks and mechanisms for parents. LCAP Survey respondents overall have a positive opinion of existing support resources and positive trends in the longitudinal data exhibit an improvement year to year not just in the perception of resources in place, but also of educational partner awareness of these resources. However, there is still a significant number of parents that are not aware of district and school resources.	Sanger Unified School District (SUSD) is committed to building the capacity of all staff in creating an environment in which all families feel welcome and respected. A Family Engagement leadership team was established six years years ago in order to improve engagement of underrepresented families. . The goal was to develop a system of support that bolsters meaningful family engagement across Sanger Schools and Community. We recognize that not all families may feel welcome in the current structure. SUSD has committed to creating structured time for Staff Professional Development as it relates building relationships with all families. In addition, we had gathered input from families through large and small group forums, individual interviews and surveys. We had had several opportunities to share information and receive input from school site leaders. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Relationships, we had a full implementation rating of a 4 in 3 out of the 4 areas. This year we have a full implementation rating of 4 in all four areas. Our area of focus is in supporting staff to learn about each family’s strengths, culture, languages and goals for their children. In addition, our LCAP Guidance Committee, which consists of primarily under represented families and informs the district with input to better serve our community. We will also be opened a new Sanger Unified Family Resource Center in August 2021, in which families will be welcomed by staff from our District CARE Team, which includes psychologist and Foster Liaison, the district Migrant team as well as Comprehensive Youth Services who will all be in one building to better meet the needs of our families.	Education dual-capacity framework for family engagement states that successful initiatives must be systemic, integrated, sustained, linked to learning, developmental, and collaborative (Mapp 2013). SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate the progress of practices involving Family Engagement. Through analysis of current practice and reality, we developed a more systematic approach Family Partnership and Engagement. In addition, we recognized the need for professional learning opportunities in our schools. We have begun the process with site leaders and will be moving to office assistants next. In our analysis of stakeholder response to the local indicators Parent and Family Engagement rubric for Building Partnerships in 2021, we had two areas in initial implementation and two areas in full implementation. This year, stakeholders rated all areas as Full Implementation. A goal of ours in this area is around family leadership and empowering our families to understand their rights and how they can be an advocate for their children. Improving participation of underrepresented families will also be a focus. A Parent Education Program Specialist was hired to assist with this goal. This will be one of our 4 domains as we begin to schedule Family Engagement opportunities for next year.	The following focus areas will be addressed: Training with Site Leaders to better collaborate with families in the development of goals for students, identifying methods to improve engagement with underrepresented families. According to the 22-23 Hanover LCAP Survey Analysis, 92% of families agree that the district/schools keep families informed about events and activities, 82% agree that the district offers workshops that enable families to learn about the programs it offers.	A Parent Education Program Specialist was hired to offer direct services to families through the Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement. Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our underrepresented families.	In our analysis of educational partner response to the local indicators Parent and Family Engagement rubric for seeking input for decision making, we had two areas in initial implementation and two areas in full implementation 2021. This year we have one area in full implementation and three areas in full implementation and sustainability. A focus of SUSD is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University-focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school.	A focus of SUSD over the last few years is in building the capacity of and supporting principals and staff to actively engage families in advisory groups and with decision making. SUSD partnered with the Gardner Center from Stanford University to better understand and evaluate current practice as it relates to Family Engagement, Partnerships and Decision Making Input. Gardner Center staff interviewed administrators and parents at each school, as well as the Family Resource Center. Stakeholders described family engagement activities related to building family leadership. This includes building families’ strengths to empower participation in school governance and decision-making. Many of these efforts are tied to LCAP goals. Some efforts—for example, Parent University- focused on building families’ capacity as advocates for their child and community leaders as well. School and district staff and families most frequently emphasized this type of engagement. School staff especially emphasized how family participation in the LCAP process was a district priority. Many parents discussed the importance of being active in the school community (e.g., coming to meetings and school events), and supporting the school. Some parents described their leadership trajectory as one of empowerment, as they learned to believe in themselves and make a difference in the lives of their children and their school. In addition, Families are actively involved in the Needs Assessment for their child's school. The School Site Council and District English Language Advisory Council have been a foundation for families to learn, access and be a part of the decision making process.	A Parent Education Program Specialist was hired to offer direct services to families through a the Sanger Unified Family Resource Center which opened in August 2021. A more concentrated approach to Family Engagement and Outreach will facilitate increased engagement. Parent University at Fresno State University will partner will Sanger Unified to offer increased engagement to our underrepresented families.	5	4	4	4	4	4	4	4	4	5	5	5	Met		27JUN2023	2023
10624300000000	Selma Unified	3	Families feel connected to the schools through communication efforts, the addition of Community Liaisons, and more parent outreach efforts.	Improvement is needed in reaching our non-English speaking parents. We are focusing efforts on different communication tools and pathways to engage with our families who require translating.	We have intentional strategies in place to develop stronger relationships and connectedness with our Spanish speaking and Mexteco communities. We have also added a new quarterly family survey to ensure we are hearing from our parents in those communities. Parent meetings and educational opportunities are also being targeted for this population.	One strength is our partnerships with local community and state colleges to provide additional opportunities for our students such as CTE pathways, dual enrollment, internships, Bulldog Bound college admission program, etc.	We will continue to build partnerships within our local and surrounding community to expand learning opportunities for students in expanded learning programs and within our learning day.	Ensuring our families have access to all feedback tools and opportunities.	SUSD Strategic Plan was created in the Fall of 2023. The Superintendent engaged students, staff and families in garnering input. Over 500 online and written surveys were completed in addition to Town Hall meetings at every school site.	The District will continue to improve gathering feedback from staff as that was an issue in the past. Teacher advisory teams, new communication tools and regular feedback cycles have already started.	Our Family Engagement team will focus on outreach to our underrepresented families through our Community Liaisons, new methods of communication, targeted parent education nights, etc.	4	4	3	4	3	3	3	4	3	3	3	3	Met		27JUN2023	2023
10625130000000	Washington Colony Elementary	3	Washington Colony has established local measures to promote parent and family engagement participation in programs.  These local measures are directly related to our LCAP Goal 3: Increase stakeholder engagement and provide parent education.  Washington Colony is fully committed to encourage parents/guardians to participate in the educational programs, school functions and individual meetings with school staff related to their child’s education.  In addition, throughout the year Washington Colony provides trainings and parent workshops linked to student learning and/or social-emotional development and growth.  The Parent Institute for Quality Education (PIQE) was provided virtually during Fall 2022 and In-Person Workshops in Winter 2022/Spring 2023. Washington Colony Provides the following parent engagement opportunities:  Capacity of staff to build trusting relationships with families o In-person Parent-Teacher Conferences (FALL 2022/SPRING 2023) o Parent Surveys and Weekly Information Robocalls o Inviting parents to school events  o Family Nights (Literacy) (Family Arts/STEM In-Person Spring 2023) o Back-to-School Night, Open House, Spring Carnival  o Grandparents Day, Muffins with Mom, Donuts with Dad  o Father-Daughter Dance, Mother-Son Dance  o Ice Cream Social for Student-of-the-Year and Triple-A Awards (Spring 2023) o English Learner Reclassification Recognition event (Spring 2023)	LEA's progress in creating welcoming environments for all families in the         community. o Translators provided at meetings and events o Parent advisories encourage active involvement to participate as a voice in their children’s education (In-person DELAC/PAC and School Site Council Committees) o Notifications, Invitations, Blackboard Connect for all events in English/Spanish o Refreshments and Childcare provided at all parent meetings and events	LEA's progress in supporting staff to learn about each family’s strengths,         cultures, languages, and goals for their children.  LEAs progress in developing multiple opportunities for the LEA to engage in 2-way communication between families and educators using language that is                  understandable and accessible to families. o Family Arts/STEM night In-Person in Spring 2023 (285 parents participating) o Teacher Participation in family events: Family Literacy Nights (Fall 2022) o Communication from school to home in English and Spanish o Bilingual office staff (English/Spanish) o Translators available for parent teacher conferences o Translators provided at meetings and events o Bilingual Parent Liaison-Communication	Washington Colony's progress in providing professional learning and support to teachers and         principals to improve a school’s capacity to partner with families. o Professional development provided for teachers and staff to build awareness of parent committees and family engagement	Washington Colony's progress in providing families with information and resources to support         student learning and development at home. o Parent Portal o AR – books/MyOn Library Online and reading logs for independent reading o Parent Liaison – home visits to support attendance and target chronic absenteeism o Homework expectations and schedules sent home o Parenting Partners o Parent Training Workshops (PIQE) o School’s Website o Electronic Marquee  o Weekly Blackboard Connect Robocalls (English/Spanish)	Washington Colony's progress in implementing policies or programs for teachers to meet with                  families and students to discuss student progress and ways to work together                  to support improved student outcomes. o SSTs, IEPs, Wellness Plans o Parent-Teacher Conferences (In-Person) o Teacher availability, in-person, by telephone (Google voice), or email o Distance Learning Communication (Chromebooks provided, Hotspots and Data Plans year-round) o Provided PIQE (Cultural Responsiveness Training for all WC Staff)	LEAs progress in building the capacity of and supporting principals and staff                 to effectively engage families in advisory groups and with decision making. o Administrators and staff participate in School Site Council meetings o WC Reopening Plan Committee established during the COVID-19 Pandemic year o PIQE: Principal’s Dialogue Sessions and Discussions/Presentations	LEAs progress in building the capacity of and supporting family members to                effectively engage in advisory groups and decision making.  o Parent Training Workshops topic – Parent Participation Committees (SSC, D/ELAC, PAC) o LCAP Input Meetings for all stakeholders in the Spring 2023 o Grade 8 Parent meetings (All year-round) o Virtual and In-person PIQE Educational/Informational meetings	LEAs progress in providing all families with opportunities to provide input on                 Policies and programs, implementing strategies to reach and seek input from                 any under represented groups in the school community. o Beginning development for providing parents with opportunities to give input on policies and programs during SSC and D/ELAC meetings o Multiple Input Surveys (English/Spanish) sent home and posted on the school websiteo LCAP Input surveys sent home and posted on the school website o In-Person LCAP Input meetings for All Educational Partners o Instructional Leadership Meetings  o SSC, PAC, and DELAC meetings  o In-person and Teleconference Board meetings (Due to COVID-19 Post-Pandemic)	4	4	2	4	2	4	4	4	3	4	3	3	Met		28JUN2023	2023
10625390000000	West Park Elementary	3	88% of West Park School District/West Park Elementary School parents/guardians report that the district has successfully created welcoming environments for all families in the communities. 72% of parents/guardians report that the staff at their child's school is interested in each family's strengths, cultures, languages, and goals for their children. These data provide evidence of teacher and district staff efforts to prioritize trust-based relationships with families. The focus on improving facilities during the 2022-23 school year will enhance the welcoming environments that teachers create in their classrooms and other district staff create in their offices and in other areas of campus.	"An important step the district will take to strengthen relationships with educational partners will be to increase the percentage of parents/guardians who respond to the district's requests for feedback through surveys and other more informal forms of communication. The West Park School District/West Park Elementary School enrolls approximately 300 students, however, 18 parents responded to the parent survey and only half of these parents responded to a question asking them to rate on a scale of 1 = strongly disagree to 5 = strongly agree, their reaction to this statement: ""The staff at my child's school build trusting and respectful relationships with families."" Teachers provided an average implementation level of 3.5 when asked to measure the district's progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. Teachers believe the district is somewhere along the scale of ""initial"" to ""full"" implementation. The district will work to identify more opportunities to seek input from families through existing structures and meetings in addition to the annual survey of parents, students, and staff in an effort to build greater levels of trust and communicate with families the district's commitment to partner in their child's educational journey."	"The majority of West Park School District/West Park Elementary School students (88%) come from low-income families and a significant percentage are English learner students (44%). For this reason, the efforts the district will take to improve the engagement of all families will focus primarily on low-income families and families of English learners. Of the parents/guardians who responded to the parent survey, 62% agreed or strongly agreed with the following statement: ""My child's school supports multiple opportunities to engage in understandable and accessible 2-way communication between families and educators."" The keywords are ""understandable and accessible"" 2-way communication. The district will ensure district communication is written and/or communicated orally in language that is understandable and accessible to families of low-income students and English learner students. Identifying opportunities to strengthen communication will be accomplished in partnership with the parent representatives who serve on the English Learner Advisory Committee and the Parent Advisory Committee who represent the voice of our unduplicated student groups (English Learners, Low Income and Foster Youth)."	West Park School District/West Park Elementary School is at the initial implementation stage of building partnerships for student outcomes. Parents and teachers responded similarly when asked about the district's efforts to implement policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Teachers rated the district a 2.7 on the district's progress in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families. 81 % of parents/guardians agreed or strongly agreed when asked if the district provides families with information and resources to support student learning and development in the home. 92% of parents/guardians agreed or strongly agreed their child's school has policies for teachers to meet with families and students to discuss progress and ways to work together to support improved student outcomes. However, only 64% of parents/guardians believe their child's school helps families to understand and exercise their legal rights and advocate for their own students and all students.	The primary area of focus for the district to further build partnerships for student outcomes is to provide parent education focused on helping families understand and exercise their legal rights and advocate for their child and all students. One area of particular importance is English learner student progress and student reclassification as fluent English proficient. Families of English learners play an important role in the language development of their child by setting high expectations for their child and the educational staff, knowing the law, and advocating for all students by attending meetings that involve district decision-making. The district will take steps to provide programmatic and legal information to all families of English learner students in a language that is accessible and understandable. The district will also engage in increased outreach efforts to increase active parent participation in district English language advisory meetings.	Of the parents/guardians who responded to the district survey, most provided ideas for workshops they would like to see offered by the district including workshops on using technology, helping with homework, supporting physical, mental and emotional health, parenting skills, accessing community services, English language development, and self-advocacy. 64% of parents/guardians reported their child's school provides opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school. This feedback provides the district with valuable information about how and what steps they should take to further build partnerships with families to support student outcomes. The district will use this feedback to prioritize family educational opportunities and will work collaboratively with families to develop the content for the classes.	Seeking family input in decision-making about students' educational programs is an area for improvement for the West Park School District/West Park Elementary School. Parents reported their participation in parent conferences, back-to-school night, open house, family nights, and holiday events. All of these provide the opportunity to create structured opportunities for families to actively participate in decision-making in educational programs beyond traditional parent advisory committees. 61 % of parents/guardians agree their child's school supports and builds the capacity of family members to effectively engage in advisory groups and decision-making. Teachers rated the district's progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups with decision-making at the initial implementation stage.	West Park School District/West Park Elementary School will focus on improving structured opportunities for seeking family input in decision-making through existing family activities and events, and the creation of new parent education classes.	The West Park School District/West Park Elementary School's newly formed Academic Leadership Team will take steps to improve the district's efforts to seek input for decision-making in the educational programs by considering each of the district's current family engagement activities and asking how the district might intentionally create opportunities to seek family input during each event. The process will continue collaboratively during staff meetings and with parent advisory groups to ensure all structured opportunities are accessible to all parents and will elicit open honest communication from our underrepresented families.	3	4	4	2	3	3	3	2	3	3	3	2	Met		28JUN2023	2023
10625396112387	West Park Charter Academy	3	A survey of West Park Charter Academy parents/guardians indicates the academy has demonstrated strengths in building relationships between school staff and families. 82% of West Park Charter Academy parents/guardians reported the academy has successfully created welcoming environments at the Learning Centers. 79% of parents/guardians reported the academy provides opportunities to engage in understandable and accessible 2-way communication between families and educators. These data provide evidence of teachers' efforts to maintain effective communications with families and ensure they feel welcome when visiting the Learning Centers.	Academy staff will strengthen relationships with families by working to increase the percentage of parents/guardians who respond to requests for feedback through surveys and other more informal forms of communication. The West Park Charter Academy enrolls approximately 230 students, however, 34 parents responded to the annual LCAP survey. Parent responses to this survey help to inform the Local Indicators Report.  Based on this survey, an area for improvement is to build the capacity of family members to effectively engage in School Site Council and other decision-making opportunities. 70% of parents who responded to the survey agree or strongly agree that the academy supports families to effectively engage in advisory groups and decision-making.	The majority of West Park Charter Academy students (90%) come from low-income families. The efforts the academy takes to improve the engagement of all families will focus first on low-income families. The most important priority is to accommodate the needs of our families such as offering alternative meeting hours and continuing to provide families with the technology they need to effectively partner with the academy in designing an educational program that meets the needs of their child.	Overall, West Park Charter Academy is rated highly by parents/guardians in areas associated with building partnerships for student outcomes. 82% of parents/guardians agree or strongly agree the academy provides families with information and resources to support student learning and development in the home. Given the independent study program design of West Park Charter Academy, the expectation is that all families have what they need to support their child's learning and development at home. Yet, while parents may feel they have what they need to support their child at home, the survey results indicated a need to create policies that support teacher-parent meetings to discuss progress and ways to work together to support improved student outcomes.	A primary area for improvement will be parent education focused on helping families understand and exercise their legal rights and advocate for their child.	"Parents/guardians who responded to the survey provided ideas for workshops they would like to see offered by the academy including workshops on using technology, mathematics, and helping with homework. 82% of parents/guardians reported the academy provides opportunities to have families and teachers work together to plan, design, implement, and evaluate family engagement activities. A comment shared by one parent is representative of many, ""the kids have one-to-one with teachers, better understanding, and they have less distractions."" To ensure this is the perception of all students, especially students of low-income families, the academy will continue to seek parent input using strategies that are most likely to reach all families, such as social media, and proactive strategies like targeted outreach efforts when students show signs of disengagement from school."	Based on input from parents/guardians, West Park Charter Academy teachers effectively partner with them in the education of their child. However, more formal opportunities to partner in decision-making that impacts the broader academic program is in the initial implementation stage. Teachers rated the academy a 2.9 on the district's progress in providing professional learning and support to teachers and principals to improve the school's capacity to partner with families. 70% of parents/guardians believe their child's school helps families to understand and exercise their legal rights and advocate for their own students and for all students.	The primary area of focus for the academy to further build partnerships for student outcomes is to provide parent education and opportunities in two areas 1) helping families understand and exercise their legal rights and advocate for their child and all students, and 2) providing more structured opportunities for low-income parents/guardians to participate in advisory groups and decision-making that informs the design of the independent study program.	While the percentage of students with disabilities is relatively low (7%) at West Park Charter Academy, seeking family input in decision-making about the programs that serve students with disabilities will be a priority given the challenges that an independent study program can present to students that may need additional and targeted interventions and supports to access grade level standards.	4	4	4	4	3	4	4	2	3	3	3	4	Met		28JUN2023	2023
10625470000000	Westside Elementary	3	The School Staff and family relationships are fairly strong in terms of having communication lines open via phone calls, emails, text messages, and other various platforms. The progress for the school staff and families is to remain constant throughout the entire school year.	The LEA will continue to provide enrichment for the students, as well as continue to provide incentives. The LEA will provide opportunities for engagement throughout the school year with parent meetings, assemblies, etc.	The LEA will partner with outside agencies to help foster that connection. The LEA will also explore other ways to make the connection and engagement currently being facilitated to strengthen the school and family relationship. Those other ways may be more community outreach, parent meetings, social-emotional programs, etc.	100% of students have access to instruction in state standards, music instruction, and participation in sports and field trips. 67% of students surveyed reported that school is safe and connectedness	The LEA will continue to improve by providing a safe school where the students can feel connected. The LEA will continue to focus its efforts on providing opportunities for the students to grow academically and provide social/emotional well-being through classes/lessons.	The LEA will continue to provide opportunities for engagement through parent meetings and partner with other outside agencies that will provide opportunities for the underrepresented families with opportunities to support their children's educational experiences, as well as promote a sense of connectedness to the school.	The LEA has been and will continue to be the hub of the community. The LEA will continue to provide the students it serves with the same allotted educational experiences and opportunities that other students across the state are experiencing. The LEA will continue to provide engagement opportunities for the parents through meetings, guest speakers, assemblies, and outside agency assistance. The LEA will continue to provide the latest technology devices and programs to all the students of the district, and provide the latest state-adopted curriculum in all the core subjects. The LEA will continue to strive to provide visual arts, music, and sports to all of its students.	Based on data collected from the LEAs educational partners, the LEA is determined to make sure music and visual arts remain a focal point to continue to incorporate to the districts fullest capacity in the years to come until a full music program can be reestablished. The LEA will continue to invest in time and categorically funds to provide those desired outcomes for optimal student learning experiences. The LEA will continue to provide athletics to all students to promote a sense of school connectedness. Providing these opportunities for students will hopefully promote and increase the student's attendance rates.	The LEA based on the input from the educational partners and local data will improve engagement with their underrepresented families by providing opportunities through parent informational meetings that pertain to attendance, social media awareness, mental health awareness, bullying prevention, etc. These meetings will provide opportunities to the families that will otherwise not be able to reach the services due to the distance and means from the services that are too far.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
10625470135103	Yosemite Valley Charter	3	Yosemite Valley Charter School (YVCS) has an extensive system to build relationships between staff and families. Relationships and communication are essential components of our non-classroom-based charter school, and we continuously strive to improve these systems. Based on our local education partner’s input, 99% of parents/guardians feel satisfied with the school’s progress in building relationships with families. Families interested in our charter school are met with staff members who will guide them through the enrollment and onboarding process. Once registered, families get placed on an Independent Study Teacher (IST) roster. The IST is part of a team of educators who will support the family throughout the year. The teacher works one-on-one with the parent, learning coach, and students to determine the student’s strengths, areas of need, learning goals, and interests. The school provides various curricular options, SEL support, community opportunities, and student support to ensure the student and family feel well-supported and connected to ensure the student is successful.	Yosemite Valley Charter School (YVCS) uses every opportunity to improve relationships and provide academic opportunities for in-person and community-building events. Survey results indicated that families request more STEM, arts, and project-based learning events. YVCS continues to improve and expand its multi-tiered support layers, virtual academies, community-academic events, and professional development for parents and staff, with more opportunities planned for next year.	Yosemite Valley Charter School (YVCS) continues to broaden and improve support for underrepresented families by providing access to technology, educational resources, communication, access to instruction, and social-emotional learning. We offer virtual English language development classes, interpretive services and translation of documents, internet hotspots at no cost to the family, and access to free educational resources in our lending library. We have also increased our events in rural areas by providing local community events and a mobile lending library. Each student has a working communication process and a record called The Family Trail Guide. This shared document allows a team to monitor and support our underrepresented families more effectively.	Based on our local education partner input, 99% of parents/guardians feel that Yosemite Valley Charter School (YVCS) provides a variety of activities as well as vendor and enrichment opportunities in which students can participate, and 97% feel that their child and family have access to professionals and resources to support social-emotional learning and other emotional health needs. Through partnership and collaboration, we have provided a flexible and personalized learning experience with services in the post-secondary areas of education, employment, and independent living for all high school students. This includes young adults with disabilities as well as a partnership with local psychologists to aid in Social Emotional Learning (SEL). Extensive data analysis and monitoring by a team of educators has deepened the partnerships for students. Partnerships are what we do best. Every decision made on behalf of the student is made in collaboration with the parent at our learning period meetings, IEP meetings, SST meetings, and parent/ teacher/ admin conferences. The independent study teacher works with the parent or learning coach to develop an Educational Plan that is standard-aligned and individualized to meet the learning needs and goals of the student.	Yosemite Valley Charter School (YVCS) continues to build local partnerships to provide opportunities to increase student outcomes academically, socially, and professionally. Our focus area will be on delivering more in-person community events to aid in improving academic success and increasing our communication through multiple methods to ensure parents are well informed and engaged in increasing student engagement and participation in school programs and supports. Expanding the data analysis and monitoring systems of student progress continues to grow. Our focus continues to be ensuring that good teaching occurs in the home and in our virtual settings aligned with research-based best practices and standards. We provide parent education opportunities, parent workshops, and professional development to teachers focused on teaching and learning. According to the survey results, the planned outcome is building more relationships that result in better student outcomes.	Yosemite Valley Charter School (YVCS) will continue to improve the engagement of underrepresented families. We have continued to work to hire highly qualified teachers living in the communities of the students they serve, as well as paraprofessional support. YVCS will be providing more local and constant events and engagement opportunities throughout the counties where our students reside to improve access to our school staff and resources. Every underrepresented family will have multiple departments and interactions to increase student outcomes. We are also planning events and engagement opportunities throughout the counties where our students reside so all can access our school staff and resources.	Based on our local education partner input, 99% of parents/guardians feel that Yosemite Valley Charter School (YVCS) welcomes parental participation at all levels and feel that the school keeps them well-informed about school activities. We continue to improve and grow our different educational partner groups like the School Site Council, English Language Advisory Committee, and our parent-led Parent Advocacy Team. In addition to the groups, surveying our parents is also necessary to gather feedback on the school’s success in meeting student needs and accomplishing the school’s mission and vision. The board of directors for the charter also has parents as trustees, ensuring that parents have a voice and a vote in the decision-making process for YVCS.	Yosemite Valley Charter School (YVCS) continues to grow our School Site Council and encourages more support and involvement from our parents. We have focused on improving our communication methods to inform the school community of the opportunity to participate in the decision-making process and express the importance of parent input. Our goal is to continue to grow parent involvement for all groups of students and honor the requests and concerns they bring to the attention of the educators in the charter. Survey results show that our families know YVCS values their input and feedback.	Yosemite Valley Charter School (YVCS) will continue to expand and engage our underrepresented families. YVCS has increased its efforts to provide translation support in meetings, document translation, and outreach opportunities to recruit underrepresented families to the various educational partner groups. To improve the engagement of underrepresented families, our school initiated a New Student Onboarding process. The new approach involves personalized phone calls, newsletters, and orientations where all families can ask questions and find out how and where to get support. We have a foster and homeless youth liaison that provides free resources, SEL support, and access to the student's curriculum. Our ELD coordinator ensures all students are engaged in ELD education and that our teachers provide research-based instruction. Through data analysis, interactive records, monitoring, and intervention, each underrepresented family will be engaged in the decision-making process connected to student outcomes.	5	5	5	5	5	5	5	5	5	4	5	5	Met		22JUN2023	2023
10625470136523	Crescent View South II	3	Crescent View South II prides itself in building positive and lasting relationships with the community. The connection with our Educational Partners is a priority at Crescent View South II. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received.  Data from our annual Survey shows that 100% of our parents feel the school is safe, 94% feel they are connected to the school and pleased with their student’s progress. In addition, 96% state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school is not only building relationships, the school is strengthening them. One of our parents recently commented, “The teachers are so supportive and check in on the students to make sure they are getting what they need. Teacher relationships are the most important for student success. The teachers stay in touch with the parents which is helpful. They care about the students.” Another parent mentioned “I like the co-curricular activities and the field trips. 1-1 support is the most helpful.”	Crescent View South II has gone to great effort to encourage Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore the school planned and scheduled events throughout the year at different times of the day for anyone to attend.  Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2-way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.  A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion, and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program.  In addition, Crescent View South II understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer.	Understanding the various needs of the community Crescent View South II will improve engagement of underrepresented families at every event. This will be accomplished by providing staff to communicate in the parents preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests.  We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment, staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text, and social media.  Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries and a variety of services. Students and parents can access the tools for educational success at anytime of the day.	Input and data analysis, confirm that the Crescent View South II would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	The pandemic was a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners.  Without missing a beat Crescent View South II was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this, there was more participation and engagement with our Educational Partners. Parents were able to log in from their own devices and join the discussions.  Although parents attend meetings and events, an area of improvement for Crescent View South II is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. Crescent View South II plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.	Crescent View South II will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.  In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Our underrepresented families of Crescent View South II are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.  One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 77% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.	4	4	4	4	4	4	4	4	4	4	4	4	Met		01JUN2023	2023
10738090000000	Firebaugh-Las Deltas Unified	3	FLDUSD used survey results from the CHKS survey for parents from three school sites (n=840), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection.  Strengths from the parent leadership and CHKS surveys, overall, showed positive results regarding the district's efforts to build relationships with parents.  Parent advisory committee members and parent leaders feel welcome and valued when visiting the school/district.  CHKS agree and strongly agree results showed that 88% of the parents surveyed feel welcome to participate at this school/district; 93% felt that staff treat parents with respect; 85% feel that staff take parent concerns seriously; and 88% feel that school promptly responds to parents calls, messages, or email. (A6.1); and 90% feel that the school/district treats all students with respect. (A7.1).	Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results.  The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above.  Overall, site reports that were compiled show that the District is at the Initial Implementation Stage on most of the rating scale.  The input from parents, grandparents or other relatives or guardians was gathered through the CHKS which provided a wide range of perspectives; 90% were Hispanic or Latino, 3% White, 1% American Indian or Alaska Native, 2%, Two or more races; and 4% declined to answer.(A 3.3) Parents that have children in a number of programs; 21% English Language Development; 12% Special Education; 3% Honors/AP Classes; and 67% that were not sure or declined to answer   (A 3.5).  Interpreters and translation services are provided to ensure that non-English speaking parents/guardians are able to participate fully in all educational programs and individual meetings with school staff.  This includes the full translation of all informational notices and other documents.  Live in-person interpretation services are provided by staff at meetings when the presenter is unable to communicate in the parent’s primary language.	The focus area for improvement, as a small rural community, is getting more parents involved rather than relying on a smaller core group of parents.  The District acknowledges that more work has to be done to continue building relationships with more parents.  Site Administrators schedule informal meetings with parents that are scheduled at various times of the day to include a Parent Social Group, Muffins with Moms, Principal Coffee in the morning and Principal evening meetings, a double round of Parent Teacher conferences; phone calls home from admin and teachers along with evening and Saturday events for working parents.	FLDUSD used survey results from the CHKS survey for parents from three school sites (n=840), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection.  Strengths from the parent leadership and the CHKS survey, overall, showed positive results regarding the district's efforts to build partnerships with parents for student outcomes.  CHKS agree and strongly agree results showed that 85% of the parents surveyed feel that the school/District encourages parents to be an active partner with the school in educating their children (A 6.1); 90% reported that the school keeps parents well informed about school activities (A6.2); and 91% reported that teachers communicate how your child is doing between report cards. (A 6.2).	Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results.  The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above.  Overall, site reports that were compiled show that the District is at the Initial Stage in two of the four identified areas on the “Building Partnerships for Student Outcomes” rating scale.  The district will continue to create opportunities and develop programs that support student outcomes in academics, behaviors and social emotional learning.	The focus area for improvement is for the District Office Administration to work closer with site administrators and their site leadership team to strengthen their capacity to partner with families.  The District also provides parents with opportunities to participate in early literacy classes, ESL Civics participation, ESL Citizenship Preparation, ESL Digital Literacy, and classes for the high school diploma program.  Parent education classes are offered three mornings per week and four evenings per week to create more opportunities for parent involvement.	FLDUSD used survey results from the CHKS survey for parents from three school sites (n=840), a paper pencil survey from parent advisory members, and a google forms survey from site administrators and their leadership teams for this self-reflection.  Strengths from the parent leadership and CHKS survey, overall, showed positive results regarding the district's efforts to seek opportunities for parent input.  CHKS results showed that 85% of the parents surveys agreed and strongly agreed that the school encourages parents to be active partners with the school and welcomes parents contributions; 78% report that the school/district seeks the input of parents before making important decisions.  (A 6.1)	Self-assessment results from site administrators and their leadership teams on the google forms survey were slightly lower than parent survey results.  The questions on the CHKS parent survey were different from the staff google form survey questions which were aligned with the Priority 3 Parent and Family Engagement tool as reported above.  Overall, site reports that were compiled show that the District is at the Beginning Stage in three of the four identified areas on the “Seeking Input for Decision Making” rating scale.   FLDUSD actively engages parents/guardians, educational partners and advocates as advisory committee members.   In addition to the School Site Council, the District has other advisory committees that support specific programs to include a Preschool Parent Club; Wrestling Club; Sports Boosters; Music Boosters; Ag Advisory Committee and other committees that provide additional opportunities for parent and community involvement.   Parents of migrant students are eligible to serve on a district level Migrant Parent Advisory Council.  Parents of English Learners that serve on site level English Learner Advisory Committees are eligible to serve on a District English Learner Advisory Committee.  Parents from all site level advisory committees are eligible to serve on the District Parent Advisory Committee (DPAC).	The high leverage focus area for improvement is “building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making.”   FLDUSD has taken measures to promote parent involvement in recognition of the characteristics of the parent population.  LCAP Goal 2 has a focus on our EL students along with LCAP Goal 3, which addresses parent/guardian/community engagement at all school sites.	4	4	3	4	3	3	4	4	3	3	4	3	Met		08JUN2023	2023
10739650000000	Central Unified	3	Central USD stands out in effectively informing community partners about the range of programs offered within the district. The staff is adept at proactively reaching out to parents, ensuring they are aware of ways they can support their students in achieving success in school.	Central Unified is committed to maintaining communication through various channels such as social media, Parent Square, and other methods to engage with families. They also plan to enhance accessibility by gathering input from the community through surveys and offering Zoom links to ensure that everyone has the opportunity to participate in meetings.	The district will enhance the involvement of underrepresented families by bolstering the capacity of individual school sites to establish inviting and hospitable atmospheres. Additionally, they will ensure that communication is offered in the language preferred by community members.	Central Unified remains dedicated to expanding its capacity to boost attendance at parent advisory meetings and community input events. Currently, Central employs tools such as Parent Square messaging, surveys, and Thought Exchange to actively seek information and input from the community.	Central Unified is dedicated to maintaining its commitment to engage with community partners, whether through in-person meetings, media communication, or Zoom sessions. The district highly values the input and active participation of all community partners.	Central Unified is dedicated to enhancing the involvement of underrepresented families, as identified during the self-reflection process concerning Building Partnerships for Student Outcomes. Furthermore, the district will provide support to families to help them comprehend and exercise their legal rights, advocating for their own students and all students. Additionally, Central Unified will implement policies or programs that facilitate teacher-family-student meetings to discuss student progress and collaborate on strategies to enhance student outcomes.	Central Unified has achieved a high level of implementation in terms of enhancing the capability of and assisting family members in actively participating in advisory groups and the decision-making process.  Central Unified has achieved a high level of implementation in terms of enhancing the capability of and assisting family members in actively participating in advisory groups and the decision-making process.	Central Unified's primary focus will be on enhancing the capabilities of and providing support to principals and staff in order to facilitate effective engagement with families in advisory groups and the decision-making process.	Central Unified aims to enhance engagement by creating opportunities for families, teachers, principals, and district administrators to collaborate in the planning, design, implementation, and evaluation of family engagement activities at both the school and district levels.	4	4	3	4	3	3	3	3	3	4	4	3	Met		27JUN2023	2023
10739990000000	Kerman Unified	3	During the 2022-2023 school year, the District significantly increased the number of parent involvement opportunities by offering parents workshops throughout the year. Workshops included literacy nights, Reading at-home workshops, Social-Emotional Strategies for Families, Parent Portal training, FAFSA workshops, and Dual Enrollment Information Night, to name a few. Every principal sends a weekly newsletter home on Sunday nights via Parent Square. Parents are personally called for DELAC and PAC meetings.	Some areas that need more attention include parent training on technology, the importance of attendance and grades, discipline, and college readiness. Parents appreciate the Parent Square communication system; however, they also feel that personal calls from teachers and administrators would be greatly appreciated. Although we hold our meetings in Spanish and English, one area to improve upon is having translators/interpreters in languages other than Spanish to be more inclusive. The District plans to hire a translator/interpreter who will also serve as a liaison between the district and families.	Based on the feedback from surveys and the town halls, Kerman Unified will continue offering virtual meetings so that more parents can participate without worrying about child care.  A specific Parent Workshop Survey will be distributed annually to families to determine which areas noted in the surveys have the most interest. The survey will be translated into Spanish. The results will be used to plan monthly parent workshops. English learner (EL), low-income (LI), and foster youth (FY) parents will be personally invited to the seminars via phone calls from the District, emails, and/or letters sent home.	All KUSD schools hold a Back to School Night at the beginning of the year so families can meet the teachers and administrators. Online registration and Parent Portal afford families easy access to students’ grades, courses, discipline, Parent-Student Handbook, annual Parent Notification, and required district forms and documents. KUSD schedules parent-teacher conferences twice a year at the K-6 school sites. Spanish, Punjabi, and Arabic interpreters are available to ensure engagement with families whose primary language is not English. Parents are encouraged to meet with teachers, counselors, or administrators to discuss student progress. Progress reports/report cards are mailed home every five weeks. Many teachers also use a variety of apps (e.g., Remind) to stay in touch with parents. Student Success Teams are held with staff and parents to address ways to help struggling students succeed. Principals send weekly newsletters via Parent Square to inform families of events. The District maintains a Facebook page with all event dates and student successes.	Areas for improvement in building partnerships for student outcomes include offering parents workshops districtwide (instead of by sites) on how they can help their children succeed in school. One of the concerns from the survey was sometimes limited communication between parent and teacher and parent and administration at the secondary levels. Parents noted that students would often receive emails about school events, but parents do not receive those exact emails. Therefore, parents do not know about special events unless the student keeps his/her parent informed. Parents also requested workshops on how to help their children academically. This concern has been addressed with weekly messages sent to all families via Parent Square (which sends email, text messages, and phone messages). Parent letters are also transmitted through the mail.	"Kerman Unified will provide professional development for teachers and administrators on the importance of partnering with families to support student learning. There will also be ""customer service"" training for all district secretaries so that families will feel welcomed and respected when they call or come to the school with concern. Parents of migrant students will be personally emailed invitations to PAC meetings and other migrant events (e.g., the Migrant Mini-Conference). Personal phone calls will also be made as a follow-up reminder. The Parent Advisory Committee for the LCAP consists of at least one EL, one LI, one FY, and one SWD parent from each site. Parents are called twice before each meeting, inviting them to the event. The DELAC committee receives both email invitations and phone calls to all sessions. The district is hiring an interpreter/translator to liaise between school staff and parents."	The addition of online town hall meetings allows parents to provide input for decision-making at the district level. By holding two separate sessions, one in English and one in Spanish, more parents can share their concerns and ideas in a welcoming setting. DELAC meetings are held in person. The agendas, minutes, and all supporting documents are in English and Spanish. If requested, they will also be provided in Punjabi. The District English Learner Advisory Committee (DELAC) members provide input, mainly for the EL program. However, the discussions at the meetings are open to any parents' concerns. The Migrant PAC meetings are still being held virtually based on member feedback. The Assistant Superintendent of Educational Services attends meetings to update members on school events. The Assistant Superintendent also presents the LCAP and elicits feedback. The District LCAP PAC consists of parents of EL, LI, FY, SWD, and secondary student representatives. The parents can suggest how the school can best serve the unique needs of their children.  Each school has an active School Site Council (SSC) and English Learner Advisory Committee (ELAC) at the site level. The agendas, notes, and supporting documents are in both English and Spanish, and there is always someone at the meeting who can interpret them as needed. These committees review the School Plan for Student Achievement, the school compact, and the parent involvement policy each year. They participate in the decisions regarding which programs or materials will be purchased with categorical funds.	Although the District provides many opportunities for parents to provide input for decision-making, the number of parents who participate in the various meetings throughout the year is not as high as the District would like. The participants tend to be the parents involved at the school sites, either as volunteers or as District employees. When asking parents why they think more parents are not involved in meetings, some reasons provided were lack of childcare, inconvenient time of the meetings, lack of communication regarding the date and time of the meetings, and being afraid to share their ideas and concerns, especially if English is not their first language. The District will focus on removing these barriers to involve more parents in decision-making.	KUSD will intentionally improve engagement with EL, LI, FY, and SWD families. The steps will include informing parents of meetings and events in many ways. It will consist of emails, phone messages, and text messages via Parent Square, letters mailed home, Facebook and other social media postings, and personal phone calls to EL, LI, FY, and SWD families. When creating SSC, ELAC, DELAC, and the LCAP PAC, special care will be taken to have EL, LI, FY, and SWD representation on the committees. The District will send out a parent survey over the summer to get ideas for workshop topics. Included in the survey will be questions about the best days and times, whether child care is needed, and the preference between in-person and online meetings. The information from the survey will help with the planning of the 2023-2024 meetings and workshops. EL letters and other communication are always in print via the US Mail to ensure ongoing communication with our EL families.	5	5	4	5	4	5	5	4	5	5	5	5	Met		15JUN2023	2023
10751270000000	Mendota Unified	3	Creating an environment that is inviting to all is extremely important to our school district and we take pride in providing great “customer service”.  In recent years the district has invested in professional development in this area for all employees that interact with families and community members.  Specifically, this training has been provided to our leadership team and more importantly to our front-office personnel.  It should also be noted that many staff members are bilingual.  Being able to communicate with parents in a language that they understand is a positive when trying to build relationships.  Creating opportunities for families and school sites to engage in 2-way communication is an improved area according to feedback from our educational partners.  Back-to-School Nights, Open-House events, and Parent/Teacher Conferences are some of the opportunities that our parents have to engage with staff.  In addition to these traditional events, individual school sites host many other opportunities for parents to dialogue with staff such as governance meetings and other informational meetings.  During all meetings, site and district level, time is allotted for parents and community members to share/express their thoughts.	Developing the capacity of teachers to build trusting and respectful relationships with families is an area for improvement and focus.  In general, the district has not provided any formal training for teachers in this area aside from the training new teachers receive when they are first hired.  When teachers are hired, the Director of Instruction and Curriculum provides support prior to the school year commencing.  He does this by sharing information about our community and the clientele that they will be serving.  For our new teachers, this training is the start of a bridge that shall connect them with their students.  It is recognized that teachers need more and ongoing support in learning about the families they serve to better understand student needs.  To support teachers in this area, the Director of State and Federal Programs in collaboration with the Director of Curriculum and Instruction will have discussions with site principals to look for opportunities and ways to support teachers and staff in this area; to build capacity and ongoing awareness regarding the importance of building relationships will be a focus area.  All staff will be included; therefore, this action should also improve on the engagement of underrepresented families.	To improve on the engagement of underrepresented families in this area, the district will continue to provide outreach and awareness campaigns prior to events, functions, meetings, and activities taking place.  The district will do this by sending out flyers, notices, automated phone calls, and personal phone calls to ensure that these families are notified and are aware of the opportunities to partner with the schools.  Emphasis will be placed on making personal contact to ensure that the families recognized the effort and willingness of the school district to partner in a language that the families understand.  All the above-mentioned methods of communication will be provided in both English and Spanish.	Providing families with information and resources to support student learning and development in the home at the elementary level is a strength for our school district.  The elementary schools accomplish this by hosting parent nights.  A similar practice has yet to be established for our secondary schools; this will be an area of focus and growth.  Helping families understand their legal rights and how to advocate for their students is another area of strength for our school district.  The district continues to partner with the Parent Institute for Quality Education (PIQE) to ensure that all parents are afforded with this opportunity to understand their role as a partner in their child’s education.  In addition, the district’s Director of State and Federal Programs also provides training in this area for all parents interested in participating.  The trainings provide by PIQE and the Director of State and Federal Programs include knowing who school personnel are and their respective roles, understanding assessments, interpreting assessment results, and knowing what parents can do to seek desired outcomes.  It is recognized that helping parents become advocates for their students builds a strong partnership between the home and the school district.	Providing professional learning and support to teachers and staff in this area will be focused on for improvement.  Currently, minimal professional development in this area is afforded to teachers.  The district’s Director of State and Federal Programs in collaboration with the district’s Director of Curriculum and Instruction will research available trainings in this area and or ways to help and guide teachers on the concepts of building partnerships for student outcomes.  All principals and teachers will be included; therefore, by providing this training/support there will be an improvement on the engagement of underrepresented families.  In addition, the district will look to provide families with information and resources to support student learning and development in the home.  Ensuring that families know how to use the information and resource will be an ongoing focus.	To improve on the engagement of underrepresented families in this area, the district will continue to provide outreach and awareness campaigns prior to events, functions, meetings, and activities taking place.  The district will do this by sending out flyers, notices, automated phone calls, and personal phone calls to ensure that these families are notified and are aware of the opportunities to partner with the schools in the areas of student outcomes.  Emphasis will be placed on making personal contact to ensure that the families recognized the effort and willingness of the school district to partner in a language that the families understand.  All the above-mentioned methods of communication will be provided in both English and Spanish.  Highlighted in this communication will be the fact that student outcomes will be discussed.	Families in Mendota Unified always have an “informal” opportunity to provide our school sites and district with input for decision making along with formal opportunities during governance-type meetings.  This is done through campus visits, surveys, and parent meetings.  To meet Federal requirements, the district continues to have parent councils/committees.  The district’s Director of State and Federal Programs ensures that families have the opportunity to provide input for decision making during these meetings by providing all principals with training and the meeting agendas.  Next steps will be to help families understand that they can and should provide input during formalized meetings.  Progress has been made in this area due to the fact that principals have been trained to understand the purpose of committees and councils.  In addition, families are also being trained in this area by the Director of State and Federal Programs and by programs such as the Parent Institute for Quality Education (PIQE).	Based on the analysis of partner input, it is recognized that primarily only educational partners that are involved with committees and councils are trained extensively in this area.  The PIQE program has allowed the district to train other parents in this area; however, not all parents and educational partners participate in this.  Therefore, a focus for this school year will be to increase the participation of families in these types of trainings and meetings to ensure that all our educational partners understand that they can collaborate with our schools and provide input.  Providing professional development for staff in the area of partnering with parents will also be a focus.  To date, not much professional development has not been provided for staff and many staff members agree that support in this area is needed to ensure that they know how to establish and grow such a partnership with our parents and educational partners.  The Director of State & Federal Programs will work with the Director of Curriculum and Instruction to search for and establish this training for staff.	To improve on the engagement of underrepresented families in this area, the district will continue to provide outreach and awareness campaigns prior to events, functions, meetings, and activities taking place.  The district will do this by sending out flyers, notices, automated phone calls, and personal phone calls to ensure that these families are notified and are aware of the opportunities to partner with the schools.  Emphasis will be placed on making personal contact to ensure that the families recognized the effort and willingness of the school district to partner in a language that the families understand.  All the above-mentioned methods of communication will be provided in both English and Spanish.	3	4	3	3	3	3	3	3	4	3	3	4	Met		20JUN2023	2023
10752340000000	Golden Plains Unified	3	The LEA has been successful building relationships between school staff and families though there is work to be done.  The LEA provides opportunities for staff to build relationships through events, meetings, and conferences.  Schools hold many events for parents including Back-to-School Night, Open House, and sports games.  In addition, staff meet parents at conferences after school and during the day when necessary.	The LEA focus is on communication between school staff and families.  One call or message is not enough.  Staff need to make an extra effort to make several calls, post flyers, and send communication through Aeries email.  Often times, parents report that they did not know about events or meetings.  LEAs need to repair marquees	The LEA employs coordinators for Homeless and Foster Care, Special Education, and Adult Education for a total of three.  These underrepresented groups are monitored by counselors for academic progress.  When these students struggle, counelors provide academic and social emotional support.  In order to build relations between school staff andfamilies, the LEA reports regularly on progress and support for these students.	The LEA current strength is its partnership with West Hills College and UC Merced.  West Hills College provides an array of support including dual enrollment, medical pathway, and adult education.  UC Merced provodes support in math as well as summer bridge opportunies at local colleges.  In addition, parents are allowed to participate in college day trips.	The LEA knows it must focus on English, Math and English Learner progress.  Education partners such as Nancy Akhavan, Fresno County, ERWC, and other programs focus on providing first best instruction, effective program monitoring, PLCs and formative assessment reviews.	Because the LEA will monitor underrepresented students closely through attendance and academics, counselors will be able to identify best teaching practicres, effective curriculum and programs, and provide support quickly to these students,	The LEA knows it must focus on English, Math and English Learner progress.  The LEA’s strength is in its social emotional support and academic support for students.	The LEA knows it must focus on English, Math and English Learner progress.  Through student centered discussions and parent meetings, the LEA will gain insight on decision-making.  Students and parents wil determine how to direct learning and provide input on how to support instruction	The LEA has many underrepresented students.  These students are provided regular opportunities to provide input to counselors and administrators as well as mental health providers.  Such opportunities include LCAP input meetings.	3	4	3	3	2	3	3	2	3	3	4	3	Met		20JUN2023	2023
10752750000000	Sierra Unified	3	Sierra Unified and its staff members continuously work to refine and improve relations between school and home. Through the utilization of Parent Square, a communication tool linked to the Student Information System (SIS), Aeries, some improvement has been achieved in making school to home communication more consistent. Parents reportedly appreciate weekly communications that come from the elementary site that elevates parent awareness of upcoming events and or changes to events that are scheduled. Educational partners also indicate that on-site counseling for their child supports efforts to help students reach their fullest potential.	Staff members have indicated a need that would support their ability to learn about families' strengths, culture, language and goals for their children. This knowledge would allow teachers to provide a welcoming environment for students and their families. Additionally, it is mentioned that to enhance 2-way communication through the use of Parent Square, staff training is needed. This training would support the desire to 1-increase communications regarding student progress and achievement and 2-give teachers access to a tool to bridge any existing gaps that exist in their individual use of school programs.	Sierra Unified will work to increase the availability of communications to expand beyond digital forms of communication and ensure that the families in need of translation services can regularly receive such. In addition to Parent Square, communication will include phone calls to inquire to the best or preferred form of communication, so that the family receives information in a timely manner and feels welcome to the school community.	"As mentioned in ""Building Relations"" the District will continue to build staff capacity around how to build and maintain relationships and connections with parents and families through social-emotional wellness initiatives. Parent Conferences continue to be a strength and constant activity within Sierra Unified at all school sites. There is dedicated time within our academic-year calendar designated as Parent Conference Week where families are invited into their child's classroom to meet and review progress. Throughout the school year, teachers are able to refer students to a Student Study Team (SST) when there are visible signs of struggle for students either in academics or social-emotional. In this process, teachers, the student and the family meet together to learn what may be causing the issues and present some interventions that can be implemented and followed up on for progress checks. These interventions may include Check-In/Check-Out on a daily basis, a weekly grade check, a daily mental health check-in to name a few. Addtionally, through Goal 4 of the LCAP (Chronic Absenteeism), the District is regularly monitoring student attendance behaviors and through practices using improvement science, staff members have mentored identified students to establish a connection at school and work toward improving the student's attendance. As a district, we have learned that relationships are a key to student success and connection to school and therefore seek to expand our theory of improvement as part of our multi-tiered system of support in getting students to attend school regularly. Events like Open House, Celebration of Learning, Celebration of Success and newly implemented Academic Planning in grades 8 and 10 are the District's commitment to supporting, developing and showcasing student outcomes alongside families through their involvement in these events. Teacher expectations with class grades is to maintain an updated gradebook, to support a family's ability to track classroom progress through Aeries Parent Portal. Sierra Unified has worked, and continues to work on a well-built and efficient Multi-Tiered System of Supports (MTSS) structure to support all educational partners involved in student learning and outcomes. The workings of the MTSS structure and its components are overseen by the Director of Education Services and a team of site administrators who meet regularly to evaluate the effectiveness of the system and its application toward the service of students. Parents are introduced to the system and its opportunities as they and their child are in the SST cycle. Each of these components allows Sierra Unified staff to best serve the students and work to achieve an inclusive environment that supports learning and growing of the individual."	Professional development to assist and support the development of staff capacity to partner with families will be achieved by utilizing the resources of the CA-MTSS grant. Through this grant the full staff of Sierra Unified School District will be provided with opportunities to learn how to develop deeper connections to students and their families and bridge any communication gaps that may currently exist.The initiative supports the work that is currently in place to support the social-emotional learning and wellness of students. Utilizing Parent Conference week in October is an opportunity that parents can use to monitor the progress of the child early in their academic year, and present any concerns or issues that the teacher may need to be aware of. Within the academic, behavior and attendance system structures are times dedicated to families and school teams to come together in a Student Study Team (SST) to discuss and develop a plan for student success and improvement in these areas. As a district, Sierra Unified and its employees, have learned that relationships are a key to student success and connection to school. Events like Open House, Celebration of Learning, Celebration of Success and Academic Planning meetings for students and families of Grades 8 and 10 are part of the district's commitment to supporting, developing and showcasing student outcomes to families through their involvement in these events.	Sierra Unified provides additional support and personnel for our Native American students. A Native American mentor is available at Sierra Jr/Sr High School and an advocate supports students at Foothill Elementary School. The purpose of these individuals is to support and encourage students to engage in their educational opportunities. The provision of school transportation for after-school programs and events, at no-cost to families, provides students and families support to be able to participate and have access to after-school academic and extra curricular activities. Sierra Unified will continue to work on refining its communications practices by providing training to its employees and refining how the communications are made in order to serve their purpose of engaging families to participate and be more involved in the decision-making processes of the district.	Decision-making practices need refinement in the district. In the wake of COVID-19 and the Creek Fire events that demanded on-the-spot decisions to be made, this practice has unintentionally carried over beyond those times of emergency. To correct this, the district is committed to regularly scheduled community forms that will be topic specific to engage the community and families in review of current practices involving academics, attendance, behavior, and culture/climate of schools. Input will be utilized to identify areas of need and areas of growth, and will also allow for the district to gather input on how to go about making improvements in the identified areas of need while also identifying what is working to support student growth and learning.	Teacher feedback indicates a need to be included in policy and rule changes that are tied to student expectations, rules and routines. Additionally, once decisions have been made and implemented there needs to be a review process in place that allows for monitoring the actions to determine if the change is effective or needs to be revisited. This practice will require follow-up and reporting to the full staff to implement a continuous cycle of improvement in practice and allow for the decision-making process to be collaborative. Collaboration allows for the work being done to be inclusive of all parties and reflective of the needs of staff and students. Staff expressed an interest in being able to identify the professional development needs for themselves that are above and beyond those determined by site and district leadership. These areas include training in educational tools, curriculum websites and Parent Square communications. Parents and families have requested communication that includes the how and why behind event invitations. For example, knowing what a Site Council is and what a parent's role is in decision-making could be instrumental in encouraging more parents and families to participate in the many processes that Sierra Unified hosts to partner with families each year.	To make sure that families making up our underrepresented populations are included in these activities, a concerted effort will be made to notify early of upcoming meetings, utilize Parent Square communications and send home printed flyers that will connect famillies to school. Engaging community leaders to assist with messaging and in some cases making personal contact could work to encourage greater participation.	4	4	4	4	3	2	4	4	3	3	3	3	Met		28JUN2023	2023
10754080000000	Riverdale Joint Unified	3	Riverdale Joint Unified School District takes pride in the establishment and continual growth of building relationships with underrepresented families.    RJUSD holds an open door policy to welcoming families to discuss their child’s educational needs.  Parents are a vital connection and serve as equal partners in building relationships with the district.  Bilingual support can be found through school site/district mailings, publications, and verbal interactions.  Bilingual support can be found at the district level along with at each school site.  Translators are used for various meetings such as: parent conferences, Back-to-School Night, virtual events, social interaction events, community events and  Special Education meetings.  Through various conversations with parents, the parents of Riverdale are appreciative of the ability to communicate with school officials and staff concerning the educational process of their children.  RJUSD continues to seek methods and approaches to better understand each families strengths, cultures, languages and goals for their children.  In 2023-2024, RJUSD will be continuing the presence of Family Liaisons at each school site.  In addition to the liaisons, the district will begin offering a Community Schools Coordinator to work with and help to build relationships with families, community members and business partnerships.	While the district sees their ability to build relationships with underrepresented families as a strength, the district also realizes this is an area to continue to grow in.  The district, through an analysis of educational partner input and local data, will focus on improvements in methods of communication between school staff and families along with messaging.  The recent addition of liaisons at each school site along with the district entering into Community Schools to expand and improve relationships and connections will support the improvement of communications.	As RJUSD works towards improving their method and model of communication, the district continues to seek new approaches to improve engagement of underrepresented families.  RJUSD began offering  a School-Family Liaison at each of their campuses in the 2022-2023 school year.  The creation of this position provided an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison is to help serve as a bridge between the student/family and the school site for both parties.  The liaison position will be continued at each campus within the district to ensure that underrepresented families across the entire district are reached for the 2023-2024 school year.  RJUSD will also begin in the 2023-2024 school year offering a Community School Coordinator.  The coordinator will serve as an outreach for families, community members and business partners as RJUSD enters into offering community schools throughout the district.	RJUSD continues to provide and offer programs that build partnerships for student outcomes.  In recent years, the district has expanded social-emotional services by providing counselors at each campus along with partnering with Fresno County and the All-4-Youth program.  All-4-Youth offers behavioral health clinicians who work with students who have been referred by school site counselors.  For the 2023-2024 school year, RJUSD has expanded their district psychologists from one to two.  The two psychologists serve distinct grade levels to help provide a supporting role.   In addition to counseling services, RJUSD provides various methods and approaches to promote and build partnerships for student outcomes.  Items such as staff professional development, After-School programs, PBIS (Positive Behavior Interventions and Supports) methodologies, parental workshops and meetings all work together for the promotion of student outcomes.	RJUSD offers a variety of programs and approaches to build partnerships for Student Outcomes.  Through an analysis of educational partner input and data, the district realizes that further work is needed.  When reviewing educational partner input and local data, RJUSD has approximately three-fourths of parents who believe the district actively seeks input from parents before making important decisions along with expressing a sense of connectedness to their child’s school.  In examining student data, RJUSD found that students had a greater sense of safety on campus.   To build upon this RJUSD will continue their current approaches and programs but seek new or additional measures to further address educational partner sentiment.  The district will look to focus on the communication of their current programs along with the opportunity to expand communication into new areas.	RJUSD will work towards improving their method and model of communication to build greater partnerships for Student Outcomes.  In building these partnerships, the district will continue to offer new approaches to improve engagement of underrepresented families.  RJUSD will continue the presence of a School-Family Liaison at each of their campuses in the 2023-2024 school year.  The creation of this position will provide an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison is to help serve as a bridge between the student/family and the school site for both parties.  This position will be provided at each campus within the district to ensure that underrepresented families across the entire district are reached.  In addition to the liaisons, RJUSD will begin in 2023-2024 having a Community Schools Coordinator.  The coordinator will work with families, community members and business partners.  The continuation of the liaisons and the addition of the coordinator will serve as  tools in providing and building relationships between students/families and school sites.	RJUSD has several methods to both seek and collect input for decision-making from our educational partners.  On a school site level input is sought from educational partners through parent workshops, meetings such as ELAC (English Learner Advisory Committee) and SSC (School Site Council), and personal communication opportunities with site administration by either phone, email or in-person.  On a District level, opportunities for seeking input on decision making matters from educational partners are found within parent forums, district surveys, meetings such as DELAC (District English Learner Advisory Committee) and various personal communication methods such as phone, email, and in-person.	In analyzing educational partner input and local data, RJUSD sees the need to increase and expand communication approaches along with providing clarity in messaging.  Educational partner surveys indicated that three-fourths felt the district actively sought input on decision making items.  This is a number that RJUSD wants to improve upon.  The district will focus on expanding the methods and approaches of communication that they use to seek input from educational partners.  In addition, RJUSD will examine the messaging used in an attempt to provide greater clarity to their audiences.	To improve on the methods and processes of seeking input for decision making RJUSD will move first to strengthen relationships with underrepresented families.  RJUSD moved to placing a School-Family Liaison at each of their campuses in the 2022-2023 school year.  The creation of this position provided an opportunity for students and families to have an individual who they can communicate with whose concern is not classroom based or disciplinary.  The goal of the liaison helped serve as a bridge between the student/family and the school site. As relationships were strengthened, the opportunity to seek and gather input also increased.  RJUSD will continue the presence of a liaison at each school site in the 2023-2024 school year.  New for the 2023-2024 school year is the addition of a Community Schools Coordinator.  The addition of the coordinator will also help to increase and build relationships between families, community members and business partners.   RJUSD will continue to provide greater clarity in their messaging.  With opportunities for communication with liaisons and a coordinator, the importance of clear messaging is a top priority.   Greater clarity in messaging will help all educational partners to have a better understanding of items that they can provide input towards decision making items.	3	3	3	3	3	3	3	3	3	3	3	3	Met		28JUN2023	2023
10755980000000	Caruthers Unified	3	The districts current strengths and progress in building relationships between school staff and families are very strong when answered by families.  The greatest strength is creating a welcoming environment; however, all responses are positive with ranges between 85%-92%.  Our families are heard, they feel connected and work well with our district and schools.	The district has a focus on communication and needs of our families and that they understand their rights but also the resources available to them.	The LEA will continue to hold meetings, seek input from underrepresented families and listen to the needs of the students and communities as change happens.  Parents are very responsive in coming to meetings and conferences and events that are held on campus.	The districts current strengths and progress in building partnerships for student outcomes had an outcome of 92% to support improved student outcomes from families.  There is a path of improvement that the district is on, however working together for all educational partners to be on the same page with the same goals will help.	The focus area is to continue for our students to achieve at higher levels.  It is also our goal to communicate this to families and give them the tools and resources to support their students.	The District has always encouraged parents and family members to actively engage with their child’s school. This work will be continued as we dive deeper into Community Schools and doing more specific surveys and put together focus groups to determine the great need of our families, communities and schools.  This will strengthen and connect the work we continue to do.	The districts current strength and progress in seeking input for decision-making is the participation in parent advisory committees that include DELAC, ELAC, SSC, PAC and more.  The system has been set up and families know that they have a voice in the decision-making process.	The district will focus on outreach to families to provide input and evaluate the events put on my the schools and districts.	The district has always encouraged parents and family members to actively engage with their child’s school. The district will continue to reach out to improve the engagement of underrepresented families.  One of the key areas that will help to foster this will be the work of Community Schools to better understand the gaps and the needs of the families.  Translation and babysitting will also continued to be provided.	5	5	4	5	5	5	5	4	5	4	4	4	Met		26JUN2023	2023
10767780000000	Washington Unified	3	Washington Unified is very dedicated to building relationships between school staff and families.  Each school creates a friendly atmosphere that is welcoming and with people that are eager to work with the community.  WUSD is in the full implementation of this work and are committed to supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.  The following items were analyzed in order to gather information for this rating: Board policies, site family engagement policies, and educational partner surveys.	A strength in this rea is the two-way sharing of home to school communications.  Parent survey data indicates that parents are extremely pleased with the increase in communication using the Student Information System 9SIS) Aeries within the past couple of years.  They welcome the various modes of sharing of information, and furthermore indicate that they are also able to contact the school sites with any questions.	Annually, Washington Unified makes strides building relationships with staff and families.  We pride ourself on being relationship oriented.  We routinely have parent communication concerning events on sites, student grades, family nights, etc.  We will continue the work of bringing culturally relevant material into the learning environment and learning about the diversity in our community while fostering diversity as a strength.  This will help to increase the engagement of ll families, including the underrepresented families.	A strength of our district in building partnerships for student outcomes is that the CAASPP and ELPAC data has been shared with parents at various parent engagement meetings.  Parent Conferences are also held every October and March for TK-8 students.  The two-way communication between the school and home, including those that are underrepresented, has been greatly increased with the use of ParentSquare with our SIS. The following evidence was reviewed and analyzed in order to inform our rating: Board policies, district and family engagement strategies, Educational partner surveys, and from a variety of parent meetings.	A focus area for improvement in building partnerships for student outcomes is to conduct specific workshops for parents informing them of the assessments that WUSD students take.  Topics such as CAASPP, ELPAC, EAP Progress, ELPI and CTE Pathways would be excellent informative workshops that parents could learn from.	The LEA will improve engagement of underrepresented families in relation to building partnerships for student outcomes by broadening our ideas about parent engagement.  Parents can participate in learning activities with their child at home. In the event of workshops, if transportation is a challenge, transportation can be offered.  Our district will continue to reach out to all parents, including underrepresented families, by using multiple methods of communication.	The following evidence was reviewed and analyzed in order  to inform this rating: Board policies, district and family engagement policies, stakeholder surveys, and meeting discussions.  School sites in WUSD regularly implement practices to engage families in advisory groups and decision-making.  School site principals attend weekly principal meetings.  At these principal meetings, parent engagement is discussed, and ideas are shared with the group.  School sites host many events where parents and the community are welcomed such as: Back to School Night, Trunk or Treat, and Choir/Band performances.	One focus area for the 2023-24 school year would be identify and seek out underrepresented groups in the school community to gain additional input.	The district will improve engagement of underrepresented families by using alternative modes of communication.  Home visits, personal phone calls, and text can be used to connect with these families in order to gain their input.	4	5	4	5	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
10767781030774	W.E.B. DuBois Public Charter	3	Parent participation has increased by 10% compared to the prior year. Parents have been actively logging in online to School Site Council and ELAC meetings, additionally parents have begun to attend onsite events. We are also continuing to survey parents to gather stakeholder input. We have increased parental involvement by establishing a 1:1 device for our students which provides parents with the convenience and accessibility to attend parent meetings online and receive notifications of upcoming events. Parent input is readily accepted and infused into our board-level decisions in the form of surveys, personal calls, text and emails. Parents have requested in our most recent survey that we utilize personal calls and text messaging as the number one contact options. Also, in the schools most recent survey 96% of parents stated that they are well informed of school activities and events including meetings.	1. Increase family engagement events. 2. Provide multimodal means to communicate with parents. 3. Provide remote ways for parents to participate in school events.	For parent engagement, of underrepresented families, we will intentionally increase parent participation by 3% each year for each one of the advisory committees, as this is a part of our 3 year strategy to increase family engagement.  We will increase our family communication through the use of parent square in regards to our PBIS and MTSS progress monitoring. Support staff will continue to dedicate parent outreach hours to make phone calls and home visits. We will continue to utilize family newsletters, as well as email/texting features to parent square to increase contact with families. Also, we will utilize our social media platforms to bring family awareness to our efforts, as well to reach our parent audience who use social media mostly.	Each student is required before graduation to complete two CTE courses within their chosen career pathway. Students are engaged in learning industry standards and skills, through embedded technologies and applied sciences. In addition, through our CTE courses students are offered opportunities to advance academically through dual enrollment in college courses leading to a professional industry certificate or Associate’s Degree while concurrently working on their High School Diploma. Recent data shows 79% of students are passing their CTE courses with a C or better which exceeds their expected goal.	Through community education events, such as college outreach events, connecting parents with the Agape College of Business and Sciences to learn more about our CTE offerings, and through increase celebrations of learning (ie Literacy Night etc.), we hope to improve in building relationships between school staff and families.	We intend to increase family outreach through hosted community events, informational meetings, and local governance through our School Site Council and District English Learner Advisory Committee. Additionally, translating informational content in families home language, based on the students' home language.	With our parent parent participation, we have moved on actions, our education partners have been requesting.  As a response to  We have also added clubs and course offerings, voted on at our SSC and DELAC meetings, where parents are able to provide input in person.  We've also administered parent survey's that allow for parents to provide feedback on the action items being sought to take by our LEA.	Currently, our focus areas are to increase parent engagement as well as increasing parent satisfaction.  What parents have expressed is a continued desire to be informed, and able to participate in aspects of their child's learning.  By focusing on increased community engagements with parents, increased staff to parent communication, we hope to increase in these areas.  Parent's have expressed satisfaction with the being informed through asynchronous ways, when being present becomes challenging. This is especially true with parent participation, in local governance activities.	From our analysis what we discovered is that transportation to events have been a barrier for a number of underrepresented families.  To improve engagement, we will utilize parent square to provide electronic polling of parents, to gain feedback, and to provide all parents with opportunities to participate in governance, when they aren't able to be in residence locally. Meetings will be held in person but recorded, so that parents who aren't able to attend can remain informed, partnered with electronic polling, so parents can submit their decision on what direction we should take as an LEA.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30MAY2023	2023
11101160000000	Glenn County Office of Education	3	Building partnerships for student outcomes is at the core of our department. We strive to offer staff and families opportunities to collaborate with others in similar capacities to discuss student outcomes. Building capacity while building trust with families is essential work. Staff works to support student outcomes by conducting IEP meetings and informal parent-teacher conferences at the end of each grading period. Open communication between staff and parents is ongoing to keep parents informed of student progress. Staff provide information regarding legal rights and resources available to them and their child.	A focus area for improvement in building partnerships is to create more opportunities for parent education. While we do have an “open-door” policy to assist parents requesting help, we have other families that are unable to participate in meetings due to a variety of reasons. Offering engaging parent education activities in the future may be a way to involve all families in building relationships for student outcomes.	We have families that are unable to participate in meetings due to a variety of reasons. Offering engaging parent education activities in the future may be a way to involve all families in building relationships for student outcomes.	In order to support teachers and administrators in learning how to engage with families, we conduct new teacher training where teachers attend mock IEP meetings and practice reporting out and getting feedback from administrators. Staff also have the opportunity to attend professional development around the IEP process and working with families at local workshops hosted by local special education administrators. There are also a number of legal workshops taught by Special Education attorneys that educate staff on the laws, regulations, and policies that govern the special education services. Professional development also includes elements about resolving conflict and how to mediate meetings to prevent and address disagreements quickly. As the laws, policies and regulations change regularly, these training are ongoing.	We will continue to provide trainings to teachers and administrators regarding the IEP process and updates to relevant laws.	We work so closely with all of our families on a regular basis as required by the IEP process. We use translators as needed.	All of the students served through our regionalized programs have an identified disability and qualify for special education services. When creating the individual plan or IEP for students parents participate in a robust process to establish the program for that individual student. Part of this process contains a survey about facilitating the parents’ involvement in the process as well as attaining parent agreement to the program. 100% of our parents have responded to the survey question and more than 95% agreed that we involved them meaningfully in the process. As parent participation is a required component of drafting IEPs, parents have direct and explicit input in decision making around programming for their student. We chose this method because parents are familiar with the IEP process, we get one on one feedback from them, and each parent is given a voice in the process and programming for their child.	We continue to work hard to include all parents and family members in the IEP process.	GCOE Student Services ensures information related to school and parent programs, meetings, and other activities is sent to the parents of participating students in a format, and to the extent practicable, in a language the parents can understand. Sites utilize bilingual staff to translate documents and/or meetings, as requested. An provide opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (such as sign-language interpreters, etc.) to parents and family members, as requested. Sites make special accommodations for families that have accessibility needs, or other special needs, which make corresponding with the school difficult. All buildings are ADA compliant and we support 508 compliance for websites.	5	5	5	4	4	4	5	5	3	3	3	3	Met		22JUN2023	2023
11101160124909	Walden Academy	3	Walden Academy has always had a strong bond between school and families. The desire for family involvement  was one of the reasons the school was founded. Family members are encouraged to be engaged with the school in  every area of the school day. They are invited to school events, encouraged to participate in the classroom, at  recess, and on field trips. Parents participate in teacher conferences 1-2 times per year. They also participate in  SST, 504, and IEP meetings. Translators are provided for Spanish for parents that are not fluent in English. We  encourage engagement with online gradebooks and assignment minders so parents/guardians can track their child's  progress in real time. Teachers share what their students are learning via classroom newsletters. The school  director sends out a monthly newsletter that reflects current events at school, upcoming academic information, and  timely articles to support academic and social-emotional learning. Parents are welcome to participate in PTC (Parent  Teacher Club), school board meetings, and SSC (School Site Council).	Since COVID, we have had a steep decline in parent involvement on campus. The reasons are many and involve  work schedules of parents, teachers don't feel the need for parent support in the classroom, and a general delay in  moving from limited family involvement on campus during COVID to a return of family involvement on campus.	The new director will increase the number of opportunities families will have to increase relationships between home  and school.	Teachers were polled recently and it was determined that they do not need professional development to improve  their capacity of the school's capacity to partner with families. We provide families information about their legal rights  when they attend a 504 Plan meeting or an IEP. Families are encouraged to attend a number of meetings to voice  concerns, suggestions or opinions on processes and programs on campus.	Increase parent volunteerism on the school campus.	Families will be invited to 1-2 additional information sessions on campus.	Parents are provided multiple opportunities each month to participate in School Site Council, Walden Academy  Board meetings, and PTC.	More effort invested in inviting families to board and council meetings.	Increase the amount of informational and educational material sent home to families on the ways they can participate  in decision making on campus.	2	4	2	4	2	4	4	3	2	3	3	2	Met		06JUN2023	2023
11101160130724	Success One!	3	Success One! is very strong in building not only respectful and trusting relationships among the team members (administrators, teachers, and classified staff), but also among our students, their families, and our community.	Success One!'s focus area for improvement in building relationships between school staff and family is having the appropriate amount of administrative personnel to provide the necessary support to our students and families. When a school does not have sufficient administrative personnel to support teachers and administration, it adds extra responsibilities to all the team members to fill in the gaps, which correlates directly to the reduced amount of time available to focus on building relationships with the students, family, and the community.	Success One! Charter's underrepresented populations averages at 70% annually, therefore, all our policies and procedures are designed to serve this population. We ensure all of our student population is engaged in the school activities and is involved in the decision making process through the  participation in the school Advisory Committee, annual LCAP surveys, ongoing local surveys, and local data collection and analysis.	Success One! excels in building partnerships  and actively collaborates with various stakeholders, students, teachers, community organizations, businesses, and government agencies. By involving these stakeholders, we can leverage their expertise, resources, and support to enhance student outcomes. Success One! offers regular communication with our students and their families, offers workshops for students and community members. When students and families are engaged, students tend to perform better academically and have improved social-emotional development.	Success One! will focus on building, establishing, and maintaining partnerships to share resources and expertise. This can involve collaborating with businesses, community organizations, or higher education institutions, ex. local community college, to provide additional resources, mentorship programs, internships, or career guidance. By leveraging external resources, we can enhance the quality and diversity of educational opportunities for our students.	Success One! Charter's underrepresented populations averages at 70% annually, therefore, all our policies and procedures and efforts to build partnerships are targeted towards this population.	Success One! Charter School offers a variety of means for collecting and analyzing data to inform the decision making process about our school, policies, procedures, curriculum, and day to day operations. Our strength is Data-Informed Decision-Making: we seek input for decision-making often use data to inform their decisions. We collect and analyze relevant data, such as student achievement data, demographic information, and feedback from stakeholders. By integrating data with stakeholder input, we can then make more evidence-based decisions that address the needs of our students and community.      Success One! Charter School is constantly seeking the input from our local partners, our students, their families, and our school staff. We hold our Success One! Advisory Committee meetings quarterly and encourage all of the stakeholders to offer their input and to participate in the decision-making processes. We value and appreciate the input from various stakeholders as it offers us diverse perspectives to make the best decisions for our students and the families. We send out a variety of surveys throughout the year to gather input on different aspects of our school, our students and their well-being to better inform our decision making processes. All the data we collect through the surveys is analyzed by our school staff, and based on the outcomes, our team builds a plan of action to address the needs of our students, families, our school and our community.	Success One!'s area of improvement in seeking input for decision-making is to have more students and families to provide feedback through our annual LCAP surveys and to have more students participate in our School Advisory Committee.	Success One! Charter's underrepresented populations averages at 70% annually, therefore, all our policies and procedures are designed to serve this population. As a direct result, most of the input we receive comes from underrepresented students and families, since we provide the same opportunities for all the students to submit their input through Success One! Advisory Committee meetings, the LCAP survey, etc.	5	5	5	5	5	5	5	5	5	5	5	4	Met		22JUN2023	2023
11101161130103	William Finch	3	As a personalized learning school, frequent meetings with families are routine, systemic, and expected to be attended. These regular meetings with teachers and families provide rich opportunities to establish and maintain relationships throughout the school year. Students are typically re-assigned to the same lead teacher each year, so these relationships are further strengthened each year of enrollment. This is supported by local survey data.	A new web-based communications platform has been purchased and is planning to be launched in spring of 2024 along with a mobile application to increase communication between the school and families.	Additional bilingual staff has been hired and has served to bridge the language barriers previously present between the school and bilingual families. The new communications platform also has translation services embedded into the software to ensure communications home are accessible to all families.	Local data indicates that the strengths and progress in this area are clearly defined by the specific action, connection and engagement during the bimonthly meetings between the teacher, student and family.	Clarity of student expectations is a strength for the monthly expectations on each student's independent study assignment sheet. However, based on feedback, it is clear that executive functioning skills for students is often needed to assist in the scope and sequence of daily instruction and attending to academic coursework.	Designated and targeted ELD instruction has been further defined for on campus support through staffing and scheduling. Students now have additional options to receive curricular support regarding the vocabulary, reading and writing skills required to be successful in the English Language Arts curriculum.	The school seeks input in a variety of ways including local surveys, school site council meetings, monthly school board input, and an open door policy for students and families.	Additional technology tools have been sought out to increase 2-way communication between the school and families. As families are spread across a multi-county region, this is the most economical solution. A new web-based communication system has been purchased to address this need.	The new web-based communication system offers direct translation for messaging, emails, and social media posts to assist in bridging the language barriers that have been present at the school.	4	5	4	4	5	4	5	5	5	4	4	5	Met		22JUN2023	2023
11625540000000	Capay Joint Union Elementary	3	Capay Joint Union Elementary School District has close connections with the community, staff, and families.  Parents have the ability to join mobile/email messaging as well as download our Capay app for information and feedback.  Students and parents are recognized for their achievements.  Board meetings are well attended.	Capay Joint Union Elementary School District plans to give parents, families, and community members additional opportunities to connect with school staff via parent educational opportunities, conferencing, and community engagement events.	Capay Joint Union Elementary School District will increase our focus on supporting underrepresented families by creating collaboration opportunities with Spanish-speaking families, outreach opportunities, and intervention support for students.	Capay School is able to connect with families and community members through the use of technology, including the school website, social media, app, and remind communications.	Capay School will focus on making parent/family outreach opportunities more readily available to connect families, school, and students.  Strengthening our partnership with the Capay Women's Club for library services is our priority.	Parents of underrepresented students will have additional opportunities to engage with the school via school wise which has translation features and our school website.  Underrepresented students will have priority when it comes to registering for the after-school program as well.	The district has recently provided opportunities for families, community members, and teachers to engage in the LCAP process.  Several district-wide meetings were held last year to encourage a stronger partnership between all educational partners.	More opportunities for parents and family members to see what we offer on campus will allow for more communication and more chances for the school district to hear the voices of the educational partners.	Capay School has a growing constituency of Spanish-speaking parents.  We will offer translator opportunities for families during our parent outreach events to better hear the voices of all people.	3	3	3	3	3	3	3	3	3	3	3	3	Met		29JUN2023	2023
11625960000000	Lake Elementary	3	"2022 data from the CA School Dashboard displays performance using five status levels  Chronic absenteeism is rated at medium. The suspension rate is very low. Performance in mathematics and language arts is rated at medium. Standards were met for all of the following areas: Basics-Teachers, Instructional Materials, Facilities, Implementation of Academic Standards, Parent and Family Engagement, Local Climate Survey, and Access to a Broad Course of Study. Additionally, dashboard data from the 2022 school year reflects an 8.9% chronic absenteeism rate, which still continues to meet standards in absenteeism. The district maintained zero expulsions and 0% suspensions (of at least one day) in the previous school year, all of which reflect a quantitative measure of positive school climate and culture. Furthermore, these data sets provided the required metrics that identified Lake Elementary as a CA Distinguished School. The state program recognizes schools that show exemplary performance in implementing academic content and performance standards. Qualitatively speaking, it is the belief of Lake Staff that strong school connectedness is a direct correlation to student recognition and student voice. During the 2022-23 school year, the superintendent principal has: •announced student and staff birthdays daily at the all-school flag salute •maintained daily opportunities for students to receive praise from the principal and reflect on the great ""Lake Panther"" behaviors they demonstrated •created and distributed weekly audio announcements to the school community •implemented staff recognition routines: a student-led spin-the-wheel staff award and a staff nomination ""Who's got Hootie"" •maintained a monthly Pizza with the Principal routine where students are again recognized for outstanding behavior and/or academic performance •hosted an annual onsite K-8 Christmas Program for families •hosted an annual onsite holiday craft fair open to the community New this year is the practice of students nominating other students for student of the month, based on observed applications of life skills for emotional well-being and academic growth/effort. Panther Pride recipients are equivalent to “caught being good awards” and are based on Lake’s definition of Panther Pride: Being kind and helpful, having good sportsmanship, expecting success in themselves and believing in others as well as having pride in their school and community with the Lake Panther spirit. In addition to individual awards, classes are now recognized monthly for demonstrating Panther Pride, instead of the highest attendance percentage. The winning class is presented with an Ironman Trophy to proudly display in their classroom for the month. The purpose of this award is to promote team spirit and maintain our positive and nurturing environment."	According to the dashboard performance levels, the District is not a candidate for strategic assistance or intensive intervention as none of our subgroups have a low or very low performance level in two or more state priority areas. Of note, however, is the students' low average rating (75%) in their positive impressions for Engagement as measured by survey prompts that were used to measure educational partners' perceptions (Elementary-Grades 3-5, Secondary-6-8, Family, Personnel-Classified & Certificated) of Conditions of Learning, Pupil Outcomes, and Engagement. While over 70% of students disagree with narratives suggesting that they feel unsafe at school, or worried about other students fighting and harming them, there were several areas of growth identified in all educational partners' perceptions. 1) Improve the proportion of students who feel they fit in at school. 2) Improve the proportion of students who feel like they are treated fairly at school, regardless of their appearance or academic ability. While there are high levels of agreement that teachers treat students with respect and that students are recognized for good behavior, there is still a significant proportion of students who do not feel like they are treated fairly. 3) Address behaviors in classrooms that prevent teachers from teaching so that students can learn. 4) Offer a variety of opportunities and flexible tasks for working parents to volunteer, who may be unable to participate in events during normal working hours. 5) Implement strategies to increase student voice and involvement, such as using Hart's Ladder from the Youth Leadership Institute, and a more focused survey that gathers qualitative data in the form of a solutions-focused interview with students. 6) Implement strategies where acknowledgement of positive behavior is visible to parents, such as through school newsletters, social media updates, or other forms of communication.	a) Sustain stakeholder input via annual surveys, stakeholder meetings with staff, school site council, parent-teacher organization b) Improve students' positive impressions of a safe, supportive, and nurturing environment by increasing youth voice using frameworks, such as Hart's Ladder and solutions-focused interviews/surveys c) Provide access to executive functioning skills curriculum as identified by teachers d) Sustain and expand the role of Dean of students, Physical Education Program Coordinator, Maintenance and Facilities Advisor e) Improve the variety of flexible tasks to accommodate working parents, who may wish to volunteer and help with special projects at the school f) Improve the variety of family events held at the school, such as a family showcase night and a family movie night	Providing families with information and resources (rated as 4): Lake Elementary has shown progress in providing families with valuable information and resources to support student learning and development in the home. This indicates that the school recognizes the importance of engaging families in their child's education and has taken steps to empower them with the necessary tools. Implementing policies or programs for teacher-family meetings (rated as 4): The school has made progress in implementing policies or programs that facilitate regular meetings between teachers, families, and students. This demonstrates a commitment to fostering open lines of communication and collaboration between all stakeholders involved in a student's education. These strengths suggest that Lake Elementary has put effort into establishing effective channels of communication and providing families with the necessary resources to support their child's education. By prioritizing these aspects, the school creates an environment that promotes collaboration and enhances student outcomes.	Analysis suggests for us to continue focusing on providing professional learning and support to teachers and administrators. By enhancing the knowledge and skills of educators, we can continue to identify ways to collaborate with families and strengthen partnerships for improved student outcomes. Lake will continue to prioritize efforts to support families in understanding their legal rights and advocating for their own students' education. This includes providing information and resources that empower families to effectively navigate the educational system and ensure their children receive the necessary support.	As outlined above, Lake Elementary should continue to concentrate on strengthening the capacity of teachers and administrators to partner with families, as well as supporting families in their advocacy efforts. By addressing these areas, Lake can continue to provide a collaborative and supportive environment that positively impacts student outcomes.	It's important to note that, due to the small size of Lake Elementary School District, the School Site Council serves as the parent advisory committee for the district and has become highly involved in the planning and accountability of the LCAP. School Site Council members represent all student subgroups, including English learners, Title I students and special population students, all of which have parent representatives serving on the Council. Additionally, the superintendent/principal or designated staff member attends the monthly Parent Teacher Organization (PTO) meetings. Monthly all-staff meetings are held to review and solicit input for board items and updates. To solicit the student body voice, the Healthy Kids Survey and the Healthy Kids Parent Survey are distributed to all 6-8 students and all K-8 parents every other year with the new cycle starting this school year. This state-sponsored survey is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. All final LCAP agenda items are reviewed and approved at scheduled board meetings.	Lake Elementary has made progress in building the capacity of and supporting family members to engage in advisory groups and decision-making processes. Lake has demonstrated progress in providing opportunities for all families to provide input on policies and programs. Additionally, efforts have been made to reach and seek input from underrepresented groups within the school community. However, there is still a need to further improve strategies to ensure that the voices of underrepresented groups are heard and considered in decision-making processes. There continues to be room for improvement in order to enhance the effectiveness of these engagements and ensure that families are actively involved in shaping policies and programs. These improvements can further enhance family engagement and lead to more inclusive and effective decision-making within the district.	By focusing on building the capacity of families and ensuring the inclusion of underrepresented groups, Lake Elementary can strengthen family engagement and create more representative decision-making processes that align with the needs and perspectives of the entire school community. This may include conducting surveys, hosting community forums, or establishing feedback mechanisms to gather input from families. Targeted outreach, language accessibility, cultural sensitivity, and ensuring diverse representation in decision-making bodies has also been discussed.	4	3	2	4	3	4	4	3	4	3	3	4	Met		20JUN2023	2023
11625960139550	Lake View Charter	3	Educational research validates that support at home is critical to a child’s academic success, our school has made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement, with a focus on parent engagement strategies, and professional development in regards to our underrepresented populations. An example of parent engagement would include ELAC meetings and opportunities to collaborate on student and parent engagement policies. The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, parent organizations, learning field trips, by participating in advisory committees, and special events. One of the many opportunities for underrepresented families are the clubs and virtual academies that provide additional engagement for enrichment and in-person instruction.	Our school's focus has been to support students' academic success and provide the necessary tools to achieve their goals. We will continue to increase and improve academic enrichment, direct instruction, and intervention for the identified areas of academic need for our underrepresented families.	We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. We’ve formed a Parent Advisory Committee for the 23-24 school year, to support school and family partnership and engagement. Most communication between parents and families in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students.	Teachers meet with families at least every twenty days if not more. The focus of the meetings is to build trusting relationships and form partnerships to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops, and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs, and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Dedicated English language development, social emotional learning, and a Title One specific website. Our school will continue to strive to create an engaging environment with our educational partners. Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few.	A focus area for improvement is to increase our parent participation in the LCAP survey and increase parent awareness regarding the importance of mandated state tests and how the scores impact the outcome of our performance based on Dashboard results.	A focus area for our school is the formation of the Parent Advisory Committee. The PAC will be committed to bridging relationships between the school and families, with a focus on the needs of unduplicated students. The school will work to better connect the PAC and ELAC committees to ensure continuity between the two programs. We have implemented a single platform to provide continuity for all of our public meetings.	We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians. Parents/guardians participate in an annual parent survey. The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children.	An area of focus our school continues to be in relation to communication within parent engagement. A few examples are to improve on our various social media platforms, more opportunities for live interaction, launched a school podcast, in the process of redesigning our website to be more user friendly for our families and community partners.	To improve our engagement of underrepresented families, students and families are highlighted in opportunities to participate in decision-making regarding events, social interaction and educational field trips. Parents/guardians suggested we continue to increase opportunities for students to socialize with peers and celebrate their success. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to be to increase parent participation and engagement.	4	4	4	4	4	4	4	4	4	4	4	4	Met		07JUN2023	2023
11626380000000	Plaza Elementary	3	Plaza School District has a long history of community involvement in school activities.  Many families choose to come to Plaza because of this relationship and the welcoming climate the district offers all families.	Plaza School District will focus on improving parent participation in the classrooms, for campus activities, and collaborative groups like School Site Council, LCAP stakeholders meetings, etc.	Plaza School District implemented an initiative called the Plaza Promise to promote the importance of school community involvement.	Plaza School District has strong partnerships with outside organizations that lead to improved student outcomes. The District partnered with Reading Pals volunteers who work with students weekly. Plaza School has a very active parent group called Plaza Community Club.	One area of focus to improve is more outreach to build more partnerships with community organizations that will work with students.	Continue to reach out to targeted families who are underrepresented to inform them on the many different opportunities available to them and their children. The District will also identify possible barriers families experience that prevent active participation in order to help overcome them.	Stakeholders are offered multiple opportunities to provide input for decision making, including School Site Council, Plaza Community Club meetings, LCAP meetings, and Board meetings. Surveys are administered annually.	One area to focus on this year is getting more underrepresented families involved in decision-making opportunities.	The administrator will reach out to families personally to determine what barriers prevent active participation.	4	5	3	4	4	4	4	3	4	4	4	4	Met		08JUN2023	2023
11626460000000	Princeton Joint Unified	3	Princeton is a small community and school events and activities are supported both at school and in the larger community. Because of this integrated support relationships are strong between the school and families.	We need to continue to find ways to communicate in a variety of modalities to ensure the broadest reach	Using local connections and translators we are able to support all students and engage with families.	Princeton is a small community and school events and activities are supported both at school and in the larger community. Because of this integrated support relationships are strong between the school and families.	We need to continue to find ways to communicate in a variety of modalities to ensure the broadest reach	Using local connections and translators we are able to support all students and engage with families.	Princeton is a small community and school events and activities are supported both at school and in the larger community. Because of this integrated support relationships are strong between the school and families.	We need to continue to find ways to communicate in a variety of modalities to ensure the broadest reach.	Using local connections and translators we are able to support all students and engage with families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
11626530000000	Stony Creek Joint Unified	3	The LEA is strengthening its relationship with student outcomes in five areas. First, more support is being provided to students in the form of reading support in the lower elementary with the use of a reading specialist. Second, extra para educator support at the high school is ensuring stuents are keeping up with thier school work and not falling behind in their classes. Thirsd, we are seeing higher graduation rates at both high schools and celebrating graduations and achievements in very similar manners. This is also evident in awards for state test scores, honor roll and attendance. LEA spend time explaining test scores to the community and students, and spending time in professional development and practicing for state testing. Fifth, we have spent considerable time and effort over the past three years making sure students receive help with behavior and well being.	The LEA is focusing on improving communication between school and home.	The LEA will use various form of contact to improve engagement of underrepresented families such as text, auto call, email, printed newsletter and personal calls.	The LEA has incorporated parent conferences twice per year at the K-8 grade levels. These are multiple minimum day meetings. The school district uses new digital marquees to communicate school information to the community along with its website and dialer. The district also incorporates award celebrations for achieveing students in academics, beahvior, attendance that parents are invited to along with other school presentations. Expanding athletics such as high school football and ports at the intermediate school will continue to build progress between LEA and community as a whole. The LEA also offers its campuses to community stakeholders to hold meetings as well throughout the school year.	The LEAs focus area for improvement in building partnerships for student outcomes is to encourage more engagement from community stakeholders in school decision-making.	The LEA will encourage more involvement of underrepresented families by offering more family-centered activities at the school sites.	The LEA has meetings throughout the school year with little to no parent attending. These include budget meetings, Title 1 meetings and board meetings. The LEA does attend monthly meetings with Native American families at the Grindstone Rancheria. The LEA uses primarily surveys for parent input and schedules parent conferences twice per year to keep in contact with parents regarding their child's academic progress. Further, teachers rely heavily on text communication with families to inform them of school events.	The LEA will continue to work to foster a positive relationship with educational partners to encourage engagement in input for decision-making.	The LEA will continue to reach out to educational partners by being involved in community events and making personal connections with those stakeholders.	4	4	3	3	4	2	4	4	3	3	3	3	Met		28JUN2023	2023
11626610000000	Willows Unified	3	Willows Unified School District (WUSD) is firmly committed to building positive partnerships for improved student and community outcomes. WUSD has invested a significant amount of time and resources in building trusting and respectful relationships with our families. Considerable attention to the implementation and actions of our Parent Engagement Team, has yielded impressive results. With the primary role of facilitating outreach efforts and building positive relationships with our families, the Parent Engagement Team has provided timely assistance to sites, while hosting outreach events at the Cedar Hills complex, LCAP Advisories, DELAC Advisories, and Parent Academy 2023 Local Performance Indicator Self-Reflection for Willows Unified School District Page 9 of 17 nights (training and educational nights for parents on a broad array of crucial issues developed from gathered parent input); to further support and engage our parents with strategies to support their child’s academic needs. Further, WUSD schools continue to provide opportunities for parents to be involved in their child’s education through activities such as Fall Carnival, Paint Nights, Freshmen Orientation, etc. In addition, we pride ourselves in communicating with parents/families on a regular basis through online communications and other various means to keep parents informed, as well as each site maintaining an updated Home-School Compact for each site, that is used to record and share strategies for working and communicating more positively with families. Though much progress has been made, WUSD remains committed to improving what we do for our students and community.	WUSD will continue to build on the cultural values of families, stress personal contact with families (remind teachers of the importance of parent-teacher relationships), foster communication with families (all-call, online communication, etc.), create a warm environment for families, and facilitate accommodations for family involvement, including translators, transportation, and other similar services. A continued area of focus will center upon the collection of educational partner input for needs and services, in particular, allowing for partner input to drive monthly Parent Academy topics for discussion. In addition, WUSD will include a focus on developing more engagement from our white, socio-economically disadvantaged educational partner population, as well.	WUSD remains committed to the strategies implemented throughout this first year, with our Parent Engagement Team. While WUSD will continue to offer outreach efforts that build positive relationships with our families, through the hosting of outreach events at the Cedar Hills complex, LCAP Advisories, DELAC Advisories, and Parent Academy nights (training and educational nights for parents on a broad array of crucial issues developed from gathered parent input), all supported by child supervision services; additional efforts will include the implementation of AERIES Parent Square communications, supported by trainings for parents/guardians in the use of this tool to facilitate timely two-way communication.	Taking into account the assessment of input from educational partners and local data analysis, Willows Unified School District (WUSD) takes pride in the progress made and the allocation of time and resources towards nurturing reliable and respectful partnerships aimed at improving student outcomes. In addition to strong educational partner participation in categorical programs, Site Councils, and site-based PTO’s, considerable attention to the implementation and actions of our Parent Engagement Team, has yielded impressive results. With the primary role of facilitating outreach efforts and building positive relationships with our families, the Parent Engagement Team has provided timely assistance to sites, while hosting outreach events throughout the community, LCAP Advisories, DELAC Advisories, and Parent Academy nights (training and educational nights for parents on a broad array of crucial issues developed from gathered parent input); to further support and engage our parents with strategies to support their child’s academic needs. Moreover, hosting community building events (i.e, the Wellness Walk and Cinco de Mayo in the Spring), in addition to a number of counseling educational activities (FAFSA support and completion, college planning, etc.); provided key insight and strategies for parents/guardians, in supporting student outcomes.	For this year, beyond WUSD sought to improve outreach efforts to build relational capacity with our educational partners to improve chronic truancy, provide support and address behavioral needs, and yield increased academic achievement for better student outcomes; input has yielded a focus for bolstering our EL program with ongoing professional development (for both EL staff and general education teachers) and the selection and implementation of formal curriculum for language acquisition and support. With the valuable input substantiated by achievement and chronic absenteeism data, WUSD maintains a steadfast commitment to this objective, continuously striving to enhance our endeavors in establishing meaningful partnerships that contribute to positive students outcomes.	Throughout our continual dedication and unwavering efforts, WUSD is fortunate to benefit from regular review, analysis, and input of our engagement strategies. To improve engagement of underrepresented families, in relation to building partnerships for student outcomes, WUSD endeavors to offer outreach efforts that support building partnerships for student outcomes, through the hosting of outreach events throughout the community, LCAP Advisories, DELAC Advisories, and Parent Academy nights (training and educational nights for parents on a broad array of crucial issues developed from gathered parent input); additional efforts will include the implementation of AERIES Parent Square communications, supported by trainings for parents/guardians in the use of this tool to facilitate timely two-way communication. In addition, WUSD will include a focus on developing more engagement from a broader scope of our socio-economically disadvantaged educational partner population, as well. WUSD is thrilled to announce the introduction of our planning grant for the California Community Schools Partnership Program (CCSPP) in the 2023/24 academic year. This grant will serve as an enhanced opportunity to reach and foster stronger relationships with all groups, especially the underrepresented educational partners, aiming to align community services and resources to enhance our student outcomes.	Willows Unified School District (WUSD) works hard to recruit and retain educational partner representation from all subgroups, to be a part of the decision-making process. There are a number of opportunities for educational partners to actively participate; such as School Site Council/Title I Parent Advisory Committee, School Site Leadership Teams, English Language Advisory Committees/District English Language Advisory Committee, and LCAP Advisory. A key element to support the relational capacity for our educational partners, the Parent Engagement Team with bilingual coordinators, which provides an excellent resource for needed translation for our Spanish speaking partners at each Parent Academy, DELAC, and LCAP Advisory. Moreover, the growth of our Engagement Team, utilizing a greater social media presence, has yielded positive returns in educational partner engagement.	Throughout the course of this last year, to improve our abilities in seeking input for decision-making from our educational partners, WUSD leaned tremendously upon our Parent Engagement Team. Comprised of the Director of Instructional Services, along with two bilingual community liaisons; this team’s focus was on building relationships with educational partners, while providing educational outreach, truancy, and academic supports for our educational partners. These efforts blossomed throughout the year, to include monthly offerings of WUSD Parent Academy nights throughout the spring, where input on key facets of the district and LCAP development was solicited. In addition, the Engagement Team has incorporated efforts and events to support multicultural appreciation and health throughout the community, and which will grow to include a community Multicultural Appreciation event in the Fall of 2023.	Committed to continuous improvement, WUSD looks to improve our engagement of underrepresented families, in relation to seeking input for decision-making by not just holding-course with our efforts from this year, but increasing the hours of employment for the Engagement Team and numbers of outreach and Parent Academy events. In addition, additional efforts will include the implementation of AERIES Parent Square communications, supported by trainings for parents/guardians in the use of this tool to facilitate timely two-way communication. Moreover, WUSD is also excited to unveil our California Community Schools Partnership Program (CCSPP) planning grant for 2023/24, which will provide even more of an avenue to strengthen relationships and collaborate with our educational partners, to align community services and resources to improve student outcomes. This will serve as a broad-based coalition to further engage and improve services for our underrepresented families.	3	4	3	4	3	4	3	3	4	4	4	4	Met		12JUN2023	2023
11754810000000	Orland Joint Unified	3	Current strengths include providing families with information and resources, and OUSD's systems for conveying information about student progress. OUSD continues to provide opportunities for parents to be involved in their child's education through many different activities such as parent information nights, Open Houses, Back to School nights, and many other opportunities.  We will continue to look at new ways to involve our parents and community.	OUSD will Continue to look at ways to continue to build relationships with our families and look for new ways of getting all stakeholders involved.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families., the LEA (Local Education Agency) will implement a comprehensive approach based on the analysis of educational partner input and local data. The following strategies will be employed: 1. Enhancing communication channels: Recognizing the significance of effective communication, the LEA will strive to establish multiple channels for engaging with underrepresented families. This may include utilizing technology such as mobile apps, social media platforms, and multilingual websites, ensuring information is accessible to all families. 2. Parent involvement initiatives: The LEA will develop targeted initiatives to actively involve underrepresented families in their child's education. This may include organizing workshops, parent-teacher conferences, and support groups specifically designed to address the needs and concerns of these families.	Current strengths include creating welcoming environments for families and building trusting relationships with families.	One focus area for improvement might be supporting staff to learn about each family's culture. This will be addressed through the LCAP planning process and any actions/goals determined collaboratively.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, the LEA (Local Education Agency) will implement a comprehensive approach based on the analysis of educational partner input and local data. The following strategies will be employed: 1. Enhancing communication channels: Recognizing the significance of effective communication, the LEA will strive to establish multiple channels for engaging with underrepresented families. This may include utilizing technology such as mobile apps, social media platforms, and multilingual websites, ensuring information is accessible to all families. 2. Parent involvement initiatives: The LEA will develop targeted initiatives to actively involve underrepresented families in their child's education. This may include organizing workshops, parent-teacher conferences, and support groups specifically designed to address the needs and concerns of these families.	"OUSD's cultural values are inclusion, equity, and transparency. The District realizes that all stakeholders play key roles in making the system successful, and every group is essential in helping students receive an excellent education. Achieving our vision is only possible if we listen to, and act upon those improvement suggestions which maximize benefits for students. To avoid ""mission drift"" (confusion and diffused efforts) we take all suggestions and actively search them for ideas that will create positive impacts in multiple areas."	Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) has identified the following focus areas for improvement in seeking input for decision-making: Communication strategies: The analysis has highlighted the importance of effective communication strategies to facilitate input from stakeholders. The LEA will work on improving communication channels, both online and offline, to ensure information reaches a wide range of individuals and feedback is easily provided.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making, the LEA (Local Education Agency) will implement a comprehensive approach based on the analysis of educational partner input and local data. The following strategies will be employed: 1. Enhancing communication channels: Recognizing the significance of effective communication, the LEA will strive to establish multiple channels for engaging with underrepresented families. This may include utilizing technology such as mobile apps, social media platforms, and multilingual websites, ensuring information is accessible to all families. 2. Parent involvement initiatives: The LEA will develop targeted initiatives to actively involve underrepresented families in their child's education. This may include organizing workshops, parent-teacher conferences, and support groups specifically designed to address the needs and concerns of these families.	4	3	5	5	3	3	3	3	4	5	4	3	Met		27JUN2023	2023
11765620000000	Hamilton Unified	3	Through parent and community surveys and meetings, HUSD does a very good job at building relationships between school staff and families.  This is a strength of our district.   HUSD is proud of the voice their parents and community have in supporting all students. There are established School Site Councils, advisory groups, leadership committees, and school board meetings that allow many voices to be heard in the decision making process.  Regular communication from school and district leaders reinforce the importance of educational partner involvement.  Hamilton Unified School District leaders continually model and provide ongoing communication to ensure active school partner involvement.  This communication begins during orientation for new staff regarding parent/guardian communication.  Additionally, site and district leadership works with our parents to understand specific needs and preferred modes of communication of critical information.  This information is shared with staff in order to improve educational services for all students.	HUSD is committed to finding the best ways to communicate with all families.  We translate all materials and messages that go home via Parent Square or Aeries.  We continue to find resources for our teachers and staff to better communicate with our families.  HUSD actively seeks input from all stakeholders for decision making. We are focusing on making school improvement input more meaningful through providing surveys, parent information nights, and strategic planning held in the Spring of every year while developing the LCAP.  HUSD also readily uses Parent Square as a mode of communication ensuring parents receive communication in a timely manner in the form they most prefer (Phone call, email, text message, or any other combination).  This communication messaging system also interacts directly with our Student Information System (Aeries) to provide updated phone, address, and email information.	As stated above, we are continually reaching out to families through electronic communication, flyers home through students or mail, and face to face visits by school staff and administration.  HUSD continues to work with our community to provide support in the native language of parents and their children.  HUSD has added staff who are bilingual in English and Spanish to help with this area of focus.  HUSD also holds multiple site level  forums to provide a chance to receive input from families related to school improvement, as well as personalized contact to ensure underrepresented families are aware of our meetings and are able to attend.  HUSD continues to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.	Through our Academic Parent Teacher Teams (APTT) parents regularly come to our schools and learn from out teachers what their children are currently learning and how best to support them.  This is a very active program at the elementary school.  At HHS, our staff and teachers hold regular parent information nights where various topics including college awareness, credit recovery, academic support, and parent education occur.    Through many years of dedicated service to our community, there is a strong relationship between the community, parents and school district.  The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children.  Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provide valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community.  Information and questionnaires are posted on the district and school websites.  Annual surveys for educational partners are given throughout the year via Parent Square and the District regularly receives high levels of parent response.	We would like to bring the ideas of APTT from the elementary school to the high school.  Also, HUSD is continuing to focus on the social/emotional well being of our students.  Recent parent and stakeholder inputs shows a greater desire to have more focus on students social-emotional well being.  In response, we have added additional counseling time, as well as, a focus on individual relationships through the Capturing Kids Hearts philosophy.  HUSD is developing a comprehensive, balanced assessment plan and will focus on providing the community with easy to understand handouts.	"HUSD is looking to expand library and support hours at both the elementary and high schools this coming fall through the Community Partnership Grant we were recently awarded.  Participation from all parents is solicited, including the engagement of underrepresented families.   HUSD has added additional staff to serve as an ""after hours"" drop in resource that provides support for our families focused on academic needs, social-emotional needs, and basic physical needs. Hamilton Unified has also continued to translate communications and documents to make information more accessible to our multilingual families.  HUSD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options."	HUSD continuously seeks input from all stakeholders both formally and informally.  We regularly send out surveys and parent response questionnaires, as well as, personally reach out to parents to seek their input.  We have a strong PTO at the elementary school, as well as, a strong FFA and Sports Boosters parent group at HHS.  HUSD has established a Hamilton Unified School District Advisory Committee that provides quarterly access to all community and district members to have input on procedures and policies that affect our students.  HUSD Board Policy and Administrative Regulation 6020, recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment.  Additionally, HUSD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education.  Hamilton Unified works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities.  This is achieved through regularly scheduled PAC, DELAC, LCAP, SSC meetings, surveys  where parent/guardian involvement policies are shared and jointly developed. HUSD communicates with families on an annual basis regarding the HUSD Parent Involvement Policy at the beginning of each school year.	With the expansion of the library at both sites, we will expand our offerings of parenting and academic support to our community.  While receiving feedback from our School Site Councils and Parent Advisory teams, HUSD found a need to provide multipole ways for parents to respond to site and district level surveys.  HUSD has focused improvement providing electronic surveys, paper surveys, home visits, input during parent nights, and direct phone calls from teachers and staff.	Our active DLAC and ELAC (both sites) provide specific input to our administrative team during their meetings.  We are continuing to look at ways to bring more parental and community input to these meetings, especially our most underrepresented families.  These include: adaptive time, providing child care, and providing meals.  HUSD closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. HUSD has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families.	4	4	4	4	5	4	4	4	4	4	4	4	Met		07JUN2023	2023
12101240000000	Humboldt County Office of Education	3	The district has many strengths in regards to building relationships. All new students are scheduled to meet with school staff for an individual intake meeting to ensure education staff are aware of students individual needs and strengths.  Each school year back to school intake meetings take place to provide an opportunity to both students and families to connect with their teacher. The district holds multiple family nights throughout the year to welcome  families on campus. During the family nights  dinner is served, students work is highlighted and there are opportunities for students and families to provide feedback to education staff.	The district will continue to provide additional opportunities for students and families that will include monthly newsletters with feedback surveys, ongoing focus groups, and empathy interviews to gather additional feedback and information. The district continues to elicit feedback from parents and encourage them to attend School Site Council meetings.	The district will provide  information to all families in various formats to ensure information is being shared  on feedback opportunities for all families.  these opportunities will be shared during IEP meetings,  the student handbook, monthly family newsletter,  and via text message information blasts.	The district has a strong commitment to building partnerships for student outcomes.  the district works  collaboratively with departments in HCOE to provide additional student support, including: Prevention and Intervention, Career and College Department, Foster Youth Servcies, School Support and Learning Support Services. The district also works with various Community Partners to enhance services and provide additional supports on campus.	The district has a strong commitment to building partnerships for student outcomes.  the district works  collaboratively with departments in HCOE to provide additional student support, including: Prevention and Intervention, Career and College Department, Foster Youth Servcies, School Support and Learning Support Services. The district also works with various Community Partners to enhance services and provide additional supports on campus.	The district will provide  information to all families in various formats to ensure information is being shared on feedback opportunities for all families.  These opportunities will be shared during IEP meetings,  the student handbook, monthly family newsletter,  and via text message information blasts.	The district has an Advisory Board, School Site Council, and scheduled Family Nights that provide opportunities for families to share feedback. Each year the districts sends out surveys for LCAP feedback, Educational Partners LCAP Meetings, and focus groups to ensure educational partners have multiple opportunities to provide meaningfula nd genuine feedback.	The district will continue to explore and examine ways to increase attendance at feedback meetings, and additional opportunities to gather feedback.	The district will provide  information to all families in various formats to ensure information is being shared on feedback opportunities for all families.  These opportunities will be shared during IEP meetings,  the student handbook, monthly family newsletter,  and via text message information blasts. The communication will also be translated into Spanish.	3	4	4	4	4	4	5	4	3	3	3	3	Met		14JUN2023	2023
12101240134163	Northcoast Preparatory and Performing Arts Academy	3	The school offers multiple opportunities to build relationships with families at all grade levels, including a start of school orientation, a welcome back to school night, parent conferences, all-school meetings, parent evenings, opportunities for and strong encouragement of parent involvement and proactive individual communication on the part of staff members. The school also engages in individual outreach to each underrepresented family to ensure that they are fully included in the school's two-way communication processes.	All staff attend professional development workshops addressing these topics. The school evaluates the learning needs of each student on an ongoing basis during regularly scheduled faculty meetings and inservices. The also school offers regularly scheduled parent evenings and parent conferences to discuss student progress and address individual student needs. Additionally, the school conducts a parent-teacher communication week each semester prior to the release of midterm grades.	The school engages in individual outreach to each underrepresented family to ensure that they are fully included in the school's two-way communication processes described in item #1 above. The results of these efforts are evaluated, and the school follows up with any families needing more communication to ensure that all underrepresented families are benefitting from the school's two-way communication processes.	NPA seeks input from parent/guardians in school decision making through parent evenings hosted for each grade level once each semester at the high school level and open house parent evenings at the middle school level. During these meetings parents have an opportunity to voice their academic and developmental hopes for their student and share any concerns or suggestions they may have with faculty and administration.	The school writes down all comments from parents/guardians, and faculty and administration take them into consideration in their decision making processes. During these evenings parents also receive a questionnaire asking them to rank development priorities and initiatives in the school. The results are incorporated into the school's LCAP goals and actions.	The school makes a special effort to solicit participation of all underrepresented families in its regular outreach and communication meetings and its parent evenings. The school has designated a staff member to be the outreach coordinator, to ensure that no underrepresented family is left out of the communication process.	The school's current strength in seeking input for decision-making is its high rate of attendance and participation in regularly held parent evenings.	The school has recently redesigned its newletter to highlight opportunities for input for decision-making, especially targeting attendance at parent meetings. As noted previously, these meetings provide parents with opportunities to provide input into decision-making through discussions and through surveys that are distributed. The school plans to make sure that any family that is not able to attend our parent meetings is prompted to complete the surveys that are distributed and also invited to offer additional input into the school's decision-making processes.	Underrepresented families are already fully engaged in the school's decision-making processes, as demonstrated by their high rate of participation in our parent meetings.	4	5	4	5	4	4	5	5	4	4	4	4	Met		06JUN2023	2023
12101240137364	Northern United - Humboldt Charter	3	In the area of building relationships, our strength is building trusting and respectful relationships. This is also evident by 85.7% of our participants selecting that we are at Full Implementation or Full Implementation and Sustainability in creating welcoming environments.	The area in which we will focus is in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. Focusing on individual students and their families is a priority as a personalized learning school, however an intentional focus on culture would be beneficial for our students.	We will continue to personally invite specific families to events and meetings, as well as send emails, ParentSquare messages and letters home.	As an independent study school, one of our biggest strengths is our partnerships with parents. This is evident by 100% of our participants selecting Full Implementation or Full Implementation and Sustainability when asked if we are building trusting respectful relationships in which our families feel connected. This is also evident by 87.6% of our participants selecting Full Implementation or Full Implementation with Sustainability in providing families with information and resources to support student learning and development in the home.	Our focus area for building partnerships is supporting families to understand and exercise their legal rights and advocate for their own students and all students.	We will continue to personally invite specific families to events and meetings, as well as send emails, ParentSquare messages and letters home. Additionally, legal rights will continue to be reviewed during all IEP meetings.	In the area of seeking input for decision making, our greatest strength with 100% of our participants responding that we have Full Implementation or Full Implementation with Sustainability in supporting family members to effectively engage in advisory groups and decision-making.	Our biggest area for focus is providing opportunities to have families, teachers and administration work together to plan, design, implement and evaluate family engagement activities at school.	We will continue to personally invite specific families to events and meetings, as well as send emails, ParentSquare messages and letters home.	5	4	4	4	5	5	5	4	5	5	3	4	Met		29JUN2023	2023
12101246008221	Agnes J. Johnson Charter	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: • Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). • Administer annual survey to parents, staff, and students. • Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. • Host meetings for families of students with disabilities with special education team who build partnership with families to ensure goal attainment. • Provide consistent communication through email, phone calls, and text notification. Send weekly announcements. Post notifications on Facebook. Send newsletters home every week. • Host family events like Back to School Night. • Parents participate on the School Site Counsil to advise the Board. • Teachers will utilize an application for daily/weekly to communicate with parents about their child. • Opportunities to volunteer at the Charter School or on field trips. • The Charter School’s website will be updated regularly that will include the school’s calendar. • Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. • The parents celebrate presentations (Talent Show, Awards Assembly, etc.) to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and parents serve on the Charter School Board of Directors.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: • Work with parents to encourage stronger communication to ensure that the above strategies are effective. • Ensure advertising about parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. • Ensure School Site Council takes place a minimum of four times per year.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through SchoolWise, the website, Facebook, and the newsletter, and partnerships through conferences, parent workshops, and family events. The Charter School has developed partnerships with the After-School Program where the paraprofessionals work on homework and enrichment activities. The Charter School also uses buddy teachers, gardening, and STEAM enrichment, and PBIS. We are constantly striving to build relationships between school staff and families.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building the After-School Program to include tutoring, intervention programs, and enrichment programs. Building partnerships with families to support the school community will continue with culturally responsive pedagogy, intervention teachers, school counselor, Project Based Learning, and PBIS. Our primary focus must be to improve attendance and decrease chronic absenteeism.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, monthly Board meetings, School Site Council, and staff and Board accessibility. Hiring includes several educational partners to ensure that future employees meet the qualifications and align to the Charter School’s mission.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments. Furthermore, the families will have additional opportunities to share information through monthly Board meetings and School Site Council.	The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision- Making will meeting for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.	5	5	5	4	4	4	3	3	4	4	4	4	Met		15JUN2023	2023
12626790000000	Arcata Elementary	3	"Relationships between School Staff and Families are critical for ensuring student success. The Arcata School District fosters these relationships in a number of ways. The District has a Wellness Committee, a District Advisory Committee, and has initiated parent involvement in Textbook Adoption Committees. Involving families in the decision making process helps to build relationships between families and staff. Both Arcata Elementary School (AES) and Sunny Brae Middle School (SBMS) have active School Site Councils. AES also has a Parent-Teacher Organization and SBMS has a Graduation Committee and a Booster Club. Additional opportunities for input occur during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and hold trainings/workshops, such as parenting classes. The District provides professional development on promoting parent participation and the Arcata School District provides translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. The district offers EL parents the opportunity to have the EL Coordinator or Education Assistant attend parent conferences, along with a translator. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, the District creates an environment that allows for full participation in the school community. While the pandemic negatively impacted many metric outcomes related to building relationships with parent/guardians, those metrics bounced back in 2022/2023:  95% of parents/guardians ""agree"" or ""strongly agree"" that ""school staff treat parents with respect."" (2022/2023; up 4%)  92% of parents/guardians ""agree"" or ""strongly agree"" that their school promptly responds to their phone calls, messages, or e-mails. (2022/2023; up 5%)  83% of parents/guardians agree or strongly agree that ""parents feel welcome to participate at this school."" (2022/2023; up 25%)  School staff continue to be generally responsive and treat parents/guardians with respect. Another area of strength is the District's weekly updating of its Facebook and webpages in order to engage and communicate with families. This might be one of the reasons such a high percentage of parents/guardians that feel their school ""keeps me well informed about school activities."""	"As mentioned above, the pandemic has negatively impacted some metric outcomes related to parent/guardian input:   73% of parents/guardians indicate that the school does ""very well"" or ""okay"" at providing information on the parents expected roll at their child's school. (2022/2023; no change)  This metric indicates the need for the District to continue seeking and valuing parent/guardian participation as we come out of the pandemic. The District has already been increasingly creating opportunities to get parents/guardians back on campus and more engaged in their student's learning. The District restored almost all of its traditional in-person parent activities for the 2022/2023 school year. Additionally, the District is worked with families to develop, and formalize, a Booster Club at each school site. Further, the District has received a Community Schools Implementation Grant for each school site, which will designate and provide increased staffing to work with families and connect them with appropriate resources."	In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One ongoing focus area for improvement is increasing outreach to low income families. Oversight of the Arcata Family Resource Center was previously restructured and there is an increased emphasis on connecting low income families with resources and support. The District plans to bring back the Family Services Coordinator for the 2023/2024 school year and this position should help facilitate more family outreach and increase FRC responsiveness. Additionally, the district continues to invest in professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District also plans to expand on the SUN (Students w/ Unique Needs) input group it established during the 2023/2024 school year to target feedback and input from families of students with disabilities and 504s.	"The Arcata School District recognizes parents as partners and works with parents and families to ensure student success. Parent input is valued during intake meetings, conferences, IEP meetings, and family events. The Arcata School District encourages parent classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The schools promote 100% parent attendance at parent teacher conferences and holds trainings/workshops, such as parenting classes. By focusing on formal and informal meeting opportunities, professional development on promoting parent participation, and translation services, we will create an environment that allows for full participation in the school community. While the pandemic negatively impacted some metric outcomes related to building partnerships with parent/guardians, some of the metric outcomes have held relatively steady or improved:  83% of parents/guardians agree or strongly agree that their school ""encourages me to be an active partner with the school in educating my child."" (2021/2022; down 8%)  75% of parents/guardians ""agree"" or ""strongly agree"" that their school ""keeps me well-informed about school activities."" (2021/2022; up 15%)  91% of parents/guardians indicate that they ""participated in a regularly scheduled parent-teacher conference with the child's teacher."" (2021/2022; up 21%)  District and school staff are doing a great job of keeping families well informed. The relatively new mass communication system (voice calls, texts, and emails) is increasingly being used to update families and ensure timely communications."	"As mentioned above, the pandemic has negatively impacted some metric outcomes related to parent/guardian partnerships:  78% of parents/guardians ""agree"" or ""strongly agree"" that “teachers communicate with parents about what students are expected to learn in class.” (2021/2022; down 10%)  This decline highlights the need for the District to continuing focusing on parent/guardian partnerships. The District has already begun increasingly creating opportunities to get parents/guardians back on campus and more engaged in their student's learning. The District is looking to restore all of its traditional in-person parent activities for the 2022/2023 school year. Additionally, the District is working with families to develop, and formalize, a Booster Club at each school site. Further, the District has received a Community Schools Planning Grant which will designate and provide increased staffing to work with families and connect them with appropriate resources."	In order to better serve all District students, the ASD continues to implement actions/services related to partnering with parents/guardians. One focus area for improvement will be increasing outreach to low income families. Oversight of the Arcata Family Resource Center has been restructured and there is an increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is also creating a SUN (Students w/ Unique Needs) input group to target feedback and input from families of students with disabilities and 504s. The District is looking to restore all of its traditional in-person parent activities for the 2022/2023 school year and is working with families to develop, and formalize, a Booster Club at each school site. Further, the District has received a Community Schools Planning Grant which will designate and provide increased staffing to work with families and connect them with appropriate resources.	Parent input is an integral part of the ASD decision making process. Annual parent survey results drive district decision making. Parents/Guardians are encouraged to serve on the ASD Board of Trustees, the District Advisors Committee, School Site Councils, and give feedback through surveys and other less formal communications. The CA Healthy Kids Survey (Parent Survey), District Advisory Committee, and School Site Counsels all provide excellent mechanisms for connecting with families and engaging them in the decision making process.	"Fortunately, parent perceptions regarding their involvement in district decision-making have shown some improvement post pandemic:  64% of parents/guardians ""agree"" or ""strongly agree"" that their school ""actively seeks the input of parents before making important decisions."" (2022/2023; down 1%)  88% of parents/guardians ""agree"" or ""strongly agree"" that ""school staff take parent concerns seriously."" (2022/2023; up 10%)  83% of parents/guardians agree or strongly agree that ""parents feel welcome to participate at this school."" (2022/2023; up 25%)  In order to better serve all District students, the ASD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help foster improvement in this area. The pandemic forced the district to limit parent/guardian access to campus and it will be important to continue comprehensive outreach in order to improve parent/guardian participation in all of our input opportunities moving forward."	In order to better serve all District students, the ASD continues to implement actions/services related to including parents/guardians in the decision making process. One focus area for improvement will be increasing outreach to low income families. Oversight of the Arcata Family Resource Center was recently restructured and there are plans to increase staffing in the FRC for the 2023/2024 school year. With this staffing the FRC will continue its increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is also created a SUN (Students w/ Unique Needs) input group to target feedback and input from families of students with disabilities and 504s. The District is looking to restore all of its traditional in-person parent activities for the 2023/2024 school year and looks forward to the expanded impact of the new Booster Clubs established at each school site.	4	4	4	4	3	4	4	4	4	4	4	4	Met		20JUN2023	2023
12626790109975	Fuente Nueva Charter	3	Fuente Nueva recognizes the importance of building a partnership with families to promote student success, therefore we offer multiple ways for staff and families to connect and foster relationship over time. Friday mornings offer a unique time for families to join together at Café Fuente, a parent organized offering of coffee, tea and health snacks. The number one word that families and community partners use to describe Fuente Nueva is community. This has been a common them on the past four years of family/community surveys. Additionally the surveys reveal that the community feels welcome at the school. As a Spanish immersion school who centers social justice as a core value, we are regularly reflecting on how we are doing to each family for their unique culture that they can bring to the school. When provided feedback we say thank you and take action to demonstrate that families are respected as contributors to the shaping of the program.   The Fuente Nueva Charter Council, our board of directors offers an opportunity for the community to join via teleconference allowing for virtual participation in leadership meetings. During the 2023 spring LCAP input season there were numerous discussions about the feeling that parent engagement has decreased since before the pandemic. The participation on the annual family feedback form has declined slowly to an all time low in the spring of 2023. With school events beginning to follow normal schedules, we are attempting to offer low investment ways for families to gather and foster community.	One area of improvement is to ensure that translations services are available at all community meetings. While this is not input that we have received from our current families, it is something identified by the staff as a need to attract Spanish speaking families to the school. We have the capacity to offer translation at meetings so we plan to ensure that educational partners are properly notified that it is available.	Fuente Nueva has funding available for educators and staff are paid for opportunities to learn more about ways to support the diverse community that we serve. This past year the Humboldt County Office of Education offered a workshops as part of an Equity Series. Staff were offered the opportunity to attend in order to receive a stipend. Additionally most certificated staff have been trained in restorative practices and trauma informed schools. The learning in these workshops builds a foundation of personal and professional understanding on what it means to partner with families to support the learning of students.   On a recent survey, 98% families reported that they feel the school maintains open communication on school wide information and 91% said they feel welcomed on campus. One area that we are looking to deepen our work is to create family circles where we can dialogue to build common  understanding of the needs present in our community and how we can best meet them.	When students join the TK/Kindergarten class the teacher offers a home visit for families before the school year starts. Every classroom teacher holds a back to school night, weekly newsletters and two parent teacher conferences per year. Volunteers are welcomed to the classroom for a variety of tasks from field trip support to preparing learning materials.	Families appear to be busier then ever in this information rich world. One way that we plan to improve is to continue to improve how information is shared with families so that it is accessible through multiple platforms, including a mobile phone. Another way we can improve is to ensure that all materials are offered in the families home language, which for our school has traditionally been either English or Spanish. Ensuring that families can access home to school communications will increase access to support for all students.	As noted above, we can improve by ensuring that all materials are offered in the home language of families. In addition, we plan to hold family engagement evenings next year that offer opportunities for families to engage in dialogue to support their students education.	As a grassroots community created school we have long valued collaboration in the decision making process. The board of directors seeks to make decisions based on consensus and when that is not possible, the leadership team respectfully disagrees. On the annual community survey, 98% of Fuente Nueva families reported that they feel that the school maintains clear and open communication about school wide information. 95% of respondents reported that they feel they have a chance to participate in the decision making process for the school. This is a huge success and we plan to build upon this feedback by continuing to provide meaningful ways for parents and community partners to provide input into the school's programs and policies.	As a Spanish immersion program, several families prefer or require to communicate in Spanish. We are building our capacity to engage with Spanish speaking families by ensuring that the front office administrative team includes an individual who is bilingual in both Spanish and English. One way that we can continue to improve is to ensure that translation services are available for all community forums. This year we had translation available at all governance board meetings, but it was not utilized. This was also the first year that all school communications were delivered in both English and Spanish.   The recent annual survey demonstrated that 42% of respondents are familiar with the Local Control Accountability Plan. Despite our efforts to ensure this is not the case, very few parents feel connected to this most important document that outlines our program's goals, actions and services. To address this, we will be launching a refreshed educational campaign to provide community partners with ways to learn about the LCAP. Through multiple entry points we hope to educate more parents about the actual LCAP so that they realize what they do know and empower them to engage further in the process.	While low ratings regarding the LCAP demonstrates families connection to this compliance document, it does not capture that 96.5% of the school community provide ratings of good or excellent experience  As a Spanish immersion school, diverse members of the surrounding area are attracted to the school for the inherent value on multiculturalism and multilingualism that an immersion school promotes. This in itself is a statement of inclusion to our community that the school values many voices and perspectives. We feel this as a school, but this is not actual data. To this end, we are seeking options to hold Listening Sessions for students of color and other underrepresented families to share their experiences at Fuente Nueva. From this we can learn what we can do to support our families to thrive in the school program.	5	5	5	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
12626790111708	Union Street Charter	3	Parents are engaged in the school as volunteers in the classroom and assist with field trips, serve on the board and the LCAP Advisory Council. Several family events that showcase the educational program are held that are meant to engage parents in a sense of community, such as the Fall family fun night and Spring Sing and potluck where all students perform music and sing and the open house which displays student projects.	This year we were successful in opening up the campus and resuming all our previous opportunities for families. A focus for next year will be encouraging parents to attend LCAP, site council and board meeting attendance.	Using information provided in the Family Engagement Framework listed on the CDE website, USC educates teachers, specialized instructional support personnel, the principal, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs. During meetings staff strategize how best to build ties between parents and the school.	Union Street Charter (USC) involves parents in the educational program in several ways. Student progress is communicated through parent conferences twice a year (there is a third teacher-initiated conference when needed). USC provides assistance to parents of children served by the school in understanding such topics as the academic standards, state and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children at parent nights in the Fall and at parent conferences. Families are kept informed of their rights in the Annual Notice of Parent Rights.	USC ensures that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand. This is done by providing all newsletters and documents in print and electronic methods (webpage and email). We have a Spanish speaking translator on staff who can translate any documents. All documents on the webpage are ADA compliant, and other school publications can be provided in print upon request. We could improve getting that message out through parent meetings.	USC provides materials and training that help parents support their children’s academic achievement throughout the school year. Such information is provided at parent nights in the Fall, at parent conferences, and by announcing local workshops in the school newsletter. In addition, workshops are held at the school on internet safety for parents and adolescent growth. While it is our philosophy to provide paper copies of all school publications at the beginning of the year, we will work toward 100%. This will ensure we are not assuming everyone has access to the internet. Parents can make a confidential request for paper copies.	The Union Street Family Engagement policy was developed jointly with and approved by the Site Council and school board on 6/7/17. It is distributed annually to parents and family members of participating students in the school handbook. Families are invited to participate in decision making by giving input about the school in the annual school survey. In 2023, parents gave input on our survey and all grades were well represented. The survey asks for parent comments on many aspects of the school.	Suggestions from surveys are integrated into daily running of the school by staff and the board. In 2019, a key finding of our survey was that parents feel like they have many opportunities to participate. Several parents participated in school board meetings. A goal for 2023-24 is to offer more opportunities for involvement.	In addition, advisory groups and the board meetings are announced in the newsletter. USC aligns parent involvement required in the ESSA Section 1116 with the LCAP stakeholder engagement process by ensuring that families may participate in a survey regarding academics and school climate. Parents are involved in LCAP development during 3 input meetings during the year. Parents serve on the board and the LCAP Advisory Council that meet to discuss the budget and LCAP. A focus for next year will be encouraging parents to attend LCAP, site council and board meeting attendance.	5	5	5	5	5	5	5	5	5	5	5	5	Met		21JUN2023	2023
12626790137653	Redwood Coast Montessori	3	"he relationship between school and family is central to the success of RCM students and the development of our school community. RCM staff use a variety of ways to engage with parents/guardians and the larger community. As a starting point, RCM staff host a variety of early year gatherings for students, families, and staff to build relationships and open up lines of communication. Regularly scheduled conferences, IEP meetings, and community events help to promote collaboration and relationship building. In addition, RCM hosts a exhibitions, school performances, and information meetings throughout the school year. At the governance level, parents/guardians are the encouraged to participate as members of the school board and as members of the site council. Both groups are composed of primarily parent/guardians. Friends of Redwood Coast Montessori provides an additional format for to build relationships between families and school. 99% of Parents ""Agree"" or ""Strongly Agree"" that ""Parents feel welcome to participate at this school."" 100% of Parents ""Agree"" or ""Strongly Agree"" that "" School staff treat parents with respect."""	Although both the school board and the site council are composed of parent/guardian volunteers, RCM acknowledges that additional outreach needs to be done to promote these opportunities to all families, particularly among students. RCM staff are currently working on curriculum and course structure that will initiate greater participation of students in both of these governing bodies. RCM continues to outreach to families at the beginning of each school year to educate families about the wide range of opportunities for involvement and to promote these opportunities in our weekly newsletters.	RCM will continue to outreach to families through or weekly newsletters and direct communication with all families, particularly those that are underrepresented. The Manila Community Resource Center, operated by RCM, has been undergoing a process of refocusing its resources to better support school families. RCM is also providing additional training opportunities for staff to address the increased need for support of students and families with unique needs.	"Redwood Coast Montessori works hard to actively communicate with families and to build partnerships with the entire community. Through the use of the weekly newsletters and through our ""open door"" approach to connecting with families, RCM staff are largely able to effectively communicate with families regarding student outcomes. 80% of parents ""Agree"" or ""Strongly Agree"" that their school provides instructional materials that ""reflect my child’s culture, ethnicity, and identity."" 76% of parents ""Agree"" or ""Strongly Agree"" that ""Teachers communicate with parents about what students are expected to learn in class."" 87% of parents ""Just okay"" or ""Very well"" that school is ""Providing information on your expected role at your child's school."""	Redwood Coast Montessori staff are actively working on building a comprehensive TK-12 strategy for assessing and tracking student performance. Through the use of several key strategies: student portfolios, student-led conferences, student critique and reflection, partnerships between families and school will be strengthened.	In an effort to better serve the needs of underrepresented students and families, RCM pursuing additional staff training and systems to address the needs of students in the classroom. RCM is also partnering with HSU to provide two social worker interns to provide target services for students with unique needs. Expansion of the hours and duration of our programs during the 2022-23 school year and beyond is also designed to help support underrepresented students.	During the 2022-23 school year, RCM provided staff, students, and parents the opportunity to participate in the California Healthy Kids Survey for the second time. This tool proved to be an excellent source of information from all three target groups. These surveys will continue to be used in future years as an important source of information for how best to engage all members of our community.	"Based on the feedback form the CalSCHLS survey: 82% of Parents ""Agree"" or ""Strongly Agree"" that ""School actively seeks the input of parents before making important decisions."" 83% of Parents respond ""Just okay"" or ""Very well"" that school is ""Letting you know how your child is doing in school between report cards."" While these percentages indicate that a majority of parents/guardians are satisfied with the level of input they receive from school and their ability to provide input, our goal is to have a percentage of 90% or more of parents /guardians reporting satisfaction with the levels of input for decision making."	In an effort to better serve the needs of underrepresented families, our community resource center continues to shift the focus of the program to include greater levels of support for children and families in our own community. Staff of the resource center are also working on improving how information is communicated to underrepresented families in order to help identify needs and provide available resources.	4	4	4	4	4	4	4	4	3	3	4	3	Met		21JUN2023	2023
12626796120562	Coastal Grove Charter	3																						Not Met			2023
12626870000000	Northern Humboldt Union High	3	There is an increase the in the two-way communication between families and schools. Sites are providing more opportunities for gathering student voice in decision making. There has been more committees with families that include students such as the site Equity Collaboratives and the Indian Education Parent Advisory. Many staff have participated in reducing cultural bias through professional development such a book clubs and workshops. Some curriculum is being updated to be more culturally sensitive.  Families are able to access student's grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations.	The District has a Differentiated Assistance plan which includes working with families on the students' four-year plans to help make them more relevant for students. This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes.	The district has partnered with New York University to complete an equity audit. The district committee has reviewed data looking for disproportionality among around race, gender and student with disabilities over two years. Ensuring that equity awareness is part of all practices in the district is a priority including embedding it in the MTSS/LCAP plan.  A parent group made up of under represented families were contacted to gather information for the audit.  The ELAC (English Language Learner Committee) at Arcata High in conjunction with the McKinleyville Family Resource Center has met monthly throughout the school year. There is room to improve this committee and build participation. Providing more materials both printed and digitally in Spanish is an area of focus for the district.  The Student Services department is expanding a list of resources for staff, families and student use. This list includes contact information of both on and off campus resources so students, families and staff can access services as needed.	In our rural communities, the high schools are the center of community activities. The schools engage with the community and families via extra curricular activities regularly. The community participates on the schools' Site Councils and Parent Teacher Organizations. Back to School Nights are well attended by families.	The district has placed a large emphasis on developing a more Culturally Responsive Sustaining Education system. Continuing to plan and implement the actions that were developed as part of the NYU equity audit is an area for improvement. Communicating with students, families and staff about the partnerships that we already have in place so available resources are known provides room for improvement.  The district is working closely with the school's Site Councils to help guide the district in writing district level plans such as the LCAP and parent and family engagement policies. The two continuation schools have joined the site councils of the respective comprehensive sites for which they share a campus and resources.	In addition, Arcata High started an ELAC (English Learner Advisory Committee) group in 2021-22 in partnership with the McKinleyville Family Resource Center which has provided important feedback from our English Language Learner families such as the disconnect they feel with the school and how to improve the communication home. We are working on getting more communications translated and will be placing all the English Learners at AHS with a Spanish speaking Academic Counselor, adjusting the caseloads among the counselors to accommodate this shift.  Site Equity Collaboratives are made up of students, families. McKinleyville Family Resource Center staff and district staff which provide two-way communication which has provided input on decision making and comfortable, trusted environment.  Staff continue to participate in book clubs and workshops to help raise their cultural awareness and ultimately adjust curriculum to be more inclusive.	The district uses advisory committees such as Site Councils, site Equity Collaboratives, Student Equity Advisory Committees as well as LCAP/MTSS plan educational partner meetings. We also seek student input through Student CoGens (Collaborative Generative Conversations) specifically around MTSS feedback. Staff feedback is obtained through rounding sessions, Pulse Check Surveys, Surveying students, parents and staff is a regular practice throughout the school year from quick pulse checks to bi-annual or annual surveys to get feedback on more long term goals. The schools and district are regularly utilizing social media and texting to push out information to families, as per the survey results where families requested it.	Intentionally communicating survey results through websites and social media has become a practice district wide.  We are working on improving our surveying process by communicating the purpose and how to obtain the results after they are processed to the participants. We are starting to use pulse check surveys with staff which are shorter and provide feedback to make changes with a quick turnaround time.	Through the ELAC (English Learners Advisory Committee) we are learning ways we can improve communication to homes where English is not the primary language. A parent focus group was utilized to obtain data we use to analyze in the New York University workshops. We also gather information through the Indian Education Parent Advisory Group.	4	4	4	4	4	4	4	5	4	4	4	4	Met		27JUN2023	2023
12626870107110	Six Rivers Charter High	3	According to survey data gathered from our educational partners, our strengths are adults at the school care for the students, and the school is safe. These all received greater than 80% feedback stating guardians agree or strongly agree. Additional areas that are of mid-level strength are that our school is welcoming and that our families feel well-informed about events at the school, with 78% of guardians agreeing or strongly agreeing, and 89% if we include neutral. For all statements listed above, only 11% of guardians disagreed, and there were none that strongly disagreed.	We had two low areas when looking at the data. One area, that the school is fair when dealing with discipline problems, only received 33% of guardians who agree or strongly agree, though 100% were included if we look at those who are neutral. This information has opened discussions with our Parent Advisory Council (PAC), and the consensus was that those who marked neutral probably did not have any instances of discipline throughout the year.  The other low area, and one of the primary concerns, is that students enjoy participating in school on a daily basis. Only 67% of our guardians agreed or strongly agreed, though we reach 89% if we include neutral. However, like many of our statements identified in the previous area for strengths, only 11% of guardians disagree, and 0% strongly disagree. However, if we also include data from the students, only 44% state they agree or strongly agree. While this increase to 71% if we include neutral, this is by far our lowest score within our self-assessment and as such is an identified area for improvement.	Six Rivers’ effectiveness in providing a quality learning environment focused on caring, concern and high expectations for all students is evident in the school policies, programs, and procedures that support student learning and opportunities. As such, Six Rivers offers several opportunities for families to be involved with the high school so that they are active partners in the learning/teaching process. These opportunities include the Parent Advisory Committee and the Pirate Parents. Six Rivers works hard to provide schoolwide community events to build a caring and respectful environment for students, staff, family members, and the community. Such events, in a typical year, include the Back-to-School Community Potluck and Winter Performance. In addition, the board meetings and the Parent Advisory Committee enable local control from the community to discuss issues regarding funding and programs in a forum that parents, community members, and staff can attend and participate in.  Goal 3 in the LCAP specifically addresses family and community engagement. Six Rivers already has a robust Social Media presence on Facebook and Instagram. Families are able to access students' grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations. At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation. This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes. The Student Services department is expanding a list of resources for staff, families, and student use. This list includes contact information for both on and off-campus resources so students, families, and staff can access services as needed.	According to survey data gathered from our educational partners, our strengths from a student perspective are greatest in adults caring for students (73% agree or strongly agree), providing emotional support when needed (68% agree or strongly agree), and feeling welcome at school (68% agreeing or strongly agreeing).	From a student perspective, our lowest two areas, both of which scored below 60%, were in the school is fair when dealing with discipline problems (55% agree or strongly agree, and 81% if we include neutral, leaving 19% who disagree), and enjoying participating in school on a daily basis. This is, by far, the lowest area according to students, with 44% agreeing or strongly agreeing, and close to 71% if we include neutral, leaving 29% disagreeing. As this is the area with the most significant amount where students disagreed with the statement, it is an area of focus for us next year. Additionally, our student data showed a decline across the board in all student feedback, with our strengths lower and our areas to improve larger.	The LCAP actions for 2023-24 focus on social/emotional behavior instruction for students. Part of the actions are to build relational capacity between staff and families as well as students, and additional actions are to build systems at all levels of the district that create a safe, equitable, and supportive community for every student and staff member. School staff, teachers, and administrators are learning to create more trauma-sensitive, safe, and supportive school environments. This includes reaching out to families to seek their feedback for improvement. Moving forward, our district will provide professional development regarding Tier 1 and Tier 2 supports, including trauma-informed strategies, and will continue to implement Tiered Support for all students.  At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation. This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes. The Student Services department is expanding a list of resources for staff, families, and student use. This list includes contact information for both on and off-campus resources so students, families, and staff can access services as needed.   Throughout the school year, staff have participated in multiple Professional Learning Communities and mini-Professional Development in regard to Universal Design for Learning, supporting English Language Development, and culturally responsive teaching. The implementation of these learnings will allow staff to provide equitable and relevant learning opportunities for all students, including underrepresented families.	Six Rivers provides many opportunities for families to provide input and feedback on school and district levels through focus group meetings, surveys, and LCAP educational partners meetings. Intentionally communicating survey results through email has become a practice district-wide. Through regular Parent Advisory Committee (PAC) meetings, site data is reviewed by the site council. These meetings take place monthly. The principal sends out email reminders. Members consist of parents, students, and staff. Educational Partners are regularly informed about how they can participate via emails, website posts, mailers home, social media, and text messages. Those parents who are on the PAC are highly engaged in the governance of the school. They are members for a 2-year term.  Moving forward, Six Rivers will be working closely with the school's PAC to help guide the school in writing site-wide plans such as the LCAP and parent and family engagement policies.	Six Rivers will continue to use the PAC meetings and our educational partners' meetings to improve seeking input for decision-making. Our area of focus for the upcoming year is in increasing participation from our educational partners, as only 8% of our guardians completed the survey, a drop from 12% in the previous years, and 14% participated in our educational partners' meetings. Furthermore, our PAC is typically attended by the 4 core members, even though it is open to the public. As our participation is low, our focus area for improvement is in participation in our input processes.	Goal 3 in the LCAP specifically addresses family and community engagement. Six Rivers already has a robust Social Media presence on Facebook and Instagram. Families are able to access students' grades and attendance records via the parent portal, ParentVUE. Teachers throughout the district are using Google Classroom which allows students and families to access school work digitally. Families who have students with IEPs and 504 Plans meet regularly with staff to discuss learning goals and accommodations. At Six Rivers, the four-year plan has become part of the registration process, which supports the relevancy of the plan, as well as supporting students in coursework to help more students become A-G eligible upon graduation. This work includes conversations with families and students to discuss student progress and ways to work together to support improved student outcomes. The Student Services department is expanding a list of resources for staff, families, and student use. This list includes contact information for both on and off-campus resources so students, families, and staff can access services as needed.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
12626870124263	Laurel Tree Charter	3	We are in our second year of our Family Inclusion Group.  This was designed by parents to increase the sense of belonging for families at Laurel Tree.  They meet monthly and plan activities designed to connect families with each other and with the school.  They have a group that meets weekly to help work in the library.   Many parents come on the beginning-of-school camping trips or help drive for field trips.  Teachers are readily available for a quick chat after school, or on our email system.  We have quarterly Potluck and Performances that showcase student work and create community by eating together.   Most importantly, our class sizes are small and teachers work in teams with a group of students over three to four years, creating long term relationships between teachers and families.	We need to continue to work on providing better access for Hispanic families.  We recently got our website to be readable in both English and Spanish however, we need all of our materials available in multiple languages.	We will reach out to those families directly to gain their input.  We had two sessions last year that were facilitated by a Diversity Trainer that were specifically to hear the concerns of BIPOC and LGBTQ+ families.	"Our staff read ""Design for Belonging"" as part of our ArtSEL Training last year.  ArtSEL is a five-year, whole staff training in using Art to facilitate Social/Emotional learning and connection.  We send out a weekly newsletter, we use JupiterEd to connect parents and students with assignments, grades, and email.  We hold parent conferences mid-year and as needed.  We provide families with the Whole School Handbook and follow all IEP/504 regulations.  We hold a yearly back-to-school night"	Parents would like to see more of the student's work going home.	Direct communication between teachers and families, beyond what we do regularly, is what we feel is necessary to engage underrepresented families.	Our Family Inclusion Group is in its second year.  So, while we're moving in that direction, we still have some work to do before it's fully implemented.  Our strength has always been in having great input from teachers and staff, and from some parents - but now we need to make sure we are reaching out to those underrepresented families.	Strengthening our new Family Inclusion Group.	Getting a system in place for direct connection between teachers and underrepresented families.	4	4	4	3	4	4	4	4	3	3	3	3	Met		27JUN2023	2023
12626950000000	Big Lagoon Union Elementary	3	Based on the survey data reported above, both staff and families feel connected through regular two-way communication. Events such as “Volunteer Day” have strengthened connections between families, educational partners, PTO, staff, and administration. Relationships have strengthened during this past year and continue to grow.	Based on the survey data reported above, the District will continue to emphasize opportunities for families to give input and the administration and staff will endeavor to communicate by a variety of means to ensure information is available and accessible for families.	Based on the survey data reported above, The LEA could improve engagement of underrepresented families through increased collaboration with educational partners such as Two Feathers.	Based on the survey data reported above, the district is doing well in providing families with information and resources to support student learning and development in the home and implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.	Based on the survey data reported above, the district is fully implementing efforts to build relationships between school staff and families	According to the survey data and educational partner input, the district is in the initial implementation stage of each of the areas seeking input for decision making. The LEA could improve engagement of underrepresented families through increased collaboration with educational partners such as Two Feathers.	According to the survey data and educational partner input, the district is in the initial implementation stage of each of the areas of seeking input for decision making. Paper copies of Board agendas are sent home in addition to the website posting. Board meetings are streamed via Zoom. Administration regularly seeks the opinion of educational partners through informal conversations. In the summer of 2022, The district, in partnership with the COE, facilitated a community and family input session which garnered great attendance from educational partners and valuable feedback.	The LEA will continue to communicate in multiple ways regarding upcoming opportunities to participate in decision-making, such as Board Meetings, Social Media queries, and informal conversations.	The District will increase collaboration with educational partners, offer increased opportunities for family participation at school events and proactively seek feedback from underrepresented families.	4	4	4	4	4	4	4	3	3	3	3	3	Met		13JUN2023	2023
12627030000000	Blue Lake Union Elementary	3	We have a number of actions we are doing to Build Relationships between School Staff and Families.  We have increased notification through our website through apps such as Rooms, Class Dojo, Alert Now, and scheduling conferences within the first eight weeks of school, in the spring, and any additional conferences needed to keep families information about student progress, such as SSTs and/or Check-In IEPs.   We share CAASPP information during the conferences, have them available through our parent link to our Student Information System for families see, and provide the website where parents can gain more information such as the Parents Guide to the SBAC Summative Assessments and the following link https://www.cde.ca.gov/ta/tg/ca/documents/sbsummativepgtu.pdf  We are holding Lunch-on-the-Lawn monthly for families to come and enjoy lunch with their students and our staff.  We have planned monthly events, such as Back to School Night, Harvest Festival, Multicultural Night, Health & Wellness Night, Holiday Craft fair, Spring Art Festival, Open House, Student Talent Show Night, etc.    We have a Community Care Coordinator who is working to build connections in the classroom, on the campus, in the community at large, and with our County.     We are working diligently and continually to improve our relationships with our families.	After surveying our families, we have increased the number of family events, multicultural events, and added a Wellness Center to support our students social-emotional needs and to support the needs of the families as a whole.	We will continue to reach out in a variety of ways to ensure our underrepresented families have access to Building Relationships Between School Staff.	We are reaching out to a number of educational partners to increase our student outcomes.	We will be working with our county office of education to finds better ways to look at our academic data, use the data to develop targeted instruction, and increase areas of training in the area of reading, math, science, health, and wellness.	We will continue to reach out in a variety of ways to ensure our underrepresented families have access to Building Partnerships for Student Outcomes including conferences, texts, phone messages, flyers, and monthly events.	The District encourages and supports active parent/caregiver involvement in their child’s education. Blue Lake Union Elementary District seeks input from parents/guardians in a number of ways. Our school has a School Site Council/Advisory committee and an active PTO. Additional opportunities for input are available during conferences, family events, community dinners, and PTO meetings. We also seek input through surveys, such as CHKS and district created surveys. Formal input meetings include the Parent Advisory Committee, LCAP advisory, and Board Meetings.	We are always looking for better ways to seek input for decision making.  We will be increasing events and survey from the events to establish what is working and what needs to still improve.	We will continue to reach out in a variety of ways to ensure our underrepresented families have equitable access to providing input and being a part of decision making.	4	4	4	5	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
12627290000000	Bridgeville Elementary	3	"Bridgeville School is committed to improving communication between school staff and families. This year we are implementing ""In Touch"" call services. We continue to encourage families to participate in our parent group and booster club. With an enrollment of 38 students and a teaching staff of three teachers staff and the administration maintain and will continue to maintain constant contact with families via phone, technology, written notices and in-person interaction. The Bridgeville Community Center monthly newsletter which is sent to every household in the district contains a school news column each month featuring individual staff, special events, and highlights of school culture and education. Our school is truly the center of the community."	Due to the large rural and rugged geographic nature of the district, family involvement at school has historically been limited. COVID restrictions further complicated existing difficulties. The district recognizes the value of parent engagement in their children’s education and is utilizing increased phone, technology based, and in-person methods of communication to improve participation. Special events and meetings are often include lunches and dinners to encourage more families to participate.	All families including underrepresented families are encouraged to be a part of the parent group, attend board meetings, and special meetings and school celebrations and functions. . We also make it a priority for families to know they can communicate with any staff members at any time. In addition, the Bridgeville Community Center is on site and collaborates with the school in engaging and supporting underrepresented families.	Bridgeville School continues to develop programs and actions which will increase and improve services for unduplicated students. The following actions were identified  by multiple stakeholders to be delivered school-wide in support of all students: 1. Maintain small class size and grade spans in multi-grade classrooms to ensure more individualized learning practices (differentiated instruction, tutoring, etc.) to support unduplicated pupils.  2. Field trips and guest presenters. 3. Providing all students in need with nutritious meals 4. Providing unduplicated pupils with increased support improve their home learning environment, including but not limited to purchasing computers for student checkout for home use, materials and supplies needed to be successful in the home environment (textbooks, calculators, binders, paper, pens, pencils, highlighters, literature books, books on tape, etc.) 5. Providing professional development for teachers who work with students in poverty, foster youth, homeless youth, and students who have experienced trauma or neglect.  6. Offering a music program to increase access to Visual and Performing Arts for students from low-income families.  These actions have been selected to effectively improve student outcomes in a small school based on past experience and research. The effectiveness of all of the above programs and services will be reviewed annually and reported in the LCAP Annual Update.	The district is striving to promote and increase family and community participation in classroom activities, school events, and opportunities for engagement in school planning and the decision making process. Staff communicate and emphasize the importance of parent participation in their children's education at the Parent/Teacher Conferences three times each year.	The above actions have been identified as having the greatest potential for improving ALL student outcomes in a small school based on past experience and research. The effectiveness of all of the above programs and services will be reviewed annually and reported in the LCAP Annual Update.	As mentioned above Bridgeville School will make efforts to increase communications and encourage families to participate in Decision making meetings.	The LEA is committed to increase communication with families on being more involved in the decision making process and to communicate the importance of their participation in the development of their child's education. The LEA will sue a variety of methods of communication including ,but not limited to, phone, technology, the Community Center Newsletter, notes home with students, and person to person. conversation	Bridgeville School will directly communicate with underrepresented families inform them of dates and times of decision making meetings, as well as posting agendas and minutes on our website so that they can be easily accessed by all families and community members.	4	5	5	3	3	4	5	5	3	4	3	4	Not Met For Two or More Years		14SEP2023	2023
12627370000000	Cuddeback Union Elementary	3	The small school size and family-like culture at Cuddeback inherently allows for more family/staff interactions. The school promotes frequent teacher/parent communication both informally and formally by way of parent conferences, campus events and activities, and regular parent check-ins regarding student progress. With only a single teacher at each grade level, staff is able to build multi-year, long-term relationships with families as each sibling promotes thru the grade levels.	The school needs to support new teachers that have not yet established relationships with families through training and modeling on such interactions. The school needs to make sure to provide opportunities for positive staff/family interactions frequently and early in the relationship to avoid starting on a potentially negative information contact.	The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will make efforts to be more responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.	The school provides many opportunities for families to meet and interact with teachers and staff to support student outcomes. We utilize formal parent conferences in Fall and Spring and mid-term progress reports regarding academics. We provide a .6 FTE counselor to support SEL needs for students, as well as an active primary intervention program for SEL needs designed especially for TK-4th grades. Our on-site FRC provides family and individual support resources for social/emotional, financial, counseling, food assistance, medical, and many other agency-based programs for students in need.	The school plans to improve and broaden the opportunities for students to explore a wider variety of courses by offering more elective classes in hopes of creating more interest and insights for students as to future career options and interest opportunities.	The school will continue grant first opportunity status for these support programs to the underrepresented students and families. The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will make efforts to be more responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.	The district provides many opportunities for seeking input for decision-making for our educational partners. We hold a standing agenda item open for community input related to decision-making for the public. The administration invites all families to attend and participate in open forums geared toward decision-making for the district. The LEA has a parent advisory group that is able to provide input on these matters.	The district will continue to promote efforts in seeking input in decision-making from partners. The district always seeks new methods to better publicize and increase the number of parent advisory groups meetings and open forum town hall meetings in which we seek decision-making input.	The school will be sure to utilize preferred communication methods as noted by underrepresented families in our survey and from personal interactions with members of these groups. School will continue efforts to be responsive to particular expressed or anticipated needs of underrepresented families to aid in building relationships with those families.	5	5	5	5	5	5	5	5	5	5	4	4	Met		21JUN2023	2023
12627450000000	Cutten Elementary	3	Cutten and Ridgewood Schools enjoy and nurture an open, respectful, and highly beneficial relationship with parents. A hallmark of our educational success is the extremely high parent and community participation in all aspects of the school program. We extend an open invitation to parents to visit both school sites. Parents of incoming kindergarten students attend orientation events prior to the first year of school. By the first day of school, we know our new students and they know us. The transition from Ridgewood School second grade to Cutten School third grade is eased through many opportunities to visit the Cutten site, a student and parent orientation evening, and an open invitation to parents to visit Cutten School as often as they desire. Parents feel at ease and supported. Every class has nearly 100% attendance at parent and teacher conferences, and the annual Back to School Night and Open House Night attendance rate is about 80%. So that parents, students, and teachers feel comfortable working together, a trusting relationship is necessary. Teachers and administrators establish an environment where parents feel welcome and valued, resulting in increased direct instruction for children. As their children move through the grade levels, parent volunteers are an extremely important part of academics. Teachers rely upon them to provide small group instruction. Families are invited to attend our school assemblies and on-site events and celebrations. Parents and students are greeted in the morning by the principal as they enter the school campuses, and all staff at both sites foster a warm camaraderie, leaving their classroom and office doors open before, during, and after school. Our District sends out a weekly newletter to all parents to inform them of the upcoming events and reminders.	We will continue to promote parental participation in a variety of ways and will encourage parent classroom volunteers, participationat school events, and attendance at parent teacher conferences. We will continue to promote increased parent participation and will implement some suggestions offered by parents in the parent and staff surveys, including encouraging parents to contribute to cultural and career events. Though Cutten District has only a small number of English Learners, we will continue to provide translation services to allow parent/guardians to participate in educational programs and meetings. Communication is a key focus for our school district. We are constantly improving our practice to make sure parents are informed of upcoming events and opportutnities.	We recently started fully utilizing the REMIND communication system in which administration frequently engage with the whole district and site  families on upcoming events and information. Teachers use REMIND to communicate with parents on a daily basis to inform them of events or to give them information about their student. We recently added a school principal, a social worker, and an Expanded Learning Community Coordinator to help support families and students, and to help build better relationships with our families.	The Cutten District seeks input from educational partners in many ways. Five of the ten-member School Site Council are parents that actively participate in developing the Single Plan for Student Achievement and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district. The District seeks input from students through the recently created Student Council. Additional opportunities for input are available via parent surveys, community meetings, LCAP advisory and information meetings, Back to School events, TK/Kindergarten Orientations, and a third grade Orientation event. LCAP parent input meetings occur throughout the year, and each Board meeting provides the opportunity for parents to give feedback on student outcomes. Our school social workers reach out to underrepresented families to personally invite them to parent and family events and meetings.	The Cutten Elementary School District focus area for improvement will be on our outreach program.	We will utilize the REMIND application in a variety of ways to involve parents in their childs academic acheivement- all staff  will work hard to communicate with parents through REMIND  when there are upcoming assignments or events, and social workers, as well as, the Expanded Learning Community Coordinator will reach out to our underrepresented families to personally invite them to family events and meetings.	As stated previously, the Cutten District seeks input from educational partners in many ways. Five of the ten-member School Site Council are parents that actively participate in developing the Single Plan for Student Achievement and the Comprehensive Safe School Plan. The Site Council also fulfills the role of Parent Advisory Council, responsible for reviewing the LCAP and providing feedback to the district. The District seeks input from students through the recently created Student Council. Additional opportunities for input are available via parent surveys, community meetings, LCAP advisory and information meetings, Back to School events, TK/Kindergarten Orientations, and a third grade Orientation event. LCAP parent input meetings occur throughout the year, and each Board meeting provides the opportunity for parents to give feedback on student outcomes.	The Cutten Elementary School District will focus on both communication and outreach to improve the input we get from our educational partners to guide our decision making.	We will utilize the REMIND application to invite parents to fill out  a survey, attend an LCAP input meeting, or attend one of our Board meetings - all staff  will work hard to communicate with parents through REMIND  when there are upcoming assignments or events, and social workers as well as  the Expanded Learning Community Coordinator will reach out to our underreperesented families to personally invite them to family events and meetings where their input will be heard and used to guide the Districts' decision making. We will also try to provide child care and a meal when we hold  LCAP input  events.	5	5	4	4	5	4	5	4	5	5	5	5	Met		26JUN2023	2023
12627940000000	Fieldbrook Elementary	3	The Site Council invites all families to participate to help shape the guiding documents that influence the school routines and culture. The district utilizes surveys at various times of the year to determine areas of need as determined by our educational partners. The surveys also allow the board to make informed decisions that effect programs and students. Surveys have shown an increase in family access to the school and staff. Families appreciate our early conference schedules that allow for parent/staff interactions within the first 6 weeks of school. We had 100% of families participate in conferences with teachers.	Families requested to have more volunteer opportunities on campus. During the 2023-24 school year the district plans to respond by facilitating Volunteer Trainings and encourage more families to volunteer in the classroom, fundraising and school activities. The district will continue to produce surveys to assess the level of satisfaction and engagement from families.	The district follows up on programs on opportunities offered on campus through our school weekly update notice as well as our school website. When possible, the district will follow up with emails and phone calls to underrepresented families to help facilitate better engagement and participation.	Based on input and local data, the district has strength in the accessibility of district information including successes conveyed through our weekly update, informing community on how they can support and interact with our school population. Now we are utilizing this access to help support volunteer needs and booster club participation.	The district in focused on creating partnerships with local groups through the creation of our school gardening program. We have engaged with local community and business members to help create, educate and maintain our new garden space.	When possible, the district will follow up with emails and phone calls to underrepresented families to help facilitate better engagement and participation. Also, aftercare opportunities have been increased for underrepresented families in the form of clubs and study groups.	The district has been successful in receiving feedback through our parent and staff surveys.  We had a 71% response rate in our last district survey. The survey informed the staff and board of priorities that families had how to meet the needs of our students.	The district found that when we returned to in-person meetings, we saw a decline in participation. In response, we now hold hybrid meetings. We are focused on making participation easy for all educational partners. This will allow for greater participation.	When possible, the district will follow up with emails and phone calls to underrepresented families to help facilitate better engagement and participation. Also, aftercare opportunities have been increased for underrepresented families in the form of clubs and study groups to allow for in-person participation.	4	4	4	4	4	4	4	4	4	3	4	4	Met		29JUN2023	2023
12628100000000	Fortuna Union High	3	FUHSD has built stronger connections and relationships with families through investments and engagement in digital communications platforms, the return of events post-pandemic, school newsletters and other printed publications, and robust engagement in educational partner groups such as Indigenous Parent Night, Hispanic Family Nights, and Parent Advisory Committees.	FUHSD continues to strive for more extensive family engagement by continuing to improve communication and opportunities for community participation.	FUHSD will continue to encourage and bolster the successful engagement achieved by hosting Indigenous and Hispanic Parent Nights and will further that model for other underrepresented groups that are not experiencing levels of engagement at the standard that FUHSD strives for. FUHSD is also starting a District Parent Advisory Committee in the fall of 2023.	FUHSD has invested in robust grading, attendance, and home-to-school communication software and continues to train new and existing employees in how to more effectively utilize the software. Redeveloped websites and school-to-home communication apps have greatly improved engagement and message saturation.	FUHSD will continue to strive for robust communication and message saturation with all families by continuing to improve practices and adopt new strategies and technologies that reach the most families as possible.	FUHSD is onboarding a feature on Aeries Grading software called ParentSquare that will improve families abilities to access grades in real time and to engage with attendance more efficiently.	FUHSD enjoys strong School Site Councils at all three school sites that provide input on the SPSA and an active District Advisory Committee. FUHSD also supports robust educational partner groups such as the Indigenous Parents Group, Latino Parent Group, and the Academy of the Redwoods Parent Advisory Committee, which all provide input to the District.	FUHSD shall continue to increase input from certain underrepresented groups that are not experiencing levels of engagement and input-seeking at the standard that FUHSD strives for.	FUHSD has supported the creation of a District Parent Advisory Committee that will meet three times in 2023-2024 to seek input and foster engagement from a wider swath of FUHSD student representation.	5	5	5	5	5	5	5	5	5	5	5	5	Met		20JUN2023	2023
12628280000000	Freshwater Elementary	3	Freshwater School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals.	A focus area of improvement for Freshwater School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist.  We are continuing to promote volunteerism in classrooms and with our parent organizations such as Freshwater Educational Foundation (FEF) and Community Club.	Freshwater School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities.  Our Parent Advisory Committee and Equity Committee are actively seeking engagement from underrepresented families to ensure a safe and welcoming school climate that provides access for all.	We have created student leadership and clubs to promote improving access and outcomes for all students on campus.	Including student leaders in board meetings and school decision making.	Underrepresented families have been engaged through surveys, personal outreach from administration, and involvement in educational partner input meetings including PAC and Equity Committee.	Our strengths include our annual student, staff, and parent CA Healthy Kids Survey.	This year as part of our community schools grant, we will be conducting additional surveys and focus groups to gather more authentic feedback.	We will increase outreach efforts to our community, including the promotion of our equity committee to further engage with our community.	4	4	3	4	4	4	4	4	3	4	4	3	Met		28JUN2023	2023
12628286116289	Freshwater Charter Middle	3	Freshwater Charter Middle School continues to devote an LCAP Goal to maintaining and improving a high level of student, parent, and community involvement to keep Freshwater School a safe and welcoming learning environment.  We continue to offer our community many opportunities to be engaged in campus activities to support out students and to engage out families.  Examples would be our sports and music programs, providing after school enrichment and intervention programs, and family events such as picnics, movie nights, and holiday festivals.	A focus area of improvement for Freshwater Charter Middle School is to ensure that all of our families have access to the internet at home and are able to maintain effective home school communication, including access to Jupiter Grades and class websites.  Families that are identified as lacking access to resources at home will meet with school administration and work together to remove any barriers that exist.  We are continuing to promote volunteerism in classrooms and with our parent organizations such as Freshwater Educational Foundation (FEF) and Community Club.	Freshwater School continues to prioritize the promotion of our parent advisory committees to receive feedback and input on our school programs and policies.  We advertise and encourage participation in our stakeholder engagement meetings in our weekly school bulletin and on our school website.  In addition, we continue to survey our parents each year to get input and feedback on our success as a district in reaching all families.   A focus area of improvement for Freshwater School is to more vigorously promote our stakeholder engagement meetings to encourage more families to attend and participate in school decision making opportunities. Our Parent Advisory Committee, Freshwater Charter Council, and Equity Committee are actively seeking engagement from underrepresented families to ensure a safe and welcoming school climate that provides access for all.	We have created student leadership and clubs to promote improving access and outcomes for all students on campus.	Including student leaders in board meetings and school decision making.	Underrepresented families have been engaged through surveys, personal outreach from administration, and involvement in educational partner input meetings including PAC and Equity Committee.	Our strengths include our annual student, staff, and parent CA Healthy Kids Survey.	This year as part of our community schools grant, we will be conducting additional surveys and focus groups to gather more authentic feedback.	We will increase outreach efforts to our community, including the promotion of our equity committee to further engage with our community.	4	4	3	4	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
12628360000000	Garfield Elementary	3	Garfield School District has a long history of developing and maintaining strong relationships between school staff and families. Garfield School District is currently exploring additional ways that we can learn about each family's strengths, culture, language and goals for their children.	Garfield School District will continue to work diligently to partner with families to build relationships between school staff and families by involving families in school activities, volunteering in classrooms, participation in Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences and individual outreach.	Garfield School District will continue to work diligently to build relationships between school staff and families, including underrepresented families, by involving families in school activities, volunteering in classrooms, participation in Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences and individual outreach.	Garfield School District continues to work with our educational partners, including Cal Poly Humboldt, the Freshwater Grange Association and the Humboldt County Office of Education to improve student outcomes.	Garfield School District will continue to utilize our educational partnerships for positive social/emotional well being and academic student outcomes.	Garfield School District will work to improve engagement of underrepresented families to build partnerships for student outcomes by encouraging families to participate in ways that utilize individual strengths and talents.	Garfield School District will continue to partner with families, including underrepresented families, to effectively engage families in decision making.	Garfield School District will continue to work diligently by involving families in decision making with our Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach.	Garfield School District will continue to work diligently by inviting families who may be underrepresented, in decision making with our ,Local Control Accountability Plan Advisory Committees, School Board meetings, parent conferences, parent newsletters and individual outreach.	4	4	2	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
12628510000000	Green Point Elementary	3	The district has created a sense of community where parents feel welcome at the school.	Communication needs improvement.	Research into the best way to communicate with families is needed.	Procedural safeguards were provided and explained multiple times throughout the year for parents of IEP students. Policies and resources were posted in the office and in the hallway.	Greater communication of student work and professional development to support this is needed.	Greater communication of student work and professional development to support this is needed.	Seeking input for decision-making saw an increase in all ratings. All three questions were rated 1 for the 2021-2022 school year.	Increase community engagement opportunities.	All of our students are socio-economically disadvantaged. Increasing community engagement supports these students	4	4	4	3	2	3	2	3	4	3	5	4	Met		22JUN2023	2023
12628850000000	Hydesville Elementary	3	Through staff and family surveys, it was indicated that classroom family communication was overall good.	Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication.  The District will also begin to look at unifying communication procedures so families won't have to search through multiple apps.	The district will increase communication through the office, as well as increasing recruiting members for all district committees in an effort to increase participation by underrepresented families.	Hydesville Elementary School District promotes parental participation in a variety of ways. The district encourages parent classroom volunteers, parent participation at school events, 100% parent attendance at parent-teacher conferences, etc. Though Hydesville elementary school district has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child's education.	Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication.  The District is also increasing recruiting efforts for district committee participation.	The district will increase communication through the office, as well as increasing recruiting members for all district committees in an effort to increase participation by underrepresented families.	Hydesville Elementary school district seeks input from parents/guardians in a number of ways. HESD has a Parent Advisory Group, LCAP community input events, a Parent Group, and a booster club which will meet formally throughout the 2022/23 school year. Additional opportunities for input are available during board meetings and family events.  HESD also looks for input through the use of online surveys.	Some of the LEA's area's of focus are to improve communication from the central office, as well as improving and updating the school website to improve communication.  The District is also increasing recruiting efforts for district committee participation.	The district will increase communication through the office, as well as increasing recruiting members for all district committees in an effort to increase participation by underrepresented families.	3	3	3	3	3	3	4	3	2	2	3	3	Met		19JUN2023	2023
12628930000000	Jacoby Creek Elementary	3	Jacoby Creek School works diligently to connect with our families to create a welcoming environment on campus.  Our school offers many different opportunities to be involved, whether it's through classroom volunteering, evening student/family events, sports and more.  Our school holds parent conferences twice a year where it provides an opportunity for teachers and parents to meet and discuss student success and areas needed for improvement.  More than half of our students come from out of the district boundaries so by making the choice to attend our school they are often more willing to be involved in these activities. The staff will continue to encourage involvement from all groups, especially underrepresented ones, by reaching out to them and promoting their participation.	Our school is purchasing a new school information system to improve communication with families.	The Parent Advisory Committee will focus on ensuring that the voices of under represented families are heard via focus groups and surveys.	We have a high percentage of families that express they are very happy with our school and how programs are offered for those students that are struggling or opportunities to challenge students that excel academically.  We are proud of our support for struggling students as we have Student Study Teams that involve school staff and student families to create a cohesive team that works for the best interest for each student for positive behavioral and educational outcomes.  Each family is given a student handbook at the beginning of the school year as well as a parent rights handbook to make sure they are given information on their legal rights to advocate.	A focus area for improvement for all families including underrepresented is to engage by doing additional outreach and making more personalized contact to help provide information and resources to support student learning and improve student outcomes for struggling students.	We continue to work in this area to present information in a positive way and to bring in support from our county office to connect with parents on the positives of early intervention.	Seeking input for decision-making is always something we do throughout the school year.  We have Parent Advisory Committee, Jacoby Creek Children’s Educational Foundation, MTSS Leadership Committee, School Board, and parent surveys in order to give families opportunities to engage in decision-making.	It's difficult to get families to participate in these due to work schedules or other prior commitments.   Families have expressed they are most likely to participate in a school field trip or an evening school event.	The Parent Advisory Committee will focus on outreach to underrepresented families.	5	5	4	5	4	4	5	4	5	5	5	5	Met		12JUN2023	2023
12629010000000	Klamath-Trinity Joint Unified	3																						Not Met			2023
12629190000000	Kneeland Elementary	3	According to parent surveys and stakeholder input, the LEA has a 95% approval rating for school climate and fostering a welcoming environment for families.  100% of families have participated in at least one school activity during the school year.	The LEA endeavors to encourage more volunteerism in the classrooms and will initiate a sign up for enrichment activities that highlight our community members' and families' specific skills through presentations, chaperoning field trips, and participating in teacher supervised instructional activities.	The LEA continues to strive for inclusivity for all learners and their families.  Research has been performed to investigate the origins of the land on which the campus sits and will post information on the website to identify the indigenous lands.  The LEA will continue to offer free breakfast, snacks, and lunch for all students, focusing on those students who are socioeconomically low.	The LEA has reached out and established close collaborations with three local community partners: the local fire department, Astronomers of Humboldt, and a local community theater.  Through these connections, the LEA can provide all learners unique opportunities to gain skills and knowledge through real life activities which has increased successful student outcomes.	The LEA is currently investigating environmental entities to increase student engagement and successful student outcomes utilizing the natural world around us while promoting environmental responsibility for students, staff, families, and the community.  Through the implementation of more environmental science collaborations, we hope to broaden the learning opportunities for all learners and thereby increase successful student outcomes.	While experiencing real life learning opportunities, the LEA provides all transportation, nutritious food, and all necessary supplies to ensure that every student has an equal opportunity to learn and glean knowledge from the experience.  The LEA's small size allows for full inclusion of all learners.	The small size of the LEA lends itself to close connections between staff and families.  The LEA provides input opportunities monthly as open board meetings, monthly at Community Parent and Teacher meetings, and annually at Back to School night, Open House, and at all-school events.	The pool of available parents is small due to the small size of the school.  More effort will be made to provide a wider schedule of meeting times and events to increase the opportunities for working families to meet with staff, participate in meetings, and offer direct feedback.	The LEA consistently reaches out to families identified as underrepresented to ensure their inclusing in all decision making matters.  Underrepresented families are asked to participate in the Parent Adivisory Committee as well as serve in the CPTO, and act as chaperones on field trips or special school events in order to have opportunities to provide feedback and input for decision-making.	5	5	5	4	4	5	5	4	5	5	4	4	Met		12JUN2023	2023
12629270000000	Loleta Union Elementary	3	Loleta continues to work towards full implementation and sustainability in building relationships between school staff and families. School staff are supported in learning about each family's strengths, cultures, language and goals for their children. Our partnership with the Loleta Community  Resource Center (LCRC) allows the school staff to better reach our community and to work collaboratively to create a welcoming environment. Additional collaborative work with community partners allows the school to identify and address areas for continued improvement.	The Loleta school community works actively to identify and address areas for improvement in building relationships between school staff and families. Focus areas include maintaining consistent and reliable communication (in English and Spanish)  between members of the school community, creating consistent and meaningful opportunities for parent involvement (an ongoing challenge with the pandemic) and continuing to build staff capacity to foster trusting and respectful relationships.	Loleta has a school population that is made up of more than 90% unduplicated pupils. Therefore, all of our efforts to improve relationships between school staff and families are by definition addressing the needs of underrepresented families.	Loleta's past and ongoing work with the ACLU, OCR and local advocates have improved the school's capacity to partner with families and to improve student outcomes.  An area of relative strength is meeting with families to discuss student progress and ways to work together to support improved student outcomes.	As our student performance data indicates, there is a need to continue to focus on systems and practices to foster student success in behavior, social-emotional learning, and academic performance. Two years of a global pandemic have posed many challenges to moving academic achievement forward but Loleta school staff remain committed to improving student outcomes.	Loleta has a school population that is made up of more than 90% unduplicated pupils. Therefore, all of our efforts to build partnerships for improved student outcomes are by definition addressing the needs of underrepresented families.	Loleta's past and ongoing work with the ACLU, OCR and local advocates have improved the school's capacity to partner with families and to improve student outcomes.  Loleta has a variety of advisory groups including ELAC and a Native American Parent Advisory group that meet regularly.	As we continue to grow in our capacity as a Community School, we will focus on strengthening family involvement in our advisory groups to ensure that all families have the opportunity to provide input on the school's policies and programs.	Loleta has a school population that is made up of more than 90% unduplicated pupils. Therefore, all of our efforts to build partnerships for improved student outcomes are by definition addressing the needs of underrepresented families.	2	2	1	2	2	2	3	2	2	2	2	2	Met		22JUN2023	2023
12629350000000	Maple Creek Elementary	3	The district is greatly appreciative of the strong relationships that have been developed with all educational partners.	The district will continue to work towards maintaining and improving these relationships.	Due to the small school size, there is a high level of engagement with all educational partners.	Procedural safeguards were provided and explained multiple times throughout the year for parents of IEP students. Policies and resources were posted in the office and in the hallway.	The district is investigating the ability and desire from families to have in-home tutoring over the summer to improve the LEA’s progress in providing families with information and resources to support student learning and development in the home.	Due to the small school size, there is a high level of engagement with all educational partners.	Families report that they feel invited and encouraged to participate in educational decisions. Conferences, committees, and meetings are well attended.	The district would like more educational partners to attend board meetings. The district is looking into the possibility of providing childcare during meetings. Events could use more planning and timely communication. Staff will spend more time on yearly planning at regular staff meetings.	Due to the small school size, there is a high level of engagement with all educational partners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		23JUN2023	2023
12629500000000	McKinleyville Union Elementary	3	MUSD certificated staff and administrators have engaged in a number of professional learning opportunities addressing topics of racial equity and inclusive school practices.  Teachers and administrators have partnered to develop more welcoming family teacher conference practices and school events based on family input. MUSD has welcomed families to school for conferencing twice a year and makes extraordinary efforts to ensure every family can attend including, late night scheduling, translation services, and welcoming students to the conferences.  MUSD has invested in the Remind App to ensure that families can receive communication in their home language, and we continue to update forms on our websites to ensure they are available in English and Spanish. Additionally, staff read and met with the author of Design for Belonging and have used this framework to redesign school events for Belonging.	MUSD recognizes that many classified staff have not had access to the same professional learning opportunities as their certificated peers.  MUSD has implemented twice annual training opportunities for classified staff during early release days scheduled during conferences.  Additionally, MUSD negotiated a full day of pre-service learning for all classified staff to ensure that messaging and learning is consistent across all units at the beginning of the year.	Our school sites will be adopting aligned Site Council Bylaws to improve access to all families.  School sites are prioritizing the hiring of bilingual staff and supporting teachers at all sites to support family engagement in the home language.  MUSD partners with our local high school district in grants designed to support Native American students and to fully implement an MTSS model of support at all sites.  MUSD received the CA state Community Schools Planning Grant and will use the next year to further understand the needs of families.  And the district is partnering with Studer Education to complete a Strategic Planning process which includes two full days of focus groups with a wide range of educational partners.	McKinleyville Union School District works with families as partners in their children's educational success.  Families are key members of SST meetings, Conferences, IEP meetings, family events, and student athletics.  MUSD encourages families to volunteer at school sites, attend school events, and participate as educational partners in decision making.  The COVID 19 pandemic negatively impacted the ability of families to participate in person in our schools and our metric outcomes related to family involvement. MUSD is prioritizing the creation of opportunities for families to engage in our schools, their children's education, and our decision making processes.  The addition of a family/staff requested messaging app has improved family/school communication significantly in the past year.  Staff partnered with the author of Design for Belonging to review current conferencing and events and redesign to develop a sense of belonging for families.	District leadership is committed to improving communication to families using a variety of regularly scheduled outreach efforts.  The return of family engagement evening events, in person conferences, and sporting events open to the public will improve family connection to our school sites.  Additionally, as part of the Community School Planning process, families will be asked to provide regular input on district and site decisions in the form of regular surveys, focus groups during our Strategic Planning process, and Planning Group.	MUSD is committed to serving all students and families.  The district has implemented a two-way communication app that allows for instant translation in the families language of choice.  The district partners with Northern Humboldt Union High School District's Indian Education grant to provide on site support for Native students and families.  The district Spanish Immersion program provides a rich program for Spanish speaking students and their families, and the recent addition of a district English Learner Coordinator has improved the oversight our our EL services.	MUSD understands the importance of family input for decision making.  All five board trustees are parents of current MUSD students.  Many of our teaching staff and classified staff are current parents as well. Families are encouraged to participate in our School Site Councils and Parent Advisory Committee to provide input and surveys are provided to families to provide input as well.  Meetings are held during the evenings and food and childcare are provided when appropriate to encourage attendance.  The districts in person events are very well attended, often with 75%+ of families in attendance.	Based on input from families and data from annual meetings, MUSD will increase the use of invitational focus groups to improve our ability to get input for decision-making.	In order to better serve all students, MUSD will engage in Strategic Planning process to better understand the needs of all families and determine methods for providing support to all families.	3	4	3	4	3	3	4	4	3	3	3	3	Not Met For Two or More Years		09AUG2023	2023
12629680000000	Orick Elementary	3	Orick School's strength lies in community. The school is the center for community engagement. Staff has regular communication with every family, via face to face interaction, text and social media. We have excellent attendance at school events and encourage parent involvment.	We would like to hold more events and support families with a resouce center in the future.	We will identify families that may not have regular contact with school staff and use our support systems to assist and remove the barriers they face in connecting.	Staff is in regular communication with our families, most of whom we see every day.	We will work to provide families with information and resouces to support their student's learning.	We will hold family engagement events and provide resources for families on how to support student learning.	Our family input rate for surveys regarding decision making is near 100%. Partners who committed to PAC/Community School advisories have been consistent.	We will contine to solicit input and report explicity on how that input translates to school planning and decision making.	We will host events to engage underrepresented families, that align with other offerings, like food pantry days and community dinners.	4	5	4	4	4	3	4	4	4	4	4	3	Met		08JUN2023	2023
12629760000000	Pacific Union Elementary	3	Relationships between School Staff and Families are critical for ensuring student success. The District fosters these relationships in a number of ways. The District has an active PTO, Site Council/PACT, and DELAC committees/boards. Involving families in the decision making process helps to build relationships between families and staff. The District encourages parent/guardian classroom volunteers, parent/guardian participation in decision-making bodies, and attendance/participation at school events. We promote 100% parent/guardian attendance at parent/guardian - teacher conferences and hold trainings/workshops, such as parenting classes. The District provides professional development on promoting parent participation and the the District provides translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. The district offers EL parents the opportunity to have the EL Technician attend parent/guardian conferences, along with a translator (if needed).  By focusing on formal and informal meeting opportunities, professional development on promoting parent/guardian participation, and translation services, the District creates an environment that allows for full participation in the school community.  School staff continue to be generally responsive and treat parents/guardians with respect. Another area of strength is the District's weekly updating of its Facebook and webpages in order to engage and communicate with families. This might be one of the reasons parents/guardians feel their school keeps informed about upcoming events and activities at the school site.	The LEA will continue to actively seek input from all families through surveys, focus groups, and parent advisory committees. This will allow us to gather more feedback, continue to identify specific needs and concerns, and gain more involvement from families in decision-making processes. The LEA will continue to provide professional development to teachers regarding Empathy Interviews. We would like to provide an opportunity to families to engage with use at the beginning of the school year in a different way. This process will allow us to do this.	The LEA will implement several targeted strategies. Firstly, we will prioritize cultural competence training for school staff to enhance their understanding and appreciation of diverse cultural backgrounds. This will help foster a welcoming and inclusive environment where families feel valued and respected. Secondly, we will establish regular and meaningful communication channels with underrepresented families, ensuring that information is accessible and language barriers are addressed. This may include providing translated materials, utilizing interpreters during meetings or events, and leveraging technology platforms for communication.	Relationships between families and school staff are essential for student success. Pacific Union School District fosters collaborative and positive relationships. We do this in a variety of ways. The district has a school based wellness center, DELAC committee, Site Council/PACT committee, and a PTO. Families are invited to volunteer in classrooms and attend school sponsored field trips. The district makes sure that all communication is accessible through the school website, class dojo, and email. Communication is translated for our EL families.  78% of our families feel they are kept informed about their child's academic progress 90% of our families feel staff is approachable and responsive	The pandemic had a negative impact on our ability to have families fully engage and participate in school activities. We are still recovering from this and are providing as many opportunities as possible for families to connect to their child's school. We have begun bringing back community events such as literacy nights, fall carnival, parenting classes, cabaret, arts auction, and sporting events. We are also recruiting parent/guardian volunteers.	In order to better serve all district Pacific Union students, we continue to implement actions/services related to seeking parent/guardian input and promoting parental participation. One ongoing focus area for improvement is increasing outreach to all underrepresented families. Our school based wellness center will be providing parent/guardian educational classes in the evenings around topics of interest or concern that were documented in the annual engagement survey. Some topics will be social media safety, digital citizenship, inclusion, and best parenting strategies.	One of our strengths lies in our commitment to engaging our educational partners in the decision-making process. We have actively sought input from various educational partners, including parents/guardians, students, teachers, and community members. Through surveys, focus groups, and advisory committees, we have provided opportunities for these partners to share their perspectives, voice concerns, and contribute to shaping educational policies and programs. Our LEA has demonstrated a willingness to listen and respond to the input received. We have utilized the feedback received to inform our decision-making processes and make data-informed choices. This approach has resulted in more inclusive and equitable decision-making, ensuring that the diverse needs and perspectives of our educational partners are considered.	Our LEA will continue to engage our educational partners, but our focus will be on expanding our outreach and engagement efforts to reach a broader range of educational partners. We will improve accessibility and clarity of the 2023 Local Performance Indicator Self-Reflection for Pacific Union School District Page 12 of 14 LCAP engagement survey. This may involve hosting community forums, conducting targeted outreach campaigns, and utilizing multiple communication channels to ensure all information is received and understood.	Our LEA has embraced transparency and open communication in seeking input from all our families including our underrepresented families. We will continue to provide clear channels for our educational partners to express their opinions and concerns, and we have been proactive in sharing information and updates on decisions made based on the input received. This transparency has fostered trust and collaboration among our educational partners, creating a sense of ownership and shared responsibility for the success of our educational programs. Our LEA will prioritize outreach efforts specifically tailored to underrepresented families. This may include conducting culturally sensitive and inclusive community meetings, hosting focus groups, or utilizing trusted community leaders as liaisons to facilitate dialogue and gather input. By actively seeking out underrepresented families and creating spaces that foster open and respectful communication, we aim to ensure their voices are heard and valued in the decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
12629760115154	Trillium Charter	3	Trillium uses a school-wide online communication system call ParentSquare and 100% of our staff and families are registered and receive all school updates via text, email, or phone call. School events at Trillium are considered a strength of our community and are a main focus area for re-energizing our school engagement post-pandemic. We have a small but significant number of students (12% of our current enrollment) who are 2nd generation Trillium students, having had parents or Aunts/Uncles who attended Trillium in the early 2000s. Having multi-generational families continuing to choose Trillium is a positive reflection of the relationship building between our staff and families and is a strength in our school community.	Increased attendance at family & community events at school was identified as a goal to improve the overall school climate and return to the strong community we had established prior to the pandemic and are included in LCAP Goal 3. The 23-24 school year has already shown a significant increase in family engagement with the return of First Friday Family Lunches and Back to School Night that were well-attended.	Trillium is participating in a school-wide equity audit, including DEI staff development and the distribution of a needs assessment survey for staff and families intended to identify areas where support and networking opportunities would benefit underrepresented groups. Trillium has staff members participating in the Foster-homeless Youth Services Programs and the Rainbow Educators Network, providing training and resources to support queer youth and staff members.	Trillium has a wide range of community partners who bring skills and expertise to our classrooms and ELOP programs. 22-23 included CalPoly Humboldt engineering students, more than 10 guest artists who shared poetry, theater, puppetry, sewing, and STEM projects, and multiple field trips into the community to participate in educational programs. Trillium has also launched a non-classroom-based program to offer educational options for families who prefer a homeschool approach or cannot meet CA vaccine requirements for school enrollment. This program includes options for community-based classes in conjunction with the curriculum provided by the Trillium teacher.	Trillium's small program is often discovered through personal recommendations. We have been working on new marketing tools to generate new enrollment and engage new community partnerships. There is also planning underway for parent/family classes to be offered in the Winter/Spring through multiple partnerships with Trillium volunteers who also work with outside agencies serving youth in Humboldt County.	Trillium will continue to partner with multiple agencies to serve our unduplicated students. Trillium's extended education programs will continue to be open to all students and serve our 75% socio-economically disadvantaged student population with reliable care, art & enrichment, and snacks for students. The ELOP summer session partly collaborated with Pacific Union School and the Boys and Girls Club and we are exploring additional options through this partnership.	Trillium families provided program valuable feedback all throughout the year using ELOP, independent study, and LCAP surveys, attendance at report card conferences with teachers (96%), Parent Square messaging (100%), and direct conversations with staff. Staff and student surveys were also collected to gauge engagement, areas for improvement, and overall satisfaction.	Trillium is in its first year as a direct-funded charter school and this has shifted additional responsibilities to its office and board. Board member recruitment and Brown Act training was identified as a focus area to maintain the schools vision and non-profit compliance. Office staff members are engaged in ongoing classes and trainings to incorporate all new administrative tasks.	All Trillium families are equally invited to engage in the community decision-making process. Computer use and/or wifi is available for families to answer surveys or access Parent Square. Free childcare is offered on minimum days during family-teacher conference weeks, as well as online meeting options for those working during scheduled conference times. Monthly steering committee meetings are  posted on ParentSquare and include time for public comment.	5	5	4	5	4	5	5	4	3	3	3	4	Met		14JUN2023	2023
12629840000000	Peninsula Union	3	Our LEA is using multiple measures to include family input in school planning, to create two way communication between families and schools, and help connect families to resources through the new wellness center.	Based on feedback from family surveys, student and staff surveys, and feedback during school site council meetings, we are working on increasing the frequency of our family nights, providing resources and community connections.	Because of our small district size, we will reach out individually to families whose voices have been under-represented in previous conversations.	We are expanding our extended learning opportunities to invite more students to access more services, both academic and social-emotional in nature.	We will reach out individually to get feedback from, and personally invite the families who have been under-represented	By using our wellness center staff, and our ELOP/Community Schools plan manager position, we can create individualized connections and support.	[Our current strength is that we open our invitation to all stakeholders via email, posts on our website, text message alerts, and conversations. We actively welcome input for our decision-making, and we offer surveys at every family engagement event to gather feedback and input	We need to do more than welcome, and actively invite more input to increase the participation in our site council and advisory groups.	We are planning monthly family engagement events to connect our community, communicate opportunities for input in person, and to build relationships that make sharing feedback a safe and successful experience.	4	4	3	3	4	4	4	4	4	3	4	3	Met		13JUN2023	2023
12630080000000	Rio Dell Elementary	3	Rio Dell has been able to strengthen connections and build relationships with the return of many events post-pandemic. Panther Picnic, Back to School Night, Literacy Night, School Carnival, Sports Teams, and more.	The District strives to continue to build upon our engagement nights in hopes to reach more families. We also seek to collaborate with the Rio Dell Resource Center in order to better build relationships, and serve our community with their specific needs	The District is looking to build on their Parent Advisory Group in the Fall of 2023 that will collaborate and communicate with the School Leadership Team in order to better serve students and connect and engage with families.	The District has an online grading platform, along with automated calling system for home to school communication, but it has its flaws. For the 2023-2024 school year the district is moving to Aeries along with Apptegy in order to improve the ease of parents access to grading and behavior information along with delivery of phone messages.	The district will continue to strive for robust communication and message saturation with all families by continuing to improve practices and adopt new strategies and technologies that reach the most families as possible.	The district is onboarding Aeries grading which will have easier access for parents to see grades as well as a new website and app through apptegy in order to better reach and engage with parents.	Rio Dell has a handful of dedicated parents in our parent advisory group, but we find it challenging to engage parents to participate without having to ask them to come to our meeting.	Rio Dell will continue to increase input from certain under represented groups that may not be experiencing levels of engagement.	The district will hold a meeting three times a year through the district parent advisory committee and will seek input and foster engagement from a wider representation of Rio Dell families.	5	5	5	5	5	4	5	5	4	5	5	5	Met		21JUN2023	2023
12630240000000	Scotia Union Elementary	3	"Scotia School keeps relationship building at the forefront of daily interactions with families. According to a bi-annual local survey, 95% of parent responses agreed with the statement ""I feel welcome at Scotia School"".  The school implemented monthly ""Positive Parent Contact"" system where teachers reach out to parents on a regular schedule throughout the school year, in addition to regularly scheduled parent-teacher conferences twice yearly.  More school wide family events were regularly held throughout the school year to encourage relationship building between school staff and families.  According to staff and family feedback, theses events were successful in encouraging relationship building between staff and families."	Although parent involvement is improving, the school's focus area for improvement continues to be increased parent involvement both during the school day and at family focused schoolwide events after school hours.  Regular staff meetings are held to discuss and plan ways to build relationships between staff and families, and encourage families to participate in schoolwide events.	The school will continue to personally reach out to underrepresented families.  Personal phone calls, using an interpreter as necessary, will be made, inviting these families to schoolwide events.  Multiple opportunities for underrepresented families to participate in diverse school events will be available, including activities focused on academics, athletics, art and music, or just plain family fun.	Based on input and local data, Scotia School's parents and students agree that they are in a partnership with the school staff in terms of education and student outcomes.  The school has a well developed Student Study Team that meets regularly with parents and staff members regarding student outcomes.  The school also has an intervention and learning specialist on staff who work closely with families to improve student outcomes.	The focus area for improvement is to branch out to community agencies in order to utilize community resources to improve student outcomes.  As a small LEA in a rural area, it is not feasible to provide all resources on campus at all times.  However, it is the school's focus area for improvement to utilize resources and agencies outside of the school to help support our students.	The school will continue to personally reach out to underrepresented families.  Personal phone calls, using an interpreter as necessary, will be made, inviting these families to student study team, school attendance review team, and 504 and IEP meetings, as well as parent conferences.  An interpreter will be be available at all meetings as needed.  Underrepresented families will be given specific information from the school as well as community agencies that they may need to help their students succeed, thus improving student outcomes.	Based on bi-annual survey, 95% of parents agree that they are connected to the school.  This is due to the school's strength of seeking educational partner input for decision making.  100% of the staff agree that their ideas are heard and considered.  The data showing connection to the school shows that educational partners feel their input is valued as part of the decision making process.	Based on input and local data, the LEA will continue to seek parent input in decision making as a focus area.  In order to focus on seeking and gathering input, the school will create diverse opportunities to gather this input, from formal meetings and surveys to less formal conversations with educational partners.	The school will continue to personally reach out to underrepresented families.  Personal phone calls, using an interpreter as necessary, will be made, inviting these families to attend educational partner input sessions.  If it is not possible for family members to attend any of these meetings, school staff will talk with underrepresented families 1 on 1 in order to seek input for decision making.  This 1 on 1 communication will take place via phone calls or face to face conversations either at the school or during home visits.	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
12630320000000	South Bay Union Elementary	3	Based on input from our educational partners, our strengths are the relationships our school community builds with our families. Families feel connected and supported by the teachers and staff.	An area of focus for our school district is the delivery of timely feed back on student academic performance on local measures.	We will continue hosting focus group meetings in a variety of settings and times to solicit feedback to improve engagement of underrepresented families.	Parents/Guardians are considered an essential component to improve outcomes for students. At South Bay parents are our educational partners. Surveys and listening sessions have provided input to support the decision of the district.	South Bay will build on our current structure to increase engagement opportunities using focus groups, parent support groups and advisory committees.	Our district will continue to engage with underrepresented families by focusing on direct outreach and personal connections.	Education partners feel connected to our school.	Education partners participation in focus groups and surveys remains lower than we would like to see. Attention will be given to provide a wider variety of opportunities for engagement.	Improvements will be made in increasing the variety of engagement activities offered.	4	4	4	4	3	3	4	4	3	3	3	3	Met		21JUN2023	2023
12630320111203	Alder Grove Charter School 2	3	Alder Grove Charter School is a personalized learning school based on parent choice, and will continue to promote family participation in a variety of ways. The school encourages family participation in all events, field trips, curriculum choices, parent attendance at weekly or semi-weekly meetings with teachers, and advertising LCAP Parent Advisory Committee Leadership Team and Governance Council meeting times for family input.	Family workshop events could be better promoted for better attendance and online/hybrid options offered more frequently.	Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The school will encourage staff, teachers, and administrators to continue participating in professional development that addresses cultural competency and creating a welcoming environment for each family's strengths, cultures, languages, and goals for their children.	AGCS offers regular weekend and virtual training workshops and other family events addressing a variety of interests and subjects chosen to learning and development in the home. Teachers meet with students and families either weekly or semi-weekly to assess progress, assign work, and discuss student progress. Because of the nature of our school, the family is very involved in each student's education.	The school is in the initial stages of creating more parent-training materials to improve instruction at home.	Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The school will encourage staff, teachers, and administrators to continue participating in professional development that addresses cultural competency and creating a welcoming environment for each family's strengths, cultures, languages, and goals for their children.	Alder Grove Charter School seeks input from families in a number of ways. Our school has a Leadership Team that includes family involvement and input on local decisions. Our Governance Council is also currently made up of all Alder Grove former or current parents. Additional opportunities for input are available by submitting surveys, open communication with the Director, a suggestion box, a direct email address to the Governance Council, and during regular weekend and virtual training workshops and other family events. An LCAP information session has been offered at many of these weekend and virtual trainings. Additional formal input meetings, including LCAP parent advisory council meetings, will continue to be scheduled during the 23-24 school year.	The school added one Council member and is currently recruiting Governance Council members for one position.	Though AGCS has only a small number of English Learners, we will continue to provide translation services to allow families to participate in educational programs and individual meetings with school staff related to their child’s education. The long term goal is to have translation for surveys going home to families who do not speak English.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
12630320124289	South Bay Charter	3	Based on input from our educational partners, our strengths are the relationships our school community builds with our families. Families feel connected and supported by the teachers and staff.	An area of focus for our school district is the delivery of timely feed back on student academic performance on local measures.	We will continue hosting focus group meetings in a variety of settings and times to solicit feedback to improve engagement of underrepresented families.	Parents/Guardians are considered an essential component to improve outcomes for students. At South Bay parents are our educational partners. Surveys and listening sessions have provided input to support the decision of the district.	South Bay will build on our current structure to increase engagement opportunities using focus groups, parent support groups and advisory committees.	Our district will continue to engage with underrepresented families by focusing on direct outreach and personal connections.	Education partners feel connected to our school.	Education partners participation in focus groups and surveys remains lower than we would like to see. Attention will be given to provide a wider variety of opportunities for engagement.	Improvements will be made in increasing the variety of engagement activities offered.	4	4	4	4	3	3	4	4	3	3	3	3	Met		21JUN2023	2023
12630400000000	Southern Humboldt Joint Unified	3	The school district has updated our student information system to Aeries, due to popular demand, which has improved parent and community communication capacity over the outdated system that was previously in place. Schools and the District continue to use communication strategies such as Facebook pages, personal phone calls, emails and zoom meetings to connect with families and gather information for planning and providing services for student learning. Parent groups in the District participate, support, and engage with the school to support their children's education and extra-curricular opportunities including South Fork Boosters Club (serving Miranda Junior High as well), Redway Parent Teacher Student Association (PTSA), Friends of Whitethorn Elementary School (FOWES), and Friends of Casterlin School (FOCS). These groups raise funds, organize plans, and make after school and community events happen to support their students' education.	Communication with our parents is an area of growth.  One major change is our new website which is now in use, since the District's previous website was both challenging to update and challenging to use for our staff, students, and community. In today's digital world, websites are a primary means of communication between schools and families. Another major change is our new student information system which promises to be more user-friendly for parents and for staff. Improving response rates on surveys to parents and increasing attendance at stakeholder meetings are two areas of focus for the coming years. Parent Square is being used now to communicate with our school community by text, email, and voice calls. New members on the District Advisory Committee are enthusiastic participants  and eager to share their perspectives on educational, social, and community issues.	The LEA process in matching the selected interventions with the identified needs included the use of a driver diagram and repeated review and modification through the PSA cycles.  Needs identified included: *improvement in communication and relationships between school and families, assistance in providing aid to families in need (e.g. transportation, food, clothing, referral to outside agencies and/or counseling). *support for basic needs (transportation, food, clothing. referrals to outside agencies) *connections between students, staff, and community *retain school enrollment in remote, Frontier, rural areas as siblings mature *support daily attendance at Frontier remote, rural schools by increasing grade level capacity thereby reducing travel hours for parents to attempt to meet buses at multiple locations by instead having one bus stop.	Groups meet regularly and include parents, students, school employees and community members among their participants. The LCAP Parent Advisory Committee (PAC) a parent group meets with the superintendent formally with the most recent meeting on June 6, 2023. Input from all of these groups influenced the development of the LCAP. School Site Councils meet and discuss school site data, analyze school site needs and improvement goals, and plan activities to address the needs. Information and input from all of these groups has informed plans for the future of the District in the development of the LCAP. Parents of English Learners (EL) expressed that they appreciate the translation and interpretation services offered.	Feedback from staff, including teachers, classified support, and administrators, included the need for improved communication within the schools, the district, and between home and school. A strong and recurring theme expressed was a need for  additional social-emotional support for staff and students as well as professional development for staff in culturally responsive and trauma-informed practices to support learning recovery programs and accelerate students' academic progress. The need for a robust after school program in the coming years to mitigate learning loss was echoed repeatedly in stakeholder groups.	Professional Learning and Collaboration: teachers, parents, board, and administration provided input on this action to target professional learning to increase teacher capacity actions were created in response to staff feedback on the need for targeted professional development. In 2022, parents expressed support for continuing instructional coaching opportunities for teachers, and teachers response was very positive. Coaching will continue. Parents and staff in 2022 express support for professional learning targeted specifically on resolving conflicts (e.g. CPI training) and classroom management. Parent advisory committee in 2023 emphasized the need for more support and increased training in PBIS and Second Step curriculum especially for small schools.	Partnerships with our parents are foundational to our schools. Opportunities for Parent Involvement include holding seats on the School Site Councils, serving on the District Advisory Committee, joining the Career and Technical Education (CTE) Advisory Committee, attending stakeholder meetings and town halls, volunteering in classrooms, reading one-on-one with students, working with small groups of children, assisting at school events, chaperoning field trips, and coaching sports or leading a club. We have strong parent groups at each school that organize events and raise funds to enrich the educational environment in school. Throughout the school year 2022-23, stakeholder meetings and leadership meetings have continued to be held in person and by using teleconferencing technology for the Comprehensive Coordinated Early Intervening Services (CCEIS) plans. Leadership team meetings for the Comprehensive School Improvement (CSI) plan includes the principals of CSI schools, assistant superintendent and county office staff who meet weekly. Parent groups have offered parent perspectives on all of our plans which help inform the LCAP. Some of the parent groups include Redway PTSA, Friends of Casterlin School (FOCS), Friends of Whitethorn Elementary School (FOWES), Miranda and South Fork Booster Club. Groups meet regularly and include parents, students, school employees and community members among their participants. The LCAP Parent Advisory Committee (PAC) a parent group meets with the superintendent formally with the most recent meeting on June 6, 2023. Input from all of these groups influenced the development of the LCAP. School Site Councils meet and discuss school site data, analyze school site needs and improvement goals, and plan activities to address the needs. Information and input from all of these groups has informed plans for the future of the District in the development of the LCAP. The biennial California Healthy Kids Survey (CHKS) will be given this year to staff and students in specific grades this spring and will include the parent module in addition to the usual surveys. The most recent stakeholder input used in the LCAP has been in June of 2023, including parent and staff surveys and LCAP Parent Advisory Committee.	It is critically important in public schools that the stakeholders' voices are included in decision-making. 2022-2023 was a difficult year due to high illness rates, earthquakes, storms, power outages, road closures, and the consequent necessity for school closures; at the same time, the community has teleconferencing experience now (e.g. Zoom meetings) that have enabled staff, parents, and community to meet even if the school is closed; for example, to prepare for this year's Western Association of Schools and Colleges (WASC) visit, South Fork high school staff met on Zoom during a snowstorm. This experience may make future stakeholder meetings easier to attend for our geographically wide-spread school district, so that there can be better inclusion for some who live far from the population centers of Garberville and Redway. For hybrid or in-person meetings, audio and connectivity issues will need to be overcome in order to stream in-person meetings in our remote region, but streaming Board meetings is a future goal to allow wider inclusion for in-person meetings.	The school district  consulted with the SELPA to assure students with exceptional needs are properly addressed in the LCAP.	3	3	3	3	3	3	3	3	4	4	4	3	Met		29JUN2023	2023
12630570000000	Trinidad Union Elementary	3	As part of the stakeholder engagement process for the LCAP, the district reached out to staff, families, and community members in the following ways: + Monthly School Board Meetings with opportunity for comment from parents and community members + Twice Monthly Staff Meetings + Parent-Teacher Conferences in August, October, and March + Monthly Grade Level Meetings + Weekly Support Service Team Meetings + Student Study Team, IEP, and 504 Meetings - at a minimum, held annually for each student receiving services. Surveys were developed by the PBIS Team and the Site council in order to assess parent involvement and engagement in the school community and how actively involved they felt in the decision making process. The survey questions were directly related to Trinidad USD’s LCAP Goals. Stakeholders saw Trinidad School as both a physical and cultural hub in our small town. They value the fact that it is one of the largest social components of the community, and that it serves as “a catalyst for community events through fundraisers and other events held on the campus. When asked what they liked most about the school, families said they valued the sense of community on campus. Several highlighted the feeling of being part of a school family.	The COVID-19 pandemic created a challenge for new staff and families to become acquainted with one another. New families in particular did not had the opportunity to join in campus-wide events and to volunteer in classrooms. Many of our traditional relationship building activities such as dinners, family nights, and classroom parties were canceled, and parents were discouraged from entering the campus. This highlights the need for the District to reemphasize and recommit to seeking and valuing parent/guardian participation as we come out of the pandemic. The District has already begun increasingly creating opportunities to get parents/guardians back on campus and more engaged in their children's learning. This year, the district is restored all of its traditional in-person parent activities. The Trinidad School Education Foundation and Parent Teacher Organization hosted on and off campus events. These events prioritized as being free or very low cost, eliminating potential barriers to attendance and participation. This has allowed a greater number of families to attend and get to know one another. The Community Schools Planning Grant provided increased staffing to work with families and connect them with appropriate resources. This year, TUSD hired an additional .6 FTE counselor and a highly qualified resource aide to help students and their families connect to the school and to community resources.	In order to better serve all District students, Trinidad USD continues to implement actions/services related to seeking parent input and promoting parental participation. One focus area for improvement will be increasing outreach and support to low income families through the addition of a school social worker. We have learned that many of these families do not have consistent phone contact information, and the district is shifting towards a parent portal and an app-based messaging system to ensure that the families will have consistent access to school information - not text/phone dependent.	Trinidad Union School District recognizes parents/guardians as partners and works with families to ensure student success. Parent input is valued during intake meetings, conferences, IEP meetings, and family events. The District encourages classroom volunteers, parent participation in decision-making bodies, and attendance/participation at school events. The school promotes 100% parent attendance at parent teacher conferences. By focusing on formal and informal meeting opportunities, and professional development on promoting parent participation, we will create an environment that allows for full participation in the school community. District and school staff are doing a great job of keeping families well informed. ParentSquare (automated voice calls, texts, and emails) is increasingly being used to update families and ensure timely communications, and families of students in grades 5-8 have access to academic progress through the Aeries Parent Portal.	The pandemic negatively impacted the District's success related to parent/guardian partnerships, however we are seeing an increase in parent volunteers and in staff/family connections. The District will continue to continuing focus on parent/guardian partnerships. The District has already begun increasingly creating opportunities to get parents/guardians back on campus and more engaged in their student's learning. PTO and TSEF have begun to host regular meetings, drawing in new community partners.	Trinidad School's greatest area for growth in Building Relationships Between School Staff and Families comes as a result of the COVID-19 pandemic. New families in particular have not had the opportunity to join in campus-wide events and to volunteer in classrooms. We are beginning to restore many of our traditional relationship building activities such as dinners, family nights, and classroom parties. This year has seen a recommitment to seeking and valuing parent/guardian participation as we come out of the pandemic and continuing to create opportunities to get parents/guardians back on campus and more engaged in their children's learning.	Parent input is an integral part of the Trinidad USD decision making process. Annual parent survey results drive district decision making. Parents/Guardians are encouraged to serve on the Board of Trustees and the School Site Council, and give feedback through surveys and other less formal communications. The Site Council implements an annual parent survey and provides excellent mechanisms for connecting with families and engaging them in the decision making process.	In order to better serve all District students, Trinidad USD continues to implement actions/services related to seeking parent input and promoting parental participation. One area for improvement is focusing on ensuring the sustainability of recent efforts to foster meaningful parent involvement in the District's decision making process. Increased formalization of input opportunities and building a history of valuing parent/guardian input will help foster improvement in this area. The pandemic forced the district to limit parent/guardian access to campus and it will be important to have comprehensive outreach in order to improve parent/guardian participation in all of our input opportunities moving forward.	In order to better serve all District students, Trinidad USD continues to implement actions/services related to including parents/guardians in the decision making process. One focus area for improvement will be increasing outreach to low income families. The District anticipated hiring a school social worker who will provide an increased emphasis on connecting low income families with resources and support. Additionally, the district will increase emphasis on professional development that supports staff in learning about each family’s strengths, cultures, languages, and goals for their children. The District is looking to restore all of its traditional in-person parent activities for the 2022/2023 school year renew the Trinidad School Education Foundation and Parent Teacher Organization.	5	5	5	5	3	4	5	5	4	4	4	4	Met		23JUN2023	2023
12753740000000	Ferndale Unified	3	We are building relationships between school staff and families through family events. We are holding a lunch on the lawn for TK-8th-grade students. We stream all assemblies for families who can't attend will have access.	We are focusing on implementing a two-way communication system through our district app. This system will follow a family the entire time at FUSD.  They only have to enroll 1 time.	We are holding our DELAC meetings more frequently.  Our ELD coordinator is bilingual and a 3rd grade teacher.  We are excited to see how this improves our Spanish-speaking families.	Our LEA is working diligently to share assessment data with families to improve student outcomes.  We have made sure that parents can access our student information system for up-to-date information on their student's accountability.	Our LEA focus area for improving partnerships for student outcomes we are working on educating parents through parent meetings regarding athletic and student codes of conduct.	We are holding our DELAC meetings more frequently.  Our ELD coordinator is bilingual and a 3rd grade teacher.  We are excited to see how this improves our Spanish-speaking families.	This year we are forming an athletic advisory committee to ensure that our educational partners have input on decision-making.	Our LEA's focus area for improvement is seeking input for decision-making.  We need to ensure that our parents have multiple opportunities to provide input for decision-making.	We are holding our DELAC meetings more frequently.  Our ELD coordinator is bilingual and a 3rd grade teacher.  We are excited to see how this improves our Spanish-speaking families.	2	3	5	3	3	2	5	2	2	2	2	4	Met		21JUN2023	2023
12753820000000	Mattole Unified	3	Our current strengths and progress in building relationships between school staff and families at Mattole USD include: - Multiple parent/student events and participation in field trips at all schools throughout the school year - Opportunities to participate in multiple community/public forums at schools - Membership and Participation in School Site Councils - Weekly District News communication from administration in various on-line formats (emails, texts, social media postings) - Classroom News emails to parents from teachers - Parent surveys - Personal conversations and invitations to participate	Our current focus areas for improvement in building relationships between school staff and families include: - strengthen relationships with families who rarely or never participate in school meetings and events - identify alternative forms and manners to make 2-way communication more accessible to families	Mattole USD is striving to improve engagement of identified underrepresented families by - expanding on forms and manners of communication to families that are accessible and understandable - providing intentional outreach to families at community events - providing more targeted parent workshops	Mattole Unified School District uses several strategies to provide assistance to families in order that they may better their understanding of our academic expectations for their children.  At the school site level, Orientations and Meet/Greet events are held at the start of the school year and parent conferences are scheduled for all parents/students with their classroom teachers at the end of every trimester.  Targeted assistance meetings are held as school and district community forums throughout the school year.   Through the LCAP process and School Site Council meetings, collaboration with educational partners provides valuable information regarding how to best support our families.  Technology is used to  communicate information and to gather input and feedback about LCAP and school site goals from the community. Information and questionnaires are posted on the district website. Annual surveys for educational partners are given.  Requests for feedback and participation is regularly sought through both mass and personalized email communications.	Based on our educational partner input our current focus areas for improvement in building partnerships for student outcomes include: - Streamlining and communicating expectations for staff regarding regular/timely communication and messaging with families about the educational progress of their students, especially when there is a concern about student learning outcomes. - Increasing educational partner knowledge by providing multiple opportunities to learn about critical information that non-educators should/need to know.	Recent educational partner input shows a desire to have more in depth knowledge of the local TK-12 curriculum, instructional strategies and assessments that are utilized to improve and accelerate student learning at Mattole USD. Community forums such as the Bi-annual Superintendent Round Tables surrounding these topics are  held to discuss the local measures used to ensure that our students are at or above grade level.  Mattole USD will continue to develop strategies to improve the engagement of our underrepresented families in these forums by: - including personal invitations to participate - adjusting meeting times and locations, and  - utilizing virtual options (including video recordings) when applicable.	Mattole USD provides multiple opportunities throughout the school year for seeking family input for decision making at both school site and district levels. District/Site Administration, teachers, other staff members, families, students and community members collaborate and work together to plan, design, implement and evaluate student, family and community engagement activities at all of our schools and at the district level. The District focuses on utilizing a three-phase process for gathering input from stakeholders for plans such as the district LCAP and school SPSAs. The first phase focuses on sharing information about prior plans and the development process for plans, the second phase focuses on gathering input around needs, goals and actions and the third phase focuses on the review and approval of draft documents.	The Mattole Unified School District is committed to maintaining an inclusive climate that encourages input in the decision-making process from all stakeholders.   Identified areas for improvement in seeking input for decision-making include: - increased output of information to families about decision making opportunities at district and site levels - increased outreach to welcome, build capacity, accommodate. and engage all identified unrepresented groups in the decision making process.	Our identified underrepresented groups include families of unduplicated students (homeless, migratory, low income, EL) and special education youth.  We will continue to expand on our number and availability of both whole community forums and also individualized group forums. We will continue to engage with and build relationships with individual unrepresented families and provide necessary, personalized supports and accommodations for the academic success, well being and full, positive, equitable school experiences for their children.	5	5	4	4	5	4	4	4	4	4	4	4	Met		27JUN2023	2023
12755150000000	Eureka City Schools	3	There are numerous opportunities for parents to engage with their child’s teachers and administration. Besides the parent-teacher conferences (occurring 2x per year at the elementary level and 1x per year at the middle school level), families can meet with teachers before and after school. As needed, translators and/or interpreters are provided for non-English-speaking families. The District has a Student Study Team (SST) process whereby parents have an active voice in generating ideas for support and interventions for struggling students.  An MTSS team has been established at each site during the 2022-23 school year to better allocate resources as needed to serve student needs.	An area of improvement focus in this category is making student progress reports (grades and attendance) as well as classroom assignments even more accessible to parents and guardians through training and access to PowerSchool.	A district-wide platform for school-to-home communication including Remind and School Messenger was utilized during the 22-23 school year.  Accurate demographic data is an issue and area of focus to clean up the data to ensure communication through digital platforms.	The District’s Strategic Plan and the LCAP outline the goals for building and sustaining positive relationships with our families and the greater community. The District’s LCAP contains the following planned actions and services for parent engagement: a. Outreach communications to families of English Learners, families of Foster and Homeless Youth, and families of socio-economically disadvantaged students, which highlight opportunities to participate in school events and decision-making forums. b. For the second year the district utilized PIQE- Parent Institute for Quality Education- to reach Latino families based on feedback from the District English Learner Advisory Committee on needs of families. c. Provide opportunities for input to all families, including targeted students and students with disabilities, through School Site Council meetings, open stakeholder meetings, Board meetings, and online and paper surveys. ECS staff understands the importance of strengthening positive relationships with our families. To this end, we leverage many tools to make meaningful connections -- for example, back-to-school nights, open houses, family nights, and parent conferences. Annually, the District distributes a community “annual update” highlighting the many programs and services in the District.	Moving forward, an area of focus for us is outreach to our EL families to become involved in ELAC and DELAC committees. We typically have a low turnout for ELAC and DELAC meetings. The District EL Coordinators meet regularly to discuss ways to increase parent participation.	ECS will use ThoughtExchange to capture the voices of our parent partners as an initial step in building a comprehensive parent engagement plan.  Built with equity of voice in mind, ThoughtExchange will capture every perspective, linguistic group, and even the quietest of voices.	Families meaningfully engage in District decision-making through school site councils, PTAs as well as a District Community stakeholder group.	An area of focus for improvement would be to develop a coordinated plan in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. The district received funding for Community Schools at three elementary sites for 2022-23 and all other sites for 2023-24.  There is a large Community Schools advisory panel that gives input for decision making.	The district conducted a listening session at Alice Birney through Community Schools and will continue the process at other sites. Once parent voice has been obtained, District leadership will meet school principals to discuss developing parent engagement plans for each school site.  Then, principals will work with their parent partners to refine site-specific parent engagement plans.	3	3	1	3	3	3	3	2	3	3	3	1	Met		22JUN2023	2023
12755151230150	Pacific View Charter 2.0	3	Majority of Responses were very positive.	"Based on the Likert survey, only 1 parent marked ""most of the time."" All parents marked ""all of the time."""	Pacific View Charter School 2.0 promotes parental participation in a variety of ways. Being an independent study hybrid, teachers and parents meet a total of four times a year. Two Master agreement meetings and two-parent conference meetings after the quarter. This is, in addition, to regularly scheduled Back to School night, Open House, Community performance, and sporting events. Though Pacific View Charter 2.0 has only a small number of English Learners, we will continue to provide translation services to allow parents/guardians to participate in educational programs and individual meetings with school staff related to their child’s education. At the MARC, BBQ and Movie nights were initiated to promote parent participation to Back-To-School night, Friends of Pacific View Charter membership drives, and LCAP surveys. An area for improvement is engaging our underrepresented families, especially families, that work during the school day or that do not have time during the day. The COVID-19 pandemic has also hampered efforts. The LEA is trying to find technological/virtual solutions in order to build strong relationships with these families.	Partnerships with parents are an asset to PVCS. The LEA will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, etc. The LEA will also provide professional development for staff on how to promote parent participation. An area of improvement is providing families with information and resources to support student learning and development at the home.	3. Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes. Partnerships with parents are an asset to PVCS. The LEA will encourage parent classroom volunteers, parent participation at school events, 100% parent attendance at parent teacher conferences, etc. The LEA will also provide professional development for staff on how to promote parent participation. An area of improvement is providing families with information and resources to support student learning and development at the home. During the 2021-2022 school year the LEA will be researching new digital curriculum to better engage parents to support student learning in the home such as the possible move from APEX learning to Edgenuity. Metrics increased higher than previous years. According to the data there was only 1 outlier that stated not at all in partnerships. The largest area of grow is policies to discuss student progress and supporting families to understand their legal rights.	PVCS will continue to make progress on engagement for our underrepresented families and increase partnerships. We are excited by the increase metrics on our hardworking.	Based on the data, all metrics increased to Full implementation and sustainability with no outlier for specific weakness. PVCS will continue to seek input from parents through surveys and meetings going forward.	During the distance learning in the pandemic, the MARC executed two new family orientation nights in a Zoom virtual format. The participation exceeded prior back-to-school and open-house nights. During the orientation, parents could provide feedback and conduct Likert scale questions evaluating the programs at Pacific View Charter. The MARC will continue this practice for the upcoming 2023-2024 school year.	PVCS experienced growth in all metrics for seeking input for decision-making. Utilizing google forms for surveys will continue, and unperson activities will increase as we move forward to improve engagement of underrepresented families identified during the self-reflection process.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
12768020000000	Fortuna Elementary	3	District staff continue to meet with parents/guardians for annual conferences, send home progress reports on a regular basis, meet for student study team meetings, and attend annual IEP meetings.  The district maintains partnerships with the county's Department of Health and Human Services, Changing Tides counseling services, Remi Vista counseling services, Bridges Grant (families in crisis needing support), the County dental van, Public Health, weekend food backpacks program through Rotary Clubs, and also receives additional school support through the local Kiwanis Club.	The district has re-implemented its efforts to reach out and build relationships with families as it did prior to the COVID-19 pandemic.  FESD is seeking input from parents/guardians as it did in past years:  all schools maintain active and functioning Advisory Councils or School Site Councils, input is gathered from discussions held by members of the district's English Learner Advisory Committees (ELACs), and also gathers parent/guardian input through regularly scheduled English Learner parent group meetings.  In addition, each school distributes an annual survey to all families seeking input on a variety of school-related topics.  At all sites, additional opportunities for input are available during monthly SSC/LCAP stakeholder meetings and various family events conducted at individual school sites.  Parents/Guardians also have the opportunity to provide input at monthly board meetings/public hearings.  Schools are also actively soliciting parent/guardian help through site-based volunteer opportunities.	Strengths and Progress: 1. All schools have actively and deliberately reached out to families to invite them back onto our campuses.   2. We are beginning to see an increase in the number of regular parent volunteers at our schools and are providing more family-centered evening events at our schools as well.   3. We've once again implemented full in-person Back-to-School Night and Open House events at all of our schools.    Areas of improvement needed: 1. Honoring and sustaining acceptance of diversity and equity among all student/family cultures is still an area of needed growth.	"Areas for Improvement Needed.  Comments obtained through parent/guardian surveys:  1. ""Treat all staff, students, and families with the same respect and kindness. Resolve old district staff/student/school rivalries and tensions. Build unity. Build trust. Treating your staff, students, and community members well is the most important thing FESD can do to build trust and community. Right now, FESD’s priority is not treating people well, especially at the middle school level. Try warmly greeting parents in the lobby when they come in, making positive contact with parents early in the year of all students, reducing tension between staff members at the middle schools, and asking staff to interact positively with students."" 2. ""School [is] awesome, but certain staff members are very rude. Calling the school when my son is absent can be very uncomfortable."""	District staff continue to meet with parents/guardians at annual in-person conferences, send home progress reports on a regular basis, meet for student study team meetings, and attend annual IEP meetings.  The district maintains partnerships with the county's Department of Health and Human Services, Changing Tides counseling services, Remi Vista counseling services, Bridges Grant (families in crisis needing support), the county dental van, Public Health, weekend food backpacks program through Rotary Clubs, and also receives additional school support through the local Kiwanis Club.	Strengths and Progress: 1. The district has reconvened its regularly held meetings for parents who are English learners to help build relationships with them and promote their continued participation in the district's school activities. 2. All schools continue actively and deliberately reaching out to families to invite them back onto our campuses.   3. We are beginning to see an increase in the number of regular parent volunteers at our schools and are providing more family-centered evening events at our schools as well.   4. We've once again implemented full in-person Back-to-School Night and Open House events at all of our schools. 5. Through our district's Community Schools Partnership grant, we are taking advantage of additional opportunities to reach out to students and their families.    Areas of improvement needed: 1. We are continuing to seek additional ways to reach out to and involve our non-English speaking parents/guardians to let them know they are valued partners within our schools--even though there are language barriers to overcome. 2. Honoring and sustaining acceptance of diversity and equity among all student/family cultures is still an area of needed growth.	Based on the analysis of educational partner input and local data, the Local Education Agency (LEA) has demonstrated several strengths and made notable progress in seeking input for decision-making.  1. Collaboration with Educational Partners: The district has fostered strong partnerships with various educational stakeholders, including teachers, administrators, parents, and community members. These collaborations have enabled the LEA to gather diverse perspectives and valuable input from all relevant parties. 2. Effective Communication Channels: The district has established effective communication channels to facilitate the exchange of ideas and feedback. These channels may include regular meetings, surveys, focus groups, and online platforms. By utilizing these channels, the district has ensured that relevant information reaches the stakeholders and that their input is solicited promptly. 3. Transparent Decision-Making Processes: The district has made significant strides in promoting transparency in its decision-making processes. It has actively shared information regarding proposed policies, initiatives, and reforms, allowing stakeholders to provide informed input. This transparency is hopefully building trust and credibility among our partners. 4. Data-Driven Approach: The district has leveraged local data to inform decision-making. By analyzing relevant educational data, such as student performance, attendance rates, and demographic information, FESD has gained valuable insights into the needs and challenges of the community. This data-driven approach has strengthened the decision-making process. 5. Inclusive and Equitable Practices: The LEA has made progress in ensuring inclusivity and equity in seeking input. It has implemented strategies to engage traditionally marginalized and underrepresented groups, providing them with equal opportunities to contribute their perspectives. This commitment to inclusivity has resulted in a more comprehensive and representative decision-making process.	Based on the analysis of educational partner input and local data, the district has identified specific focus areas for improvement in seeking input for decision-making. These areas include:  1. Enhancing Stakeholder Engagement: The district recognizes the need to increase stakeholder engagement and participation in decision-making. Despite existing efforts, feedback indicates that some segments of the community feel their voices are not adequately heard or valued. The district aims to improve outreach strategies and communication channels to ensure broader representation and involvement of all stakeholders. 2. Diversifying Input Sources: The district acknowledges the importance of gathering input from a wide range of sources beyond traditional channels. Currently, input primarily comes from established groups and organizations, while some stakeholders may feel excluded. The district aims to diversify input sources by actively seeking perspectives from underrepresented groups, culturally diverse families, and marginalized populations to ensure a more inclusive decision-making process. 3. Streamlining Feedback Mechanisms: Feedback from educational partners has highlighted the need for streamlining feedback mechanisms to make them more accessible and user-friendly. The district aims to simplify the process of providing input by utilizing user-friendly online platforms, conducting regular surveys, and implementing mechanisms that encourage timely and convenient feedback submission. 4. Enhancing Data Utilization: While the district has made progress in utilizing data for decision-making, there is a recognized need for further improvement. Feedback suggests that stakeholders desire more transparent and data-driven decision-making processes. The district aims to enhance its capacity to collect, analyze, and share relevant data, ensuring that decisions are based on accurate and comprehensive information. 5. Building Trust and Collaboration: The district acknowledges the importance of building trust and fostering collaboration with educational partners. Feedback indicates that stakeholders would like to see more meaningful involvement in decision-making, where their input is genuinely considered and acted upon. The district aims to strengthen relationships, promote open dialogue, and provide clear feedback loops to build trust and ensure ongoing collaboration with all stakeholders.  By addressing these focus areas, the district aims to improve the effectiveness of seeking input for decision-making. These efforts will contribute to a more inclusive, transparent, and responsive decision-making process that better serves the needs of the educational community.	The district has recognized the importance of improving underrepresented families' engagement in seeking input for decision-making. To address this, the district has developed a plan to enhance the engagement of these families through the following strategies:  1. Culturally Responsive Outreach: The district acknowledges the need for culturally responsive outreach strategies to effectively engage underrepresented families. This includes understanding and respecting these families' cultural norms, values, and communication preferences. The district will tailor its outreach efforts to meet the specific needs of underrepresented families, ensuring that communication is accessible and relevant to their backgrounds. 2. Language Accessibility: Language barriers can significantly hinder engagement. The district will prioritize providing language support and translation services to ensure that underrepresented families can fully participate in the input process. This involves translating documents, offering interpretation services during meetings, and providing multilingual staff or volunteers to facilitate communication. 3. Targeted Communication Channels: The district will identify and utilize communication channels that effectively reach underrepresented families. This could involve leveraging community organizations, places of worship, and social media platforms that are popular within these communities. The district can enhance engagement and encourage input by meeting families where they are and using channels they trust. 4. Inclusive Meeting Formats: The district recognizes that traditional meeting formats may not be conducive to the participation of underrepresented families. To address this, the district has explored alternative meeting formats such as informal parent meetings, small group discussions, or interactive gatherings that allow for more inclusive and meaningful engagement. These formats help to create a safe and welcoming space where families can comfortably express their perspectives. 5. Family Liaisons and School Climate and Cultural Ambassadors: The district has employed family liaisons and cultural ambassadors who work to establish personal connections with underrepresented families. These individuals serve as points of contact, provide support, and help bridge the communication gap between families and the district. It is hoped that their presence fosters trust and facilitates ongoing engagement.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
12768020124164	Redwood Preparatory Charter	3	This is an area of strength at Redwood Prep. We provide many ways for families to participate with the school to support students. We strive for transparency in our processes and in our communication.	We would like to implement more effective ways of gathering input from our families, students and staff. Feedback suggests that our parent partners do not prefer surveys, so we need to find more authentic ways of gathering data.	Creating trusting and positive relationships with our families is a core value of Redwood Prep. We seek to engage our families with our community through meaningful communication and multiple opportunities to participate in school life. We plan to break down barriers for families by providing childcare, sharing meals and offering zoom options for meetings.	We plan to increase parent participation in school operations by changing the format of our Parent Council. We'll ask for one or more parent representatives at each grade level to meet monthly with the Director to plan and implement opportunities to support the experience of students and families at our school. We're hoping to use a hybrid of in-person and zoom meetings to increase attendance. We have been more focused about asking for student input and collaboration in decision making.	Increasing student opportunities to participate and offer feedback in decision making. We plan to support growth for student leadership in order to empower students to gather information from their peers and offer meaningful suggestions for improvement to our programs and services.	We want to break down the barriers that keep underrepresented families from being engaged in partnerships. This includes removing barriers to language, time, child care and feeding their families and transportation.	We are learning how to have more meaningful and authentic conversations with community partners. Our partnership with the Center for Systems Awareness is helping students, staff and family partners learn how to engage with tools to connect and gather input.	We need to attract more people to advisory groups and determine how to engage with those parents and community members who want to be part of the process, but are unable to make it to meetings.	We want to break down the barriers that keep underrepresented families from being engaged in partnerships. This includes removing barriers to language, time, child care and feeding their families and transportation.	5	5	5	5	5	5	5	5	5	5	4	5	Met		27JUN2023	2023
13101320000000	Imperial County Office of Education	3	Building a positive relationship with students, parents, and school staff dramatically enhances students’ level of motivation and promotes learning. ICOE school staff communicates with students and parents daily to ensure students stay motivated and on track to graduate. Ongoing school events such as School Site Council and English Learner Advisory meetings, the Parent and Student Posada, Student Awards Ceremony, and financial aid workshops are a few to mention. Communication in English and Spanish takes place frequently via parent conferences, events, and surveys. ICOE Special Education distributes an annual Parent Handbook that includes valuable information to ensure that through collaboration with families every student's needs are being met.	"ICOE strives to improve relationships amongst staff and families. Based on educational partner input and data, ICOE will strive to incorporate non-conventional (i.e. early morning, zoom polls, meeting parents in drop-off line) methods to continue to connect with parents and families in order to increase participation and input, while sustaining our more traditional methods of communication. Another significant need is to re-engage parents, families and our community in those opportunities and events that have not been as prevalent and available due to the pandemic. Recreating the space for our staff, students, families, and community to come together in events such as the Harvest Festival, Winter Program, Parent and Student ""Posadas"", job training and Back to School nights foster parental and community involvement and participation."	In order to build and improve engagement of underrepresented families, ICOE commits to inviting families and staff to participate in focus groups and equity data walks. In addition, transportation for parents will be offered to enable them to attend school meetings, training sessions, and parent and community events. All SSC and ELAC meetings are open to the public, and in addition to the non-conventional means of communication noted in prompt 2, ICOE is also utilizing social media such as Facebook, Twitter, TikTok, and Instagram to assist with communication to improve the engagement of underrepresented families.	ICOE continues to focus on building community partnerships to ensure the success of all students. We continue to partner with Imperial Valley Regional Occupational Program offer Career Technical Education (CTE) pathways such as Patient Care, Personal Services, Design, Visual and Media Arts, and Mechanical Systems Installation and Repair. In addition, we partner with the Imperial County Social Services, Imperial County Behavioral Health, Imperial Valley Food Bank, and America‘s Job Center. We continue to partner with multiple CTE industry partners such as 25 medical facilities, barber shops, and HVAC business to support student internship hours.	ICOE strives to increase parent communication and participation through school and district meetings, parent workshops and community events. Research shows that increased parent involvement is correlated to increased student success. We are also vested in continuing to build and strengthen partnerships amongst our Imperial County communities and businesses in order to expand support for our students.	ICOE programs have English Learner Advisory Committees that continue to serve their respective School Site Councils (SSC). These committees play a vital role in providing our SSCs, staff and community with feedback and input in relation to specific EL needs. We will continue to partner with our Homeless Liaison and Foster Youth coordinator to improve support to these underrepresented groups for the purpose of improving student success.	ICOE school staff encourages students and parents to participate in advisory groups such as School Site Council and the Ambassador program. Parental involvement is important to promoting student achievement and success in the classroom and community. Instructional staff keep students and parents informed as to student’s progress and attendance by conducting daily phone calls and/or communicating via Remind or electronic mail. We also provide surveys and forum meetings throughout the year to provide opportunities for feedback and input on a variety of areas, including LCAP, SPSAs, and Parent Connectedness. ICOE sites have also participated in the continuous improvement process which has allowed an opportunity to create a system of shared decision-making.	ICOE strives to support a process with an embedded structure that systematically checks for feedback and input that indicate opportunities for improvement, and monitoring adjustments on a continual basis.	In order to boost engagement of our underrepresented families in relation to seeking input for decision making, ICOE will make a concerted effort to build our understanding of the culture and dynamics of our surrounding communities; as well as value and respect the communities' role in student learning through encouragement and support of participation in school events and school leadership structures. We will leverage our wide and varied relationships to ensure underrepresented families have a voice that is heard.	5	5	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
13101320134379	Imperial Pathways Charter	3	IPCS staff has created a welcoming, professional environment for all of our students. Student and community feedback indicates our students feel safe, supported, and develop strong bonds with our staff. Our program is growing mostly by student referrals, with new enrollees entering with a positive feelings and a belief that this program will work for them.	Continue to do what we are already doing. We are teachers, counselors, and life coaches. We are here to serve our students, and to provide the type of environment that changes their belief that a California high school diploma is attainable.	Forming educational relationships with our students and families is one of our strengths. We will continue to provide welcoming environments that celebrate our families accomplishments and cultures, through resource presentations, award ceremonies, Family Posada Day, Parent/Teen conferences, and graduation breakfasts.	An Individual Learning Plan for each student is created with counselor, teacher, and student input. Teachers and staff create supportive relationships to help our students develop into productive, responsible students. Students are active in School Site Council and ELAC. As evident through student and community surveys, this approach is really working for our students. They feel safe, supported, and cared for.	Our focus is to continue with our strategies and procedures with all of our students. As our student population grows, additional staff will be added to accommodate and effectively support our students and their families.	"The faculty at IPCS believes in an underlying principle, ""If you want to make a difference with a student, take an interest in their life"". We will continue the rewarding work."	Through SSC, ELAC, and student/community surveys IPCS staff has received very positive responses from our educational partners about the positive culture that has been created and maintained at the IPCS campuses. Our educational partners have been vocal and responsive to the development and progression of the IPCS.	The educational partners for IPCS have identified areas for focus which are to continue to develop and improve our student's ELD, ELA, and Math programs to improve outcomes and make our students better prepared to be proficient and effective components of the work force and/or successful participants in post secondary education.	IPCS has been very successful at engagement of all of our students and families. Strategies, policies, and procedures will continue as they are showing success. Yearly self-reflection tools allow us to evaluate and modify our programs as needed. An independent study program can create a feeling of isolation for our students, so our staff works very hard to keep close contact and continuous student work monitoring. Daily teacher check-ins are conducted via messaging and phone calls.	5	5	4	4	5	5	4	4	5	4	4	3	Met		26JUN2023	2023
13630730000000	Brawley Elementary	3	Our district has invested in parent liaisons that are participating in ongoing professional development to increase family engagement.  We have also included our administrators in this training so that this becomes a team effort.  In order to increase student connectedness and a sense of belonging, we have to create a family.	Our focus area this year will be to provide ongoing training to staff members to build trusting and respectful relationships with families.  Additionally, BESD will also support staff to learn about each family's strengths, cultures, languages and goals for their children.	Utilizing our parent liaisons, we will conduct empathy interviews to improve engagement of underrepresented families.	Our current strength in this area is increased communication, including, but not limited to hiring parent liaisons that make personal phone calls to families.  Additionally, we truly value our parents' voices.  We look to them for input and feedback regarding student services.	Our focus area this year will be to provide ongoing training to staff members to improve their capacity to foster partnerships with families.  Additionally, BESD will work with parents to become advocates for their students.	BESD will begin the process of becoming community schools.  As such, we will be adding empathy interviews as a strategy for engaging families of underrepresented students.	Parent/Guardian voice is valued at BESD.  BESD has active parent advisory committees at the district level:  LCAP, DELAC, MPAC, GATE and PAC.  Parents provide valuable input and feedback through participation in parent advisory meeting activities, as well as through survey completion.  Shared decision-making is evident in annual LCAP updates.	While we work diligently to reach all parents, we will explore new strategies for gaining input and feedback through empathy interviews with students and family members.	As mentioned above, as we begin the process for becoming Community Schools, we will add strategies that provide opportunities for parents to participate in shared decision making.	4	4	3	4	4	4	4	3	4	4	4	4	Met		27JUN2023	2023
13630810000000	Brawley Union High	3	It is nice to see that the majority of parents feel welcomed at the schools sites. They rated the district a 4 in the area of creating a welcoming environment for families. It is the priority of the district to ensure all families feel comfortable coming to the various campuses of BUHSD.	BUHSD will focus on effectively engaging in 2-way communication between families and educators using language and terminology that is understandable and accessible to families.  It is a priority to ensure that families thoroughly understand the information being presented and are able to be active participants in their student's education.	The LEA will take every measure available to them to advertise and notify families of events and meetings being held.  When feasible, multiple phone calls, letters and messages will be disseminated multiple times.	Educational partners feel supported in being provided professional learning in skills needed to improve certificated staff's abilities to become educational partners with families. The district is committed to ensuring that staff members have the tools and skills needed to continue to improved upon becoming educational partners with families of students at our school.	The LEA is focused on finding resources, training and support to assist families with being able to support student learning and progress in the home.  At various parent meetings, families have asked for assistance in how they help their students be successful and ways in which they can help them at home.  It is important that this request is heard and supported.	The LEA will reach out to families regarding paritcipation in parent meetings, school events, and committees.  The district will use a variety of communication methods in order to ensure families are receiving the information.	Based on the district survey results, the LEA is being successful in providing opportunities for families to provide input on policies and programs, and implementing strategies to reach and seek input from each and every family in the district.	A focus area for the LEA is building the capacity of and supporting family members to effectively engage in advisory groups and decision-making.  The LEA is actively finding strategies to increase their parent participation in advisory committees.  The district is seeking to find training that will empower families to feel as though they are able to make informed decisions and provide knowledgeable suggestions when attending parent committees.	The LEA will conduct a needs assessment amongst its families to seek input regarding the various needs of families and the obstacles they may face when attending committee meetings.  Gaining as much insight as the reasons why families do not participate will assist the LEA in finding solutions to improving parent attendance.	4	4	3	3	4	3	3	3	4	2	5	4	Met		28JUN2023	2023
13630990000000	Calexico Unified	3	Based on the analysis of educational partner input and local data, an identified strength is that the district has made progress in developing multiple opportunities for the district and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.     During our Parent Advisory Committee meeting, parents shared that the district makes many resources available to families through the school sites and the Family Resource Center.  95% of parents indicated in the CA parent survey strongly agreed or agreed that school staff treat them with respect. 91% of parents strongly agreed or agreed that the school promptly responds to their phone calls, messages, or e-mails and 90% indicated they agree and strongly agree that parents feel welcome to participate at their school.	Based on the analysis of educational partner input and local data the district will work on increasing communication and coordination with parent groups to disseminate information to more families.  Through Remind, we are able to reach more families via text messaging. Other means of communication may include use of social media chat groups, email, fliers, etc. All communication goes out in English and Spanish. In addition, the school sites will increase access to personnel when an incident occurs and be more responsive to parent concerns.    Although in our CA Parent Survey, 94% of parents strongly agreed or agreed that the school communicates the importance of respecting different cultural beliefs and practices, our district parent advisory group scored us as Beginning Development in the reflection tool.  We will continue to work with our school sites on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	Based on the analysis of educational partner input and local data, we will improve engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and Families. Our student population consists of 61.9% English learner (EL), 0.3% foster youth, 86.7% socio-economically disadvantaged, 6% homeless youth and 9.4% students with disabilities. Our LCFF Unduplicated count is 91.43% and the large majority of our EL (61.9%) students speak Spanish (99.9%).  All information that is disseminated to parents is in English and Spanish.  There are personnel at all school sites and district office that speak Spanish.  The district prioritizes participation of underrepresented families in our various parent groups, including parent advisories and LCAP core committee. During our Parent Advisory Committee meeting, our parents shared that the district ensures that parents that represent the various student groups (EL, FY, HL, SWD, Migrant, etc.) are represented in the various advisory councils such as DELAC, Migrant PAC, and DPAC.	Based on the analysis of educational partner input and local data, and areas of strength continue to be providing professional training for parents to work as partners for the school and providing information and resources for parents to support their child. Through our district wide professional development, principal meetings, staff meetings and outside trainings, CUSD has highly encouraged staff and administration to partner with families in order to increase parent engagement.   During our Parent Advisory Committee meeting, our parents shared that the district offers many workshops and trainings to provide families with information and resources to support student learning and development in the home.  90% of parents strongly agreed or agreed that the school encourages them to be an active partner with the school in educating their child and 83% of parents strongly agreed or agreed that the school actively seeks the input of parents before making important decisions.	Based on the analysis of educational partner input and local data the district will work on improving translations so policies and official documents are easier to understand.  The educational partners have indicated that sometimes the language is difficult or the translation is not a fluent translation. The district will also provide workshops to explain and clarify parents’ right and responsibilities and what the policies mean. The parents’ rights are provided on a yearly basis, but parents have requested if the items can be chunked and presented through parent workshops.	Based on the analysis of educational partner input and local data, the district will work on improving engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes by providing parents trainings on how to support their child’s learning.  In addition, parents will be provided with strategies on supporting students with homework.  Multiple resources on California standards and academic indicators will be posted on the district’s website. Different Educational Services programs will ensure that underrepresent families participate in their advisory meetings and trainings. This includes DELAC, SSC, Migrant PAC, DPAC, and LCAP.	Based on the analysis of educational partner input and local data, and areas of strength continue to be highly encouraging parents to participate in school related activities and have a voice through the School Site Council and English Language Advisory Committees. They also encourage their participation in our DELAC and Migrant PAC.   During our Parent Advisory Committee meeting, our parents shared that the district ensures that parents that represent the various student groups (EL, FY, HL, SWD, Migrant, etc.) are represented in the various advisory councils such as DELAC, Migrant PAC, and DPAC. They also indicated that the district offers a wide variety of workshops to parents for the purpose of building their capacity and increasing involvement in school/district activities.   On our CA Parent Survey 90% of the parents agreed or strongly agreed that the school encourages them to be active partners with the school in educating their child and 83% of parents strongly agreed or agreed that the school actively seeks the input of parents before making important decisions. Parent Advisory Committee members expressed that through committees such as SSC, ELAC, DELAC and Migrant PAC, parents are provided opportunities for input on policies.	Based on the analysis of educational partner input and local data the district will work on improving communication between principals and their parent representatives to district committees. The district will also be  Provide training to parents to better understand the Unites States Education system to provide better input and increased participation.  Based on the latest California parent survey, 7% of parents responded yes to having served on a school committee. The district’s goal is to increase this percentage this coming school year.	Based on the analysis of educational partner input and local data the district will work on improving engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making.  The district and school sites will continue to ensure that parents that represent the various student groups (EL, FY, HL, SWD, Migrant, etc.) are represented in the various advisory councils such as DELAC, SSC, Migrant PAC, DPAC, and LCAP.	3	3	2	4	4	3	4	3	3	3	4	4	Met		29JUN2023	2023
13631070000000	Calipatria Unified	3	Calipatria Unified School District’s current strength is creating and improving the communication with families through the use of information disseminated via district and schools, websites, social media, and text messaging. District wide tools to further support in terms of regular communication with parents and engagement partners has been attained through the use of district and site websites to address progress towards graduation, daily attendance, and student outcomes.  The district has continued to provide trauma-informed tips, through the use of text messaging, designed to promote; (1) Social and Emotional Competence of Children; (2) Parent Resilience; (3) Knowledge of Parenting and Child Development; (4) Social Connections; and (5) Concrete Support in Times of Need. Each week parents receive three text messages with fun facts and easy-to-use tips on ways they can help their child(ren) learn and grow (There are no charges applied to their service provider).  Every message is aligned to the student's stage of development, based on age and grade level. Out of the 759 users, 17 users have opted out from receiving text messages, and 49 users do not have working phones.  School Sites work diligently to attain working numbers for these targeted non working phones.  Eighty seven percent of our subscribers are receiving these trauma-informed messages.    Calipatria Unified School District conducts an annual district LEA and LCAP Parent Survey. The data reported below represents the the responses given by the 92 parents who responded to this survey: The relationship between the teacher, student and parent supports my child's engagement in school. –Strongly Agree 31.9% –Agree 39.6% –Neutral 20.9% –Disagree 4.4% –Strongly Disagree 4.4%  My child's school provides effective home to school communication that promotes my involvement with my child's education. –Strongly Agree 25.3% –Agree 42.9 % –Neutral 25.3% –Disagree 6.6% –Strongly Disagree 2.2%  My child's school promotes good attendance and encourages my child to attend school on a regular basis. –Strongly Agree 27.5 % –Agree 51.6% –Neutral 16.5% –Disagree 3.3% –Strongly Disagree 1.1%   Steps were taken to increase on-site parent activities towards the end of the school year.  Parents appreciated continuance of virtual platforms both for safety as well as increasing the opportunity for parents to participate in activities.	The district will continue to focus on improving home to school communication via district and school websites and move towards the inclusion of a social media tool that will promote 2-way communication that would allow more timely response.  In addition, the district will continue to foster the inclusion of primary language communications to increase families and educators communication.  The district will train website managers to utilize the website design to promote communication. In addition, the district plans to conduct additional surveys to to explore the why behind the percentages in the NEUTRAL sections.  These questions will be designed for parents to elaborate more so we can identify the approach we will implement to increase and solidify relationships between School Staff and Families.	The district will continue to focus the collaborative work with district lead staff and site staff to promote parent and family engagement including targeted case management services for underrepresented families.  The district will provide training to district and site committees on strategies to promote school staff and family partnerships.  Office staff will train in strategies to build a welcoming environment.	Educational partners reported the district continues to provide the opportunity to build partnerships.  The annual district LEA and LCAP Parent Survey also: My child's school seeks parent input and encourages parental participation in school governance.  –Strongly Agree 22% –Agree 40.7% –Neutral 25.3% –Disagree 9.9% –Strongly Disagree 2.2%  In addition, the district plans to conduct additional surveys to explore the why behind the percentages in the NEUTRAL sections.  These questions will be designed for parents to elaborate more so we can identify the approach we will implement to increase and solidify relationships between School Staff and Families.	The district will increase access to parent rights through improvement in website resources, written communication, visual displays throughout each school site, parent-teacher conferences, Back to School Nigh, and school and district committees. .  In addition, the district will provide a district-wide training to promote the capacity to partner with families and increase engagement.	The district will ensure all communications are available using language that is understandable and accessible to families and in Spanish as this is the predominant language in our parent community.  District and site committees will participate in trainings to build the capacity to build partnerships with underrepresented families.  Coordination with the Calipatria Family Resource Center will further promote building partnerships through target case management to increase information and resources to the home.	The district continues to foster educational partner input.  The use of the website communication and virtual meetings are appreciated.  Educational partners recognize School Site Council and other district committees are opportunities for input.  The coordination of district and site staff to host engagement events is established.	The district will continue to push forth using the district website and electronic communications to improve active participation and timely notification of all district and site meetings.  Website managers will be trained on the tools to support announcing meetings.  District administrators will receive training on the School Site Council and English Language Advisory Committee to understand its purpose, the roles, and responsibilities.	Foster the increase coordination of services between Family Resource Center and site leadership teams to increase family engagement events on each school campus.  Utilize video resources to encourage parents to engage in advisory and support increased participation the School Site Council and English Language Advisory Committee.	4	4	4	4	4	4	4	3	4	4	3	4	Met		26JUN2023	2023
13631150000000	Central Union High	3	Currently, our stakeholder input indicates that we have a strength in creating welcoming environments and 2-way communication.  We do have some feedback that indicates parents would like to have staff available after hours and for staff to answer the phones on a more regular basis.  Our LCAP and Expanded Learning Opportunity plans include  a partnership with ARC Education to create a learning hub that will be open after hours.  While most feel that campus staff is welcoming, helpful, and responsive, we recognize the need to expand training and conversations regarding relationships across the board. Many family meetings are held throughout the year to inform and support 2023 Local Performance Indicator Self-Reflection for Central Union High School District Page 9 of 17 families in many areas: Parent Portal (both access and usage), stress management, internet safety, Career Technical Education, Road to College, dangers of vaping, extracurricular activities, etc. Administrators and counselors have an open door policy; students and parents can be seen in emergencies and when these staff members are available. Parent University classes were held and parents were celebrated for their participation and completion of these courses. A variety of modalities for communication are available and used: Parent Square, Remind, Parent Portal, email, phone calls, website postings, Parent Teacher Conferences, etc.	Feedback from educational partners could be found on both ends of the spectrum. Some felt that most staff built trusting and respectful relationships with families while others felt marginalized. This marginalization occurred most frequently in certain departments. As a result of the marginalization reported in area 1, we are partnering with Dr. Brown to receive Equity in Action and Learning Consultation in the 23-24 school year. Additionally, we are hiring additional personnel to assist with conferencing with families regarding important school issues like attendance, grades, and discipline. Customer Service sessions will also be held with classified staff.	We will continue to ensure that all correspondence sent from the sites and the District Office will be distributed in a language that parents can understand:  English and Spanish.  Specific positions (current and new) will assist in the improved communication with underrepresented families. Our Counselors on Special Assignment work closely with the families of  Foster Youth and Low Income families. These services will be expanded with the hiring of a new Family Resource Center Coordinator who will seve as the Foster Youth/Homeless Liasion working directly with other staff to ensure that Foster Youth are checked in with consistently and systematically. Additionally, EL Program staff members are working directly with the parents of EL students to share information, collect input for improvement, and make recommendations for improved services and activities.	Our stakeholder input indicates a strength in providing resources.  Due to the pandemic, we have had to partner with parents in a much more targeted fashion ensuring that they have the materials and supplies needed to assist their children in the home.  We need to continue to train staff and work in developing skills necessary to partner with parents in other ways besides recorded phone calls, social media, and email.  Parents have asked for phone calls to be in person and to have meetings in person, which we have done this year. This has strengthened the partnership we currently have in place, and willallow CUHSD to be a stronger partner for student success.	Our focus for improvement in this area will be in ensuring that we provide professional learning opportunities to our staff members to understand our impact and to ensure that we have the mindset and tools to consistently see ourselves as support to students and families.	We are hiring additional staff to a few departments to ensure that we are better able to meet the needs of our students and their families. We are hiring additional counselors to assist us in lowering the caseload of counselors to allow for more frequent counseling sessions with both students and parents in areas like graduation requirements, ag requirement completion, CTE pathway availability, Dual Enrollment opportunities, attendance/discipline concerns, etc. We hope to better empower parents with knowledge to coach their students through the learning process and their four years with us. Additionally, we are hiring Attendance Specialists and another Community Liasion to increase the number of staff members available to counsel parents in the impact of decisions, particularly in the areas of attendance and discipline, on the academic side of school. We have already seen great improvement in chronically absent students whose parents have received these services. We are also looking to hire a Public Information Officer to ensure that communication is clear, transparent, and consistent. We want everyone to know everything that is going on and about opportunities that are available for families to support their students through our high schools.	CUHSD offers many opportunities for parents to be part of the decision making process.	While CUHSD offers many opportunities for parents to be part of the decision making process, often times parents do not take advantage of or are unable to take advantage of the opportunity.  CUHSD needs to find a way beyond surveys to seek input from all parents.  Discussion is in the works for holding trainings and meetings in communities rather than asking the community to come to us. We recognize the need to make both virtual and in person meetings available at a variety of times. We are also working with parents to strengthen their knowledge regarding their rights and responsibility to provide feedback.  Parents have asked for reports on feedback and for CUHSD to share the results so they can see that their input is actually making a difference.	We will make collection of feedback a part of every meeting by providing a few minutes to share their concerns, their appreciation, etc. We will continue to offer an assortment of meeting options and better utilize electronic means of both communication and collection of data.	2	4	2	4	2	4	3	4	4	3	4	2	Met		27JUN2023	2023
13631230000000	El Centro Elementary	3	El Centro Elementary School District continually works to build positive relationships with parents and families. Each school creates a welcoming environment and develops the capacity of their staff to provide positive engagement and communication with families. All communication sent home is provided in English and Spanish to ensure accessibility by all.	The focus areas for improvement are to promote cultural awareness through site-based cultural events and continue a districtwide emphasis on providing the best customer service to our parents and families.	The district will improve engagement with underrepresented families by ensuring all communication is in both English and Spanish and that each school provides a welcoming environment for all parents and guardians and will implement targeted communication strategies to effectively reach underrepresented families.	El Centro Elementary School District, through the LCAP, has provided families and the community with a Parent And Community Engagement (PACE) Center. This Center supports the district’s goal of building partnerships for student success with families by providing trainings and classes to parents and community members. The district and LCAP also supports the Family And Community Together (FACT) Center which provides outside resources and case management to families.	The focus area for improvement is increasing professional learning for teachers and principals to strengthen the school’s capacity to partner with families. The district will continue to create training opportunities for staff in this area with an emphasis on engaging underrepresented families.	The district will develop targeted communication strategies to reach underrepresented families effectively. This may involve utilizing multiple channels such as text messages, phone calls, newsletters, and social media platforms, and delivering information in a clear, concise, and culturally sensitive manner.	The El Centro Elementary School District provides multiple opportunities for parents to provide input for decision making including various parent advisory committees, parent and community trainings at the PACE Center, and parent events at school sites. The district also surveys parents each year including during Parent Conference week and after all parent trainings and the annual Parent Fair.	The focus area for improvement is to build parent capacity to effectively engage in advisory groups and decision making. The district continues to create trainings to support parents and families in this area.	The district will implement targeted outreach strategies to reach underrepresented families and ensure they are aware of opportunities for providing input. Language barriers can hinder meaningful engagement, so the LEA will prioritize providing language access services. This includes offering interpretation and translation services in meetings and written materials, ensuring that underrepresented families can fully understand and contribute to the decision-making process.	4	4	3	4	3	4	4	4	4	3	4	4	Met		13JUN2023	2023
13631230118455	Ballington Academy for the Arts and Sciences	3	Since the end of the pandemic Ballington Academy has resumed the school’s a.m. open door policy allowing parents to sit with their children during breakfast. 90% of parents surveyed strongly agree with this policy and indicate they feel welcome because of it.  Teachers use the remind app to communicate with parents on a daily basis and the main office uses the classroom apps to communicate important dates and/or issues as they arise. Teachers hold end of the quarter parent meetings to  communicate student progress. Throughout the year the teachers collaborate with the principal, student support team (SST) and parents when there are academic or social emotional issues and work to provide necessary support as needed. 91% of parents surveyed communicate their  support for this. Throughout the school year school to parent communication  occurs through principal letters to the Ballington Community. These letters are physically sent home as well as sent home via email blast and classroom remind and are also posted in the main office. Since the pandemic Ballington Academy meets with the community during open house and other school events/meetings through digital  (youtube presentation) and in person. Parents agree the addition of a continued digital communication enhances their ability to tune in.	93% of Ballington parents surveyed voice a desire to continue nonacademic family events. The read across America family lunch and read a thon and the breakfast with Santa recorded a 97% family participation rate. The school-wide spelling bee was attended by participants' families and was televised over youtube. Next year we will bring back the family shamrock shuffle & BBQ and the end of year Art Gallery fundraiser. Ballington Academy will also continue the academic science fair and parent academy.  Ballington academy will continue providing families with opportunities to give input regarding school input surveys.	Ballington Academy makes it a point when communicating to all families to provide translations to non-english speaking families in their native language. In an effort to increase engagement of unrepresented families Ballington Academy will be allocating recent grant funding to add a school to home liaison directly responsible for reaching out to such families and will also be creating a social emotional learning resource person.	80% of parents surveyed communicated a desire to continue the schools parent academy where teachers provide several after school workshops on topics around understanding data, reading practices for parents and other informative topics about teaching and learning. 85 % of parents strongly agree that parent conferences that  allow parents to participate in student academic goal setting is a relevant practice.	Ballington Academy intends to continue the previously stated forms of family communications, and family non-school and school events with the intent of leveraging family participation towards greater parent participation surrounding student academic performance and school participation.	Ballington Academy will continue to provide school to home communications in underrepresented families native language. Ballington will also continue to increase venues of communication with all our families.. 92% of the school's demographics is Hispanic. To provide additional support to our EL families our EL reading specialist will continue to provide access to various online programs allowing under represented families to provide home to school academic support. The planned home to school liaison's role will provide added opportunities to elicit improved involvement from under represented families.	Ballington continues to seek parental input through various google surveys. 87% of parents strongly agree they make it easier for them to provide feedback and input. Continued in person with a digital component has allowed greater attendance when school meetings are being held.	Ballington Academy will continue to increase parent participation for decision making by using currently involved parents as conduits to elicit greater participation and involvement from reticent parents.	As previously mentioned, Ballington Academy intends to hire a school to home liaison to serve as an outreach person to elicit greater family engagement from underrepresented families.	5	5	5	5	5	4	5	4	5	5	5	5	Met		20JUN2023	2023
13631230122663	Imperial Valley Home School Academy	3	Imperial Valley Home School Academy specializes in building relationships with families including building staff capacity in this area and continually working with families on their needs. Families meet monthly with teachers during Documentation Days which include in depth two-way communication regarding student and family strengths and needs.	The focus area for improvement is a more structured family networking opportunities.	Provide more structured family networking opportunities.	Imperial Valley Home School Academy specializes in building partnerships for student success with their families. Monthly Documentation Days are dedicated to providing families with information and resources to support student learning as well as discussing student progress.	The focus area for improvement is to share outside resources between families.	Provide this information in the weekly digital newsletter sent to all families.	Imperial Valley Home School Academy specializes in building relationships and seeking input for decision making with their families. Families provide continued input in all activities and policies and programs.	The focus area for improvement is to continue to strengthen the LCAP Parent Advisory Committee.	Continue to strengthen the LCAP Parent Advisory Committee.	4	5	4	4	5	5	5	4	4	4	4	5	Met		13JUN2023	2023
13631310000000	Heber Elementary	3	The LEA has shown commendable strengths and progress in building relationships between school staff and families. Educational partner input and local data indicate that the LEA excels in establishing effective communication channels that foster a strong sense of collaboration. Regular and open communication between school staff and families is a notable strength. This has led to increased engagement in school events and improved attendance in parent-teacher meetings. The LEA has successfully created a welcoming environment that respects and embraces cultural diversity, contributing to a sense of inclusivity among families. The use of accessible language and diverse communication methods has further enhanced engagement.	While the LEA has made significant progress, there are specific focus areas for improvement in building relationships between school staff and families. Educational partner input and local data have highlighted the need to enhance engagement with underrepresented families. This includes families of unduplicated students, individuals with exceptional needs, and underrepresented student groups. Despite overall progress, there is room to strengthen outreach efforts to ensure that all families, especially those facing barriers to engagement, feel empowered to participate actively in school-related activities.	To improve the engagement of underrepresented families, the LEA will implement targeted strategies identified during the self-reflection process. Educational partner input and local data will guide the development of these strategies, which may involve culturally sensitive outreach initiatives, workshops tailored to the needs of underrepresented families, and dedicated support systems. The LEA aims to collaborate closely with community organizations to bridge communication gaps and ensure that these families have access to essential information and resources. By understanding the unique challenges faced by underrepresented families, the LEA will create an environment that fosters meaningful participation and involvement in building relationships between school staff and families.	The LEA has demonstrated significant strengths and progress in building partnerships for student outcomes, as indicated by educational partner input and local data. Collaborative efforts between the LEA, families, and community stakeholders have led to enhanced student success. The LEA's ability to effectively engage parents, educators, and community members in decision-making processes stands out. This collaboration has resulted in the development of well-rounded programs that address diverse student needs. Clear communication, shared accountability, and joint planning are evident strengths that contribute to positive student outcomes.	Despite notable progress, there are specific areas where the LEA can focus on improvement in building partnerships for student outcomes, as highlighted by educational partner input and local data. One focus area is the need to further engage parents and families in activities that directly impact student learning and achievement. The LEA recognizes that more targeted efforts are required to involve parents in curriculum discussions, academic support, and school improvement initiatives. Strengthening the alignment between home and school is essential to ensure consistent and holistic support for students.	To improve the engagement of underrepresented families in building partnerships for student outcomes, the LEA will adopt strategic approaches informed by educational partner input and local data. Recognizing that underrepresented families may face unique barriers, the LEA will implement culturally responsive outreach strategies. This includes hosting workshops and events that address the specific concerns and needs of these families. Collaborating with community organizations will further facilitate communication and bridge any gaps in engagement. By actively involving underrepresented families in discussions related to student outcomes, the LEA aims to create a more inclusive and impactful partnership that supports the success of all students.	Through the analysis of educational partner input and local data, the LEA has demonstrated notable strengths and progress in seeking input for decision-making. The LEA actively engages a wide range of stakeholders, including parents, community members, and educators, in meaningful discussions that influence key decisions. Clear evidence of collaborative processes and open dialogue has contributed to the development of well-informed and inclusive decisions that align with the needs and preferences of the school community.	The analysis of educational partner input and local data has identified specific areas for improvement in seeking input for decision-making. One focus area is the need to ensure that input-seeking processes are accessible and inclusive to all members of the school community, especially underrepresented families. The LEA recognizes that there is room to enhance outreach efforts to engage families who may not typically participate in decision-making discussions. Strategies to amplify their voices and encourage their active involvement will be prioritized.	To improve the engagement of underrepresented families in seeking input for decision-making, the LEA will implement targeted approaches informed by educational partner input and local data. These approaches will emphasize creating safe spaces for open dialogue, using culturally sensitive communication methods, and providing opportunities for virtual participation to accommodate diverse family circumstances. The LEA aims to collaborate closely with community organizations and trusted individuals within underrepresented communities to facilitate meaningful engagement. By ensuring that the input-seeking process is accessible, inclusive, and responsive to their needs, the LEA seeks to empower underrepresented families to contribute to decisions that shape the educational experience for all students.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
13631490000000	Holtville Unified	3	According to a local survey, HUSD is rated 4 - Full Implementation in the four areas for Building Relationships Between School Staff and Families. Some strengths of HUSD include increased participation in parent survey responses, the district's increased use of parent notification systems, and increased attendance of parents at events for all students including English Learners, socio-economically disadvantaged students, and Foster Youth.	The district is rated 4 - Full Implementation in all areas of Building Relationships Between School Staff and Families. However, HUSD does have a few focus areas for improvement. The focus areas of improvement include a lack of parent volunteers, a lack of staff availability after school, and a lack of consistent discipline procedures across school sites.	The district will develop and implement parent engagement strategies at all sites to provide up-to-date communication, create a cohesive school culture between staff and parents, and provide support for parents to better help students at home.	According to a local survey, HUSD is rated 4 - Full Implementation in all areas for Building Partnerships for Student Outcomes. Some strengths of HUSD include providing professional learning for teachers, paraprofessionals, administrators, and parents, providing school sites with supplemental, standards-aligned materials, lowering the student-to-staff ratio, and providing expanded learning opportunities for all students including English Learners, socio-economically disadvantaged students, and Foster Youth.	According to a local survey, HUSD is rated 4 - Full Implementation in all areas for Building Partnerships for Student Outcomes, however, there are a few areas of improvement to address. For example, not all English learner students were properly placed in a designated ELD class. Additionally, it is difficult to disaggregate some data to measure the effectiveness of various interventions on student achievement of English learners compared to all students.	As a district, we will develop and implement strategies to build capacity for teachers in relation to ELs and/or dual-identified ELs with disabilities. We will do this by leveraging our existing student information systems and continuing to provide professional learning on how to use the reporting features of the systems.	According to a local survey, HUSD is rated 4 - Full Implementation in all areas for Seeking Input for Decision-Making. The district and schools regularly meet with various councils and committees including families, teachers, principals, and district administrators. We actively recruit and invite parents to participate in our meetings. As a district, we have begun to implement more guidance for the schools in relation to School Site Council meetings so they are not only fully compliant, but engaging for parents.	According to a local survey, HUSD is rated 4 - Full Implementation in all areas for Seeking Input for Decision-Making, however, there are a few areas of improvement to address. We have low parent attendance at meetings such as board meetings, SSC, ELAC, and DELAC. We normally get enough parents to form the councils and committees, but not more than that.	To increase parent participation and the effectiveness of seeking input for decision-making, the district is planning to create additional opportunities paired with other school events with more participation such as ice-cream socials, father-daughter/mother-son dances, and local farmers markets.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
13631640000000	Imperial Unified	3	Cultivate a welcoming Environment- In this area, the District has two new initiatives to make families feel welcome. Lunch on Lawn has been added as a parent event for all sites. This was our first year of implementation, and it was very successful. Additionally, we have ordered cup designs for each school entrance. This will provide a design that will be placed on each fence and include the school’s mascot. We believe this will soften the entrance of each site and make families and students feel welcome.	Effective Communication-In this area, the District has made great strides during the 2022-2023 school year. We purchased ParentSquare to better communicate with our families. This software allows us to use all methods of communication. Engagement is measured in real-time, and we are able to follow up with families who don’t open or receive our communication. In the 2022-2023 school year, this was implemented by District and School administrators. For the 2023-2024 school year, we will implement it at the classroom level.	Family Outreach Programs-In this area, the District needs improvement. This year, we added PULSE at the middle school, which provided parents with college and career options information. Our school also does “Tiger Talks,” throughout the school year where parents have an opportunity to engage in important dialogue with the principal. In the future, there is a need to provide training at our elementary schools.  Parent Involvement Opportunities-The implementation of Zoom has increased the number of participants that we have at our meetings. This is an option for parents who are at work during the day or in the evenings. They can participate in a Zoom meeting during a break or lunch and don’t have to worry about travel time. In the 2023-2024 school year, we will provide more opportunities for parents to participate in shared decision-making.  Celebrating Diversity and Cultural Heritage-The addition of Dual Immersion has created opportunities for more diversity at Cross Elementary. However, this is an area in need of improvement at our other school sites. We will encourage each site to celebrate diversity with more in-school activities for students and after-school activities for parents.	Cultivate a welcoming Environment- In this area, the District has two new initiatives to make families feel welcome. Lunch on Lawn has been added as a parent event for all sites. This was our first year of implementation, and it was very successful. Additionally, we have ordered cup designs for each school entrance. This will provide a design that will be placed on each fence and include the school’s mascot. We believe this will soften the entrance of each site and make families and students feel welcome.   Effective Communication-In this area, the District has made great strides during the 2022-2023 school year. We purchased ParentSquare to better communicate with our families. This software allows us to use all methods of communication. Engagement is measured in real-time, and we are able to follow up with families who don’t open or receive our communication. In the 2022-2023 school year, this was implemented by District and School administrators. For the 2023-2024 school year, we will implement it at the classroom level. Parent Involvement Opportunities-The implementation of Zoom has increased the number of participants that we have at our meetings. This is an option for parents who are at work during the day or in the evenings. They can participate in a Zoom meeting during a break or lunch and don’t have to worry about travel time. In the 2023-2024 school year, we will provide more opportunities for parents to participate in shared decision-making.	Family Outreach Programs-In this area, the District needs improvement. This year, we added PULSE at the middle school, which provided parents with college and career options information. Our school also does “Tiger Talks,” throughout the school year where parents have an opportunity to engage in important dialogue with the principal. In the future, there is a need to provide training at our elementary schools.  Celebrating Diversity and Cultural Heritage-The addition of Dual Immersion has created opportunities for more diversity at Cross Elementary. However, this is an area in need of improvement at our other school sites. We will encourage each site to celebrate diversity with more in-school activities for students and after-school activities for parents.	Establishing Parent Committees-The District has formed parent advisory committees or councils that represent diverse backgrounds and grade levels. These committees serve as a formal platform for parents to provide input and feedback on important school decisions. Each committee has a clear purpose, defined roles, and regular meetings to discuss relevant topics. Conducting Surveys-Panorama was purchased this school year as a survey platform for families and staff. These surveys represent a variety of topics and purposes. The surveys will be administered in the fall and spring of each school year to inform decision-making at the site and District levels. Host Meetings-Meetings are hosted at all sites for parents throughout the year. With the addition of Zoom, the District has been able to increase the number of parents who participate. The high school also holds “Tiger Talks” throughout the school year. These meetings provide a platform for families to engage with the school administration.	Establishing Parent Committees-The District has formed parent advisory committees or councils that represent diverse backgrounds and grade levels. These committees serve as a formal platform for parents to provide input and feedback on important school decisions. Each committee has a clear purpose, defined roles, and regular meetings to discuss relevant topics. Conducting Surveys-Panorama was purchased this school year as a survey platform for families and staff. These surveys represent a variety of topics and purposes. The surveys will be administered in the fall and spring of each school year to inform decision-making at the site and District levels. Host Meetings-Meetings are hosted at all sites for parents throughout the year. With the addition of Zoom, the District has been able to increase the number of parents who participate. The high school also holds “Tiger Talks” throughout the school year. These meetings provide a platform for families to engage with the school administration.	Of the parents surveyed, 74% felt that IUSD encouraged parent involvement. When asked how the District could improve in this area, several parents expressed the need for more activities like Lunch on the Lawn. This was the first year that District hosted lunch on the lawn at a few schools. The goal is to host one at each site next year.	There was a notable improvement in the survey results from the 2021-2022 school year to the 2022-2023 school year.    In 2022-2023, the percentage of parents who felt that IUSD schools were welcoming was 77% compared to 74% in 2021-2022. This is a slight increase and area of focus for the 2023-2024 school year. Each school will receive a cup design to be placed on the most visible fence at each school. Each site will also host “Lunch on the Lawn” to get more parents involved.   In 2022-2023, the percentage of parents who felt that IUSD encourage parent involvement was 73% compared to 64% in 2021-2022. This is a notable increase. The District attributes this to the implementation of Zoom meetings, the PULSE parent training at the middle school, and the implementation of ParentSquare. These initiatives will continue in the 2023-2024 school year and will be supported by LCAP funds.   In 2022-2023, the percentage of parents who felt that IUSD kept families informed was 83% compared to 74% in 2021-2022. The implementation of ParentSquare has allowed for more parent contact from the District and site leadership. The goal for next year is to implement ParentSquare district-wide with all teaching staff. This program is supported by the LCAP and will continue to be a priority.	4	4	2	4	3	2	4	1	4	3	3	3	Met		29JUN2023	2023
13631720000000	Magnolia Union Elementary	3	Staff will be trained during the monthly staff meetings regarding family's strengths, cultures, languages, and goals for their children.	The district strives to create an atmosphere that is inclusive for all students and their families.  The staff will work diligently to ensure that all students and families are included in all school activities both during and before and after school.	For underrepresented families the district will strive to put out communications that are in the appropriate language.  They will also train teachers in culturally appropriate strategies in working with underrepresented families.	Staff will participate in parent-teacher conferences and receive debrief training on effectiveness of conferences in staff meetings.	Efforts to build and engage in partnership with parents/guardian for student outcomes have yielded successes.  There is, of course, room for improvement.  The district must continue to create parent friendly understandable materials and messaging in predominant languages with easy-to-understand visuals.	A key improvement in engaging underrepresented families will be increased and improved outreach/communication.  This will ensure that underrepresented families can be fully included in capacity building opportunities and partnerships for improved student outcomes.  The communication between staff and families is an ongoing and evolving process.	Staff members will receive training in monthly staff meetings regarding identifying and engaging underrepresented families.	Though many opportunities exist for building capacity and directly engaging in decision-making, there is always room for improvement.  The district will continue to increase its outreach and engagement to all parents/guardians when seeking input.	A key improvement in engaging underrepresented families will be increased and improved outreach/communication.  This will ensure that underrepresented families can be fully included in capacity building opportunities and partnerships for improved student outcomes.  The communication between staff and families is an ongoing and evolving process.	4	4	5	4	5	5	4	4	5	3	4	4	Met		16JUN2023	2023
13631800000000	McCabe Union Elementary	3	McCabe Union Elementary School District has a rich history full of traditions that embraces the connection between staff and families.  All parent events have outstanding participation from our parent community.  This includes academic related events such as parent conferences, back to school or open house, and student exhibition events.  Our communication tools also provide an easy and interactive way to maintain communication between staff and parents.  Our traditional and extra-curricular events are held monthly with great attendance.  This includes our Halloween Carnival, seasonal arts and crafts days, student plays and other performances, and athletic events.  We actively seek input for decision-making through our School Site Council, DELAC, and LCAP Community Forums.  We also provide family resources as needed.	Our Educational Partner Input Survey used for LCAP indicated a 98% satisfied or highly satisfied in communication and engagement with the school community.  We will continue to looks for ways to strengthen our current practices while also looking to build a stronger relationship with our families with students having a high absenteeism rate.	Although we know we have a strong connection with our parent community based on the data we collect, we don't currently track that data based on demographics.  We explore how to be able to collect data to ensure that we are being successful in building positive relationships with our underrepresented families.	Current strengths and progress in building partnerships with McCabe families represents an important strategy in promoting student achievement. Teachers, office staff, and administrators keep parents informed as to student progress and attendance. The curriculum for the core subject areas of English Language Arts, Mathematics, History/Social Science, and Science includes a digital component with resources and translation options for families to access from home. In addition to quarterly report cards, mid-quarter progress reports are sent out. Parents with fourth through eighth-grade students are able to monitor their child’s academic progress through a web-based parent portal. The School Site Council (SSC) and the District English Language Advisory Committee (DELAC) continue to provide more opportunities for parent participation in the school, and for parent voice in the decision-making process related to improving student outcomes.	This year, based on educational partner input and local data, the McCabe Union Elementary School District will focus on improving partnerships to support our students with high absenteeism rates.  This will include forming a committee to research, plan, and allocate resources to support students in improving student attendance, well-being, and achievement.	The McCabe Union Elementary School District will improve the engagement of underrepresented families to build partnerships for student outcomes by improving community outreach which will include hosting community forums to gather input and address concerns from unrepresented families, by offering parent workshops that are relevant and beneficial to underrepresented families such as how to support their children with homework, college readiness and parenting skills.  We will continue to host parent-teacher conferences and will schedule them at convenient times for working parents and offer virtual conference options to accommodate busy schedules and transportation limitations.  Our counselors will host resource centers within the school that provide access to relevant materials and support for parents and students.  Our counselors will assist families with their questions and concerns.  The district will also regularly solicit feedback from unrepresented families about their experiences with the school district and identify areas of improvement.	The district has compiled strong advisory groups (e.g. PTO, SSC, DELAC, LCAP) that meet regularly to review policies, programs, and progress monitoring. Staff and parents are well informed, and are encouraged to provide input and recommendations in decision-making. A stakeholder survey is issued annually seeking parent input on the effectiveness of school programs and suggestions for areas of improvement.	The district will focus on the following areas for improvement in seeking input for decision-making:  Curriculum and Instruction:  Seek feedback on the alignment of curriculum with state standards and the needs of diverse student populations  School Safety and Security: Engage with parents, students, and community members to address concerns and gather suggestions for enhancing school safety measures. Develop emergency response plans in collaboration with local law enforcement and emergency services.   Academic Intervention and Special Education Services:  Collaborate with teachers and parents of students with disabilities to ensure that our special education programs meet the needs of students.   Student Wellness and Mental Health: Establish mechanisms for students, parents, and staff to provide input on mental health support services.  Promote strategies for reducing stress and fostering a positive school climate.   Community Engagement and Partnerships: Establish ways to involve community organizations, local businesses, and non-profits in supporting educational initiatives and seek input on how to strengthen community-school relationships.	The school district will regularly solicit feedback from underrepresented families about seeking input for decision-making in the areas of Curriculum and Instruction, School Safety and Security, Academic Intervention and Special Education Services, Student Wellness and Mental Health, and Community Engagement and Partnerships.	5	5	5	5	5	5	5	5	4	4	4	5	Met		13JUN2023	2023
13631980000000	Meadows Union Elementary	3	* School Site Council (SSC) Meetings were held quarterly and provided parents one venue to provide feedback.  MUSD's SSC acted as our Parent Advisory Committee. * Our English Learner Parent Advisory Committee (ELPAC)  and District English Learner Advisory Committee (DELAC) also provided feedback October 19, 2022 & February 16, 2023  * During these meetings, there was a review of MUSD data (state and local), survey results, and prioritizing needs and reviewing progress on LCAP actions and services. Results from Parent LCAP Survey (71 families responded) 95.1% of parents surveyed felt adequate access/communication with the school and teachers. 95.0% of parents surveyed felt welcome to visit the school and classroom at any time. 93.4% of parents surveyed felt school provided adequate communication regarding school activities and events. 85.2% of parents surveyed felt involved in the decision making at their child’s school. 93.4% of parents surveyed felt their child is safe at school.  *Overall Parent involvement included a variety of additional district-wide surveys via Google forms (some results are highlighted above) Back to School Night presentations, and other school presentations.  Concerted efforts were made to ensure unduplicated families were broadly represented.	Parents expressed a desire for continued social-emotional and behavioral support for their children.  They also expressed a desire for continued expanded learning opportunities, particularly to enhance their child's access to a broad course of study.  Parents also expressed a desire to finish the Parent Center and appreciate the technological supports that are embedded.  Parents also expressed gratitude regarding the variety of tools being used to communicate with families.  Parents would like to see continued improvements to our facilities and grounds to enhance our welcoming environment and maximize safety.  Parents also appreciate the expanded transportation services that are in place, considering our rural location.	MUSD will continue to focus on accelerating learning through small group instruction opportunities, building healthy collaboration within grade-level teams and grade-level spans, increasing support for students' social-emotional and behavioral needs, enhanced AVID implementation, expanded character education opportunities, and college and career learning opportunities.  Staff has expressed interest in continued staff professional development in social-emotional learning, student engagement strategies, districtwide grade-level collaboration, and focused cross-grade collaboration.	The Sheriff Department was identified as a powerful partner this year.  This department will be working with MUSD on a tobacco free initiative.  Their insight has been invaluable.  Additionally, MUESD has been working with other community partners (i.e. Imperial County Behavioral Health Services) as part of our new Community Schools Planning Grant that aligns to our LCAP goals.	With the development of a plan for MUSD community school program manager, surveys have been provided to parents, students and staff to identify and analyze the needs.  MUSD will be establishing and conducting regular meetings with outside organizations that correlate to the needs identified on the surveys.  One of the main area of need is the social emotional support for students and staff.	Through the new implementation of the community school program, MUSD will be offering parenting classes, assistance in technology and homework support, financial literacy, among others.  All services, meetings, and program offerings will be provided in both english and spanish to meet the needs of the community.	* School Site Council (SSC) Meetings were held quarterly and provided parents one venue to provide feedback.  MUSD's SSC acted as our Parent Advisory Committee. * Our English Learner Parent Advisory Committee (ELPAC)  and District English Learner Advisory Committee (DELAC) also provided feedback October 19, 2022 & February 16, 2023  * During these meetings, there was a review of MUSD data (state and local), survey results, and prioritizing needs and reviewing progress on LCAP actions and services.	"MUSD is continuously working on different ways to engage parents and the community; there will be an increase in efforts by offering different times and dates to be more accessible to different needs of parents to participate and engage in the decision-making process.  Additionally, another area to improve is the offering of ""Coffee with Counselors and Admin"" to involve parents in a more social environment."	Overall Parent involvement included a variety of additional district-wide surveys via Google forms, Back to School Night presentations, and other school presentations, all in English and Spanish.  Concerted efforts were made to ensure unduplicated families were broadly represented.	3	3	3	3	3	3	3	3	3	3	3	3	Met		27JUN2023	2023
13632060000000	Mulberry Elementary	3	Mulberry Elementary is a small, rural K-8 school which currently has 70 students. Due to the small size of our district, we have a close working relationship with our students and their families on a regular basis. We are a District of Choice and the majority of our students are from neighboring districts whose parents are seeking a smaller school environment. Mulberry Elementary values the input and involvement from parents/guardians in order to provide the best educational experience for our students. We provide many opportunities in which parents can be a part of decision making and be involved. Mulberry has a very active PTA which holds monthly meetings. School staff and administration attend the meetings where they update and ask for input on LCAP goals and progress we are making toward meeting our goals. We also hold parent forums where parents are able to give input and be involved in the reviewing of the progress on current LCAP goals and the development of new goals. Mulberry also conducts parent surveys in both the fall and the spring in order to gain input towards our LCAP development. We strive to keep our parents informed through many forms of communications including our website, newsletters (printed and emailed), and the use of the Remind app.	The area of focus which we would like to work on improving is providing professional learning and support to staff to improve the school’s capacity to partner with families, especially are underrepresented families.  Particularly we feel as though professional development in the area of social and emotional learning would help staff to better understand and work with students and families.	Based on our analysis from input and local data we will continue to use all current methods of communicating with our families including; emails, Remind app, website, and newsletters. We will strive to improve engagement of underrepresented families by ensuring that we make personal contact with them and invite them to become more involved.  We will also ensure that we send home all communication in both Spanish and English and provide translation services when needed.	The staff at Mulberry feels that in order for our students to be successful in the classroom, we must build a partnership and relationship with our students and families. The small size of our school makes it possible for us to have strong partnerships, because all staff knows each student and family. We make it a priority when new families come to our school to get to know them and make them aware of all of the services, programs, and opportunities for our students. The school keeps families informed by providing information through emails, phone calls, our school website, and the Remind App. Families are also given progress reports to keep them informed on how the students are doing academically. Parent conferences are also conducted during the first quarter and as needed through out the year.	The district will use the data received in order to continue to reach out to involve parents.  We will work on providing answers to questions in a timelier manner and making sure our parents feel comfortable asking questions of the teacher and staff/	Based on our analysis from input and local data we will continue to use all current methods of communicating with our families including; emails, Remind app, website, and newsletters. We will strive to improve engagement of underrepresented families by ensuring that we make personal contact with them and invite them to become more involved.  We will also ensure that we send home all communication in both Spanish and English and provide translation services when needed.	Seeking input for decision making is done through several avenues at Mulberry.  We utilize parent surveys, parent forums, phone calls, and emails in order to seek information for decisions here at Mulberry concerning programs and policies.  Parents and stakeholders are involved in the LCAP development and goal setting.  When conducting parents surveys we have over 90% of our parents participate.	Based on our analysis we will be focusing on increasing the number of educational partners that attend advisory meetings and continuing to provide multiple opportunities for all of our educational partners to share their input.	We would like to continue to work on improving and building the capacity of and supporting the staff to effectively engage families and advisory groups, in particular our underrepresented families including our EL families in order to gain a their input in decision making.	5	5	5	5	5	5	5	5	5	5	5	5	Met		14JUN2023	2023
13632140000000	San Pasqual Valley Unified	3	The district holds many events, assemblies, informational sessions, celebrations, committee meetings and encourages all families to participate.  The district also holds events and welcomes families and community members to take part in. SPVUSD has made significant progress in building relationships between school staff and families. One of the strengths identified is the creation of welcoming environments during SST (Student Study Team), 504, and IEP (Individualized Education Program) meetings. This indicates that the LEA is focused on creating inclusive and collaborative spaces where families feel comfortable and engaged in the decision-making process. Another strength is the regular communication happening between parents and teachers. The increased frequency of phone calls home, as a result of the Rule of 5, shows a proactive approach by the LEA in fostering regular and meaningful contact between educators and families.  The LEA also utilizes social media, specifically Facebook, to provide ongoing updates to families. This demonstrates an effort to meet parents where they are and engage them through a popular communication platform. By utilizing social media, the LEA can reach a broader audience and ensure that parents are kept informed about important events, announcements, and resources. Teachers use a variety of methods to communicate with families and build relationships with them. In addition to texting, teachers use apps like Class Dojo or Remind to keep families informed of student progress and behavior. There are parent-teacher conferences two times per year which parents can attend in-person, via phone, or on Zoom. Our counselors also hold monthly Cafecito Chats that focus on topics related to Social and Emotional learning. We also have an active presence on Facebook and get a strong response when we use the text feature of Parent Link.   As a school we have created several opportunities for families to engage with the school including the Back-to-School Ice Cream Social, Fall Festival, Thanksgiving Luncheon, Winter Wonderland, Spelling Bee, Science Fair, and Awards Ceremonies.    LEA's regular phone calls home to inquire about attendance and seek ways to support families indicate a commitment to addressing the holistic needs of students and their families. By proactively checking on attendance and offering support, the LEA shows a genuine concern for the well-being of students and their families beyond academic performance alone. Overall, the LEA has made notable progress in building relationships between school staff and families. By creating welcoming environments during meetings, increasing communication through phone calls and social media, and actively supporting families, the LEA is fostering a collaborative and supportive educational environment that values the partnership between educators and parents.	ES - Ways that the elementary school can improve include creating more opportunities for families to join us. Providing a more complete calendar early in the school year and each month is another area of improvement.   MS - An increase in participation for surveys and events. HS - Incorporating innovative and interactive elements into family events can help increase their meaningfulness and engagement. The SPVHS can explore creative formats such as workshops, demonstrations, or interactive stations that allow parents and students to actively participate and learn together. By offering opportunities for hands-on experiences and collaborative activities, family events can become more than mere informational sessions, but rather occasions for shared learning and growth. This approach not only strengthens the bond between school staff and families but also creates a positive and memorable experience for all participants. Evaluate the effectiveness of family events through feedback mechanisms is crucial for continuous improvement. SPV will establish a system for collecting feedback from parents and students after each event. This feedback can provide valuable insights into the strengths and weaknesses of the events, helping the high school to refine future initiatives and ensure that they meet the evolving needs and expectations of the school community.	ES - We believe this can be accomplished by creating more opportunities to celebrate student work and talent and to get to know the administrator outside the context of discipline or emergencies. Use our healthy following on social media to administer short, simple survey input to gather input from the community. Providing easy access to information about the services that our school provides could be another way to encourage more families to reach out for assistance  MS - Provide opportunities for all cultures to feel valued. HS - Building cultural competence among school staff is a critical step in supporting the development of relationships and improved engagement with our underrepresented families. Providing professional development opportunities and training that specifically address cultural responsiveness can help educators develop a deeper understanding of the diverse needs and strengths of underrepresented families. This training can also promote effective communication strategies that bridge cultural gaps and foster positive relationships between school staff and families. Collaboration with community organizations and stakeholders is another strategy that can enhance engagement. By partnering with local community groups, the LEA can leverage existing resources, expertise, and networks to better support underrepresented families. These collaborations can facilitate access to community services, provide mentorship opportunities, and offer additional support to families, thereby strengthening their connection with the school.	ES - Our report cards are standards-based and reported rubric style. We provide a Student-Parent Handbook stating many of our school expectations and policies.  MS - The district requires that sites hold Parent conferences twice a year, we hold SST, SART and SARB meetings to improve behaviors and attendance.  The district partners with community members to hold a career expo. HS - The LEA demonstrates strengths and progress in building partnerships for student outcomes. They are effective in holding SST, 504, and IEP meetings, involving key stakeholders in decision-making. Additionally, they coordinate with colleges and universities to increase opportunities for higher education, ensuring a seamless transition and expanded pathways for students.	ES - Using parent-friendly communication tools to let them know what the weekly/monthly upcoming learning will be and what they can do to support the learning. Communicating the positive at a higher ratio than the negative is another way communication can be improved.   MS - More streamlined and unified district policies across all sites--example for SST’s./SART, SARB procedures HS - Based on the analysis of educational partner input and local data, the LEA's focus area for improvement in building partnerships for student outcomes is to enhance recognition of the positive efforts and contributions of all students. To address this, the high school can implement strategies such as establishing a recognition program, involving teachers and parents, and creating platforms for showcasing student talents. This fosters a culture of appreciation, motivation, and inclusivity, promoting student success and well-being.	ES - Begin using the gradebook feature in our student information system so that teachers, administrators, and parents can stay informed about student performance. Update and clarify the Student/Parent handbook. Move from a trimester system to a quarter system to allow earlier communication regarding student progress. Student performances and cultural events. Leveraging our strong art program to hold a student art festival. Create student leadership opportunities such as student counsel and Peace Ambassadors program.   LEA will continue to utilize the services of different personnel such as outreach consultant, counselors, and liaison to assist the underrepresented families. HS - To improve engagement of underrepresented families in building partnerships for student outcomes, the high school plans to establish a drug intervention/prevention advisory council and conduct annual transcript review meetings with parents. These initiatives provide platforms for collaboration, addressing substance abuse concerns and discussing academic progress. By involving underrepresented families in these processes, the high school strengthens partnerships, supports student success, and ensures a more inclusive educational environment.	ES - School Site Council, DIPAC, DLAC, Migrant Education Program; LCAP surveys; Traditional Parenting classes  MS - Surveys, committee meetings, advisory council meetings (DIPAC, DELAC,SSC)  HS - The high school shows strengths and progress in seeking input for decision-making through the establishment of multiple advisory councils, including DIPAC, MPAC, and SSC. These councils enable diverse stakeholders to contribute their perspectives, ensuring decisions are informed by a wide range of voices. DIPAC represents Indigenous parents, MPAC engages multilingual families, and SSC includes parents, teachers, administrators, and community members. The high school’s inclusive approach to decision-making values diverse perspectives and leads to well-informed decisions that meet the needs of the school community.	ES - We need more accessible questions that are intentional. Shorter surveys.  MS - Encouraging more families to participate and share their input HS - Based on the analysis of educational partner input and local data, the high school focus area for improvement in seeking input for decision-making is the establishment of an advisory council dedicated to supporting drug intervention and prevention efforts. This council will aim to provide a platform for stakeholders to contribute their insights, experiences, and recommendations in addressing substance abuse issues among students.	ES - Reinstall Donuts with Dear Ones or some other open forum meeting with the administrator. Modify the format of DELAC and DIPAC so that participants are talking and administrators and other school personnel are listening.   MS - The district seeks input from all families. HS - To improve engagement of underrepresented families in seeking input for decision-making, the high school employs outreach specialists to recruit community members and promote parent engagement. They also utilize social media platforms to advertise upcoming meetings and events. These strategies aim to actively reach out, establish connections, and provide accessible channels for underrepresented families to participate in the decision-making process.	3	3	3	4	2	3	3	2	3	3	4	3	Met		20JUN2023	2023
13632220000000	Seeley Union Elementary	3	SUSD believes in interacting with all stakeholders with meaningful conversations and building a positive with all.	SUSD will ensure that multiple opportunities for growth continue during the school year.	SUSD will implement multiple opportunities throughout the year to ensure growth and participation for our underrepresented families.	SUSD believes in interacting with all stakeholders with meaningful conversations and building positive rapport with all.	SUSD will ensure that multiple opportunities for growth will continue during the school year.	SUSD will implement multiple opportunities throughout the year to ensure growth and participation for our underrepresented families.	SUSD has a wonderful collaborative team that listens and respects others opinions. There are multiple opportunities throughout the year to gather input during the decision making process.	SUSD will continue to reach out to all partners and ensures that there are many opportunities for educational partners to involve themselves.	SUSD will add multiple opportunities throughout the year to gather input throughout the decision making process.	5	5	5	5	5	5	5	5	4	4	4	4	Met		27JUN2023	2023
13632300000000	Westmorland Union Elementary	3	WUED will continue to strive and sustain all 5's across all domains. WUED has focused highly on professional development to improve the school's capacity, provide resources to parents to support student learning and development, embedded Parent Meetings once a month on Thursdays and provided families with strategies to advocate for their child.	WUED will continue to expand parent involvement opportunities schoolwide and in the classroom, parent workshops in-person, parent resources on paper/brochures and/or online resources. WUED will continue to coach parents on ways to support their children with academics, technology and social-emotional development.	WUED will continue to host one-one parent meetings, SART meetings, SST meetings and continue to provide opportunities for parents to learn more about what is happening on campus with frequent communication via parent communication tools; Flyers, Class Dojo, Phone Messages, Facebook, District Website, Jupiter Ed and Remind App. WUED will be adding two digital marquees and Apptegy (software program that communicates on a personalized district app only accessible to Westmorland parents).	WUED's current strengths are the effective use of educational communication platforms and accessibility. WUED will continue to use the marquee, Blackboard, Facebook, Parent Forums, School Site Council, Assemblies, and have an open door policy where staff is highly visible and accessible to all educational partners.	WUED will continue to build staff capacity with social and emotional learning professional development, learn our students' story, provide staff with resources to share with our parents/communities and continue to have an open door policy so families and students have their needs met and questions answered. WUED will continue to provide families with resources and conduct home visits for additional support.	WUED will continue to provide Back to School, parent conferences, Literacy Nights and an open door policy for parents to communicate via phone, email or parent communication tools such as Class Dojo, Jupiter Ed and Remind App.	"WUED will continue to strive to increase all domains from 4's to 5's. WUED has focused highly on building capacity with staff, parents and educational partners to help actualize the district's vision. ""Our purpose is to provide students with meaningful learning experiences in a safe, caring environment, assuring equal access to the core curriculum while providing differentiated instruction based upon research and data that will lead all students to mastery of grade-level content standards."" WUED will continue to implement Parent Forums, School Site Council meetings, ELAC meetings, Migrant meetings, Parent Conference, 1 - 1 appointments, surveys and provide all educational partners with an open door policy to share how we can improve how we serve our community."	WUED will continue to host Parent Forums, School Site Council Meetings, English Learner Advisory Council, Migrant Education Advisory Council, School Site Council, Community Advisory Committee and Parent Conferences.	Parents are encouraged to get involved in their child's learning environment either by volunteering in the classroom, participating in a decision-making group, or simply attending school events.   Parents stay informed on upcoming events and school activities through flyers, the school website, school Facebook page, parent forums, Blackboard auto-dialer, monthly parent calendars, and special event bulletins are sent with students.   Opportunities to Volunteer: Chaperone Events, Classroom Helper, Fundraising Activities, Room Parent, Picture Day Assistant   Committees: English Learner Advisory Council, Migrant Education Advisory Council, School Site Council, Community Advisory Committee   School Activities: Back to School Night, Fall Festival, Open House, Nutritional Olympics, Kite Day and Parent Picnic, Cinco de Mayo Event, CST Rally, Literacy Nights, Movie Nights and athletic events.  School functions/activities are now open to our community. Parents have the option to participate in-person or virtually for most school activities.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
14101400000000	Inyo County Office of Education	3	Because of our small size and the skill and commitment of our staff, this priority is an area of strength for the Jill Kinmont Booth School (JKBS). Building partnerships and creating trusting relationships are essential for our goals and mission. We work hard to develop trusting relationships with our parents and guardians and make a point to communicate directly with our parents and guardians weekly on an individual basis.	JKBS is going to improve staff cultural awareness and accompanying proficiencies in order to improve culturally responsive and effective communication strategies with all of our families - but particularly our Native American families who are the majority of our Educational Partners.	The JKBS team will make a concerted effort to improve relationships and build trust with our underrepresented families through transparent and consistent communication about student progress, connect with students beyond attendance and behavior issues, encourage family involvement, dedicate resources to assure early screening, diagnosis, and timely social-emotional and academic intervention, and working with families in a collaborative manner as equal members of a team focused on student success.	JKBS believes that successful collaborative relationships with our partners have to be established to positively impact student learning and social-emotional growth. The intake process at JKBS is a programmatic strength critical for engaging our educational partners and building strong collaborative relationships to produce positive student outcomes. Our constituents consistently comment that they appreciate the time taken during our intakes to provide not only critical program information, but also to get to know our new students, their strengths, their goals, and the challenges they need support in navigating to achieve success. We seek to have seamless and positive transitions to the community school through an intake process that identifies the academic and behavioral supports needed to sustain student academic and affective progress and growth. The goal is always matriculation back to the district of residence. The intake process clearly outlines the goals, available supports, and overall policies and expectations so students and their families know how to navigate the available resources to achieve success. There is progress in building relationships with parents/guardians that support positive student outcomes as we have seen measurable improvement from parents/guardians supporting individualized behavioral and academic intervention plans.	Analysis of educational partner input and local data indicates areas for improvement includes improving parent attendance at PAC meetings and other one-on-one meetings and overall parent/student engagement and representation. The majority of our Educational Partners are parents of unduplicated students and are both underrepresented and disenfranchised in the traditional comprehensive school setting so we are working diligently to strengthen their voice and participation in our program.	We value and need family engagement to seek feedback and gain insight into the needs of our students. Historically,  a key and effective conduit of feedback for a small program with high student mobility rates such as ours is one-on- one parent meetings. As noted above, parents are engaged at intake/entrance meetings and we seek to maintain a  consistent channel of communication throughout the school year. One of the benefits of low enrollment is that logistically it is possible to take advantage of multiple one-on-one engagement opportunities with our parents and students. Because these meetings are individualized, we are able to have more meaningful and transparent conversations that lead to building more collaborative partnerships and a deeper understanding of the challenges that must be navigated to help meet the individual needs of every student.	Because of our small size, JKBS administration and instructional staff are able to engage in 1:1 communication with both students and families maintaining consistent communication throughout the year which allows for multiple opportunities to facilitate and receive input. We have made progress in the 2022-23 school year in facilitating educational partner input as we had a higher rate of attendance and responsiveness at these meetings	Educational partner survey data led to a program focus in the 2021-22 school year to improve parent attendance at PAC meetings and increase the number of these meetings. to twice a year. Our strategy included providing food and other strategies to incentivize attendance so we could elicit input from our educational partners for the LCAP development process and other initiatives. We were successful as we had parents attend our PAC meeting for the first time; however, in the 2022-23 school year, we again saw a decline and no attendance at these meetings - so we refocused our efforts to increase attendance at our individual parent meetings and saw improved attendance at these meetings so this will continue.	As noted above, all of our families are underrepresented and disadvantaged. All the aforementioned engagement strategies will hopefully build trust and transparency with our Educational Partners so they feel more comfortable and confident that voice is heard and has an impact. Our educational partner and student surveys are essentially needs assessments given twice a year. We will continue this process in seeking input and continue to communicate to our partners that their input has made a difference. For example, their input has led to the development of a CTE pathway and a focus on employability and workplace readiness skills in our curriculum.	5	4	4	5	4	4	4	3	3	3	3	3	Met		15JUN2023	2023
14101400117994	YouthBuild Charter School of California	3	Via the Community School effort, YCSC has improved its efforts to reach out to families but could still improve on its overall effort to get more family input.	The CCSSP survey data showed that YCSC could still improve its family and community engagement and thus made a CCSSP goal related to family engagement.	N/A. More than 95% of students are from underrepresented families	By design, YCSC is partnered with community partners to deliver its instructional model that is centered on making academics connect to transforming communities.	While the YCSC model is already inclusive of community partnerships, YCSC will work towards improving its overall engagement of those partnerships by converging all LCAP, CCSSP, and other organizational goals to streamline overall organizational goals.	N/A. More than 95% of students are from underrepresented families	YCSC has regular formal and informal protocols to obtain stakeholder input. This includes LCAP surveys, standing meetings with all staff, and regular YouthBuild Director meetings. Beyond that, YCSC conducts many instructional projects via a horizontal leadership (department chairs) model to allow for more input.	YCSC is seeking to create more democratic opportunities for staff to be involved in instructional and operational decision-making and will utilize such efforts to better accomplish both long term and short term endeavors	N/A. More than 95% of students are from underrepresented families	5	4	5	5	5	5	5	4	4	4	5	5	Met		26JUN2023	2023
14101400128447	The Education Corps	3	"Our school provides wrap around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations such as local Conservation Corps, and other Community Based Organizations, we connect our families to resources and support services. Most of our students are young adults over the age of 18, some with families of their own. Therefore, many of our school events focus on community resources and building a stable environment for themselves and their families. During the pandemic our schools worked tirelessly to strengthen the school to home connection with our students.  We frequently call our school ""a second family"" and we organize events and activities to build supportive relationships with our students and their families. Over the last two years, we have increased our fleet of vehicles which allows us to make home visits and pick up and drop off students that are having issues securing transportation to school. This has helped boost attendance and has also strengthened our school to home connection."	Our focus area is to continue to build and strengthen our partnerships with CBO's, job development programs, and other supportive services/transition programs that support transitional age youth. Through these partnerships, we can continue to provide wrap around services to our families. One of our major aims is to increase the attendance rate of our adult students which will in turn increase their academic skills and future college and career prospects. We believe the key to improved attendance is providing case management and supportive services. This school year we invested in a system that will allow staff to communicate with students more easily using a two way text system to encourage students to attend school and complete work.	As mentioned above, because our students are over the age of 18, not all students choose to involve their families in their educational endeavors. For our student demographic, we have found that frequent contact with families through daily check ins, home visits, or meetings at the school has been successful. We survey our families at least twice a year to get feedback on school satisfaction and school improvement initiatives. The surveys are translated into student's home language and can be filled out from a phone so even families that are unable to make it to other school events still have a voice in school affairs.	Our schools provide a multitude of resources to students and families with regard to securing jobs, mental health, housing resources, and college/career transition. We offer a lot of avenues to set our students up for their next steps post high school.	Many of our students spend less than a year at our schools because they come to us having completed many of their high school credits at other schools. Therefore, we have limited time with them to make an academic impact. Our data indicates that most of our students are performing far below grade level when they enroll with us and they need additional academic intervention support. Additionally, many of our students need social and emotional support. We continue to augment our intervention and counseling program resources, but the need is great. We have added an intervention and math support period into the school day and have added a secondary layer of virtual counseling support services for students that prefer to see counselors virtually at home or after school.	Our schools are designed to work with students and families in small learning communities so that individualized student needs can be met. Most of our students come from underserved communities with many educational risk factors.  Our unique model provides students with academic support along with social emotional support and work based learning opportunities (for those interested). We have on site case managers to assist students in goal setting, developing coping skills, and navigating crises. Another area of focus has been our ELL population. We have been increasing staffing and services to these youth and will continue to invest in ELD support services this upcoming school year.  Lastly, our population of students experiencing homelessness and housing instability has been growing each year. We have improved our processes for identifying students experiencing homelessness, set aside additional funds to support these students, and formed partnerships with local organizations to assist these students in securing stable housing.	We offer many different ways to engage our stakeholders in decision-making. The most successful has been online survey links that can be accessed and submitted by phone. We also keep in close contact with our students and families through telephone calls and texts. We have found that automated messages get much less of a response than reaching out personally and our school is small enough to get feedback through personal one on one connections.	Although we invite families to the school frequently to meet with staff and provide input, because we deal mostly with young adults, we have not had as much success with parents and other stakeholders attending our in person board meetings or being an active part of our planning committees. This continues to be an area where we would like to improve but perhaps as a result of our student age demographic, we will always struggle in this area.	We will continue to create opportunities to get feedback from our partner CBO's and families by using multiple different formats. For some, the survey links have been an easy way for underrepresented groups to connect with the school without the extra effort and time required to visit the physical school site. Social media and a newly designed school website will also increase engagement. We have started to get more creative with surveys, contests, and other types of raffles to encourage involvement.	4	4	4	4	4	3	4	3	4	2	4	2	Met		16JUN2023	2023
14101400128454	College Bridge Academy	3	Our school provides wrap-around services to our students and families that many traditional schools are unable to provide. Through our partnerships with local non-profit organizations, such as Shields for Families and other Community Based Organizations, we connect our families to resources and support services. Parent involvement is increasing and we have boosted our parent participation rates at our Back-to-School nights and family events. Family engagement events are sent out with the school's monthly calendar and are scheduled at various times to accommodate parent participation and their varying work schedules. Due to the pandemic, we were able to experiment with other ways to involve families in our school. The pandemic certainly strengthened the school-to-home connection for our families and we committed over the last two years to keeping in constant contact with our families through emails, phone calls, and home visits. We also had a lot of families participate in our online needs surveys. To sustain our parent involvement efforts, we implemented a new system called DeansList to connect families to what is going on in the classroom daily. For our college bound students, we continue to hold parent education events throughout the year so that families play a greater role in the college application and transition process.	Over the last two years, we have increased our fleet of vehicles which allows us to make home visits and pick up and drop off students that are having issues securing transportation to school. This has helped boost attendance and has also strengthened our school to home connection. Additionally, as mentioned above, this year the school is using a new accountability and behavior/attendance tracking system called DeansList. This system allows parents direct access to teachers and staff through a two way text system. It also shares weekly reports with families about positive behaviors the students are demonstrating in class. This software allows teachers to easily and consistently connect with families using a familiar tool and technology- phones, text, and emails. We want families to see a holistic picture of how their students are behaving and performing in school. Instead of just getting phone calls for discipline incidents, families will get weekly reports that recognize students for admirable behaviors, academic progress, and will also include any behavior interventions that are implemented.	Our schools are designed to work with students and families in a small learning community so that individualized student needs can be met. Most of our students come from underserved communities with many educational risk factors.  Our unique model provides students with academic support along with social emotional support and work based learning opportunities (for those interested). Along with our on-site MSW counselors, this year, we are expanding our mental health services through a partnership with Hazel Health to provide short term student and family virtual counseling to families in need. Another area of focus has been our ELL population. We have been increasing staffing, and services to these youth and will continue to invest in ELD support services this upcoming school year. Lastly, our population of students experiencing homelessness and housing instability has been growing each year. We have improved our processes for identifying students experiencing homelessness, set aside additional funds to support these students, and formed partnerships with local organizations to assist these students in securing stable housing.	Our schools interact with various community-based organizations (CBO's) to provide resources and services to our students and their families.  Our strongest connections are those that provide work based learning opportunities and stipends to our students that want to gain work experience and earn money while in school.  Through partnerships with Youth Source Centers and Local Conservation Corps, students have the opportunity to participate in programs that offer 10-15 hours of paid work weekly. This year we are also piloting additional internship opportunities for students that want to learn about career fields of interest while completing their high school credits. Our college transition team is very active in forming partnerships with local community colleges and universities (such as the EOPS program) so that students are connected to supportive resources at the postsecondary institutions where they transition after high school. Lastly, student wellness and mental health care is a focus at our school. We collaborate with CBO's for health fairs, education around living a healthy lifestyle, and we provide multi-layered counseling options for our students.	While mental health is a focus at our schools, the need for services can overwhelm the resources available. That is why we have increased the number of MSW intern case managers at our schools and added an additional layer of virtual mental health support with our Hazel Health partnership. Hazel offers short term mental health counseling and triage/referral support for students that need longer term care. From our parent and student input surveys, paid work experience was highlighted as something that motivates students to come to school and finish their education. As such, increasing student opportunities for paid work experience and internships is a focus area for our schools.	The school has increased the avenues of communication for sharing resources and programs to families. As mentioned above, along with sending out our event/program calendars and increasing our monthly parent events, the DeansList system allows us to target particular groups of students and send out additional information to families through text, email, or phone calls. We have also augmented our orientation and intake process so that these services are presented to parents when students first enroll in the school. Lastly, the school has been in the process of revamping our website so that all programmatic opportunities and calendars are more readily accessible online.	"Sending out online surveys has been the most effective way that we have found to get the greatest percentage of parent, student, and community input in decision making. These surveys have been extremely valuable and have informed our annual goals. We have also had some success with forming committees for targeted improvement and feedback. For instance, we created PLC's such as an ""intervention committee"" of staff people focused on improving our academic intervention classes. We also have Associated Student Body Leadership Councils at many of our schools that provide feedback and guide our student programming and events. Parents are also actively involved in our college transition workshops and events."	Last school year we organized multiple online events to include families and stakeholders in our decision-making process. As mentioned above, the most success we had was through stakeholders providing feedback by participating in online surveys. However, we are still working to build a core group of parents and families to attend meetings consistently and participate in our planning and decision-making. We thought that the Zoom format would make it easier for families to attend online but this year we are going to be more deliberate about getting parent input at our in-person events such as our seasonal family events and asking for participation in focus group surveys and meetings.	Our goal this year is to increase and maintain open and regular communication with parents. We believe more routine communication with parents is the first step in getting more communication back from our underrepresented families. Since the school has had success with online surveys, we are going to take the surveys one step further by inviting interested parents on the survey to be a part of more in-depth focus groups around some of our annual school goals. We are also in the process of developing an exit survey for students and families who either graduate from our school or choose to leave our school before graduation. This will allow us to gain valuable feedback for improvement.	4	4	4	4	3	3	4	3	3	2	3	4	Met		16JUN2023	2023
14632480000000	Big Pine Unified	3	The LEA is committed to meeting with families for bi-annual SLCs, Passages at the end of 6th, 8th and 12th grades, and regular community engagement activities that include, sports competitions, Homecoming Bonfire and celebrations, Holiday Performance, Book Fair, Family Literacy Nights, Talent Show, and more.  The LEA collaborates with other local agencies and the Big Pine Paiute tribe.  In addition, the LEA collaborates with Inyo County and Health and Human Services agencies that address social-emotional and mental wellness concerns for students and families.	A focus area for improvement in building relationships between school staff and families is to offer more opportunities for families and the community to be on campus and attend school events.	To improve engagement of underrepresented families, the LEA will offer more opportunities for all families and the community to be on campus and attend school events.	The LEA's strengths include meeting with families to discuss student progress through informal communication and bi-annual student-led conferences.  The LEA identifies additional opportunities for professional development for staff to improve the school's capacity to partner with families to support student success.	The LEA's focus area for improvement is utilizing surveys and/or Parent Focus Groups to ascertain family expectations and needs.	The LEA will improve engagement of underrepresented families by encouraging participation from all families in school events and surveys.	The LEA administers formal surveys and periodic informal surveys to students, parents, staff and the school community.  The District Advisory Committee (DAC) will continue to encourage diverse voices to participate and provide input for decision making.	The LEA's focus area for improvement is to continue to encourage diverse voices to participate and provide input through DAC and surveys.	The LEA honors the input of all families for decision-making through inclusive processes, such as SLCs, school and district-wide community events, and surveys.	4	5	4	5	5	4	5	5	5	4	5	4	Met		29JUN2023	2023
14632710000000	Death Valley Unified	3	Maintaining the two community liaisons has been a tremendous success, providing in-person communication between school and parents.	Since the faculty largely moved into the district from out of the area and there is some turnover in staff, the focus area in building relationships between school staff and families continues to be solidifying staff understanding of local populations and needs.	Due to our small size (current student population is 17 in the K-12 district), we are able to connect individually with all families in the district.	The current strength lies in the LEA’s community liaisons and the open availability of school administrators to meet with parents.	Teachers regularly develop and maintain direct contact with parents and families through parents preferred means of communication.	Due to our small size (current student population is 17 in the K-12 district), we are able to connect individually with all families in the district.	The community liaisons and administrators provide opportunities for parents and educational partners to have input on school decisions.	The district will continue to seek input for decision making through 1:1 contact with educational partners.	Due to our small size (current student population is 17 in the K-12 district), we are able to connect individually with all families in the district.	4	4	3	4	3	3	3	3	3	3	3	3	Met		16JUN2023	2023
14632890000000	Lone Pine Unified	3	With the hiring of a new Superintendent this is an area that will be closely analyzed. The LEA will rely on building strong relationships between School Staff and families in order to meet the needs of our students both academically and from a Social emotional perspective. Educational Partner input will be a critical factor in how we build positive relationships with our educational partners.	The LEA's primary focus will be two fold: inclusion and effective communication.	The chief way for the LEA to improve our relationships between our School Staffs our underrepresented families is through our methodologies of engagement, inclusion and communication. All groups need to feel they have a connectedness to schools their children attend.	The LEA's greatest strength is the support of the community when educational decisions are made. Also, the faculty is willing to work in concert with the district office in ensuring we are providing the standard's based curriculum needed to drive positive student outcomes.	The LEA, as driven by the new Superintendent's vision, will be focusing on student engagement and making curriculum accessible to ALL of our students.	The LEA's plan to improve engagement of our underrepresented families is to make every effort to make them feel included and represented in the discussion of student outcomes and each grade level. Parents need to have a strong and viable voice in all student outcomes. of the schools their students attend.	Administration, in conjunction with staff, creates agenda items that are placed on agendas for the purpose of flushing out solutions.  If an issue does not rise to the level in which all staff need weigh in, then the administration will host ad hoc meetings with affected educational partners.	The LEA's focus areas will be inclusion, engagement, and equity.	The LEA's plan to improve engagement of our underrepresented families is to make every effort to make them feel included and represented in the decision making process of the schools their students attend.	1	1	1	1	1	1	1	2	1	1	1	1	Met		21JUN2023	2023
14632970000000	Owens Valley Unified	3	Our staff is able to build personal relationships with families due to our small size. Communication tools that staff members employ to build and maintain relationships with families include email, phone, weekly and monthly newsletters, Google Classroom, Class Dojo, ParentSquare, and Aeries.	We continue to work toward ongoing, two-way communication with families that addresses any student-related issues and/or areas in which improvement is needed.	We are working to improve the engagement of underrepresented families by personally reaching out to them to invite them to district, school, and classroom events, scheduling in-person meetings with these families, and maintaining consistent verbal, written, and electronic communication.	We hold frequent Student Success Team meetings to discuss ways that the school and families can work together to improve student outcomes. At the present time, we are implementing Multi-Tiered Systems of Support and six-week cycles of intervention to assist students who are struggling. We have a robust academic intervention program in place as well as a partnership with North Star Counseling Center and Inyo County Behavioral Health to support our students' emotional needs.	Our area of focus for building partnerships for student outcomes includes Multi-Tiered Systems of Support: maintaining strong academic and behavioral support for students that utilizes services from community organizations and involves all staff members.	We are working to improve the engagement of underrepresented families by personally reaching out to them to invite them to district, school, and classroom events, scheduling in-person meetings with these families, and maintaining consistent verbal, written, and electronic communication.	We currently do outreach to all of our families to seek input for decision-making, via ParentSquare text messages, email, and through the district's monthly newsletter. We have implemented monthly stakeholder meetings, on Saturdays, to solicit input from our school community. Our levels of input from stakeholders has been slowly increasing.	Our focus area for seeking input for decision-making is to have more participation by our families and staff members to develop our Local Control Accountability Plan and other school and district plans for improvement.	We are working to improve the engagement of underrepresented families by personally reaching out to them when we are seeking input for decision-making and creating a welcoming environment and atmosphere for their input.	4	4	3	4	3	3	5	4	3	4	4	3	Met		07JUN2023	2023
14633050000000	Round Valley Joint Elementary	3	Parents are involved in student outcomes in many ways. They have access to the student portal for up to date grading and assignments. Parents conferences are held for every parent yearly and repeated when needed. Conferences are held yearly for students with disabilities, for English Language Learners, and for students identified through District testing as being at risk. Parents are given information about opportunities at the local college on improving their math and writing skills so that they can better support their children at home. In order to keep families informed, a new easy to access website has been created.  The school also has an Instagram account, and Parent Square notifications are regularly sent to families. Teachers and parents correspond regularly through emails, text, the Remind App., Class Dojo, written notes, and phone calls.  Our PTO creates family / community engagement opportunities.  Attendance at our Back to School and Open House events has increased to 95 - 97% since it was  moved to the morning and now includes a full breakfast for all families.	The LEA would like to continue focusing on encouraging families that reside within our district to attend school at our site.	The LEA will work to create and disseminate informative, promotional information about our school to local realtors, and offer school tours to prospective buyers with children.	Round Valley School is a small rural school that has a rich tradition of parent involvement. Teachers are the front line in parent communication and all teachers make use of the Remind App to communicate with all families. Additionally, our Parent Square Notification System provides a portal to parents relating to assignments, grades, missing work and due dates for long term projects. Our Board Meetings and PTO are open to all parents or community members and meetings are scheduled monthly to provide opportunity to address new or existing concerns. Board meetings are held monthly as well and all are welcome to attend. We schedule workshop style meetings to share in a relaxed forum topics such as budget and school restructuring, so that parents feel free to participate.	Due to Covid, PTO participation diminished.  This parent organization has now been revitalized and has doubled in size.	Communicating PTO meetings to families via Parent Square and Remind is vital to participation.  Attendance incentives, such as food and beverages, are provided at meetings.  For the comfort of our families, meetings are held in our newly revitalized and welcoming  library.	We are a small, rural elementary school with a small family base (approximately 66 families total). All families are invited to participate in areas where they feel comfortable including Board Meetings, School Site Council, PTO, STEP Foundation, parent volunteers, field trip chaperones, etc. Correspondences are through email, text, robo calls, Parent Square, website announcements, Instagram, and phone calls. Various apps. such as Remind and Class Dojo are utilized by teachers.	We would like to increase parent attendance at monthly board meetings.	In order to increase parent attendance at monthly board meetings, meetings will continue in hybrid form and meeting times will be changed to 3:00 / 3:30 pm to more easily enable parents to attend after parent pick-up.	5	5	5	5	4	5	5	4	4	4	5	5	Met		15JUN2023	2023
14766870000000	Bishop Unified	3	The District values and celebrates community involvement and partnerships within our schools. Parent and staff feedback indicate that strong relationships with students are among our greatest strengths. Hispanic Liaisons and Native American Liaisons staffed at each school site.  All school offices have a bilingual staff member.  ParentSquare communication system provides notices and information to families via their preferred method (i.e. text, call, email) in their home language.  Re-establishment of the Parent-Teacher-Community-Organization (PTCO) which helps arrange regular community nights/events at Bishop Elementary School.  District Parent Advisory Council (DPAC) reorganized to better reflect and represent the diverse demographics in our community.	The District would like to see more parent involvement and input in various school and district level committees and events such as School Site Council membership, Parent Advisory Council, ELAC and DELAC, and PTCO community building events.  BUSD also looks forward to the re-establishment and regular meetings of the local tribal parent advisory council.	The District will utilize the ParentSquare communication platform to reach parents in their home language and will ensure newsletters and flyers are translated and accessible on the school website.  Staff will communicate directly with parents via the parent portal on our school information system to communicate student progress, concerns, and celebrations.  Signage across all campuses is beginning to reflect the three main dialects in our community.	Back to School Nights are well attended across sites as are parent/student conferences with teachers, provided triennially in grades TK-8. Additionally, families report the main source of parent involvement is to attend extracurricular events, such as athletics. The Bishop Indian Education Center has been a long-time supporter of the schools and provides daily tutoring support for Native American students of all ages. Professional development workshops have been provided focusing on cultural awareness, historical trauma, and inclusivity. Annually, the November school board meeting is held at the Bishop Paiute Tribal Chambers and focuses on Native American students; their involvement in school, progress, and achievements.	BUSD has expanded afterschool program offerings, providing tutoring, enrichment, and supervision for students in grades TK-6 every day after school.  The District continues to build on it's positive relationship with the Bishop Indian Education Center.	The District provides accommodations and incentives for parent involvement and participation in school events by offering food, childcare, and making information available in Spanish.	School Site Councils and ELAC committees are established at each site, to review and provide input on school/district plans such as the school's Single Plan for Student Achievement (SPSA) and the district's Local Control Accountability Plan (LCAP). Families are surveyed periodically throughout the year, via the ParentSquare app, to elicit input and inform various plans.	The District seeks more frequent and less formal feedback on school activities and program offerings from families and students.	The District is partnering with Kelvin Education to survey students, staff, and families throughout the year and gain meaningful feedback about student success, conditions of learning, and engagement.	4	3	4	3	3	3	3	3	3	3	3	3	Met		15JUN2023	2023
15101570000000	Kern County Office of Education	3	The Alternative Education program believes that building relationships with students and their families is the foundation for students' educational success.  Program staff regularly connect with parents/guardians through phone calls and strive to make families feel welcome during each visit to campus. Due to short enrollment periods in Community School, creating long-term and lasting relationships with families can be challenging. Court School restrictions typically limit access to parents/guardians outside of events such as Back to School Night and various meetings.	The Alternative Education program is committed to continuing to foster positive relationships with families through regular communication and invitations to school events.  A continued focus in this area is securing parents/guardians to participate in various advisory committee meetings, including Court and Community School Site Councils and Court and Community English Learner Advisory Committees.  As part of the California Community Schools Partnership Program, the Outreach and Engagement Facilitator will help lead the work needed to establish positive relationships between the school and families.	As mentioned in a previous prompt, due to the short enrollment periods of students and the lack of ability to engage with most Court School parents/guardians, securing parent/guardian involvement in the Alternative Education program is a challenge. With services provided through the California Community Schools Partnership Program, a program goal is to increase and improve the engagement of all families, including those that are underrepresented.	"According to the 2023 LCAP survey, 100% of parents/guardians who participated in the survey agreed with the statement, ""My school values parents/guardians as important partners in their student's education."" Each Community School site has an open-door policy related to meeting with parents/guardians to discuss student progress to determine ways to work together to support student success, both behaviorally and academically.  Administrators schedule meetings with the families of students who are struggling in order to determine any barriers to success and what the school can do to support the student and their family."	Through the California Community Schools Partnership Program, the Alternative Education program plans to support staff in their efforts to partner with parents/guardians to improve the social emotional and academic well-being of their children.  Through surveys, focus groups, and parent workshops, the program will determine what parents/guardians indicate is needed for them to appropriately support their children academically.	The Alternative Education program will continue to build on the work that is already in place to ensure that the program is building partnerships to benefit student outcomes, including with those families that are considered underrepresented.  These measures include invitations to all school events and communication through Parent Portal and School Messenger.  In addition, the positive impacts of participating in the California Community Schools Partnership Program will further support these efforts.	"The Alternative Education program encourages parents/guardians to participate in committees in order to help the program make decisions that impact students.  The program actively recruits parents/guardians to participate in the Court and Community Schools Site Councils and the Court and Community English Learner Advisory Committees.  Parents/guardians are invited to attend annual Town Hall meetings where the Local Control and Accountability Plan (LCAP) survey is made available for parents/guardians to provide input.  Parents/guardians of students who receive Special Education services are invited to attend and actively participate in all IEP meetings.  Results from the 2023 LCAP survey indicate that 100% of parents/guardians surveyed agreed with the statement, ""My school actively seeks parent/guardian input into decisions related to their student's education through surveys, IEP meetings, parent conferences, etc.""  The high turnover rate in both Court and Community Schools makes it challenging to have continuous parent/guardian involvement."	Through parent/guardian conferences, IEP meetings, School Site Council meetings, and school-based events, the Alternative Education program intends to continue to encourage parents/guardians to become involved in the decision making process for their child's school.  The outreach that will take place through the California Community Schools Partnership Program will also support these efforts.	All actions the Alternative Education program takes to improve parent/guardian engagement will include the engagement of underrepresented families.  Due to the program's highly transient population and the limited access the program has to Court School parents/guardians, ensuring parents/guardians understand the critical importance of their involvement in decision making can be challenging.  However, the program will continue to make every effort to involve parents/guardians in the schools' decision-making process.	4	5	4	5	4	3	4	4	3	4	4	2	Met		13JUN2023	2023
15101570119669	Wonderful College Prep Academy	3	After reviewing educational partner feedback, families continue to report that their students feel safe at WCPA, the campuses are clean, and that they are well-informed with their child’s progress in school. Parents continue to provide feedback that the best way for communication with school staff and important issues is through the ParentSquare communication platform. Families were positive about the number of opportunities available for on campus engagement. WCPA has made improvements in engagement and communication to families during the 2022-2023 school year. There was a significant emphasis on what types of family events were held to maximize opportunities for family engagement and partnerships in support of student success. Families appreciated the variety of events focused on supporting students at home including, but not limited to, Family Orientations, Math and Literacy Nights, and Financial Aid Awareness (for High School Families).	Based on the feedback received from families and school staff, WCPA will continue to focus on ensuring that all family events provide academic, social-emotional, and family-friendly engaging opportunities to help support students both in and outside of the classroom in both English and Spanish to help with the language gap. Additionally, the Student Support Services staff has added additional team members to help with family and student outreach including a Family and Community Engagement Counselor, Student Incident Response Staff which will help identify students at risk for chronic absenteeism or provide early academic and social-emotional interventions and supports for students and their families.	During the 2022-2023 families gave WCPA feedback on how they were satisfied with the updates given throughout the school year and to continue with providing this information. For the 2023-2024 families will continue to receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and if in high school, A-G and graduation progress updates. Families are able to meet one-on-one with school leaders and teachers. Families that do not attend these sessions will be scheduled to meet with a school leader or counselor to review their child’s progress so that all families are engaged in their child’s success at WCPA.	After review of educational partner feedback, WCPA made great strides during the 2022-2023 school year with providing students both academic and social-emotional wrap-around supports. Families stated in survey results, School Site Council Meetings and English Learner Advisory Council meetings that they appreciate the amount of staff available to help students with both academic and social-emotional supports and that WCPA should continue investing in these services to students. Additionally, WCPA provided onsite Social Workers, School Nurse, School Psychologists, and specialized supports to help school leaders address early interventions and supports for students and will continue to invest in providing these supports.	School leaders met with families to review schoolwide goals and priorities and as a team to determine if adjustments were needed towards strategy. They actively reviewed analyzed student performance data in both Math and English Language Arts, A-G performance data, chronic absenteeism data and other local indicators to ensure the best opportunities for student performance. We continue to set aggressive growth targets for all of our students and plan to continue engaging with families and staff to regularly meet and review student performance data.	School leaders regularly review data by subgroup with staff, School Site Council members and administrators to ensure all students (including Foster/Homeless Youth, Students with Disabilities, English Learners, Migrant Students, Student from Low-Income Households) are accounted for on a regular basis. Families receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and if in high school, A-G and graduation progress updates. Families are able to meet one-on-one with school leaders and teachers. Families that do not attend these sessions will be scheduled to meet with a school leader or counselor to review their child’s progress so that all families are engaged in their child’s success at WCPA.	Wonderful College Prep Academy sought to engage all stakeholders in the feedback process. Parents on the School Site Council and English Learner Advisory Council were given multiple opportunities to provide feedback on methods to best meet WCPA goals. Student representatives on the school site council were also able to provide consultation. Staff were given the opportunity to review and provide input towards school-wide goals and priorities. Staff members were also engaged through the school site council. Administrators reviewed the schoolwide goals and priorities as a team to determine if adjustments were needed towards strategy.	Families and Staff have appreciated the level of input and opportunities provided for process improvements related to decision-making during the 2022-2023 year. School leaders are focusing on increasing family involvement in both School Site Council, English Learner Advisory Council and the Parent Representative on the Board of Directors for the 2023-2024 school year.	WCPA school leaders will continue to use feedback from family surveys and School Site Council and English Learner Advisory Council families to continue with focused outreach to families. Events and information are provided in both English and Spanish, all school communications through the ParentSquare portal are provided in the families’ preferred language and allows School Leaders to reach out and engage families directly. Student Support Services Team will be further working with families to ensure those at risk of chronic absenteeism, intervention supports (both academic and social-emotional).	4	5	4	4	4	4	4	4	3	3	4	4	Met		27JUN2023	2023
15101570124040	Grow Academy Arvin	3	"At Grow Public Schools, we are rooted in our fundamental belief that ""Every parent can be engaged."" We work to develop collaborative partnerships with families, alumni, and communities. Hence, our goal is for families to feel empowered to take shared ownership of scholars' success. A distinctive characteristic of GA Arvin lies in its focus on the whole each child. All students create ILPs (Individualized Learning Plans) in collaboration with classroom teachers, small group instructors & parents. GAA holds Enrollment and Mutual Promise Nights for new families to have the opportunity to get to know their new campus, teachers, and staff and become familiar school before their first day. Parents at GAA are invited to monthly Coffee & Conversation, where families and staff come together to discuss relevant topics, share ideas and learn from each other while addressing any concerns or challenges. Parent Teacher Conferences are scheduled throughout the year to collaboratively discuss student progress, performance, academic goals, and areas of improvement, allowing teachers to listen to parents and involve them in designing strategies for their child's success. Through Academic Parent-Teacher Teams (APTT), GAA engage in a collaborative process to build strong relationships with their students' families and empower families to make concrete contributions to student growth and achievement. GAA encourages parents and guardians to actively participate in school activities by organizing volunteer programs and opportunities for parents to contribute their skills, expertise, and time to help families feel connected to the school community and build positive relationships with staff members. GAA offers monthly educational family nights and cultural celebrations to promote a sense of belonging and unity, encouraging families to interact with one another and teachers, staff, and students. GAA holds an End of Year Parent Appreciation Night to show appreciation for the contributions and support of their families by recognizing their involvement and efforts throughout the school year, reinforcing the value of their engagement, and motivating others to get involved. Star Parents of Grow Academy (SPGA) pride itself in promoting the interests of the students of GAA in cooperation with the administrators, teachers, students, and board of directors while providing a forum for the sharing of ideas that will benefit GAA and providing a platform for educating parents about the GAA educational program, in direct consultation with administrators. Our families get involved in the Edible School Yard 2023 Local Performance Indicator Self-Reflection for Grow Academy Arvin Page 9 of 17 learning process by participating in our seed-to-table Family Cooking Nights, where they have the opportunity to create healthy, organic, and made-from-scratch recipes with their students that is led by our Edible School Yard garden and kitchen teams."	GAA is committed to improving communication and deepening relationships with school staff and families to ensure all families are informed and connected. An area of improvement is ensuring all parents have access to and understand how to navigate Parent Square to establish two-way communication between home and school. GAA will continue efforts in parent recruitment to increase engagement and parent attendance at School Site Council (SSC), English Language Advisory Council (ELAC) meetings, Star Parents of Grow Academy (SPGA), Coffee & Conversation, Spring Open House, and Family Educational Nights. Additionally, GAA will focus on offering parent educational sessions like Parent University, behavior parenting classes such as Parent Project or Loving Solutions, and community-organizing workshops. Lastly, GAA will work towards purchasing and updating interpretation devices in an effort to provide Spanish translation to all parent/family meetings and events.	Deepening relationships with Grow Academy families is a priority. Grow Academy Arvin incorporates cultural and socioemotional training into all professional development days. Through this training, teachers build a deeper understanding of the community we serve and build capacity to increase the engagement of all families. GAA will work to incorporate ongoing parent surveys and encourage active involvement and engagement from parents while also helping improve communication, guide decision-making, facilitate personalized education, and foster a collaborative and supportive environment focused on student success. GAA will increase translation and interpretation capabilities to include underrepresented languages by purchasing new translation equipment and making a translator available for all parent/guardian meetings and events. The Family and Community Engagement Liaison will work to provide timely ongoing communication in English and Spanish and be strategic about the scheduling of meetings to optimize parent participation focusing on participation from our Multilingual Education Learner families to ELAC Meetings. We will work collaboratively with the KCSOS's Migrant Department to provide opportunities and additional services to our Migrant families. The FACE Liaison will continue attending the McKinney Vento/Foster Youth & Homeless collaboratives at KCSOS to be informed and up-to-date with services available for our identified families. GAA will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.	Parent and Community involvement is a top priority for all staff at Grow Academy.  During the school year, the school engages parents in the following ways:  1. Beginning of the year, home visits to every household  2. Monthly Coffee and Conversation with administrators  3. Quarterly Academic Parent Teacher Team Meetings  4. Weekly Newsletter sent through Parent Square  5. Ongoing posts on upcoming events and community resources  6. Facebook updates  7. Weekly folder home with important information  8. Aeries Parent Portal to see student grades, attendance, and behavior.  9. Drive-thru oral health & dental screening clinic for scholars in partnership with the Kern County Children's Dental Health Network and First 5 Kern  10. Spring Open House  11. EOY Parent Informational Meeting  12. Back to School Night  13. Monthly Family Educational Night We are constantly mindful of challenges in connecting with our school community. We have implemented a range of tools to make access easier, from digital communications platforms such as ParentSquare that automatically translates content from English into Spanish, to having translators available at all parent meetings, to ensuring that we offer both morning and evening meeting times to accommodate work schedules for parents. Through engaging with the McKinney Vento representatives from the local district and County Office of Education, we are able to identify and ensure that our homeless students are being provided with access to their education, including transportation.	An area of focused improvement is to continue outreach efforts to engage, increase awareness, educate, and build partnerships with our parents/guardians through surveys, School Site Council meetings, ELAC, SPGA, Parent Teacher Conferences, APTT Nights, Teacher Home Visits, ongoing educational and academic parent workshops such as Parent University, Parent Project and Loving Solutions, family educational nights, Family Cooking Nights, Health & Wellness Fairs, and partner with our MTSS teams to provide Social Emotional Learning strategies for our parents/guardians.	GAA and the Family and Community Engagement Liaison will continue communicating information, resources, and services available to our underrepresented families. The GAA FACE Liaison will work to bring awareness of services and resources to our parents by connecting our families with community organizations. We will bring awareness and information on the McKinney Vento program to help support our homeless and foster youth. Our partnership with KCSOS' Migrant Department will help connect our families to opportunities for our identified migrant students and families. During parent sessions, meetings, and family events, ensure that childcare options, food, and prizes are open to all families to prevent any barriers to parent participation. Provide multiple opportunities for parents to attend events at a time that suits their work schedule or availability. Work closely with and maximize outreach with our Multilingual Education Learner families to increase parent attendance at ELAC meetings. GAA will continue to include teachers and staff to participate in parent and family events which will encourage families and strengthen diverse community partnerships.	Our vision at GAA is to develop collaborative partnerships with our families, alumni, and communities so they feel empowered to take shared ownership of scholars' success. One of our top priorities is to integrate educational partner input to align resources and support with families' needs. GAA intentionally provides and develops meaningful opportunities for families to be engaged and informed and provide input during school activities that support learning at home, School Site Council, ELAC, SPGA, Coffee & Conversation, and LCAP Surveys.	Parental participation is encouraged and expected at Grow Academy. In a typical year, Grow Academy has multiple means of collecting input from all stakeholder groups, including a School Site Council, English Learner Advisory Committee, and Star Parents of Grow Academy (SPGA), as well as through monthly Coffee and Conversation meetings, annual parent surveys, Spring Open House and End of Year Parent Informational Meeting. A focus area for improvement is to ensure that we establish structures that build capacity in our advisory groups (education research, including social and emotional research and education policy) and then increase the frequency of opportunities to engage in schoolwide decision-making. Improving our engagement with our underrepresented families as it relates to Decision-Making will require a concerted effort to educate our families on learning strategies, related curricula, and relevant schoolwide policies - and then ensure that we have created access to our existing platforms for family engagement, such as our advisory councils.	GAA will continue processes to include all parents in decision-making platforms and surveys that is in their language and easily accessible.	5	5	4	4	5	4	5	4	4	4	4	4	Met		20JUN2023	2023
15101570135467	Wonderful College Prep Academy - Lost Hills	3	After reviewing educational partner feedback, families continue to report that their students feel safe at WCPA-Lost Hills, the campuses are clean, and that they are well-informed with their child’s progress in school. Parents continue to provide feedback that the best way for communication with school staff and important issues is through the ParentSquare communication platform. Families were positive about the number of opportunities available for on campus engagement. WCPA-Lost Hills has made improvements in engagement and communication to families during the 2022-2023 school year. There was a significant emphasis on what types of family events were held to maximize opportunities for family engagement and partnerships in support of student success. Families appreciated the variety of events focused on supporting students at home including, but not limited to, Family Orientations, Math and Literacy Nights, and Financial Aid Awareness (for High School Families).	Based on the feedback received from families and school staff, WCPA-Lost Hills will continue to focus on ensuring that all family events provide academic, social-emotional, and family-friendly engaging opportunities to help support students both in and outside of the classroom in both English and Spanish to help with the language gap. Additionally, the Student Support Services staff has added additional team members to help with family and student outreach including a Family and Community Engagement Counselor, Student Incident Response Staff which will help identify students at risk for chronic absenteeism or provide early academic and social-emotional interventions and supports for students and their families.	During the 2022-2023 families gave WCPA feedback on how they were satisfied with the updates given throughout the school year and to continue with providing this information. For the 2023-2024 families will continue to receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and if in high school, A-G and graduation progress updates. Families are able to meet one-on-one with school leaders and teachers. Families that do not attend these sessions will be scheduled to meet with a school leader or counselor to review their child’s progress so that all families are engaged in their child’s success at WCPA.	After review of educational partner feedback, WCPA-Lost Hills made great strides during the 2022-2023 school year with providing students both academic and social-emotional wrap-around supports. Families stated in survey results, School Site Council Meetings and English Learner Advisory Council meetings that they appreciate the amount of staff available to help students with both academic and social-emotional supports and that WCPA-Lost Hills should continue investing in these services to students. Additionally, WCPA-Lost Hills provided onsite Social Workers, School Nurse, School Psychologists, and specialized supports to help school leaders address early interventions and supports for students and will continue to invest in providing these supports.	School leaders met with families to review schoolwide goals and priorities and as a team to determine if adjustments were needed towards strategy. They actively reviewed analyzed student performance data in both Math and English Language Arts, A-G performance data, chronic absenteeism data and other local indicators to ensure the best opportunities for student performance. We continue to set aggressive growth targets for all of our students and plan to continue engaging with families and staff to regularly meet and review student performance data.	School leaders regularly review data by subgroup with staff, School Site Council members and administrators to ensure all students (including Foster/Homeless Youth, Students with Disabilities, English Learners, Migrant Students, Student from Low-Income Households) are accounted for on a regular basis. Families receive a customized progress report twice a year that includes student academic performance updates and comparisons; updates to English Learner ELPAC test results; attendance rates and the number of unexcused absences; and if in high school, A-G and graduation progress updates. Families are able to meet one-on-one with school leaders and teachers. Families that do not attend these sessions will be scheduled to meet with a school leader or counselor to review their child’s progress so that all families are engaged in their child’s success at WCPA-Lost Hills.	Wonderful College Prep Academy - Lost Hills sought to engage all stakeholders in the feedback process. Parents on the School Site Council and English Learner Advisory Council were given multiple opportunities to provide feedback on methods to best meet WCPA-Lost Hills goals. Student representatives on the school site council were also able to provide consultation. Staff were given the opportunity to review and provide input towards school-wide goals and priorities. Staff members were also engaged through the school site council. Administrators reviewed the schoolwide goals and priorities as a team to determine if adjustments were needed towards strategy.	Families and Staff have appreciated the level of input and opportunities provided for process improvements related to decision-making during the 2022-2023 year. School leaders are focusing on increasing family involvement in both School Site Council, English Learner Advisory Council and the Parent Representative on the Board of Directors for the 2023-2024 school year.	WCPA-Lost Hills school leaders will continue to use feedback from family surveys and School Site Council and English Learner Advisory Council families to continue with focused outreach to families. Events and information are provided in both English and Spanish, all school communications through the ParentSquare portal are provided in the families’ preferred language and allows School Leaders to reach out and engage families directly. Student Support Services Team will be further working with families to ensure those at risk of chronic absenteeism, intervention supports (both academic and social-emotional).	4	4	4	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
15101571530492	Valley Oaks Charter	3	Valley Oaks Charter School (VOCS) was founded on respecting and valuing parent choice, allowing parents to tailor an education to fit their children's individual needs in a homeschool environment. Students at VOCS are educated one child at a time, incorporating various teaching methods. Working closely with VOCS' credentialed teachers, parent educators take the opportunity to teach lessons based on the child's academic ability and style of learning in a homeschool environment. Whether a student is a visual learner, an audio learner, and/or a kinesthetic learner, all students are expected to work to their fullest potential at Valley Oaks Charter School. To assist parent educators with this goal, VOCS provides numerous educational options and opportunities that can be individualized to each student's learning style, skill set, and academic potential. In addition, parent educators may choose to have their students participate in a variety of enrichment activities offered by the school.	Based on educational partners' input, VOCS is also incredibly proud of our staff's teamwork throughout the year, which included working together to provide a strong program for our students and families.  With a new director, two new principals, seven new teachers, and one new support staff, the VOCS staff and school sites maintained a welcoming atmosphere at all school sites.  VOCS resumed enrichment classes, workshops, clubs, dances, and field trips to pre-pandemic activity, bringing back the community's feelings that VOCS was founded on.  The program has an active parent club (Valley Oaks Parent Teacher Advisor Club), ASB, and Jr. ASB that help put on school events throughout the year.	Since VOCS is a parent-choice, parent-participation, independent/homeschool charter school, the school recognizes that consistency throughout the grade levels can vary from family to family and year to year.  A multi-tiered systems of support was implemented, and based on educational partners' feedback, this additional support layer for academic planning and counseling services assisted students and families.  VOCS will continue to review data and listen to the needs and wants of our educational partners to offer enrichment classes and workshops that meet the needs of our students and parents.	Throughout the school year, educational partners had opportunities to be part of decisions about VOCS through surveys, meetings, and committees.  Results from the 2022-23 Annual Educational Partners Survey indicated 88% of educational partners feel valued by VOCS as important partners in our school.  Additional results from the 2022-23 Annual Educational Partners Survey include: 99% agreed/strongly agreed that VOCS staff responded quickly to parent phone calls, Remind text, and/or emails; 92% felt connected to VOCS; and 94% reported that VOCS demonstrates caring, concern, and high expectations for students in an environment that honors individual differences and is conducive to learning.  Additionally, survey results report that 95.7% of students feel safe at a VOCS campus; 92% feel engaged at VOCS, and 90% believe their feelings matter to VOCS teachers.	Valley Oaks Charter School teachers will continue to work with students and parents to determine the areas of need.  In addition of individual meetings, local assessments are administered throughout the school year, to tailor the students learning and give support in the areas that need improvement. Through surveys, PLC, and parent workshops, the program will determine what parents/ guardians indicate is needed for them to appropriately support their children academically.	Valley Oaks Charter School will continue to build on the work that is already in place to ensure that the program is building partnerships to benefit student outcomes, including with those families that are considered underrepresented.  These measures include invitations to all school events and communication through ParentSquare, Remind, and Facebook.	Valley Oaks Charter School encourages parents/guardians to participate in committees to help the program make decisions that impact students.  All educational partners are encouraged to complete surveys throughout the school year.  Parent representatives are on the school governing board.  Parents/guardians are invited to attend annual Town Hall meetings where the Local Control and Accountability Plan (LCAP) survey results are made available for parents/guardians to provide input.  Parents/guardians of students who receive Special Education services attend and actively participate in all IEP meetings.  Results from the 2023 LCAP survey indicate that 95.8% of parents/guardians agreed with the statement, “VOCS actively seeks parent/guardian input into decisions related to their student’s education through surveys, IEP meetings, parent conferences, etc.”	Through regular table meetings, conferences, SST meetings, IEP meetings, VOPTACmeetings, VOCS Governing Board meetings, and school-based events, Valley Oaks Charter School intends to continue to encourage parents/guardians to become involved in the decision-making process for their child’s school and educational journey.	All actions Valley Oaks Charter School takes to improve parent/guardian engagement include the engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22MAY2023	2023
15101571530500	Ridgecrest Elementary Academy for Language, Music, and Science	3	Parent Teacher Organization is highly active with over 30 parents attending meetings regularly. This is in a school of only 220 students. School opens doors and invites parents to participate in school activities.	Staff are highly supportive and know most students and their families.	REALMS has ongoing professional development in Multi-Tiered System of Supports which addresses cultural sensitivity, cultural humility, and cultural competence.	Administration and staff work collaboratively to choose interventions. Professional development has been provided for ELA and Math interventions.	REALMS is partnering with outside agencies to bring in therapy dogs to whom identified students will read. REALMS provides tutoring in its after school Expanded Learning Opportunity Program (ELO-P).	REALMS has ongoing professional development in Multi-Tiered System of Supports which addresses cultural sensitivity, cultural humility, and cultural competence.	REALMS has an active Parent Teacher Organization, School Site Council, English Learner Advisory Council, and District English Learner Advisory Council.	REALMS administrators seek collaborative input from staff in all decisions affecting student outcomes.	REALMS has ongoing professional development in Multi-Tiered System of Supports which addresses cultural sensitivity, cultural humility, and cultural competence.	4	4	4	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
15633130000000	Arvin Union	3	The district continues implementation of actions related to an LCAP goal specifically targeted to welcoming environments and respectful relationships.  Actions include employing personnel assigned to reach out to families from the site, district, and Family Resource Center levels to increase engagement of underrepresented families and provide training to support families.  LEA Current Strengths include: The District's Family Resource Center (FRC) has significantly expanded case load and support services especially to Foster, Homeless, and Socio-Economically disadvantaged families. Parent surveys indicate significant growth at the elementary sites related to parents being engaged as active partners and schools seeking their input.   Implementation of communication platforms including ParentSquare, Zoom, and PBIS rewards supports providing information from the district and schools to families.  Engagement team staff support one on one conversations with families to address individual needs.	The most significant focus for improvement in Building Relationships between schools staff and families will be the district’s implementation of a Community School Planning Grant which will serve as an organizing strategy to connect key partners and bring together a variety of resources to support students and families.   An implementation grant is in place focused on building trust, increasing support services, and shared responsibility for outcomes as well as gathering community input through the 2023-2024 school year.    Educational Partner engagement will actively tap the expertise and knowledge of family and community members to serve as true partners in supporting and educating students.  A significant focus on developing and sustaining a warm and welcoming environment is an initiative as we embrace a return to normalcy with all  in-person collaborative opportunities, events, workshops, and meetings planned for the school year.    Coffee with the Principal opportunities, timely advertising of events, and modifications of current practices including time and manner of communication and relationship building opportunities based on parent/staff input are focus areas to engage parents.	A restructuring of expectations and guidance from the Director for the Family Resource Center ensures a renewed focus on identification and providing services to homeless and foster students.  Monthly personal contacts and check-ins are conducted with families by the FRC.  The district has a significant number of English Learners and Migrant students with program personnel employed specifically for supporting and advocating for  these groups of students and their families.    In addition, Categorical Clerks and Student Success Facilitators at school sites have been charged with family outreach and making personal contacts to align with district metrics.  Continued implementation of ParentSquare as the main communication platform for the district was very successful as noted through Educational Partner input and numbers of responses to online surveys conducted through the platform.   A campaign early in the 2022-2023 school year focused on  the goal of 100% of families linked with viable contacts through the ParentSquare platform to strengthen our engagement of all families, especially those underrepresented.   A bi-weekly short video is an addition to communication to share pictures and highlight services in the district with the thought “a picture is worth 1000 words”.	Progress toward building partnerships for student outcomes is evident in various areas.  Title I Parent meetings are jointly conducted by site administrators to describe opportunities for students and to share programs with an opportunity for parent questions and answers.  Open House formats now include translated PowerPoint presentations developed by individual teachers,  grade levels, and departments to share expectations while visiting with parents in-person focused on positive student outcomes.  Parent Conferences continue to be held twice each year and will be available in-person and virtually to accommodate the needs of all families.  Family workshops are designed with the intent to develop a partnership between the district and families.  Fresno State University classes focused on English Literacy and Digital Literacy, social worker workshops on healthy family supports and mental health, along with monthly Coffee with the Principal are specific examples of current strengths to build partnerships for positive student outcomes. Implementation of multiple opportunities for parents to engage with instructional support and to expand their role in their child's education is our focus with the utilization of TEAMS, CANVAS, PBIS rewards, and ParentSquare to strengthen the school to home connection.	"A focus for improvement has been identified through parent input which requested support with workshops to access digital platforms and focusing on ""what to do"" to support student/family needs. Requests for support to understand redesignation criteria for English Language Learners and accessing services for redesignation to English Proficiency will be a continued area of focus.   Parent input through District Advisory Council (DAC) and parent surveys suggest that while many programs are in place for students and families, not everyone is aware of these services.  Correspondence, notifications, and ParentSquare posts will be increased to support awareness of services in response to parent suggestions and input.   District bi-weekly videos will begin in the 2023-2024 school year to spotlight services.  Parent input from School Site Council, Coffee with the Principal, and District Advisory Council meetings has continued to express concern regarding the low number of parents who choose to actively participate.   Development of a communication plan to identify and address the most appropriate methods for sharing is a focus to ensure consistency throughout the district while also identifying specific needs of individual campuses or groups.  The planning grant for Community Schools will focus on this area to ensure increased engagement.   Personnel, workshops, outreach materials, and training for Categorical Clerks, Student Success Facilitators and the Parent Ambassador will support parent advocacy."	A district Equity TOSA has been hired for the 2023-2024 school year.  Equity TOSA roles include reviewing data for varied student groups to identify inequities, provide data to site and district administrators and program staff to be able to address the issue, and to provide presentations to improve engagement of underrepresented families which have been identified through data reviews.   Family Advocates have been assigned currently identified foster and homeless families for case management.  Monthly personal contacts and check-ins are conducted along with the addition of reviews of AERIES, A2A, and Kern Integrated Data System Early Warning Intervention Reports to support student outcomes.  The district has a significant number of English Learners and Migrant students with program personnel employed specifically for supporting and advocating for  these groups of students and their families.   Migrant Individual Learning Plans are a focus to support student outcomes.   English Learner English Progress Monitoring forms are available to utilize as a tool to inform families of student supports available and progress through Parent Conferences.    In addition, Categorical Clerks at school sites have been charged with family outreach and making personal contacts to align with district metrics.  Student Success Facilitators and Campus Supervisors are part of site engagement teams focused on supporting student outcomes through partnerships with families.	"As administrators return from Summer, meeting dates for site and district level decision-making opportunities are coordinated at a district level meeting and added to site and district calendars.  Shortly thereafter, a district timeline document is created and shared on communication platforms indicating opportunities for ongoing formal input that guides decision-making throughout the school year.   Reminders for formal input opportunities are sent out prior to meetings and input sessions while the district invites suggestions informally throughout the year.  All opportunities for Educational Partner engagement where seeking input for decision-making is conducted are conveyed through multiple platforms including ParentSquare messages, the District website, and site social media notifications.  In-person meetings have resumed for the 2023-2024 school year with the opportunity for Zoom attendance in many cases.  Surveys continue to be utilized to gather input from Educational Partners.   PowerPoint presentations including local and state outcome data based on the eight state priorities are used to provide an overview of strategic plan data to give context for Educational Partner Input/Feedback.  Educational partners include families, students, community members, and staff. Discussion and input meetings are available during the day as well as during later hours selected to ensure the opportunity for daytime and late evening attendance.  Time is provided for Educational Partner discussion and Input/Feedback through a variety of meetings, surveys, and activities to involve educational partners regarding district data, funding, goals, and action steps.  Actions and services suggested by our Educational Partners are gathered systematically, reviewed, and considered for planning.  Full implementation of ""Coffee with the Principal"" and Parent Advisory Meetings for Preschool and Migrant has promoted parent engagement.  Informal conversations have led to increased numbers attending, especially with digital platforms with which to engage.  These informal settings initially garner interest in school activities and have promoted increased interest in governance.   Capitalizing on this foundation and encouraging parent input gathered through increasing surveys/meetings supported through technology is an area of progress."	Educational Partners representing many groups continue to mention the important but few voices that are heard based on limited responses from various groups.  This includes those possibly not adept at managing technology, with limited time to participate, language differences between the home and school, and understanding of the importance of their feedback to improving district systems.   Expanding the voices giving input is our focus.	Although there are varied means of gathering information, ensuring input and participation from all demographics and voices continues to be a challenge.  District and site staff have been tasked with expanding informal outreach at various events to seek information from those that may not attend more formal venues.	3	3	3	3	3	3	3	3	3	2	3	2	Met		27JUN2023	2023
15633210000000	Bakersfield City	3	Based on the responses collected in the self-reflection tool and the input provided by the Parents and Guardian Survey, the district’s progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families is at a Level 5: Full Implementation and Sustainability. Each School has a Family and Community Liaison that provides ongoing training and support for families and facilitates communication between the families, School, and community.	Based on the responses collected in the self-reflection tool and the input provided by the Parents and Guardian Survey, the families want family activities in which they can participate with their children. School sites plan various family events that allow families to come together and participate in school events. Examples of these events are family picnics, Family Science Night, Family Literacy Night, and Family Movie Night, where activities and academics merge in a fun way for the entire family to enjoy.  Additionally, we continue to survey our families to learn how to engage in two-way communication. Our families have indicated that they prefer text messages and phone calls. Using that information, we use a communication system to send information via text or email, and parents can respond in their preferred communication method. Two-way communication is an area we are always looking to improve so we will continue to refine our communication methods to meet our family's needs.	Along with the Parent and Family Survey, the Bakersfield City School District works with advisory groups to engage with our underrepresented families. These advisory groups allow district members to regularly meet with families to understand their needs.	Based on the responses collected in the self-reflection tool and the input provided by the Parents and Guardian Survey, the district’s progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families is at a Level 5: Full Implementation and Sustainability.	Based on the responses collected in the self-reflection tool and the input provided by the Parents and Guardian Survey, we will continue to work together to clearly communicate student progress to parents and train school staff and school staff in the resources available to support student learning at home. Our community forums and surveys revealed that parents want tutoring for their children. In response to the results tutoring in a variety of methods, days, and times.	Along with the Parent and Family Survey, the Bakersfield City School District works with advisory groups to engage with our underrepresented families. These advisory groups allow district members to regularly meet with families to understand their needs. During the advisory group meetings, data is reviewed, and support options and opportunities and discussed. The advisory provides feedback on the support that is needed in response to the data.	Based on the responses collected in the self-reflection tool and the input provided by the Parents and Guardian Survey, the district’s progress in building the capacity of principals and staff to engage families and advisory groups with decision-making effectively our outcomes is at a Level 5: Full Implementation and Sustainability.	The Bakersfield City School District has multiple advisory groups. We are continually training parents to participate actively and hold positions within committees and advisory groups. For many parents, this is their first time serving on a committee or advisory group.	Along with the Parent and Family Survey, the Bakersfield City School District works with advisory groups to engage with our underrepresented families. These advisory groups allow district members to regularly meet with families to understand their needs. Data is reviewed during the advisory group meetings, and support options and opportunities are discussed. The advisory provides feedback on the support needed in response to the data. We utilize our Family and Community Liaisons to personally contact family members to participate on committees and gain feedback for our underrepresented families.	5	5	5	3	5	4	4	4	5	4	5	5	Met		27JUN2023	2023
15633390000000	Beardsley Elementary	3	"The Beardsley School District continuously seeks opportunities to improve relationships between home and school. Recent updates to the district and campus websites provide a more user friendly experience. Campuses saw a return to ""in person"" events such as parent-teacher conference, awards assemblies, and the Honor Banquet.  Families had opportunities to attend events held on campuses during evening and weekend hours such as Books Til Bedtime, Family Math Nights, Family Reading Nights, Trunk or Treat, Family Dance Night, Star Wars Bingo Night, Social-Emotional Health Fair, as well as Band and Choir concerts. The District also began to see a return of parents and guardians volunteering in classrooms and helping at events."	According to the Parent Survey administered in February and March 2023, 71% agree that school-to-home communication is the number one priority to support parent involvement. Parents would like to continue seeing multiple sources of communication such as more information on the website, automated phone calls home with announcements, and bulletins and flyers for events.	The District's Community Outreach Team, which consists of Community Specialists, Homeless and Foster Youth Liaisons, and a Parent Volunteer Coordinator will continue to reach out to families to encourage underrepresented families to partake in opportunities to build relationships.	The Beardsley School District encourages teachers and parents to engage in open communication and for parents to be partners in their child's education. Parents and staff work together finding resources and strategies to increase student outcomes. The District also partnered with Fresno State University to provide a variety of courses through Parent University, free of charge. Some of these courses are designed to guide parents on the journey to helping their children be successful at school and in life. Several parents attend each 4 week session, and the program continues to see increased enrollment with each new session.	"Responses on the Parent Survey administered in February and March 2023, indicate parents would like to see more information on how their child is doing, beyond just a score or grade, especially regarding assessment data. The district will implement the ""Parent Portal"" for all enrolled students, which allows parents to have more real-time data on how their child is progressing in each academic area. Results of benchmark assessments, as well as resources to assist parents in understanding and utilizing this data, will be sent during each assessment window."	To assist underrepresented families, resources and assessment results will also be sent out in Spanish.	According to the parent survey, which was administered in February and March of 2023, 80% of parents agreed that the district provides ample opportunities to for parents to provide input on decision making, including School Site Council and District Advisory Committee meetings, English Learner and District English Learner Advisory Committees, surveys, Educational Partner meetings, parent/teacher conferences, and School Board Meetings.  Responses also show that 82% feel that the District values their opinion.	The District will continue to explore new opportunities that encourage parents and guardians to participate in school site and district wide decision making.	The District will work through the Homeless and Foster Youth Liaison, as well as the English Learner Committee, to determine avenues to encourage more participation with these underrepresented families.	4	4	4	4	3	4	4	3	4	3	4	4	Met		26JUN2023	2023
15633540000000	Blake Elementary	3	The Blake School community is comprised of 12 families, all of whom are close-knit and involved in the school their community. Relationships between teachers and parents are built on consistent communication and trust. The district does not have a bus system, so parents bring their children to school every morning and pick them up every afternoon. This give both teachers and parents the opportunity to touch base with each other daily. The district also sends out newsletters, fliers and text blasts to communicate information out to families in a timely manner.  Additionally, parent/teacher conferences are held once per year and additional conferences are held throughout the year as needs arise. Teachers make regular phone calls home to communicate with parents when needed. We are in the beginning stages of forming a Parent Advisory Team to research policies and programs on effective family engagement, school connectedness and help plan school functions that will include and engage our families.  We are constantly looking at ways to improve our communication with parents are currently investigating implementation of a social media platform to use for more communication options.	The school community is very close-knit with only 12 families in the school. Relationships between teachers and parents are fostered through consistent communication. We do not have a bus for transporting students, so parents are able to communicate with teachers on a daily basis at drop off in the morning or pick up in the afternoon. Further communication is sent home via fliers for reminders of important dates and events. Teachers will contact parents via telephone if needed. We have implemented a Parent Advisory Team to research policies and programs on effective family engagement. We are constantly looking at ways to improve our communication with parents and are currently investigating implementing communication through our website as well as social media.	Staff, Board Members, parents, and stakeholders work together to create a safe and nurturing environment for the students. Any and all concerns brought before the Board of Trustees is taken into account and voted upon as needed. An End of the Year Survey is given to all families and students each year to assess the climate of the school. Parents feel connected with the school and staff and feel supported by the Board of Trustees. Their ideas and concerns are consistently considered during board meetings.	We believe that building relationships with our parents and school community will greatly benefit student outcomes because when the parents value the school and education system, so will the students. Parent involvement in the classroom is always welcomed and encouraged. Currently the school has not had many volunteers due to Covid-19 restrictions however, having parents in the classroom to volunteer is a welcomed addition to the classroom environment. We have several parents who are ready to join back in the classroom to volunteer as soon as the restrictions allows. Strong parent and teacher communication is an area that the district is proud of, we have worked quite hard to make the parents feel welcome, supported, and valued. Conferences between parents and teachers typically happen daily during drop off or pick up in the afternoons. Again, we have implemented a Parent Advisory Team to research policies and programs on effective family engagement. We are also investigating ways to engage families in extra-curricular activities, such as Family Math/Literacy Night, Grandparent’s Day, Spring Picnics, etc.; things that will get the families involved with each other and the community while improving school comradery. We are constantly looking at ways to improve our communication with parents and are currently investigating implementing communication through our website as well as social media.	The area of focus for the district is to continue implementing/improving on the family engagement activities. We will use our parent advisory team to plan, develop and implement activities that will engage our families and community with the school.	We believe all families have a voice in our district and that all families should feel supported and that they are given equal opportunity to engage and have input. We will use perception surveys to determine the needs of our underrepresented families and research ways to meet the needs that arise from those surveys.	We have one parent that serves on the Board of Trustees. With our families being so close-knit, this give them the opportunity to bring any concerns or suggestions from the public or other parents before the board to be discussed and acted upon as deemed necessary. Parents and other community members are encouraged to attend the open session Board Meetings to express any and all concerns, suggestions or praises as well. The new Parent Advisory Team will provide parents with yet another opportunity to be involved in the district as well as give parents another means of communication with the district. This team will be researching policies and programs on effective family engagement. We are constantly looking at ways to improve our communication with parents and are currently investigating implanting communication through our website and social media.	The district will continue to focus on communication with families about board meetings and encourage them to attend. We will continue to offer parent meetings and perception surveys at the beginning and end of the school years to give parents a voice. Parents have meet with the Parent Advisory team as well to stay in communication with the district.	We believe all families have a voice in our district and that all families should feel supported and that they are given equal opportunity to engage and have input. We will use perception surveys to determine the needs of our underrepresented families and research ways to meet the needs that arise from those surveys.	3	5	5	3	3	5	3	3	3	3	3	4	Met		21JUN2023	2023
15633620000000	Panama-Buena Vista Union	3	PBVUSD has a variety of structures in place for teachers and families to meet and discuss student progress through Student Success Team (SST) meetings, parent-teacher conferences, Back to School Night, Open House, and other activities such as math, literacy, and AVID family nights. The District will continue to develop opportunities for teachers, administrators, and parents to attend professional learning events to increase school-family partnerships and provide strategies for families to support student learning in the home. The District now has a Director of Family Engagement who is a resource for both staff and families. The Director will develop family engagement activities with a focus on providing access and engagement of underrepresented families.	Based on the school and district needs assessments the focus for areas for improvement in building relationships between school staff and families are to establish quarterly training for parents and families and to hire a Director of Parent & Family Engagement in order to enhance district wide engagement in the following areas: Project 2 Inspire and Latino Family Literacy for families of English Learners; building relationships and improving the quality of parent engagement and leadership at district-level advisory committees (e.g. PAC, DAC, DELAC, and other groups/committees), as well as multiple opportunities for school-level meetings with the specific intent to include parents who represent various student subgroups; continue to authentically engage parents/families in two-way communication by maintaining an open email address for parents to provide input and communicate important concerns (LCAP, SPSA, District Parent Engagement Policies, etc.; provide access to, and availability of, high-quality interpreters including morning, evening, and Saturday availability.	Based on analysis of educational partner input and local data, P-BVUSD will improve engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families by: providing access to, and availability of, high-quality interpreters including morning, evening, and Saturday availability; explore creating a district wellness center(s) and/or site-based family resource center(s) to meet the wrap-around needs of families; as allowable, utilize in-person and virtual attendance at meetings; providing opportunities for families to participate in various Parent University classes that address a variety of topics including relevant topics for families of students with special needs. These courses are offered at various times and are offered in multiple languages.	"The District builds the capacity of all participating schools within the LEA in planning and implementing effective engagement activities by inviting parents and family members to become committee or advisory members for the following: planning safety at the schools, School Plan for Student Achievement (SPSA), English Learner Advisory Committee (ELAC), Schoolsite Council (SSC), and Parent Club. Parents and family members are encouraged to access the district website, ParentSquare, and District social media accounts for school and district information. Each school gathers input from parents, staff, and committee and advisory members to meet their students' needs. School sites identify their unique parent engagement needs in the school plan, using the SWIFT-FIA. District-level staff use this information to target and develop activities determined to have a universal effect. District staff also provide technical assistance and support to ensure family engagement requirements are being met and to assist in implementing strategies outlined in the school plan.  PBVUSD works with the following community organizations and individuals due to their expertise in effectively engaging parents and family members in education related to their students: • Fresno State's Parent University • Henrietta Child Guidance • First Five Kern • Community Action Partnership • California Association for Bilingual Education (CABE) ""Project 2 Inspire"""	Based on the analysis of educational partner input and local data, P-BVUSD plans to improve Building Partnerships for Student Outcomes expanding successful parent engagement opportunities such as Parent University and/or comparable sessions focused on topics such as supporting academics at home including literacy and math, supporting social-emotional learning at home, and how to become more involved in schools. During the 2023- 2024 school year, the District plans to continue to enhance opportunities for parent and family engagement by hiring a Director of Family Engagement who can focus exclusively on developing a strategic and intentional plan to better support P-BVUSD families in the future through expansion of District engagement opportunities as well as enhanced guidance for site-based engagement opportunities.	Based on analysis of educational partner input and local data, P-BVUSD will improve engagement of underrepresented families identified during the self-reflection process in relation to building relationships for student outcomes by: providing access to, and availability of, high-quality interpreters including morning, evening, and Saturday availability to conference with teachers and other support staff; focus on conferencing with families and consistent messaging about the importance of regular school attendance; as allowable, utilize in-person and virtual attendance at meetings and trainings; providing opportunities for families to participate in various Parent University classes that address a variety of topics including including supporting children in literacy and math. These courses are offered at various times and are offered in multiple languages.	The Panama-Buena Vista Union School District involved multiple educational partners utilizing a variety of opportunities for input throughout the LCAP process. Surveys were provided to all parents/guardians of students currently enrolled in both English and Spanish. An invitation via email and text alert was sent to staff members in the spring of 2023 sharing input opportunities, and students participated in an online survey as a classroom activity. Educational partners were able to address the Board on the LCAP during the Public Comment portion of the meeting.  The District met with the District English Language Advisory Committee (DELAC) and reviewed the 2022-2023 LCAP as well as the proposed 2023-24 LCAP during the regularly scheduled monthly meetings. Committee members were provided information regarding the LCAP process and were able to review and explore the LCAP goals, actions, and services. Data concerning the progress of English learners (EL), Long-Term English learners (LTEL), and Re-designated Fluent English Proficient (RFEP) students were provided. Committee members were also given timely information regarding parent and educational partner meetings, surveys, and input opportunities. Our DAC and DELAC groups did not submit any questions regarding the input sessions; therefore, the superintendent did not need to respond to any questions in writing.  Community and educational partner feedback on the LCAP was gathered in conjunction with Panama-Buena Vista Union School District's LCAP zoom webinars, which included opportunities for various staff members as well as collective bargaining units (CSEA, PBVTA, and Teamsters) to participate. The intention of the zoom webinar was to provide the groups an opportunity to participate in a review of previous actions and to provide input regarding future LCAP goals, actions, and services.  Essential to the success of the LCAP is the active participation of all educational partners: our district SELPA, parents, students, employee groups (certificated and classified), administrators, industry partners, and community leaders. Thoughtful and open communication regarding how to address and overcome the challenges facing students today, especially those who are typically under-served and/or at risk, provides the necessary input and collaboration to maximize student learning.  Over the course of the school year, P-BVUSD provided various opportunities for educational partners to convene and provide input. Educational partners were able to address the Board at regularly scheduled board meetings and/or provide feedback via email to the open email address or U.S. mail as well.	Based on the analysis of educational partner input and local data, P-BVUSD will improve in seeking input for decision-making by; increasing opportunities for providing input/feedback related to the District LCAP.  Enhance communication regarding the LCAP input process via ParentSquare and social media. During the 2023-2024 school year, hiring a new Director of Family Engagement will allow the Director of Communication to focus exclusively on continuing to enhance District communication efforts including improvement of the District website in order to increase access to surveys and input opportunities including our disadvantaged students English Learners, foster and homeless youth, and students with disabilities. We will continue to maintain a District open email for communication from all educational partners.	Based on the analysis of educational partner input and local data, P-BVUSD will improve engagement of underrepresented families for seeking input for decision-making by increasing opportunities for input.  This includes having high quality interpreters available for input sessions and meetings. All surveys will be translated and shared in multiple languages. P-BVUSD will enhance communication regarding the input process via ParentSquare and social media. During the 2023-2024 school year, hiring a new Director of Family Engagement will allow the Director of Communication to focus exclusively on continuing to enhance District communication efforts including improvement of the District website in order to increase access to surveys and input opportunities including our disadvantaged students English Learners, foster and homeless youth, and students with disabilities. We will continue to maintain a District open email for communication from all educational partners.	4	4	4	4	4	4	4	3	4	4	4	3	Met		27JUN2023	2023
15633700000000	Buttonwillow Union Elementary	3	Based on parent survey results, 88% agreed that Buttonwillow School is meeting the needs of our students; 100% believe the school's learning environment is improving; and 76% agree the school is preparing their student for success in their college/career.	The Buttonwillow Union School District continually looks for additional ways to continue to build relationships with school staff and families. Based on feedback from last year, we are changing the system used for Parent Communication and providing current grade and assessment data to our families to keep them engaged in the academic progress of their student(s).	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve engagement of underrepresented families regarding Building Relationships Between School Staff and Families. These strategies include conducting outreach through community events and social media platforms, providing translation services for non-English speaking families, parent engagement committees, and offering training for school staff on culturally responsive communication with families. By implementing these strategies, the LEA aims to foster stronger relationships between families and school staff and ensure that all families feel valued and supported in their child's education.	Based on parent survey results, 92% agreed that the teachers communicated with them, 98% agreed that the school invited them to attend school events (92% of respondents stated they had a students in an unduplicated category). Based on staff survey results, 97% believe that the school/district value parents as important partners in the students education, 89% agree that they are provided adequate training to promote parental involvement and student learning at home, 97% agree that teachers actively seek parental input into decisions that affect students education.	The district has begun a partnership with Hippy International to begin providing training for parents of children aged 0 - 4 with activities they can use at home to teach their children the early learning skills they need to be successful when they enter school.	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve engagement of underrepresented families regarding Building Partnerships for Student Outcomes. These strategies include conducting outreach through community events and social media platforms, providing translation services for non-English speaking families, parent engagement committee, and offering training for school staff on culturally responsive communication with families. By implementing these strategies, the LEA aims to foster stronger relationships between families and school staff and ensure that all families feel valued and supported in their child's education.	Based on parent survey results, 95% of parents reported that they were given the opportunity to provide input into school programs. Parents are given several opportunities to provide input throughout the school year through the following means: Parent Club, School Site Council/ELAC/DELAC, various surveys, LCAP Taco Night, parent communication app (ParentSquare), two scheduled parent conferences, and parents can visit the school to meet with school staff any time.	The Buttonwillow Union School District continually strives to work with parents for additional ways to collect input. While input opportunities are continually increasing, the feedback received is decreasing. While we could interpret that information to mean that we are meeting all requested needs of families and the community, the Buttonwillow staff continue to analyze the data and feedback received to find ways to increase the amount of feedback received.	Based on the analysis of educational partner input and local data, the LEA has identified several strategies to improve engagement of underrepresented families regarding Seeking Input for Decision Making. These strategies include conducting outreach through community events and social media platforms, providing translation services for non-English speaking families, parent engagement committee, and offering training for school staff on culturally responsive communication with families. By implementing these strategies, the LEA aims to foster stronger relationships between families and school staff and ensure that all families feel valued and supported in their child's education.	5	5	4	4	5	5	4	3	5	5	5	5	Met		14JUN2023	2023
15633880000000	Caliente Union Elementary	3	Because of the small community, the strength of relationships is easier than in larger communities. Families are welcomed and are known by the staff. When seeing them in the local diner or rodeo event, the staff and community are engaged in conversations. This rolls over to the school site. When families come to the site for events and student pick-up, the staff talks with the families. There is trust with those who have been in the community for an extended time. There is generational trust as well. Many of the families have been there for more than 3 generations. When there are PTC, SSC, or DAC meetings, the parents are eager to become a part. The families are used to a monthly newsletter from the superintendent and text messages and phone calls from the school. The personal phone calls are an additional plus to keeping the bond between the school and home.	The school will continue to follow the protocol as previously mentioned. In addition, the school will continue to focus on helping new families feel welcome and extend personal invitations to PTC, SSC, and DAC meetings. The teachers will continue to make phone call to homes with positive and negative information so that the parents feel that they are welcome at the school site. Focus on volunteering at the school will be a priority in the upcoming years.  There are cliques within the community and new families sometimes struggle to feel welcome. The LEA will allow for more opportunities to meet with the superintendent to gather input and local data. This can be done by allowing more time to meet with the superintendent, weekly meetings with educational partners, additional conferences throughout the quarters, and events organized around building relationships with educational partners.	The principal will ask for documentation of meetings with the parents of their students. The data will include the number of phone calls and face-to-face visits the teachers had with the parents. Sign-in sheets will be required for parent conferences, PTC meetings, SSC, Board, and DAC meetings. CUSD schedules events that create a pathway to connect with families. For example, back-to-school night and parent-teacher conferences help engage all families; when families face certain communication barriers the district makes it a priority to work with the families to help them overcome these challenges. In addition, CUSD facilitates home visits and CUSD makes alternative meeting arrangements and provides accommodations as needed. An area  2023 Local Performance Indicator Self-Reflection for CALIENTE UNION ELEMENTARY SCHOOL DISTRICT Page 9 of 15 of improvement is parental decision-making. It is crucial that all CUSD families, including those underrepresented.	CUSD values meaningful relationships with families. CUSD offers parents the opportunity to join PTC and/or SSC. CUSD celebrates the long standing traditions that bring our families and community members together throughout the school year. The CUSD faculty connects and builds relationships by seeking to understand the hopes and dreams our families have for their own children. These priorities help us create resources that help teachers reach each student academically and behaviorally/socially. A focus area for improvement for CUSD is to educate all families on the academic standards/rigor required by the end of each school year for their children. Building our parents' toolkit and capacity as it relates to the achievement of their children will help facilitate greater academic support outside of school.	"The LEA provides opportunities throughout the school year for teachers and parents to meet to discuss student outcomes. There is also a beginning of the year ""meet your teacher"" opportunity where parents get the chance to be a student and see what their student will be learning for the next school year. This builds rapport between the teachers, parents, students, and educational partners. An area of focus will be providing educational partners with the skills needed to determine if their student is understanding major and minor concepts in their grade level to determine appropriateness of standards being met or not met."	The LEA will make it a priority to include underrepresented families for student outcomes. If there are barriers that they face then the district will collaborate as a group to meet the demands to provide a better relationship to families being underrepresented. This could include transportation, multiple home visits, extra phone calls, and flyers being sent home on a continuous basis.	The LEA distributes surveys to all educational partners regarding input for decision-making. The school district also provides educational partners the opportunities to provide input during PTC meetings, which are held on a monthly basis. At the beginning of the school year educational partners are given the opportunity to give input on school decisions by meeting with the Superintendent	CUSD does a great job in keeping parents informed and up-to-date with decisions. The governing board is comprised of community members and families. As a result, key decisions take into consideration the needs and voices of the broader community. As a next step, advisory groups that represent all family groups will meet with the school's leadership team to provide two-way feedback prior to decisions being made, and prior to policies presented to the governing board.	The LEA will seek advice and improve engagement strategies from underrepresented families by reaching out directly to those families via email, phone calls, surveys, and home visits.	4	4	4	3	3	3	2	3	2	2	2	2	Met		14JUN2023	2023
15634040000000	Delano Union Elementary	3	Delano Union School District values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. In order to foster a more welcoming environment, parents have access to translation services to participate fully in educational programs and meetings with school staff. In our most recent parent survey, respondents indicated the following: 95.5% of parents believe that the district provides a safe, healthy, and secure learning environment, and 92.9% believe that the district works with parents and guardians to help students do their best in school. In an effort to build partnerships, sites hold parent events such as Back to School Nights, parent teacher conferences, parent education opportunities, and parent committee meetings in addition to a variety of family fun activities.	DUSD makes every effort to connect with parents, students, and families, and this commitment is reflected amongst all district and site personnel. We have key personnel in place who work tirelessly to ensure that parents and families are connected to the resources they need to be successful. At the district-level the Director of Student Support Services works directly with each school site’s mental health team to ensure that student needs are being addressed and that services are coordinated. We are fortunate to have a dedicated team of school academic counselors, social workers, school psychologists, mental health therapist, and school nurses who provide education, counseling, and support services to families. They hold parent information nights and support families through challenges that they may be facing. We celebrate the success of our students and make every effort to ensure that there is a caring member of Team DUSD to address their academic and social-emotional needs.	DUSD supports some of our most underrepresented families in the district. Our McKinney-Vento Families need more support and care than most as they are in transition constantly while attempting to provide stability to their families. It is our mission to ensure that our families are made to feel like they are our family. We start out by hosting a welcome breakfast or luncheon to inform them of site, local, and county resources that are available while they are in their transition.  Our message remains the same: “we understand and you are not alone in the journey”. During that time we also provide a meal and lots of engagement activities for the children. The families are introduced to School Social Workers, and other support personnel that would provide assistance to them at school or to the family. We also give a personal invitation to coming events that would provide additional support to the families throughout the rest of the school year. We host a Thanksgiving dinner, a Christmas event called the “Giving Tree”, and several Springtime events are called, Coffee and Community. This is where we speak with families about subjects such as Trauma and Self-Care in order to support the adult so that they can gain tools to support their family.  Our Foster Families (Resource Families) are also supported in a similar way. Since they have new children, their families are also in transition and need extra help in making sure they have what they need to create as much stability in the lives of their foster youth as they can. We typically host a welcome breakfast or lunch for all members of the immediate family with food, fun, resources, and care as well as a Harvest Event for the children and their families, a Christmas Giving Tree event, Springtime events and we take our middle school foster youth to a County conference to be empowered and inspired. We will continue to make every effort to build partnerships with parents and plan to extend our efforts by holding a parent university this school year.	The district recognizes that social determinants of health are closely linked to educational outcomes. Although wages and income are not directly linked to health, educational attainment allows for access to the essential needs such as health care, a safe place to live, food, clothing and clean water. Several of our families fall far below the poverty line and lack basic needs. These basic needs are essential in order for parents/families to be stable and to send their children to school ready to learn. The district is continually identifying students/families in need and efforts are made to provide services to families and students that are underrepresented. Delano Community Connections Center (DCCC) is a family resource center that is sponsored by DUSD. The resource center regularly does outreach to children and families to provide essential resources for family stability. Our partnership with the Kern County Food bank allows for food distributions on the 4th Tuesday of every month. We also maintain a well-stocked food pantry for our students and their families. Holiday Food Baskets with a turkey or canned ham are provided to at least 100 families every winter. In addition, our efforts include vaccination clinics and COVID-19 testing for employees and students. Through our partnerships with various agencies such as the Salvation Army, United Way, HEAP (home energy assistance program) and FEMA (Federal Emergency Management Agency) we help families pay their utility bills ranging anywhere from $100-$500. These resources are offered to our under represented families or for any family in need. Partnerships with other agencies such as the Delano Community Alliance help us keep families in their homes and apartments. Families that receive an eviction notice are referred to our district Health Services Director and are case managed by a family advocate at DCCC to help guide them to self-sufficiency and prevent any potential evictions. Families who are homeless or at risk of becoming homeless are placed in a hotel for 5-10 days and referred to outside agencies for assistance with permanent housing.The district’s family advocates sign families up for Covered California (medi-cal) so that students can have health coverage allowing for routine physicals, dental appointments, vaccinations as well as access to mental health services. School nurses regularly improve student attendance and academic achievement by assessing student health and make referrals to appropriate medical providers/agencies as needed. Nurses keep students healthy so that they can learn and stay in class.	DUSD places top priority on providing all students a learning environment where they feel safe and connected. Addressing the mental health needs and providing social emotional learning opportunities play an important part of creating positive student outcomes. Current data collected from CALPADS, the CA Healthy Kids Survey and local surveys indicate that students need additional support to increase connectedness and student participation.	"DUSD will continue to work diligently to build partnerships with underrepresented families through creating opportunities to ""get to know"" the needs, goals, values, languages, and experiences of our students and families. We will continue to engage in regular and effective communication through utilizing the district website, Aeries parent portal, Class Dojo, Seesaw, and our new system, Parent Square. Schools sites will also continue to organize college awareness nights, AVID showcases, hold parent-teacher conferences, and other welcoming events in order to build key partnerships with parents. We will focus on the goals we all have in common which are to help students reach their goals and dreams."	The Delano Union School District values the input of all educational partners for the completion of the annual LCAP update and other key plans. The district team is comprised of the superintendent, four assistant superintendents, and the following directors: curriculum, data analysis, health, special education, safety, and student support services. the team gathered throughout the school year and reviewed quantitative and qualitative data, progress on the goals and action steps, budget and expenditures, and recommendations from educational partner meetings. The district team met throughout the school year to review the effectiveness of each action and services provided through the LCAP, and determined if the actions needed to be kept the same, changed, or eliminated and replaced with new ones. The team also met to redirect funds as necessary to provide services in the areas of most need.   A series of meetings were held different groups from march to May 2023. Educational partner groups include the following: parents, teachers, students, administrators, principals, and other school personnel, local bargaining units, and community members. The district had a consultation with the local SELPA to review the specific needs of students with exceptional needs. Meetings were held at each individual school site to maximize attendance and all parents were invited to attend. Meetings were also offered virtually for those who could not attend in person. Meetings were also held for special groups which included: School Site Councils, Migrant Parent Advisory Committee, GATE Parent Advisory Committee, DELAC, bargaining units, and administrators. Meetings with DELAC parents were held every other month throughout the school year. The GATE Parent Advisory Committee meets quarterly, and the Migrant Parent Advisory Committee meets monthly. School Site Council meetings and administrator meetings are held monthly. The district also meets monthly with bargaining units. The educational partner parent meeting was held once for additional feedback from parents and community members.	Based on the analysis of educational partner input and local data, DUSD will continue to focus on the following areas: safety, social-emotional learning, enrichment, and technology. Based on feedback we received from parents and staff was the need to continue to focus on the safety of all of our schools. Many educational partners feel that with recent school shootings, the district needs to focus on the safety of the schools and gave the following suggestions: DELAC parents requested that as part of the safety actions in LCAP goal 2, that we also train our substitute teachers in safety protocols so that they know how to respond in an emergency when they are on campus. Feedback collected from parents, staff, and students also included the need to continue mental health services for our students. The need for services stems from their experience through the pandemic and the return to in -person instruction. Many students have struggled with the transition and acclimating to socialization once again. Many parents mentioned the need to work with bullying issues at the schools as well as finding ways to motivate students. The parents stated that many of them struggle with motivating their students to do their homework or go to school after the pandemic. They want an increase in activities that motivate the students to want to come to school daily. The GATE parent group emphasized the importance of continuing to provide enrichment opportunities for GATE students, no only during the summer academy, but opportunities for enrichment throughout the regular school day. Both parents and school personnel, such as teachers, administrators and classified staff discussed the need to continue to increase and improve technology in our district. As a result, the district will continue to allocate funding in the LCAP for software, devices and infrastructure so that students and staff have access to all their technology needs.	"The Delano Union School District places high value on the input of all educational partner groups. We will continue to foster relationships on both an informal and formal basis through hosting welcoming events such as ""lunch with your child"" and providing updates on the growth and progress of our students. We will continue to provide opportunities for feedback through focus groups and surveys. Site administrators will continue to make themselves available for conversations during drop-off and pick-up and will also continue to offer activities such as lunch with your child, college awareness nights, and family math nights."	4	5	3	4	3	3	4	5	4	3	3	3	Met		12JUN2023	2023
15634040120139	Nueva Vista Language Academy	3	Nueva Vista Language Academy offers many opportunities for parents and guardians to participate in the education of their children. NVLA offers several parent education nights throughout the year. or example, NVLA’s “Tips and Tricks” event provides parents resources on supporting learning at home with mathematics, reading, technology and behavior. Other activities that strengthen the connection between home and school include, semester awards assemblies, parent volunteer opportunities, Back to School Night, Spring Open House, Culture Day and Late Night Conferences.	Nueva Vista Language Academy will continue to promote academic and culture building activities to bridge the home and school connection.	Nueva Vista Language Academy has added additional support for students through their social worker. The social worker sets behavior, academic, and attendance goals with students and meets with them throughout the week, and will be mentoring these students throughout the academic year.  All students and parents, including their Foster youth and McKinney-Vento families, have access to other resources through a referral process including Child Guidance, Community Connections Center, Vision Center, school uniforms, and other school related resources. Nueva Vista Language Academy has access to district-level administrators who oversee the Community Connections Center, Foster youth and McKinney-Vento and migrant families.	Students and their families have many opportunities in the school year to communicate and conference with teachers to discuss student progress. Ways in which this occurs includes, quarterly progress reports, parent teacher conferences, Back to School Night, Open House, student growth reports, and Aeries Parent Portal. Additionally, the district Student/Parent handbook is distributed at the start of each school year and is readily available on their district website.	Partnerships will built at Nueva Language Academy with parents and students by regularly communicating and creating outreach opportunities. Examples include, school surveys, School Site Council Meetings, and school needs assessments. LCAP Goal 1 & 2 outline actions and services to improve parent participation.	Educational partner input and local data indicate that Nueva Vista Language Academy is bridging the gap between school and home life. Nueva Vista Language Academy  aims to create an inclusive and equitable educational environment that actively engages underrepresented students. They will emphasize the value of diversity within the school community and continue to provide ample parent education opportunities.	Nueva Vista Language Academy recognizes that parent involvement is a key factor for student success. They will continue to encourage parents to foster a sense of ownership and engagement in their child's learning. Collaborative decision making through committees such as School Site Council and ELAC will create a strong relationship between schools, home life and the community.	Nueva Vista Language Academy will continue to provide a student centered focus with the input from educational partners. Decisions will prioritize the well being and academic success of all students.	Nueva Vista Language will leverage input form Ed partners and local data analysis to empower their school community to make informed, context specific, decisions that benefit all students, including those in underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
15634046009351	Cecil Avenue Math and Science Academy	3	Cecil Avenue Math and Science Academy values the role that parents, guardians, and grandparents play in a child's education and is making a concerted effort to create opportunities to increase engagement. CAMSA promotes both academic and culture-building activities to further strengthen the connection between home and school. Some of the activities CAMSA is currently employing to promote parent engagement and to strengthen the overall school culture include lunch with your Patriot (parents/grandparents), family math and paint nights, trimester awards assemblies, chaperoning field trips, back-to-school night, and STEAM night. These events help to promote positive interactions between the school and parents.	CAMSA will continue to promote both academic and culture-building activities to further strengthen the connection between home and school.	Cecil Avenue Math and Science Academy staff participate in professional development throughout the year. A portion of this professional development is dedicated to the value and utility of contributions of parents and adult students, and in how to reach out to, communicate with, and work with them as equal partners, implement and coordinate school programs, and build ties between educational partners and the school. Their professional development activities are driven by input from School Site Council meetings, Parent Engagement meetings, and surveys. Additionally, CAMSA has increased opportunities for the informed participation of educational partners with students of disabilities, English learners, Foster Youth, and low-income. Educational partners are provided with opportunities to develop their skills allowing them access all pertinent information (grades, attendance information, school policies, and resources) so they can completely partner with the staff serving their student.	Parents and students have several opportunities in the school year to meet with teachers and discuss student progress. Parent-teacher conferences, at which teachers discuss individual student performance and goals, grades, and attendance, are scheduled at the beginning of the year providing parents with the academic objectives for the year.  Parents and students are welcome to schedule a meeting with their teacher at any time in the year. Additionally, teacher email and phone contact information are listed on the school website and shared with parents and students. Additionally, the Student/Parent Handbook is provided at the beginning of the school year and is posted on the school website.	An analysis of educational partner input indicates that Cecil Avenue Math and Science Academy will build partnerships with parents and students by continuing current outreach opportunities to include surveys, school site council meetings, and other parent involvement activities. LCAP Goals 2 and 3 outline Actions and Services intended to increase partnerships with parents.	An analysis of educational partner input and local data indicates that Cecil Avenue Math and Science Academy provides a pathway to communication for families. Emphasis on home and school communication will be a continued goal of CAMSA. Individualized attention to families is a priority for CAMSA as we serve a student population of Low Income, English Learners, Foster and Homeless youth, and Students with Disabilities. We will continue to improve the engagement of families through personal outreach, engaging activities, and a culturally responsive environment.	Cecil Avenue Math and Science Academy recognizes that parents and guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, CAMSA ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. CAMSA works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in school activities. This is achieved through regularly scheduled SSC, ELAC, DELAC, LCAP meetings, surveys, and other committees where parent/guardian involvement policies are shared and jointly developed.	Cecil Avenue Math and Science Academy continuously works to build trust, respect and professionalism. The outreach and collaboration with educational partners for inclusion, participation, and growth as a community influences the building of trust in our school and community. Administration group meetings are scheduled to discuss best practices and communication with staff across the site. Monthly staff meetings and professional development opportunities build staff participation and contribution to achieve building a positive atmosphere. CAMSA uses multiple methods to encourage parent communication and input, including the School Site Council through meetings, along with parent/student/staff surveys.	Analysis of educational partner input and local data did not reveal a perception of disproportionality in the engagement of underrepresented families in regard to opportunities for decision-making. Cecil Avenue Math and Science Academy will continue processes to include all parents in decision-making venues and surveys.	5	5	4	5	4	4	5	5	5	5	5	5	Met		12JUN2023	2023
15634046009369	Del Vista Math and Science Academy	3	At Del Vista Math and Science Academy, we highly value the crucial role that families play in a child's education. We are dedicated to actively fostering engagement by promoting a range of academic and culture-enhancing activities. Our efforts aim to strengthen the connection between home and school. Some of the initiatives currently in place at DVMSA to boost parent involvement and enrich our school culture include opportunities for parents and guardians to have lunch with their children, family movie nights, quarterly awards assemblies, field trip chaperoning, and our back-to-school night. These events are instrumental in facilitating positive interactions between our school and parents. Notably, our Principal and Vice-Principal are consistently visible during student drop-off in the morning and afternoon pick-up, providing valuable chances to build strong relationships and familiarity with our school community.	Del Vista Math and Science Academy remains dedicated to fostering strong bonds between home and school by continuing to promote a range of academic and culture-building activities.	Staff at Del Vista Math and Science Academy actively engage in ongoing professional development throughout the year. Part of this professional development is focused on recognizing the value and importance of parents and students' contributions. It also emphasizes effective outreach, communication, and collaboration with them as equal partners in implementing and coordinating school programs and fostering strong connections between educational partners and the school community. Their professional development initiatives are guided by feedback received from School Site Council meetings, Parent Engagement meetings, English Learner Advisory Committee and surveys. Furthermore, DVMSA has expanded opportunities for informed participation among educational partners, including parents of students with disabilities, English learners, Foster Youth, and those from low-income backgrounds. Educational partners are provided with the tools and skills needed to access relevant information such as grades, attendance records, school policies, and resources. This empowers them to fully collaborate with the staff in supporting their students' educational journey.	Data from Del Vista Math & Science Academy illustrates that the relationships between school staff and families are highly positive. This is evident through the sign-in sheets at parent/teacher conferences, participation on ClassDojo by both parents and teachers, family engagement at school events, and feedback obtained from parent surveys. Parents/guardians and students consistently express feelings of welcome and safety within the school environment.  In accordance with the results of the PBIS Elementary School Survey, students strongly believe that their teachers are genuinely invested in their success and that they are treated with respect at school. The school, in collaboration with the district, has facilitated social-emotional learning and Adverse Childhood Experiences training for our staff. This training is designed to enhance staff members' understanding of our students and families, providing them with valuable insights to better support our school community.	An examination of input from our educational partners suggests that Del Vista Math and Science Academy will further strengthen partnerships with parents and students by expanding our existing outreach efforts. This expansion includes conducting surveys, hosting school site council meetings, and organizing various other parent involvement activities. Goals 2 and 3 of the LCAP (Local Control and Accountability Plan) outline specific actions and services aimed at enhancing our collaborations with parents.	An analysis of input from our educational partners and local data reveals that Del Vista Math and Science Academy offers a channel for families to communicate effectively. Maintaining a strong focus on enhancing communication between home and school will remain an ongoing objective for DVMSA. Providing personalized attention to families is a top priority, given our diverse student population, which includes low-income students, English learners, foster and homeless youth, as well as students with disabilities. We will continue in working on enhancing family engagement through individualized outreach, engaging activities, and by fostering a culturally responsive environment.	Del Vista Math and Science Academy acknowledges that parents and guardians play a crucial role as their child's primary and most influential educators. Sustained involvement of parents/guardians in their children's education significantly contributes to student achievement and fosters a positive school environment. Additionally, DVMSA is committed to ensuring that parents/guardians and family members participating in Title I programs have multiple opportunities to engage in their child's education. The school collaborates with staff, parents, and guardians to create meaningful engagement opportunities at all grade levels, facilitating family involvement in school activities. This objective is realized through the organization of regularly scheduled meetings, such as SSC (School Site Council), ELAC (English Learner Advisory Committee), DELAC (District English Learner Advisory Committee), LCAP (Local Control and Accountability Plan) meetings, surveys, and other committees where policies pertaining to parent/guardian involvement are shared and collaboratively developed. We always extend a warm welcome to our educational partners to provide input following any parent meetings.	Del Vista Math and Science Academy is committed to the continuous development of trust, respect, and professionalism within our school community. Our outreach and collaboration with educational partners aim to promote inclusion, active participation, and overall growth within the community, fostering trust. Administration group meetings are regularly scheduled to facilitate discussions on best practices and effective communication with staff throughout the school. Monthly staff meetings and professional development opportunities further enhance staff participation and contributions, all contributing to the creation of a positive atmosphere. DVMSA employs various methods to encourage parent communication and gather input, including the School Site Council meetings, as well as parent, student, and staff surveys.	An analysis of input from educational partners and local data did not indicate a perception of disproportionality in the involvement of underrepresented families concerning opportunities for decision-making. Del Vista Math and Science Academy remains committed to ongoing efforts to include all parents in decision-making processes and surveys.	5	5	4	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
15634120000000	Delano Joint Union High	3	A strength of the Delano Joint Union High School District continues to be the multitude of opportunities available each year for school staff and families to build relationships both on and off campus.  Parents are on campus for registration events, back to school nights, teacher conferences, award presentations, performing arts showcases, athletic competitions and parent universities to name a few.  Translation is provided at school events to eliminate barriers to relationship building.  The implementation of Parent Square has allowed for better communication two-way between school staff and families on upcoming events and student performance.	As a district, a focus area for improvement in the area of relationship building is to communicate a yearly calendar of events so that parents can plan in advance which events they would be interested in attending.  Another focus area is to describe in more detail the purpose of the event and learning outcome.	The district will improve engagement of underrepresented families in relation to building relationships through reaching out to families via personal call, text, or visit to encourage attendance.  In addition, efforts will be made to share the information presented to those families who were unable to be in attendance.	The district provides several opportunities throughout the year for staff and family partnerships. Each school site hosts parent trainings and informational meetings with the counselors focusing on college and career readiness. The parent and family engagement policy is reviewed annually by families and staff to support improved student outcomes. The teacher and counselor duty day was extended so that teachers and counselors may work with students and meet with parents after school. The classified work calendar was also modified to improve services for students and families. Educational partner survey results indicated 97.6% of parents agree the school provides sufficient parent communications, invitations, and letters regarding parent partnership opportunities.	As a district, a focus area for improvement in the area of building partnerships for student outcomes will be to organize differentiated events.  We expect to see an increase in parent participation through the intentional offering of information that is more applicable to their particular student.	The district will improve engagement of underrepresented families in relation to building partnerships through offering additional advisory groups for parents to connect with families and staff that belong that a specific student group.	As previously noted, the Delano Joint Union High School District regularly seeks input from educational partners to update actions and services to improve student outcomes.  Educational partners assist in the evaluation, approval, and monitoring of the district and school site plan for student achievement. Title I parent committees, English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), the District Parent Advisory Committee (PAC), the Special Education Parent Advisory Committee (SEPAC), and School Site Council review, approve, and monitor the goals and actions of the district and school plan for improved student achievement. Educational partner survey results indicated that 96.8% of parents agree the schools involve parents in making decisions for the school/district.	As a district, a focus area for improvement in the area of seeking input for decision-making will be to create various new leadership opportunities for parents to gather together and develop new improvement ideas to be shared with school staff.	The district will improve engagement of underrepresented families in relation to seeking input through integrating input opportunities with other regularly attended parent events.	5	5	5	5	5	5	5	5	5	5	5	5	Met		20JUN2023	2023
15634200000000	Di Giorgio Elementary	3	The Di Giorgio School District prides itself in building partnerships for student outcomes. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships for student outcomes. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships for student outcomes. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	The Di Giorgio School District prides itself in building partnerships with their families. Parents are involved in our Parent Advisory Club, ELAC/DELAC, as well as our annual BBQ fundraiser/event. Di Giorgio is currently focusing on providing parents with the skills needed to support their students at home by providing learning opportunities through Latino Family Literacy, Parent Project, and ELA/Math informational nights.	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
15634380000000	Edison Elementary	3	The District has built strong partnerships with our families. The district communicates effectively with families daily through Aeries Communications and Parent Portals. The District opened and staffed a Community Services Center this year to engage and support families. We have also increased our Parent Input by offering incentives for Survey Input.  Our Parent Participation Rate went from 7% in 2021-2022 to 21% in 2022-2023. The District has also done/provided the following to help engage our families: provided parent training, offered one family event per semester, purchased 1100 new devices to allow students to have a device at school and at home, purchased secure Zoom accounts for staff, paid for Internet service for our neediest families, and also partnered with community organizations such as United Way, KCSOS, CSO, and KCBH.	The District will continue to grow and develop our Community Services Center.  This will become the hub of our community.  The District has, and will continue to, invest resources into developing our center.	The District will continue to support those families who are underrepresented.  The District will continue to invest resources in ensuring equity.  Our resources will continue to be offered at all our sites.  These resources include: paid internet service, student devices to take home, parent education classes, parent training, and support from United Way, KCSOS, CSO, and KCBH.	"The District holds at least one ""Parent as Partners"" event each semester and publishes a quarterly newsletter detailing resources for families. The District opened a Community Services Center in 2022-2023, and has expanded the hours this school year. The Community Services Center offers training, resources, transportation, and support for our families. Through Action Steps in our Continuous Improvement Plan, the District plans to strengthen our partnerships between school staff and parents and the community."	The District has re-invested in our Achievement Team process.  Our classroom teachers participated in a 2 day achievement team training, on site, during our August professional development days.  The District has also adjust school day schedules to allow an extra 15 minutes per week of achievement team time.  This will allow teachers to analyze, plan, make groups, and help serve our students better in an academic capacity.	The District will continue to be models of equity for our families.  We will continue to provide services to those families who need it.  All decision made, are made with equity in mind.	The district holds Parent Advisory Meetings monthly and quarterly at both sites.  The district currently has the following active Advisory Groups:  ELAC/DELAC, PTC, Boosters, and School Site Councils.  The sites also hold Intervention Parent Meetings as well as Special Education parent meetings on an ongoing basis.  SARB meeting are held as needed.  The district also gathers feedback through our annual LCFF Survey and our School Connectedness Survey.	The District will continue to actively seek input from educational partners.  We seek their input in a variety of ways.  Our most common way is an online survey.  We do this for convenience of our families.  We also encourage them to participate in person via ELAC/DELAC, PTC, Boosters, and School Site Councils.	The District will continue to actively seek input from underrepresented families.  We seek their input in a variety of ways.  Our most common way is an online survey.  We do this for convenience of our families.  We also encourage them to participate in person via ELAC/DELAC, PTC, Boosters, and School Site Councils.  The District also provides baby sitting, meals, and even transportation to some of these activities.	4	5	4	5	4	5	4	4	4	4	5	5	Met		26JUN2023	2023
15634460000000	Elk Hills Elementary	3	Elk Hills School District seeks educational partner input throughout every school year via parent, student, and staff surveys. The school also offers community events in order to build relationships with its partners. The school employs a Community Engagement Coordinator that also helps bridge the gap between families and the school. Multiple community partnerships have been established in order to offer services to families and students in need of various services. Staff has biweekly PLC meetings to work toward the improvement of data driven instruction. PBIS and MTSS committees meet monthly to help build family relationships.	Areas of focus include addressing the reducing the amount of chronic absenteeism, meeting students' social emotional needs, providing intervention services for students below grade level, and establishing a school wide anti-bulllying campaign.	Areas of focus for underrepresented families include addressing the reducing the amount of chronic absenteeism, meeting students' social emotional needs, providing intervention services for students below grade level, and establishing a school wide anti-bulllying campaign.	Elk Hills School District provides professional development for all instructional staff for strong tier one instruction. Monthly release time for teachers is provided for teachers to evaluate student data and make data informed decisions for instruction. Cyclical reviews are conducted yearly to evaluate the student outcomes in ELA and mathematics. The school also has a school wide literacy intervention program. Recently, the school implemented a math intervention software for all students as well.	Elk Hills School District instructional focus is literacy and math intervention.	Elk Hills School District instructional focus is literacy and math intervention for underrepresented families.	Elk Hills School District engages educational partners regarding decision making through LCAP surveys, school connectedness surveys, and school climate surveys. Feedback and communication is also encouraged during the many community activities that the school hosts. Finally, Elk Hills welcomes an open door policy for all educational partners.	Elk Hills School District will host an event this year to gather more information regarding the LCAP goals and actions.	Elk Hills School District will host an event this year for underrepresented families in order to gather more information regarding the LCAP goals and actions.	5	5	4	4	5	4	5	5	4	4	4	4	Met		15JUN2023	2023
15634610000000	Fairfax Elementary	3	The Fairfax School District excels in fostering relationships between staff and families through various means. One of its notable strengths lies in its unwavering dedication to engagement and communication. Recognizing the significance of solid connections, the district has prioritized establishing regular channels of communication with families.  In pursuit of this objective, the district has implemented diverse communication methods, including newsletters, emails, and social media platforms, to keep families well-informed about school news and events. Moreover, they actively encourage teachers and staff to be approachable and responsive to parents' inquiries and concerns. Teachers and staff provide parents with multiple avenues for communication, including email, phone, and in-person meetings.  Another commendable aspect of the district is its emphasis on two-way communication. The district understands that effective communication entails not only relaying information but also actively listening to feedback and concerns from families. In this regard, they actively encourage parents to share their thoughts on school programs and services through public hearings, town hall meetings, and surveys.  Moreover, the district recognizes the importance of reaching out to families from underrepresented communities and has implemented targeted strategies to overcome language and cultural barriers that hinder their engagement with the school community. They offer translation services and conduct home visits to enhance communication and foster trust.  Additionally, the district places significant emphasis on providing engagement opportunities. They organize parent-teacher conferences, open houses, and back-to-school nights, encouraging parents to visit their child's school and interact with teachers and staff. These initiatives cultivate a sense of community and inspire parents to become active participants in their child's education.  Collectively, the district's strengths in engagement and communication, two-way communication practices, and targeted strategies for underrepresented families have resulted in strong relationships between staff and families. These relationships have significantly enhanced the overall school culture, increased parental involvement, and positively impacted academic outcomes for students.	Based on the analysis of educational partner input and local data, Fairfax has identified several focus areas for improvement in building relationships between school staff and families.  Recognizing the significance of strong relationships, the district has implemented various strategies to foster open and consistent communication. One key focus area is establishing regular communication channels with families. The district ensures regular communication through platforms like ParentSquare, emails, and social media, sharing information about school events, academic programs, and relevant news.  Another important area of focus is two-way communication. Teachers and staff are encouraged to be approachable and responsive to parents' questions and concerns. Office hours are established, and multiple avenues for communication, such as email, phone, and in-person meetings, are provided to parents.  Furthermore, the district emphasizes creating opportunities for families to engage with the school community. Parent-teacher conferences, open houses, and back-to-school nights are organized to encourage parents to visit the school and interact with teachers and staff.  The district also acknowledges the need for targeted efforts in building relationships with families from underrepresented communities. Barriers that hinder engagement are identified, and specific strategies are developed to overcome them. Translation services and home visits are provided to improve communication and establish trust.  Through these focused efforts, the district has successfully built strong relationships between school staff and families. Parents feel more connected to their child's school and are actively involved in their academic progress. Teachers and staff, in turn, feel supported and valued by the families they serve, leading to an enhanced overall school culture.	Based on the analysis of educational partner input and local data, Fairfax has recognized the importance of improving the engagement of underrepresented families in relation to building relationships between school staff and families.  The district has already taken significant steps to engage with various stakeholder groups, including SELPA, teachers, principals, administrators, school personnel, bargaining units, parents, and students. Through channels such as public hearings, town hall meetings, surveys, parent committee groups, and staff meetings, the district has actively sought feedback and input from these groups.  To create welcoming environments and encourage parent involvement, each school within the district develops parent engagement plans in alignment with the district engagement plan. These plans are developed through collaboration with school site councils, and parents are invited to provide input and feedback. Additionally, the district utilizes various advisory committees and booster clubs as platforms for parents to engage in the development of school site plans, including opportunities for parent involvement. Regularly scheduled parent nights and family events contribute to fostering a comprehensive culture within the school district.  However, the district acknowledges the need for improvement in engaging underrepresented families. To address this, the district is proactively working to identify the barriers that prevent these families from engaging with the district. By reaching out to these families and providing them with access to resources and support, the district aims to overcome these barriers and facilitate their meaningful engagement. One notable initiative in this regard is the implementation of Parent Square, a communication system that enables teachers and school sites to communicate with parents in a two-way, interactive manner. The automatic translation feature in Parent Square helps overcome language barriers that many parents and teachers may face.  By actively identifying and addressing barriers, the district demonstrates its commitment to improving the engagement of underrepresented families. The ongoing efforts to create welcoming environments, involve stakeholders, and specifically target underrepresented families underscore the district's dedication to fostering an inclusive and engaging culture for all families in the district.	Based on the analysis of educational partner input and local data, Fairfax has demonstrated significant strengths and progress in building partnerships for student outcomes.  One notable strength of the Fairfax is its strong commitment to engaging with various stakeholder groups, including parents, students, teachers, principals, administrators, and school personnel. This commitment is reflected in the implementation of diverse communication channels, such as town hall meetings, surveys, and parent committee groups, which facilitate active feedback and collaboration with stakeholders. Fairfax  also prioritizes committee and council meetings, board meetings, and professional learning communities to monitor progress on student outcomes and make informed decisions.  Another strength lies in the Fairfax 's data-driven approach to decision-making. Fairfax  regularly collects and analyzes student data to identify areas that require improvement. By collaborating with educational partners, they develop and implement targeted strategies to address these areas, leading to measurable advancements in student outcomes, including graduation rates and academic achievement.  Fairfax also recognizes the importance of engaging underrepresented families to ensure equitable access to high-quality education. They have developed specific strategies to overcome language and cultural barriers, working closely with educational partners such as the ELAC, DELAC, Migrant PAC, DAC, and Booster Clubs. These partnerships provide tailored engagement opportunities that cater to the unique needs of underrepresented families.  Overall, the Fairfax 's strengths in communication, collaboration, data-driven decision-making, and targeted strategies for underrepresented families have resulted in substantial progress in building partnerships for student outcomes. These partnerships have positively impacted the school culture, increased parental involvement, and contributed to enhanced academic outcomes for students.	Based on the analysis of educational partner input and local data, Fairfax has identified several focus areas for improvement in Building Partnerships for Student Outcomes.  One key focus area is increasing engagement with families and community members who are traditionally underrepresented in school decision-making processes. Fairfax recognizes the importance of including diverse perspectives and experiences to ensure equitable access to high-quality education. To address this, they plan to develop targeted strategies that overcome language and cultural barriers, enabling these families to engage more actively with the school community. Additionally, Fairfax intends to expand outreach efforts, utilizing various communication channels and providing engagement opportunities tailored to meet the unique needs of underrepresented families.  Another focus area is enhancing collaboration among educational partners, including teachers, administrators, and community members. Strong partnerships are vital for improving student outcomes. The Fairfax aims to foster increased collaboration and input from these stakeholders by offering additional training opportunities for staff, facilitating regular meetings with community members and organizations, and providing more avenues for feedback and input. By promoting collaboration, the Fairfax seeks to leverage collective expertise and resources to better support student success.  Furthermore, the Fairfax  plans to continue its commitment to data-driven decision-making. They aim to expand their data collection efforts to include comprehensive information on student outcomes, encompassing both academic achievement and social-emotional development. This expanded data collection will enable the Fairfax  to identify specific areas requiring additional support and make informed adjustments to strategies and interventions. By using data effectively, the Fairfax   can target resources and interventions to maximize student success.  In summary, Fairfax's focus areas for improvement in Building Partnerships for Student Outcomes highlight their dedication to inclusivity, collaboration, and data-informed decision-making. By addressing these areas, the Fairfax aims to strengthen partnerships, increase engagement with underrepresented families, and ultimately improve student outcomes.	Based on the analysis of educational partner input and local data, Fairfax has developed a plan to improve the engagement of underrepresented families in building partnerships for student outcomes. Fairfax  recognizes the importance of inclusivity and ensuring that all families have access to resources and opportunities that support their children's success. The plan includes several key strategies.  First, Fairfax will prioritize improving communication and outreach to underrepresented families. This involves identifying and addressing barriers that prevent these families from engaging with the school community. Fairfax will provide targeted training and resources to staff members to enhance their ability to effectively communicate and engage with families from diverse backgrounds. This may include cultural competency training, language support, and strategies for building trust and understanding.  Second, the LEA will implement initiatives to increase the visibility and accessibility of district and school-based programs that support student outcomes. This includes utilizing various communication channels, such as social media, newsletters, and community events, to ensure that underrepresented families are aware of the available resources and opportunities. Fairfax  will also work to create welcoming and inclusive environments within schools, where all families feel valued and encouraged to actively participate in their children's education.  Additionally, Fairfax will establish partnerships with community organizations and leaders to enhance support for underrepresented families. Collaborating with local non-profits, faith-based organizations, and community groups will provide additional resources and services tailored to the unique needs of these families. By leveraging these partnerships, the LEA aims to create a comprehensive support system that extends beyond the school environment.  Through these strategies, Fairfax  is committed to improving the engagement of underrepresented families and building strong partnerships for student outcomes. By addressing barriers, enhancing communication, increasing visibility, and establishing community partnerships, Fairfax aims to ensure that all families have the information, resources, and support they need to actively contribute to their children's success in education.	Based on the analysis of educational partner input and local data, Fairfax has demonstrated strengths and progress in seeking input for decision-making. One of the key strengths is the Fairfax 's commitment to promoting and valuing the voices of families, teachers, principals, and district administrators in the decision-making process.  Fairfax has made significant progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and decision-making. We have implemented training programs and professional development opportunities that equip principals and staff with the necessary skills and knowledge to engage families meaningfully. This includes providing guidance on effective communication strategies, facilitating productive meetings, and fostering collaborative relationships.  Fairfax has made strides in building the capacity of family members to effectively engage in advisory groups and decision-making. They have provided resources and training to empower families to participate in these processes. This includes offering workshops on advocacy, leadership development, and understanding education policies and procedures. Fairfax recognizes the importance of equipping families with the knowledge and tools they need to actively contribute to decision-making.  In terms of providing opportunities for input, Fairfax has made progress in ensuring that all families have the opportunity to provide input on policies and programs. We have implemented inclusive and accessible methods of gathering input, such as surveys, town hall meetings, and focus groups. Additionally, Fairfax has implemented specific strategies to reach and seek input from underrepresented groups in the school community. This includes targeted outreach efforts, translation services, and culturally responsive engagement approaches.  The Fairfax's progress is also evident in their efforts to foster collaboration between families, teachers, principals, and district administrators. They have established structures and platforms that facilitate joint planning, design, implementation, and evaluation of family engagement activities at both the school and district levels. This collaborative approach ensures that the perspectives and expertise of all stakeholders are considered in shaping family engagement initiatives.  Overall, Fairfax 's strengths and progress in seeking input for decision-making demonstrate our commitment to fostering a culture of inclusivity, collaboration, and shared decision-making. By valuing the input of families and stakeholders and providing the necessary support and resources, Fairfax is empowering the school community to actively contribute to the improvement and success of the educational system.	Based on the analysis of educational partner input and local data, Fairfax has identified specific focus areas for improvement in seeking input for decision-making. These focus areas aim to enhance the inclusivity, effectiveness, and reach of the input-seeking processes within Fairfax.  One of the focus areas for improvement is building the capacity of and supporting principals and staff to effectively engage families in advisory groups and decision-making. Fairfax recognizes the importance of equipping school leaders and staff with the necessary skills and resources to engage families in a meaningful way. To address this, Fairfax plans to provide additional professional development opportunities that focus on strategies for fostering constructive dialogue, promoting active participation, and leveraging diverse perspectives in decision-making processes.  Another focus area for improvement is building the capacity of family members to effectively engage in advisory groups and decision-making. Fairfax acknowledges the value of empowering families to actively contribute to the decision-making process. To achieve this, Fairfax plans to expand training programs and resources for families, ensuring they have a deeper understanding of the educational system, policies, and procedures. Additionally, Fairfax aims to provide ongoing support and guidance to families, promoting their confidence and ability to engage in meaningful ways.  In terms of providing opportunities for input, Fairfax aims to improve its strategies to reach and seek input from underrepresented groups in the school community. Recognizing the importance of diverse perspectives, Fairfax plans to implement targeted outreach efforts that address the specific needs and barriers faced by underrepresented groups. This may include culturally responsive engagement approaches, translation services, and partnerships with community organizations to ensure inclusivity and accessibility.  Furthermore, Fairfax aims to enhance its methods of gathering input and feedback from families. This includes exploring innovative and efficient ways to collect input, such as leveraging technology platforms and digital tools to increase participation and accessibility. Fairfax also plans to implement strategies to increase the representation of all families in decision-making processes, ensuring that the voices of underrepresented groups are heard and valued.  Overall, Fairfax's focus areas for improvement in seeking input for decision-making reflect their commitment to fostering a more inclusive, participatory, and equitable educational system. By addressing these focus areas, Fairfax aims to enhance the engagement of all stakeholders and ensure that decision-making processes are informed by diverse perspectives and meaningful input.	Based on the analysis of educational partner input and local data, Fairfax has recognized the need to improve engagement of underrepresented families in relation to seeking input for decision-making. To address this need, Fairfax has developed a comprehensive plan to enhance the engagement of underrepresented families and ensure their voices are heard in the decision-making process.  First, Fairfax will focus on increasing outreach efforts to underrepresented families. This will involve implementing targeted strategies to reach out to these families, such as hosting community forums in areas with high concentrations of underrepresented families, providing interpretation and translation services to overcome language barriers, and utilizing culturally responsive engagement approaches. The goal is to create a welcoming and inclusive environment where underrepresented families feel comfortable and empowered to participate in the decision-making process.  Second, Fairfax will provide resources and support to underrepresented families to help them effectively engage in advisory groups and decision-making. This may include offering workshops or training sessions on topics such as effective communication, advocacy skills, and understanding the decision-making process. Fairfax will also ensure that information about advisory groups and opportunities for input is accessible and widely available to all families, including those from underrepresented communities.  Additionally, Fairfax will implement strategies to specifically reach and seek input from underrepresented groups in the school community. This may include conducting targeted outreach campaigns, partnering with community organizations, and leveraging existing networks to ensure that the voices of underrepresented families are heard and their perspectives are considered in the decision-making process.  Overall, Fairfax is committed to improving the engagement of underrepresented families in seeking input for decision-making. By implementing targeted outreach efforts, providing resources and support, and actively seeking input from underrepresented groups, Fairfax aims to create a more inclusive and equitable decision-making process that reflects the diverse needs and perspectives of its community.	5	5	4	5	4	4	4	4	4	5	5	4	Met		29JUN2023	2023
15634790000000	Fruitvale Elementary	3	The Fruitvale District and each school foster a family inclusive enviornment as reflected in District surveys. 2023 Spring Survey Results: Staff surveys reflect that 79% of staff feel they are considered when decisions are made in the District.  86% of students reported their school helps families in need and 86% say their school provides a good education for all students.  73% of parents reported their child's school embraces family diversity by recognizing strengths, cultures, and languages (an 11% increase from 2021).  80% of parents reported their child feels connected to the staff and school and look forward to going to school. In the comment section of the Spring 2023 parent survey, an overwhelmingly large percentage of parents left positive comments specifically complementing the District for communication with families.	Fruitvale will immediately welcomed families back on campus for all events in the Spring of 2022.  We have experienced record numbers of families in attendance at events in the Spring of 2022 and 2023 onour sites.  We will continue to foster our multicultural diversity with events and education specifically highlighting the many different cultures in our demographics. The District has robust DELAC and site ELAC teams to support our ELL families.   Additionally, we have implemented a Family Resource Fair at all sites connecting our community with school and outside resources connected to food security, housing, medical, dental and mental health providers, internet safety, sports, clubs, academic supports, parenting resources, district initiatives and involvement opportunities, as well as our connecting high schools and universities.	"The Fruitvale School District subscribes to the motto, ""Fruitvale Family"" in all aspects of school happenings.  The District continues to provide extensive training on relationship building, trauma-informed care, and building relationships.  In 2020-21 the District hired a District Social Worker to add to the support for staff and the community to build relationships, learn about family strengths, cultures, and languages, and ultimately remove barriers to student engagement and success.  In 2022-23 the District hired a Student Safety Intervention Liaison (SSIL) to further support the MTSS efforts and work alongside the social worker.  The District added staff to ensure each school site has a full-time counselor and a full-time psychologist to assist students and families in need.  The primary focus is to remove barriers and find support to assist student success.  The District has also applied for the Community School Implementation Grant to further our programs to build relationships between school staff and families, as well as our greater community partners. Fruitvale is fully invested in the MTSS process, building and refining muti-tiered systems of support throughout the District."	The Fruitvale School District holds communication as an extremely high priority.  The District utilizes a number of communication pathways to ensure families are partners in their student's education, both academically and social-emotionally.  In the LCAP Survey, over 88% of parents reported they believe thier school effectively communicates student academic progress by providing families with access to grades, academic progress, and posting communication through Canvas/Aeries Parent Portals.  Additionally, 72% of families stated they feel students and families are considered when decisions are made in the District.	The district will continue to partner with families, in a positive supportive manner.  The Multi-Tiered System of Supports approach lends itself to removing the punitive aspect of addressing concerns and provides avenues for seeking the root of specific barriers to success.  The District is actively reaching out to families to assist with absenteeism, mental health needs, homelessness, foster youth support, addiction assistance, transportation support, behavioral intervention, health care access, and much more, through every staff member supporting students.  The District is in the third year of providing 3 series of 9-week parent courses to support parents seeking assistance with challenges including behavioral difficulties, home structure, and academic concerns. The District also fosters relationships with a vast number of community support organizations to which they can refer families for additional support. The annual Family Resource Fair is a new addition to assist families with a host of valuable resources within the District and throughout the community.	"The District continues to build support for our English Language Learners through regular DELAC and ELAC meetings as well as family support events in which parents/guardians are provided education and tools to assist their students while feeling welcomed in the school environment. Our social worker and SSIL provide support for staff including education about McKinney-Vento policies and trauma-informed care.  The District is actively participating in the MTSS process through a grant in which a consultant leads the district in the self-reflection and improvement process in relation to building partnerships for student outcomes as well as all systems of support. Response to the survey question: ""Students who are learning the English language have extra support to learn to speak, read, and write in English"" 52% of students agree (45% do not know), 70% of staff agree, and 44% of parents agree (40% do not know).  The District Social Worker and team have developed an extensive network of support for our students with the highest needs including foster youth, homeless, and low socioeconomic students."	The Fruitvale School District seeks parent, staff, student, and community input in a multitude of ways.  The District has seen record numbers of attendees for town hall meetings, educational partner input meetings, facility needs input meetings, DELAC, ELAC, and LCAP priority meetings.  The flexibility of teleconferencing has opened the door for increased participation and has greatly benefitted the planning process for the District.  Throughout the response to COVID-19, school reopening, and navigating the evolving health regulations, the District partnered with Educational Partners every step of the way.  In response to the pandemic, Fruitvale formed a District Task Force comprised of staff from every site and classification, to collaborate regarding plans, needs, and solutions. 79% of staff report they are considered in District decisions, and over 88% of parents reported they believe their school effectively communicates.	As the District's demographics have been rapidly changing, with over 20% increase in unduplicated pupil count in the past 15 years, the District has learned and implemented new strategies to reach and seek input from all groups.  Interestingly, the Covid-19 pandemic revealed new avenues including virtual platforms which have also enhanced education partner participation in the school community.  The District greatly utilizes translators for our diverse language population, including ASL.  The District holds town hall meetings for each school site, virtually and now in person.  The District also holds meetings with the District Leadership Team (comprised of teachers and classified staff), Administrative Leadership Teams, DELAC, ELAC, School Site Councils, Parent-teacher Organizations, Community Bond Oversight Committees, and Parent Advisory Committees.	"The District continues to build support for our English Language Learners through regular DELAC and ELAC meetings as well as family support events in which parents/guardians are provided education and tools to assist their students while feeling welcomed in the school environment. Input from families is solicited during meetings to inform decisions throughout the district.  Our social worker and SSIL who provide support for staff including education about McKinney-Vento policies and trauma-informed care also provide input for the students and families they assist.  The District is actively participating in the MTSS process through a grant in which a consultant leads the district in the self-reflection and improvement process in relation to building partnerships for student outcomes as well as gathering input for district decisions. The  Response to the survey question: ""Students who are learning the English language have extra support to learn to speak, read, and write in English"" 52% of students agree (45% do not know), 70% of staff agree, and 44% of parents agree (40% do not know)."	4	4	4	4	4	4	5	5	4	4	4	4	Met		15JUN2023	2023
15634870000000	General Shafter Elementary	3	From collection of staff surveys and in person conversations General Shafter families are pleased with the level of service and communication between the staff and families. With an emphasis on customer service the office clerical staff has been a strength of the district in building strong relationships with our families.	From collection of staff surveys and in person conversations General Shafter families are pleased with the level of service and communication between the staff and families. With an emphasis on customer service the office clerical staff has been a strength of the district in building strong relationships with our families. Areas, we can improve is communications from the instructional staff to families. Communication has gotten better over the years, but we still have areas of improvement.	Underrepresented family groups are very pleased with the level of care provided to them by General Shafter. With an added emphasis and hiring of staff to serve families in this category has proven to be a benefit to our families and district.	Parent engagement is a goal our school district is constantly focused on. We have made progress by way of  communication to families in regards to school happenings and information. However, we can and need to improve  in our hands on training and engaging with families. This is addressed extensively in our current LCAP	Data from surveys, stakeholder meetings and conversation General Shafter has made progress by way of  communication to families in regard to school happenings and information. However, we can and need to improve.  in our hands on training and engaging with families. This is addressed extensively in our current LCAP	Data from surveys, DELAC meetings ,  General Shafter has made progress by way of  communication to families in regard to school happenings and information. However, we can and need to improve.  in our hands on training and engaging with families. This is addressed extensively in our current LCAP	General Shafter strengths seeking input has been in the form of providing multiple avenues for stakeholder engagement. We  advertise and host multiple meetings in different formats for input to be given. We ask for input via email, face to face  meetings, group meetings, and zoom meetings.	General Shafter has improved over the years in the area of seeking input for decision making purposes. We  advertise and host multiple meetings in different formats for input to be given. We ask for input via email, face to face  meetings, group meetings, and zoom meetings.	Due to emphasis and creation of programs and DELAC to support and offer opportunities for underrepresented families to have input in decision making has been a success. Improvement in the area of recruiting more involvement within the community is our goal.	3	4	3	4	3	3	2	3	4	4	4	4	Met		07JUN2023	2023
15635030000000	Greenfield Union	3	GFUSD uses Parent Square to provide ongoing 2-way communication including monthly digital parent newsletters. Parent Portal allows parents/guardians to view assignments, student grades, and communicate with teachers. School sites hold annual parent-teacher conferences before the end of the first quarter. Interpreters are provided at parent-teacher conferences for non-English speaking parents. Family engagement events celebrating student’s successes such as awards assemblies, sporting events, performing arts, and concerts occur throughout the district as well as other opportunities to engage with the school in a positive climate such as Picnic Days, Literacy Nights, and Paint Nights.	An area for improvement is supporting staff to learn about each family’s strengths, cultures, language, and goals for their children. In an effort to build stronger relationships between school staff and families, site administrators completed a book study about strengthening family-school partnerships. Site administrators will work with their teachers and staff in implementing the strategies in the book in a collaborative manner.	GFUSD developed a Family Engagement Rubric with graduate students from Harvard University in the 2022-23 school year. The rubric will be used to evaluate each site’s progress in improving family partnerships. The results will be used to set goals and implement actions for improvement. Additionally, GFUSD has increased its outreach with the addition of a Family Engagement and Community Liaison as well as Parent Outreach Liaisons and Teacher Engagement Liaisons at each school site. The outreach team makes personal phone calls to parents/guardians to invite them to participate in site and district committees and events.	"GFUSD will build partnerships with parents in an effort to improve confidence and trust between school staff and families. School sites conduct parent trainings and outreach to family members by implementing programs, activities, and procedures in consultation with parents of enrolled children. This is accomplished through parent- teacher conferences, School Site Council (SSC), English Language Advisory Committee (ELAC), District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), District African American Parent Committee (DAAPAC), ""Coffee and Convos"", parent surveys, and educational partner meetings throughout the school year. Parents are provided multiple ways to monitor their students’ academic success and behavior."	GFUSD plans to improve the engagement of underrepresented families in providing professional learning to support teachers and site administration to improve the school’s capacity to partner with families. The district recognizes the need for all staff to understand the resources the district can offer to parents and implement additional training. GFUSD plans to continue educating staff on resources available to build partnerships with parents and to better meet the needs of the families in our community.	GFUSD will improve engagement of underrepresented families by using the Family Engagement Rubric to identify which specific areas need improvement. Each site will utilize their Family Outreach Liaison to personally call and invite underrepresented families to site engagement events, advisory committee meetings, and community events. In addition, they will support parents by connecting them to resources at our Greenfield Family Resource Center.	GFUSD seeks parent and guardian input into school and district decision-making throughout the year, including the development of the LCAP in the following ways: District English Learner Advisory Committee (DELAC)  District Advisory Committee (DAC) School Site Councils Meetings District African American Parent Committee (DAAPAC)  Coffee and Convos (site parent meetings) Parent Needs Assessment Surveys LCAP  Educational Partners Committee  Zoom for parent meetings	The district’s focus area for improvement in Seeking Input for Decision-Making is parent attendance at decision making meetings. Although there is great attendance at many of the district and site family engagement events and activities such as Picnic Day and Paint Night, many sites struggle with low attendance at decision-making meetings.	GFUSD plans to improve engagement of underrepresented families identified during the self-reflection process by providing incentives for families to attend these meetings, along with the use of Zoom as an alternative to in-person attendance. In addition, each school site will have a Parent Outreach Liaison that will focus on making personal connections through the use of phone calls and one-on-one meetings to encourage parents to participate in the school and district decision-making process.	4	4	4	4	3	4	4	4	4	4	4	4	Met		14JUN2023	2023
15635290000000	Kern High	3	Parents/guardians are valued partners and are critical to student, school, and district success. Kern High School District (KHSD) is committed to working closely with parents and parent groups to deepen understanding and mutual respect, and strengthen the community.  Each comprehensive site has a Parent and Family Center that provides meaningful resources to help parents become strong educational advocates for their children. KHSD collects and maintains data regarding parent/guardian visits to the centers. The following data reflects parent visits to Parent and Family Centers for 8/2022 through 3/2023: Parent and Family Center staff served 31,547 parent/caregiver contacts and provided 73,266 services to families via calls, emails, Remind messages, social media messages, virtual meetings, etc. Services included school forms and information, student attendance, community referrals, technology, college/university/FAFSA, translations, and workshops. Regular feedback through site and district meetings is essential and is structured to foster parental engagement. The meetings include public and student forums, parent advisory committees, school site councils, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. Additionally, KHSD conducts an annual parent and family survey to provide feedback to schools, and Parent and Family Center staff survey parents to gain a better understanding of needs to help with workshop planning and development. Parent and Family Center staff collaborate with other departments, including Counseling, and Student Behavior and Supports, to support families through a variety of workshop opportunities that are offered in English and Spanish. Workshops include Parent University, Parent Institute for Quality Education (PIQE), Coffee/Pizza with the Principal, financial literacy, and college/career readiness. Evidence-based programs that are used by the Parent and Family Center Liaisons for parent engagement are: The Parent Project, Parents on a Mission, Juntos Program, CABE (regional and state conferences, national conferences, and Parent Institute for Quality Education (PIQE).  KHSD communicates with parents in a variety of ways, such as the KHSD website, weekly and annual newsletters, the KHSD Weekly Wrap-Up , traditional mailers, meetings, calls, Remind messages, X, Blackboard, ParentVue, Parent Canvas, The Kern High Network, and the Achieve magazine. KHSD values two-way communication between families and educators and provides English-Spanish interpreting services at all meetings. Staff (Parent and Family Center Liaisons, Social Workers, Counselors, Interventionists, ELD and Title I Coordinators, etc.) collaboration supports students and further strengthens the district’s relationship with families, connecting them to school, district, and community resources.	Areas for improvement identified by the Parent and Family Self-Reflection Tool include the need for professional learning for staff to cultivate better relationships with families through a greater awareness of their culture, language and goals for their children. KHSD staff will investigate opportunities to increase communication and provide services/materials in languages other than English and Spanish. KHSD staff will continue to increase family engagement through personal conversations and invitations to parents to participate and offering more targeted parent workshops. Additionally, KHSD will continue to provide community building events for families and encourage staff involvement at family events hosted by the district and sites.	Building relationships and improving engagement of underrepresented families is an on-going process. KHSD will continue to host workshops and opportunities for Parent and Family Center Liaisons to collaborate, network, participate in professional development, and share best practices. Parent and Family Center Liaisons will continue to share information with families through a variety of platforms including phone calls, emails, newsletters, social media, and mailers. Parent and Family Center Liaisons will continue to support opportunities for families, participate in and conduct outreach at community events to connect with families, share Parent and Family Center resources, and invite families to Parent and Family Centers. Many Parent and Family Centers host events like Coffee with the Principal  or Pizza with the Principal to provide families the opportunity to engage with site administrators throughout the year. Parent and Family Center staff conduct interest surveys to gain a better understanding of needs to help with workshop planning and development.  KHSD staff continues to be intentional in their efforts to engage and collaborate with underrepresented families.The district and school sites receive regular feedback through public forums, parent advisory committees, school site councils, information sessions, college nights, meetings with staff, and surveys. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD meets regularly with district parent advisory committees, including the District English Learner Advisory Committee (DELAC), the District Parent Advisory Committee (DPAC), and the African American Parent Advisory Council (AAPAC), to obtain feedback and input about district initiatives, plans, budgets, and student and family needs.	Providing parents/guardians with information and resources to assist their student(s) is an on-going, significant effort.   The annual Parent and Student Handbook (available in both English and Spanish) is provided to all parents/guardians and posted on the KHSD website. It informs parents of: Educational rights Graduation and college-going requirements Guidelines for academic and social-emotional success Available support services Extra-curricular and co-curricular opportunities Appropriate behavior and disciplinary actions as per KHSD Board Policy and the California Education Code   The KHSD website also posts board policies, which include policies on non-discrimination, student discipline, sexual harassment, and the Uniform Complaint Procedure, available in numerous languages using Google translate.     In addition, KHSD implements a variety of programs, many in collaboration with community organizations, to support the engagement of underrepresented families. These programs include the following: After-school tutoring provided by KHSD staff and university/college students    Parent University and/or Parent Institute for Quality Education (PIQE) Opportunities to engage with site administrators (Coffee with the Principal, Pizza with the Principal, etc.) Mentoring of Hispanic students by KHSD staff and Kern County community leaders Mentoring of African-American students by KHSD staff and Kern County community leaders Training and support for Latino youth and their families through the Juntos program, which engages the entire family by providing knowledge and skills to bridge the gap between high school and higher education Recruiting and coordinating community partners through KHSD Parent and Family Centers to provide resources and services to families. Migrant Saturday Academies for parents and students facilitated by the KHSD Migrant Education Program.  One-on-one coaching for KHSD Spanish-speaking families.	Building partnerships between parents/families and school staff is essential to student success. In our efforts to continue building strong partnerships with parents/families, KHSD staff will continue to increase awareness and promote the use of parental access to ParentVue and Canvas to monitor student progress and communicate with school staff. The self-reflection tool indicates the need for additional professional learning for staff to cultivate better relationships with families built upon mutual trust and respect.   KHSD will continue to encourage staff to maintain open lines of communication with parents to provide timely responses and updates about student progress and parent concerns. Additionally, KHSD will continue to encourage staff to reinforce positive behavior intervention and support (PBIS) by reaching out to families with progress updates and to highlight student accomplishments. In support of these efforts, KHSD will investigate opportunities to increase communication and provide services/materials in languages other than English and Spanish, and identify better methods to reach out to underrepresented groups who may not have access to social media and technology.	KHSD will continue to enhance equitable and inclusive district-wide systems for family engagement and will continue to improve communication with families about monitoring student progress.  These efforts will include providing workshops and support to families with accessing and navigating ParentVue and Canvas. These tools empower parents/families to initiate informed conversations with staff about grades, missing assignments, course completion, progress towards graduation, a-g completion, and attendance. To support families with limited access to technology, our Parent and Family Centers will continue to provide technology access. KHSD will share best practices with staff about utilizing ParentVue, Canvas, and/or other tools to communicate with parents/families. Furthermore, KHSD staff will work to increase knowledge and awareness of graduation and a-g requirements to help families better understand the high school system and post-secondary opportunities.	Regular educational partner engagement remains a high priority for KHSD in order to foster mutually respectful, supportive, and collaborative environments for ongoing and meaningful dialogue. Such dialog helps KHSD determine goals and actions to achieve academic success for all students. The active participation of all educational partners – parents, students, employee groups (certificated and classified), administrators, industry partners, and community leaders – is essential to the success of this effort. KHSD and educational partners thoughtfully and openly work together to address and overcome challenges that underserved students are facing today and provide the necessary means to maximize student learning. The district welcomes input and feedback from site and district decision-making platforms. School sites seek input from parents through a variety of mechanisms such as the School Site Council, booster organizations, parent meetings, surveys, students’ Individualized Education Plan, students’ four-year plan, and parent/guardian feedback offered in small and large group settings. In addition, school sites have an open-door policy. According to the 2023 parent and family survey, 91% of parents surveyed believed the school valued them as important partners in their student’s education. 84% of “All Parents” believe they have opportunities to take part in decisions made at their student’s school.  The 2023 staff survey confirmed that 99% of KHSD participants acknowledge that parent engagement can increase a student’s achievement. Survey results also established that 65% of staff would like professional development to strengthen their parent engagement strategies.	An area of focus for KHSD is increasing engagement of families and staff at events, including intentional community outreach efforts, connecting with colleagues at feeder districts to avoid potential scheduling conflicts, and identifying solutions to issues that hinder participation (lack of transportation, childcare, etc.).  KHSD staff will work to provide more opportunities for parent advisory councils to collaborate and share best practices. An additional area of focus is training KHSD staff on strategies in parent engagement at both site and classroom levels.	KHSD staff continues to be intentional in their efforts to engage and collaborate with underrepresented families. The district and school sites receive regular feedback through public forums, parent advisory committees, school site councils, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD meets regularly with district parent advisory committees, including DELAC, DPAC, and AAPAC, to obtain feedback and input about district initiatives, plans, budgets, and student and family needs. Parent and Family Center Liaisons will continue to seek input from parents/families regarding areas of interest and need/concern to coordinate services, supports, and resources. Additionally, KHSD staff will continue to use meeting evaluations after district and site parent and family meetings, workshops, and events to continue to improve upon what is offered.	3	4	3	4	3	4	3	4	4	4	4	4	Met		26JUN2023	2023
15635291530435	Kern Workforce 2000 Academy	3	Parents/guardians are valued partners and are critical to student, school, and district success. Kern Workforce Academy is committed to working closely with parents and parent groups to deepen understanding and mutual respect and strengthen the community.  Each site has a Parent and Family liaison that provides meaningful resources to help parents become strong educational advocates for their children. The Kern Workforce Academy collects and maintains data regarding parent/guardian visits to the centers. Services included school forms and information, student attendance, community referrals, technology, college/university/FAFSA, translations, and workshops. Regular feedback through site and district meetings is essential and is structured to foster parental engagement. The meetings include public and student forums, parent advisory committees, school site councils, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. Additionally, Kern Workforce Academy conducts an annual parent and family survey to provide feedback to schools. Parent and Family Center staff survey parents to better understand the needs to help with workshop planning and development. Kern Workforce Academy communicates with parents through the school website, traditional mailers, meetings, calls, Remind messages, Twitter, Blackboard, ParentVue, Parent Canvas, and the Achieve magazine. Kern Workforce Academy values two-way communication between families and educators and provides English-Spanish interpreting services at all meetings. Staff (Parent and Family Center Liaisons, Social Workers, Counselors, Interventionists, ELD and Title I Coordinators, etc.) collaboration supports students and further strengthens the district’s relationship with families, connecting them to school, district, and community resources.	Areas for improvement identified by the Parent and Family Self-Reflection Tool include professional learning for staff to cultivate better relationships with families through greater awareness of their culture, language, and goals for their children. Kern Workforce Academy staff will investigate opportunities to increase communication and provide services/materials in languages other than English and Spanish. We will continue to increase family engagement through personal conversations and invitations to parents to participate and offer more targeted parent workshops. Additionally, Kern Workforce Academy will continue to work to provide community-building events for families and encourage staff involvement at family events hosted by the district and sites.	Building relationships and improving the engagement of underrepresented families is an ongoing process. Kern Workforce Academy will continue to host workshops and opportunities for Parent and Family Center Liaisons to collaborate, network, participate in professional development, and share best practices. Parent and Family Center Liaisons will continue to share information with families through various platforms, including phone calls, emails, newsletters, social media, and mailers. Parent and Family Center Liaisons will continue to support opportunities for families, participate in and conduct outreach at community events to connect with families, share Parent and Family Center resources, and invite families to Parent and Family Centers.  Kern Workforce Academy staff continues to be intentional in their efforts to engage and collaborate with underrepresented families. The district and school sites receive regular feedback through public forums, parent advisory committees, school site councils, information sessions, college nights, meetings with staff, and surveys. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD meets regularly with district parent advisory committees, including the District English Learner Advisory Committee (DELAC), the District Parent Advisory Committee (DPAC), and the African American Parent Advisory Council (AAPAC), to obtain feedback and input about district initiatives, plans, budgets, and student and family needs.	Providing parents/guardians with information and resources to assist their student(s) is an ongoing, significant effort.   The annual Parent and Student Handbook (available in both English and Spanish) is provided to all parents/guardians and posted on the KHSD website. It informs parents of the following: - Educational rights - Graduation and college-going requirements - Guidelines for academic and social-emotional success - Available support services - Appropriate behavior and disciplinary actions as per KHSD Board Policy and the California Education Code   The KHSD website also posts board policies, including non-discrimination, student discipline, sexual harassment, and the Uniform Complaint Procedure, available in numerous languages using Google Translate.     In addition, KHSD implements a variety of programs, many in collaboration with community organizations, to support the engagement of underrepresented families. These programs include the following:   - Parent University  - Opportunities to engage with site administrators  - Mentoring of Hispanic students by KHSD staff and Kern County community leaders - Mentoring of African-American students by KHSD staff and Kern County community leaders - Recruiting and coordinating community partners through Kern Workforce Academy’s Parent and Family Liaisons to provide resources and services to families. - One-on-one coaching for KHSD Spanish-speaking families.	Building partnerships between parents/families and school staff is essential to student success. In our efforts to continue building strong partnerships with parents/families, Kern Workforce Academy staff will continue to increase awareness and promote the use of parental access to ParentVue and Canvas to monitor student progress and communicate with school staff. The self-reflection tool indicates the need for additional professional learning for staff to cultivate better relationships with families built upon mutual trust and respect.    Kern Workforce Academy will continue to encourage staff to maintain open lines of communication with parents to provide timely responses and updates about student progress and parent concerns. Additionally,  Kern Workforce Academy will continue to encourage staff to reinforce positive behavior intervention and support (PBIS) by reaching out to families with progress updates and highlighting student accomplishments. In support of these efforts,  Kern Workforce Academy will investigate opportunities to increase communication, provide services/materials in languages other than English and Spanish, and identify better methods to reach out to underrepresented groups who may not have access to social media and technology.	Kern Workforce Academy will continue to develop a more equitable and inclusive district-wide system for family engagement. Kern Workforce Academy will continue to improve communication with families about how to monitor student progress, including providing workshops and support to families with accessing and navigating ParentVue and Canvas. These tools empower parents/families to initiate informed conversations with staff about grades, missing assignments, course completion, progress toward graduation, A-G completion, and attendance. To support families with limited access to technology, our Parent and Family Centers will continue to provide technology access. Kern Workforce Academy will share best practices with staff about utilizing ParentVue, Canvas, and/or other tools to communicate with parents/families. Furthermore, Kern Workforce Academy staff will work to increase knowledge and awareness of graduation and A-G requirements to help families better understand the high school system and post-secondary opportunities.	Regular educational partner engagement remains a high priority for the Kern Workforce Academy to foster mutually respectful, supportive, and collaborative environments for ongoing and meaningful dialogue. Such dialog helps Kern Workforce Academy determine goals and actions to achieve academic success for all students. The active participation of all educational partners – parents, students, employee groups (certificated and classified), administrators, industry partners, and community leaders – is essential to the success of this effort. Kern Workforce Academy and educational partners thoughtfully and openly work together to address and overcome challenges faced by underserved students and provide the necessary means to maximize student learning. The district welcomes input and feedback from site and district decision-making platforms. School sites seek input from parents through various mechanisms such as the School Site Council, parent meetings, surveys, students’ Individualized Education Plan, students’ educational plan, and parent/guardian feedback offered in small and large group settings.	An area of focus for Kern Workforce Academy is working to increase participation on parent advisory councils. An additional area of focus is training Workforce staff on strategies for parent engagement at both site and classroom levels.	Workforce staff continues to be intentional in their efforts to engage and collaborate with underrepresented families. The district and school sites receive regular feedback through public forums, parent advisory committees, school site councils, information sessions, college nights, and meetings with staff. The participants’ comprehensive input impacts district and site decisions regarding modifications, improvement, and planning. KHSD meets regularly with district parent advisory committees, including DELAC, DPAC, and AAPAC, to obtain feedback and input about district initiatives, plans, budgets, and student and family needs. Parent and Family Center Liaisons will continue to seek input from parents/families regarding areas of interest and need/concern to coordinate services, supports, and resources. Additionally, Kern Workforce Academy staff will continue to use meeting evaluations after district and site parent and family meetings, workshops, and events to continue to improve upon what is offered.	3	4	3	4	3	4	3	4	4	4	4	4	Met		23JUN2023	2023
15635450000000	Kernville Union Elementary	3	The Kernville Union School provides multiple opportunities for school staff to build relationships with families. There are several events throughout the year that provide opportunities for relationship building. Opportunities include: Back to School nights, Laps for Learning, holiday programs, parent-teacher conferences, family nights, and open house. To further relationship building, KUSD has fired a Family and Community Engagement Liaison to connect families with school staff and services and a Community Schools Coordinator to bring additional services and supports to continue building strong staff-family relationships.	Understanding the impact of trauma and poverty on student outcomes are the Kernville Union School District’s two focus areas for improving relationships between school staff and families. Staff has learned how trauma and poverty affect our families approach and response to school, teaching, and learning. Further, KUSD has joined the Community Engagement Initiative (CEI) to learn strategies and improve school engagement of underrepresented families, and received a Community Schools Implementation Grant to advance our strategies and efforts for improving engagement of families.	The Kernville Union School District have identified low income families and families of students with disabilities as underrepresented families in our district. KUSD has a strategic approach through the Community Engagement Initiative (CEI) facilitated through the California Collaborative for Educational Excellence (CCEE), and through additional support staff.  Through CEI, KUSD is improving engagement of our underrepresented families through training and through active participation in CEI and other school events and decision-making meetings. KUSD recruits underrepresented families to actively participate on the Superintendent’s Advisory Committee, Safety Committee, School Site Councils, and CEI team. Further, the district hired a Family and Community Engagement Liaison to gather information about our family needs and connect our families to community resources, including our Family Resource Center.	The Kernville Union School District has established partnerships with district and community groups and organizations to improve student outcomes. These partnerships include employee unions, parent-teacher clubs, booster club, the family resource center, hospital, mental health service providers, and the Boys & Girls Club. A majority of our students are low-income, living in poverty, and have experienced trauma. Our community partners assist with providing families with basic needs so our students can learn and develop. KUSD will continue to further develop and strengthen partnerships through participation in the Community Schools Implementation Grant and Community Engagement Initiative.	The Kernville Union School District will focus on building relationships and trust between families and KUSD staff, and understanding the impacts of trauma and poverty on families to improve our partnerships for student outcomes. Relationship and trust building will be through frequent on-going communication and encouraging families to participate in school and district committees, events, and volunteering. KUSD will monitor and analyze participation data during the school year.	The Kernville Union School District will improve engagement of underrepresented families through data analysis and outreach. Analyzing data on the Kern Integrated Data System (KiDS) and local surveys, the district identified a problem of practice hindering engagement of underrepresented families. The problem of practice is lack of trust between school staff and families. Through the Community Engagement Initiative and Community Schools Implementation Grant, and support staff focused on engagement, KUSD is creating action steps to encourage and engage underrepresented families.	KUSD’s strength is that it provides multiple opportunities at the school site and district levels for families and community members to provide input in the district’s decisions. The district provides opportunities through the Superintendent’s Advisory Committee and Safety Committee where educational partners provide input on the district’s LCAP and safety plan. Each school has a site council that provide family and community members opportunities to develop each school’s single plan for student achievement. Both district and school sites use surveys and focus groups to gather input which is shared in the decision making process. The district partnered with community groups to create a community partners meeting to hear and address issues in our schools and community.	Increasing participation from underrepresented families, specifically low-income families and families of students with disabilities, are the Kernville Union School District’s focus area for improving input for decision-making. KUSD has made improvements of the past year better engage underrepresented families. KUSD strategically recruits low-income families and families of students with disabilities to participate in district and school site decision making committees such as LCAP and school site plans.	KUSD will continue to improve engagement of underrepresented families through our district’s participation in the Community Schools Implementation Grant and Community Engagement Initiative. This grant and initiative has helped our district identify our problem of practice and root causes and help our district identify action steps to further engage all our underrepresented families. KUSD will help our underrepresented families by removing barriers to participation such as child care and transportation and will provide dinners so do not have to choose family dinner over participating in decision making opportunities.	4	4	4	5	4	5	5	5	5	4	5	5	Met		27JUN2023	2023
15635520000000	Lakeside Union	3	The district provides professional development opportunities such as Positive Behavioral Interventions and Supports, Trauma Informed Care, Grief Counseling, Check in & Check out, all of which help to improve the district’s capacity to serve students.	Building on family partnerships continues to be a focus area of improvement for the district.  The district will continue to gather input from staff and families to help support both parties in building positive relationships in our school community.	Going through multiple cycles of inquiry helps to define family needs and determine supports. With this information the district can reach out to underrepresented families to improve student outcomes.	One of our greatest strengths is our efforts for collaboration among the school staff and the program staff to ensure that we are all working together to serve our students.	Analyzing data and surveys will be a key focus to improving student outcomes.	Using our resources at each school site, such as school psychologists, counselors and other support staff will help build a bridge between our school community and underrepresented families.	The district seeks school community and family input in a variety of ways, such as meetings, surveys, phone communication and usage of a social media platform.	Our district will continue to survey our staff, students and families to find the best mode of communication to keep all	The district will continue to use our support staff and resources to help meet the needs of our underrepresented families.	4	3	5	4	4	4	4	5	4	4	4	3	Met		06JUN2023	2023
15635600000000	Lamont Elementary	3	LESD staff has deep appreciation for the high levels of educational partner involvement.  Staff at every school site and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners.  High levels of attendance at teacher conferences, principal coffees, and other school and district events, as well as high numbers of parents/guardians returning from COVID to volunteer at school sites ead day, provide evidence of the effectiveness in this area.  Regular communication from school and district leaders reinforce the importance of educational partner involvement.  LESD leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement.  This messaging begins intentionally during orientation for new staff regarding parent/guardian communication.  Additionally, site and district leadership partners with our parent/guardian groups to education staff regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff in order to improve educational services for all students.	LESD is dedicated to enhancing its relationships with school staff and families, with the ultimate goal of ensuring that all families have access to published school communications and possess the necessary internet connectivity and devices at home. A key priority lies in optimizing and clearly communicating expectations to staff, particularly concerning the promptness and format of communication with families regarding students' educational progress, particularly in situations where there are concerns about such progress.	LESD is firmly committed to enhancing strategies and structures aimed at boosting the engagement of underrepresented families. The district has organized multiple community forums to solicit input from families regarding school improvement, and it has made deliberate efforts to extend invitations to underrepresented families to participate in various site and district committees dedicated to MTSS (Multi-Tiered System of Support). LESD remains steadfast in its commitment to actively engage with and cultivate relationships with individual families, while also offering tailored support to foster strong connections between school staff and underrepresented families.	"LESD employs various strategies to support families in comprehending academic expectations. These initiatives encompass regular ""Coffee with the Principal"" sessions held across all school sites, including our targeted assistance school, as well as district community forums. These gatherings address a range of topics aimed at helping parents understand state academic standards, the instructional program, and effective ways to support their children's academic progress. Furthermore, classroom-specific information is disseminated during Back-to-School nights and individual parent-teacher conferences.  The LCAP (Local Control and Accountability Plan) process plays a pivotal role in offering numerous opportunities, both at the site and district levels, to assist parents and guardians in grasping expectations for their children. Collaboration within the LCAP process and engagement in various parent/guardian advisory committees yield valuable insights on how to best involve our families at higher levels of participation.  Technology serves as an additional tool for disseminating information and soliciting feedback on LCAP goals from the community. Information and questionnaires are readily accessible on both district and school websites, and we administer annual surveys to educational partners throughout the year using ThoughtExchange software. We actively seek feedback and encourage participation through email communications."	Recent feedback from educational partners indicates a strong desire for deeper insight into the local assessments, curriculum, and instructional strategies employed to enhance and expedite student learning. In response, LESD has hosted several community forums dedicated to these subjects and the local improvement cycles aimed at ensuring all students reach or surpass grade-level expectations, particularly in light of the challenges posed by the pandemic.  LESD is currently in the process of creating a comprehensive, well-rounded assessment plan. The district's primary focus is to develop user-friendly graphics that convey this plan and cycle in a manner accessible to non-educators within the community.	We actively seek participation from all parents, including engaging underrepresented families. LESD is committed to enhancing accessibility by translating communications and documents for our multilingual families. We will persist in developing strategies to improve underrepresented family engagement, such as extending personal invitations, adapting meeting schedules and venues, and leveraging virtual options.	In accordance with LESD Board Policy and Administrative Regulation 6020, LESD acknowledges that parents/guardians serve as their child's initial and most influential educators. Sustained parental involvement in their children's education significantly contributes to student achievement and fosters a positive school environment. Furthermore, LESD ensures that parents/guardians and family members participating in Title I programs have opportunities to actively engage in their child's educational journey.  LESD collaborates with both staff and parents/guardians to establish meaningful involvement opportunities across all grade levels, encompassing participation in district and school activities, advisory roles, decision-making processes, advocacy initiatives, and activities that promote learning at home. This commitment is upheld through regular PAC (Parent Advisory Committee), DELAC (District English Learner Advisory Committee), LCAP (Local Control and Accountability Plan), SSC (School Site Council) meetings, surveys, and various advisory committees where parent/guardian involvement policies are shared and collaboratively developed.  LESD ensures consistent communication with families by annually sharing the LESD Parent Involvement Policy at the start of each school year, and this policy is included in the LESD Handbook.	Due to the pandemic, LESD expanded the range of opportunities for educational partners to offer input, utilizing various engagement tools. A primary objective is to assess the effectiveness of these tools in engaging families at both the school and district levels, and to determine steps LESD can take to enhance the design and implementation of these engagement activities.	LESD is dedicated to guaranteeing that ALL families have access to communications and invitations to participate in committees and forums. This commitment includes providing communication accommodations such as translation, interpreters, scheduling individual meetings at convenient times, conducting home visits, and more.  LESD maintains vigilant daily monitoring of student attendance and ensures timely communication with families, with special attention to those of migratory, foster, or homeless youth. The aim is to minimize disruptions to educational services. In light of the increased student absences during the pandemic, LESD is redoubling efforts to improve communication and engagement with students and their families.	4	4	4	4	5	4	3	4	5	5	5	5	Met		01JUL2023	2023
15635780000000	Richland Union Elementary	3	Though no movement has occurred in the areas of creating welcoming environments and supporting staff in learning the strengths of our families, our educational partner input has been positive regarding the training we have provided. We will continue with the training that has proven successful in building relationships. We also need to work on increasing the number of respondents to our Reflection Tool Survey - that might provide us with a more accurate and representative picture of our progress.	We have received input to include more activities on our campuses that allow families and educators to engage beyond normal events such as Back to School Nights and Parent Conferences. Efforts will be increased to have more family engagement activities that center around building relationships and not just providing feedback on student performance.	Specific outreach to our underrepresented families will be made by our sites using our communication platform which will allow personalizing invitations to events. Site leaders are also attending a local Equity Symposium to make themselves aware of additional ways to be more intentionally inclusive.	We have made growth in providing professional learning and support to staff to grow their capacity to partner with families.	Our focus will be to continue what is in place as progress is being made. We will continue to monitor and adjust based on real-time feedback.	Our Parent University will strengthen its offerings to include specific workshops targeted at our underrepresented families. We will ensure all staff have the information necessary to support and build relationships with our underrepresented families.	We have not lost ground with the progress made since coming back to campuses and offering in-person activities. We are making a concerted effort this year to ensure all families are welcomed back and that students are encouraging their families to get involved.	"We have relocated our Family Resource Center which has afforded us an opportunity to have ""reopening"" activities and advertisement, a rebranding of sorts. We are making greater efforts to promote via social media for families who prefer electronic communication (per our Ed Partner survey)."	In all of our efforts, we will consider first the needs and circumstances of our underrepresented families and proceed in a manner more conducive to garnering their input and feedback (i.e., offering in-person and distance opportunities to provide feedback - per surveys, they prefer having both options). More offerings in our Parent University will be targeted to their needs.	3	3	3	3	4	4	3	3	3	3	4	3	Met		26JUN2023	2023
15635780135186	Grow Academy Shafter	3	"At Grow Public Schools, we are rooted in our fundamental belief that ""Every parent can be engaged."" We work to develop collaborative partnerships with families, alumni, and communities. Hence, our goal is for families to become empowered to take shared ownership of scholars' success. A distinctive characteristic of GA Shafter lies in its focus on each child. All students create ILPs (Individualized Learning Plans) in collaboration with their classroom teachers, small group instructors & parents. GAS holds Enrollment and Mutual Promise Nights for new families to have the opportunity to get to know their new campus, teachers, and staff and become familiar with Grow's mission, vision & core values before the first day of school. Parents at GAS are invited to monthly Coffee & Conversation, where families and staff come together to discuss relevant topics, share ideas and learn from each other while addressing any concerns or challenges. Parent Teacher Conferences are scheduled throughout the year to collaboratively discuss student progress, performance, academic goals, and areas of improvement, allowing teachers to listen to parents and involve them in designing strategies for their child's success. Through Academic Parent-Teacher Teams (APTT), GAS engage in a collaborative process to build strong relationships with their students' families and empower families to make concrete contributions to student growth and achievement. GAA encourages parents and guardians to actively participate in school activities by organizing volunteer programs and opportunities for parents to contribute their skills, expertise, and time to help families feel connected to the school community and build positive relationships with staff members. GAS offers monthly educational family nights and cultural celebrations to promote a sense of belonging and unity, encouraging families to interact with one another and teachers, staff, and students. GAS holds an End of Year Parent Appreciation Night to show appreciation for the contributions and support of their families by recognizing their involvement and efforts throughout the school year, reinforcing the value of their engagement, and motivating others to get involved. Parents of Grow Academy (POGA) pride itself in promoting the interests of the students of GAS in cooperation with the administrators, teachers, students, and board of directors while providing a forum for the sharing of ideas that will benefit GAS and providing a platform for educating parents about the GAS educational program, in direct consultation with administrators. Our families get involved in the Edible 2023 Local Performance Indicator Self-Reflection for Grow Academy Shafter Page 9 of 17 School Yard learning process by participating in our seed-to-table Family Cooking Nights, where they have the opportunity to create healthy, organic, and made-from-scratch recipes with their students that is led by our Edible School Yard garden and kitchen teams."	GAS is committed to improving communication among school staff and families to ensure all families are informed and connected to school communications. An area of improvement is ensuring all parents have access to and understand how to navigate Parent Square to establish two-way communication between home and school. GAS will continue efforts in parent recruitment to increase engagement and parent attendance at School Site Council (SSC), English Language Advisory Council (ELAC) meetings, Parents of Grow Academy (POGA), Coffee & Conversation, Spring Open House, and Family Educational Nights. Additionally, GAS will focus on offering parent educational sessions like Parent University, behavior parenting classes such as Parent Project or Loving Solutions, and community-organizing workshops. Lastly, GAS will work towards purchasing and updating interpretation devices in an effort to provide Spanish translation to all parent/family meetings and events.	Deepening relationships with Grow Academy families is a priority. Grow Academy Shafter incorporates cultural and socioemotional training into all professional development days. Through this training, teachers build a deeper understanding of the community we serve and build capacity to increase the engagement of all families. GAS will work to incorporate ongoing parent surveys and encourage active involvement and engagement from parents while also helping improve communication, guide decision-making, facilitate personalized education, and foster a collaborative and supportive environment focused on student success. GAS will increase translation and interpretation capabilities to include underrepresented languages by purchasing new translation equipment and making a translator available for all parent/guardian meetings and events. The Family and Community Engagement Liaison will work to provide timely ongoing communication in English and Spanish and be strategic about scheduling meetings to optimize parent participation, focusing on participation from our Multilingual Education Learner families to ELAC Meetings. We will work collaboratively with the KCSOS's Migrant Department to provide opportunities and additional services to our Migrant families. The FACE Liaison will continue attending the McKinney Vento/Foster Youth & Homeless collaboratives at KCSOS to be informed and up-to-date with services available for our identified families. GAS will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.	Parent and Community involvement is a top priority for all staff at Grow Academy. During the school year, the school engages parents in the following ways:  1. Beginning of the year, home visits to every household  2. Monthly Coffee and Conversation with administrators  3. Quarterly Academic Parent Teacher Team Meetings  4. Weekly Newsletter sent through Parent Square  5. Ongoing posts on upcoming events and community resources  6. Facebook updates  7. Weekly folder home with important information  8. Aeries Parent Portal to see student grades, attendance, and behavior.  9. Drive-thru oral health & dental screening clinic for scholars in partnership with the Kern County Children's Dental Health Network and First 5 Kern  10. Spring Open House  11. EOY Parent Informational Meeting  12. Back to School Night  13. Monthly Family Educational Nights  14. Spring Art, Music, and PE Showcase We are constantly mindful of challenges in connecting with our school community. We have implemented a range of tools to make access easier, from digital communications platforms such as ParentSquare that automatically translates content from English into Spanish, to having translators available at all parent meetings, to ensuring that we offer both morning and evening meeting times to accommodate work schedules for parents. Through engaging with the McKinney Vento representatives from the local district and County Office of Education, we are able to identify and ensure that our homeless students are being provided with access to their education, including transportation.	An area of focused improvement is to continue outreach efforts to engage, increase awareness, educate, and build partnerships with our parents/guardians through surveys, School Site Council meetings, ELAC, SPGA, Parent Teacher Conferences, APTT Nights, Teacher Home Visits, ongoing educational and academic parent workshops such as Parent University, Parent Project and Loving Solutions, family educational nights, Family Cooking Nights, Health & Wellness Fairs, and partner with our MTSS teams to provide Social Emotional Learning strategies for our parents/guardians.	GAS and the Family and Community Engagement Liaison will continue communicating information, resources, and services available to our underrepresented families. The GAS FACE Liaison will work to bring awareness of services and resources to our parents by connecting our families with community organizations. We will bring awareness and information on the McKinney Vento program to help support our homeless and foster youth. Our partnership with KCSOS' Migrant Department will help connect our families to opportunities for our identified migrant students and families. During parent sessions, meetings, and family events, ensure that childcare options, food, and prizes are open to all families to prevent any barriers to parent participation. Provide multiple opportunities for parents to attend events at a time that suits their work schedule or availability. Work closely with and maximize outreach with our Multilingual Education Learner families to increase parent attendance at ELAC meetings. GAS will continue to include teachers and staff to participate in parent and family events which will encourage families and strengthen diverse community partnerships.	Our vision at GAS is to develop collaborative partnerships with our families, alumni, and communities so they feel empowered to take shared ownership of scholars' success. One of our top priorities is to integrate educational partner input to align resources and support with families' needs. GAS intentionally provides and develops meaningful opportunities for families to be engaged and informed and provide input during school activities that support learning at home, School Site Council, ELAC, SPGA, Coffee & Conversation, and LCAP Surveys.	Parental participation is encouraged and expected at Grow Academy. In a typical year, Grow Academy has multiple means of collecting input from all stakeholder groups, including a School Site Council, English Learner Advisory Committee, Parents of Grow Academy (POGA), as well as through monthly Coffee and Conversation meetings, annual parent surveys, Spring Open House, and End of Year Parent Informational Meeting. A focus area for improvement is to ensure that we establish structures that build capacity in our advisory groups (education research, including social and emotional research and education policy) and then increase the frequency of opportunities to engage in schoolwide decision-making. Improving engagement with underrepresented families as it relates to Decision-Making will require a concerted effort to educate our families on learning strategies, related curricula, and relevant schoolwide policies - and then ensure that we have created access to our existing platforms for family engagement, such as our advisory councils.	GAS will continue processes to include all parents in decision-making platforms and surveys that is in their language and easily accessible.	4	5	4	5	4	5	5	3	4	3	4	3	Met		20JUN2023	2023
15635860000000	Linns Valley-Poso Flat Union	3	100% of families communicate through phone calls, texts, emails, or ParentSquare with teachers and staff on a daily or weekly basis.  Staff meet and greet parents each morning and afternoon as families do a drive-through to drop off and pick up their students daily.  Families are also greeted at the bus stops when picking students up or dropping them off by school staff.  More school events were brought back this year inviting staff, families, community members, and students to attend.	Continue to open up and increase events that families can attend throughout the year.  Events such as Back-To-School Night, Movie Night, Softball Tournament, Oral Language, Science Fair, Winter Program, Water Day, and Graduation will give opportunities for school staff, families, community members, and students to attend.  Stakeholder meetings will be held during some of these events to encourage greater participation and response.	Linns Valley is committed to providing communication to our parents.  The feedback from parents requested that this would continue to be a focus.  Linns Valley feels that we have incorporated the feedback from parents into Goal #2 even though the actions listed are not contributing to an increase or improvement in service to English Learners, Foster youth, and Low-Income students.  We will continue to provide constant and consistent feedback to our stakeholders by maintaining ParentSquare, Bobcat Newsletter, and Parent Engagement activities to inform them how school attendance is important in an effort to reduce our Chronic Absenteeism Rate.	At Linns Valley District, some of the activities that invite parents to engage with staff such as Back-To-School night, Spaghetti dinner, Potluck dinner, Dessert Night, Stakeholder Meetings, Board Meetings, Winter Program, Parent/Teacher Conferences, Oral Language Festival, Graduation Planning and the Annual Softball Tournament which is run by parent and community volunteers were offered again this year. We usually have 100% attendance in activities such as Back-To-School night, Winter Program, Teacher Conferences, etc. but our attendance usually drops at our stakeholder meetings.  When combining an event with a stakeholder meeting we had 94% parent participation, our ZOOM meeting had 0% parent participation, and our surveys had 62% participation.	To maintain the increase of attendance at stakeholder meetings, we will continue to combine them with our programs of high attendance such as during Back-To-School Night and Oral Language.	Linns Valley feels that we have incorporated the feedback from parents into Goal #2 even though the actions listed are not contributing to an increase or improvement in service to English Learners, Foster Youth, and Low-Income students. We will continue to provide stakeholder meetings and surveys by maintaining ParentSquare, BobCat Newsletter, and Parent Engagement activities to build partnerships for student outcomes.	Linns Valley District uses meetings such as stakeholder meetings to help gather parent/guardian feedback across the community. We will also continue to use Surveys to better capture unfiltered feedback regarding seeking parent input and promoting participation in programs during our LCAP process during the 2023-24 year.	We will combine stakeholder meetings with activities of higher attendance to increase our staff, parent, and community member input in decision-making.	Linns Valley feels that we have incorporated the feedback from parents into Goal #2 even though the actions listed are not contributing to an increase or improvement in service to English Learners, Foster Youth, and Low-Income students. We will continue to provide stakeholder meetings and surveys by maintaining ParentSquare, BobCat Newsletter, and Parent Engagement activities to build partnerships for student outcomes.	4	4	4	4	4	4	4	5	4	4	4	4	Met		29JUN2023	2023
15635940000000	Lost Hills Union Elementary	3	Strengths in building relationships between school staff and families consist of two areas: 1) Creating welcoming environments for all families in the community and 2) Developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families. The district maintained two bilingual Community School Coordinators to facilitate communication with families and to coordinate all school events. Events for the year are sent to parents and posted on the website. Parents are invited to participate, and reminders are sent via text message, regularly. Additionally, through our PBIS system staff receive training and are encouraged to communicate with parents on a regular basis. Translators are provided as needed.	The LEA will focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. This will be accomplished through professional development and coaching.	Engagement of underrepresented families will be improved by providing additional opportunities to give input. Community School Coordinator and School Social Workers will conduct home visits for hard-to-reach families.	Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families and implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes were identified as areas of strength. The schools hosts multiple parent-teacher conferences, open houses during the school year, where parents and teachers can discuss student outcomes and progress. Parents can also communicate with teachers via phone calls, email, and ClassDojo. Professional development, translators, and interpreters are provided as needed.	Focus areas identified were providing families with information and resources to support student learning and development in the home and supporting families to understand and exercise their legal rights and advocate to their own students and all students. The district plans on providing training and support to all families. In fact, the district partners with Parent Institute for Quality Education (PIQE) to provide resources and training in literacy and parent engagement.	The district will continue to use community coordinators, school social workers and other support staff to increase the engagement of all parents of unduplicated students, families of students with exceptional needs and families of underrepresented students.	Provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement and activities at school and district level is identified as a strength. The district provides many opportunities for families and staff to plan, design, implement and evaluate activities through District and school leadership teams, parent advisory committees, and Local Control Accountability Plan (LCAP) process. Information is used to inform the LCAP development as well as other school and district plans.	The district will focus on building the capacity of and supporting family members to effectively engage in advisory groups and decision making. The district believes that by providing high quality training for Families to engage in decision making groups, parents will be more enthusiastic to be part of such groups.	The district will use popular school events to provide underrepresented families with information on the importance of providing input and participating in decision making groups.	4	5	4	5	4	4	5	4	4	4	4	4	Met		12JUN2023	2023
15636100000000	Maple Elementary	3	Maple values the input of all community partners.  During this previous year nearly 80% of all community partners provided feedback through our annual survey.  In addition, Maple communicates data and survey findings to all community partners.   With the help of our Community School Coordinator, we will continue to engage our parents on multiple platforms and expand as needed. With the continued efforts of our Ed Tech specialist, we will continue to support our 1:1 (student to device) initiative as well as providing much-needed support for parents and students. With continued use of our Academic Coach/Principal position, we plan to increase our targeted reading intervention as well as increase our services to our ELLs (English Language Learners). With the support of our Foundation (The Tradition of Excellence Foundation) and community donations, we plan to continue to increase the quality of our school grounds by improving our green spaces and planting additional trees and the addition of our UPK/Kinder area of campus. We have also hired our own School Psychologist and Speech Language Pathologist so that we can be certain that they are available when our students need them as well as working in partnership with other District and community organizations to increase services to support our students Social-Emotional Health and Special Needs.	Based on input from educational partners, Maple can improve on the tools utilized to communicate between the school and home.	With the help of our Community School Coordinator, outreach to underrepresented families is done through constant outreach and committee work on important/valuable initiatives.	Maple is engaged in a consortium with education partners in the community through the Wet Kern Children's cabinet. We meet regularly to discuss strengths as well as areas of need.	Continue to build relationships with feeder school districts at the high school level.	Continue to engage all families during the LCAP season and seek feedback on how we can strengthen the partnership between home and school.	The District works hard to engage in communication with decision makers as well as all other education partners. This is facilitated through shared meetings, shared events and shared goals for serving students in our small, rural setting.	Continue to build relationships with feeder school districts at the high school level.	Continue to engage all families during the LCAP season and seek feedback on how we can strengthen the partnership between home and school.	5	4	4	4	4	4	4	4	4	4	3	4	Met		15JUN2023	2023
15636280000000	Maricopa Unified	3	One of the strengths of MUSD is the District provides various formats of communication for families such as Automated Calling System, Open Door opportunities with administrators, and a robust SIS.  As the District moves forward in the learning and the application of a growth mindset and fully implement AVID strategies in the middle and high schools, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children.	The MUSD used LCAP surveys and real meeting information to determine that the communication between parents and administration needs to be improved.  A more robust student information system that allows for real time information sharing between the home and the classroom was implemented.  As well, more consistent standard communication is needed between the home and school.  One of the strengths of MUSD is the District provides various formats of communication for families such as Automated Calling System, Open Door opportunities with administrators, and a robust SIS.	As the District moves forward in the learning and the application of a growth mindset and fully implement AVID in the middle and high school, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children.	One of the strengths of MUSD is the District provides various formats of communication for families such as Automated Calling System, Open Door opportunities with administrators, and a robust SIS.    The MUSD used LCAP surveys, the DELAC/SSC committee to determine that additional processes that allow for effective communication between the district and underrepresented families.	As the District moves forward in the learning and the application of a growth mindset and fully implement AVID district wide, we will apply that learning to relationships with our families to support staff learning about each family's strengths, cultures, languages, and goals for their children.  With this focus, the school and home can focus together on student outcomes.  Using the LCAP surveys and real conversation data, the MUSD is focusing on improving our parent's abilities to be real leaders in their student's outcomes.  Implementing a parent resource center and providing additional resources that will allow for parents to better engage with their student(s) is a focus for the MUSD moving forward.	The District will provide more opportunities for families to be trained on resources to support student learning and development in the home.	One strength is the District is open and inviting of input from families and provides multiple avenues for input.	Going forward the District will provide more support for underrepresented groups such as EL families.  Using the LCAP surveys and real conversation data, the MUSD is focusing on improving our parent's abilities to be real leaders in the school decision making process. Actively recruiting for involvement in the SSC/ELAC/DELAC and other school based committees and organizations as well as providing support/training for those individuals so that they are participating in an informed manner and feel capable to provide their input.	The MUSD used LCAP surveys, the DELAC/SSC committee to determine that additional processes that allow for effective decision  making between the district and underrepresented families.  The District will provide more opportunities for families to be trained on resources to support student learning and development in the home.	3	4	3	3	3	3	4	4	3	3	3	3	Met		08JUN2023	2023
15636280127209	Insight School of California	3	Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.	Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. For the 2022-2023 school year, Insight contracted with the Cook Center to provide families supports with difficult topics/situations that they may be experiencing with their high school students. These sessions were offered in both English and Spanish and were scheduled on a monthly basis.	Insight brought in a new position for the 2022-2023 school year, an English Language Development Coordinator, who held school ELAC meetings and provided additional supports for our EL student and family population. The program will continue to grow and provide additional resources based on need for the 2023-2024 school year.  Social media platforms such as Facebook, Instagram, and Tik-Tok continue to be a highlight for the 2022-2023 school year.  Insight continues to receive wonderful feedback from staff, families and students regarding these platforms.  The student and teacher of the month, honor roll and perfect attendance recognition on these platforms has had positive reviews.	Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.	The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.	Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported.	Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.	The consistency in the live session scheduled continues to be successful for the 2022-2023 school year based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are all held at times that do not conflict with a student’s love session content schedule.	Insight continues to provide opportunities for outings, however, after COVID we are providing both virtual and in-person events. Insight will continue to offer this as an option due to its success this year. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight provides times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.	4	4	4	4	4	4	4	4	4	4	4	4	Met		12JUN2023	2023
15636280128504	Peak to Peak Mountain Charter	3	Peak to Peak Mountain Charter's strength is the expectation that principal, all teachers, and staff attend the dedicated School Advisory Committee (SAC) parent meetings monthly.  Progress has been demonstrated through an increase in parent participation.	Peak to Peak Mountain Charter's  focus area for improvement in building relationships between school staff and families is imbedded in the expectation of parent volunteer hours throughout the school year.  Parents are welcomed to volunteer in classrooms for academic and social support in addition to planning school calendar, events, and facilities care.	Peak to Peak Mountain Charter strives to engage all families regardless of parent and/or caregiver personal or family situations through staff and community resources.	Peak to Peak Mountain Charter's strength is the Individual Learning Plans (ILP's) that all teachers schedule with  parents regarding student outcomes each trimester.	Peak to Peak Mountain Charter's focus area for improving and building partnerships is founded on the personal connections of Charter staff and parent volunteers.	Peak to Peak Mountain Charter strives daily to increase engagement of all families regardless of parent and caregiver situations.	Peak to Peak Mountain Charter's strength and progress are evidenced through the school's Charter Survival Guide document.	The focus area for the Charter's improvement in seeking input for decision-making is through parent and caregiver recruitment to SAC.	Peak to Peak will improve engagement with all families regardless of parent or caregiver situations through our partnership with Mountain Community resources.	5	5	4	5	4	4	5	4	4	4	4	4	Met		28JUN2023	2023
15636280134312	Blue Ridge Academy	3	To foster the development of positive relationships with all educational partners, Blue Ridge continues to initiate relationship-building opportunities at the start of every school year by offering newly incoming families, students, and staff a host of supportive opportunities, explicitly designed to promote the idea that learning, sharing goals, and coming together as one to achieve increased learning outcomes are the norm. Blue Ridge Academy establishes partnerships with educational partners through collaboration and commitment to further student success, promote staff growth, and improve parent/community involvement. We continue to utilize comprehensive information throughout the school year provided by the feedback from our educational partners responses from on the School Climate feedback Survey, LCAP school-wide informational sessions, newly adopted Parent & Student Advisory Committees to drive our continued processes and decision making. This Special Education teachers and Pupil Services certificated and classified department also hosts a virtual Open House event to further inform families and showcase student work, programs, and support. Throughout the year, Learning Coaches can showcase their favorite curriculum during a monthly subject-specific meeting hosted by the family liaisons. A virtual “coffee chat” meeting is held twice a month for parents and guardians to discuss success and concerns or share ideas. Blue Ridge Academy also offers a prospective parent session during the Spring semester before students enroll for the following school year. We continue to host successful in-person community connection events and field trips.	Blue Ridge has continued to place focus on improving online access to families through the addition of our social media accounts to provide platform opportunities for the provision of resources to further support our educational partners.	In order to achieve our academic growth and achievement goals, we know that parents are critical partners in the endeavor. We know that parents of our socioeconomically disadvantaged students may benefit from additional opportunities that increase their ability to support their students’ learning. We plan to improve engagement of underrepresented families by developing a specific targeted approach to identify, engage, and support. By utilizing school data to reach out to each of these families, we plan to collaborate and discuss student and family needs within this group to ensure effective supports are provided in an on-going basis.	Blue Ridge continues to foster an environment of collaboration with our academic and social partners in efforts to maintain an effective and robust collaboration process to ensure positive partnerships for student outcomes.	Blue Ridge has now hired two Progress Support Coordinators (PSCs) to provide direct support to our general education teachers. The PSCs will be responsible for collaborating with the curriculum and high school teams as well as supporting HSTs throughout each semester in the way of checking the progress of grades 6-12 students enrolled in Blue Ridge Academy online curriculum and will continually review online account data with the goal of improving course completion and student success rates as well as supporting the teacher's with understanding how to check and encourage student progress.	Development of targeted surveys to send out to identified underrepresented families to ensure input, collaboration, and on-going communication.	Blue Ridge Academy establishes partnerships with educational partners through collaboration and commitment to further student success, promote staff growth, and improve parent/community involvement. We continue to utilize comprehensive information throughout the school year provided by the feedback from our educational partners responses from on the School Climate feedback Survey, LCAP school-wide informational sessions, newly adopted Parent & Student Advisory Committees to drive our continued processes and decision making. This year Blue Ridge Academy’s LCAP committee also doubled the participation of staff, parents and students in our school-wide Climate	Blue Ridge will continue our effective process in utilizing various platforms to encourage and facilitate input from all educational partners to support input in our decision-making processes school-wide.	Development of targeted surveys to send out to identified underrepresented families to ensure input, collaboration, and on-going communication. This collaboration will provide opportunities to improve engagement and receive input for decision making.	5	4	4	4	5	5	4	4	4	4	4	5	Met		06JUN2023	2023
15636280137687	California Virtual Academy at Maricopa	3	The school focuses on building meaningful relationships to support student success in the virtual learning environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, how to request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly connection calls and academic conferences, and provide standards-based, synchronous (live) instruction. During monthly connection calls teachers discuss students’ strengths and goals, teacher expectations, as well as build relationships with students and parents, leading to improved engagement and academic outcomes. Teachers and staff use platforms such as Newrow allowing face-to-face virtual interaction with students and parents.  Teachers and staff focus on building relationships with  every student in the school. Through daily connections, relationships between students, teachers, and families are built. Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being, with a focus on self-awareness and self-management. In addition to classroom connections, we provide in-person and virtual outings, clubs, and parent/learning coach (LC) support sessions, some offered in English and Spanish. We provide support to families throughout the calendar year, including summer. Administrators host online parent, student, and staff feedback sessions throughout the year. Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support.	The school involves parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title I meetings, Partner Engagement Meetings, English Learner Advisory Committee (ELAC), Local Control Accountability Plan (LCAP) feedback and planning, and WASC (Accrediting Commission for Western Association of Schools and Colleges). These provide feedback to the leadership team on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings.	CAVA has utilized a team of support staff to ensure the engagement of underrepresented families through the Compass program (approx. 12% of students participate in the Compass support program). CAVA has added bilingual engagement support for Spanish speaking families during the onboarding process to provide additional support throughout the calendar year and will offer expanded opportunities for the LEP families in the 23-24 SY. Schoolwide forms and documents have been translated into Spanish. Document translation and interpreting services are available, on demand.	An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and the school intentionally involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectation, along with provide assessment results.  Parents have access to student grades and online school activities including curriculum assessments. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. The school has graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students.	CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensure high levels of learning for every student.	The school has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. The school also offers Stride Career Prep (SCP), a career readiness education program, allowing students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. Sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit.  Through the schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, LC Community (social platform for CAVA parents/learning coaches), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for students. The Family Teacher Organization (FTO) meets monthly with the goal to strengthen student support by increasing partnership between home and school.	Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions.   The following is a summary of the trends and feedback from various parent surveys from the 22-23 SY, including responses to the LCAP survey, Title I feedback survey, and Fall and Winter Partner Engagement Meeting feedback survey.   Overall parents indicate satisfaction with the school, finding it beneficial for their students and appreciate teacher and staff support and the communication the school provides to students and families. They value access to review their student’s progress to see if their student is behind in a subject and also access to preview curriculum. They appreciate the versatile and robust curriculum and that their students have access to a broad course of study. Parents indicate they appreciate that the school offers a variety of opportunities for high school students and socialization activities for all grade levels. They appreciate that the school rewards students who excel and succeed. They are happy that a group for Spanish-speaking parents exists.	CAVA's area of focus for seeking input for decision making: • Streamline scheduling of classes and assignments to better balance the school day and reduce the feelings of being overwhelmed. • Not enough time for all the responsibilities/tasks of learning coach.  • Reduce emails to parents/learning coaches. • Additional staff and language support to non-English speaking parents.  • Provide additional opportunities for parents and families to connect with school administrators to discuss concerns.   • More opportunities for in-person connections, and social activities including on the weekends and by grade bands.  • More peer-to-peer interaction with ways to connect with other students.  Additional tutoring for students. In response to feedback, the following have/will be implemented:  • A summer plan to engage students, providing interaction and connection for students and families who are continuing with the school, new to the school, and students who need additional academic/SEL support. • Additional opportunities for peer-to-peer interaction/connection in Class Connect (CC) sessions, clubs, and other activities. • Increase in-person events offered to students. • Revised onboarding procedures to support new students and additional support staff to help onboard families.   • Messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.	CAVA has implemented Spanish-speaking parent sessions and continues to send parent communications in both English and Spanish. We are increasing our English Language Development (ELD) program meetings. CAVA provides internet reimbursement for low-income families.	4	4	4	4	5	5	5	5	4	4	4	4	Met		26JUN2023	2023
15636280138131	Heartland Charter	3	Heartland Charter School strives to provide a personalized education to each student. In doing so, teachers and staff are involved in regular, and frequent two-way communication with parents/learning coaches and family members. Regular learning period meetings between teacher, parent/learning coach, and student, provide an organized structure for a strong partnership and allow for the building of trusting and respectful relationships with families. Collaboration and communication between families and staff also occur via school events, field trips, parent advisory committees, and parent education workshops. In addition, regular communications are shared via email, newsletters, school website, social media, and parent meetings. Translation of documents and in meetings is made available as often as needed.	A focus area of improvement will be in ensuring translation so that two-way communication between families and staff is possible and so that parent documents pertaining to the student are accessible and understandable to families. Heartland can also continue to work in building relationships through training/professional development related to establishing and maintaining rapport, professionalism in communication, diversity, and inclusion.	A focus area of improvement will be in ensuring translation so that two-way communication between families and staff is possible and so that parent documents pertaining to the student are accessible and understandable to all families. Heartland can also continue to work in building relationships through training/professional development related to establishing and maintaining rapport, professionalism in communication, diversity, and inclusion.	As a non-classroom based charter school parents are most often the learning coach and are key drivers in education. Heartland’s independent study model is built upon partnering with parents for providing education at home (and within the community). As a result of this model and through the partnership of highly qualified, credentialed teachers, parents and students are well supported in and progress learning outside of a classroom environment. Teachers work with families to select and implement appropriate, grade-level, standards-aligned curriculum that matches the students’ needs and learning style. The director of curriculum has developed a curriculum catalog outlining curricular options to support both teachers and parents with the tools needed to utilize curriculum. Lending librarians and family liaisons also support with helpful information related to curriculum and learning opportunities, such as field trips. in this area, and identify a focus area for improvement, including how the LEA will improve the engagement of underrepresented families. With regards to implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, Heartland has frequent learning period meetings designed to provide time for in-depth conversations regarding student progress as credentialed teachers review student work and update the Assignment Work Record (AWR) to note which state standards have been mastered, which are in progress, and which standards will be addressed in the future, such that progress toward mastery is an ongoing process with frequent monitoring. For high school students, monthly progress reports are shared with parents to allow families and students the opportunity to discuss student progress and ways to work together to support improved student outcomes. Lastly, the STAR 360 benchmark assessment reports for grades TK-12 provide valuable data regarding a student’s progress and facilitate conversation and instructional planning. Via school policies (made public on the school website), information within the Parent Student Handbook, and links and resources on the school website, families are made aware of and understand and exercise their legal rights and advocate for their own students and all students.	One focus area for improvement which is addressed within the LCAP are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Heartland will provide professional learning and support to teachers and principals to improve a school’s capacity to partner with all families, including training on best practices to support the engagement of underrepresented families.	While Heartland has great involvement with parents and students in family learning period meetings each month, Heartland is a young school and is actively seeking to build the capacity of and supporting staff to effectively engage families in advisory groups and with decision-making. Professional development training in 2023-2024 are planned to meet this goal. In addition, Heartland is actively building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. To that end, Heartland has an established English Learner Advisory Committee (ELAC) with several active members and officers who represent EL and RFEP (reclassified fluent English proficient) students. Furthermore, the Title I, Part A Parent Advisory Committee (PAC) has begun to support decision making. Efforts will be made to include underrepresented families via outreach communications (emails, newsletters, social media, etc.).	Heartland continues to make progress in providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community. School board meetings are public meetings and are held in accordance with the Brown Act. Parents are invited to attend. More formally, the ELAC and PAC will continue to be important avenues of communication on policies and programs between parents and staff. The ELAC has been in existence for three years and has allowed for representation of English learners. The further development of the PAC is a focus area for 2023-2024 such that more underrepresented families will be engaged in providing input. Another focus area is Heartland’s goal to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. A parent and family engagement action and corresponding strategies are included in the LCAP to assist with planning for family engagement activities, such as parent education workshops and community events that will draw families across backgrounds, ethnicities, and socioeconomic status.	To increase engagement of underrepresented families, Heartland has hired a parent engagement coordinator to work in conjunction with administrators, coordinators, and family liaisons. The parent engagement coordinator will further implement efforts to gain input from families, especially underrepresented families, to utilize for decision-making related to policies, programs, and family engagement activities.	4	4	4	4	4	4	4	4	4	4	4	3	Met		22JUN2023	2023
15636510000000	McKittrick Elementary	3	From LCAP: Staff at McKittrick are super supportive of students in all areas. 85 % of parents stated their student's are highly confident and enjoy learning because of the relationships they have with the entire staff. The families believe ( 89%) teacher's and staff have a tremendous amount of respect for the children and their families. Open communication and access to campus was another highlight.	The amount of communication per app's. The families would like the campus to text communication for emergencies such as fog delay~ school closure.	We will offer summer school this upcoming summer it will consist of Swim and Stem projects.	According to the surveys close to 90 % of families believe the school and the employees are doing a phenomenal job.	There were zero concerns in this area from the community. The school scored over 85% on everything. The community seems to love the school and the staff.	We will offer summer school with a swim and stem focus.	Open door policy, Mentor, input from staff and families. New administration.	being more receptive to community and staff input.	We are looking into after school programs for tutoring, classes open during lunch and before school for student assistance.	4	5	4	4	4	4	4	4	4	4	4	4	Met		30JUN2023	2023
15636690000000	Midway Elementary	3	N/A	N/A	The district has developed a welcoming culture for all our families. We encourage all our parents to volunteer when possible and invite them to all our school events throughout the year. Parent engagement has trended upward in the last five years, with many feeling they are valuable to our student's successes.  Our staff meets weekly for professional development and team building.  Certificated staff are encouraged to reach out to families to support students best academically, mentally well-being, and behaviorally.	Teachers accept daily phone calls and emails to keep communication open to student needs and intervention.  We also have web-based sites that support parents with information on student grades and textbook resources.   The school is also working towards having access to Board Policies via the school website in the coming year.  The superintendent attends meetings on building partnerships with stakeholders through Kern County Superintendents of Schools monthly meetings.  Parent rights and responsibilities are posted in English and Spanish on the School Website.	N/A	N/A	N/A	The school uses parent and community meetings to discuss LCAP goals and actions. This allows for input from a diverse group.  Parents are also encouraged to attend parent volunteer meetings to develop and support events.  These meetings are sent out via text, phone calls, and through monthly calendars that capture all families. Parent surveys are administered annually and allow for input for continued improvement.	N/A	5	5	5	5	5	5	5	5	5	5	5	5	Met		20JUN2023	2023
15636770000000	Mojave Unified	3	In our most recent parent survey, 62.4% of parents felt encouraged to share their input with school staff, and 60.4% of parents felt informed about important issues and events. This is an area that the Mojave Unified School District has continued to strengthen with the expansion of community engagement events (back to school bash, literacy nights, etc.).	Our 2nd LCAP goal emphasizes this area: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.” This is an area that the Mojave Unified School District will continue to strengthen with the expansion of LCAP stakeholder feedback opportunities, the creation of new advisory councils, and the addition of staffing to assist with educational partnerships.	Focus groups will be established to better understand how we can meet the needs of our students and families. Additionally, we continue to offer multiple opportunities for parents to engage in meaningful communication with educators. This includes traditional methods (parent teacher conferences, meetings, office hours, phone calls, emails, etc.), and also different electronic avenues (Facebook, Parent Portal, Class Dojo, Remind101, websites, In-Touch K12, a new app-based parent portal, etc.).	The Mojave Unified School District prioritizes the building of partnerships for student outcomes. Progress in this area is revealed by annual LCAP parent surveys, which show that a majority of parents have indicated that they felt invited to give their input and participate in the decision making process. However, this is still an area in need of continued improvement.	To further improve in this area, our LCAP has funds dedicated to:  providing professional development to employees on involving parents in the educational process;  expanding the participation of parent volunteers by exploring methods of reducing cost prohibitive barriers; increasing community outreach efforts; coordinating input opportunities for community groups and organizations in order magnify outcomes; organizing frequent opportunities for community participation in the development of the LCAP; and, utilizing social media, surveys and other communication resources to actively seek stakeholder feedback and organize community outreach activities.	The 2023-2024 LCAP includes new actions to improve engagement of underrepresented families in relation to building relationships--primarily, the creation of focus groups to more deeply understand and remove barriers.	In our most recent LCAP parent survey, 64.2 % of respondents felt encouraged to share their concerns and input with school staff. Although this is an area that has increased in recent years, the Mojave Unified School District acknowledges the critical importance of improving in this area.	To help facilitate this improvement, multiple opportunities are established to engage all student groups:  Eight LCAP community forum meetings are held throughout the school year, both in Mojave and in California City; Multiple advisory meetings are also conducted to engage parents in the planning process and get input for LCAP development; LCAP surveys are available to all parents, as well as students and staff; Quarterly ELAC and School Site Council meetings are held at the site-level; LCAP presentations/updates to the board are delivered with opportunities for input/questions; and PIQE Programs are offered at all levels.	Our 2nd LCAP goal emphasizes this area: “Increase the level of student engagement and the level of school connectedness among pupils, staff, and families.”  As part of that goal, the following actions outline essential steps to be taken to improve this area: Action 1 (Parent Engagement) Action 3A&B (Increased Parent Participation) Action 4 (Parent Volunteers) Action 5 (SPED Parent Involvement)  Action 8A&B (Cultural Awareness) Action 17 (Educational Partnerships)	3	3	3	4	3	3	3	4	3	3	3	3	Met		29JUN2023	2023
15636850000000	Muroc Joint Unified	3	Muroc Joint Unified School District engages parents with quarterly surveys. The data from the surveys were compiled  and used to complete the self-reflection tool. Quarterly engagement will allow the district to identify areas of concerns  and prioritize initiatives based off of stakeholders feedback. In addition to quarterly surveys, Muroc Joint Unified  School District will provide weekly update videos driven by the surveys. This will ensure the district is engaging in 2- way communication between families and educators. Muroc Joint Unified School District will continue to build upon  this initiative and push for diverse stakeholder feedback. Each school site does a weekly update to their specific community. Muroc JUSD has made it a priority of hiring additional staff to address the needs of our students and families.	Muroc JUSD will focus on increasing the number of educational partners who watch the weekly videos and access information regarding the district and schools. Muroc JUSD is prioritizing our focus on the changing demographics of our communities.	Muroc JUSD will continue to offer venues and opportunities for underrepresented families and build relationships with families including doing more home visits.	Muroc Joint Unified School District will look to provide a more comprehensive and targeted  professional development series for the 2023-2024 school year. The district has created additional professional  development days in the master calendar to implement these changes.	An area of focus would be to continue with planning and implementation of a Multi-Tiered Systems of Support, Positive Behavioral Interventions and Supports, and standards based grading.	To improve the engagement of underrepresented families, Muroc Joint Unified School District will look to provide  more outreach in the form of workshops for parents. Muroc JUSD has made it a priority of hiring additional staff to address the needs of our students and underrepresented families. This initiative will be articulated in the LCAP.	Muroc Joint Unified School District engages parents with quarterly surveys. The data from the surveys were compiled  and used to complete the self-reflection tool. Quarterly engagement will allow the district to identify areas of concerns  and prioritize initiatives based off of stakeholders feedback. In addition to quarterly surveys, Muroc Joint Unified School  District will provide weekly update videos driven by the surveys. This will ensure the district is engaging in 2-way  communication between families and educators.	Muroc Joint Unified School District will continue to build upon this  initiative and push for diverse stakeholder feedback. Muroc Joint Unified School District created multiple task forces  that included the following stakeholders: teachers, Collective Bargaining Units, administrators, principals, classified  staff, and parents. These meetings were used to engage with a diverse group and make decisions as a team.	A focus area would be to increase participation with students. Muroc JUSD will do semi annual student surveys on student connectedness. Muroc JUSD will use this data to improve student engagement at the schools and to reduce chronic absenteeism.	4	4	3	4	3	4	4	4	4	4	4	4	Met		26JUN2023	2023
15636930000000	Norris Elementary	3	In order for students to be successful, school personnel and families must work as partners to provide a positive learning environment and eliminate barriers. According to the Parent Survey, which was administered in October 2022, 96.2% of parents feel that the district values them as partners in their child's education. The district views parents/guardians as a critical component in student achievement and success. Although student learning primarily takes place within the classroom, it must be reinforced and supported at home for many students to achieve mastery. Parent conferences are conducted for every student, regardless of academic progress, within the first quarter of the school year. This is a time for teachers and parents to connect and discuss areas of strengths and concerns surrounding the whole student, not just academics. Many times, this is not the first contact the parents and teacher have had so it is often an opportunity to revisit things discussed previously. Conferences are a time for offering clarity regarding expectations and goals for each student throughout the remainder of the school year.	Although we believe the district, as well as the individual school sites, effectively establish partnerships with families, we continue to strive for improvement. Our focus is to improve parent access to resources on the district and school websites as well as to improve two-way communication. We serve a community that relies heavily on technology for information and communication. It is important that we keep information current and provide as many resources as possible via the websites. The district and school websites are often the first place the community goes for information so it is critical that they are a reliable resource. In addition to making sure the websites are updated regularly, it is necessary to promote the resources available through the use of newsletters, marquees, and announcements. This process is also made more efficient with the implementation of Parent Square.	We are continuing to utilize Parent Square as a communication platform that makes information more accessible for all families but most specifically for the families of English learners. Through the use of this platform, we hope to further increase parent and family engagement and give families an efficient way to communicate with district staff.	The Norris School District takes pride in the fact that we have a high rate of parent participation. According to the Parent Survey, which was administered in October 2022, 98.9%% of parents feel welcome when they visit their child's school. The district and school sites encourage parent participation to the fullest extent. Multiple means of communication are used to solicit parent participation in the day to day activities of the classroom as well as with larger school events. Even parents who work full-time and are unable to volunteer during the regular school day are given opportunities to provide support from home and participate beyond school hours. The strong ties developed between the school and its families are integral to every student's success.	One of the areas we continue to focus on as a district is having teachers initiate positive contacts with parents regarding student achievement and behaviors. It is important that both the challenges and successes of our students are being communicated to parents on a regular basis. By focusing on making positive contacts and establishing trusting relationships with parents, it makes the more difficult conversations easier to have if and when necessary. The ultimate goal is for all of our students to be supported academically and socio-emotionally so they can be successful in every aspect of life.	This is another area where utilizing Parent Square will be beneficial for underrepresented families. Teachers and staff will have the ability to send messages in a student's home language making the information more accessible for families. The platform will allow for quick and easy two-way communication, therefore, increasing the frequency of contact and the opportunity to quickly address any concerns or share successes.	Based on the Parent Survey, which was administered in October 2022, 85.7% of parents/guardians believe the district provides a variety of opportunities to contribute to decisions in our school/district through surveys and advisory groups. The district gathers this information in various different ways through educational partner meetings that are held throughout the year. Each LCAP goal is presented during the educational partner meetings along with a summary of the actions included within the goal. After these are shared, parents are encouraged to share their input and opinions regarding the goals and actions and whether they perceive them as effective and appropriate or if there should be changes. The educational partner groups that include parents as participants are Parent Teacher Club, English Language Advisory Committee (site and district), District Advisory Committee, and School Site Councils. All of these avenues provide parents/guardians with opportunities to provide input and feedback. The district and school sites use multiple methods to encourage participation in these committees so we can glean input from a variety of sources.	We will continue to solicit parent participation in decision-making to the fullest extent possible. Parent input is a valuable factor in determining what is best for students. Making parents aware of the simple ways (i.e. Educational Partner Feedback Form) they can provide input and feedback is essential to including families in the process. Transparency and awareness will be a primary focus.	Although we encourage involvement from multiple angles, it is often difficult to get parent participation in these committees and meetings, especially with our underrepresented families. One barrier that we believe affects attendance is that many of these meetings take place during the workday when it is difficult for people to get away. Moving forward, we are focusing on offering more evening opportunities as it is often more feasible for families to attend at that time. In addition, providing activities for children during the meetings so parents do not have to secure child care will increase attendance. There is also potential to offer virtual attendance at these meetings giving families flexibility in how they participate. The district prioritizes involving parents in the decision making process and want to ensure families feel they have ample opportunity to participate in these educational partner meetings.	5	5	4	4	5	4	5	5	5	5	4	5	Met		15JUN2023	2023
15637190000000	Pond Union Elementary	3	Pond has a welcoming school climate. Our families feel safe to discuss any concerns and needs that they might have to the school staff. Pond also offers a variety of parent classes to help families engage with their child holistically, both academically and emotionally.	While Pond offers many opportunities for families to attend professional development, there is a low attendance rate. Pond desires to see an increase of attendance in the number of parents attending parent/familie professional development.	Pond will improve engagement of underrepresented families by ensuring that all languages are provided for all families. Moreover, Pond desires to understand the individual cultures and goals for our underrepresented families by providing more opportunities for families to provide feedback to the school staff.	Pond has an open communication between families and staff in order to engage both partners in understanding, improving, and increasing student outcomes.	Pond continues to improve its multi-tiered systems of support so that school staff and families can better determine and support the needs of all of our students.	Pond will improve engagement of underrepresented families by increasing the number of family workshops that specifically target the needs of our underrepresented families and their children.	Pond has several groups, such as our School Site Council and ELAC, so that families and all educational partners can be involve in decision making. All families were given opportunties to choose whom they want as a representative in these decision making committees.	Pond desires to improve the number of inputs from our educational partners, specifically our families, when sending out school-wide surveys for decision making.	Pond will improve engagement of underrepresented families by ensuring that they are represented within each of the school committees, and translations are provided for these underrepresented families.	3	4	3	3	2	3	4	3	3	3	3	3	Met		27JUN2023	2023
15637500000000	Rosedale Union Elementary	3	Based on the analysis of educational partner input and local data, our current strengths in Building Relationships Between School Staff and Families are:  Families feel supported by their child’s school Schools are welcoming There are opportunities to contribute to decisions and stakeholders are made aware of the opportunities Regular Communication (once a week or more) Families report their students look forward to attending school Schools are environments in which students and staff treat each other with respect Schools effectively address discipline issues Schools effectively address attendance Schools value parents as partners	Based on the analysis of educational partner input and local data, the Rosedale Union School District will continue focusing on building positive and inclusive relationships between school staff and families through the planning and implementation of family and community events, opportunities to become involved and provide input and feedback and regular communication.	Based on the analysis of educational partner input and local data, the Rosedale Union School District will provide resource and informational materials in both English and Spanish, plan and communicate family and community events and invite underrepresented families through multiple means of communication.	Our current strengths and progress in Building Partnerships for Student Outcomes are: Schools have set high academic standards Students receive a high quality education Students work assignments are grade-level appropriate	Based on the analysis of educational partner input and local data, the Rosedale Union School District will continue and expand upon student empathy interviews and focus groups to amplify student voice.	Based on the analysis of educational partner input and local data, the Rosedale Union School District will specifically and intentionally engage and communicate with underrepresented families to build better partnerships for student outcomes. This will include planning and implementing family and community events at times that allow participation, communicating by a variety of means including through personal contact.	Based on partner input and local data, our current strengths and progress in Seeking Input for Decision-Making are: Communication about opportunities to contribute to decisions through regularly, timely communications sent from school site level and the district.  Community members are actively engaged in PTC, School Site Concil, District Advisory, and multiple opportunities for participation. Families are valued as partners	Based on the analysis of educational partner input and local data, the Rosedale Union School district will work to improve the engagement and participation of underrepresented families for input and decision-making.	Based on the alaysis of educational partner input and local data, the Rosedale Union School district will seek diverse representation and participation in the Input and Decision-Making process through direct contact and communication with families representing all student groups, including underrepresented families. We will inform and engage with families to make the process known, inviting and welcome and seek their input.	5	3	4	4	4	4	5	4	4	4	4	4	Met		13JUN2023	2023
15637680000000	Semitropic Elementary	3	Surveying all stakeholders showed that students, staff, and families feel safe and welcome at Semitropic (92% agree). We have worked hard to offer more family activities both during and after school hours. We have a larger amount of parents who attend and who contact school when needed. We have developed several means of communication with our partners to help keep everyone informed of the daily happenings on campus.	Semitropic would like to focus not only on continuing to build our partner relationships, but to have some of our parents more involved in our decision making. Many parents are now coming to school and getting involved in the activities, we would like to see those parents now take an interest in the decision making of the school so they can help guide us in the direction best suited for their children.	With the help of our school community coordinator we are working to connect more families with outside agencies as needed. Parents have expressed they would like to know more about the resources available.	Teachers have access to several data software that has successfully helped to disseminate student progress in a meaningful productive manner. In turn they have begun distributing that information to parents so parents are fully aware of their child's successes.	Teachers are working with our coaches on properly scaffolding instruction to meet the specific needs of each student based of the data presented.	School staff will continue to focus on our underrepresented families. Our hope is to be able to provide meaningful information to families that will ensure improved attendance and improved academic success.	Semitropic does a thorough job of seeking input from our stakeholders. We use a variety of platforms and events to best get input for decision making.	When asked, stakeholders feel they are part of the decision making process at Semitropic (89% agree). Survey's as well as discussions are made available to seek input.	While semitropic feels they get stakeholder input at a higher percentage than a few years ago, we would like to continue to improve our  input from parents.	4	5	4	5	3	3	4	3	3	3	3	3	Met		22JUN2023	2023
15637760000000	Southern Kern Unified	3	The District included a wide range of stakeholders in the self reflection process. This included the LCAP Committee, which consists of teachers, administrators, and classified employees.  In the 2022-23 California School Parent Survey: 83% of respondents had attended a general school meeting 81% of respondents had attended a parent teacher conference 82% of respondents agreed that school staff treat parents with respect. 75% of respondents agreed that the school promptly responds to my phone calls, messages, or emails 79% of respondents agreed that the schools let them know how their child is doing in school between report cards 78% of respondents agreed that school keeps them well informed about school activities  The District is providing professional learning and support to teachers and principals to improve a school’s capacity to build relationships with families. This is done through Capturing Kids’ Hearts training, which includes developing relationships with families. About 100 faculty and staff members have been trained in CKH.  SKUSD has a lot of strengths in communicating with families. The District has a new, modern website that we keep updated with postings about upcoming events. The school sites sent out monthly newsletters. The school and district send out phone, email and text messages regularly. The schools and district post information to the district Facebook page, and also communicate with families via Twitter. Parents and guardians can keep informed of their students’ learning through the Aeries portal.  For the 2022-23 school year, the District has opened a Parent/Community Center. The Parent/Community Center provides mental health resources to families, and serves as a hub for community resources. The Center provides technology access for families. It also hosts parent workshops and informational meetings. The District will use the Center for a variety of family events and training. The Parent/Community Center is open three days a week.  The District has partnered with the Parent Institute for Quality Education (PIQE), beginning in the fall of 2023. PIQE will work with the school sites to provide parent workshops. Topics include college applications, college funding, monitoring students’ academic progress, and increasing parent engagement.	In spring 2023, the District administered an LCAP survey to the entire school community in English and in Spanish. There were 368 respondents. Suggestions for improving family engagement included: ? Make the volunteer process easier ? Text messages rather than phone messages ? Make it easier and cheaper for parents to do a LiveScan ? Better, timelier notification for events ? Better marketing for athletic events ? Offer school events after work hours  The district will focus on the areas listed above. In addition, the District has adopted a new communications platform that emphasizes text messaging and two-way communication. The District will offer free LiveScans to all parent volunteers.	To facilitate engagement with underrepresented families, the District will provide a translator at all school events. The school sites will increase the number of family events with topics that are relevant to families. All communications are sent to families in their native language. The new Parent/Community Center will help underrepresented families to engage with the District and with the community.  Each of our six school sites received California Community Schools Partnership Program (CCSPP) Grant funds. Each site has a committee that will determine how to use the funds to meet the needs of underrepresented families, and encourage engagement with the community and families. The CCSPP grant will promote family resources and services.	The District has many strengths when it comes to building partnerships for student outcomes. The District does a good job of providing families with information and resources to support student learning and development in the home. Every student in grades 4-12 is issued a Chromebook to take home. Students use their Chromebook to engage with digital curriculum in all core subjects. Students use a variety of applications for productivity, research, communication, creativity, personalized academic support, and a digital library. This includes Google Classrooms, which enables families to view their students’ assignments. Families also use the Aeries Portal to monitor their students’ academic performance and progress.  The District provides professional learning and support to teachers and principals to improve the schools’ capacity to partner with families. This is done through professional development in Capturing Kids Hearts, Hope Squad, and Character Strong.  The District has Implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This includes parent teacher conferences, IEP meetings, SST meetings, and 504 meetings, and back to school night.  The District has a strong Professional Learning Community model of collaboration for teachers to work together to plan and provide best instructional practices. This work also includes collaborating with families to support student learning.  Each school in the District is an AVID school. The AVID framework includes four pillars, including AVID Schoolwide Culture. This covers family and community involvement, student leadership, and students meeting college readiness requirements.	The District administered the California School Parent Survey in the fall of 2022. There were 433 respondents to the survey. The results of the survey showed the District is having success in partnering with its educational partners for student outcomes. For instance: 76% of respondents strongly agreed or agreed that the school encourages me to be an active partner with the school in educating my child.  82% of respondents strongly agreed or agreed that school staff treat parents with respect.  77% of respondents strongly agreed or agreed that teachers communicate with parents about what students are expected to learn in class.  One area for improvement is: School actively seeks the input of parents before making important decisions. 56% of respondents strongly agreed or agreed. The District and school sites will focus on building up our School Site Councils, ELAC Committees, District Advisory Council (DAC), PTAs, and DELAC. We will promote more parent participation in these committees. We will ensure that the committees are involved in the decision making process at the school sites and at the district level.	SKUSD encourages participation from all parents, including underrepresented families. SKUSD translates communications into the families’ native languages. SKUSD provides needed school supplies for students. SKUSD will improve engagement of underrepresented families by adjusting meeting times and locations to meet families’ scheduling needs, and utilizing virtual options.  The District has partnered with the Parent Institute for Quality Education to support the families of underrepresented students. PIQE will promote parent leadership and will strengthen parent collaboration with the schools.	The District and its schools have numerous strengths with regards to seeking input for decision making. Each school site holds approximately eight school site council meetings annually. The school site council members work with the school site administrators to develop and implement the School Plans for Student Achievement.  The District’s LCAP Committee meets twice monthly to develop the LCAP. The feedback from the LCAP Committee informs the LCAP. The District holds regular DELAC meetings. The District conducts numerous surveys that collect input from the school community. The surveys are in English and Spanish. The District uses the data collected from these surveys to plan school programs and to inform the LCAP. The District Advisory Council (DAC) meets monthly to provide input into the District’s programs. Each school site holds a Title I meeting at the beginning of the year.	In the 2022-23 California School Parent Survey, on the question, “School actively seeks the input of parents before making important decisions,” 56% of parents agreed or strongly agreed. In the same survey, only 8% of parents indicated that they had served on a school committee. This is an area of needed growth.  The District will focus on clearly communicating with families regarding their various opportunities to have input into the District’s programs. We believe the opportunities for input are there, but we need to do a better job of communicating with families about the opportunities for meaningful input that are available to them.  The Parent Community Center provides a place for parents to meet, and to provide input into the schools’ programs.	We will continue to improve engagement of underrepresented families in relation to seeking input for decision making. Opportunities to provide input will include school site council meetings, LCAP Committee, DAC, DELAC, ELAC, and surveys. Communications are automatically translated into the families’ native language. Surveys are translated into Spanish.	3	3	3	4	3	3	3	3	3	3	3	3	Met		21JUN2023	2023
15637840000000	South Fork Union	3	South Fork Union Elementary has a full time School Psychologist and Social Worker who are engaged with students and families daily.	South Fork Union Elementary uses a variety of communication techniques to keep the school staff and families connected. Surveys help narrow the focus and work on improvement.	We have trained a new Representative for outreach.	Our goal is to share every student's reading level and math level with each student and parent this year.	Working with parents we will target individual growth goals in reading and mathematics.	We are working towards hiring a family advocate who can reach out on a daily basis to families.	South Fork Union has a strong Parent, Teacher Club.  South Fork Union has a School Site Council and District Advisory Council.	The use of Surveys as well as soliciting collaborative input in a variety of meeting settings.	We will solicit targeted individuals for direct connection and engagement.	3	4	3	4	3	3	3	3	4	3	3	4	Met		08JUN2023	2023
15637920000000	Standard Elementary	3	Strengths include the following; PTA meetings, School Site Council meetings, District Advisory Committee, District English Language Committee, Site English Language Committee, Parent training meetings, Title I parent meeting. Thrillshare, Twitter, Facebook, District and Site Web pages, school newsletters, district informational mailers, phone calls, digital phone apps such as DoJo and Remind, Infinite Campus Parent Portal for two way communication. The district also focused on trauma informed care and restorative practices with a district wide professional development day devoted to the topic.	Our focus area for improvement is a continual effort to find effective ways to engage parent participation at the district and site level. We continue to measure parent participation in our student information system, Infinite Campus Parent Portal, and parent attendance at school events.	Administration regularly gathers input and reviews the plan goals with multiple stakeholders, as we have now for the last six years. Our stakeholders view this as a continuous improvement process and look forward each year for the opportunity to provide input to the administration and Board to discuss and consider. Stakeholder groups vary in structure and size, from focus groups discussing barriers to learning, to staff groups generating data on the success of new programs, to working groups prioritizing lists of suggested programs and services for continued improvement. This collaborative process brought additional suggestions for improvement and an evaluation of plan’s goals and actions. All input is considered and discussed at a Saturday community workshop, and has resulted in new proposals that are added to the annual LCAP. The district invites community partners and families to various meeting formats periodically.	The district has full time employees dedicated to family and community engagement work.  These positions actively seek out opportunities to interact with families through phone calls, home visits, and invitations to events.  They concentrate the bulk of their work on removing barriers that prevent students from academic success.	The district will focus on Title 1 families and prioritize resources and support for students coming from economically disadvantaged backgrounds.  This included additional academic assistance, no-cost meals, and extended school day with extracurricular activities.	The districts initial success with a singular Family and Community Engagement (FACE) facilitator at the district level has resulted in the hiring and staffing of a FACE at each school site.  In addition, the district has hired a Community Schools Coordinator to oversee community partnerships that will provide more accessible resources directly to our families.	Strengths include the following; PTA meetings, School Site Council meetings, District Advisory Committee, District English Language Committee, Site English Language Committee, Parent training meetings, Title I parent meeting.	A focus area of continued improvement is to maximize efforts to communicate and engage underrepresented families.	Morning one-on-one meetings with the superintendent offer parents a valuable opportunity to voice their concerns, ask questions, and establish a direct line of communication with school leadership. This personalized interaction conveys a sense of importance and inclusivity, making parents feel valued and heard in their child's educational journey. On the other hand, fun interactive family nights provide an engaging platform for parents to bond with their children and connect with other families in a relaxed, enjoyable setting. These events foster a sense of community and strengthen the parent-school relationship, ultimately motivating parents to become more actively involved in their child's education.	5	5	4	5	4	5	5	4	5	5	5	4	Met		27JUN2023	2023
15638000000000	Taft City	3	The Taft City School District (TCSD) has a strong and thriving Migrant Education program as well as an afterschool programs which are filled to the brim at all school sites. TCSD strives to build stronger partnerships between school staff and families. Taft City School District continues to plan ways to involve parents through the implementation of programs, activities and procedures that promote learning and provide support for academic achievement. This includes holding Student Success Collaboratives that not only show parents how to support their child's learning and build capacity, but provide a tool for future reference. Additionally, the district holds regular Parent Advisory Committee Meetings, District English Learner Advisory Committee Meetings, English Learner Advisory Committee Meetings, and School Site Councils with provisions made to make content accessible to the parents of students who are English Learners, Homeless, White, Hispanic, and Socioeconomically Disadvantaged.	TCSD focus area for improving relationships between school staff and families is communication. TCSD is implementing a new multi-media communication system and process which allows two way communication through multimedia and multilingual sources.	TCSD is committed to improving the engagement of underrepresented families through the implementation a series of events and opportunities to engage, interact and support parents and families during the 2023-2024 school year. Eight parent engagement night are scheduled throughout the 2023-2024 school year at two school site. Flyers and communications promoting the parent engagement sessions are in multiple languages.	TCSD provides assistance to our families in understanding academic expectations through several strategies including conferences, daily communications and check-ins, meeting requests, and parent engagement events. These strategies address various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided during Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provide valuable information regarding how to best support our families in continuing to be involved at high levels. Information is posted on the district and school websites. Annual surveys for educational partners are given throughout the year.	LEA focus areas for improvement in building partnerships for student outcomes is increasing student attendance. Through a Continuous Improvement Process a Problem of Practice was identified under the guidance of the Kern County Office of Education and action plan developed that includes improving student attendance through increase communication with parents and messaging stating students need to be in school every day unless ill. Increased student attendance provide increased opportunities for learning.	Participation from all parents is solicited, including the engagement of underrepresented families. TCSD translates communications and documents to make information more accessible to our bilingual families. TCSD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and providing translators.	Referring to TCSD Board Policy and Administrative Regulation 6020, TCSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, TCSD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education. TCSD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled events such as ELAC, DELAC, SSC, Parent Association meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. TCSD communicates with families on an annual basis regarding the TCSD Parent Involvement Policy at the beginning of each school year. The policy is included in the TCSD Registration Handbook and available on each school sites webpage.	TCSD increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. TCSD standardized, district wide, a list of parent engagement minimum events to host at each school site annually in which parent input for decision making is sought.	TCSD ensures ALL families receive communications and invitations to participate on committees, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families. TCSD closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. TCSD has seen an increase in student absences as a lingering impact of students staying at home during the pandemic and will focus on improving efforts to communicate with and engage students and families.	5	5	5	5	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
15638180000000	Taft Union High	3	The district and school sites have worked to encourage parents to be a part of the School Site Council and DELAC meetings.  We have a great group of parents at these meetings who continue to provide feedback on what is going well and where there is room for improvement.  The strengths reported included the amount of information that went out of teachers and school sites to keep parents informed about grades, events, and activities.  The parents reported the use of social media and Parent Square was very helpful in strengthening the relationship and keeping parents informed.  Parent Square also provides an automatic translation feature that is helpful for parents, teachers, counselors, coaches, etc. to communicate effectively and efficiently.  Athletics is another area where parents and staff build relationships since the majority of our coaches are teachers and employees of the district.  Events such as Wildcat to Watch are fun ways for parents to join their students and hear teachers talk about how the students have been successful in their classes.	Families continue to ask for additional information, especially when it comes to colleges.  Additional information on our webpage along with the information being sent to parents and students has been requested.  Parent Square allows parents to receive a digest version of all the information sent that day and have it sent at a specific time of the parents choosing is helpful, but showing parents how to set that option continues to be a need.	The District will continue to build on recent successes with the continued use of Parent Square and social media.  In addition to sending college information to students only, we will also include parents in the future.  The website is always a work in progress to make information current and to keep it simple for parents to locate.  Meeting times will continually be carefully planned to try and accommodate working parents and postcards are sent to parents for the DELAC meeting with the agenda topics to encourage participation.  We will continue to provide translation services at meetings to encourage parents to attend and provide translation.	The District has worked to increase partnerships with parents to understand high school requirements for graduation, A-G requirements as well as CTE certifications.  Counselor meetings with parents and students are reinforced annually with students and parents tracking graduation requirements.  Parents are also encouraged to partner with teachers in following along with student academic progress throughout the school year.  Parents are given access to monitor student progress, grades, and assignments throughout the semester and teachers frequently use Parent Square to communicate progress to parents.	As a smaller community, we are fortunate to have great relationships between school staff and families.  Families are often relatives, neighbors, co-workers, former classmates, etc. with school staff.  We continue to work on breaking down cultural and language barriers to build even better relationships between families and school staff.	Planning meetings and advisory committees with enough advanced notice and at convenient times for parents,  especially our underrepresented families will be helpful.    Continue to teach staff about Parent Square and educate parents on how to use the system to reach out to the school and teachers.	The OilTech Academy program with parents and students at quarterly meetings where they engage with the parents.  They also meet with mentors who are members of the community.  Our Career Technology Education programs do yearly advisory meetings with parents and members of the public.  Our School Site Council and DELAC groups meet at least quarterly and are comprised of staff, parents, and students who share in decision-making.	Educational partners suggested translating all information being presented at meetings and sending reminders about meetings ahead of time to parents.  This would encourage participation and will also be very helpful in seeking input.	The district recently adopted the Panorama Education Survey Platform was purchased and we worked to find surveys that would help the District identify areas where we can improve.  A cycle of surveys was created to gather input from families, students, and staff.  This information is compared to previous years to monitor progress.  Advisory groups continue to grow in popularity and are well attended on campus as is District English Learner Advisory Committee and School Site Council and surveys are given with presentations and opportunities for feedback at local club meetings such as Kiwanis, Rotary, and Soroptimist.	5	4	5	4	4	4	3	3	4	4	3	3	Met		12JUN2023	2023
15638260000000	Tehachapi Unified	3	Key findings from the LCAP Parent Survey include the following: of the 185 parent responses 75% of respondents reported that they feel welcome when visiting their student's school campus, 60% identified that their family's culture is valued by the school, 85% of families reported that they have a trusted relationship with their student's school and feel respected when interacting with school personnel, 65% reported that they have good communication between the home and school, and 62% of respondents reported that two-way communication between families and the school is a strength. In three areas, TUSD moved from a rating of a 4 to a 5.	TUSD families provided positive ratings in all areas, however, developing the capacity of school staff to build trusting and respectful relationships with families was the lowest-rated area. This continues to be an area of focus for TUSD. TUSD began a robust professional development plan in August of 2022 and will continue with professional development in this area for the 23/24 school year. TUSD has implemented the tenets of Capturing Kids Hearts to focus on building strong positive relationships with students and families.	TUSD's schools offered multiple opportunities throughout the school year to have families participate in activities on the school campus to increase the engagement of underrepresented families. Family events included: workshops, math night, parent university nights, Back to School Night, Open House, and training on college and career expectations. Tehachapi High School offers parent workshops on A-G requirements. Parent resources are provided to assist parents in monitoring their child's progress in AERIES. Educational Partners are invited to give their input by participating in the Superintendent's Parent Advisory Committee, Citizens Task Force, Parent Teacher Organization President's meetings, School Site Council, Sipping with the Supe, Superintendent Dialogue, Facilities Advisory Committee, DELAC, and ELAC.   TUSD will continue to work on developing parent engagement at our three Title 1 schools through family academic nights, parent compacts, and parent involvement in Title 1 meetings.	Key findings from the LCAP Parent Survey include the following: 85% of respondents reported that their student's school has solicited input from parents when making decisions to improve the school's capacity to partner with families, 73.4% of respondents communicated that they have been made aware of their legal rights as a parent when making decisions regarding their student, and 87.6% of respondents communicated that they have the information and resources to help their student.	TUSD has added additional programs for students to have continual school engagement outside of school hours and during the summer break. Additionally, TUSD experienced a tremendously high participation rate during family engagement events and plans to continue to offer those events during the 23/24 school year.	TUSD was creative in how family nights were provided and saw a significant increase in participation from underrepresented families. TUSD will continue to utilize student participation in family engagement events in order to maintain participation levels.	Key findings from the LCAP Parent Survey include the following: 84.5% of families have been invited to participate in parent groups to engage in decision-making and to provide input to the school.	TUSD has assigned a school social worker to each school site to provide support to families of underrepresented students. Increased administrative support for School Site Council meetings is being provided this year. Additionally, TUSD has monthly District English Language Advisory Committee (DELAC) meetings offered for parents of English learners. TUSD implements multiple district parent advisory groups that increase the opportunities for parents to provide input, these groups include Sipping with the Supe, Citizen Task  Force, Parent Teacher Organization Presidents, Facilities Task Force, and the Superintendent's Parent Advisory Council.	TUSD will continue to use Parentsquare, email, flyers, and phone calls to provide parents with adequate notice of parent advisory meetings and meeting in which parents can provide input. Provide child care to families, give virtual and in-person options, and host meetings at various times to remove barriers for families in having the opportunity to provide input. TUSD will continue to solicit input from families through the use of digital surveys.	4	5	5	5	5	5	4	5	5	5	5	5	Met		27JUN2023	2023
15638340000000	Vineland Elementary	3	The Districts strengths according to Parent Surveys, in regards to  Building Relationships between the school staff and families, indicate that the families appreciate the staff's help in assisting their students with an education. Parental Support and Appreciation is noted as a strength. Communication is a key factor with the District and the schools, delivering over 45,000 message to the parents per year, utilizing our School-Wise Robo calling system/texts to parents. Communication is also provided personally by having TWO parent conferences per year that provides on-going monitoring, evaluation, and communication with parents. Progress includes the initial implementation of our Parent Resource Center providing opportunities for the parents to be involved in their child's education. The Parent Center also providing other resources such as classes, washer machines, clothing, and food assistance for our families. Parent surveys indicated that 87% of parents indicated that the LEA/school values parents as important partners in their child's education and parents have opportunities to take part in decisions made within the school and district.	Based on input and local data, VSD will focus on the following areas to improve Building Relationships between School Staff and Families. 1. Communicate with families in a TIMELY Manner. 2. Frequent two way Communication. 3. More opportunities to engage with the staff. 4. More platforms of communication.	VSD will improve engagement of unrepresented families by providing more opportunities for these families to participate and engage is the decision making process. The LEA will also be cognizant of the working parents schedule and time restrictions by keeping all meeting at one hour maximum.	VSD has implemented Professional Learning Communities which focuses on Student Learning.  The  professional learning communities are committed  to ensuring that students learn, a culture of collaboration, and a focus on results.  VSD continues to empower teachers by providing effective teacher education. This includes programs, policies, procedures, and provision designed to equip teachers with the knowledge, attitudes, behaviors, approaches, methodologies and skills they require to perform their tasks effectively in the classroom, school, and wider community.	Educational Partner data indicated that there is still a need to provide parents with the educational resources to assist their children at home. Research shows that parent engagement in schools is closely linked to better student behavior, higher academic achievement, and enhanced social skills. VSD will focus on Parent Education by utilizing our Parent Center to provide assistance, classes, and workshops, to families.	VSD must improve in the area of Communication and Parent Education.  Strong relationships with families are built on successful communication. Families will communicate their needs to you, and in turn, you can communicate what resources and supports are available. Providing family and child information and knowledge is a critical piece of our work as a teacher, school, and district. In the same way, sharing information with families about their children and their development can improve or harm the partnership between home and school.  Parent Education goal is to empower parents with the knowledge and skills to assist their children through the educational process. This will include prioritizing equity, family and community assets, and collaboration among key partners. The desired outcome is to build a stronger foundation for building partnerships for student outcomes.	Parent Surveys indicated that 87% of Parents agreed that the LEA seek input for decision making. Strengths include; 1. High attendance rate for School Site Council/ELAC 2 High attendance rate for Migrant Parent Advisory Council. 3. Parent Conference Participation Rate. 4. 100% attendance rate for IEP Meetings. 5. Title One Meeting/Back to School. 6. Community School Committee 7. Bond Committee. 8. LCAP Meetings 9. Surveys	VSD will continue to provide many and varied opportunities for all educational partners in seeking input for decision making.  Areas of focus include: 1. Focus Groups 2. Surveys 3. Committees 4. Advisory Boards 5. Open/informal conversations	The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by communicating and offering these families MORE opportunities for engagement in languages and formats in their comfort zone. Also, to closely examine when the families are available, days, times, and locations, that are most convenient.	4	4	4	4	4	3	4	3	4	4	4	3	Met		12JUN2023	2023
15638420000000	Wasco Union Elementary	3	The district's strengths and progress in Building Relationships Between School Staff and Families are evident in various areas.  Parent Square unifies all communications between school staff and families. Currently, Parent Square communication has an 80% plus positive contact communication threshold. Parent and Guardian surveys indicated a 12% increase in positive communication between school staff and families. In addition, the district has effectively implemented Aeries online enrollment and data verification.   The district's goal #4 has multiple actions that include building relationships between school staff and families. Those actions include Parent University, school site family liaisons, Title 1 parent nights, back-to-school events, parent-teacher conferences, and more.	The District is committed to increasing and building relationships between school staff and families. During the 2023-2024 academic year, Educational Partners focus groups will be created to help identify the needs and areas for improvement for the upcoming LCAP cycle years.  Focus areas for improvement in building relationships between school staff and families include school site-based family engagement. School sites have been provided with site funding to increase family engagement opportunities for all students and families. Family engagement opportunities at the site level may include parent workshops, parent volunteers, coffee with the principal, and much more.	The district will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families in the areas of expanded learning. The self-reflection process identified the need to support students and families before and after school. In particular, offering wrap-around services for all students. The District is committed to increasing after-school opportunities for all students, particularly underrepresented families - EL, Homeless, Foster, Low Income.	Current strengths and progress in building partnerships for student outcomes have been hindered due to the COVID-19 pandemic. Educational Partners have identified the need to increase partnerships with local community-based organizations, the City of Wasco, and Wasco Parks and Recreation. In addition, Educational Partners have identified the continued need to address students learning loss and social-emotional learning due to the COVID-19 pandemic.  Current strengths based on Educational Partners include targeted after-school intervention for advancement in student outcomes. Social-emotional learning services have been increased district-wide to address students' mental health needs that will directly impact student outcomes. Online instructional intervention programs have been acquired district-wide to address student learning loss and improve student outcomes.	Based on the analysis of educational partner input and local data, the LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes will include professional development and learning for both certificated and classified staff. The LEA will improve partnerships with Kern County Superintendent of Schools, Advances Collaborative Solutions, California Spectrum Services, County SELPA Consortium, and much more. Partnerships will include professional development and learning towards literacy, high-yield research-based instructional strategies, tier 1 instruction, professional learning communities, behavior supports, MTSS, and social-emotional learning.	Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes in the area of parental involvement, attendance interventions, social-emotional learning supports, and behavior supports. Input and local data of underrepresented families identified the need to support students inside and outside the classroom. The data indicates continued support in the area of wrap-around services for underrepresented families.	Based on educational partner input, the LEA's strengths in seeking input for decision-making include the following:  1. LCAP parent nights for each district school site. LCAP parent nights allow district parents and families to partake in the district input for decision-making for LCAP and LCFF funding. 2. District-wide surveys for students, parents, teachers, and staff. District-wide surveys allow all educational partners to provide decision-making and progress-monitoring input. 3. Student focus groups help identify key areas of decision-making. Student focus groups are ad-hoc and allow all student subgroups to participate in the process.	Based on the analysis of educational partner input and local data, the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making include the following:  1. Expanded outreach services to acquire input from underrepresented families in the form of home visits, town hall meetings, drop-off and pick-up times, and focus groups.  2. Provided all teachers and staff with alternative forms of input that are not limited to surveys and staff meetings.  3. Increase participation of teachers and staff in District advisory groups.	Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making including the following:  1. Provide user-friendly survey options to underrepresented families during drop-off and pick-up times.  2. Develop focus groups of underrepresented families in the area of Expanded Learning.  3. Utilize business and community partnership services to increase participation of underrepresented families at Parent Universities, Title 1 Annual Meetings, and District Advisory Groups.	4	4	3	4	4	4	4	3	4	4	3	3	Met		22JUN2023	2023
15638590000000	Wasco Union High	3	The WUHSD works diligently to provide opportunities to engage with our educational partners.  Currently these opportunities include, Freshman Launch, Back to School Night, Tiger Parent Club, School Site Council, ELAC/DELAC, Migrant Parent Club, Garde-Level parent meetings, and LCAP Stakeholder engagement opportunities.	Although there are various opportunities to engage with our educational partners, our attendance equates to a small percentage of our student population.	"In effort to make a more personal connection, the WUHSD has hired a Community Liaison to focus on making connections with all families to understand their needs and ensure they feel welcomed on campuses.  There will be more emphasis on personal calls and communication to establish a more solid partnership. The district has also brought on three Social Workers, a Psychologist, a Nurse, and an ""At-Risk"" counselor to help provide resources to parents and students academically, socially, emotionally, and physically."	The WUHSD currently engages educational partners and their input through various groups such as School Site Council, ELAC/DELAC, LCAP Stakeholder Meetings, IEP's and 504 plans to name a few.	The district would like to increase the number of educational partners that share their input and also create more awareness and buy-in for the services that are currently being offered on our campuses.	The district is working with the community liaison, school social workers, counselors, and support staff to ensure that educational partners a aware of their opportunities to have their voice heard.  There is also an on-going effort to effectively communicate the resources that are available to help support student outcomes.	Currently the district has active School Site Councils on both campuses, and growing ELAC/DELAC and Migrant Parent Clubs. The district also has parents who attend the LCAP stakeholder meetings to offer the suggestions.	Although the WUHSD receives informative feedback from educational partners through various platforms, the number of partners who participate is low in comparison with the student population.	The district is working with the community liaison, school social workers, counselors, and support staff to ensure that educational partners a aware of their opportunities to have their voice heard.  There is also an on-going effort to effectively communicate the resources that are available to help support student outcomes.	5	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
15735440000000	Rio Bravo-Greeley Union Elementary	3	RBGUSD maintains a strength of communication and reaches 99% of families through the messaging service Parent Square as well as additional platforms including Class Dojo, phone calls, emails, and social media. Communication focuses on student academics, social-emotional needs, attendance, events, opportunities for engagement, and updates. Still feeling as though we are coming out of the COVID-19 pandemic, RBGUSD is providing more opportunities for families to engage and be present on campuses and continuing to build relationships between school staff and families. Based on educational partner input and local data, RBGUSD families continue to value being on campuses and a part of the RBGUSD community and involvement. Based on the 2023 LCAP survey data 93.3% of families believe the school and district value parents as important partners in their child's education.	RBGUSD has established the following focus areas for improvement in building relationships between school staff and families: • Family engagement opportunities on campuses post-COVID-19 pandemic • Parent engagement nights • Regular communication between staff and families of students • Community School Implementation Grant Planning	RBGUSD will continue to improve the engagement of underrepresented families by continuing with engaging topics for parent nights and offering various times and dates for engagement. The district will continue to develop staff's level of strategies to share with families strengths, cultures, languages, and goals for their children.	RBGUSD has continued to provide professional learning and support to teachers and principals to improve a school's capacity to partner with families.	RBGUSD would like to focus improvement on enriching parent/family access to information and resources to support student learning and development in the home setting. This can be done through parent nights as well as home communication.	RBGUSD would like the above-listed focus area to target those families and the engagement of underrepresented families.	RBGUSD continues to succeed in offering ample engagement opportunities for decision-making and sharing throughout the academic school years. Parents are offered to attend and participate in a variety of advisory groups including but not limited to SSC, DAC, ELAC, and DELAC. The district continues to seek parent input several times throughout the year. The district offers opportunities to educational partners including parents, teachers, principals, students, and staff.	RBGUSD will focus on continually building the capacity of and supporting principals and staff to effectively engage families in advisory group opportunities.	RBGUSD will improve the engagement of underrepresented families by continuing to extend invitation and opportunities for seeking input from various educational partners and groups.	5	5	4	5	5	4	4	4	5	5	5	5	Met		12JUN2023	2023
15737420000000	Sierra Sands Unified	3	Areas of strength and progress include being strategic and responsive to the needs of families in terms of building relationships between school staff and families through offering Family Nights at elementary sites and increased opportunities for secondary families to engage with staff through extracurricular activities.	Focus areas for improvement in building relationships between school staff and families include varying the times offered for engagement and advising such as School Site Council, Family Nights, and district advisory groups. Another focus area is to research and develop best practices in building relationships that are meaningful and inform the support of families. The district is considering offering increased opportunities for parenting classes through programs such as Loving Solutions.	The district will improve the engagement of underrepresented families such as parents of English Learners through increased communication about translation support on campuses and EL office hours.	Areas of strength and progress in building partnerships for student outcomes include an annual training of School Site Council members in understanding educational partnership roles and the implementation of each site’s School Plan for Student Achievement (SPSA). Through the SPSA, student outcomes are identified and addressed. Another area of strength and progress is the site Student Support Team (SST) engagement of educational partners in identifying areas of need and support for improved student outcomes.	Focus areas for improvement in building partnerships for student outcomes include increasing the frequency of School Site Council meetings to monitor the progress of SPSAs. Another area of focus is improving the data culture to regularly assess student outcomes and develop timely responses to student outcome needs.	The district will improve the engagement of underrepresented families such as parents of English Learners in building partnerships for student outcomes through training in site and district English Learner Advisory Committees (D/ELAC) in terms of instruction, assessment, intervention, designated/integrated English Language Development, and supplemental programs.	Areas of strength and progress include providing information and opportunities to engage in dialogue to build background knowledge prior to seeking input for decision-making.	Focus areas for improvement in seeking input for decision-making include increasing opportunities for educational partner input through surveys or advisory forums.	The district will improve the engagement of underrepresented families such as parents of English Learners through increased communication about student outcomes/progress monitoring to inform input for decision-making.	5	4	3	5	3	4	4	4	4	4	4	4	Met		27JUN2023	2023
15739080000000	McFarland Unified	3	Our principals have become more familiar and use Parent Square regularly to communicate with parents and families. We have 99% of our families connect to the communication platform. Furthermore, we have added a marquee at the district office and a new, larger marquee at our high school which helps communicate with the community, Our schools all have active school site councils, ELAC committees, and regularly hold family events such as family picnics, STEAM nights, etc.	"Reviewing our LCAP survey of parents we found a need to continue to improve communication, especially between teacher and family. Our survey indicated a larger percentage of parents did not agree with the statement ""Teachers take time to discuss progress of their child with them""  We also found a need to continue to improve the climate at our sites. The LCAP Student survey showed a dip in the % of students that agreed with the statement ""I look forward to coming to school each day.""   Our site principals have been tasked with exploring ways of improving both of these situations."	We currently have 2 family liaisons, a Director of Child Welfare and Attendance, and a Family and Marriage Therapist that work with our underrepresented families. We also have to 4 Student Affairs Specialists that make home visits that can be tasked with delivering messages as needed. Furthermore, we added 5 health clerks to help bridge the engagement with our unduplicated families.	We provide multiple opportunities for parent training and support through PIQE and Fresno State Parent Institute. DELAC,ELAC, SSC and other parent groups are continuously engaged for their insights on how we can improve.	"As stated before, we want to make sure all parents feel that the teachers are accessible and that there is appropriate 2 way communication. Teachers are the ""face"" of our school when it comes to a child and their family and we want to ensure that each and every one of them are making themselves available."	In our community it is difficult for our families to attend events in the evening because of identified barriers such as lack of childcare. In order to improve in this area, we have identified the need to dedicate additional dollars for parent engagement in order to provide things such as child care and dinner to the attendees. While we have dedicated money to this effort in the past, it has not been fully utilized for a multitude of reasons, but we have made plans to improve.	Our response rate to the LCAP survey to Parents has nearly doubled from the previous year. We believe it is due to our use of Parent Square.   All school site council members are provided the opportunity to go to training annually.  ELAC and DELAC members are given opportunities to receive training as well.  Furthermore, all parents have the opportunity to attend PIQE which also provides meaningful training to parents on how to engage with the school.	"We still struggle to get a full representation of parents to engage, especially in-person. While our LCAP parent survey indicated nearly 92% agreed that ""the school is a welcoming place"" most are still not fully participating in providing input for decision making."	One major barrier in our community is most families are reliant on hourly wages to provide for their families, so taking time off of work takes money away from them. 1 thing we have done with some success is provide food and child care at different events. We discovered many families were not attending evening events because of these two things.  We will continue to try and find solutions to bringing down barriers of participation by trying to find out what they need so they can be involved, and then provide it as appropriate.	4	4	3	5	5	5	4	4	4	4	5	4	Met		15JUN2023	2023
15751680000000	El Tejon Unified	3	ETUSD currently has developed a Community School at El Tejon Middle School and is in the process of rolling this process out to Frazier Mountain High School next school year.  The community school concept is to establish an area and offerings to meet the needs of not only our students, their families, but all the families of the mountain communities.  We have also developed two positions which sole goal is to work closely with all families to ensure their needs are being met in order to establish regular school attendace and behaviors on a daily basis.	ETUSD's focus areas are to establish more regular communication on an on-going basis between teachers and all families, not just the families of those struggling students. We are focused on providing the necessary environment to both meet the needs of students who need intervention as well as those who are in need of acceleration.	ETUSD's CalPads Data Coordinator runs monthly reports for all sites targeting the attendance of all students from underrepresented families to see where improvements can be made and identify which families may need additional support.  These reports are discussed and analyzed with administration, Student Success Facilitator, and additional staff to communicate and offer support to these families.	ETUSD has developed a solid CTE program with multiple pathways starting at the middle school level. We have created partnerships with various community groups to enhance these pathways, developed a community school at El Tejon Middle School, and are moving forward with developing a community school at Frazier Mountain High School.	After receiving results from staff input from surveys, ETUSD is focusing district wide on uniting all three campuses by developing a Professional Learning Community and having staff participate in weekly Professional Community Team meetings with specific Task Force groups focusing on things such as attendance and school climate.	Developing the community school model at both El Tejon Middle and Frazier Mountain High School, along with the development of the Student Success Facilitator positions to work specifically with underrepresented families will help tremendously in building the partnerships needed for our unduplicated students to achieve high standards both academically and social emotional.	"ETUSD uses staff, parent, and student surveys in multiple areas to gain input from all stakeholders in making decisions. All school sites have a school site counsel for local decisions, the high school has their WASC team, and the district has both the DAC and DELAC for district level input on various items. Principals also hold ""Donuts with the Principal"" regularly as well as utilizing PTSO and the Booster Club."	ETUSD realizes that as students get older and enter into high school parents start to become less involved in the schooling process. We are using Parent Square to frequently communicate important information and updates to all parents.  Parents receive this information in the form of emails, text messages, and voicemails.	ETUSD's Student Success Facilitators will regularly reach out to underrepresented families via phone calls, text messages, and emails to ensure they are receiving all support needed in all areas including: academics, attendance, and other community services available. Regular events such as Back to School nights, conferences, and sporting events will be utilized to also get necessary information sent home to all families in addition to flyers with available resources mailed home to families.	4	5	3	4	3	4	4	3	3	4	4	3	Met		19JUN2023	2023
16101650000000	Kings County Office of Education	3	An area of strength is related to the Title I and Schools Site Council (SSC)/School Plan for Student Achievement (SPSA) work surrounding communication we have completed. We have worked diligently to promote parent communication and the opportunity to provide input as we work together to advance student achievement.	An area of improvement where we would like to continue to focus on is the LEA’s progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. To strengthen these relationships, teachers will contact parents at least once per quarter to discuss student progress and build relationships.	The LEA will improve partnerships by soliciting feedback for all student achievement plans. Parents will be surveyed via digital means and phone calls. Enhancing partnerships with parents will be strengthened by continued outreach. Parent/teacher conferences at the end of each marking period. Staff was provided professional development around culturally relevant practices, including learning about local cultures.	An area of strength where we would like to continue to improve is the LEA’s progress in creating welcoming environments for all families in the community. Parent/teacher conferences were implemented. A parent engagement night was scheduled; however, no families signed up for this event. Due to COVID, in-person parent meetings were difficult; however, we worked diligently to provide a virtual space for school leaders and parents to work together.	An area of improvement where we would like to continue to focus is the LEA’s progress in developing staff capacity (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families. To strengthen these relationships, teachers will reach out to parents more regularly. Currently, the goal is to call parents to share positive messages.	The LEA will improve the engagement of underrepresented families via technology implementation to regularly reach out to families. Reminders will be sent out to families and reinforced via community partners such as probation officers. We will look into incentives regarding family registrations to encourage participation.	An area of strength where we would like to continue improving is the LEA’s progress in building the capacity of and supporting principals and staff to engage families in advisory groups and decision-making effectively. Parents are invited to participate in regularly scheduled SSC meetings. We continue to provide materials in English and Spanish and have moved to a virtual platform in light of the Pandemic. The site Transition Specialist actively ensures continuous parent participation on the School Site Council, including input from English learners’ parents. Parent surveys are conducted via telephone, with translation services available to ensure most families complete site surveys.	An area of improvement where we would like to continue to focus on is the LEA’s progress in providing all families with opportunities to provide input on policies and programs and implementing strategies to reach and seek input from any underrepresented groups in the school community. District and site staff worked together to plan a family engagement night; however, no families signed up for the event. A student panel was held in the place of this event so that their stakeholder/educational partner input could be gathered. Community members were invited to this event as well. We aim to explore other ways to contact parents to attend engagement meetings. Tapping into community groups to better reach out to families would be a way to explore and solicit feedback.	The LEA will improve stakeholder/educational partner input in critical decision-making by exploring new ways to gain feedback. Methods include using technology to reach out to stakeholders/educational partners and/or implementing community partnerships to form lasting and meaningful relationships.	4	4	3	4	4	3	4	3	4	4	4	3	Met		16JUN2023	2023
16638750000000	Armona Union Elementary	3	Strengths:  - 91% of parents feel welcome to participate in activities at their child’s school  - 92% of parents believe their child’s school is clean, safe, and in good repair	Area of Progress:   - 93% of parents believe their student is safe while at school - 84% of parents believe the English learner program is helping English learners to learn English as quickly as possible - 81% of staff feel the school is clean, safe, and in good repair	Focus area:   - 6% increase of students who said they feel their input or opinion is sought	Strengths:   My child's school offers support that helps my child to be academically successful = 92.3% Twice a year parent-teacher conferences are well advertised and attended. We work to disseminate relevant information to parents in a timely manner.	Area of Progress:   My child's school offers helpful parent education opportunities =  95.5% We are working to develop processes to better support families to understand and exercise their legal rights as they advocate for students and ways to effectively communicate family needs.	Focus areas:   More capacity building in structuring meaningful parent involvement opportunities.	Strength:   - 91% of parents feel their child’s school actively seeks parent/community input into decisions related to their child’s education As a district, we will go the extra mile to provide a safe environment to allow for honest and quality parent input. We look for every opportunity to involve parents in all aspects of student-focused decision-making.	Area of Progress:   Parent comments showed requests to increase communication surrounding activities, opportunities to chaperone/ volunteer, and information regarding conflicts in school. We are working to develop processes that would allow more opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	Focus area:   Our focus is to continue to build capacity to work together for a long-term family engagement program.	3	3	3	4	3	4	4	3	4	3	3	2	Met		15JUN2023	2023
16638750101717	Crossroads Charter Academy	3	Area of Strength: Crossroads uses Parent Square which allows communication between the school site, parents, students, and staff. This app gives us the ability to post to a message board, send an email or text message. Teachers also utilize in-house email, phone calls, and other communication apps to best meet the needs of students and parents.	Area of Improvement: Crossroads Charter Academy gathers input via School Site Council (SSC) and an English Learner representative (we do not have enough English Learners enrolled to compose an English learner Advisory Committee) to better capture the interest of all families, especially underrepresented students. We will continue to advertise and encourage all parents to attend and be a part of these groups, especially our underrepresented groups of parents.	Area of Focus: Due to challenges presented by the Pandemic and social distancing precautions, we would like to continue to focus on re-engaging families for increased participation in school functions and activities.	This is an area of strength for Crossroads Charter Academy in that our staff gets to know the students who return year after year. Our teachers can remain the student's teacher of record depending on the credential type; ie. A single­subject teacher could remain with a student from the ?th-grade year until they graduate, or a Multiple subject credentialed teacher could be the teacher of record starting the student's kindergarten year through 8th grade. Each student/parent is greeted every day by our front office staff. Our instructional technology employee works with students and families who may be having difficulties logging on to their computers or having connectivity issues.	An area of progress continues to be an outreach to families and students to engage more in our SSC meetings.	A focus area would be providing foster and homeless youth rights and offering them opportunities to learn how to advocate for their own education.	Crossroads Charter Academy does a great job of making our families feel welcome and included in their child's education. As our teachers work with the same students year after year, these are great opportunities for our staff to become an extended part of the family.	One area of need is making sure that all families are included in all educational partner decisions and our School Site Council is the perfect group to do this through. We continue to provide encouragement, opportunities and support our families need to participate in these meetings.	A focus area is to seek input on policies and programs and implement strategies to reach and seek input from any underrepresented groups in the school community. These groups include unduplicated pupils, as well as homeless students, students with disabilities, students at risk of abuse, neglect, or exploitation, disengaged students, and at-promise students. These groups have been made a priority throughout our LCAP and additional funding sources.	4	4	4	5	4	4	4	3	4	4	4	4	Met		15JUN2023	2023
16638750112698	California Virtual Academy at Kings	3	The school focuses on building meaningful relationships to support student success in the virtual learning environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, how to request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly connection calls and academic conferences, and provide standards-based, synchronous (live) instruction. During monthly connection calls teachers discuss students’ strengths and goals, teacher expectations, as well as build relationships with students and parents, leading to improved engagement and academic outcomes. Teachers and staff use platforms such as Newrow allowing face-to-face virtual interaction with students and parents.  Teachers and staff focus on building relationships with  every student in the school. Through daily connections, relationships between students, teachers, and families are built. Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being, with a focus on self-awareness and self-management. In addition to classroom connections, we provide in-person and virtual outings, clubs, and parent/learning coach (LC) support sessions, some offered in English and Spanish. We provide support to families throughout the calendar year, including summer. Administrators host online parent, student, and staff feedback sessions throughout the year. Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support.	The school involves parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title I meetings, Partner Engagement Meetings, English Learner Advisory Committee (ELAC), Local Control Accountability Plan (LCAP) feedback and planning, and WASC (Accrediting Commission for Western Association of Schools and Colleges). These provide feedback to the leadership team on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings.	CAVA has utilized a team of support staff to ensure the engagement of underrepresented families through the Compass program (approx. 12% of students participate in the Compass support program). CAVA has added bilingual engagement support for Spanish speaking families during the onboarding process to provide additional support throughout the calendar year and will offer expanded opportunities for the LEP families in the 23-24 SY. Schoolwide forms and documents have been translated into Spanish. Document translation and interpreting services are available, on demand.	An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and the school intentionally involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectation, along with provide assessment results.  Parents have access to student grades and online school activities including curriculum assessments. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. The school has graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students.	CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensure high levels of learning for every student.	The school has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. The school also offers Stride Career Prep (SCP), a career readiness education program, allowing students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. Sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit.  Through the schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, LC Community (social platform for CAVA parents/learning coaches), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for students. The Family Teacher Organization (FTO) meets monthly with the goal to strengthen student support by increasing partnership between home and school.	Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions.   The following is a summary of the trends and feedback from various parent surveys from the 22-23 SY, including responses to the LCAP survey, Title I feedback survey, and Fall and Winter Partner Engagement Meeting feedback survey.   Overall parents indicate satisfaction with the school, finding it beneficial for their students and appreciate teacher and staff support and the communication the school provides to students and families. They value access to review their student’s progress to see if their student is behind in a subject and also access to preview curriculum. They appreciate the versatile and robust curriculum and that their students have access to a broad course of study. Parents indicate they appreciate that the school offers a variety of opportunities for high school students and socialization activities for all grade levels. They appreciate that the school rewards students who excel and succeed. They are happy that a group for Spanish-speaking parents exists.	CAVA's area of focus for seeking input for decision making: • Streamline scheduling of classes and assignments to better balance the school day and reduce the feelings of being overwhelmed. • Not enough time for all the responsibilities/tasks of learning coach.  • Reduce emails to parents/learning coaches. • Additional staff and language support to non-English speaking parents.  • Provide additional opportunities for parents and families to connect with school administrators to discuss concerns.   • More opportunities for in-person connections, and social activities including on the weekends and by grade bands.  • More peer-to-peer interaction with ways to connect with other students.  Additional tutoring for students. In response to feedback, the following have/will be implemented:  • A summer plan to engage students, providing interaction and connection for students and families who are continuing with the school, new to the school, and students who need additional academic/SEL support. • Additional opportunities for peer-to-peer interaction/connection in Class Connect (CC) sessions, clubs, and other activities. • Increase in-person events offered to students. • Revised onboarding procedures to support new students and additional support staff to help onboard families.   • Messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.	CAVA has implemented Spanish-speaking parent sessions and continues to send parent communications in both English and Spanish. We are increasing our English Language Development (ELD) program meetings. CAVA provides internet reimbursement for low-income families.	4	4	4	4	5	5	5	5	4	4	4	4	Met		14JUN2023	2023
16638830000000	Central Union Elementary	3	Relationships with families continue to be a strength. Based on the 2023 Parent Survey, 95% of parents indicate that a friendly, welcoming environment is provided for all families (Parent Survey 2023). An understanding of our families and their needs is the foundation for all growth in Family Engagement. Parents (93%) report favorably that the school communicates well with people from their culture. An effective 2-way communication system was implemented in 2021. Communication has been enhanced with 93% of parents reporting they know how to communicate with the school. Sixty-one percent (61%) of parents reporting favorably that staff encourages sharing input and concerns. Staff report 42% favorably on capacity development of staff to build trusting and respectful relationships with parents.Parents Agree (63%) that staff build trusting and respectful relationships with families	An area of focus moving forward is to continue to deepen relationships with families, especially of students at-risk and unduplicated students. Supporting staff in capacity building to developing trusting and respectful relationships with parents.	The District will support site administrators in working with classroom teachers to recognize the need for stronger relationships with underrepresented families (parents of English Learners, at risk students, homeless or foster  youth). One of the identified barriers in collaborating with parents is the feeling of not wanting to be seen as unable to support their child(ren).	The LEA provides professional learning and support to teachers in professional learning communities, closing the achievement gap especially for underrepresented students, and Multi-Tiered System of Supports. The LEA seeks staff input regularly regarding professional development needs. Policies and programs are in place for teachers, families and students to discuss progress and work together including parent conferences, student study teams, retention meetings, and the parent portal. Parents (82%) feel they are kept informed about opportunities to be involved. Parents (57%) feel they receive useful information on how to help their child improve and learn at home (Parent Survey 2023).	The District area of focus is developing resources for parents including information and resources to support learning at home with a priority on Essential Standards.	The development of the resources discussed above will provide even greater support of underrepresented and improving engagement.	The LEA has policies and structures in place for advisory groups including training and supporting family members to actively engage in the advisory group including decision-making.	An area for improvement is “providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. Site collaboration is needed on how to effectively bring families, teacher, and site administrators together to work together in the plan, do, evaluate process relative to family engagement activities.	Greater clarity regarding barriers to engagement of underrepresented families was available this year. Busy schedules were identified as the most significant factor creating barriers to families being involved. The District and sites will need to seek greater input from families on ways and timing to minimize this barrier.	4	5	4	5	3	3	4	4	3	4	3	3	Met		16JUN2023	2023
16638910000000	Corcoran Joint Unified	3	Staff is available and visible to families before and after school.  The district has worked and will continue to work on providing school site offices with training to promote welcoming environments for families and community members.  In addition, each site has translators and printed materials in dual languages in order to effectively communicate with parents and to engage in conversations about student progress/concerns/assistance.  We communicate with our families in a variety of ways:  phone calls home, newsletters, ParentSquare, Twitter, Facebook, Seesaw, Gradebook, and personal notes.  In surveys conducted in the Spring of 2023, 93% of parents felt the schools are caring and welcoming, while 95% of parents feel they are provided the opportunity to give input on decisions.  94% of parents also felt that the school’s policies and programs reflect and value diversity of families in the community.	An area for improvement in Building Relationships Between School Staff and Families this coming year for Corcoran Joint Unified School District will be creating and offering families options for engagement.  This means adding additional activities, volunteering opportunities and education/training opportunities for parents.  Surveys were sent out to parents to determine their interests at the beginning of the year.  Training opportunities were provided and held in the evenings, however, there was a lack of participation from families.  Participation and engagement for events, committees, and other educational opportunities continue to be relatively low.  Therefore, parent engagement/involvement is the area that Corcoran Joint Unified School District will continue to work on improving this coming year.	The district will also work on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.  This will help support relationship building between underrepresented families, the school staff, and students.	Every school promotes events such as Back to School Night, Open House, Literacy Nights, Math Nights and multiple school events including music performances and assemblies. Healthy, Happy Families, Suicide Prevention, Wellness Workshops, and other events also promote parent participation at the district-level. There is a collective effort by the district and the sites not only to promote the events, but to establish partnerships with parents to improve student outcomes. Each school is implementing or enhancing partnerships with families in the areas of attendance, academics and behavior. They do this through home visits, Student Attendance Review Teams (SART) that work with families to help improve student attendance, Study Support Teams (SST) provide additional academic support, 504 Meetings or Behavior Support meetings where schools and parents identify appropriate behavioral supports for students and develop intervention plans.	An identified focus area for improvement is to provide families with information and resources to support student learning.  The LEA would also like to provide training and information sessions to the sites for teachers, administrators, and families to discuss student progress and ways to work together to support improved student outcomes using the District Parent Liaison.	The district and schools will reach out to underrepresented families during parent conferences, parent advisory meetings (i.e. ELAC or SSC), or by using the community contacts to contact and support them.  By using these district resources, families will be given a voice.  The district will encourage the participation of underrepresented families at DELAC meetings or the district’s Parent Advisory Committee.  Training will also be provided in technology, AERIES, Gradebook, navigating the internet, literacy strategies, mathematics strategies to support their children, and other parent education/training opportunities that may be requested during the year through surveys or advisory meetings.	The district seeks to gain input and feedback from parents throughout the school year. Multiple opportunities for this to take place occurs in group settings such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Advisory Council (DELAC), and Parent Advisory Committee  (PAC). Additional opportunities occur on an individual basis such as parent-teacher conferences, SART, IEPs, SSTs, and behavior support meetings. Building partnerships with parents and families is crucial in helping our district reach its goals of supporting students academically, improving student attendance, supporting students behaviorally and increasing participation in music, sports and other extracurricular activities.	An area of improvement is to continue to seek effective ways to engage families in advisory groups so that parents are able to provide input and are comfortable in a role where they are providing feedback that leads to important decision-making.	The district and schools will continue to reach out to underrepresented families to have them participate in parent advisory committees/councils, school surveys, school and district activities, volunteering, or partnering with the school to provide valuable feedback regarding school/district services. District team members will also work with school administrators and parents to refine key questions used in district surveys and during parent meetings to strengthen the input gathering process, particularly from underrepresented groups in the school community.	4	4	5	3	5	5	5	4	5	5	5	5	Met		28JUN2023	2023
16639170000000	Hanford Elementary	3	The district continues to expand upon its success in building relationships between school staff and families. The district's 2022-2023 annual LCAP Parent Survey indicates that parents are satisfied with the communication and support they receive from their child's school.    98% of parents agree/strongly agree with the statement: My child is receiving satisfactory instruction in Language Arts and Math. 98% of parents agree/strongly agree with the statement: My child receives adequate support so he/she can make satisfactory progress toward the Standards in Language Arts and/or Math. 92% of parents agree/strongly agree with the  statement: I have been given suggestions/ideas to use at home to help my child meet grade level standards in English Language Arts and Math. 96% of parents agree/strongly agree with the statement: There are adequate opportunities for me to become informed about the school’s programs. 98% of parents agree/strongly agree with the statement: When I have questions about my child’s class work, I can ask for clarification and assistance from my child’s school.  The district, school administration, and individual teachers make extensive use of the district's online communication tools including Parent Square, Zoom, and Teams to communicate with families.  The district upgraded it's online parent communication tools to Parent Square in 2022-2023.  The district plans to expand parent education/training opportunities in 2023-2024.  The District’s (and school site) websites provide information about school operations, our instructional programs, and opportunities for involvement and participation in decision-making. The district maintains a Facebook feed as another layer of communication.   The district surveys parents for feedback and input.	1. In 2023-2024, the district will continue to implement the new (2nd year) parent/family communication tool Parent Square.  The district will continue provide families and staff information and training in the use of this application.  2. The district's Parent Advisory Committee and District English Learner Advisory Committee enthusiastically support the parent support and training programs that are currently being offered.  The district will work to expand these programs in 2023-2024.	Expansion of the district's parent education and training programs will include classes that specifically address the needs of underrepresented families including English Learners, Long-Term English Learners (LTELS), and the families of other subgroups of students.	The district continues to work on developing partnerships with families to build partnerships for student outcomes.  The HESD Parent Survey indicates that:  97% of parents strongly agree or agree with the statement, “The Report to Parents helps me to understand what my child is expected to achieve in ELA and math.” 92% of parents strongly agree or agree with the statement, “I have been given suggestions/ideas to use at home to help my child meet grade level standards in ELA and math.” 98% of parents strongly agree or agree with the statement, “When I have questions about my child’s classwork, I can ask for clarification and assistance from my child’s school.” Parent/teacher conferences were attended at a rate of 99.8%.  The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including, Kinder Counts, First and Forward, Digital Literacy Project (partnership with CSU Fresno).  There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students.  The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups.  The district plans to expand these programs and offer additional opportunities targeted to the families of subgroups.	The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including, Kinder Counts, First and Forward, Digital Literacy Project (partnership with CSU Fresno).  There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students.  The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups.  The district's focus on Building Partnerships for Student Outcomes will look to expand the training and education offerings for parents.  The expansion of parent education/training opportunities will necessitate additional outreach, staff, facilities, and materials.  The district's planning will include provisions for these resources.	The district's parent committees (PAC and DELAC) both recommend the expansion of the popular parent training/education opportunities including, Kinder Counts, First and Forward, Digital Literacy Project (partnership with CSU Fresno).  There are versions of these popular parent education programs that are focused on the families of English learners and focused on all students.  The committees also recommend expanding parent training opportunities to include those that are targeted to families of Long-Term English Learners and other lower achieving subgroups.  The district plans to expand the offering of parent education and training opportunities to underrepresented families that include families of underachieving student subgroups.  These include families of English learners, Long-Term English Learners, African American, homeless and foster youth.	The district maintains a Parent Advisory Committee (PAC) that meets regularly throughout the year, providing input into the districts' programs and services for students. Although the primary purpose of the Parent Advisory Committee is to provide input into the development of the district's Local Control Accountability Plan (LCAP), the recommendations made by the PAC go beyond the LCAP, supporting the needs of students across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings). The PAC is a well informed group of parents who have received substantial training and support and have participated in analysis of the district's student achievement data, school climate data, and data showing students' social and emotional needs. Members of the PAC understand the opportunity gaps that were exacerbated by the COVID-19 pandemic. Members of the PAC are well-informed on the district's programs and services for students, also going beyond programs and services in the LCAP, and are active participants in the district's comprehensive strategic planning.  The District English Learner Advisory Committee (DELAC) is comprised of a majority of parents of students who are English learners. The DELAC meets regularly throughout the school year. Although the primary purpose of the DELAC is to provide input into the development of the district's federal Title I and Title III programs and services for English learners, the recommendations made by the DELAC go beyond these funding sources and plans, supporting the unique needs of students who are English learners across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings). The the DELAC is a well informed group of parents who have received substantial training and support and have participated in analysis of the district's student achievement data, school climate data, and data showing students' social and emotional needs as they relate to students who are English learners. Members of the DELAC understand the opportunity gaps that were exacerbated by the COVID-19 pandemic. Members of the DELAC are well-informed on the district's programs and services for all students, with an emphasis on students who are English learners, and are active participants in the district's comprehensive strategic planning.  99% of parents agree/strongly agree with the statement: I receive adequate information regarding parent meeting/activities such as School Site Council, English Learner Advisory Committee, parent Workshops, Back to School Night, and Parent Education Presentations, on the HESD LCAP Parent Survey.	The district will continue to support committee members' understanding of the district's achievement, school climate and other metrics along with their the knowledge of the district's programs and services for students with the goal of leading them toward providing thoughtful, informed input and recommendations.	The district will continue to include, on its committees, parent representatives of the district's student subgroups.	4	5	4	5	3	4	5	4	4	4	4	4	Met		28JUN2023	2023
16639250000000	Hanford Joint Union High	3	We leverage ParentSquare as our primary platform for fostering effective communication with parents, and we actively create numerous in-person avenues for meaningful two-way engagement with both parents and community members. One of our most noteworthy achievements is the establishment of our Community Advisory Committee, which convenes five times a year to deliberate on district objectives, address parental and community apprehensions, and chart the course for forthcoming initiatives and projects.	Our paramount aim is to cultivate a more strategic and purposeful communication approach with parents and community members. Instead of inundating them with an overload of information, we are committed to delivering timely and relevant updates. Simultaneously, we place a strong emphasis on nurturing an inclusive and secure environment where parents and community members can freely voice their concerns without apprehension of reprisal.	We have taken deliberate steps to engage parents of underrepresented students in our advisory committee. Our approach has been tailored to address their unique concerns and requirements, providing them with a nurturing and inclusive space where they feel supported and empowered to openly share their perspectives.	HJUHSD boasts an impressive graduation rate, and in response to guidance from our educational partners, we are committed to sustaining and even enhancing this positive trend. Our aspirational goal is to achieve a 100% graduation rate, and to achieve this, we have implemented targeted interventions designed to provide additional support to groups that may be experiencing challenges on their educational journey.	Our specific focus lies on our Black students, recognizing historical disparities in graduation rates compared to their peers. To address this issue, we are actively engaging in one-on-one conversations with students who are at risk of not graduating. Additionally, we are offering multiple opportunities for these students to recover failed courses, ensuring they have the necessary support and resources to succeed academically and graduate.	We are placing a deliberate emphasis on involving both parents and students in our Educational Partnership meetings. We have initiated proactive outreach to parents, extending invitations to join our meetings, and actively seeking their input on topics they would like to address. Simultaneously, we are encouraging students to participate in our Student Advisory Committees. Our ultimate aim is to ensure that all relevant groups are well-represented and actively engaged in these crucial discussions.	HJUHSD boasts both a Community Advisory Committee (CAC) and a Student Advisory Committee (SAC), each meeting five times a year. The agendas for these meetings encompass topics outlined in the LCAP, along with matters raised by community members for the CAC and pertinent student-related subjects for the SAC. This dual committee approach ensures that both community and student perspectives are integrated into our discussions and decision-making processes.	HJUHSD is actively working to address challenges in obtaining specific feedback from parents, which can contribute to improvements in state assessment scores, lower suspension rates, and increased attendance. We are committed to fostering greater engagement and collaboration with parents to gather their valuable insights and suggestions in these critical areas.	We take a proactive approach by reaching out directly to parents and students from underrepresented families, extending invitations to join our CAC or SAC meetings. In doing so, we emphasize the importance of their participation and actively seek their input on meeting topics. This personalized outreach has proven to be effective in not only making our meetings more inclusive but also in increasing attendance and fostering meaningful discussions.	4	4	3	4	3	4	3	4	3	3	3	3	Not Met For Two or More Years		26SEP2023	2023
16639250137901	Hanford Online Charter	3	1. In-person academic meetings with families, weekly 2. In-person and virtual tutorials - expanded when the instructional aide was added to the program in January 2022.  3. Surveys of parents and students, ongoing (YouthTruth, Resolv, Driver's Education, Positive Prevention, LCAP Survey) 4. In-person Intake, orientation, and contract meetings three times per year 5. ParentSquare- a communication vehicle that is used heavily to translate everything into the home language through email and text.  6. SSC meetings, held five times per year 7. Parent/Family information nights are held in-person and virtually.	Engaging families will improve student learning outcomes when family engagement is integrated into all district goals and initiatives for student learning, including academic and social-emotional learning goals.  1. Use registration time to build a foundation. During our in-person intake/enrollment meetings, we can better understand the unique needs of each student and their family. These ongoing meetings build the foundation of the school/family relationship we rely on to make them improve school performance. 2. Create detailed Student Information Sheets- Based on information gleaned from ongoing family meetings, we develop an individualized academic learning plan for the students customized to their needs. We have found that families find this very refreshing as they know that we have a vested interest in their student's success, and we see their partnership as integral to our success.  3. Send Out Parent Surveys- We seek parent input multiple times throughout the year to gain feedback about various aspects of our program. Stakeholder input is invaluable for future planning and reflection on the current practices. This information guides our LCAP and state/federal grant plans.  4. Special/Parent information events- We are working toward hosting multiple parent information events. We already hold School Site Council meetings. However, these events (in initial planning) would focus more on transitions to post-secondary. We could use these family leaders to plan interactive sessions on how to support college and career readiness.  5. Contact parents with good news regularly- We make positive phone calls home. In 21/22, we added positive written referrals to be sent home.  6. Utilize technology- We continue to use a communication vehicle that translates everything into home language through email and text. Prepare family-friendly information materials in multiple languages. 7. Continuing or adding student services for social/emotional support.  8. Discuss core beliefs about family engagement with staff and families, as different parties may identify priorities.	Engaging diverse families will contribute to closing achievement gaps between groups of students. We view building relationships and connecting to learning as priorities.   Areas for consideration: 1. Building trusting relationships between educators and families and ensuring we are culturally responsive. 2. Educating staff about not making assumptions about a family not valuing or not being interested in a  student's learning. 3. Making sure that educators are effectively communicating with families. 4. Making sure that families feel welcomed and respected at the school. 5. Ensure educators and administration understand how to engage families in supporting student learning, especially if the family is not confident about how to help. 6. Creating family engagement activities aligned to district goals for student outcomes that help families provide support at home for learning.  7. Gather Evidence - climate surveys, focus groups, home visits, parent surveys, and site self-assessments. 8. Added student support staff for tiered re-engagement and academic support.	1. Weekly parent/student/teacher meetings 2. Increase in translated materials for home 3. MTSS training for all teachers coming from home sites 4. Progress monitoring, weekly, graduation status, referrals, attendance, and credit accrual.  5. 100% attendance at student IEP meetings.  6. School-Family Compact 7. Surveys for feedback (student, staff, parent, community members)	1. Expand student and social services. 2. Expand counseling. 3. Expand family engagement activities.	1. Seek to understand what barriers the family may be experiencing; refer to an alternative education social worker for community support. (Model of determination) 2. Lack of parental education or English language in the home; refer to Hanford Adult School for HSE/GED and ESL educational programs. We have found when parents prioritize education for themselves, they model this for their children. (Model of life-long learning) 3. Student-centered learning climate (Supporters of learning) 4. Expand the role of the FTE student Specialist and FTE counseling positions using MTSS training to identify students and families experiencing educational barriers.	Additional community engagement opportunities during the 2022-2023 school year to gather and provide feedback to inform the development of the Local Control Accountability Plan (LCAP). HJUHSD community engagement opportunities throughout the 2022-2023  school year targeted the following stakeholder groups: students, parents/guardians, school and district administrators, teachers, support staff, ELAC/DELAC, SELPA, Local Bargaining Units, and the parents/guardians of students with disabilities, students experiencing homelessness, students in foster care, and military-dependent students. The platforms used to solicit meaningful feedback from the HJUHSD community included family and staff surveys via California Healthy Kids, ReSOLV, HJUHSD LCAP, and YouthTruth. Virtual community forums hosted by the Superintendent. Student achievement data analysis meetings/dialogue to identify students needing academic or social-emotional support, a Google form to solicit feedback on the HJUHSD reopening plans, and ParentSquare messages asking for feedback for both ELOG and LCAP.  1. SSC meetings 2. WASC subcommittee meetings 3. Title 1 meeting 4. HJUHSD community forums/town hall events 5. Community Advisory Committee meetings 6. ELAC/DELAC meetings 7. LCAP advisory meetings	To gain a deeper knowledge of how to: 1. Empower parents to be involved - Establish trust - Build capacity for parents to engage in the decision-making process effectively - Partner with community organizations  2. Solicit input from families in the district/school continuous improvement process - Invite parents' opinions on school climate - LCAP development  3. Jointly develop and review programming for families to support learning and healthy development. Engage parents to participate in problem-solving discussions related to their students. - Student and parent feedback - Provide families timely information about school and students in a language and format they can understand.	We will work on parent engagement by: 1. Building relationships between the school and families can help establish the trust and positive rapport needed to support effective and equitable engagement over time. 2. Forging more significant partnerships: family input is instrumental in ensuring the student receives appropriate support. 3. Clear communication in the home language.	5	5	4	5	4	5	5	4	4	4	4	4	Not Met		26SEP2023	2023
16639330000000	Island Union Elementary	3	We have created a welcoming community that provides parents and community members multiple opportunities to get involved in our school and in their child's education through Boosters, School Site Council, advisory groups, and IEP meetings.	We strive to build strong relationships with families and have been successful with most, but we will continue to implement further suggestions and strategies that will encourage all parents to be involved.	We are also planning activities that will promote cultural awareness and education to strengthen our relationships with our families.	We offer multiple opportunities for parents to receive training, provide input, and be involved in their child's education.	This year we put an emphasis on the social emotional well being of our students as well s our staff.  We will continue training and support throughout the year.	We will continue to work on finding more, and different ways to get parents who don't get involved, more involved.  We continue to have parent conferences at the mid first trimester so that we can be proactive in assisting students and parents, working as a team to support successful academic performance and progress.	Currently, we receive input from a multitude of parents who are from a variety of backgrounds.  We surveyed all parents.  Our parents of EL students were personally called and given the survey to be sure to include their input.	Island has advisory groups, such as Boosters and SSC with ELAC, who are given opportunities to make suggestions on programs and policies.	We will continue to reach out to those parents who do not give input about their concerns and all students' needs.	5	4	3	4	3	4	4	3	4	4	4	5	Met		22MAR2023	2023
16639336010466	Island Elementary	3	We have created a welcoming community that provides parents and community members multiple opportunities to get involved in our school and in their child's education.	We strive to build strong relationships with families and have been successful with most, but we will continue to implement further suggestions and strategies that will encourage all parents to be involved.	We are also planning activities that will promote cultural awareness and education to strengthen our relationships with our families.	We offer multiple opportunities for parents to receive training, provide input, and be involved in their child's education through Boosters, School Site Council, district advisory, parent/teacher conferences, and IEP meetings.	This year we put an emphasis on the social emotional well being of our students as well as our staff. We will continue trainingand support throughout the year.	We will continue to work on finding more, and different ways to get parents who don't get involved, involved.  We continue to have parent conferences at the mid first trimester so that we can be proactive in assisting students and parents, working as a team to support successful academic performance and progress.	Currently, we recieve input from a multitude of parents who are from a variety of backgrounds. We surveyed all parents. Our parents of EL students were personaly calle and given the survey to be sure their input was included.	Island has advisory groups, such as Boosters and SSC with ELAC, who are given opportunities to make suggestions on programs and policies.	We will continue to reach out to those parents who do not give input about their concerns and all students' needs.	5	4	3	4	3	4	4	3	4	4	4	5	Met		22MAR2023	2023
16639410000000	Kings River-Hardwick Union Elementary	3	The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our families in order to support and enhance student learning outcomes in all areas. Teachers and administrators receive ongoing professional development in effective ways to improve the school's capacity to partner wit parents. At KRH, we are fortunate to have strong family ties to the community we serve, and a parent population that actively seeks opportunities to partner with us. This level of parent engagement plays a large part in the success our students are able to achieve. Prior to the first day of school each year, we host our Back to School Night or Meet the Teacher Day for students and their families. These events provide parents and families the opportunity to become acquainted with the school, their child's teacher, and the rest of the staff. Teachers provide parents with an overview of grade level standards, class expectations, methods of communication, and ways parents may become involved in supporting their child's education. During BTSN or MTTD, parents also have the opportunity to sign-up for the class communication account, Bloomz. In order to ensure parents receive the information and resources they need to support their child's learning and development in the home, we meet with 100% of our parents for Parent/Teacher Conferences at the end of the first trimester. During the conference, teachers share student progress with parents, and their current level of performance on each standard reported on. In addition, teachers provide parents with resources and information they may utilize to support the specific learning needs of their child at home. Conferences are an excellent opportunity for parents to see portfolios and artifacts of their child's work, ask questions, and discuss ways they may work together with the school to support improved learning outcomes for their child. The school also provides parent workshops and information sessions in the areas of ELA, reading, and mathematics for parents and family members to enhance parents' ability to support student learning at home. These workshops help build a common foundation and understanding for parents around the standards their children are learning, and provide them with information and resources they may find useful when working with their children at home. KRH supports parents in understanding and exercising their legal rights and advocating for their children. As a charter school district, more than 50% of the student population attend on an inter-district transfer. Parents who seek admission for their children to our charter district tend to be strong advocates for their children from the onset of their education. We continue to foster that advocacy through parent engagement and involvement opportunities, providing information in our Student/Parent Handbook, and communication during Parent Advisory, School Site Council, ELAC, Parent Booster Club, & other committees.	The Kings River-Hardwick School District will focus on increasing the number of family engagement opportunities provided throughout the school year. In addition, the district will focus on building its social media presence.	It is the district's goal to focus on improving the engagement of underrepresented families through continued utilization of video conferencing and other virtual media structures that were found to be effective at reaching a wider range of our parents, families, and community throughout the previous 15 months of the pandemic, who have not otherwise been able to participate consistently via our previous in-person formats offered pre-pandemic. The district will also work with underrepresented families to schedule engagement opportunities at times that are most convenient for families.	The Kings River-Hardwick School District takes pride in the strong relationships we have developed and continue to nurture with out families. We are truly a team, working together wit hour parents and families, to ensure our children have access to a rich, nurturing, and engaging learning environment. All staff are committed to building and maintain strong, trusting relationships with our families, and are aware of the important role they play in this endeavor. We strongly encourage and welcome parent involvement in the education of their children, and have been able to build a community of parent and family volunteers that support and enhance the learning opportunities afforded to our children on a weekly basis. These volunteers provide help and support in our classrooms, with special activities school-wide, and as chaperons on field trips. In addition, we offer opportunities for families to engage in special events at school, including events such as Back to School Night, Concert Performances, Winter Programs, Open House, Book Fairs, Awards Ceremonies, etc. Our Parent Booster Club is also very involved in supporting the educational efforts of the school district and provides parents with hands-on opportunities to be involved and make a difference for their children. At the beginning of each school year, teachers make person contact with the parent of each child in their class to get to know more about the student and their family, and open the lines of communication with parents and families. In addition, the district utilizes Bloomz, an interactive communication platform that allows parents to receive news and information from the district, school, and teachers, as well as engage in two-way communication with school staff. This platform also enables parents within a class or specified group, to communicate with one another via text or email. In addition, teachers are able to post pictures of the learning taking place in the classrooms for parents to enjoy and stay connected with what their children are doin in class. This communication platform is available in multiple languages, which enables all families to access interactive communication with the school and district. The Bloomz platform is used in addition to more traditional communication such as phone calls, in person meetings and presentations, etc. where bilingual staff are on hand to ensure all communication is understandable and accessible for all of our families.	It is the goal of the district to focus on reestablishing our parent volunteer program now that the COVID pandemic has subsided. This will provide parents with the opportunity to be more actively involved in the day to day educational experience of their children. In addition, the district is hiring a Student Specialist to help support families support their students to enhance student academic performance and social emotional well-being.	It is our goal to further enhance and extend our outreach to the families of our English learner children. Although they only comprise approximately 3.5% of our population, their voice is important to us and we are dedicated to building strong, trusting relationships with them. It is important that we understand the goals they have for their children and are properly equipped to help their children achieve those goals.	The Kings River-Hardwick School District seeks parent and family input in many ways. Currently, parents and families have the opportunity to provide input and be actively engaged in advisory groups and decision making through School Site Council/Parent Advisory Committee, English Learner Advisory Committee, school board meetings, surveys, and Parent Booster Club. These advisory groups play a key role in the development of our Local Control Accountability Plan (which also serves as our SPSA since we are a single school district), as well as providing guidance to the school and district regarding family engagement activities.	It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for parents from all student subgroups to engage in advisory groups and decision-making. This may be achieved through varying meeting times according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.	It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for underrepresented families to engage in advisory groups and decision-making. This may be achieved through varying meeting times 2023 Local Performance Indicator Self-Reflection for Kings River-Hardwick UESD Page 12 of 16 according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.	5	4	5	4	4	4	4	4	5	4	4	4	Met		27JUN2023	2023
16639416010474	Kings River-Hardwick Elementary	3	The Kings River-Hardwick School District seeks to continually improve upon the partnerships we have with our families in order to support and enhance student learning outcomes in all areas. Teachers and administrators receive ongoing professional development in effective ways to improve the school's capacity to partner wit parents. At KRH, we are fortunate to have strong family ties to the community we serve, and a parent population that actively seeks opportunities to partner with us. This level of parent engagement plays a large part in the success our students are able to achieve. Prior to the first day of school each year, we host our Back to School Night or Meet the Teacher Day for students and their families. These events provide parents and families the opportunity to become acquainted with the school, their child's teacher, and the rest of the staff. Teachers provide parents with an overview of grade level standards, class expectations, methods of communication, and ways parents may become involved in supporting their child's education. During BTSN or MTTD, parents also have the opportunity to sign-up for the class communication account, Bloomz. In order to ensure parents receive the information and resources they need to support their child's learning and development in the home, we meet with 100% of our parents for Parent/Teacher Conferences at the end of the first trimester. During the conference, teachers share student progress with parents, and their current level of performance on each standard reported on. In addition, teachers provide parents with resources and information they may utilize to support the specific learning needs of their child at home. Conferences are an excellent opportunity for parents to see portfolios and artifacts of their child's work, ask questions, and discuss ways they may work together with the school to support improved learning outcomes for their child. The school also provides parent workshops and information sessions in the areas of ELA, reading, and mathematics for parents and family members to enhance parents' ability to support student learning at home. These workshops help build a common foundation and understanding for parents around the standards their children are learning, and provide them with information and resources they may find useful when working with their children at home. KRH supports parents in understanding and exercising their legal rights and advocating for their children. As a charter school district, more than 50% of the student population attend on an inter-district transfer. Parents who seek admission for their children to our charter district tend to be strong advocates for their children from the onset of their education. We continue to foster that advocacy through parent engagement and involvement opportunities, providing information in our Student/Parent Handbook, and communication during Parent Advisory, School Site Council, ELAC, Parent Booster Club, & other committees.	The Kings River-Hardwick School District will focus on increasing the number of family engagement opportunities provided throughout the school year. In addition, the district will focus on building its social media presence.	It is the district's goal to focus on improving the engagement of underrepresented families through continued utilization of video conferencing and other virtual media structures that were found to be effective at reaching a wider range of our parents, families, and community throughout the previous 15 months of the pandemic, who have not otherwise been able to participate consistently via our previous in-person formats offered pre-pandemic. The district will also work with underrepresented families to schedule engagement opportunities at times that are most convenient for families.	The Kings River-Hardwick School District takes pride in the strong relationships we have developed and continue to nurture with out families. We are truly a team, working together wit hour parents and families, to ensure our children have access to a rich, nurturing, and engaging learning environment. All staff are committed to building and maintain strong, trusting relationships with our families, and are aware of the important role they play in this endeavor. We strongly encourage and welcome parent involvement in the education of their children, and have been able to build a community of parent and family volunteers that support and enhance the learning opportunities afforded to our children on a weekly basis. These volunteers provide help and support in our classrooms, with special activities school-wide, and as chaperons on field trips. In addition, we offer opportunities for families to engage in special events at school, including events such as Back to School Night, Concert Performances, Winter Programs, Open House, Book Fairs, Awards Ceremonies, etc. Our Parent Booster Club is also very involved in supporting the educational efforts of the school district and provides parents with hands-on opportunities to be involved and make a difference for their children. At the beginning of each school year, teachers make person contact with the parent of each child in their class to get to know more about the student and their family, and open the lines of communication with parents and families. In addition, the district utilizes Bloomz, an interactive communication platform that allows parents to receive news and information from the district, school, and teachers, as well as engage in two-way communication with school staff. This platform also enables parents within a class or specified group, to communicate with one another via text or email. In addition, teachers are able to post pictures of the learning taking place in the classrooms for parents to enjoy and stay connected with what their children are doin in class. This communication platform is available in multiple languages, which enables all families to access interactive communication with the school and district. The Bloomz platform is used in addition to more traditional communication such as phone calls, in person meetings and presentations, etc. where bilingual staff are on hand to ensure all communication is understandable and accessible for all of our families.	It is the goal of the district to focus on reestablishing our parent volunteer program now that the COVID pandemic has subsided. This will provide parents with the opportunity to be more actively involved in the day to day educational experience of their children. In addition, the district is hiring a Student Specialist to help support families support their students to enhance student academic performance and social emotional well-being.	It is our goal to further enhance and extend our outreach to the families of our English learner children. Although they only comprise approximately 3.5% of our population, their voice is important to us and we are dedicated to building strong, trusting relationships with them. It is important that we understand the goals they have for their children and are properly equipped to help their children achieve those goals.	The Kings River-Hardwick School District seeks parent and family input in many ways. Currently, parents and families have the opportunity to provide input and be actively engaged in advisory groups and decision making through School Site Council/Parent Advisory Committee, English Learner Advisory Committee, school board meetings, surveys, and Parent Booster Club. These advisory groups play a key role in the development of our Local Control Accountability Plan (which also serves as our SPSA since we are a single school district), as well as providing guidance to the school and district regarding family engagement activities.	It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for parents from all student subgroups to engage in advisory groups and decision-making. This may be achieved through varying meeting times according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.	It is the goal of the Kings River-Hardwick School District to continue to increase opportunities for underrepresented families to engage in advisory groups and decision-making. This may be achieved through varying meeting times according to parent availability and /or offering and additional meeting attendance options, such as via an online media platform to increase the opportunity for parents to attend either in-person or virtually.	5	4	5	4	4	4	4	4	5	4	4	4	Met		27JUN2023	2023
16639580000000	Kit Carson Union Elementary	3	Staff is available and visible to families before/after school, staff attends parent teacher club meetings and annual school carnival, each teacher had 90% or greater attendance at parent conferences, school site council and ELAC has 100% participation. Professional development for staff revolves around English Language development strategies and mathematics. All communication to families is disseminated in english and spanish.	The district would like to focus on parenting support for parents. Many of our parents work full time (sometimes multiple jobs) and are trying to parent their children. We would like to find opportunities to support our families.	The district believes that our second language parents may be underrepresented. In an effort to improve support the LEA will attempt to provide language support in the district/school office each afternoon so that parents feel supported.	The LEA provides parent conferences each trimester so that families and teachers can keep in contact. Student grades are also available online for families of each 4th-8th grade students. Uniform complaint procedures are disseminated in the student handbook.	The LEA would like to implement professional development in the area of teacher support to improve a school’s capacity to partner with families; specifically for our second language population.	School Site Council has recently requested Parenting classes to help them support their student in the area of academic achievement as well as the ability to address social-emotional stressors. These classes to learn effective strategies will be especially helpful to improve equity for our underrepresented families.	We were sure to solicit input and feedback from educational partners not only through successful school site council meetings, but also via surveys. These opportunities allowed parents and families to have their voices heard whether in person or through written means. The variety of modes allowed underrepresented groups to participate equitably.	An area of growth would be the ability to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We were pleased to see the large amount of families attend and embrace school activities; such as, Back to School Night, Family Art Nights, Science Fair, Spring Carnival, field trips, and Open House.	Based on the requests from all educational partners, we will continue offering in-person events and provide more opportunities for input and feedback. This will allow for an increase in collaborative opportunities for educational partners to work together in supporting student learning and engagement.	4	4	4	4	3	3	4	3	4	4	4	3	Met		14JUN2023	2023
16639580136556	Kings Valley Academy II	3	Kings Valley Academy II prides itself in building positive and lasting relationships with the community. The connection with our Educational Partners is a priority at Kings Valley Academy II. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received.  Data from our annual Survey shows that 100% of our parents feel the school is safe, 94% feel they are connected to the school and pleased with their student’s progress. In addition, 96% state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school is not only building relationships, the school is strengthening them.  One of our parents recently commented, “I receive weekly communication from my child’s teacher.” “The staff at Kings Valley respond in a timely manner to my calls.” “The administration asks for our input at parent meetings.” “I switched my daughter to this school because she was falling behind at her previous school.” “The teachers are very helpful, especially in classes that my child struggles with.”	Kings Valley Academy II has gone to great effort encouraging Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore the school planned and scheduled events throughout the year at different times of the day for anyone to attend.  Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2-way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.  A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program.  In addition, Kings Valley Academy II understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer.	Understanding the various needs of the community Kings Valley Academy II will improve engagement of underrepresented families at every event. This will be accomplished by providing staff to communicate in the parents preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests. We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text and social media.  Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries and a variety of services. Students and parents can access the tools for educational success at anytime of the day.	Input and data analysis, confirm that the Kings Valley Academy II would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	The pandemic was a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat Kings Valley Academy II was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this there was more participation and engagement with our Educational Partners. Parents were able to login form their own devices and join the discussions.  Although parents attend meetings and events, an area of improvement for Kings Valley Academy II is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. Kings Valley Academy II plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.	Kings Valley Academy II will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.  In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Our underrepresented families of Kings Valley Academy II are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.  One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 77% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.	4	4	3	4	4	4	4	4	4	4	4	4	Met		01JUN2023	2023
16639586113120	Mid Valley Alternative Charter	3	Staff is available and visible to families before/after school, staff attends parent teacher club meetings and annual school carnival, each teacher had 90% or greater attendance at parent conferences, school site council and ELAC has 100% participation. Professional development for staff revolves around English Language development strategies and mathematics. All communication to families is disseminated in english and spanish.	The district would like to focus on parenting support for parents. Many of our parents work full time (sometimes multiple jobs) and are trying to parent their children. We would like to find opportunities to support our families.	The district believes that our second language parents may be underrepresented. In an effort to improve support the LEA will attempt to provide language support in the district/school office each afternoon so that parents feel supported.	The LEA provides parent conferences each trimester so that families and teachers can keep in contact. Students meet with teachers at least once every two weeks and many times parents will come to these meetings as well. Student grades are also available online for families of each 4th-8th grade students. Uniform complaint procedures are disseminated in the student handbook.	The LEA would like to implement professional development in the area of teacher support to improve a school’s capacity to partner with families; specifically for our second language population.	School Site Council has recently requested Parenting classes to help them support their student in the area of academic achievement as well as the ability to address social-emotional stressors. These classes to learn effective strategies will be especially helpful to improve equity for our underrepresented families.	We were sure to solicit input and feedback from educational partners not only through successful school site council meetings, but also via surveys. These opportunities allowed parents and families to have their voices heard whether in person or through written means. The variety of modes allowed underrepresented groups to participate equitably.	An area of growth would be the ability to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. We were pleased to see the large amount of families attend and embrace school activities; such as, Back to School Night, Family Art Nights, Science Fair, Spring Carnival, field trips, and Open House.	Based on the requests from all educational partners, we will continue offering in-person events and provide more opportunities for input and feedback. This will allow for an increase in collaborative opportunities for educational partners to work together in supporting student learning and engagement.	4	4	4	4	3	3	4	4	4	4	4	4	Met		14JUN2023	2023
16639660000000	Lakeside Union Elementary	3	Lakeside UESD supports parent involvement school events such as: back to school,  open house , literacy night and school carnival. Parent survey comments for these events were positive as parents appreciated the opportunity to build relationships with the staff and maintain open communication regarding their students progress.	Lakeside UESD continues to focus on increasing parent involvement in relation to our annual school tour where parents are given a tour of the classrooms during instructional time and attend a meeting with the Superintendent/ Principal following the tour to share insights and ask questions. There has been an increase but participation represents less then 10% of our families . We will continue to offer two opportunities for parent-teacher conferences during the school year  to facilitate communication regarding academics as well as goal setting for each student based on staff- parent input.	Lakeside UESD will continue to focus on 2-way communication between the school and families . This is supported through our REMIND app, monthly newsletters, website and committee opportunities ( SSC and ELAC) . Lakeside will also identify professional development that focuses on cultural awareness .	Lakeside UESD provides flexible scheduling of parent -teacher conferences as well as Individual Education Plan meetings . Scheduling reflects staff and parent availability to ensure full participation  . During the 2022-23 school year , Lakeside UESD implemented a Literacy Night for grades TK-5. Literacy Night provided families an opportunity to participate in a model reading lesson and receive resources to support reading at home.	Lakeside UESD continues to focus on the sustainability of  professional earning within our internal resources and staff. This includes staff developed and presented parent education .	Lakeside UESD will incorporate professional earning based on family-school communication. Communication throughout the school year in regular intervals between staff and parents will be a focus within the 2023-24 school year.	Lakeside UESD provides opportunities for input through surveys, a parent tour that includes a meeting with the Superintendent/ Principal, committee meetings including SSC and ELAC.	Lakeside UESD will continue to seek to identify strategies to engage families for participation through educating all parties about events and what the participation will entail ( time commitment, etc).	Lakeside UESD will continue to utilize REMIND, newsletter and social media platforms, and the district website to communicate parent and community involvement activities. Lakeside will educate staff in regards to supporting parent participation through various communication and relationship building techniques .	4	5	3	5	4	4	4	4	4	4	5	5	Met		21JUN2023	2023
16639740000000	Lemoore Union Elementary	3	A parent survey was conducted in February of 2023 that received 469 responses compared to 1141 the year before.  The decrease in the response rate was due to conducting the survey via electronic form versus paper.  In the future we will offer both options in order to meet the needs of our parents. Based off of these survey responses, 93% of parents feel the school staff builds trusting and respectful relationships with families. 94% of parents are satisfied with the communication between parents and their child’s school, compared to 89% the year prior.  The schools have been working to improve two-way communication with families and the community including utilizing methods for increased online communication with the whole district utilizing Parent Square.  In addition, the district has opened up completely to allowing family and the community being on campus and participating in events.	One area of improving building relationships between school staff and families has been reorienting parents onto school campuses as we moved from the pandemic to an endemic.  Additionally, the district should continue to reach out to the families who have disengaged from the school community due to the pandemic by inviting them to both district and school site events.  Furthermore, the LEA’s effort to learn about each family’s strengths, cultures, languages and goals for their children is another area where we need to improve.	The primary way that the district has improved engagement of underrepresented families was by implementing Parent Square.  Parent Square is a communication system that is tied to the District's student information system that allows two-way communication between the district, school, or teacher and the parent in their home language.	"Building parent partnerships is important to LUESD. Every school promotes events such as Back to School Night, Open House, literacy nights, Latino Literacy Project and multiple school events including music performances and assemblies. Gifted and Talented Education (GATE) parent nights and ""Coffee with the Superintendent"" events also promote parent participation at the district-level. All of these events were severely impacted by the effects of the pandemic.  Each school has recently implemented or enhanced partnerships with families in the areas of attendance, academics and behavior. These include a Student Attendance Review Team (SART) that works with families to help improve student attendance, Study Support Teams (SST) to work with families to provide additional academic support and Tier 2 behavior plans that are established with parents to identify appropriate behavioral supports for students. The schools reach out to underrepresented families for parent conferences, participation in ELAC or SSC as well as DELAC or the district’s Parent Advisory Council for participation in district-level meetings."	An area where the district should focus to improve building partnerships for student outcomes is in regard to sharing and involving educational partners in the Professional Learning Community framework that the district employs as its primary system of ensuring that all students learn at high levels.	The primary way that the district will improve engage underrepresented families is by implementing Parent Square.  Parent Square is a communication system that is tied to the District's student information system that allows two-way communication between the district, school, or teacher and the parent in their home language.	The district seeks to gain input and feedback from parents throughout the school year through a variety of means, including those noted above. Multiple opportunities for this to take place occur in group settings such as the School Site Council (SSC), English Learner Advisory Council (ELAC), District English Advisory Council (DELAC), and Parent Advisory Council (PAC).  Additional opportunities occur on an individual basis such as parent-teacher conferences, SART, IEPs, SSTs, and behavior support meetings. Building partnerships with parents and families is crucial in helping LUESD reach its goals of supporting students academically, improving student attendance, supporting students behaviorally and increasing participation in music, sports and other extracurricular activities. The schools will continue to reach out to underrepresented families to have them participate in some of the parent advisory councils as well as having them volunteer at the school.	An area of continued focus for the district in improving input for decision making is to improve the district's survey processes and content.  Another continued area of focus should be on expanding the various educational partner groups to include community and civic members.	The primary way that the district will improve engagement of underrepresented families is by implementing Parent Square.  This system can be used to gather information from educational partners via electronic surveys.	4	4	3	4	3	3	4	4	4	4	4	3	Met		20JUN2023	2023
16639740100156	Lemoore University Elementary Charter	3	A parent survey was conducted by the district in February of 2022, that received more than triple the response rate from the year before.  This was due to the survey being offered on paper versus just online, like it was the year before.  Based on this survey, 93% of parents felt the school staff builds trusting and respectful relationships with families, and 89% were satisfied with the communication between the school and parents.  We have been working to improve our two-way communication with parents and the community by utilizing increased for increased online communication, including social media, Parent Square and our district/school website.	One of the areas we will focus on to improve relationships between families and school staff is to re-orient parents back onto campus, post pandemic, by bringing back such annual events such as Back to School Night, Open House, Family Involvement Nights (reading, math, science, art, etc.), award ceremonies, and student recognition events.  We also need to improve in learning about each family's strengths, cultures, languages, and goals for their children in the future.	The primary way that the school will improve engagement of underrepresented families is by implementing Parent Square.  This is a communication system that is tied to the school's student information system, that allows two-way communication between the district, school, and/or teacher and the parent/guardian in their home language.	Building parent partnerships is paramount at UCS.  We promote such events as Back to School Night, Open House, Family nights (reading, math, science, art), and award/recognition ceremonies on campus.  We have recently implemented and/or enhanced partnerships with families in the areas of attendance, academics and behavior.  These include a Student Attendance Review Team (SART) to help improve attendance, Student Support Teams (SST) to work with families to provide additional academic support and Tier 2 behavior plans that are established with parents to identify appropriate behavioral supports for students.  The school reaches out to underrepresented families for parent conferences, participation in Charter Council and PSO.	An area where the school should focus to improve building partnerships for student outcomes is in regards to sharing and involving educational partners in the Professional Learning Community (PLC) framework that the district employs as its primary system of ensuring that all students learn at high levels.	The primary way that the school will improve engagement of underrepresented families is by implementing Parent Square.  This is a communication system that is tied to the school's student information system, that allows two-way communication between the district, school, and/or teacher and the parent/guardian in their home language.	The school seeks to gain input and feedback from parents throughout the school year through a variety of means, including those noted above.  Multiple opportunities for this to take place occur in group settings such as the Charter Council, Parent-Staff Organization (PSO), and grade level parent meetings.  Additional opportunities occur on an individual basis such as in parent-teacher conferences, SART, IEPs, SSTs and behavior support meetings.  Building partnerships with parents and families is fundamental in helping UCS reach its goals of supporting students academically, emotionally, and behaviorally, improving attendance, and increasing participation in extracurricular activities.  The school will continue to reach out to underrepresented families to have them participate in some of the parent advisory groups, as well as having them volunteer at the school.	A focus area for the school in improving input for decision making is to improve the school's survey processes and content.  Another area of focus should be on expanding the various educational partner groups to include community and civic members.	The primary way that the school will improve engagement of underrepresented families is by implementing Parent Square.  This system can be used to gather information from the educational partners, including the parent/guardian, via electronic surveys, in their home language.	4	4	4	4	3	3	4	4	4	4	4	3	Met		20JUN2023	2023
16639820000000	Lemoore Union High	3	LUHSD utilizes a variety of tools to gather this data for parent engagement. Meetings are held regularly with parents of English Learners, Migrant students and Native American families through the Indian Education Council. Data from these meetings are combined with survey data from parents and students. Survey data is reflective of our current demographics and is representative of each grade level (e.g. 9 through 12). Parents have an open forum in both meetings and on the survey to provide input on priorities for funding, as well as, strengths and weaknesses at each school site. The data collected is used to determine our current levels of implementation, what actions are needed and developing or modifying current district goals. LUHSD offers events on their campuses for parents and guardians to come in and engage with staff.  Events such as Back to School Night, Parent Conferences, and Financial Aid Night have been well attended.	LUHSD is taking part in Equity Training to increase knowledge and skills on how to build connections with the students and families in the district.  LUHSD is increasing opportunities for parents to come onto campus and interact with staff.	In order to improve engagement of unrepresented families in relation to seeking input for decision making LUHSD will encourage families to join ELAC/DELAC, SPED parent groups, and School Site Council.  LUHSD will continue to be active members in the Indian Education Council.  LUHSD will send notifications to meetings home in both English and Spanish.   Parent Square and the district webpage will be used to push out information.  Surveys will be conducted with families to gain their input. Back to School Nights and Parent Conferences will be held to increase involvement with parents.  Resource linkage will be provided by the LUHSD Student Services department to assist parents with barriers that are impacting student learning.	LUHSD utilizes a variety of tools to gather this data for parent engagement. Meetings are held regularly with parents of English Learners, Migrant students and Native American families through the Indian Education Council. Data from these meetings are combined with survey data from parents and students. Survey data is reflective of our current demographics and is representative of each grade level (e.g. 9 through 12). Parents have an open forum in both meetings and on the survey to provide input on priorities for funding, as well as, strengths and weaknesses at each school site. The data collected is used to determine our current levels of implementation, what actions are needed and developing or modifying current district goals.	LUHSD will continue to work on increasing parent involvement on surveys and at meetings.  LUHSD will use various platforms to communicate with parents information on upcoming events. LUHSD will work to build and strengthen relationship with local industry partners and the local community college in order to improve students outcomes.	The LEA plans to improve engagement with underrepresented families in relation to building partnerships for Student Outcomes by encouraging families to get involved in parent groups and organizations (SSC, ELAC, DELAC, etc.). LUHSD will continue to offer Parent University to our families as a way of empowering our families.  Through this program our parents strengthen their skills on how to support their students in achieving academic and personal success.  LUHSD will continue to build involvement with our Native American families through active involvement in Indian Education Council.  WINGS Program is offered to our McKinney Vento students and mentors serve as a point of contact to guardians in an effort to give them more connectedness to the school.  LUHSD will offer parent nights in which parents can come in and meet with counselors and college and career staff to gain knowledge and get assistance with post secondary plans.	LUHSD utilizes a variety of tools to gather this data for parent engagement. Meetings are held regularly with parents of English Learners, Migrant students and Native American families through the Indian Education Council. Data from these meetings are combined with survey data from parents and students. Survey data is reflective of our current demographics and is representative of each grade level (e.g. 9 through 12). Parents have an open forum in both meetings and on the survey to provide input on priorities for funding, as well as, strengths and weaknesses at each school site. The data collected is used to determine our current levels of implementation, what actions are needed and developing or modifying current district goals.	Based on the analysis of educational partner input and local data LUHSD will focus on building processes to increase parent participation and engagement on surveys, at parent conferences/Back to School Night, and at parent meetings.	In order to improve engagement of unrepresented families in relation to seeking input for decision making LUHSD will encourage families to join ELAC/DELAC, SPED parent groups, and School Site Council.  LUHSD will continue to be active members in the Indian Education Council.  LUHSD will send notifications to meetings home in both English and Spanish.   Parent Square and the district webpage will be used to push out information.  Surveys will be conducted with families to gain their input. Back to School Nights and Parent Conferences will be held to increase involvement with parents.	4	3	4	4	4	3	4	4	4	3	3	3	Met		22JUN2023	2023
16639820110205	Lemoore Middle College High	3	On the LCAP Surveys, parents responded that the environment at the school welcoming, inviting, and office staff are friendly to visitors (93%), and that the schools communicated often about rules, policies and activities (90%). Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (100%). Additionally, 100% of parents surveyed felt tha:t LMCHS keeps them well informed about their student's progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails. A number of parents (23%) felt that the school did not offer enough quality activities that meet their student's interests and talents, such as sports, clubs and music. As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward.	100% of parents surveyed felt that LMCHS keeps them well informed about their student’s progress at school, and 92% of parents responded that the school promptly responds to their phone calls, messages or emails.	Students are provided a challenging curriculum (92%) and have access to a broad curriculum (83%). The parents responded positively to the schools being an inviting place to learn (100%). Additionally, 1 A number of parents (23%) felt that the school did not offer enough quality activities that meet their student’s interests and talents, such as sports, clubs and music. As a response to this concern, LMCHS now offers access to sports for eligible students, and further addressing the offerings for students at LMCHS will be a focus area moving forward.	The majority of parents (87%) responded that students have a plan of study connecting their students to a career goal and (62%) felt their students were prepared for a postsecondary career. Parents felt their students have access to a challenging curriculum (92%) and were taught critical thinking skills (100%). This will be an area of focus for the current school year, for all students and parents to feel they have access to curricular materials and technology and for staff to remove any existing barriers.	Parents responded positively that their students did have access to technology (100%) or to adequate curricular materials (84%). This was an area that we work hard to ensure students had appropriate access to.	LMCHS hosts parents for Back to School Night, as well as an in person Orientation and Registration nights annually. Additionally, Parent U informational nights are held 4 times per year, and topics vary based on input from educational partners gathered throughout the school year.	Lemoore Middle College has a reputation for providing a high quality education to all students. As a school of choice, we actively engage our educational partners to ensure that our reputation remains a positive one. This engagement is critical to stabilize our student enrollment, and guarantee the long term success of LMCHS.	Parents responded in a positive manner (ranging from 90 -100%) on multiple questions about the school communicating with parents regarding student progress, enforcement of rules, and updates on school activities and events. The responses ranges dropped (77%) when asked if parents and students had input on rules, policies and changes at the school sites. This is an area of improvement for all sites, and to specifically target Spanish-speaking parents during the current school year. LMCHS is utilizing a Certificated teacher to provide additional tutoring and regular two-way communication for our students classified as English Language Learners. This will allow improved access to resources and opportunities for families to provide meaningful input to LMCHS.	LMCHS hosts parents for Back to School Night, as well as an in person Orientation and Registration nights annually. Additionally, Parent U informational nights are held 4 times per year, and topics vary based on input from educational partners gathered throughout the school year.	5	4	4	4	4	4	4	4	4	4	3	4	Met		22JUN2023	2023
16639820136234	Lemoore Online College Preparatory High	3	"At Lemoore Online, the staff prides itself on our ability to build, bolster and nurture relationships between school staff and families. This process starts at Orientation when each family meets the principal, the counselor and their child's mentor teacher personally. From here, weekly Progress Check Meetings between the teacher and the parent keep the lines of communication open. Parents are encouraged to be active participants in their child's education and the school invites parents to engage with the teacher and the school often by whatever means is most convenient for the family, including: in person/on campus, via phone or via virtual meetings. Lemoore Online also works in collaboration 2023 Local Performance Indicator Self-Reflection for Lemoore Online College Preparatory High School Page 10 of 19 with the Liaisons from Santa Rosa Rancheria from the Tachi Yokut Tribe. Our school counselor also maintains on-going communication with many of our students and their families as we work as team to support students academically, behaviorally, and social-emotionally. When staff raises a concern about a student, the first call is to the parents. Parents are then invited to a Tier 2 Goals Meeting along with their student and the counselor. At this meeting, goals are developed as a team and the parent(s) is a key part of this collaborative process. At Lemoore Online we believe that the more informed parents are about the expectations of the program and how students can be successful, the more effective parents can be in helping their child succeed. According to our LCAP Survey data, parents surveyed responded as follows: 88% believe the school ""seeks parent input"" 79% ""feel welcome to participate in school activities"" 94% ""feel well-informed"""	In the future, Lemoore Online will focus on the following areas when it comes to Building Relationships between School Staff and Families: 1) Publish a Monthly Newsletter (During the 22-23 school year only 1 Newsletter went home). Numerous informational letters went home this year, however the focus of the Parent Newsletter would be on information that is relevant to all communities represented at Lemoore Online from the lens of parent support and empowerment. 2) Find ways to encourage attendance at Back to School Night, Parent Info Nights, and participation in Charter Council. This information should go out to parents at Orientation. 3) Continued use of a variety of media types to get information to parents, including: Facebook, Parent Square, Emails, Phone calls, Texts, Letter Home, Flyers, etc. 4) Offer MORE Parent Info Nights (Quarterly by grades, hosted by the Counselor) 5) Offer Parenting Classes in collaboration with the District	"Lemoore Online builds excellent rapport and support networks for all stakeholders. This takes place primarily within the framework of the ""Weekly Progress Meeting"". Parents and students are active participants in these progress meetings wherein teachers not only report on ""current progress"" but guide parents and students in the necessary/suggested steps for improvement. College and career readiness and graduation preparation are also discussed in these meetings. If further support or intervention is needed, the teacher will also use these Progress Check meetings to connect families with resources. LCAP survey data clearly shows that parents and students feel supported at Lemoore Online; 91% of students and parents/guardians feel Lemoore Online is a supportive and inviting place to learn."	"At Lemoore Online, the staff prides itself on our ability to build, bolster and nurture relationships between school staff and families. This process starts at Orientation when each family meets the principal, the counselor and their child's mentor teacher personally. From here, weekly Progress Check Meetings between the teacher and the parent keep the lines of communication open. Parents are encouraged to be active participants in their child's education and the school invites parents to engage with the teacher and the school often by whatever means is most convenient for the family, including: in person/onsite, via phone or via virtual meetings. Lemoore Online also works in collaboration with the Liaisons from Santa Rosa Rancheria from the Tachi Yokut Tribe. Our school counselor also maintains on-going communication with many of our students and their families as we work as team to support students academically, behaviorally, and social-emotionally. When staff raises a concern about a student, the first call is to the parents. Parents are then invited to a Tier 2 Goals Meeting along with their student and the counselor. At this meeting, goals are developed as a team and the parent(s) is a key part of this collaborative process. At Lemoore Online we believe that the more informed parents are about the expectations of the program and how students can be successful, the more effective they can be in helping their child succeed. According to our LCAP Survey data, parents surveyed responded as follows: 88% believe the school ""seeks parent input"" 79% ""feel welcome to participate in school activities"" 94% ""feel well-informed"""	"In the future, Lemoore Online will focus on the following areas when it comes to Building Partnerships for Student Outcomes: 1) Communicating support opportunities for parents. Only 54% of parents surveyed were aware of the free online classes offered by the school through Fresno State's ""Parent University"". 2) Offering relevant support opportunities for parents. After the most recent LCAP Survey, only 69% of parents surveyed believed the school provides ""useful"" parent workshops. 3) Collaborate with LUHSD to offer Parenting/Support Classes for parents. Oftentimes, parents of our online students report that they struggle with the following: establishing a healthy routine for their teen at home, knowing and enforcing program expectations, homework support, college and career planning, support for graduation, etc."	Lemoore Online plans to improve the engagement of underrepresented families as follows: 1) Offer virtual and in-person Parent Nights with targeted topics led by our Counselor and Social Worker. Topics to include: Financial aid/FAFSA, college applications, career readiness, how to support your online student, social emotional learning and support at home, etc. 2) Personally invite parents to events via texts, phone calls, email, ParentSquare, etc. 3) Incentivize parent participation for students 4) Host and advertise events put on by our Multicultural Club that represent a diversity of ethnic groups, cultural back grounds, etc. 5) Offer info nights for parents of students in our ELD Class 6) Offer info nights for parents of students on an IEP/504 Plan 7) Encourage more participation in our Charter Council by inviting the parents of students represented by the following minority groups: Special Education, students on a 504, homeless students, foster students, and parents of English Learners.	"Lemoore Oline seeks to work in collaboration with our students and their parents/guardians as well as with the unique cultures and community groups our students belong to. Our strengths include the following: 1) Lemoore Online Charter Council - There are currently 3 parents on our Charter Council and 1 student 2023 Local Performance Indicator Self-Reflection for Lemoore Online College Preparatory High School Page 13 of 19 2) Weekly Progress Check Meetings - These meetings have been noted by staff, students and their parents as a highlight of our program. These weekly meetings offer all involved a regular venue for ""catching up"", expressing concerns, alignment of goals, coordinating supports, etc. 3) Parent Input - When surveyed, 88% of parents agreed that the school ""seeks parent input""."	In the future, Lemoore Online will focus on the following areas when it comes to Seeking Input for Decision Making: 1) Increase the diversity of our Charter Council by inviting the parents of students represented by the following minority groups: Special Education, students on a 504, homeless students, foster students, and parents of English Learners. 2) Develop a Multicultural Club that represent a diversity of ethnic groups, cultural back grounds, etc. 3) Offer Parent Nights for parents of students in our ELD Class 4) Offer Parent Nights for parents of students on an IEP/504 Plan	Lemoore Online plans to improve the engagement of underrepresented families as follows: 1) Offer virtual and in-person Parent Nights with targeted topics led by our Counselor and Social Worker. Topics to include: Financial aid/FAFSA, college applications, career readiness, how to support your online student, social emotional learning and support at home, etc. 2) Personally invite parents to events via texts, phone calls, email, ParentSquare, etc. 3) Incentivize parent participation for students 4) Host and advertise events put on by our Multicultural Club that represent a diversity of ethnic groups, cultural back grounds, etc. 5) Offer Parent Info Nights for parents of students in our ELD Class 6) Offer Parent Info Nights for parents of students on an IEP/504 Plan 7) Encourage more participation in our Charter Council by inviting the parents of students represented by the following minority groups: Special Education, students on a 504, homeless students, foster students, and parents of English Learners.	5	4	4	5	4	5	5	4	4	4	3	4	Met		22JUN2023	2023
16639900000000	Pioneer Union Elementary	3	"The self-assessment results above and the results of the 2022 parent survey were analyzed to determine the LEA’s strengths on building relationships between school staff and families. On the 2022 parent survey 73.66% of parents responded positively to the question, ""All cultures are treated fairly and with respect at school.” 12.9% responded that they disagreed and 13.44% had no opinion. 73.66% of parents responded positively to the question, “I feel welcome to participate in activities at my child’s school.” 12.37% responded that they disagreed and 13.98% had no opinion. Finally, 74.19% of parents responded positively to the question, ""I believe there is open communication between myself and my child's teacher."" 10.75% responded that they disagreed and 15.05% had no opinion."	The self-assessment results above and the results of the 2022 parent survey were analyzed to determine the LEA’s areas of focus for improvement on building relationships between school staff and families. On the 2022 parent survey data above, there is room for growth in all three survey questions: All cultures are treated fairly and with respect at school, I feel welcome to participate in activities at my child’s school, I believe there is open communication between myself and my child's teacher.	Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. There are multiple committees and groups, including District Parent Advisory Council, School Site Councils, Wellness Committee, English Learner Advisory Council, Title I Parent Meetings, Parent/Teacher Committees, provide feedback, input, and monitoring of district programs. To build community schools offer many opportunities for families such as awards assemblies, sports events, family carnivals, activity nights, Back-to-School Night, and Open House. The District is developing ways to support staff on learning about each family’s strengths, cultures, languages, and goals for their children, including engagement of underrepresented families, through its continued work in MTSS and a future identified need for culturally responsive teaching professional development. The district will continue to reach out to underrepresented families to encourage them to be involved in the school community.	The District analyzed multiple sources of data regarding building partnerships for student outcomes and building a school’s capacity to partner with families. On the parent survey, 80.64% of parents gave a positive response to the question, “My school provides me with progress reports and report cards to inform me about my child’s success.” 16.67% responded that they disagree and 2.69% have no opinion.	Rating scale data above demonstrates a need to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication via multiple venues. Through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District is investigating ways to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families.	Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians of the district. For the 2022-2023 survey, 186 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. On the parent survey, 77.42% of parents gave a positive response to the question, “My school seeks parent input.” 9.14% responded that they disagree and 13.44% have no opinion.	The District survey had a limited number of responses in the 2022-23 school year. The District will seek ways to garner broader parental input on the survey.	The District offers a variety of ways that parents, guardians, and community can provide input for decision-making including board meetings, District Parent Advisory Council, English Language Advisory Councils, School Site Councils, Title I Parent Meetings, Parent/Teacher Clubs, and the Wellness Committee. The district works to advertise and increase community awareness amongst underrepresented families of ways they can be involved in providing input and be engaged in district and school activities and committees.	4	4	3	3	1	4	4	5	5	4	5	4	Met		21JUN2023	2023
16639900116699	Frontier Elementary	3	"The self-assessment results above and the results of the 2022 parent survey were analyzed to determine the LEA’s strengths and areas of focus for improvement on building relationships between school staff and families. On the 2022 parent survey 73.66% of parents responded positively to the question, ""All cultures are treated fairly and with respect at school.” 12.9% responded that they disagreed and 13.44% had no opinion. 73.66% of parents responded positively to the question, “I feel welcome to participate in activities at my child’s school.” 12.37% responded that they disagreed and 13.98% had no opinion. Finally, 74.19% of parents responded positively to the question, ""I believe there is open communication between myself and my child's teacher."" 10.75% responded that they disagreed and 15.05% had no opinion."	The self-assessment results above and the results of the 2022 parent survey were analyzed to determine the LEA’s areas of focus for improvement on building relationships between school staff and families. On the 2022 parent survey data above, there is room for growth in all three survey questions: All cultures are treated fairly and with respect at school. I feel welcome to participate in activities at my child’s school. I believe there is open communication between myself and my child's teacher.	Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. There are multiple committees and groups, including District Parent Advisory Council, School Site Councils, Wellness Committee, English Learner Advisory Council, Title I Parent Meetings, Parent/Teacher Committees, provide feedback, input, and monitoring of district programs. To build community schools offer many opportunities for families such as awards assemblies, sports events, family carnivals, activity nights, Back-to-School Night, and Open House. The District is developing ways to support staff on learning about each family’s strengths, cultures, languages, and goals for their children, including engagement of underrepresented families, through its continued work in MTSS and a future identified need for culturally responsive teaching professional development. The district will continue to reach out to underrepresented families to encourage them to be involved in the school community.	The District analyzed multiple sources of data regarding building partnerships for student outcomes and building a school’s capacity to partner with families. On the parent survey, 80.64% of parents gave a positive response to the question, “My school provides me with progress reports and report cards to inform me about my child’s success.” 16.67% responded that they disagree and 2.69% have no opinion.	Rating scale data above demonstrates a need to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication via multiple venues. Through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District is investigating ways to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families.	Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians  of the district. For the 2022-2023 survey, 186 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. On the parent survey, 77.42% of parents gave a positive response to the question, “My school seeks parent input.” 9.14% responded that they disagree and 13.44% have no opinion.	The District survey had a limited number of responses in the 2022-23 school year. The District will seek ways to garner broader parental input on the survey.	The District offers a variety of ways that parents, guardians, and community can provide input for decision-making including board meetings, District Parent Advisory Council, English Language Advisory Councils, School Site Councils, Title I Parent Meetings, Parent/Teacher Clubs, and the Wellness Committee. The district works to advertise and increase community awareness amongst underrepresented families of ways they can be involved in providing input and be engaged in district and school activities and committees.	4	4	3	3	1	4	4	5	5	4	5	4	Met		21JUN2023	2023
16639906010557	Pioneer Elementary	3	"The self-assessment results above and the results of the 2022 parent survey were analyzed to determine the LEA’s strengths and areas of focus for improvement on building relationships between school staff and families. On the 2022 parent survey 73.66% of parents responded positively to the question, ""All cultures are treated fairly and with respect at school.” 12.9% responded that they disagreed and 13.44% had no opinion. 73.66% of parents responded positively to the question, “I feel welcome to participate in activities at my child’s school.” 12.37% responded that they disagreed and 13.98% had no opinion. Finally, 74.19% of parents responded positively to the question, ""I believe there is open communication between myself and my child's teacher."" 10.75% responded that they disagreed and 15.05% had no opinion."	The self-assessment results above and the results of the 2022 parent survey were analyzed to determine the LEA’s areas of focus for improvement on building relationships between school staff and families. On the 2022 parent survey data above, there is room for growth in all three survey questions: All cultures are treated fairly and with respect at school. I feel welcome to participate in activities at my child’s school. I believe there is open communication between myself and my child's teacher.	Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. There are multiple committees and groups, including District Parent Advisory Council, School Site Councils, Wellness Committee, English Learner Advisory Council, Title I Parent Meetings, Parent/Teacher Committees, provide feedback, input, and monitoring of district programs. To build community schools offer many opportunities for families such as awards assemblies, sports events, family carnivals, activity nights, Back-to-School Night, and Open House. The District is developing ways to support staff on learning about each family’s strengths, cultures, languages, and goals for their children, including engagement of underrepresented families, through its continued work in MTSS and a future identified need for culturally responsive teaching professional development. The district will continue to reach out to underrepresented families to encourage them to be involved in the school community.	The District analyzed multiple sources of data regarding building partnerships for student outcomes and building a school’s capacity to partner with families. On the parent survey, 80.64% of parents gave a positive response to the question, “My school provides me with progress reports and report cards to inform me about my child’s success.” 16.67% responded that they disagree and 2.69% have no opinion.	Rating scale data above demonstrates a need to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication via multiple venues. Through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District is investigating ways to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families.	Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians  of the district. For the 2022-2023 survey, 186 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. On the parent survey, 77.42% of parents gave a positive response to the question, “My school seeks parent input.” 9.14% responded that they disagree and 13.44% have no opinion.	The District survey had a limited number of responses in the 2022-23 school year. The District will seek ways to garner broader parental input on the survey.	The District offers a variety of ways that parents, guardians, and community can provide input for decision-making including board meetings, District Parent Advisory Council, English Language Advisory Councils, School Site Councils, Title I Parent Meetings, Parent/Teacher Clubs, and the Wellness Committee. The district works to advertise and increase community awareness amongst underrepresented families of ways they can be involved in providing input and be engaged in district and school activities and committees.	4	4	3	3	1	4	4	5	5	4	5	4	Met		21JUN2023	2023
16639906110233	Pioneer Middle	3	"The self-assessment results above and the results of the 2022 parent survey were analyzed to determine the LEA’s strengths and areas of focus for improvement on building relationships between school staff and families. On the 2022 parent survey 73.66% of parents responded positively to the question, ""All cultures are treated fairly and with respect at school.” 12.9% responded that they disagreed and 13.44% had no opinion. 73.66% of parents responded positively to the question, “I feel welcome to participate in activities at my child’s school.” 12.37% responded that they disagreed and 13.98% had no opinion. Finally, 74.19% of parents responded positively to the question, ""I believe there is open communication between myself and my child's teacher."" 10.75% responded that they disagreed and 15.05% had no opinion."	The self-assessment results above and the results of the 2022 parent survey were analyzed to determine the LEA’s areas of focus for improvement on building relationships between school staff and families. On the 2022 parent survey data above, there is room for growth in all three survey questions: All cultures are treated fairly and with respect at school. I feel welcome to participate in activities at my child’s school. I believe there is open communication between myself and my child's teacher.	Pioneer District has many opportunities for families to be engaged in the schools and provide for meaningful communication. There are multiple committees and groups, including District Parent Advisory Council, School Site Councils, Wellness Committee, English Learner Advisory Council, Title I Parent Meetings, Parent/Teacher Committees, provide feedback, input, and monitoring of district programs. To build community schools offer many opportunities for families such as awards assemblies, sports events, family carnivals, activity nights, Back-to-School Night, and Open House. The District is developing ways to support staff on learning about each family’s strengths, cultures, languages, and goals for their children, including engagement of underrepresented families, through its continued work in MTSS and a future identified need for culturally responsive teaching professional development. The district will continue to reach out to underrepresented families to encourage them to be involved in the school community.	The District analyzed multiple sources of data regarding building partnerships for student outcomes and building a school’s capacity to partner with families. On the parent survey, 80.64% of parents gave a positive response to the question, “My school provides me with progress reports and report cards to inform me about my child’s success.” 16.67% responded that they disagree and 2.69% have no opinion.	Rating scale data above demonstrates a need to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	The District encourages teachers to have frequent communication with families. The District has multiple opportunities for parents to meet with the teacher to discuss student progress including parent/teacher conferences, IEP meetings, 504 meetings, and Student Study Teams as well as informal school to home communication via multiple venues. Through the student information system, parents have a portal through which they can check their student’s grades, assignments, assessment results, and attendance. During various types of parent meetings information on how to support student learning at home is provided. Meetings such as parent conferences, IEPs, 504s, Student Study Teams, and Title I routinely provide parents with information about what they can do at home to support the learning in school. The District provides all of the required legal notices to families annually and during some district and site level meetings. The District is investigating ways to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families including on how to improve the engagement of underrepresented families.	Pioneer Union Elementary School District conducts a parent survey each spring. This survey is open to all parents or legal guardians  of the district. For the 2022-2023 survey, 186 responses were received. The survey seeks parental input in decision making and is used as a means of assessing and promoting participation in programs. On the parent survey, 77.42% of parents gave a positive response to the question, “My school seeks parent input.” 9.14% responded that they disagree and 13.44% have no opinion.	The District survey had a limited number of responses in the 2022-23 school year. The District will seek ways to garner broader parental input on the survey.	The District offers a variety of ways that parents, guardians, and community can provide input for decision-making including board meetings, District Parent Advisory Council, English Language Advisory Councils, School Site Councils, Title I Parent Meetings, Parent/Teacher Clubs, and the Wellness Committee. The district works to advertise and increase community awareness amongst underrepresented families of ways they can be involved in providing input and be engaged in district and school activities and committees.	4	4	3	3	1	4	4	5	5	4	5	4	Met		21JUN2023	2023
16739320000000	Reef-Sunset Unified	3	Staff provides welcoming environments to our families and are cognizant of language and cultural barriers that may be obstacles for families to engage with the school system. We adjust to meet the needs of all cultures and languages. This is seen as we bring in the various cultures into school events.	Focus Areas: LEA’s progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families.	LEA’s progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children	Caring staff  is open to learning and helping to support the needs of students and families.  The addition of a Family Engagement Center and Community Schools staff to establish programs and structures to help build partnerships to improve student outcomes.	Focus Areas: We will continue to focus on providing families with information and resources to support student learning and development in the home.	Support families to understand and exercise their legal rights and advocate for their own students and all students.	The district has a Family Engagement Coordinator to help increase addressing the coordination of services and education for families.  A Family Engagement Center is being established to provide a community hub for education classes, support, and services. DELAC and DAC parent group meetings meet monthly.	Focus Area:  LEA’s progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making.	We want to increase parent participation in the areas of policy making.  This may not be an area parents are comfortable with and/or understand why their voice is important and it is our responsibility to help improve in this area.	3	4	3	4	3	3	3	3	3	3	3	3	Met		15JUN2023	2023
17101730000000	Lake County Office of Education	3	CCS and Hance staff work with families and students to develop positive relationships to support academic success, behavioral improvement, and social-emotional development. As specialized educational settings, CCS and Hance faculty support students and families who have not typically experienced success in the comprehensive school setting.  With a low student-to-teacher ratio, paraprofessional support in every classroom, dedicated school administration and access to therapeutic services from a licensed clinician, CCS and Hance students are able to work with a dedicated team of adults to address their specific needs so that they may successfully return to their school of residence.	CCS and Hance continue to evaluate and improve their intake procedures when a student joins the school setting.  This involves meeting with the parents/guardians to communicate and establish expectations, assessing student academic levels and needs to set appropriate learning goals, and identifying behavioral and social-emotional goals to support student growth.	CCS and Hance are fortunate to have a caring and dedicated team of adults who work with students and families to support student success.  Teachers and school administration monitor student progress and communicate with families on a regular basis.  Small class sizes and low student-to-staff ratios ensure a high level of individualized student attention.	CCS and Hance are schools that address specific student needs. Hance works with our expelled youth and CCS is dedicated to working with students with emotional disturbance.   CCS is designed after the Diana Browning Wright program of Supporting Students With Intense Social, Emotional and Behavioral Challenges - the NEEDS-SEB Model.  Behavior data is collected and analyzed to track improvement and to establish growth targets.  Both schools monitor student academic progress and develop individualized learning plans or individualized educational plans (IEP).	CCS and Hance continue to strive to improve student behavior and academic outcomes.  During the 2022-23 school year, the Hance team began training on Restorative Practices and community building circles.  The CCS team will begin formal training in August 2023.  This will continue to be the focus in the upcoming school year.	CCS and Hance teams are fortunate to have strong bonds with their students.  Given the small class sizes, CCS and Hance teams are able to maintain consistent and positive communication with families via in-person conferences, phone calls and email communication. The average student at CCS and Hance remains on campus between 12-24 months before returning to their district of residence. This high turnover in student population demonstrates the dedicated attention of the faculty to student success.	CCS and Hance hold School Site Council meetings four times annually to establish SPSA goals and actions and to evaluate overall progress toward SPSA goals.  These meetings include input from parents/guardians, students and staff.  Additionally, LCOE staff seeks input from families, students, staff and community members through the LCAP engagement process.  One LCAP engagement meeting was held at each school and a virtual meeting option was also provided so that working community members could attend.  These opportunities allowed for an open dialogue to discuss current practices, gather input from student voices, and communicate future goals.	CCS and Hance continue to explore effective options to engage families, students and community members in the decision making process.  Hance has begun work with Restorative Practices and implementing Respect Agreements on campus. Respect Agreements are developed with student and staff input and outline how students agree to treat each other, how students agree to treat the staff, how staff agree to treat the students, and how the school community agrees to treat the campus environment. CCS will begin this formal training in August 2023.	CCS and Hance administration endeavor to communicate and to engage all families in their student’s educational journey.  Teachers and school administration actively work to engage families throughout a student’s time in our schools.  Student attendance, academic progress and behavior goals are monitored closely to support a student’s successful return to their district of residence.	5	5	4	5	3	3	4	4	3	3	3	3	Met		28JUN2023	2023
17640140000000	Kelseyville Unified	3	Kelseyville USD has a District Welcome Center, which is a one-stop, full-service facility focused on providing both new and returning district families everything they need for a successful start to each school year. All school sites and the District Office employ bilingual (English and Spanish) staff who are readily available for providing information and translating conversations for our Spanish speaking families. All communication, both written and verbal, are provided in English and Spanish.	Supporting staff to learn about each family’s strengths, cultures, language, and goals for their children is an area for improvement.	KVUSD has made communication, specifically with our underrepresented families, a priority.  We will use our Site Councils, NAAC (Native American Advisory Committee), ELACs (English Learner Advisory Committee), and parents surveys as means to solicit input and feedback from educational partners.	All school sites provide a variety of opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes including Back to School nights, regularly scheduled parent-teacher conferences, and encouraging parent requests for meetings with individual teachers.  Additionally, KVUSD provides multiple Family Night events focusing on topics like Positive Behavior at School and Home, Reading and Math Activities for Home, Bullying Prevention, and Mental Health Awareness.	Providing families with information and resources to support student learning and development in the home.	KVUSD has made communication, specifically with our underrepresented families, a priority.  We will use our Site Councils, NAAC (Native American Advisory Committee), ELACs (English Learner Advisory Committee), and parents surveys as means to solicit input and feedback from educational partners.	Kelseyville USD utilizes a variety of tools to gather input when making decisions, including town hall meetings, electronic surveys that emailed out and posted on our website, and presentations to all district committees and site councils.  KVUSD also meets regularly with the District Advisory Committee members, DELAC (District English Language Advisory Committee) members, and NAAC (Native American Advisory Committee) members to share data and solicit input and feedback.	Building the capacity of and supporting family members to effectively engage in advisory groups and decision making is an area for improvement.	KVUSD has made communication, specifically with our underrepresented families, a priority.  We will use our Site Councils, NAAC (Native American Advisory Committee), ELACs (English Learner Advisory Committee), and parents surveys as means to solicit input and feedback from educational partners.  Additionally, we plan to work cooperatively with other agencies including Healthy Start and Migrant Education to assist us in connecting with our underserved student populations and their families.	4	4	4	4	4	4	4	4	3	4	4	4	Met		20JUN2023	2023
17640140141382	Shade Canyon	3																						Not Met For Two or More Years			2023
17640220000000	Konocti Unified	3	School staff conduct regularly scheduled parent-teacher conferences to discuss student progress and performance. - Each school site has at least one Bilingual Family Liaison who supports communication between English Learner families and school staff regarding student outcomes. - All school sites have active School Site Councils and English Learner Advisor Committees.	#NAME?	#NAME?	- KUSD is at full implementation of our Multi Tiered System of Supports for students and families in the areas of Academics, Behavioral Supports, and Social and Emotional Support. - KUSD has a fully functioning District English Learner Advisory Committee that meets monthly. - All school sites publish a weekly Principal's Message that includes information regarding parent participation at school. - School staff conduct regularly scheduled parent-teacher conferences to discuss student progress and performance.	- KUSD is transitioning to Standards-Based report cards for grades TK-6 and will disseminate to families in English and Spanish. - KUSD is offering multiple educational options for students to recover credits to graduate with a high school diploma including Summer School, Intersession, 5th-year Senior, and Edgenuity credit recovery courses. - Continue to provide parent-information nights for topics including FAFSA, Financial Aid, and College application support.	#NAME?	- KUSD's District English Learner Advisory Committee meets monthly and satisfies the Title III compliance requirements under ESSA. - Each KUSD school site has a School Site Council that satisfies the Title I compliance requirements under ESSA. - KUSD implements a rigorous Education Partner Group engagement process when seeking input for the Local Control Accountability Plan (LCAP).	#NAME?	#NAME?	4	3	4	4	3	4	4	4	4	4	4	3	Met		28JUN2023	2023
17640300000000	Lakeport Unified	3	LUSD continues to prioritize building meaningful relationships between school and families. The district continues to develop additional community building events that bring our families and community to our school campus to celebrate our successes and assist in addressing current opportunities.	LUSD needs to continue to prioritize strong school and family relationships. The foundation of these relationships is built upon clear, concise, and open communication. All of our school programs are focusing on improved school and family communication.	LUSD continues to prioritize the importance of building positive relationships with students and families. During the 2022-2023 academic year, the LUSD DELAC committee took a gigantic step forward and developed into a family run organization that averaged 40-60 participants per meeting. The group’s momentum will be carried forward and the model will be replicated with other family groups throughout the school district.	LUSD continues to focus on strategic partnerships to help meet the needs of all district stakeholders. The district continues to partner with outside agencies to provide mental health support during the school day. Additionally, LUSD is pursuing additional opportunities for students to access college course through multiple partnerships.	LUSD is expanding capacity to offer inclusive preschool services on campus for all three-year olds in our school district. The expansion of the program will continue to remain a focus and priority. The district is also planning to operate a satellite location for the North Shore Collaborative for students with extensive support needs. Both of these efforts are priorities and will dramatically improve the district's continuum of special education services for all families at LUSD.	LSUD continues to build stronger partnerships with families. During the 2022-2023 school year, the district partnered with Edventure More to offer Expanded Learning Opportunities for students in Kindergarten through eighth grade. Increased efforts to expand programming outside of the traditional school day will continue at LUSD.	LUSD currently has an open and accessible process for all stakeholders to provide input and share concerns regarding planning decisions. We are excited to see greater participation in all of our stakeholder groups (DELAC, School Site Council, PTO, Leadership Teams, Problem Solving Teams, Student Councils, and community agencies).	As stated previously, the district continues to focus on clear and concise communication strategies for all stakeholders. The goal of providing all students, staff, families and community members timely and clear communication remains a priority.	In 2022-2023, LUSD returned to a full schedule of school site council meetings after the pandemic. Participation at all sites started off slow but built momentum throughout the school year. The district continues to participate in the Educational Partners groups offered through the Lake County Office of Education. Moving forward to 2023-2024, student engagement, attendance and expanded learning opportunities will continue to be a priority for LUSD.	3	3	3	3	3	3	3	3	5	4	4	4	Met		14JUN2023	2023
17640480000000	Lucerne Elementary	3	Lucerne Elementary School District continues to look for ways to improve relationships with all educational partners. The results from our community survey indicate that they feel welcome and respected when they visit our site.	There has been ongoing professional development for educators to support them in meeting the needs of our diverse student population. We can continue to improve in the quality and frequency of the professional development.	We can improve on how we communicate with families that are non-English speaking and to make communication easier through text messaging.	The Lucerne Elementary School District has done a good job of informing families of their students’ academic progress.	An area of improvement for the District would be encouraging families to exercise their legal rights.	Lucerne Elementary School District will continue to build relationships with underrepresented families by having Parent/ Family nights that focus on the needs of those families.	The Lucerne Elementary School District has an active school site council that discusses pertinent school issues and uses their influence to make school wide decisions.	The LEA can improve on gaining input from underrepresented groups.  One underrepresented group that the district will be working to support in the 2023-2024 school year is our Homeless families.	The District will work with Homeless families to better support their students' academic and emotional needs.	3	3	3	3	3	4	3	3	4	3	1	2	Met		21JUN2023	2023
17640550000000	Middletown Unified	3	Sites have positive relationships with families. We will continue to build relationships with families through family activity nights.	We are committed to weekly parent communication. WE have also arranged family nights at each site to support partnerships with families.	Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	New curriculum was purchased to equip students with up to date current materials. We have adopted a new social emotional curriculum to meet the SEL needs of our students.	We have committed to taking interim assessments and aligning them to our scope and sequence in mathematics. We will use our collaboration days to focus on data analysis.	Interim assessment data will drive our instruction for improved student outcomes.	Administration meets weekly to discuss processes and procedures. We are sending our administration to trainings to report back updated legal practices.	Based on the self-reflection tool, MUSD reports that we are at the Initial Implementation or Full Implementation stage for each of the promising practices described in each of the three sections for Parent Engagement. Also, as required by the CA Dashboard, MUSD identifies the following as promising practices to focus on for growth in 2023-24: - Developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. - Providing families with information and resources to support student learning and development in the home. - Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	Provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	2	2	3	4	2	3	3	2	2	2	2	2	Met		26JUN2023	2023
17640550108340	Lake County International Charter	3	LCICS has systems in place to create and build relationships with students, staff and families. We provide regular communication using a variety of methods, offer events during the year for parents to gather and maintain an open-door policy in the office to encourage families to communicate directly with the Director.	We are in the process of planning monthly events during the 2023-24 school year that should support greater engagement among all community members.	The families that struggle to participate in school collaboration are those who are living at poverty level and are working hard to make ends meet at home. We will continue to reach out to these families,l plan events with their work schedules in mind and reach out personally to those who do not reach out to us.	We are a community that tends to attract families who have an interest in participating in some fashion in their children’s education. We also have a staff that is committed to keeping families in the loop about what is happening in the classroom, able to make recommendations about how to support students in their growth at home, and willing to reach out to families for input and to inform.	We are planning to hold monthly events in the coming school year and continue to provide clear communication about ways families can support their children by actively engaging with the school and reaching out to those families who are more hesitant or unavailable in more personal ways.	We will identify those families who need additional support engaging with our community and reach out to them one to one.	LCICS is small and has frequent conversations with families related to a number of topics. Families are encouraged to volunteer on campus and in their child’s classroom as well as participate in planning and implementing events, driving on fieldtrips and are always welcome to attend our Council Meetings. Our extended LCICS family is encouraged to share their thoughts and concerns allowing for greater shared responsibility regarding decision making with all stakeholders.	Our focus is to bring more families in to the conversation by offering multiple opportunities for engaging in our community through events, activities, volunteering and open communication.	We will make a concerted effort to engage those families that tend to stay on the sidelines. Creating a welcoming environment where people feel welcome and supported is paramount. Personal contact from the office and the Director will continue to be a priority during the 2023-24 school year.	4	4	5	4	4	4	5	4	3	3	4	3	Met		28JUN2023	2023
17640550129601	California Connections Academy North Bay	3	We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.	We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.	We will continue to find ways to better communicate with our families in their home language through verbal and written communication.	We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.	We work hard to partner with caretakers and assist them in taking an active role in their students’ education	We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.	We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.	It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.	We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.	5	5	5	5	5	4	5	4	5	4	4	4	Met		21JUN2023	2023
17769760000000	Upper Lake Unified	3	Upper Lake Unified School District reaches out to families to support our decision making through multiple means of communication. Our goal is to support our families in participating in the method that works best for them whether in person, virtual, during events or surveys. Our sites work with families to continually seek their input on the direction we are striving to meet the goals of the district.	Goal #3 in our LCAP and site plans is designed to provide clear, consistent communication, resulting in a safe and welcoming environment. We meet this goal through multiple social media platforms, newsletters, phone calls, and community events. Our district partners with our local youth club NYC and is often seen volunteering and partnering to ensure that we are meeting our family requests of providing a well-rounded education opportunity for all youth.	Our governing board has allocated two timeslots to meet the needs of our community for public input during their board meetings. ULUSD has increased parent communication opportunities to meet the needs of our families who have students with exceptional needs through multiple parent meetings and phone calls. We will continue to improve the engagement of underrepresented families by attending our community partners' events (festivals, tribal events, Healthy Start) and sharing information while at the same time, seeking information to better serve our families and students.	ULUSD Education is data-driven. We work to meet compliance and provide the most up-to date data to ensure that student outcomes are tracked and	Our sites follow the guidance of parent advisory groups to address the academic concerns for student progress as well as behavioral challenges. Our sites are working to collaborate when possible to articulate outcomes and procedures to ensure the best outcome.	Underrepresented families receive communication and input in the manner that is most easily accessed by them. We engage all families in reflecting and partnering to meet the needs of not only their student but also	ULUSD continually strives to serve our community as the destination district for the best student success. Our administration's participation in community events and listening opportunities allows us to be present with our community to listen to their needs and made the best, advised, decisions for our district.	ULUSD intends to continue it's participation in the CEI, Community Engagement Initiative, focusing on our partnership with our tribal partners. This relationship supports us in making the best decisions to meet our community partners and students.	Our district has expanded our ESN (Exceptional Student Needs) class, based on the needs and request of our community. This decision has also supported us in providing many increased opportunities to listen and collaborate with the families who have a student with an IEP. This improved engagement, along with our tribal community engagement during our regularly scheduled NAAC (Native American Action Committee) meetings allows us to listen to our underrepresented community and ensure that our decisions are guided by their input and students best interest.	5	5	4	4	4	5	5	5	4	5	5	4	Met		20JUN2023	2023
18101810000000	Lassen County Office of Education	3	N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3	N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3	N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3	N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3	N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3	N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3	N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3	N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3	N/A - As a county office of education with no direct instructional programs, LCOE does not report on Priority 3	4	0	4	4	4	4	4	4	4	4	4	4	Not Met			2023
18640890000000	Big Valley Joint Unified	3																						Not Met			2023
18641050000000	Janesville Union Elementary	3	The LEA has set several goals in the LCAP and is working with the School Site Council to build relationships with school staff, students and families. There are plans to begin hosting several themed nights in the coming school year in order to begin strengthening the bonds with the staff and the school community.	The LEA's current focus for improvement in Building Relationships with school staff and families is to re-engage families after several tough years in education and when many families were not engaged or able to be engaged.	The LEA is always looking for ways to build relationships with underrepresented families, specifically by personally reaching out with them to help them feel connected. The LEA has specifically began teaching SEL skills to students and staff and is working with those skills with all families to help build relationships.	The LEA has been successful in building partnerships with families but more growth is needed. The LEA is currently in the beginning stages with more work to be done. Current strengths include monthly newsletters and classroom communication but more frequent communication for partnership is needed.	The LEA's focus area for growth is needed in the area of broadening the educational partners the school currently has. The LEA is currently looking at the community as a whole to see all of the community partners they are able to partner with in order to provide the students resources and help improve student outcome.	The LEA is always aware of underrepresented families and works to make sure they are included when building partnerships to improve student outcome. The LEA is utilizing community partners to provide these families with extra resources to help their students be successful.	The LEA currently has sent out a number of surveys to families and the community to seek input and information to help make decisions and get feedback to help make further decisions. These surveys have been helpful and the LEA plans to increase these types of interactions as well as look at other similar avenues.	The LEA's focus area for improvement is broadening the area of data collection, when surveys are sent out it appears to be similar families that are answering them. The LEA is looking at ways to increase the number and the variety of people who are providing input.	The LEA is looking at a variety of ways to communicate information as well as gather information in order to make sure all families of the community are represented, this includes all types of communication.	2	2	2	3	2	2	2	2	2	2	2	2	Met		22JUN2023	2023
18641130000000	Johnstonville Elementary	3	Johnstonville School is proud of the growth we have made in developing opportunities for families and staff to build trusting and respectful relationships. Recovering from Covid-19 restrictions has allowed us to bring back the welcoming environment that the school is known for. While the number of respondents to surveys has grown and involvement within JSCA has grown, we recognize that participation from parents is still very low. Some of our engagement strategies include parent meetings (used to gather feedback and share data), opportunities for one-on-one meetings, and regular progress checks for families. In addition, Johnstonville has developed shorter, more frequent, surveys to help focus the feedback and data in manageable patterns to help drive changes within the school.	Johnstonville would like to improve the opportunities for parents to volunteer in the classroom and provide additional opportunities for their students. In addition, Johnstonville is exploring various collaborations with JSCA to facilitate staff and family interactions.	Eighty-six percent (86%) of our parents either strongly agreed or agreed that Johnstonville Elementary School District families feel they are treated with respect by school personnel. The district desires to increase the percentage of families participating in the survey from 17.75% to approximately 50% over by the end of next year. This would allow for better insight into parental and family feelings regarding the ability of the school to develop a positive relationship with families.   Johnstonville Elementary School District uses multiple ways to communicate with families, such as ClassDojo, the school website, Facebook postings, Instagram, and telephone messages. Teachers and main office staff regularly send out communications to our families.	LCAP funds are used to provide counseling services for students across all grade levels, with a special focus on unduplicated students. During the 2022-23 school year, approximately eighty percent (80%) of the students the counselor met with were identified as unduplicated. Supporting students during times of crisis will help to ensure all students will leave Johnstonville Elementary School District ready for success in high school. The decision to use LCAP funds for counseling services was based primarily on input from parents, students, and staff.  Seventy-one percent (71%) of our parents who participated in the California School Parent Survey (CSPS) either strongly agreed or agreed that Johnstonville Elementary School District encourages an active partnership with parents and families to the benefit of students. The district desires to increase the percentage of families participating in the survey from 15% to approximately 50% over the next two years. In addition, Johnstonville School will utilize other survey platforms to create focused surveys that minimize the fatigue that may occur with lengthy surveys. It is anticipated that this would allow for better insight into parental and family feelings regarding the ability of the school to build active partnerships with families.   Johnstonville Elementary School District has embedded a variety of methods for staff, families, and students to discuss student progress. Report cards, progress reports, parent-teacher conferences, and ClassDojo messages are utilized to enhance school/parent partnerships that improve student outcomes. Additionally, parents are notified of their rights at the beginning of the school year and parents of students with disabilities are given regular notices of their legal rights.	Chronic Absenteeism continues to be an area in which Johnstonville School strives to build partnerships with local agencies. In addition, we are looking to expand the activities the After School program utilizes. Johnstonville will strengthen partnerships with the Lassen County Office of Education (LCOE) to develop appropriate curricula and activities.	Johnstonville School will strive to work diligently with educational partners and improve the engagement of underrepresented families. We will vary the times and modalities of school activities to help increase participation. In addition, Johnstonville School will work with JSCA to identify additional perspectives about barriers that currently hinder the engagement of underrepresented families.	Stakeholders, including students, parents, and district staff, engage in meaningful dialogue and provide input for district strategic planning through formal groups such as the Johnstonville School Community Association (JSCA), School Site Council (SSC), Johnstonville Teachers Association (JTA), California School Employee Association (CSEA), Leadership Council, Student Council, Multi-Tiered System of Support (MTSS) Teams, and Special Education Local Plan Areas (SELPA) meetings. Parent input and involvement in the development and annual review of districtwide objectives occurs via participation in scheduled meetings and surveys, as well as informal discussion. The School Site Council and parent/teacher meetings provide opportunities to assist parents with understanding expectations for their children.	The District continues to explore ways to diversify the ability of parents to be able to provide input into the District's decision-making process. An example is the implementation of shorter, more focused surveys for both staff and families. During the 2023-24 school year, Johnstonville Elementary School District will engage with our educational partners and stakeholders to develop a new LCAP. During this process, we will ensure input from all groups, including those who represent unduplicated students to inform the development of this plan.	We will continue existing practices that have been effective in ensuring the input from a variety of Johnstonville School families including those that represent unduplicated students. This input will inform the school’s decision-making process.	3	4	3	3	3	3	3	2	3	3	3	3	Met		22JUN2023	2023
18641390000000	Lassen Union High	3	School staff is closely connected with the community.  The majority of our staff went to Lassen High School or have their own children attending LHS.  This has allowed our staff and community to come together in multiple functions due to our small town setting.  Families tend to talk with staff at the store, church, or other community events.  The school seeks partnerships with our community and our children's families to increase school pride and spirit.	The school is closely working with the Susanville Indian Rancheria in an attempt to increase student performance with our Title VI students.  A Student Support Specialist has been hired to work directly with the different tribes and school administration is attending monthly meetings and are trying to create opportunities for tribal members to work within the school.	Lassen Union High School District has been working hard to to develop a shared leadership approach with our staff and build a positive culture where families feel comfortable sending their children to our schools. Great strides in improving our school culture have taken place in the last five years that can be verified by the California Health Kids Survey. • School Connectedness has increased by 18%. Caring adult relations have increased by 38% and higher expectation have increased by 33% during the same time frame. California Healthy Kids Survey(CHKS) for parents for the 2019-20SY shows that there has been a zero percent increase in the percentage of families who state that school staff treat parents with respect. 74% of parents feel that staff treats them with respect. Additional training needs to be provided to ensure that we listen to our parents concerns and treat them with the level of respect that we would expect to see at our schools. Parents are taking a more active involvement at the school. The district has seen an 8% increase in the number of parents attending. The school will continue to work with our underrepresented families and utilize the site council and superintendent's parent committee to hear the needs of our community to ensure that the students who need the most assistance.  School administration will continue to work at trying to build a stronger working relationship with our Pacific Islander and Latino community.	The district is actively trying to build a partnership with our local community members and underrepresented families. The district has staff members dedicated to attend events to help foster a positive working relationship with our community partners. Attempts to ensure that our staff represents our student body is an important step in building a positive partnership that helps us in providing meaningful professional development that meets the needs of our parents and community members. Additional staffing has been added to act as a liaison and to provide for bilingual services as necessary. In the later part of the year, the use of TEAMs helped to increase the opportunity for communication with our parents. The struggles that some parents faced in getting to school or the time off work to go to meetings or be involved were decreased by the different platforms that came available and were utilized by the district. Outreach opportunities were actually increased and additional support was available to parents and students to increase student achievement. The addition of the Student Support Specialist also helped to provide a parent and student advocate in the front office for parents and students to utilize. This advocate met with the parents and students for disciplinary, academic and social/mental health. Professional development for parents were created for parents to be able to help their children during distance learning. Training on the use of TEAMs and the resources that were provided to our students and parents occurred at the start of the year with follow-up sessions throughout the year. These meeting were conducted by our trained certificates staff and supported throughout the year by certificated and classified staff. According to the California Healthy Kids Survey Academic motivation has increased by 44% over the last 5 years. The district will continue to work with our stakeholders to develop an enhanced communication system to help improve the parents awareness of their child's academic progress and what tools are available for them specifically for those underrepresented families.	Increase parent participation rate in meetings with educational staff. Increase additional trainings on diversity and cultural awareness. Increase the number of parent nights at LHS.	The school will continue to work with our underrepresented families and utilize the site council and superintendent's parent committee to hear the needs of our community to ensure that the students who need the most assistance.  School administration will continue to work at trying to build a stronger working relationship with our Pacific Islander and Latino community.	The working relationship between the local Rancheria has improved in recent years.  Presence of individuals from the education center and the tribe has resulted in additional support for Native American students. The school district desires to see an increase in the number of Native American students attending and graduating from Lassen High School	Due to the pandemic opportunities for face-to-face events have dramatically been decreased. Thankfully through the use of technology and the TEAMs and Zoom platforms opportunities for digital engagement in meetings have been increased. Parents and community members are able to be involved. Challenges that used to be faced due to travel have been eliminated through the use of technology. We have also seen an increase in partnership and trust with our Native American community. More individuals from our rancheria community have been involved and coming to meetings. On multiple occasions we have had over 10 families join us for meetings to discuss how we can create a more culturally inclusive campus. Numerous attempts have been attempted previously with little or no participation. Additional focus on working with our Latino and Pacific Islander population is a focus. We are trying to procure the necessary equipment to help with translation services for chuuk for our Pacific Islanders.	School will offer additional opportunities for parents and community members of our underrepresented families to attend meetings or training opportunities for their children.  School will alter time and look at childcare services being provided to ensure that families have access to these events.	4	4	4	4	4	5	4	5	4	4	4	4	Met		28JUN2023	2023
18641620000000	Ravendale-Termo Elementary	3	The LEA has always enjoyed a strong relationship between the educational partners and the school site. The small number of families allows the staff at the school to build personal relationships with each family.	The LEA will focus on increasing opportunities for parental engagement following the varying and difficult pandemic-related restrictions that have been felt for the past two years.	The LEA's current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement at the school, we recognize that it can always improve. Our focus will remain tied to strategies and activities that improve parent engagement across the school year.	The current strength of the LEA lies in the small number of students and the relationship that is built between the school staff and the parents. With only a few families in the community that have students in the school, communication is very personalized. The school invites parents to the site for a variety of engagements throughout the school year. We will work to develop strategies to increase engagement that will fit the needs of our students and programs.	The pandemic has limited our ability to partner with outside entitities and create more engagement for our families. The LEA will focus generating more opportunities for collaboration in the near future.	Analysis in this area does not show a deficit in the district's ability to improve engagement with underrepresented families. the LEA will continue to engage our families in a manner that provides ample opportunity for all segments of the population to be engaged.	The close, interpersonal relationships that exist between the families and the school employees provides a strong foundation for meangful input. Our parents provide almost daily interactions with staff and freely share input on a regular basis.	With the small number of families and the intimate setting of the school, the District has continuous interaction with representative members from all groups of stakeholders. We will continue to seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for parents and family members.	Analysis in this area does not show a deficit in the district's ability to improve engagement with underrepresented families during the self-reflection process in relation to seeking input for decision-making. the LEA will continue to engage our families in a manner that provides ample opportunity for all segments of the population to be engaged.	3	3	3	3	2	3	3	3	3	2	3	2	Met		28JUN2023	2023
18641700000000	Richmond Elementary	3	Progress is built by inviting parents and stakeholders to school functions and being a part of Richmond's culture. Parent feedback is requested throughout the year that identifies areas of need for the district to invest resources for improvement.	Focus areas include improving communication and parent awareness of school activities. This is done through updating social media outlets for families to access, as well as updating the district website and ensuring all calls reach over 90% of families.	Underrepresented families are engaged through all calls either by phone or text messaging. Additionally, parents are notified of changes or issues through in person contact and parent meetings. Paper reports are being explored as an option for families without access to media outlets.	Students and families receive weekly updates on academic progress from their classroom teachers or support staff.	Improvement areas include more Professional Learning Communities for teachers and support staff to identify student achievements and areas of improvement. PLC's allow teachers and staff to plan accordingly and create intervention groups that support closing learning gaps.	Student Success Teams have been developed and utilized to support underrepresented students. These teams are comprised of teachers, support staff, and parents. The teams goal is to analyze data that identifies trends or areas of need for the school to support in encouraging student growth.	Numerous topics are presented to staff and the community to encourage feedback. Surveys are frequent and attendance during regular scheduled board meetings are encouraged.	Focus areas for improvement is based around the need to increase communication with families and stakeholders. Transparency and input for decisions is needed to ensure Richmond Community is accepting program changes an implementation.	Through open communication, inviting families to be a part of the academic school day, volunteer and be a part of their child's education choices will help ensure engagement of underrepresented families.	4	4	3	5	3	3	5	4	3	3	3	4	Met		22JUN2023	2023
18641880000000	Shaffer Union Elementary	3	We regularly encourage participation in school activities for all parents through the utilization of our monthly newsletter, School Wise telecommunication program, school website, and Facebook. We hold monthly family events for students and parents to engage with the school programs and enjoy student performances, classroom projects and art work. Included in these events: Back to School night, Bonfire, Fine Arts Night, Fall Harvest Carnival, Veteran’s Day performance, Winter Performance, Talent Show, Shaffer Community PRIDE night, athletic competitions, PTO Field Day, and the school-wide Walk-A-Thon. This year, we held a nine-week course called Parent University to help parents prepare to support their students in high school, college and career development. We also encourage parents to join the Parent Teacher Organization, School Board, School Site Council and Parent Advisory Committee meetings	We currently utilize an interpreter during our parent-teacher conferences, Student Study Team meetings (SST), and Individual Education Plan meetings (IEP) to discuss goals and student progress. We also provide an interpreter during our ELPAC parent-teacher meetings and during our district ELAC meetings. Our website provides the capacity for our school to home communication to be translated so that all of our parents have access to school information. Some items sent home from the school is translated but we can continue to improve in this area of sending translated communications.	The district provides Adult Education classes in learning English as a second language. Part of this class will include English-speaking personnel the ability to increase their understanding of the Spanish language.	Shaffer has calendared a back-to-school night to discuss with parents and students the classroom expectations, state standards to be mastered, and resources available. The district scheduled parent-teacher conferences during mid-term of first and second trimester to discuss data, student progress and develop a plan for student support between the teacher and parent.	The district utilizes a Student Study Team to work with students, staff, and parents to develop plans of approach to providing purposeful interventions of support for student success.	The district will look to continue the efforts of providing professional learning opportunities to our teachers, paraprofessionals, and administration in developing our capacity to partner with families.	Our LEA strength is having a dedicated Parent Teacher Organization, School Site Council, Parent Advisory, and ELAC committees. One of our needs is to solicit more engagement in from our families to allow more input to guide decision-making.	This upcoming school year, in an effort to increase parent participation in the Healthy Kids Survey we will be opening up the computer labs to parents to complete the online survey. This will allow greater opportunity for parent input.	We will continue to reach out to parents to encourage participation in all of our ongoing planning committees as well.	4	4	3	4	4	4	4	3	4	4	3	4	Met		27JUN2023	2023
18641960000000	Susanville Elementary	3	District and school staff have worked diligently to improve on our efforts to build better relationships and trust with the families in our district. Overall, our educational partners trust our staff and the work we do on a day-to-day basis. District strengths have always included our ability to work with parents to achieve positive outcomes for our students. The PTO's in the district work well with staff at the schools and continue to see successful events with great participation.	Our schools are still feeling the effects of the isolation created during the pandemic. The inability to have parents and other educational partners on campus regularly eroded our normally positive relationships, but things have begun to turn over the past year. The LEA will focus this next year on working with our educational partners to rebuild and improve upon the foundation that was there prior to the onset of the pandemic.	The current strength of the LEA lies in the relationships between the staff at our schools, the parents and the students. Strong Parent-Teacher Organizations foster trust and build relationships as soon as students enter the District as incoming Kindergarteners. Our DELAC, Title VI PAC and School Site Councils provide parents from a variety of educational partners to participate in educational dialogue with the LEA about student opportunities and programs. The district will continue to work on developing strategies to increase engagement that will fit the needs of our programs.	The LEA’s current strength is the relationship that the teaching staff have with the individual students. While the LEA can boast strong parental engagement in the primary grades, overall participation at the schools wanes as we reach the middle school. Our focus will be to identify strategies and activities to improve parent engagement across all schools.	The LEA has recently begun working towards expanding our community partnerships for our Expanded Learning Opportunity Program and the After-School offerings. These partnerships are vital to help improve educational outcomes for our students and to improve engagement across all aspects of hte educational environment. The District's work with other agencies plays a central part in working towards this goal.	The LEA has improved participation with our English Language Learner families this past year and has doubled partcipation in parent surveys representing all families in the district. School site personnel have made a focused effort to meaningfully engage with our underrepresented families as we've sought out more input from the homes of our students as we've attempted to improve in this area. The LEA understands that all parties don't recieve information in the same manner and schools must work diligently to involve all families.	The LEA has seen improved engagement with our phone app and our online social media platforms as a means to engage families in the decision-making process. The district (one again) doubled its partcipation from parents in the CA Healthy Kids Survey this past year and has seen an uptick in participation in school-level events and surveys. An ELAC was formed this past year at McKinley to provide more focused responses from the parents of our English Learners at McKinley and this has positively impacted the entire LEA.	The LEA strengths are that our stakeholder committee, DELAC, Title VI PAC and School Site Councils include representative members from all groups of stakeholders. We will seek to identify additional parents, guardians, foster family members or other agencies to include in our stakeholder groups to increase engagement to further support decision-making input for our parents and family members.	The LEA has improved participation with our English Language Learner families this past year and has doubled partcipation in parent surveys representing all families in the district. School site personnel have made a focused effort to meaningfully engage with our underrepresented families as we've sought out more input from the homes of our students as we've attempted to improve in this area. The LEA understands that all parties don't recieve information in the same manner and schools must work diligently to involve all families.	3	4	3	3	3	3	3	3	3	3	3	3	Met		28JUN2023	2023
18641960135756	Thompson Peak Charter	3	"The LEA has strength in creating welcoming environments. Each location has friendly ""customer service"" attitudes and families are encouraged to participate regularly."	The school plans to make additional effort to emphasize two-way communication by providing more frequent small surveys to invite more comments.  With the end of COVID-19 restrictions during the 22/23 year, many family events resumed with high participation rates.	The school is inviting families individually to share their responses.	The LEA works closely with families. In this independent study program, staff meet individually with the student and their family.	An area for growth continues to be supporting families to advocate for their own children.  The school will provide information on legal rights when there are procedural questions.	The school is inviting families individually to share their responses.	The LEAs current strength is our school staff and leadership empower parent groups to observe learning and provide input in decision making.	An area of growth continues to be to engage all educational partners in the review of family engagement activities and the impact on input.	The Advisory committee will consider how to improve engagement of families, especially in planning, designing, implementing, and evaluating family engagement activities.	4	4	3	3	2	3	3	3	3	3	3	2	Met		08JUN2023	2023
18642040000000	Westwood Unified	3	Teachers, parents, and the administrator worked jointly to support families with in-person learning, social emotional supports and parent involvement.  These numerous opportunities offer staff multiple ways to engage with our parents. Many of these events are centered around information nights such as financial aid, Book Fair Week, and parent-teacher events such as Cookies  & Canvas, Ag Olympics, Talent Show, Sock Hop Dance, Open House/Gallery Night, and Egg Drop Challenge. Additionally, parents and staff also have opportunities to connect through our co-curricular activities and booster organizations. Examples include sports and FFA/Agriculture events.  The small size of the school district allows for school staff to connect with families in personally, meaningful ways.  The campus is open and inviting campus where all stakeholders are welcome.  Staff and families are encourage to participate in the educational process through activities, organizations, and events.	Our goal is always to increase communication and participation with our stakeholders.   A focus for improvement will be to continue to encourage more families to participate.  Transportation, cost of fuel, and distance between home and school have been cited for lack of participation for low attendance when activities are scheduled for after school or in the evening.  These are challenges that will need to be further investigated.	Our District worked directly with and sought input from the parents of unduplicated students and underrepresented families through parent engagement events such as Back to School Night, Open House, parent surveys, and with surveys sent to all homes.  A focus for improvement will be to continue to improve multiple methods of family involvement in social media platforms.  Teachers, parents, and administrators work jointly to support families with distance learning, social emotional supports and virtual parent involvement.  Parent involvement and participation is a standing Board, PD and PLC agenda item and is discussed at every meeting.  Parent involvement is also discussed at monthly site council meetings. Trainings are provided to the following teachers and staff: Special Education, Independent Study, English Language, Attendance, and Registrars.   A portion of this professional development is dedicated to the value and utility of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.  Staff reviews state academic standards, state and local academic assessments, and how to monitor a child's progress and work with educators to improve their children's achievement during these activities. Parental input is received through discussion and an exit survey on how funds reserved for parental involvement activities should be utilized.  We have increased opportunities for the informed participation of parents and family members with disabilities.	Strengths of the District was provided by increased communication options with parents/guardians.  Ongoing phone calls, Parent-Teacher conferences, weekly grade reports and Social Media messages provided opportunities for Parent Involvement and discussion of student progress.  Additional opportunities for discussion of student progress occurred in IEP meetings, teacher calls to parents and site secretary calls to parents.  Parent support, including translation and information, is provided for IEPs, transition meetings, parent-teacher conferences, student exhibitions of learning and school open houses.  Specific activities and meetings include topics such as: academic success (A-G Requirements) and Career and Technical Education (CTE).  A focus will be to increase communication on Parent Involvement activities, distance opportunities, and access to tools on the parent portal, further increasing accessibility of information on student progress.	Our needs assessment is driven by our family engagement feedback and the California Dashboard. It was very clear to us that our students were struggling with social and emotional issues. As a result, Presence Learning provides social and emotional counseling to our students. In addition, we needed to increase access for our low Socio-Economic Status students. Our students were taking the classes but not taking the exams to earn college credit. In addition, we will continue to pursue increasing our A - G completion rate so we can transition more students to college post-graduation. All of these program adjustments were made based on input we received during our family engagement process. We will evaluate the effectiveness of these changes by surveying our students and parents, by reviewing College Board SAT statistics on the number of students taking at least one CTE pathway, the number of students completing the CTE pathways, and by measuring how many of our students are transitioning to higher education.	Relationship building through one-on-one conferences and calls seem to build trust and promote building partnerships.  School staff also worked with individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, daily student attendance contact, identification of students as English learners, reclassification process from “English Learner” to “Re-designated Fully English Proficient”.  Specific activities, workshops, training opportunities, and staff meetings included topics such as: academic success (A-G Requirements, local and state assessments among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE) was provided.	We have an open and inviting campus that invites stakeholders to participate in decision making.	Parent surveys are provided through a virtual format.  Parent feedback at virtual Board meetings, LCAP & stakeholder surveys were used to guide us in forming the 2022-2023 LCAP Goals & Actions and Services which aligns with our SPSA and WASC action plans.  Information for the Parent and Family Engagement Plan (PFEP) is provided at parent meetings and on the district website.  Parent feedback on SPSA and LCAP goals is solicited, encouraged and has been a key element in the development of our LCAP.  Primary areas of focus have been supporting families with resources (food, school supplies, devices, and Hot spots) by connecting through calls and emails.	The District ensures ALL families receive communications and invitations to participate on committees and in meetings, through communication accommodations, such as translation, scheduling individual meetings at a convenient time for individual families, home visits, etc. The District and Lassen County Truancy program closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. The District has seen an increase in student absences from pre-pandemic times and will focus on improving efforts to communicate with and engage students and families.  We will utilize our liaison when language is a barrier. We also work closely with advocates for under represented families.	3	4	4	3	3	3	3	2	4	3	4	3	Met		28JUN2023	2023
18750360000000	Fort Sage Unified	3	The district recognizes that creating a safe and accepting environment is one of its main priorities. The feedback provided by educational partners suggest via CHKS and parent conferences indicate we need to focus on an environment at school that is safe and engaging for all students. The California Dashboard revealed that excessive suspensions and expulsions are key areas of concern for Fort Sage Unified. While our own Aeries data indicated that progress has been made in the area of suspensions and expulsions, we still will pursue alternate avenues to decrease these numbers. Parent and student meetings as well as CHKS indicates we need improvement in empathy, behavior management and social emotional well-being. Local Performance Indicators show we need to improve parent involvement.	Our efforts of improving relationships between school staff and families have been the number one focus for us this year. all our data both within the schools and the communities show this is a priority. We have developed systems to get information to all stakeholders, created a new website and also hired additional staff.	We are poised to make great strides in this area of building relationships. This 2019-20 year has been a difficult year for Fort Sage Unified. Many of our strengths revolve around face-to-face engagement with our families. Many of our families have felt the disconnect of not being able to meet with staff and teachers throughout the year with face to face meetings. We have made progress with other means of engagement, but the primary means of engagement has been lacking. We have improved our electronic capacity to engage parents. Our school to home phone communication has improved. Our Student Information system has allowed our parents to keep abreast of their student(s)' progress locally from home with either a smart phone or a computer. We feel that next year with a relaxing of the regulations concerning COVID-19 we will be able to dramatically improve efforts to engage our parents.	An immediate strength noticed is that most teachers and staff live and work in this area. Many staff members have known these families for a long time. Many of these staff members are graduates from our local high school and know intimately most of our families. That is a great place for us to begin when we look to implementing strategies of providing our families the tools and strategies they need to strengthen their ties to our schools. We have scheduled many family academic strategy nights for next school year along with several opportunities for parents and teachers to come together to discuss student academic progress.	Over 50 years of research links the various roles, that families play in a child’s education—as supporters of learning, encouragers of grit and determination, models of lifelong learning, and advocates of proper programming and placements for their child. Starting last year we have added many family night activities such as stem, night, exploration, math night, dances as well as other things to engage our families. The feed back has been very positive and activities have been well attended.	Our focus has changed to increasing Social Emotional Awareness and using Trauma informed classroom strategies. By providing positive, consistent classrooms and other learning environments focusing on proactive strategies has helped all our students. Research has shown that these same practices have are very effective in meeting the needs of underrepresented families especially.	Our current strength is in our continuous improvement process. By implementing systems and strategies to improve in all aspects of the district and being transparent our educational partners have noticed and been vocal about the improvements and they can see their input in our decision making process is being implemented	This year we have slowly begun building back confidence between school administration and families. The challenge facing us this year has been the barriers presented by COVID-19. As rules and regulations begin to loosen from the pandemic, our school will be making greater efforts to attract members of our school community to come back to school and get involved with our advisory groups and decision-making process.	Being such a small district, it is easier to to include the needs of our underrepresented families. we are focusing on educating the whole child. We are currently in the process of creating a community school model which will bring services to the school especially for all our underrepresented families who do not have the resources for those services.	3	3	3	3	3	3	3	3	3	3	3	3	Met		21JUN2023	2023
18750360121657	Mt. Lassen Charter	3	We made progress in all these areas. I don’t think we are at full implementation but we are moving in the right direction. We made good progress building relationships with students and their families this year and we are giving more supports this year than we did last year.  We created a new mission and vision statement, updated our database to improve communication, and started a Parent Advisory Committee to include families in decision making.	We created a new mission and vision statement, updated our database to improve communication, and started a Parent Advisory Committee to include families in decision making.  We also offered structured learning classes for all grades to improve academic performance and peer interaction.  We also added and improved our math and reading intervention programs for all students.	Due to COVID, 2020-21 was a unique year that brought challenges to MLCS and the interaction with student and families.  We strive to have a strong collaborative partnership with each student and parent in the school. We are here to serve each one of our students and offer meaningful academic support to the family.  We continue to want to improve building relationships, and partnerships while seeing input from our students, families and staff.	Due to COVID, 2020-21 was a unique year that brought challenges to MLCS and the interaction with student and families.  We strive to have a strong collaborative partnership with each student and parent in the school. We are here to serve each one of our students and offer meaningful academic support to the family.  We continue to want to improve building relationships, and partnerships while seeing input from our students, families and staff.	We offer structured learning classes for all grades to improve academic performance and peer interaction.  We also added and improved our math and reading intervention programs for all students.	Offering transportation to and from learning center, we offer one-on-one tutoring/intervention via in-person, on-site or Zoom, we offer data-informed directed tutoring and instruction.	MLCS seeks input from Parent Advisory Committee and on an individual basis from parents and families.	Due to COVID, 2020-21 was a unique year that brought challenges to MLCS and the interaction with student and families.  We strive to have a strong collaborative partnership with each student and parent in the school. We are here to serve each one of our students and offer meaningful academic support to the family.  We continue to want to improve building relationships, and partnerships while seeing input from our students, families and staff.	We are improving upon our MTSS system by identifying the needs of underrepresented families and engaging with families to identify additional needs.	3	3	3	3	2	2	3	3	2	2	2	2	Met		21JUN2023	2023
18750366010763	Long Valley	3	"The LEA has strength in creating welcoming environments. Each location has friendly ""customer service"" attitudes and families are encouraged to participate regularly."	The LEA is focused on supporting staff members to learn more about each family's cultures, strengths, and goals.	The LEA is utilizing its Community Schools Coordinator to provide outreach to all families by personally inviting their participation through individual appointments.	The LEA works closely with families. In the independent study program, staff meets individually with the student and their family.  In the classroom-based program, teachers communicate ways to support student learning.	An area for growth continues to be supporting families to advocate for their own children.	The LEA is utilizing its Community Schools Coordinator to provide outreach to all families by personally inviting their participation through individual appointments.	The LEAs current strength is our school staff and leadership empower parent groups to observe learning and provide input in decision making.	An area of growth continues to be to engage all educational partners in the review of family engagement activities and the impact on input.	The LEA is utilizing its Community Schools Coordinator to provide outreach to all families by personally inviting their participation through individual appointments.	4	4	3	4	3	3	3	3	3	4	4	2	Met		08JUN2023	2023
19101990000000	Los Angeles County Office of Education	3	LACOE Educational Programs build relationships with parents and families through the Parent & Family Education and Consultation Practice (PFECP). PFECP connects with parents in-person, via phone calls and virtually. In 2022-2023 PFECP provided multiple learning and engagement opportunities. These activities take place virtually, at times convenient to families, in English and in Spanish. Activities include townhall meetings, where families and educators  discuss the academic program, services offered to students, and agencies interacting with the youth provide updates  and support parents as they navigate systems. Also, advisory meetings offer parents opportunities to provide  feedback on budgets, programs and services offered to their students. In the year 2022-2023, 2049 parents  participated in 149 learning opportunities, including 22 townhall meetings and 127 workshops, classes and  consultation meetings (YTD). Regarding building relationships, the California School Climate, Health and Learning  Survey – the California School Parent Survey - was completed by 387 parents. The survey key indicators included:  33% strongly agree that the school promotes parental involvement and the percentage of strongly agree and agree  within this construct ranged from 72% reporting the school actively seeks the input of parents before making  important decisions and 84% reporting the school staff treat parents with respect; 45% reported yes to schools  promoting parental involvement; 81% agree and strongly agree that the school encourages parents to be an active  partner in the education of their children; 72% agreed and strongly agree that the school actively seeks the input of parents before making decisions; and 74% agree and strongly agree they feel welcomed to participate in the school.	The LEA will focus on maintaining high levels of parent participation in learning opportunities by adding Academies for families. Cohorts of participants will develop their knowledge and skill in academic-focused Academies, including Special Education, Social and Emotional Learning, Technology, etc. Townhall meetings and consultation meetings will continue to offer families and staff opportunities to connect and discuss the educational program. Phone calls and in-person outreach will continue to be the main conduit for building relationships with families, centered on student achievement.	LACOE Educational Program's (EP) Parent Education and Consultation Practice (PECP) will continue to provide parent and family workshops, classes, and other activities throughout Los Angeles County and engage underrepresented families in meaningful discussion and feedback related to educational plans. Townhall meetings are facilitated by school staff. Materials are distributed in Spanish and English. PFECP is intentional in seeking the engagement of underrepresented families, including families of African American students, families of English Learners, and families of students in the Special Education program. In regard to building relationships, the California School Climate, Health and Learning Survey – the California School Parent Survey - was completed by 387 parents. The survey key indicators included: 33% strongly agree that the school promotes parental involvement and the percentage of strongly agree and agree within this construct ranged from 72% reporting the school actively seeks the input of parents before making important decisions and 84% reporting the school staff treat parents with respect; 45% reported yes to schools promoting parental involvement; 81% agree and strongly agree that the school encourages parents to be an active partner in the education of their children; 72% agreed and strongly agree that the school actively seeks the input of parents before making decisions; and 74% agree and strongly agree they feel welcomed to participate in the school.  Parent Liaisons and the Parent Education Specialist explicitly build relationships with underrepresented families by communicating with them weekly, updating them on the schools’ and LEA’s opportunities for engagement and providing them information and resources. PFECP maintains a website with resources for parents and families in English and Spanish, a calendar of learning opportunities available, and parent corners at school sites with information for all parents. A PFECP Instagram account contains advertisements for all learning opportunities to facilitate parents connecting to them from whatever location. Additionally, a question about the parent participant race/ethnicity has been added to the Parent Feedback Form, a survey administered after each learning opportunity. In 2022-2023, YTD 57.7% survey respondents were Hispanic/Latino, and 30.1% were Black/African American. PFECP will continue to host an annual townhall meeting with African American families to hear their input and feedback on PFECP, and the academic program and services for their students. This feedback informs educational plans, included the Black Student Achievement plan.	LACOE Educational Program's (EP) Parent Education and Consultation Practice (PECP) provides parent and family workshops, classes, and other activities throughout Los Angeles County and engages families in meaningful discussion and feedback related to educational plans. Townhall meetings are facilitated by school staff. Parents and families are invited to participate in Road to Success Academy Exhibitions and Summits, wherever feasible, where they learn about the academic program for their students and can provide their input. In 2022-2023, 33 parents participated in those events.	LACOE Educational Program's (EP) Parent Education and Consultation Practice (PECP) will implement parent academies in 2023-2024. These cohort learning opportunities will increase the parents’ knowledge as it relates to the academic program for their students and will equip them to partner with schools to better support student learning.   Additionally, parents and families will continue to be invited to participate in Road to Success Academy Exhibitions and Summits, staff development opportunities, and other forums where their input informs planning of programs and services.	LACOE Educational Program's (EP) Parent Education and Consultation Practice (PECP) will continue to provide parent and family workshops, classes, and other activities throughout Los Angeles County and engages families in meaningful discussion and feedback related to educational plans. PFECP will continue to explicitly seek to partner with underrepresented families, including African American families, families of English Learners, and families of students in the Special Education program, by calling them and inviting them to participate in the learning and consultations opportunities. Townhall meetings will continue to be facilitated by school liaisons/staff. Experts in different fields will continue to conduct workshops/academies for all families. Parenting classes free of charge will continue to be offered to all families in English and in Spanish and all materials will continue to be distributed in both languages. PFECP will implement Academies to build the parents knowledge and skill to become active partners in the education of their students.	LACOE Educational Programs build relationships with parents and families through the Parent & Family Education and Consultation Practice (PFECP). PFECP connects with parents in-person, via phone calls and virtually. In 2022-2023 provides multiple learning and engagement opportunities. These activities take place virtually, at times convenient to families, in English and in Spanish. Activities include townhall meetings, where families and educators discuss the academic program, services offered to students, and agencies interacting with the youth provide updates and support parents as they navigate systems. Also, advisory meetings offer parents opportunities to provide feedback on budgets, programs and services offered to their students. In the year 2022-2023, 93 parents participated in 11 consultation meetings (PAC & DELAC) hosted by the central office, and parents participated in consultation meetings (SSC & ELACs) at the school sites. Parents elected as representatives for SSC and ELAC committees received training to equip them to participate in an informed manner in those meetings. Regarding seeking input for decision-making, the California School Climate, Health and Learning Survey – the California School Parent Survey - was completed by 387 parents. The survey key indicators included: 33% strongly agree that the school promotes parental involvement and the percentage of strongly agree and agree within this construct ranged from 72% reporting the school actively seeks the input of parents before making important decisions and 84% reporting the school staff treat parents with respect; 45% reported yes to the promotion of parental involvement in school; 81% agree and strongly agree that the school encourages parents to be an active partner in the education of their children; 72% agreed and strongly agree that the school actively seeks the input of parents before making decisions; and 74% agree and strongly agree they feel welcomed to participate in the school.	LACOE Educational Programs builds relationships with parents and families through the Parent & Family Education and Consultation Practice (PFECP). PFECP will continue to host consultation meetings, including PAC and DELAC, and continue to support school site advisory and consultation meetings by supporting outreach to parents and continue to provide training and support to elected parent members. PFECP will implement Academies to build the parents knowledge and skill to become active partners in the education of their students, including an Advocacy and Consultation Academy.	Parent Liaisons and the Parent Education Specialist will continue to explicitly build relationships with underrepresented families by communicating with them weekly, updating them on the schools’ and LEA’s opportunities for engagement and providing them information and resources. PFECP maintains a website with resources for parents and families in English and Spanish, a calendar of learning opportunities available, and parent corners at school sites with information for all parents. A PFECP Instagram account contains advertisements for all learning opportunities to facilitate parent connecting to them from whatever location. Additionally, a question about the parent participant race/ethnicity has been added to the Parent Feedback Form, a survey administered after each learning opportunity. In 2022-2023, YTD 57.7% survey respondents were Hispanic/Latino, and 30.1% were Black/African American. PFECP will continue to host an annual townhall meeting with African American families to hear their input and feedback on PFECP, and the academic program and services for their students. This feedback informs educational plans, included the Black Student Achievement plan.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
19101990106880	Jardin de la Infancia	3	Jardin's current strength and progress in Building Relationships between school staff and families is attributed to daily communication with parents and accessibility to school staff.	Jardin's focus area for improvement in Building Relationships between school staff and families is regularly surveying families' needs and concerns in order to provide support.	Jardin's will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by continuing to offer meeting/ school information in different languages or orally for those who may not be literate.	Jardin’s current strengths and progress in Building Partnerships for Student Outcomes is attributed to consistent communication with families including education on Common Core Standards and progress student is making towards those standards.	Jardin’s focus area for improvement in Building Partnerships for Student Outcomes is to provide parent education on early education to our entering young learners' families.	Jardin's will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by continuing to offer meetings/school information in different languages or orally for those who may not be literate.	Jardin’s current strengths and progress in Seeking Input for Decision-Making are attributed to providing opportunities for participation that are convenient for working parents.	Jardin’s focus area for improvement in Seeking Input for Decision-Making is to collaborate with local early education providers to address the needs/concerns of students transitioning out of early education and into transitional kindergarten and kindergarten programs.	Jardin will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by offering school information in different languages and media types.	5	5	5	5	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
19101990109660	Aspire Antonio Maria Lugo Academy	3	Currently we engage in quarterly School Site Council, English Learner Advisory Committee meetings. Families are educational partners as we also engage in Coffee with the Principal and family workshops. School staff meet together as a community twice monthly for professional learning and input. We have engaged in family and staff events on campus including musical shows, Family Connection meetings, Fall Festival, and end of year celebrations.	We are currently strategizing ways to increase attendance and engagement. Families have stated that multiple timeframes for meeting times is important and we are working collectively as a community to build the upcoming master calendar to accommodate all staff and families. Our community is incredibly excited that we have been able to hold events in person this year and look forward to many more!	We are currently reaching out to families through an interview style, strategizing ways to increase attendance and engagement. Reaching out multiple times to our underrepresented families to better serve their needs. Family connection meetings have been incredibly successful and include not only families but also all staff members and students for success. These meetings have been held through a hybrid style to make sure all families have access.	Currently AMLA engages in quarterly Family Connections to highlight student achievement and growth. This is also a time for educators to build relationships with families and bridge the home school connection. Internal standard assessment data is shared as well as classroom artifacts. IEP progress reports are sent home quarterly to families. Information about parent rights and legal advocacy is presented at all IEP meetings, and the front office. SSTs  are calendared every 4-6 weeks in partnership with families and educators to share progress, set new goals, and share resources to enhance the home school connection.	In partnership, we will focus on family engagement where we intentionally highlight student growth and data to identify areas of need and strengths.  find additional opportunities to share student data, both to celebrate growth and to identify areas of need. Focusing on  providing families with information and resources to support student learning and development in the home, we will calendar Family Workshops that focus on ELA, English Language Development, Math, and Science.	In the first 30 days of the school year all staff members will connect with families by in-person meetings, phone calls, Parent Square posts, and celebrations. If there are missed days of school, there will be a team of educators per grade level to reach out and communicate with families about absences. This team will include teachers, mental health therapist, school psychologist, campus monitors, instructional assistants, office assistants, office manager, principal, intervention specialist, and dean of instruction. This will increase the engagement of families as partners for student outcomes who are underrepresented.	Currently we engage in quarterly School Site Council, English Learner Advisory Committee meetings to collectively make decisions. Both are school-level committees comprised of caretakers, staff, and community members designated to advise school officials on programs and services. We will also continue to invite families to visit classrooms and observe Language Blast, our designated English Language Development time.	Increase input from families on policies and programs by continuing to engage families in observations.  and strategic planning of meetings that combine celebrations with decision-making and input.	The master calendar will improve engagement of underrepresented families by strategically beginning to plan events that typically have a high attendance rate to gain more family participation to provide feedback on important decisions that impact the school and their children directly.	5	5	5	5	5	4	5	5	4	4	3	4	Met		22JUN2023	2023
19101990112128	Aspire Ollin University Preparatory Academy	3	OUP's current strengths and progress in building relationships between school staff and families are the multiple means of communications, regular SSC & ELAC meetings, bi-monthly community learning meetings, frequency of in-person community engagement events, eliciting input for options for learnings in response to community feedback, and established times a year to discuss individual students.	OUP's areas of improvement in building relationships between School staff and families are to engage both EPs together for understanding at a deeper level the board policies, fiscal management policies and decision-making for more meaningful engagement and establish more opportunities to expand networks and community partnerships to engage families in various ways that are at the capacity of our working families.	OUP will specialize campus staff and resources to support for foster youth and McKinney Vento families by creating opportunities for relevant engagement. OUP will work to create black/African American family engagement opportunities. OUP will create learning opportunities for non-black families to engage in learning about pro-black programming. OUP will also continue to engage families virtually and by phone, and not just in person.	OUP's current strengths are creating some partnerships with local community colleges and enrichment programs to support rigor and early college high school access.	OUP's area of improvement is to create regular and consistent opportunities for alternate post-secondary learning and pathways besides college. OUP hopes to engage community partners to offer non-academic, interest-based programming.	OUP will work to specialize campus staff capacity to support students with disabilities, multi-lingual learners, foster youth and McKinney Vento identified students by creating opportunities for relevant community programs and partnerships, like workshops.	OUP works to build the capacity of principals to support families to effectively engage in advisory groups and decision-making, and providing regular and frequent opportunities to work together, provide input, and plan family engagement activities.	OUP's area of improvement is to create differently structured opportunities for engagement at alternate times that fit families' availability.	OUP's admin and Parent Outreach Coordinator will work to elicit specific family engagement of students with disabilities, multi-lingual learners, foster youth and McKinney Vento identified for more representation and voice in the decision-making process.	4	4	4	5	5	5	5	5	5	5	4	5	Met		22JUN2023	2023
19101990115030	Magnolia Science Academy 3	3	We have a variety of events( Honor Roll Assembly, Back to School night, Orientation, Parent Teacher Conferences, Open Houses ) and utilize our website and ParentSquare to ensure to communicate important updates, successes and any plans for improvement and change.	MSA-3 has hired a PACE coordinator to better in touch with our families. Our focus areas of improvement is to establish a Parent Task Force. Parents will have more engagement via this task force.	MSA-3 has homeless and foster youth liaison. This position allows our families to receive SEL (Social Emotional Learning) support. MSA-3 has Coffee with admin to get hear from our parents about the concerns they have, and this allows us to check our practices in regards to academics and school operation.  MSA-3 has several engagement opportunities for feedback and growth via social media accounts and school events to ensure our school community is cohesive and collaborative.  Our demographic is  African American 36% and Latino populations 62%. We try to ensure we are inclusive of all genders, races, ethnicities, and cultures. Being 100% inclusive takes time but MSA-3 is 100% invested in making a mark of cohesion at all parts of our school’s staff, families and students!   One  area of improvement is  Climate of Support. MSA-3 admin and staff will increase support of families through; 1) various modes like getting feedback surveys.  2) informing parents more of volunteer opportunities.  3) including data points for Academic and Behavior during parent meetings to better drive the school operations.	MSA-3 is investing more to improve  instructional strategies like collaborative learning, along with professional development on classroom management. We also invest in more college counselors to ensure all of our students finish high school and get college acceptances. College Career Indicator turned to “green” with substantial A-G completion as well as SBAC proficiency.	We spend a lot of focus on home visits and getting our staff familiar with the student’s families. Building a bond and a connection of trust is the most effective way to improve engagement.	One  area of improvement is  Climate of Support for our students. MSA-3 admin and staff will increase support of families through; 1) Student Led academic engagement meeting  academic challenges using UDL support model.,  2) providing continued SEL support by using our MTSS Model.  3) acknowledging and celebrating student success each quarter.	We engage with our staff via anonymous survey where we collect data and open ended questions in regards to academics, discipline, school culture.	Monthly, we have a meeting called PAC/Coffee with the Admin so parents can stop in and have a meet and greet or voice concerns and recommend new items to make the school more efficient.	MSA-3 will continue to focus on well planned PAC and ELAC meetings to involve underrepresented groups. MSA-3 has adjusted Coffee with the Admin on a monthly basis to provide comprehensive data points for academics and behavior.	4	4	4	4	4	4	4	4	4	4	3	3	Met		22JUN2023	2023
19101990115212	Magnolia Science Academy 2	3	MPS uses CORE DISTRICTS survey instrument developed by WestEd for the California Department of Education as our annual educational partner experience survey.  During 2022-23, participation rate of families increased by 13 % to 99.3%, staff participation rates maintained 100% and participation rate of students increased by 0.8 %. MSA2 reached LCAP  goals on all participation rates. This is the first year we have had both a PACE coordinator and Community Coordinator, so that led to the increased rate of 13% for family participation which was largest participation at MSA2 for families since 2019-20. This year, we used rewards and got PBIS involved and kids got kickboard points which motivated them for parent surveys.  Overall satisfaction rates for  families during 2022-23 was maintained at 97%. This high rate of satisfaction has been sustained by a combination of factors, including the addition of the Community Schools Coordinator this school year to lead events to engage families in the school.    Over 2022-23, families approval rates increased by 1% to 98%.   We maintained a high percentage of parent meetings and conferences both in-person and via Zoom, in person events, including our Friday Coffee with the Principal meetings, Parent Teacher Conferences, PTF meetings, PAC meetings, Title I and ELAC meetings.   For Climate of Support for Academic Learning, families showed a 98% favorable rating during 2022-23, which maintained its high percent from the previous year.    For Knowledge and Fairness of Discipline, Rules and Norms during 2022-23, MSA2’s favorable rating for families is 96%, which was down by 1 percent from the previous year.  The results for families are higher than the MPS average for the educational partner group.  The decrease across family educational partners in this topic during the current academic year is attributed to the increased challenges that MSA2 continued to face in returning to in-person learning following during the Covid-19 pandemic.    For Safety, the rating from families during 2022-23 showed a 98% favorable rating, which was up by 2 percent from the previous year.  The results for families are higher than the MPS average for this educational partner group.  MSA2 has continued to respond to this area of importance by maintaining the new staff which were hired during the prior school year.   The Sense of Belonging (School Connectedness) for families during 2022-23 showed a 98% favorable rating, which was down by 1 percent from the previous year.  This is a success despite experiencing increased challenges during the year, including increased staff mental and physical health issues which impacted the staff attendance rate.  MSA2 plans to help elevate these areas during the upcoming year by increasing opportunities for students, staff and families to lead more assemblies, celebrations, and social events which are led by students and staff, as well as community events which include families.	For the topic of Knowledge and Fairness of Discipline, Rules and Norms during the 2022-23 academic year, MSA2’s favorable rating for families is 96%, which was down by 1 percent from the previous year.  Despite this decrease by 1 percent, the results for families are higher than the MPS average for the educational partner group and demonstrates that MSA2 continues to experience success in this topic.  The decrease across family educational partners in this topic during the current academic year is attributed to the increased challenges that MSA2 continued to face in returning to in-person learning following during the Covid-19 pandemic.  Also, despite the slight decrease for families in this area, the high rate of 96% for families indicates that this area is still considered a success for MSA2.  MSA2 plans on taking proactive steps to help this area increase over the upcoming school year by creating additional opportunities for families to be included in the process of discussing aspects of school discipline, rules and norms, including through families involvement in the Parent Advisory Committee (PAC), ELAC, and Parent Task Force (PTF) where they are invited to provide input about these specific policies and practices.  The topic of Sense of Belonging (School Connectedness) for families during the 2022-23 school year showed a 98% favorable rating, which was down by 1 percent from the previous year.  This is a tremendous success for MSA2 despite experiencing increased challenges during the current school year, including increased staff mental and physical health issues which impacted the staff attendance rate.  In particular, MSA2 plans to help elevate these areas during the upcoming school year by increasing opportunities for students, staff and families to lead more assemblies, celebrations, and social events which are led by students and staff members, as well as community events which include families.  MSA2 plans on taking additional proactive steps to help this area increase over the upcoming school year by creating additional opportunities for families to be included in the process of being connected to the school community through more events, resource fairs, and other areas of priority for families.  Further, MSA2 plans to increase this area during the upcoming school year by including through families involvement in the Parent Advisory Committee (PAC), ELAC, and Parent Task Force (PTF) where they are invited to provide input about these specific events and activities which the school holds each school year that have the ability to make families have an increased sense of belonging and connectedness to the school, including having sports games where families, staff and students can all play together, food celebrations, and more.  We are incredibly proud of all of our areas of growth and plan on continuing to focus on taking proactive steps to improve upon these priority areas during the 2023-24 school year.	MSA-2 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staff connects with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of the important features of its education program to improve student and school performance.  The School holds periodic meetings to gather input from our families. These meetings include Parent Advisory Committee (PAC) meetings, Parent Task Force (PTF) meetings, ELAC meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement. In addition, the school holds Coffee with the Principal meetings each Friday where all parents are invited to join school administration and support staff to discuss areas of importance for the parents, ask questions, provide feedback and gather as a community. Further, parents frequently serve on committees which include staff members and students where all educational partner groups collaborate in planning events, including school dances and award assemblies.  Parents are also invited to attend assemblies which celebrate student academic excellence, behavioral improvement, outstanding attendance, and other accomplishments, as well as build school spirit and help the school take a stand against bullying. Further, parents are invited to attend school events which are a part of the Positive Behavioral Interventions and Supports (PBIS) system in which students compete in academic, athletic and creative problem-solving events. Parents also participate in the PBIS committee which includes attending training sessions with the Los Angeles County Office of Education (LACOE). MSA2 hosts events which promote a deeper understanding about cultures of families, including a Dia de los Muertos (Day of the Dead) event which included live music and art by students as well as traditional food which was prepared by families and staff members.  Parents also participate as chaperones for field trips where they support the supervision of students during off-campus educational experiences ranging from trips to the Los Angeles Zoo and the California Science Center to public and private universities. Furthermore, parents and families attend CIF sporting events where our students compete with local schools in after school competitive athletic events in sports including cross country, volleyball, soccer, a	MSA-2 provides resources to support student learning at home through multiple workshops such as parent college and through feedback given to parents during parent conferences. We have also partnered with CCSA to help equip parents with the knowledge and tools to become an advocate for their students and for their school.  MSA 2’s communication system ParentSquare keeps parents and staff in constant communications through multiple mediums such as texts, private messages and voicemail. ParentSquare has also broken language barriers between staff and families through its automatic language translation and thus, facilitates communication across multiple linguistic and cultural backgrounds. Parents also have the ability to check student grades in the school information system, Infinite Campus, as well as stay updated about student attendance in order to remain informed about their child’s progress in a variety of areas. Moreover, parents receive daily phone calls from office staff members to verify student absences and gather useful information about areas of support which students may need when they return to school.  MPS Board meetings are open to MSA2 parents to attend, as the campus is open to the public during all Board and committee meetings. Additionally, parents are able to serve as MPS Board members where they vote on decisions which impact the budgets, operations, and decisions of all ten schools in the MPS charter management organization. Currently, a former MSA2 parent serves as the only former parent educational partner on the MPS Board.  MSA2 has a Parent and Community Engagement (PACE) coordinator who facilitates parent training, including on topics related to social emotional learning and mental health support. Parents are also invited to attend workshops where English language courses are taught, and college readiness is presented. Parents also serve on the committee to review the School Safety Plan each year in addition to student and staff educational partners prior to submitting the updated plan to the Magnolia Public School (MPS) Board for approval.  To improve in this area, MSA2 will continue to utilize the existing data from a variety of sources, including educational partners surveys, and we will make plans to expand upon the existing support and services provided in this area.	MSA2 will continue to focus on maintaining the current priorities of providing ongoing opportunities to participate, collaborate and reflect amongst all educational partners within the school community, including between students, families, and the school.  In particular, the focus areas which will be priorities in the upcoming school year relate to continuing to improve upon the CTE pathways opportunities provided to students in middle school and high school, as well as to provide increase college courses to the high school community through community partnerships at LA Valley College, Pierce College and Mission College.    In addition, MSA2 will provide opportunities to begin taking advanced English pathways in middle school to support students in developing more technical skills for the students which can lead to increased success in college and advanced courses in high school.  Further, MSA2 will continue to analyze data gathered from online resources including the NWEA MAP, myON, ALEKS, iXL, and other sources to support student growth in math, reading and writing.    Moreover, MSA2 will continue to utilize the MTSS systems to improve SEL supports for students, including by expanding educational programs provided to students through Zones of Regulation curriculum which continue to produce weekly videos which permit students to develop better SEL skills which can help them better access their academic program.  Finally, MSA2 will continue with the PBIS partnership with LACOE and will continue to build the program in hopes of achieving a Gold metal status for the program in the upcoming year.    MSA2 also aims to improve outcomes academically for all student groups and across all demographics of students, including homeless / foster youth, EL students, students with disabilities, socioeconomically disadvantaged youth, and all racial / ethnic demographics of students.	MSA-2 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staff connects with families through home visits, which the school uses as one of  the important features of its education program to improve student and school performance.  The School holds periodic meetings to gather input from our families. These meetings include Parent Advisory Council (PAC) meetings, Parent Task Force (PTF) meetings, ELAC meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.  In addition, the school holds Coffee with the Principal meetings each Friday where all parents are invited to join school administration and support staff to discuss areas of importance for the parents, ask questions, provide feedback and gather as a community.  Further, parents frequently serve on committees.    Parents are also invited to attend assemblies which celebrate student academic excellence, behavioral improvement, outstanding attendance, and other accomplishments, as well as build school spirit and help the school take a stand against bullying.  Further, parents are invited to attend school events which are a part of the Positive Behavioral Interventions and Supports (PBIS) system in which students compete in academic, athletic and creative problem-solving events.  MSA2 hosts events which promote a deeper understanding about cultures of families, including a Dia de los Muertos (Day of the Dead) event which included live music and art by students as well as traditional food which was prepared by families and staff members.    Parents also participate as chaperones for field trips where they support the supervision of students during off-campus educational experiences.  Furthermore, parents and families attend CIF sporting events where our students compete with local schools in after school competitive athletic events in sports.  Beyond these opportunities, parents also enjoy attending other academic competitions which students participate in, including  robotics tournaments and Academic Decathlon events.   During the 2022-23 academic year, MSA2 hosted a combination of in-person and hybrid events, meetings and workshops related to the above categories to provide the optimal opportunity for families to be involved in the school community.  To improve in this area, MSA2 will continue to utilize the existing data from a variety of sources, including educational partners surveys, and we will make plans to expand upon the existing support and services provided in this area.	MSA2 has a tremendous amount of strengths related to the school's methods for seeking input for decision-making.  In particular, MSA2 has continued to hold Friday Coffee with the Principal weekly meetings with educational partners in which a tremendous amount of input is regularly collected.  Further, MSA2 holds monthly Parent Advisory Committee (PAC),  Parent Task Force (PTF), ELAC, and Title I meetings in which additional input is provided by committee members, including elected representative feedback across multiple educational partnership groups.  Additionally, MSA2 continues to have a Parent and Community Engagement coordinator and a Community Schools Coordinator who both work with the families and community to gather feedback and improve opportunities to seek input for decision-making.  MSA2 also continues to hold elections for student government representatives which include grade level representatives from middle school and high school, as well as executive officers for the full school and 12th grade.  These student government members provide feedback related to the content which will be taught to students each week during the weekly PBIS videos which are created by the student government members and which integrate the Zones of Regulation curriculum.  The staff also continue to vote for PBIS Ambassadors who serve as the leaders of each of the 4 houses in the school and lead activities as well as attend trainings and provide input about PBIS programs which the school will implement.  Beyond this, staff continue to fill out surveys related to the additional committees and duties which they would like to be involved in during the upcoming school year which included providing feedback to the school operations.  There are numerous strengths related to the opportunities to seek input for decision-making beyond the ones highlighted here, but these are some of the most significant ones currently at MSA2.	MSA-2 holds periodic meetings to gather input from our families. These meetings include Parent Advisory Committee (PAC) meetings, Parent Task Force (PTF) meetings and ELAC meetings. During these meetings parents have the opportunity to review school goals, priorities and decisions being made which are included in the LCAP and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.  To improve in this area, MSA2 will continue to utilize the existing data from a variety of sources, including educational partners surveys, and we will make plans to expand upon the existing support and services provided in this area.	MSA-2 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, and parent conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staff connects with families through home visits, which the school uses as one of  the important features of its education program to improve student and school performance.  The School holds periodic meetings to gather input from our families. These meetings include Parent Advisory Council (PAC) meetings, Parent Task Force (PTF) meetings, ELAC meetings and parent workshops. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.  In addition, the school holds Coffee with the Principal meetings each Friday where all parents are invited to join school administration and support staff to discuss areas of importance for the parents, ask questions, provide feedback and gather as a community.  Further, parents frequently serve on committees.    Parents are also invited to attend assemblies which celebrate student academic excellence, behavioral improvement, outstanding attendance, and other accomplishments, as well as build school spirit and help the school take a stand against bullying.  Further, parents are invited to attend school events which are a part of the Positive Behavioral Interventions and Supports (PBIS) system in which students compete in academic, athletic and creative problem-solving events.  MSA2 hosts events which promote a deeper understanding about cultures of families, including a Dia de los Muertos (Day of the Dead) event which included live music and art by students as well as traditional food which was prepared by families and staff members.    Parents also participate as chaperones for field trips where they support the supervision of students during off-campus educational experiences.  Furthermore, parents and families attend CIF sporting events where our students compete with local schools in after school competitive athletic events in sports.  Beyond these opportunities, parents also enjoy attending other academic competitions which students participate in, including  robotics tournaments and Academic Decathlon events.   During the 2022-23 academic year, MSA2 hosted a combination of in-person and hybrid events, meetings and workshops related to the above categories to provide the optimal opportunity for families to be involved in the school community.  To improve in this area, MSA2 will continue to utilize the existing data from a variety of sources, including educational partners surveys, and we will make plans to expand upon the existing support and services provided in this area.	5	5	5	5	5	4	5	5	5	5	5	5	Met		22JUN2023	2023
19101990121772	Environmental Charter Middle - Gardena	3	ECMS - Gardena works to create a strong sense of community with our families. We prioritize face-to face communication when possible, and seek to provide parents with up-to-date information regularly. We encourage and invite parent participation in curricular endeavors and classroom events, and seek their input in decision-making.    We communicate via a weekly school letter in both English and Spanish, and grades are updated weekly on our PowerSchool platform. Parents and students are trained and supported to navigate our student information system which houses our grades. Parents use our Talking Points platform when seeking technical support with this system. We provide prompt communication/responses pertaining to school behavior and use restorative discipline processes to help students repair any harm caused to the community.  We made extensive efforts to engage families, including creating a range of surveys to ensure we could address the more specific and time sensitive needs of our families when returning to campus. We provided many digital opportunities for communication between families and school and in many cases saw higher participation compared with in-person events. These opportunities included:  Coffee with leadership events provided an opportunity for families to interface  with administration regarding site issues, curriculum, school culture, or other issues that are on parents’ minds.  Parent Workshops: We held parent workshops every month to support families with a multitude of topics ranging from the transition to middle school to how to purchase a home in California. Topics in the 2nd semester were based on parent requests.  English Learners: We held a virtual town hall for just families of Els, and five ELAC meetings were held during the course of the year.   Talking Points: We utilized a system called Talking Points to facilitate communication between our site and families.  Talking Points automatically translates communications into Spanish for our Spanish speaking families.  Twice-yearly Parent Teacher Conferences: As in prior years, this year we hosted 2 Parent Teacher Conferences and 1 set of Priority Conferences.	ECMSG will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We also continued to staff a full time social worker in order to expand our resources for Tier 3 support and focus on students and families with the highest needs.	ECMSG will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We also continued to staff a full time social worker in order to expand our resources for Tier 3 support and focus on students and families with the highest needs.	Our strengths include multiple parent engagement events, for example: Ice Cream Social, Parent Conferences, School Site Council, Priority Meetings for students, 8th grade tiered system with counselor and D/ELAC meetings.	One of our focus areas in the coming year is to ensure that we are successfully soliciting feedback from Black/African American families, and improve feelings of school connectedness among Black/African American students.  We are administering climate surveys regularly in order to collect more feedback from our ELs and African American students. We have subgroup specific parent meetings where we collect input regarding academic and socioemotional support for their students specifically. We also use IEP meetings to collect more feedback on their needs. For example, several parents have expressed interest in tutoring services, which has led us to restructure the schedule of our SpeEd staff to allow for more tutoring services after school.	One of our focus areas in the coming year is to ensure that we are successfully soliciting feedback from Black/African American families, and improve feelings of school connectedness among Black/African American students.  We are administering climate surveys regularly in order to collect more feedback from our ELs and African American students. We have subgroup specific parent meetings where we collect input regarding academic and socioemotional support for their students specifically. We also use IEP meetings to collect more feedback on their needs. For example, several parents have expressed interest in tutoring services, which has led us to restructure the schedule of our SpeEd staff to allow for more tutoring services after school.	Our strength is in engaging families and soliciting feedback. We regularly look at the data from our annual climate surveys. We held family town halls and ELAC meetings. Parents can directly text message the principal.	A focus area for improvement is improving the systematic nature of how we engage and solicit feedback from parents.  We have subgroup specific parent meetings where we collect input regarding academic and socioemotional support for their students specifically. In those meetings, we are asking parents about what factors would motivate them specifically to engage with us more regularly and meaningfully.	A focus area for improvement is improving the systematic nature of how we engage and solicit feedback from parents.  We have subgroup specific parent meetings where we collect input regarding academic and socioemotional support for their students specifically. In those meetings, we are asking parents about what factors would motivate them specifically to engage with us more regularly and meaningfully.	5	4	3	5	4	3	4	5	4	4	4	3	Met		22JUN2023	2023
19101990127498	Environmental Charter Middle - Inglewood	3	Environmental Charter Middle School - Inglewood works to create a strong sense of community with our families. We prioritize face-to face communication when possible, and seek to provide parents with up-to-date information regularly. When surveyed in Spring 2023, 100% of parents stated they receive valuable communications from the school either daily or weekly. We encourage and invite parent participation in curricular endeavors and classroom events, and seek their input in decision-making. We enact these goals through a variety of regular meetings, including PTA/Site Council, ELAC, and African American parent partnership meetings.    We communicate via a weekly school letter in both English and Spanish and weekly progress reports are sent home with students. We interface with parents in parent-student conferences 3 times a year and we continue to maintain active parent attendance at those meetings (85% attendance throughout 21-22). We provide prompt responses pertaining to school behavior and use restorative discipline processes.  We provided many opportunities for communication between families and school. These opportunities included:  Coffee with the principal: In these meetings, parents have a free-flowing conversation with administration regarding site issues, curriculum, school culture, or other issues that are on parents’ minds.  Parent Town Halls: We used town halls to communicate changes and to get feedback about our decisions.  English Learners: We held a town hall for just families of Els on September 17th. ELAC meetings were held on 10/13/21, 1/26/22, 3/16/22, and 5/11/22.   PTA met weekly with administrators.   Black Parent Groups: Throughout 22-23 we held several Black Parent group meetings where we engaged parents from our site and sometimes across the organization in conversations about our school program and what we can do to strengthen our supports for black students and families.  Talking Points: This year we utilized a system called Talking Points to facilitate communication between site and families.  Talking Points automatically translates communications into Spanish for our Spanish speaking families.  Twice-yearly Parent Teacher Conferences: As in prior years, this year we hosted two Parent Teacher Conferences	ECMSI will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.	ECMSI will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.	Environmental Charter Middle School - Inglewood’s current strengths in building partnerships for student outcomes include providing several opportunities for parents to engage with staff, teachers and school administrators to discuss student progress and receive resources to support student learning at home. When surveyed in Spring 2023, 100% of parents stated they receive valuable communications from the school either daily or weekly. Regular administrative support and yearly professional developments are provided to teachers. Family partnership opportunities include    - Parent conferences 3x a year  - Weekly progress reports - Regular online access to student grades and assignments - Google classroom - Weekly tutoring for every class - Annual Family Math Night - Coffee with the Principal 5x a year - Online supplemental academic support (Khan Academy, Freckle, Reflex Math) - Monthly topical parent trainings	This year’s area of focus includes providing more opportunities for families to participate in workshops, programs, and affinity spaces for parents of students with common needs.	We are continuing to incorporate our Special Education Coordinator, English Language Development Coordinator and Parent Coordinator in parent workshops, programs, and affinity spaces. We will also provide targeted workshops and increase accessibility and opportunities for families to advocate for their students.	Environmental Charter Middle School - Inglewood’s current strength lies in the consistent opportunities during parent meetings to provide elicit input and feedback for decision-making at our school. We host regular meetings that include ELAC, PTA/SIte Council, and African American Parent Partnership meetings for families to discuss, plan, and evaluate school policies and programs such as our LCAP. We have collaboratively hosted with our ECMSI families our Annual Harvest, Annual Math Night, Book Fairs, and 8th-grade Culmination. We also solicit feedback annually via parent survey to keep an active grasp on the parents’ perception regarding school climate, student behavior and parent involvement. 94% percent of parents who completed our annual parent survey believe that the school allows input and welcomes parents’ contributions and 89% believe that the school actively seeks the input of parents before making important decisions. Additionally, we encourage parent engagement and input with our Equity and Diversity Task Force that holds a specific position for parents to engage with school data, co-select an area for improvement pertaining to equity and diversity, and actively create, execute, and evaluate an action plan.	Our current area of focus this year is to increase the capacity of English Language Development Coordinator, Special Education Coordinator, Parent Coordinator and African American Parent Partnership Coordinator to create sustainable practices for engaging our families.	Our current area of focus this year is to increase the capacity of English Language Development Coordinator, Special Education Coordinator, Parent Coordinator and African American Parent Partnership Coordinator to create sustainable practices for engaging our families.	5	5	4	5	5	4	5	3	4	3	4	4	Met		22JUN2023	2023
19101990128025	Lashon Academy	3	To facilitate ongoing parental/guardian involvement at Lashon Academy, parents are given the opportunity to participate in numerous volunteer activities, parent workshops, meetings and school wide events. Opportunities for involvement are announced on the school’s website, Facebook page, and in regular communication to parents via the school-home communications platform, on the annual school calendar, posted in student classrooms and the school lobby. Our communication platform has been a strength in engaging every parent at Lashon Academy to not only receive all school communication, but the ability to respond back through a written post, a question, select email to administration, teacher, etc., classroom parents, etc. This internal school communication forum allows us as a school to interact with many more parents without any issues of language barrier, attendance at meetings, or schedules. Another strength mentioned from our educational partners is the accessibility of all staff at the school. Partners feel that they are part of a community where the school and staff are available, knowledgeable of their child, and provide a safe environment that is welcoming to all educational partners.	To improve building relationships between school and families, communication is key. In order to foster open dialogue, listen to concerns, and involve parents in school activities, Lashon Academy will focus on making school meeting times to accommodate parent schedules, offering more recorded meetings and workshops that parents can access at a more convenient time, and using technology to provide more seamless language translation opportunities. Collaboration on events, volunteering opportunities, and parent education programs can also strengthen these relationships. Ultimately, a welcoming and inclusive atmosphere where both educators and families feel valued is essential for successful partnership.	To improve the engagement of underrepresented families, Lashon Academy will focus on cultural competence and inclusivity through multiple ways including an emphasis on cultural sensitivity by understanding and respecting the diverse backgrounds of underrepresented families. It is important that we continue to improve and  provide translation services and materials in the languages spoken by these families to bridge communication gaps. We will also look to increase the number of  culturally relevant events and activities that appeal to underrepresented families' interests and traditions. Lashon Academy continues to employ a community outreach coordinator from the community who can act as liaisons between the school and underrepresented families. We will continue to look at various opportunities to offer workshops and resources that empower parents with the skills and knowledge to support their children's education. Ultimately, it is our goal to encourage underrepresented families to take an active role in decision-making processes and school leadership roles. By implementing these strategies, Lashon Academy can build trust and foster a sense of belonging, ultimately improving the engagement of underrepresented families in their children's education.	Lashon Academy  firmly believes that a strong partnership between parents and educators is the key to unlocking the full potential of all of our students. Some current strengths and progress we are making in building partnerships for student outcomes include: Open Channels of Communication: Regularly stay in touch through newsletters, emails, and parent-teacher conferences.Parent Engagement: Inviting parents to school events, committees, PTO, SSC/DELAC. Providing Individualized Support: For students with unique needs, creating Individualized Education Plans (IEPs) and making sure all students receive the support they need. Engaging in Student-Led Conferences: Parents can watch their child shine as they present their progress. It's all about fostering responsibility and confidence. During these conferences we focus on a time where parents and staff can set together in order to partner together to achieve them. Progress is a journey that is best achieved together. Lashon’s commitment is to ensure our students’ education is a collaborative effort between home and school.	Lashon Academy has selected the following focus areas to continually improve in building partnerships for student outcomes. Feedback Loop: Always looking at the most effective way to create an open system where parents and staff have the opportunity to share thoughts, concerns, and ideas with us in a safe, convenient and accessible way. We want to increase the opportunities for all educational partners to celebrate achievements. We love recognizing and celebrating accomplishments with our students, however bringing these celebrations to our other partners is a goal for us in order to create a community of success. Empathy and Inclusivity: Every family is unique, and we respect that. It is our focus goal to be sensitive to individual needs and cultural differences while offering support and resources for families facing challenges that may affect their child's education. We believe that an emphasis on these focus areas will improve our capacity to build stronger partnerships for positive student outcomes.	Lashon Academy recognizes the critical importance of inclusivity and active participation of all families in the education of our students. Our commitment to building partnerships for student outcomes aligns with our mission to ensure the success of every child in our care. We acknowledge that some families, particularly those from underrepresented backgrounds, face unique barriers to engagement. These challenges may include language barriers, cultural differences, socioeconomic disparities, or past negative experiences with the education system. Our first step is to listen and learn from these families. We will provide information and communication in multiple languages spoken by our school community, ensuring that language barriers do not hinder engagement. We will continue to employ a dedicated community liaison to bridge the gap between our school and underrepresented families, serving as a point of contact and support. Continue to encourage more participation in our SSC and DELAC committees that represent the diversity of our school population, ensuring that the voices of underrepresented families are heard and integrated into decision-making processes. We firmly believe that when families are actively engaged, students thrive academically and socially.	Lashon Academy’s strengths in seeking input for decision-making, focuses on concrete strategies we employ to engage our staff and parents in the process. We recognize that the perspectives and insights of these key stakeholders are invaluable for making informed and effective decisions. We have established regular staff meetings, both at the department and whole-school levels, where educators can openly discuss and provide input on various aspects of school operations. Anonymous suggestion boxes are strategically placed throughout the school, allowing staff to submit ideas, concerns, or suggestions at any time. Parent-teacher conferences are conducted at least twice a year, providing a structured platform for parents to discuss their child's progress and provide input on educational goals and strategies. We organize periodic parent focus groups, where parents are invited to share their perspectives on school policies, curriculum, and extracurricular activities. We utilize online survey platforms to gather input from both staff and parents on various topics, such as school improvement initiatives, safety measures, and program evaluations. We have also established advisory committees composed of staff and parents. These committees meet regularly to discuss specific issues or strategic goals, ensuring a structured and ongoing dialogue. By actively seeking input from staff and parents through these concrete strategies, we ensure that decisions made at Lashon Academy are well-informed, reflective of the needs and concerns of our community, and ultimately aimed at providing the best possible educational experience for our students.	Based on the analysis of educational partner data, Lashon Academy will focus on the following areas to improve our efforts in seeking input for decision-making. Increase the frequency we conduct workshops that bring together staff and parents to jointly address important decisions, fostering a collaborative atmosphere and ensuring that multiple perspectives are considered. Look at ways for our leadership team to include representatives from staff and parents for example our PBIS team to ensure that these groups are directly involved in shaping the school's vision and strategic planning. Lashon Academy is committed to taking concrete actions based on the feedback received. This commitment reinforces the belief that input from staff and parents directly contributes to positive changes within our school.	Improving the engagement of underrepresented families in decision-making at Lashon Academy is essential for creating a more inclusive and equitable educational environment. Here are some strategies that we will employ to enhance their participation: Provide cultural competence training for school staff to help them better understand and appreciate the diverse backgrounds of underrepresented families. This training should emphasize the importance of cultural sensitivity and empathy. Recruit parent ambassadors from underrepresented backgrounds who can serve as advocates and role models within the community. These ambassadors can encourage other parents to get involved and provide support in overcoming barriers to engagement. Schedule meetings, conferences, and events at times that accommodate the schedules of working parents. Offer virtual options for those who may have difficulty attending in person. Provide information and access to resources that may benefit underrepresented families, such as tutoring services, scholarships, or community organizations that offer support. Maintain consistent and transparent communication with underrepresented families. Regular updates, newsletters, and announcements can keep them informed about school activities and decisions. By implementing these strategies, Lashon Academy can create an environment where underrepresented families feel valued, heard, and empowered to actively participate in the decision-making process, ultimately benefiting the entire school community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		25JUN2023	2023
19101990132605	Valiente College Preparatory Charter	3	Getting to know all our families on a 1:1 basis. Developing and fostering relationships with our families through school events and monthly meetings.	The focus will be increasing family engagement and family voice. We are doing more community outreach with our families to ensure they are feeling supported and to provide them a platform to hear their feedback and concern	We are looking to host more community and family events with our families at Valiente. Our will be to develop and foster more families to add to our devoted and supportive families.	Providing workouts to families to empower families to advocate and know how to support their child at home.	Connecting with as many families as possible. Teachers are expected to make 3-5 calls a week to update families on the learning and progress of their child	Leadership will lead the charge in reaching families and hold teachers accountable to reaching out to families	Monthly meetings are held to gain family input on decision-making	targeting families to serve as an OSo parent group to have a consistent family group on campus	Hosting more community and school events to invite and welcome more families	4	5	4	4	4	4	4	4	3	3	4	4	Met		12JUN2023	2023
19101990134346	Intellectual Virtues Academy	3	100% of our families are satisfied with IVA High, including 100% satisfied with our communications, and 100% believe that their feedback is valued.	This is one of our core strengths. As a public high school serving inner city families, parent participation is not as high as we would like, so continuing to find ways to engage our families as more robust partners is an area of growth.	This is also one of our strengths. As a public high school serving inner city families, engagement of underrepresented families is not as high as we would like, so continuing to find ways to engage our families as more robust partners is an area of growth.	100% of our families are satisfied with IVA High, including 100% satisfaction with our student-led conferences. 98% of parents/guardians participated in student-led conferences, and were otherwise: 100% satisfied with our communications, and 100% believe that their feedback is valued. This is a strength of ours.	We do not do enough supporting of families for students to continue their learning at home. We provide a robust learning environment at school, provide good communications home regarding student progress, but do not link the two and provide resources on how students can partner with their families to complete, edit, and follow up on their work at home.	This is a strength of ours. While we do not have as many underrepresented families engage with the learning and staff and otherwise are present at school events, 97% participation at student conferences is excellent.	100% of our families state that they feel their feedback is valued.	While family input is valued, we could do better is organizing and soliciting feedback more robustly. Advisory and decision-making groups could be better organized, meet more visibly, etc.	We could have more engagement of underrepresented families at our advisory and decision-making groups. More communication, and pro-active invitations, to help encourage and recruit participation are key to our forward looking efforts.	5	5	5	5	4	3	5	5	3	3	4	4	Met		07JUN2023	2023
19101990134361	Russell Westbrook Why Not? Middle	3	Russell Westbrook Why Not? Middle School has demonstrated strength in building strong and positive relationships between and among families and staff members. Parent-team conferences are held every five weeks to align with progress reporting periods, and as requested by parent or teacher(s) to ensure that families are fully informed of students’ progress in meeting A-G requirements for UC/CSU. In addition to monthly Parent/Community Town Hall Meetings, the school provides meaningful engagement through workshops focused on a range of topics included mental health and social emotional learning, College and Career awareness, and Academic Awards events.	Areas of growth include having a larger number of families attend school events, and extended outreach to parents who have never attended school activities/ events. This area of focus will involve individual calls and outreach by the Parent Coordinator. An area of emphasis was providing more opportunities for parents/caregiver to provide feedback about the Instructional Program and School Climate and Culture. The school will address low response rates to annual surveys through increased communication and outreach.	The school plans to increase parental engagement with literacy and STEM workshops, and increased family volunteer opportunities. The school provides a welcoming environment when parents enter campus with Spanish Language Support. Families have access to the Principal, Assistant Principal, and support team members. The school has extended outreach opportunities to provide struggling families with community resources during the pandemic. The school has a dedicated Parent Coordinator to support engagement.	Russell Westbrook Why Not? Middle School provides a range of professional learning opportunities for leaders and teachers to improve relationships with families. The school is actively involved in the PBIS cohort through the LA County Office of Education which includes engagement in the community for all stakeholders. The school has effectively developed partnerships with community agencies to support struggling families impacted during the pandemic for mental health, food insecurity (food bank) and agencies that provide housing.	Areas of growth include more structures and outreach to engage families of Multilingual Learners and SWD to increase their involvement in order to support learners. Initiatives to improve in this area include parent trainings and workshops that focus on learning about these areas.	The staff has been trained in meeting students and families social-emotional needs through trauma informed practice. The school has effectively established structures and systems that inform families of student progress through Multiple Systems of Support and Intervention. Academic Intervention is provided during Power Hour and After School Tutoring. Staff and families collaborate to improve student outcomes. Communication with teachers, counselors, support staff and leaders occur daily.	School leaders and staff engage in consistent improvement process opportunities to creatively engage families in decision making. The staff plans to increase the number of in-person events and activities, and to elicit increased family input related to the instructional program, safety, and learning conditions.	The staff plans to increase the number of in-person events and activities, and to elicit increased family input related to the instructional program, safety, and learning conditions. The school will increase the number of offerings and restructure the way families are engaged through the following strategies; more frequent, school to home communication, provide more technology accessibility, shared accountability, share data with families, have parents select workshop topics, share positives as well as areas of growth.	The school will increase the number of offerings and restructure the way families are engaged through the following strategies; more frequent, school to home communication, provide more technology accessibility, shared accountability, share data with families, have parents select workshop topics, share positives as well as areas of growth.	5	4	5	4	4	4	4	4	4	3	4	4	Met		08JUN2023	2023
19101990135368	Alma Fuerte Public	3	Alma Fuerte has made significant progress in building strong relationships between school staff and families. One of our current strengths is our emphasis on open communication and collaboration. We have implemented various initiatives such as regular parent-teacher meetings, parent workshops/trainings, and family engagement events to facilitate meaningful interactions between staff and families.  Furthermore, Alma Fuerte has created a welcoming and inclusive environment where families feel comfortable and valued. We have established a parent volunteer program, inviting families to actively participate in school activities and contribute to their child's education. This approach has not only strengthened the bond between staff and families but has also fostered a sense of ownership and involvement among parents.  Additionally, Alma Fuerte has recognized the importance of cultural sensitivity and understanding. We have taken steps to ensure that staff members are mindful of the diverse backgrounds and experiences of the families they serve. This has resulted in a more inclusive and respectful relationship between staff and families.  Alma Fuerte's dedication to building relationships between school staff and families has yielded positive results, creating a supportive and collaborative community that is conducive to student success.	The 2023-2024 school year has began with the full grade span of TK-8 at Alma Fuerte.  As the middle school is in it’s infancy, Alma Fuerte has placed a strong emphasis on parent engagement for middle school students, aiming to foster a collaborative and supportive relationship between staff and families. One of our focus areas in this regard is regular communication and information sharing.  Alma Fuerte ensures that parents receive consistent updates on their child's academic progress, behavior, and overall well-being. We use various communication channels such as emails, phone calls, and an online portal to keep parents informed about important events, assignments, and any concerns that may arise. This open line of communication allows parents to stay actively involved in their child's education and address any issues promptly.  Alma Fuerte also has an open door policy for parent/teacher/administration meetings/roundtables. These meetings provide an opportunity for staff and families to discuss the student's progress, set goals, and collaborate on strategies to support the student's academic and personal development. These interactions also allow parents to share their insights and concerns, ensuring that the school and family are working together to create a positive learning environment.  In addition to formal meetings, Alma Fuerte offers parent workshops and educational sessions. These workshops cover various topics such as supporting students with homework, understanding the middle school curriculum, and promoting positive behavior at home. By providing parents with the necessary tools and knowledge, Alma Fuerte empowers them to actively engage in their child's education and reinforce learning outside of the school.  Alma Fuerte's focus on parent engagement for middle school students revolves around regular communication, collaborative meetings, and educational workshops. By strengthening the relationship between staff and families, we are trying to create a supportive network that nurtures the academic and personal growth of the students.	Alma Fuerte has always prided ourselves on being welcoming and inclusive.  We understand the importance of engaging underrepresented families and are committed to improving their involvement. We have implemented various strategies, including the use of community liaisons and the community school ideology.  Community liaisons play a crucial role in bridging the gap between underrepresented families and the school. These liaisons are individuals who are familiar with the culture, language, and needs of the community. They act as a point of contact for families, providing support, guidance, and resources. The community liaisons work closely with school staff to ensure that underrepresented families are included in the self-reflection process. They actively reach out to families, communicate the importance of their input, and facilitate their participation.  The community school ideology, which recognizes that schools should be a hub of community engagement and support has been adopted by Alma Fuerte. This ideology ensures that the school is not only focused on academic achievement but also on addressing the social, emotional, and physical needs of students and their families. By adopting this approach, Alma Fuerte creates a welcoming and inclusive environment where underrepresented families feel valued and supported.  During the self-reflection process, Alma Fuerte was active in seeking input from underrepresented families and ensured that their voices were heard. We conducted surveys, had focus groups, and individual meetings to gather feedback and insights. The community liaisons play a vital role in facilitating these interactions, ensuring that underrepresented families have a platform to express their thoughts, concerns, and suggestions.  Alma Fuerte used the self-reflection process as an opportunity to critically assess our practices and policies regarding underrepresented families. We analyzed the data collected during the process and identified areas for improvement. This self-reflection led to the development of targeted strategies and initiatives that address the specific needs and challenges faced by underrepresented families.  Alma Fuerte's commitment to engaging all families is evident through our use of community liaisons, their community school ideology, and our dedication to listening and responding to the voices of these families. By actively involving underrepresented families, Alma Fuerte aims to build strong relationships between school staff and families and create an inclusive and supportive educational community.	Alma Fuerte has made significant progress in building partnerships for student outcomes, with several current strengths in this area. One of our strengths is our collaborative approach to partnering with external organizations and community stakeholders. We actively seek out partnerships with local businesses, non-profit organizations, and community groups to enhance the educational experience and support the overall well-being of our students.  Alma Fuerte has established strong relationships with these partners, who provide resources, expertise, and opportunities for students. For example, we may collaborate with a local museum to offer field trips and hands-on learning experiences, or partner with a youth mentorship program to provide additional support and guidance to students. These partnerships enrich the curriculum and provide students with real-world connections and experiences that enhance their learning and personal growth.  Alma Fuerte's partnerships extend beyond academic support. We recognize the importance of addressing the social, emotional, and physical needs of students to ensure their overall well-being. As a result, we have formed partnerships with local healthcare providers, mental health organizations, and sports clubs to provide comprehensive support services for their students. These partnerships help address barriers to learning and create a supportive environment that nurtures student success.  Alma Fuerte also values and cultivates strong relationships with families. We actively involve parents and guardians in the educational journey of their children through various initiatives such as parent-teacher meetings, workshops, and volunteer opportunities. By building a strong partnership with families, Alma Fuerte ensures that students receive consistent support and encouragement both at home and in school.  Alma Fuerte's current strengths in building partnerships for student outcomes lie in our collaborative approach, strong relationships with external organizations, and the emphasis on holistic student support. By leveraging these partnerships, we are able to provide students with a well-rounded education and support system that enhances their academic achievement, personal development, and overall well-being.	While Alma Fuerte has made significant progress in building partnerships for student outcomes, one area we are currently focused on improving is expanding the range of elective courses with real-life connections. We recognize the importance of offering a diverse set of electives that provide students with practical skills and connections to real-world experiences.  Alma Fuerte is committed to offering electives that go beyond traditional academic subjects and provide students with opportunities to explore areas that have direct relevance to their lives and future careers. We understand that by offering courses such as gardening, financial literacy, wood working, coding, and entrepreneurship, students can develop valuable skills and gain insights into various industries and practical applications.  Expanding the range of elective courses with real-life connections is an important focus area for Alma Fuerte. We actively seek partnerships with professionals and organizations in these fields to enhance the elective offerings and provide students with hands-on experiences. For example, we may collaborate with local businesses or professionals in the community to provide guest lectures, mentorship programs, or internship opportunities for students in these elective courses.  By offering electives with real-life connections, Alma Fuerte aims to bridge the gap between classroom learning and the practical application of knowledge. These courses not only provide students with valuable skills but also foster creativity, critical thinking, and problem-solving abilities. Additionally, they expose students to potential career paths and help them make informed decisions about their future.  Alma Fuerte's commitment to expanding the range of elective courses with real-life connections reflects their dedication to providing a well-rounded education that prepares students for success beyond the classroom. By continuously improving and diversifying their elective offerings, they ensure that students have access to a variety of experiences and opportunities that align with their interests and goals.	Alma Fuerte is committed to fostering strong partnerships with underrepresented families to enhance student outcomes. We understand that engagement plays a crucial role in creating a supportive and inclusive learning environment. As a result of the analysis of data during the self-reflection process Alma Fuerte will work to improve engagement with underrepresented families and build effective partnerships by:  1. Cultural Appreciation: Alma Fuerte recognizes and respects the diverse cultural backgrounds and experiences of underrepresented families. We will actively strive to understand and appreciate their unique perspectives, traditions, and values. By promoting cultural appreciation, we aim to create an inclusive environment where families feel valued and respected.  2. Open Communication Channels: We believe that open and transparent communication is the foundation of successful partnerships. Alma Fuerte will establish various channels to ensure families can easily communicate with teachers, administrators, and staff. This may include regular newsletters, parent-teacher conferences, virtual meetings, and accessible online platforms where families can ask questions, provide feedback, and share concerns.  3. Parent Education and Empowerment: Alma Fuerte is committed to empowering parents and guardians by providing resources and opportunities for education. We will organize workshops, seminars, and training sessions that address topics such as navigating the education system, understanding curriculum, supporting homework, and promoting socio-emotional development. By equipping families with knowledge and skills, we aim to enhance their ability to actively participate in their child's education.  4. Collaborative Decision-making: Alma Fuerte understands that involving families in decision-making processes positively impacts student outcomes. We will actively seek input and feedback from underrepresented families when making important decisions related to curriculum, policies, and school activities. By involving families in these processes, we can ensure that their voices are heard, and their perspectives are considered.  5. Outreach and Inclusivity: Alma Fuerte will engage in proactive outreach efforts to reach underrepresented families who may face barriers to engagement. We will collaborate with community organizations, local leaders, and cultural centers to ensure that our school is accessible and welcoming to all. By fostering inclusivity, we aim to create an environment where all families feel valued and supported.  Alma Fuerte is dedicated to improving the engagement of underrepresented families by embracing cultural appreciation, open communication, parent education, collaborative decision-making, and proactive outreach. We believe that by building strong partnerships, we can work together to create positive student outcomes and a thriving learning community.	Alma Fuerte has demonstrated significant strengths and progress in seeking input for decision-making processes. We prioritize inclusivity and value the input and perspectives of all stakeholders, including students, families, staff, and community members.  One of Alma Fuerte's strengths is our commitment to creating opportunities for input and feedback. We actively seek input through various channels such as surveys, focus groups, town hall meetings, and individual meetings. These avenues allow stakeholders to share their thoughts, concerns, and ideas, ensuring that decisions are made with a comprehensive understanding of the community's needs and desires.  Alma Fuerte also values transparency in our decision-making processes. We provide clear communication about the decision-making timeline, the purpose of the decision, and the potential impact on stakeholders. This transparency fosters trust and encourages stakeholders to actively engage in the input process.  Alma Fuerte actively seeks diverse perspectives to ensure representation and inclusivity. We make intentional efforts to engage underrepresented groups and provide support for those who may face barriers to participation. This commitment to diversity and equity in decision-making processes strengthens the overall quality and fairness of the decisions made.  Alma Fuerte continuously evaluates and refines their methods for seeking input. We reflect on past practices, gather feedback on the effectiveness of their processes, and make necessary adjustments to improve inclusivity and participation. This iterative approach demonstrates their commitment to continuous improvement and responsiveness to stakeholder needs.  Alma Fuerte's current strengths and progress in seeking input for decision-making processes lie in their commitment to inclusivity, transparency, and continuous improvement. By actively involving stakeholders and valuing their input, Alma Fuerte ensures that decisions are informed, representative, and aligned with the needs and aspirations of the entire community.	Alma Fuerte's current focus area for improvement in seeking input for decision making involves expanding the involvement of middle school parents. We recognize the importance of engaging parents in the decision-making processes to create a collaborative and inclusive educational environment.  To improve the participation of middle school parents in decision making, Alma Fuerte is implementing various strategies. We are actively seeking feedback and input from parents through surveys, parent-teacher conferences, and parent advisory groups. These avenues provide opportunities for parents to share their perspectives, concerns, and ideas related to their children's educational experience.  Alma Fuerte is working to enhance communication and outreach efforts specifically targeted towards middle school parents. We are ensuring that parents are well-informed about the decision-making processes, the topics under discussion, and the opportunities for input. This includes providing translated materials, hosting informational sessions, and utilizing various communication channels to reach a diverse range of parents.  Alma Fuerte also recognizes the importance of creating a welcoming and inclusive environment for middle school parents. We are actively seeking to remove barriers to participation, such as scheduling conflicts or language barriers, and providing support to parents who may face challenges in engaging with the school. This may involve offering flexible meeting times, providing interpretation services, or organizing parent workshops on how to effectively engage in decision-making processes.  By expanding the involvement of middle school parents in decision making, Alma Fuerte aims to create a strong partnership between the school and parents. We believe that by actively seeking and valuing parent input, we can make more informed decisions that align with the needs and aspirations of the middle school community. This collaborative approach fosters a sense of ownership and shared responsibility, ultimately leading to improved student outcomes and a more inclusive educational environment for all.	Based on the data provided during the self-reflection process Alma Fuerte will implement several strategies to improve the engagement of underrepresented families. We will actively reach out to underrepresented families and create opportunities for their input on various matters. This may involve personalized invitations, targeted outreach efforts, and culturally/linguistically responsive communication methods to ensure that underrepresented families feel welcomed and valued.  We will also work closely with community liaisons or cultural brokers who are familiar with the culture, language, and needs of underrepresented families. These liaisons will act as a bridge between the school and families, providing support, guidance, and resources. They will actively engage with underrepresented families, listen to their concerns, and encourage their participation in the self-reflection process.  Alma Fuerte will also provide resources and support to underrepresented families to facilitate their engagement. This may include offering translation services, providing interpretation support during meetings and discussions, and ensuring that materials are accessible and culturally relevant. By removing language and cultural barriers, Alma Fuerte aims to create an inclusive environment where underrepresented families can fully participate in all aspects of their child’s academic journey.  Additionally, Alma Fuerte will actively seek feedback from underrepresented families through various channels. We will provide multiple opportunities for input, such as surveys, focus groups, and community forums, ensuring that underrepresented families have a voice in decision-making processes. We will also value and consider the input received, incorporating it into our decision-making discussions and actions.  By improving the engagement of underrepresented families during the self-reflection process and seeking their input for decision-making, Alma Fuerte aims to create a more inclusive and equitable educational environment. We  recognize that the perspectives and experiences of underrepresented families are essential in shaping decisions that promote student success and well-being. Through these efforts, Alma Fuerte seeks to build strong partnerships with underrepresented families, fostering a sense of ownership and shared responsibility in the educational journey of their students.	5	5	4	4	4	4	4	4	4	4	4	4	Met		19JUN2023	2023
19101990135582	Russell Westbrook Why Not? High	3	RWWNHS has demonstrated strength in building strong and positive relationships between and among families and staff members. Parent-team conferences are held every five weeks to align with progress reporting periods, and as requested by parent or teacher(s) to ensure that families are fully informed of students’ progress in meeting A-G requirements for UC/CSU. In addition to monthly Parent/Community Town Hall Meetings, the school provides meaningful engagement through workshops focused on a range of topics including mental health and social emotional learning, College and Career Planning/Financial Aid planning, and Academic Awards events. The school plans to increase parental engagement with a Parent Hub, STEM workshops, and increased family volunteer opportunities.The office team provides a welcoming environment when parents enter campus with Spanish Language Support. Families have access to the Principal, Assistant Principal, and support team members. The school has extended outreach opportunities to provide struggling families with community resources during the pandemic.	Areas of growth include having a larger number of families attend school events, and extended outreach to parents who have never attended school activities/ events. This area of focus will involve individual calls and outreach by parent coordinator and other staff. An area of emphasis was providing more opportunities for parents/caregivers to provide feedback about the Instructional Program and School Climate and Culture. The school will address low response rates to annual surveys through increased communication and outreach.	This area of focus will involve individual calls and outreach by parent coordinator and other staff. An area of emphasis was providing more opportunities for parents/caregivers to provide feedback about the Instructional Program and School Climate and Culture. The school will address low response rates to annual surveys through increased communication and outreach. The school will also host more events to provide parent opportunities to engage.	RWWNHS provides a range of professional learning opportunities for leaders and teachers to improve relationships with families. The school is actively involved in the PBIS cohort through the LA County Office of Education which includes engagement in the community for all stakeholders. The school has effectively developed partnerships with community agencies to support struggling families impacted during the pandemic for mental health, food insecurity (food bank) and agencies that provide housing. The staff has been trained in meeting students and families social-emotional needs through trauma informed practice. The school has effectively established structures and systems that inform families of student progress, namely, tracking A-G Completion rates, and credits toward high school graduation. Parents of students who are credit deficient are immediately informed and involved in the intervention/credit recovery using the Apex online curriculum. Staff and families collaborate to improve student outcomes. Communication with teachers, counselors, support staff and leaders occurs daily.	Areas of growth include more structures and outreach to engage families of Multilingual Learners and SWD to increase their involvement in order to support learners. Initiatives to improve in this area include parent training and workshops that focus on learning about these areas.	Areas of growth include more structures and outreach to engage families of Multilingual Learners and SWD to increase their involvement in order to support learners. Initiatives to improve in this area include parent training and workshops that focus on learning about these areas.	School leaders and staff engage in consistent improvement process opportunities to creatively engage families in decision making.	The staff plans to increase the number of in-person events and activities, and to elicit increased family input related to the instructional program, safety, and learning conditions. The school will increase the number of offerings and restructure the way families are engaged through the following strategies; more frequent, school to home communication, provide more technology accessibility, shared accountability, share data with families, have parents select workshop topics, share positives as well as areas of growth.	The staff plans to increase the number of in-person events and activities, and to elicit increased family input related to the instructional program, safety, and learning conditions. The school will increase the number of offerings and restructure the way families are engaged through the following strategies; more frequent, school to home communication, provide more technology accessibility, shared accountability, share data with families, have parents select workshop topics, share positives as well as areas of growth.	5	4	5	4	4	4	4	4	4	3	4	4	Met		08JUN2023	2023
19101990136119	Animo City of Champions Charter High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19101990137166	Soleil Academy Charter	3	This school year Soleil Academy introduced a parent liaison role which has contributed tremendously to the work that we do with our families. Initiatives led by this role include but are not limited to partnering with an organization to lead parent workshops for our families on a variety of topics. In addition, we’ve introduced a schoolwide parent communication platform, ParentSquare, to aid in more ongoing communication between parents and school staff. We continue to hold our monthly parent meetings and trimester parent conferences but have increased its accessibility by providing an in-person or zoom option to allow for more parents to join. We continue to encourage parental involvement by participating in school wide assemblies, community meetings, and school field trips. In addition, we encourage families to participate in learning at home opportunities by going to museums, libraries and college campuses and then tracking those parent/student excursions.	After reviewing our mid-year survey results many parents were seeking more in-person opportunities, like being more involved in our weekly student meetings, as well as bringing workshops to being in-person rather than zoom. Many of these changes have been gradually done as city covid restrictions have eased but we plan to continue increasing the number of in-person events to continue building our school culture and allow for more opportunities for engagement.	Soleil Academy has made targeted efforts to reach out to underrepresented families to inform them about school programs and activities. This may include personalized communication in the form of phone calls, ParentSquare messages or home visits, as well as translated materials and information in languages that families can understand. We have also worked with our school staff by providing them training that helps them understand the cultural backgrounds of underrepresented families and how to best communicate and engage with them to better help staff members build trust and establish stronger relationships with these families. Feedback mechanisms: Soleil has also established bi-yearly surveys as a feedback mechanism to gather input from underrepresented families and address their concerns on school programs and activities.	At Soleil Academy, we prioritize effective communication between teachers and parents. To facilitate this, we have implemented ParentSquare, a messaging application that allows for seamless interaction between both parties. We use this platform to share academic updates following each round of testing, including strategies designed to support student outcomes. Our commitment to maintaining high levels of parental involvement is demonstrated by our goal of achieving 100% attendance during parent-teacher conferences, even if this requires extending the meetings into the following week. This approach ensures that parents receive comprehensive academic updates and enables us to work collaboratively towards achieving optimal student outcomes.	Soleil Academy is committed to continuous improvement, and one area we are currently focusing on is enhancing our communication with parents regarding their child's academic progress. To this end, we are exploring ways to provide mid-point data sources between academic testing rounds, which will offer parents a better understanding of their child's growth and serve as a progress report. We believe that this will enable parents to remain informed and engaged in their child's learning journey, ultimately resulting in better outcomes for our students.	At Soleil Academy, we recognize the importance of fostering a diverse and inclusive learning community. One area we are currently working on is improving engagement with underrepresented families by prioritizing communication through creative avenues that are more effective for them. These avenues include opportunities for communication during arrival, dismissal, or after-school events. We believe that this approach will enable us to better connect with underrepresented families and understand their unique needs and perspectives. Through these efforts, we aim to create a more inclusive and supportive environment for all of our students and their families.	Engaging stakeholders: Soleil Academy regularly engages with stakeholders to gather input and feedback on important decisions. This can take many forms, such as surveys, public meetings, professional development, or small focus groups. By collecting and analyzing data on student achievement, teacher performance, and other key metrics to inform its decision-making we are ensuring that decisions are evidence-based and grounded in best practices. Transparent decision-making processes: Soleil is transparent about its decision-making processes and communicates with stakeholders about how input is being used to inform decisions. Allowing for stakeholders to feel heard and valued. Collaborating with educational partners: Soleil collaborates with educational partners, such as consultants, nonprofit organizations, and other agencies, to gather input and share knowledge on best practices. This helps us ensure that decisions are informed by the latest research and best practices in education.	Soleil Academy is committed to continuous improvement, and we are currently focusing on enhancing our partnership with families by gathering their feedback and using it to inform our practices. One of our key focus areas is incentivizing family survey submissions to obtain a more comprehensive understanding of our partners' perspectives. To achieve this, we provide a range of input options, including digital surveys, paper surveys, and survey office hours, to accommodate the needs of all of our partners. Another area we are working on is sharing action steps that are relevant to survey results. By doing so, we hope to demonstrate the value of our educational partners' feedback and ensure that they can see the tangible impact of their contributions. Our commitment to these initiatives reflects our dedication to creating a collaborative and responsive learning environment that meets the needs of all of our students and families.	Engaging with underrepresented groups: Soleil has made a more concerted effort to engage with underrepresented groups, such as low-income families, English language learners, and students with disabilities. These groups are less likely to provide input through traditional channels, so we must continue exploring alternative methods of gathering feedback. Providing feedback on how input is used: Soleil needs to improve on providing stakeholders with feedback on how their input is being used to inform decisions. This will help build trust and demonstrate that we value stakeholder input.  Ensuring input is representative: Soleil needs to continue taking steps to ensure that the input it receives is representative of the broader community, ensuring that stakeholders from diverse backgrounds are included in decision-making processes more consistently.	5	5	4	4	4	5	4	4	4	4	4	4	Met		15JUN2023	2023
19101990137679	Magnolia Science Academy 5	3	We have observed how students cope with adjusting to a new location, transitioning from online to in-person learning, and adapting to changes in protocols. These observations prompted us to reassess our academic programs and extracurricular activities. As a result, we decided to incorporate Social-emotional learning into our school curriculum, aiming to nurture students' social and emotional skills. We have also introduced new teachers, leading to students adapting to unfamiliar classrooms and staff in a different setting.  The satisfaction of parents and staff was evident in the survey results, with an average rating of over 95% in most categories. This positive feedback has contributed to the growth of student enrollment through positive word-of-mouth. Parents and staff have expressed that the adults at our school treat each other with respect, and they believe that our school promotes inclusivity. We have made significant progress in the area of involving stakeholders in decision-making, as indicated by a substantial increase in this aspect. The entire staff, 100% of them, feel that our school provides a supportive and welcoming environment for them to work. They also believe that staff members are dedicated to assisting students academically whenever needed.  In terms of discipline, incidents of bullying have decreased, and fighting is no longer a significant issue. Furthermore, we have effectively addressed peer-related concerns such as racial disparities. Staff members feel that our school enforces rules fairly, and disciplinary matters are handled appropriately. A unanimous 100% of the staff believe that students are aware of the school rules and expectations. Students appreciate the enjoyable activities we organize during lunchtime, such as games, hot chocolate day, and numerous field trips. This fosters a perception that teachers genuinely care about and support students.  Additionally, our school consistently upholds health and safety guidelines and expectations, and parents acknowledge effective communication in this regard.	Regarding family surveys, the two major areas of concern safety and parking lot issues are MSA-5 has continued to implement new strategies to improve building relationships with its educational partners.  Families have often commented on the area not being desirable, the lunch and nutrition areas have recently been moved to a covered tent area east of where they previously were located. The tentative plan for MSA5 is to secure our new location in August 2024. Implementing this plan into action will alleviate a lot of these concerns and create a more open platform for troubleshooting any new challenges. When folks feel safe and are already invested in the MSA community, our enrollment numbers will most likely increase.	In response to feedback from family surveys, MSA-5 has identified two significant areas of concern: safety and parking lot issues. To address these concerns, MSA-5 has been actively implementing new strategies to enhance its relationships with educational partners. Families have frequently expressed dissatisfaction with the current state of the area, noting that it is not desirable. As a step towards improvement, the lunch and nutrition areas have recently been relocated to a covered tent area situated east of their previous location.  The tentative plan for MSA-5 is to secure a new location by August 2024. By putting this plan into action, many of the concerns raised by families can be mitigated, and it will provide a more conducive environment for addressing any new challenges that may arise. When individuals feel safe and already have a sense of investment in the MSA community, it is likely that our enrollment numbers will increase.	"The faculty highly regard the administrative team at MSA-5 for their support in both professional and personal matters. As a result, our main objective is to assist teachers in fostering a stronger culture of collaboration among colleagues and students. To achieve this, we have implemented the ""train the trainer"" model and shared ""promising practices"" through professional development (PD) series such as the ""Adaptive School"" and other instructional programs like GIMKIT, myON, NWEA, etc. These initiatives have contributed to establishing a close-knit community within the school.  Furthermore, the staff greatly appreciates the various outing activities organized for them, including a Thanksgiving potluck at Balboa Park, an end-of-year luncheon at a local restaurant, and staff bowling. These activities provide opportunities for staff members to bond and enjoy each other's company.  In addition, MSA-5 has implemented a home visit program, which can be conducted either in person or virtually through Zoom. After school hours, staff members visit students' homes or connect with parents/guardians online to discuss student progress, provide school updates, and listen to any questions or comments from parents. This program serves as a valuable means of engagement and communication between the school and families."	There has been a collective desire from students, parents, and staff to secure a permanent location for our school, and efforts are currently underway to make this a reality. The uncertainty associated with sharing a campus has had an impact on the survey results and has posed challenges in building a strong school culture. The limitations of our facilities present obstacles in achieving our mission and fully embodying the essence of a true science academy.  It appears that there is a recurring pattern of student dissatisfaction with the dress code and uniform policy. To address this issue, we can work towards offering a wider variety of uniform options and providing clear explanations about the rationale behind the uniform policy. By doing so, we can improve student satisfaction and help them understand how the uniform policy contributes to a conducive learning environment.	We have seen the positive impact of the newly hired Community School Coordinator and PACE coordinator One area that requires improvement is increasing parent participation and providing workshops that are accessible for educational partners.	Educational partners have multiple avenues to contribute their input and participate in the decision-making process at MSA-5. Various platforms, such as weekly faculty meetings, Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), Restorative Justice Committee, and Student Council, facilitate discussions and reviews on topics including school site changes and updates, school budget, restricted funds like Title and ESSER, student recruitment, the length of the instructional year, and school climate and culture-related events. These platforms ensure that educational partners have a voice in shaping and influencing important matters at MSA-5.	Improving parent attendance at school gatherings and establishing more community events outside the school premises are key areas that require attention and enhancement. Encouraging consistent participation from parents and organizing off-site events will foster stronger connections and engagement with the community.	MSA-5 employs a dual approach, utilizing both printed notifications and electronic communication methods, to effectively reach out to underrepresented families. Additionally, in order to ensure that important notifications and announcements are relayed to their parents, students from these families are provided with PBIS incentives. The PACE coordinator plays a vital role in assisting parents in setting up their parent portal accounts, enabling them to receive school-related news and notifications in their preferred language.	5	5	5	4	4	4	5	5	4	5	4	4	Met		22JUN2023	2023
19101990138669	Da Vinci RISE High	3	Da Vinci RISE staff receives training and support in engaging with families and stakeholders in a variety of ways, including but not limited to the following: • Student-Led Conferences • Intake and orientation meetings  • School Site Council/ English Learner Advisory Committee, Parent Advisory Committee  • STAC (Student-Teacher-Adult-Counselor/Case Manager) meetings, which can be requested by staff, students, or family members • Re-entry meetings following a breach of community of norms or other disciplinary/behavioral concerns (restorative justice)  • Stakeholder engagement nights	Given the transience and instability of many RISE families, our team is tasked with the challenge of offering the largest amount of modalities for families to participate in family and stakeholder workshops, student conferences or any other school based service. To accommodate, we work to offer all support via phone or video conference. We also modify service hours to ensure some of our staff can meet with families before or after school to ensure access. We would like to increase access to these accommodations by expanding service time offerings by coordinating with our nonprofit partners to expand capacity. We also received feedback from families that parents want more information via text with links instead of emails, and we’ll work to provide more direct communication via text moving forward. Families are also interested in attending more workshops and culture building activities (in addition to informational meetings), so RISE will also work to expand offerings in these areas as well.	We plan to leverage our internal case management and mental health department to work with families and stakeholders to increase engagement. This often looks like 1:1 mentoring and check-ins to ensure they play a major role in their students' school experience. These tier 3 supports are conducted in a case management format where our social workers & counselors support families individually to ensure they are kept in the loop and have access to all pertinent information and activities.	Building relationships and partnering with parents/guardians, families, and other stakeholders is a strength of the Da Vinci RISE team. These relationships are built via STAC meetings (Student-Teacher-Adult-Counselor/Case Manager), Student-Led Conferences, Family-Stakeholder Collaborative Meetings, and School Site Council/Parent Advisory Committee meetings. We ensure consistent communication with families (in both English and Spanish) in a variety of ways, including text notifications, robocalls, updates on our school blog, and individual phone calls and updates from Advisors & Case Managers. We also provide translators for all meetings and ensure that any school-wide communication is provided in both English and Spanish. We plan to further increase our partnerships with families and stakeholders in the 2023-2024 school year in the following ways: • The implementation of workshops around a variety of topics that help families build skills to support their students and increase connections between families. We would also like to offer additional training and information to families on supporting independent study learning at home on non-campus days. • Tracking the number of touch-points our staff has with families and stakeholders to ensure every single student’s larger support team is being consistently communicated with and that no one slips through the cracks.	As shared, RISE has many school based opportunities for families to build strong relationships with staff. One area of growth is to increase opportunities for fun and non-academic/business related culture building activities with families. This may include meet and greets, carnivals, school performances, etc.	The biggest area of focus would be to ensure that these positive culture building activities are accessible and meaningful to our underrepresented families. This could be supported by offering food and/or resources at our events, and/or providing transportation options. Also holding info sessions for support with accessing important resources such as food or housing.	Da Vinci RISE leveraged our English Language Learner Advisory committee as well as our School Site Council and Parent Advisory Committee to enhance the voices of our school community. These forums ensured that stakeholders had multiple opportunities to participate in the decision-making processes around LCAP and budget development.	RISE would like to focus on increasing our community involvement and participation in SSC/PAC and ELAC meetings. We often have attendance from a very small group of community members. In many cases not including more than 1-2 parents. We want to work on increasing our number of both stakeholders and students involved in our SSC/PAC and ELAC meetings.	RISE would like to have more intentional and frequent engagement opportunities with underrepresented families as our target audience. We’d like to leverage the expertise of our underrepresented families to provide them the opportunity to share their skills and knowledge with other families, and with our greater community. We will also plan to target additional council membership from within targeted underrepresented groups.	5	5	5	5	5	3	5	4	5	5	4	3	Met		14JUN2023	2023
19101990139170	Lashon Academy City	3	To facilitate ongoing parental/guardian involvement at Lashon Academy City, parents are given the opportunity to participate in numerous volunteer activities, parent workshops, meetings and school wide events. Opportunities for involvement are announced on the school’s website, Facebook page, and in regular communication to parents via the school-home communications platform, on the annual school calendar, posted in student classrooms and the school lobby. Our communication platform has been a strength in engaging every parent at Lashon Academy City to not only receive all school communication, but the ability to respond back through a written post, a question, select email to administration, teacher, etc., classroom parents, etc. This internal school communication forum allows us as a school to interact with many more parents without any issues of language barrier, attendance at meetings, or schedules. Another strength mentioned from our educational partners is the accessibility of all staff at the school. Partners feel that they are part of a community where the school and staff are available, knowledgeable of their child, and provide a safe environment that is welcoming to all educational partners.	To improve building relationships between school and families, communication is key. In order to foster open dialogue, listen to concerns, and involve parents in school activities, Lashon Academy City will focus on making school meeting times to accommodate parent schedules, offering more recorded meetings and workshops that parents can access at a more convenient time, and using technology to provide more seamless language translation opportunities. Collaboration on events, volunteering opportunities, and parent education programs can also strengthen these relationships. Ultimately, a welcoming and inclusive atmosphere where both educators and families feel valued is essential for successful partnership.	To improve the engagement of underrepresented families, Lashon Academy City will focus on cultural competence and inclusivity through multiple ways including an emphasis on cultural sensitivity by understanding and respecting the diverse backgrounds of underrepresented families. It is important that we continue to improve and  provide translation services and materials in the languages spoken by these families to bridge communication gaps. We will also look to increase the number of  culturally relevant events and activities that appeal to underrepresented families' interests and traditions. Lashon Academy City continues to employ a community outreach coordinator from the community who can act as liaisons between the school and underrepresented families. We will continue to look at various opportunities to offer workshops and resources that empower parents with the skills and knowledge to support their children's education. Ultimately, it is our goal to encourage underrepresented families to take an active role in decision-making processes and school leadership roles. By implementing these strategies, Lashon Academy City can build trust and foster a sense of belonging, ultimately improving the engagement of underrepresented families in their children's education.	Lashon Academy City firmly believes that a strong partnership between parents and educators is the key to unlocking the full potential of all of our students. Some current strengths and progress we are making in building partnerships for student outcomes include: Open Channels of Communication: Regularly stay in touch through newsletters, emails, and parent-teacher conferences.Parent Engagement: Inviting parents to school events, committees, PTO, SSC/DELAC. Providing Individualized Support: For students with unique needs, creating Individualized Education Plans (IEPs) and making sure all students receive the support they need. Engaging in Student-Led Conferences: Parents can watch their child shine as they present their progress. It's all about fostering responsibility and confidence. During these conferences we focus on a time where parents and staff can set together in order to partner together to achieve them. Progress is a journey that is best achieved together. Lashon’s commitment is to ensure our students’ education is a collaborative effort between home and school.	Lashon Academy City has selected the following focus areas to continually improve in building partnerships for student outcomes. Feedback Loop: Always looking at the most effective way to create an open system where parents and staff have the opportunity to share thoughts, concerns, and ideas with us in a safe, convenient and accessible way. We want to increase the opportunities for all educational partners to celebrate achievements. We love recognizing and celebrating accomplishments with our students, however bringing these celebrations to our other partners is a goal for us in order to create a community of success. Empathy and Inclusivity: Every family is unique, and we respect that. It is our focus goal to be sensitive to individual needs and cultural differences while offering support and resources for families facing challenges that may affect their child's education. We believe that an emphasis on these focus areas will improve our capacity to build stronger partnerships for positive student outcomes.	Lashon Academy City recognizes the critical importance of inclusivity and active participation of all families in the education of our students. Our commitment to building partnerships for student outcomes aligns with our mission to ensure the success of every child in our care. We acknowledge that some families, particularly those from underrepresented backgrounds, face unique barriers to engagement. These challenges may include language barriers, cultural differences, socioeconomic disparities, or past negative experiences with the education system. Our first step is to listen and learn from these families. We will provide information and communication in multiple languages spoken by our school community, ensuring that language barriers do not hinder engagement. We will continue to employ a dedicated community liaison to bridge the gap between our school and underrepresented families, serving as a point of contact and support. Continue to encourage more participation in our SSC and DELAC committees that represent the diversity of our school population, ensuring that the voices of underrepresented families are heard and integrated into decision-making processes. We firmly believe that when families are actively engaged, students thrive academically and socially.	Lashon Academy City's strengths in seeking input for decision-making, focuses on concrete strategies we employ to engage our staff and parents in the process. We recognize that the perspectives and insights of these key stakeholders are invaluable for making informed and effective decisions. We have established regular staff meetings, both at the department and whole-school levels, where educators can openly discuss and provide input on various aspects of school operations. Anonymous suggestion boxes are strategically placed throughout the school, allowing staff to submit ideas, concerns, or suggestions at any time. Parent-teacher conferences are conducted at least twice a year, providing a structured platform for parents to discuss their child's progress and provide input on educational goals and strategies. We organize periodic parent focus groups, where parents are invited to share their perspectives on school policies, curriculum, and extracurricular activities. We utilize online survey platforms to gather input from both staff and parents on various topics, such as school improvement initiatives, safety measures, and program evaluations. We have also established advisory committees composed of staff and parents. These committees meet regularly to discuss specific issues or strategic goals, ensuring a structured and ongoing dialogue. By actively seeking input from staff and parents through these concrete strategies, we ensure that decisions made at Lashon Academy City are well-informed, reflective of the needs and concerns of our community, and ultimately aimed at providing the best possible educational experience for our students.	Based on the analysis of educational partner data, Lashon Academy City will focus on the following areas to improve our efforts in seeking input for decision-making. Increase the frequency we conduct workshops that bring together staff and parents to jointly address important decisions, fostering a collaborative atmosphere and ensuring that multiple perspectives are considered. Look at ways for our leadership team to include representatives from staff and parents for example our PBIS team to ensure that these groups are directly involved in shaping the school's vision and strategic planning. Lashon Academy City is committed to taking concrete actions based on the feedback received. This commitment reinforces the belief that input from staff and parents directly contributes to positive changes within our school.	Improving the engagement of underrepresented families in decision-making at Lashon Academy City is essential for creating a more inclusive and equitable educational environment. Here are several strategies that we will employ to enhance their participation: Provide cultural competence training for school staff to help them better understand and appreciate the diverse backgrounds of underrepresented families. This training should emphasize the importance of cultural sensitivity and empathy. Recruit parent ambassadors from underrepresented backgrounds who can serve as advocates and role models within the community. These ambassadors can encourage other parents to get involved and provide support in overcoming barriers to engagement. Schedule meetings, conferences, and events at times that accommodate the schedules of working parents. Offer virtual options for those who may have difficulty attending in person. Provide information and access to resources that may benefit underrepresented families, such as tutoring services, scholarships, or community organizations that offer support. Maintain consistent and transparent communication with underrepresented families. Regular updates, newsletters, and announcements can keep them informed about school activities and decisions. By implementing these strategies, Lashon Academy City can create an environment where underrepresented families feel valued, heard, and empowered to actively participate in the decision-making process, ultimately benefiting the entire school community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		25JUN2023	2023
19101990139345	We the People High	3	Parents and caregivers feel that the school provides personalized, individual attention to each student. Parents and caregivers responded favorably to student presentations at all parent meetings, and student-led events like Earth Day, Exhibition of Learning, and Poetry Slam. Parents respond favorably when teachers contact them with positive news about their students. The Parent Leadership committee would like to see increased participation from families, and more parent-led events at the school. Students feel supported and known by their teachers. They have strong and trusting relationships with teacher and each other, and they appreciate how hands-on the learning is at We the People.	Goal 2, Action 2 in our 2023-24 LCAP is focused on meaningfully engaging families through increased participation, input and shared decision-making. The school's goals for 2023-24 include expanding membership in the Parent Leadership Council (PLC), collaboration with PLC in program development and graduation planning; adding a second parent / guardian to the Board of Directors; and increasing access and communication with families through the deployment of ParentSquare.	Please see description in number 2 above.	The school held 4 Parent / Family events in the 2023-24 school year and conducted 4 parent meetings. Events and meetings featured student and teacher presentations, and student-led teaching and learning experiences.	The school's Administration and Staff will increase 1-on-1 outreach to families to create open communication about student progress and goals.	The Parent Leadership Council (PLC) will work with Administration and staff to increase parent understanding of school programming, school offerings, and partnerships to enhance student learning and transition to college and career.	2022-23 was the launch year of the school's Parent Leadership Council, the parent / caregiver governing body of the school. The PLC advises administration on family outreach, programmatic needs, and support for students and caregivers.	WTPHS will expand membership in the parent leadership council and continue having the PLC provide input on program development and family engagement.	WTPHS plans to add a second parent / guardian to its Board of Directors and has deployed ParentSquare to streamline communication with families.	4	4	3	3	4	2	2	2	4	3	3	3	Met		26JUN2023	2023
19101990140681	Environmental Charter High - Gardena	3	Environmental Charter High School - Gardena focuses on positive school-student relationships from the outset. During our hiring process, we screen for and prioritize candidates that view students and their families as assets. We seek candidates who are mission-aligned and driven by a desire to achieve social justice. Our classified staff goes through an annual customer service-focused training at the beginning of the year. There are also ongoing professional development opportunities to continue to refine our customer service to best meet the needs of our families.   Once hired, all staff members undergo a rigorous onboarding process meant to orient and prepare them for a community that works with families. We understand that accurate and timely information is crucial for families to be effective stakeholders. We provide relevant information to our families through  - Annual orientation meetings  - Enrollment meetings - Family newsletters - Student bulletins - Parent Conferences  - Back to School Night/Outdoor Education meetings - College access and financial aid support meetings  We solicit information from our community of stakeholders through a variety of modalities that include: - Coffee with administration - Digital feedback surveys - Virtual Town Halls - Black Parent Groups - Confronting Anti-Blackness & Racism workshop  - Advisory feedback circles - ELAC - School Site Council - Open door policy - Access to administration via email, phone, and in person.  ECHSG has also adopted TalkingPoints as a means for two-way communication with families.  ECHSG has provided consistent translation services for students and their families during conferences, phone calls, and specialized meetings such as IEP meetings.   ECHSG has created space in the budget to sustain the TalkingPoints platform and continue to provide interpretation and translation services.	As ECHS Gardena prepares for its third year in operation, the administration team will work with teachers and office staff to refine current practices, and collaborate with current and prospective families to identify other means of communication that are effective, timely, and accessible to all.	ECHSG will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time counselor, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication in 21-22 to improve the engagement of underrepresented families.	Environmental Charter High School - Gardena prioritizes the building of partnerships with the explicit goal of improving student outcomes. We believe that in order for student outcomes to be maximized we need to ensure the school provides the following: - Relevant and engaging instruction - Culturally relevant pedagogy and curriculum - Well trained and supported teaching staff - Accurate and timely  information to empower family units as partners - Opportunities for self-assessment and reflection  ECHSG believes that our areas of strength include a structured weekly advisory program that allows for students to build positive relationships with each other, as well as their advisory teacher. Advisory also serves as an opportunity for students to engage in guided self-assessments and construct personal portfolios that will become a part of their senior project. Parents receive printed progress reports every 5 weeks in addition to having access to the PowerSchool digital platform and the mobile app. We have held multiple PowerSchool training sessions for parents and will continue to do so. Our student usage on the app is remarkable.  ECHSG hosts initial orientation meetings for all new families in addition to annual re-orientation meetings on the first day of school. Every year families receive a welcome back presentation from their student’s advisory teacher where they learn about any major changes to our schedule, staff or school program. New families receive our Parent/Student Handbook, returning families also receive a summary of any changes to our handbook. It is the hope of the team to incorporate initial opportunities for culturally relevant family nights in addition to back to school events and parent/teacher conferences.   ECHSG has a 212-1 student to counselor ratio. This low ratio allows our counseling staff to have a powerful and holistic impact on student outcomes. Counselors ensure that students are on track to graduate having fulfilled A-G requirements. They support families with not only social-emotional support in school, and through our extensive partnerships with external agencies, but also with the college and financial aid processes. At ECHS, we are focused on not only getting students into college but also ensuring they are set up to graduate from college.	One area that we are actively looking to build up is our parent capacity as it pertains to supporting their students in the home. We believe we provide a multitude of high quality supports at the school site, and we are actively exploring ways to increase the capacity of our families as educational partners in the home beyond just access to the gradebooks. As part of these efforts, we are hiring and training a part-time parent liaison that can begin to create a system that bridges communication with parents and can begin to foster strong parent to school relationships.	ECHSG will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time counselor, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.	Environmental Charter Schools as an organization is in year 3 of a new mission statement: to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. To that end, ECHSG is currently working to implement the existing structures that are intended to represent and solicit both the general school population as well as traditionally underrepresented families. We have a strong English Learner Advisory Committee and a strong School Site Council.	We will establish a site specific Equity and Diversity Committee (EDC) focused on increasing student achievement of our sub-groups. Additionally, we aim to begin a professional learning community that begins the initial implementation of confronting racism and anti-blackness, individual identity circles, etc. to support ECS’s new mission.	We will establish a site specific Equity and Diversity Committee (EDC) focused on increasing student achievement of our sub-groups. Additionally, we aim to begin a professional learning community that begins the initial implementation of confronting racism and anti-blackness, individual identity circles, etc. to support ECS’s new mission.	4	4	3	5	3	3	4	2	4	3	3	3	Met		22JUN2023	2023
19101990140772	KIPP Poder Public	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19101990140798	Bridges Preparatory Academy	3	??Currently, the relationships that the LEA has built between school staff and families include the following:  a. Parent Meetings  b. Coffee with the Principal  c. Home visits  d. Parent/Teacher/Student Conferences  e. Celebrate Reclassified Fluent English Proficient (RFEP) students with recognition.   f. School-Wide Activities (i.e., Business Expo, Hispanic Celebration, Fall Festival, etc.)  g. Open House/Back to School Night  h. Student Award Assemblies  i. Field Trips  j. Open House/Back to School Night     ??????  The activities listed above are just a few examples of our LEA’s strengths and progress within the community, as well as with our parents.?Also, our staff is currently participating in various training courses including trauma informed teaching.	??The focus areas that the LEA has identified to increase educational partnerships include the following:  ?  a.???????Parent Trainings with teachers, at the beginning of each quarter—introducing them to the standards and projects aligned to the curriculum.?  b.??????Develop monthly workshops that address the needs of the parents—ESL, Technology Usage, and SEL strategies—helping to strengthen the communication between all stakeholders, at school and at home.?  c.??????Establish a PTSA (Parent, Teacher, Student, Association) that will encourage parents, community members, school staff, and students to work together to develop school-wide activities, fundraisers, educational programs and more--thereby improving?the everyday school experience of all stakeholders.??  d. Continued work to engage parents with additional opportunities for parent education remains a priority along with the implementation of a Multi-Tiered System of support..	Within our LEA, the diverse educational partners that need to participate in the self-reflection process include the parents, students, staff, and community partners that are currently in place.? Within each of these groupings, there should be a representation of the various demographics that define our school, as well as the different gender groups that are stated above. We will also include representation of the different languages spoken within our school’s demographics, as well as those who have exceptional needs (i.e.? IEPs, Gifted & Talented, etc.).? Having representation of people from different cultures and economic backgrounds would be welcoming because each of these subgroups would add a different perspective on how to best support those within our community.??	The LEA’s continued strengths and progress in building partnerships for students’ outcomes include the following:    a. Having established a Student Council that consists of officers that are elected by the students and allowing them to share what ideas and activities they would like to see and learn more about throughout the curriculum. This has proven to create a sense of “buy-in” with the students and has shown that students are more inclined to learn because they helped create a part of the lesson the teachers presented.  b. The LEA provided the opportunity for students to meet with the administrative team and teaching staff to share their ideas/thoughts on ways to attract more students, create enrichment programs, as well the types of field trips that students felt would motivate and support their learning and preparing for the future.	The LEA is continuing to work with local community members to establish guest speakers/presenters to visit our school campus and share their experiences with students explaining how they were able to establish themselves as community leaders. Another area the LEA has been focused on is making sure the curriculum is aligned to what students will experience in the real world. Currently, the teaching staff continues to develop lessons in which the activities the students take part in relate to what they will encounter in society such as filling out job/college applications, how to apply for a California I.D. card, and understanding the documentation needed to open a bank account.	The LEA will improve engagement of underrepresented families by continued fostering of relationships that have been established with the families. Also, by having follow-up meetings and communicating with families regularly the LEA will improve engagement of underrepresented families. Encourage teachers to participate in parent events, which will encourage families and strengthen partnerships. Ensure schools follow up with families who don't attend, schedule a meeting, and provide multiple ways/times to meet. Lastly, when possible, combine parent workshops with Community Nights and Fun Activities.	The current LEA’s strengths and progress in seeking input for decision-making are:  ? Ensures that parents/guardians and family members participating in Title 1 programs are provided with opportunities to be involved in their child’s education.  ? Recruitment of parents and the community to participate in school programs.  ? Inviting parents and community members with opportunities to exchange ideas in addressing school issues through meetings with leaders with translation in languages that is representative of the school community.  The above listed has strengthened communication and created a relationship for meaningful participation between parent-school-community when seeking input for decision making.	The LEA’s focus areas for improvement are:  ? Ensure high-quality special education measures for all students in the program.  ? Enforce adherence to federal standards.  Address any criticisms of the district.  Read out to local communities to ensure all students within its jurisdiction receive a quality education.	The LEA can improve engagement of underrepresented families by providing families with various avenues to participate in the process of seeking/providing input for decision making. Multiple avenues such as: in-person meetings, Zoom meetings, letters, websites, etc. and making sure translation is provided in languages that represent the school community. Also, ensure that events are scheduled with flexible time and options so that they are open for all.	4	4	3	3	3	4	4	3	3	3	3	3	Met		19JUN2023	2023
19101990140962	The SEED School of Los Angeles County	3	The SEED School of Los Angeles prides itself on a strong family and school partnership. As a public college-preparatory boarding school, we are committed to supporting each student’s family through a number of mediums.  SEED LA has a Department of Family and Community Engagement (FACE) that supports families through resources that keeps them informed of their child’s academic progress and overall wellness. The FACE Department also hosts a multitude of workshops in both English and Spanish that spans topics such as managing teenage depression, preparation for high school, and behavior management techniques for home. SEED also believes that parents should have the opportunity to advocate for their child and should possess the agency to ask questions. This core belief lives through our various checkpoints with families through home visits, student and family-led conferences, and the plethora of school events to attend. Our mission and vision is predicated on breaking generational poverty through college access, persistence, and degree attainment. SEED hosts annually a college visit with parents and students to understand the college application process as early as 9th grade. SEED also facilitated a parent and family survey that yielded a 91% satisfaction rate with the quality of our programming and support of their child’s success.	SEED LA is committed to continuous improvement in the area of building relationships between school staff and families by facilitating townhall meetings that allow for more transparent sharing of school data, budgets, and growth opportunities.  We want to grow in allowing families to participate in our board meetings and developing an active PTO, PAC, and ELAC. Additionally, we would like to grow families' ability to serve on committees that advances the school’s mission.	The SEED School of Los Angeles County will improve engagement of underrepresented families in the following areas. 1.) Create an advisory committee that will serve as a voice to the board of directors and executive leadership. There will be an intentional focus on recruiting members of underrepresented families. 2.) Promote celebrations of families that are historically underrepresented in the larger society. 3.) Ensure that communication is varied linguistically.	Given that The SEED School of Los Angeles County is a college-preparatory public boarding school, our inception is rooted in community partnerships and buy-in. SEED LA is supported by Los Angeles County Government, ExED, LA Metro, and a multitude of other community-based organizations that believe in our mission of providing students of need and deserve an intensive educational experience that puts them on the path to be successful in college, career, and life. We also have plans to open our school building to the community for public events and meetings.	SEED LA is committed to deepening its partnerships with community partners in the South LA area. This partnership will start with school tours sharing our objectives and how we can lock arms in the spirit of bolstering student outcomes. We believe that the students we serve should have access to opportunities that will optimize their educational experience and it is right in the community with potential service learning, internships, civic engagement, and college access. Another opportunity is to use community members and experts to take part in our juried exhibition/presentation of learning, giving our students real world professional experience.	The SEED School of Los Angeles County will be committed to its core beliefs of preparing and ensuring that low-income students who are from families that are underrepresented in college degree attainment are fully supported to be successful to and through college. We have begun the exploratory stages of partnering with various 4-year universities in the Southern California region.  Two of the SEED Network Success Metrics is to have students apply to 10 or more right-fit colleges and be accepted to at least two.  Developing these partnerships with local colleges and universities began to lay the traction for this metric to be met at 100%.  We also aim to provide underrepresented populations with dual enrollment opportunities, summer college programming such as Upward Bound, etc.	SEED LA has begun the planning process for advisory boards that our parents can execute their agency in making decisions that are in the best interest of their children and advancing the school’s mission and reach. SEED LA has also developed a Rising Leaders Fellowship for our senior school leaders and mid managers.  The Fellowship has modules dedicated to family empowerment and advocacy and how to facilitate in a way that honors families voices in the decision-making process.	The school believes unequivocally that parents and families are partners.  We aim to become more transparent with our schoolwide data; having open meetings both virtually and in-person in English and Spanish to inform parents of our success and areas of growth.  We will also expand our family workshops to include sessions that parents/guardians believe will be essential to their child’s success. We are continuing to evaluate ways to further advance this work.	The SEED School of Los Angeles County will improve engagement of underrepresented families in relation to seeking input for decision-making by increasing our survey both in a qualitative and quantitative way throughout various points in the school year.  We recognize that not all parents will complete surveys and will be forthcoming in addressing their concerns; however, we will conduct focus groups at times that families will physically be in our school building.  We will bolster input through Chat & Chews / Lunch & Learn / and Cupcakes and Conversations with the Leadership.  Each event may have a different focus such as Expanded Learning Opportunities, Talent Management, Student Experience, Budget, etc.	4	4	3	4	3	2	2	2	1	1	1	2	Met		22JUN2023	2023
19101996116883	Odyssey Charter	3	Relationship building is a core belief of how we work, how we treat each other and what our school values in life and through education. Essential to building trusting and respectful relationships with families that create welcoming environments is our looping philosophy. Looping practices support our educational environment where a single group of students stays with a teacher for two (or more) years or grade levels. This multi-year relationships between teacher and student create a familiarity with the social-emotional health of a student and provides for deeper understanding of the whole child to guide instructional decisions. Odyssey’s looping classroom environments are a critical component to the success of our unique and innovative school design. It is key to the success of our School-Family Partnership as it encourages and develops a stronger sense of community and family among parents, students, and teachers.  The results of our Spring 2023 End of Year Parent Satisfaction Survey, parents/guardians indicated some of our greatest strengths are: Parents feel respected by students’ teachers and administrators 93% of parents/guardians indicated classrooms were safe environments for their children  Over 90% of parents indicated feeling welcomed by staff at the school campus Over 95% of parents indicated their child has at least one adult on campus who they feel safe with  This demonstrates our continued commitment to relationships with families and students in the continued education and development of our students.	Through the analysis of educational input and our local data, our main focus area is our social - emotional learning and support for our students as we continue to recover from the impacts of the COVID-19 pandemic. In the 2022- 2023 school year, we were enthusiastic to have the ability to return to in-person community events, create classrooms to foster building student relationships and return to in-person parent teacher conferences. While we were able to celebrate these successes, the input from our 2023 satisfaction surveys indicate this will continue to be an area of focus in the 2023-2024 school year.    Improving relationships between school staff and families is crucial for fostering a supportive and inclusive educational environment. We have identified two key focus areas for enhancing these relationships 1) effective communication and 2) creating a welcoming atmosphere. To ensure we achieve this area of improvement we will continue to improve clear communication channels, such as newsletters, emails, and social media platforms, to provide information and updates to families. It's important to ensure that communication is accessible and considers diverse preferences.  Another important focus area is parent involvement and support. We will encourage and facilitate parent engagement through volunteering opportunities, participation in school committees, and workshops. Involving parents in decision-making processes and seeking their input on school policies and programs strengthens the relationship between staff and families. Providing family support services, such as counseling and access to social services, acknowledges the challenges families may face and demonstrates a holistic approach to supporting their needs. By focusing on these areas, schools can build stronger relationships, enhance collaboration, and create a more inclusive and supportive educational environment.	Through the analysis of educational input and our local data, we will improve the engagement of our underrepresented families with the following strategies (Data points were obtained from our 2023 End of Year Parent Survey):   16% of respondents indicated rarely or never receiving communication from the school if a problem took place. To address this, timely communication systems and protocols will be utilized by teachers, administrators, and office staff. 15% of respondents indicated school administrators were not open to parent feedback and suggestions. To address this, the schools Principal and Assistant Principal will  initiate monthly parent drop-in sessions without a formal agenda to spend time listening to parents and guardians about their experiences Overall, the consistency in communication from Administration and from Teachers is an area for improvement that will be addressed by having clearer expectations devised and shared among staff and parents.	A hallmark of our school community is our School Family Partnership to ensure we have developed processes and procedures for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Analysis from our educational partner input and local data identify for the following strengths for Building Partnerships for Student Outcomes: Individualized student goals based on their needs (academic or social emotional) enable teachers to ensure a child’s area of need is addressed. These goals are developed in partnership with families rather than in isolation by the teacher Academic, Social emotional, and social responsibility goals are developed in consultation with parents during the fall trimester and serve as a guide for the area where a student could benefit the most during the year. These goals ensure students are learning and growing along all three components of the educational program Verified assessments such as i-Ready, CAASPP, as well as authentic teacher assessments are used throughout the year to monitor student progress. This information is communicated with families during parent/teacher conferences and provides families with information and resources to support student learning and development in the home. Multiple forms of communication ensure students and families are supported, have access to resources and a  clear policies and procedures in our Parent Student Handbook.  Strategies to support communications are:  daily home to school folders, weekly teacher/classroom newsletters; weekly self-reflections, parent education nights, town hall meetings, and parent representation on our Governing Board.  Student Support Progress Team (SSPT) processes ensure that families understand and are aware of how to exercise their legal rights and advocate for their own students	Odyssey Charter Schools values the opportunities and process for building partnerships to improve student outcomes.  We believe that Improving partnerships for student outcomes involves establishing a shared vision and goals with schools and community stakeholders. Open communication channels and regular engagement provide opportunities for parents to actively participate and provide feedback. Involving parents in decision-making processes, school committees, and volunteer opportunities empowers them as partners in their child's education. Access to coordinated support services, such as mental health resources and tutoring programs, ensures that parents have the necessary tools to support their child's academic and personal growth. Collaborative professional development opportunities enhance parents' knowledge and skills, allowing them to better navigate the educational system and support their child's learning needs. Sharing relevant data and celebrating successes recognize parents' contributions and keep them informed about their child's progress. By prioritizing these areas, schools can foster strong partnerships with parents, leading to improved student outcomes and a sense of shared responsibility for their child's success. To further address this area, Odyssey’s Principal and Assistant Principal are implementing a Family Friday approach to invite parents and families onto campus for morning student drop off. This will be a small but meaningful way parents can build connection with other parents/families, and their child’s teacher. Furthermore, a second Parent-Teacher conference will be held in the Spring semester to provide parents focused time to discuss their child’s progress during the year.	Based on the analysis of our growing organizational needs in conjunction with results from our 2023 End of Year Parent Survey, we have identified the need to restructure our school organization to ensure improvement, support and engagement for our underrepresented families. We have increased our staffing to include a Director of Education who will have vital role in addressing the unique challenges faced by underrepresented families. By advocating for equity, promoting culturally responsive education, engaging the community, providing support, and closing the achievement gap, they ensure all students have an equal opportunity to succeed and thrive in the education system. Our Director of Education will lead the development, coordination, articulation, and evaluation of curriculum, instruction, professional development, and assessment.  The Director of Education will work directly with the Executive Director, Director of Special Education, Principal, and Assistant Principal to ensure that we focus on curriculum, interventions, policies, procedures and programs to build partnerships and ways to work together to support improved student outcomes.  Additionally, this will support our staff in ensuring they reach out to all student groups, including families of underrepresented students and families of individuals with exceptional needs. To further engage underrepresented families in building partnerships for student outcomes, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific strategies to engage underrepresented families include: Inform families that all school-based communication are accessible in various languages Support teachers in identifying ways of inviting underrepresented families into the classroom and share their family histories and lived experiences. Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. Deliberate individual outreach with families that do not have access to email or electronic communication.	The strength of Odyssey Charter School’s Governing Board is a key component to our stability, success and reputation as a high quality public choice school. Our Governing Board is composed of diverse community members and parents with a variety of skills and expertise needed to ensure compliance with its role of oversight and fiduciary responsibilities per school policies, local state and federal regulations. Its role to oversee the vision, mission, unique school design, related school performance, and overall school operations has led to the successful fulfillment and implementation of the organization’s goals, mission, and vision.  Based on the results of our 2023 End of Year Parent Survey, over 93% of parents indicated feeling welcomed at the school Based on the results of our 2023 End of Year Staff Survey, over 94% of staff indicated they liked working at the school parents indicated feeling welcomed at the school In 2022-2023, a new streamline communication platform, Parent Square, was adopted and launched across the school to provide staff, administrators, and teachers with a common approach to communication. In the year ahead, we look forward to increasing the functionality of this platform Increased administrative support in our organization structure has increased the capacity of  principal and staff to improve engagement with families in decision making.  We continue to demonstrate progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent representatives on the Governing Board and OPPG. Families and our faculty work together to ensure all parents have access to participate meaningfully in our community through the parent newsletter, email lists, town hall meetings, take home flyers and surveys. Opportunities for participation in the decision-making process include but are not limited to: Governing Board Parent Representative, Parent Liaison to a standing committee, Parent representation on the School Site Council, Parent member of an ad hoc committee, and end of year Surveys to obtain family feedback.  Our organizational structure ensures we continue to make progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  This is achieved through our dedicated board members who work to create and lead a democratic learning community engaging all stakeholders.  This composition balance creates an effective leadership structure grounded in transparency and provides communication avenues for all stakeholders to have access in shaping the climate and culture of our school community.	When seeking input for decision making, it is crucial to engage a diverse range of stakeholders, including students, parents, teachers, administrators, support staff, and community members. This can be achieved through surveys, feedback sessions, focus groups, public forums, partnerships with organizations, online platforms, and staff input. By considering input from these various sources, decision makers can incorporate a wide range of perspectives and expertise, leading to more informed and inclusive decision-making outcomes.  In 2022-2023, a new streamline communication platform, Parent Square, was adopted and launched across the school to provide staff, administrators, and teachers with a common approach to communication. In the year ahead, we look forward to increasing the functionality of this platform by standardizing the timing and content of many communications via Parent Square.	To further engage underrepresented families in Seeking Input for Decision Making, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific items that we will do to engage underrepresented families include: Inform families of the capacity of Parent Square to translate communications into multiple languages to increase accessibility Make deliberate attempts to invite underrepresented families into the classroom and share their family histories and lived experiences. Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. Deliberate individual outreach with families that do not have access to email or electronic communication.	5	4	3	4	4	4	3	4	4	3	3	4	Met		20JUN2023	2023
19101996119945	Magnolia Science Academy	3	MSA-1 builds trusting and respectful relationships with parents through activities/events, including Student/Parent Orientation, Back to School Night, festivals, and parent/teacher conferences to promote parental participation in programs. We use ParentSquare to communicate with students and parents, which has supported our improved communication with all educational partners. Staff greet students and parents in the mornings during student drop-off and have an open-door policy welcoming all parents. Also, our team connects with families through in-person and virtual home visits. Home visits help us learn about students’ outside interests, families, and home routines, and then use that information to connect in meaningful, individualized ways that can have considerable rewards in helping to create happier, healthier, and engaged students. The school uses home visits as an essential feature of its education program to improve student and school performance.	The LEA's focus areas for improvement in building relationships between school staff and families are having more parent involvement on the campus, more social events (i.e., cultural), and more workshops for the families after school and on Saturdays.	The LEA will improve the engagement of underrepresented families to build relationships between staff and families by providing more opportunities for both groups to connect.  These opportunites will include in-person and virtual home visits and having events for families during the instructional day, after school, and on Saturdays.	MSA-1  provides resources to support student learning at home through multiple workshops such as parent college and feedback given to parents during parent conferences. We have also helped equip parents with the knowledge and tools to advocate for their students and school.   MSA-1’s communication system, ParentSquare, keeps parents and staff in constant communication through multiple mediums, such as texts, private messages, and voicemails. ParentSquare has also broken language barriers between staff and families through automatic translation.	MSA-1's focus areas for improvement in building partnerships for student outcomes is to continue to build a bridge between the educational partner and school-site to collaboratively support the student's growth through multiple modalities (i.e., trainings, meetings, conferences).	MSA-1 will improve engagement of underrepresented families in relation to building partnerships for student outcomes by providing more opportunities for these families to engage with the school-site.  These opportunities will include workshops and meetings and home visits and parent classes.	MSA-1 holds periodic meetings to gather input from our families. These meetings include PTF meetings, PTF Board meetings, Coffee with Admin, PAC meetings, and ELAC meetings. During these meetings, parents can review the school's LCAP and SARC reports and provide input for our administration team. The school also conducts an educational partner survey (families, students, staff) with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.	MSA-1's focus area(s) for improvement in Seeking Input for Decision-Making is to get more educational partner involvement in the mentioned meetings and provide more opportunities for them to be involved.	MSA-1's will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing more opportunities for these families to engage with the school-site.	4	4	4	5	4	4	4	4	4	4	5	5	Met		22JUN2023	2023
19642120000000	ABC Unified	3	Parents/guardians are provided the opportunity to deepen their understanding and contribute to discussions regarding student safety and student learning experiences at both the site and district levels. School’s designated representatives for the District English Learner Advisory Committee (DELAC), English Learner LCAP Parent Advisory Committee (EL LCAP PAC), LCAP Parent Advisory Committee (LCAP PAC), Title I Parent Advisory Committee (PAC), Migrant Education, and Community Advisory Council (CAC) were invited to virtual and in-person meetings in which feedback was provided on the use of state/federal funds to strengthen the instructional program. Their collective feedback was reflected in State required Plans (Extended Learning Opportunity Grant, Local Control Accountability Plan) and accompanying expenditure reports as they related to their recommendations. District and school site meeting structures were used to provide parents/guardians information on their legal rights and on how to advocate for their children: Parent Council (PC) and Parent Advisory/Cafe for children in Head Start/State Preschool; Community Advisory Council for students with special needs; DELAC for students who are designated as English learners (EL); LCAP PAC and EL LCAP PAC; Title I PAC, Parent Teacher Association (PTA), School Site Council, Individualized Education Plan meetings (IEP), and Migrant Education Parent Committees. Report card conferences, parent conferences, Back to School Nights, and Open House are venues to discuss student progress with their families. Schools and districts utilized several outreach methods to include family input, including in-person meetings, virtual Zoom meetings, phone call surveys, and online, e-mailed surveys. The District will continue to explore these options to expand on parent and family outreach efforts.	After a three year hiatus due to Covid-19, the districtwide Parent Leadership Conference returned with some significant changes. This one day workshop style event was held at Artesia High School, in order to increase accessibility for underrepresented families. The keynote speaker spoke to the support of parents in the school system with an emphasis on communication and two way decisionmaking to engage underrepresented families. The workshops focused on the three ABC Unified focus areas: Safety, Social Emotional and Academic Supports. The district will continue to offer this workshop and a series of follow up workshops earlier in the school year to coincide with offering resources and support to students at the start of the school year.	"The addition of new counseling staff, including eleven English learner counselors and one intervention and underrepresented groups counselor at the District level, provides a way to improve family outreach to underrepresented families. Families were provided with online links for surveys as well as phone survey calls were made. Counseling staff held parent workshops and one-on-one counseling sessions and sent out quarterly newsletters in multiple languages to keep families informed of upcoming events and forums. Furthermore, the District Equity Officer coordinated two parent groups in the 2022-2023 school year to increase the involvement of underrepresented groups: Black Family Circle and Hispanic Latino Family Circle. These community groups included high school site representatives, students, and families engaged in learning and discussions on topics such as; ""The ABCs of Parent Involvement"", ""Demystifying Myths: College Entrance"", and ""Social-Emotional Learning: Education and the Environment."" These workshops will continue to be offered in the 2023-2024 school year to increase attendance with a variety of in-person and virtual options."	ABC Unified provides a variety of opportunities for families to meet with teachers to discuss student progress. In October, elementary parent conferences are held to provide one on one support for families regarding their student's progress. In middle and high school, student-led conferences and report card nights offer a way for parents and students to connect with teachers regarding student progress in either January or February. In addition, schools host parent orientation events to discuss programs that would support their student's academic and social-emotional well-being. Back to School Nights also provide families with information on school and classroom policies that support instruction and student academic progress. Each parent is also provided an ABC student handbook that outlines the policies, legal rights, and procedures to ensure families have a way to advocate for their students.	In addition to the return of the Annual Parent Leadership Conference, the district will work on bringing back the Annual district College and Career fair for families and students. This event will be held in conjunction with the Parent Leadership Conference in October of 2023, allowing for families to gain a wealth of resources and information in time for college applications.	"Through the District's ""Leadership Enrichment Academy"", ongoing professional learning support will be provided to administrators to ensure increased engagement with underrepresented families. Administrators and district department leaders participate in an Annual Summer Leadership Institute, with one of the focus areas on communicating with families. In addition, community liaisons are accessible to school sites to help support the translation of materials, enhance two-way communication for parent conferences, and support outreach to the community. Schools identified as Title I will utilize community liaisons to reduce chronic absenteeism, increase school connectedness and help with resources for community outreach."	The District and schools maintain all state and federal required committees (e.g., PC, DELAC, LCAP PAC, etc.) that provide parents/guardians an opportunity to provide input on policies and programs affecting underrepresented student groups. In addition, the Board-appointed committees, which include parents/guardians and community members, provide oversight to district and school programs and recommend revised and new Board Policies and Administrative Regulations. Annually, PTA and Adult School work together to plan and implement the Parent Leadership Conference, which consists of workshop topics requested by parents/guardians. As part of the LCAP educator engagement process, student voice forums are conducted at elementary, middle, and high schools. The input provided at these forums is then shared with principals and district administrators as part of the input process for districts' actions and services. In addition, the Migrant Education Center has expanded the number of program offerings to families, with increased parent participation in parent workshops and community-based events.	To improve the engagement of underrepresented families, the District and schools should continue offering training (e.g., Parent Institutes, Parents Take the LEAD) focused on building capacity in parents/guardians to engage in advisory groups and decision-making. This training needs to support parents interests and be held in areas accessible to families with limited transportation. Professional learning on how schools can effectively work with the school site council, and parent advisory groups. Parent phone calls and staff presence at community-based events have improved outreach efforts and will be expanded to support various underrepresented families in ABC Unified.	The District plans to utilize a community-based approach to support underrepresented families. The District's Language Assessment Center, which supports English learner families, is expanding to include a parent education and enrollment center. In order to support underrepresented families, the District Language Assessment Center was relocated to Willow Elementary, at a central location in the district and closer to families in need. The goal of creating a parent education center is to support families in navigating the public educational system, understanding the various means for communication with schools, and the available structures to support families. Ongoing partnership efforts with community-based programs, such as the Fedde Community Center, bring the community into school locations to receive support services, including employment resources, food and clothing donations, and access to mental health support. Seeking parent input at these locations will help increase outreach to underrepresented families in the District.	5	5	3	5	4	4	5	5	4	4	4	4	Met		20JUN2023	2023
19642460000000	Antelope Valley Union High	3	The LEA made continued progress this year in building partnerships for student outcomes through professional development, parent workshops and tutoring programs.	The LEA has made commendable strides in advancing partnerships for student outcomes by emphasizing professional development, parent workshops, and tutoring programs. However, the analysis of Educational Partner input and local data has identified a critical area for improvement in building relationships between school staff and families. The feedback and data have indicated the need for enhanced communication and outreach strategies to ensure that families, especially those from diverse backgrounds, feel genuinely welcomed and included in the educational process. This includes improving the clarity of information provided to parents, making resources more accessible, and fostering a sense of trust and collaboration between school staff and families. By focusing on these areas, the LEA aims to strengthen the foundation of its partnerships, ultimately resulting in more effective and holistic support for student success.	Based on the analysis of educational partner input and local data, the LEA is poised to enhance the engagement of underrepresented families, a crucial aspect identified during the self-reflection process pertaining to building relationships between school staff and families. The LEA recognizes the need to broaden its outreach strategies by tailoring communication and involvement opportunities to the unique needs and preferences of underrepresented families, ensuring their active participation in school-related activities. Moreover, the LEA aims to invest in comprehensive cultural sensitivity training for its staff members, promoting a deeper understanding of diverse backgrounds and fostering improved communication skills. By nurturing a welcoming and inclusive atmosphere within the school community, the LEA seeks to create an environment where underrepresented families feel valued, heard, and seamlessly integrated. These strategies collectively aim to strengthen the connections between school staff and underrepresented families, ultimately contributing to a collaborative and supportive educational environment that enhances overall student success.	The LEA has cultivated several areas where relationships with families thrive, exemplified by our District English Learners Advisory Committee (DELAC) and Site-based English Learners Advisory Committees (ELAC), among other successful initiatives.	Building on its successful initiatives like the District English Learners Advisory Committee (DELAC) and Site-based English Learners Advisory Committees (ELAC), the LEA aims to further strengthen its commitment to meaningful family engagement based on the analysis of educational partner input and local data. While these committees have served as invaluable platforms for parent involvement, the LEA's focus areas for improvement revolve around expanding the scope of family engagement efforts beyond English learner families. The data analysis suggests the need to broaden the inclusivity of these initiatives to encompass all families within the LEA's diverse student population. This includes tailoring engagement strategies to reach parents from various backgrounds, ensuring equitable participation, and enhancing the involvement of non-English learner families in decision-making processes. By extending these successful partnership models to a more comprehensive and inclusive level, the LEA aims to foster collaboration that truly reflects the needs and aspirations of the entire educational community, ultimately contributing to the overall success of all students.	Building upon the successful cultivation of areas where family relationships have thrived, such as the District English Learners Advisory Committee (DELAC) and Site-based English Learners Advisory Committees (ELAC), the LEA is committed to enhancing its family engagement efforts based on the analysis of educational partner input and local data. Recognizing the importance of further reaching underrepresented families, the LEA aims to tailor its engagement strategies to be more inclusive and responsive. It intends to conduct targeted outreach efforts designed to bridge potential communication gaps and ensure underrepresented families are aware of and actively participate in these initiatives. By actively addressing these areas of improvement, the LEA strives to create an educational environment where underrepresented families feel valued, respected, and fully integrated into the school community, thereby promoting greater collaboration and contributing to improved student outcomes.	The LEA demonstrates a commendable effort in seeking input for decision-making processes. This commitment is evident through the administration of surveys, organization of Back to School Nights, and the facilitation of various family meetings, both in-person and virtual, across our campuses. While progress has been made, there are areas that require further attention and improvement compared to the previous year. These include enhancing parents' capacity to contribute informed input into decision-making opportunities, strengthening staff capacity and support to effectively engage families in the decision-making process, and fostering collaborative opportunities for all educational partners to collaborate in planning, designing, and implementing family engagement activities.	The LEA has demonstrated a commendable effort in seeking input for decision-making processes, evident through various means such as surveys, Back to School Nights, and both in-person and virtual family meetings across its campuses. However, areas for improvement have been identified through the analysis of educational partner input and local data. These include a focus on enhancing parents' capacity to provide informed input, strengthening staff support for effective family engagement, and promoting collaborative opportunities for all educational partners in planning and implementing family engagement activities. The LEA's efforts will center on addressing these broader areas of improvement to further enhance its decision-making processes and foster a more inclusive and collaborative environment, without diving into specific strategies or actions.	The LEA's commitment to seeking input for decision-making processes is evident through its administration of surveys, organization of Back to School Nights, and the facilitation of various family meetings, both in-person and virtually, across our campuses. While commendable progress has been made, there remains room for improvement compared to the previous year. Specifically, the LEA aims to enhance parents' capacity to provide informed input by offering targeted resources and workshops. It also seeks to bolster staff capacity and support to facilitate effective engagement with families in the decision-making process. Additionally, the LEA plans to create collaborative opportunities for all educational partners, fostering a more inclusive approach to planning, designing, and implementing family engagement activities. These improvements, driven by the analysis of educational partner input and local data, will help ensure that underrepresented families are actively engaged and that their valuable perspectives are integrated into the decision-making process, enhancing overall family involvement and contributing to more informed and inclusive educational decisions.	3	3	3	3	3	3	3	3	3	3	4	3	Met		12JUN2023	2023
19642460126003	Academies of the Antelope Valley	3	The LEA has made steady advancements in fostering partnerships aimed at improving student outcomes. This has been accomplished through ongoing efforts in professional development, parent workshops, and the establishment of effective tutoring programs. These initiatives reflect the LEA's commitment to collaborative endeavors that empower students and contribute to their overall success.	The LEA has achieved notable success in building strong relationships with families across multiple areas, particularly through the establishment of our District English Learners Advisory Committee (DELAC) and Site-based English Learners Advisory Committees (ELAC). These initiatives have proven to be effective platforms for engaging families and promoting meaningful collaboration, ensuring the overall success and well-being of English learner students.	The LEA demonstrates a commendable effort in actively seeking input for decision-making processes. This is evident through various means such as surveys, Back to School Nights, and both in-person and virtual family meetings held at our campuses. However, there are areas that require further attention and improvement compared to the previous year. These include enhancing the capacity of parents to contribute informed input into decision-making opportunities, strengthening the capacity and support of staff to effectively engage families in the decision-making process, and providing collaborative opportunities for all educational partners to work together in the planning, design, and implementation of family engagement activities. These areas have been identified for continued improvement to ensure a more inclusive and participatory decision-making approach throughout the LEA.	The LEA has shown impressive progress in cultivating partnerships geared towards enhancing student outcomes. Notably, it has consistently invested in professional development, equipping educators with the skills and knowledge required for high-quality instruction. Concurrently, the LEA actively engages parents through workshops, nurturing a strong home-school connection that bolsters student support and success. The establishment of effective tutoring programs signifies a tailored approach to addressing students' diverse learning needs, leading to improved educational outcomes. By fostering collaborative endeavors with educators, parents, and community organizations, the LEA adopts a holistic approach to addressing complex educational challenges. Moreover, its reliance on local data for decision-making ensures that strategies and interventions remain evidence-based and adaptable, further contributing to the overall success of students within the district.	While the LEA has achieved commendable success in building strong relationships with families through initiatives like DELAC and ELAC, there are still areas where improvement is needed. The analysis of educational partner input and local data has highlighted the importance of expanding and diversifying the channels of engagement beyond English learner families. While these committees have been effective for English learners, there is a need to broaden the scope of family engagement efforts to include all students and their families. This will ensure that the LEA's commitment to meaningful collaboration and promoting the overall success and well-being of students extends universally, creating a more inclusive and equitable educational environment for all.	Based on an analysis of Educational Partner input and local data, the LEA is committed to improving the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes. To address this, the LEA will implement a multifaceted approach, beginning with initiatives aimed at enhancing the capacity of parents from underrepresented backgrounds. Workshops, informational sessions, and resources will be provided to empower parents with the knowledge and skills needed to contribute informed input into decision-making processes effectively. Additionally, the LEA acknowledges the crucial role of staff in facilitating family engagement and will invest in their professional development, with a focus on cultural competence and effective communication strategies. Furthermore, the LEA will actively promote collaborative opportunities for all Educational Partners, including parents, community members, and staff, to collaborate in the planning, design, and implementation of family engagement activities, ensuring that a diverse range of voices are heard, valued, and integrated into decision-making processes. Through these concerted efforts, the LEA aims to create a more inclusive and participatory approach that fosters an equitable educational environment for all students.	The LEA has made notable strides in seeking input for decision-making, underscoring its commitment to collaborative and data-informed practices. The ongoing investments in professional development reflect an eagerness to incorporate the expertise and insights of educators into the decision-making process. By actively engaging with parents through workshops, the LEA is tapping into valuable perspectives from the community, fostering a sense of shared responsibility for educational outcomes. Additionally, the establishment of effective tutoring programs demonstrates responsiveness to the specific needs of students, a result of considering their input and performance data. Through analyzing Educational Partner input and local data, the LEA not only embraces a transparent and evidence-based approach but also ensures that its decisions align closely with the evolving needs of students and the broader educational community, ultimately contributing to their overall success.	Through the analysis of Educational Partner input and local data, it has become evident that the LEA's focus area for improvement in seeking input for decision-making lies in diversifying and deepening its sources of input. While the LEA has established effective mechanisms for engaging with Educational Partners, the analysis suggests a need to cast a wider net to capture a more comprehensive range of perspectives. This may involve reaching out to a more diverse set of Educational Partners, including parents, students, community members, and non-traditional partners, to ensure a more holistic and inclusive decision-making process. Additionally, the LEA can further refine its data collection and analysis methods to harness insights that may currently go unnoticed, enabling even more informed and data-driven decisions that truly reflect the needs and aspirations of the entire educational community.	In response to the analysis of Educational Partner input and local data, the LEA is committed to enhancing the engagement of underrepresented families identified during the self-reflection process related to Seeking Input for Decision-Making. To achieve this, the LEA will embark on a multifaceted approach. First, it will prioritize targeted outreach efforts to reach underrepresented families, ensuring they are aware of and have access to opportunities for providing input. Additionally, the LEA will offer culturally sensitive and accessible communication channels, such as translated materials and virtual forums, to accommodate diverse linguistic and technological needs. Furthermore, the LEA recognizes the importance of building trust and rapport with these families, and therefore plans to establish community liaisons or support personnel who can bridge cultural and communication gaps, providing a welcoming and inclusive environment for input. This comprehensive approach aims to foster greater participation and ensure that the voices and perspectives of underrepresented families are integral to the decision-making processes, ultimately promoting equity and inclusivity within the LEA.	4	4	4	4	4	4	4	4	3	3	4	3	Met		12JUN2023	2023
19642460142240	Synergy School of the Arts and Technology, Lancaster & Palmdale	3																						Not Met For Two or More Years			2023
19642461996537	Desert Sands Charter	3	Desert Sands prioritizes establishing, maintaining and growing connections with their educational partners. Throughout the year Desert Sands conducts Parent Advisory Committee, English Learner Advisory Committee and Parent Teacher Conferences. The Desert Sands staff also utilizes their Data + Design system, L4L Connect and/or RingCentral to communicate weekly updates and progress to parents and students. A parent shared at a recent ELAC meeting that she appreciates the staff “helping the students learn, support their struggles and keep the parents aware.” Desert Sands has a CARE team as well, whose main function is to support and build relationships between the school and students/families, and consistently has activities on site that the students and their families can participate in. Two of the main events are Back to School Night and Trunk or Treat.	Desert Sands is always striving to improve relationships between the school staff and families. Desert Sands is focusing on finding any ‘needs’ the students and families might have and bringing that support to them. Desert Sands wants to continue its growth in attendance at PAC and ELAC meetings, and help build stronger relationships between staff and families. A parent had a request that Desert Sands “have parents more involved in activities.” Desert Sands is also exploring ways to diversify and expand its community partners, along with increasing the available avenues in which to communicate with parents.	Desert Sands has identified foster, EL, African-American, and Homeless youth as underrepresented in educational partner engagement. To increase these subgroups' inclusion, Desert Sands has expanded its learning hours to include nights and weekends, along with holding important meetings at various times throughout the week. A parent has stated that DS needs to “pregunta por nuestra colaboración.” Desert Sands is also planning on recording these important meetings, like PAC and ELAC and distributing these recordings virtually. Desert Sands will also continue their advocacy groups and include bilingual staff members during school activities. Finally, Desert Sands is participating in an SEL task force to address this issue.	Desert Sands’s educational model is predicated on building relationships with students in order to enhance their education and improve their opportunities. Partnerships are a necessity to continue our growth in enhancing student outcomes, and students and their families have expressed gratification with the numerous educational opportunities and social opportunities Desert Sands provides during campus events. A parent said a strength of Desert Sands is the “teacher communication.” These opportunities partner students and families with community members and/or with current Desert Sands staff members. Students have the option to enroll in SGI classes, CTE classes, participate in tutoring, join a student group, take college classes, apply for internships and participate in experiential learning. Students can also travel through the numerous Pathways trips offered throughout the year, and participate in sports clinics.	Desert Sands consistently looks to improve student outcomes by building quality partnerships with reputable community members. Desert Sands’s main focus for this year is creating options for students and families. This means multiple partnerships within the same realm of support so the student and/or family can choose which one best fits their needs. Desert Sands is also taking part in SEL/Social-Emotional Learning training, putting together an SEL task force, and looking to grow its tutoring program.	Foster, African American, homeless, SPED and EL families have been identified as being underrepresented during Desert Sands’s events and during partnering opportunities. To increase participation, Desert Sands wants to further utilize and expand the scope of the Community Liaison, CARE team and current Advocacy groups. Transportation seems to be a big factor in inclusion and the school is exploring ways to transport students/families more efficiently to the school or to community partners locations. A parent recently shared that “necesitamos mejorar nuestra comunicación con los padres para que los padres puedan hacer tiempo para llevar a sus hijos a la escuela.” Finally, Desert Sands wants to participate more in celebrating diversity.	Desert Sands utilizes a variety of tools to solicit input and feedback from educational partners. Daily Desert Sands staff utilizes Data + Design, RingCentral, and/or L4L Connect to communicate and update families and students on educational progress. These same systems are used to inform the families of upcoming Parent Teacher Conferences, IEPs, PAC and ELAC meetings, award ceremonies, surveys and other events taking place on campus or in the community. It’s during these events that input is requested from educational partners to support the cycle of continual improvement. A parent shared that they feel our communication with parents is “excellent.” From the annual survey, 98% of parents surveyed responded positively that the school has clear and effective communication between the school and home. Desert Sands’s leadership also takes into account the valuable input they can receive from their staff. The leadership team at Desert Sands routinely holds staff roundtable meetings, department meetings and PLC’s.	Desert Sands wants to improve its reaction time from when great input is received to implementing it. Desert Sands also wants to find innovative ways to survey their educational partners so continuous input can be received. It was shared that Desert Sands needs to have “mas reuniones.” Finally, Desert Sands want to continue to increase its participation at PAC and ELAC meetings.	The feedback Desert Sands received during their staff and student conversations, parent meetings, advisory meetings and through the annual survey are invaluable in directing their efforts to increase engagement of underrepresented families. Desert Sands is looking to be open on weekends, along with holding important meetings at various times throughout the week so access to teachers and the school's resources are more available. Desert Sands is looking into the possibility to have services make home visits due to the high level of transportation issues underrepresented families face. Finally, Desert Sands is implementing a portion of their meeting itineraries so parents can talk among themselves and discuss the information shared out by the school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		31MAY2023	2023
19642610000000	Arcadia Unified	3	Arcadia Unified School District (AUSD) is proud of the relationships built between its school sites, staff, and families. AUSD's strengths are illuminated through our values: Collaborate, Think Critically, Be Creative, Offer Empathy, and Learn from Failure. Staff work to engage families through various events during the school year. We have a high attendance rate for families attending site registration days to learn about the school, how to get involved and find out information about the school year. Back-to-school events are held at every site for parents to meet their classroom teachers and administration. The sites make an effort to allow families time with their child’s teacher and support staff. Additional options, such as coffee with the principal, are sent out to allow families to get to know the principal and provide an opportunity for questions from parents. Throughout the year, various family fun nights are held for families to engage within their school communities, in addition to performances and other activities to welcome all of our families. Translators work with school sites to send communication. Translators are also part of meetings and other school activities, as requested by both the sites and families. There is a strong relationship between the Parent, Teacher, and Student Association (PTSA) in bringing events to the school and welcoming families to school communities. Many of our sites reach 100% membership, while others have a very high PTA membership rate. School sites use various forms of communication to build relationships with families. Principals have maintained communication through various outlets such as School Messenger and Peachjar. Communication has been key in building relationships and trust between families and the school district. Staff will continue to work on using various communication techniques and translation services to support all our families. The Communications and Public Information Offices work to build relationships between staff and families and support school staff in highlighting events and activities that maintain and build upon family engagement.	Arcadia Unified School District has collected data from our Better Together Partners at the University of CA San Diego. The data gathered from this survey shows a high rating for our school sites and the trust among families, principals, and teachers. There is a consensus on principal and teacher trust among parents in our community. The data showed from our parent reports for our communication rating, that approximately 92% of our population believes that there is some level of consistency between home and school. Arcadia USD will continue to strive to keep open the forms of communication for families and staff to build upon the relationships within each of our school sites and staff.	AUSD strives to maintain the healthy relationships that exist between all educational partners. The district continued to use various communication systems like “School Messenger,” Peachjar, and social media to communicate with families. Translation and interpretation services are essential in building relationships and breaking down language barriers for families needing support communicating with schools and the district office. We continue to hire translators as needed to support our language needs. Principals and staff intentionally made efforts to engage with underrepresented families by inviting families to advisory committee meetings and other events hosted by school sites.   Getting feedback from underrepresented communities has become an important aspect of AUSD’s various committees and events. A few examples of how underrepresented families are engaged include the following committees. Each school forms an English Language Advisory Committee (ELAC) to connect with parents of students learning English.  This committee works closely with the School Site Council (SSC) to offer guidance for the Single Plan for School Achievement (SPSA).  The SPSA also ties directly to the Local Control Accountability Plan (LCAP) written by the district to ensure that the district-wide budget is spent appropriately at the district and school levels.  Parents from every site are invited to Community engagement meetings to review our LCAP.  The various meetings provided for our underrepresented families allow them to understand the goals, processes, and procedures from a district perspective.	Arcadia Unified School District (AUSD) offers multiple ways for staff and families to build partnerships for successful student outcomes. AUSD leadership met and continues to meet with our bargaining units regularly to evaluate staff needs, successes, and growth. AUSD continued its work with several organizations within the community, such as the Arcadia Educational Foundation, Arcadia Rotary, Lions Club, Arcadia Police Department, and our Public Library, in supporting families and staff to offer resources to improve student outcomes. Educational partnerships have continued to hold strong through the various activities and events during the 2022-2023 school year. Educational partners have been given options for many events to watch live streaming or attend in-person events that proactively impact student outcomes. Educational partner meetings continued allowing for opportunities to connect with students during the LCAP meetings, District English Language Advisory Committee, and other ongoing meetings. AUSD holds monthly Arcadia PTSA council meetings for community members to share happenings around the city.	Arcadia reflects on various tools and data points for student outcomes. The existing partnerships have allowed students to have various scholarship and recognition programs accessible to them. Local leaders attend and recognize students and educators for their hard work and dedication. An example is the Public Schools Luncheon in which the Masons and Mayor recognized our National Merit Scholars for their recognition as National Merit Scholars. Students have also received scholarships from our local partners as they graduate from Arcadia High School and Rancho Learning Center.     The MTSS leadership developed last year continues to evaluate the Tier 1 strategies used with students. Teachers have been very deliberate and intentional in working with students to fit their learning needs best. Local Data continued to be monitored and reviewed for student progress. Data from Better Together, formative and summative assessments, and committee input are all factors, among other indicators, for decision-making for student outcomes.  Data will continue to be collected and monitored to ensure all students receive the necessary support to enhance student outcomes.	AUSD will continue to work on making progress on how we provide professional learning to our staff and continue to build partnerships with our underrepresented families.  In 2022-2023, AUSD celebrated its first adult transition ceremony, celebrating our adult transition students as they completed their program with family and friends. HotSpots continued to be offered to families that needed additional resources to assist with student learning.  Underrepresented students are offered opportunities to participate in free individualized tutoring. Students have access to social-emotional resources through Care Solace. Sites have counseling and intervention services available to students. Students are also provided with free bus passes and free lunch. AUSD also works in partnership with Operation School Bell and Assistance League in providing materials and supplies to families in need. We will continue to offer different resources to support the needs of underrepresented families.	There are several avenues for families and staff to participate in local decision-making and advisory in Arcadia Unified School District (AUSD). Our current educational partner involvement is one of our strengths and is evident through the advisory committees we have for English Learners, the Local Control Accountability Plan, Title 1, Special Education, Parent Teacher Associations, and School Site Councils. Our board meetings continued to be streamed virtually to allow access for our community to view. Our Communications and Public Information Offices use a variety of outlets for parents to review information. Two-way communication exists between parents and AUSD staff. During the 2022-2023 school, all community members were sent communication to participate in community meetings regarding diversity, equity, and inclusion in AUSD—the opportunity to participate allowed educational partners to provide their perspectives on this important topic. AUSD strives to see input through our established committees and educational partner meetings.	District communications continued to be released to share important news throughout the 2022-2023 school year. The communications also celebrated our successes and district events. We continued to provide opportunities for educational partners to participate in our meetings and attend multiple events throughout the district. Live streaming was initiated as an option during the Spring of the 2022-2023 school year at some events at the Arcadia Performing Arts Center. We will continue focusing on reflecting and providing opportunities for seeking input as needs arise within the district.	We will continue to focus on how we can continue to reach out to our underrepresented families to attend and participate in the various opportunities we have available for staff and parent input committees through our translation services and various communication channels.  PearJar, SchoolMessenger, and district translators are an integral part of working with our underrepresented families in addition to the one-on-one communication at our school sites. In 2022-2023, our special education department hosted meetings with families to continue to work to build relationships. We try to reach out to underrepresented groups to invite them to our established district meetings that seek input from our educational partners.	5	5	4	5	4	4	4	3	4	4	4	4	Met		27JUN2023	2023
19642790000000	Azusa Unified	3	AUSD takes great pride in the family partnerships that have been a core foundation of the schools and the District. The positive relationships between staff and families have served to support student outcomes and improve schools and the District as a whole. Through both formal and informal opportunities, parents and families can engage in the education of students. Parent survey results and parent feedback support the analysis that parents feel welcome and listened to at both the District and school levels. Some of the strengths of AUSD include the opportunity for Spanish-speaking parents to participate in meetings and committees as well as engage individually with school and District staff. All meetings offer translation. A large number of AUSD teachers and staff speak both English and Spanish, and every school site has a bilingual community liaison to support translation and interpretation in family engagement forums. Formal meetings and committees are often facilitated discussions rather than simple presentations so that two-way communication can be maximized. Schools and teachers welcome parents/families to consult on student progress formally at District-calendared conferences or informally anytime through email, phone calls, web-based applications, or appointments. The District also uses Blackboard, an online portal that allows two-way communication between parents and teachers. The District trained all school office employees through Families in Schools’ “Welcoming Environment” training module.	In order to continue to build relationships between school staff and families many school site and District meetings are made available in-person and through online formats (hybrid). Participants have increased their learning and implementation of community engagement through this initiative. School site teams are reviewing parent survey data to develop plans and improve connections for families.	To better serve all populations in the AUSD community, the District will continue to explore opportunities to increase staff formal training in parent engagement strategies and expand understanding and appreciation of the different cultures, languages, and backgrounds of our students and families, especially those less represented in AUSD.	AUSD strongly supports parents in learning about District-adopted curriculum, standards, and teaching strategies. As the District implements and adopts frameworks, standards, and curriculum, parents are provided opportunities to preview, provide input, and gain an understanding of the expectations and resources that AUSD provides students. School sites provide families with workshops that outline family connections to curricula. Principals and District instructional leaders meet with parents to outline curriculum and content with a focus on the role families play in supporting students. Academic content events, such as Math Game Day, allow parents to partner with teachers to support students’ learning and create opportunities for everyone to engage in learning together. At events such as Math Game Day, parents not only learn about math games and participate during the school day, but they can replicate the games at home to enhance student achievement. Math Game Day is one example of how AUSD schools partner with parents to increase outcomes for students. AUSD offers additional ways for parents to engage with schools and teachers in supporting students. Parents at all schools are provided opportunities to participate in the Azusa Parent Learning Network, which offers Project 2INSPIRE workshops. One strength of these parent workshops is the leadership building that occurs for our AUSD parents. Additionally, Project 2INSPIRE increases family members’ understanding of how families can effectively advocate for their students. Many schools continue to offer Families in Schools modules. Some modules enhance academic achievement, such as the very popular Reading Roads module. Other modules provide resources and strategies that parents can use to support student transitions to middle school, high school, and college.	AUSD will continue to support parents in learning about District-adopted curriculum, standards, and teaching strategies. There will be a continued effort to engage parents in learning opportunities that provide them with resources and tools to support student academic achievement.	To better serve all populations in the AUSD community, the District will continue to explore opportunities to increase staff formal training in parent engagement strategies and expand understanding and appreciation of the different cultures, languages, and backgrounds of our students and families, especially those less represented in AUSD.	AUSD has a long history of collaborative, positive relationships between schools and families. Year after year, parents report high levels (>60%) of engagement with District schools. Because of the successes, AUSD was selected as one of six districts in the state to be part of California’s Community Engagement Initiative Professional Leading and Learning Network. Participation in this network has allowed AUSD to share promising practices with other districts and schools. AUSD infuses community engagement into all areas of the District. Throughout the school year, multiple opportunities exist for families to be part of their child’s education and to support the school and District decision-making. One of the strengths of AUSD is the many opportunities for families to partner with the District in developing and recommending improvements and changes. School Site Council meetings, English Learner Advisory Councils, school parent organizations, the District Parent Advisory Committee Plus (PAC+), District English Learner Advisory Council, and the Superintendent and Parent Roundtable all provide formal avenues for families to partner in decision-making and the continuous cycle of improvement in AUSD. These committees and meetings take place on an ongoing basis and intentionally seek diversity and the voices of all students, staff, families, and the community. Additionally, through participation in the Professional Leading and Learning Network, AUSD will focus on other growth areas, such as adding additional measures of District family engagement. Furthermore, as AUSD looks to the future and the reorganization of the District, parents serve on a specialized group providing recommendations to the Board of Education. One of the greatest strengths of AUSD is the incorporation of families/parents and the community into all aspects of AUSD, from District departments to each school.	Future growth will be focused on continued diversity of representation through tracking the student populations that make up the District and ensuring there is equitable representation so that all voices are heard in decision-making.	To better serve all populations in the AUSD community, the District will continue to explore opportunities to engage parents in decision-making while considering the different cultures, languages, and backgrounds of our students and families, especially those less represented in AUSD. Outreach will begin at the school site level and will be supported at the District level.	4	3	4	5	4	4	4	4	4	5	5	2	Met		20JUN2023	2023
19642870000000	Baldwin Park Unified	3	As part of an ongoing commitment to seek input from educational partners, parents were asked on the Local Control and Accountability Plan Survey to respond to the statement, “I believe the district is on track with promoting a culture of collaboration by strengthening and increasing partnerships and effective communication systems amongst all stakeholders.” Parents could respond: 1) strongly agree, 2) agree, 3) neutral, 4) disagree, or 5) strongly disagree. Of parents participating in the survey, 74% either strongly agreed or agreed with the statement, and 5% strongly disagreed or disagreed.   Strengths in building relationships between school staff and families include:  1) Administrators are visible and accessible on all sites. 2)  Full-time school community liaisons employed at all sites. 3)  Teachers utilize multiple communication tools to reach out and sustain relationships with families.	Based on the analysis of educational partner input, Baldwin Park Unified School District will focus on the following areas to strengthen and improve relationships between school staff and families: -Offer professional development opportunities for staff working with the public. -Continue to strengthen the implementation of “ParentSquare” to its fullest potential. -Provide ongoing training and support to staff implementing “ParentSquare.” Increase the number of in-person school events.	Based on a review of parent input and local data, school sites, during the ongoing monitoring and reviewing of School Plans for Student Achievement, will identify ways they are strengthening relationships between school staff and families.  The committee will pay particular attention to the engagement of underrepresented groups.	On the Local Control and Accountability Plan Survey, parents responded to the statement, “I believe the school values parent/guardians as important educational partners in their student’s education.” Parents could respond: 1) strongly agree, 2) agree, 3) neutral, 4) disagree, or 5) strongly disagree. Of parents participating in the survey, 88% either strongly agreed or agreed with the statement, and 1% strongly disagreed or disagreed.	Based on the analysis of educational partner input, Baldwin Park Unified School District will focus on expanding and increasing the Latino Family Literacy Project and “College Awareness Program” at the middle school and implement two 6-week “Disciplina Positiva.”  The district will provide training for school community liaisons who will assist in delivering parent workshops that explain the local assessments and summative data results in a parent-friendly manner.	Based on a review of parent input and local data, school sites, during the ongoing monitoring and reviewing of School Plans for Student Achievement, will identify ways they are strengthening relationships between school staff and families.  The committee will pay particular attention to the engagement of underrepresented groups.	Baldwin Park Unified School District values and nurtures its relationships with its educational partners as these partners hold an essential role in the analysis of data and the monitoring and development of the District’s Local Control and Accountability Plan (LCAP). Throughout each school year, involvement by our educational partners, be it parents, staff, or students, occurs in many ways, i.e., established committees, formal and informal meetings, surveys, and focus groups. Engagement with our educational partners provides the district and schools a better understanding of current needs and possible solutions, background for more informed decision-making, and access to a broader input and decision-making base.	On the Local Control and Accountability Plan Survey, parents responded to the statement, “I have opportunities to take part in decisions made at my student’s school.” Parents could respond: 1) strongly agree, 2) agree, 3) neutral, 4) disagree, or 5) strongly disagree. Of parents participating in the survey, 79% either strongly agreed or agreed with the statement, an increase of 4% from the previous school year.     Baldwin Park Unified School District’s focus areas to strengthen and improve seeking input for decision-making will include: • Continue to implement a parent volunteer process. Educate parents on the process. • Model for school sites ways to survey parents for specific site parent education needs.   • Communicate regularly, in parent-understandable language, opportunities for parents to be involved. • When scheduling, rotate meeting times and offerings between in-person and virtual to accommodate the availability of parents.	Based on a review of parent input and local data, school sites, during the ongoing monitoring and reviewing of School Plans for Student Achievement, will identify ways they are strengthening relationships between school staff and families.  The committee will pay particular attention to the engagement of underrepresented groups.	4	4	5	5	4	5	5	5	5	5	5	5	Met		13JUN2023	2023
19642871996479	Opportunities for Learning - Baldwin Park	3	Through the efforts of LCAP Goal 4 - Actions 1 and 2, OFL-BP staff meet with students and parents many times throughout the course of the school year to discuss academic progress, benchmark assessment data results (LCAP Goal 2 - Action 2), goals, and strategies to meet those goals. These meetings can include discussion on resources available to students such as Direct Instruction classes, cohort facilitation of content,  tutoring, and intervention staff that are available at the school site to support academic achievement.  Regular communication with families is achieved through weekly phone calls, virtual Google Meet, Zoom, emails, social media posts, in person, newsletters and letters home. OFL- BP continued its school site council as well as back to school nights and parent information nights. The school also increased in person and online extracurricular activities and field trips during the year.  OFL-BP also offered parent workshops and more family-invited events like our Wellness Day event (though Title I funds),  student awards ceremony, Bilingual Scholars ceremony (LCAP Goal 1 - Action 5), and Senior Signing Day.	Based on our school climate survey (LCAP Goal 4 - Action 1), 93% of the parents reported favorably to school connectedness.  The school recognizes that the school climate survey only surveyed 9th and 11th graders and parents, but the school will note this as an area of improvement as we’d like more parents to feel connected to the school. The school wants to keep investing in ways to help more parents/guardians feel connected with the school and understand they’re a strong resource/support in a student's academic success. The LEA will also keep investing in more opportunities for the parents of our ELL students to participate in academic planning and provide feedback (LCAP Goal 1 - Action 5).	OFL-BP began using the Talking Points software this year to help communicate with families where language may be a barrier for communication.  Talking Points allows the family to choose their preferred language and communication is automatically translated between the teacher and the family to allow continued conversation.  The school also began sending more newsletters home to parents in English and Spanish to help keep families informed.  While the school feels these have helped with parent engagement, the school wants to increase overall communication and keep seeking input from families about how the school can provide further support for engagement.    The School also aims to continue improving Social Emotional Learning opportunities and teaching strategies through professional development in order to ensure  a sense of belonging for all students.   To support these efforts, OFL- BP stakeholders specifically included the addition of LCAP Goal 1- Action 4, Goal 1- Action 5, Goal 4-Action 1, Goal 4- Action 3 and Goal 4- Action 4.	The LEA continues to provide a welcoming environment in our physical school sites and our online learning environment.  The school hosted Back to School Night in order to bring families into the school to see what’s available to students, what’s coming up in the school year, and meet staff (LCAP Goal 4 - Action 1).  We always provide parents the opportunity to ask questions and provide feedback during this event.  Parents/guardians and students are also able to request meetings with additional school resources like the Postsecondary Counselor (PSC), tutors, etc..  The LEA also provided professional development based on staff feedback and student academic progress data.  Staff were also given the opportunity to seek out and attend external professional development that they thought might help support their professional growth and ability to aid student achievement.  The PSCs (LCAP Goal 1 - Action 2), Special Education Specialists, and English Language Specialists (LCAP Goal 1 - Action 5) regularly meet with students and families in order to keep them abreast of their legal rights and help advocate for the student.  Independent Study teachers meet with parents/guardians and students each semester through Achievement Chats (LCAP Goal 4 - Action 2) and throughout the year as needed or requested in order to discuss student achievement and collaborate on new goals and interventions.	The LEA values parent/guardian input and we see this as an area of improvement.  While more parents have been involved this year, we would like to see survey response rates higher and we’d really like to see more input from the parents of our ELL students to help ensure their voices are heard.  The school will continue to provide additional ways for parents to get involved and provide input in order to hear from more parents/guardians.	The LEA will diversify efforts to provide more methods for engagement of underrepresented families.  This year, the school offered more meetings during the evenings and tailored workshops toward families based on questions asked by families.  Knowing language may be a barrier, the LEA will look into more workshops that are offered in a different language so parents feel comfortable attending the session in their preferred language.	The Ramona center and online program of the OFL-BP charter each have their own unique culture that is heavily influenced by student and staff input, as well as student/staff activities that are planned and implemented. OFL-BP LCAP goals are heavily influenced by the LCAP survey results, focus group meetings and achievement chats that are offered to all stakeholders each semester in hopes of increasing the amount of feedback received.  Additionally, OFL- BP will continue to encourage parent and student participation in our School Site Council (SSC) and seek feedback from our student leadership groups.    The LEA uses Parent Nights/Back to School Nights, Meet the Principal and LCAP Nights to garner feedback/input from educational partners to help make informed decisions. The LEA values the voices from its community members/educational partners in ensuring that the program that is being offered is welcomed by families.	While the OFL-BP school site council is involved in providing input, the group had an open parent seat all year, despite actively recruiting to it.  The LEA is focused on more parent representation in our school site council.  Similarly, the school is focused on getting more consistent parent feedback.  While the feedback the school receives from parents is generally positive, the overall response rate from parents is low for surveys sent home.	The LEA will continue to provide more student recognition opportunities and invite families to celebrate student achievement.  We will also utilize more of our staff to provide additional programming and resources to help our students.  For example, using our Family Liaison and Social Worker to provide workshops for families and help with home visits to provide resources to our foster youth and students experiencing homelessness.    Our ELD Coach will help generate more parent involvement opportunities for our ELL students and families in order to help with their engagement with the school.  The ELD Coach will also work to build our DELAC participation among parents to help foster parent collaboration.  The LEA will continue to use Talking Points and any other resources to help decrease the potential of a language barrier for parent participation.	5	5	4	5	4	4	5	4	4	4	4	4	Met		26JUN2023	2023
19642950000000	Bassett Unified	3	BUSD used many strategies to collect data: sent surveys to families, teachers, staff, and students and met with parents, community members, and other educational partners.  Data was analyzed and findings were incorporated in LCAP and the Local Indicators. Findings from educational partners and data analysis has identified the following strengths:   • My child(ren) feels safe and connected at school.  Opportunities exist to participate in a positive school learning environment - 95% SA/A (Parents) • I am encouraged to share my concerns with school staff - 98% SA/A (Parents) • The school staff treats students with respect (+11% from 2021– 22) • Classroom-based respondents (staff) feel safe and connected at school (opportunities exist to participate in a positive school learning environment) – 89% SA/A	Feedback from educational partners and data analysis has identified the following areas in need of improvement:  • My student(s) is able to get extra help when needed. 55% of parents: SA/A • Engaged in Meaningful participation. 22% of Gr 7 ,9, and 11 students: ‘Pretty (or very) much true’ • Instructional strategies involving student discussion and collaboration-47% of teachers identify as being at an Expert/Advanced level of expertise  The following areas will be addressed in LCAP:  Goal A, Action 1 and Action 4 – additional staff (EL Program Specialist, four TK-3 Literacy TOSAs, and instructional aides) will support classroom engagement, increase academic outcomes, and provide extra help (interventions) as needed  Goal A, Action 4 and Goal C, Action 1 – BUSD will continue to provide Parent Information Nights to discuss English Learner program and requirements for reclassification.  Additionally, a-g College Parent Information Nights will be held to increase awareness of the US/CSU A-G requirements.  LTEL meetings will take place to review current data and to support as student sets goals.  Additionally, a new progress monitoring program will be implemented.	The District will improve engagement of underrepresented families by continuing the employment of Site Community Liaisons to identify families and the potential barriers to engagement, contact families to maintain open lines of communication, and to provide information regarding needed support/supplies.    Additionally, the District will continue to host Parent Information Nights (once in the Fall and once in the Sprint) along with increasing opportunities for families to participate in family time at each site.	• Teachers keep parents well-informed about how their child is doing in school                (96% Strongly Agree/Agree – increase of 10% from 21 – 22) • High expectations by adults in school - 70% SA/A • Students are aware of the standards and expected performance levels for the content - 92% SA/A • The school clearly communicates the rules for student behavior (+11% from 2021 – 22)	Feedback from educational partners and data analysis has identified the following areas in need of improvement:   • My student(s) is able to get extra help when needed. 55% of parents: SA/A • Engaged in Meaningful participation. 22% of Gr 7 ,9, and 11 students: ‘Pretty (or very) much true’ • Instructional strategies involving student discussion and collaboration-47% of teachers identify as being at an Expert/Advanced level of expertise  The following areas will be addressed in LCAP:  • Goal A, Action 1 and Action 4 – additional staff (EL Program Specialist, four TK-3 Literacy TOSAs, and instructional aides) will support classroom engagement, increase academic outcomes, and provide extra help (interventions) as needed  • LTEL meetings will take place to review current data and to support as student sets goals.  Additionally, a new progress monitoring program will be implemented.	The District will continue to communicate student progress to underrepresented families by using multiple strategies to maintain parents satisfaction as represented by the following data point:  Teachers keep parents well-informed about how their child is doing in school (96% Strongly Agree/Agree- an increase of 10% from 2021 – 22.  The following areas will be addressed in LCAP:  Goal A, Action 1 and Action 4 – additional staff (EL Program Specialist, four TK-3 Literacy TOSAs, and instructional aides) will support classroom engagement, increase academic outcomes, and provide extra help (interventions) as needed.  LTEL meetings will take place to review current data and to support as student sets goals.    Additionally, a new progress monitoring program will be implemented.	"76% of parent participants (231 participants) in the 2023 Parent survey agree with the statement: ""I am aware of how to get involved with parent activities and how to participate in decision making activities. (10% increase from 2021/22).  The district continues to regularly collaborate with Site Administrators to support their work in effectively engaging parents and supporting their decision-making involvement.  Collaborative efforts are made to plan site parent meetings: Coffee with the Principal, SSC, ELAC, and parent nights.  All educational partner communication is conducted in two languages."	The District will focus on improvement in seeking input for decision-making in the areas of Chronic Absenteeism and academic improvement, specifically focused on the following student groups: English Learners and Students with Disabilities.    31.1% of BUSD students were Chronically Absent as reported by CA Dashboard.	To improve engagement of underrepresented families in relation to seeking input for decision-making the District plans to increase its ongoing participation in the LACOE’s Community Schools Initiative (CSI) by adding the program to each school site.  Underrepresented families will be supported by leveraging community resources to meet student needs as they prepare for college, career, and civic responsibilities. County partners include Mental Health, Public Health, and Social Services.   BUSD also continues to add family nights and adjust hours of parent meetings to increase participation, school connectedness, and provide decision-making opportunities.	4	4	4	5	4	5	5	5	5	5	5	3	Met		27JUN2023	2023
19643030000000	Bellflower Unified	3	Several clear strengths emerged in the area of building relationships between school staff and families. Parents agree that they feel welcome to participate at their child’s school. Parents also indicated that the staff treats them with respect and that the two-way communication between families and the school is in a language that is understandable and accessible to families.	Based on feedback from our educational partners, an area of focus is to increase the percentage of parents agreeing that school sites learn about each family’s strengths, cultures, languages, and goals for their children. To support improvement, site administrators will work to enhance relationships with families by hosting regular and informal meetings in open-ended forums such as coffee with the principal. This setting provides opportunities for parents to share as well as listen to information.	BUSD will continue to provide effective translation and interpretation to support parental access and involvement with school sites and the district. BUSD will also continue efforts to increase communication and involvement with the parents of English learners and foster youth through programs such as the Parent Institute for Quality Education, Disciplina Positiva, and the Latino Family Literacy Project.	Analysis of  feedback from educational partners revealed that 81% of parents agree that they understand how to advocate for their child’s success and 80% of parents agree that their child’s school allows input and welcomes parent contributions. At Back to School Night, parents are provided with information on the academic programs for their students as well as classroom policies and supports. Parent /teacher conferences are held in the fall and spring at the elementary sites to discuss student progress. Counselors work to support students academically, socially, and emotionally at the middle and high school sites. Parent workshops on programs, interventions, and important life topics are held at the site and district level. Each site commits to a minimum of three workshops a year.  Community service workers at every site assist parents in finding and accessing resources in their schools and community to ensure positive outcomes for all students.	An area of focus for BUSD is to increase the amount of parents who agree that administrators, teachers, and staff partner with families to support student success.  BUSD will work with parents to improve student outcomes by continuing to offer parent workshops on pertinent programs and topics, providing family reports on local assessments so parents understand their students' progress, and communicating student progress via progress reports, Academic Intervention Plans, Individual Learning Plans, report cards throughout the school year. In addition, parents are provided programs and resources that can be used at home.	BUSD will continue to engage underrepresented families by providing information and communicating in a language that is accessible. Site community service workers reach out to our families to ensure they understand the resources available at the school and the opportunities for parents to become involved in their child's education. Interpreters are offered and are present at important academic meetings so parents understand the progress of their students. Sites communicate upcoming events and parent education offerings via email, text, phone calls, and social media.	Parents have many opportunities to engage in the decision-making process in BUSD. At the district level, parents participate in the District English Learner Advisory Committee (DELAC) and the Parent Advisory Committee (PAC).  At the meetings, parents review data and provide input on LCAP goals and actions. Each site has parent representation on their School Site Council (SSC) and English Learner Advisory Committee (ELAC) LCAP survey data and data from the California Healthy Kids Survey indicate that the majority of parent agree that the school informs them of opportunities to participate on these committees and their input is welcomed. Educational partners also agreed that the school seeks input before making important decisions.	An area of focus for BUSD is to increase the percentage of parents who understand how to participate on the English Learner Advisory committee or the School Site Council at their school. Every year, school staff are trained on the composition of committees such as SSC and ELAC and the legal requirements for parent representation. This practice will continue in addition to providing parents with timely information on their role within these committees and how they can participate.	Schools use a variety of methods to disseminate information about school committees and upcoming events at the site. Community service workers also reach out to families to ensure they are availing of all resources the school has to offer and may conduct home visits if needed.	5	4	3	5	4	4	4	5	3	3	4	4	Met		15JUN2023	2023
19643110000000	Beverly Hills Unified	3	BHUSD works hard to build relationships between staff and families by creating a welcoming and positive environment for all families. The district and the schools offer a variety of opportunities for parent engagement, involvement, and feedback. Schools have active parent participation and parent committees throughout the school year and even during the summer. All parents/guardians are welcome to attend any school meeting or activity, and BHUSD welcomes and encourages parent involvement throughout the year. Various activities include but are not limited to parent education nights, open houses, back to school night, parent-teacher-student conferences, PTA sponsored events, Principal Advisory Committees, music performances, and more. District and school site communication ensures parents are well informed, have opportunities for involvement, and are connected to their school. Regular and timely communication with families and staff continues to build strong relationships within our school community. This is evident in our creation, implementation, and data provided through our strategic plan (https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=1994774&type=d&pREC_ID=2090503). Also evidence was presented to the Board of Education during the May 2, 2023 meeting.	BHUSD is committed to consistently improving relationships between school staff and families. In working alongside our educational partners, feedback included that BHUSD should continue to include Zoom options and recorded parent education nights to view later, as not all parents can attend in person. Another way to improve relationships involves ensuring messaging gets to all families, which includes that communication goes out in the families' home language. In to continue to utilize our social media to celebrate all successes and provide important information quickly.	BHUSD worked with both our ELAC and DELAC committees to ensure our underrepresented families to identify the extended need for additional support on translations and supporting in understanding the American School model and tutoring in their home language. We have secured additional support by working with AirTutors to close this gap. This is identified in our LCAP and strategic plan.	With consulting with our numerous educational partners, they stated numerous examples of ways in which the District was building partnerships for student outcomes. This included having various committees to learn about ways to work together to improve student outcomes such as Principal's Advisory Committee, Instructional Leadership Teams, ELAC/ DELAC, PTA/PTSA meetings, ASB, and our SELPA. As well, educational partners agree that communication is better than ever, as parents can email teachers or administrators at any time to discuss building partnerships for student outcomes. Principals have many ways of communicating with families and providing information, such as their newsletters, parent nights, social media and PTA meetings. In addition, BHUSD staff have been hosting individual goal setting meetings with our families to work on educational support at home. We have also engaged our community in numerous outreach programs from utilization of technology to social/emotional support for students. We are always continually looking at how we provide communication to our parents.	An area of improvement for the District is providing families with information and resources to support student learning and development at home and beyond the school day. While the District has offered information nights to support learning and development beyond the school day such as Math Family Night or town halls on the updates on academic pathways, these events are not always well attended. The District does ensure to video and stream parent education and post them to the website, whenever possible, with hopes that more families will view the meetings later. In addition, to improve student outcomes, the District wants to ensure families know about all the resources that are available to them such as practice information for summative tests (SAT/ CAASPP) and standards review materials for each class and grade level.	To improve engagement of underrepresented families, the District will continue to communicate through multiple measures. This includes updating the websites, sending district communications, sending site letters, sharing information with the PTA, ELAC, DELAC, SEC, and other committees. BHUSD has updated their strategic plan with provided input from both educational partners and local data. The strategic plan can be found here: https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=1994774&type=d&pREC_ID=2090503	BHUSD continues to create better policies and procedures to engage all community and family members. An example is formalizing our process for Principal's Advisory Committee, creating a family/ community based discipline committee, actively recruiting members for PTA/ PTSA and ELAC/ DELAC. Other examples are Budget Advisory Committee, Facilities Advisory Committee, Citizens' Oversight Committee (COC), and Nutrition and Wellness. We have also utilized technology to increase participation in some of our meetings from Board meetings to Parent Educational programs.	BHUSD wants to continue efforts on utilizing some of the parents/ family members that consistently attend events or committees to help recruit more members. Our Board of Education and administration attend as many events as possible to be accessible to our community and families. Another focus for improvement will be building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. This will be accomplished through a leadership conference over the summer along with ongoing principal and leadership team meetings throughout the year.	The district will continue to improve the engagement of underrepresented families by identifying who is providing input. If underrepresented families are not included, the district will work to seek their feedback to ensure their voice is heard.	4	4	4	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
19643290000000	Bonita Unified	3	Bonita Unified School District offers its families a variety of opportunities to better support their students. The District hosts parent education through multiple workshops including the Parent Partnership Academy to provide resources to parents to better support their students. Topics include reading intervention, assistive technology, supporting students with anxiety, support for addressing student behavior concerns and many more parenting topics.   Elementary schools host family reading nights and STEM nights to connect families with the content students are engaging in. Additionally, middle schools provide a transition to middle school events for new parents of incoming 6th graders. High schools offer a transition to high school meeting for parents and college preparedness evenings.  A CTE (Career Tech Ed) Counselor position was created to develop partnerships with local industry and connect students and their parents to career pathways.  A large Community Resource Fair is held in the spring with trades people, university departments and local business and volunteer organizations in attendance.	"Two of the metrics we use to evaluate parent and family satisfaction on the ability to offer input to our district are collected on the California School Parent Survey. The 2023 results were:   - 86% of parent respondents marked Strongly Agree / Agree with the statement, ""School encourages me to be an active partner with the school in educating my child.""   - 62% of parent respondents marked Strongly Agree / Agree with the statement, ""School Actively seeks the input of parents before making important decisions.""  The District continues to seek input from families through surveys and onsite activities. The Board of Education hosted its first roundtable to increase pathways of communication during the spring of 2023. The evening included Board Members, District Administrators, Site Administrators, parents, staff, and community members.   In addition to goals for academic achievement, each school site is writing a goal to address student engagement and connectedness."	The Bonita Unified District will continue to offer opportunities for staff and families to communicate their needs and concerns. The 2023-24 school year will add three committees to address Proposition 28, Specialized Academic Instruction and chromebook policies. All committees will include staff and parents to calibrate needs and concerns while moving the District forward to be successful for all students.	Bonita USD has partnerships with San Antonio Regional Occupation Program (SAROP) and Mount San Antonio College to promote opportunities for students in Career Technical Education. In the spring of 2023, Bonita USD held their first College and Career Fair. There were over 100 employers, tradesmen, high education representatives, and volunteer organizations available for students.   The CTE Counselor position will focus on building career path opportunities for high school students looking to go straight to the workforce or to attend a trade or technical program.  This has been an area of need for our students.	Strong relationships with families are evidenced by active PTAs, the high frequency of volunteers, and significant family participation in school events. Bonita USD continuously looks to engage in communication with families.  Bonita USD will continue to leverage the District English Learner Advisory Committee (DELAC) to facilitate communication with the families of English Learners.	Bonita USD uses the California School Parent Survey to survey parents annually. Two of the metrics from the 2023 survey that reflect the successful engagement with families are:  - 81% of parent respondents marked Strongly Agree / Agree with the statement, “Parents feel welcome to participate at this school.” This metric is up from 74 % in the 2022 survey.  - 93% of parent respondents marked Strongly Agree / Agree with the statement, “School keeps me well-informed about school activities.” This metric is steady with a drop of 1% from the 2022 West Ed Parent Survey.  Bonita Unified continues to search for opportunities to give representation to underrepresented families. We have added communication tools that include text messaging and online parent conferences to reach a larger audience.  Additionally, the three new committees will look to engage families in dialogue around varied focus areas.	In analyzing our district survey, two positives emerge regarding input in decision-making, the first positive deals with feelings of respect. Ninety-one percent of respondents stated that they are respected by school staff. Additionally, 79% state that the schools take concerns seriously. These results indicate that educational partners feel they have a voice in the workings of the school and that this voice is respected and valued. Both variables are critical in developing a positive culture in which parents feel agency in giving input.	Bonita Unified School District will continue to seek input when making decisions. The use of surveys, diverse committee members, and opportunities to engage in District collaboration will be core to our seeking input. The annual LCAP survey will continue to be shared with all stakeholders to focus our journey toward equity, mastery, and a clear focus on results.	Committees for Prop 28 (VAPA instruction), Specialized Academic Instruction and Chromebooks will provide input from various stakeholders. There will be an intentional focus on adding underrepresented voices to the decision making process.	4	3	2	4	4	4	5	5	5	5	3	4	Met		28JUN2023	2023
19643370000000	Burbank Unified	3	The District Parent Involvement Policy is distributed annually to all staff, parents, and guardians as part of our Annual Notice to Parents at the beginning of each new school year. The Parent Involvement Policy complies with both Federal and State regulations. Specifically, for our Title I funded schools and non-funded the school’s Parent Involvement Policy is reviewed by the School Site Council annually at a regularly scheduled meeting and then by parents at a Title I School meeting. At the annual Title I parent meetings, a review of the elementary and middle school State Standards and grade level curricula is included to increase parent understanding of elementary and middle school student expectations and requirements. Non-Title I schools also review State standards and the grade level/subject area curricula.  At elementary schools, parent conferences are held at the end of the first and second trimesters allowing parents/guardians to meet individually with teachers to discuss student progress toward proficiency on grade level standards. Teachers are available beyond those two designated windows for conferences, too. Middle school and high schools do have parent conference days; however, parents are advised to contact teachers to contact teachers on grades, etc. at any time.   Additionally, parents and families are provided information on their child's progress through failure notices, progress reports, and report cards. Parent conferences are also scheduled twice annually. In addition, parents have access to an online Aeries Parent Portal through which they can learn about their students’ daily attendance, grades, test scores, and additional information. For State assessments like CAASPP (California Assessment of Student Performance and Progress), parents receive an explanation of their child’s performance on CAASPP as compared to State proficiency expectations each year that their child is tested. Parent involvement in the LCAP process through scheduled meetings provides another venue for parents to ask questions and for the district to give parents information about the resources identified in the LCAP and how they will prepare their children for success. We provide parents, especially of incoming Transitional Kindergarten and Kindergarten students with information and how to obtain materials so that they can work with their children at home. We want to be sure that economic status does not affect parents' opportunity to support their child’s learning.  Principals, support staff, and teachers at all grade levels, from Kindergarten through high school, and secondary school counselors provide group and individual training to parents about how to use the student information system portal to access real-time attendance and grade information. Elementary schools and middle schools hold family math nights where parents learn about math curriculum and how to help their students. These sessions include training on accessing the online resources.	Feedback from BUSD parents through our annual school satisfaction survey indicates that parents want to continue to be able to access school information in a variety of avenues. The majority of families still prefer getting information via email from school staff and Principals. BUSD is focused on providing timely updates and information to parents and families when emergency situations occur on campus. Information about our processes and communication plans has been shared with families so they are more familiar with our patterns of communication and what to expect in emergency situations. Lastly, discussions, training, and professional development regarding Diversity, Equity, and Inclusion have brought increased attention to how we interact and respond to parents and families with diverse backgrounds or unique needs.	Multiple modes of communication between families and District staff address families’ diverse needs and interests. Information is provided through online postings and newsletters, and notices are mailed home in a timely fashion.  Communication is translated into the required languages per the Education Code in a format that communicates well to parents. Families receive text messages if they opt-in, and/or phone calls providing them with critical school information. In addition, parents have access to an online Aeries Parent Portal through which they can learn about their students’ daily attendance, grades, test scores, Individualized Education Plan, English Learner status, graduation requirements, discipline records, transportation schedule, lunch application, health records, and contact information.	BUSD gathers input from parents, especially those whose children are eligible for Socio-economic Disadvantaged, English Learners, Foster Youth, and Students Experiencing Homelessness services, in multiple ways including surveys, school site meetings, English Learner Advisory Committee (ELAC) meetings, District English Learner Advisory Committee (DELAC) meetings, Title I Advisory meetings, School Site Council (SSC), and other parent meetings. District and school-level parent involvement policies are annually evaluated and reviewed for revision to ensure that the policy is up-to-date and is being carried out. The Board of Education approves changes to Board Policy and Administrative Regulations annually. School and district policies are distributed through the annual notification. The District and school sites regularly send commutations to families and staff about safety updates, operational updates, curricular updates, and special events. The District and schools also maintain websites with information on-demand.	Based on national and local trends, a primary focus of improvement for BUSD has been creating a more inclusive and diverse school community and culture. For the past three years, BUSD has been building partnerships around Diversity, Equity, and Inclusion (DEI). Parents, staff, and administration have participated in discussions, in-services, and implementation of new practices and supports for students. The work in DEI will continue with an advisory group of diverse parents and staff. As well as work with consultants, site leaders, and administrators. This will still need more attention to ensure practices become part of our school culture and foundational beliefs as we shift our focus to the classroom and student outcomes. Parents will be encouraged to participate in governance at the school and District levels. Parents will be encouraged to participate in the SSCs, ELACs, DELACs, the PTAs, and Fundraising Committees at schools. The District will utilize a robust parent volunteer program to continue to provide parents opportunities to be involved in their child(ren)’s school by providing a variety of volunteer activities.	BUSD will leverage the existing committees and structures in place to improve engagement for these families. BUSD has committed resources to make sure translation is available and provided for district communications. Advisory panels and new committees have been prescriptive in requiring students and parents as members. The LCAP advisory group will now specifically include English-learner parents and students as part of the core members attending meetings.  Schools also have English learner point persons and Special Education point persons who make it a priority to reach out and involve underrepresented families.	All school sites and the District hold the required number of meetings for English Learner Advisory Committee (ELAC), District English Learner Advisory Council (DELAC), and School Site Council (SSC). Agendas are posted. Minutes are taken. Two Federal Program Monitoring (FPM) reviews (February 2018 and November 2021) had not found any issues with governance and decision-making procedures.  The district's LCAP is updated annually and goes through a rigorous process to share information and gather input from educational partners. This includes seeking input from Teachers, Principals, Administrators, Classified Personnel, the Burbank Teachers Association, the California State Employees Association, parents, and students. The District's website advertised the dates of the meetings and the presentations that contained the content of the meetings including metrics, action items, and the budgeted expenditures. Electronic invitations were sent to the entire Burbank school community including all administrators and staff, all parents, and high school students. The general public had access to information from the BUSD website and BUSD eNEWS which is sent to the general public. All materials presented at the LCAP committee meetings were translated into Spanish and Armenian, including presentations, the budget, and all handouts. Additionally, every General Parent/Community Committee meeting was live-streamed on Zoom. The videos for each meeting were then posted on the district website, along with all the materials (presentations, budget, and handouts).	Annual surveys are distributed to all parents, students, and families. BUSD has reviewed the surveys to ensure we are collecting relevant and accurate data when it comes to participating in decision-making and gathering input from educational partners. Additionally, we will also focus on utilizing our parents and students who participate in advisory groups as focus groups for gathering and soliciting qualitative data about programs and initiatives. Areas of focus are social-emotional learning and emergency communications. An emphasis on providing timely and transparent communication to parents will be incorporated into all communications but especially regarding events or situations in which there is uncertainty amongst the school community. School community feedback indicates they would like more clarity on pressing issues at their school or within the district.	Parents and District staff partner with one another to build capacity. Schools offer training to parents to understand District and school academic initiatives and to provide parents with opportunities to learn how to support learning in the home, the California School Dashboard, and graduation requirements. The engagement of underrepresented families is addressed in multiple ways.  These ways include specific outreach to families by designated personnel in areas where underrepresented families are concentrated, through surveys at the district, school, and program levels, governance committees, and through site parent meetings.	4	4	3	4	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
19643450000000	Castaic Union	3	We provide multiple opportunities throughout the year for parents to be involved in their child's school community.  Examples include Back to School Night, Open House, Conferences, STEM Nights, GATE Nights, ELAC/DELAC Nights, Literacy Nights, Book Fairs, PTA Events, and more.  We also survey parents each spring to gather their input about their child's school experience and district experience.  Our district uses the program/ App Parent Square to communicate with parents via text, email and phone calls.  Parent Square will translate messages into the parent's home language.  The school sites and district office send weekly emails to parents to keep them informed.	Some parents have expressed that the schools do not value their input or participation.  Since the reopening of schools from COVID, we have been working to create more opportunities for parents to volunteer and be an included partner on campus.	We are working to increase the participation of our underrepresented families in school and district programs by making personal phone calls in their home language to invite them to events and meetings.  When possible, we are providing hands-on student learning experiences during the parent engagement meetings.  We are selecting topics relevant to parent needs and providing resources to the families.	Each fall, parents and students meet with their teacher to discuss progress towards state standards and set goals for the school year.  Teachers send home progress reports and report cards three times per year.  Districtwide assessment results are sent home 3 times per year.  Parents are surveyed and invited to participate in site and district meetings to share input.  These meetings include but are not limited to:  School Site Council Meetings, ELAC/DELAC Meetings, PTA Meetings, LCAP Stakeholder Meetings, Parent Advisory Committee Meetings and GATE Family Meetings.	Our focus this year will be on educating parents on ways they can help support their child at home and reinforce what is being learned in school both academically and social-emotionally.  Whenever possible, we want to provide support for in home learning, such as books, manipulatives and access to technology when appropriate.	We plan to continue to reach out personally to our underrepresented families and offer opportunities to build partnerships and improve student outcomes.  In addition, we are continuing to provide after school tutoring in the communities that serve these students.  We are also providing a variety of after school learning opportunities free of charge to all students, but giving priority registration to our underrepresented families.	We provide multiple opportunities throughout the year for parents to give input and help with decision making.  Parents can participate at the site level in school surveys, School Site Council, PTA, PAC, ELAC and opportunities to ask questions and give input directly to the site administrator.  As the district level, parents can participate in district surveys, DELAC Meetings, LCAP Stakeholder Meetings, Parent Advisory Committee Meetings and district board meetings.	This year our focus will be in increasing participation from all our educational partner groups in our LCAP planning, as we will be writing a new three year plan.  We want all voices to be heard.  We will be providing a variety of opportunities for all groups to participate in the process.	We plan to continue to reach out personally to our underrepresented families and offer opportunities provide input in the decision making process.  We are going to be strategic in the locations of our meetings to increase participation from our underrepresented families.	5	5	4	5	5	4	5	5	5	4	5	4	Met		22JUN2023	2023
19643520000000	Centinela Valley Union High	3	According to the California School Parent Survey (CSPS), 92% of parent respondents agree or strongly agree that CVUHSD staff treat parents with respect. Additionally, 90% of parent respondents agree or strongly agree that our schools encourage parents to be active partners with the school in educating their children. Indeed, this is an area of strength for the District, accomplished most notably through the continued implementation of fully staffed Parent Centers. Having maintained, for a fifth year, the provision of a highly qualified Translator/Interpreter at each school site is a testament to the District’s efforts to ensure that language is not a barrier to building relationships with our families.  Together, these positions continue to help increase opportunities for families to engage in events at the school site where parents can learn more about the academic expectations for and progress of their students and educators can learn more about each family’s strengths, cultures, languages, and goals for their children.  Such opportunities include Coffee with Staff (Principal, Counselors, Safety Officers, etc.), Back-to-School Night, Grade-Level Parent Meetings, and AVID and Academy Nights. Additionally, we made progress in improving our engagement of underrepresented families by implementing our growth goal identified last year of expanding our District African American Parent Advisory Council (AAPAC) to include school site specific meetings on a quarterly basis.	The District will continue to refine the systematized data collection processes for parent engagement and education opportunities to more accurately conduct a year-to-year analysis, and to increase sustained parent interest and participation in parent engagement opportunities at the district level. We will also focus improvement efforts in this area on more strongly marketing our CV Family Academy in order to more strategically empower families and engage them in their students’ education and our school communities at large. The District’s goal is to ensure equitable engagement of families in this program, specifically those families who are historically underrepresented in current family engagement efforts. The continued growth of site-based African American Parent Advisory Council (AAPAC) meetings - in addition to site-specific English Learner Advisory Committee (ELAC) meeting, and School Site Council (SSC) meetings - will continue to be an area for improvement. Ultimately, the District will focus improvement efforts on ensuring more equitable cultural representation at parent meetings and events throughout the school year.	One strategy the District will use to improve engagement of underrepresented families is to leverage implementation of the Community Schools model (through our Community Schools Implementation Grant) to increase family connectedness to our schools and their resources. This will include the addition of a Community Schools Site Coordinator who will work in collaborating with the Parent Liaisons at each school site to manage and lead the development of a full service community school, including assessment of the school community’s needs and assets, coordination of all student and family support services, and development of resources and partnerships. We will also continue to convene and grow the districtwide African American Parent Advisory Council (AAPAC), the ultimate goal of which is to give African American families a voice as we continue to work together on equitable outcomes for African-American students. As another means of increasing participation of underrepresented families, the District will include DELAC parents in developing DELAC and ELAC agendas to ensure high interest topics, and revise our District parent survey to increase input and to improve feedback. Additionally, our Parent Liaisons and site administrators will continue to engage families in parent education and engagement efforts, such as participation in the California Association of Bilingual Education (CABE) Conference (during the 2022-23 school year, 12 parents attended along with staff).	The District’s strength in this area lies in the provision of multiple opportunities through community partnerships for families to engage in meaningful opportunities to gather information and resources to support student learning.  Through the Parent Centers, the District offered the following family engagement options: Parent Teacher Organizations (PTO/PTSO); Coffee with Staff (Principal, Academies, EL support, Counselors, etc.); PowerSchool workshops; referrals to outside community services; basic computer skills support, and; financial aid workshops. All parents are invited to attend the District Parent Advisory Council (DPAC) and LCAP and Community Schools Educational Partner Input meetings.  Another strength for the District in this area is in relation to providing families with information and resources to support student learning and development in the home.  Through the California School Parent Survey we learned that parents want increased opportunities to gain knowledge about how to better help their children continue the learning process at home.  This year, 74% of parent respondents agree or strongly agree that teachers communicate with parents about what students are expected to learn in class (an increase from 72% the prior year). The District’s engagement with parent education organizations Grupo Crecer and Factor - both deemed highly effective and valuable by parent participants - continues to support the District’s progress in providing families with information and resources to support student learning and development in the home.   Finally, the District has continued to leverage its relationships with our partner districts to increase awareness about CVUHSD among elementary and middle school families. This year, each school site hosted a Saturday High School Priority Enrollment Fair where prospective students and their families explored our CTE pathway programs, athletics and club offerings, and engaged in hands-on activities.	In order to increase our focus on building partnerships with families in direct service of student outcomes, the District has revised its family engagement action within our Local Control & Accountability Plan (LCAP) to emphasize connection to the student Graduate Profile. The new language states that school site Parent Liaisons will  “also engage families in making explicit connections between students' educational experience in CV and student outcomes identified in the District's Graduate Profile.” The District will focus on providing more parent education workshops that include critical information for supporting their students’ preparations for college and/or career. This is in direct response to the need to increase the percentage of parent respondents who indicate that their child’s school is providing information on how to help their child plan for college or vocational school (54% of parent respondents indicated their child’s school is doing this very well). Additionally, the District will continue to partner with parent education organizations (Grupo Crecer and Factor) to provide parents with multiple opportunities to attend a series of workshops that will support them with a wide range of parenting resources and skills.	First, language in the District’s LCAP has been revised to emphasize the need for the CV Family Academy to “provide families with meaningful and culturally responsive family engagement opportunities and parent education workshops focused on supporting students' academic progress and mental health.” To support the efforts of the Family Academy to better engage our underrepresented families, the District will continue to implement the districtwide African American Parent Advisory Council (AAPAC) which successfully convened for two meetings this school year to address academic and social-emotional needs specific to our African American students. Additionally, the District will continue to implement site-based AAPAC meetings throughout the school year. This practice was initiated this year, and was highly valued by parents. Finally, through our Community Schools planning efforts, the District will seek more in-depth input from underrepresented families about how the District can better support and engage them in service of improving the academic outcomes of their students.	The number of parents responding to the California School Parent Survey decreased slightly from 1,166 in 2021-22 to 1,057 in 2022-23, while the number of parents participating in family engagement opportunities increased from 6,855 to 14,776. Additionally, the number of volunteers (685) surpassed pre-pandemic numbers (498), something which the District considers a significant success. Even more notable, the number of family engagement participants (16,023) significantly increased from last year’s number (14,776), which was already more than double the number of pre-pandemic participants, due to leveraging both in-person and digital means of engaging families. In relation to seeking input from parents/guardians in school and district decision making, the following are key findings from the 2022-23 California School Parent Survey: 79% of parent respondents agree or strongly agree that CVUHSD schools actively seek the input of parents before making important decisions (an increase of 4% from 75% in the 2021-22 school year); 88% of parent respondents agree or strongly agree that they feel welcome to participate at our schools (an increase of 4% from 84% in the 2021-22 school year), and; 90% of parent respondents agree or strongly agree that they are encouraged to be an active partner with CVUHSD schools in educating their children (an increase of 2% from 88% in the 2021-22 school year).	The CSPS showed that 88% of parent respondents agree or strongly agree that they feel welcome to participate at CVUHSD schools (an increase of 4% from 84% in the 2021-22 school year). One significant highlight is that 37% of parent respondents attended at least one Parent-Teacher Organization (PTO) meeting, (an increase of 10% from 27% in the 2021-22 school year). However, only 9% of parent respondents served on a school or district committee (though this is an increase of 2% from 7% in the 2021-22 school year). Though the District has continued to focus on institutionalizing our Parent Teacher Organizations (PTO/PTSO) and including those groups in the District Parent Advisory Committee (DPAC), we will continue to strengthen efforts to close this gap between parents’ feeling that they are welcome to participate in our schools and their actual participation through stronger implementation of the CV Parent Academy, with the intent to exert their agency as critical educational partners in our decision making processes. Additionally, our percentage of parents responding to the LCAP and Community Schools Survey, upon which we rely heavily for family input, has somewhat decreased in the past year. Therefore, efforts to increase survey engagement are critical.	In an effort to ensure as close to 100% of families as possible engage in the LCAP and Community Schools Survey, the District will embed the survey questions in our InfoSnap enrollment system. This will ensure that as new families enroll and returning families confirm their continued enrollment and make updates to their information, they respond to this survey which is critical to District decision-making. Last year, the District initiated a districtwide African American Parent Advisory Council (AAPAC) under the leadership of our Assistant Superintendent of Diversity, Equity, and Inclusion to draw more African American parents to our schools for active participation opportunities. Moving forward, the District will utilize both the District and site AAPACs as a critical parent advisory groups in regard to garnering input for the District’s strategic plan through continued engagement in LCAP input sessions. Finally, we will also continue to provide opportunities for parents to access meetings through Google Meet, not just in person, as this flexibility has proven valuable to our most underrepresented families.	4	4	4	4	3	4	3	3	4	4	4	4	Met		21JUN2023	2023
19643520128488	Family First Charter	3	The school engaged in a continuous self-reflective process that included the analysis of data (survey, focus group, anecdotal) to examine the current program strengths that support positive and sustainable relationships between school staff and families. 90% of students who completed the annual student survey stated that the school creates a positive trauma-informed climate where students and community members feel safe, trust is established, collaboration occurs, and overall student needs are being met.	The school is engaged in a constant and on-going process to better serve our student populations through effective and data-driven student supports through our Student Services department known as our Re-Entry department.  We plan to increase data-collection cycles and provide more pathways for voices for our students.	The school is engaged and committed in providing whole student services and supports to underrepresented student groups by offering robust support programming through our Student Services department that meets the needs of our students.  Such services include job placement, college and career-counseling, and parent support groups for our justice involved students ages 18-24.	Our school provides in-depth student services that help the whole student. Student support services, including response to intervention (RTI), academic counseling and support for equal access, personal counseling, college/career preparation support, and health services.  Strategic partnerships have been established with multiple agencies including America's Job Center of California to better serve all students. The student support team has grown in numbers to provide an exhaustive list of services that support students.	Develop a process to gather qualitative data to measure the alignment between student support services and academic success. Once the tool is developed and data is collected, the outcomes will be used to identify strategic partnerships that support and increase student outcomes. Currently, the school has developed a workgroup to plan and implement this project.	A needs assessment is conducted and the data is evaluated to determine how effectively we are in supporting student success. The data gathered also allows us to identify gaps in student and community representation and engagement. The data is then used to target specific partnerships. The needs assessment takes place through survey distribution to students and or participants at different intervals of service. Additionally, anecdotal notes are taken during advising and counseling sessions. The student support team meets weekly to analyze data and adjust programming needs or implementation to meet the diverse needs of our student population. Potential partnerships are also identified.	Currently, the school uses surveys and data collection tools to make the best-informed decisions regarding our student population. Stakeholders at every level participated in the continuous reflective process through formal discussion (focus groups), surveys (mid-semester and annual), professional learning communities, and professional development.	Continue and expand the current method to collect stakeholder feedback by increasing the distribution of surveys from annually to bi-annually. Additionally, the school will launch a student advisory board to ensure that students have a concrete voice in decision-making.	The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by building strategic partnership with neighboring agencies that support the targeted populations. Additionally, the school will increase support for English Language Learners (ELL) inside the correctional facilities to support this underrepresented population as identified through data analysis. Targeted professional development for teachers in the area of ELL will also help to increase the engagement of underrepresented populations.	4	4	4	2	4	4	4	4	5	5	5	5	Met		13JUN2023	2023
19643520128496	New Opportunities Charter	3	The school engaged in a continuous self-reflective process that included the analysis of data (survey, focus group, anecdotal) to examine the current program strengths that support positive and sustainable relationships between school staff and families. 90% of students who completed the annual student survey stated that the school creates a positive trauma-informed climate where students and community members feel safe, trust is established, collaboration occurs, and overall student needs are being met.	The school is engaged in a constant and on-going process to better serve our student populations through effective and data-driven student supports through our Student Services department known as our Re-Entry department.  We plan to increase data-collection cycles and provide more pathways for voices for our students.	The school is engaged and committed in providing whole student services and supports to underrepresented student groups by offering robust support programming through our Student Services department that meets the needs of our students.  Such services include job placement, college and career-counseling, and parent support groups for our justice involved students ages 18-24.	Our school provides in-depth student services that help the whole student. Student support services, including response to intervention (RTI), academic counseling and support for equal access, personal counseling, college/career preparation support, and health services.  Strategic partnerships have been established with multiple agencies including America's Job Center of California to better serve all students. The student support team has grown in numbers to provide an exhaustive list of services that support students.	Develop a process to gather qualitative data to measure the alignment between student support services and academic success. Once the tool is developed and data is collected, the outcomes will be used to identify strategic partnerships that support and increase student outcomes. Currently, the school has developed a workgroup to plan and implement this project.	A needs assessment is conducted and the data is evaluated to determine how effectively we are in supporting student success. The data gathered also allows us to identify gaps in student and community representation and engagement. The data is then used to target specific partnerships. The needs assessment takes place through survey distribution to students and or participants at different intervals of service. Additionally, anecdotal notes are taken during advising and counseling sessions. The student support team meets weekly to analyze data and adjust programming needs or implementation to meet the diverse needs of our student population. Potential partnerships are also identified.	Currently, the school uses surveys and data collection tools to make the best-informed decisions regarding our student population. Stakeholders at every level participated in the continuous reflective process through formal discussion (focus groups), surveys (mid-semester and annual), professional learning communities, and professional development.	Continue and expand the current method to collect stakeholder feedback by increasing the distribution of surveys from annually to bi-annually. Additionally, the school will launch a student advisory board to ensure that students have a concrete voice in decision-making.	The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by building strategic partnership with neighboring agencies that support the targeted populations. Additionally, the school will increase support for English Language Learners (ELL) inside the correctional facilities to support this underrepresented population as identified through data analysis. Targeted professional development for teachers in the area of ELL will also help to increase the engagement of underrepresented populations.	4	4	4	2	4	4	4	4	5	5	5	5	Met		13JUN2023	2023
19643780000000	Charter Oak Unified	3	As one of the District's Pillar of Success, strengthening relationships between school staff and families will always be the core of what we do.  The District continues to build capacity of administration to build trusting relationships with families through principals' meetings and leadership meetings.  In both formal and informal settings, principals work with their staff on how to best continue building and maintaining strong relationships with families.  The District's strength in this area is evident by the ongoing, and various forms, of communication that happen through mailers, text messaging, Edlio, class dojo messages and/or bulletins.	The District's focus area is to have parents be involved, as much as possible, with the school.  This would be to continue to invite all families and community members to events and meetings on campus with substantial prior notice.	The District aims to enhance the engagement of underrepresented families, as identified during the self-reflection process, by focusing on improving relationships between school staff and these families. This initiative is rooted in the analysis of educational partner input and local data. The key strategies to achieve this goal include ensuring that language barriers are addressed effectively by offering translation and interpretation services, as well as bilingual staff, to accommodate families whose primary language is not English, and establishing a comprehensive community outreach program to actively engage underrepresented families in school events, meetings, and activities.	The District demonstrated several strengths in building partnerships with families to support student outcomes and to better support the needs of their students. This was accomplished through the expansion of the counseling department.  The department grew by 3 additional counselors to provide direct support to students social and emotional needs, college preparedness, and digital/social media safety.  Schools provided a variety of means to connect families to their students' education, including virtual tutorial/office hour times, parent meetings, and school-wide events.	The District has identified the following focus areas for improvement in Building Partnerships for Student Outcomes professional development and equity and inclusion.  Recognizing the importance of professional development for educators and staff in building effective partnerships, the District aims to provide training and support to equip them with the skills and knowledge necessary for successful collaboration with external partners. In addition, the District is committed to promoting equity and inclusion by ensuring that all students have equal access to partnerships and resources, regardless of their backgrounds or circumstances.	The District  is committed to improving the engagement of underrepresented families by having community liaisons for underrepresented families who can serve as bridges between families and educational partners, ensuring that the voices and concerns of these families are heard and addressed. In addition, the District will establish a feedback mechanisms that allow underrepresented families to provide input on partnership offerings, express their needs, and evaluate the effectiveness of existing collaborations.	Based on feedback given by school staff and families, the District's current strength are engaging partnerships with families, staff and community members to seek input on various programs and budgetary expenses. The District has a variety of committees/platforms for engagement opportunities for families and staff members. Surveys are also sent out to gather input and feedback from our educational partners.	Based on the analysis of educational partner input and local data, the District aims to improve its capacity to collect, analyze, and utilize data effectively to inform decisions. This involves developing systems for data collection, reporting, and analysis that can inform policy and program development.	Based on the analysis of educational partner input and local data, the District is committed to improving the engagement of underrepresented families in the context of Seeking Input for Decision-Making by empowering underrepresented parents and families to actively participate in decision-making by providing training and support to build their confidence and skills in engaging with the District.	4	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
19643940000000	Claremont Unified	3	Overwhelmingly, our educational partners felt that our schools, as well as the District Office, are welcoming, which is crucial in building relationships between school staff and families.  Both the district and school sites offer trainings, committee opportunities, and provide resources on building trusting and respectful relationships with families.  CUSD offers a wide variety of workshops throughout to engage families.  These workshops include the Parent Institute for Quality Education (PIQE), Social Emotional Learning, Attendance Awareness, College Awareness, Community Resource Meetings, and Family Literacy.  We also provide opportunities for parents to attend Parent Leadership Conferences.  Claremont Unified continues to partner with the Claremont Educational Foundation, Tri-City Mental Health, and South Coast Community Services, among others to help build capacity.  The school district also utilizes many tools to communicate with its educational partners such as Peachjar, Blackboard, Remind, Canvas, and Class Dojo.  There are numerous ways for families to receive information such as email, text, phone, or flyers.  Our district also offers opportunities for the public to express needs and concerns as well as offer suggestions for any changes or adaptations that need to be made.	There are several areas we have identified as areas of improvement for building relationships between school staff and families.  While we offer many options for our educational partners to receive information, it was expressed that families are frequently overwhelmed with information and sometimes have difficulty separating the site information from district and community information.  Most, but not all, educational partners felt that they have seen more communication in both English and Spanish.  We have identified two-way communication as an area for improvement. Our educational partners also felt that communication can often be one-sided and many times there are insufficient opportunities to respond.  This can cause people to be reactive in situations rather than proactive.  Another area for improvement will be to continue to offer more trainings centered around cultural diversity and culturally responsive teaching.  In addition, families would like to see more parent engagement opportunities at the secondary level.	Based on the analysis of the feedback received from our educational partners, we are working closely with our school sites to improve engagement of our underrepresented families with respect to building relationships between school staff and families in the following ways.  We will provide more timely communication with our families through site communications (Principal’s Weekly Newsletter, Peachjar, Blackboard, Remind, Canvas, and Class Dojo, etc.).  Our secondary sites will continue to explore ways to increase opportunities for parent engagement.  Our Senior Liaison of Youth and Family Services has planned additional workshops and will be reaching out personally to our underrepresented families regarding these opportunities.  Additionally, our Educational Services Department will continue to offer workshops to certificated and classified staff on cultural diversity and culturally responsive teaching, along with other topics based on input from the District Equity Advisory Council.	As before, our educational partners felt that both the district and school sites work hard at building partnerships for student outcomes.  This is demonstrated through the use of additional communication tools as well as the numerous workshops and trainings offered at both the district office and school sites.  Families have opportunities to partner on committees such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and Title I.  CUSD also has strong partnerships with the Claremont After-School Program (CLASP) and the Claremont Educational Foundation (CEF) as well as other community partnerships to support student outcomes.  Our educational partners felt that CUSD is very accommodating to families, and that a huge strength in building partnerships for student outcomes is our Senior Liaison of Youth and Family Services who works tirelessly to reach out and engage families.	An area of focus for improvement in building partnerships for student outcomes continues to be working to engage our underrepresented families.  CUSD appreciates feedback, but we realize that if a family is disengaged, the district does not receive their feedback.  Our site administrators are focusing on reaching out to all their families in multiple languages via various communication tools and site activities.  Our Senior Liaison of Youth and Family Services will continue to personally reach out to our underrepresented families to increase their comfort level with the district and in turn, site personnel.  In 2023-2024, CUSD will hire a Youth and Family Services Liaison, who, in conjunction with our Senior Liaison of Youth and Family Services, will serve as a liaison for students identified as foster youth and/or homeless youth attending school in the Claremont Unified School District and act as liaison between the school district, parents, schools and the community.	Based on the input from our educational partners, several suggestions/recommendations emerged to improve engagement or our underrepresented families with respect to building partnerships for student outcomes.  These include:  1) Survey families to determine what type of school events they would be interested in attending, 2) Host informational forums in their area (within walking distance), and 3) Provide mailers and trainings in multiple languages so that all families have access.  These suggestions will be considered in 2023-2024.	Again, our educational partners felt that both CUSD and school sites work hard at building partnerships with our families with respect to seeking input for decision-making.  Although most committees are advisory in nature, the feeling among our educational partners is that most of these committees such as LCAP, ELAC, SSC, DELAC, PFA, CPFA, and Title I, are decision making committees and play an important role in the decision-making process.  However, as stated previously, only partners providing feedback and making decisions are those that are engaged.	An area of focus, based on input from our educational partners, for improvement in seeking input for decision-making will be to engage more underrepresented families and foster parent leaders on our campuses.  Our District Senior Liaison of Youth and Family Services has worked hard to provide more parent workshops and activities in order to involve more schools in some of the activities that are happening at other sites.  In 2022-2023, we offered workshops both in-person and virtually which helped to increase engagement and provided options for ways to engage.  This will be continued in 2023-2024 and include such topics as UC/CSU A-G requirements, college and career readiness, social emotional and mental health, anti-drug/vaping, school attendance, parenting, Parent Institute for Quality Education (PIQE), IB Middle Years Information, financial wellness, addiction, suicide prevention, and physical wellness.	The ways we will work to improve the engagement of underrepresented families with respect to seeking input for decision-making are much the same as with the previous two areas.  Our site administrators are focusing on reaching out to all their families via various communication tools and site activities and offering the opportunity to attend virtually.  Our Senior Liaison of Youth and Family Services will be personally reaching out to our underrepresented families to increase their comfort level with the district and in turn, site personnel.  The addition of the Youth and Family Services Liaison will provide additional assistance in coordinating a variety of programs, committees, activities, and workshops.  These methods of outreach are good protocols for increasing parent engagement in general.	4	4	3	4	3	4	4	3	4	4	4	4	Met		26JUN2023	2023
19644360000000	Covina-Valley Unified	3	"Covina-Valley Unified School District (C-VUSD) places a strong emphasis on building trusting relationships with parents and guardians. Here are some concrete examples of how they achieve this:  Parental Involvement Opportunities: C-VUSD offers numerous opportunities for parents and guardians to engage with their child's school actively. This includes participation in advisory committees, PTAs, booster clubs, attendance at special events and family nights, as well as involvement in extra and co-curricular activities. Additionally, parents and guardians are encouraged to volunteer and are welcome to become involved in the formal education of their students. These opportunities foster a sense of community and partnership between the school and parents.  Parent-Teacher Conferences: Parent-teacher conferences indicate a commitment to one-on-one communication between educators and parents, allowing for a deeper understanding of student's progress and needs.  Informal Meetings and Presence of Leadership: ""Coffee with the Principal"" and the principal's presence at drop-off zones demonstrate an effort to create informal settings where parents can interact with school leadership. This helps establish a welcoming atmosphere and encourages open dialogue.  Digital Communication: C-VUSD utilizes technology for communication with families. Video updates from the Superintendent and virtual Town Hall meetings show a commitment to transparent and ongoing communication. This approach allows parents to stay informed about district-wide initiatives and developments.  Feedback Collection: C-VUSD values input from parents and guardians and actively seeks it through various means, such as in-person and virtual advisory meetings, surveys, emails, and phone calls. This feedback loop ensures that the district can address concerns and make improvements based on the community's input.  Language Accessibility: C-VUSD makes every effort to communicate with parents and guardians in their primary language. Providing information in multiple languages ensures that language barriers do not hinder communication and engagement.  Access to Information: The district uses technology to provide families with easy access to school information through its website, mobile app, mass communication tools, and social media. This demonstrates a commitment to keeping parents informed and engaged in their child's education using modern communication channels.  Overall, C-VUSD's approach to building trusting relationships with parents and guardians is comprehensive, inclusive, and responsive to the needs of its diverse community. This commitment to engagement and communication contributes positively to the overall educational experience of students within the district."	Covina-Valley Unified School District (C-VUSD) has identified a key focus area for improving relationships between school staff and families. This focus area centers on targeted outreach to underrepresented student and family populations.  The identified improvement efforts include: School-Community Liaisons: C-VUSD recognizes the need for dedicated school-community liaisons who can act as a bridge between the school and underrepresented families. These liaisons will facilitate communication and support, ensuring families have a direct and accessible point of contact within the school system.  Empowering Underrepresented Families: The district aims to empower underrepresented families by providing them with agency. This empowerment can be achieved through initiatives encouraging active participation in their child's education and the school community.  Parent Education Opportunities: C-VUSD intends to offer additional parent education opportunities. These programs can equip parents with the knowledge and resources needed to support their children's educational journey effectively.  C-VUSD's focus on improvement in building relationships between school staff and underrepresented families centers on efforts aimed at fostering stronger connections and engagement within the underrepresented student and family populations.	Covina-Valley Unified School District (C-VUSD) has outlined specific steps to improve the engagement of underrepresented families:  Additional School, Family, and Community Outreach Liaisons: C-VUSD recognizes the importance of dedicated staff members to facilitate engagement. To this end, they plan to add School, Family, and Community Outreach Liaisons at additional school sites and the Health and Wellness Center. These liaisons will serve as a vital link between the school, underrepresented families, and the community. Their responsibilities include communicating with families, collaborating with community agencies, and working with the school to enhance positive attendance, behavior, academics, and family engagement.  Support for Parent Education and Family Events: C-VUSD leadership will play a role in scheduling and providing parent education opportunities, organizing family events, and facilitating parent informational meetings. These initiatives will empower underrepresented families with knowledge and resources to actively participate in their children's education.  Continued Resource Allocation: C-VUSD acknowledges the importance of ongoing support for teachers and staff in building trusting and respectful relationships with families. To this end, the district commits to seeking additional resources to share with educators. These resources will likely include training, guidance, and best practices to ensure that staff members can effectively engage with underrepresented families.  C-VUSD's plan to improve the engagement of underrepresented families involves the addition of dedicated liaison staff, who will focus on communication, collaboration, and empowerment. Additionally, the district will continue to invest in resources to help school staff build strong and respectful relationships with these families. These initiatives are aimed at fostering a more inclusive and supportive educational environment.	"Covina-Valley Unified School District (C-VUSD) demonstrates several strengths and notable progress in building partnerships for student outcomes.  Inclusive Engagement: C-VUSD emphasizes the inclusion of all voices, with a commitment to ensuring that parents, teachers, and students are actively engaged. This inclusive approach fosters a sense of collaboration and shared responsibility for student success.  Diverse Advisory Committees: The district has established a range of advisory committees at various levels, including School Site Councils, English Learner Advisory Committees, District Advisory Committees, District English Learner Advisory Committees, the LCAP Advisory Committee, and oversight committees. These platforms allow parents and students to participate in decision-making processes related to school programs and policies.  Regular Parent Meetings: C-VUSD recognizes the importance of regular parent meetings to discuss student progress, individual performance, attendance, and post-secondary plans. This ongoing communication strengthens the partnership between schools and families in supporting student growth.  Parent Education Programs: The district actively encourages parents to support their children's learning at home by offering parent education programs such as the Parent Institute for Quality Education (PIQE) and site-based parent academies. These programs equip parents with the knowledge and skills to contribute effectively to their child's education.  Legal Rights and Advocacy Support: C-VUSD goes beyond academics by assisting families in understanding and exercising their legal rights. Providing access to information about rights and responsibilities, trained staff to guide parents on advocacy, and translation services demonstrates a commitment to empowering families to advocate for their children effectively.  Alignment with Mission: The district's mission statement, ""Educational Excellence for Every Student, Every Day,"" underscores its commitment to building partnerships with students and families. This alignment ensures partnership-building is fundamental to the district's mission and vision.  Overall, C-VUSD's strengths and progress in building partnerships for student outcomes reflect a comprehensive and inclusive approach to engagement. The district actively works to enhance student success and family involvement in the educational journey by involving all educational partners and providing support and resources."	Broadening Parent Education Opportunities: C-VUSD recognizes the need to expand and enhance parent education opportunities. This focus area aims to engage families more deeply in their student's academic life and outcomes. The district seeks to empower families with the knowledge and resources to actively support their child's educational journey by offering parents a more comprehensive range of educational opportunities. This emphasis on parent education aligns with the goal of fostering stronger partnerships between the district, schools, and families to improve student outcomes.	Covina-Valley Unified School District (C-VUSD) has outlined a plan to improve underrepresented families' engagement in building partnerships for student outcomes.  Additional Educational Resources: C-VUSD will provide underrepresented families with additional educational resources. These resources will be aimed at equipping families with the tools and knowledge necessary to engage with the school and actively support their student's academic achievement.  Parent Education Topics: The district plans to focus on specific parent education topics identified from input, including:  Increasing Awareness of Resources: Providing information to parents about the resources available to enhance student achievement. This includes informing families of support services, academic assistance programs, and community resources.  Elevating College Readiness: Preparing students and their families for the college application process and highlighting the importance of early college readiness.  Post-Secondary Planning: Assisting families in understanding and planning for post-secondary education options, such as vocational training, college, and career pathways.  CTE Pathways and Courses: Increasing information to parents regarding the district's Career and Technical Education (CTE) pathways and courses. This will involve educating families about the various vocational and skill-building opportunities available to students within the district.  By addressing these key areas, C-VUSD aims to empower underrepresented families with the knowledge and resources needed to engage with their child's education actively, make informed decisions about post-secondary pathways, and take advantage of CTE opportunities, ultimately contributing to improved student outcomes and success.	Covina-Valley Unified School District (C-VUSD) demonstrates several strengths and notable progress in seeking input for decision-making.  Inclusive Participation: C-VUSD actively engages parents and guardians in decision-making processes through a variety of avenues, including advisory committees, parent-teacher organizations, and other school and district programs. This inclusive approach ensures that diverse voices from the school community are heard and considered in decision-making.  Compliance and Representation: All C-VUSD schools have established School Site Councils (SSCs) and English Learner Advisory Committees (ELACs) and meet compliance requirements for these advisory groups. Additionally, representation on the District English Learner Advisory Committee (DELAC) is achieved across all schools, emphasizing the commitment to inclusivity.  Outreach to Underrepresented Groups: C-VUSD employs multiple strategies to reach and seek input from underrepresented groups within the school community. This proactive approach reflects a dedication to ensuring that all educational partners have the opportunity to participate in programs and advisory committees.  Language Accessibility: The district provides interpretation and translation services, enabling parents to engage in educational programs and communicate with school staff fully. Offering feedback tools in languages other than English further ensures that all parents have the opportunity to provide valuable input.  LCAP Advisory Meetings: C-VUSD holds regular Local Control Accountability Plan (LCAP) Advisory Meetings beyond the school level. These meetings involve parents, teachers, administrators, and students, comprehensively representing the district community. The openness, accessibility, and notifications of these meetings promote transparency and inclusivity.  Educational Partner Surveys: The use of educational partner surveys multiple times throughout the year reflects a commitment to gathering feedback regularly. These surveys provide a structured mechanism for educational partners to express their opinions and inform decision-making processes.  Overall, C-VUSD's strengths and progress in seeking input for decision-making demonstrate a comprehensive and inclusive approach to governance. The district's commitment to transparency, representation, and accessibility contributes to informed and collaborative decision-making processes that benefit the entire school community.	Enhancing Communication and Input from Families of English Learners: C-VUSD recognizes the need to strengthen communication and input mechanisms with families of English learners. The district aims to leverage the existing English Learner Advisory Committees at all school sites and the District English Learner Advisory Committee to facilitate greater engagement and input from these specific groups. This focus area underscores the importance of inclusivity and ensuring that the voices of English learner families are actively heard and integrated into the decision-making processes.	To improve the engagement of underrepresented families, particularly the families of English learners, the Covina-Valley Unified School District (C-VUSD) has outlined a plan to increase resource sharing. C-VUSD will proactively seek out relevant resources to be shared during leadership, principal, counseling, and community outreach liaison meetings. These resources will be designed to improve the engagement of underrepresented families, specifically focusing on families of English learners.  By providing these resources, the district aims to empower underrepresented families with the information and support they need to actively participate in decision-making processes and ensure their voices are heard in shaping educational policies and programs. This proactive approach aligns with C-VUSD's commitment to inclusivity and engagement.	4	4	4	4	4	4	4	4	5	5	5	4	Met		26JUN2023	2023
19644440000000	Culver City Unified	3	Families note our schools are welcoming environments. We are working to streamline communication in order to continue and expand positive relationships. In order to expand our practices, we will be implementing a centralized app for communication with families that will optimize communication and grow positive relationships.	Our focus area is to support language justice through the addition of a communication app that will provide translation for families, which will support positive relationships between staff and families.	Upon reflection and input from many groups including DELAC, LCAP PAC, and the EAC we are supporting sites with community assistants to support outreach for unduplicated pupils. Our attendance data will be targeted as an area that will be targeted for support.	The Equity Advisory Council is a strong group that advocates for student achievement through deep data analysis and supports the development of new partnerships.	The LEA is adding more educational partner groups to support student outcomes. There will be an addition of a Hispanic/Latinx Family Council and a Black Student Family Council.	Through the registration process we are adding a step to seek consent in messaging families, so that we may reach out to more families in order to improve outcomes for students.	CCUSD considers our affinity group and partner group meetings a strength of our LEA. These groups support plans and implementation with input and feedback.	The LEA is focused on beginning the input and decision-making process earlier in the year so that more families and partners may provide input and participate in decision-making.	The LEA is seeking further input based on the demographic results of our surveys will involve focused outreach by attending and note-taking at community events and meetings to be used in the formation of future LEA plans.	4	4	4	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
19644510000000	Downey Unified	3	The Downey Unified School District has several current strengths in building relationships between school staff and families. All site administrators and school staff create welcoming and positive school environments where parents and families feel comfortable in the school setting. Additionally, there are various opportunities for parents and families to interact with school staff during our Back-to-School Nights, Open House, PTA-sponsored events, and student recognition events. These events provide a positive environment for families to build relationships with school staff. Additionally, we provide multiple parent workshops, meetings, and academies that build parent knowledge and understanding of the school system.   In addition to the parent engagement opportunities, Downey Unified seeks input from our parents/guardians through the Annual LCAP Parent Survey.  The key findings from the survey provide the district feedback around the five (5) LCAP Goal Areas and embedded State priorities: 1) Student Achievement; 2) Whole Child; 3) Best Staff; 4) Parent Engagement; 5) Infrastructure.  A total of 8,269 parents/guardians representing grades TK – 12 participated in the Annual Engagement Survey for the 2022–2023 school year. Based on those results, we had a high level of satisfaction regarding communication and access.   Statement                        % that Strongly Agree/Agree  My child’s school makes it easy to attend meetings and/or workshops.          91%                                           My child’s school encourages parents to participate in their education.     92%  My child’s teachers are accessible to me if I have questions/concerns.             93% The administrators at my child’s school are accessible to me if I have              93% questions or concerns. My child’s school communicates effectively with parents.                             91% My child’s school informs me of upcoming events or activities.                        95%	The Downey Unified School District has established positive relationships with parents and families. Our LCAP Goal #5 targets parent and family engagement to provide timely and transparent communication where parents are well-informed of the district and school events. An analysis of the free-response questions in our Annual Partner Engagement Survey indicates a need to strengthen our efforts in the following:  • Provide Spanish language interpretation during school site meetings and workshops. Though the district does provide interpretation at all Board Meetings,  PAC, DELAC, and District sponsored meetings and parent academies, there is a need to provide consistent interpretation during school meetings and events.   • Timely notice for events: The District and all school sites make efforts to provide efficient and timely communication to parents about upcoming events, meetings, and workshops. There is a need for schools to provide advance communication and invites to families, more than 24-48 hours before an event.   • The time of the event. Due to work or other commitments, some parents are unable to attend events.	Downey Unified continues to strive to ensure that families feel welcome in their child’s school and the district. We aspire for our families to feel safe to seek information and voice any questions or concerns about their child’s education.  Spanish-speaking parents indicated the limited availability of interpretation services during some school meetings and events and voiced a need for the district to provide parent leadership training for them. They wish to become informed participants to advocate for their students’ needs. As part of the California Community Schools Partnership Program, DUSD received a planning grant to support the development of community schools. Part of this initiative will include hiring a Family and Community Engagement (FACE) Specialist who can create more opportunities for parent leadership training.   In the area of family engagement, our goal is to increase the satisfaction of our parent community to feel they are informed promptly about what is happening in their school and district and feel they can actively participate.  Each school site creates an action plan based on their school site LCAP survey data that targets parent engagement.  In addition, DUSD will continue to seek input from our Special Education, Foster Youth, Homeless Youth, and English Learner families as part of our Parent Advisory Committee (PAC) and District English Learner Advisory Committee (DELAC).	Downey Unified seeks annual educational partner input through our LCAP Parent Survey. A total of 8,269 parents completed the survey during the Spring of 2023. Parents feel included in our schools and believe we provide opportunities for them to be engaged in their student’s learning. Ninety percent of all survey parents favorably agreed that their child’s school encourages parents to participate in their education. Downey Unified understands the importance of building partnerships with our families and parents to increase student outcomes. There are multiple opportunities throughout the course of the school year where parent workshops and events are programmed to increase parent efficacy. Providing the parent workshops not only provides learning, but opportunities for staff and parents to learn and work together to increase student learning.	The Downey Unified School District has established positive relationships with parents and families. Our LCAP Goal #4 targets parent and family engagement to provide timely and transparent communication where parents are well-informed of the district and school events. An analysis of the free-response questions indicates that there is a continued need to provide interpretation at school events. When the language barrier is removed, then parents feel they can participate in school events. Their participation leads to improved relationships and opportunities to build partnerships for student success.	Downey Unified continues to strive to ensure that families feel their child’s school and district are places where they feel welcome. All schools receive the feedback from their annual LCAP survey, analyze it, and then create an action plan to address those needs. An area to focus on is removing the barriers our Spanish-speaking families perceive about attending school site events. Possible strategies may include the availability of interpreters at all major school events and meetings, advance notice for events, providing childcare, use of reinforcers to encourage participation, providing multiple modes of communication, and providing frequent communication and reminders.	Downey Unified seeks annual educational partner input through our LCAP Parent Survey. A total of 8,269 parents completed the survey during the Spring of 2023. Parents feel included in our schools and believe we provide opportunities for them to be engaged in their student’s learning and participate in their student’s school events. Ninety-one percent favorably agree that their child’s school makes it easy for parents to attend meetings and/or workshops. This leads to increased opportunities for decision-making. A present parent is better informed and provides important feedback to schools when decisions are made. Eighty-six percent of all surveyed parents favorably agree that their child’s school involves them when making decisions about programs.	Downey Unified chose to utilize a survey to capture a significant representation of our parent partners to monitor and review the programs and services of the LCAP.  The Engagement Survey is directly related to the district vision which states that all students will graduate with a 21st Century education that ensures they are college and career-ready, globally competitive, and citizens of strong character. All surveyed parents viewed our programs favorably and believe their children are receiving a quality education. Continued areas of growth are increasing opportunities for our Spanish-speaking families to participate in district and school meetings and events.	Building capacity among our educational partners is a focus area for Downey Unified.  The Annual Partner Engagement Survey is a critical process that engages all to provide our district with input.  This information is analyzed at all levels and action plans are created both at the sites and district level.  School sites evaluate the input they receive from their school communities.    The district values the advisory committee process and ensures that all school sites and district-level staff are provided the support needed to implement successful groups.  The Parent Advisory Committee (PAC) is comprised of an English learner, Foster Youth, Special Education, and low-income families representing our district families and it convenes five times throughout the year.  The PAC reviews academic and survey data and participates in discussions about high-priority programs that impact our most at-risk students.  In addition, the District English Learner Advisory Committee (DELAC) collaborates on the English learner programs and provides input to the PAC. Downey Unified will continue to provide opportunities for parents to engage in their schools and be part of the decision-making process. Based on parent input, opportunities for parent education are designed to meet their needs.  Workshops around the social and emotional well-being of their children are a priority and funds are allocated to ensure there are multiple opportunities for parents to access these workshops.  Resources around support for our Foster and Homeless Youth are a priority based on parent and staff input. Additionally, the District will hire a FACE Specialist which will help develop increased opportunities for our under-represented families to become actively engaged.	5	5	5	5	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
19644690000000	Duarte Unified	3	Duarte Unified builds relationships between school staff and families in a variety of ways. Schools focus on creating welcoming environment where families are valued assets in their children's education. Language that is understandable to all families is utilized via Parent Portal (linked to our Student Information System), Back to School Night, Student Success Team (SST) meetings, Individual Education Plan (IEP) meetings, Section 504 meetings, and regular messages via all-call, text and emails, including those from administration and the Superintendent. In addition to receiving the aforementioned messages, advisory committees and parent survey support a two-way dialogue with families about current initiatives and about school improvement plans. Each school has a Foster Student Liaison and a Homeless Liaison to provide the support and partnership with the student's family. Through Duarte High’s partnership with the Los Angeles County Office of Education’s Community School Initiative, there are two full-time dedicated staff members, a Community School Specialist and Educational Community Worker, as well as a Social Work Intern, that focus on engaging parents and the community, and ensuring that families’ needs are met.	Duarte Unified is working to improve the number of families who actively participate in engagement activities such as District English Learner Advisory Committee and Parent University. The District seeks to expand the reach of these opportunities by identifying any barriers that may prevent families from participating or identify the needs of families that will lead to strong relationship with their children's school.	Duarte Unified will improve engagement of underrepresented families by building the capacity of school leaders and staff so that schools are welcoming places for all families. Parent/family engagement activities are planned in collaboration with families and included in each site's School Plans for Student Achievement.	A variety of structures are in place to provide parents/families with information and resources, including monthly newsletters and website information on how families can support student learning at home. This information is also disseminated through School Site Council (SSC), PTA meetings, English Learner Advisory Committee (ELAC) and Home/School Folders During parent/teacher conferences, SST and IEP meetings, school staff provided parents support and resources. Duarte has established partnerships with local agencies that support families who may need mental health support. Duarte High School has a partnership with USC College Advising Corps, which means there is an additional full-time staff member on campus that works with students and families to ensure that students are exploring their post-secondary options. The USC College Adviser has supported families with their college questions and with completing the Federal Application for Federal Student Aid (FAFSA).	Duarte Unified continues its focus on building partnerships for student outcomes. Parent active involvement in student outcomes not as strong in middle and high school when students are independent. An area of improvement for this effort is to start the process of reaching out to families about post-secondary outcomes before high school.	Staff will benefit in learning new and effective ways to engage underrepresented families of children who are not as successful in school. Intention, culturally appropriate parent/family engagement will continue to be a priority in each site's School Plan for Student Achievement.	Duarte Unified School District has formal and informal ways of ensuring that there is parent input on decisions being made at the school. There are formal shared decision-making teams include School Site Councils, DELAC, Community Education Council, School Board elections and Bond Elections. Other opportunities to provide input on decision-making occur during the LCAP development process (use of Thought Exchange) and other parent surveys. School sites hold monthly Coffee with the Principal meetings, and school leadership team establish positive relationships with parents, which allow parents to provide input, ask questions, and share concerns on a one-to-one basis.	The focus for improvement in seeking input for Decision-Making is the implementation of strategies that will increase the involvement of underrepresented groups in formal processes.	Duarte Unified continues to explore new pathways for authentically engaging underrepresented families in decision-making processes. The use of digital opinion sharing platform and virtual meetings has expanded the ability for parents to participate, the District will continue to re-prioritize face-to-face interactions and meetings with those families that have been historically underrepresented in decision-making processes.	3	4	3	4	4	3	4	3	4	4	4	2	Met		29JUN2023	2023
19644690128736	Opportunities for Learning - Duarte	3	The partnership between students, families, and school staff is the core of school wide decisions for OFL Duarte. Teachers build and maintain strong, positive relationships with their students and are able to provide individualized support to students on the academic, mental, and social emotional level. OFL Duarte is able to collaborate with parents and additional educational partners through surveys and School Site Council meetings. Communication with families on individual student academic progress occurs on a daily, weekly, monthly, and semesterly basis. Formal updates on individual student academic progress occur at the end of each semester and teachers hold achievement chats with students and parents to also provide updates on current benchmark assessment data as well as progression towards graduation requirements. Teachers are proactive in supporting students in need of interventions and partner with parents in this process to ensure that all learning needs are addressed for the student.  OFL Duarte promotes family engagement through multiple modalities. In the Fall semester, there were two family engagement events and in the Spring semester, there will be two more n in person family engagement events. The LEA has utilized both virtual and in person modalities to ensure ongoing educational partners involvement. OFL Duarte utilizes multiple methods of communication with educational partners such as texts, emails, video meetings, phone calls, and message blasts. Communication is also in families' home language to promote inclusion.  Student Leadership has held or sponsored numerous events to engage all students enrolled in the LEA.  School Connectedness and positive school climate continues to be an area of strength for OFL Duarte. From data derived from the School Climate survey, students, staff, and parents reported feeling a sense of connectedness with an average of 4.18 out of 5. In regards to a positive school climate, students, staff, and parents reported OFL Duarte having a positive school climate with an average percentage of 3.97out of 5.  These efforts are aligned with our LCAP Goal 3 Action 1 - Academic and Post-Secondary Planning.	OFL Duarte continues to focus on educational partner engagement as an area of growth.  In our Fall Family-School Relationships Survey, our lowest scores were School Fit and Barriers to Engagement, in which we only had a 75% favorable response to the sense of belonging they feel at our school.  In response, OFL Duarte has created more opportunities for in-person events at the school site.  At these events, the LEA has presented its school model, educational data, and progress towards academic goals in order to solicit feedback from our educational partners.  The LEA has increased its community outreach and partnerships through participation in the following local community organizations: Duarte Chamber of Commerce, Duarte Rotary Club, and the Duarte Kiwanis Club.   A monthly newsletter is provided to all families as well as emails with important updates in families’ home language.  We utilize social media to promote various school offerings and opportunities for all students.  The LEA offers a variety of opportunities to foster the social-emotional health of our students.  Participation of our students in these opportunities has been beyond our expectation at 76.92%, an increase of 23.07%.  The LEA promoted parental involvement and input on schoolwide goals using 3 different surveys throughout this school year. Our School Site Council has maintained influence through its review and feedback of all schoolwide plans, policies, and expenditures.  These efforts are aligned with our LCAP Goal 4 Action 1 - Educational Partner Engagement Events and Outreach.	OFL Duarte is dedicated to fostering engagement with educational partners to promote and enhance learning. To ensure equitable access for English Learners' families, parent communication is translated into the home language of our students. The charter school offers in-person events and opportunities for families throughout the school year. Communication with educational partners is facilitated through various modalities such as the school's website, Google Classroom, emails, social media platforms, and phone calls. The LEA promotes the involvement of parents representing special populations, including English Learners and Students with Disabilities, at School Site Council Meetings. Additionally, efforts are made to increase parental involvement in SELPA (Special Education Local Plan Area) Community Advisory Committee meetings, specifically for parents representing students with disabilities at the school. Students experiencing homelessness and foster youth receive support through regular meetings with the LEA’s counselors. These two student populations are provided access to various resources to support physical, mental, and academic needs the school identifies, and are brought to our attention by the student or an advocate. The Post Secondary Counselor also maintains a crisis resource page for students and their families to support their mental health and well-being. Both onsite and telehealth counseling are available to all students.  College and Career resources and services are made available to all students through the support of the school's Post Secondary Counselor and Career Path Coordinator. Students are provided with opportunities to explore career pathways throughout the school year. Many students participate and receive certifications in Nursing, Information Technology, and Construction through CTE (career and technology education) courses. Printed resources on college and career opportunities are easily accessible at the school site for all students.  The LEA conducted both a Fall and Spring Educational Partner surveys to receive feedback on the LEA’s progress in building relationships with its Educational Partners. Fall 22 participation rates for students was 62.1%. Spring 23 participation rates for students was 31.3%. For families, Fall 22 participation rates was 11.4% and Spring 23 participation rates was 10.3%. For staff, Fall 22 participation rates were 100% and Spring 23 participation rates were 85.7%. Student responses displayed the most areas of need in sense of belonging with a 53% favorable response rate.   These efforts are aligned with all our LCAP Goal 1 Actions -.SWD Targeted Support and Instruction, EL targeted Support and Instruction, Targeted Intervention for Unduplicated Students, and Foster Youth Support.	In our Fall Family-School Relationships Survey, 100% of our Parents responded favorably to questions about the school environment helping students to learn, the respect students have for the school staff, and the respect teachers have towards students.  At OFL-Duarte, building relationships with students and their families begins with our new student orientation. All newly enrolled students are provided with an introductory course called My Learning Path, which familiarizes them with the program and school expectations. New families also have an introductory meeting with the teacher to start building a relationship between the teacher, student, and family.  Student and parental participation continues through the LEA's School Site Council, which meets quarterly to collaborate on schoolwide plans and initiatives, provide updates on the LEA's progress on LCAP and SPSA goals, and gather feedback from students, parents, and staff regarding the Charter school's ability to meet the needs of all enrolled students. Instructional staff also participate in weekly professional learning community meetings to assess current student needs based on data from student performance on internal benchmark assessments in English Language Arts and Mathematics, as well as current student academic performance data.  Teachers hold parent conferences at the end of each semester with all families to collaborate with parents/guardians on individual student strengths and areas that require support. When necessary, intervention meetings are held with families to address academic and social-emotional needs of students. Progress Review IEPs are conducted as needed for students with disabilities outside of the annual or triennial review cycles, and quarterly progress reports on IEP goal progress are provided to parents/guardians for all students with disabilities enrolled in the LEA.  Support and interventions are provided to foster and homeless youth by meeting with the Post Secondary Counselor. The school also offers social-emotional and experiential learning opportunities for all students to address their social-emotional and mental health well-being, and to overcome possible barriers that may hinder access to the general education curriculum.  School staff hold annual meetings to review the individualized Academic Learning Plans for all students designated as English Learners. These meetings review EL student progress towards reclassification and ensure that all supports are aligned with student needs and current access and attainment of English Language Development (ELD) and statewide standards.  These efforts are aligned with our LCAP Goal 2 Action 1 - Quality of Instruction and Academic Enhancement, Goal 3 Action 1 - Academic and Post Secondary Planning.	Based on current educational partner data, the LEA has identified the following areas of focus for improvement:  Sense of Social-Emotional Security and Social Supports/Students.  These were formally identified through the school’s School Climate Survey and informally through interactions with families and school events.  In the 2023 School climate survey, Parents surveyed gave the least positive responses in these two areas with scores of 3.67 and 3.60 out of 5, respectively.  The LEA has taken steps to increase the social-emotional support of our students through multiple approaches.  The school has offered access to the School Psychologist for all student populations for onsite counseling appointments.  Students can also be referred for telehealth counseling, through Daybreak, by our school counselors.  Teachers also have the ability to assign a personal resilience curriculum to increase student motivation, self-care, and self advocacy using EmpowerU.  These efforts are aligned with our LCAP Goal 2 Action 1 - Quality of Instruction and Academic Enhancement, Goal 3 Action 1 - Academic and Post Secondary Planning.	The LEA has consistently offered engaging and informative opportunities to ensure educational partners understand their rights. Through School Site Council, Achievement chats, and IEP meetings, we provide parents and students with written educational rights and explanations of available options. Our IEP meetings serve as a collaborative, supportive, and informative platform to discuss required supports, instilling confidence in our partners that their students' educational needs are being met and their rights are acknowledged. Achievement chats serve as a means to communicate student progress, academic plans, testing performance, and upcoming surveys and events.  We strive to consistently provide information on available resources for our English Language Learner (ELL) students, recognizing it as a crucial engagement tool for our underrepresented families. Moreover, our English Language specialists enhance their professional development by attending EL-specific conferences and utilizing learned tools during individual appointments to support students.  Additionally, foster youth students receive extra support through meetings with the Post-Secondary Counselor, who ensures their awareness of available resources, educational rights, and provides mentoring and guidance toward their academic and post-secondary goals.  These efforts are aligned with all our LCAP Goal 1 Actions -.SWD Targeted Support and Instruction, EL targeted Support and Instruction, Targeted Intervention for Unduplicated Students, and Foster Youth Support.	The LEA has maintained a comprehensive School Site Council (SSC) throughout the entirety of the school year. Educational partners within the SSC were able to be active participants in the decision making process as well as monitoring the LEA’s progress on schoolwide goals such as SPSA and LCAP. Feedback was elicited by the LEA during SSC meetings in relation to monetary allocations for Title Funds.  Educational partner feedback on schoolwide plans and goals was also sought by the LEA through three educational partner surveys, including a School Climate Survey this past year. The LEA included Educational Partners such as Parents, students, and staff in the development and adoption of the current school year’s Parent and Family Engagement Policy. Throughout the school year, teacher PLC meetings and other various professional development opportunities provide opportunities for instructional staff to monitor and assess progress on LCAP goals and CA Dashboard data sets.	In our Fall Family-School Relationships Survey, less than 20% of our Parents responded.  The LEA would like to improve input from students’ families by increasing the number of parents who engage with the school.  The school does this by providing an in person parent engagement event to inform educational partners on the LEA’s LCAP goals and goal progression prior to educational partners completing the surveys to foster meaningful educational partner feedback on the surveys.  The LEA utilized multiple methods of distributing the surveys to families. Some methods utilized were email, social media postings, texting, and mailers.  School Site Council is another avenue that can provide more input and interaction with the school’s educational partners.  These efforts are aligned with our LCAP Goal 4 Action 1 - Educational Partner Engagement Events and Outreach.	Our school remains committed to promoting engagement among underrepresented families through a range of opportunities and programs. We organize local school events and provide access to extended learning programs, including local and overnight experiential learning trips and Art programs. To actively involve underrepresented students and families, our teachers proactively communicate directly with them through various channels such as calls, emails, chats, or text messages.  One of our most successful approaches is the Fall and Spring Achievement Chats, where we ensure designated meeting times are set aside. These meetings bring together teachers, educational support providers, parents/guardians, and students as a school community. The purpose is to collaboratively conduct academic strategic planning, celebrate achievements, develop strategies to support individual student needs, and address any concerns or requirements of the family. By maintaining these semesterly meetings, underrepresented families have a secure and connected platform to share their input on school-related matters, students, and academic topics.  Throughout these meetings and other forms of communication, translation services are provided to our educational partners to overcome any language barriers. Additionally, the LEA actively engages underrepresented families by directly communicating with them (with translations if necessary). This ensures they are aware of other opportunities mentioned above, where they are encouraged to express their thoughts and opinions on all aspects.	5	5	5	5	5	5	5	5	5	4	4	5	Met		22JUN2023	2023
19644690134858	California School of the Arts - San Gabriel Valley	3																						Not Met For Two or More Years			2023
19644690139535	Options For Youth - Duarte, Inc	3	OFY-Duarte understands that success of students relies on strong relationships with educational partners. Our schools create school environments that value all stakeholders and celebrate the diversity of our students, families and community partners.   We have expanded the amount of tools staff have to engage in two-way communication with families. These tools even offer translations demonstrating our commitment to ensuring all families are receiving communications and being provided opportunities to engage. Some of the communication tools provided to staff this year include Smore, Google Voice, Remind, School Messenger, Talking Points, as well as the Parent Portal in our custom Student Information System that allows parents to have access to the most current information about their student’s academics. Teachers regularly communicate with families on student behavior and academic progress and provide monthly updates on student progress toward graduation but have formal meetings twice a year with parents in the form of Achievement chats where staff review the personalized learning plans for each student. If students are struggling throughout the year, staff will call parent conferences to review the Achievement Chat and make any adjustments with the feedback from parents and students to ensure the student is being successful.   OFY-D empowers parents to work collaboratively to improve the school through advisory groups such as School Site Council (SSC) and District English Learner Advisory Committee (DELAC). These groups meet multiple times throughout the year to provide feedback on items concerning the needs of the school.   Parent Engagement has been a priority this school year with the school offering Back-to-School Night, Open House, LCAP Nights, and Parent Information Nights to help share information about the school with parents and to provide opportunities for all families and students to share feedback on the school through the semesterly surveys. This has led to 85% of parents and 77% of students and staff reporting a sense of connectedness and/or a positive school environment.	OFY-Duarte’s emphasis on Educational Partner engagement is reflected in its 21-24 LCAP through Goal 4 Action 1: Educational Partner Engagement. These actions are an essential need to ensure that our school continues to provide families and the community with opportunities to engage in our offerings, provide two-way communication to build rapport with students and families, and provide welcoming environments.  Based on analysis of educational partner input and local data OFY-Duarte continues to seek ways to increase opportunities for families to engage with their students and educators. OFY-Duarte recognizes that engaging families and establishing strong communication channels are essential for building strong relationships, promoting collaboration, and fostering a welcoming environment within the school community.  In addition to traditional communication methods, such as school newsletters and emails, OFY-Duarte recognizes the importance of language barriers many families face.Therefore,information and critical updates are also provided in the native languages of our diverse families. By doing so,OFY-Duarte strives for equitable access to essential information and fosters a sense of inclusivity and belonging in every family's educational journey  Lastly, OFY-Duarte acknowledges the significance of offering flexible and convenient engagement options for parents. The school understands that parents often have busy schedules, which can make it difficult for them to attend in-person events. As a result, OFY-Duarte is committed to providing a range of engagement opportunities, both in-person and virtual, during hours that are convenient for parents. This approach allows the school to accommodate various schedules and preferences, enabling a greater number of families to actively participate and engage with the school community.	OFY-Duarte remains committed to enhancing opportunities for families to engage with educators in a manner that is accessible and inclusive for all. This commitment is evident in the school's ongoing initiatives, such as providing school newsletters, emails, and information in native languages to ensure effective communication. Additionally, the school recognizes the importance of fostering meaningful connections with families through initiatives like providing translators during parent meetings. The emphasis on Educational Partner engagement is a central aspect of OFY-Duarte's 21-24 LCAP, as reflected in Goal 4 Action 1: Educational Partner Engagement. Moreover, the school's dedication to fostering strong relationships extends to Goal 3, Action 1: Academic and Postsecondary Counseling, and Goal 4 Action 4: School Safety. These actions underscore the school's ongoing commitment to providing families and the community with ample opportunities to engage with the educational offerings and actively participate in the school community. The aim is to cultivate a welcoming environment both in the school's physical locations and in remote settings. Moving forward, OFY-Duarte will focus its efforts on creating an effective Parent Advisory Committee (PAC) and expanding recruitment of families for the District English Learner Advisory Committee (DELAC). These committees will serve as platforms for collaboration and input from parents and guardians, ensuring their voices are heard and their perspectives are considered in decision-making processes. Additionally, the school will ensure that EL students and students with disabilities (SWD) meet with staff during open house to foster a deeper understanding of individual student needs and create a supportive and inclusive environment. By expanding its initiatives and actively involving families and the community, OFY-Duarte aims to create a collaborative educational environment that promotes student success and well-being. Lastly, the school is committed to continually refining its practices to meet the evolving needs of the diverse student population and their families.	Our analysis of our strengths in building relationships with students and maintaining a positive and safe school climate to improve student outcomes is evidenced by our positive results in the 2023 School Climate Survey’s School Safety and Teacher-Student Relationship Ratings. 93% of students and 92% of families provided a favorable response in the area of School Safety. 80% of students reported a favorable response in the area of student-teacher relationships. 70% of families responded favorably that the school fit the needs of their students. OFY-D strongly establishes positive, supportive relationships between staff and students. The charter prides itself on its individualized, student-centered approach to learning and building rapport between staff and students.   As mentioned previously, In the 22-23 school year, 20 of the 21 eligible English learners reclassified as fluent English proficient for a 95.24% reclassification rate. This continues to exceed the charter goal of 20%, and the charter is proud of the hard work of its English learners to master fluency over their second or even third language. The charter is proud of the development of its Bilingual Scholars Program and the emphasis that it has placed on developing relationships with students and parents, and really partnering with families to explain the process for reclassification, which happens annually through District English Learner Advisory Committee (DELAC) meetings. The strength of this partnership has helped create a supportive community for English Learners to be able to succeed academically. The charter plans to continue focusing on expanding engagement opportunities for EL students and families.	One area of growth for our charter is providing more opportunities for staff to connect and engage with families. In our Spring 2023 School Climate survey, 58% of Staff responded favorably when asked about the perception of staff-family relationships. A strong partnership with families is crucial to the success of students. Following a return from COVID, the charter has begun offering more in-person events to connect with families. These efforts will continue to be expanded in the following school years. However, our charter seeks external professional development opportunities and training for increasing our capacity to implement partnerships with students and families. This is addressed in our 21-24 LCAP Goal 2, Action 2: Professional Development and Goal 4 Action 1.  OFY-D understands that hiring and retaining highly qualified staff members in our schools is an important factor in providing a quality educational experience for students and helping them move toward graduation. For this reason, we will continue to invest in professional development opportunities that build capacity in school staff and help them provide quality instruction and academic enhancement to the curriculum and instruction. Some examples include data dives and PLC meetings that provide opportunities to reflect, strategize and collaborate to ensure high quality instruction is being provided. The addition of the Assistant Principal of Instructional Programs role has also helped provide additional support for staff in improving instructional practices. Professional development opportunities that will continue to be offered include content-specific conferences and training, social emotional and mental health professional development, and technology professional development.	OFY-Duarte fully implements providing families with resources to support learning and development at home, implementing policies and programs for teachers and families to collaborate toward improving student outcomes, and supporting families to understand their legal rights to advocate for their students. The implementation process begins when new students and their parents attend an individualized enrollment orientation, where the school expectations, policies, procedures, and school programs are reviewed. Families are provided with the student handbook, and are assigned a mentor teacher as well as English Language Specialists, Special Education Specialists, and/or a Foster Homeless Youth Liaison, when applicable. These teachers and specialists, as well as our Post-Secondary Counselors work with families to provide individually tailored supports and resources for promoting student learning and development at home. With the additional hiring of Career Pathways Coordinators, efforts have been made to partner with community organizations and businesses to further provide resources for students. Parents are also encouraged to join the School Site Council and DELAC (for EL families) to provide feedback and input on issues affecting their students. In addition to monthly communication between parents and mentor teachers, formal parent conferences are held semesterly and the charter has a streamlined intervention policy designed to provide additional support for students struggling to meet student learning outcomes. Our charter fully implements supporting families to understand and exercise their legal rights to advocate for themselves and all students. Our leadership teams provide teachers with clear expectations for following policies and procedures adopted by our School Board. Our Special Education Specialists, who conduct IEP meetings, are fully in compliance with all state and federal laws, including providing and explaining parent rights to education rights holders and/or adult students.	Based on the analysis of educational partner input and local data, OFY-Duarte continues to make progress in seeking input for decision-making processes. OFY-Duarte utilizes a wide range of communication modalities to disseminate information and collect feedback, fostering meaningful engagement with educational partners. Additionally, the establishment of the SSC, DELAC, and opportunities for parent participation in key planning initiatives highlights OFY-Duarte's commitment to involving educational partners in decision-making processes. OFY-Duarte employs a diverse range of modalities to ensure that all educational partners are well-informed about the school and have opportunities to provide feedback. The charter utilizes various communication channels, including website postings, mass emailing through School Messenger, social media outlets, mailers to student residences, and flyers at the learning sites. These efforts aim to reach a broad audience and foster open lines of communication between the school and educational partners. As an independent secondary school, OFY-Duarte benefits from a one-to-one relationship between each student and their assigned teacher who monitors their progress towards graduation. This personalized approach facilitates regular contact between the teacher and the student's guardian through multiple communication channels such as text messages, phone calls, and emails. This direct engagement allows for ongoing feedback exchange and enables OFY-Duarte to gather insights from guardians regarding their student's educational journey. OFY-Duarte has also established important structures for seeking input and collaboration. The School Site Council (SSC) plays a pivotal role in developing and approving the Single Plan for Student Achievement (SPSA) while providing valuable feedback for the Local Control and Accountability Plan (LCAP) and other school improvement initiatives. Furthermore, the charter has a District English Learner Advisory Committee (DELAC) in place and is actively exploring ways to increase parent participation in DELAC meetings. These committees provide opportunities for educational partners to actively engage in decision-making processes and contribute to the development of school improvement plans and policies.	Based on the analysis of educational partner input and local data, OFY-Duarte's focus area for improvement in seeking Input for decision-making centers around re-engaging students, especially our unduplicated student groups. Recognizing the importance of parental involvement in decision-making processes, the charter aims to enhance parent participation in parent groups such as DELAC and SSC. To address this concern, OFY-Duarte has developed Goal 2 Action 2: Educational Partner Engagement, which specifically targets increasing parent participation in decision-making processes. OFY-Duarte will work towards actively involving parents in shaping important decisions that impact the education and well-being of their students. With the goal to re-engage students, the charter will employ diverse instructional approaches that cater to the unique needs of each student group. Emphasis will also be placed on providing individualized support and instruction for Students with Disabilities, English Learners, Foster Youth, and Low-Income students through various instructional modalities. By focusing on personalized support and instruction, OFY-Duarte aims to create an inclusive learning environment that fosters student engagement and success. Through these targeted efforts, OFY-Duarte is dedicated to improving the involvement of parents and addressing the challenges faced by our unduplicated student groups. By actively seeking input from educational partners and utilizing local data, the charter aims to enhance its decision-making processes and promote the academic and personal growth of all students.	Based on the analysis of educational partner input and local data, OFY-Duarte has identified the need to improve the engagement of underrepresented families when seeking input for decision-making processes  To address these needs, OFY-Duarte has developed specific actions under Goal 4, Action 1, and Goal 4, Action 3  that highlights the importance of increasing in-person parent involvement and participation in social emotional opportunities, particularly for the unduplicated populations. OFY-Duarte will provide and focus on increasing attendance for both virtual and in-person engagement events at school sites.  Despite the overall positive sense of connectedness reported by 85% of parents and 77% of students, feedback has indicated the need to enhance outreach efforts with English Learners, Foster Youth, and Low-Income parents. This feedback is further supported by attendance data both at school and engagement activities. Therefore, the charter will continue to prioritize and focus on bringing underrepresented families into the decision-making parent oversight groups such as School Site Council and DELAC. The goal is to create a more inclusive and representative environment where the voices of all families are heard and considered in important decision-making processes. Additionally, OFY-Duarte will actively recruit and remove barriers to access for participation in social emotional learning opportunities for English Learners, Low-Income, and Foster Youth. This includes promoting events and social emotional learning opportunities in parents' home languages and through various communication modalities such as phone calls, texts, emails, and mailers sent home. By utilizing multiple channels and addressing language barriers, the charter aims to improve the outreach and involvement of underrepresented families. Through these targeted actions and efforts, OFY-Duarte is dedicated to improving the engagement of underrepresented families. By leveraging data insights, promoting inclusive events, addressing language barriers, and actively recruiting parents, the charter aims to create a stronger partnership between the school and underrepresented families, ensuring their perspectives and input are valued and integrated into the decision-making processes.	5	5	5	5	4	5	5	5	4	4	4	3	Met		21JUN2023	2023
19644770000000	Eastside Union Elementary	3	Eastside Union School District’s strengths in Building Relationships between School Staff and Families is the Community Center and the Parent Liaison program. The Community Center houses our District Parent Liaisons, our District Social Worker, and our district translators.  The Community Center staff is the front line for parent and family outreach to build strong relationships with our families. They offer parent education classes as well as run a food pantry and clothing boutique, where families can access items for free. Our school site Parent Liaisons support principals and teachers in building relationships with families by facilitating better communication between home and school.	Based on an analysis of our parent surveys, we have identified reducing barriers to engagement, and improving school climate as two focus areas.  Childcare is often a barrier to engagement, so we have both before school and after school childcare.  We also offer free childcare during parent events, such as Parent University, and during parent education classes.  Transportation provides a barrier to engagement, so we offer school bus transportation to major family events (such as Parent Universities, Hispanic Heritage Night, or Black History Month Night).  Parents have identified feeling unsure about how to communicate with the school.  School Site Parent Liaisons reach out to families to encourage participation in the school, by being visible at morning drop off and afternoon pickup, sending out electronic messages via Parent Square, assisting families to enable our communication apps, making home visits, and offering an open-door policy during the school day.  Site Parent Liaisons are bilingual and translate for parent meetings. Parents have indicated a lack of interest in understanding the diversity of their children’s backgrounds as a school climate concern. EUSD has adopted four new curricula (ELA, Math, Science, and Social Studies) over the past two school years to ensure that the content in the classroom is more culturally diverse and therefore will encourage classroom discussions about the various cultural backgrounds that make up our diverse student population. EUSD has started cultural family nights (Hispanic Heritage Night, Black History Night, and Reading Across the World Literacy Night) to encourage staff and families to learn about each other.	To meet the needs of our underrepresented families, Eastside Union School District has developed a multi-pronged approach. We have community outreach through our Community Center and our Parent Liaison program.  We also encourage our underrepresented families to engage in school governance, through our English Learner Advisory Committee, our African American Advisory Committee, our Local Control and Accountability Plan Committee, and our Title I District Advisory Committee.  To help with access to these meetings, we provide transportation, a virtual option, and translation.	Eastside Union School District’s strengths in Building Partnerships for student outcomes is in our support of our Parent Teacher Associations (PTAs).  We currently have 3 functioning PTAs at Columbia Elementary, Enterprise Elementary, and Tierra Bonita Elementary.  Eastside Elementary is in the process of re-starting their PTA.  We have been working closely with our PTAs to build strong partnerships to support student outcomes. PTAs are partnering with schools to fund field trips for all students, support library and literacy initiatives, and support attendance initiatives.	Our focus area for Building Partnerships for Student Outcomes is the same as our strength, working with our PTAs.  The consistency of active PTAs at Eastside has been on and off, and because of this our school PTAs are in the early stages of development. We are focusing on supporting their executive boards and membership to establish strong parent networks that will sustain the work of the PTAs for many years.  Our PTAs belong to the North Antelope Valley Council and our Superintendent and/or Assistant Superintendent of Educational Services attend their monthly meetings with the PTA presidents to assist with supporting new initiatives and programs.	In order to improve the engagement of underrepresented families in Building Partnerships for student outcomes, we continue to support outreach by our Parent Teacher Associations to all families in the community.  We also ensure that we have translators at all meetings and make home visits to encourage families to participate in their child’s education, which research has shown has a positive impact on student outcomes.  Additionally, we are in the process of adding Child Welfare and Attendance Liaisons to our team, to reduce barriers to regular school attendance and thus improve student outcomes.	Eastside Union School District’s strengths in Seeking Input for Decision-Making is our Local Control and Accountability Plan (LCAP) Advisory Committee, the District English Learner Advisory Committee (DELAC), and our Parent Universities.  The LCAP Advisory Committee is a well-established committee of parents, teachers, and administrators who meet over several months to review our district and school data and give input on the best course of action to be taken in our areas of need.  Our DELAC is a well-established committee with updated by-laws and a strong parent voice for our English Learner students.  Our Parent Universities have been very strong over the past 5 years, and allow for two-way conversation on important topics, such as curriculum adoptions, LCAP development, Social Emotional Learning programs, etc.  Information gathered from these five events are shared with the appropriate committees and administrators to ensure the voices of our parents are incorporated into final decisions.	The focus area for Seeking Input in Decision-Making is to establish a stronger African American Advisory Committee.  We plan to follow the plan we have used for DELAC, which has resulted in a strong parent voice.  We will elect parent members from each school, and work with them to develop their by-laws, outline the goals of their committee, and build a clear communication pathway for their input to be considered by committees making important decisions.	Our underrepresented families are always a focus of the work we do at Eastside Elementary School District. To increase the participation of these families in our decision-making committees, principals and teachers will reach out to families via phone and text to explain the importance of their voice in our committees. We will continue to offer transportation to the meetings, offer virtual participation, and provide translation.	3	4	3	3	2	4	4	2	4	4	3	2	Met		28JUN2023	2023
19644850000000	East Whittier City Elementary	3	Throughout the 2022-2023 school year, EWCSD and its 10 Elementary Schools and 3 Middle Schools, provided ongoing opportunities for parents to engage in meaningful conversations with school site staff and District staff. EWCDS has identified two-way communication and encouraging families to be involved as current strengths, as determined by the EWCSD LCAP Survey and Thought Exchange Conversations. EWCSD and its school sites provide various parent engagement activities such as parent nights, school celebrations, and PTA-sponsored events that enhance the opportunities to build relationships with school staff and families. EWCSD continues to make progress in reaching all families and building relationships by offering Coffee with the Principals, District and Site PTA meetings and events, DELAC/ELAC meetings, and participating in community-sponsored events.  The majority of our parents indicated that they feel comfortable attending school events which is an indication that our efforts to build relationships with families and staff are a strength.	EWCSD seeks to improve the family access to school staff and provide primary language support to our multilingual families, which can lead to building strong relationships between families and staff. Bilingual Parent and Community Facilitators will continue to provide our multilingual families opportunities to access school academic, social-emotional, and community resources, as well as be the connection between the classroom teachers and school staff. EWCSD will improve how we reach out to and communicate with our multilingual families to ensure language needs are met. Our district continues to see an increase of families whose language of origin is not English or Spanish, leading to a more focused approach to reach all families from various cultural and linguistic backgrounds.	EWCSD has identified building relationships with our English Learners and Special Education families as an area for improvement. While our English Learner parents participate and are involved in the District English Learner Advisory Committee and their site English Learner Advisory Committee, they are still not significantly represented at the district-level committees. Our Special Education families continue to be highly involved in the education of their children, although EWCSD would like to improve their participation in all committees and participate in all school events. We will continue to promote and reach out to our EL and Special Education families to ensure that families and school staff continue to build strong relationships.	EWCSD is focused on continually improving partnerships to enhance student outcomes.   EWCSD aims to improve engagement with the local community, including parents, caregivers, businesses, and community organizations. Building stronger relationships with these stakeholders can lead to increased support and resources for students.  EWCSD is proud of the strong and collaborative partnerships with community agencies. As a result of these partnerships, EWCSD connects families, especially underrepresented families, with resources to support academic, social-emotional, and health needs.  EWCSD seeks to grow in the variety of resources offered to families to support the growing needs. EWCSD will continue to seek partnerships with organizations and local businesses that can provide additional resources, mentoring, tutoring, or other support services to students in need.  Addressing equity gaps in education is a priority for EWCSD. EWCSD will work on building partnerships that promote inclusivity and address disparities in resources and opportunities for underrepresented students.	Our participation data reflects a need to address barriers to ensure greater participation of Spanish-speaking families. This population was consistently underrepresented in all available engagement opportunities. Another area of growth relates to providing resources to families to support wellness and mental health.  The District will continue to work with school sites to ensure families know how to access resources and provide needed support to students and families.  Another group of families EWCSD will continue to support and conduct outreach to is our Homeless and Foster Youth families. Through the support of the Student Services department and the Parent liaisons at the school sites, we provided targeted outreach to communicate with families about academic, social-emotional, health, and other resources. Ensuring the participation of our underrepresented families continues to be a focus for EWCSD.	EWCSD is dedicated to improving the engagement of underrepresented families.  EWCSD provides written and oral translation to non-English speaking families to support participation in all parent events, engagements, and workshops. Our participation data reflects a need to address barriers to ensure greater participation of Spanish-speaking families. This population was consistently underrepresented in all available engagement opportunities. Another area of growth relates to providing resources to families to support wellness and mental health.  The District will continue to work with school sites to ensure families know how to access resources and provide needed support to students and families.  Another group of families EWCSD will continue to support and conduct outreach to is our Homeless and Foster Youth families. Through the support of the Student Services department and the Parent liaisons at the school sites, we provided targeted outreach to communicate with families about academic, social-emotional, health, and other resources. Ensuring the participation of our underrepresented families continues to be a focus for EWCSD.	East Whittier City School District values families as partners and seeks their participation in the decision making process.  In the 2022-2023 school year, the East Whittier City School District continuously sought input from families and informed and involved parents about the decision making process. The District provided guidance to support school sites’ advisory committees.  At the school level, the School Site Council (SSC), English Learner Advisory Committee (ELAC), and other outlets (e.g. Annual Title I meeting, PTA, surveys) met throughout the year and provided input on the school’s plan for student achievement and other school policies, such as the school’s parent and family engagement policy, broad course of study, and safety plan.   At the District level, there were ample opportunities for parents to voice their concerns and provide input. Throughout the 2022-2023 school year, EWCSD hosted parent meetings to facilitate clear communication with parents regarding safety protocols.  District English Learner Advisory Committee ( DELAC) meetings, Parent Advisory Committee meetings, and PTA Presidents’ meetings were held to allow for input and collaboration.  If parents were unable to join an advisory committee their input could be captured in Thought Exchanges or surveys.  EWCSD successfully uses digital communication such as Parent Square, surveys (Google, Survey Monkey, Thought Exchange), parent bulletins, and social media to communicate with families on current events, District initiatives, and gather input.	East Whittier City School District will focus on seeking input for decision making in the area of Special Education and English Learner programs.  These two student groups are of the highest priority in our District and it is important that we seek the input from parents of English Learners and students in Special Education.  As we reviewed student achievement data, we recognize there is significant academic underperformance among both of these groups.  This year, the East Whittier City School District will ensure that we seek input and ensure there is representation during parent advisory committee meetings, strategic planning meetings, and during all school and District level advisory meetings.  The District will focus on making intentional efforts to include parents of both student groups in decision making about programs.  In addition, the District and sites will prioritize gathering responses from these parent groups in District and site level surveys.	In order to ensure that underrepresented families are engaged in the decision-making process, Parent Liaisons and school social workers are provided training and resources to enhance outreach efforts and offer workshops and opportunities for learning.  At every meeting, whether in person or virtual, interpreters are utilized to ensure clear communication and encourage engagement and participation. Materials and valuable learning resources are provided in the parent’s primary language. Translation services will be offered and provided for languages that our staff are not able to provide. Based on parent surveys and input, childcare will be offered at parent meetings in order to better engage in parent education opportunities, conferences, and meetings.	4	5	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
19645010000000	El Monte City	3	Results of the 2022-2023 California Parent Survey (CPS) indicated that 94% of parents/guardians/caregivers reported that their school encourages them to be active partners with their school in educating their child. The El Monte City School District (EMCSD) continues to have high parent/guardian/caregiver participation at school events that encourage home-school collaboration and allow them to understand their child’s progress.  Events such as Back to School Night, Open House, and Parent-Teacher Conferences (twice a year), have high attendance rates. These are excellent opportunities to build partnerships. Schools capitalize on these opportunities by ensuring that parents/guardians/caregivers receive clear information about their child’s progress, while also making sure that they are aware of the resources they can use to support learning at home. EMCSD also has high participation in district-wide events such as Lunar New Year and Technology Fair. The District continues to make excellent progress in supporting parents/guardians/caregivers in understanding their legal rights and advocating for their child. This information has been shared with parents/guardians/caregivers in a variety of settings: advisory committees, district-wide training, and school-based workshops.	Parents have played a key role in the development, implementation, and evaluation of the Local Control Accountability Plan (LCAP). Parents/guardians/caregivers are active members of the LCAP Advisory Committee, which is ultimately responsible for monitoring the actions contained in the plan and is also responsible for recommending LCAP approval to the Governing Board. Parents/guardians/caregivers representing English Learners (DELAC/ELAC) receive annual training so they can execute their legal responsibilities as members of these committees. Both groups advise the development of School Plans for Student Achievement, as well as the LCAP. Finally, the district community liaison provides training to parents to build parent capacity to function as effective members of the School Site Council.	Over the past few years, parents/guardians/caregivers from all schools have participated in Leadership training. In collaboration with the State PTA, EMCSD has provided School Smarts training to representative groups of parents/guardians/caregivers from all schools. The training consists of an array of skills designed to build leadership and advocacy. At the school level, parents/guardians/caregivers have received PESA (Parent Expectations Support Student Achievement) training, which is designed to build their advocacy skills. Based on educational partner input and local data, EMCSD continues its focus on elevating the voices of parents/guardians/caregivers and promoting a variety of engagement opportunities. The District continues to improve engagement of underrepresented families by building awareness of and eliminating inequities that may pose a challenge on relationship building.	EMCSD believes that effective communication is at the core of developing strong relationships with our families. Over the past several years, the District has developed a variety of strategies to improve two-way communication between schools and families - including the implementation of ParentSquare, a two-way app that allows us to contact parents/guardians/caregivers and allows parents/guardians/caregivers to contact us. A community liaison has been provided for each site, whose sole responsibility is to build relationships with families and engage them in a strong partnership with the school and district. A district-level community liaison coordinates the work to ensure the engagement strategies are implemented district-wide. District-level Chinese and Vietnamese speaking community liaisons also plan, coordinate, implement, and monitor strategies to improve engagement of the AAPI community.	The District administers the CPS annually to all parents/guardians/caregivers, with a response rate of 75.22% for the 2022-2023 school year. Results indicated that 94% of parents/guardians/caregivers reported that their school encourages them to be active partners with their school in educating their child. Around 59% indicated that the school provides information on how they can help their child, and 70% indicated the school lets them know how their child is doing in school between report cards. Around 94% felt school is a safe place for students. This indicates that the District is developing the capacity to build trusting and respectful relationships with families.	The District also continues to build parent/guardian/caregiver capacity and build relationships through the delivery of workshops. Counselors/social workers, community liaisons, and behavior intervention specialists deliver workshops to build upon parents/guardians/caregivers strengths, cultivate their knowledge, and strengthen home-school collaboration. During the 2022-2023 school year, 2,159 parent/guardian/caregiver attendees participated in workshops. Based on educational partner input and local data, the District continues its focus on promoting a variety of engagement opportunities to build partnerships to support increased student outcomes. The District continues to ensure policies, programs, and practices embrace an asset-based lens of parent/guardian/caregiver engagement. The District continues to improve engagement of underrepresented families by leveraging the linguistic, social, and cultural capital of parents/guardians/caregivers to support student outcomes.	EMCSD has prioritized building the capacity of school staff as well as that of parents/guardians/caregivers to actively engage families in advisory groups and in decision-making. Results of the 2022-2023 CPS indicated that 85% of parents/guardians/caregivers reported that schools seek input in decision-making. The District Community Liaison provides annual training to all parent/guardian/caregiver members of the School Site Council to communicate the role of this committee as it relates to the development of the School Plan for Student Achievement. The training empowers parents/guardians/caregivers to be effective participants in this process that includes, conducting a comprehensive needs assessment, identifying effective strategies, monitoring the implementation of such strategies, and evaluating the effectiveness of these strategies. Similarly, elected school representatives that constitute the District English Language Advisory Committee (DELAC), receive training that prepares them to carry out their legal responsibilities as they relate to the progress of English Learners. The training equips parents/guardians/caregivers to evaluate the District’s practices designed to support English Learners to attain English fluency within a reasonable amount of time. Through regularly scheduled meetings, DELAC members analyze state assessment results in English Language Arts, Mathematics, and English Language Development. DELAC members also receive information on the use of Title III funds in the district. Finally, all School Plans are developed in consultation with the school’s English Language Advisory Committee (ELAC).	Parents/guardians/caregivers have also played an essential role in the development of the District’s Local Control Accountability Plan (LCAP). From its inception, the parent/guardian/caregiver members of the LCAP Advisory Committee have helped inform the development, evaluation, and update of the LCAP. Parents/guardians/caregivers are proportionally represented in the LCAP Advisory committee and they continue to provide essential input for the on-going implementation of the LCAP. During the 2022-2023 school year, parent/guardian/caregiver feedback was also obtained through the Educational Partner 2023-24 LCAP Goals/Actions survey. A total of 153 parents/guardians/caregivers completed the survey. Several LCAP actions were specifically developed to address needs identified by parents/guardians/caregivers.	Based on educational partner input and local data, the District continues its focus on seeking parent/guardian/caregiver input for decision-making through a variety of methods. The District continues to improve input for decision-making of underrepresented families by building awareness of and eliminating inequities that may pose a challenge on relationship building.	4	3	4	4	4	4	4	4	4	4	4	4	Met		12JUN2023	2023
19645190000000	El Monte Union High	3	Local data indicates that staff continues to develop relationships with families. The EMUHSD continually provides families with information and resources to support student learning at home, through a variety of tools and in different languages. Each school does a great job of seeking input from parents on better ways to build positive connections between the school and home. A survey is administered by each site on an annual basis, but the district also seeks input districtwide via Google forms, which allows families to provide input on how to better work together and build relationships to support the success of children.  Every school has created a welcoming environment through parent centers that provide information and resources to parents, staff, and community members in different languages. The EMUHSD encourages parents/guardians to engage in activities offered at our schools and participate in their child's educational journey. Many engagement opportunities are provided to families which include Financial Aid workshops, a College and Career Family Conference, and a Parent Involvement Academy. Cultural activities that include the annual Posada and Lunar New Year celebration, also focus on engagement, with a focus on strengthening the relationships between staff and families.	There are two areas of focus that EMUHSD has identified based on local data. In order to improve building relationships between school staff and families, the district will support staff by providing workshops and training on how to communicate effectively with parents and families. This includes training on the use of ParentSquare, but also ensuring that families are contacted in a language they understand.   The EMUHSD is also committed to ensuring that input is sought from as many families as possible on how to improve relationships between school staff and families. Although the District receives input from many parents through surveys, the goal is to also seek input from parents attending events on how to better work together.	In order to improve the engagement of underrepresented families identified during the self-reflection process, the District has now shifted to the use of ParentSquare as the primary communication tool to the home since this software allows staff to communicate with families in their primary language. The primary language of most of our underrepresented families is not English, thus the District will focus on providing communication in various forms (written and verbal), to support and allow for their engagement.	The EMUHSD is committed to building partnerships for student outcomes. Each school has a welcoming parent center, that is staffed by a community liaison, with available resources and information on how to collaboratively work together to support student outcomes. These resources are available in different languages to allow families to access them. Families are provided with many workshop opportunities that focus on supporting positive student outcomes and supporting student learning at home including sessions on technology, mental health, and positive discipline. These workshops are also provided in Spanish, based on parent input. Districtwide events also promote and support college and career awareness. These high-attended events include College Night, Cash for College workshops, College and Career Family Conference, and an annual Parent Involvement Academy.  Information is shared with families on how to monitor their student progress on an ongoing basis. Staff is available to assist at all times with any technical support needed to accomplish this task. Input is sought from families through various surveys and different committees including the Local Control and Accountability Plan (LCAP) committee, in order to allow them to share their concerns and/or provide recommendations.	The EMUHSD’s focus area for improving partnerships for student outcomes will be to provide more workshops and training to parents that focus on expected student outcomes. These workshops will include information on graduation and A-G requirements, attendance expectations, and post-secondary options.	Based on the analysis of input and local data, the EMUHSD will improve engagement of underrepresented families by ensuring that any information and workshop that is being offered, is provided in a language that they understand and at times when families are available. This can include providing training during the week, during the day, or even on weekends.	Throughout each school year, the EMUHSD consults with families to determine what engagement opportunities they would like to be made available to them, along with the best time and venue. This process is done at the site and district levels. As a result, parent and family opportunities are determined based on the input received through surveys, events, and/or committee meetings. This has resulted in an annual increase in parent and family engagement districtwide.   The EMUHSD continues to provide training to both staff and families on the effective engagement of families in advisory groups and decision-making. Parents who are part of the English Learner Advisory Committees (ELAC) at their sites, and the District English Learner Advisory Committee (DELAC) are trained to become leaders and facilitators of the learning process. They are trained to become the experts in the topics that are being discussed and consequently are able to present the information to other parents. All parents in these committees also provide feedback via a survey and/or evaluation form that includes an opportunity for them to share their ideas on what other topics and/or activities they would like to see.   Parents of the Superintendent's Parent Advisory Committee and of the Local Control and Accountability Plan (LCAP) Committee are also trained on becoming parent leaders and provide input on the actions that should be included in the LCAP. They have annually led the coordination of various districtwide events, like the Posada, which has been a huge success in engaging families.	While there continues to be an annual increase in parent and family engagement districtwide, local data indicates that there needs to continue to be an increase in the number of parents who participate in the decision-making process. The focus will be on increasing the number of parents who are members of the various committees and ensuring that different members are included in the committees such that more parents have the opportunity to participate and become leaders.	In order to improve the engagement of underrepresented families identified during the self-reflection process, the District has now shifted to the use of ParentSquare as the primary communication tool to the home since this software allows staff to communicate with families in their primary language. The primary language of most of our underrepresented families is not English, thus the District will focus on providing communication in various forms (written and verbal), to support and allow for their engagement, understanding of their role, and input for decision-making. Translation devices have also been purchased to allow for in-person communication with as many families as possible whose primary language is not English. This will also allow for an improved engagement of underrepresented families in providing input for decision-making.	3	5	5	5	3	5	5	5	5	5	4	5	Met		21JUN2023	2023
19645270000000	El Rancho Unified	3	Based on our LCAP Surveys, the staff and community respondents feel that the district engages them as educational partners. 72% of Staff Report Feeling Engaged by ERUSD as an educational partner, while 64.7% of Parents feel Engaged as Educational Partners. 54.1% of parents report participating in district sponsored activities (i.e. PTA, School Site Council, performances, festivals, ceremonies, etc.) and 65% of staff indicate they are given opportunities to get involved in school-wide decisions.	While there has been progress made in the area of building relationships between school staff and family members, more efforts can be made in this area, particularly with ERUSD staff. ERUSD partnered with Qualtrix to create professional surveys to allow educational partners to voice they concerns and feedback. An area of improvement is creating structures, policies and opportunities to sustain our current level of communication. In addition, ERUSD has continued to communicate with families and staff through ParentSquare, social media, emails, automated phone calls, and letters.	ERUSD is committed to working with our families and creating a partnership to ensure the success of our students. Our 2021-2024 LCAP Goal #2 focuses on engagement for all stakeholders, including parents. This year, we were able to offer engagement opportunities for families both in-person and in Zoom/Google Meet. This continued to allow parents who are not normally able to attend to be able to participate in-person. The current level of engagement that we hold with our families is an area of strength for us.	Our LCAP Goal #2 focuses on engagement for all stakeholders, including parents. We are providing a direct action to offer parent workshops in a variety of areas. These workshops will better prepare parents to support their children in their homes. Possible topics for these workshops can include Go Math (adopted math curriculum) for elementary, AVID for middle school, and a-g requirements for high school. In addition, this year, we were able to increase the number of parent learning opportunites, including our first Parent Summit	In order for parents and community members to feel the receive the information they need and/or requested, a Parent Community Center was set up. It is in this center that they will have the opportunity to attend the workshops that are offered by El Rancho USD.	We want to provide professional learning opportunities for both teachers and principals to improve their school' capacity to partner with families. We wanted to have Parent Liaisons at each site, but due to staffing shortages, we were unable to do so. We hope that we can overcome the challenges that we faced and move forward with our Parent Liaisons in 2023-2024 and hope that our centralized Parent Community Center will improve our schools and district's capacity to partner with families so that they have the resources to support student learning and development at home.	72% of staff indicate they are given opportunities to get involved in school-wide decisions, while 64.7% of Parents feel Engaged as Educational Partners. 54.1% of parents report participating in district sponsored activities (i.e. PTA, School Site Council, performances, festivals, ceremonies, etc.)	El Rancho Unified School District is committed to providing a welcoming and positive school culture, where all students are able to thrive and succeed. The staff works diligently to collaborate with parents and students to create and sustain communication between home and school to meet the unique needs and background of each student. To build strong relationships, ERUSD communicates regularly with parents, students, and other stakeholders through monthly meetings at school sites, frequent phone calls/text messages and email, weekly newsletters which are written in English and Spanish, and a robust school website. Parents and community members also receive information through a number of social media platforms, such as Twitter, Facebook, and Instagram. Schools and district offices also use a translator when needed for phone calls, school/district meetings, SARBS, and IEP or 504 meetings. These methods provide the opportunity for families to ask questions, share concerns and provide input on a regular basis to inform the LCAP and the development of school services and programs. To help our families connect to the greater school community, as well as support learning at home, ERUSD made available parent videos and schools hosted parent workshops during the school year. In addition, the schools held School Site Council meetings, the district held Parent Advisory Committee Meetings, and other parent input meetings for students with disabilities. Staff members were effective at recruiting underrepresented families.	"We can continue to improve engagement of underrepresented families by continuing to advertise when meetings are held, as well as the purpose of the meetings, so that they are aware that we are seeking their input for decision- making. In addition, we can also hold meetings and parent workshops/trainings in the morning, where ""stay at home"" parents/families can attend and evening meetings for working parents/families. We can also continue to send out surveys where input can be collected electronically and/or have paper copies available for parents who do not have or feel comfortable using technology."	3	4	4	5	2	4	4	3	3	2	4	4	Met		27JUN2023	2023
19645350000000	El Segundo Unified	3	ESUSD is fortunate to have a strong parent community that is actively involved.  We are dedicated to providing a district culture of service that promotes a welcoming atmosphere and treats everyone with courtesy and respect. Our goals are to provide multiple resources for parents to be informed regarding individual student progress as well as school and district news, allow opportunities for involvement and feedback.  ESUSD  works hard to build relationships between staff and families by creating a welcoming and positive environment for all families. The district and the schools offer a variety of opportunities for parent engagement, involvement, and feedback. Schools have active parent participation and parent committees throughout the school year and even during the summer. All parents/guardians are welcome to attend any school meeting or activity, and are encouraged to be involved throughout the year. Various activities include but are not limited to parent education nights, open houses, back to school night, parent-teacher-student conferences, PTA sponsored events, School Site Council Committees, music performances, and more. District and school site communication ensures parents are well informed, have opportunities for involvement, and are connected to their school. Regular and timely communication with families and staff continues to build strong relationships within our school community.	In reviewing survey data we are able to offer parent nights that are of value. (4,3) Our challenge is that there are many different events and parents need to schedule their time around them.  We have found great success in offering recorded options for parents to view when they have time.    Feedback is positive but we still are working on how to get more parents to attend family nights and parent education evenings at the secondary level.  We continue to surpass our expected outcome for the metric of; Number of parents attending back to school  night with the percent attending - 99% Elementary in person  and 95% Middle School in person.	Our English Learner Advisory Committee (ELAC)  and District (DELAC) meetings and parent information nights helped engage our English Learner families in better understanding the English Language Proficiency Assessments for California (ELPAC) as well as the process of English Learner to Fluent English Proficiency. English Learner families indicated that they had the tools to support their students at home in preparing for the ELPAC assessments and were grateful for the support.  The college and career advisor will provide targeted services to underrepresented students and interventions such as AirTutors or in school tutoring support ongoing academic success. Our counselors will reach out individually to the families of our underrepresented students to ensure they have the correct resources and knowledge for their student to make the appropriate decisions, choices, and options for their families in college and career and receive the right support.	ESUSD offers many different opportunities for educational partners to provide input such as our district and site committees, parent conferences, educational nights, and focus groups.  With consulting with our numerous educational partners, they stated many examples of ways in which the District was building partnerships for supporting all students. Educational partners shared that communication is the right amount, as parents can email teachers or administrators at any time to discuss building partnerships for student success. Principals have many ways of communicating with families and providing information, such as their newsletters, parent nights, social media and PTA meetings.	Through our many community events, coffees with the principal, specialized parent nights, and events we found that some families are too busy to attend so we have offered many of our evenings virtually to accommodate busy schedules.	Employing more counselors has allowed for more personal connections for our underrepresented families.  In addition, to improve engagement of underrepresented families, the District will continue to communicate through multiple measures. This includes updating the websites, sending district communications, sending site letters, sharing information with the PTA, ELAC, DELAC, SSC, and other committees.	There are many ways for parents to be involved or have a voice in decision making.  We offer School Site Council meetings, district wide committees such as; Instructional Technology, Environment, Wellness, Special Education, Facility Advisory Committee and the Local Control Accountability Plan.  We are always looking to find ways to make meetings more accessible and have been offering more virtual options which has allowed for some educational partners to attend.	The involvement from all of our educational partners are of vast importance in ESUSD.  Committees are held, focus groups, surveys and parent nights are offered throughout the year. Through surveys we ask how we can improve and use that feedback to shift as needed to further support parent involvement.	In hiring more counselors we are able to connect with our underrepresented families in a meaningful way to build connections and offer support.  Through individual outreach we find how to help our underrepresented families have input.	5	5	4	4	5	4	4	4	5	4	3	4	Met		13JUN2023	2023
19645500000000	Garvey Elementary	3	The District continued to provide multiple opportunities for 2-way communication between the district/school staff and families, by using multiple forms of communication (e.g., Class Dojo, text and voice messages, online informational meetings, parent focus teams), and by having two bilingual School Community Coordinators housed at each school to conduct target parent outreach in different languages. Professional development was provided on building relationships with families and leadership development of all students.	The focus area for improvement is to strengthen the District’s efforts in providing ongoing training and support for all staff, including office staff, in creating welcoming environments for all and in learning about each family’s strengths, cultures, languages, and goals for their children.	The focus area for improvement is to strengthen the District’s efforts in providing ongoing training and support for all staff, including office staff, in creating welcoming environments for all and in learning about each family’s strengths, cultures, languages, and goals for their children.	The District continued to support families to understand and exercise their legal rights, by providing the Annual Parent Notifications on parents’ legal rights and Uniform Complaint Procedures (in four languages); conducting ongoing school- and district-level school parent meetings, including School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee, Student Success Team (SST), and IEP meetings, when parents are informed of their legal rights and provided with the opportunity to exercise their legal rights and advocate for their own students and all students.	The focus area for improvement is to develop the capacity of staff in partnering with families with diverse backgrounds, particularly in addressing the mental, social-emotional, and academic needs of high-priority children.	The District will improve engagement of underrepresented families by providing professional development and for staff to partner with families, in addressing the mental health and social-emotional needs of students, and by providing families with information and resources on intervention and enrichment programs to meet the diverse needs of students.	The District continued to provide all families, including underrepresented groups (e.g., English learners) with opportunities to provide input and opportunities to have families and staff work together to plan and implement family engagement activities, through regularly-scheduled district- and school-level parent participation and education meetings, a variety of parent engagement activities, and the parent outreach programs facilitated by district- and site-based bilingual parent support staff. Additionally, the District has developed a Parent Involvement Handbook with resources on parent recruitment to serve on advisory committees.	The focus area for improvement is to strengthen the District’s efforts in building the capacity of underrepresented family members to effectively engage in advisory groups and decision-making.	The District will improve engagement of underrepresented families by providing training and support for the underrepresented families, including working parents, new immigrants, and low-income families, in effectively engaging in advisory groups and decision-making, through ongoing parent training, target outreach from bilingual School Community Coordinators, support services (e.g., translation, childcare services), and meeting schedule accommodations.	4	4	4	4	3	4	4	4	4	4	4	4	Met		29JUN2023	2023
19645680000000	Glendale Unified	3	GUSD recognizes that parents/guardians are children’s first and most influential teachers and sustained parent involvement in the education of their children contributes greatly to student achievement and a positive school environment. Parents/guardians participate in an annual Culture Survey that asks questions specific to family engagement: 88.7% responded Strongly Agree/Agree that they are treated with respect at their child’s school; 75.2% responded Strongly Agree/Agree that the staff at their child’s school takes their concerns seriously and 81.7% that requests are responded to in a timely manner. 82.7% feel that the school encourages them to participate in organized school and district events and 84.4% responded favorably that the school encourages them to participate in parent/family groups such as the PTA, school foundation, school site council, etc.  The Superintendent works directly with the Superintendent’s Parent Advisory Committee and Glendale Council PTA, both composed of parents/guardians and community members, to meaningfully involve parents/guardians and family members in District and school activities; advisory, decision-making, and advocacy roles; and activities to support learning at home. Title I schools have a “student-parent-school” compact signed by each student’s parent/guardian that outlines the commitment students, families and teachers have to each other. In order to foster a positive culture of learning that maximizes student achievement, GUSD partners with families to accelerate student learning, support physical, social and emotional wellbeing, and increase school connectedness. The Equity, Access and Family Engagement Department uses the results of the annual Culture Survey to strategize efforts for the new school year and coordinates family engagement sessions using a new tool, Parent Square, to advertise events and activities. GUSD offers professional learning and support for families in understanding and accessing resources for state assessments such as CAASPP and ELPAC. Site-specific performance data is shared with families and specific next steps to address areas of focus are discussed. Resources for support and learning at home are shared. Staff meet with families to review academic progress and engage them in learning experiences at events for building a joy in and partnership for learning. Families take part in ELAC (English Learner Advisory Committee) and DELAC (District English Learner Advisory Committee) meetings. Families are offered training and support for students who have special needs, are gifted, enrolled in dual immersion programs, interested in college and career guidance, are new to the country, are English Learners, receive foster/homeless support, etc.	Based on the results of the Culture Survey, GUSD staff will focus on increasing family engagement to improve all areas addressed by the survey. Particular focus will be placed on increasing the effectiveness of communication in order to seek input from parents/guardians before making important decisions which received favorable responses from 61% of parents/guardians. We will also focus on our commitment to ensure all students are treated fairly (77.1% favorable) and that students receive the social and emotional support they need when they are at school (69.6% favorable) and know how to access mental health support if they need it (56.7% favorable).  A new Director of Equity, Access and Family Engagement joined the GUSD team for the 2022-2023 school year and focuses resources on addressing the barriers that may exist for fully engaging families. Working collaboratively with school principals and Glendale Council PTA, the Director focuses on implementing effective communication strategies that will result in increased percentages of families feeling that they are encouraged to participate in organized school events (82.7%) and parent/family groups (84.4%).   GUSD has also invested in ParentSquare, a new secure platform that is integrated with GUSD’s student information system to better inform parents/guardians about school events using a variety of communication strategies such as targeted emails, texts, phone calls, newsletters, and social media postings. ParentSquare provides administrators, teachers, and District leaders with the capacity to send out mass, classroom and targeted group notifications and has a highly effective translation tool embedded for parent/guardian use. It provides a single location for parents to complete forms and permission slips, to calendar and RSVP to events, to take polls and surveys, and to participate in community groups. ParentSquare also provides analytic data to identify which groups of parents/guardians are actively engaged with the tools and which might need more support or an alternative approach to fully access information. District and school site leadership will know who is not being reached and can use tools to improve contactability, communications equity and oversight, while maintaining privacy and security.	The ParentSquare resource provides analytic data to identify which groups of parents/guardians are actively engaged with the tools and which might need more support or an alternative approach to fully access information. District and school site leadership will know who is not being reached and can use tools to improve contactability, communications equity and oversight, while maintaining privacy and security. Identifying parents/guardians that have not yet fully engaged is important in order to assess the effectiveness of GUSD’s family engagement efforts. The Director of Equity, Access and Family Engagement will meet regularly with GUSD’s Communication Director to identify which groups of families might need more personalized outreach and brainstorm alternative efforts to inform and engage these families.   Another area of focus will be expanding our efforts in developing Community Schools at five elementary schools that qualified for a Community Schools Planning Grant. We awarded the Implementation Grant and look forward to using the grant funds to build Community Schools at these schools: Mann Elementary School (94%) Marshall Elementary School (91%) Cerritos Elementary School (90%) Columbus Elementary School (85%) Thomas Jefferson Elementary School (85%)  These schools have the highest percentage of unduplicated students amongst the district’s elementary schools as shown by the percentages above.  These five schools represent 25% of the District’s elementary schools and will serve as pilot schools. The community survey will be revised based on parent/guardian feedback and can then be utilized across the District to identify untapped assets and come up with plans for transforming all schools into highly effective and impactful community schools. The California Community Schools Partnership Program (CCSPP) supports schools’ efforts to partner with community agencies to align resources to improve student outcomes. These partnerships provide an integrated focus on academics, health and social services, youth and community development, and community engagement. GUSD will use the community school model and strategies to mitigate the academic and social impacts of emergencies that affect local communities, improve school responsiveness to student and family needs, and to organize school and community resources to address barriers to learning. Particular areas of focus will be to integrate support services, increase authentic family and community engagement, build capacity for collaborative leadership and practices for teachers and administrators, and extend learning time and opportunities for students. The community needs assessment process will then be disseminated to other schools across the District.	GUSD utilizes a multi-pronged, multilingual outreach campaign to increase family engagement and opportunities for schools to build strong relationships with families. Surveys provide insight into school needs in addressing community questions and concerns. Parent Chats, Parent Academies, CABE Project Inspire, School Smarts Parent Engagement Program, and the GUSD Welcome Center provide information and resources necessary for successful school experiences. Data and input opportunities are offered to families in the Superintendent's Parent Advisory Committee (SPAC), School Site Council (SSC), ELAC (English Learner Advisory Committee), and DELAC (District English Learner Advisory Committee). Additionally, the GUSD Superintendent meets with the PTA leaders and a districtwide Culturally Relevant and Responsive Education (CRRE) group was launched in 2020-21 to create a forum for families and staff to provide input. To provide support and advice during the pandemic, a Healthcare Partners Advisory Committee was formed composed of medical leaders from every local hospital and other medical practitioners.  GUSD engages community partners to improve school climate, address students’ academic and social-emotional needs and improve school facilities. In 2021-22, the UCLA Sound Body Sound Mind program outfitted all middle and high schools with state-of-the-art fitness centers, fitness and nutrition curriculum and professional development for teachers. Adventist Health Glendale donated funding for all secondary schools to have wellness centers. Grant funding from LACOE and Heluna Health enabled five schools to participate in school wide Capturing Kids Hearts initiatives. Three middle schools are Verizon Innovative Learning Schools and benefit from one-to-one devices, student data plans, and extensive teaching training and support to engage students in a unique, immersive curriculum that leverages technology to support student learning. The Los Angeles County Department of Public Health (LACDPH) is funding the establishment of health centers at two high schools to address students’ physical needs. Consulates and language foundations donated $59,757 to support students in the dual immersion programs including the placement of a language assistant sponsored by the Spanish Consulate.  GUSD was awarded a planning grant by the CDE for five elementary schools to transform into Community Schools. The College and Career Division received many grants to strengthen CTE programs including CTE Incentive Grant, Perkins funding, Specialized Secondary Program funds, and California Partnership Academy funds. With the support of community partners, including the City of Glendale Parks and Recreation, Glendale YMCA, YMCA of the Foothills and Homenetmen Glendale Ararat, the district expanded child care opportunities significantly at schools in which the family needs exceeded GUSD’s current staffing capacity.	A Landscape Analysis was conducted in the Spring of 2022. Each middle and high school was represented by staff engaged in the work of improving school culture. The findings indicate that GUSD has areas of need in terms of bias and prejudice leading to conflict but is poised to make substantial gains in improving the organization’s cultural competence with cultural humility as the end goal. The analysis found that there is a gap between cultural humility as a standard practice on the individual level versus the collective level. The findings indicate that schools have foundational tools in place to support anti-bias education including improving staff capacity in asset-based youth development modalities. Schools have recently focused on Social Emotional Learning as schools begin to understand the correlation between mental health and wellbeing and academic outcomes for students.  GUSD’s goal for 2022-23 was to focus on equity, access and family engagement. GUSD was awarded an Anti-bias Education Grant from CDE. GUSD is working with Institute for Student Empowerment to establish a Collective Impact Initiative in Fall 2023 to include administrators, teachers, counselors, teacher specialists, parents/guardians, students, and community partners to build a shared understanding of change needed and align resources towards a plan of action. Recommendations will guide the project implementation for the next 2-3 years focusing on two goals: to increase students’ and community capacity for cultural humility, inclusion, and celebration of diversity; and to create a shared understanding of the vitality of a community that understands and champions equity and inclusion. In addition to previously mentioned efforts, GUSD believes that a key to improving the engagement of underrepresented families is by enthusiastically engaging students. GUSD has used Student Voice panels and Student Senate meetings to get input from students on how to increase their personal engagement and the engagement of their families. Beginning with the 2023-24 school year, the district will establish Common Ground Clubs - which are student-led and guided by adult facilitators - to foster dialogue, acceptance, cultural competence, and cultural humility. These clubs would be established at every middle and high school. By resourcing and empowering the students most impacted by discrimination or intolerance, GUSD will build on the assets of its youth to help stop racism and bias. Students will build their cultural competence and cultural humility to become peer ambassadors empowered to build common ground. The goal is for students to feel: 1) more connected to their school community, 2) more empathetic and inclusive toward the diverse student groups on campus and in their communities, 3) confident and equipped to resolve conflicts on campus, and 4) able to focus more fully on academics and life-readiness.	The district has taken several steps to advance equity work. The Culturally Relevant and Responsive Education working groups brought together diverse community members to provide feedback and inform decision-making on promoting equity and inclusion. The Board adopted social justice standards from Learning for Justice to formalize a commitment to equity and inclusion. Implicit bias training was hosted at both the district and school level using presenters such as Kikanza Nuri-Robins and Shaun Harper and were very well-received. Work on addressing disproportionality in special education includes implicit bias training for targeted school sites. Evident in this work is a need for expanded training and to establish a series of professional learning opportunities to support and empower teachers in bringing anti-bias lessons into their classrooms and how to respond to public criticism. GUSD’s anti-bias work also includes the Learning Together Initiative which includes professional development, family engagement and a youth asset-building program to supplement the work of external partners. Cultural humility and harmony are achievable if the entire community, not just educators, are well-versed in anti-bias, anti-racist, and culturally inclusive pedagogies. GUSD expects to see material improvement in results on multiple metrics displayed in a district dashboard, including the GUSD Culture Survey, the Panorama socioemotional survey, the CA Healthy Kids Survey, the number of major and minor behavior incidents, attendance and chronic absenteeism rates, and math and English language arts proficiency rates. Since the issues are both school- and community-based, the solutions are wide-ranging.  During the pandemic, it was evident that many in the broader community were distrustful of healthcare. A relatively low vaccination rate is one data source that showed this trend. GUSD wants to engage more community partners, such as Dignity Health Glendale Memorial Hospital, to increase student access to internships in order to inspire career planning and partner students with professional mentors. Students are selected each year to experience a wide variety of healthcare professions in a hospital setting. They first rotate through six areas of interest chosen from in-patient and out-patient areas such as surgery, intensive care, maternal child health, behavioral medicine, emergency medicine, and cardiology. In the second semester, students choose three clinical areas and participate in in-depth five-week rotations. It is GUSD’s goal to use this successful model to expand to the other two local hospitals so as to engage students from the two other comprehensive high schools in similar intern opportunities. GUSD is also partnering with Comprehensive Community Health Centers as they seek grant funding for a mobile health clinic that will serve the students and families at the five elementary schools with the highest percentage of students living in poverty.	In 2022-23, the GUSD Parent Culture Survey was administered at each school to determine parent/guardian perception of decision-making opportunities. Overall, 61% of parents/guardians said their school actively seeks input from them before making important decisions, 82.7% of parents/guardians said their school encourages them to participate in organized school or district events, and  84.4% of parents/guardians said their school encourages them to participate in parent/family groups such as the PTA, school foundation, school site council, etc.  GUSD offers multiple parent/guardian engagement opportunities, including school and district level advisory committees, to seek input and engage parents/guardians in decision-making processes regarding program development and implementation. Parents/guardians participation is solicited via site and district messaging systems provided in English and the home languages of Armenian, Korean, Spanish, and Japanese. Meetings are held throughout the year to allow for increased participation, feedback regarding school/district based programs and services and opportunities for families, teachers, principals and district administrators to work together to develop effective family engagement activities. Translation and child care services are provided to address any barriers that language or childcare might pose. GUSD is committed to seeking innovative strategies/programs aimed at increasing parent/guardian participation/engagement at the district and site level.   The Superintendent convened a Healthcare Partners Advisory Committee made up of representatives from local hospitals and medical agencies, many of whom are also GUSD parents/guardians. GUSD holds Student Voice Panels in order to hear from high school students representing all five high schools. The Student Voice Panels addressed questions generated by the GUSD Student Advisory Panel who also selected the student moderator and student participants. These events are Special Board Meetings to allow all five Board members the opportunity to benefit directly from the student input. Topics addressed included how to support student learning and social-emotional health and how to re-engage students returning from distance learning.   The Superintendent met regularly with parent/guardian leaders during monthly Council PTA meetings organized by the GUSD Council PTA President. These meetings afforded leadership the opportunity to hear from parents/guardians regarding events and practices throughout the school year. The Superintendent also met regularly with representatives from the City of Glendale, Glendale Community College, and the Crescenta Valley Town Council to provide updates and get feedback on district efforts.	Based on the analysis of the GUSD Culture Survey to determine parents’/guardians’ access to decision-making opportunities, GUSD schools will focus on increasing efforts to seek input from all community partners. 61% of parents/guardians said their school actively seeks input from them before making important decisions and this is an area the district will focus on.  The goals for seeking greater levels of input from community partners are to increase parent/guardian involvement, increase transparency with the decision-making process, and ensure access and equitable voice.  Through these efforts, the District expects the favorable response percentage to this survey prompt to increase to 70% during the 2023-2024 school year. The five elementary schools that are in the implementation phase of becoming Community Schools will serve as role models for the rest of the GUSD schools. These five schools are engaged in a comprehensive community needs assessment process in order to engage as many parent/guardian partners as possible in order to design school services to meet their needs. This process intentionally engaged a large number of parents/guardians, staff, students, and community partners to redesign support services at the school level in order to best meet their unique needs and interests. The lessons learned, processes that are developed, and tools that are created will be shared across all schools.	To achieve these goals, GUSD will use the new ParentSquare parent communication system to identify parents/guardians who have not received messages about opportunities to share input and will contact them using other methods such as phone calls, text messages, and emails to ensure they are aware of the opportunities.  ParentSquare offers tools for immediate two-way translation of messages to afford families who are English Learners the greatest opportunity to communicate freely with any staff member.  Opportunities to provide feedback to inform decision-making will be made available both in-person and virtually. Whenever possible, the video or notes from the meeting will be made available for viewing asynchronously.   The five elementary schools that will become Community Schools will also serve as role models for the rest of the GUSD schools. These five schools had the highest unduplicated percentage of students and continue to have very diverse school communities of English learners, families qualifying for free-or-reduced meals, and students receiving support services for foster/homeless youth. The processes that are established through the Community Schools effort will intentionally focus on engaging underrepresented families in school leadership, events, and services. These processes will be shared across GUSD schools for implementation on a broader scale with modifications relevant to each school’s unique community needs, so that the end result is a more engaged and empowered community that has access to support services and a voice in school leadership.	4	4	4	4	4	4	4	4	4	4	4	4	Met		06JUN2023	2023
19645760000000	Glendora Unified	3	Glendora Unified has had a consistently active community of families engaged with students' education. As a result, new practices have continued to enhance this work. The 2022-2023 school year brought a renewed relationship with our community. There has been an increase in communication, transparency, and positive working environments.	Glendora Unified will continue to gain insight into areas of growth through 2-way communication with our community. Through the use of parent committees, parent education nights, open forums, and our Parent Advisory committees we will continue to get input. Staff focus for the current school year is People First Leadership focusing on making connections with staff, students, parents, and community members.	Based on the above input Glendora Unified is continuing to streamline and focus on communication. We have opportunities to communicate with parents who speak another language other than English through our use of Language Line. Our communication tool, Parent Square, can be translated into various languages for accessibility. Further parents can choose to receive emails or text messages of the information at a convenient time for them.	Through looking at both local data and survey input Glendora Unified's strengths in building partnerships for student outcomes are seen in our increased collaboration with parents and families, as well as an increase in student support services. We have expanded our family resource center, parent education, as well as our mental health professionals and access to support in social and emotional issues for students. We have access to increased personnel as well as Hazel Health and Care Solace. Further, there are increased intervention programs and opportunities at each site.	Glendora Unified's focus area for improving student outcomes includes an emphasis on math instruction as well as the social-emotional well-being of our students. Having timely, consistent 2-way communication enhances the ability of school staff and parents to have access to student data.	Glendora Unified will continue to support the engagement of our underrepresented families by having an increased community outreach, using our parent resource center. Further, in addition to expanding resources and communication tools,  Glendora Unified will enhance its efforts through our Director of Student Supports, MTSS, and LACOE attendance support.	Glendora Unified School District works diligently to build, maintain, and enhance relationships with constituents. Three surveys were administered during the 2022-2023 school year: the LCAP Stakeholder Survey of Adults including staff and students' families, The LCAP Student Survey, and site surveys.  This data shows that Glendora Unified's strengths in this area include enhanced opportunities at school sites to work and plan together for site activities and participation in advisory groups.	The LEA's focus area for improving input for Decision-making will be to improve our community and student survey questions to increase the amount of applicable received data information to inform practices. Glendora Unified continues to expand the engagement of all students and families.	To improve the engagement of underrepresented families identified during the self-reflection process about seeking input for decision-making, the LEA can undertake the following steps: flexible meeting formats, timely information and communication, family workshops, home visits with Liaison, continuous reflection, and multilingual communication.	4	4	4	4	4	3	4	4	3	3	3	4	Met		15JUN2023	2023
19645840000000	Gorman Joint	3	"According to recent partner survey data, 100% of parents strongly agree/agree that they feel welcome at school.  Additionally, 100% of parents surveyed strongly agree/agree that they have opportunities to have a voice in decisions that affect me and my student"". All students indicated feeling safe most of the time, as did classified, certificated, and administrative staff."	In building relationships with staff, we have created monthly opportunities such as PTSO, School Advisory, and monthly school meetings and school tours, all to solicit input.	By utilizing Parent School and educating partners on the use of translation within the app, we are finding we get more participation from underrepresented families.	Our strengths in progress are the monthly meetings where we share information, data, and solicit input.  It is hard to get parents to go attend meetings, so the tours, snacks, and a sit down with administration have been helpful.  We also provide family reading nights and math nights, which have been well attended.	One of the areas to improve upon for student outcomes is attendance and education parents on the importance of good attendance.  Additionally, SART meetings have been scheduled sooner in the year, as soon as a student goes over the 10% absence rate.	We plan to purchase translation headsets to foster communication at family events, as requested by ELD Family Group.	100% of educational partners indicated on local survey data that they strongly agreed/agreeed to having input on decision making.	We will continue to seek educational partner input on decision-making.	Underrepresented families will continue to have access to surveys and opportunities for input on decision-making.	4	5	4	5	4	3	4	3	4	4	3	4	Met		27JUN2023	2023
19645841996305	Gorman Learning Center	3	According to the GLC Satisfaction Survey, communication with parents is a relative strength. 96.6% of respondents agree that educators and staff communicate clearly with parents throughout the school year.	The focus area for improvement is ensuring effective outreach to and meaningful input from parents and guardians in subgroup:  English Learners and Life English Learners.	During EL parent seminars LEA will use a translator to minimize language barriers. LEA has a Designated EL teacher to provide support and daily interaction with the EL population. Our homeless and Foster Youth have a liaison that provides services and resources to this population.	According to the GLC Satisfaction Survey, 94.4% of respondents agree that GLC communicates effectively with parents on how to support their child’s learning. Key strengths of the program are continued parent seminars, increased Title I Targeted Services, and providing synchronous instruction opportunities.	The focus area for improvement continues to be supporting PLTs and parents in assessing student progress based on the state standards and making changes to personalized learning plans to address needs in terms of progress towards mastery. LEA will also continue to focus on educational partner engagement in Advisory Council and Advisory Team activities.	Continue to provide professional development and training to teachers, parents, and staff in regard to our UP population. Use data to reflect on areas of need and growth. Continue to implement a multiple-tiered support system for all students to provide instructional strength.	Strengths: Satisfaction Survey expanded to include over 100 questions. Participation rate doubled to nearly 2,000 participants network-wide.  Each school had its own Advisory Council consisting of staff, parents and students. The school's Advisory Council continued to collaborate with educational partners to provide valuable insights into the direction and goals of the school. The addition of a Homeless and Foster Youth Liaison has brought support to this population of students and families.   Areas of Improvement: Increased parent awareness of and engagement with the Council  and ELAC. Based on the feedback provided by parent members of the Advisory Council/ELAC, the LCAP will address Parent Involvement as a Focus Goal, Student Achievement, Student Engagement, and other pupil outcomes, Implementation of Standards, School Climate and Course Access and Maintenance Goals. Based on the feedback of educational partners broadly, the school is continuing to address and add options for college- and career-readiness together with academic achievement through multiple services and actions.  Plan to Improve Engagement: Continue Parent Engagement Councils, events, teams for decision making in collaboration with staff, teachers, students, and administrators.	The focus area for improvement is increased parent awareness of and engagement with the Council and ELAC.	Families and students have the opportunity to during the yearly home survey and during the year with at advisory council meeting. The school allowed for educational partners to participate in TEAM meetings focused on areas of interest.	5	5	5	5	4	5	5	5	4	4	4	4	Met		29JUN2023	2023
19645920000000	Hawthorne	3	Based on the analysis of educational partner input, the District has funded two Family Outreach Teachers on Special Assignments to implement and sustain the following areas of  strengths focused on building relationships between school staff and families : -Develop, coordinate, and conduct programs and activities designed to engage families and the community in support of student achievement.  -Assist staff, families, and community organizations in developing partnerships and enhancing communication between families and school staff.  -Work with District staff and school leadership teams to plan and implement family/community-friendly school climates. (i.e. develop customer satisfaction protocols for greeting parents and community partners in the building or over the phone, help to make the physical climate of the school inviting, etc.)  -Help to maintain and enhance Parent Centers.  -Nurture relationships with staff, families, volunteers, and community partners, including local churches, public agencies, and service providers.  -Work with staff to maintain accurate parent participation data, implementation of community programs, and family engagement initiatives/outreach.  -Help to build the capacity of schools to engage families in a meaningful way.  -Provide tools to staff to develop, implement, and evaluate family and community involvement and community outreach activities.  -Assist schools with developing the tools/skills necessary to recruit and train volunteers.  -Work with district/school staff and families to improve student attendance.  -Work with district/school staff and families to address at-risk behaviors. The Family Outreach TOSA also implemented and directed the Parent Arts Docent initiative in the Hawthorne School District. The Parent Arts Docent initiative is a program that allows parents/guardians to receive training and professional development sessions particular to an art lesson that they then implement in classrooms and facilitate with students.  Beyond the work of the Family Outreach TOSA, the District builds relationships between school staff and families by ensuring that adequate translation services are available at school and district levels, maintains comprehensive FamilyResource Centers at each school site that provide academic and social-emotional resources, teacher communication flyers, access to technology, and information related to community services. Numerous school-specific events were offered at every school site, with a wide range of topics being covered. Teachers at each school site implemented math nights, literacy nights, parent workshops, and many more family events. Evidence in building these relationships is obtained through the results from the District's 2022-23 internal system of tracking called “Family Event Attendance Tracking Form” which reflected 15,210 documented instances of family participation/visits to schools for activities and events.	Based on the results from our parent surveys the Hawthorne School District will continue to offer and implement the services and supports mentioned above to sustain and increase relationships between staff and families. The District will also continue to offer in-person and virtual events to create flexibility and increase accessibility for family participation as families have indicated that they appreciate the flexibility.  In addition, to continue to provide the current engagement offerings, the Hawthorne School District has received the California Community School Partnership Program Grant to allow for the District to increase resources and expand the number of opportunities for parents and families to participate in a two-way communication as we transform the Hawthorne School District schools into Community Schools.	The District’s evaluation results from our parent workshops and the completion of a Parent Needs Assessment at the end of each school year are examined through the lens of our underrepresented families. This data was utilized to refine the parent engagement opportunities for the upcoming year.	The district employs two full-time Family Outreach Teachers on Special Assignment (TOSA) to build capacity and effectively support school sites on how to engage and empower parents and guardians to be active participants in the education of their children. These individuals conduct numerous workshops for parents and guardians. The Family Outreach TOSAs provide support,  direction, and guidance for the Hawthorne Parent Academy (HPA) committees at every school site. The HPA is a targeted support group for parents/ guardians of students in entry-level grades such as kindergarten, 6th grade, and 9th grade that includes a series of strategic monthly workshops focusing on age-appropriate academic, social-emotional, and behavioral issues relevant to the school and home settings. Facilitating these recurring monthly workshops also allowed for strong parent partnerships to thrive at critical entry junctures of a student's academic journey. Recognition ceremonies are held at all school sites to celebrate those who complete their passport through their regular HPA participation. At the middle schools, the District partnered with the Families Acting towards Results (FACTOR), as a strategy to more closely and effectively inform and involve families in the education of their children. This partnership consisted of a five-week training for parents/guardians focused on successfully navigating the school system and accessing available resources to support your child’s education.   In addition, the District partnered with the UCLA Parent Empowerment Project. As part of this partnership, the UCLA staff works with the District staff to create District-wide Village Sessions for our parents.  In these sessions, the UCLA staff and the District staff co-create a space for parents to connect monthly and process their children's experiences at the school. Village sessions allow parents to engage and share the hopes, dreams, and concerns they have for their students. A series of Village sessions open an opportunity to build the school community, which includes establishing and maintaining trust, building relationships, and repairing harm rooted in reciprocity for students' betterment and academic success. We refer to them as village sessions because, more than merely an intellectual exercise, we are concerned with creating communal spaces where parents can come together to engage freely and address the challenges in education that matter most to them. We intend to develop site-specific Villages at individual school sites during years the next coming years of this partnership.	The Hawthorne School District will continue to offer and increase the number of Family Events Attendance in family engagement opportunities, programs, and activities listed above that positively support parent partnerships. The input and feedback received from the LCAP survey responses, parent evaluations, LCAP parent consultation meetings,  the parent need assessments, and other avenues of communication demonstrated a desire to reinstall parent volunteer opportunities and continue to provide parent involvement opportunities via Zoom. The District will also continue to offer in-person and virtual events to create flexibility and increase accessibility for family participation as families have indicated that they appreciate the flexibility.	The survey results, evaluation results from parent workshops, and Parent Needs Assessment at the end of each year provide data from our educational partners that we utilize to refine the parent engagement opportunities for the following year. This will increase access to strong participation in our current programs and activities. We are a district with a student population of 90% low-income, English learners, and Foster Youth. Therefore, we will continue to examine and seek the perspective of families that have historically been underrepresented and utilize that data to refine the parent engagement opportunities each school year.	While the actions and services outlined above speak to the various options in which parents and families were invited to attend school activities and provided with the support that was needed, it should also be mentioned that the District takes seriously its responsibility to inform parents of their rights and ability to participate in the school and district decision-making processes. The District continues to promote participation in school-based bodies, such as the School Site Council and English Learner Advisory Committee, as well as the district-level entities, such as the District Advisory Council and District English Learner Advisory Committee. While the District is confident that genuine efforts are made to engage parents and guardians in decision-making processes, it was affirming to see that 91% of parents and guardians who responded to the District's 2022-23 LCAP survey to the associated item pertaining to parents sharing input for decision making, indicated that they agree that they are presented with opportunities to be a part of the decision-making process at the school and district levels.  This data is directly related to the District's goal to increase parent involvement and participation, as set forth in the Local Control and Accountability Plan (LCAP). All school sites also documented the promotion of and full representation on their School Site Council and their English Learner Advisory Committee, with representatives from each school serving on the District Advisory Council, the District English Learner Advisory Committee, and consistent monthly parent workshops to continue to support decision making that will directly affect positive student outcomes. In addition, we continue to partner with UCLA Parent Empowerment Project to assist us in facilitating the work of our Parent Empowerment Network ( PEN).  PEN is a group of parents established from the village sessions that meet to address concerns and plan actionable programs for students from the perspective of the parents/guardians. The Parent Empowerment Network is an apparent group that leads efforts to engage families in the sharing of experiences related to school settings, with an emphasis on the empowerment of historically marginalized populations. The UCLA staff works with the District staff to create District-wide Family and Village Engagement Network Improvement and Community designed to promote effective ongoing engagement. A small group of selected parents represent their village at the PEN meetings. Research recommends having a small group of parents who work on supporting the comprehensive school plan and developing activities (Comer & Haynes, 1991). To guide the process of creating a plan, parents develop a foundational understanding of continuous improvement by using the PDSA cycle for planning and implementing the identified.	The Hawthorne School District will continue to engage all educational partners to refine the Local Control Accountability Plan and School Site Plan based on their feedback and input. It was affirming to see that 91% of parents and guardians who responded to the District's 2022-23 LCAP survey to the associated item pertaining to parents sharing input for decision-making, indicated that they agree that they are presented with opportunities to be a part of the decision-making process at the school and district levels. Therefore, the  District plans to continue its efforts to engage all educational partners and increase the percentage of participants who feel they are a part of the decision-making process in the district. The District will also seek to increase opportunities for the educational partners to be active participants in the school District decision-making process.	Based on the analysis of educational partner input and local data, the Hawthorne School District will continue to implement current practices that have been successfully implemented in ensuring that underrepresented families are valued and have access to decision-making opportunities.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
19645920100354	Hawthorne Math and Science Academy	3	HMSA continues to dedicate efforts and implement strategies to engage educational partners in the learning and teaching process of students. The school offers an HMSA Parent Academy for the parents and guardians of ninth-grade students in collaboration with the Hawthorne School District Family Outreach TOSA. the HPA workshops focus not only on the academic and social-emotional needs of their children but also on how parents can be involved at HMSA and be advocates for their children. The counseling staff has focused efforts on surveying parents regarding the types of workshop topics the parents would like and the quality of the experience. Efforts continue to result in HMSA having a high parent participation rate for all events held. Families have numerous opportunities to network and get involved with HMSA.  Some of the parent engagement opportunities offered are the School-Site Council (SSC), Hawthorne Parent Academy (HPA), informational nights, school-wide events, English Learner Advisory  Committee (ELAC), and Parent Booster Club (PBC). Parent engagement activities at HMSA are intended to include parents in their child’s educational journey. Teachers also involve parents in their student's academic progress by making themselves available in person, through email, and by phone. In the 2023 LCAP Parent Survey Results, 88.35% of respondents agreed with the statement: Information shared at HMSA parent meetings is meaningful and helps me support my child(ren.) A focus area of improvement is to increase direct parent communication between teachers and parents.	Based on data and input received from our parent meetings, such as,  Title I parent information nights, school-site council, Hawthorne Parent Academy, Parent Booster Club, informal parent surveys, and other internal school-based surveys HMSA will continue to offer increased opportunities for families to participate in school and community events. Their feedback is valued and integral in the ongoing reflection and planning for school improvement, growth, and success.  Since many are still recovering from the effects of the pandemic, HMSA continues to explore creative ways to help ease the transition for families to feel comfortable attending parent events in person again. Regular communication is sent weekly to parents and families to highlight the upcoming events, share the weekly’s successes, and promote a welcoming, inclusive school environment where parents can feel valued and that their input is vital to HMSA’s overall students’ success.  Based on the 2022-23 parent survey results, it was evident that parents continue to request more ways to get involved on campus through parent and family events. HMSA now hosts numerous in-person events and continued efforts for a venue will be made to engage parents and allow for their questions, concerns, and ideas to be welcomed and considered.  School staff at HMSA will continue to welcome families and jointly plan and lead family engagement activities. More surveys will be offered to allow stakeholders to give feedback and offer suggestions to help in these efforts to build relationships. Two-way communication will continue between families and educators to keep all stakeholders informed. Also, there will be an increase in family engagement activities to help families support student learning at home.	Based on school-site data specific to underrepresented families, HMSA will continue to seek ways to improve relationships with our educational partners. To ensure active engagement, HMSA leadership will seek out family leaders who can bring the perspective of families that have historically been underrepresented. Care will be taken to ensure representation on district and school-site advisory committees such as the English Language Advisory Committee, parent groups, leadership teams, and advisory committees.   The recent LCAP shows that parents are requesting more informational sessions for college planning, building healthy relationships, and accessing technology. HMSA will consider these topics when planning monthly parent sessions.  Their voice will be heard and acknowledged for reflection and change. Events, informational meetings, and engagement opportunities will be planned for times that are convenient and realistic for all interested families. The goal is to increase participation in school staff and family events and allow for a stronger engagement for all educational partners and continue to build community.	Administration, teachers and staff, and counselors regularly communicate with families regarding student interests. Grade-level teams send out communication, and school-wide communication is sent out weekly. Back to School Nights are held to allow teachers to share the learning happening in their classes and give parents/families an opportunity to visit and hear what their child is learning. Parent conferences are open and families can request this at any time. Hawthorne Parent Academy, Parent Booster Club, and School-Site council meetings are held and families have multiple opportunities to engage and partner with the school. Students with Individualized Education Plans (IEP) have annual meetings to review student progress and ask questions. Translators are provided to ensure that families have a clear understanding of the information that is being shared. HMSA works to provide a welcoming and respectful environment for all families in our community. Based on school-site data, parent surveys, and informal informational sessions with educational partners, including students, parents, and the district engage in meaningful dialogue to provide input in the school’s strategic planning.	HMSA will continue to offer the listed effective strategies that support partnerships for positive student outcomes. Administration, along with teachers, counselors, and the support team are focused on proactively engaging families and students with early interventions for struggling or at-risk students. Additionally, we are reflecting, evaluating, and communicating our Multi-Tiered System of Supports (MTSS) to support our entire school community.   Based on parent feedback, parents want more surveys and more opportunities to engage with school administrators. The preferred method of communication varied but parents have reported that they are pleased with the weekly school messenger updates, the school website, emails and school-wide messages for communication. The LEA will continue to use feedback from parents, students, and staff to improve positive partnerships for student outcomes.   HMSA will continue to offer the listed effective strategies that support partnerships for positive student outcomes. Administration, along with teachers, counselors, and the support team are focused on proactively engaging families and students with early interventions for struggling or at-risk students. Additionally, we are reflecting, evaluating, and communicating our Multi-Tiered System of Supports (MTSS) to support our entire school community.   Based on parent feedback, parents want more surveys and more opportunities to engage with school administrators. The preferred method of communication varied but parents have reported that they are pleased with the weekly school messenger updates, the school website, emails, and school-wide messages for communication. The LEA will continue to use feedback from parents, students, and staff to improve positive partnerships for student outcomes.	HMSA will continue current practices that have proven successful in ensuring that input from underrepresented families is included in decision-making and strategic planning.  Parent surveys are disseminated for HMSA to gain valuable data and insight specific to feedback from underrepresented families. To ensure active participation, efforts are made to ensure that there is representation on our various committees. Our MTSS team works to ensure that no subgroups of students are left behind without proper support in place. Site administration will continue to communicate and share successful strategies they have implemented to increase engagement levels.	Analysis based on school-site data has provided relevant data that is used for the continued refinement of focus groups, strategic planning and goal-setting.  HMSA students, parents, and staff engage in meaningful dialogue and provide input for strategic planning through formal groups including, but not limited to Parent Booster Club (PBC), Hawthorne Parent Academy (HPA), English Language Advisory Committee (ELAC), Leadership Team, Department Chair meetings, School-Site Council, Professional Development and Instructional leadership committees (ILC). Family input and involvement in the development and review of school-wide objectives occurs through participation in scheduled meetings and surveys, as well as focus groups. Focus group sessions will contribute authentic educational partner input to include families from underrepresented groups, and to include ways for families who speak another language other than English.	Our LEA works directly with our parents and community members to seek input. Information is collected through feedback from meetings and school-site surveys.  HMSA will continue to engage all educational partners to refine the goals and actions Local Control Accountability Plan and the Single Plan for Student Achievement Plan based on feedback and findings. HMSA will make efforts to include all input from all groups, including underrepresented families, and keep them informed of HMSA developments. Continued refinement of focus groups and informational meetings will contribute to authentic educational partners' input.	HMSA will continue current practices that have been successfully implemented in ensuring that underrepresented families have a voice and means for providing valued input for decision-making. HMSA will continue to build relationships with all families by ensuring that translation is made available for families that speak another language other than English. HMSA will continue to offer in-person and virtual events to create flexibility for family participation as families have indicated that they appreciate the flexibility. HMSA will expand the support available on campus and identify key partners to incorporate into the school community in order to provide families with the resources they need to support student success.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
19646000000000	Hermosa Beach City Elementary	3	Hermosa Schools have invested in website upgrades, video and communications tools, and expanded our social media postings to support ongoing, effective communications with families. The district has employed a communication specialist who fosters community relationships and highlights school events.  69.4% of Hermosa Schools Families have registered for the PowerSchool Parent Portal account. This account allows parents and guardians to view students’ grades, attendance, assessment results and other academic information. Additionally, principals at Hermosa Schools disseminate weekly newsletters to families and staff that provide consistent messaging with consolidated and summarized information about upcoming activities, student achievements and information about school policies.  Hermosa Schools build capacity and maintain relationships and connections with staff, parents and families through academic and social-emotional wellness initiatives and through school based events and activities. District committees which include staff and parents, directly support student outcomes.  District committees include: Social-Emotional Learning Committee, Equity and Inclusion Committee, Local Control and Accountability Advisory Committee, English Learner Advisory Committee and Superintendent Advisory Committee.  The school site level maintains school leadership, monthly snacks with the Superintendent, School Site Safety Committee and Principal Advisory Committee.    The Hermosa Beach View/Vista/Valley Parent Teacher Organization (HVPTO) and Hermosa Beach Education Foundation (HBEF) provide opportunities for parents to volunteer at school events or attend meetings to stay connected with Hermosa Schools.  Additionally, sites conduct parent teacher conferences and utilize a wide array of parent surveys in order to gather feedback from their local communities.	Input from educational partners have provided Hermosa Schools with opportunities to improve building relationships between school staff and families.  Input from data comes from committees and school climate surveys, such as Panorama Survey, and CA Healthy Kids Survey.  -The focus for professional learning from staff will maintain a lens on personalized learning. -Continue to implement Equity and Inclusion Dashboard for Hermosa Schools. -Focus on closing the achievement gap for all subgroups. -Continue to provide SEL surveys to students, staff, and parents in order to assess school climate in an effort to monitor progress, awareness, and capacity.	Strong parental involvement and communication is essential to build strong school communities and improve engagement, including our underrepresented families.  Staff engages parents of unduplicated students (i.e. English Learners, socio-economically disadvantaged students, foster youth) in different ways.  This is done through: - Parent Teacher Conferences - Back to School Night - Open House - Student Study Team Meetings  - Individual Education Plan meetings - English Learner Advisory Committee Meetings  - Other Advisory Committees (Principal Advisory, LCAP, Social Emotional Wellness, Equity and Inclusion)  The largest unduplicated group at Hermosa Schools is our English Learner (EL) community at 2.7%.  The district has dedicated funding to maintain an EL Coordinator to build relationships between school staff and families. Hermosa Schools EL Coordinator provides opportunities for collaboration with staff through support with Guided Language Acquisition Design (GLAD) and Specially Designed Academic Instruction in English (SDAIE) strategies.  Once a trimester the Hermosa Schools hold  English Learner Advisory Committee (ELAC)  meetings to assist with school engagement and provide input with the LCAP.	Professional learning in Hermosa Schools is designed in collaboration with educators and school leaders in order to support areas of need related to student learning and core competencies and instructional practices. Additional professional development opportunities are focused on designing and implementing multi-tiered systems of support to address individual student academic, behavioral, social-emotional needs. The District Equity and Inclusion Committee and Wellness Council, composed of teachers, parents, students, community members and administrators meets regularly to engage in collaborative conversation around how to improve outcomes for student subgroups and to promote inclusion for all students. Professional development focused around equity and inclusion helps school teams continue to build and promote a diverse, equitable and inclusive school environment where all students have the opportunity for high engagement and achievement.  Hermosa Schools continue to share information and resources with families via Equity and Inclusion Dashboard,  parent education workshops, parent-teacher conferences, social media posts, Constant Contact messages, and weekly newsletters. Additional resources to support student learning and development are presented to parents through educational partners meetings, including English Learner Advisory Council and Parent Advisory Committee. Weekly principals meetings and monthly leadership meetings are scheduled to discuss closing the achievement gap and address social emotional learning with district-wide initiatives.   Site principals meet regularly with the HVPTO and HBEF presidents to solicit feedback regarding school goals, area of strengths and areas of improvement.	Areas of Focus: 1. Provide an instructional schedule that supports professional learning, collaboration time, and instructional rounds. 2. Continue to incorporate practices of small group instruction, station based teaching, and positive behavior intervention support to improve student engagement, achievement and wellness. 3. Continue to build and promote a diverse, equitable and inclusive school environment by providing staff with professional development opportunities with a consultant to address individual school needs. 4. Provide niche counseling resources (screen time, social skills, etc.), a licensed medical family therapist, access/education to allcove (youth mental health center) and school-wide climate programming (anti-bullying, cultural awareness, etc.).	Hermosa Schools will improve engagement of unduplicated families by: 1. Continuing to monitor unduplicated student progress on the Equity and Inclusion Dashboard and communicate data to families each trimester on the district website. 2. Provide academic and social emotional interventions as needed.	Hermosa Schools actively solicits parent input through an ongoing strategic and comprehensive stakeholder engagement process, in order to inform district goals, actions, programs, and expenditures. The Principals' Advisory Committee is composed of parents, certificated and classified staff members, and school administrators work collaboratively to develop annual School Safety Plans and review school goals to close the achievement gap within their school community. The LCAP Advisory Committee convenes multiple times throughout the year to review and discuss LCAP goal progress and metrics, related to data focusing around academic achievement and social emotional learning, as well as to analyze student, staff, and parent stakeholder survey results. LCAP meetings focus on district priorities, successes, and challenges, to drive potential future actions to improve outcomes in the LCFF state priority areas.    Additional parent groups within Hermosa School include Hermosa View/Vista/Valley Parent Teacher Organization,  in addition to the Hermosa Beach Education Foundation. District and school site leaders regularly engage with these organizations to focus on specific needs related to school data. Students, staff, and parents are surveyed multiple times throughout the year to gather data used to drive conversations around school improvement with the site and district leadership teams, as well as parent stakeholder groups.  The District Equity Committee, composed of both staff and parents, continues to plan for increasing equity and access for our most vulnerable student groups. The District Wellness Committee, composed of staff, students, parents and community partners continues to focus its work around the CASEL framework and support initiatives around student, staff and family mental health.	Hermosa Schools will continue to utilize the same surveys for the 2023-2024 school year to track longitudinal data and trends based on educational partners' input.  As a means of not over saturating parents, staff and students with surveys, Hermosa Schools will continue to stagger surveys in an effort to increase participation.	Hermosa Schools will continue to recruit unduplicated families to participate in advisory groups, working committees and by soliciting input through our EL Coordinator, communication through site principals and classroom teachers.	4	5	4	4	3	4	4	5	4	4	3	4	Met		26JUN2023	2023
19646260000000	Hughes-Elizabeth Lakes Union Elementary	3	We have a strong home-school communication system and positive school culture with families. Strengths are communication, transparency, accessibility and trust. We are building regular communication timelines and building skills for parents to support their students.	Our focus area to build relationships between school staff and families is regular, positive communication and the sharing of data and student progress. We support the home-school relationships and readily invite families to school events, to participate in the learning and the classroom, as well as encourage them to participate in our school board meetings.	We have a very low percentage of underrepresented families, and unduplicated pupils. We support ALL families and students, and reach out to provide communication and other needs on individual basis. Each family and student receives the full benefit of all of our priorities and initiatives for student learning, behavior and attendance.	The strengths based on ed partner input and local data include regular and scheduled sharing of student progress toward proficiency for student outcomes. We facilitate information sessions with parents, and build intervention and enrichments based upon student needs and desires.	Our focus area is Math and we have become an AVID small district school to utilize AVID instructional and learning strategies toward making progress and building student proficiency in math.	ALL students are provided support depending on student individual needs through the use of in-class interventions, working with instructional student support aides, and by providing daily time during the school for review and revisiting of content for mastery.	Strengths include regular staff meetings, leadership team meetings, strong parent-teacher association, and School Site Council, as well as an accessible and transparent School Board. We employ multiple strategies including surveys and meetings to solicit input for decision-making.	We employ the use of regular educational partner surveys and informational meetings to address district needs and seek input for decision making. We share data for our focus areas and then discuss best practices on how to improve student outcomes. It becomes part of the regular, transparent conversations and communications with families.	We support ALL students, and have a diverse staff with language support. We utilize translation tools and/or interpreters to assist as needed, as well as include our entire community in our decision making process.	4	4	4	4	3	3	4	4	5	5	5	5	Met		22JUN2023	2023
19646340000000	Inglewood Unified	3	The District continued to  invest in Community Liaisons for every school site as a result each campus now has a parent center. Community Liaisons continue to  offer training, activities, resources, and events in the Parent center.  The opportunities provided for staff and families to give input and engage at the District and site Level was expanded to include more advisories and committees.  The level of engagement in the academic Parent Advisories in particular seemed to  transition from passive to active participation in monitoring student achievement. The District continued to provide multiple opportunities for students to thrive and shine, while gaining staff interest and family support. The Cultural Series highlighting student art, music and literacy continued with more support and attendance from students, parents and staff.	While the Community Liaison component continued to be successful. There is still a need to improve home to school communication at the site level between parents and teachers. Parent Square, a two way communication application, was launched as a pilot at 4 schools. Due to its success, all schools in the Inglewood Unified cShool District will have access to Parent Square for the 2023-2024 school year.  Although the District Level advisory committees continued to be successful. There continues to be a need for improvement of the school level advisory committees for educational partner input. School Site Council Trainings were held for school level leaders (Administrators, teachers, staff, parents, and students) on how to conduct School Site Council meetings, Parent advisory meetings and develop surveys to elicit community feedback. On site support for Community Liaisons was increased to expand offerings.	During the self reflection process all of the District level and Site Level Parent Advisory groups participated in sessions reviewing the tool and giving feedback.  The goal for 2023-2024 is to be intentional about the training of staff on family engagement. During the summer  all staff will have access to training on building relationships  and social emotional wellness.	The District level Advisory groups continue to spend a lot of time discussing student achievement and student outcomes. The District Parent Advisory Council and  the LCAP Educational partner committee dive into reviewing student data, goals, actions, and strategies to improve student achievement. The Special Education Advisory committee continues to aid parents with navigating the special education supports and protocols. The Community Liaisons continue to play a role in encouraging parent involvement in the learning process. The District Parent Center continues to offer support and  provides training for parents on how to engage with school personnel, access and read assessment reports.  IUSD has also implemented a Districtwide academic goal target for all students, “10-10-95.” This common goal provides clear expectations for all stakeholders in the organization.  Additionally, the 10-10-95 goal communicates an expectation of outcomes and expectations for all students.  Increase in the percentage of students meeting or exceeding the grade level standards by 10%. Decrease in the percentage of students below or well below the grade level standards by 10%. There will be a 95% participation rate in assessment rates. The district met these expectations for the 2022-2023. As a result the goal will be increased to “20-20-95” for the 2023-2024 school year.	At the site level,  school to home communication continues  to be an area that needs improvement.   Only 4 sites had access to Parent Square which increased their ability to frequently and consistently communicate with parents. Parents continue to need more training and support on the Aeries portal to track their students' grades, assignments, and assessments. Teachers continue to need more training and support on how to upload and maintain their students' grades and assignments in Aeries Gradebook. The consistent and timely use of these tools will increase student achievement and mitigate any issues.	During the 2022-2023 there were 4 active academic focused advisory groups at the District level:, District Parent Advisory Council, Special Education Parent Advisory Committee, District English Advisory Committee and the Local Control Accountability Plan (LCAP) Educational Partners Committee. Student voices and input were here and collected through focus groups, interviews and surveys.	A strength in our district is the willingness to include all Educational Partners in the Decision Making process. The Educational partners consisted of students, parents/guardians, school and district administrators, teachers, support staff, site English Language Advisory Committees, School Site Councils, District Parent Advisory Committee (DPAC), District English Language Advisory Committee (DELAC), Special Education Parent Advisory Committee (SEPAC), Southwest-Special Education Local Plan Area (SELPA), Parent Teacher Associations (PTA), Parent Teacher Association President’s Council, Inglewood Teachers Association (ITA), Inglewood Management Association (IMA), Classified Employees, and Inglewood community members. The platforms used to solicit meaningful feedback from the IUSD community included: parent, student, staff and community surveys via Google form for each funding source, virtual community forums, in-person/virtual committee meetings and focus groups.   Our Educational partners participated in a highly collaborative process. However, the District Parent Advisory Council and LCAP Educational Partners committee meetings have the most impactful interactions and discussions about student achievement.   The LCAP committee meetings were open to the IUSD Community. The committee consisted of representatives of all of the Educational partners listed above. The LCAP committee meetings were designed to allow Educational partners to be a part of the planning and discussion. Each participant brought their own level of expertise and experiences in or with the Inglewood Unified School District. Each meeting began with a problem of practice (focus). The participants were provided with district data from state and local indicators, as well as current status reports on the state of the district. The discussion process involved the participants working in breakout groups (virtual meetings). The feedback elicited from the group discussions and the corresponding data was used as the basis for the actions items that appeared in all of the District plans (LCAP, LCP, ELO, ESSER III etc.). The meetings were progressive and the focus was to walk the committee through each part of the plans, from data collection to completion.     The District Parent Advisory Council (DPAC) consists of the parents elected to the School Site Councils throughout the district. The District Parent Advisory Council followed the same cadence as the LCAP Educational Partner Committee. However, they focused on the LCAP Federal Addendum, where they monitored and gave feedback on the implementation of the plan. They also engage in discussion around the District’s instruction plan and how to engage parents.	There continues to be  a need to improve on getting more parent engagement in the decision making process at the site level. Community Liaisons continue to support and have been deployed to all of the school sites to encourage parent engagement. It is equally a challenge to get teachers involved in the decision making process. In response to this issue more teachers on special assignments will be added in the 2023-2024 school year to support teachers on the implementation of school initiatives.	The District will continue to add parent advisory groups to expand the reach and voices of parents. In the 2023-2024 school year the district will work to get more parents involved in the  Gifted and Talented Education (GATE) Advisory Committee. There continues to be an effort to engage our families experiencing Homelessness and guardians who  support foster youth.	4	3	3	4	3	3	3	3	4	3	3	3	Met		28JUN2023	2023
19646340101667	Wilder's Preparatory Academy Charter	3	We are a school of choice. Our school's strength lies in the relationships that have been cultivated over several years. Many of our students' families have chosen our school for a long time. Our students' families have long-standing (and even multi-generational) relationships with our school, our staff and school community. We make it a priority to create various opportunities throughout the school year for parents and families to engage in their child’s daily environment.	One area for improvement is to expand the channels of communication. At WPACS we continue to focus on maximizing our social media platforms for communication and dissemination of information to our families. This year we significantly increased posting and engagement, as well as expanded our outreach on new platforms. Smaller group relationships are cultivated through interactions with families through Class Dojo where classes have smaller community bulletin boards to communicate and share information.	Being a school of choice our student population is filled with a diversity of students who sometimes are underrepresented. When these student groups are identified we have a parent liaison who assists us with ensuring that we are being intentional about engaging those families in various manners. We seek to find them and their voice in school community matters that are decided upon and implemented.	During August, all staff participate in a professional development In-Service. This is an annual week-long intensive meeting time that includes a focus on student and parent engagement. We use this time to build partnerships that directly and indirectly impact student outcomes.  Each year parents are invited twice a year to attend Parent Teacher Conferences and to meet with their child’s teacher to review their work and progress towards learning. These are opportunities for staff to help parents understand how to support their kids at home.Continual communication across progress and grade reporting periods is vital to parent teacher communication and opportunities for parents to advocate on behalf of their students learning.	Wilder’s is always looking for ways to improve student achievement in partnership with their families. By communicating and connecting parents with additional resources, Wilder’s strengthens the confidence and trust within the school community.  Recently, Wilder’s has identified two new resources to help these efforts:  1. School-Wide Student Support and Progress Team (SSPT) Meetings - is an ongoing effort within the admin and instructional staff to identify students who, based on assessment data, could use further support in English and Math. Those students are then supported through the Intervention Program and time with tutors throughout the school day.  2. Saturday Academy- students who were performing far below levels of proficiency in English and Math were invited to a Saturday Academy series where more individualized support and coaching could be offered. Students who attended did see significant increases in benchmark assessments.	Each year we are diligent in acquiring resources that help us to meet the needs of all of our students, especially those that are underrepresented. Providing the resources to the staff and teachers along with training and implementation guidance help to meet the needs of our underrepresented students.  Continual reevaluation of our current practices and supports is essential in continuing to support our underrepresented students and their families. Their representation on our school community committees and councils are important to account for their feedback and input.	Wilder’s is invested in all stakeholders and decision makers as vital components to the growth of our school community. Supporting the representation of all students and families on these councils is a priority to Wilder's administrative team. Offering continued opportunities to engage and provide input to school related policies and programs is the key component to strengthening the decision making process.	An area for improvement is seeking early input from all educational partners.	Continual reevaluation of our current practices and supports is essential in continuing to support our underrepresented students and their families and their roles in our decision making process at Wilder’s. Their representation in our school community committees and councils are important to account for their feedback and input. If we see a group that is not represented we seek to find families that are interested to ensure that they are taken into account.	5	4	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
19646340116822	Wilder's Preparatory Academy Charter Middle	3																						Not Met For Two or More Years			2023
19646340120303	ICEF Inglewood Elementary Charter Academy	3	Here at ICEF Inglewood we create many opportunities for healthy, strong relationships between school staff and families. At the beginning of the year each teacher sends a Welcome Letter home to families introducing themselves, their excitement, and expectations for the year. This is followed by Back to School night in which the purpose is to have more opportunities for staff and family interactions while reviewing expectations and best contact methods for both parents and staff. Throughout the year, the teachers and school utilize apps such as ClassDojo and ParentSquare to communicate with parents. ClassDojo is further utilized as a behavior tracking system, instant messaging, and real time access to what is occurring in the classroom with images and videos.     Throughout the year we foster a welcoming environment by having staff at various levels(administrators, classified, certificated) out at the Morning Valet Drop-Off, Dismissal Pick-Up, and supervision. This creates an informal opportunity for parents to chat with staff and put a name to the different faces they will encounter on campus. We have a strong sense of community by providing a customer service attitude.  Two positions that help support our families are our Community Schools Coordinator and ICEF Social Worker. These roles have been essential in helping our families find resources whether it is food, clothing, shelter, services, or help getting their child to school.  We have a dedicated staff that values and sees the benefits of having strong family and staff relationships. It truly takes a village to help raise children . All staff members respond to emails and messages within 48 hours.	Based on survey feedback collected by the community schools coordinator, we will improve our relationships between staff and families by providing more opportunities to volunteer on campus. We will also work on preparing and launching mini workshops during family engagement nights that will support parents in the needs they have  communicated in the survey. Our school will also plan and engage parents in activities that require more staff and family involvement such as staff vs. parents fun games or team games that mix teams with staff, parents, and students.	We are always looking for ways to improve our family engagement. One idea we have is to pre-set a variety of times when meetings are offered in various languages. This way, parents feel like home language is valued. Also, it takes the uncertainty away wondering if there is going to be a translator at the event.  We also thought we could start to incentivize some of our school events. Maybe if they come to yoga at night they could walk away with a yoga mat or if they come to paint at night, they could go home with a set of watercolors. This way they can continue what they learned at home. They also might be more motivated to come to events for free giveaways.  We have also discussed creating various parent clubs based on interest. One idea is creating a “Mommy and Me” club for new mothers. We would host meetings where they could bring their little one and share parenting tips and get strategies for early literacy. Another club that was mentioned was “Monday Night Football” where we could air the national televised game and come watch as families. By creating these interactions with families, they will feel more connected with the school and start to come to more school events.	Our teachers play a key role in building partnerships for student outcomes. They are comfortable messaging and communicating with families with updates on their child's progress. They do this in a number of ways: messages via email, text, apps; sending home progress reports, classwork, assessments; giving virtual access to gradebooks; and setting up parent conferences.  Our staff also meets during the year on specific days completely dedicated to looking and analyzing data. We call these out “Data Days.” During these days we collaborate on student's current work and assessment results while determining next steps in instruction and intervention. These plans are shared not only with students, but their families as well.  If we see students struggling in attendance, academics, and/or behavior we begin our Student Support and Progress Team. This team meets collectively with the teacher, parent, interventionist(s), and school administrator to determine appropriate next steps. This is a collaborative effort with multiple people involved for the ultimate goal of student success.  We have a strong Intervention Team that works collaboratively and communicates well with families. First, good instruction begins in the classroom with the teacher. Each teacher has an instructional aide to help support a workshop model and small group instruction. Beyond that, we have Language and Literacy Specialists who do small group pull-out interventions as well as support and train teachers in English Language Arts instruction. We also have a Math Intervention Teacher that supports our upper grades with math. We have a school counselor that supports DIS caseload students as well and general education counseling.	Based on parent feedback, we find a need to teach parents how to read and interpret their child’s data. Parents admit they receive communications, but they do not necessarily know what they are looking at or what the report is exactly telling them.  As an admin team, we would like to have more opportunities to schedule regular data conferences with teachers. As mentioned above, we do have 3 Data days scheduled throughout the year, but in between those Data Days, we see a need to check in to make sure plans are not forgotten or plans are consistently being implemented. Regular data check-ins would also give administrators a clue to what data inputs teachers are valuing and what they need more training in.  One last area of improvement is to create Professional Learning Communities centered around lesson planning. As we dig deeper into our curriculum guides, teachers can center their lesson planning based on the 4 guiding questions of a PLC: What do we want all students to know and be able to do?How will we respond when students do not learn? How will we extend the learning for the students who are already proficient? Right now, our staff does a great job with questions 1 and 2, but can further their discovery in questions 3 and 4. This will be done collaboratively with teacher teams and cohorts.	As mentioned above, we have 3 Data Days scheduled during the year for staff and students to analyze data and next steps. We have shared data with parents after our analysis. It would be really awesome if we can find ways to include parents in the data analysis portion so that there's more buy in.  We would also like to create more consistent habits of sending resources home that would benefit our various subgroups. This came up as feedback from our ELAC committee. Some of these resources could include Mirroring Folders with planned activities that families could do that mirror what the teacher and instructional aide are doing in the classroom. Another resource could be questions/pictures for English Learners to discuss with members at their home.  Our SPED department would like to host parent workshops informing families how to read their child’s IEP.  We would also like to be able to provide tutoring for our students afterschool. This is something we started during COVID-19, but would like to continue as parents are still asking for this service.  One last thing that came up with our various stakeholders is the idea of a Black Males Group/Club on campus. We currently have 3 groups that met for 6 weeks, but we would like to offer this club year round.	At ICEF Inglewood we actively seek and listen to all stakeholders. We do this by offering formal and informal surveys throughout the year. We host a variety of meetings to collect data and input before making schoolwide decisions. Out school also has a OParent Advisory Council and ELPAC that meets during the school year. We have also centered our work around the Community Schools Framework.  We have a Student Council that meets regularly to give student input, suggestions, and action plans attention. They create school goals and projects that they work on during the year. they report back to their homeroom classes to monitor progress and collect feedback. It has been a great way to collect student voices on campus.  We collect teacher feedback to inform Professional Development needs. This is monitored by focus groups, survey data collected, and teacher scores on our Teacher Effectiveness Framework.  We also use a distributive leadership style when meeting with teachers. Each teacher on the grade level attends a focus group: Academic, Intervention, and Events. Members of the focus groups share concerns, strengths, and ideas pertaining to the group. The group members then go back to the grade-level co-workers to share information.	We do a great job at sending surveys, but a way we could take that to the next level is to actually interview different stakeholders to collect anecdotal data. We could ask further questions and dig deeper into what stakeholders are really trying to say that can’t be captured in a survey.  Another thing we could do is to share various data points with all stakeholders more regularly.  We’ve done this with academic data with their individual child, but how is the whole school doing? We also share data points with certain committees and parent groups, but what can we share more and on a regular basis? Sharing data more broadly will create more questions and comments from different stakeholders and push us to create a better program overall for students.	In order to get more underrepresented families to attend our events, thus being able to give more input to aid in our decision making, we thought we could incentivize school meetings. Another could be to provide food (dinner, breakfast) during meetings. Another could be to provide child care so parents can attend meetings and focus on the content. One other idea is that we reach out and personally call and invite different families to the meetings/events, parents might feel more welcomed and attend the event.  We also thought we could involve guest speakers depending on the topic so parents are educated and can give thoughtful input.	5	5	5	5	5	4	5	5	5	5	5	4	Met		15JUN2023	2023
19646340128991	Grace Hopper STEM Academy	3	We are making progress in building our relationships by consistently implementing the following activities:   1. Providing parent workshops to improve their knowledge of ELA/ELD, math and science goals and ways to guide and support their students. 2.  ELS classes for parents 3.  Employing bilingual parent coordinator to facilitate communication with both English and Spanish speaking parents. 4. Communicating the importance of attendance and active involvement on the School Site Council and the English Language Advisory Committee.  5.  Developing strong relationships with community organizations that can provide resources or support for students and families.  6. Publishing a weekly bilingual newsletter to parents. 7. Principal hosting periodic discussions with parents about the school and community. 8. Monthly Zoom and or in-person meetings with parents.  9.  Parents have logins to Google Classroom and the Parent Portal of the Student Information System.  Most communication is disseminated by text, email and paper copies are also sent home.   Providing recognition and incentives to parents for participating in parent workshops, councils and various school-wide programs.	As part of GHSA's work in developing more consistency in increasing parent involvement, GHSA has developed a Student Support Services (SSS) Department.  Our Student Support Services Department is designed to implement a “Full Spectrum Holistic” school-based model that meets nationally recognized standards of care for providing quality mental health services that are evidence-based, culturally relevant, socially and emotionally aware, and academically supportive for the students, parents, and staffs overall physical, emotional, and psychological well-being following the pandemic (COVID 19).  The SSS Department has helped increase parent involvement by providing supporting psychoeducation to parents on helpful topics pertaining to youth development and offering supportive resources as needed.   In addition to the SSS Department, GHSA has reinstated the Parent Liaison Role, which has helped encourage parents in becoming more involved in their student's educational experiences. Our goal is to continue to build a department that provides array of services for students and families who we know could benefit from our educational program and provide them with the additional support or services as we build a full special education department.	These are the tools and procedures we use to address the needs of our students as we make substantial progress in our goal of establishing a comprehensive community school. Our Student Support Services (SSS) Department is focused on identifying the assets and needs of every student.  The process collects and reviews summative, and formative data, surveys, personal interviews and conversations with students, observations of student interactions in classrooms, recess and lunch, attendance, incident reports, and of course conversations with parents or guardians.  As a result we are identifying students who need more instructional support, planning SST's and possible modifications of IEP's.  We also are able to identify students who are in foster care, and of course those who are homeless.  As their needs are identified, the SSS department collaborates with ALL staff, parents, and the students to address their needs.	"We have had the most success in working respectfully, and supportively, with parents of children who are having difficulty adjusting socially, and or failing academically often as a result of conflicts at home which also impacts the students' attitudes and work habits at school.  Our SSS, teachers, and support staff are learning to remain calm in the face of fire as they have ""difficult conversations"" with parents/guardians and students.  Feedback from parents, students and staff indicate that they are developing a level of trust in available support which is allowing us to grow, guide, and support students, teachers, staff in the process of improving Student Outcomes."	Our local data indicates that most of our students 85%+ read fluently at their grade level.  However, they are not proficient at analyzing text structures, asking and answering question based on structure, responding to questions or prompts requiring answers solely or explicitly found in the text or supporting their answers based on the text.  Students need to become more proficient in the using academic and domain specific vocabulary.  As a result, we continue to provide professional development for all teachers focused on their understanding of text structures, student questioning based on the structure, and using academic discourse to respond to questions.  ALL OF THESE STRATEGIES ARE SUPPORTED BY RESEARCH.  Our grading policies are also under review so that teachers will receive credit for quality work even if it takes a bit longer for the learner to complete the task or master the skill.  Students, their parents, and teachers must embrace a level of excellence.  We, therefore, need to have higher expectations which are clear to all partners, especially parents and their children.	The feedback from our partners indicates that we need to continue to implement the outreach and support which began in 2021 and continues.  The improvement of Student Outcomes for Special Education students depends on our providing additional support, and better or strategic classroom organization during instruction.  We have very effective digital programs; however, many SPED students need to be taught how to learn from videos, or the computer-based programs like STAR Renaissance, etc.  Or they may be students who learn best from a caring, and skilled teacher.	Partners - teachers, staff, parents, and students - have greater input in decision-making related to schedules, field trips, sports, and after school activities.  For instruction, Teachers and administrator almost always lead in making decisions or recommendations about textbooks and other instructional resources.  The materials are generally reviewed by the School Site Council.  However, parents and typically do not play an important role in in this process.	It is important that GHSA ensure that all educational partners are part of the decision-making process related to all aspects of the school.  This will likely mean more lead time to inform partners and develop consensus on a number of issues.  However, administrators must be willing to lead and share their expertise as related to academics, scheduling, Education Code, attendance, etc.  Though we are a small school, each staff member is responsible for multiple areas related to the school's operation. We must therefore, be more strategic in the process of Seeking Input for Decision-Making.	Much of our attention is given to underrepresented families through our Student Support Services Department.  As a member of the EL Dorado SELP we have received intensive and continuous professional development on supporting these families which includes but is not limited to positive and regular updates and check-ins via phone, text, emails.  We will share the good news and ask for and give help and support when students are struggling academically and or socially.	3	3	3	3	3	3	4	4	3	3	4	3	Met		24JUN2023	2023
19646341996529	City Honors International Preparatory High	3	CHIPS strives to build the capacity of both school staff and families to develop positive relationships and collaboratively support the success of students. A number of ongoing efforts reflect strengths in this area. CHIPS is proud of the collaborative relationship established with our parent community. Our staff, including administrators, principals, teachers, and classified staff, are skilled at building and sustaining respectful relationships with families. Our school provides a welcoming and nurturing environment for students and parents. We engage in ongoing two-way dialogue with our community at the site level via email, parent education evenings, surveys, and school site committee meetings. Our principal provides ongoing information through School Messenger and AERIES email which are daily, weekly or monthly messages highlighting student learning. In addition, bi-monthly CHIPS Newsletters provide a comprehensive overview of the instructional program, student performance, projects, and other important activities. We assist our parents in understanding academic expectations through several strategies. Parent meetings at school sites and district-level parent education evenings provide opportunities to provide parents strategies for supporting children's academic achievement and emotional wellbeing. Information is also provided via Back-to-School Evenings, Open House, and at one-on-one conferences with parents.	One of the focus areas is to engage every family with school communications and communications-based services—all the way from the district office to the classroom teacher, and all in one place. During the 2023-2024 school year, the school is  introducing ParentSquare. ParentSquare is a safe, secure, and modern approach to communication and collaboration between school and home.	School staff (select) will attend training in the area of parent engagement through the Family Leadership Inc. School staff (Community Liaison, School Site Program Specialist) will host six consecutive Parenting Partners workshops to be able to present powerful parent presentations.	-	-	-	-	-	-	3	4	4	4	3	4	3	3	3	3	2	2	Met		28JUN2023	2023
19646341996586	Animo Inglewood Charter High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19646346014518	La Tijera K-8 Academy of Excellence Charter	3	Currently the LEA has a variety of ways that parents can develop formal partnerships with parents including SSC, ELAC and Coffee with The Principal as well as our Parent Academies.	In order to improve those relationships we must plan and implement opportunities for families to engage each other and staff less formally.	To do so we must intentionally communicate in a manner that is both accessible and welcoming while promoting events that are informal in nature.	The LEA has been proactive in working with vendors to improve the capacity of the teaching staff.	This year we will continue to use the professional learning communities as a model as a means to develop intentional collaboration around curriculum, instruction and assessment.	We will intentionally recruit these parents through both social and more formal events, educating them on the purpose and its benefit to their children.	Currently, parent input is obtained primarily through school site and English learner councils as well as coffee with the principal.	The LEA must find more ways for parents to engage both formally and informally in the life of the school.	The LEA must be intentional in communicating with families the value of engagement in the school community both formally and informally.	2	2	2	4	2	2	2	2	2	2	2	1	Met		28JUN2023	2023
19646420000000	Keppel Union Elementary	3	Parents, staff, and students completed a needs assessment. The needs assessment indicated the following: Over 93% of teachers, staff, parents, and students felt schools are available for needed school-home communication and that stakeholders were included in the decision-making progress.	Our educational partners believe in our commitment to excellence and educating the whole child which reflects our Mission statement: Seek Education, Strive for Excellence, and Aspire to Greatness. This Mission statement ensures that the district meets the needs of all our students. Keppel Union School District has chosen to strengthen the academic program and provide enriched opportunities through professional development, collaboration, data analysis, and strong support. Additionally, we recognize the needs to improve specific achievement outcomes for students identified as low-income, foster youth, and English learners. These students, unduplicated, comprise 91.70% of our student population. The needs of foster youth, English learners, and low income students and their families were considered based on the baseline gaps identified through iReady assessments and parent needs assessments.	Based on the analysis of educational partner input and local data, the Keppel Union School District will continue its efforts to enhance engagement with underrepresented families by implementing a multifaceted approach. This strategy includes personalized outreach efforts that acknowledge the unique needs and backgrounds of our families. The district has established clear lines of communication through culturally sensitive channels, providing translation services as necessary. The communication to families is sent in the preferred language for families. The District has increased opportunities for parents to engage and connect with the school community. Based on the feedback received from the families, the District has increased its offerings for parent education programs and host more family engagement events, such as literacy nights and other similar events. Families are encouraged to participate in school activities and will continue to offer regular opportunities for family involvement in school activities and decision-making processes. By addressing the specific concerns and barriers identified through data analysis, the district aims to build stronger relationships between school staff and underrepresented families, fostering a more inclusive and supportive educational environment.	Based on the analysis of educational partner input and local data, Keppel Union School District has made significant strides in Building Partnerships for Student Outcomes. One notable strength is the development of robust educational program offerings for parents, equipping them with the tools and knowledge to actively engage in their child's education. Additionally, the District has successful ongoing partnerships with other agencies to continue to provide educational experiences that extend beyond the school. These partnerships focus on extending student's learning experiences in the areas of STEM, Social-emotional learning, bully prevention, and suicide prevention. The students will have more opportunities to be part of key decision making for their school. With all of these efforts, Keppel Union School District demonstrates our commitment to fostering meaningful partnerships and continuously improving student outcomes.	Based on the analysis of educational partner input and local data, a clear focus area for the LEA in Building Partnerships for Student Outcomes is creating a safer and bully-free environment. The data shows that students prioritize safety and well-being as fundamental to their educational experience. 64% of students feel that their school provides a safe environment. To address this concern, the LEA is actively working to strengthen partnerships with community organizations, and mental health providers to implement anti-bullying programs, increase security measures, and enhance mental health support services. By prioritizing these partnerships and focusing on creating a safe and inclusive environment, the District aims to improve student outcomes by ensuring that students feel secure and supported in their learning journey.	Keppel Union School District recognized the importance of working together with educational partners. The District is committed to improving the engagement of underrepresented families as part of its strategy to enhance Building Partnerships for Student Outcomes. One of the ways the District plans to increase this outcome is through increasing the outreach efforts for families and ensure that there are a variety of opportunities for them to connect with the school community. The District provides translation services to all families and ensures that the families of underrepresented students have a variety if options to engage with school events. Families are offered in-person, virtual, and hybrid options to stay connected with school and also participate in key decision making meetings at their schools. Some of the ways the District has engaged families has been as follows:  -Provided tools for families to support student learning at home - Provided newsletters and communication through District website, and through communication portal used by the district.   have the opportunity to actively participate in their child's education and contribute to improved student outcomes. -Provided educational workshops to support families in helping them become well-informed partners in their student's educational experiences.	Keppel Union School District values the importance of strong relationship with all educational partners. These educational partners include certificated and classified staff, parents, community members, bargaining units, and administrators in the development of the district goals. The District has engaged the educational partners in the decision making process through various opportunities and the following occurred: Engagement: The District provided tools for families to support at home learning for students; built a strong school-family communication and continues to enhance this system; provided professional development to maintain the quality instruction and care by teachers; and continued to provide teacher collaboration, student to teacher collaboration, and student collaboration. The District sends surveys to all educational partners to garner valuable feedback to further improve practices and procedures. With these measures in place, the District was able to gather significant input which helped to engage parents in decision making necessary for the 2022-2023 school year.	The LEA's primary focus area for improvement in Seeking Input for Decision-Making is to enhance the inclusivity and diversity of voices contributing to the decision-making process. The goal is to ensure that a wider range of educational partners including underrepresented communities, parents, students, and educators, have a meaningful platform to provide input and influence important decisions. The District utilized more accessible and diverse feedback mechanisms, such as surveys, breakfast with the Superintendent, and online forums, to actively seek out the perspectives of those who may not have had an opportunity to engage in decision-making processes. By prioritizing inclusivity, the District aims to make more informed and equitable decisions that better serve the entire educational community.	Keppel Union School District uses the local data to analyze the needs of underrepresented families. To enhance the engagement of underrepresented families identified during the self-reflection process the District will implement targeted strategies. These efforts will include hosting community forums in locations accessible to these families, offering flexible meeting times to accommodate work schedules, and providing interpretation services to facilitate communication. Additionally, the District uses the feedback from the district advisory committees to ensure that their perspectives are integrated into the decision-making process. By actively removing barriers to participation and amplifying the voices of underrepresented families, the District aims to create a more inclusive and equitable approach to decision-making.	5	3	4	5	4	4	4	3	4	4	4	4	Met		20JUN2023	2023
19646420136127	Sage Oak Charter School- Keppel	3	To create a positive and supportive partnership with families, the school has developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input are communicated and available through surveys, school site council meetings, board meetings, and teacher/parent meetings. The school posts information on its website identifying the Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbook contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide a translation of the rights contained in the documents.	"In order to continue building positive relationships between school staff and families, the school plans to focus on addressing the social, emotional, and mental health needs of students, specifically those who are SED, English learners, and foster youth, as well as staff members. This plan includes preventive, responsive, and aftercare action plans, which are regularly reviewed for effectiveness and allocation of resources and professional development. By prioritizing the mental health and well-being of both students and staff, the school has created a safe and inclusive environment that supports academic and personal growth.  The school has added the following action item to its accountability plan, based on the historical average increase of our unduplicated count each year: ""The school will continue to encourage multiculturalism through professional development in cultural awareness and multicultural learning opportunities."""	The school will prioritize and encourage multiculturalism through professional development in cultural awareness and multicultural learning opportunities. This will be accomplished by providing regular training and development opportunities, such as Third Option, for staff members, and celebrating cultural events and traditions with students and families. By prioritizing multiculturalism, the school will create a community that values diversity, promotes inclusivity, and prepares students for success in an increasingly globalized world.	The school's commitment to encouraging parental involvement by developing a trusting and respectful relationship is important to building positive partnerships with families. The school develops a strong school-home relationship through the use of a variety of communication sources.  This connectivity provides parents with access to their student's teacher, current information about the school, access to their student's academic progress and information through a parent portal, and opportunities to participate in and give input in teacher-parent/student meetings, school site council meetings, and governing board meetings.	"The school has added the following action item to our accountability plan as a focus area, based on our historical average of increase in Title I students each year: “To increase student academic achievement, we will strengthen parent, school, and community partnerships by providing parents and guardians of students participating in Title I-funded programs the opportunity to participate in a meaningful way in Title I information and input meetings and the development of the Parent and Family Engagement Policy and the School-Parent Compact."""	By strengthening our partnership with families of students who are Title I eligible, improved communication and resources utilized within the home environment will lead to increased engagement and will in turn lead to growth in student outcomes.	The school currently has one advisory group: the School Site Council. This group meets regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback surveys throughout the year and hosts live and recorded trainings to seek input from all educational partners. Given the independent study model, teachers and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation and promotion ceremonies, parent training days, monthly professional learning committee (PLC) meetings, and social media and public relations campaigns.	"It is the school's goal to further focus on and develop ways to connect to all students and parents through social media and public relations accessibility. Additionally, it is the school's desire to further improve upon decision-making opportunities for educational partners by establishing a Parent Advisory Committee in lieu of a School Site Council for the 23-24 school year. The school has updated the following action item on its accountability plan: ""We will maintain a parent advisory committee and an English learner advisory council (when required) to increase stakeholder engagement with parents, teachers, and students."""	The school believes that a continuous, focused effort to keep all families informed of surveys, educational partner meetings, and the Board of Directors’ public meetings through emails, the school website, and other social media outlets is essential. This communication and support encourages students, families, and community members to actively participate in the decision-making process. Through continued effort, the school will further develop the participation and engagement of underrepresented families, thus providing an inclusive environment for all. A Parent Advisory Committee would provide a platform for parents to share their concerns, suggestions, and feedback on various school-related matters. This educational partner input approach would help create a sense of ownership and shared responsibility between the school and parents, thereby improving the school's overall performance.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
19646590000000	La Canada Unified	3	La Cañada Unified School District (LCUSD) is committed to engaging all educational partners by providing multiple opportunities to foster and strengthen parent/guardian relationships. In LCUSD, various committees, programs, and events, have been established to initiate outreach and make connections with families including but not limited to Parent Teacher Association (PTA), 6th grade and 8th grade parent nights, Back-to-School Nights, parent/teacher conference week, Open House, LCAP/School Site Council, English Language Advisory Committee (ELAC), and the Local Control Accountability Plan/Parent Advisory Committee. Additional opportunities include formal and informal occasions such as parent teacher conferences, committee meetings, site family events, parent education nights offered through the LCUSD Family Learning Series, College nights, self-reflection surveys, and sharing consistent communication through Parent Square.	LCUSD’s focus area(s) for improvement in “Building Relationships Between School Staff and Families” include extending targeted outreach efforts to underrepresented groups who would benefit from ongoing interactions with the school, continuing our efforts to foster a deeper understanding of diverse cultures within LCUSD, and establish stronger connections with families who communicate primarily in languages other than English. Additionally, prioritizing the welcoming of new LCUSD families will remain a key focus.	Based on the analysis of educational partner input and local data, LCUSD site staff will continue to reach out to underrepresented families to personally invite them to participate in school events such as parent/teacher conferences, PTA meetings, English Language Advisory Committee (ELAC) meetings, school site events and activities.  Site administrators will continue to use Parent Square to communicate with families so that non-English speaking families have access to site communications in their home language.	LCUSD is intentional and systematic in building partnerships with families and community organizations to support student learning academically, socially, and emotionally. At the beginning of the school year, parents receive a copy of the Notification of Parents’ Rights. Families also receive an electronic copy of the Parent/Student Handbook at both the elementary and secondary level, which provide families with information about school and district policies, educational support services, enrichment programs available, and general school information. Additionally, LCUSD prioritizes communication between teachers and families by providing teachers with tools (Parent Square, Google Classroom, Aeries Parent Portal) and time (Parent/Teacher conferences) to discuss student progress and ways to work together to support improved student outcomes. The 2023 Annual Parent/Caregiver survey data revealed that 93% of parents/caregivers strongly agree or agree that their child’s school provides a welcoming environment for families and 99% feel they are treated with respect by the staff.	LCUSD has put the following actions in place in order to engage in continuous improvement in the area of building partnerships for student outcomes:    * Parent representation on district, site, and curriculum committees,   * Parent education by conducting Family Learning Series workshops,   * Providing translation services for parent conferences, SST meetings, IEP meetings, and ELAC and       DELAC meetings.	Based on the analysis of educational partner input and local data, LCUSD will continue to reach out to underrepresented families to personally invite them to participate in parent workshops and informational meetings through the LCUSD Family Learning Series and English Language Advisory Committees in order to continue building partnerships for student outcomes. Additionally, LCUSD will begin its 3rd year of the Diversity, Equity, and Inclusion (DEI) Implementation Plan by working with the DEI Oversight Committee and LCUSD community.	As part of LCUSD’s commitment to engage all stakeholder groups in district and school-wide decision-making, parents, staff, students, and community members are encouraged to participate in meetings and committees at the district and school level. Each school site facilitates an LCAP/School Site Council, an English Learner Advisory Committee (ELAC) and a robust Parent Teacher Association (PTA). Families were invited to attend and provide meaningful input in decision-making during Governing Board meetings, district and school site committees (ie: Local Control and Accountability/Parent Advisory Committee, Diversity, Equity & Inclusion (DEI) committee, District English Language Advisory Committee (DELAC); Curriculum Adoption Committees, Reading Committee, etc.) and workshops presented through the LCUSD Family Learning Series. LCUSD continuously requested parent input through family surveys on such topics as LCAP goals, social emotional learning (SEL), school climate, and school safety.	Goals from the second year implementation of the 2022-23 Local Control and Accountability Plan (LCAP) were reviewed and discussed by the District LCAP/Parent Advisory committee in which parents make up the majority of the participants. An LCAP educational partner survey was sent to all families and recipients were asked to rank district priorities and provide input on progress. LCAP Advisory committee members also reached out to over 25 student, district, and community groups to gather input on goals. Educational partner feedback indicated a need for continued emphasis on student wellness, teacher mentorship, parent education workshops through the Family Learning Series, and improved cleaning services at each site.	Based on the analysis of educational partner input and local data, LCUSD will continue to reach out to underrepresented families to personally invite them to participate in oversight committees and school and district-wide meetings.	4	4	4	5	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
19646670000000	Lancaster Elementary	3	In the 22-23 school year we did see our relationship measure in our YouthTruth survey decline. We did observe strength in the area in which our families at both the elementary and middle levels feel they can approach teachers with concerns. We have adopted a new method of communication with families in Lancaster, and as such we are in the initial implementation of that system. As we continue to grow in that system we are confident that we will see growth in this measure. Family communication and Community Outreach will also be extended in the 23-24 school year through our new Department of Family and Community Engagement, developed through our Local Control and Accountability Plan. The district has sustained the use of our Family Ambassadors for sites, as well as provides the opportunity for training through our Parenting Partner Program. In the 2022-23 school year, we were able to continue work with our Family and Community Engagement team that incorporated members of school sites, and all job classifications. We continue to have African American Advisory Councils (AAACs) at many of our sites. Finally, a significant partnership that we have is through our Superintendent’s Advisory Council (SAC), which provides input on the actions being implemented throughout the district. These committees have been influential in building relationships among families.	Lancaster School District continues to work with staff to build their capacity to provide for a cohesive family engagement strategy. We continue to provide for a dual capacity framework in which teachers are provided opportunities to be trained in engagement strategies with the purpose of positively affecting student achievement and the abilities of our families to actively engage in the educational experience of their children. We support staff in providing resources to support families in the home, as well as work towards building communication systems that allow families to stay informed about the progress of their students.	Lancaster School District has created the Department of Family and Community Engagement to provide for more impactful and meaningful family and community engagement. The Curriculum and Instruction Department alongside the Continuous Improvement department also works to train teachers and staff in ways in which they can better support families in connecting academics to their family engagement, offering learning opportunities in the home as well as focusing on a dual capacity framework. We have partnered with an outside vendor to support schools identified for Comprehensive Support, as well as our Early Literacy focus to provide for targeted family support. We continue to host food pantries, as well as work with our community partners to serve our underrepresented students and families. Furthermore, we have worked diligently to support our families through community events that provide groceries, and both medical and dental services to students.	Based on the Lancaster School District's recent administration of the Youth Truth survey, it was determined that there was a concerted need to provide training to staff in the engagement of families throughout our system. Currently, our staff works with families during parent-teacher conferences and consistently connects with families in order to provide resources and access to strategies for families to use in the home to increase student achievement.	The focus areas that we have decided to support regarding family and community engagement and partnerships for student outcomes are going to be developing communication strategies to ensure families have access to student progress, and building home-to-school partnerships that support academic achievement for all students. This will be reiterated in our Local Control and Accountability Plan in the 24-25 school year, and enhanced in our current LCAP in 23-24.	We continue to recruit and retain families for our African American Advisory Councils throughout the district. Lancaster works with each site to engage both our English Language Advisory Councils (ELAC) and African American Advisory Councils (AAAC’s) in order to better build relationships with the district partners. We have revamped our district AAAC in order to better support our diverse families within Lancaster School District by incentivizing attendance on the part of families to our events. Further, we have begun the use of community events, supported by outside organizations, to bring in members of our community to receive resources and recruit them to be more active partners at both the site and district levels.. We have a District English Language Advisory Committee (DELAC) as well as site English Language Advisory Committees. Finally, a significant partnership that we have is through our Superintendent’s Advisory Council (SAC), which provides input on the actions being implemented throughout the district. These committees have been influential in building relationships among families.	Based on an analysis of educational partner input, we find that parents and families have been positively engaged by our use of various survey platforms, i.e. Youth Truth and Thought Exchange, and have been active in providing feedback on various topics of discussion within the district. We will continue to use these platforms, and incorporate more focused work with regard to focus groups, and empathy interviews.	Based on educational partner input data, we have determined the need to engage parents in more in-person activities, and in focus groups in order to build on the information received from the community in response to surveys, and local events.	The Lancaster School District continues to have a strong response to family and community surveys at both the site and district levels. All families are provided with opportunities to provide input on policies, programs, and implementing strategies to reach and seek input through district and site surveys, and focus groups (we began to pilot the use of focus groups in 2018-19, and have trained our Family Ambassadors to do that work with both students and families through the 20-21, and 21-22 school years). We do feel that we can increase the efficacy of our outreach to underrepresented families by focusing our work in this area during our food giveaways, and at various community events that we take part in.	4	5	4	4	3	4	4	5	4	4	4	4	Met		20JUN2023	2023
19646670123174	Life Source International Charter	3	Life Source International Charter School (LSICS) believes in the value of the partnership between the school, our scholars, and their families. The strengths of LSICS concerning building relationships between school staff and families include: providing opportunities for parents to connect with staff via parent informationals, through surveys, and inviting families to back to school night to meet teachers in person before the school year starts. These events have been successful in introducing families and school staff members while also helping families learn more about the school.	Life Source International Charter School's focus area for improving relationships between school staff and families is the continued implementation and monitoring of the input that parents gave in a series of meetings and surveys in which families and staff members were invited to collaborate about the ways that the school could better serve the needs of students and help students thrive academically.	One of the ways that LSICS will improve engagement of underrepresented families is by reaching out to families in a variety of ways and on different platforms to raise awareness of events that families are invited to attend and participate in, such as awards ceremonies, school festivals, performances and academic competitions.	One of the strengths LSICS has in building partnerships for student outcomes is in ensuring opportunities for parents to give input about student needs. Parent informational meetings have been a beneficial way to give parents the opportunity to communicate with school leadership and teachers about their ideas to further increase student learning and student success.	The feedback that we received from parent surveys has provided helpful information about parent perception of student learning. Some parents expressed the need for after-school tutoring and LSICS has made tutoring available to more students as a result. The focus area in this respect will be to continue to communicate with parents about ways to improve student learning and outcomes.	LSICS will improve the engagement of underrepresented families by continuing to communicate information about school events and involvement opportunities via our School Messenger system, with educational technology systems such as Class Dojo, and host parent meetings in which parents are invited to give input about new ways to provide ongoing support to our students	One of Life Source International Charter School's strengths is continuing to seek input for decision-making. For example, LSICS has been providing stakeholders with opportunities to give at parent informational meetings and via surveys. The school has made progress concerning the growing amount of involvement in providing the school with input and will continue to promote input opportunities on different platforms to encourage even more participation.	Life Source International Charter School's focus areas for improvement in seeking input for decision making between school staff and families involves adding more opportunities for families to collaborate with school staff via informational meetings, surveys, and special events.	During the Covid 19 pandemic, LSICS administration hosted a number of virtual parent meetings to make sure that families were aware of campus news, resources, and other relevant information. These parent meetings have been beneficial in regards to the dissemination of information, while also giving parents a platform to communicate with school leadership. LSICS has resumed more on campus activities while maintaining some virtual options for parent meetings. One of the ways LSICS seeks to improve the engagement of underrepresented families is to hold a greater variety of on campus events and meetings to provide more opportunities for families to learn about the options that families have to give decision-making input to support students.	3	3	3	3	3	3	4	3	3	3	4	3	Met		08JUN2023	2023
19646670125559	iLEAD Lancaster Charter	3	iLEAD Lancaster is committed to the meaningful engagement of its educational partners in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and iLEAD Lancaster staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under iLEAD Lancaster's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings.  During the 2022-23 school year, monthly iSUPPORT meetings, Parent Universities, and Coffees with the Director were held to allow opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through family involvement at schoolwide events. ELAC meetings were held in spring and fall for families of EL learners to provide program feedback. School Site Council was held twice to review data and safety and prepare and approve the school's Single Plan for Student Achievement. Both ELAC and SSC had input on the school's LCAP. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.	iLEAD Lancaster will continue engaging educational partners in its continuous cycle of improvement and strategic planning. A focus on improving the school-home connection around literacy as well as increasing engagement and attendance with educational activities and relationship building will occur in 2023-2024.	When building relationships between school staff and families, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Educational Partner feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The Equity Task Force conducted listening session to different educational partner groups and made systemic recommendations as a result. The actions developed are important for all learners, especially foster/homeless youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data.  Staff will provide 1:1 academic and social emotional support for English Learners, Foster Youth and Homeless Learners, as well as low income learners. Through alignment of resources, staff will be able to provide additional services to these three subgroups in order to close achievement gaps. The Foster Youth and Homeless Liaison, and the English Learner Liaison will work together to match the families of English Learners, Foster Youth, and Homeless learners, and low income learners with specific community resources based on the families' needs. The school will continue to increase community partnerships, utilize the new campus to provide more in-person services, and utilize as many communication strategies as possible to increase the school-home connection.	iLEAD Lancaster's strength is utilizing SEL and PBL to increase student outcomes at school and home. Our area of improvement would be providing consistent and timely progress toward academic and social emotional goals. We will continue to communicate regularly with weekly facilitator updates, quarterly check ins, use of the Student information System to track progress toward learner outcomes, and assessment data (MAP Growth, MAP Reading Fluency).	When developing each action in our LCAP for iLEAD Lancaster, the needs of all learners were considered by looking at the CA School Dashboard, NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.	The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in DEI, best practices, and SEL) and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data. The school's ELAC meets in fall and spring. Additionally, the counseling team sends out regular surveys to homeless/foster youth to determine current needs and work to provide resources in response. The school's social worker also works to engage underrepresented families.	Twice a year, iLEAD Lancaster learners and staff completed the iLEAD Comprehensive Growth Card, a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent, staff, and learner surveys regarding aspects of the program were sent in the spring of 2023 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps). Additionally, in the spring of 2023, iLEAD Schools’ Equity Task Force also conducted listening sessions and/or facilitated surveys of staff, leadership and learners.   Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners).   During the 2022-23 school year, monthly iSUPPORT meetings, Parent Universities, and Coffees with the Director were held to allow opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through family involvement at schoolwide events. ELAC meetings were held in spring and fall for families of EL learners to provide program feedback. School Site Council was held twice to review data and safety and prepare and approve the school's Single Plan for Student Achievement. Both ELAC and SSC had input on the school's LCAP. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.	iLEAD Lancaster will continue its educational partner engagement strategy as described above.	iLEAD Lancaster will continue its educational partner engagement strategy as described above. iLEAD Lancaster ensures that translation services are available to families. Survey data is disaggregated by population to ensure that the surveys of underrepresented families are being analyzed and responded to.	5	5	5	5	4	5	5	5	5	5	5	4	Met		29JUN2023	2023
19646830000000	Las Virgenes Unified	3	Parent engagement is a top priority in the district’s Local Control and Accountability Plan.  Provide comprehensive staff, student, and parent wellness support through the LVUSD Counseling Center, Family Resource Center, and Diversity Inclusion and Equity TOSA.	Continue to develop and offer educational events at the site and district level that are responsive to parent/community needs. Continue to build and share the importance of attending school daily and its importance to successful educational experiences.	Our LCAP Committee consists of a majority of unduplicated families. We have a robust DELAC to help reach our EL network.	LVUSD has expanded counseling services with one counselor per elementary school site. Our Counseling Center provides a one-stop shop for information relating to student well-being. Collaboration time is embedded into the K-12 schedule for educators to review data and collaborate on positive student outcomes.	Develop a Three-Year TK-12 Math implementation plan that supports the development of expertise with respect to the new Mathematics Framework.   Expand access to Career Technical Education (CTE) by strengthening community college and business partnerships.	LVUSD will Provide 1:1, small group, and extended learning opportunities to support grade-level and subject-level competency and achievement with a focus on homeless, low-income, foster youth, and English Learners.	LVUSD engages parents in parent groups, advisory boards, and committees to seek parent input for decision-making. Each school has an active PFA (Parent Faculty Association) or PFC (Parent Faculty Club) as well as a School Site Council that allows parents to share input on school goals and strategic actions.  Additionally, we have an SDC (PFA Presidents), Pathways Committee/Curriculum Council (with multiple stakeholders to evaluate instructional programs), Safety/Wellness Committee (multiple stakeholders to ensure the education of the whole child), LCAP PAC (majority unduplicated), and DELAC (District English Learner Advisory Committee).	LVUSD is seeking to work on the improvement of math instruction in grades TK-12 and with that we will utilize the newly adopted framework to support that work. Increase counseling services in grades 9-12 to support student needs in college and career readiness.	LVUSD will continue to work closely with our DELAC and Parent groups to listen to their needs and work together on finding solutions to areas of need.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
19646910000000	Lawndale Elementary	3	LESD provides high quality parent support through its funding of a community liaison at each school, and has built a powerful partnership between the leadership of the district-wide and school level parent advisory committees, community liaisons, and district administrators to develop more meaningful parent engagement. DPAC and DELAC parent leaders plan district level meetings to inform school level parent leaders of district policies, state standards and assessments, Title I requirements, and how to monitor their child’s progress and work with teachers to improve their child’s achievement. Parent leaders at the district and school level are also building their leadership skills through participating in LESD Family University workshops and attendance at external conferences such as the California Association for Bilingual Education (CABE) where they have attended workshops on topics such as English Language Proficiency Assessments for California (ELPAC), Parent Leadership and Engagement, and Common Core and ELD Standards. Upon return from such conferences, parents present what they learned to their school level ELAC and SSC groups. Parents also debrief what they learned with community liaisons and school and district personnel and provide feedback, suggestions, and potential resources to add to our plan to increase family engagement in Lawndale. These plans are then annually presented to the Board of Trustees, and have led to such accomplishments as: -Leveraging technology to reach more families through digital communications in multiple languages -Providing multiple opportunities to participate in workshops (daytime, evenings, via the internet)  -Using survey results to expand the catalog of workshops offered by Family University to help parents better support their children’s education and participate more effectively in their children’s schools. The work with parents on LESD parent and family engagement is shared with district and school leaders at District Leadership Team and principal meetings to ensure that they are informed and supported with how to communicate and work with parents as equal partners. Each school also provides family nights and parent workshops facilitated by teachers, community liaisons, and curriculum coaches.   Major actions for all students include public relations and translation support, a Medi Cal Outreach Worker, continued support for PBIS with social workers at each site, and Food Services wellness programs to ensure that all families are able to access supports offered for academic success as well as physical and social/emotional wellness. The community liaison team continues to build trusting and respectful relationships with LESD families.   A new exciting development for parents who want to improve their English proficiency is provided by LESD’s partnership with El Camino Community College with ESL classes. Currently El Camino is providing a level 1 ESL class at FDR Elementary.	The annual self-reflection tool helped us identify that while LESD had built a robust infrastructure for developing parent capacity to support their children’s learning and partner with school staff, the same amount of support and resources had not been dedicated to building the capacity of teachers, administrators, and classified staff to welcome parents as partners. School staff have been informed of the value and utility of contributions of parents, and have been given better tools for communication, but they expressed a need for targeted professional development in how to build rapport and meet the needs of their families.   LESD partnered with LACOE to delve deeper into the Dual Capacity Framework for Family Engagement at the 2022 teacher professional development day, and is planning additional partnerships with LACOE and Learning Heroes to begin professional development for teachers to help build trust with families in summer 2023.   While parent and family engagement has made significant progress in developing parent leadership at the district level, we realized that more needed to be done at the site level, as parents expressed that they did not always feel welcome on campuses. Three goals for improvement have been identified: -Simplify the requirements for serving as a parent volunteer to empower more parents to take an active role at schools. Parents expressed fear at having to use the Raptor system to enter campuses, as there is a misconception that their personal information is shared with law enforcement. Parents also expressed dissatisfaction with a volunteer application process that has more requirements than most other school districts. -Clearly communicate the role of the community liaison so that we can maximize services for families and ensure that they are standardized across all schools.  -Bring the numerous goals for improvement identified previously by the African-American Parent Advisory Committee (AAPAC) to life.  Of the identified goals, only one was realized in bringing the Black Scholars Rise program to all schools. Significant work remains to be done, and has been begun this spring with the reinvigoration of the committee with district support and action steps.	LESD will improve engagement of underrepresented families identified by: Partnering with LACOE and Learning Heroes to bring professional development for teachers, administrators, community liaisons, and front office staff to help build trust with families.   Revamping the Volunteer Handbook to simplify the requirements for serving as a parent volunteer to empower more parents to take an active role at schools.  Eliminating misconceptions about the Raptor system and instilling confidence that it is a tool to keep our students safe, not a gotcha for parents without documentation. Clearly communicating the role of the community liaisons so that we can maximize services for families and ensure that they are standardized across all schools.  Bringing the numerous goals for improvement identified previously by the African-American Parent Advisory Committee (AAPAC) to life. One step will be to build upon our already established partnerships with 100 Black Men and Trajectory of Hope to ensure that all of our schools have the resources to build family and school partnerships to improve outcomes for students.   Implementing the ideas of our parent committees such as sponsoring a Volunteer Fair at the beginning of the school year to make applying to be a volunteer accessible for all, providing training for parent volunteers with tasks identified as needed by schools, identifying the skill sets/careers of parents to build a network of parents-helping-parents, and increasing support for parents with similar needs (i.e. parents of students with special needs, parents in the Dual Immersion program, parents of preschool students, etc.)	An unanticipated improvement caused by distance learning was the creation of online workshops, the LESD YouTube Channel, and online parent conferences.  We have learned that offering workshops for parents in a hybrid format is the most effective method of presentation. The convenience of being able to attend live or watch asynchronously at home has greatly increased participation. Using this method, workshops were offered to parents on math strategies being taught to students, reclassification criteria, empowering families to use their oral language to increase conversations in the home about various topics and cross-content areas, diving into our language arts curriculum, giving parents a quick tutorial on the resources they can pull from Classlink,  using at-home resources to help their students access the curriculum beyond the classroom, and connecting our parents to schools and the local library to see what additional resources are in the community. Most of these workshops live on the LESD YouTube channel to be viewed as needed by parents.  Teachers identified online parent/teacher conferences as a definite positive of distance learning that they would like to keep. Attendance and the depth and frequency of parent-teacher communication have risen dramatically without the barriers of transportation to a brick and mortar meeting.	The focus areas for improvement are as follows: Increasing the number of parent committees/affinity groups to ensure that all parents have the resources needed to support their children. This includes creating a group for parents of students with disabilities, parents of students participating in our Dual Immersion program, and parents of our preschool programs.  Creating more parent workshops at the classroom level so that parents can see what their children are learning at each grade level and learn how to support them. This will include supporting classroom teachers with the technology to create hybrid workshops for parents to see children learning in real time.  Partnering with organizations such as Learning Heroes to help school staff build trust with families to have meaningful conversations about student data and how to work together to improve outcomes.	As explained above, the African American Parent Advisory Committee has identified several goals that have yet to be realized.  LESD will improve engagement of African American parents by implementing the following steps: Improve office staff interactions with black families Make the celebration of Black History as well as all cultures represented in the district a District Norm Develop Comprehensive Ethnic Studies plan Additionally, new affinity groups are being developed for parents with similar needs (i.e. parents of students with special needs, parents in the Dual Immersion program, parents of preschool students, etc.)    We are also exploring creating a collaborative committee for parent engagement to bring together parent leaders from the PTA, District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), the African American Parent Advisory Committee (AAPAC) to gather input and identify potential targeted programming to be offered through Family University.	District-level parent leadership committees received an unexpected benefit from school closures as outreach to families shifted to online platforms. Though long desired, COVID accelerated LESD’s leap into the virtual world, opening our District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), school level English Learner Advisory Committees (ELAC), School Site Councils (SSC), and Board of Trustees meetings to more parents than ever before. These hybrid in-person/virtual committee meetings have also been recorded and posted on the LESD Youtube channel, allowing more parents access to important information, even if they were not able to attend the live session. Anecdotally we know that we have roughly three times more parents attending virtually than those attending in person.  The new priority of current parent leadership is to actively participate not only at these district level meetings, but to also get involved at the school sites. School level meetings are posted for all to access, and parent leaders have made it a priority to visit the meetings at multiple schools to both promote district level initiatives and encourage school level parent leaders to promote participation in their committees. School level leaders in turn are encouraged to attend DELAC and DPAC each month to share the good things they are doing and to further encourage cross-school collaboration.  Supporting families to understand and exercise their legal rights and advocate for their own students and all students has been a major focus of parent workshops through Family U and our parent advisory councils. Our school parent leaders along with community liaisons regularly attend conferences such as the CA Association for Bilingual Education (CABE) and come back inspired to move our parent and family engagement to the next level.	One area for growth is to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  While this takes place at the school level through School Site Council (SSC) meetings, collaboration across school sites could be strengthened by including teachers and principals in the DPAC and DELAC meetings. We are in the planning stages of a parent roundtable that would provide a platform for the various parent leaders to collaborate with each other as well as with district and school administration to strengthen family engagement.	LESD will improve engagement of underrepresented families by increasing the number of parent committees/affinity groups to ensure that all parents have the resources needed to support their children. This includes creating a group for parents of students with disabilities, parents of students participating in our Dual Immersion program, and parents of our preschool programs.  The collaborative committee for parent engagement that will bring together parent leaders from the PTA, District Parent Advisory Committee (DPAC), District English Learner Advisory Committee (DELAC), the African American Parent Advisory Committee (AAPAC) and other parent affinity groups  will also gather input on decision-making and identify potential targeted programming to be offered through Family University.	3	3	2	3	3	4	3	4	3	4	3	3	Met		22JUN2023	2023
19646911996438	Environmental Charter High - Lawndale	3	Environmental Charter High School - Lawndale focuses on positive school-student relationships from the outset. During our hiring process, we screen for and prioritize candidates that view students and their families as assets. We seek candidates who are mission-aligned and driven by a desire to achieve social justice. Our classified staff goes through an annual customer service-focused training at the beginning of the year.  Once hired, all staff members undergo a rigorous onboarding process meant to orient and prepare them for a community that works with families. We understand that accurate and timely information is crucial for families to be effective stakeholders. We provide relevant information to our families through: - Annual orientation meetings  - Enrollment meetings - Family newsletters - Student bulletins - Parent Conferences  - Back to School Night/Outdoor Education meetings - College access and financial aid support meetings  We solicit information from our community of stakeholders through a variety of modalities that include: - Coffee with administration - Digital feedback surveys - Virtual Town Halls - Black Parent Groups - Confronting Anti-Blackness & Racism workshop  - Talking Points: California Healthy Kids Surveys - Course Evaluation Surveys - Advisory feedback circles - ELAC - School Site Council - Focus groups - Open door policy - Access to administration via email, phone, and in person.  Our parent responses on the Healthy Kids Survey indicate very positive perceptions regarding the open and welcoming environment we foster.  When we last surveyed parents in Spring 2023… 91% reported feeling welcomed to participate in the school 93% felt that we allow parent input and welcome their contributions 89% feel the school encourages them to be an active partner in their child’s education  Feedback from teachers, staff, students and parents reflected the toll the global pandemic has taken on students and informs LCAP actions to not only support students’ mental health, but to rekindle their natural curiosity and desire to learn through actions including improving teacher facility with best practices, outdoor education, and our math and literature initiatives.  ECHSL has also adopted TalkingPoints as a means for two-way communication with families. ECHSL has provided consistent translation services for students and their families during conferences, phone calls, and specialized meetings such as IEP meetings. ECHSL has created space in the budget to sustain the TalkingPoints platform and continue to provide interpretation and translation services.	The feedback received during our efforts to Confront Anti-Blackness and Racism influenced the centering of student wellness in our LCAP through reimagining our advisory program, improving multi-tiered systems of support, and providing professional development to ensure we meet the needs of student groups whose outcomes indicate equity gaps.	ECHSL will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.	Environmental Charter High School - Lawndale prioritizes the building of partnerships with the explicit goal of improving student outcomes. We believe that in order for student outcomes to be maximized we need to ensure the school provides the following:  - Relevant and engaging instruction - Culturally relevant pedagogy and curriculum - Well trained and supported teaching staff - Accurate and timely  information to empower family units as partners - Opportunities for self-assessment and reflection  ECHSL believes that our areas of strength include a structured weekly advisory program that allows for students to build positive relationships with each other, as well as their advisory teacher. Advisory also serves as an opportunity for students to engage in guided self-assessments and construct personal action plans. Parents receive printed progress reports on a weekly basis in addition to having access to the PowerSchool digital platform and the mobile app. We have held multiple PowerSchool trainings for parents and will continue to do so. Our student usage on the app is remarkable. On average, there are 777 student logins per day. Our students are clearly engaged in the monitoring of their progress, their future matters to them.  ECHSL hosts initial orientation meetings for all new families in addition to annual re-orientation meetings on the first day of school. Every year families receive a welcome back presentation from their student’s advisory teacher where they learn about any major changes to our schedule, staff or school program. New families receive our Parent/Student Handbook, returning families also receive a summary of any changes to our handbook. Throughout the year ECHSL hosts culturally relevant family nights in addition to back to school events and parent/teacher conferences.   ECHSL has a 125-1 student to counselor ratio. This low ratio allows our counseling staff to have a powerful and holistic impact on student outcomes. Counselors ensure that students are on track to graduate having fulfilled A-G requirements. They support families with not only social-emotional support in school, and through our extensive partnerships with external agencies, but also with the college and financial aid processes. At ECHS, we are focused on not only getting students into college but also ensuring they are set up to graduate from college. Our alumni coordinator is working to fortify our alumni network and support system for our students presently in college.	One area that we are actively looking to build up is our parent capacity as it pertains to supporting their students in the home. We believe we provide a multitude of high quality supports at the school site, and we are actively exploring ways to increase the capacity of our families as educational partners in the home beyond just access to the grade books.  The feedback received during our efforts to Confront Anti-Blackness and Racism influenced the centering of student wellness in our LCAP through reimagining our advisory program, improving multi-tiered systems of support, and providing professional development to ensure we meet the needs of student groups whose outcomes indicate equity gaps.	ECHSL will improve the engagement of underrepresented families by strengthening our advisory program to build strong connections with, identify needs of and ensure appropriate supports for every student. In advisory,  relationships act as a Tier 1 support for social emotional & academic needs. We are also expanding our resources for Tier 3 support by adding a full time social worker, who can focus on students and families with the highest needs. We will also integrate the lessons we learned about communication during school closure to improve the engagement of underrepresented families.	Environmental Charter Schools as an organization is in year 2 of a new mission statement: to reimagine public education in low-income communities of color to prepare conscious, critical thinkers who are equipped to graduate from college and create a more equitable and sustainable world. To that end, ECHSL is currently working to fortify and expand existing structures that are intended to represent and solicit both the general school population as well as traditionally underrepresented families. We have a strong English Learner Advisory Committee and a strong School Site Council.	We have an Equity and Diversity Committee (EDC) focused on increasing student achievement of our sub-groups. Our EDC is a data and goal driven committee that reports to our board. Additionally, we are seeking to bring in additional staff whose primary responsibilities will include supporting the achievement of our underperforming subgroups.	We have an Equity and Diversity Committee (EDC) focused on increasing student achievement of our sub-groups. Our EDC is a data and goal driven committee that reports to our board. Additionally, we are seeking to bring in additional staff whose primary responsibilities will include supporting the achievement of our underperforming subgroups.	4	4	3	5	4	3	4	4	4	4	3	3	Met		22JUN2023	2023
19647090000000	Lennox	3	The Lennox School District wholeheartedly acknowledges the pivotal leadership role of parents in the educational process and actively fosters opportunities for their valuable input in decision-making. At each school site, vibrant School Site Councils and English Language Advisory Councils are in place to facilitate parent engagement and solicit suggestions for site-level decisions.  Furthermore, at the district level, the District English Language Advisory Committee and the District School Leadership Team offer parents opportunities to assume leadership roles and actively seek their input through the committee's work. To ensure a comprehensive feedback mechanism, we regularly conduct various surveys throughout the year, complemented by LCAP input meetings. All of our survey communication is thoughtfully crafted in both English and Spanish, disseminated through phone calls, text messages, flyers, and prominently featured on our website. For those in need of translations, assistance is readily available at meetings and parent events, reinforcing our commitment to inclusivity and accessibility for all parents and community members.	The Lennox School District acknowledges the importance of fostering increased parent and community engagement in our district's policies and procedures aimed at enhancing student outcomes, as well as facilitating effective communication for receiving and providing input on their children's education. Although only 4% of parents have reported disagreeing with the statement that they receive timely responses from teachers and administrative staff, our district has instituted a policy requiring all staff members to respond to parents within a 24-hour period, either via phone or email, in order to improve communication.   Our district is performing well Building Relationships Between School Staff and Families with only 3% of parents reporting that teachers do not maintain a positive attitude toward their children or families, 5% expressing disagreement with the notion that our schools encourage and value parental participation, and 8% of parents indicating discomfort or dissatisfaction with opportunities for family involvement in school activities.  Despite these positive indicators, we acknowledge that there is room for continued growth. To achieve this, our dedicated team of teachers, administrators, and parent liaisons will continue to facilitate a robust flow of information between our families, community, and the district. With a parent center staffed with a parent liaison at every site, we are committed to introducing initiatives such as family nights, parent classes, and parent workshops to further strengthen our partnership with parents and enhance the educational experience for all students.	"The Lennox School District predominantly serves students from low-income backgrounds and English language learners. Consequently, a significant portion of our student body belongs to traditionally underrepresented demographics. Recognizing this, our district is dedicated to actively engaging all of our students and their families, by being mindful of their likely inclusion in historically underrepresented populations.  In order to address the specific challenges associated with involving families from traditionally underrepresented backgrounds, our district has established parent centers at every school that are staffed by dedicated parent liaisons. We also ensure that all written communications, including letters and student reports, are available in both English and Spanish to accommodate all families. Furthermore, all of our schools are staffed with personnel fluent in both English and Spanish to facilitate effective communication.  To foster parent engagement, we employ a variety of strategies, including hosting family nights, open houses, and back-to-school events. We also offer parent workshops and classes, and maintain open lines of communication through phone messages, text messages, email, and social media platforms. Moreover, parents have the opportunity to actively participate in school decision-making by joining committees such as the School Site Council, English Language Advisory Council, District English Language Advisory Council, and the District School Leadership Team. Additionally, monthly ""Cafecitos"" provide parents with a platform to engage directly with their school principal. The community is invited to school board meetings that are also broadcast live over the Internet. Information about how, when and where to attend these meetings is disseminated through multiple media channels and posted on school campuses, the district office, and our district web page."	The Lennox School District is committed to creating a secure and nurturing learning environment for every student, recognizing the substantial number of economically disadvantaged students within its community. To address the unique needs of these students, the district has implemented a range of social and emotional programs and support services, including full-time counselors available at all schools, mentoring programs, before and after-school programs, restorative justice methods for addressing student conflicts and discipline, and tailored academic interventions. These initiatives are designed to promote the well-being and academic success of all students.  The Lennox School District conducts an annual school climate survey for students in the 5th through 8th grades. The survey administered in the spring of 2023 yielded the following results: 75% of students reported that they feel that their school is safe. 74% of students look forward to coming to school on most days. 75% of students reported they regularly receive encouragement from teachers or school staff. 80% of students reported that if they have a problem, they have someone at school they can talk to. 86% of students reported that they feel teachers make time to discuss grades and academic concerns. 90% of students reported that they feel teachers help to make the learning understandable by using different ways of presenting information.	While the past year marked the second year of students returning to in-person learning following the pandemic, the Lennox School District remains committed to addressing the unique challenges caused by the pandemic.  In response, the district has placed a strong focus on enhancing mental health and social-emotional support systems, as well as bolstering safety and health provisions.	Our dedicated Social Emotional Wellness Coordinator collaborates closely with school site counselors, social work interns, and classroom teachers to cultivate Trauma-Responsive mindsets, implement Restorative Practices, and offer comprehensive wrap-around services. Furthermore, the district continues to advance the implementation of a Multi-Tiered System of Supports (MTSS), seamlessly integrating academic, behavioral, and social-emotional learning into a cohesive system of assistance. This MTSS framework ensures that all student needs are effectively addressed.  The Lennox School District remains steadfast in its commitment to prioritize the safety and well-being of all students. To this end, the district has introduced various programs and initiatives aimed at enhancing overall school safety and fostering a positive school climate. For the 2023-24 school year, we have expanded the Leader in Me Program and continued providing professional development opportunities for our teachers to incorporate it into their classrooms, thereby supporting Social and Emotional Learning (SEL) across all grade levels.	The Lennox School District focuses on building strong relationships between school staff and families. Based on our spring 2023 LCAP parent survey, 97% of parents felt that teachers and administrators address their questions or concerns in a thorough and timely manner. In addition, 98% of parents reported that teachers have a positive attitude towards their child and family.    Additionally, our district places a strong emphasis on actively engaging parents and community partners in its decision-making processes. Parents hold a central position within the District School Leadership Team, convening approximately five times each year to collaboratively draft, edit, and refine the Local Control Accountability Plan (LCAP) for the district. Furthermore, the district's LCAP includes a dedicated objective aimed at cultivating an atmosphere that enhances capacity and promotes parental involvement.  In addition to their vital role in the District School Leadership Team, parents actively participate in leadership roles within various school-based councils, such as ELAC (English Learner Advisory Committee), DELAC (District English Learner Advisory Committee), and SSC (School Site Council). This inclusive approach  highlights the district's commitment to fostering a strong partnership and relationship  with parents and the wider community.	The Lennox School District has embraced the leadership and active involvement of parents and community partners in the educational journey. Each school within the district offers a diverse array of activities designed to engage parents in meaningful partnerships with the school.   These activities encompass a wide spectrum, including Family Literacy Nights, Family Math Nights, Health and Wellness events, as well as district-wide gatherings such as Parent Conferences, Back To School Nights, and Open House events. Based on our spring 2023 LCAP parent survey, 94% of parents felt that their child’s school offers a challenging academic curriculum. 91% of parents reported they are satisfied with the opportunities for parent involvement that their school offers.   Moreover, the district and its individual school sites remain focused on continually providing parents and families with valuable information and resources in both English and Spanish. Every school maintains vibrant parent centers and employs dedicated parent liaisons who work tirelessly to coordinate volunteer opportunities, workshops, and informative parent classes.   In addition, our district hosts monthly parent workshops in English and Spanish where district leadership share best practices and information regarding instructional supports, access to technology, basic needs, mental health, community resources, instructional strategies as well as health and safety guidelines.	"The Lennox School District is committed to ongoing efforts to enhance the involvement of underrepresented families in providing input for our schools and programs. To facilitate this engagement, we employ various communication channels, including phone messages, text messages, informational flyers, postings at school and district offices, and active presence on social media platforms. We also host ""Cafecitos"" sessions with principals, conduct parent workshops at various times throughout the year, facilitate parent-teacher meetings, maintain a team of dedicated parent liaisons, and conduct surveys to gather valuable feedback."	5	5	5	5	5	5	5	5	5	5	5	4	Met		13JUN2023	2023
19647090100602	Lennox Mathematics, Science and Technology Academy	3	Formal parent conferences are currently held in the fall during mid semester with at-promise students; yet, all parents can request a teacher conference at any time. Parent/Staff communication is done through ParentSquare which translates messages to a family's prefer language.  Parents receive alerts via text messages and email of posts and/or direct messages from school personnel. The school principal sends a weekly memo to all families with information on the schedule for the week, upcoming key events and important information. These messages are sent in both English and Spanish. 97% of families agree that Lennox Academy is a safe place for their child. Additionally, 88% of families agree that their child's teachers are responsive to their child's social and emotional needs.	Besides the fall parent conferences, where about thirty families from each grade level are invited to meet with their child's teachers, Lennox Academy would like to further increase family engagement to improve student outcomes by meeting with all families at some point during the academic school year. Parent volunteers will also be invited back to help supervise events and during lunchtime after a hiatus due to the pandemic. Additionally, Lennox Academy hopes to bring back more on campus events that are open to families such as The Day of the Dead celebration.	Parent grade level meetings will be offered throughout the school year once again; they stopped during the pandemic and families shared how they would like in-person meetings to return. Topics such as A-G requirements, the college admission process, English Learner reclassification criteria, and financial aid will be discussed at parent meetings. Meetings will be offered in English and Spanish.	Lennox Academy continues to work to provide a welcoming environment for all parents and guardians.  Cafecitos (workshops) are offered on a monthly basis to inform parents on how to support students with their academics and mental health. Ninth grade parents and guardians also attend a mandatory freshman orientation meeting prior to the start of the academic school year so they can learn about the Academy's philosophy, expectations, and available resources. In the springtime, parents are invited to see their child's Presentations of Learning, POL, where students reflect on their growth during the academic school year.	Lennox Academy will continue to explore workshops to offer to parents where they can learn how to maximize the online platforms the school offers and how to better communicate concerns to staff. Besides meeting with some families in the fall, the Academy would like to meet with all families at some point during the school year to increase two-way communication between staff and families. Bringing back grade level meetings for parents during the 2023-24 school year is the goal; these meetings will be offered throughout the year as they were previously held just once at the beginning of the school year.	Lennox Academy will continue to communicate with parents using different mediums (such as electronic messages, phone calls, and in-person meetings) to share pertinent information, resources, and school updates. Additionally, parent events and meetings will be increased to better meet family needs and to help strengthen school and family partnerships.	Lennox Academy outreaches to the school community and informs how they can become involved in the governance of the school via ParentSquare and at parent meetings. The school has had much success in getting involvement from staff via the Leadership team and from the students via the Associated Student Body (ASB) group; however, the parent involvement is one that needs to be further developed. Parents ad-hoc committees come together to provide input on the LCAP however a static group such as a PTA is non-existent. When the PTA was in existence, the administration was left with the responsibility of taking on the financial and clerical duties of the association. In the absence of a PTA, the Principal Advisory Council was introduced and served to allow parents to provide input on the operation of the school program. The participation of parents on the council has varied year to year. Local survey data highlights how 91% of parents agree that the school seeks their input before making decisions. Additionally, 92% of parents agree that the school encourages them to be active participants in their child's education.	Lennox Academy will continue to prioritize the involvement of parents that extends beyond the volunteer tasks they complete such as supervising school events. A Principal Advisory Council was reinstated during the 2019-20 school year and the goal is to bring it back as it has been on hold since the pandemic.	Lennox Academy's goal is to increase the amount of opportunities families have to provide feedback, concerns, and suggestions. Offering drop-in hours and a range of times will provide more access for families and can improve parent feedback and participation.	4	4	4	4	4	4	3	4	3	3	3	3	Met		25MAY2023	2023
19647090107508	Century Community Charter	3	Century Community Charter School (CCCS) prides itself in building positive relationships not only with our students but with our families; all families are welcomed and respected. We currently provide opportunities for our families to meet staff and other families through potlucks, workshops, meetings, family nights and conferences. These events along with various forms of communication also provide two-way communication encouraging collaboration and learning experiences for all in order to support families. All forms of communication and meetings are provided using language that is understandable and accessible to families. CCCS will continue to provide opportunities to foster positive relationships and communicate with families that are not able to personally attend events due things such as work schedules, health related issues, or transportation. Our website will also provide important information provided at our workshops meetings for parents that need to access it remotely. Since the COVID-19 pandemic, we continue programming via zoom and on campus. All information is readily available on our website.	Century Community Charter School has very strong relationships between staff and family.  We will continue to focus on improving communication with a diverse population of students and families.	Century Community Charter School staff will actively reach out to families who are not able to participate in on campus events to build relationships.	Century Community Charter School (CCCS) continuously forms partnerships with community organizations to engage and assist students, staff and families. These partnerships provide resources that can assist stakeholders in gaining knowledge and support. Examples of these resources are mental health promotion, parks and recreation, substance abuse prevention, mental health services, vision and dental screenings, and tutoring, among others. CCCS also holds an annual wellness fair in which the community has the opportunity to speak to community partners in a single safe environment.	We provide families information about their legal rights and how to advocate for their students.  We want to continue to progress in providing support to families of students with disabilities and English Learners, so that we can best meet the needs of all Century families.	Century Community Charter plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend the parent conferences. We have a rideshare program that we instituted where we pick up students who struggle to make it to school.  We are serving about ten students at this time.	Century Community Charter School (CCCS) values all stakeholders and believes that seeking input for decision-making is key to its success. CCCS uses surveys to better understand our community needs and shares findings with parents to develop a plan and implement programs to assist families. Some of the advisory groups include Parents as Leaders (PAL’s), English Learner Committee and our wellness group. Evaluation of different programs takes place to determine its effectiveness and changes that need to occur to better assist our families. These advisory group meetings are always translated providing the opportunity for all parents to feel welcomed and participate. CCCS will continue to use surveys to evaluate its policies and programs in order to maintain our community needs in mind as we develop the appropriate programs to meet those needs.	Century Community Charter will continue to focus on finding diverse ways to obtain more family input.  We want to ensure that all families have a voice in the process.	To meet the needs of parents who are not as vocal, we take measures such as providing meeting opportunities via Zoom and on campus.  We are also exploring providing meetings at alternate times to meet all family needs.  We are also going to record our meetings and post them in order to allow more families to engage and make comments.	4	5	4	5	4	4	4	4	4	5	4	5	Met		17MAY2023	2023
19647091996313	Animo Leadership High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647170000000	Little Lake City Elementary	3	The Little Lake City School District is strong in building relationships between staff and families.  This has been a District-wide focus over the past several years and reinforced by the superintendent and principals throughout the school year.  These solid foundations are reflected in our Parent Satisfaction survey results where 96% of parents agreed that they are satisfied overall with their child’s school. Parents agree with the statement, “I have a positive relationship with staff at my child’s school” - 97%.  We dedicate time for staff members to learn about family’s goals for students during parent-teacher conference week.  Beyond those dedicated weeks, teachers are always available to meet or speak with parents who have concerns or questions regarding their children.	The District works hard to continually increase two-way parent communication by providing multiple means of communication through email, phone calls, and text messages in each family’s home language.  A focus area for the District is to continue to ensure that all families receive pertinent and timely information from the District through our new Parent Square communication system and to expand our text messaging service.  It is important that all families, including those who may not have access to social media and other tech services, receive information that is timely and in their home language. Parent Square was widely used over the past two school years. In addition, the use of video conference platforms, such as Zoom, were continued to be used to engage parents and families throughout the year.	The District is committed to improve engagement of underrepresented families in order to build relationships between school staff and families. Our Family Outreach Liaisons are utilized to reach out to those families to ensure we use the best method of communication with them, whether that be by phone/text/email, and to develop events and programs to keep families engaged and involved with their children's education while building positive relationships with the school.	The Little Lake City School District recognizes the importance of schools and families partnering together to ensure positive student outcomes. Funds are set aside through LCAP and Title I to directly support a wide variety of parent engagement opportunities including Literacy Night and Family Science Days. These site specific events assist in building and strengthening school and parent partnerships. The District provides parent education opportunities and direct support through parent training focused on how parents can support their children at home. Teachers share information with parents at conferences regarding the best way to support their child at home.  The District notifies all parents of their rights and responsibilities annually. In addition, specific information on parents’ rights are given to our homeless population and special education parents. This year, Zoom has continued to make it possible to offer training remotely and at alternate times allowing families more convenience to engage with their school.	We continue to look for new and engaging ways to maximize and foster the important relationship between the school and parents focused on student outcomes. In addition to our annual parent conferences for all students, annual at-risk conferences for at-risk students, schools will also meet with families of English Learners students. This will provide an opportunity to ensure parents are aware of the reclassification	Based on the analysis of data, the District is committed to improve engagement of underrepresented families for student outcomes. One on one phone calls will be made to families that don't typically attend parents conferences. We will ensure that they are aware of the flexibilities offered for conferences - in person, Zoom, phone call and ensure we offer translation, if needed. It is out goal to meet with all families of at-risk students to ensure we share ideas and best practices to support their child at home.	The Little Lake City School District seeks input from parents through a variety of ways including parent surveys and parent advisory groups.  Principals are trained on how to effectively hold SSC and ELAC meetings and how to engage parents in the decision-making process that comes with those roles.  Each site has a SSC and ELAC who are trained in their roles and responsibilities and make important decisions regarding School Plans.  In addition, each site has a PTA/PTO who make decisions regarding school and family events.  The District has a DAC/DELAC who advise the District on the Consolidated Application for federal funds and other policies, including the Family Engagement Policy.  In addition, parent input is solicited annually through the Parent LCAP Survey.  Data is collected from parents at each school site and across grade levels to provide feedback, including comments, to school and district administrators in a variety of areas.  Areas of growth for the District include continuing to streamline our SSC and ELAC process so that they are similar from site to site.  Also, while Engagement Policies are acknowledged during registration, it is important to ensure that they are easily accessible to all parents throughout the school year.  Finally, in order to engage all parents, the time and accessibility of all advisory group meetings should be considered.  Video conferencing platforms, such as Zoom, were utilized for parent meetings. This allowed many parents to access parent meetings.	Based on the analysis of data the District continues to find best practices to improve seeking parent and guardian input for decision making. This year, we have implemented the use of Parent Square forms to send out parent surveys, such as the LCAP survey. Parent Square allows us to send emails and text messages to those families that have not yet completed and submitted a survey. Furthermore, schools incentivize the submission of surveys and this helps us achieve our goal of 85% response rate. In addition, the Family Resource Center is open and available with Chromebooks should a parent need assistance in completing the survey.	Based on the analysis of data the District continues to find best practices to improve engagement of underrepresented families in seeking input for decision making. This year, we have implemented the use of Parent Square forms to send out parent surveys, such as the LCAP survey. In addition, the Family Resource Center has Chromebooks available for families to use or who may need assistance in completing and submitting a survey. Hard copies of the surveys will be provided to families when groceries/produce are picked up to ensure all families have an opportunity to share their valuable input.	4	4	3	4	3	4	4	3	3	3	4	4	Met		27JUN2023	2023
19647250000000	Long Beach Unified	3	Part of the annual CORE survey is asking families about their sense of belonging.  Here is some data related to parent perceptions of their connectedness.  95% of the over 13000 parent participants responded favorably when asked “School staff treats me with respect.”  In addition, 93% of participants responded favorably in response to “School staff is helpful.”	There is a commitment to improve as a system to holding a more culturally respected/understood posture, especially for our families who have experienced historical harm.  Our Equity Policy speaks to the harm to our communities of color and how we must improve.   As an organization, we recognize and acknowledge our differences and we commit to authentic, continuous improvement. This policy creates a path forward through informed professional development and a focus on identifying and dismantling practices that are racist, oppressive, and exclusive for specific individuals or groups of students. While this policy reflects our district values, it is designed with the recognition that our work around equity will be guided by the data that we gain through continued engagement with students and families. LBUSD commits to evolving as professional development continues for school site personnel, as well as the entire system.	Reflecting on input and data, LBUSD continues to work on providing a culturally-affirming and welcoming environment at all sites.  Underrepresented communities of Long Beach have stated the need for more bilingual staff, as well as staff that represent the demographics of the community.  HRS has made progress with intense recruitment efforts, including through a “grow our own” strategy.  One of the new strategic plan’s strategies involves the development of a plan to “cultivate and recruit students, especially Black and multilingual students, to join our staff and support our efforts to reflect the diversity of our student population, especially at schools.”  In addition, the strategic plan notes, “LBUSD has successfully retained diverse staff, especially Black and multilingual staff, in order to increase our cultural dexterity as an organization and to support our efforts to culturally and demographically reflect our student population, especially at school sites.”	This past year, LBUSD engaged in the intense process of creating a strategic plan in a very new way than past practice.  Given the societal events affecting LBUSD and other institutions nationally, the superintendent and the Board of Education realized that a new, different and more robust level of community engagement would be needed to truly assess student and community needs before moving forward. Thus began the community visioning process that has led to a more inclusive and collaborative community engagement process. The Vision process allowed students, educators, staff, family members and community leaders to sit together and deeply discuss issues that has led to disparate student outcomes.  This process has had a profound effect on LBUSD’s engagement with the community.	The pandemic taught us both to be resilient individuals and to lean on one another to get through challenging moments in our lives. The Vision process–listening and collaborating with one another with our lens centered on students and their voices–is rooted in this new-found understanding.  LBUSD learned a lot from this process and intends to continue to improve its system of engagement armed with this learning.  To quote from the Vision document, “we aspire to see collaboration with families and the community as essential to achieving the best outcomes for students.” In addition, LBUSD is committed to centering Black students and their experiences in our system because they are the furthest from proficiency.	At the risk of being too simplistic, LBUSD intends to “meet them where they are”.  This idea comes from the Vision process as described above.  The Office of Equity, Engagement and Partnerships has embarked on study and creation of an engagement plan, which is built on research.  “Meet them where they are” is both literal and figurative.  LBUSD intends to be present at community events and other gathering spaces where it may be easier to participate in authentic discourse.  In addition, having time for the community to make meaning of complex issues is important and, in many cases, neglected.  LBUSD, especially the Office of Equity, Engagement and Partnerships, have been studying and beginning to implement  the IAP2’s Continuum of Engagement, which presents strategies based on the purpose of the engagement.	According to the School Connectedness questions in the annual CORE Survey of over 13000 family members, 92% shared a favorable response to the question of “I feel welcome to participate at this school”.  In addition, 90% of participants shared a favorable response to “School staff welcomes my suggestions.”	Although the numbers as represented above are positive, LBUSD is cognizant of parts of the community- namely persons of color- who feel disenfranchised and wary of participating in educational spaces.  As stated throughout this priority, “meeting the community where they are” can create an environment of inclusivity and trust.  Collaboration (“let’s work together to solve the problem”) is a preferred strategy to engage for decision-making, but not nearly used enough. When not in a collaborative setting, LBUSD is working on ‘closing the feedback loop’.  When we ask the community for input, there is an obligation to come back to the community to let them know how their feedback was used, including honest rationale when an idea can’t be implemented.	From the Vision 2035 process as described throughout this Priority, LBUSD is committed to achieving this stated Core Value:  “AUTHENTIC COMMUNITY ENGAGEMENT AND COLLABORATION We believe that by working together we can address challenges and take actions needed to have a positive impact on student outcomes. We value the diverse perspectives, culture and languages of our collective community and acknowledge the importance of partnership and transparent communication to achieve our vision.”  Our communities of color often do not feel heard.  When we emphasize a more collaborative posture for decision-making, it builds trust and agency.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
19647250127506	Intellectual Virtues Academy of Long Beach	3	IVA’s professional model of intellectual character development allows it’s faculty, staff, and administration to be the first to practice the values of the school including values that we would Align Decision Making with the Model, practice a Culture of Thinking, Self-Knowledge, Openness and Respect for individuals and the community, and a concrete and realistic actions in the Growth Mindset not just of our students but of ourselves first.	IVA continues to increase staff and student diversity as we mirror the surrounding area and surrounding schools. As this diversity increases we take intentional action and seek support of our families and community to continue to ensure that relationships with school staff and families remain strong, especially across cultural and language differences.	IVA will continue to hire staff that is representative of our school population with a specific eye on ensuring students and families are able to see themselves represented in the leaders of their school.	IVA works closely with our PTO (parent-teacher organization) to organize multiple opportunities for families to connect with staff and each other to become comfortable with our school's mission and how families can receive support and give support to their students. Our school hosted family events include family orientation and multiple Parent Academies scheduled throughout the fall especially to support onboarding new families. In addition, our Parent-Student-Teacher Character Conferences scheduled throughout the year support close connections between the family and teachers. IVA utilizes our two way communication platform, ParentSquare, to provide weekly newsletters, updates from teachers, and opportunities to connect. Our office works carefully at the beginning of the year to ensure that 100% of our families are connected on ParentSquare to connect with the school. Based on educational partner feedback and surveys, continue to connection and engagement.	Alongside our new PTO board members, IVA intends to continue many of our successful events and programs from previous years (Parent Academies, regular PTO meetings with opportunity for feedback and reflection, family events such as skate nights, chili cook-off, etc.).  Besides continuing past successes, we will also maintain and expand parent involvement in our weekly Advisory program, recruiting and training parents to lead students in weekly intellectual character development.	IVA new staff recruiting efforts over the past year have intentionally prioritized seeking applicants with diverse backgrounds that are representative of our students and families.	IVA is a small and personalized school that is able to be highly responsive to parent needs through multiple methods of collecting feedback and seeking parents to be decision-makers in their child's education progress. IVA began through creating Parent Academy education nights based on feedback requests that in their event collect feedback and help improve the faculty’s implementation of our model. In addition, IVA has implemented restorative circle round table discussions with parents related to timely topics of concern. These responsive events are well publicized in both the weekly parent newsletter, school messenger, contacts by phone, text, and email.	IVA continues to implement topics based on parent survey result feedback, feedback from parent meetings and other casual conversation, and after major school events to seek input and future adjustments. IVA continues to implement additional Advisory Committee meetings to seek parent input.	IVA has hired staff members who are Spanish speaking and ensure that each parent education night provides Spanish translation opportunities.	5	5	5	5	5	5	5	5	5	5	5	5	Met		07JUN2023	2023
19647250131938	Clear Passage Educational Center	3	Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet and phone. Additional touchpoints include virtual planning sessions with community partners to discuss on-track, at-risk, probation and foster youth needs and virtual community forums to discuss targeted areas of school-wide development.	Based on the analysis of educational partner input and local data, continued professional development has been identified as the focus area for improvement. Professional development activities conducted during the school year cover topics and strategies related to the educational and socio-emotional needs of students, teaching staff and parents. A trainer-of-trainers model is used whenever possible to make the most effective use of resources with lead teachers serving as the trainers and mentors.	Suggestions on ways to further build relationships and improve engagement include increased opportunities for parents/guardians, community based agencies and staff to engage in information sessions, additional opportunities for parents to become acclimated with the school's curriculum and required assessments, additional opportunities for families to access tutorial services for their children that support course completion and continued expansion of services that address the social-emotional well being of all students.	Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet, REMIND and phone. Additional touchpoints include virtual planning sessions with community partners to discuss on-track, at-risk, probation and foster youth needs, and virtual community forums to discuss targeted areas of school-wide development.	Throughout the school year, Clear Passage Educational Center facilitates professional development for all teachers, administrators and classified staff, focused on developing, increasing and monitoring academic instructional expectations. The administrative team at CPEC uses multiple tools such as the school plan and data gathered during cross-functional meetings to identify professional development opportunities which are then discussed with stakeholders during planning meetings and articulation sessions. Also, stakeholders are encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability.	Data is collected annually to secure feedback from parents and students via CPEC’s school survey. The data is reviewed by teachers, site leadership, and by parents and students during Parent Advisory and Goal Setting meetings. In addition, CPEC leadership continues to refine the process used in evaluating resources that are allocated toward parental and community touch points and introducing new initiatives to increase parental participation. In addition, the data is used in establishing the school’s Tier I intervention resources, such as its PBIS (Positive Behavioral Interventions & Supports) platform, and its “SEL Check” function (in PBIS) that monitors and tracks the emotional status of CPEC students and makes referrals to allied agencies.	Stakeholder engagement is facilitated via parent/student/teacher conferences, goal setting meetings and student success team meetings. Regular touch points are facilitated with CPEC's parent advisory process. Touch points are facilitated in person, via the Internet, REMIND and phone. Additional touchpoints include virtual planning sessions with community partners to discuss at-risk, probation and foster youth needs and virtual community forums to discuss targeted areas of school-wide development.	Throughout the school year, Clear Passage Educational Center focuses on facilitating professional development for all teachers, administrators and classified staff, focused on developing, increasing and monitoring academic instructional expectations and meeting school-wide learner outcomes, while also exploring strategies for increasing and expanding collaboratives practices employed by all stakeholders. Professional development activities conducted during the school year cover topics and strategies related to parent/school engagement and educational needs of students and teaching staff.  Also, stakeholders are encouraged to attend external professional development opportunities (facilitated by local/allied agencies) to strengthen their knowledge and ability.	Data is collected annually to secure feedback from parents and students via CPEC’s school survey. The data is reviewed by teachers, site leadership, and by parents and students during Parent Advisory and Goal Setting meetings. In addition, CPEC leadership continues to refine the process used in evaluating resources that are allocated toward parental and community touch points and introducing new initiatives to increase parental participation.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met		03JUL2023	2023
19647330000000	Los Angeles Unified	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.  LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child's information and resources through the Parent Portal. In '22-'23, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District's Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing a SSC and ELAC by November.  In the '22-'23 school year, welcoming environment indicators continue to be captured in the District's SES to inform school and District practices. Participants of the survey reported high response rates when asked I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent an increase from last school year, by 4%, 3% and 3% respectively.	Coherence has been a focus area for LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration to support alignment.  Next year's focus will be on offering a micro-credential for school teams to deepen the work of family engagement as a collaborative effort among school staff with established systems on site for supporting strong relationships between families and schools.	Through the Family Academy webinars, the Equity Pathways, we are working to Educational Transformation Office will support home to school communication through home visits and link to supporting diversity in LAUSD.  FA course catalogue allows for families to continue engaging online and in person.  Working with schools to use their School Experience Survey, Parent Portal dashboard, Volunteer Management System and Principal Portal data to measure the effectiveness of their baseline practices for engaging underrepresented families continues to be an area of focus and will be through 2026. As schools establish stronger systems for reviewing this data, they can support greater outreach to underrepresented families and cultivate networks of relationships with and between families.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, a cohort of families completed a Legislative Learning Group course, in which learning is organized around civic engagement, advocacy, state and federal government in partnership with the Office of Government Relations. A SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families to learn further about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees.  Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.  LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.  In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the '22-'23 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.  In the '22-'23 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.	An area of growth is to continue to align school staff professional development to the measures in the Strategic Plan, which will be a focus for the '23-'24 school year.  In addition, there will be a focus on student empowerment and community school partnerships integrated into the family engagement professional development learning opportunities offered to school leaders throughout the year, so that this collective work can serve as expanded models for the building of partnerships.	LAUSD will continue to expand the engagement of underrepresented families in the Equity Course Pathways to strengthen their partnership with the District.  Next year, through the Family Academy webinars, partnerships with community-based organizations will be strengthened to address the needs of underrepresented families, as the District and organizations collaborate to provide information to families to address student achievement, wellness, civic engagement and career development.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making.  A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.  In the 2022-23 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.  Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement.  The first committee is the Community Advisory Committee, which offers recommendations on the District's Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.	Next year, the focus for improvement will be on outreach to ensure a more diverse representation of families providing input to support decision-making, addressing multiple languages, cultures and family situational needs.	Next year, we will be strengthening systems for documenting the engagement of underrepresented families, requiring schools utilize various methods of outreach and providing tools that can be used by schools for the gathering of a broad base of input from a diverse group of families.	3	4	4	4	4	5	2	3	3	3	3	3	Met		13JUN2023	2023
19647330100289	N.E.W. Academy of Science and Arts	3	At N.E.W. Academy of Science and Arts (NASA), we communicate with our families through newsletters, phone calls, meetings, and platforms such as ParentSquare and ClassDojo. All communications are in both English and Spanish. We have parent representation in our ELAC and School Site Council meetings that are held every month. There is opportunity for 2 way communications through regular committee meetings, conferences, workshops, coffee with the principal, and monthly parent meetings. NASA also has a parent liaison who is available to parents and communicates family needs to administration.	NASA has very strong relationships between staff and families.  We will continue to focus on building capacity with staff regarding online platforms, assessments and curriculum.  We are working closely with families to help them understand educational systems within the United States.  We want to help families to understand dual language programs and the importance of their heritage.  We are also incorporating our parents into our safety plan.	NASA staff will actively reach out to families who are not able to participate in on campus events in order to build relationships.  We hired an attendance clerk who is engaging actively with families in order to improve outcomes.  We continue to hold events through Zoom for families who cannot make it to campus.	N.E.W. Academy of Science and Arts provides professional development in a variety of subjects related to improving student outcomes. Our parent liaison and administration work together to provide parents with workshops on a variety of topics that support student learning at home. Subjects also include legal subjects and ways in which parents can advocate for children. Teachers have opportunities to meet with parents during trimester conferences as well as monthly parent meetings. NASA has a support staff called the Student Academic Support Team. The team meets regularly to address student needs and how to improve student outcomes.	We will continue to focus on school security, as it is a priority for our families and community members.  We will also work on providing more playground equipment for students.	NASA plans to improve communication with underrepresented families by seeking interpreters of indigenous languages so that we can engage those families better.  We also want to continue to identify homeless families through the work of our Parent Advocate and Attendance Clerk.  We have been regularly reaching out to families with students who struggle with attendance.	N.E.W. Academy of Science and Arts (NASA) works at building the capacity of all educational partners in supporting engagement of families in advisory groups and with decision-making. NASA does this through school based committees such as the School Site Council (SSC) and English Language Advisory Committee (ELAC). Additionally, all educational partners have the opportunity to engage in these processes and work together to plan, design, implement and increase active participation in meetings related to developing the Local Control Accountability Plan (LCAP).	NASA will continue to focus on creating hybrid meetings for working parents.  Many come on campus for meetings, and others prefer to meet via Zoom.  Also we will continue to provide both online and hard copy options for family surveys.	To meet the needs of parents who are not as vocal, we take measures such as individual meeting time during Coffee with the principal.  We also give families many opportunities to complete surveys or discuss issues via online messaging.  In addition, we have an open door policy with our parents.  We are also transitioning to an online system for phones that will give families more access.	5	5	5	5	5	5	5	5	5	5	5	5	Met		21JUN2023	2023
19647330100669	Stella Middle Charter Academy	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and  3 improvement. Our families know we value their opinion which is why 84% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 94% of parents rate the school positively.   One of the school’s biggest strengths is the welcoming environment we’ve built with families. 83% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParenetSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 41% attended this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 75% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 21%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.   With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 84% of parents returning surveys, and 83% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
19647330100677	High Tech LA	3	HTLA has great strengths in seeking input from parents/guardians in school decision-making our school hosts Parent Association Meetings Monthly which include LCAP advisory and School Site Council.  In addition, HTLA also sends regular emails to parents to keep them abreast of school wide events. Parents and teachers regularly community through Parent Square.	HTLA would like to improve upon supporting parents to be able to access and understand student progress using our SIS which updates student grades and progress live.  HTLA will regularly remind parents how to log into the SIS system in the principal’s update emails to families.	HTLA will continue to provide translation into parents' preferred language.  HTLA hires staff members who speak multiple languages, especially those that are reflective of our community.  When a parent needs translation services, it is one of our own staff who can provide that, which helps parents build a stronger connection to the school.  We also provide extended support with our two counselors, our college counselor provides support with post high school placement and services, and our school counselor provides parents and students with socio-emotional support.	Our teachers and staff receive training on recognizing symptoms and behaviors indicative of a child‘s need for additional supports, including issues relating to hunger, extreme poverty, and individual families’ challenges to meet their child‘s needs. Our Student Success Team is responsible for identifying students and families who might need additional resources or supports, including referrals to community service organizations. School is open for students at 7:00 am and after school tutoring is until 5:00pm, both to best serve our students’ needs and accommodate working families.  In addition to ensuring socioeconomically disadvantaged students are academically prepared, we also assist with families in need of uniforms or school supplies.  In addition, we connect with local non-profit agencies for referrals for social services if needed by our families.  We make our SIS and Google Classroom available to all parents through an app, so grades and progress are updated regularly.  We also send progress reports home every 5 weeks, and host parent/teacher conferences twice per year and are able to hold conferences in the native language of our parents.  Our students participate in the conferences as well.	We would like to continue to create more opportunities for parents to support their children's learning environment at home and support parent education.	HTLA will improve engagement of underrepresented families by opening quarterly parent workshops throughout the school year.  Topics include but are not limited to - parents rights, accessing your child’s education, pathways to college and beyond.	In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal distributed a survey in Spring 2023 parent survey to ensure accurate survey reporting and input from parents/guardians which is a part of the school’ LCAP process and adherence to Priority 3.  Our focus area for improvement is to get more families to respond to the survey.  One of the ways that we are working on this is to have all of our correspondences to families go out in English and in Spanish.  We also have a number of families that are Armenian, and we have Armenian translation as needed as well.	HTLA would like to increase participation in the family survey.	HTLA will announce surveys at each parent event and promote engagement in parent communications, counselors will also reach out to families individually to obtain participation either on the internet or in direct conversation.	5	5	4	4	5	4	5	4	4	4	4	4	Met		20JUN2023	2023
19647330100743	Accelerated Charter Elementary	3	1. Parent Engagement Coordinator - Our parent engagement coordinator serves as a liaison between parents and the school community. The major function of this role is to connect our families with community resources, co-develop a robust parent program with the principal, and provide ongoing two way communication with parents via the ACES Parent Newsletter and digital platform Class Dojo. In addition, the parent engagement coordinator is supporting in co-developing a vision for parent involvement at ACES using the following five principles: a. A Culture that Engages Every Family b. Communicate Effectively and develop relationships c. Build Family Efficacy d. Engage Every Family in Decision Making e. Engage the Greater Community 2. Parent Educational Workshops - ACES provided a total of ten parent workshops for parents for this academic school year. The topics ranged from preventing bullying to understanding child development. Based on a parent survey issued at the beginning of the academic year, the workshops were offered virtually via zoom, all in the evenings. One specific workshop, Abriendo Puertas, was a series of workshops that focused on parenting strategies. After attending this workshop, parents engage in a culmination ceremony joined by the Parent Engagement Coordinator and school leadership.  3. Coffee with the Principal (PAC) - ACES holds a Coffee with the Leadership Team once a month to share upcoming school events and provide programmatic updates, including the progress of English Language Learners, Special Education, academic progress monitoring and academic tutoring. All coffees were held via zoom based on the feedback received via a parent survey.  4. ELAC/DELAC- ACES plans for DELAC/ELAC parent/teacher committee that meets once a month to report on the progress of students who are designated as English Language Learners. This committee also provides input on expenditures for Title III and feedback on the best way to support the reclassification of these students.	At the close of the 2021-2022 school year, ACES leadership prioritized analyzing student attendance data and listening to our parents' concerns–the goal being to take several proactive measures to mitigate high levels of absenteeism in the future. At the close of the 21-22 school year, ACES created a new position–the ACES Dean of Culture–a leadership team member whose focus is to create the ideal school climate and culture that are centered around academics and socio-emotional well-being. When the ACES Dean of Culture interviewed parents about high absenteeism during the summer, factors such as us post-pandemic family trauma, high levels of stress, state health covid-regulations, and a family’s beliefs and concerns about their child’s well being were some of parents’ reported reasons for keeping children at home.	The ACES Dean of Culture took the initial step of strategically interviewing families individually of students with high levels of absenteeism. The ACES Dean of Culture led this initiative and frequently shared data with site leadership. Parents and students received information regarding the importance of attendance in the school and strategies to keep good attendance habits. As the ACES Attendance Committee had been formed during the 21-22 school year to analyze, monitor, plan, design and implement strategies that promote and maintain attendance at 95% percent; the Dean of Culture sought to continue a system of proactive attendance monitoring.  The ACES Attendance Committee has sought to respond to the attendance data through perfect attendance rallies, where students are celebrated for their monthly perfect attendance. During these ceremonies, students receive pencils and certificates as incentives for their commitment to come to school every day. During the ACES Perfect Attendance celebrations, students are provided with a guest speaker who shares a personal experience that underscores the importance of consistent and responsible attendance. Students who reach five to seven absences in a short period of time are placed in focus groups where they are monitored by members of the attendance committee and support staff. This is a data-based strategy aimed at re-engaging the students in good attendance habits.  Students are provided with individual and group contracts where they get the chance to meet attendance goals and earn incentives for accomplishing them. Students are monitored weekly by having attendance check-ins and check-outs with a staff member.   Targeting students’ collective efforts to improve attendance, the ACES Dean of Culture launched Perfect Attendance Class Parties, as this would serve to challenge and motivate students to come to class every day.  The class with the highest attendance rate for the entire month participates in a pizza party celebration and becomes the champion attendance class for the month. These students are able to house the ACES Eagle in their classroom for the entire month and then hand-off the trophy to the next winning classroom.  To cultivate pride and a mindset of perfect attendance champions, a perfect attendance champion bulletin board has been created to celebrate and honor classroom triumphs over absenteeism. Pictures of each winning classroom is posted on the champion’s bulletin board and are memorialized for the entire school year. ACES leadership has leveraged data analysis to proactively target attendance dips before they happen through school wide events scheduled when students are most likely to be absent. This has been evident through ACES Spirit Weeks, ACES Literature Parade, dance performances, hot chocolate week and multicultural activities such as Latino history month and black history month. Class Dojo is used to communicate celebrations, school wide goals, and areas of improvement.	Student-Goal Setting Conferences- ACES teachers meet with parents twice a year to share out the academic progress of students and set personalized academic goals. These conferences are an opportunity for parents and teachers to review student data based on iReady assessments in both reading and math. In these conferences they discuss ways in which students, parents and teachers can support the student in making adequate progress.  Coffee with Leadership Team- Updates regarding state testing and student academic progress are frequently given during the Coffee with the Leadership Team. These meetings are held once a month via Zoom.	One area that ACES is looking to continue to improve upon is in acquiring student proficiency in both English Language Arts and Mathematics. We want to continue to work together with our school community to support students at home. This year we started to include instructional strategies to support at home in math during Coffee with the Leadership Team. Next year, we would like to have a series of parent workshops in literacy and math that builds family efficacy.	We want to be sure to develop a series of workshops targeted for underrepresented families for English Language Learners, students with IEPs and students with chronic absenteeism. These workshops will allow us to provide general information regarding reclassification, IEP 101 and the importance of attendance in order to improve student outcomes.	ACES administers the LCAP survey once a year to stakeholders in our school community that include gaining feedback around the academic program, facilities and engagement of various stakeholders. This has proven to be a solid practice for gathering feedback. In addition, ACES holds an annual Title III parent meeting to inform parents about the process of providing input and participating in DELAC/ELAC. Parents who participate in DELAC/ELAC also get the opportunity to get training on the purpose of DELAC/ELAC, as well as participate in monthly meetings. In addition, ACES gathers feedback from parents on an ongoing basis at the end of parent workshops and parent surveys.	ACES will be working on co-developing a vision for parent involvement at the school that will involve all stakeholders. This vision will include ways in which the school can continue to get input. Specifically, it will outline the purpose for input and spaces for it. Currently, we are looking to use Parent Square as our primary platform for communication. This will allow us to obtain feedback from parents on an ongoing basis.	We will continue to design surveys to obtain parent feedback around school events that include parent workshops, coffee with the leadership team, literacy parade and additional ones. This will allow us to monitor the success of these and make necessary revisions.	4	4	4	4	4	4	4	3	4	4	4	4	Met		22JUN2023	2023
19647330100750	Wallis Annenberg High	3	We continue to create new ways to engage families and increase parent participation at WAHS. Some of our engagement strategies include parent education, parent meetings (used to gather feedback and share data), opportunities for one-on-one meetings, and regular progress checks to families. This year, we have added awards ceremonies and good news messaging as a part of our efforts.	Parent meetings returned to in-person this year! They are offered quarterly or four times a year. We have added a fifth meeting cycle in March for Tier III students at-risk of being a non-graduate.	The site leadership team adjusted the parent meeting process, adding goal setting with the student tied to internal and external assessment and graduation progress monitoring. This has been super impactful. We also meet weekly with mentors during our College & Career Readiness class, who are in frequent contact with parents.	We continue our partnership with USC and the Wallis Annenberg Third Space Youth Institute this year and have added designated single day field trips for 9th and 10th grade students tied to our college going mission. We have added partnerships with Project Wayfinder and Challenge Day to address social emotional needs tied to campus climate and connectedness. We have also added a partnership with “Get Lit” to expose students to slam poetry and presentation to support their literacy development as part of our Spring Intersession.	The week-long residency program at USC continued this year for 75 students. This has been a game changer in teaching executive functioning and soft skills necessary for success in school and life.	The partnerships described above help our campus foster our mission of college, career and life readiness. These are needed now more than ever before in our second year of a return to campus in an era of living with the continued presence of Covid 19.	The participation rate in the LCAP survey increased this year, one example of increased stakeholder input in the decision making process. We are also having our college and career advisors host parent informational meetings and fielding questions during those.	We have tripled opportunities for parents to be on campus this year to provide input and engage in the decision-making process. We have increased informational meetings in the evenings and 1/1 parent meetings.	Our goal is to increase the amount of opportunities families have to engage with the school through practices above. Staffing our College and Career Counselors at three and our APs at two have increased ability to meet with parents. Our ratio of 150-to-1 is very low in comparison to neighboring districts.	3	4	3	4	4	4	4	3	4	3	4	3	Met		22JUN2023	2023
19647330100800	Central City Value	3	Central City Value High School (CCVHS) excels at building relationships between school staff and families.  The school prioritizes the need to communicate with families using multiple means to meet that goal.  CCVHS uses ParentSquare, Dean’s List, social media posts (Instagram & Facebook), in addition to phone calls, email and mail notices to reach all families.  In addition, there are many opportunities for families to interact with staff on campus, including Café Con Pan, parent workshops, parent meetings, Back-to-School Night, biannual student-parent-advisor meetings, and many in-person one-on-one meetings with faculty or staff to help build these critical relationships.  In addition, the school sends out monthly personal notices to families of students who are struggling in classes, and has added a new parent/family liaison to address specific issues that might arise.  These efforts are reflected in the annual School Climate Survey in which 1) 80% of parents agreed that the school develops the capacity of staff to build trusting and respectful relationships with families, 2) 86% agreed that the school creates a welcoming environment for all families in the community, 3) 77% agreed that the school encouraged staff to learn about each family’s strengths cultures, languages, and goals, 4) 77% agree that the school provided multiple opportunities throughout the year to engage educators and administrators using language that is understandable and accessible, 5) 87% agreed that the school provided professional learning and support to teachers and parents to improve the school’s capacity to partner with families, 6) the school implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, and 7) school provides all families with opportunities to provide input on policies and programs.  All in all, the school continues to thrive in its abilities to foster trusting and respectful relationships between staff and families.	CCVHS has identified a few focal areas of improvement.  One such area concerns the increase in the number of students who have recently arrived to the United States.  These newcomers have required a shift in resources to handle their needs.  The school has increased the number of instructional aides and translation services available to this population and their families.  Additionally, more professional development on English Language Development and strategies have been offered, as well as outreach services through our parent/family liaison.  More outreach to these families is probably warranted to help bridge any cultural or regional issues that might surface.  Another focal area of improvement has been addressing the mental health and wellness issues of our students.  To this end, the school social-emotional counselor has spear-headed a multidimensional approach to ensuring the wellness of all students and staff.  The measures implemented included a weekly Socio-Emotional Learning curriculum across all grade-levels, student check-ins and self-referrals, the sharing of mental health tips during weekly Community Time, school-wide mental health events, a parent meeting on mental health and adolescence, counselor-lead suicide prevention presentations in all classrooms, using ParentSquare and Google Classroom to promote mental health resources, services, and training, and the formation of the Active Minds Club, which promotes mental health awareness on campus.	CCVHS is constantly searching for ways to identify and include underrepresented students and families into our community.  One method used is to survey students and parents to identify families who might need the support or resources to succeed and thrive in our small school.  To this end, we have hired a full-time parent liaison, who 1) helps identify students who have housing issues, making them aware of their rights and the resources available to them, 2) identifies students at risk of chronic absenteeism, working with the families to resolve the issue before it progresses, 3) encourages and promotes good habits for attendance directly with students and their families, 4) helps assist with transportation issues and helping students attain a TAP card, and 5) talks to individual parents in person, by Zoom or phone to listen to concerns, helping them by redirecting them to alternative resources or solutions, and helping them access information pertaining to their child and the school.  In addition, the school has hired many new bilingual campus aides, who provide translation services to students and parents, make calls home in the home language and translate for parent conferences or meetings when needed.  For example, with the increase in the number of students new to the country, the school has increased its push-in services translation services, using instructional aides to help make the curriculum understandable and accessible.  The school faculty and staff pride themselves of being adaptable to meet the demands and challenges that arise, and this is especially true in our approach to improving our engagement of underrepresented families.	CCVHS strengths and progress in Building Partnerships for Student Outcomes are many.  We have extensive and multiple means, in which we communicate with families, including but not limited to ParentSquare, Dean’s List, social media posts (Instagram & Facebook), in addition to phone calls, email and mail notices to reach all families.  In addition, there are many opportunities for families to interact with faculty and staff on campus, including Café Con Pan, parent workshops, parent meetings, Back-to-School Night, biannual student-parent-advisor meetings, and many in-person one-on-one meetings with faculty or staff to help build these critical partnerships for student outcomes.  These methods are reflected in our Climate Survey Parent responses.  To this end, 82% of parents agreed that the school implements policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes student outcomes, 77% agreed that the school provides professional learning and support to teachers and parents to improve the school's capacity to partner with families, and 82% agreed that the school provides families with information and resources to support student learning and development in the home.  These results were similarly reflected in the Climate Survey for Faculty & Staff in which, 82% agreed that the school implements policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes,  77% agreed that the school provides professional learning and support to teachers and parents to improve a school’s capacity to partner with families, and 82% agreed that the school provides families with information and resources to support student learning and development in the home.  CCVHS continues to explore ways to strengthen these essential partnerships, knowing that the student outcomes are based on a strong partnership with the families.	Central City Value High School focus area for improvement in building partnerships for students outcomes are in supporting families to understand and exercise their legal rights and advocate for their own students and all students.  Oftentimes, teachers provide resources to families but do not review with parents how to use these resources.	CCVHS will improve engagement of underrepresented families in relation to building partners for student outcomes in the following ways.  As mentioned in other sections, the school’s parent liaison whose job description includes identifying, supporting and providing the extensive resources and support that these students and families will need.  We also have numerous means by which we communicate with families, including but not limited to ParentSquare, Dean’s List, social media posts (Instagram & Facebook), in addition to phone calls, email and mail notices to reach all families.  We also host many in-person events, as well as informal meetings to listen to their concerns, sharing alternative resources or solutions, and helping them access information pertaining to their child and the school.  Translation services are available for all communications and in-person and Zoom meetings.  Faculty and staff are also included as 77% agreed that their school implements policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  Lastly, the school is always looking for new ways to reach all families, so that all students are guaranteed the access to the curriculum they need and the educational outcome they deserve.	Central City Value High School holds several meetings throughout the year to gather input for decision making: School Site Council, ELAC, General Parent Meetings, Coffee with the Principal and Staff Meetings.  In addition to educational partners being invited to General Parent Meetings, School Site Council, and ELAC meetings, surveys have been extended to ask parents their opinion on safety protocols, the Local Control Accountability Plan, and the school climate.	Central City Value High School focus areas for improvement in Seeking Input for Decision Making is providing all families with opportunities to provide input on policies and programs and providing opportunities to have families, teachers and administrators work together to plan, design, implement and evaluate family engagement activities.  72% of families agreed/strongly agreed that the school is doing a good job in these areas nevertheless these were the lowest scores from this section of the school climate survey.	Central City Value High School will improve engagement of underrepresented families identified by providing opportunities for families to give feedback on family engagement activities.	4	4	4	4	3	4	4	4	4	4	4	4	Met		09JUN2023	2023
19647330100867	KIPP Los Angeles College Preparatory	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.   Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion.  This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330101196	ICEF View Park Preparatory High	3	ICEF VPPHS initiates communication to families during the summer.  Teachers and staff reach out to families to introduce themselves by advisory.  Our counseling department communicates with families to introduce themselves and introduce new course offerings as well as discuss expectations for student academic success during the upcoming school year.  Our administration facilitates a parent orientation to provide information to families about school plans, policies, initiatives, for the school year.  Building connection is continued in our student success conferences. Parents have multiple opportunities to interact with staff during PEM meetings, Teacher and Student Led conferences, Coffee w/ the principal, as well as Family Nights.  All events are offered both in person and online to meet the needs of all families.  Parents are welcomed to participate in Parent Advisory Council meetings and serve as grade level representatives to help inform grade level specific opportunities for students.	We have identified the following areas of improvement which will be our focus for the next and upcoming school years.  View Park High will increase parent participation in engagement opportunities.  Our meetings are mostly informative, so we want to give parents an opportunity to engage with our school community on issues that support students both on and off campus.  We will improve response favorability as it relates to families feeling that our school meets the needs of each student and supports their academic and social development as measured by regular survey data.  View Park High will also leverage our Community Schools initiative to seek out and establish community partnerships and provide education and access to vital community resources to support families.	For the upcoming school year, our Community School Coordinator will be instrumental in developing systems to engage our families.  The first step will be to establish a committee of school staff, parents, and students to specifically address ways to come together as a school community.  We will connect with the community “Destination Crenshaw” initiative that is raising awareness of community transit, arts, vendors, and health services in our backyard. In our previous indicator report we wanted to begin a series of town hall styled events (Quarterly) called S.O. S .which stands for the Solution Oriented Series.  This didn’t take form as we focused energy in our community schools implementation, but we are planning to introduce the concept in order to allow parents to be collaborative and solution oriented in challenges that affect our community.	ICEF Public Schools provides extensive development to our administrators on supporting students and families in a variety of areas.  Another strength is parent access to platforms such as parent square and Google Classroom and PowerSchool Parent Portal that keeps them abreast of student progress.  We also provide regular cycles of digital and hard copy progress reports for all students as well as parent and student led conferencing each quarter.  Additionally, this year our planning in our community schools initiative gave us multiple opportunities to engage with parents and students and give them a voice in the direction of the school as it relates to Academic performance and students’ social emotional well being	Areas of improvement for View Park High in building partnership for student outcomes is our continued learning and work in the community schools initiative to develop systems to gather and analyze feedback from multiple contributors and respond in ways that lead to stronger student outcomes. We will also strengthen PLC teams to leverage staff expertise in ensuring proper interventions and response to student data.  Our academic counseling department has been expanded, which will result in increased  access to counselors for students to monitor grad plans and current academic progress.  The expansion of the counseling department will also support consistent use of SEL programs to support nonacademic challenges.	Most of our school demographics align with common underrepresented populations so Universal engagement opportunities would benefit our entire school.   Although we don't have a significant Spanish speaking population, we have an emerging one.  We will ensure that we have Spanish speaking staff support with communication with latinx families so they are not disconnected with school.  We will also ensure that we provide direction or access to accelerated programming for students who are academically gifted and require appropriate differentiation.   Additionally, our Community Schools Coordinator will reach out personally to the parents of underrepresented students to ask them to attend, support with transportation, answer questions, etc.  Through this  regular communication, our Community Schools Coordinator will also provide resources to families through partnerships with local community groups/organizations focused on supporting our underrepresented population.	View Park High School actively engages parents through Parent Advisory Council, Parent Grade level Representatives, and Coffee with the Principal.  Parents are encouraged to provide feedback on LCAP development and school policies as well as other activities for the school.  Parents can also provide feedback using survey instruments such as Panorama or Google (for immediate feedback).	View Park High is working to increase or social media presence as a means of communicating positive aspects of student/staff culture, and celebrating success.  View Park High is developing a parent focus group process designed to to have conversations with a diverse group of parents to discuss topics which concern them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively.  This will help all parties make more data informed decisions.	View Park High will improve engagement by designing events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making.	4	4	4	4	5	4	5	5	4	4	4	5	Met		15JUN2023	2023
19647330101444	KIPP Academy of Opportunity	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330101659	CATCH Prep Charter High, Inc.	3	Our school vision is that every student who attends CATCH Prep will be successful, adjust, and excel despite the realities of their lives. As a community, we are dedicated to the empowerment of our inner-city youth by functioning as extensions of the family. Furthermore, the school leadership of CATCH is highly effective in employing a wide range of strategies to encourage parental and community involvement in and beyond the teaching/learning process. CATCH communicates frequently with parents and engages them as individuals, in groups, and broadly employs an array of devices such as PowerSchool, email, regular mail, personalized phone calls home and the school website to disseminate information to all of our families.	The school leadership of CATCH is highly effective in employing a wide range of strategies to encourage parental and community involvement in and beyond the teaching/learning process. CATCH Prep provides direct communication to families before the school year starts with email and written correspondence from the administration and/or teachers. A parent orientation is held to provide information to families about school plans, policies, initiatives, for the school year. Building connection is continued in our student success conferences. Parents have multiple opportunities to communicate and build relationships with staff members through Teacher and Student led Conferences, Coffee with the Principal, and DELAC and Student Site Council Meetings.  This year, CATCH Prep is focusing on specific areas of improvements in order to  increase parent involvement and improve the relationship between school staff and families. Focus areas for improvement include 1) Designing a Community Technology Lab for our parents and community members; 2.) Increasing the level of outreach with community partners; 3) Offering Free English Classes for our parents. CATCH encourages the involvement of parents and students in the planning and decision-making process throughout the school year.	"In an effort to improve the engagement of families particularly the engagement of underrepresented families, CATCH Prep has recently increased outreach for membership of one specific community committee.  ""CATCH the Diversity"", includes teachers, administrators, students, and parents, to support diversity and multiculturalism within the curriculum.  The purpose of the Diversity and Cultural Awareness Committee is to promote awareness of diversity issues, provide cultural activities/events, and increase overall engagement and diversity of underrepresented families. In addition, CATCH is offering English Classes for parents who are English Learners after school."	As we continue our efforts to empower our students to tell their stories, we intend to explore additional partnerships and resources. We're currently exploring collaborations with local newspapers, radio stations, and community centers to offer our students more platforms for sharing their narratives. We also aim to incorporate technology further into our storytelling initiatives, utilizing digital storytelling tools and platforms to expand the reach and impact of our students' stories.	Community Outreach and Partnerships: We continually build partnerships with local businesses, non-profit organizations, and higher education institutions. These relationships provide students with internship opportunities, community service experiences, and exposure to various career fields, thereby broadening their horizons and strengthening their future prospects.	CATCH Prep is fortunate to continue to have strong community support and parent involvement. Our community cares deeply for the quality of instruction and support provided for both students and teachers. In the 2022-23 school year, CATCH  has dramatically expanded its partnerships with the community of Leimert Park. Throughout the past school year, CATCH developed partnerships with local mental health agencies to provide support for students experiencing grief, depression, and anxiety, due to the long-lasting impact that our community has suffered as a result of COVID-19.   Furthermore, we have also developed strong partnerships with USC, The Brotherhood Crusade, UCLA, Kaiser Permanente, Harvard University, and the Getty Museum. CATCH students have full access to local internships, job opportunities, and extracurricular clubs and organizations.	At CATCH Prep we deeply value the role that parents can play in driving positive outcomes for their students, and we engage with parents with the goal of partnering with them in their children's education. CATCH involves all stakeholders in the development of seeking input for school-wide decision making, including discussions of the school's annual LCAP, as well as discussions about our vision and mission and how these both provide a context for our Schoolwide Learner Outcomes. Teachers and administrators collaborate in reviewing these statements during Summer Institute, after which the statements are reviewed and discussed by parents and students during CATCH’s mandatory back-to school orientation. In addition, the governing board continually provides input and monitoring for the execution of our LCAP, as well as accomplishment of the vision, mission, and Expected School-wide Learning Results during monthly board meetings.  In addition, parents are invited to volunteer their time, attend school events, and even share in the decision-making process. Staff welcome parents’ help with fundraisers, graduation activities, athletics, and performing arts. Parents are encouraged to attend Back to School Night, Open House, Coffee with the Principal, College Night, Freshman Orientation, and Homecoming. School Site Council,  District English Learner Advisory Committee, PTSA (Parent Teacher Student Association), and our WASC Committee, as each provide opportunities for parents to have input on curricular programs and financial planning. School-to-home communication takes place in a variety of formats.	Trust, respect and professionalism lie at the forefront of all we do. In the classroom, students are often given the opportunity to facilitate class discussions or provide input into the effectiveness of class activities. Students are encouraged to participate in the decision-making process as they relate school-wide. This may happen in the classroom or during our school-wide morning assemblies. Students have been asked to provide input on the planning of school events, or sign up to serve on committees that lead those events. As a result, a culture and trust is built between students, teachers and the school leadership. Student Satisfaction surveys  provided evidence that 95% of our students feel that our School Principal and Teachers are professional, respectful, and engage in respectful interactions with students and all stakeholders. CATCH Prep continues to look for innovative ways to improve the overall outcomes for all families and students.	The District provides a variety of opportunities for input on decision making throughout the year. These opportunities include the District English Language Advisory Committee (DELAC), School Site Council (SSC), and Parent Engagement Surveys.  CATCH Prep continues to take input from all of these advisory groups and surveys when developing the Local Control Accountability Plan (LCAP) each year.	5	5	5	5	5	5	5	5	4	4	5	5	Met		26JUN2023	2023
19647330101675	Oscar De La Hoya Animo Charter High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330101683	Renaissance Arts Academy	3	RenArts has multiple mechanisms for actively involving parents, both individually and communally, in their children’s artistic and academic development including: a. 100% of faculty have participated in Parent/Student Compact Meetings, student-led conferences, and symposia on curricula-related topics. b. 100% of parents have access and are invited to meetings linked to student learning and social-emotional development and growth. c. 100% of faculty participate in professional development aimed at supporting families to promote 100% graduation rate and 100% college acceptance.  d. 100% of 12th grade students had conferences aimed at college preparation. e. The RenArts community is organized around cohesive strategic principles focused on student learning and includes the maximum number of individual stakeholders in a model of fair, effective and responsible participation.	RenArts has multiple mechanisms for actively involving parents, both individually and communally, in their children’s artistic and academic development including: a. 100% of faculty have participated in Parent/Student Compact Meetings, student-led conferences, and symposia on curricula-related topics. b. 100% of parents have access and are invited to meetings linked to student learning and social-emotional development and growth. c. 100% of faculty participate in professional development aimed at supporting families to promote 100% graduation rate and 100% college acceptance.  d. 100% of 12th grade students had conferences aimed at college preparation. e. The RenArts community is organized around cohesive strategic principles focused on student learning and includes the maximum number of individual stakeholders in a model of fair, effective and responsible participation.	RenArts has multiple mechanisms for actively involving parents, both individually and communally, in their children’s artistic and academic development including: a. 100% of faculty have participated in Parent/Student Compact Meetings, student-led conferences, and symposia on curricula-related topics. b. 100% of parents have access and are invited to meetings linked to student learning and social-emotional development and growth. c. 100% of faculty participate in professional development aimed at supporting families to promote 100% graduation rate and 100% college acceptance.  d. 100% of 12th grade students had conferences aimed at college preparation. e. The RenArts community is organized around cohesive strategic principles focused on student learning and includes the maximum number of individual stakeholders in a model of fair, effective and responsible participation.	RenArts has multiple mechanisms for actively building relationships with parents, including: a. 100% of faculty have participated in conferences collaboratively with parents. b. 100% of parents have translation needs met for individual conferences and school information meetings. c. 100% of faculty participate in professional development focused on the priorities of the Title I / LCAP council. d. 100% of faculty are involved in producing student performances for families and the community. e. Over 4000 family and friends of students attended biannual schoolwide performances. f. RenArts’ governance process involves the entire school community in active and ongoing support of the mission and goals that are the underlying purpose of the organization.	RenArts has multiple mechanisms for actively building relationships with parents, including: a. 100% of faculty have participated in conferences collaboratively with parents. b. 100% of parents have translation needs met for individual conferences and school information meetings. c. 100% of faculty participate in professional development focused on the priorities of the Title I / LCAP council. d. 100% of faculty are involved in producing student performances for families and the community. e. Over 4000 family and friends of students attended biannual schoolwide performances. f. RenArts’ governance process involves the entire school community in active and ongoing support of the mission and goals that are the underlying purpose of the organization.	RenArts has multiple mechanisms for actively building relationships with parents, including: a. 100% of faculty have participated in conferences collaboratively with parents. b. 100% of parents have translation needs met for individual conferences and school information meetings. c. 100% of faculty participate in professional development focused on the priorities of the Title I / LCAP council. d. 100% of faculty are involved in producing student performances for families and the community. e. Over 4000 family and friends of students attended biannual schoolwide performances. f. RenArts’ governance process involves the entire school community in active and ongoing support of the mission and goals that are the underlying purpose of the organization.	RenArts has multiple mechanisms for actively seeking input from parents, including: a. 100% of parents participate in an annual survey focused on their child’s academic and artistic skills and growth. b. 100% of parents participate in an annual survey focused on their child’s personal growth, including cooperation, responsibility, character, and study habits. c. 100% of parents participate in an annual survey focused on their involvement with their child’s academic and artistic work. d. 100% of staff participated in professional development focused on parent input and results of parent surveys. e. RenArts provides multiple communal (advisory committees) and individual opportunities for parent, student and community involvement, including Title I / LCAP Consolidated School Council and Parent Volunteer Committee.	RenArts has multiple mechanisms for actively seeking input from parents, including: a. 100% of parents participate in an annual survey focused on their child’s academic and artistic skills and growth. b. 100% of parents participate in an annual survey focused on their child’s personal growth, including cooperation, responsibility, character, and study habits. c. 100% of parents participate in an annual survey focused on their involvement with their child’s academic and artistic work. d. 100% of staff participated in professional development focused on parent input and results of parent surveys. e. RenArts provides multiple communal (advisory committees) and individual opportunities for parent, student and community involvement, including Title I / LCAP Consolidated School Council and Parent Volunteer Committee.	RenArts has multiple mechanisms for actively seeking input from parents, including: a. 100% of parents participate in an annual survey focused on their child’s academic and artistic skills and growth. b. 100% of parents participate in an annual survey focused on their child’s personal growth, including cooperation, responsibility, character, and study habits. c. 100% of parents participate in an annual survey focused on their involvement with their child’s academic and artistic work. d. 100% of staff participated in professional development focused on parent input and results of parent surveys. e. RenArts provides multiple communal (advisory committees) and individual opportunities for parent, student and community involvement, including Title I / LCAP Consolidated School Council and Parent Volunteer Committee.	5	5	5	5	5	5	5	5	5	5	5	5	Met		20JUN2023	2023
19647330102335	Ocean Charter	3	OCS is built on an understanding that a strong connection between school and families is critical to student outcomes. Professional development annually includes best practices to engage parents in support of their children as well as ways to empower parents to work with their children and share with teachers any concerns and celebrations they have. In addition, school resources are targeted to support all families especially those with social-emotional needs through our CARE team that includes extensive informal counseling and a strong Student Success and Progress Team process.	The focus area is on providing language support in Spanish and Japanese to support relationships between school staff and families.	Providing language support to Spanish and Japanese speaking families will improve engagement.  Targeted outreach to engage underrepresented families will also help via meetings focusing on listening to these families needs, questions and concerns.	Through various communication channels including class meetings, individual parent/teacher meetings, parent education, and school communications, progress has been made in partnership to support student outcomes. More regular communication from teachers and weekly school communication has helped. In addition, teachers sharing with families what is happening in the classrooms and offering tips on what parent can do at home has helped parents feel more involved and empowered.	Focus ares for improvement in building partnerships for student outcomes include: providing language support in Spanish and Japanese as needed; better representation of traditionally marginalized (BIPOC, LGBTQIA, low income) groups at all levels of the school; more training on supporting students with behavioral challenges.	Engagement of underrepresented families will improve though language support, focus groups, and parent education.	OCS has large parent representation on our Board and a strong parent leadership group (Parent Collective).  Parent engagement and input is high at all levels of the school. Families are regularly asked for input on decisions that affect their child and their child's experience at school, as well as on school wide events and procedures.	OCS' focus area for improvement in seeking input is to better engage underrepresented families in decision-making.	OCS will improve engagement of underrepresentated families by providing primary language support, hosting targeted input meetings, and actively recruiting underrepresented parents to positions of leadership.	5	5	4	4	5	4	5	5	5	4	4	5	Met		27JUN2023	2023
19647330102426	PUC Milagro Charter	3	Families are essential partners in their children's education program at PUC Milagro.  The school ensures communication is inclusive through a bilingual office and teaching staff in both English and Spanish. Online communication tools utilized by the school allow families to both access information and communicate with teachers and staff during the hours that best meet each families’ needs.  Video conferencing and meetings allow families to participate from home, work, or whatever location best fits their schedule.  The return of in-person events has allowed the school to once again feel like a family by celebrating the students and re-energizing the school-family partnership.	PUC Milagro will continue to work on strengthening relationships with those families whose child continues to be chronically absent.  The school has continued its commitment to reach out to each family personally to understand the reasons and possible needs of the family preventing regular school attendance. Based on the high number of chronically absent students, the school will invest in additional staff to provide support.	Moving forward PUC Milagro will continue to use technology as a means of connecting with all families. The current Family Support Team will stay in place to support all students and families who struggle to engage in the school community on a consistent basis.   PUC Milagro looks forward to continuing to redefine family engagement on campus with all stakeholders using lesson learned and feedback from stakeholders.	PUC Milagro believes that a child’s family is their first and most important teacher. In order for a child to succeed in school they must be surrounded by people both inside and outside of school who believe learning is important. Each family engages with their child's teacher in personalized conferences twice a year and as needed. The purpose of these meetings are to  learn more about the family, receive insight from the family  about the student’s passions, interest, and social emotional needs, and for the family to learn about their child’s strengths and areas for growth.  In addition to family conferences, families also receive three academic reports a year. These reports included students' progress in meeting grade level standards and benchmark testing results.  The reports are written in a way that families can review them with their child so that goals and next steps are known by all.	The school’s area of improvement is to find ways to increase family participation in the two student led conferences a year. Student-led conferences allow families to experience how and what the students are learning within the classroom setting. Students showcase their knowledge, use of classroom tools, and growth. These events help to strengthen a family’s understanding of their child’s strengths and needs.	The school's area of improvement is to work toward a 100% participation in  family conferences, and have families use the report card as a tool for celebrating and supporting their child at home. We want all families to work in partnership to ensure the success of all students.  PUC Milagro will continue to develop systems  to track, reach out, and support those families who are not active partners, and develop with them alternative ways for participation and engagement.	PUC Milagro recognizes family members as educators, as individuals with experiences to offer, capable of constructing and sharing knowledge. It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the SAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provided information, training, and the opportunity to actively participate in the school's decision-making process. The PUC organization also informs and utilizes our organization-wide Uniform Complaint Policy to inform families of their rights and provide them with support to resolve issues or concerns.	The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voice to be heard and have impact in the school's decision making.	Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school multiple communication systems. Surveys are sent home to determine how each family would like to engage, and the councils and staff use this information to revise recruitment plans.	5	5	5	5	5	5	5	5	5	5	5	5	Met		08JUN2023	2023
19647330102434	Animo South Los Angeles Charter	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330102442	PUC Lakeview Charter Academy	3	PUC LCA offers multiple opportunities for families to connect with all stakeholders in an effort to build strong relationships that supports students' emotional and academic growth.  PUC LCA offers monthly family nights, ARTS showcases and performances, Student-Led conferences, graduate success meetings, and individual family support meetings to meet specific student needs.  PUC LCA also employs an open door policy coordinating times for parents to come into classrooms and observe as well as ensuring that parents' voices are heard via parent surveys around culture and academics. All verbal and written communication is offered in both Spanish and English.   In an effort to keep the lines of communication open at all times, PUC LCA shares events and school news via mass texts/calls, emails, social media, and home visits.	An area of growth would be for PUC LCA to provide more opportunities to connect outside of the school campus.	We will improve engagement of underrepresented families, such as our English Learners, Students with Special Needs, and our Immigrant and Homeless students by providing additional opportunities to connect outside of the school campus.	PUC LCA is in constant communication with families around specific student goals and needs via student-led conferences, one to one conferences, and family nights.  During these times student data is shared with families. The data is used to create actionable steps that families can work with teachers around to target specific needs.  Whole group sessions (in both Spanish and English) walk stakeholders through the data ensuring understanding and building investment around a culture of continual growth and improvement.	A growth area would be going beyond an initial conversation around legal rights.	To improve engagement of underrepresented families the school will provide parent classes that will dive deeper into having parents understand those rights and how to best advocate for their children, especially to our English Learners and Immigrant parents.	PUC LCA has both a SAC/ELAC committee and meets at least 4 times yearly. During these meetings the LCAP and its goals are discussed and plans/ actionable steps are created to ensure that funds are spent appropriately.  Parents are also given the opportunity to provide input around how to best target subgroup needs.	A growth area would be finding more opportunities for families (especially our immigrant and families with students with special needs) to have greater, input that impacts decision-making.	The school will improve engagement of underrepresented families by inviting underrepresented families to our SSC and ELAC meetings.  In addition, encouraging families of students with special needs to attend the PUC Special Education Parent Advisory Committee quarterly meeting.	4	4	4	4	4	4	4	4	4	4	4	4	Met		08JUN2023	2023
19647330102483	N.E.W. Academy Canoga Park	3	The School Site Council (SSC) and English Learner Advisory Council (ELAC), composed of parents and staff, meet monthly to discuss data and provide input on plan development. Coffee with the Principal is held monthly, where parents hear about school information, opportunities, and ask questions. Our board meets monthly as a public hearing with the opportunity for public comment and we also have Town hall meetings twice a year to garner more feedback. We promote parent participation in public meetings and public hearings through emails, phone calls, website, and agenda posting. Meetings are conducted via video conference and in-person, and have telephone call-in access. We provide translation as needed. Our teachers are able to provide feedback during regular staff meetings and surveys. As well as the principals, administrators, and other school personnel at their various weekly or monthly department meetings. Student surveys were/are conducted and informal classroom discussions with students regarding their experience, perspectives, and needs were/are performed. Teachers share the results of student feedback from these discussions with school leadership to inform plans.	We will continue to focus on providing support and resources for our families in regards to Health, Mental Health, Financial Literacy and Language in order to further strengthen our partnership. We are continuing to increase leadership opportunities for parents so that they can be excellent academic partners in supporting their students.	We will improve engagement of underrepresented families by surveying them to ensure we are meeting their needs.  We want to ensure that we have a robust parent advocate office which assists in strengthening communication and engagement with parents.  We will continue to provide a welcoming atmosphere so that parents feel they are true partners.  We will also provide opportunities for parents to provide leadership roles in school forums.  NACP is also going to invest more in CABE and ELAC Conferences so that those participating parents can share their knowledge with the rest of the parent community.	NACP has a yearly school calendar that includes a family engagement focus designed to provide numerous opportunities for families, teachers, administrators, and students to build and cultivate positive relationships. These ongoing events include Meet the Teacher, Back To School Night, Success Award Celebrations, Coffee with the Principals, Fall Festival, Parent Conferences, Thanksgiving Feast, Winter Concert, Open House Art Show, Spring Extravaganza, SSPT meetings, IEP meetings, Parent Center events, cultural celebrations and more.	We will continue to focus on celebrating diversity in our school community in order to create an environment where students want to come to school.  We would also like to increase student government engagement.	We will continue to focus on celebrating diversity in our school community in order to create an environment where students want to come to school.  We would also like to increase student government engagement.	NACP has established procedures for shared decision-making. We have a School Site Council, English Learner Advisory Committee, hold Coffee with the Principal meetings, hold weekly staff meetings, and various other staff committee meetings, and provide an annual staff, parent, and student survey regarding the school environment.	We will continue to focus on seeking feedback from our parents and families as it relates to how they may best share in the decision-making.	We will improve engagement of underrepresented families by identifying additional resources to address our parents and families from indigenous communities and their language needs.	5	5	5	5	5	5	5	5	5	5	5	5	Met		21JUN2023	2023
19647330102491	Dr. Theodore T. Alexander Jr. Science Center	3	Principal and support teams build relationships with parents daily through open communication dialogues during daily drop off and dismissal times, during parent workshops and  large cultural events. Teachers use innovative portals to communicate with daily.	Time is needed before and after the instructional day to support more collaborative opportunities to discuss student progress with families.	Staff will be providing more workshops online to support the communication efforts for families not being able to attend due to work restrictions, one family households or other circumstances.	Data is frequently reviewed. With the desegregation of data and parent input, we have aligned parent workshops to instructional supports for families at home. Our instructional teams: Intervention teachers both in Math/ELA and Instructional Coach, provide these services for parents	Our LEA is exploring one parent portal to communicate with parents and our community partners consistently. This will lead to coherence within all stakeholders	Our instructional teams and our BSAP team ensures that all identified unrepresentative subgroups are frequently addressed in small group instruction	Local Leadership Council, School Site Council, Governance and Operations with Science Center, English Advisory Council, Black Student Achievement Program, Chat with the principal as well as walk with the principal have been designed to be an open forum for stakeholder feedback	We will schedule meetings well in advance so parents can adjust their work schedules to come to meetings	Local Leadership Council, School Site Council, Governance and Operations with Science Center, English Advisory Council, Black Student Achievement Program, Chat with the principal as well as walk with the principal have been designed to be an open forum for stakeholder feedback. We encourage honest conversations in all safe spaces	5	5	5	5	4	4	4	4	5	5	5	5	Not Met For Two or More Years		21SEP2023	2023
19647330102541	New Designs Charter	3	New Designs Charter School’s staff builds positive relationships with families, and the community using multiple methods and opportunities to engage in two-way communication including but not limited to schoolwide events, parent-teacher conferences, Coffee with the Principal, Parent Orientation, ELAC, School Site Council and Parent Workshops. The school is adapting and improving the communication and messaging system and infrastructure established during the COVID period to fit and work in the post-COVID era. The school also continues to develop the capacity of staff to establish trusting and respectful relationships with families through professional development that emphasizes the importance of parents in the education process.	A focus area for continued improvement is to learn more about our families’ strengths, cultures, languages and goals for their child(ren) as well as their perceptions of pressing or emerging issues for the school since the easing of COVID restrictions. The school is also working to increase the rate of participation and contact between families and the school in general, and specifically with teachers to ensure relevant information from the school reaches all parents in a timely manner.	The school will be deliberate in ensuring inclusiveness and equity in its communications, contacts and provision of services so that those families on the margins due to their economic, social and cultural situations have access and are full participants in all activities of the school. This will come in the form of incentives and support to encourage participation.	New Designs Charter School’s strength is in building partnerships for positive student and family outcomes as outlined in our school’s LCAP Goal # 1 for conditions of learning and engaging our community partners for student success. Our school meets with all families prior to the start of the school year during parent/student orientation, and during the school in parent/teacher conferences and back-to-school nights. These meetings are critical to discussions of student progress and methods by which the school and families can support improved student outcomes.	A focus area for improvement is in providing professional learning and support to teachers and school leadership to improve the school’s capacity to partner with families and to support families to understand and exercise their legal rights and advocate for their children.	The school will be deliberate in ensuring inclusiveness and equity in its communications, contacts and provision of services so that those families on the margins due to their economic, social and cultural situations have access and are full participants in all activities of the school. This will come in the form of incentives and supports to encourage participation.	New Designs seeks and promotes meaningful partnerships with parents and other stakeholders using a variety of platforms and means. General zoom meetings (townhalls), surveys, newsletters, School Site Council meetings, ELAC, LCAP related meetings, Coffees with the principal, Open Board meetings and school updates via the school webpage, newsletters and BlackBoard are all used to engage, receive, and provide updates to parents and other stakeholders.	New Designs will use lessons learned during COVID on the utilization of an array of strategies to engage and raise the participation of parents in school decision making. The LCAP provides a frame for areas of focus for inputs by parents and stakeholders. New Designs seeks to raise parent and stakeholder participation levels in the LCAP process. One such specific area within the LCAP process is participation in the Budget Overview for Parents.	To enhance family engagement and participation of underrepresented families the school will engage in outreach to provide incentives and remove or ease barriers that usually prevent such families from participation in the school’s decision-making process. The school will focus on such areas as providing translations, designating staff to work with families in need and encouraging such families to fully participate in school activities including ELAC, School Site Councils and any other school improvement bodies or forums.	4	4	4	4	4	4	4	4	3	3	3	3	Met		06JUN2023	2023
19647330106351	Ivy Academia	3	We continue to regularly connect with families in person, by phone, and by electronic means.  Teachers reach out directly to engage families to promote improved student outcomes.  Our parent education workshops have expanded for the 23/24 school year to focus on partnering with families on improving student outcomes.	Our focus of improvement is home-school connectedness.  We are addressing this with a multi-prong approach.	We are working to improve engagement of underrepresented families by increasing events and opportunities on site so that families have a variety of times/activities from which to choose to better engage with the school community.	We continue to work to further build our capacity for our parent-guardian input in our decision-making bodies such as ELAC, SSC, and LCAP. We have used student performance events successfully to further promote parent-guardian partnerships to improve student outcomes.	Our focus area is to increase in both number total parent-guardian participants and primarily underrepresented parent/guardian participants.	We will do so with our Parent-Guardian workshops as well as increase the ways we publicize opportunities for engagement.  We will also mention these in every IEP meeting to further reach families.	We continue to work to further build our capacity for our parent-guardian input in our decision-making bodies such as ELAC, SSC, and LCAP. We changed the dates, times, and frequency of meetings to better meet the scheduling needs of parents and guardians.	We focus on improving the number of parents-guardians, specifically underrepresented.	We will continue to reach out in person, phone, electronically, and at all school events including Back to School Night, student performance events, and all decision-input body meetings.	5	5	5	5	5	4	5	5	4	4	4	4	Met		30JUN2023	2023
19647330106427	Synergy Charter Academy	3	Recent parent survey data indicates nearly all parents feel welcome to participate at the school (98%), are treated with respect by school staff (98%), receive prompt responses from the school to parent phone calls, messages, and e-mails (99%). In addition, the school communicates the importance of respecting different cultural beliefs and practices (98%).	SCA will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. Over the past year, parent meetings took place both virtually and in-person. However, families were also welcomed on campus for events, including a Back to School Community Fair and Art Night.	Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus.	Parent survey data indicated that the vast majority (97%) of parents feel that the school encourages them to be an active partner in educating their child.	Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to seek out and provide parent education workshops, such as Padres Comprometidos and the Latino Literacy Project, to provide parents with training regarding educational rights and advocacy for their students and all students.	Synergy will continue to seek out and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families.	Parent survey data indicated that 94% of parents feel that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and organizational levels.	Parent survey data indicated that 94% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at the school and organizational levels.	While Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, the school will also work to continue to provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement opportunities at the school and organizational levels.	5	5	5	5	4	5	4	4	5	4	4	3	Met		13JUN2023	2023
19647330106831	Animo Venice Charter High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330106849	Animo Pat Brown	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330106864	Alliance Gertz-Ressler Richard Merkin 6-12 Complex	3	"At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 1 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 90.45% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 1 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 90.45% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 1 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 90.45% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 96% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 89% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 79.5% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 96% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 89% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 79.5% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Gertz-Ressler Richard Merkin 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 96% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 89% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 79.5% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 90.5% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 90.5% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 90.5% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330106872	Bert Corona Charter	3	BCCS students continue to have learning loss and deficits as a result of the disruption caused by the pandemic. BCCS provides grade-level instruction while scaffolding to close learning gaps in core content areas. BCCS also ensured to provide authentic learning experiences and address the needs of all students through our support programs. Areas of growth for us would be our parent /family engagement and school climate. Prior to 2020, these were historically areas of strength for our school, but we continue to rebuild our relationships with families and increase their engagement in their child's education and involvement with the school. Additionally, BCCS continues our focus on rebuilding through a focus on our culture, Tier 1 plan and intervention through the PBIS framework. Having regular recognition, celebrations, and re-teaching of expectations will help continue to build a solid foundation for learning and success at BCCS.  Partnering with Luminarias to counsel our students and families, we use Ripple Effects to help students learn to strengthen their emotional and social intelligence.   Parents, community representatives, classroom teachers, students, and other school personnel are included in the planning, implementing, and evaluating ConApp programs through various educational partner meetings throughout the year, as previously discussed. All partners are encouraged to attend and provide feedback at board meetings, School Advisory Council (SAC) meetings, weekly teacher professional development, student leadership team meetings, academic instructional team meetings, and School Climate/Culture (SCC) team meetings.	"2022-23: ""Met"" - Continued engagement of parents in decision- making open communication on all levels confirmed with Youth Truth Survey"	The LEA continues to have strong relationships with families, as evidence, in parent participation rates in student-led parent conferences, parent workshops, Coffee with the Administrators, and parent surveys. In addressing the needs of the whole child and engaging parents and our school community to support each other the LEA has responded and addressed social emotional, cultural needs, for our school community. The school should continue to provide access and communication between all stakeholders.	BCCS provides resources to assist under-achieving students. These include school breakfast and lunch program, an after-school program, summer learning/enrichment opportunities to recover units and reduce summer learning loss, and a strong student services team to assist with academics, behavior, attendance, and social-emotional well-being. Parents, community representatives, classroom teachers, students, and other school personnel are included in the planning, implementation, and evaluation of ConApp programs through various educational partner meetings throughout the year, as previously discussed. All partners are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings.	The school has established relationships with Luminarias (local mental health providers) and the Los Angeles County Office of Education (LACOE).	BCCS student population is comprised of 98% underrepresented families based on the site location and Free and Reduced Lunch (FRL) indicators. In addition, the school has robust systems for ongoing communication with all parents, outreach to address individual students needs, and regular home visits.	Being the second year of regular instruction (post-pandemic), administration, teachers, and staff continuously focus on instructional methodology and effective instructional delivery. Local measures demonstrate that although there has been learning loss for all students, local assessment results indicate progress/growth in student learning. Additionally, we have increased our socio-emotional supports and additional learning opportunities outside of the regular school day.	All educational partners are encouraged to attend and provide feedback at board meetings, School Advisory Council (SAC) meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings.	While academic resources are important, BCCS also understood that students would not be able to perform academically if their social emotional needs were not met. BCCS  counselors and support staff who are trained, have provided counseling and support to our students. BCCS uses the PBIS framework to support the needs of all of our students and this, combined with our MTSS referral process, helps us to assess the needs of all students and to allocate the appropriate resources needed for each student. BCCS also partnered with Luminarias to provide counseling to our students and families, and we use Ripple Effects to help students learn to strengthen their emotional and social intelligence. To further meet all the needs of all students, our school has been fortunate to be the recipient of two grants: the Expanded Learning Opportunities Program (ELOP) grant and the Community Schools grant. These grants allow us to expand our extended learning programs before/after school, and during instructional breaks. Additionally, they will allow us to plan to meet the needs of families in addition to the needs of our students, thus increasing student potential for achievement.	5	5	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
19647330107755	Port of Los Angeles High	3	POLAHS is continuously committed  to building strong partnerships between staff and  families. We strive to  implement various ways  to connect with our families because we know that student outcomes increase as a result of sound  partnerships. This year 77.3% of parents surveyed  indicated they feel engaged with decision making and school communication. Parent engagement at POLAHS is implemented through activities and committees offerings on campus. An invitation to join committees was presented at the Incoming Freshmen Orientation and through Bear Tracks, an accountability newsletter on campus.  POLAHS also seeks parent engagement and collaboration through annual surveying. In the 2022-23 school year, a distribution error caused parent and staff participation numbers to be combined. Based on historical averages, approximately 130  parents participated in the LCAP annual survey. POLAHS held monthly committee meetings, including the School Site Council and the Student Well-being Committee, which both include parent membership. Additionally, POLAHS Parent Engagement Liaison created a new parent meeting opportunity for the Spanish-speaking parents named Cafe y  Charla. These meetings are designed as workshops  to provide parents with the knowledge and skills to  empower parents to best support their students to reach their full potential. The meetings are held monthly and cover topics parents have identified as topics of interest. Some topics covered were POLAHS Resources for Student Success, The College and Financial Aid Application Process, and Social and Emotional Well-Being. Parent participation in these meetings is continually growing and we are excited to continue offering these meetings in the years to come.  POLAHS continues to hosts beginning of the year orientation meetings for all new families where parents receive a Parent/Student Handbook and presentations from various department leaders to welcome the students to our community. Parents are provided workshops, in English and Spanish, on using Aeries to monitor their students' grades. POLAHS continues to use Parent Square to improve communication between home and the school community. This tool allows administrators, teachers and staff to send out communication to parents, guardians or caregivers in their preferred language. Over 90% of our school community is connected to Parent Square.	POLAHS actively seeks new ways to improve parent participation throughout the school community. We will continue to focus on ways to increase parent participation and foster a stronger relationship between school staff and families. We strive to look at different ways to increase the effectiveness of our parent/teacher communication. Collaboration meetings continued to focus on  increasing outreach to parents regarding student progress,  and dialogue with parents/guardians regarding academic planning and post-secondary goals. Teachers continue with phone calls home not only to inform families about missing assignments and grades, but also to give praise when students were doing well.	POLAHS continues to address our recruitment efforts to increase participation of underrepresented families by hosting Cafe y Charla meetings, for Spanish speaking families, as well as Coffee with the Principal. POLAHS continues use of translation services and translated materials when communicating with parents/guardians.  We will also continue to provide the support of the full -time Social Emotional Counselor who focuses on the social emotional wellness of our students as well as providing much needed resources to our families through community resources provided in home languages. POLAHS has also partnered with Care Solace, who provides assistance to families who need health services.	"POLAHS continues to implement various ways  to build partnerships with our families because we know that student outcomes increase as a result of strong partnerships. POLAHS' counseling department consists of three academic counselors, one college counselor, one career and technical education counselor, and one social-emotional counselor. The counseling staff plays a large role in parent communication on campus. They are not only committed to supporting our students in their educational endeavors, but they also foster communication with parents regarding the social-emotional well being of students on campus. Counselors meet with families to ensure that students have the knowledge and tools necessary to be prepared for college and career. Financial aid workshops are planned to help families with resources to pay for college or trade schools. Partnerships with Boys and Girls Club’s College Bound program offers our students the opportunity to receive additional academic mentoring.  Academic planning continue through the use of four-year academic plans with in the Aeries platform. Students and parents are given access to these plans, and participate in the selection of courses each school year.  Students and their parents have ownership and a visual image of their students' academic course of study. Additionally, POLAHS hosts an annual CTE Showcase and VAPA Senior Showcase  for parents and the community, which highlights what students are learning in the visual and performing art classes, including CTE Graphic Design and Film courses. These showcases give student the opportunity to show what they have learned to their families and provides them the opportunity to cultivate pride in what they have accomplished. Lastly, parents are invited to participate in school committees, including School Site Council, Student Well-Being Committee, and the CTE Stakeholder Group. POLAHS has also introduced ""Bear Tracks"" (an Accountability Newsletter) and Coffee with the Principal."	Based Educational Partner input, POLAHS will investigate the expansion of parent engagement activities to include various time offerings for parents who cannot attend events at dismissal time. POLAHS has also been exploring the continued use of Zoom in order to offer more flexibility with parent engagement opportunities.	POLAHS Parent Engagement Liaison created a new parent meeting opportunity for the Spanish-speaking parents named Cafe y Charla. These meetings are designed as workshops  to provide parents with the knowledge and skills to empower parents to best support their students to reach their full potential. The meetings are held monthly and cover topics parents have identified as topics of interest. Some topics covered were POLAHS Resources for Student Success, The College and Financial Aid Application Process, and Social and Emotional Well-Being. Parent participation in these meetings is continually growing and we are excited to continue offering these meetings in the years to come. These additional meetings also allow for more opportunity for educational partners to review crucial reports such as safety plans and plans related to state and federal funding sources.	POLAHS values educational partner feedback as a way to build stronger relationships within the school community. POLAHS has increased its opportunities to attend meetings in which decision making is discussed. POLAHS offers various committee meetings for seeking inout for decision making including: Educational Partner Surveying, Coffee with the Principal, School Site Council, Student Well-being Committee, LCAP shares, and Finance Committee meetings.	POLAHS utilizes yearly surveys, school committees, and on-campus parent engagement events as a means to build relationships with its stakeholders and to seek input for decision-making. Although our Parent Survey is provided in both English and Spanish, participation percentages are not high.  We will continue to find ways to seek increase parent participation in the yearly surveys.  POLAHS will continue recruitment efforts to increase parent participation in the various committees on campus including: School Site Council, Parents of POLAHS Students (POPS) and ELAC, as well as improve attendance at the meetings.	POLAHS is committed to increasing parent participation, including  underrepresented families, and maintaining student and staff participation with school surveys. POLAHS has previously set a metric in the school's LCAP to increase parent survey participation to 50%, and this goal will continue into 2023-24. POLAHS will continue to maintain a Parent Liaison in order to increase parent engagement and communication with underrepresented families, including participation in Cafe y Charla and Parents of POLAHS meetings.	4	5	3	3	3	4	4	5	3	3	4	4	Met		14JUN2023	2023
19647330108878	CHAMPS - Charter HS of Arts-Multimedia & Performing	3	Parent engagement continues to be an area of focus and priority for our school. Our school leadership: our Executive Director, Principal, and Assistant Principal all work directly with families and our faculty and staff to maintain strong two-way communication. We use ParentSquare, which enables direct messaging between home and school via a mobile app. Parents receive updates daily or weekly through text or email and can easily remain informed about school events and policies. Parents also participate in a number of school-based governance and committee roles. We have continued to solicit parent communication through our School Board, our PTSA, School Site Council, program- specific arts academies, and our English Learner Advisory Committee. Each of these committees provide valuable feedback and input related to our educational programs and areas of need for our students and families.	Provide targeted outreach and engagement through technology and communication software (ParentSquare), specific engagement events, meetings and workshops to inform parents of student progress, school resources, A-G requirements, college information and application, financial aid, etc.  Provide robust translation services in all communication.	Continue to enhance outreach and engagement through technology and communication software (ParentSquare), ensure families feel welcomed on campus, particularly at performance events which are central to CHAMPS school culture.  Ensure translation and communication are clear during events and family-school-faculty meetings so that all are seen and heard equitably.	Maintain strong school-home communication by maintaining clear and easily accessible information using ParentSquare communication platform, our school website, informational meetings, home/school written communication, social media, emails/eblasts, back to school nights, the student handbook and committee meetings such as ELAC and our board meetings.	Ensure families understand school policies related to: • Contact and communication with school personnel • Student behavioral expectations and discipline • Attendance • Grades and homework • Suspensions and expulsions • College admissions and A-G admission requirements, articulated college credit, dual and concurrent enrollment opportunities • Career Technical Education, Career Readiness and Softskills development • Extracurricular activities and parent-involvement opportunities Encourage and recruit parent representation on school boards and committees including: School Board, School Site Council, Parent Teacher Student Association, etc.	Providing workshops for parents to provide resources and materials for social-emotional education, parent, and staff training. Provide engagement and translation services and outreach for families of EL students. Clearly communicate available supports for students including regular tutoring, counseling, and performance/activities.	We administer a number of surveys throughout the year to ensure all educational partners have a platform and the means to share feedback and voice concerns. We actively solicit input from parents of Students with Disabilities (SWD). In all cases, we prioritize action in response to the input we receive and share decisions openly. Generally, our community is willing to engage in honest and impactful discourse with our school leadership because we have established CHAMPS as a safe and collaborative school community.	Continue to provide and enhance engagement and translation services and outreach for families. Maintain existing partnerships with intervention, health and wellness support providers.   Increasing parent engagement and increased focus on English Learner and diverse learner populations Prioritize action in response to the input we receive and share decisions openly.	School Site Council and School Board meetings are held monthly and include parents and community members who assist with developing strategies and actions to be implemented in the Single Plan and the LCAP. These meetings also provide feedback on the impact of our school's efforts as well as provide suggestions from educational partners for improvements to address current and emerging needs. We have solicited frequent feedback from our educational partners via ongoing communication with families, students and faculty. We look to enhance parent/family participation in school decision making via these groups, surveys, and a welcoming campus that encourages parents to feel comfortable to visit and share perspectives with faculty, administration and staff.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
19647330108886	Gabriella Charter	3	Our school is deeply invested in building relationships between school staff and families. We have a strong school-family communication platform, Parent Square, that helps facilitate regular updates, messaging, and school-wide news. We have high attendance at our family conferences, back to school nights, classroom meeting nights, and more. Our staff gets to know students and families well.	One of our overarching goals is to have our curricula better reflect the experiences and backgrounds of our students.  To that end, we are working to grow in our partnership with students and families so that we can bring their experiences and backgrounds into classrooms.	We are working this summer to engage and connect with underrepresented families. We are also continuing to offer a variety of times to engage in conferences and other events. We use all forms of communication, determined to figure out the best way to engage with all families, from Parent Square to calling to texting.	We view families and caregivers as our partners in educating and supporting their children. As such, we have many family-based events to share tools and strategies for learning. We communicate regularly with families in conferences, in other meetings, and via our Parent Square communication tool to provide school-wide, class-wide, and individual supports for students.	Our major focus area will be on building out specific strategies for families to use to support their scholars at home.  As we build towards standards-based grading, we believe that caregivers will also understand grade-level expectations more specifically, and that understanding will also help all of us work together to support their students.	Again, we need to find new and thoughtful ways to enlist families who do not engage as frequently with us. By communicating student outcomes and grade-level expectations, we are hopeful that families will feel more empowered to support their scholars.	We use a variety of surveys, Coffee with the Principal, and Platica con el Liderazgo as spaces for families to give us feedback, share input, and otherwise help us adjust and make decisions for our school community.	We are looking to improve in the breadth of families that we are able to reach in these ways; while many families consistently engage, we have some that rarely do or have not yet.	As we continue to refine our programming, we can use opportunities like classroom meeting night, conferences, and other broader touch-points with families to try to enlist underrepresented families more frequently in giving input into decisions we make as a campus.  Our Equity Roadmap includes a Parent Empowerment Protocol that we are designed to uplift family voice in making decisions at our campus. Our shared parent coordinator will be a key player in supporting our growth in this area.	4	4	2	5	3	3	3	3	3	3	3	3	Met		26JUN2023	2023
19647330108894	Alliance Judy Ivie Burton Technology Academy High	3	"At Alliance Judy Ivie Burton Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 93.6% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Judy Ivie Burton Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 93.6% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Judy Ivie Burton Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 93.6% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Judy Ivie Burton Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 93% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 90% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 74% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Judy Ivie Burton Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 93% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 90% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 74% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Judy Ivie Burton Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 93% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 90% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 74% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330108910	ISANA Nascent Academy	3	ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire for more opportunities to connect with staff such as events where both families and staff are present.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.	One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we communicate with each family in the most effective way possible and establish authentic connections.	We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.	The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.	We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.	4	5	4	5	4	4	5	4	4	4	5	4	Met		13JUN2023	2023
19647330108928	Larchmont Charter	3	Larchmont Charter anchors itself to the 3 pillars - Academic Excellence, Richly Diverse Environment and Community. These pillars are the foundation of the communication, interaction, involvement, and partnership with staff and families which are shown in community events, volunteer opportunities (during and outside of school), conferences and more.	We host parent meetings - ELAC, Site Council, surveys and parent coffees to engage families in the decision-making.	Teachers work collaboratively with other teachers to develop individual growth goals for the students. Also we host student led conferences so that the student is also involved with their social-emotional and academic progress; we host parent affinity groups to promote unity and increase involvement and more.	Teachers work collaboratively with other teachers to develop individual growth goals for the students. Also we host student led conferences so that the student is also involved with their social-emotional and academic progress.	Larchmont Charter anchors itself to the 3 pillars - Academic Excellence, Richly Diverse Environment and Community. These pillars are the foundation of the communication, interaction, involvement, and partnership with staff and families which are shown in community events, volunteer opportunities (during and outside of school), conferences and more.	Larchmont was founded by families in the community who wanted diversity and progressive education for their students, not bound by a boundary. Having parent and student involvement with their education and the opportunity to be part of our diverse community, as we represent over 90 zip codes. We will continue to provide opportunities for our community, including students, to engage and learn from each other and thus will help with student outcomes.	Some of our strengths and progress regarding seeking input for decision-making include: monthly coffee with the admin. meetings, parent committees, site council meetings, affinity groups, clear communication about who to reach out to for what, and a dedicated staff (many of which are bilingual) and take time to reach out to families via phone, zoom, and email.	We want to increase the number of the families participating in the different meetings.	We will offer the meetings at different times of the day - in-person, via Zoom, etc.	4	5	4	4	4	5	5	4	5	4	4	4	Met		06JUN2023	2023
19647330108936	Alliance Collins Family College-Ready High	3	"At Alliance Collins Family College-Ready High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 1 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.2% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Collins Family College-Ready High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 1 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.2% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Collins Family College-Ready High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 1 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.2% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Collins Family College-Ready High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 89% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 72% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Collins Family College-Ready High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 89% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 72% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Collins Family College-Ready High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 89% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 72% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330109884	James Jordan Middle	3	One clear strength is our school’s focus on regularly communicating with families. On our yearly family survey this year, 90% of families said the school communicates critical information on a regular basis and 70% said the school always communicates when homework is missing. We also communicate when students are struggling in more substantive ways academically, and this year 100% of students with an NC quarter grade either had a parent conference with a teacher or administrator at our school or had at least three attempts to set that conference up. Our environment is a welcoming one as evidenced by 60% of our families attending our Welcome Breakfast this year and more than 100 parents attending our general parent meetings monthly.	Though we take great pride in regularly communicating with families through multiple channels, some families still feel they are being left in the dark when it comes to issues like missing homework. This year, approximately 10-15% of families don’t seem to be connected to the school, so we would like to reach out to this minority of families and ask what communication methods would most consistently reach them.	Our families have asked how we can support their parenting strategies at home, so we will add Parent and Student Workshops next year to assist families in supporting their students at home. The school has already started engaging the community in work to address racism and that will be a continued focus next year especially for underrepresented families. Most of the school’s student population identifies as Latino, and a small percentage of African American families feel uncomfortable with the amount of racism on campus so JJMS has hired a DEI consultant who can design and lead workshops to address racism and improve engagement with those underrepresented families.	The Dean’s List communicates grades and behavioral concerns and it is effective for the overwhelming majority of families in making them aware of missing homework and current grades. There’s a robust program of student incentives and rewards that focuses on attendance, homework completion, demonstrating prosocial behavior in peer interactions, tutoring attendance (asking and getting help), and accruing merits for academic/social behaviors. Additionally, more than 80% of students said on this year’s student survey that if they have a bullying or peer conflict problem with another student the adults on campus will help them do something about it and the overwhelming majority of students say that if they need academic help they know where and when they can receive tutoring.	Students and staff agree that additional mental health supports are needed to help students with anxiety, depression, and drug use. Though we have dedicated more resources to health and wellness than ever before, we know even more support is needed, so we are actively engaging with partners in the community who can help us meet our students’ needs.	The school will actively work toward eliminating racism on campus to address the needs of the small percentage of African American families who feel uncomfortable with the racism their students encounter. The school would also like to look into mental health supports that families can access off campus, but there aren’t clear paths for that. All COVID-specific funding expires in September 2025, so if programs are put in place at JJMS they might only be temporary.	Nearly 90% of families say the school includes them in making important decisions and communicating their student’s progress. More than 100 parents show up to our monthly general meetings and know how to communicate their input to staff.	Families would like additional parenting strategies resources so the school will begin to offer Parent and Student Workshops that focus on socioemotional topics and those workshops will provide additional opportunities for families to give the school input about pressing needs. Additionally, the school will investigate the ~10% of families who say they are not receiving regular, consistent communication to find out what methods of communication would reach them effectively.	The strengths and needs apply to all the families.	5	5	4	5	5	4	5	5	4	5	5	4	Met		15JUN2023	2023
19647330109934	Our Community Charter	3	OCS was grateful to have different COVID-19 policies for the 2022-23 school year. We were able to bring back many community events in person on our campus. Families were welcomed to our Back-to-School-Nights, 1st Annual Legacy Fest, KIDS Dash, Big Night Out, Spring Faire, and Panda Partners Playdates were back on campus as well. Parents were highly encouraged to attend the annual Family Conferences in person. We were so excited to continue having our Student-led Conferences in-person on campus. Families were able to come together to learn about their children’s progress in learning. Conferences are a big part of our mission because students are involved and empowered to participate in their own education and goal setting. These are opportunities to connect with the teacher about their child's progress and goals in class. Parents participated in regular parent events including an annual Parent Orientation Meetings, and class and school performances in person. The school also had many more meetings and opportunities for parents to ask questions, get answers, and share feedback by utilizing our school app, Parentsquare. Parentsquare is also used by all to share information and learn about what is happening at school. This tool is also translatable into a language of the user’s choosing. It is super helpful.	OCS plans to focus on providing more opportunities for parent education. We were able to offer a few opportunities online via Zoom where families could join in on webinars about technology and parenting tips. Next year, we are focused on providing more in-person opportunities for parents to learn from each other and from experts on parenting and social-emotional learning.	OCS plans to work on including underrepresented families with all events and activities with staff and families. We will be launching a more targeted program to help reach the families where they are at, while utilizing parent partnership and volunteers.	Our Community School (OCS) knows that parent engagement and input are essential to the success of our school. In 2005, a group of parents, teachers, and administrators that wanted a new and different educational experience for their children founded OCS. Today, OCS constantly seeks parent input through various means. OCS collaborates with our Parent-Teacher-Student Organization to create many wonderful community-building events. These events are open to all families where staff and administration are present to interact and get to know each other better. It is essential that all families feel welcome and safe at OCS. Our Family Conferences and Student-led conferences ensure that all students are seen and heard and have access to quality education as they continue to work on their goals. OCS also uses Responsive Classroom while we use the First Six Weeks to build classroom community and norms and get to know students' interests.	OCS will continue to improve creating tools and resources to help parents engage with their children's academic progress. It is vital that parents and school staff build stronger partnerships so that students will have improved outcomes.	OCS plans to work on including underrepresented families with knowledge and understanding of their child's outcomes with staff and families. We will be launching a more targeted program to help reach the families where they are at, while utilizing parent partnership and volunteers.	OCS continues to provide multiple opportunities for parent involvement in school life and ease of home-school communication while ensuring continued parent representation in decision-making at the school. OCS included parent involvement at community meetings and as members of committees and task force on equity. All parents are encouraged to run for elected positions on the School Site Council and Panda Partners (parent organization) and to attend meetings of Wellness Committee, Board committees, Board meetings, and Panda Partners (PTO).	OCS wishes to reach out to those families who typically don't engage with OCS governance to gain their voice and feedback on school issues. This is an item of focus for the coming year.	OCS plans to work on including underrepresented families when seeking feedback and input on school issues with staff and families. We will be launching a more targeted program to help reach the families where they are at, while utilizing parent partnership and volunteers.	5	4	4	5	4	4	5	5	5	5	4	5	Met		28JUN2023	2023
19647330110304	Los Angeles Academy of Arts and Enterprise	3	LAAAE has a robust student services team which fosters building partnerships for student outcomes. LAAAE partners with different agencies to provide comprehensive support. For example, Didi Hirsch provides onsite and offsite individual and group mental health therapy for students. LAAAE sponsors quarterly parent nights which provide a structured opportunity for parents to circulate with their child's teacher to discuss student progress and ways to work together to support improved student outcomes. Teachers sponsor office hours to support students missing assignments. LAAAE leadership regularly provides updates to parents regarding their legal rights and provides workshops for parents to explore different topics of legal rights.	LAAAE needs to increase parent engagement in educational partner meetings including School Site Council, Coffee with the Principal, English Learner Advisory Committee, and Parent Teacher Organization. LAAAE will also work to expand opportunities for parents to engage in workshops designed to help them support their children in college and career readiness.	LAAAE will improve outreach to engage more educational partners in SSC, Coffee with the Principal, English Learner Advisory Committee and Parent Teacher Organization meetings. LAAAE will increase opportunities to parent workshops in areas of supporting students with college and career readiness, technology, and social-emotional support for students.	LAAAE prides itself on providing multiple opportunities for parental engagement necessary to build relationships. LAAAE uses Blackboard to regularly communicate with families via telephone, text, and email. LAAAE also sends home print information and packets and maintains a current website and social media.  Parent meetings range from open house to senior specific items (such as FAFSA, college admission), coffee with the principal, and learning workshops. Print materials and communication at meetings are addressed in both English and Spanish to ensure that Spanish-only speaking parents can meaningfully engage.  Since LAAAE serves predominantly underrepresented families, these engagement activities primarily serve underrepresented families. Classified staff are assigned to student and family outreach. They are an important link between our school and our families. Outreach staff kept students and families informed about academic expectations and connected them with school and community resources. Outreach staff also help identify students with limited engagement in order to escalate follow up to other staff who conduct additional outreach.  Assignments are posted on both Google Classroom and PowerSchool for parents to view. LAAAE has also built many partnerships with community organizations to support student engagement in arts, enterprise, and academic acceleration including Inner City Arts, DaVinci Camp for mathematics, and the Shakespeare Center.	A current focus area is continuing to return to in-person engagement for all community partners. An effort to create a hybrid model of remote or in-person engagement has benefited building partnerships for student outcomes. LAAAE continues to work to re-establish pre-COVID routines and procedures to promote the engagement of community partners.	LAAAE has built additional in-person and hybrid options for underrepresented families. These have focused around college and career readiness, academic progress, and social-emotional supports for these educational partners. LAAAE is continuing its work to expand extracurricular opportunities for students offered through community partners such as Inner City Arts, DaVinci Camp, and the Shakespeare Center. Increases in summer and extracurricular engagement opportunities for underrepresented families helps mitigate learning loss over summer and support student engagement and attendance.	Families and students are regularly engaged in decision-making through PTO, ELAC, and SSC. Families are also encouraged to attend and participate at board meetings. Coffee with the Principal and parent workshops also provide a venue for parent voice and participation in school decision making. Since students now have a Chromebook or similar device and access to the internet, we are working with parents for them to use these devices to also access virtual activities provided while working to reinstate opportunities for in-person engagement. We are also encouraging parents to re-engage on campus as often as possible while maintaining virtual options for those who find them more convenient.	One area of focus is improving parents and educational partner participation in relevant meetings such as PTO, ELAC, and SSC. Additionally, LAAAE needs to increase access to campus in an effort to provide hybrid in-person and virtual formats for joining. Lastly, LAAAE needs to work to make academic, social-emotional, behavioral, and attendance data more accessible for all educational partners so it can be used to drive their knowledge and input for decision making.	LAAAE has reinstated opportunities for in-personal engagement of educational partners while maintaining the ability to engage remotely in a hybrid model. While LAAAE encourages in-person engagement, remote opportunities for collaboration with education partners is still requested by many families. LAAAE also continues to work to increase parent access to campus. Lastly, LAAAE will provide data to educational partners in comprehensible formats to help them use it to drive their input on decision making.	4	4	4	4	4	4	4	4	4	4	4	4	Met		08JUN2023	2023
19647330111211	New Heights Charter	3	New Heights Charter School builds strong relationships with parents, guardians, and families by making the school a welcoming place, providing translation services and translated materials in all parent communications, and celebrating the diverse family cultures that are represented in our student population. Each year, the school conducts a survey to get parent feedback on how we are doing in building relationships.  The following questions were asked as part of a parent survey and the percentages of parents who replied with positive and strongly positive feedback are listed here:  1. How confident are you in your ability to make sure your child’s school meets your child’s learning needs?  94% favorable rating 2. How confident are you in your ability to support your child’s learning at home? 78% favorable rating 3. How much of a sense of belonging does your child feel at school? 78% favorable rating 4. How well do you feel your child’s school is preparing him/her for his/her next academic year? 78% favorable rating  5. Given your child’s cultural background, how good a fit is the school?  82% favorable rating 6. If a student is bullied at your school, how difficult is it for him/her to get help from an adult? 73% favorable rating	One focus area for improvement is to increase the number of parents who value daily attendance at school. Our LCAP goal tracks chronic attendance data and the number of unexcused absences has not significantly decreased since our return from the pandemic. Through our data analysis we are able to disaggregate to track student attendance, student performance, and social-emotional needs.	One focus area for improvement is to increase the number of Upper Campus parents who come to learning events, including the engagement of underrepresented families. To this end, New Heights has launched Student-Led Conferences to engage parents in the process of setting goals for student learning. Also, New Heights is increasing use of the robo-text feature to alert parents (in multiple languages) of classroom events such as unit-end Writing Celebrations, student presentations, and other opportunities for parents to learn more about what students are learning in school.	New Heights launched twice yearly Student Led Conferences and parents have responded positively to the structure and process used to share student progress and goals. In addition, we are piloting FastTalk a system that sends weekly texts messages home to parents to help them support classroom learning.	We will continue to revise and improve our Student Led Conference discussions so that learning goals are clearly defined and process steps to reach identified goals are clear to students and families.	We will continue to use our robotext system and Parent Square to keep parents informed of school learning events. We will also continue to use our Panorama Student Data System to share a holistic picture of student progress overtime with snapshot data that includes academics, attendance, state testing, and ELPAC data.	New Heights staff and parents work together well to help make decisions for the school, plan for the future, and address issues of concern. There are many structures in place to gather parent input and have parents part of the decision-making process including Parent Tea's (twice a month), School Site Council, ELPAC, Health Advisory Team, and the ad hoc groups that form around each Family Event scheduled throughout the school year. As a result, overall parent involvement has increased each year we've had the LCAP plan in place.	One focus area for improvement is to continue to build the capacity of families to effectively engage in decision-making and advisory groups by expanding their knowledge of our school's core vision, education policies that impact the school, and issues of teaching and learning.	We will continue to use our robotext system and Parent Square to keep parents informed and invite their participation in the decision-making process.	5	5	4	4	4	4	4	5	4	4	4	4	Met		21JUN2023	2023
19647330111484	New Village Girls Academy	3	Our academic programing features advisory, which is a space for teachers to build meaningful relationships with students while also planning academic outcomes in the form of individualized educational plans (ILP). Through the process of developing ILPs, advisors (teachers) are required to establish and maintain positive and working relationships with parents and guardians and these relationships are expected to be fostered throughout the entire time a student is enrolled in our school. New Village also strongly invests resources in employing a parent liaison who is responsible for connecting our families with not only our school but also additional community resources aimed at serving the whole child and family. To date, all of our families have constant contact with advisors on a monthly basis with some meeting weekly.	Our focus is to increase parent involvement in unique and appropriate ways that reflect the reality of our families, their constraints and needs, increase social, emotional, and financial stability through specialized support for the student and for the entire household, and also increase opportunities for community involvement by connecting students to CBOs frequently. Some examples of the strategies are events scheduled later in the evening, creating alternative dates and times for parents and guardians who work, conducting home visits to keep families connected and informed, conduct needs assessments for families, and create linkages to social services offered through partnering agencies.	NVGA will host a general monthly parent meetings where school events and academic data will be discussed. The principal will continue to host a zoom room platform meeting on Tuesdays from 3:30-4:30 open to all parents. Parents can also set an appointment to meet with the principal individually. We will also continue to use OneCall to communicate announcements with parents. Advisors will contact parents when developing individualized learning plans and reviewing academic data throughout the semester. Advisors will also solicit parent and mentor engagement for student exhibitions. Letters with important information and announcements will be sent to ensure that parents are aware of policies, announcements and events. All teachers will have a google phone number that is to be used for school related purposes only.	Relationships with community-based organizations are strong and provide resources for students and their families. Areas of focus are mental health, behavior intervention, gang prevention & intervention, enrichment, arts, and access to college & career opportunities.	Our focus is to build partnerships that are designed to help address specific student needs that will continue to grow with neighboring organizations. CBOs will be invited to all school events and encouraged to follow up with potential clients and families. Local government, county and policing agencies will be engaged in school activities to provide support as well as guidance in safety matters.	The school will continue to provide multiple modes of communication (phone, flyers, texts, website updates, home visits, one on one meetings with the Principal) to reach all parents. Staff and administration will be flexible and available as requested to meet and discuss any matters with families and guardians. The school will provide all material in English and Spanish. The school will also make meeting recordings accessible on school website and provide multiple times and dates for meetings and school events.	New Village Girls Academy participates in bi-monthly meetings with parents where academic data is discussed and input on how to better address the needs of subgroups (EL’s, SPED, etc.) is collected. The administrative team uses this data to later inform the development of the LCAP and other major school-wide initiatives.	The school will increase parent participation at school events by sending out more reminders to events, offer 1:1 check-ins to accommodate for schedule conflicts, and set alternative dates and time to attend and participate.	For families and guardians who are not able to engage in scheduled parent meetings and events, and those who do not complete parent school climate surveys, home visits will be a strategy used to engage them. By visiting the families, our Parent Liaison will be able to share pertinent school information, attendance, and academic performance details.  In that same interaction, they will also ask for parents to complete the parent surveys and demonstrate where they can access previously recorded parent meetings in order to encourage participation and input for decision-making of the school.	4	5	4	5	5	5	4	5	4	4	4	4	Met		28JUN2023	2023
19647330111492	Alliance Patti And Peter Neuwirth Leadership Academy	3	"At Alliance Patti & Peter Neuwirth Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 4 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 95.3% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Patti & Peter Neuwirth Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 4 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 95.3% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Patti & Peter Neuwirth Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 4 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 95.3% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Patti & Peter Neuwirth Leadership Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 92% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 84% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Patti & Peter Neuwirth Leadership Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 92% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 84% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Patti & Peter Neuwirth Leadership Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 92% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 84% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330111500	Alliance Dr. Olga Mohan High	3	"At Alliance Dr. Olga Mohan High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 4 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.4% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Dr. Olga Mohan High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 4 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.4% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Dr. Olga Mohan High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 4 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.4% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Dr. Olga Mohan High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 90% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 81% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Dr. Olga Mohan High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 90% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 81% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Dr. Olga Mohan High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 90% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 81% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330111518	Alliance Jack H. Skirball Middle	3	"At Alliance Jack H. Skirball Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 1 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 96.1% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Jack H. Skirball Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 1 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 96.1% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Jack H. Skirball Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 1 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 96.1% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Jack H. Skirball Middle School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 86% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 78% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Jack H. Skirball Middle School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 86% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 78% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Jack H. Skirball Middle School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 86% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 78% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 96% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 96% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 96% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330111575	Animo Ralph Bunche Charter High	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330111583	Animo Jackie Robinson High	3	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330111625	Animo Watts College Preparatory Academy	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330111641	Alliance Ouchi-O'Donovan 6-12 Complex	3	"At Alliance Ouchi-O'Donovan 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 5 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 4.54% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.05% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Ouchi-O'Donovan 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 5 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 4.54% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.05% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Ouchi-O'Donovan 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 5 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 4.54% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.05% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Ouchi-O'Donovan 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 87.5% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 77% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Ouchi-O'Donovan 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 87.5% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 77% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Ouchi-O'Donovan 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 87.5% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 77% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 95% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330111658	Alliance Marc & Eva Stern Math and Science	3	"At Alliance Marc and Eva Stern Math and Science School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 91.9% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Marc and Eva Stern Math and Science School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 91.9% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Marc and Eva Stern Math and Science School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 91.9% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Marc and Eva Stern Math and Science School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 87% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 80% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Marc and Eva Stern Math and Science School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 87% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 80% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Marc and Eva Stern Math and Science School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 87% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 80% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 91% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 91% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 91% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330112060	Hesby Oaks Leadership Charter	3										5	5	5	5	5	5	5	5	5	5	5	5	Not Met For Two or More Years			2023
19647330112201	PUC Excel Charter Academy	3	Families are essential partners in their young adolescent’s education program at PUC Excel. Family members are provided year-round opportunities to participate and build a relationship with the school to meet social emotional and academic demands young adolescent’s experience during the middle school years.  For example, incoming students have family success meetings, parent workshops occur weekly at Excel’s Parent Center, monthly coffee with the principal meetings, access to parent committees, annual family and student-led conferences, and opportunities to plan and participate in annual school events.  The school sends bilingual communication schoolwide on a weekly basis, and each teacher communicates weekly/daily with families through the school’s online communication platform.  Annual surveys are sent to each family schoolwide and grade level teams provide opportunities for families to share more about themselves and any possible needs.	We are working to improve reaching families who do not respond or utilize the schools’ communication systems.	Our goal is to ensure a 100% of our families have knowledge of important events and their child's academic progress.  The school will ensure that invites get sent out in all available media such as the school’s website, school’s social media platforms, flyers, and phone calls.  In addition, communication will be in both English and Spanish.	PUC Excel believes that a child’s family is their first and most important teacher.  In order for a child to succeed in school they must be surrounded by people both inside and outside of school who believe learning is important.  Preparing families for high school and college success becomes a data driven priority in Middle School.  Families are encouraged on developing an intimate relationship between student achievement and student data.  Families have multiple opportunities to engage meet with their child’s teacher around data and growth goals.  For example, families participate in student and teacher led conferences, math and literacy data nights, family success team meetings, grade level teacher meetings and Parent College classes.  Teachers are always available to provide support with any questions regarding their young adolescent’s academic progress through the school’s Online communication system, emails, and in person.  Annually each family engages with their child's teacher during a personalized conference, and these types of meetings continue to occur based on their child's or family’s needs.  Families are given year-round access to their students’ progress report card, including a detailed look into all graded assignments and assessments.  Monthly progress reports are sent home with two end of semester report cards.	The school's area of improvement is to work toward a 100% parent participation in Teacher Student Led Conferences, Math and Literacy Data Nights, and have families use our online grade book tool to celebrate, support and empower their students’ academic achievement.  We want all families to work in partnership.	In order to achieve this goal teachers and parent leaders are consistently developing new ways to track and reach out to those families who are not active partners and provide them alternative ways for participation.	PUC Excel recognizes family members as educators, as individuals with experiences to offer, capable of constructing and sharing knowledge. It is essential for student achievement that the worlds of school and home see, know, respect, and learn from each other. The school utilizes family meetings, the SAC and ELAC councils, Title 1 meeting, and LCAP development meetings to engage all stakeholders. Participating members are provided information, training, and the opportunity to actively participate in the school's decision-making process. The PUC organization also provides regional opportunities where families are informed about their schools, charter management organization, district, county, state, and federal level decision making process through its Parent College classes.  The PUC organization also informs, educates and utilizes our organization wide Uniform Compliant Policy to inform families of their rights and provide them with support to resolve issues or concerns.	The school's improvement goal is to increase the number of families who participate in these opportunities and systems that allow for their voice to be heard and have impact in the school's decision making.	Staff and participating family members are continuously developing recruitment plans and reaching out to all families in person and via the school multiple communication systems.  Surveys are sent home and readily available throughout the year at school events to determine how each family would like to engage, parent leaders, grade level teams and staff use this information to revise recruitment and parent engagement plans.	5	5	5	5	5	5	5	5	5	5	4	4	Met		08JUN2023	2023
19647330112235	California Creative Learning Academy	3	Per our Annual Stakeholder Survey and input from our School Site Council and other school committees, our school provides many opportunities to build relationships between school staff and families, from community events, PTSA connections, communication software with translation, parent-teacher conferences, room parents, and classroom volunteer Areas of strength from the different stakeholder groups are below:  Students: Has good relationship with teacher 86% Keep trying to do classwork even when hard 81% Teacher sets high expectations for my learning 73% Administration and staff are caring 72% Feels welcome 70% Teacher are caring 70%  Parents/Caregivers: Belief in interdisciplinary approach 99% School promotes success for all students 98% Belief in arts integration approach 98% Understand behavior SEL, Restorative Justice approach 95% Teachers create sense of community in classes 95%  Staff: Staff respect and care for students 93% [Teacher] I have good teacher/parent relationships 97% Belief in interdisciplinary approach 96% Students develop strong relationships with teachers 89% Feels welcome at school 89% Children are encouraged to ask questions 89%	Areas for growth and strengthening from the different stakeholder groups.  Students: Emotionally safe at school 46% Looks forward to go to school 52% Feels comfortable talking to teachers about problems 55% Teachers/staff help students resolve conflicts 55% Promotes academic success for all 56%  Parents/Caregivers: Student behavior shows clear expectations for discipline 67% Parents Involved in decision making 75% Behavior management promotes student self-direction 80% Generally excited to go to school 81% Students expect to have a say in decisions 81%  Staff: Student behavior shows clear expectations for discipline 25% Parent familiar with school policies 50% Students feel safe at school 54% Behavior management promotes student self-direction 61% I feel I have sufficient training to meet needs 61%	We are continually strengthening efforts to engage underrepresented families. We currently provide translation, meetings at various times of the day with important feedback meetings in the evenings, ensuring information is communicated regularly in our weekly newsletter, and having teachers send weekly communications regarding classroom learning.	CalCreative has a process that engages and educates stakeholders on the LCAP. This engagement took place throughout the year in a variety of forums. Regularly scheduled Leadership meetings, School Site Council, PTA, parent workshop, school committees, as well as the Annual Stakeholder Survey which included parents, students, and staff. Regular open meetings of the School Site Council and presentations to the Governing Board along with website postings, messaging software, and an LCAP infographic provided opportunities for public review and reporting on the SPSA and LCAP. The School Site Council (SSC) was involved with the monitoring and revision of the LCAP throughout the year, and the development of the SPSA. The SSC began with reviewing the current year LCAP followed by an all-day retreat to conduct classroom observations, create subcommittees to monitor specific initiatives (e.g. attendance, communication, diversity/inclusion), and discuss the process of monitoring the actions in the school year. The SSC regularly engaged with current school data and prioritized feedback from other stakeholder groups, parents, Curriculum Committee, Social Emotional Learning Committee, PTA, room parents, the Annual Stakeholder Survey, etc. A focus area for the school will be concentrating our efforts on ways to accommodate needs so that we can have stronger relationships and engagement with particular subgroup populations.	We are focusing on improving outreach and partnership with less resourced families. We have begun affinity group meetings for parents to help strengthen the feeling of belonging. We have added a new role of Director of Culture and Climate to support strengthening these partnerships.	As mentioned above, historically from our Annual Stakeholder survey, Culture Climate Survey, Equity Audit, and Community Check-Ins we are able to have data and input from our partners. These have been influential in the creation of our Goals and Action Plans for our Local Control Accountability Plan.	CalCreative has demonstrated strong work in creating a welcoming and collaborative environment with families. Our School Site Council is actively engaged in the monitoring of our LCAP, and meets regularly to review data, processes, and feedback. In our Annual Stakeholder Survey, parents indicated the following areas of strength: My child feels safe at this school; I feel parents are involved in the decision making at our school; I believe in the school's Safe School/Social Emotional Learning (e.g. Cool Tools, Mindfulness) approach; School administration and staff are caring, helpful and responsive. We offer monthly meetings with the administrative team, and have parents on many of our committees. They take an active role in supporting and making decisions for the school.	We have a good system of engaging educational partners authentically and are reaching families who are able to participate. We need to focus on finding ways to engage less resourced families, as they may not have the privilege to participate in the same way more resourced families can. In addition, from our Culture and Climate survey, they have indicated wanting to understand more about the school’s program, which is understandable given the many shifts that have occurred in the past three years.	We actively recruit and try to improve the engagement of underrepresented families. A couple of strong strategies we are employing include: Creation of affinity groups, having more administrators on campus to make connections, using word of mouth from parents already engaged to recruit others.	5	5	4	4	4	3	4	4	4	4	4	4	Met		26JUN2023	2023
19647330112508	Stella High Charter Academy	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 76% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 94% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families. Through events that highlight the cultures of students, the implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percent of parents who engage in an annual meeting with a school counselor as a focus area for improvement, as 48% attended a meeting with a school counselor this year. The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 12% attended this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at14%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes. We also see an area of growth to increase participation in Teacher-Parent Conferences. having 36% participation this year.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.   With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 76% of parents returning surveys, and 94% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes, and plan for the following school year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
19647330114884	Aspire Junior Collegiate Academy	3	Aspire Junior Collegiate Academy has a scope and sequence for educational partnerships that include specific areas where we feel we are strong in: 1. School wide: Coffee with the Principal, School Site Council, Academic Parent Workshops held during the week and 2 Saturday workshops, SEL support with Cookies with the Counselor, Parent Book Club and Cultural Events such as Hispanic Heritage Month, Black History Month, Women's History Month, AAPI and LGBTQ. Academic progress with conferences and progress reports. 2. Subgroup focus:  - English Language Learners, ELAC and EL parent Workshops -Students with Disabilities: Coffee with SPED  Area of growth is navigating more in-person partnerships like festivals and evening workshops.	Based on the Winter Panorama Survey families shared that in person connections were not as often and their work schedule made it difficult to attend school events. As of now Aspire JCA offers 2 Saturday family workshops. We will look into holding events later in the day to support working families.	Our underrepresented population in family engagement are our EL parents. Identifying members for ELAC was challenging so JCA is problem solving around how to attract EL parents to workshops and participation.	Strength: Aspire JCA currently holds 3 meeting spaces to discuss student progress. Quarter 1, 2, and 3. Classroom teachers also send home student academic data frequently to inform families of their childs progress throughout the academic year.	Conferences are offered 3 times in the year, however families have shared that their schedule is busy and are not able to attend. Therefore JCA needs to think about scheduling to ensure families have an opportunity to attend.	Aspire JCA will increase their administrative team from 2 to 3. The additional administrative staff member will hold the EL work that would include: ELAC, EL parent workshops, case managing EL students to communicate progress and a form of EL parent frequent meetings.	Strengths: Aspire JCA has consistent established meetings and agendas for LCAP input and stakeholder engagement. These meetings include Coffee with the Principal, SSC, ELAC and staff professional development.	Seeking more stakeholder engagement participation rate in surveys. Our family survey only had 45 responses and staff responses were only 15 %. That my look like creating incentives for turning in surveys.	Aspire JCA will create a smaller working group for LCAP work for EL parents and parents of Students with disabilities.	5	5	4	5	4	3	5	5	4	5	5	5	Met		22JUN2023	2023
19647330114959	Monsenor Oscar Romero Charter Middle	3	MORCS students continue to have learning loss and deficits as a result of the disruption caused by the pandemic. MORCS provides grade-level instruction while scaffolding to close learning gaps in core content areas. MORCS also ensured to provide authentic learning experiences and address the needs of all students through our support programs. Areas of growth for us would be our parent /family engagement and school climate. Prior to 2020, these were historically areas of strength for our school, but we continue to rebuild our relationships with families and increase their engagement in their child's education and involvement with the school. Additionally, MORCS continues our focus on rebuilding through a focus on our culture, Tier 1 plan and intervention through the PBIS framework. Having regular recognition, celebrations, and re-teaching of expectations will help continue to build a solid foundation for learning and success at MORCS.  Partnering with Luminarias to counsel our students and families, we use Ripple Effects to help students learn to strengthen their emotional and social intelligence.	"2022-23: ""Met"" - Continued engagement of parents in decision- making open communication on all levels confirmed with Youth Truth Survey"	The LEA continues to have strong relationships with families, as evidence, in parent participation rates in student-led parent conferences, parent workshops, Coffee with the Administrators, and parent surveys. In addressing the needs of the whole child and engaging parents and our school community to support each other the LEA has responded and addressed social emotional, cultural needs, for our school community. The school should continue to provide access and communication between all stakeholders.	MORCS provides resources to assist under-achieving students. These include school breakfast and lunch program, an after-school program, summer learning/enrichment opportunities to recover units and reduce summer learning loss, and a strong student services team to assist with academics, behavior, attendance, and social-emotional well-being. Parents, community representatives, classroom teachers, students, and other school personnel are included in the planning, implementation, and evaluation of ConApp programs through various educational partner meetings throughout the year, as previously discussed. All partners are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings.	The school has established relationships with Luminarias (local mental health providers) and the Los Angeles County Office of Education (LACOE).	MORCS student population is comprised of over 90% underrepresented families based on the site location and Free and Reduced Lunch (FRL) indicators. In addition, the school has robust systems for ongoing communication with all parents, outreach to address individual students needs, and regular home visits.	Being the second year of regular instruction (post-pandemic), administration, teachers, and staff continuously focus on instructional methodology and effective instructional delivery. Local measures demonstrate that although there has been learning loss for all students, local assessment results indicate progress/growth in student learning. Additionally, we have increased our socio-emotional supports and additional learning opportunities outside of the regular school day.	All educational partners are encouraged to attend and provide feedback at board meetings, School Advisory Council (SAC) meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings	While academic resources are important, MORCS also understood that students would not be able to perform academically if their social emotional needs were not met. MORCS counselors and support staff who are trained, have provided counseling and support to our students. MORCS uses the PBIS framework to support the needs of all of our students and this, combined with our MTSS referral process, helps us to assess the needs of all students and to allocate the appropriate resources needed for each student. MORCS also partnered with Luminarias to provide counseling to our students and families, and we use Ripple Effects to help students learn to strengthen their emotional and social intelligence. To further meet all the needs of all students, our school has been fortunate to be the recipient of two grants: the Expanded Learning Opportunities Program (ELOP) grant and the Community Schools grant. These grants allow us to expand our extended learning programs before/after school, and during instructional breaks. Additionally, they will allow us to plan to meet the needs of families in addition to the needs of our students, thus increasing student potential for achievement.	5	5	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
19647330114967	Global Education Academy	3	At Global Education Academy, we understand that the home-school connection is vital to our students' success. We have put systems in place that ensures teachers, staff, and administrators can communicate with parents. All of the teachers are using an app called Class Dojo where they can connect with parents and message them directly, share students' work, display announcements for the whole class, etc. The principal sends home a weekly newsletter that contains information about the school's events as well as issues or celebrations the school wants to address. The principal also holds several parent meetings throughout each month such as Coffee with the Principal, Booster Club Meeting, School Site Council Meetings, and Parent Workshops. If parents would like to meet with the principal individually, they schedule a meeting or just drop-in based on the availability of the principal. The front office staff is also the main point of contact for the parents if they have any issues or concerns. The office staff is knowledgeable in who to direct the parents to or relaying information to the appropriate staff member. Parents also receive text messages for reminders and announcements from the school so that they are aware of the various activities that are happening at the school. All forms of communication go out in English and Spanish so that all of the information is accessible to our parents. Our community speaks English and Spanish, so most of our staff are bilingual in English and Spanish, all communication goes out to our families in English and Spanish, and for our staff who do not speak Spanish, a translator is assigned to them so that there is no communication barrier between our parents and staff.	An area of improvement in building relationships between school staff and families is reaching those families who are not responsive to school communication. Some families are hard to reach and do not respond to school's phone calls, messages, requests, etc.	In order to improve engagement of underrepresented families, we will do our best to try to reach out to these families using multiple modes of communication. We will make phone calls home, message them through our OneCall text messaging app, message them through Class Dojo, an app we use to communicate with families and update them on school/class events, engage them when they are dropping off or picking up their children from school, and if all of these methods don't work, then we will even make visits home.	Global Education Academy works with parents so they can better support their children at home. Teachers reach out to parents about their child's progress as deemed necessary throughout the school year. In addition, teachers are able to communicate with parents about their child's progress at Back to School Night, two parent conferences throughout the year, and Open House. GEA also holds parent workshops in areas they have identified as being a need. Topics such as mental health, lice removal, supporting students with special needs at home, technology training, and how to help students prepare for the CAASPP test are some examples that we have addressed. We are also strong in informing parents of students with special needs of their rights by explaining it to them at the individualized education plan (IEP) meetings, handing them written information of meetings, their rights, etc. as well as holding parent workshops explaining various topics in special education.	An area of improvement in building partnerships for student outcomes is supporting our families with how they can support their children and get involved with their education. Many of our families do not speak English nor were they educated in the States. During parent conferences, a lot of comments are made about how parents/guardians are not sure how they are supposed to help their children when they did not learn what the students are learning.	In order to address our area of need, we plan to provide parent workshops in the topics of supporting children with their education even though English is not their primary language for our families as well as ESL and using technology (specifically Google Suites, which is what our school uses).	Our strength in seeking input for decision-making is getting our families involved in our School Site Council (SSC) and District English Language Advisory Council (DELAC) meetings throughout the school year. Ever since we transitioned our meetings to Zoom during the pandemic, we have had a lot more families participating in the meetings and providing us with their input. We also send home surveys periodically seeking families' input when needed. Meetings and surveys are all translated into Spanish, which is the primary language of the majority of our families.	An area of improvement in seeking input for decision-making is reaching those families who do not participate in our SSC and DELAC meetings as well as the surveys. Some families are hard to reach and do not respond to school's phone calls, messages, requests, etc.	In order to improve seeking input for decision-making, we will do our best to try to reach out to these families using multiple modes of communication. We will make phone calls home, message them through our OneCall text messaging app, message them through Class Dojo, an app we use to communicate with families and update them on school/class events, engage them when they are dropping off or picking up their children from school, and if all of these methods don't work, then we will even make visits home.	5	5	4	5	4	3	4	2	4	4	4	4	Met		27JUN2023	2023
19647330115048	Fenton Primary Center	3	The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.	The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.  The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.  Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.  Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.	Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.	The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.	The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
19647330115113	Ivy Bound Academy of Math, Science, and Technology Charter Middle	3	Ivy Bound does a good job of building relationships with families using good communication practices. The teachers send updates of the happenings in the classroom, including updates on behavior and grades. These relationships could be strengthen by holding social events and creating a PTA.	There is a sense of community built through good communication, such as the open house at the beginning of the school year, periodic calls to keep parents informed, emails and text messages with announcements and updates. There seems to be some uncertainty about the school’s areas of focus in improving relationships between school and families.  Concern was expressed that perhaps the pandemic had resulted in less effective communications.	There is concern about communication between the school and the families for those who are not either English or Spanish speakers. The district should explore the possibility of translators for those families.	Ivy Bound has strong communication systems in place: phone calls, email, PowerSchool.	There is some question about what the focus areas might be, but it is felt that the school is trying hard to hire the right staff and to have a good communication system with families. Having translators for additional languages would be a good thing.	Under-represented families would benefit from parent/teacher conferences and more language support. Creating a PTA and having parent volunteers would help create a stronger relationship between school and home. The school staff should be proactive when a child needs help, meeting with the parent and creating a plan for success.	All the stakeholders are asked for and encouraged to give input.	There seems to be some uncertainty about focus areas for improvement. Having a PTA would create another avenue for input.	Zoom meetings and PTA might be good avenues for engaging under-represented families.	4	4	4	4	4	4	3	3	3	4	3	3	Met		18MAY2023	2023
19647330115139	Center for Advanced Learning	3	The LEA's strength is from our veteran staff who have strong relationships with families in the community. We continue to build relationships each year with school staff and families through our formal and informal meetings.	Areas for improvement for our LEA is to create funding sources or fundraising opportunities for families to get TB Test and DOJ clearance so parents so they can volunteer on campus.	We will continue to do outreach and encourage our parents to participate in our school Workshops, SSC, ELAC, Coffee with the Principal.	CAL’s administration held weekly, monthly, and other periodic meetings to present information and data on student progress, school culture and climate to parents. Parent night meetings were held to provide opportunities for working parents to attend informational and educational meetings, and assist with supporting their student’s academic progress. CAL also welcomes families to participate in regular Student of the Month & Most Improved assemblies, Honor Roll & Perfect Attendance assemblies and i-Ready Celebrations. CAL holds Student-Led Conference after each grading period for students to display their academic progress in Writing, Reading, and Math Benchmark Scores. The Principal shares information and updates on school-wide assessment data and student performance in Professional Development, Board Meetings and Coffee with Principal Meetings. In addition, the Principal also shares school-wide data and student progress during School Site Council and English Learner Advisory Council meetings. Teachers also have weekly office hours to meet with parents regarding their academic progress and any other concerns. CAL will continue to provide parents with the resources needed to support their students and increase parent information nights to help them better advocate for their student’s learning.	We will continue our commitment of excellence to our students and community members by engaged families in many ways that helped to build relationships with the staff and families of our students. CAL parents are invited to our school campus for a variety of meetings, activities and events throughout the school year. Teachers and staff received professional development on building partnerships and communication with families as well as how to get to know their students. Teachers and staff communicate with parents through class dojo, written communication sent home, our weekly newsletter, the school’s parent information system and student-led conferences. CAL teachers also have weekly office hours to provide opportunities for parents to meet regarding concerns or their student's progress. To better engage our underrepresented families, CAL will implement best practices for staff and teachers on how to elicit information about their students family and culture. This will be done through classroom instruction, cultural events/programs and regular two-way communication.	Our LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by hosting workshops for our underrepresented families.	CAL's current strengths and progress in Seeking Input for Decision-Making is based on our formal meetings SSC, ELAC and Coffee with the Principal.	Cal's focus area(s) for improvement in Seeking Input for Decision-Making can be improved by getting more parent volunteers to participate and voice their opinion.	Cal  will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by continuing to hire and employ skilled bilingual staff members who understand the communities and cultural needs.	2	2	3	2	2	2	2	1	3	3	3	3	Not Met For Two or More Years		15JUL2023	2023
19647330115253	Discovery Charter Preparatory #2	3	DCPS also partners with GEAR UP, an organization that aims to improve students' academic performance and retention and increase the college-going rates of students from the San Fernando community. To achieve this, GEAR UP staff works with teachers, administrators, and parents to help build a college-going culture at Discovery Charter Preparatory School and throughout the community. GEAR UP provides students with the social and academic support they need to realize their college dreams. It promotes success by offering a combination of educational support services, professional development opportunities for school staff, and family programming. DCPS hopes to encourage and build a college-bound culture throughout our students’ high school experience through this collaborative effort. GEAR UP strives to ensure that all scholars have the educational opportunities, knowledge, and resources they need on their road to higher education. By participating in GEAR UP, students will better understand college, become more competitive applicants, and be guided throughout the college admissions process.	Efforts have been made to include parents in all areas. GEER UP encourages parents' participation by inviting them to college campuses often overnight. Engaging in outreach and surveying its educational partners has provided and continues to provide staff and administration invaluable input to inform the school's planning in Academics, Attendance, Engagement, Culture and Climate, Nutrition Services, and Public Health. DCPS collected feedback at the following meetings during the 22-23 school year. All communication was done in English and Spanish whenever needed. DCPS has several English/Spanish speakers on staff and ensures at least one is present for all meetings/communications.	The school plans to have more family picnics so parents will feel more inclined to come. The parents tend to be very shy or conscious of their language-speaking abilities.	Fortunately, we have GEER UP and Think Together, plus with ESSER funds we have been able to provide tutoring before and after school as well as provide some teacher's assistants. This one-on-one tutoring provides the students with being able to focus on a subject and retain the information.  • Host school-wide events such as Back-to-School Night. • The school conducts monthly activities which provide information and input from parents. • Parent Advisory Committee (PAC) meets each month two weeks before monthly parent meeting. Representation is definitely across the board with grade levels; however, we encourage more parents to participate in the other committees. • School Site Council and the Parent Advisory/Title I Committee. The Parent Advisory/Title I Committee meets two times each semester, and the School Site Council, which includes three parent members along with staff and students, meets nearly monthly. In addition, the ELAC Committee meets regularly throughout the year. • Events for parents sponsored by DP’s parent liaison, including monthly meetings once each semester Academic Acknowledgment with Certificates – bronze, silver and gold. In addition to Gear UP, the staff meets with ninth grade parents on several occasions offering information about college readiness.	For the 2022-2023 school year, DCPS implemented Noredink to support students in grammar and writing. DCPS teachers were pleased with the program and anticipate that the 2023 CAASPP scores will show improvement. While last year’s scores were low, there was an increase of 6.59% in the Met or Exceeded category compared to 2021. The English Department continues to look for innovative ways to improve writing and grammar with their students and attends the CATE (California Association of Teachers of English) annually. For the math department, many actions were taken to improve teaching and learning. In the 2022-2023 school year, the Math Department enlisted the help of Dr. Ivan Cheng. Dr. Cheng is a professor of education at California State University, Northridge. As a former National Board-certified classroom teacher with over 23 years of experience in teaching math effectively at the middle school and high school levels, Dr. Cheng is familiar with students' needs and the pedagogy that supports them in learning mathematics. Dr. Cheng has also led large grant-funded projects to improve math education for students, particularly students from underserved populations and English learners. In his most recent U.S. Department of Education grant, Dr. Cheng significantly. It improved the SBAC scores of 8th graders (EF=1.137) in a randomized, controlled experiment that involved over 7,200 students from across the state. At the same time, he has developed curriculum materials for math instruction and presented at numerous conferences, impacting teachers and students nationwide. Dr. Cheng also serves as a professional development provider for dozens of schools and districts across the state, providing resources and guidance on instructional practices that improve student achievement	The school is really trying everything possible to include parents. Next year we plan on having family nights and events for parents to be exposed to interesting topics.	The answers are the same. We always include everyone, parents, students, faculty, staff, board members, and community representatives to ensure we get buy-in from all. Discovery Charter Prep, parent decision-making will take place in the following ways: 1. Host at least 2 ELAC meetings annually to address the school’s Title III/ELL/LTEL Educational Program; handle the ELD program and develop methods to support student learning. 2. Establish and host at least 2 School Site Council (SSC) Meetings annually to address the school’s Title I program and the academic support programs to increase ELA & Math student academic achievement. 3. Host monthly Parent Advisory Council (PAC) and parent meetings. The committee comprises a majority of parents, including parents of low-income, English learners, foster youth, and students with disabilities.	Once again, our biggest concern is not being able to convince parents to come to school for these events. Parents are always available if their child gets into trouble, but when it comes to parent meetings in person, they are less interested. Zoom meetings were an excellent way to get participation.	Perhaps start doing more zoom meetings. After receiving input from surveys we could provide Get-togethers with the principal and teachers to allow parents a venue to share their ideas or concerns.	4	4	4	4	4	3	3	4	3	3	3	3	Met		30JUN2023	2023
19647330115287	ICEF Vista Middle Academy	3	Based on input and local data, ICEF Vista Middle Academy has many strengths when it comes to building relationships between school staff and families. IVMA has several systems in place to support this endeavor. To begin, we use Class Dojo as our main form of two way communication between staff and families. All staff and families are signed up for the program, and the program translates messages from English to Spanish to support those with translating messages. Additionally, the school uses a portal called Parent Square that allows IVMA to send messages in email and text form to families. Finally, the school uses email and phone calls to communicate.  Teachers build relationships with families through consistent communication using the systems mentioned above. Additionally, the school plans Parent Information Meetings once a month. These meetings are teacher led and are used to keep families informed about classroom activities and give them an opportunity to ask questions.	The LEA is going to focus on the following when it comes to building relationships between staff and families: 1) Proactive communication: While we communicate often, we want to begin practicing proactive communication with families. This means not communicating before issues arise, but rather align our messages to our proactive PBIS system so families are included in this effort!  2) Room Leads: We would like to include families in helping grow partnerships. To do this we are going to ask for volunteer lead parents in each class. THeir responsibility will be to work with other families and the teacher to help build a strong classroom culture and community.  3) More parent and staff training: Through a grant by Great Public Schools Now, we are partnering with Families in Schools to provide workshops for both teachers and families on how to build relationships and stay involved. We also partnered with Cyber Safety Cop to host 2 parent workshops on Cyber safety.	LEA will improve engagement of underrepresented families by: ? Ensure 100% of families are connected to Class Dojo and know how to use the program. ? Provide events at alternate times that make it easier for families to attend ? Provide meetings in a hybrid format so families can choose to log in online or attend in person ? Ensure that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.	Current strengths for building partnerships for student outcomes include: ? Regular parent conferences for families at each trimester break ? Parent access to online grade portal (PowerSchool) to regularly check student grades ? Parent workshops through Families in Schools ? Student success conferences for 100% of students to discuss grading/school policies	Current areas of improvement for building partnerships for student outcomes: ? Earlier referral for students into the student success program ? Additional counseling resources for students ? wrap-around support for families through community partnerships ? Identifying hard-to-reach families and agreeing upon best ways to communicate.	LEA will improve engagement of underrepresented families by: ? Ensure 100% of families are connected to Class Dojo and know how to use the program. ? Provide events at alternate times that make it easier for families to attend ? Provide meetings in a hybrid format so families can choose to log in online or attend in person ? Ensure that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.	LEA’s current strengths in seeking input for decision-making include: ? The use of Panorama Survey during Winter and Spring ? Regular coffee with the principal meetings to get feedback ? The use of surveys after events/meetings ? Parent Advisory Committee and ELAC/DELAC	The following are areas of improvement in seeking input for decision-making ? Higher response rate for Panorama Survey ? A wider range of families attending events (Same families)  ? Events are held at different times to make sure families can join ? Events held in hybrid format	The LEA will improve engagement of underrepresented families for decision-making by: ? Offering alternate times for events (later and earlier in the day)  ? Offering events/meetings in a hybrid format  ? Reaching out personally to families who are underrepresented to ask them to attend ? Partnering with community groups to provide resources to families	4	4	4	5	4	4	5	4	4	4	5	5	Met		15JUN2023	2023
19647330116509	Alliance Morgan McKinzie High	3	"At Alliance Morgan McKinzie High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 1 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 97.1% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Morgan McKinzie High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 1 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 97.1% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Morgan McKinzie High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 1 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 97.1% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Morgan McKinzie High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 85% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 76% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Morgan McKinzie High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 85% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 76% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Morgan McKinzie High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 85% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 76% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 99% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 99% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 99% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330117036	Enadia Way Technology Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. These teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Reps and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars. LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan. Families are also welcome to serve their school as volunteers. LAUSD, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information. Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices. Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the SSC, as members of the ELAC, and the LSLC, with 100% of required schools establishing an SSC and ELAC by November. In the 2022-2023 school year, welcoming environment indicators continue to be captured in the School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title 1 and LCAP measures.	As an affiliated charter, Enadia Way Technology Charter is focusing on increasing the numbers of parents who have submitted volunteer applications with all the of the supporting documentation required to be a school-based volunteer (TB clearance, Megan's law clearance, and COVID-19 vaccination verification). In addition, Enadia Way Technology Charter is actively encouraging and recruiting parents to attend parent workshops and meetings.	During the self-reflection process, it is noted that underrepresented families (foster parents, homeless parents, parents of students with disabilities, etc.) need to have greater participation in parent workshops, parent-teacher conferences, school-based community activities, and volunteer opportunities in order to build that relationship with the school.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.	LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Providing families with multiple opportunities to offer input in schooldecisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology Charter is included in these engagement policies and processes.	4	5	3	4	3	4	4	4	5	5	4	3	Met		13JUN2023	2023
19647330117598	Alliance Piera Barbaglia Shaheen Health Services Academy	3	"At Alliance Piera Barbaglia Shaheen Health Services Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 88.1% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Piera Barbaglia Shaheen Health Services Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 88.1% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Piera Barbaglia Shaheen Health Services Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 88.1% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Piera Barbaglia Shaheen Health Services Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 96% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 76% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 52% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Piera Barbaglia Shaheen Health Services Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 96% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 76% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 52% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Piera Barbaglia Shaheen Health Services Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 96% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 76% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 52% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 84% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 84% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 84% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330117606	Alliance Leichtman-Levine Family Foundation Environmental Science High	3	"At Alliance Leichtman-Levine Family Foundation Environmental Science High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 6 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0.93% of our scholars' families attended two or more parent engagement events this year.  In addition, 91% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Leichtman-Levine Family Foundation Environmental Science High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 6 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0.93% of our scholars' families attended two or more parent engagement events this year.  In addition, 91% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Leichtman-Levine Family Foundation Environmental Science High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 6 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0.93% of our scholars' families attended two or more parent engagement events this year.  In addition, 91% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Leichtman-Levine Family Foundation Environmental Science High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 89% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 74% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Leichtman-Levine Family Foundation Environmental Science High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 89% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 74% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Leichtman-Levine Family Foundation Environmental Science High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 89% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 74% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 87% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 87% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 87% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330117614	New Los Angeles Charter	3	Relationships and respect are at the core of our mission. All teachers communicate regularly with families via multiple means of communication to share progress updates, highlights, challenges and look for ways to partner with families and caregivers. Teachers have the necessary tools to communicate in the language preferred and are supported with translation if needed. Parents are encouraged to reach out to their student’s Advisor for any questions or concerns. We have close relationships with our families and pride ourselves on open communication. 96% of parents and families felt that our school provided time and space and clear ways to communicate with families. Parents were clear on how to reach out for support or resources. New LA’s Advisory program emphasizes learning about student’s individual culture and family history. We invite families to share their experiences through family activities and workshops. We hold multiple family events a year and monthly parent coffees so families can stay connected with the school.	Providing teachers with more time and structures to reach out to parents. Providing parents with more opportunities to come to campus and engage in our school community. An area of improvement is increasing the opportunities for families who have busy work/life schedules. Due to Covid-19 restrictions, parents were limited in the ways they could engage ON campus physically but those restrictions were not present this year and so parent engagement has increased. We have begun to use Dean’s List which allows for more frequent, direct parent communication to teachers regarding student behavior. We continue to use our Family Engagement Committee as a place to brainstorm ways the school can communicate with stakeholders more authentically and frequently.	We will continue to actively hire and retain qualified staff and teachers who reflect our school and family demographics. We will continue to survey families to request areas of improvement. We will continue with rolling out the steps from our strategic plan and implement new practices to ensure that we are making actionable steps towards being more inclusive to our most marginalized groups. In addition, we have improved engagement by offering workshops and parent learning events where parents can learn about areas of interest (academic support, social emotional support, IEPs, reclassifying, social media, technology use, high school, etc.) through our FACTOR parent academy and with workshops led by partners at LAIRP and our school counselor.	We will work towards breaking down physical barriers (not meeting in person or at times available for families and teachers) but also provide more opportunities to build relationships with staff/families, for example school open houses and bbqs or family picnics. 43% of staff found communicating with families somewhat challenging so we need to work on identifying the barriers to support staff and our capacity to partner with families.	The main focus area for improvement this year was bringing parents and families back to campus. Having parents in the building for Student Led Conferences, open houses and celebrations has made our community feel more connected. Parents feel like teachers are more accessible and know who to go to for questions about academics. There has been a big push this year to communicate weekly with parents regarding student progress and behavior. This communication through Dean’s List has greatly improved student behavior outcomes as well as student progress toward grade level with reports from i-Ready. We need parents as partners for student success. We have used our PAC and ELAC as places for rich dialogue about ways we can better support our students and monitor student outcomes.	We will focus on providing more opportunities for parents and families to connect with our school at times that they are available and in the mode that is most convenient for them. We will continue to offer translation services for families, hopefully broadening bast just Spanish, but include ASL, Japanese or Korean as needed. We will do more home visits when appropriate and seek out support from outside agencies to help us in connecting families to New LA. We will continue to look for resources and partnerships that will make our underrepresented families feel welcome at our school.	Based on our data, our strengths are in the relationships we are building with our parents and staff. Staff felt involved in decision making and that their input was valued by school leaders. Families felt that they could approach the school with concerns and that their student’s teachers were available and caring. The relationship between families and the school is strong, despite barriers to engagement during the pandemic.	Based on the data, teachers don’t always feel like they are involved in the big decisions. Teachers are given weekly opportunities to complete feedback and anonymously raise concerns, give their input, ask for advice, speak their mind. We have provided designated time for families to give feedback at monthly Parent Coffee meetings as well as provide anonymous feedback at events on campus.	In addition to creating a clear protocol for parents to provide input and feedback, we will have done more parent outreach to our students with disabilities next year. These families, as well as our Spanish speaking families and families whose working hours do not allow for them to engage or attend meetings, would benefit from strategic outreach and targeted support. By providing parents with more knowledge about what is going on at school, parents will be able to make informed decisions when their input is asked. The Family Engagement Committee will start at the beginning of the year next year and will address which issues parents would like to discuss most, or areas where they would like to see improvement for the upcoming year.	5	5	5	5	3	5	3	3	4	4	4	4	Met		26JUN2023	2023
19647330117622	Magnolia Science Academy 4	3	"At MSA-4, we prioritize family engagement and feedback to meet their needs effectively. We employ an annual survey to gauge our performance, and our commitment goes beyond just surveys. We've significantly increased home visits during the 2022-23 school year, offering valuable insights into supporting our students and understanding their perspectives on learning.  Our school proudly features a dedicated community school coordinator, serving as a vital resource for parents regarding school programs, services, attendance matters, and more. This initiative disseminates essential information and encourages active participation in various school and community programs.  Moreover, our Parent College program aims to expose underserved families to experiences and information they may not typically encounter, promoting inclusivity.  We've also enhanced communication channels to facilitate easy contact between parents, families, and our school. Leveraging platforms like ParentSquare and Remind applications, we inform parents about our educational programs.  Furthermore, we regularly host parent involvement activities, including ""Coffee with the Admin,"" Parent Advisory Committee (PAC)/Parent Task Force Meetings (PTF), ELAC meetings, Open Houses, Back to School Night, Parent/Teacher Conferences, and virtual parent information meetings. These events keep parents updated on our school programs and provide a platform for valuable feedback.  At MSA-4, we cherish our partnership with parents and are committed to fostering a collaborative environment to benefit our student's education and growth."	MSA-4 is dedicated to strengthening the bond between school staff and families during the 2023-24 school year. We recognize the importance of these relationships and have identified key areas for improvement. Our focus includes enhancing parent involvement on campus, expanding our repertoire of social events, particularly those with cultural significance, and offering a more comprehensive range of workshops to accommodate families' schedules, both after school and on Saturdays.  In addition to these priorities, we are committed to furthering our efforts in the following areas:  1. Community Engagement: We will actively seek opportunities to engage with the local community and foster a sense of unity and shared purpose.  2. Communication: We aim to improve communication channels to inform families about school updates, events, and important news through multiple platforms and languages.  3. Parent Education: Offering more comprehensive workshops and resources that cater to the diverse needs and interests of our parents, including academic support, mental health awareness, and technology proficiency.  4. Accessibility: We will work towards ensuring that all families, including those facing barriers to participation, have equal access to our programs and events.  5. Feedback Mechanisms: Implementing effective systems for gathering and acting upon feedback from parents to enhance our family engagement initiatives continuously.  By prioritizing these areas, MSA-4 is committed to fostering a welcoming and inclusive environment where families are actively involved and feel valued partners in their children's education.	Based on our analysis of educational partner input and local data, MSA-4 is committed to enhancing engagement with underrepresented families regarding building relationships between school staff and families. We will implement the following strategies:  1. Tailored Outreach: We will create targeted outreach initiatives to address underrepresented families' unique needs and concerns, ensuring their voices are heard and valued.  2. Cultural Sensitivity: Sensitivity training for staff to better understand and respect diverse cultural backgrounds, creating a more inclusive and welcoming atmosphere for all families.  3. Language Accessibility: Expanding language services and translation support to break down language barriers, enabling effective communication with all families.  4. Community Partnerships: Collaborating with local community organizations and leaders to bridge gaps and provide additional resources to underrepresented families.  Our commitment is to ensure that every family, regardless of their background, feels an integral part of our school community, and we will continue to work tirelessly toward this goal.	Based on our analysis of educational partner input and local data, MSA-4 has demonstrated notable strengths and progress in building partnerships for student outcomes.   One of our key initiatives is the Parent College program, which is pivotal in supporting our families as they navigate the journey toward college and career readiness. This program equips parents with essential knowledge, empowers them in advocacy, and informs them about their rights.  MSA-4's administrative team also actively engages our school community in advocacy efforts and promotes awareness of our rights. We facilitate access to valuable information and resources through monthly PAC and PTF meetings, creating a platform for meaningful dialogue.  Our robust communication system, Parent Square, further strengthens our engagement. It enables seamless communication between parents and staff, utilizing various mediums such as texts, private messages, and voicemail.  While we have made significant progress, our continuous commitment is to enhance parent participation further. To address this, we plan to organize more parent activities in direct response to the valuable feedback we have received during the 2023-2024 school year. We aim to create a thriving and collaborative school community that actively contributes to the success of our students.	To enhance parent involvement, we are committed to organizing additional parent activities based on the valuable feedback received from our parents.  Furthermore, at MSA-4, we are dedicated to utilizing the Multi-Tiered System of Support (MTSS) to strengthen our students' social-emotional learning (SEL) support. We will actively provide professional learning opportunities for our teachers and staff, equipping them to address our students' social-emotional needs effectively. Our goal is to create a supportive and nurturing environment that promotes the overall well-being of our students.	MSA-4 remains steadfast in its commitment to enhancing the engagement of underrepresented families, a crucial aspect identified during our self-reflection on building partnerships for student outcomes. We will employ diverse methods, opportunities, and partnerships to achieve this goal effectively.  Furthermore, our dedication extends to improving academic outcomes across all student groups and demographics, including homeless/foster youth, English Language learners (ELs), students with disabilities, socioeconomically disadvantaged youth, and students from various racial/ethnic backgrounds. Our mission is to ensure excellence for all.  Additionally, we will continue to champion our home visit program to gain deeper insights into our students' home environments and provide tailored support. This personalized approach underscores our commitment to meeting the unique needs of each student at MSA-4.	MSA-4 actively encourages stakeholder engagement in our decision-making processes. Parents play pivotal roles in the Parent Advisory Committee (PAC), the English Learners Advisory Committee (ELAC), and the Parent Task Force (PTF) meetings, ensuring their voices are heard and valued.  Furthermore, we employ the annual CORE Districts survey, allowing all stakeholders to provide feedback on our educational practices each spring. We meticulously analyze the survey results and present our findings during meetings, fostering productive discussions to formulate improvement strategies in collaboration with our valued stakeholders.	MSA-4 is dedicated to enhancing the process of Seeking Input for Decision-making. One of our key focus areas is providing comprehensive training for our educational partners, ensuring they deeply understand the California School Accountability system. This initiative aims to facilitate more informed and meaningful feedback, ultimately driving improvements in our educational practices.	MSA-4 is committed to the ongoing implementation of parent academy workshops. These workshops empower parents with essential knowledge and skills, enabling them to effectively advocate for their children's education. In addition to addressing core academic concerns, these workshops will cover a wide range of topics, including understanding the school system, accessing educational resources, and fostering a supportive learning environment at home.  We firmly believe that informed and engaged parents play a crucial role in their children's educational journey. By offering these workshops, we aim to equip our parents with the tools and information they need to actively support and enhance their children's learning experience at MSA-4. Together, we can ensure the success and well-being of our students.	5	5	5	5	4	4	4	4	5	5	5	5	Met		22JUN2023	2023
19647330117648	Magnolia Science Academy 6	3	Magnolia Science Academy 6 has been focused on building relationships between the school, it's staff, and their families.  This year, we were able to conduct many meetings throughout the year in order to make sure that we have opportunities for our parents to be involved with our staff and our school.    On a monthly basis, the principal will host a SSC/Coffee with the Principal meeting with students and with parents in order to keep our families up to date with the latest news about our school.  Due to the pandemic, most of our meetings are still mostly online, with the option to come in-person.  Through these options, we still have all of our parents zooming rather than being in-person.  We believe that this is the convenient option for our parents and it has yielded high participation rates throughout the year.  We had one in-person ptf/pac meeting, with no online option, and it was a success, with nearly a third of our parents coming for this meeting.    Lastly, we have had other opportunities for our families to be connected with our school through our ELAC meetings, which is held 4 times per year, and through our Parent College Program, which was held 5 times this year.	Although there are many ways to communicate with the school; including Coffee with the Principal, PAC meetings, ELAC meetings, and the Parent College Program, we would still like to have other opportunities to Build Relationships with our Families.  We are currently brainstorming other ways that we can get families to become a part of our Magnolia family by thinking of ideas like; Bingo night, Family movie night, and any other event that might interest our families to come to our school and to meet the school team.  This year we hosted one all in-person meeting with no zoom option and we were able to get about 1/3rd of our families to come in-person.  We had a book that the parents were given in order to give to their students, the 7 Habits of Highly Successful Teens.  The parents seemed to have a good time and it was a good time to connect with them.	Here at Magnolia Science Academy-6, we do our best to build positive relationships with staff members, the families, the students, and any other support members within our community. We have been having increased positive relationships, particularly since we have had PBIS trainings that were offered by Los Angeles County of Education in the years past.   Furthermore, we have opened up as many communication lines as possible for our parents and families to contact our school. Beyond our typical email and phone system we have also implemented other technological apps that build bridges between the school and its families. Some of the apps that we use are: Parent square, Class Dojo, Twitter, Facebook and Illuminate (our SIS system).  Also, our school website is always up to date to keep all stakeholders posted.  For face to face meetings, we have an open door policy where parents are able to join our /Parent Task Force (PTF), English Language Advisory Committee (ELAC), our Parent Advisory Committee (PAC) meetings, Title I meetings, and our Coffee with the Principal meetings. All of these face to face meetings occur multiple times (min 4 times for each meeting) throughout the year at various days of the week and at various times of the day in order to help maximize participation from all parent/culture groups. We always have one bilingual staff member who provides translation in these meetings. As an added way of building relationships with families, we have fun activities like; our fashion boutique, back to school night, and the Multicultural Food Festival to help bridge the gap between families and the school and orientation meetings in order to meet and greet parents and students before the year begins.   Magnolia Science Academy 6 will do it's best to help improve all families, including engagement from underrepresented families, by making sure that we do our Home Visit, which is a staple of all Magnolia Science Academy schools.  This year, our target was to hit 25% of our students.  We were able to hit that target by the middle of the second semester.  With that in mind, we want to be strategic about who we do Home Visits for.  We would like to make sure that we are targeting students who are in need of a Home Visit or underrepresented families who may benefit from a Home Visit as well.    This year,  we will have a Community Schools Coordinator (CSC), who has gathered resources from all of our partners, to share with our parents during our Coffee with the Principal Meetings. We will be continuing with this CSC position in order for us to find and provide more resources for our community.  In addition, we will also have another teacher who will be the Family and Outreach coordinator in order to assist and take lead with meeting families in our community and outside our community.	MSA-6 feels that building partnerships for student outcomes is an important aspect of achieving higher results. Our teachers are given opportunities to grow professionally with our tuition reimbursement policy. The teachers are encouraged to take advantage of the tuition reimbursement policy in order to help with their own development but also to help with student outcomes as well. Some of the professional development opportunities that our teachers have taken are the: LACOE Admin program, Conditioning and Strengthening for Physical Education, and teaching credentialing degrees. As a result of these professional development growth opportunities, teachers become more adept in their content knowledge and teaching pedagogy. This then helps students in class, during after-school tutoring clubs, and even during Saturday school.  Teachers also have the opportunity to build relationships with parents and their child(ren) by enrolling in a course, “Parent College,” and going through a curriculum that helps parents become more familiar with the education sector.  The topics that are included in this program are; Common Core State standards, high school readiness, college applications, grants, enrollment, statistics, testing, extra-curricular activities...etc. At the end of the curriculum, the parents who attend every session graduate from the Parent College course, where we have a ceremony just like how we do for our culminating 8th graders. Lastly, per our charter petition, we do “Home Visits” throughout the school year. Every year we try to hit our target of meeting the home visit goal. The goal is visiting min. 25% of our school’s population, which is usually around 23 families.  This is where we are able to go over to families’ homes, chat with them, and bond with them to help increase the sense of belonging at our school.	Magnolia Science Academy 6 looks at its own data and does an analysis of its data to make sure that we are familiar with our overall data and our detailed data as well.  Aside from the overall score, we look at the data from an ethnic standpoint, and from a special programs standpoint.  One of the areas that we want to improve on will be to increase our scores for the special programs group; English language learners and our Students with Disabilities group.  The students in these two groups have not shown significant improvement from last year's MAP results (Measures of Academic Progress) and we would like to make sure we have improvement and a focus on these two groups.	Next year, we will have a PACE coordinator, the Parent and Community Engagement Coordinator from the beginning of the school year, and the Family and Outreach Engagement coordinator.  I am hoping that with these two positions filled at the beginning of the school year, we will be able to connect with families more than ever before.  This will then help strengthen our partnership with the families and which we hope will help with our academics.  The PACE coordinator and the Family and Community will help us be able to bring in more families to our afterschool programs, to our Saturday school programs, and to our online tutoring service, Tutorme.   This year, we have also partnered with Think Together, who is an after-school program until 6 pm.  We hope that with the added academic support we can see growth from all of our students who are involved.	Through Magnolia Science Academy 6's meetings; (PTF, Coffee with the Principal, SSC, ELAC...etc.) with our educational partners, any important information that will affect their lives will be presented in a way so that our families can be informed, make comments, and/or ask questions about the decision making process.  We encourage all of our parents to make sure that they are in attendance so that we can make a collaborative/joint decision on things that will affect our school.  Some of the examples, of decisions that we have made, include our bus transportation pick up locations and times, our Title I fund expenditures, our ESSER 3 funding expenditures, and our 8th-grade fundraiser/graduation decisions.	Magnolia Science Academy 6's is always looking for further improving our decision making process by gathering as much data as possible, analyzing that data, and then making an informed decision with that data.  One of the newest ways that we are utilizing, to gather more data is to use surveys/polls from our Zoom meetings that is featured on our zoom call.  In addition to the poll function, the private chat, that is also on zoom is another great way to have input from our parents.   Google forms has been a helpful tool as well when looking for family suggestions/comments/questions.  It gives families the time and place to do the google forms at their own convenience, which increases the participation from our families.  Lastly, our parentsquare app, has helped us make sure that we communicate with all of our families about the important decisions that we are making and to share the news with them.  The parentsquare app also has features similar to Zoom and google forms, if needed.	Next year, we will have a PACE coordinator, the Parent and Community Engagement Coordinator from the beginning of the school year, and the Family and Outreach Engagement coordinator.  We are hoping that with these two positions, we will be able to reach all families, especially underrepresented families, to help us with the decision making process.  We are hoping that these two positions will help us with Home Visits, phone calls, zoom calls, emails...etc. to make contact with them to become more engaged and to be a part of our school.  Through making these connections, we plan to have these underrepresented families come to important meetings where they can listen, learn, and make informed choices/comments/questions about any decision that the school would like to make.	4	4	4	4	4	4	4	4	3	3	3	3	Met		22JUN2023	2023
19647330117655	Magnolia Science Academy 7	3	One strength that MSA-7 has in the area of building relationships between school staff and families is the fact that we hired a full-time bilingual Parent and Community Engagement (PACE) Coordinator last year and a full time Community Schools Coordinator (CSC) this year. Having these additional people has allowed us to strengthen our community relationships and partnerships as well as our communication with families. Despite the challenges of the past few years and feeling disconnected in many ways, we were able to bridge gaps between families and staff this year due to the efforts of the PACE and CSC Coordinators and the number of meetings and opportunities we created for school to home connections. Another strength in this area and one we hope to continue to progress in is the number and quality of community partnerships and resources we have established over the past few years to help support our families and students.	The past couple of years have presented it's challenges when it comes to building relationships and school culture due to the COVID-19 restrictions and protocols. This year we were able to bring back many of the events and family activities we held in the past as well as add many new opportunities including parent workshop series. Our Home Visit rate dropped significantly last year but was increased from 8% to 25% of our families participating this school year. The 2022-23 school year allowed us to get back to building and sustaining relationships with our school staff and families more consistently. On the 2022-23 Educational Partner Surveys, our families maintained a 99% approval rating in the area of Sense of Belongingness, however, and our staff stayed the same at 83%.	MSA-7 hired a full-time bilingual Parent and Community Engagement (PACE) Coordinator last year and a full time bilingual Community Schools Coordinator (CSC) this school year to increase our effectiveness in this area even more. These positions allow for our school and families to build relationships within our community as well as assist with parent meetings, school events, newsletters, community partnerships and resources, and the home visit program. MSA-7 has 8 PAC meetings and 8 PTF meetings per year, ELAC meetings (4 times per year) and monthly Coffee with the Admin meetings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. We have social media accounts on Facebook and Instagram, a monthly bilingual school newsletter and Parent Square as a school-wide means of communication to our families which is set up in their preferred language. Our annual gatherings with parents such as Parent Orientation, Back to School Night, Fall/Spring Parent teacher conferences, Open House/STEAM Expo, Fall Festival, Literacy Night and PTF organized Family Social nights help increase the school to home communication. It was great being able to hold these events and meetings in person again this year. We have also strengthened our community partnerships during the past couple of years in an attempt to provide as many resources to our families as possible during this challenging time. This has included meals, baby supplies, school supplies, grocery and gas gift cards, mental health supports, free medical and dental clinics, parent workshops, and more.	To better support our parents, in addition to the meetings shared above, we have Student Success Planning Team Meetings (SSPT), Academic Support Meetings, ELD Coordinator Meetings and IEP meetings with the students and their parents. During these meetings, the students’ individualized needs are discussed and improvement plans are prepared collaboratively. We have also strengthened our community partnerships during the past couple of years in an attempt to provide as many resources to our families as possible during this challenging time. This has included meals, baby supplies, school supplies, grocery and gas gift cards, mental health supports and more.  We also prioritized funding this school year for staff PD in the areas of Culturally Responsive Teaching and Implicit Bias to help further close any existing equity gaps and strengthen relationships. Another prioritized area to strengthen partnerships for student outcomes was prioritizing the addition of more Social Emotional Learning and Mental Health supports by increasing partnerships, adding an SEL music program and hiring a full time school psychologist.	One area of improvement for building partnerships for student outcomes is a need to bring back the Parent Workshop programs we used to have pre-pandemic and even virtually during the 2020-21 school year. With so many other priorities this year, we did not offer any parent workshops for our families so that is a definite need and priority for the upcoming school year. Although we still held all parent meetings virtually including parent/teacher conferences, it was difficult to connect with families to speak with them about their children's learning, behavior and social emotional progress as effectively as when done so in person. We have also identified a need to build systems and programs to better connect with and support our Newcomer families. Our ELD Coordinator is working with our PACE Coordinator to develop these supports for next year.	One area of improvement for building partnerships for student outcomes with underrepresented families is a need to bring back the Parent Workshop programs focused on topics that are relevant to these groups.  Another way is to increase the translation supports we have for families who speak languages other than English and Spanish.  We have also identified a need to build systems and programs to better connect with and support our Newcomer families. Our ELD Coordinator is working with our PACE Coordinator to develop these supports for next year.	One strength that MSA-7 has in seeking input for decision-making is the number of opportunities and platforms in which we offer to our educational partners to give us feedback. These include committee meetings, surveys, and more. We also provide follow up to these surveys and meetings to let partners know that we heard them and we acted. It's important that our families, staff and students feel represented so anytime we are able to act on a suggestion of theirs, we like to highlight it. Another strength is that our staff and administrative team is available and accessible to our families. They know we are here for them and their child and welcome the chance to speak with them. That was a comment we received repeatedly on this year's educational partner surveys, that the families appreciated how quickly staff responds to their needs, questions and suggestions and is aware of what is happening in the school.	MSA-7 provides many opportunities for all educational partners to be a part of the decision making process. Parents have active decision making roles in the Parent Advisory Committee (PAC), in the English Learners Advisory Committee (ELAC) and in the Parent Task Force (PTF) meetings.  During these meetings, current and future programs are discussed with all partners, school-wide plans are reviewed, and we receive input on what our educational partners would like to see for the school.  We value our partners and their feedback to strengthen our programs for the upcoming school year. In addition to the annual Panorama Educational Partner Surveys administered in the Spring, we also administer LCAP planning needs assessment surveys to the parents, staff members and to the students. Parents have active decision making roles in the Parent Advisory Committee (PAC), in the English Learners Advisory Committee (ELAC) and in the Parent Task Force (PTF) meetings.  To increase the efficiency and engagement of being part of these committees we implemented training sessions during the first of these committee meetings this school year. We do still struggle with attendance at many of these meetings and have tried several different day and time options to try and find which works best for our families.	One area of improvement for seeking input for decision-making with underrepresented families is a need to increase the translation supports we have for families who speak languages other than English and Spanish.  We have also identified a need to build systems and programs to better connect with and support our Newcomer families. Our ELD Coordinator is working with our PACE and CSC Coordinators to continue to develop these supports. We would also like to build our culturally responsive programs so that all families feel represented in our school and more encouraged to participate in meetings, committees and events.	5	5	4	5	4	5	4	4	4	4	4	5	Met		22JUN2023	2023
19647330117846	Para Los Niños Middle	3	Based on educational partner input and local data, the LEA has exhibited progress in Building Relationships Between School Staff and Families by increasing the number of workshops available to families, adding staffing (e.g., Social Worker) to provide tiers of support, and continuing to support families in accessing mental health services.	Based on educational partner input and local. data, the LEA’s areas for improvement in Building Relationships Between School Staff and Families are to continue educating families about new curricula, provide greater clarity on supports available for students with social skills development needs, and build shared understanding of the school’s restorative approach to behavior management.	Based on the analysis of educational partner input and local data, the LEA sees a need to improve engagement with newly enrolled families by offering more in-depth orientation and overview of the LEA’s mission, vision, and suite of services available. This work will take place as part of an intentional onboarding process for students that enroll with the school after day 1 of school or as part of Family Day for students that enroll prior to day 1 of school.	Based on the analysis of educational partner input and local data, the LEA demonstrates a strength in Building Partnerships for Student Outcomes by creating multiple opportunities for families to meet with teachers and school staff to discuss student progress and ways to work together to support improved student outcomes. Examples include Family Conference windows, the School Support Service Team (MTSS) model, and SSPT process for considering opportunities to support students with exceptional needs.	Based on the analysis of educational partner input and local data, the LEA’s areas for improvement in Building Partnerships for Student Outcomes are creating clarity for families on ways to engage support  systems outside of the standard windows for collaboration (e.g., Family Conferences).	Based on the analysis of educational partner input and local data, the LEA sees a need to improve engagement with newly enrolled families by offering more in-depth orientation and overview of the LEA’s mission, vision, and suite of services available. This work will take place as part of an intentional onboarding process for students that enroll with the school after day 1 of school or as part of Family Day for students that enroll prior to day 1 of school.	Based on the analysis of educational partner input and local data, the LEA demonstrated a strength in Seeking Input for Decision-Making by regularly hosting Coffee with the Principal meetings where families received updates and opportunities to inform decision-making.	Based on the analysis of educational partner input and local data, the LEA’s areas for improvement in Seeking Input for Decision-Making are tied to recruiting greater representation of educational partners on the decision-making teams, to inform a more robust perspective on the policy and programmatic decisions.	Based on the analysis of educational partner input and local data, the LEA sees a need to improve engagement with newly enrolled families by offering more in-depth orientation and overview of the opportunities to get involved with the LEA’s decision-making bodies. This work will take place as part of an intentional onboarding process for students that enroll with the school after day 1 of school or as part of Family Day for students that enroll prior to day 1 of school.	3	3	3	3	3	2	3	3	2	3	2	3	Met		22JUN2023	2023
19647330117895	Synergy Kinetic Academy	3	Recent parent survey data indicates nearly all parents feel welcome to participate at the school (93%), are treated with respect by school staff (98%), receive prompt responses from the school to parent phone calls, messages, and e-mails (95%), and that the school communicates the importance of respecting different cultural beliefs and practices (92%).	SKA will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication, parent conferences, and family events. Over the past year, parent meetings took place both virtually and in-person. However, families were also welcomed on campus for events, including a Family Field Day event.	Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus. Recent staffing changes have enabled the school’s Operations Coordinator to serve as a parent liaison who will facilitate the recruitment and training of a core group of parent volunteers. Having a regular, visible group of parents on campus will foster parents’ identity as school partners, and, as the group grows, will result in more parents feeling welcome and part of our campus community.	Parent survey data indicated that the vast majority (95%) of parents feel that the school encourages them to be an active partner in educating their child.	Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to keep parents informed about their child’s progress at school by conducting parent conferences, sending home report cards and iReady growth reports, ensuring all parents have access to the Infinite Campus parent portal to monitor grades and attendance, encouraging parent-teacher communication through apps, email, phone calls, and/or text messages, and inviting parents to volunteer. Synergy will continue to seek out and provide parent education workshops and events that promote parents’ active involvement in their child’s education, such as Padres Comprometidos.	Synergy will continue to seek out and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families.	Parent survey data indicated that the majority of parents (84%) feel that the school actively seeks the input of parents before making important decisions. While this is a strength, Synergy strives to actively recruit and retain parents to serve on school-based committees, including the School Operations Committee and English Learner Advisory Committee, so that parent consultation about decision-making if formalized and reaches a broader audience.	Parent survey data indicated that 94% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members  to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and organizational levels.	While Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, the school will also work to continue to provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement opportunities at the school and organizational levels. Our current goal is to increase our publicity and outreach to all parents about these opportunities, with the aim of increasing attendance at these gatherings and gaining input from a larger group.	4	5	3	3	3	4	4	4	5	4	4	4	Met		13JUN2023	2023
19647330117903	KIPP Raices Academy	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330117911	New Millennium Secondary	3	NMSS sees strengths in the following ways as to how it is building relationships with their stakeholders: Parents: Orientation Meetings at the beginning of the school year where school year dates, school culture, school goals, school budget, A-G Courses and Classes, and school year planning; Parent/Teacher Conferences for curriculum engagement, parent feedback, and student progress; Back to School Night for teacher introductions, important dates, and school culture updates; Public Hearings for budget, LCAP, and school goals. Parent Surveys emailed and on social media for quick and direct feedback in regards to school communication, culture, and safety. Teachers: Summer Professional Development Orientation where school year dates, school culture, school goals, school procedures, school budget, and scheduling are discussed; Weekly professional development on Fridays for school updates, data dives, lesson planning, school culture discussions, and safety meetings. Support Staff: Summer Professional Development meetings where school calendar, master schedule, school updates, safety updates, and important upcoming events/dates are discussed. Support Staff is also included in the weekly PD meetings when it involves them. Support Staff is also included in the monthly Zoom meetings with families.	The frequency of meetings and flexibility of the time frame of the meetings can be improved. NMSS wants to reach as many family members as possible. Therefore, looking at the various ways information can be provided and the time of day needs to be analyzed. We have tried different formats of communication but still want to gain more participation in meetings.	Opening up as many communication lines as possible to hear the families and make changes based on their needs. Continue to add more surveys to receive direct input from families.	Students are the most important. Partnerships are critical with the students. For NMSS students: social media posts about upcoming events and meetings; Grade Level Meetings where information such as safety updates, program updates, schedule updates, and feedback are discussed; Orientation Meetings with information about important dates throughout the school year, 9th grade Summer Bridge where school culture, social/emotional learning, athletics, and academics are discussed, Daily Advisory Announcements.	Surveys are powerful tools of information. NMSS will increase surveys and also add student input for the types of questions that need to be included in the surveys.	Using the feedback from orientation meetings at the beginning of the school year and the 9th grade summer bridge can provide guidance for the start of the school year.	Decision Making should involve all stakeholders. Therefore, here is how NMSS seeks input: Parents: Parent Feedback is attained through question and answer time during the summer orientation meetings, parent/teacher conferences with feedback on instruction, curriculum, grades, and behavior; Monthly Update Meetings and emails discussing school updates, dates, culture/climate, and events; Public Hearings for feedback and questions. Teachers: Weekly meetings; open office hours, school wide meetings; parent teacher conferences. Students: Student Feedback is attained during the Summer Bridge Program with 9th grade students. Student feedback is also gathered in surveys throughout the school year, grade level meetings, and during Advisory/Homeroom. There is a student panel that meets also with administration where surveys are made and collected.	More surveys given to teachers, staff, students, families, and community members and different times for meetings to meet the needs of all of our community. We are also exploring more Coffee with the Counselor and Coffee with the Principal outside in our Quad or in the parking lot. Making it as convenient as possible for the parents. We are setting up different types of seating to make it inviting for both parents and students to want to be able to give their opinions.	Making the surveys available online, on paper, social media, and in multiple languages. Using Google Classroom as another outlet source too. We can email blast and call blast too. We want to give the information and receive the feedback is as many ways as possible.	5	5	5	5	5	5	5	5	4	4	4	4	Met		12JUN2023	2023
19647330117937	ICEF Vista Elementary Academy	3	Based on input and local data, ICEF Vista Elementary Academy has many strengths in building relationships between school staff and families. IVEA has several systems in place to support this endeavor. To begin, we use Class Dojo as our main form of two-way communication between staff and families. All staff and families are signed up for the program, and the program translates messages from English to Spanish to support those with translating messages. Additionally, the school uses a Parent Square portal that allows IVEA to send messages in email and text form to families. Finally, the school uses email and phone calls to communicate.  Teachers build relationships with families through consistent communication using the systems mentioned above. Additionally, the school plans Parent Information Meetings once a month. These meetings are teacher-led and are used to keep families informed about classroom activities and give them an opportunity to ask questions.	1. Proactive communication: While we communicate often, we want to begin practicing proactive communication with families. This means not communicating before issues arise but rather aligning our messages to our proactive PBIS system so families are included in this effort!   2. Room Leads: We would like to include families in helping grow partnerships. To do this, we are going to ask for volunteer lead parents in each class. Their responsibility will be to work with other families and the teacher to help build a strong classroom culture and community.   3. More parent and staff training: Through a grant by Great Public Schools Now, we are partnering with Families in Schools to provide workshops for teachers and families on building relationships and staying involved. We also partnered with Cyber Safety Cop to host 2 parent workshops on Cybersafety.	LEA will improve the engagement of underrepresented families by: ? Ensure 100% of families are connected to Class Dojo and know how to use the program. ? Provide events at alternate times that make it easier for families to attend ? Provide meetings in a hybrid format so families can choose to log in online or attend in person ? Ensure that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.	Current strengths for building partnerships for student outcomes include: ? Regular parent conferences for families at each trimester break ? Parent access to online grade portal (PowerSchool) to regularly check student grades ? Parent workshops through Families in Schools ? Student success conferences for 100% of students to discuss grading/school policies	Current areas of improvement for building partnerships for student outcomes: ? Earlier referral for students into the student success program ? Additional counseling resources for students ? wrap-around support for families through community partnerships ? Identifying hard-to-reach families and agreeing upon best ways to communicate.	LEA will improve the engagement of underrepresented families by: ? Ensure 100% of families are connected to Class Dojo and know how to use the program. ? Provide events at alternate times that make it easier for families to attend ? Provide meetings in a hybrid format so families can choose to log in online or attend in person ? Ensure that our hiring practices take into account staff and team members who are able to speak Spanish to help bridge the language barrier.	LEA’s current strengths in seeking input for decision-making include: ? The use of Panorama Survey during Winter and Spring ? Regular coffee with the principal meetings to get feedback ? The use of surveys after events/meetings ? Parent Advisory Committee and ELAC/DELAC	The following are areas of improvement in seeking input for decision-making ? Higher response rate for Panorama Survey ? A wider range of families attending events (Same families)  ? Events held at different times to make sure families can join ? Events held in a hybrid format	The LEA will improve the engagement of underrepresented families in decision-making by: ? Offering alternate times for events (later and earlier in the day)  ? Offering events/meetings in a hybrid format  ? Reaching out personally to families who are underrepresented to ask them to attend ? Partnering with community groups to provide resources to families	4	4	4	5	4	4	5	4	4	4	5	4	Met		15JUN2023	2023
19647330117952	ICEF Innovation Los Angeles Charter	3	At the beginning of the year, teachers (& other staff) are encouraged to connect with families to begin creating strong relationships that motivate student learning and increase parent engagement. Through Student Success and Academic Snapshot Conferences, teachers, families, and students meet to ensure families know how to access the learning and are aware of the beginning of the year student progress. We make sure to address the multi-cultures that exist in our school community and encourage families to come out and share in this celebration with us. These relationships are further developed through school-wide activities and events, to include our annual Holiday Program, Hispanic Heritage Celebration, Career Day, Black History Program, Science Fair, Read Across America Week, Mother/Son & Father/Daughter Dances, Arts Night, STEM Night, and more. This year we were once again able to invite families to share in and celebrate our students and their excellence. Finally, we make sure we communicate with our families on a regular basis. We feel that open and honest communication is the best way to integrate families into the school community. Families receive communication in a number of ways, to include via our website, a weekly newsletter via Smore, Parent Square (email & text mass messaging system), and direct or phone contact, all of which are translated into Spanish for accessibility. We encourage families to be engaged in the school community as much as possible. This allows them to get to know us, us to get to know them, and everyone to learn how to work together to ensure student achievement.	Most recently, we applied for a grant to become a Community Schools partner, and began implementation this year. Through this grant, we will be able to create more opportunities to engage families and build quality relationships within our school community. IILA would like to continue to focus on improving parent engagement by offering targeted workshops around how families can be more actively engaged in their students' educational journey. To increase student attendance, workshops about attendance and its long-term effect on student learning, would benefit the students as well. We currently hold bi-monthly Family Nights, which provides an opportunity for families and staff to come together and bond over like focuses. For the 23-24 school year, we plan to hold a Meet and Greet, before school begins, so that staff and families can come together on the school campus, and interact through games, and activities geared toward strengthening relationships.	IILA feels it is important to engage our underrepresented families. We have an increasing population of English Language Learners, which includes members of our “Newcomers” group. We have partnered with Ensemble Learning, an organization that works to make education more equitable for multicultural learners. Our goal focuses on incorporating the cultures of our represented families. We also offer Study Smart Tutors, a tutoring group that helps support emergent bilingual development. Community Schools Coordinator is our Homeless and Foster Youth liaison. She attends professional development opportunities throughout the year to find out about and offer more resources. We recognize that our varying groups have a variety of needs. Knowing that, it is our goal to find out what these needs are, how to best meet these needs, and address these needs to the best of our ability.	IILA has created partnerships with a number of organizations to increase student outcomes. We have organizations that focus on professional development for staff around the achievement of English Language Learners; Ensemble Learning. We have partnered with 3 tutoring organizations to address the individual needs and learning loss experience by students during high COVID times; Tutors of America, Study Smart Tutors, and AirTutors. We have 3 partners that focus on the social and emotional health of our students, through mentoring and leadership, and counseling; Imagine Etiquette, South Central Training Consortium, and Care Solace. One of our biggest partnerships is with Challengers Boys and Girls Club. Students participate in an after-school program that supports the learning taking place during the school day, as well as offer enrichment and support programming to students and families. Through all of these partnerships, we are able to cultivate relationships with the community, which work to improve student outcomes. Our in-house social workers and counselor, along with the support of our Community Schools Coordinator work continuously to look for and share resources with staff and families, to help influence student outcomes.	IILA is constantly looking for new partnerships to meet the needs of our students and families. We are currently seeking resources that can support families in supporting their children as students. We also want to bring more awareness around the social emotional needs of our students. This is inclusive of monitoring students on social media to prevent cyber bullying, which can lead to suicidal ideologies.	As mentioned in Section 3, we are aware that the influx of additional English Language Learners and Newcomers brings about the need for more focus on their needs and what will help them to be successful students. We also see the need, with our increasing number of Special Education students, to build partnerships with organizations that focus on their individual needs. We are in the beginning stages of this and have already brought on some partners to include Ensemble Learning, who we have worked with for the past 3 years, Study Smart Tutors, and Rosetta Stone. We have also dedicated 10% of one of our counselor’s time to working with our Newcomer students, in an effort to help them to acclimate to their new environment. We will continue to get feedback from this demographic through our ELAC committee, Coffee with the Principal gatherings, and family surveys.	Each year we look to engage families in our school-based committees. We hold quarterly Parent Advisory Committee (also EL-PAC) and ELAC (also DELAC) meetings where parents get a firsthand look at the inner workings of our school. Families who are a part of the committees get the opportunity to inform decisions made by the principal and other school administrators that directly affect their child’s growth and progress. Family interaction has been helpful in establishing trust and confidence with ICEF Innovation families. Our committees inform us of Family interest in educating the children at IILA. Both committees have parents who are actively involved and want to participate in helping the school reach its goals. Another way we seek input for decision-making from our families is through Coffee with the Principal meetings, which are also held quarterly. The is a more informal setting, situated over a light snack and coffee, where family members can express their concerns and give suggestions on the school’s operations and program offerings.	While we feel like our offerings for ways to seek input for decision-making are substantial, our next step is to grow a more consistent base of families who attend these regularly scheduled meetings, as well as strengthen our parent/guardian led grade level committees, which take place during our Family Nights. Doing this would be an opportunity for all stakeholders to get involved on a larger level, and have more say, so that all students serviced by IILA can benefit.	We have a strong group of English Language Learner families that attend our school-based committee meetings, however we want to make their experiences more genuine, which requires us to have a deeper understanding of their needs and create an environment where they feel welcomed and heard. We plan to survey our ELL, Newcomer, and Homeless and Foster Youth families to determine the best times to hold our committee meetings, as well as ask about incentives that will encourage them to participate on a larger scale.	5	5	3	4	4	4	5	4	3	3	4	4	Met		15JUN2023	2023
19647330117978	Goethe International Charter	3	GICS’ educational model, where teachers and students work collaboratively, encourages relationship building in multiple areas due to the necessity of working together in a dual-immersion model.  Staff meet weekly to collaboratively work on identifying areas of strength, areas of growth, and determine next steps.  At the beginning of each year, teachers get to know each other during a week-long professional development session.  Additionally, GICS staff work closely with the Goethe Parent Association to include activities throughout the year for parents and staff to interact: Back to School night, student conferences, school events (International Flair, Lantern Festival, school dances, etc..).  Weekly class meetings, part of the school’s Caring School Community curriculum, provide opportunities for teachers and students to get to know each other and share their experiences and cultures.  Student conferences, progress reports, report cards, parent universities, communication folders, teacher websites, emails, school newsletters, and teacher meetings occur regularly throughout the year and enable consistent communication between parents and staff.  This year, as restrictions for families to access campus have decreased, more families have been able to be on campus more often.  We were able to have classroom volunteers, garden volunteers, and field trips again.  We also were able to hold monthly GPA meetings in person at school and, at the end of the year, implemented a monthly Family Fun Running Club, where families can come onto campus in the morning, run with their child, and interact with other families before school begins.	An area of focus that GICS will continue to improve upon is the school’s support for staff to learn about each family’s strengths, cultures, languages, and goals for their children.  Even though the restrictions for on-campus access for families were less than the previous year, there still have not been as many in-person events that would allow for staff and families to interact regularly.  As an International Baccalaureate World School, GICS highly values the backgrounds and experiences of all of our students and families.  Teachers would benefit from more structured support in ways to highlight these diverse perspectives even more during instruction (for example: building up classroom libraries and professional development on cultural competence).  Teachers also noted in the school survey results that increased time to meet with families would be beneficial.	As we return to being able to have families on campus again, GICS is focused on organizing in-person activities and events for families and staff to interact throughout the year, such as beginning of the year meet and greets, class assemblies and activities, back to school night, conferences, etc…  The Goethe Parent Association along with school notices and teacher newsletters will be used to ensure all families are aware of the upcoming events.  This year, the GPA also added positions to their executive team specifically for language support, Multilingual Family Coordinators; these roles were given to people that are fluent in German and Spanish, the two languages that have the highest percentage of speakers at GICS (other than English).	GICS currently implements weekly professional development sessions for teachers, in which family partnership is one of the areas for support.  These professional development sessions support family partnership areas such as class website development, Google Classroom & Parent Portal (an online portal for parents and teachers to stay informed about students’ progress), parent volunteer opportunities (field trips, in-class support, guest presentations, etc…), and conferences (both Student-led and Parent-Teacher). Teacher websites, Google Classroom, Parent Portal, and class newsletters all provide resources for families to support student learning and development in the home.  Teachers post links to videos, instructional tools, and other resources to their websites as well as list activities and tips for at home support in their class newsletters.  GICS currently holds two conferences throughout the school year (one Parent-Teacher and one Student-Led) for families and teachers to discuss student progress and support.  Teachers also communicate regularly with families through emails, phone calls, and in-person meetings as needed throughout the year.  In addition, community universities are held throughout the year to help keep parents informed about various aspects of their students’ education and development as well as to provide resources for families.  The Parent Advisory Committee provides input to administration regarding topics of interest for families. The main office has all documents and information families would need to access in order to advocate for their student(s).  The Assistant Principal, Principal and Resource Specialist also work with families regularly to ensure their understanding of their student(s)’ legal rights. Monthly Coffee Chats with Administration help to keep families informed and provide additional opportunities for families to share feedback and input with the administration.	GICS continues to focus on increasing the number of families attending or joining the various school committees which review school policies, procedures, and resources as well as analyze schoolwide academic data throughout the year.  While GICS encourages families every year to participate in these committees, such as the Parent Advisory Committee and the English Learner Advisory Committee, there was limited participation again this year.  GICS will provide focused outreach to families to bring awareness of these committees and their impact along with the roles and responsibilities.	GICS will continue to provide translations of school messaging and important information to families as well as translation services throughout the school year.  Targeted outreach to underrepresented families will be used to encourage these families to attend school meetings with teachers and to participate in school committees.  Collecting data, by using sign-in and Zoom attendance sheets, to track which families are participating in school meetings while aide in identifying what groups are underrepresented.	GICS provides many opportunities for families to participate in advisory groups and provide input for decision-making through the use of various school committees and parent engagement evenings.  There are Board of Trustee committees such as the Finance Committee as well as school committees, which include the Parent Advisory Committee and the English Learner Advisory Committee.  All of these committees include staff and parent/guardian members.  Family engagement nights and community universities are also held throughout the year to help keep families informed and provide avenues for input and feedback.  The Goethe Parent Association and school administration hold monthly meetings to share updates and information with parents.	GICS continues to focus on providing opportunities and avenues for families and staff to evaluate the family engagement activities at GICS.  While staff and families work closely together to plan, design, and implement these activities, more focus could be paid to evaluating their effectiveness, especially as it pertains to including underrepresented groups in the school’s community.  GICS has been re-establishing community events and activities in order to strengthen the community relationships post-distance learning.	In order to improve the engagement of underrepresented families, GICS has been working with the Goethe Parent Association (GPA) to make sure that all families are aware of the different community events, school activities, and committee meetings.  The addition of Multilingual Family Coordinators and Middle School Liaisons to the GPA Executive Team has helped to maintain connections with more families throughout the school year.	5	5	4	5	4	4	5	4	5	5	5	4	Met		26JUN2023	2023
19647330118588	Alain Leroy Locke College Preparatory Academy	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330119982	Equitas Academy Charter	3	Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.	The LEA will be focusing on developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families as well as supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	This is the makeup of the demographics of our entire LEA. Our work by default will improve the engagement of these families.	Strong relationships with famiies are crucial to student success. Families are provided with touchpoints such as summer orientation, monthly Cafecitos, ,monthly family nights, 2 family days, family-teacher conferences two times per year and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.	None at this time.	This is the makeup of the demographics of our entire LEA. Our work by default will build partnerships for student outcomes.	Families voices are important and necessary to ensure progess monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children.  A recent example was gather input from all families on changes to the school calendar. Family members serve as members of the School Site Council where decisions are made.	Our LEA will work on providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community and providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	This is the makeup of the demographics of our entire LEA. Our work by default will build partnerships for student outcomes.	3	5	3	5	3	3	4	2	4	4	3	3	Met		29JUN2023	2023
19647330120014	KIPP Endeavor College Preparatory Charter	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330120022	Valor Academy Middle	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 77% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 98% of parents rate the school positively.   One of the school’s biggest strengths is the welcoming environment we’ve built with families. 100% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Additionally, 99% of families attended a yearly counselor meeting. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 52% attended this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 99% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 47%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.   With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 77% of parents returning surveys, and 98% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
19647330120030	Alliance College-Ready Middle Academy 4	3	"At Alliance College-Ready Middle Academy 4, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.2% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance College-Ready Middle Academy 4, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.2% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance College-Ready Middle Academy 4, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.2% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance College-Ready Middle Academy 4, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 90% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 87% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance College-Ready Middle Academy 4, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 90% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 87% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance College-Ready Middle Academy 4, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 90% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 87% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 92% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 92% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 92% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330120071	New Designs Charter School-Watts	3	New Designs Charter-Watts School’s staff builds positive relationships with families, and the community using multiple methods and opportunities to engage in two-way communication including but not limited to schoolwide events, parent-teacher conferences, Coffee with the Principal, Parent Orientation, ELAC, School Site Council and Parent Workshops. The school is adapting and improving the communication and messaging system and infrastructure established during the COVID period to fit and work in the post-COVID era. The school also continues to develop the capacity of staff to establish trusting and respectful relationships with families through professional development that emphasizes the importance of parents in the education process.	A focus area for continued improvement is to learn more about our families’ strengths, cultures, languages and goals for their child(ren) as well as their perception of pressing or emerging issues for the school since the easing of COVID restrictions. The school is also working to increase the rate of participation and contact incidence between families and the school in general, and specifically with teachers to ensure relevant information from the school reaches all parents in a timely manner.	The school will be deliberate in ensuring inclusiveness and equity in its communications, contacts and provision of services so that those families on the margins due to their economic, social and cultural situations have access and are full participants in all activities of the school. This will come in the form of incentives and support to encourage participation.	New Designs Charter School-Watts’ strength is in building partnerships for positive student and family outcomes as outlined in our school’s LCAP Goal #1 for conditions of learning and engaging our community partners for student success. Our school meets with all families prior to the start of the school year during parent/student orientation, and during the school year in parent/teacher conferences and back-to-school nights. These meetings are critical to discussions of student progress and methods by which the school and families can support improved student outcomes.	A focus area for improvement is in providing professional learning and support to teachers and school leadership to improve the school’s capacity to partner with families and to support families to understand and exercise their legal rights and advocate for their children.	The school will be deliberate in ensuring inclusiveness and equity in its communications, contacts and provision of services so that those families on the margins due to their economic, social and cultural situations have access and are full participants in all activities of the school. This will come in the form of incentives and support to encourage participation.	New Designs Charter School-Watts seeks and promotes meaningful partnerships with parents and other educational partners using a variety of platforms and means. General zoom meetings (townhalls), surveys, newsletters, School Site Council meetings, ELAC, LCAP related meetings, Coffees with the principal, Open Board meetings and school updates via the school webpage, newsletters and BlackBoard are all used to engage, receive, and provide updates to parents and other educational partners.	New Designs Charter School-Watts will use lessons learned during COVID on the utilization of an array of strategies to engage and raise the participation of parents in school decision making. The LCAP provides a frame for areas of focus for inputs by parents and educational partners. New Designs seeks to raise parent and other educational partners’ participation levels in the LCAP process. One such specific area within the LCAP process is in the Budget Overview for Parents.	To enhance family engagement and participation of underrepresented families the school will engage in outreach to provide incentives and remove or ease barriers that usually prevent such families from participation. The school will focus on such areas as providing translations, designating staff to work with families in need and encouraging such families to fully participate in ELAC, School Site Council and any other school improvement bodies or forums.	4	4	4	4	4	4	4	4	4	3	4	3	Met		06JUN2023	2023
19647330120097	Academia Moderna	3																						Not Met			2023
19647330120477	Aspire Titan Academy	3	Our current strengths in building relationships between school staff and families are our abilities to provide ample of opportunities to communicate with families through a variety of platforms, providing translators so that families can feel comfortable communicating through their home language, and honoring the cultures and languages of our school community through a variety of events.	Our areas for improvement in building relationships between school staff and families are providing more volunteer opportunities for families to come into the school during events and inside classrooms and providing times that work with families' work schedules so they can participate in and get more input .	Some ways we will improve engagement of underrepresented families would be the development of the new role of our parent coordinator through our new regional outreach director to improve parent involvement, provide the steps of our policy for parents to get approved to volunteer during school hours and help so they can volunteer much sooner in the school year, and development classroom parent leads that will meet together with the parent coordinator to develop events and organize the parents to help support our school events.	Our current strengths in building partnerships for student outcomes is helping and guiding families to understand their legal rights and advocate for their own and other students, specifically for our families with students with disabilities. The teachers also provide families with strategies to meet the academic needs of their children and the counselor puts on multiple workshops throughout the year that provides ways for families to support their children's mental health and well-being.	The area of improvement in building partnerships for student outcomes is to provide targeted professional development for families to learn strategies and tools to support their children academically at home and in their home language so that language does not feel like a barrier.	We will improve engagement of underrepresented families identified in relation to building partnerships for student outcomes by creating opportunities for families to come into the school to meet and learn from staff, for example, parents who have children with disabilities to learn from the education specialists on ways to support their children within their specific learning disabilities, parents of Multilingual Learners to come in and learn from the EL Coordinator on ways to develop their child's English language, and partnering with local agencies to provide workshops and resources for families to support their specific familial needs and academic needs of their children.	Our current strengths in seeking input for decision-making are the established systems such as our advisory committees to gain feedback and input from families. Parents know what these committees do and when they meet. Likewise, when we need volunteers to help with school events, families are there to support, volunteer, and provide anything that we may need.	Areas for improvement in seeking input for decision-making are to get more families to be involved, sit on the committees, take leadership roles, and to attend our meetings in order to get the best input and input from multiple perspectives.	We will improve engagement in relation to seeking input for decision-making is the development of our new role of parent coordinator with the new regional outreach director to find ways to increase participation of our families with our decision-making opportunities. We will also provide multiple workshops focused on technology to help develop these skills in our families so they can navigate the digital world but also participate in the digital platforms to provide input and feedback. We will also provide more in-person opportunities for families to learn and meet in addition to the digital opportunities.	4	4	3	4	3	3	3	4	3	3	3	3	Met		22JUN2023	2023
19647330120527	Watts Learning Center Charter Middle	3	STRENGTHS AND PROGRESS (STAFF-FAMILY RELATIONSHIPS) WLCCMS continues to build capacity for healthy trusting relationships between the school and families in an effort to build a positive and welcoming perception of the school. Parents and guardians, including those representing unduplicated pupils and Students with Disabilities (SWD), are invited to attend bi-monthly meetings, Coffee with the Director on the third Thursday of each month, and during Parent Council on the third Wednesday of the month. Discussion is focused on LCAP Goals, Mid-year LCAP report, annual LCAP development, state and local assessments, attendance/chronic absenteeism data, the impact of attendance, academic goals, attendance tiers, and use of any one-time funds. A parent/guardian survey is administered annually each spring. WLCCMS has a solid foundation of where our communication is strong and consistent with our families. We provided regular meetings and opportunities for engagement and input in an effort to include parent voices. This creates a strong welcoming culture with trust and respect. Our Parent Coordinator communicates daily with parents via multiple connections: phone, e-mail, parent square, and in person.	FOCUS AREAS FOR IMPROVEMENT (STAFF-FAMILY RELATIONSHIPS) Our areas of focus are on building connections with our families and teachers. Our areas of improvement stand in providing our teachers and staff additional training on building relationships in an ongoing format	ENGAGING UNDERREPRESENTED FAMILIES (STAFF-FAMILY RELATIONSHIPS) WLCCMS primarily serves underrepresented student groups and works closely with the school's ELAC and DELAC, and the Parent Advisory Committees to ensure full representation of the enrolled demographic. Staff training for building family relationships & communicating more frequently with parents. WLCCMS redesigned the Parent Teacher Conference schedule to include grade-level conferences with parent and teacher groups and individual conferences.	STRENGTHS AND PROGRESS (PARTNERSHIPS FOR STUDENT OUTCOMES) WLCCMS provides regularly scheduled opportunities for teachers and parents/guardians to engage with each other, and shares information with parents daily (academics, attendance, and behavior). Teachers have opportunities to connect with parents during their prep period, and 45 minutes 3 times per week after school. Parent/guardian conferences are scheduled at times that parents are most likely able to attend.	WLCCMS offers training to build our parents' capacity to use their voice not only at home but as well as advocate for their student's academic and socio-emotional wellness. WLCCMS offers parents opportunities to discuss and engage solutions for desired student outcomes through Director’s Round Table, Parent Council, ELAC/DELAC, and parent workshops.	ENGAGING UNDERREPRESENTED FAMILIES (PARTNERSHIPS FOR STUDENT OUTCOMES) Per parent/guardians' request in Spring 2023, WLCCMS will provide more training and discussion topics on language acquisition and academic achievement to support English Learners. A strategy we used and will continue to use is offering meetings at different times (morning/evening) to accommodate parent schedules. We will also strengthen parent recognition.	STRENGTHS AND PROGRESS (SEEKING INPUT FOR DECISION-MAKING) WLCCMS manages several advisory committees that directly involve parent/guardian participation. WLCCMS utilizes the PAC within the Parent Council and Director’s Round Table to get input from parents and uses information gathered from the Parent Survey to make informed decisions. WLCCMS also has one to one parent engagement via conference and or meetings to understand parent concerns and address them.	FOCUS AREAS FOR IMPROVEMENT (SEEKING INPUT FOR DECISION-MAKING) In recent years, WLCCMS has determined that incorporating parent/guardian input into local plans has a great input in building trusting relationships. WLCCMS uses an annual survey to elicit specific feedback from parents/guardians as part of the annual needs assessment. More family engagement and encouraging greater input from parents during the meetings, and greater participation in family surveys. We will aim to increase participation of survey completion by 5-10% next year.	ENGAGING UNDERREPRESENTED FAMILIES (SEEKING INPUT FOR DECISION-MAKING) WLCCMS primarily serves underrepresented student groups and works closely with the school's ELAC and DELAC, and the Parent Advisory Committees to ensure full representation of the enrolled demographic. WLCCMS needs to identify and support parents to help uplift their voices in the decision-making process for underrepresented families.	3	4	3	4	3	4	4	4	3	3	4	3	Met		26JUN2023	2023
19647330121079	Ararat Charter	3	The LEA has engaged in a number of external partnerships that support student outcomes.  1) Contracted personnel such as counselors, physical therapists, and other professionals support students' needs.  2)The CSUN Student Teaching program is in its third year of implementation.  3)The LEA has partnered with the Institute of Student Empowerment to support students and families with our Justice Equity Diversity and Inclusion (JEDI) program.  4) The LEA's partnership with the Bernardi Senior Center help our students do community service through fundraising and Thanksgiving food donations. 5) Working with the Los Angeles County Office of Education the LEA engages in training and support in strengthening its Positive Behavior Intervention and Support (PBIS) systems. 6) Offering parent workshops and trainings related to:  ELPAC testing, CAASPP testing, Google Classroom, Technology, Matriculation meetings, Penmanship, Content Standards, etc.	Focus areas for improvement in building relationships between school staff and families include: 1) Increasing volunteering opportunities, post COVID era, at the school site. 2) Encouraging parents to attend the monthly School Leadership Council meetings where salient school decisions are considered.	Improving the engagement of underrepresented families in relation to building relationships between school staff and families include: 1) Continue to hire staff that speak the primary language of the underrepresented families to ensure building bridges that encourage increased involvement.  2) Continue to provide translation during important meetings where input is sought. 3) Continue to view parents as the school's partners rather than an extension of the school community.	The LEA has engaged in a number external partnerships that support student outcomes.  1) Contracted personnel such as counselors, physical therapists, and other professionals support students' needs.  2)The CSUN Student Teaching program is in its second year of implementation.  3)The LEA has partnered with the Institute of Student Empowerment to support students and families with our Justice Equity Diversity and Inclusion (JEDI) program.	Focus areas for improvement in building partnerships for student outcomes include: 1) Increase volunteering opportunities, post COVID era, at the school site. 2) Partner with external mathematics experts to support mathematics instruction in the classroom. 3) Continue to provide systematic learning acceleration opportunities for students during the school day and after school.	Improving the engagement of underrepresented families in relation to building partnerships for student outcomes include: 1) Continue to hire staff that speak the primary language of the underrepresented families. 2) Continue to view parents as the school's partners rather than an extension of the school community. 3) Continue with the JEDI program and partnership to ensure that the social and emotional needs of students are being adequately met.	The LEA's strengths and progress in seeking input for decision-making include: 1) Continue with systems at the school site that provide feedback loops such as staff, parent, and student surveys. 2) Continue to have a plan and system in place to implement appropriate feedback. 3) Continue to demonstrate a collaborative environment where difficult decisions are made through courageous conversations. 4) Continue to establish an environment where people are heard, seen, and supported.	The LEA's focus area for improvement in seeking input for decision-making include: 1) Ensure that the right people are involved in decision making, based on the decisions being made.	The LEA will improve engagement of underrepresented families in relation to seeking input for decision-making include: 1) Hiring primary language support personnel. 2) Calling additional parent meetings to ensure that parents and guardians understand policies and why certain decisions are made.	5	5	5	5	5	5	5	5	4	4	4	4	Met		01JUN2023	2023
19647330121137	Ingenium Charter	3	The school promoted opportunities for families to join events physically as well as virtually in order to accommodate all preferences. A large component of learning for all staff has been on recognizing and valuing all of stakeholder identities, with a focus on students and their families. Two-way communication has also continued to improve thanks to applications like Parent-Square and others.	The largest area for improvement is around family engagement in activities and school functions/committees.	One way to help improve engagement of underrepresented families will be through the connection with their students. This includes personal connections through student conferences, and a more detailed school event calendar that will provide access points like workshops, fun events, etc.	The biggest strength that the school currently has is around the process for student conferences. These tend to have the highest participation rate of all events, and serve as touch points with families around celebrating student progress and acknowledging the work of families and school staff in a partnership to support students.	One of the larger opportunities for improvement is around the how the school can provide greater access to families around their legal rights and encourage more advocacy.	The school is currently working, and will continue to work on building out a series of family workshops outside of student conferences that can support families with more resources.	The school holds regular SSC and ELAC/DELAC meetings as well as family meetings in which all are welcome to provide feedback and input on school initiatives, etc.	A focus for improvement is the effectiveness of the family advisory groups and training and support to ensure they are running smoothly and engaging as many members as possible.	The school will work on building capacity of the SSC and ELAC/DELAC groups. In addition, feedback on larger projects, LCAP, and more, will be encouraged from larger groups of families.	3	4	3	4	3	3	4	2	3	2	3	2	Met		13JUN2023	2023
19647330121285	Alliance Cindy and Bill Simon Technology Academy High	3	"At Alliance Cindy and Bill Simon Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 85.3% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Cindy and Bill Simon Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 85.3% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Cindy and Bill Simon Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 85.3% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Cindy and Bill Simon Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 85% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 73% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Cindy and Bill Simon Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 85% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 73% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Cindy and Bill Simon Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 85% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 73% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 80% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 80% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 80% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330121293	Alliance Tennenbaum Family Technology High	3	"At Alliance Tennenbaum Family Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 96.2% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Tennenbaum Family Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 96.2% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Tennenbaum Family Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 96.2% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Tennenbaum Family Technology High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 90% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 90% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Tennenbaum Family Technology High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 90% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 90% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Tennenbaum Family Technology High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 90% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 90% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 99% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 99% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 99% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330121699	KIPP Empower Academy	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330121707	KIPP Comienza Community Prep	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330121848	Crown Preparatory Academy	3	At Crown Prep Academy we believe that parent engagement is critical for student success. To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes but is not limited to parent conferences, IEP meetings, SSC meetings, open house, and Coffee with the Principal. We have a Parent Center and a Parent Liaison that support creating a welcoming environment. In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral challenges.	Crown Prep Academy continues to ask family members for input on which workshops and additional offerings would be beneficial. An area for growth is to continue to build partnerships with families to increase parent engagement in school wide committees and workshops on how to support student success at home. Our Multilingual Family Committee focuses on engaging with families of our multilingual learners in order to help them support the success of their student, prepare for ELPAC and understand the assessments that are given.	As an organization, STEM Preparatory Schools has a mission to disrupt the status quo by getting students of color into STEM fields. One of the ways we do this is through family STEM events, connecting our students and families with our staff by providing an opportunity for them to engage in enrichment activities together. Additionally, family communication is sent out every month and families are invited to provide feedback for workshops and other school-related offerings. School Site Council allows for families to actively participate in the decision making process of CPA.	A large focus of Coffee with the Principal, which occurs monthly, is training parents/guardians on how to support their students. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. Each year the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes.	Crown Prep Academy aims to concentrate in  the following areas: CAASPP Prep, ELPAC Prep, and Restorative Practices. CAASPP Prep - targeted tutoring, building motivation, and celebrating progress. ELPAC Prep - targeted tutoring, building motivation, celebrating progress Additional support and enrichment through our Expanded Learning Program - Think Together	Crown Prep Academy  Expanded Learning Opportunities Program focuses on creating enriching, engaging opportunities for STEM Prep students outside of the regular school day and increasing student achievement. Through our partnership with Think Together our goal is to implement high-quality, student-centered before school, after school, summer and intersession programs that comply with all state and/or federal grant funding requirements. In addition, our Student Led Conferences - students are creating working portfolios of work that they are proud of or felt was challenging and creating goals around how to improve. During our conferences, students will take the lead in presenting their portfolio to their families and thus having more ownership over their progress.	CPA provides summer and quarterly professional development for teachers and principals that improve our capacity to partner with families. Families are provided opportunities to provide input on policies and programs through participation in the Parent Advisory Committee, School Site Council and English Learner Advisory Council.	Crown Prep understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents are asked to complete an annual parent survey. The data collected will help us understand our parents' perspectives and respond to their needs and expectations.	Crown Prep  has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and parent advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness. Our Restorative Justice Coordinator helps monitor the needs of students and families to overcome barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
19647330122242	TEACH Academy of Technologies	3																						Not Met			2023
19647330122481	Animo Jefferson Charter Middle	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330122556	Citizens of the World Charter School Hollywood	3	Some of our strengths and progress when it comes to building relationships between school staff and families is built around clear and accessible communication between all staff and families. This is achieved through scheduled touch points built into our weekly and monthly calendar throughout the year both in person and in written communication to share information and collaboratively solve problems. In person touch points include conferences, committees, informational workshops, Open House, and various community events. Digital touch points include weekly classroom and schoolwide newsletters and the full implementation of a 2-way communication portal that allows parents to choose their preferred language and message settings to ensure communication is being received and is fully accessible. We also have a system in place for families to request translation in any language for parent conferences, IEPs, parent workshops, etc. We have also increased our visibility during morning arrival and dismissal times to ensure additional touchpoints for families.	We continue to try different ways to further engage our diverse community. We consistently strive to ensure that all families feel that their voice is important and valued. Our goal is to continue to bring more voices to the table in ways that promote equity, cater to all lifestyles and work schedules, and ensure a diverse and accurate representation of our students. This is still an area that we would like to support moving forward as our campus has just opened up post pandemic to families again.	We are continuing to build more opportunities for engagement for our underrepresented families. We continue to invest in training and structures for staff and teachers that focus on further utilizing our 2-way communication platform which translates messages and posts in their preferred language. Another way we are doing this is to consistently offer additional translation services beyond conferences so that families feel that they can fully participate in events. For example, for our caregiver workshops and meetings, we have established a “RSVP” structure for families to request translation services and to help with outreach when auditing these RSVPs. For example, if we notice that a certain family demographic is not planning on attending, we will coordinate to reach out to those families to ensure they understand the event and that they have a supported seat. Additionally, we have partnered with our regional office to establish Diversity, Equity, Inclusion, and Belonging (DEIB) work within our school staff and family community to support differentiated voices and feedback around all families.	Our current strengths and progress toward building partnerships for student outcomes include a continuation of last year’s initiatives including student progress communication in the form of conferences and/or standardized progress reports each trimester that outline how the student is progressing in the areas of academics, social emotional development milestones, and work habits. When a student is not meeting academic or behavioral benchmarks, we have a process to further enhance the partnership between school and home with timely follow-up meetings to reassess and reconvene when additional supports are in place. Additionally, our robust leadership and Special Education teams coach and support teachers and staff to better engage and support their students, as well as a supportive and skilled regional support team to ensure the school and practices are compliant and in the best interest of all educational partners. We also utilize data and provide professional development to staff and parents to ensure responsiveness and meet students’ diverse needs.	A change in our homework policy went into effect this school year. In order to promote equity within our model, homework consists of finishing classwork and/or classroom projects with optional review assignments. This further maximizes family time and provides students with a mental health break. With revising this policy, we are looking for ways to ensure communication on how to engage families with their child’s education in other ways.	We are continuing to build more opportunities for engagement for our underrepresented families. Along with the utilization of our 2-way communication platform which translates messages and posts around the progress of their students in their preferred language, we have been able to open campus back up for parent workshops that directly support student outcomes. Additionally, we have created a more robust Principals Council structure to ensure underrepresented families have a seat at the table when discussing structures and curriculum decisions that directly impact students.	Some of our strengths and progress regarding seeking input for decision-making include monthly Cafecitos with administration and families, parent committees, DEIB focus groups, clear communication about who to reach out to for what. Additionally, school and regional surveys are sent out yearly at the end of Trimester 2 to gain more insight from families, students, and staff that drive goal setting at the regional and site level for the next school year. We have a dedicated staff (many of which are bilingual) and resources that take time to reach out to families via phone, zoom, and email to support equitable voices.	As demographics continue to shift and a need for additional language supports increase, we are looking at ways to further engage our underrepresented families now that our campus has been opened post pandemic closures.	We have created a robust structure and procedures for parent communication utilizing our 2-way communication platform which translates messages and posts. Additionally, we are creating spaces in the form of workshops, committees, and surveys to garner feedback. Within these spaces, we are working towards providing translation for families in different languages beyond English and Spanish. This is being done by investing in expanding our resources.	5	4	4	4	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
19647330122564	Camino Nuevo Elementary #3	3	a. CNCA has full-time and bilingual Family Coordinators at each school who are guided and supported by the Director of Parent Engagement and Advocacy at the Home Support Office for alignment and consistency in the program.  b. A fully implemented common communication platform called Parent Square has a variety of features to allow for two-way communication between staff and families. The platform includes capability for posting information, collecting surveys/polls responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform has the capability of translating information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Parents who desire a language different from English or the school’s default second language can select their own language from their accounts page.  c. Professional development sessions for staff on how to build meaningful relationships with families.  d. Coaching sessions with teachers on how to communicate with families and work alongside to support student achievement.   e. Case management and referrals for families in need of social services, mental health, medical services, housing resources, etc.  f. Parents have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.  g. Sites host school events and classroom activities where parents can attend and interact with staff. Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome.   h. According to our Winter 2023 Family Survey, 95% percent of families strongly agree or agree that they feel welcome at their child’s school.  i. Our Winter 2023 family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 73%.	It’s necessary for schools to create more opportunities for teachers, school leaders, classified staff and parents to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.	To improve engagement of underrepresented families, schools should have readily available translators when in need for parent meetings.  In addition, it’s important to host social events where every culture in school is represented and valued.	a. Schools build parent capacity to support their children at home by offering academic parent workshops: Prepping families/students for SBAC/ELPAC. -Understanding SBAC results/reports. -Our Special Education Support. -How to have Successful Parent-Teacher Conferences. -Getting Familiar with the ARC Reading Curriculum and Assessments -I-Ready Math -Shifts in Common Core Standards -Understanding our Mental Health Support Program According to our Winter 2023 Family Survey 86% of families who attended workshops believe they allow them to gain important information about their child and the school.  b. Schools conduct parent-teacher conferences in October, January and April where parents get the opportunity to talk to teachers about their child’s academic progress and learn tips on how to support them at home.  c. Schools share academic data, school goals, updates and helpful tips during their monthly parent meetings. Parents and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.  d. Parents and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.	To strengthen the school and home partnership to support  student outcomes, schools need to encourage more teachers to facilitate consistent academic parent workshops and conduct data walks. Schools must create more opportunities for parents to get familiar with the curriculum, assessments and how they can support homework and learning environments. More professional development is also needed to guide teachers on best practices on how to present data in a parent friendly way.	To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for them to better understand the education system and how their support is crucial for student achievement. It needs to be a partnership where teachers and parents are learning from each other how to better support the student.	a. Parent leaders in the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as regarding school practices/changes that affect their children.  b. All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The Policy is also shared via Parent Square to allow for families who couldn’t attend the meeting. This allows all families an opportunity to provide input.  c. Annually, families receive a survey which allows them to anonymously provide their responses, celebrations and suggestions for improvement. Results are shared with all stakeholders which then allows us to track trends, progress and make any adjustments needed to improve families’ experiences at our school.    d. During our monthly parent meetings, parents have ample time to ask questions, share concerns and offer solutions about any updates discussed.    e. Parents can reach out to school leaders and teachers via Parent Square, in-person or by stopping by the office to request a meeting to share concerns, provide feedback or inquiry about an issue.	Schools need to strengthen their efforts in recruiting and training families and teachers to participate in leadership committees. The training should include guidelines on best practices to provide constructive feedback and input.	Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff and leaders. Schools are asked to provide the conditions necessary for them to feel comfortable in sharing their concerns, ideas and suggestions to provoke change.	3	5	4	4	3	5	3	4	3	3	3	3	Met		20JUN2023	2023
19647330122606	PUC Lakeview Charter High	3	PUC Lakeview Charter High School prides itself in building relationships between school staff and families.   In order to accomplish this, the school develops a family scope and sequence in order to ensure that there is an ongoing plan to connect with families throughout the year. Aside from recurring monthly events, the school also host a monthly coffee with the Principal so that families are able to have direct communication with administration.	While PUC Lakeview HS has a strong group of parents who are involved, the school would like to improve the involvement of the parents of students who are English Language Learners.	We will improve participation of EL parents through targeted outreach efforts.  This includes calling these parents directly and hosting an EL luncheon to discuss what it means and how to support your child at home.	PUC Lakeview Charter High School has continued to refine practices that foster partnerships between families and staff in support of student growth.  Lakeview host mandatory parent conferences with all of its families in the fall in order to not only inform families of student progress, but to also have them be partners in the work. Additionally, families of students who are failing have an additional spring conference in order to support the student and ensure that the family also has input.	A focus area for improvement in Building Partnerships for Student Outcomes is refining practices that foster partnerships between families and staff in support of student growth.	PUC Lakeview Charter High School has continued to refine practices that foster partnerships between families and staff in support of student growth.  Lakeview host mandatory parent conferences with all of its families in the fall in order to not only inform families of student progress, but to also have them be partners in the work. Additionally, families of students who are failing have an additional spring conference in order to support the student and ensure that the family also has input.	PUC Lakeview Charter High School has various groups that serve as an avenue for different stakeholders to provide input and provide feedback.  Lakeview has a School Advisory Committee that is comprised of parents, teachers, students, and community members.  This committee meets quarterly to review and give feedback on several school practices.  Additionally, Lakeview has a strong parent group that meets monthly with administration in order review policies and plan various fundraising efforts. Lakeview also has a PBIS committee that focuses around both teachers and student culture. Teachers also have the opportunity to participate in a curriculum committee which focuses on instruction at Lakeview.	A focus area for improvement in Seeking Input for Decision-Making is to increase underrepresented families’ engagement.	Lakeview hopes to increase the engagement of various underrepresented families through various outreach efforts and through incentivizing the involvement as well.	5	5	5	5	4	5	5	4	4	4	4	4	Met		08JUN2023	2023
19647330122614	Aspire Gateway Academy Charter	3	One of our strengths is our planned multiple events that we host throughout the school year. Ex. Meet & Greet, Back to School Night, Family Conferences, Coffee with the Principal, SSC, ELAC, and school wide events.	We would like to strengthen our family volunteers and support during regular school hours of operation. Due to COVID, we have maintained a closed campus.	The school will expand on individual phone interviews, conducted in the home language, to determine how to best engage underrepresented families and find out what are the factors that draw them to school events. We will also continue to engage in home visits.	Our academy has a great SSC and ELAC structure that focuses on student outcomes.	We would like increase our in-person partnership. COVID restrictions have made it challenging to host in-person meetings.	One of our efforts to improve engagement of underrepresented families is to host in person family workshops. We would also like to develop our community partnerships that give our families opportunities to participate in the process of discussing student outcomes.	We have a strong SSC and ELAC council that support and provide input in decision making.	We would like to strengthen our in-person meetings. Our academy would like to also improve in the number of family participation.	We would like to incorporate more family surveys. We would also like to strengthen our family phone calls throughout the school year.	4	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
19647330122622	Aspire Firestone Academy Charter	3	Staff completed individual phone calls to 100% of families before the first day of school to build relationships and learn about their students. Student Success Showcases are held 3-4 times a year in lieu of awards ceremonies to celebrate the learning and progress of all students, and more than ¾ of our families attend. Many family events are held (including Posada, Dia De Los Muertos altar celebrations, Black History Community Dinner, etc.) to create shared, culturally relevant experiences. All communication home is sent in multiple forms (digital and physical) and in both English and Spanish.	The school will focus on continuing to explore the background and identities of families in order to include events and experiences that are relevant to all families. We will also continue to identify opportunities for in-person gatherings, as those are so important in this post-COVID landscape.	The school will expand on individual phone interviews, conducted in the home language, to determine how to best engage underrepresented families and find out what are the factors that draw them to school events. We will also continue to engage in home visits.	The LEA’s strengths in building partnerships for student outcomes include:  - Student led conferences are held twice a year to reflect on past learning, and set learning and social emotional goals.  - Data is sent home after each iReady standards mastery assessment - Student Success Showcases are held four times a year for students to share work and talk through the learning process. - IEP progress reports are sent home quarterly to the families who have students with IEPs - SSTs are held every 4-6 weeks in partnership with parents to share progress, set new goals, and share resources that families can engage in with their child at home.  - Information about parent rights and legal advocacy is presented at all IEP meetings and in the front office.	The LEA will continue to find additional opportunities to share student data, both to celebrate growth and to identify areas of need. We will also invite families to tour our ELA, Math, and ELD classes.	Classroom teachers will take a more proactive role in communicating with parents about missed days of school in an effort to engage parents who are underrepresented as partners for student outcomes.	The school implements both School Site Council and ELAC in order to regularly meet with families and engage them with decision making. The school also strategically pairs events in order to get more family participation on decision making. For example, we paired a Valentine’s Day breakfast with requesting LCAP input from families.	The LEA will invite our families to tour our classrooms for an ELD, math, or ELA walkthrough, and we will solicit feedback from families to inform and enhance the students’ learning experiences and outcomes.	The school will use more popularly attended events (such as Posada and Back to School Night) to provide opportunities for families to provide feedback on important decisions that impact the school and their children directly.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
19647330122630	Para Los Niños - Evelyn Thurman Gratts Primary	3	Based on educational partner input and local data, the LEA has exhibited progress in Building Relationships Between School Staff and Families by offering increased opportunities for families to come to campus for learning and celebration, increasing the number of workshops available to families, adding staffing (e.g. Social Worker) to provide tiers of support, and continuing to support families in accessing mental health services.	Based on educational partner input and local data, the LEA’s areas for improvement in Building Relationships Between School Staff and Families are to continue educating families about new curricula and provide greater clarity on supports available for students with social skills development needs.	Based on the analysis of educational partner input and local data, the LEA sees a need to improve engagement with newly enrolled families by offering more in-depth orientation and overview of the LEA’s mission, vision, and suite of services available. This work will take place as part of an intentional onboarding process for students that enroll with the school after day 1 of school or as part of Family Day for students that enroll prior to day 1 of school.	Based on the analysis of educational partner input and local data, the LEA demonstrates a strength in Building Partnerships for Student Outcomes by creating multiple opportunities for families to meet with teachers and school staff to discuss student progress and ways to work together to support improved student outcomes. Examples include Family Conference windows, the School Support Service Team (MTSS) model, and SSPT process for considering opportunities to support students with exceptional needs.	Based on the analysis of educational partner input and local data, the LEA’s areas for improvement in Building Partnerships for Student Outcomes are creating clarity for families on ways to engage support systems outside of the standard windows for collaboration (e.g., Family Conferences).	Based on the analysis of educational partner input and local data, the LEA sees a need to improve engagement with newly enrolled families by offering more in-depth orientation and overview of the LEA’s mission, vision, and suite of services available. This work will take place as part of an intentional onboarding process for students that enroll with the school after day 1 of school or as part of Family Day for students that enroll prior to day 1 of school.	Based on the analysis of educational partner input and local data, the LEA demonstrated a strength in Seeking Input for Decision-Making by establishing School Site Council and English Learner Advisory Council as spaces to seek input from Educational Partners.	Based on the analysis of educational partner input and local data, the LEA’s areas for improvement in Seeking Input for Decision-Making are tied to recruiting greater representation of educational partners on the decision-making teams, to inform a more robust perspective on the policy and programmatic decisions.	Based on the analysis of educational partner input and local data, the LEA sees a need to improve engagement with newly enrolled families by offering more in-depth orientation and overview of the opportunities to get involved with the LEA’s decision making bodies. This work will take place as part of an intentional onboarding process for students that enroll with the school after day 1 of school or as part of Family Day for students that enroll prior to day 1 of school.	4	4	4	4	4	4	4	4	3	3	3	3	Met		22JUN2023	2023
19647330122655	ISANA Octavia Academy	3	ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire for more opportunities to connect with staff such as events where both families and staff are present.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.	One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we communicate with each family in the most effective way possible and establish authentic connections.	We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.	The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.	We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.	4	5	4	5	4	4	5	4	4	4	5	4	Met		13JUN2023	2023
19647330122721	Aspire Pacific Academy	3	APA has a robust set of opportunities for involvement of families in the school community.  We hold Student Lead Conferences with teachers and families.  Our parent center also offers citizenship, ESL and Mental Health workshops.	We are working to strengthen opportunities for meaningful workshops for parents and community partners.	Pacific will specialize campus staff and resources to support for foster youth and McKinney Vento families by creating opportunities for relevant engagement. Pacific will work to create black/African American family engagement opportunities. Pacific will create learning opportunities for non-black families to engage in learning about pro-black programming. Pacific will also continue to engage families virtually and by phone, and not just in person.	Pacific's current strengths are creating some partnerships with local community colleges and enrichment programs to support rigor and early college high school access.	Pacific's area of improvement is to create regular and consistent opportunities for alternate post-secondary learning and pathways besides college. Pacific hopes to engage community partners to offer non-academic, interest-based programming.	Pacific will work to specialize campus staff capacity to support students with disabilities, multi-lingual learners, foster youth and McKinney Vento identified students by creating opportunities for relevant community programs and partnerships, like workshops.	Pacific works to build the capacity of principals to support families to effectively engage in advisory groups and decision-making, and providing regular and frequent opportunities to work together, provide input, and plan family engagement activities.	Pacific's area of improvement is to create differently structured opportunities for engagement at alternate times that fit families' availability.	Pacific's admin and Parent Outreach Coordinator will work to elicit specific family engagement of students with disabilities, multi-lingual learners, foster youth and McKinney Vento identified for more representation and voice in the decision-making process.	3	4	3	3	3	3	3	3	3	3	3	3	Met		22JUN2023	2023
19647330122739	Vista Charter Middle	3	Monthly our staff and families have way of council circles in which we share stories and develop next steps as to meet the needs of our families. Staff is in constant with communication with parents with positive and growth phone calls.  Staff does home visit celebrations each semester where we go to the homes of our outstanding students.	More parent involvement and engagement with our School to home communication app, ParentSquare.	We are hiring a Community Schools Coordinator to bolster our parent engagement.  This positions main focus will be on parent and community engagement through the use of workshops, classes, etc.	We currently work with a number of community partners to bridge the gap in learning or behavior or whatever the individual need may be.	We are hiring a community schools coordinator to grow our network of community partners.	We are hiring a community schools coordinator to grow our network of community partners.  Additionally, we will be having multiple classes offered on site to bring more parents in and address their needs.	We have an active school site council that brings ideas to the table to better the school.  The team shares information with the families who in turn share with other families on their own time or during Coffee with the Principal.	We are looking to develop a PTA as well as increasing the amount of people who come to coffee with the principal.	Constant communication with families.	5	5	5	5	5	4	5	4	4	4	5	4	Met		12JUN2023	2023
19647330122747	Magnolia Science Academy Bell	3	This year, the school has increased parent engagement by returning our signature parent engagement activities such as Parent College (8 sessions), Parent workshops (Schools First, and other Partners), Parent Advisory Committee (PAC) and Parent Task Force. The events were offered both in person and virtually so that we could increase our participation. The participation rate increased aby at least three times in comparison to last year. Further more, our participation rate for our parent surveys also increased from 40% to almost 70% this school year. Finally, we also received a Community School Grant and increased parent participation at the state level through our Community Engagement Initiative (CEI) work.	Now that the signature events are back, increasing in numbers the new goal is to increase parent participation, ownership and training our families to engage in advocacy work for their students. into motion the goal is to continue to increase the number of events and participants. Furthermore, since we receive the community school's implementation grant, next year will be an important year for our school to increase parent engagement and ownership. For example, we would like to see our families engage in monthly walkthroughs and hold academic conversations with our school personnel.	Upon review of the stakeholder survey, it is clear that the school need to increase our key feature of home. Currently we have visited 51 students and we want to at least double that number next school year. Furthermore, we want to increase the percent of parent participation in our annual parent survey from 70% to 80%. We strongly believe that if we increase the feedback we receive from parents and we connect with families via our home visit model, we will strengthen our relationship and families will feel more comfortable engaging with our school, as partners.	The following are strengths as identified by each stakeholder group:  Students- Our students continue to identify Friends, teachers/staff, and school activities (sports) as the glows for this school year. This school year, the students added that they enjoy the activities that are taking place during break and lunch and in addition expressed that they really enjoy PE, STEAM and Art classes.  Families- Our families shared that they are most satisfied with the communication, the discipline we have in place, the quality of education and our teachers/staff. Overall, there was a sense that families trust our academic program and are satisfied with our quality in education.   Staff- Our staff identified that working with our students makes them feel satisfied and fulfilled. The teachers and staff identified our caring environment as a highlight and the supportive admin and staff too.  Overall- The most notable positive aspect of the survey results came within the free responses about what our educational partners like most about the school. Across all three groups, the connectedness, family atmosphere, level of support, and level of care exhibited by staff are heavily agreed upon. We are very proud of this because we feel that this foundational characteristic of care lends itself to a stronger school culture. We believe that this characteristic is among the highest selling points of our school.	The following are needs  as identified by each stakeholder group:  1Students- Our students continue to feel that the uniform/dress code is too strict and they dislike the food that LAUSD provides. Furthermore, our students also feel that not all students are treated equally and that some students get more consequences than others. In addition, the students shared their concern for having a substitute teacher in math class for the majority of the school year.   Family- Our families show concern with the safety aspect, and especially what they are seeing on social media or what they are hearing at home about school fights that are taking place more than ever. In addition, our families show dissatisfaction with our strict uniform rules and the traffic that is observable at drop off and pick up.  Staff- Our staff indicated that our school has unclear discipline policy and that we lack consequence for students with severe behaviors. Furthermore, staff identified that our office is sometimes rude with students and dismissive with families.   Overall- Overall we see that there is some dissatisfaction with areas that the school does not have control over such as: uniform, food and traffic. However, we can share our educational partner’s concerns and feedback with the cafeteria personnel and receive a monthly food calendar to communicate more frequently with our partners on what is being offered as breakfast/lunch. Furthermore, we need to work more closely with our staff to ensure that our students are fully understanding the importance of uniform, so that this does not continue to be a pressure point for students. Finally, we need to seriously revisit our discipline and MTSS efforts to ensure that rules and consequences are communicated with all education partners and that we have a transparent process that instills trust and confidence in our disciplinary actions.	Next Steps:  Our Dean of students will start a task force which will include all educational partners to help identify the next steps for our school to improve our safety and discipline concerns shared by all educational partners. At the start of the year, the leadership will put a greater emphasis on educating students on the importance of wearing uniforms and using technology appropriately. The staff will use the summer time to prepare a cohesive plan for teaching students at the beginning of the year why uniforms are important and the benefits that it has on students and the school community. To build a more inclusive and positive school culture, the leadership will put greater emphasis on the home visit program and ensure we do this earlier in the school year. Work with History, elective teachers, and other staff to bring awareness to diverse cultures that are embedded in the lesson plans. Continuing to build on the supervision map that has been created to improve our supervision during unstructured times (break, lunch). Cones are being used to create boundaries for our students. Ensure that weekly supervision huddles are implemented to facilitate communication on needs. Effectively lead school Psychologists to develop workshops for families to support adolescent changes on how families can support students from home.	MSA Bell provides various opportunities for parent involvement and education. Involvement is facilitated through avenues such as PAC meetings, English Language Advisory Committee (ELAC) meetings, and family workshops/conferences with a focus on the whole child development. Furthermore, the administration and support staff are visible and approachable. This ensures safety is a priority and concerns are addressed in a timely manner.	Although various opportunities are provided to engage in the learning community, the pandemic has made it a challenge for families to take on additional responsibilities/availability. Leadership is working to build student and family capacity to fully comprehend and utilize the resources that are available to enhance learning. Such resources include Parent Square, Smart Tutors, Surveys, etc. An additional area of focus is to build technology partnerships with the community to provide families with resources such as technology education, low-cost internet, and computers to assist with the changing educational landscape.	The LEA wants to increase home visits and give parents an opportunity to provide feedback more frequently.	4	4	4	5	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
19647330122754	Valley Charter Elementary	3	Valley Charter Elementary’s strength in this area includes building trusting relationships with families at every level of the organization (e.g., between families and the Executive Director, school leader, teachers, teaching assistants, office staff, etc.) and creating a welcoming environment for our families and students. As a community we also excel at knowing each child well and building appropriate and rigorous goals for each student. Our family survey data supports the above assessment, as VCES received consistently favorable ratings in areas related to sense of belonging and communication about individual children. We also consistently have high attendance at school events and family conferences.	While VCES has a strong and sustained focus on ensuring that we creating a welcoming environment for families and students of all cultures and providing a variety of ways for families to partner with us in ways that can work for each family, these are two key areas, based on our family survey results, where we would like to elevate our practice. A key area of feedback that we received through our survey data was that families crave more opportunities to connect with one another both within their grade level and across their grade level. Families also desire additional opportunities to visit and support activities inside their child’s classroom. These will be key areas of focus for us in our parent engagement strategy next year.	Valley Charter Elementary has strong structures in place for teachers to meet with families and students to discuss student progress towards improved student outcomes, most notably our student-led conferences in grades 3-5. VCES is also exemplary in helping families to understand and exercise their legal rights as advocates for their children. While VCES has strong practices in place to help parents understand our unique curricula and provide support at home, specifically with reading and writing workshop and Singapore math, this is an area we would like to continue to focus on so that each of our families, regardless of educational background, understand the what and the why of our carefully selected curriculum and our program and are able to fully support their children at home as needed. We would also like to continue to focus in the upcoming year on helping our families understand the importance of our focus on an anti-bias curriculum as it relates to our mission and vision. In the upcoming year we are also introducing a parent engagement framework with the aim of helping each family understand the various categories of parental engagement and find the best way to participate based on their own family’s needs.	Valley Charter Elementary has strong structures in place for teachers to meet with families and students to discuss student progress towards improved student outcomes, most notably our student-led conferences in grades 3-5. These structures yield high quality information for families to understand student progress, concrete suggestions for supporting student outcomes from home, and high attendance at family conferences and academic showcase events.	Valley Charter Elementary has strong structures for the communication of student progress towards improved student outcomes and we have used “coffee with the principal” as a venue to inform parents about some of the key aspects of our educational model. An area for improvement regarding building partnerships for student outcomes is integrating additional learning opportunities for families to better understand our approach to balanced literacy (phonics, reading workshop, and writing workshop).	Valley Charter Elementary has strong participation from all of our families, including our underrepresented families, in structures such as family conferences and open school night. In the form of individualized phone calls and meetings, we will continue out targeted outreach to families who need more support in understanding their child’s progress and ways to support that progress at home.	Valley Charter Elementary has well-developed structures in place, such as Parent Faculty Council, ELAC, and numerous family-driven school committees (e.g., fundraising, beautification, outreach, etc.) to support family involvement in decisions that affect the community and to plan activities to create a sense of community that positively impact the student experience. VCES also has structures in place to share data with families, share updates on LCAP implementation, seek input from parents for the next year’s LCAP cycle, and share feedback on the draft LCAP. The director of family and student engagement has created systematic structures to gather input on increasing family engagement and participation.	An area of focus related to seeking input for decision-making is increasing attendance/participation in the meetings and venues where family members have an opportunity to provide input. Specifically, we would like to increase attendance at PFC, ELAC, and focus groups held by the director of family and student engagement.	Valley Charter Elementary School seeks to improve engagement of underrepresented families in relation to seeking input for decision making by increasing attendance of historically underrepresented families at venues such as PFC< ELAC, and focus groups held by the director of family and student engagement.	5	4	4	4	4	5	5	5	4	3	4	4	Met		26JUN2023	2023
19647330122838	Valley Charter Middle	3	Valley Charter Middle’s strength in this area includes building trusting relationships with families at every level of the organization (e.g.., between families and the Executive Director, school leader, teachers, teaching assistants, office staff, etc.) through regular communication, systematic opportunities for input, and by creating a welcoming environment for all of our families and students through our emphasis on our identity as a diverse-by-design organization. We are intentionally small and as a result we also excel at knowing each child well and building appropriate goals and support for each student.	While VCMS has a strong and sustained focus on ensuring that we creating a welcoming environment for families and students of all cultures and providing a variety of ways for families to partner with us in ways that can work for each family, these are two key areas, based on our family survey results, where we would like to elevate our practice. The first is by creating additional opportunities for families to be welcomed into classrooms and see student work. The second is by ensuring we provide clear and accessible venues for families to be involved in volunteering and supporting all types of school efforts and initiatives.	Valley Charter Middle School will improve engagement of underrepresented families by rolling out a parent engagement framework that clearly identifies and delineates various ways for each family to support their own child’s growth as well as school efforts. The goal of this framework is to help each family find a way that works for them. In addition, we will continue our robust outreach efforts to all our families, including those who have been historically underrepresented.	Valley Charter Middle has strong structures in place for teachers to meet with families and students to discuss student progress towards improved student outcomes, most notably our student-led conferences that occur twice a year. Other strong structures that VCMS has in place include using the student planners as a home-school communication tool, access to PowerSchool so that students and parents can see grades in real-time, and a monthly newsletter that shares what’s happening, what’s coming up, and ways to support students at home. VCMS is also exemplary in helping families to understand and exercise their legal rights as advocates for their children.	While VCMS has strong practices in place to help parents understand student progress, areas of focus include developing more systematic structures between progress reports to communicate progress to families and articulate support needed from home for maximum student success. Additional areas of focus for the upcoming year include refining the use of the student planner for home-school communication and adding detail to the content of the monthly newsletters. We would also like to continue to focus in the upcoming year on helping our families understand the importance of our focus on an anti-bias curriculum as it relates to our mission and vision.	Valley Charter Middle School has strong participation from all of our families, including our underrepresented families, in structures such as student-led conferences and open school night. In the form of individualized phone calls and meetings, we will continue our targeted outreach to families who need more support in understanding their child’s progress and ways to support that progress at home.	Valley Charter Middle has strong structures in place, such as Parent Faculty Council, English Learner Advisory Committee and numerous family-driven school committees (e.g., fundraising, beautification, outreach, etc.) to support family involvement in decisions that affect the community and to plan activities to create a sense of community and positively impact the student experience. VCMS also has structures in place to share data with students and families, share updates on LCAP implementation, seek input from parents for the next year’s LCAP cycle, and share feedback on the draft LCAP. The director of family and student engagement has created systematic structures to gather input on increasing family engagement and participation.	An area of continued focus is to seek out voices and input from underrepresented groups in the community to ensure a diversity of families are represented on such committees and in school-wide decisions and activities. Specifically, we would like to increase attendance at PFC, ELAC, and focus groups held by the Director of family and student engagement.	Valley Charter Middle School seeks to improve engagement of underrepresented families in relation to seeking input for decision making by increasing attendance of historically underrepresented families at venues such as PFC< ELAC, and focus groups held by the director of family and student engagement.	4	4	4	4	4	4	4	4	4	4	4	4	Met		26JUN2023	2023
19647330122861	Camino Nuevo Charter Academy #2	3	a. CNCA has full-time and bilingual Family Coordinators at each school who are guided and supported by the Director of Parent Engagement and Advocacy at the Home Support Office for alignment and consistency in the program. b. A fully implemented common communication platform called Parent Square has a variety of features to allow for two-way communication between staff and families. The platform includes capability for posting information, collecting surveys/polls responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform has the capability of translating information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Parents who desire a language different from English or the school’s default second language can select their own language from their accounts page. c. Professional development sessions for staff on how to build meaningful relationships with families. d. Coaching sessions with teachers on how to communicate with families and work alongside to support student achievement.  e. Case management and referrals for families in need of social services, mental health, medical services, housing resources, etc. f. Parents have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school. g. Sites host school events and classroom activities where parents can attend and interact with staff. Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. h. According to our Winter 2023 Family Survey, 95% percent of families strongly agree or agree that they feel welcome at their child’s school. i. Our Winter 2023 family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 73%.	It’s necessary for schools to create more opportunities for teachers, school leaders, classified staff and parents to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.	To improve engagement of underrepresented families, schools should have readily available translators when in need for parent meetings.  In addition, it’s important to host social events where every culture in school is represented and valued.	a. Schools build parent capacity to support their children at home by offering academic parent workshops: -Prepping families/students for SBAC/ELPAC. -Understanding SBAC results/reports. -Our Special Education Support. -How to have Successful Parent-Teacher Conferences. -Getting Familiar with the ARC Reading Curriculum and Assessments -I-Ready Math -Shifts in Common Core Standards -Understanding our Mental Health Support Program According to our Winter 2023 Family Survey 86% of families who attended workshops believe they allow them to gain important information about their child and the school.  b. Schools conduct parent-teacher conferences in October, January and April where parents get the opportunity to talk to teachers about their child’s academic progress and learn tips on how to support them at home.  c. Schools share academic data, school goals, updates and helpful tips during their monthly parent meetings.  d. Parents and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.	To strengthen the school and home partnership to support  student outcomes, schools need to encourage more teachers to facilitate consistent academic parent workshops and conduct data walks. Schools must create more opportunities for parents to get familiar with the curriculum, assessments and how they can support homework and learning environments. More professional development is also needed to guide teachers on best practices on how to present data in a parent friendly way.	To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for them to better understand the education system and how their support is crucial for student achievement. It needs to be a partnership where teachers and parents are learning from each other how to better support the student.	a. Parent leaders in the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as regarding school practices/changes that affect their children.  b. All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The Policy is also shared via Parent Square to allow for families who couldn’t attend the meeting. This allows all families an opportunity to provide input.  c. Annually, families receive a survey which allows them to anonymously provide their responses, celebrations and suggestions for improvement. Results are shared with all stakeholders which then allows us to track trends, progress and make any adjustments needed to improve families’ experiences at our school.    d. During our monthly parent meetings, parents have ample time to ask questions, share concerns and offer solutions about any updates discussed.    e. Parents can reach out to school leaders and teachers via Parent Square, in-person or by stopping by the office to request a meeting to share concerns, provide feedback or inquiry about an issue.	Schools need to strengthen their efforts in recruiting and training families and teachers to participate in leadership committees. The training should include guidelines on best practices to provide constructive feedback and input.	Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff and leaders. Schools are asked to provide the conditions necessary for them to feel comfortable in sharing their concerns, ideas and suggestions to provoke change.	3	5	4	4	3	5	3	4	3	3	3	3	Met		20JUN2023	2023
19647330123133	Alliance Susan and Eric Smidt Technology High	3	"At Alliance Susan and Eric Smidt Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 97.8% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Susan and Eric Smidt Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 97.8% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Susan and Eric Smidt Technology High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 97.8% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Susan and Eric Smidt Technology High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 100% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 91% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 88% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Susan and Eric Smidt Technology High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 100% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 91% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 88% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Susan and Eric Smidt Technology High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 100% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 91% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 88% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 100% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 100% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 100% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330123141	Alliance Ted K. Tajima High	3	"At Alliance Ted K. Tajima High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 4 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 93.6% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Ted K. Tajima High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 4 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 93.6% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Ted K. Tajima High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 4 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 93.6% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Ted K. Tajima High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 91% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 82% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Ted K. Tajima High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 91% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 82% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Ted K. Tajima High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 91% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 82% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330123158	Arts In Action Community Charter	3	Based on the survey data collected three time a year from staff and families, the LEA has many strengths in the area of community and family engagement. The school board is 50% parents of current Arts in Action students. The school has an operational School Site Council, English Language Learner Advisory Committee, parent workshops, monthly parent meetings, school events, and community engagement staff who focus on connecting families with resources and community support.	Focus areas for improving relationships between school staff and families include providing more comprehensive support for families, including parenting classes and increased access to community resources, especially affordable housing. In addition, the school wants to continue to build the capacity of parents to be more actively involved in decision making through the structures in place.	Most demographics were represented in the parent survey data. However, one area of focus continues to be identifying students who are temporarily homeless, or in a temporary housing situation (double-up, with a family friend, etc.). We have created steps this school year to collect this information through various strategies designed to access parents who might not perceive themselves as homeless or who might feel reluctant to request help.	Arts in Action has a lot of strengths in building partnerships for student outcomes. The LEA provides a variety of different ways to interact with school staff and the school. We understand that parents have different levels of ability, time, and desire to interact with the school, and so we utilize varied strategies and provide different types of opportunities to ensure that there are access points for all families.	Parents have requested more support with supporting the social-emotional needs of their child post-pandemic. Areas of need include depression and anxiety. We partner with an organization that provides case management and support with obtaining family mental health services, and we are working on increasing our internal capacity to meet the needs of families.	The school has created additional methods for finding families who should be identified under Mckinney Vento, and who should be receiving additional resources due to homelessness. School leadership has worked with the community engagement team to implement different strategies that allow parents to share information on their housing status without fear of repercussion. In addition, the school was awarded the Community Planning Grant, and the implementation phase (next school year) includes a variety of increased and/or improved services for homeless families.	The LEA's current strengths and progress include administering a parent and family feedback survey three times a year. The survey is comprehensive, and touches upon many areas-including family engagement, school academic and social-emotional services, and accessibility of the LEA's programming and resources. The data is also analyzed and shared back out with parents and families, and is used to guide strategic planning.	The LEA's focus areas for seeking input in decision-making include families who are currently homeless, families of English Language Learners, and families with students with disabilities.	The LEA will improve the engagement of underrepresented families by increased general outreach and additional targeted outreach through a variety of different methods and opportunities. Examples include: face to face contact communication, outreach through phone text blasts, school based communication systems, meeting opportunities and surveys. English Learner Coordinators, the Director of Special Education, and community engagement coordinators are tackling this work together, and there is a clear system of accountability for this work.	5	5	5	5	5	5	5	5	4	4	3	5	Met		10JUN2023	2023
19647330123166	ISANA Palmati Academy	3	ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire for more opportunities to connect with staff such as events where both families and staff are present.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.	One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we communicate with each family in the most effective way possible and establish authentic connections.	We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.	The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.	We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.	4	5	4	5	4	4	5	4	4	4	5	4	Met		13JUN2023	2023
19647330123984	ISANA Cardinal Academy	3	ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire for more opportunities to connect with staff such as events where both families and staff are present.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.	One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we communicate with each family in the most effective way possible and establish authentic connections.	We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.	The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.	We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.	4	5	4	4	4	4	5	4	4	4	5	4	Met		13JUN2023	2023
19647330123992	Animo Ellen Ochoa Charter Middle	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330124008	Animo James B. Taylor Charter Middle	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330124016	Animo Legacy Charter Middle	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330124198	Extera Public	3	Extera has had great success in communicating with families this school year. 65% of families indicated they communicate with teachers monthly or more frequently. Families have had extensive opportunities to become involved in a variety of committees, input sessions, or alternative ways of providing input. Students have report card conferences twice a school year, and progress report conferences three times a school year. Extera has had targeted cultural and academic parent engagement activities this school year to increase parent engagement in student learning and the school community. Extera recently re-added the role of parent coordinator to bridge family and school communication and engagement.  Parents have expressed via LCAP input sessions that they would like to continue to see additional growth in parent involvement opportunities and events.	Parents have expressed via LCAP input sessions that they would like to continue to see additional growth in parent involvement opportunities and events. Extera plans to increase parent workshops regarding supporting academics from home. One focus area is supporting students with disabilities and an aligned workshop series.	LCAP Goal #2 is “Engage parents and community partners through education, communication, and collaboration to ensure equitable student outcomes.” This goal is focused on measures to ensure communication, collaboration and engagement with all families. One area we plan to increase engagement of underrepresented families is through the percentage of families that complete the annual survey. In addition, one area of growth is increased academic family events throughout the school year.	We are thrilled to have re-opened our campus and our Home Office to our families once again. Some the celebrations from this school year for Home Office included: 1) Multi-language Learner workshops 2) Initiation of Family events such as “Mother’s Day Tea and Literacy” and “Father’s Day” Stem Day 3) Coffee with Extera Leadership team.  Schools were also able to re-engage families in their own ways. At EPS-parents continue to rave about the Egg Drop and the Spelling Bee.	Despite the great progress we made, the biggest goal of all is to enhance the numbers of participants for some of the events named above. We had really high attendance for larger events such as performances and egg drops—but fewer attendees for ongoing academic gatherings such as: ELAC, smaller workshops etc.	First and foremost, we will continue to survey our families around best times to engage while also offering multiple modes and times. For instance, this spring we shifted to having many events in person and a second on zoom for working families.   Additionally, we also aim to reflect on our methods for advertising events in order to meet the needs of the community we serve. Moving forward we aim to provide communications in email, text, and hard copy. As well as personal invitations when possible or announcements at large events.	Extera Public School facilitated a five-month long educational partner engagement process to ensure all partners have been able to provide input in the 2023-2024 LCAP. Educational partners were consulted through planning meetings, feedback cycles, parent input sessions, and lastly anonymous surveys. The LCAP input process started in January 2023 when school staff including the school principal, assistant principal, instructional coach, school wellness counselor, business manager, chief academic officer, chief executive officer, associate director of data and compliance and director of student support services reviewed this year’s goals and actions, successes and needs, and planned goals and actions for the 2023-2024 school year during instructional leader team meetings during January, February, March and April. This process included a thorough review of school dashboard data, subgroup data, survey data, and educational partner input from this school year. To gather feedback from educational partners, school administrators facilitated needs assessments and reviewed dashboard data, actions from this year’s LCAP, and proposed future actions with ELAC/DELAC and School Site Council to receive input. Each of these groups meets monthly throughout the school year and staff members responsible for coordinating the development of the district LCAP prioritize their attendance at these meetings to better contextualize input and feedback from these groups. The proposed LCAP plan was previewed with the LCAP PAC and the DELAC committee also discussed recommendations during the month of May. Written recommendations were collected and sent to the Associate Director of Data and Compliance.  In addition to the parent/community groups above, district staff also work in a cross-sectional of school site leaders, classified staff, and district office staff collectively called the LCAP Task Force met bi-monthly.  In addition, the chief academic officer, chief executive officer, associate director of data and compliance and director of student support services facilitated two family input sessions at the school sites for all parents and guardians on April 24th and April 26th, and one family input session for families of students with disabilities on May 4th. Parents shared programming they agreed with from the proposal, programming they would like to see more of, programming they would like added, and other feedback to be incorporated in the LCAP.  In May we sent out our annual anonymous Panorama survey to all educational partners including families, all staff, and students. This data not only serves as important measures towards goal attainment, but also drives the needs assessment to determine teacher professional development, parent workshops, and campus focus areas for next year. The emphasis on our Connected seed can be seen by the Panorama data point that in 2023, 88% of parents reported that they are overall satisfied with EPS as their child’s school.	As mentioned above, we would like to increase the percentage of families that engage in the feedback process. This would include higher turnout for the Panorama Survey. We would also like to increase the number of families that attend the LCAP input sessions. The emphasis on our Connected seed can be seen by the Panorama data point that in 2023, 88% of parents reported that they are overall satisfied with EPS as their child’s school. Some examples of the work this year and next included district-led parent workshops, academic student events, as well as celebrations for specific growth areas such as RFEP celebration. At the school site level, EPS continues to be intentional with the goal to invite parents on campus through our own academic events as well.	Next year, we plan to incorporate the survey into the trimester 2 student-led conferences to increase parental involvement. In addition, we plan to increase parent turn-out at input session with incentives and increased event advertising.	4	4	4	4	5	2	3	4	4	3	4	4	Met		13JUN2023	2023
19647330124222	Rise Kohyang Middle	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 96% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 94% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families. 69% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights.   73% of families attended a yearly counselor meeting. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 29% attended this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 37%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home. With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 96% of parents returning surveys, and 69% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
19647330124560	Synergy Quantum Academy	3	Recent parent survey data indicates nearly all parents feel welcome to participate at the school (97%), are treated with respect by school staff (98%), receive prompt responses from the school to parent phone calls, messages, and e-mails (96%), and that the school communicates the importance of respecting different cultural beliefs and practices (97%).	SQA prides itself in offering various opportunities for parent and family engagement via our monthly counselor-led parent workshops, monthly Coffee with the Principal meetings, as well as a variety of other parent workshops on topics including financial literacy and mental health and family events like Open House and Family Science Night. SQA also offers three days of Parent Conferences each semester. SQA holds individual parent informational meetings for all incoming 9th grade families to allow families the opportunity to  meet staff, learn about our school programs, and build relationships. A summer bridge program is also offered to all incoming 9th grade students. Weekly announcements are sent home every Sunday evening to inform families of upcoming events. SQA’s Dean of School Culture along with the counseling team conduct home visits throughout the year to learn how we can best support each family.	Synergy will review parent engagement data and intentionally work to engage underrepresented families as needed. This may include direct outreach and increasing opportunities for families to participate in meetings and events on campus. We will continue to provide multiple opportunities for parents and families to build relationships with the school through regular communication and the variety of meetings, workshops, and events detailed above.	Parent survey data indicated that the vast majority (97%) of parents feel that the school encourages them to be an active partner in educating their child.	SQA actively encourages parents/families to participate in all school meetings, including our school committee meetings, to share their feedback, concerns, and suggestions. Synergy will continue to focus on providing professional learning to administrators and teachers to further the school’s capacity to partner with families and expand opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Synergy will continue to keep parents informed about their child’s progress at school by conducting parent conferences, sending home report cards, ensuring all parents have access to the Infinite Campus parent portal to monitor grades and attendance, and encouraging parent-teacher communication through apps, email, phone calls,  and/or text messages. Synergy will continue to seek out and provide parent education workshops and events that promote parents’ active involvement in their child’s education.	Synergy will continue to seek out and provide parent education workshops that through content, format, or scheduling, support greater engagement of underrepresented families.	Parent survey data indicated that the majority of parents (90%) feel that the school actively seeks the input of parents before making important decisions. While this is a strength, Synergy strives to actively recruit and retain parents to serve on school-based committees, including the School Operations Committee and English Learner Advisory Committee, so that parent consultation about decision-making is formalized and reaches a broader audience. Informal input from parents is gathered through regular Coffee with the Principal meetings, and every year, parents are encouraged to provide feedback via the CHKS-Parent Survey. The survey is shared during our parent meetings and several reminders are sent out to encourage participation. A new initiative implemented in the last school year to improve teacher-parent relationships was to dedicate grade-level meeting time to conduct parent outreach phone calls.	Parent survey data indicated that 90% of parents felt that the school actively seeks the input of parents before making important decisions. While this is a strength, along with providing a structure for parents and community members to engage in school-based committees, including the School Operations Committee and English Learner Advisory Committee, Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, as well as provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement and evaluate family engagement activities at the school and organizational levels.	While Synergy plans to continue to focus on implementing strategies to reach and seek input from any underrepresented groups in the school community, the school will also work to continue to provide opportunities for families, teachers, principals, and central office administrators to work together to plan, design, implement, and evaluate family engagement opportunities at the school and organizational levels. Our current goal is to increase our publicity and outreach to all parents about these opportunities, with the aim of increasing attendance at these gatherings and gaining input from a larger group.	5	5	4	5	3	5	5	5	4	5	3	3	Met		13JUN2023	2023
19647330124784	Aspire Slauson Academy Charter	3	Provide more opportunities for families and staff to build relationships. Currently, Slauson Academy provides multiple opportunities between school staff and families such as: Back to School Night, Student led conferences, Donuts with Principal, School Site Council, ELAC, School Dances, Award Ceremonies, Parent Workshops, Parents on the playground,	Weekly communications to parents.	Workshops designed to target specific demographic groups; special education families, MLL families, and African American families.	One strength is teachers are meeting with parents to review student progress so that they can support learning throughout the semester.	Meet with parents to review student goals and how to better partner with teachers to support student growth and development.	Community builders; nights.	Multiple opportunities for parents to provide input: SSC, ELAC, Mission & Vision.	Increasing the number of parents participating in school based activities.	Improve overall communication outreach to improve parent participation.	4	4	4	3	3	3	4	3	4	4	4	3	Met		22JUN2023	2023
19647330124792	Aspire Juanita Tate Academy Charter	3	"At Aspire Tate Academy, we provide multiple opportunities for building relationships between school staff and families.  At the beginning of the school year, we engage in a ?Meet the Staff"" event where all families are invited on campus to meet administrators and our teaching team.  Within the first weeks of school, we also ask that all teachers have listening meetings with each family, 1:1, to better get to know students and the goals their families have for them.  Furthermore, all teachers are required to have a communication platform (Classdojo and/or Parentsquare) where they send out regular parent communication.  Parents are also invited on campus to participate in events such as museum day, parent conferences, parent-student play dates, DEAR (Drop Everything and Read), etc."	Data collected through our regionwide Panaroma survey indicated a need to provide more parent volunteer opportunities to our communities.  Parents would like to be in classrooms more frequently.  Regular, weekly opportunities for volunteerism will be a focus for upcoming school years.	Our most underrepresented group is our African American and/or Black parents.  We will continue to provide spaces where this population has shown high engagement.  This includes parent conferences, dance showcases and whole school assemblies.  We will also work to restructure our Black Parent Affinity Group so that our families feel this is a productive space and effective use of their time.	Aspire Tate Academy has focused on building partnerships with organizations that offer diverse learning experiences to students.  These partnerships have primarily been around the arts and extracurricular offerings.  Parents and students have appreciated our work with Harmony Project, Building Beats/Music Production and organizations like Woodcraft Rangers.	Moving into the next academic school years, a focus will be on partnering with organizations that can offer community support services.  We will also focus our attention on partnerships that encourage parent engagement.	Our most underrepresented families in current school partnerships are our families of students with disabilities.  We will provide opportunities for families of students with disabilities to provide feedback on present and future partnerships.  While this will continue to be done in larger parent sessions, we will also center this work during special education parent workshops.	We routinely collect feedback from multiple stakeholders throughout the school year.  Parents have opportunities to provide feedback through Coffee with the Principal, SSC and ELAC meetings.  They are also encouraged to join us on Parent-Student Playdates to support decision - making around new and ongoing recess initiatives.  Other stakeholders are given opportunities to provide feedback through Team Huddles, LCAP office hours and surveys.	Parent feedback has highlighted a need to provide information in parent - friendly language along with specific options our school is pursuing.  We will focus our attention on creating space where parents are able to process and discuss ideas within a timeline that allows them to authentically engage in the decision making process.	Our most underrepresented families are our African American and/or Black parents.  We will incorporate multiple ways to participate in meetings.  This will include in person and virtual.  We will also allow for parents to access surveys outside of the regular meeting times.	4	5	5	5	3	4	5	4	5	4	4	4	Met		22JUN2023	2023
19647330124800	Aspire Inskeep Academy Charter	3	As a school community, we engage in formal and informal measures to solicit input and feedback on our school community. Our strengths include: a) organized, published, and systematic structure for tours, meetings, town-halls, family workshops, orientations, celebrations, and on-site events; b) robust social media presence at the school and classroom level; c) text and phone communication between leadership, faculty, and staff with families; d) informal and formal surveys released quarterly; e) monthly coffee and conversation events with the principal and assistant principal; f) quarterly state of the schools and feedback sessions with families; g) we engage in 100% canvasing in the first 30 days of school by meeting with each and every family to learn of their needs and expectations; h) new family orientation: we meet with each newly enrolled family after the start of the year to ensure we understand how to best partner and support them; and i) comprehensive Annual Focus that is conspicuous, ubiquitious, and comprehensive for family/community understanding.	Based on our data, we continue to work on engaging our families who identify as Black/African American and partner with them.	We have engaged in a multi-year process of looking at our data, meeting with families individually, and working to understand barriers and challenges that result in our Black/African American families being under-represented as engaged partners in our school.	#NAME?	According to our data, the LEA has set goals to work on the reclassification of student who are LEP and to improve the academic outcomes (close the GAP) with students who are AA/B.	The LEA has established a leader for Pro-Black Programming who liaises with our Regional Leaders to create opportunities for underrepresented families (ie. Black/AA) to give meaningful and substantive feedback as part of Black Family Union.	Our strengths remain in the power of our SSC and ELAC as both steering and oversight committees for our Annual Focus and LCAP. These forums allow for transparency, questioning, input, and feedback, which is then used by school leadership to share with the faculty and staff. The strengths of ELAC and SSC include its accountability factors with school leadership.	Focus areas for improvement include: a) engaging AA/B families and b) increasing on-campus events that are complemented with family workshops.	We are coordinating with our Regional Office and the newly created positions to self-reflect on data and best practices to increase family involvement of under-represented groups.	5	5	5	5	4	4	5	5	5	5	4	5	Met		22JUN2023	2023
19647330124818	Los Angeles Leadership Primary Academy	3	Los Angeles Leadership Primary Academy provides multiple opportunities to build partnerships with families and guardians. Some traditional methods of communicating about the classroom and building relationships include Back to School Night, Family/School conferences twice a year, and Open House events. Because of the pandemic, our families and guardians participated in many of these events virtually this year.  We usually welcome parents on campus for school dances, volunteering on campus, the Fall and Thanksgiving festivals, and Spring events. We look forward to bringing families back to campus for these types of events when it is safe to do so.  We were able to hold recruiting events on campus this year which is helpful for building relationships with new families.  LALPA teachers are learning more about the different Latino cultures and how to celebrate the differences. Some of our families come from Indigenous cultures and their first language isn’t Spanish; this is important information for teachers and staff to be aware of because Spanish should be treated as a second language for these parents.	LALPA will continue to support teachers with strategies to learn more about each student’s family background and the family’s goals for their children.	When LALPA can bring families back to campus for school activities, the engagement of underrepresented families will improve. At the same time, LALPA will consider which virtual events were beneficial for participation of underrepresented families and continue to provide those virtually as an option.	LALPA has developed multiple practices that foster partnerships between families and staff in support of student growth. LALPA hosts parent conferences twice a year with all its families to not only inform families of student progress, but to also have them be partners in the work. The school sends home monthly newsletters informing families of the current instructional focus.  The DELAC shared reclassification information and testing dates and importance of ELPAC and CAASPP with all families. The DELAC also shared about the ELPAC and CAASPP boot camp tutoring and held a parent meeting about steps to ensure students are successful on these assessments.  LALPA has also held Math and Literacy Nights, as well as a STEM fair to provide parents with information about what students are learning and how they can support that learning at home.	Next year, LALPA plans to host more meetings about English learner reclassification starting at the beginning of the year to coincide with the earlier ELPAC boot camps the school is providing for students. The teachers also have earlier goal setting meetings about CAASPP.	Saturday meetings will be held to help parents who work during the week.	LALPA values family input into decision-making about policies, programs, and events. The School Site Council is composed of parents, teachers, administrators, and students. The school hosts chats with the principal or family coordinator as a forum for two-way communication so parents can feel comfortable sharing their perspectives. This two-way communication helps the school better understand the perspectives of the parents. Our families have responded favorably to this improvement. The school hosts chats approximately six times each year to solicit parent input and administers 2-3 anonymous surveys.	LALPA would like to get a stable parent representative group that participates in the DELAC. Currently the agenda is determined by parent feedback and ran by Assistant Principal to provide information to meet the needs of English Learners, but we would like to see more parent participation in the meetings.	LALPA will hold Saturday chats to improve input in decision-making for parents who work during the week. We will also look to host more activities to bring families into the school community. We believe that as we rebuild the connections that existed prior to the pandemic, families will feel more comfortable in providing input. LALPA will also administer more anonymous surveys and consider hosting elementary and middle school chats together to ensure everyone sees the school community from multiple perspectives.	5	5	4	5	4	5	5	5	5	4	5	5	Met		28JUN2023	2023
19647330124826	Camino Nuevo Charter Academy #4	3	a. CNCA has full-time and bilingual Family Coordinators at each school who are guided and supported by the Director of Parent Engagement and Advocacy at the Home Support Office for alignment and consistency in the program.  b. A fully implemented common communication platform called Parent Square has a variety of features to allow for two-way communication between staff and families. The platform includes capability for posting information, collecting surveys/polls responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform has the capability of translating information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Parents who desire a language different from English or the school’s default second language can select their own language from their accounts page.  c. Professional development sessions for staff on how to build meaningful relationships with families.  d. Coaching sessions with teachers on how to communicate with families and work alongside to support student achievement.   3. Case management and referrals for families in need of social services, mental health, medical services, housing resources, etc.  f. Parents have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.  g. Sites host school events and classroom activities where parents can attend and interact with staff.  h. Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our Winter 2023 Family Survey, 95% percent of families strongly agree or agree that they feel welcome at their child’s school.  i. Our Winter 2023 family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 73%.	It’s necessary for schools to create more opportunities for teachers, school leaders, classified staff and parents to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.	To improve engagement of underrepresented families, schools should have readily available translators when in need for parent meetings.  In addition, it’s important to host social events where every culture in school is represented and valued.	Schools build parent capacity to support their children at home by offering academic parent workshops: Prepping families/students for SBAC/ELPAC. -Understanding SBAC results/reports. -Our Special Education Support. -How to have Successful Parent-Teacher Conferences. -Getting Familiar with the ARC Reading Curriculum and Assessments -I-Ready Math -Shifts in Common Core Standards -Understanding our Mental Health Support Program  According to our Winter 2023 Family Survey 86% of families who attended workshops believe they allow them to gain important information about their child and the school.  Schools conduct parent-teacher conferences in October, January and April where parents get the opportunity to talk to teachers about their child’s academic progress and learn tips on how to support them at home.  Schools share academic data, school goals, updates and helpful tips during their monthly parent meetings. Parents and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.	To strengthen the school and home partnership to support  student outcomes, schools need to encourage more teachers to facilitate consistent academic parent workshops and conduct data walks. Schools must create more opportunities for parents to get familiar with the curriculum, assessments and how they can support homework and learning environments. More professional development is also needed to guide teachers on best practices on how to present data in a parent friendly way.	To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for them to better understand the education system and how their support is crucial for student achievement. It needs to be a partnership where teachers and parents are learning from each other how to better support the student.	a. Parent leaders in the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as regarding school practices/changes that affect their children.  b. All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The Policy is also shared via Parent Square to allow for families who couldn’t attend the meeting. This allows all families an opportunity to provide input.  c. Annually, families receive a survey which allows them to anonymously provide their responses, celebrations and suggestions for improvement. Results are shared with all stakeholders which then allows us to track trends, progress and make any adjustments needed to improve families’ experiences at our school.    d. During our monthly parent meetings, parents have ample time to ask questions, share concerns and offer solutions about any updates discussed.    e. Parents can reach out to school leaders and teachers via Parent Square, in-person or by stopping by the office to request a meeting to share concerns, provide feedback or inquiry about an issue.	Schools need to strengthen their efforts in recruiting and training families and teachers to participate in leadership committees. The training should include guidelines on best practices to provide constructive feedback and input.	Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff and leaders. Schools are asked to provide the conditions necessary for them to feel comfortable in sharing their concerns, ideas and suggestions to provoke change.	3	5	4	4	3	5	3	4	3	3	3	3	Met		20JUN2023	2023
19647330124891	Alliance Renee and Meyer Luskin Academy High	3	"At Alliance Renee & Meyer Luskin Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 93.4% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Renee & Meyer Luskin Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 93.4% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Renee & Meyer Luskin Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 93.4% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Renee & Meyer Luskin Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 85% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 74% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Renee & Meyer Luskin Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 85% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 74% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Renee & Meyer Luskin Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 85% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 74% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330124933	PUC Early College Academy for Leaders and Scholars (ECALS)	3	PUC eCALS does a good job encouraging school personnel to communicate and collaborate with families of students. The school hosts a variety of family engagement events throughout the year for families to utilize in learning more about how their scholar is progressing.	An area for improvement is to increase the turnout rate of families at these engagement events. We will continue to look for ways to reach out to families and increase participation in school events.	To improve the engagement of underrepresented families, the school will improve communication with these families through texts, phone calls, social media posts, and other forms of outreach. The school will also utilize its Parent Action Committee, which is akin to a parent-teachers association, to reach out to these underrepresented families and bring them into the school.	PUC eCALS does a good job utilizing school data systems with families to help them engage in the learning process with their scholars. This information is helpful to keep families informed and allows them to inquire about their scholar's success.	An area for improvement is to increase the frequency of communication of student data to families. The school hosts parent conferences each semester, but it will look to help families feel comfortable with accessing systems and platforms to help them stay informed throughout the year.	To improve the engagement of underrepresented families, the school will improve upon the frequency at which it delivers data to underrepresented families. This will occur through increased emails, texts and phone calls to convey the information.	PUC eCALS has done a good job to develop its parent action committee, which is akin to a parent-teachers association, to help families collaborate with the school regarding ways in which the school can improve.	A focus area for improvement is to increase the number of families that participate in the parent action committee and attend family engagement opportunities.	The school will improve upon the engagement of underrepresented families by reaching out to these families to offer opportunities to participate in the Parent Action Committee. Through phone calls and advanced notice of events, the school will look for additional ways to engage underrepresented families.	4	4	4	5	4	4	4	4	4	4	4	4	Met		08JUN2023	2023
19647330124941	Alliance Margaret M. Bloomfield Technology Academy High	3	"At Alliance Margaret M. Bloomfield Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 90.9% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Margaret M. Bloomfield Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 90.9% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Margaret M. Bloomfield Technology Academy High School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 90.9% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Margaret M. Bloomfield Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 92% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 77% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Margaret M. Bloomfield Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 92% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 77% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Margaret M. Bloomfield Technology Academy High School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 92% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 77% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 92% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 92% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 92% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330125609	KIPP Philosophers Academy	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330125625	KIPP Scholar Academy	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330125641	KIPP Sol Academy	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330125864	Ednovate - USC Hybrid High College Prep	3	USC Hybrid High College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of USC Hybrid College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  Our PAC continues to play a pivotal role in the school’s accountability to our students, families, and community. The PAC contributed to our Wellness Policy this year, reviewed Student Performance Data, and continues to review and provide guidance on where funds are needed.  Hybrid’s English Learner Advisory Committee (“ELAC”) continues to provide input in advising Hybrid and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. It is not a decision making body, but it is the voice of the English Learner community. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. Communication with families has always been and continues to be a strength of Hybrid. To date, monthly Coffee with the Principal's has an average of 50 or more families in-person and virtual attendance. We have also had an average of 95% attendance at Report Card Pick- Up this year. Furthermore, we launched our workshops for parents to learn more about topics such as mental health and drug awareness at a time that is more convenient for them.	USC Hybrid High has made significant strides in building relationships between school staff and families. Hybrid is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory ( ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics. A priority is to enhance Hybrid’s translation services during in-person meetings to encourage parent participation.   Additionally, Hybrid plans to include testimonials and quotes from current parents who have found value in Hybrid’s PAC & ELAC community spaces. Finally, Hybrid aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year.	At USC Hybrid High, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.	At USC Hybrid High we have created a school culture where parents and families are embraced as partners in the education of their children. Hybrid holds mandatory parent-teacher conferences every quarter. Hybrid High communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Hybrid’s student information system, Illuminate, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys.  Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Hybrid High philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of USC Hybrid High School Treat USC Hybrid High School faculty and staff with respect	At USC Hybrid High, the school is working hard to ensure that students have the support and services they need to succeed. These resources include tutoring, counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as personalized tutoring opportunities, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Hybrid continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Hybrid continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.	Through USC Hybrid High self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Hybrid has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Hybrid plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.	USC Hybrid High School encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Hybrid High staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey	USC Hybrid High believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Hybrid strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	As USC Hybrid High student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
19647330126136	Math and Science College Preparatory	3	At Math and Science College Preparatory we believe that parent engagement is critical for student success. To meet the needs of our parent community we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully in educational programs and individual meetings with school staff related to their child’s education. This includes but is not limited to parent conferences, IEP meetings, SSC meetings, open house, and Coffee with the Principal. In addition, to support our staff with parent engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral difficulties.	Math and Science College Prep continues to ask family members for input on which workshops and additional offerings would be beneficial. An area for growth is to continue to build partnerships with families to increase parent engagement in school wide committees and workshops on how to support student success at home. Our School Site Council focuses on engaging with families of our multilingual learners in order to help them support the success of their student, prepare for ELPAC and understand the assessments that are given.	As an organization, STEM Preparatory Schools has a mission to disrupt the status quo by getting students of color into STEM fields. One of our strategies to achieve this goal involves organizing family-oriented STEM events that foster a strong connection between our students, their families, and our staff. These events offer an opportunity for them to participate in enriching activities together. Furthermore, we maintain regular communication with families through monthly updates and actively seek their input on workshops and other school-related offerings. Our School Site Council empowers families to actively engage in the decision-making process within the MSCP. We have also reintroduced our Parent Club, which focuses on enhancing overall parental involvement within the school community.	A large focus of Coffee with the Principal, which occurs monthly, is training parents/guardians on how to support their students. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance as well as our philosophy on continuous learning. In addition, to help parents/guardians support their students’ through the college application process we host trainings on applications and financial aid. Each year the school holds parent conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes.	MSCP's focus is to disrupt the status quo by getting more minorities into the fields of STEM, MSCP will cultivate a joy for learning where students want to be and embrace their potential as STEM professionals. As an MSCP family, adults across our community will use their love and faith in students to celebrate and nurture their abilities in STEM, which will prepare our students for their future endeavors as agents of change.	MSCP Expanded Learning Opportunities Program focuses on creating enriching, engaging opportunities for STEM Prep students outside of the regular school day and increasing student achievement. Through our partnership with Think Together our goal is to implement high-quality, student-centered before school, after school, summer and intersession programs that comply with all state and/or federal grant funding requirements.	MSCP provides summer and quarterly professional development for teachers and principals that improve our capacity to partner with families. Families are provided opportunities to provide input on policies and programs through participation in Coffee with the Principal, School Site Council and English Learner Advisory Council.	MSCP  understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and parents. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parents are asked to complete an annual parent survey. The data collected will help us understand our parents' perspectives and respond to their needs and expectations.	MSCP has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and parent advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness. Our Restorative Justice Coordinator helps monitor the needs of students and families to overcome barriers to learning by providing resources such as individual and group counseling, social-emotional learning, and behavioral supports.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
19647330126169	Equitas Academy #2	3	Strong relationships with families are crucial to student success. Families are provided with touch points such as summer orientation, monthly Cafecitos, ,monthly family nights, 2 family days, family-teacher conferences two times per year and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.	The LEA will be focusing on developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families as well as supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	This is the makeup of the demographics of our entire LEA. Our work by default will improve the engagement of these families.	Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.	The LEA will focus on supporting families to understand and exercise their legal rights and advocate for their own students and all students.	This is the makeup of the demographics of our entire LEA. Our work by default will improve the partnerships for student outcomes.	Families voices are important and necessary to ensure progess monitoring and student progress.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children.  A recent example was gather input from all families on changes to the school calendar. Family members serve as members of the School Site Council where decisions are made.	Our LEA will work on providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community and providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	This is the makeup of the demographics of our entire LEA. Our work by default will improve seeking input for decision-making.	3	4	3	4	3	3	4	2	4	4	3	3	Met		29JUN2023	2023
19647330126177	Citizens of the World Charter School Silver Lake	3	Our school gathers a significant amount of data, and we intentionally analyze that data, looking specifically at questions disaggregated by subgroup.  Our yearly survey gives staff, caregivers, and students (from third grade to eighth grade) the opportunity to provide input around our core values and our strands of DNA.  We analyze this feedback and make actionable recommendations and changes that are then communicated to families, staff and caregivers.  We are intentional about ensuring that surveys are available in English, Korean, and Spanish and we also send home hard copies of surveys in backpacks in multiple languages to ensure accessibility.  Additionally, our middle school uses regular surveys in our Roots classes to garner feedback around different components of our model.  We use this data to change elements of Roots classes and to ensure that we are meeting the needs of our middle school students.  Our caregivers have shared that our schools are welcoming spaces for their families.	A current area of progress for building relationships between school staff and families is with our ELAC and Principals’ Council.  These monthly meetings are not well attended and could benefit from additional members of the school community in attendance.  Building the attendance at Principals’ Council and ELAC meetings is a focus area for improvement. An additional area is ensuring that we’re reaching out to and hearing from our families whose primary language is not English.	As a school, we’ve identified in our survey collection that our Spanish speaking families, while they comprise a large percentage of our school population, have one of the lowest annual survey completion rates.  We have begun an initiative to identify all families who are Spanish speaking and get them a hard copy of the survey in Spanish.  We have dedicated a team of individuals to follow up with those families and manually input the survey data that is collected.	Our families are incredible advocates for their own children, and for other children.  During and since the pandemic, we have been explicit in centering equity in all of the choices that we make, and we model centering marginalized subgroups for our families. Our families, when advocating for their students, will also advocate for other students also.  We have offered a series of workshops, both at the middle school and elementary level to support parent understanding of and advocacy for student outcomes.   In the lower grades one area of strength is partnering with and communicating with families whose children are part of the Student Success Team (SST) process. These are students who have been identified as needing extra support and intervention. As part of the SST process teachers and administration partner with parents over the course of several meetings and come up with plans to support and intervene both at home and at school. Another area of strength has been our series of caregiver workshops during our monthly coffee socials where we’ve taught parents strategies to support their child in math and reading.  Specifically, at the middle school we ran a 5-part series to support parent understanding of our standards-based grading model.  This included an initial introduction to standards-based grading, a deep dive into rubrics, discussion about growth versus achievement and the importance of a growth mindset, a workshop that supported parents around their role at a student-led conference, and workshops to prepare them to read report cards with their students.  We also provide high school classes and counseling to every single 8th grade student.  We offer a series of workshops over the course of the year that support families with applications to private schools, magnet schools, public schools, charter schools, and with late admission to schools.	Our greatest area for improvement is to support our families in a deep understanding of the rationale and undergirding theory of our math curriculum, Illustrative Mathematics.  The IM curriculum is abstract to many of our families, several of whom were raised with a direct instruction approach to mathematics.  We still field an abundance of questions regarding this curriculum, many of which would be resolved with a deeper understanding of our curriculum.  While we do offer a yearly math symposium to all of our families, it is not well attended.	One of the highest levers for engagement of underrepresented families around student outcomes are out bi-yearly student led conferences.  These conferences are an opportunity for caregivers to sit with their student, their Roots teacher, and, if necessary, a translator.  At this time, Roots teachers are able to guide families through a discussion about learning targets and student next steps.  This is the best opportunity for underrepresented families to get the 1-1 guidance that is the best support for student outcomes.  Additionally, administrators will work closely with teachers to prepare all teachers to meet with as many families as possible and provide language support when needed.	Currently, our school excels at giving partners various opportunities to give input around decision-making, specifically in moments of change.  Whenever there is a major change on one of our campuses or a major event, we meet with students, staff, and caregivers either in a circle or with a Town Hall style meeting  These spaces are intentionally designed to give folks factual information, listen deeply to thoughts and feelings, and to provide space for others to give input.	Our focus area for improvement in seeking input for decision-making is to provide live translation opportunities at all Town Halls, Principals’ Council meetings, etc.  This is a great area of need at a diverse-by-design school, and it’s one that often falls on the shoulders of bilingual staff.	Our LEA will improve engagement of underrepresented families in relation to seeking input for decision-making by offering more opportunities for live translation.  Our use of ParentSquare and translated documents has greatly improved communication to families whose preferred language is not English, and we have work to do to provide live translation at all family and input events.	4	4	4	4	4	4	4	5	4	3	3	4	Met		28JUN2023	2023
19647330126193	Citizens of the World Charter School Mar Vista	3	Returning to school post-COVID closures, we have been balancing safety, individual comforts, and reestablishing community. Both schools launched the school year off with in-person Back to School Nights and offered a balance of in-person or zoom Parent Teacher Conferences in the Fall.  Our elementary school site has found authentic ways to re-engage families with school activities such as heritage celebrations (Latinx Heritage and Black Excellence Celebration).  Additionally, we are committed to clear communication with our families and caregivers.  We offer weekly newsletters via the ParentSquare platform.  Teachers and staff also use the platform to communicate with families for class and schoolwide updates.  This is a two-communication platform and families use it to connect with staff as well.  The leadership team also leverages Coffee Socials and Principal Council as ways to get family input on decision-making.  Another great relationship builder is our Walk-a-thon event that engages families at our school including fundraising.  Parents step up and get involved to ensure fun for all.  These are just a few of the ways we are building and maintaining the relationships we value.	Despite the fact that we are proud of where we currently are, there is always room for improvement when it comes to building relationships between school staff and families. Both schools are improving and re-envisioning how families can volunteer on and off campus.  We have recently retooled our volunteer hub and hope to improve the messaging and gain more visibility to all.  Another area of improvement is in middle school.  The goal is to have greater partnerships with the elementary school’s events and truly bridge the middle school and elementary school activities.  We are currently also improving our 5th to 6th-grade family communication by holding events, informing sessions, open houses, and school visits.  Another way to improve that is by having a returning administrator for the first time in 4 years.  Having a consistent and familiar principal year after year will be a natural way to improve this area.  None of these are foolproof solutions and that is why we are continuously looking for ways to improve and gather feedback from families.	As alluded to above, we do actively gather feedback from families via an annual caregiver survey.  This allows families an anonymous way to give feedback to our school.  Leadership reviews all survey results and looks for trends and patterns to ensure all families are represented and heard from.  Other ways our schools gather feedback from families, especially underrepresented ones, is via our Coffee Socials.  Coffee Socials provide opportunities for families to share feedback with the leadership team. Coffee Socials occur every month immediately after our arrival process concludes. This allows all families to engage and provide suggestions in an informal and quick way. We also leverage our Social Emotional Learning Directors and Community Coordinators to engage families that we may not be traditionally hearing from.	Both schools have launched parent series aligned with our mission and instructional practices. A few series have been programmed for this SY 22-23 and have provided families with resources to help them support their children at home. So far, we have partnered with families via Literacy and Math events, and we have an upcoming one tied to our DEIB approach. We also involve families as partners in education by sharing student outcomes during the school year via report cards, parent-teacher conferences, and ELPAC as well as NWEA reports. Families of students with IEPs are engaged in meetings related to these services, too.	There is always room for improvement in terms of family learning events.  We could always expand our yearly offerings to families. We aim to grow in our partnerships around our DEIB work.  We have preliminarily planned a Cafecito to introduce this work and our Regional Head of DEIB.  This is an opportunity for us to build upon for the next year in this area.	As alluded to above, we do actively gather feedback from families via an annual caregiver survey.  This allows families an anonymous way to give feedback to our school.  Leadership reviews all survey results and looks for trends and patterns to ensure all families are represented and heard from.  Other ways our schools gather feedback from families, especially underrepresented ones, is via our Coffee Socials.  Coffee Socials provide opportunities for families to share feedback with the leadership team. Coffee Socials occur every month immediately after our arrival process concludes. This allows all families to engage and provide suggestions in an informal and quick way. We also leverage our Social Emotional Learning Directors and Community Coordinators to engage families that we may not be traditionally hearing from.	CWC MV provides different opportunities year round to have families, teachers, principals, and administrators working together in evaluating the efficacy of our instructional and social and emotional programs. Families are encouraged to engage as advisors to the leadership team during Council and ELAC committee meetings, providing input into our annual LCAP. Our regional team also engages families in different surveys, which allow additional windows to collect feedback, and provide decision-making opportunities regarding our policies, procedures and overall practices.	This year we reached quorum for both, our Council and ELAC committees.  Family participation in these two settings has been higher; however, collecting data and feedback from all of our families, continues to be an area of growth. We have been exploring other ways to engage families in our decision-making via more informal settings such as Coffee with the Principal.	As mentioned above, we have been exploring other ways to engage families in our decision-making via more informal settings such as Coffee with the Principal.	4	4	4	4	3	4	4	4	4	4	3	3	Met		28JUN2023	2023
19647330126797	Aspire Centennial College Preparatory Academy	3	Families are receiving messages from school staff and educators electronically (email, parent square, text, etc....). Staff are reaching out to families monthly sharing students academic progress.	Our areas of growth is encouraging, supporting and scheduling opportunities to meet with families and collaborate with school staff to review school performance and action steps.	We will continue to offer family engagement meetings via zoom and in-person (simultaneous). We will increase family engagement meetings and workshops for the upcoming school year. CCPA will provided additional support and contact for families who are new to the country and English is their second language as well as the families of our African American and Asian Pacific Islander students.	We provide educators time, opportunity and resources to meet with families to provide them update and progress on how students are performing academically. We also create structures and language for for team members to inform students and families of their legal rights.	Some areas of improvement is providing additional workshops throughout the year to support families with supporting students outside of the school. This includes workshops on social emotional development, how to support students academic needs and what resources they can access if they need greater assistance.	We will support our families with workshops and lessons to support families with supporting students outside of the school and community resources they can access if they needed.	We have hosted School-Site Council (SSC), English Language Advisory Committee (ELAC), Instructional Lead Team (ILT), and students in collecting input ideas on school progress and performance and what can we do to improve our school-wide program.	Areas of growth and improvement is encouraging and supporting families in attending our meetings to collect input on school improvement.	For the upcoming school year we will continue offer community member engagement meetings and post the information publicly for families to review. In addition we will share a survey with community members after the meeting to allow members to share information anonymously.	5	4	4	4	4	3	5	4	4	4	4	4	Met		22JUN2023	2023
19647330127670	KIPP Iluminar Academy	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330127886	City Language Immersion Charter	3	Building relationships between school staff and families is one of our school’s strengths. We have strong communication with families through multiple avenues, and we provide frequent and varied opportunities for families to participate in school functions and events. We have monthly Coffee with the Principal, Comite Hispanohablante, Classroom Ambassadors, Parent Council, among many other opportunities for family involvement. In addition, we hold many school events that allow for the school and family relationships to build (i.e. Welcome Day, Cultural Celebration Day, Festival de las Americas, and Fun Run).	An area for growth is supporting staff in learning about families’ cultures, languages, and goals for their children. This year, we did a teacher book study with the book, “Cultivating Genius” by Gholdy Muhammad. This book was especially helpful in our approach to Culturally Responsive Pedagogy.	We understand that not all families are able to participate in the same way, but we know that all families are committed to their children’s education, and want to be as supportive as possible. We will improve engagement of underrepresented families by continuing to offer multiple and varied opportunities for participation in the school community.	Some strengths and progress in building partnerships for student outcomes include involving stakeholders in meaningful decision-making and problem-solving, recognizing cultural and linguistic diversity and engaging in culturally responsive ways, and actively communicating and collaborating with families to address students’ needs.	A focus area for improvement in Building Partnerships for Student Outcomes is providing families with information and resources to support student learning and development in the home.	We will improve upon providing families with information and resources to support student learning and development in the home by providing targeted outreach. This can include home visits, community meetings, and strategic partnerships with local community organizations.	Some strengths and progress in Seeking Input for Decision-Making include building the capacity of and supporting principals, staff, and family members to effectively engage in advisory groups and with decision-making.	A focus area for improvement in Seeking Input for Decision-Making providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	We will improve engagement of underrepresented families in providing all families with opportunities to provide input on policies and programs by taking a multi-faceted approach. This will include cultural competence training, assigning a family liaison, continuing to provide translation services during all school functions and events, and prioritizing building relationships with underrepresented families, listening to their perspectives, and responding to their needs.	5	5	4	5	4	2	4	3	4	4	3	3	Met		28JUN2023	2023
19647330127894	Valor Academy High	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why73% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 94% of parents rate the school positively.   One of the school’s biggest strengths is the welcoming environment we’ve built with families. 64% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percent of parents who engage in an annual meeting with a school counselor as a focus area for improvement, as 41% attended a meeting with a school counselor this year. The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 10% attended this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 28%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes. We also see an area of growth to increase participation in Teacher-Parent Conferences. having 45% participation this year.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.   With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 73% of parents returning surveys, and 94% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
19647330127910	Camino Nuevo High #2	3	a. CNCA has full-time and bilingual Family Coordinators at each school who are guided and supported by the Director of Parent Engagement and Advocacy at the Home Support Office for alignment and consistency in the program.  b. A fully implemented common communication platform called Parent Square has a variety of features to allow for two-way communication between staff and families. The platform includes capability for posting information, collecting surveys/polls responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform has the capability of translating information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Parents who desire a language different from English or the school’s default second language can select their own language from their accounts page.  c. Professional development sessions for staff on how to build meaningful relationships with families.  d. Coaching sessions with teachers on how to communicate with families and work alongside to support student achievement.   e. Case management and referrals for families in need of social services, mental health, medical services, housing resources, etc.  f. Parents have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.  g. Sites host school events and classroom activities where parents can attend and interact with staff.  h. Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our Winter 2023 Family Survey, 95% percent of families strongly agree or agree that they feel welcome at their child’s school.  i. Our Winter 2023 family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 73%.	It’s necessary for schools to create more opportunities for teachers, school leaders, classified staff and parents to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.	To improve engagement of underrepresented families, schools should have readily available translators when in need for parent meetings.  In addition, it’s important to host social events where every culture in school is represented and valued.	a. Schools build parent capacity to support their children at home by offering academic parent workshops: Prepping families/students for SBAC/ELPAC. -Understanding SBAC results/reports. -Our Special Education Support. -How to have Successful Parent-Teacher Conferences. -Getting Familiar with the ARC Reading Curriculum and Assessments -I-Ready Math -Shifts in Common Core Standards -Understanding our Mental Health Support Program  b. According to our Winter 2023 Family Survey 86% of families who attended workshops believe they allow them to gain important information about their child and the school.  c. Schools conduct parent-teacher conferences in October, January and April where parents get the opportunity to talk to teachers about their child’s academic progress and learn tips on how to support them at home.  d. Schools share academic data, school goals, updates and helpful tips during their monthly parent meetings. Parents and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.	To strengthen the school and home partnership to support  student outcomes, schools need to encourage more teachers to facilitate consistent academic parent workshops and conduct data walks. Schools must create more opportunities for parents to get familiar with the curriculum, assessments and how they can support homework and learning environments. More professional development is also needed to guide teachers on best practices on how to present data in a parent friendly way.	To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for them to better understand the education system and how their support is crucial for student achievement. It needs to be a partnership where teachers and parents are learning from each other how to better support the student.	a. Parent leaders in the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as regarding school practices/changes that affect their children.  b. All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The Policy is also shared via Parent Square to allow for families who couldn’t attend the meeting. This allows all families an opportunity to provide input.  c. Annually, families receive a survey which allows them to anonymously provide their responses, celebrations and suggestions for improvement. Results are shared with all stakeholders which then allows us to track trends, progress and make any adjustments needed to improve families’ experiences at our school.    d. During our monthly parent meetings, parents have ample time to ask questions, share concerns and offer solutions about any updates discussed.    e. Parents can reach out to school leaders and teachers via Parent Square, in-person or by stopping by the office to request a meeting to share concerns, provide feedback or inquiry about an issue.	Schools need to strengthen their efforts in recruiting and training families and teachers to participate in leadership committees. The training should include guidelines on best practices to provide constructive feedback and input.	Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff and leaders. Schools are asked to provide the conditions necessary for them to feel comfortable in sharing their concerns, ideas and suggestions to provoke change.	3	5	4	4	3	5	3	4	3	3	3	3	Met		20JUN2023	2023
19647330127936	PREPA TEC - Los Angeles	3																						Not Met			2023
19647330127985	Ingenium Charter Middle	3	The school promoted opportunities for families to join events physically as well as virtually in order to accommodate all preferences. A large component of learning for all staff has been on recognizing and valuing all of stakeholder identities, with a focus on students and their families. Two-way communication has also continued to improve thanks to applications like Parent-Square and others.	The largest area for improvement is around family engagement in activities and school functions/committees.	One way to help improve engagement of underrepresented families will be through the connection with their students. This includes personal connections through student conferences, and a more detailed school event calendar that will provide access points like workshops, fun events, etc.	The biggest strength that the school currently has is around the process for student conferences. These tend to have the highest participation rate of all events, and serve as touch points with families around celebrating student progress and acknowledging the work of families and school staff in a partnership to support students.	One of the larger opportunities for improvement is around the how the school can provide greater access to families around their legal rights and encourage more advocacy.	The school is currently working, and will continue to work on building out a series of family workshops outside of student conferences that can support families with more resources.	The school holds regular SSC and ELAC/DELAC meetings as well as family meetings in which all are welcome to provide feedback and input on school initiatives, etc.	A focus for improvement is the effectiveness of the family advisory groups and training and support to ensure they are running smoothly and engaging as many members as possible.	The school will work on building capacity of the SSC and ELAC/DELAC groups. In addition, feedback on larger projects, LCAP, and more, will be encouraged from larger groups of families.	3	3	3	4	3	3	4	2	3	2	3	2	Met		13JUN2023	2023
19647330128009	Alliance Virgil Roberts Leadership Academy	3	"At Alliance Virgil Roberts Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 83.4% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Virgil Roberts Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 83.4% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Virgil Roberts Leadership Academy, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 83.4% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Virgil Roberts Leadership Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 94% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 86% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 81% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Virgil Roberts Leadership Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 94% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 86% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 81% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Virgil Roberts Leadership Academy, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 94% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 86% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 81% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 78% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 78% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 78% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330128033	Alliance College-Ready Middle Academy 8	3	"At Alliance College-Ready Middle Academy 8, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 90.9% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance College-Ready Middle Academy 8, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 90.9% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance College-Ready Middle Academy 8, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 90.9% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance College-Ready Middle Academy 8, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 86% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 84% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance College-Ready Middle Academy 8, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 86% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 84% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance College-Ready Middle Academy 8, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 86% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 84% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 93% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 93% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 93% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330128041	Alliance Kory Hunter Middle	3	"At Alliance Kory Hunter Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 5 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 4.94% of our scholars' families attended two or more parent engagement events this year.  In addition, 95% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Kory Hunter Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 5 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 4.94% of our scholars' families attended two or more parent engagement events this year.  In addition, 95% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Kory Hunter Middle School, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 5 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 4.94% of our scholars' families attended two or more parent engagement events this year.  In addition, 95% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Kory Hunter Middle School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 87% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 79% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Kory Hunter Middle School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 87% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 79% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Kory Hunter Middle School, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 99% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 87% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 79% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 94% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330128058	Alliance College-Ready Middle Academy 12	3	"At Alliance College-Ready Middle Academy 12, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 91.5% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance College-Ready Middle Academy 12, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 91.5% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance College-Ready Middle Academy 12, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 91.5% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance College-Ready Middle Academy 12, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 84% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 79% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance College-Ready Middle Academy 12, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 84% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 79% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance College-Ready Middle Academy 12, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 97% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 84% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 79% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 90% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 90% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 90% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330128132	Extera Public School No. 2	3	Extera has had great success in communicating with families this school year. 65% of families indicated they communicate with teachers monthly or more frequently. Families have had extensive opportunities to become involved in a variety of committees, input sessions, or alternative ways of providing input. Students have report card conferences twice a school year, and progress report conferences three times a school year. Extera has had targeted cultural and academic parent engagement activities this school year to increase parent engagement in student learning and the school community. Extera recently readded the role of parent coordinator to bridge family and school communication and engagement. Parents have expressed via LCAP input sessions that they would like to continue to see additional growth in parent involvement opportunities and events.	Parents have expressed via LCAP input sessions that they would like to continue to see additional growth in parent involvement opportunities and events. Extera plans to increase parent workshops regarding supporting academics from home. One focus area is supporting students with disabilities and an aligned workshop series.	LCAP Goal #2 is “Engage parents and community partners through education, communication, and collaboration to ensure equitable student outcomes.” This goal is focused on measures to ensure communication, collaboration and engagement with all families. One area we plan to increase engagement of underrepresented families is through the percentage of families that complete the annual survey. In addition, one area of growth is increased academic family events throughout the school year.	We are thrilled to have re-opened our campus and our Home Office to our families once again. Some the celebrations from this school year for Home Office included: 1) Multi-language Learner workshops 2) Initiation of Family events such as “Mother’s Day Tea and Literacy” and “Father’s Day” Stem Day 3) Coffee with Extera Leadership team.  Schools were also able to re-engage families in their own ways.  At EPS2 families built deep connections through cultural events, cooking competitions, and elaborate student performances.	Despite the great progress we made, the biggest goal of all is to enhance the numbers of participants for some of the events named above. We had really high attendance for larger events such as performances and egg drops—but fewer attendees for ongoing academic gatherings such as: ELAC, smaller workshops etc.	First and foremost, we will continue to survey our families around best times to engage while also offering multiple modes and times. For instance, this spring we shifted to having many events in person and a second on zoom for working families.  Additionally, we also aim to reflect on our methods for advertising events in order to meet the needs of the community we serve. Moving forward we aim to provide communications in email, text, and hard copy. As well as personal invitations when possible or announcements at large events.	EPS 2 facilitated a five-month long educational partner engagement process to ensure all partners have been able to provide input in the 2023-2024 LCAP. Educational partners were consulted through planning meetings, feedback cycles, parent input sessions, and lastly anonymous surveys. The LCAP input process started in January 2023 when school staff including the school principal, assistant principal, instructional coach, school wellness counselor, business manager, chief academic officer, chief executive officer, associate director of data and compliance and director of student support services reviewed this year’s goals and actions, successes and needs, and planned goals and actions for the 2023-2024 school year during instructional leader team meetings during January, February, March and April. This process included a thorough review of school dashboard data, subgroup data, survey data, and educational partner input from this school year. To gather feedback from educational partners, school administrators facilitated needs assessments and reviewed dashboard data, actions from this year’s LCAP, and proposed future actions with ELAC/DELAC and School Site Council to receive input. Each of these groups meets monthly throughout the school year and staff members responsible for coordinating the development of the district LCAP prioritize their attendance at these meetings to better contextualize input and feedback from these groups. The proposed LCAP plan was previewed with the LCAP PAC and the DELAC committee also discussed recommendations during the month of May. Written recommendations were collected and sent to the Associate Director of Data and Compliance.  In addition to the parent/community groups above, district staff also work in a cross-sectional of school site leaders, classified staff, and district office staff collectively called the LCAP Task Force met bi-monthly.  In addition, the chief academic officer, chief executive officer, associate director of data and compliance and director of student support services facilitated two family input sessions at the school sites for all parents and guardians on April 24th and April 26th, and one family input session for families of students with disabilities on May 4th. Parents shared programming they agreed with from the proposal, programming they would like to see more of, programming they would like added, and other feedback to be incorporated in the LCAP.  In May we sent out our annual anonymous Panorama survey to all educational partners including families, all staff, and students. This data not only serves as important measures towards goal attainment, but also drives the needs assessment to determine teacher professional development, parent workshops, and campus focus areas for next year. The emphasis on our Connected seed can be seen by the Panorama data point that in 2023, 88% of parents reported that they are overall satisfied with EPS 2 as their child’s school.	As mentioned above, we would like to increase the percentage of families that engage in the feedback process. This would include higher turnout for the Panorama Survey. We would also like to increase the number of families that attend the LCAP input sessions. The emphasis on our Connected seed can be seen by the Panorama data point that in 2023, 88% of parents reported that they are overall satisfied with EPS 2 as their child’s school. Some examples of the work this year and next included district-led parent workshops, academic student events, as well as celebrations for specific growth areas such as RFEP celebration. At the school site level, EPS 2 continues to be intentional with the goal to invite parents on campus through our own academic events as well.	Next year, we plan to incorporate the survey into the trimester 2 student-led conferences to increase parental involvement. In addition, we plan to increase parent turn-out at input session with incentives and increased event advertising.	4	4	4	4	5	2	3	4	4	3	4	4	Met		20JUN2023	2023
19647330128371	New Horizons Charter Academy	3																						Not Met For Two or More Years			2023
19647330128512	KIPP Academy of Innovation	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.   Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on identifying and addressing family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decision-making and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	n an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330129270	Animo Mae Jemison Charter Middle	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330129460	KIPP Vida Preparatory Academy	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330129593	PUC Inspire Charter Academy	3	As an LEA, our strength is working at ensuring we provide workshops for parents around access to advocacy.  As an LEA we have created time and space for our partners to come together in support of building relationships.	An area of focus is to provide more opportunities and more community involvement for advocacy to our families. In addition, creating more traction in getting our families involved and in coming to the school.	We will improve engagement of underrepresented families through our parent nights and parent conference nights.  We will continue to have ample opportunities where all stakeholders are able to come together.	As an LEA, our strengths in parent engagement lies in ensuring we are providing monthly workshops for parents around important topics that have surfaced as needs.  We have monthly topics related to the content areas in Math, ELA, SPed, History, Electives, and Science.   We also have workshops with community partners in trying to help build parent capacity.  We have also added a Parent Engagement Associate who works in creating and building partnership opportunities between the school and families.	As it relates to an area of need, we need to ensure we are providing more sessions around the special education subgroups and the parents’ needs.	To improve engagement of underrepresented families we will provide more sessions around the special education subgroups and the parents’ needs. We will also continue to have a Parent Engagement Associate who will work on bridging the gap between those areas of improvement.	As a school, we are having monthly coffee with the principal to inform students and parents in engaging families. We have also conducted surveys and will continue to conduct quarterly surveys to assess progress.	As a school, we need to implement more from the feedback received from the surveys such as workshops around immigration and parent advocacy.  We will continue to have opportunities where we seek partner input on an ongoing basis.	The school will engage with the PUC Schools’ Department of Student and Parent Engagement and Advocacy to support with and augment the school’s parent workshop opportunities around immigration and parent advocacy.	4	4	3	4	4	3	4	3	3	4	4	3	Met		08JUN2023	2023
19647330129619	PUC Community Charter Elementary	3	PUC CCES has developed multiple opportunities for the school site to engage in 2 – way communication between families and educators. As a school site, we have a thriving Class Dojo community in which we have 98% + of our parents connected. The site leaders post messages on an on-going basis and communicate with all parents and families. Each teacher hosts their own page in which they share important updates, classroom pictures, and homework help. In addition, PCCES has an open door policy, which means that all parents and families are welcome to meet with school leaders and/or visit classrooms at any time.	At this time, an area for improvement is supporting staff in learning more about each family’s strengths, cultures, language, etc. We plan to accomplish this by reflecting on our Family Survey data, continuing to offer Family Nights and Coffee with the Principals that are directly targeted at the areas of need identified by families.	PUC CCES will provide opportunities for parents to engage in workshops that cover a variety of topics that will further expand their knowledge and provide tips and resources for parents. We will continue to work with our staff to provide a variety of opportunities to connect within the classroom and provide parents with opportunities to immerse themselves in the classroom community.	PCCES has monthly Family Nights, tailored to the needs of our families in support of our students. Popular family nights include Back to School Night, Data Night, Math Night and Literacy Night, in which parents receive student data, resources and information that support parents and families with supporting their children at home. In addition, PCCES has established a successful Parent Conference program, in which 100% of parents attend a conference to discuss their child’s progress, strengths, needs, etc. in depth, which occur two times a school year (although parents are invited to request individual meetings at any time). Lastly, PCCES has incorporated parent workshops to support parents of students with disabilities.	An area for improvement is supporting families to understand and exercise their legal rights to advocate for their students.	The school will engage PUC Schools' Department of Student and Parent Engagement and Advocacy to support and augment PCCES's parent engagement opportunities by offering organization-wide workshops, training, focus groups, interventions, and resources.	PCCES sends monthly parent calendars, newsletters, fliers, etc. to inform and engage families in joining SAC and/or ELAC meetings as well as Coffee with the Principal.  Through Coffee with the Principal, families have the opportunity to build their knowledge base and capacity in making strategic decisions. Through SAC and ELAC meetings, families have the opportunity to engage in advisory groups and provide input and feedback on policies and programs.	An area for improvement is providing opportunities for and encouraging families from underrepresented groups in the school community to engage in advisory groups and committees.	The school will provide additional opportunities for and encourage families from underrepresented groups in the school community to engage in advisory groups and committees such as SSC and ELAC.  Making sure that invites get sent out in all available media such as the school’s website, school’s social media platforms, flyers, and phone calls.  In addition, communication will be in both English and Spanish.	5	5	4	5	5	4	5	4	4	3	3	4	Met		08JUN2023	2023
19647330129627	TEACH Tech Charter High	3																						Not Met			2023
19647330129650	Equitas Academy #3 Charter	3	Strong relationships with families are crucial to student success. Families are provided with touch points such as summer orientation, monthly Cafecitos, ,monthly family nights, 2 family days, family-teacher conferences two times per year and ongoing communication between teachers and families.  Events and communication are grounded on a relational approach.	The LEA will be focusing on developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families as well as supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	This is the makeup of the demographics of our entire LEA. Our work by default will improve the engagement of these families.	Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.	The LEA will focus on supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	This is the makeup of the demographics of our entire LEA. Our work by default will improve the partnerships with families for student outcomes.	Families voices are important and necessary to ensure progress monitoring and student success.  Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year.  Family input is sought for decisions that will greatly impact them and their children.  A recent example was gather input from all families on changes to the school calendar. Family members serve as members of the School Site Council where decisions are made.	Our LEA will work on providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community and providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	This is the makeup of the demographics of our entire LEA. Our work by default will build partnerships for student outcomes.	3	4	3	4	3	3	4	2	4	4	3	3	Met		29JUN2023	2023
19647330129833	Global Education Academy 2	3	Global Education Academy 2 knows that home-school communication leads to student success. Teachers, staff, and administrators communicate with parents easily through various forms. All teachers use Class Dojo, an app where they connect with parents. The app allows direct messaging, the ability to share share students' work, and post announcements. Additionally, the front office staff sends recorded announcements to all parents through a system called OneCall. Direct calls to specific parents are also made when necessary. The principal holds monthly meetings to discuss school related news or updates, and she sends out weekly newsletters to update families about upcoming events. The principal has an open-door policy based on her availability, and parents can also schedule one-on-one meetings to discuss any concerns or celebrations.	An area of improvement would be to invite additional parent leaders to join our parent group that meets on a more regular basis to make suggestions and communicate certain needs on campus to the principal. Based on these suggestions and needs, the principal can work with staff, teachers, and/or other parents to improve our school community.	All school communication is sent out in English and Spanish to ensure accessibility and to eliminate any communication barriers. The majority of our staff are bilingual in English and Spanish, and when necessary, translators are assigned to those staff members who do not speak Spanish.	Global Education Academy 2 focuses on establishing strong communication with students and their families. Teachers and Staff have open in-person and digital communication with parents and reach out with concerns or celebrations of students’ progress whenever applicable. Teachers are also able to communicate with parents in-person about their child's progress at Back to School Night, two parent conferences throughout the year, and Open House. The monitoring of student progress is necessary in order to set academic goals during direct instruction, as well as during intervention. Teachers and Intervention Aides design lesson plans according to the various needs of students. Teachers use a variety of assessments (formative, summative, and observation) to determine how to adapt instruction.	An area for improvement is implementing more parent workshops that provide parents with various resources to aid their students’ learning at home. This is an area in which parents have expressed desire to learn, and teachers and staff can provide resources for them.	We are sure to inform parents of students with special needs of their rights during individualized education plan (IEP) meetings, and provide them with written information covered in meetings, and will continue to do so. We also encourage families to ask questions whenever they have doubts or concerns relating to their students' academic or social progress.	The LEA seeks input in decision-making through monthly meetings with parent boards to discuss the strengths and progress of the academic program that is in place, and other school related matters. They discuss areas of growth and how the LEA is addressing the efforts to make improvements. The LEA also holds meetings with additional administrators to discuss academic planning. The information is then analyzed and decisions are made according to the information that has been provided.	An area of improvement would be to invite additional parent leaders to join our parent group that meets on a more regular basis to make suggestions and communicate certain needs on campus to the principal.	Meetings on Zoom have increased parent participation, and allows more families to provide input. Surveys are also sent home to gain a wider reach of suggestions/answers that help us improve our school community. Meetings and surveys are all translated into Spanish, which is the primary home language of our families.	5	5	5	5	4	4	5	3	4	4	4	3	Met		27JUN2023	2023
19647330129858	Everest Value	3	Building Relationships between school staff and families. 1. Rate the LEA’s progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. *  Question 20 - Initial Implementation - 65% 2. Rate the LEA’s progress in creating welcoming environments for all families in the community. * Question 21 - Full Implementation 75% 3. Rate the LEA’s progress in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. * Question 22 - Full Implementation 71% 4. Rate the LEA’s progress in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families. * Question 23 - Full Implementation 81%	Over 65% of our staff/families who responded to the School Climate Survey  feel the school builds relationships between the school staff and families.  A safe nurturing community (Value 4)  is built by having consistent two-way communication opportunities such as parent conferences, coffee with the principal, and opportunities to provide feedback through surveys.  The school supports parents through academic and discipline workshops and resources, and empowers parents to become involved in the school.  Families are also consistently informed of events, resources, and practices that foster learning via Parent Square, PowerSchool, ClassDojo, and Social media.	Everest Value School will maintain  engagement of underrepresented families by implementing their parent involvement policy.  Ensuring attendance to coffee with the principal, school site council, and PTA along with many fall, winter, and spring events.	Everest Value School current strengths and progress in building partnerships for student outcomes are in providing families with resources to support student learning and development in the home.  The school has also implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  These meetings are about 2-3 times per year or more if the student is struggling.  Parents are provided with devices, online access to curriculum, and resources before, after, and on the weekend for tutoring.	Everest Value School focus areas for improvement in building partnerships for students outcomes are in providing professional development to teachers to improve capacity to partner with families.  Oftentimes, teachers provide resources to families but do not review with parents how to use these resources.	Everest Value School will improve engagement of underrepresented families identified by providing office hours to support parents specifically who may be struggling on how to support their children.	Everest Value School current strengths and progress in seeking input for Decision Making through surveys, School Site Council, ELAC, PTA, Coffee with the Principal and staff meetings.  In addition to educational partners being invited to PTA, School Council, ELAC, and WASC,  surveys have been extended to ask parents their opinion on  re-opening,  safety protocols, the Local Control Accountability Plan, and student nutrition.	Everest Value School focus areas for improvement in Seeking Input for Decision Making is training educational partners on the various programs they must provide input in.  There are sometimes when some of our educational partners have a  limited understanding of funding sources, programs, and requirements, so increasing training opportunities would be helpful.	Everest Value School will improve engagement of underrepresented families identified by providing opportunities for families to give feedback on family activities.	4	4	4	4	3	3	4	3	3	3	4	3	Met		09JUN2023	2023
19647330129866	Village Charter Academy	3	Village Charter Academy has developed capacity within staff to build relationships with families. School leaders work with both certificated and classified to provide ongoing support and guidelines. Parent surveys indicate 100% satisfaction with the school climate.	The focus area for school improvement is to continue to build capacity in our parent stakeholders.	The LEA is implementing more frequent meetings and is working on rebuilding a structured parent training and volunteer program post pandemic and school closure. In the 22-23 SY, the school was able to return to in person meetings, has held frequent parent advisory meetings and have provided content in up to 3 languages at a time.	The two areas of strength in building a partnership for student outcomes is in the area of teacher training and teachers working with families to keep them informed of student progress. Teachers have access to variety of supports to increase their practice. They are able to work with administrators, coordinators and grade level leaders to increase their capacity. The meet regularly in Professional Learning Communities and develop yearly action plans that support student outcomes. Parents receive academic progress reports every 6 weeks and meet with teachers additionally throughout the year as needed.	The focus area for improvement is to help parents understand their role as a student advocate.	The LEA increased efforts to engage underrepresented families by using flexible meeting times, resources in home language and tracking parent participation during Distance Learning. Upon returning to in person learning, we have resumed flexible meeting times by adding Saturday Meetings for parents, allowing parents to continue to have virtual conferences, and holding in person and virtual SST meetings.	The LEA has an established model of governance that includes committees which are intended for all stakeholders and act as an advisory group the governing board. This allows for families to provide input on policies and programs within the school.	The focus area for improvement is to build back parent presence on campus as Covid restrictions have decreased and make this more feasible.	As we build back our volunteers, we can increase participation in school committees in order for parents to have a greater role in the school decision making process.	5	5	4	5	4	5	5	5	5	4	5	4	Met		24JUN2023	2023
19647330131466	Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics	3	The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.	The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.  The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.  Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.  Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.	Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.	The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.	The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
19647330131722	Fenton Charter Leadership Academy	3	The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.	The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.  The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.  Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.  Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.	Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.	The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.	The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
19647330131771	KIPP Ignite Academy	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330131797	KIPP Promesa Prep	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330131821	Collegiate Charter High School of Los Angeles	3	The school regularly works to create and maintain relationships between school  staff and families. A majority of families reported feeling the school responds  positively to the social emotional learning needs of the students which helps to  build positive relationships. Collegiate provides numerous opportunities for communication between the school and families:  Parent conferences twice a year - over 85% of families attended Daily personal calls home to families of any absent students A minimum of three families contacted by teachers each week Two-way communication platform between families and teachers and families and school Monthly parent meetings	Post-pandemic we have seen a dramatic decrease in parent participation in volunteer activities and in attendance for optional parent meetings.	We will convene a parent focus group over the summer or early spring to engage them on ideas for increasing engagement.  Our outreach coordinator will personally invite individuals for volunteer opportunities and family meetings.	This year Collegiate partnered with families of students who had patterns of low attendance with in-person meetings to seek individualized solutions to improve their attendance.  The meetings resulted in immediate improvement in the students’ attendance rates.	We will repeat the practice of holding individual attendance meetings, but this time we will implement the practice earlier in the school year and tighten up follow up to ensure that students don’t slip back into old habits after short-term improvements.  We will also work on improving the engagement in parent councils such as the English Language Advisory Council and the Parent Advisory Council.	We will improve engagement of underrepresented families to build partnerships  for student outcomes by being intentional with training our staff on inclusivity,  sensitivity and diversity, so that they can understand and respond appropriately to all student needs. This will help them prepare more culturally relevant lessons and engage with families with empathy and understanding. By developing meaningful lessons, all students,especially those that are usually underrepresented, are more likely to engage with the materials and achieve better student outcomes. Finally, we will gather feedback from our families throughout the school year as opportunities arise, like at the end of an IEP to ensure they feel like an active partner in their student’s outcomes.	The school is slated for success in seeking input from families for decision- making  because a majority of parents reported they are actively involved with the school so they are up to date on what is happening with our school.  This investment is a great foundation for us to continue to seek input, suggestions and feedback from them on all important decisions in the future.	In the 2022-23 school year, attendance at voluntary informational meetings (Team and Family meetings) as well as interest in participation in advisory councils (ELAC and PAC) was down compared to pre-pandemic participation.  We also had slightly lower response rates to surveys we invited parents to respond to this year and we did not administer the CA Parent Survey, which is only required every other year, so we did not have that data to analyze.	We will ensure that more families are involved in the Parent Advisory Council (PAC) and English Learner Advisory Council (ELAC), our primary opportunities for families to directly participate in decision making.  We will seek best practices from other high schools to learn what has been working for them since students have returned to in-person learning.  We will also leverage input from parent focus groups specifically about strategies for increasing parent involvement.  Our parent coordinator will also serve as a liaison to support parent input from underrepresented families in high-stakes decision making.	4	5	4	4	4	4	5	4	2	2	3	1	Met		20JUN2023	2023
19647330131904	Libertas College Preparatory Charter	3	On the most recent family survey, 96% of families said that they agreed or strongly agreed that family engagement is a high priority for the school and 96% said that ParentSquare greatly increased home and school communication. The survey had similar rates of stating that they were informed of school events.  These results speak to the effectiveness of Libertas’ communication with home and monthly Coffee with the Admin where families are encouraged to come and meet with school leadership.	Our school’s focus area for improvement is to ensure that all families know the mental health resources that are available to their child at school. Only 68% of families felt that they were informed about access to mental health resources. As a school that priorities having a social worker on site every day we want both families and students to know that Ms. Valdez is a resource for all students.	This year, Libertas’ family attendance at Coffees with the Admin, cultural celebrations, and awards event is proportional to the demographic backgrounds of our students. Anecdotally families have shared that they are happy to be back on campus engaging in events like Literacy Night, Math Night, and our Small Business Pop Ups. We will continue to offer these events and message them through ParentSquare, Instagram, and Facebook. Next year we will advertise our family surveys more broadly to increase the survey feedback from our families.	Libertas is building more bridges home with implementing Family Literacy Nights and Family Math Nights as well as hosting High School Options Workshops and multiple follow up office hours for families to ensure that they are able to be an active participant in their children’s academic progress.	Libertas’ parent conference attendance ranged between 92-98% this year. And, while most parents surveyed (88%) felt that they agreed or strongly agreed that they are informed of their child’s academic progress we feel there is room to continue to improve communication. As a result, we are going to review our academic data tracking systems to ensure that teachers and parents are able to quickly understand find their child’s academic mastery.	We are working with our Director of Special Projects to set new goals for the percent of families who are actively engaged with us on ParentSquare, Instagram, or Facebook.	Libertas’s strength and score of a 4 (full implementation) is based on the regularity and consistency that the school leadership holds School Site Councils, public board meetings, and a Parent Advisory Council for the LCAP. Parent and student panels were also critical parts of the intensive national search to hire our Head of School and their feedback was heavily weighted in the interview process.	An area of growth is to increase the publicity in order to increase the involvement in the SSC. Additionally working with our Director of Special Projects working to take feedback from families for workshop topics or to gauge interest in parent-run councils.	We can become more intentional about outreach to families and cultivating parent leaders who can reach out to other families.	4	5	4	5	4	4	4	3	4	3	3	3	Met		17JUN2023	2023
19647330132027	University Preparatory Value High	3	Over 70% of our staff/families who responded to the School Climate Survey  feel the school builds relationships between the school staff and families.  A safe nurturing community (Value 4)  is built by having consistent two-way communication opportunities such as parent conferences, coffee with the principal, and opportunities to provide feedback through surveys.  The school also hired a Parent Coordinator who supports parents through academic and discipline workshops and resources, and empowers parents to become involved in the school.  Families are also consistently informed of events, resources, and practices that foster learning via Parent Square, PowerSchool, ClassDojo, and Social media.	Based on the analysis of educational partner input, the staff would like more opportunities to learn about each family’s strengths, culture, language, and goals for their children.  Parents have expressed desiring more training on how to support their children academically and socially emotionally.	University Prep Value High School will improve engagement of underrepresented families by creating 2-3 events a year to specifically target these families.  For example, there is low participation by father figures, so there will be events specifically targeting parent male figures.  Also there is a great need in technology support.  Parents would like more opportunities for technology workshops.	University Prep Value High School current strengths and progress in building partnerships for student outcomes are in providing families with resources to support student learning and development in the home.  The school has also implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  These meetings are about 2-3 times per year or more if the student is struggling.  Parents are provided with devices, online access to curriculum, and resources before, after, and on the weekend for tutoring.	University Prep Value High School focus areas for improvement in building partnerships for students outcomes are in providing professional development to teachers to improve capacity to partner with families.  Oftentimes, teachers provide resources to families but do not review with parents how to use these resources.	University Prep Value High School will improve engagement of underrepresented families identified by providing office hours to support parents specifically who may be struggling on how to support their children.	University Prep Value High School current strengths and progress in seeking input for Decision Making through surveys, School Site Council, ELAC, PTA, Coffee with the Principal and staff meetings.  In addition to educational partners being invited to PTA, School Council, ELAC, and WASC,  surveys have been extended to ask parents their opinion on  re-opening,  safety protocols, the Local Control Accountability Plan, and student nutrition.	University Prep Value High School focus areas for improvement in Seeking Input for Decision Making is training educational partners on the various programs they must provide input in.  There are sometimes when some of our educational partners have a  limited understanding of funding sources, programs, and requirements, so increasing training opportunities would be helpful.	University Prep Value High School will improve engagement of underrepresented families identified by providing office hours to support parents specifically who are not participating in surveys, attending School Site Council, ELAC, Coffee with the Principal, or staff meetings	4	4	4	4	4	5	4	4	4	4	4	4	Met		09JUN2023	2023
19647330132084	Alliance Marine - Innovation and Technology 6-12 Complex	3	"At Alliance Marine - Innovation and Technology 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.3% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Marine - Innovation and Technology 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.3% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Marine - Innovation and Technology 6-12 Complex, parents as partners acts as a key value at our school, and we strive to build meaningful relationships with families and our community as a whole.  To support this goal, our school has held 0 parent engagement events this year.  To encourage attendance, these events have been advertised in school publications and been a part of focused and intentional family and community outreach.  As a result of this, 0% of our scholars' families attended two or more parent engagement events this year.  In addition, 94.3% of our families reported that they ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school in general.  These data demonstrate a clear investment in our school by both our scholars' families and the community we share as a result of our efforts to build relationships between our school and all educational partners."	"At Alliance Marine - Innovation and Technology 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98.5% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 85% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 70% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Marine - Innovation and Technology 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98.5% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 85% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 70% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"At Alliance Marine - Innovation and Technology 6-12 Complex, we deeply value the role that parents, guardians, and familes as a whole, play in driving positive outcomes for their scholars, and we engage with all educational partners with the goal of engaging them in the education of all scholars.  As a result of this outreach, as well as our school's strong academic focus, 98.5% of respondents ""Agreed"" or ""Strongly Agreed"" on the Parent Satisfaction Survey that our school prepares their scholars for success in college.  In addition, 85% of scholars responded that they ""Agreed"" or ""Strongly Agreed"" to the same question on the Scholar Satisfaction Survey.  Finally, 70% of scholars ""Agreed"" or ""Strongly Agreed"" that they were satisfied with our school overall.  All of these data together give us confidence that our school has effectively engaged educational partners to improve outcomes for all scholars."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 93.5% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 93.5% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	"In order to ensure that we engage parents effectively in the decision-making process, we provide parents, including those of underrepresented scholars, a number of opportunities to provide input through a robust LCAP educational partner engagement process.  During these meetings, we review data with family members, community members, school staff, and other educational partner groups to solicit their input regarding the services we provide.  In addition, our school offers numerous other engagement events, including community town halls, committee meetings, and many others.  As a result of this input, 93.5% of respondents to the Parent Satisfaction Survey ""Agreed"" or ""Strongly Agreed"" that our school solicits their input for important decisions.  This indicates that, as a result of this intentional and authentic outreach, the vast majority of our scholars' families feel that their voice is heard in the important decision-making of our school."	5	5	3	5	3	5	5	3	3	3	3	3	Met		07JUN2023	2023
19647330132126	Bert Corona Charter High	3	BBCCHS students began the academic year with learning loss and persistent deficits. BCCHS provided instruction and their grade level while scaffolding to ensure they made up for lost instruction. BCCHS also made sure to provide authentic learning experiences and that the needs of all students were met through our support programs.  Areas of growth for us would be our parent and family engagement and our school climate. Although these have historically been areas of strength for our school, the recovery since the return from the pandemic has impacted our ability to fully reengage parents on our campus. BCCHS seeks to rebuild parent engagement in all aspects of school, including academics, school culture, and school safety. Additionally, BCCHS continues our focus on rebuilding through a focus on our culture, Tier 1 plan and intervention through the PBIS framework. Having regular recognition, celebrations, and re-teaching of expectations will help continue to build a solid foundation for learning and success at BCCHS. Partnering with Luminarias to counsel our students and families, we use Ripple Effects to help students learn to strengthen their emotional and social intelligence. Parents, community representatives, classroom teachers, students, and other school personnel are included in the planning, implementing, and evaluating ConApp programs through various educational partner meetings throughout the year, as previously discussed. All partners are encouraged to attend and provide feedback at board meetings, School Advisory Council (SAC) meetings, weekly teacher professional development, student leadership team meetings, academic instructional team meetings, and School Climate/Culture (SCC) team meetings.	"2022-23: ""Met"" - Continued engagement of parents in decision- making open communication on all levels confirmed with Youth Truth Survey"	BCCHS continues to have strong relationships with families, as evidence, in parent participation rates in student-led parent conferences, parent workshops, Coffee with the Administrators, and parent surveys. In addressing the needs of the whole child and engaging parents and our school community to support each other the LEA has responded and addressed social emotional, cultural needs, for our school community. The school should continue to provide access and communication between all stakeholders.	Bert Corona Charter High School provides resources to assist under-achieving students. These include a school breakfast and lunch program, an after school program, summer school opportunities to recover units and reduce summer learning loss, and a strong student services team to assist with academics, behavior, attendance, and social-emotional wellbeing. Parents, community representatives, classroom teachers, students, and other school personnel are included in the planning, implementation, and evaluation of ConApp programs through a variety of stakeholder meetings throughout the year as previously discussed. All stakeholders are encouraged to attend and provide feedback at board meetings, school advisory council meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings.	The school has established relationships with Luminaries (Local mental health providers) and the Los Angeles County Office of Education.	BCCHS student population represents 98% of underrepresented families due to its location of our charter and Free and Reduced Lunch indicators. In addition BCCH has ongoing communication with all parents, outreach to address individual students needs and regular home visits.	Being the second year of regular instruction (post-pandemic), administration, teachers, and staff continuously focus on instructional methodology and effective instructional delivery. Local measures demonstrate that although there has been learning loss for all students, local assessment results indicate progress/growth in student learning. Additionally, we have increased our socio-emotional supports and additional learning opportunities outside of the regular school day.	All educational partners are encouraged to attend and provide feedback at board meetings, School Advisory Council (SAC) meetings, weekly teacher school meetings, student leadership team meetings, academic instructional team meetings, and school climate and culture team meetings.	While academic resources are important, BCCHS also knew that students would not be able to perform academically if their social emotional needs were not met. BCCHS counselors and support staff who are trained to provide counseling and support to our students. BCCHS uses the PBIS framework to support the needs of all of our students and this, combined with our MTSS referral process, helps us to assess the needs of all students and to allocate the appropriate resources needed for each student. BCCHS partnered with Luminarias to provide counseling to our students and families, and we use Ripple Effects to help students learn to strengthen their emotional and social intelligence.	5	5	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
19647330132282	Ednovate - East College Prep	3	East College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of East College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  Our PAC continues to play a pivotal role in the school’s accountability to our students, families, and community. The PAC contributed to our Wellness Policy this year, reviewed Student Performance Data, and continues to review and provide guidance on where funds are needed.  East College Prep English Learner Advisory Committee (“ELAC”) continues to provide input in advising East College Prep and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. It is not a decision making body, but it is the voice of the English Learner community. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. Communication with families has always been and continues to be a strength of East College Prep. To date, monthly Coffee with the Principal's has an average of 50 or more families in-person and virtual attendance. We have also had an average of 95% attendance at Report Card Pick- Up this year. Furthermore, we launched our workshops for parents to learn more about topics such as mental health and drug awareness at a time that is more convenient for them.	East College Prep has made significant strides in building relationships between school staff and families. East College Prep is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory ( ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics. A priority is to enhance East College Prep translation services during in-person meetings to encourage parent participation.   Additionally, East College Prep plans to include testimonials and quotes from current parents who have found value in East College Prep PAC & ELAC community spaces. Finally, East College Prep aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year.	At East College Prep, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.	At East College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. East College Prep holds mandatory parent-teacher conferences every quarter. East College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of East  College Prep student information system, Illuminate, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the East  College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of East College Prep  Treat East College Prep School faculty and staff with respect	At East College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include tutoring, counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as personalized tutoring opportunities, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. East College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. East College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.	Through East College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, East College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, East College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.	East College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and East College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey	East College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. East College Prep strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	As East College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
19647330132928	Anahuacalmecac International University Preparatory of North America	3																						Not Met			2023
19647330133272	PUC Triumph Charter Academy and PUC Triumph Charter High	3	PUC Triumph uses multiple ways to communicate with families, such as ClassDojo, PowerSchool, Remind, and SchoolMint. Family communications are sent out on a daily and weekly basis or as needed.  All communications are done in English and Spanish to ensure that parents of English Learners are being communicated in their primary language.	The school has a long history of monthly family nights which engage parents with the school staff. One area of improvement that we have identified for underrepresented families for this year is to engage in home visits in order to build relationships.	The school sends a weekly newsletter to communicate to all families regarding updates and information for the upcoming week.  One area of improvement for the school in building relationships with our families is to bring them onto campus more throughout the school year.	PUC Triumph exhibits many strengths in communicating with families. Families are consistently provided with resources about learning, continuing education after high school, and community resources.	One area of improvement for underrepresented families is to ensure higher attendance of underrepresented families at monthly family meetings. PUC Schools have hired a Parent and Engagement Coordinator to support these goals.	To improve engagement of underrepresented families and increase attendance the school will provide personal invitations and phone calls to families of focus as well as utilizing our Parent and Engagement Coordinator to support.	PUC Triumph has established procedures for shared decision making. The school has a School Advisory Committee, English Learner Advisory Committee, holds Coffee with the Principal Meetings, and provides an annual parent survey regarding the school environment and each staff member.	One area of improvement for decision making is getting increased family feedback for monthly topics.	The school will improve engagement of underrepresented families by providing a parent survey on monthly family night topics that they would like covered for our community.	5	5	4	4	5	5	5	5	4	4	4	4	Met		08JUN2023	2023
19647330133280	PUC Nueva Esperanza Charter Academy	3	Strength: At NECA, building partnerships with families is essential to our work. From the moment a student enrolls, it is a priority to learn about the family, how the student works best, the most effective way to come alongside to support the development of their child. It is clear through family interactions and involvement that staff value parents through the events held for families as well as interactions with families that are thoughtful and proactive.	Improvement: NECA can continue to ensure that all families are a part of the goal setting and monitoring process for students.	We will improve engagement of underrepresented families, specifically ensuring all families are a part of the goal setting and monitoring process through parent-teacher conferences and progress reports and that they are available in English and/or Spanish.	Strength: NECA strives to have strong and consistent communication with families. This involves informing families of the goals and expectations of the school as well as timely follow up when a concern or issue arises.	Improvement: The focus area for improvement in Building Partnerships for Student Outcomes is how to engagement can be improved.	The team would benefit from some more focused study on best practices around partnerships with families to see how engagement can be improved.	Strength: All stakeholder involvement and support is valued by staff.	Improvement: Additional systems to ensure an effective feedback loop.	The school will improve engagement of underrepresented families by putting in place additional systems to ensure an effective feedback loop is created that is able to be proactive and not reactive.	4	4	4	4	4	3	4	4	3	3	3	3	Met		08JUN2023	2023
19647330133298	PUC CALS Middle School and Early College High	3	Our campus is highly relational with our relationship building not only with our students but families. Students are able to feel connected to at least one adult on campus. Through this relational approach and being connected, students feel safe and comfortable to learn in the classroom. The school continues to create and foster relationships through all virtual platforms. Parents contribute as stakeholders through committees, parent advocacy groups, and participate in workshops/presentations.	One area of improvement is essentially having teachers building community classroom relationships through advisory classes to help foster building peer to peer and student to teacher relationships. School will focus on creating more opportunities for teachers and families to work together and develop a more profound relationship. Teachers will support, and advise, school-wide action committees. Additionally, will foster partnerships with families through teacher led workshops and presentations.	We have an intentional focus on our underrepresented families through work with our Parent Action Committee group. They will be the liaison to the families of underrepresented groups. The school will also address needs of underrepresented families through relationships with community partners and service providers.	We are strong at empowering and assisting families with school and community related topics.The provides workshops and services for stakeholders in order to create a family/student support network. Additionally, students have access to varied services on-site throughout the school year in support of their social-emotional well being. Student overall well-being contributes to building positive relationships and creating positive student outcomes.	A focus area for us will be to strengthen our numbers of families to attend school events in order to create partnerships and foster healthy relationship building with school personnel. We look forward to family outreach in order to improve all stakeholder partnerships and student outcomes.	To improve this engagement with families we will network with outside resources to connect families back to the school. Additionally, we will continue to access families through the Director of Student and Parent Engagement & Advocacy.	"A strength on our campus is our ""family environment"" where parents feel comfortable to give us their input or feedback."	An improvement will be in the area of Coffee with the Principal to ensure we are implementing the feedback and voice from our parents into our School Success Plan.	One way we will improve engagement with underrepresented families, would be going over our LCAP goals in our monthly SAC meetings to ensure parents are in the know and have received all school information.	4	5	4	5	4	5	5	5	4	4	5	4	Met		08JUN2023	2023
19647330133686	Equitas Academy 4	3	Strong relationships with families are crucial to student success. Families are provided with touch points such as summer orientation, monthly Cafecitos, ,monthly family nights, 2 family days, family-teacher conferences two times per year and ongoing communication between teachers and families. Events and communication are grounded on a relational approach.	The LEA will be focusing on developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families as well as supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	This is the makeup of the demographics of our entire LEA. Our work by default will improve the engagement of these families.	Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.	The LEA will focus on supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and  providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	This is the makeup of the demographics of our entire LEA. Our work by default will improve the partnerships for student outcomes.	Families voices are important and necessary to ensure progress monitoring and student success. Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year. Family input is sought for decisions that will greatly impact them and their children. A recent example was gather input from all families on changes to the school calendar. Family members serve as members of the School Site Council where decisions are made.	Our LEA will work on providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community and providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	This is the makeup of the demographics of our entire LEA. Our work by default will improve seeking input for decision-making.	3	4	3	4	3	3	4	2	4	4	3	3	Met		29JUN2023	2023
19647330133694	Valor Academy Elementary	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 100% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 96% of parents rate the school positively.   One of the school’s biggest strengths is the welcoming environment we’ve built with families. 96% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, and connection via phone and ParenetSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percent of parents who engage in an annual meeting with a school counselor as a focus area for improvement, as 73% attended a meeting with a school counselor this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 87% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 46%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.   With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 100% of parents returning surveys, and 96% of parents attending a school event, we continually strive to have both numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
19647330133702	New Los Angeles Charter Elementary	3	New Los Angeles Elementary School has been deeply committed to building relationships with our stakeholders (staff, students, parents) and continuously looks for ways to connect and incorporate families in their child’s educational experience at our school. We provide a positive, welcoming environment for all families and our educators communicate with families through various methods including but not limited to Remind App, One Call, phone calls, newsletters and calendars sent home, in a home-school connection folder, using language that is understandable and accessible to families.  In addition, our school hosts monthly coffee with the principal to discuss school-wide issues,LCAP, and upcoming school-wide events. Our school hosts parent-teacher conferences twice per year and communicate regularly on individual student progress through progress reports. Annually at the start of the school year, we host “Playdate” an opportunity for parents and students to connect with each other and their teacher and visit their classroom before the first day of school. In May we host a Spring festival with food, games, raffles, and music, which draws in the vast majority of families. Other events include campus beautification, winter and spring music concerts, and a talent show. Events are scheduled during the school day, in the evening, and on Saturdays to accommodate the busy working schedules of our families. Panorama data from families in school year 22-23 shows that the strengths of NLAES include removing barriers to family engagement (89% positive), high perceptions of school safety (88% positive) and positive views of the school climate (84%). We gave seen growth in our family engagement scores from school year 21-22 (21% up from 11%) but the overall score is still low and still indicates a need for growth in this area.	Areas for improvement continue to be family engagement ( 21% positive) especially in the areas of volunteering (12% positive) and in person meetings with teachers (only 33% favorable with teachers/staff, 21% favorable with families). With our new site, we will be able to increase the opportunities and variety for families to volunteer and engage in on campus activities, as well as give teachers more structured tools and expectations (monthly newsletters, weekly Remind message updates, translation support beyond Spanish) for engaging with families.	We have two goals from our strategic DEIJ plan coming up this school year to support our underrepresented families. Over the summer of 2023, we will identify two parent engagement opportunities focused on social justice, anti-racist education, and the connection to our mission pillars. One of the two programs will be for parents and students to participate together. We also will explore options for providing translation (written and oral) for ALL parents, including those who speak languages other than English and Spanish (e.g., Farsi, Amharic, etc.)	New Los Angeles Elementary School continues to build partnerships with parents that impact student outcomes as outlined in our school’s LCAP Goal #3. New LA Elementary provides support for families through Education Nights such as Math Night, Coding Night, Back to School Night, and Literacy Night. Additionally, we partner with parents to host authentic learning experiences and celebrations of culture. Parents are invited to plan and participate in Hispanic Heritage Month, African American History Month, Multicultural Day, College and Career Awareness Week and Read Across America Week. Each of these includes opportunities for parents to contribute ideas to the overall plan via planning meetings as well as contribute during the events themselves by visiting classrooms and sharing experiences. Parents and families are our partners in improving student outcomes through their regular participation in parent/teacher conferences. Additionally, we present information about home connection activities, methods for grading and how to achieve success, understanding the progress report, during Coffee with the Principal and via the weekly email newsletter. Parents of students who are determined to need intervention services intervention progress reports, home-school connection activities, and academic information presented in parent coffees. Our school provides extensive support for families of students with special needs (SPED coffee), meetings before IEP process to make sure parents understand their legal rights, FACTOR program for parents, SSPT process, attendance SART. Family support continues to be a relative strength as measured by our Panorama school data. 74% of families responded positively about their perceptions of academic and social support. Another relative strength is how teachers rate professional development opportunities relevance (78% positive). We have well established and well attended family education nights (3 per year) and 2 parent-teacher conference times after T1 and T2 progress reports. Teachers communicate with families on using the Remind app and resources and information go out weekly in the principal’s Friday email.	The focus for the 2023-2024 school year will be continuing re-engaging parents in volunteering, fundraising, and attending events and meetings on campus. We have seen some growth on our Panorama Survey data, but the biggest areas for growth were still in these areas. Some feedback that family stakeholders have given the school are that they would like more information about how to help students with academics at home.	New LA will focus on re-engaging parent volunteers through a variety of opportunities (classroom volunteering, special events volunteering, field trips) as well as recruiting more and more diverse families to the Parent Engagement Group (PEG) to plan special events for the school and connect families with one another. We will continue to offer the option of virtual engagement for events so that parents can join meetings and events from home or work. At the start of SY 2023-2024, in the ‘beginning of school paperwork’, we will survey parents about their preferred methods for communication and translation, as well as their availability and interest in upcoming events. We will use that data to plan adjustments to times or methods of engagement based on feedback we receive.	On the Panorama Survey 96% of families feel sure about how to communicate with the school and 80% of families responded that the school provides information about involvement opportunities. 96% of families responded that the school is welcoming to families. 98% of respondents said that the school communicates well with people from their culture. New LA seeks input from families in multiple ways throughout the school year. In addition to annual panorama survey data we seek input monthly during our Coffee with the Principal PAC meetings, ELAC meetings, and parent engagement group meetings. We also seek input on decisions as they come with parents by sending home surveys in the Friday email and via Deanslist.	The focus for the 2023-2024 school year will be continuing to re-engage parents in volunteering, fundraising, and attending events and meetings on campus. On the Panorama Survey, the biggest areas for growth were still in these areas. Our scores for family engagement have increased from 11%-21%, but that low number still indicates significant need for improvement.	46% of families responded that one barrier to engagement is their own busy schedule. New LA will continue to provide a virtual (Zoom) option when parent engagement opportunities such as coffee with the principal, conferences, multicultural day presentations, etc go back in person in SY 23-24 to accommodate parent’s busy schedules. We will expand our translation to include more languages than Spanish, namely Amharic as that is the home language of a significant number of students.	3	5	3	4	4	4	5	4	3	4	4	4	Met		26JUN2023	2023
19647330133710	Girls Athletic Leadership School Los Angeles	3	Parent and family engagement has always been a strength of GALS. GALS has a School Site Council, Title I Parent Council and monthly Coffee with the Principal meetings. All of these meetings are in both English and Spanish in order for all families to access the information and share feedback. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard. Additionally, teachers communicate with families on a weekly basis to provide progress updates when students need extra support to complete work that contributes to their academic growth.	While GALS has high attendance rates at meetings, GALS is continuing looking for more ways to increase attendance.	GALS has a School Site Council, a Title I Parent Council, as well as monthly Coffee with the Principal meetings. The Principal’s door is always open and one-on-one parent meetings take place frequently throughout the school week. All of these Councils and meetings are geared towards improving collaboration between parents, students and staff. GALS ensures that all students who needed them had a Chromebook and a hotspot to use at home. GALS plans to continue this into the new school year and beyond. When a student is struggling, the teachers and an administrator will meet with the parents to put together a Student Success Plan collaboratively. This is important to reaching the best outcomes for the student. In terms of parent advocacy, GALS is a school that teaches our students to stand up for what they believe in and to use their voices. We believe that all adults should feel confident doing the same. Every year, we have advocacy opportunities for the parents that includes meeting with elected officials and going to rallies. It is important to our community that all stakeholders are role models for our students. The parents of GALS are critical to the success of GALS and as an organization we are so honored and excited that they are so engaged in our community.	Parent and family engagement has always been a strength of GALS. GALS has a School Site Council, Title I Parent Council and monthly Coffee with the Principal meetings. All of these meetings are in both English and Spanish in order for all families to access the information and share feedback. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard.	While GALS has high attendance rates at meetings, GALS is continuing looking for more ways to increase attendance.	As stated previously, parent engagement is a strength of GALS. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard.	Parent and family engagement has always been a strength of GALS. GALS has a School Site Council, Title I Parent Council and monthly Coffee with the Principal meetings. All of these meetings are in both English and Spanish in order for all families to access the information and share feedback. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard.	While GALS has high attendance rates at meetings, GALS is continuing looking for more ways to increase attendance.	As stated previously, parent engagement is a strength of GALS. We have strong participation in our student conferences, orientation, grade level parent meetings and coffee with the Principal. Parents have access to the Principal, who is bilingual, and holds one on one meetings several times throughout the week not to mention many phone calls with parents. Parents newsletters are sent out in an application where you can change the language to whatever language you need. All other materials are provided in English and Spanish. GALS will continue to ensure that parent engagement remains strong by continuing to hold meetings, share information and make sure that parent voices are heard.	5	5	5	5	5	5	5	5	5	5	5	5	Met		01JUN2023	2023
19647330133868	Rise Kohyang High	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and  3 improvement. Our families know we value their opinion which is why 87% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 97% of parents rate the school positively.  One of the school’s biggest strengths is the welcoming environment we’ve built with families. Through events that highlight the cultures of students, implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percent of parents who attend Back to School Night as a focus area of improvement, as 29% attended this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in 71% of families attending a yearly counselor meeting. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 28%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes. We also see an area of growth to increase participation in Teacher-Parent Conferences having 27% participation this year.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their students excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.   With the support of the Family and Community Engagement team, we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 87% of parents returning surveys, and 97% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year.	5	5	5	5	5	4	5	5	5	5	5	5	Met		27JUN2023	2023
19647330134023	Animo Florence-Firestone Charter Middle	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19647330134205	Arts in Action Community Middle	3	Based on the survey data collected three time a year from staff and families, the LEA has many strengths in the area of community and family engagement. The school board is 50% parents of current Arts in Action students. The school has an operational School Site Council, English Language Learner Advisory Committee, parent workshops, monthly parent meetings, school events, and community engagement staff who focus on connecting families with resources and community support.	Focus areas for improving relationships between school staff and families include providing more comprehensive support for families, including parenting classes and increased access to community resources, especially affordable housing. In addition, the school wants to continue to build the capacity of parents to be more actively involved in decision making through the structures in place. The pandemic restricted physical access to the schools, and Arts in Action is working towards making the campus accessible to families post pandemic.	Most demographics were represented in the parent survey data. However, one area of focus continues to be identifying students who are temporarily homeless, or in a temporary housing situation (double-up, with a family friend, etc.). We have created steps this school year to collect this information through various strategies designed to access parents who might not perceive themselves as homeless or who might feel reluctant to request help.	Arts in Action has a lot of strengths in building partnerships for student outcomes. The LEA provides a variety of different ways to interact with school staff and the school. We understand that parents have different levels of ability, time, and desire to interact with the school, and so we utilize varied strategies and provide different types of opportunities to ensure that there are access points for all families.	Parents have requested more support with supporting the social-emotional needs of their child post-pandemic. Areas of need include depression and anxiety. We partner with an organization that provides case management and support with obtaining family mental health services, and we are working on increasing our internal capacity to meet the needs of families through school based supports.	The school has created additional methods for finding families who should be identified under Mckinney Vento, and who should be receiving additional resources due to homelessness. School leadership has worked with the community engagement team to implement different strategies that allow parents to share information on their housing status without fear of repercussion. In addition, the school was awarded the Community Planning Grant, and the implementation phase (next school year) includes a variety of increased and/or improved services for homeless families.	The LEA's current strengths and progress include administering a parent and family feedback survey three times a year. The survey is comprehensive, and touches upon many areas-including family engagement, school academic and social-emotional services, and accessibility of the LEA's programming and resources. The data is also analyzed and shared back out with parents and families, and is used to guide strategic planning.	Based on an analysis of educational partner input and local data, the LEA's focus areas for improvement in seeking input for decision-making include continuing to elevate collaboration opportunities and increasing parent training and supports for leadership opportunities.	The LEA will improve the engagement of underrepresented families by increased general outreach and additional targeted outreach through a variety of different methods and opportunities. Examples include: face to face contact communication, outreach through phone text blasts, school based communication systems, meeting opportunities and surveys. English Learner Coordinators, the Director of Special Education, and community engagement coordinators are tackling this work together, and there is a clear system of accountability for this work.	4	4	4	5	5	4	4	4	4	4	4	4	Met		10JUN2023	2023
19647330135509	Gabriella Charter 2	3	Our school is deeply invested in building relationships between school staff and families. We have a strong school-family communication platform, Parent Square, that helps facilitate regular updates, messaging, and school-wide news. We have high attendance at our family conferences, back to school nights, classroom meeting nights, and more. Our staff gets to know students and families well.	One of our overarching goals is to have our curricula better reflect the experiences and backgrounds of our students.  To that end, we are working to grow in our partnership with students and families so that we can bring their experiences and backgrounds into classrooms.	We are working this summer to engage and connect with underrepresented families. We are also continuing to offer a variety of times to engage in conferences and other events. While we want to emphasize the importance of coming onto campus, we recognize that that is very difficult for some of our families and in response, continue to offer zoom meetings as an alternative for families that may need this accommodation. We also use all forms of communication, determined to figure out the best way to engage with all families, from Parent Square to email to calling to texting.	We view families and caregivers as our partners in educating and supporting their children. As such, we have many family-based events to share tools and strategies for learning. We communicate regularly with families in conferences, in other meetings, and via our Parent Square communication tool to provide school-wide, class-wide, and individual supports for students.	Our major focus area will be on building out specific strategies for families to use to support their scholars at home.  As we build towards standards-based grading, we believe that caregivers will also understand grade-level expectations more specifically, and that understanding will also help all of us work together to support their students.  Another focus area is developing our instructional staff to strengthen partnerships with families. We are currently exploring ways to better develop our instructional staff so that they are better equipped to partner with all families and deepen the relationships and partnerships with caregivers.	Again, we need to find new and thoughtful ways to enlist families who do not engage as frequently with us. By communicating student outcomes and grade-level expectations, we are hopeful that families will feel more empowered to support their scholars. In addition, we also believe that if we are prioritizing staff development in this area, we will strengthen and expand our reach.	We use a variety of surveys, Coffee with the Principal, and Platica con el Liderazgo as spaces for families to give us feedback, share input, and otherwise help us adjust and make decisions for our school community.	We are looking to improve in the breadth of families that we are able to reach in these ways; while many families consistently engage, we have some that rarely do or have not yet.	As we continue to refine our programming, we can use opportunities like classroom meeting night, conferences, and other broader touch-points with families to try to enlist underrepresented families more frequently in giving input into decisions we make as a campus.  Our Equity Roadmap includes a Parent Empowerment Protocol that we are designed to uplift family voice in making decisions at our campus. Our shared parent coordinator will be a key player in supporting our growth in this area.	4	4	3	4	4	4	4	3	3	3	3	4	Met		26JUN2023	2023
19647330135517	KIPP Corazon Academy	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330135616	Crete Academy	3	Crete Academy works diligently to build relationships between school staff and families. Several key events take place each year including the Family Fair, Latino Heritage Festival, Halloween Event, Thanksgiving Feast, Christmas Event, Black History Event, Career Week and our End-of-Year BBQ. The key events are designed to engage the families in a meaningful way that builds relationships with school staff.	Crete Academy's focus areas for improvement in building relationships between school staff and families are based on a thorough analysis of educational partner input and local data. These focus areas are essential for fostering a supportive and inclusive educational environment that promotes student success and overall community engagement.  Enhancing Communication Channels: Crete Academy recognizes the importance of effective communication in building strong relationships between school staff and families. To improve in this area, the school will focus on enhancing communication channels. This includes implementing regular newsletters, email updates, and a user-friendly website that provides important information, school updates, and resources in multiple languages to accommodate the diverse community.  Parent-Teacher Conferences and Workshops: Strengthening the parent-teacher partnership is vital for students' success. Crete Academy plans to increase the frequency and accessibility of parent-teacher conferences and workshops. These sessions will provide parents with insights into their child's progress and offer strategies for supporting learning at home. Flexible scheduling and virtual options will be available to accommodate parents' diverse needs.  Feedback Mechanisms: Crete Academy is committed to continuous improvement and values input from both staff and families. To enhance feedback mechanisms, the school will establish regular surveys, suggestion boxes, and advisory committees that include parents, teachers, and community members. This will provide a platform for open dialogue, ensuring that the concerns and suggestions of all stakeholders are heard and addressed.  Family Support Resources: Recognizing that families may face various challenges outside of school, Crete Academy will expand its resources to support families in need. This may include partnerships with local social services, offering workshops on topics such as financial literacy and mental health, and creating a resource center within the school where families can access information and assistance.  In conclusion, Crete Academy's focus areas for improvement in building relationships between school staff and families are rooted in a commitment to inclusivity, communication, and community engagement. By addressing these areas, the school aims to create a supportive and welcoming environment that maximizes student success and fosters a sense of belonging among all members of the school community.	Crete Academy works to engage all families, but especially those who are underrepresented. To do so, Crete staff build close relationships with families and develop trust. To reach underrepresented families, Crete conducts an annual Needs Assessment at the beginning of each school year to better understand each family's needs, conduct Wellness visits and calls and host Monthly Parent Meetings in both English and Spanish to ensure families know the most current information at the shcool.	Crete Academy has made significant strides in building partnerships for student outcomes, with notable strengths and progress in several key areas.  Tutoring Services: Crete Academy has successfully implemented tutoring services, providing additional academic support to students. This initiative has proven to be effective in enhancing student performance and promoting academic achievement.  Community Youth and Family Centers (CYFC): The collaboration with CYFC has been a substantial strength. The partnership has allowed Crete Academy to extend its reach beyond the classroom, offering crucial resources and support to students and families, thus contributing to a holistic approach to education.  Utilization of LAUSD Services: Leveraging the resources and expertise of the Los Angeles Unified School District (LAUSD) has been a strategic move. Crete Academy's active involvement with LAUSD services has facilitated access to a wide array of educational tools, professional development opportunities, and best practices.  STEM Enrichment Programs: The focus on STEM (Science, Technology, Engineering, and Mathematics) enrichment is a commendable initiative. This emphasis on STEM education not only aligns with the demands of the modern workforce but also fosters critical thinking and problem-solving skills among students.  After-School Programs: The provision of after-school programs is another noteworthy achievement. These programs offer students a safe and structured environment for continued learning, skill development, and social interaction.  Additional Homework Time: Recognizing the importance of extra homework time as an academic support strategy is vital. This approach assists students in reinforcing their learning and addressing specific educational needs.  Professional Development: Crete Academy has elevated a staff member to a leadership role for providing professional development to other teachers, which reflects a commitment to ongoing improvement. Sharing best practices and successful classroom strategies among educators is essential for ensuring that all students receive high-quality instruction.  In summary, Crete Academy has demonstrated remarkable progress in building partnerships for student outcomes by offering a multifaceted approach to education. Through tutoring services, collaboration with CYFC, engagement with LAUSD services, STEM enrichment, after-school programs, additional homework time, and professional development initiatives, Crete Academy has been successful in fostering a conducive learning environment that promotes the academic and holistic growth of its students. These efforts reflect a commendable commitment to the overall betterment of the educational experience for all students within Crete Academy's jurisdiction.	Crete Academy has identified specific focus areas for improvement in Building Partnerships for Student Outcomes, grounded in the analysis of educational partner input and local data. These areas of focus aim to further enhance the educational experience for students:  Expanding STEM Education: Crete Academy recognizes the importance of Science, Technology, Engineering, and Mathematics (STEM) education in preparing students for the future. To this end, there is a strong focus on expanding STEM offerings within the school curriculum. This includes providing coding classes, which are essential for developing computational thinking and problem-solving skills. By emphasizing STEM education, Crete Academy aims to ensure that every student is actively engaged in STEM-related learning experiences.  Media Literacy: In today's digital age, media literacy is a crucial skill for students. Crete Academy is dedicated to enhancing students' media literacy skills, which are essential for critically analyzing and evaluating information in the digital world. This focus on media literacy aligns with the broader goal of producing well-informed and digitally literate citizens.  Establishing a Digital Lab: To offer students access to advanced technology tools and resources, Crete Academy is in the process of establishing a digital lab. This lab will provide students with hands-on experience with cutting-edge technology, fostering digital competence and innovation. By creating a dedicated space for technology-driven learning, Crete Academy aims to empower students with the skills and knowledge necessary for success in industries of the future.  Dell Girls Who Game Program Partnership: Building upon the Dell Girls Who Game Program partnership, Crete Academy is committed to further developing initiatives that encourage girls' participation and leadership in the gaming and technology sectors. This focus on diversity and inclusivity in STEM-related fields is critical to addressing gender disparities and ensuring equal opportunities for all students.  In summary, Crete Academy's focus areas for improvement in Building Partnerships for Student Outcomes revolve around the expansion of STEM education, promotion of media literacy, establishment of a digital lab, and the continued development of initiatives such as the Dell Girls Who Game Program partnership. These strategic areas of focus align with Crete Academy's commitment to preparing students for a future driven by technology and innovation, while also promoting equity and inclusivity in STEM-related fields.	"Crete Academy has developed a strategic plan to enhance the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes. The key components of Crete Academy's plan include:  Crete Academy's Harmony Center and Intake Process: Crete Academy has established a dedicated resource known as the ""Harmony Center,"" serving as the central hub for family wellness engagement and support. Crete Academy conducts needs assessments with every Crete family, ensuring that each family's unique needs and concerns are heard and addressed. These needs include housing, mental health services, physical health services, laundry, access to food, nutrition, and more.  Tailored Service Offerings: Crete Academy is deeply committed to providing families with a wide range of services, without imposing any limitations. This approach empowers families to select the services that are most relevant and beneficial to their particular circumstances. By respecting the autonomy of families in making these choices, Crete Academy promotes a sense of ownership and agency in the educational process.  Academic and Social Evaluation: To pinpoint students in need of additional support, Crete Academy conducts both academic and social evaluations. These assessments yield invaluable data to identify students who may face challenges in their academic and social development. This data-driven approach allows for targeted interventions to address specific needs effectively.  Individualized Support Plans: Building on the data from academic and social evaluations, Crete Academy formulates individualized support plans for each student. These plans are tailored to address the distinctive strengths and challenges of each student, with a primary focus on fostering both academic and social growth. The individualized nature of these plans ensures that students receive the precise support they need to thrive.  Continuous Follow-Up: Crete Academy places significant emphasis on ongoing follow-up to monitor students' progress and assess the effectiveness of the support plans. Maintaining regular communication with families is integral to this process. By sustaining open lines of communication and routinely reviewing student progress, Crete Academy ensures that adjustments can be made as needed to meet evolving needs.  In summary, Crete Academy's strategy to enhance the engagement of underrepresented families identified during the self-reflection process is grounded in principles of inclusivity, choice, data-driven decision-making, and individualized support. By harnessing the resources of the Harmony Center, Crete Academy is dedicated to cultivating a collaborative partnership with underrepresented families to support the success and well-being of all students."	Crete actively engages with all families, administrators, staff, and district representatives to ensure that we are arriving at the best-possible decisions. We always put our students first and every course of action Crete takes is the improve the quality of their livelihood and educational endeavors.	The timeliness of decision-making can be improved in some areas.  However, the overall decision is the most important factor, whether it takes additional time or not.	Connecting with our underprivileged families is one of our key focal points as a school. We will never turn a blind eye to the thoughts and ideas of our most vulnerable families.  We have always welcomed their opinions and requests and will continue to do so.	5	5	5	5	5	5	5	5	5	4	5	5	Not Met			2023
19647330135632	WISH Academy High	3	The WISH model is built upon 6 key tenets, one of which is our parent partnerships.  WISH sees parents as equal partners in their child’s educational journey and encourages all parents and guardians to be actively engaged participants in the learning process.  Parents who are invested in their children’s education strengthen the educational experience and outcome for their children as well as bolster our school community.  At WISH we support parent engagement in their child’s academics using various online platforms through which parents can find homework, test scores and grades, behavior, and attendance and remain informed of school activities and policies.  Platforms used regularly by WISH include BLOOMZ, CANVAS, PBIS 360, INFINITE CAMPUS, plus our own website (www.wishcharter.org) and telephone application with multiple translation options. For families without computer access at home, we ensure both access and training/support for them to participate fully in home-school communications, providing offline communications as needed.  Robocalls and text messaging are used with regularity to ensure communications are reaching all stakeholders.  All parents of currently enrolled WISH students are considered members of the WISH Community Association (WCA).  This parent-led group facilitates open communication among the entire WISH community through Coffee with the Principals, Donuts with the Director, and Community Education Nights, and executes many of our social and socially conscious events throughout the year including performances, fundraisers, site beautification projects, and other volunteer opportunities on behalf of the school or the community at large.  Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, WISH Community Association (WCA), WISH Forward - our capital fundraising arm- and a variety of school committees.	WISH strives to consider all parent and caregiver opinions in all aspects of our school's operation.  We actively seek input from parents and caregivers via our Owl Proud survey which is available at any time for parents to respond to.  We also employ direct outreach to parents for input during the discussion and implementation of key policies or programs, from dress code to curriculum to panels for hiring new staff members.   Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, as well as take on leadership positions within our WISH Community Association (WCA), WISH Forward, and a variety of school committees.    Finally, our administration team is always available to address the concerns of our community and we continually find new means of reaching out and involving parents and caregivers in a variety of ways here at WISH.	WISH Community has taken strides to guarantee that parents and caregivers have full access to the various outreach methods we regularly use.  We’ve expanded our use of hiring interpreters to assist us in ensuring our academic platforms are fully understood and used effectively by our parent community.  We are also continuing to grow our Diversity, Equity, and Inclusion committee to ensure the interests of all parents are represented in our WISH culture. Recently we received a 3-year Anti-Bias and Equity Grant to further ensure optimal care, support, and responsiveness for all students and families	WISH Academy works diligently to ensure parents/caregivers have access to and understand the objective of the various academic platforms we regularly use.  Parents/caregivers are encouraged to create observation accounts in CANVAS and  PBIS Suite 360 and are encouraged to use these platforms to actively engage in conversations with their students and with our staff regarding academic and social-emotional successes and changes. Training sessions are held at the beginning of each year and at any time on request to ensure that parents can access the information they need to support their child in school and at home.  WISH Academy hosts Exhibition Nights twice each year to allow students to showcase their academic achievements in a public forum encouraging them to strive for academic excellence and giving them confidence in their understanding of their academic achievements.  WISH Academy offers parent-teacher conferences twice each year and teachers and administrators hold ‘data-chats’ with parents as well as with students to outline the current status of a student and identify achievable goals for continued academic progress.  Our college counselors hold small group and individual meetings with parents and students to ensure every student can access the tools to achieve their goals for college and beyond.	Based on a thorough self-study using the WASC protocol and a myriad of data resources WISH Academy is working to improve student outcomes by providing additional tools and programs to support the growth of science outcomes using verified data tools.  WISH Academy is working with the Diversity, Equity, and Inclusion Committee to select culturally diverse and relevant authors to emphasize the multicultural nature of our society and school.  Positive exposure to a variety of cultures deepens student engagement as students recognize their individual and collective experiences in the curriculum.  WISH is also taking a deep dive into our math instruction and is working with a coaching protocol and the department chair to grow instructional techniques that will support all learners.	The recent implementation of Renaissance/Freckle for verified data has provided WISH with an incredible resource to better understand where learning gaps are occurring and redirect teaching methods accordingly. We used this platform with greater fidelity this past year and spent significant time deeply examining the student outcomes to ensure we were able to meet the needs of underrepresented students.  This information served to direct the focus of our teaching staff to support the engagement growth for every pupil in each subgroup population.	All WISH parents and caregivers are invited to join the WCA meetings and SSC meetings to engage in all discussions and help influence the direction the school is going vis a vis academics and climate.  Individual teachers, teaching teams, education specialists, and other faculty and staff are always available to families and welcome the opportunity to address the concerns, needs, and progress of students. To ensure everyone is part of the decision-making for their child's welfare and educational well-being we encourage parents to actively follow their student’s profile in Canvas, to understand their child’s scores, assignments, and assessments.   Training is provided at the beginning of each year and on request for the most efficient use of the myriad resources WISH uses to ensure that information is being shared and parents & caregivers feel confident and knowledgeable about the direction their child is moving.	The 22-23 School Year saw the return of many of our parents and caregivers to campus on a regular basis, allowing WISH to re-establish the norms from prior to the pandemic.  But as we welcomed families back to campus, we also learned to appreciate the benefits that ZOOM provided us during our distance learning.  WISH therefore implemented a bi-modal process for many of our meetings and stakeholder events allowing parents and caregivers to join us in person, as well as providing an online option for those stakeholders who appreciate the remote option.  This allowed for greater inclusivity in the various decision-making opportunities as we could include a greater number of families.	WISH is increasingly relying on interpreters, frequently from within our own community, to engage with under-represented families in their own language to ensure we are continuing to grow with input from all voices and stakeholders.	5	5	5	5	5	5	5	5	5	5	5	5	Met		29JUN2023	2023
19647330135715	Ednovate - Esperanza College Prep	3	Esperanza College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Esperanza College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  Our PAC continues to play a pivotal role in the school’s accountability to our students, families, and community. The PAC contributed to our Wellness Policy this year, reviewed Student Performance Data, and continues to review and provide guidance on where funds are needed.  Esperanza College Prep English Learner Advisory Committee (“ELAC”) continues to provide input in advising Esperanza College Prepand collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. It is not a decision making body, but it is the voice of the English Learner community. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. Communication with families has always been and continues to be a strength of Esperanza College Prep To date, monthly Coffee with the Principal's has an average of 50 or more families in-person and virtual attendance. We have also had an average of 95% attendance at Report Card Pick- Up this year. Furthermore, we launched our workshops for parents to learn more about topics such as mental health and drug awareness at a time that is more convenient for them.	Esperanza College Prep has made significant strides in building relationships between school staff and families. Esperanza College Prep  is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory ( ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics. A priority is to enhance Esperanza College Prep  translation services during in-person meetings to encourage parent participation.   Additionally, Esperanza College Prep  plans to include testimonials and quotes from current parents who have found value in Esperanza College Prep  PAC & ELAC community spaces. Finally, Esperanza College Prep  aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year.	At Esperanza College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.	At Esperanza College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. East College Prep holds mandatory parent-teacher conferences every quarter. Esperanza College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Esperanza College Prep student information system, Illuminate, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Esperanza College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Brio College Prep  Treat Brio College Prep School faculty and staff with respec	At Esperanza College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include tutoring, counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as personalized tutoring opportunities, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Esperanza College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Esperanza College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.	Through Esperanza College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Esperanza College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Esperanza College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.	Esperanza College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Esperanza College Prep  staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey	Esperanza College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Esperanza College Prep  strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	As Esperanza College Prepstudent population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
19647330135723	Ednovate - Brio College Prep	3	Brio College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Brio College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  Our PAC continues to play a pivotal role in the school’s accountability to our students, families, and community. The PAC contributed to our Wellness Policy this year, reviewed Student Performance Data, and continues to review and provide guidance on where funds are needed.  Brio College Prep English Learner Advisory Committee (“ELAC”) continues to provide input in advising Brio College Prep and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. It is not a decision making body, but it is the voice of the English Learner community. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. Communication with families has always been and continues to be a strength of Brio College Prep. To date, monthly Coffee with the Principal's has an average of 50 or more families in-person and virtual attendance. We have also had an average of 95% attendance at Report Card Pick- Up this year. Furthermore, we launched our workshops for parents to learn more about topics such as mental health and drug awareness at a time that is more convenient for them	Brio College Prep has made significant strides in building relationships between school staff and families. Brio College Prep is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory ( ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics. A priority is to enhance Brio College Prep translation services during in-person meetings to encourage parent participation.   Additionally, Brio College Prep plans to include testimonials and quotes from current parents who have found value in Brio College PrepPAC & ELAC community spaces. Finally, Brio College Prep aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year.	At Brio College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.	At Brio College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. East College Prep holds mandatory parent-teacher conferences every quarter. Brio College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Brio College Prep student information system, Illuminate, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Brio College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Brio College Prep  Treat Brio College Prep School faculty and staff with respect	At Brio College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include tutoring, counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as personalized tutoring opportunities, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Brio College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Brio College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.	Through Brio College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Brio College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Brio College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.	Brio College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Brio College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey	Brio College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Brio College Prep strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	As Brio College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
19647330135921	WISH Community	3	The WISH model is built upon 6 key tenets, one of which is our parent partnerships.  WISH sees parents as equal partners in their child’s educational journey and encourages all parents and guardians to be actively engaged participants in the learning process.  Parents who are invested in their children’s education strengthen the educational experience and outcome for their children as well as bolster our school community.  At WISH we support parent engagement in their child’s academics using various online platforms through which parents can find homework, test scores and grades, behavior, and attendance and remain informed of school activities and policies.  Platforms used regularly by WISH include BLOOMZ, CANVAS, PBIS 360, INFINITE CAMPUS, plus our own website (www.wishcharter.org) and school app with multiple translation options. For families without computer access at home, we ensure both access and training/support for them to participate fully in home-school communications, providing offline communications as needed.  Robocalls and text messaging are used with regularity to ensure communications are reaching all stakeholders.  All parents of currently enrolled WISH students are considered members of the WISH Community Association (WCA).  This parent-led group facilitates open communication among the entire WISH community through Coffee with the Principals, and Community Education Nights, and executes many of our social and socially conscious events throughout the year including performances, fundraisers, site beautification projects, and other volunteer opportunities.	WISH strives to consider all parent and caregiver opinions in all aspects of our school's operation.  We actively seek input from parents and caregivers via our Owl Proud survey which is available at any time for parents to respond to.  We also employ direct outreach to parents for input during the discussion and implementation of key policies or programs.  Parents are encouraged to take on leadership roles within our School Board where half of the seats are held by WISH parents, as well as take on leadership positions within our WISH Community Association (WCA), WISH Forward, and a variety of school committees.    Finally, our administration team is always available to address the concerns of our community and we continually find new means of reaching out and involving parents and caregivers in a variety of ways here at WISH.	WISH Community has taken strides to guarantee that parents and caregivers have full access to the various outreach methods we regularly use.  We’ve expanded our use of hiring interpreters to assist us in ensuring our academic platforms are fully understood and used effectively by our parent community.  We are also continuing to grow our Diversity, Equity,  and Inclusion committee to ensure the interests of all parents are represented in our WISH culture. Recently we received a 3-year Anti-Bias and Equity Grant to further ensure optimal care, support, and responsiveness for all students and families	WISH Community believes parents are full partners in educating their children.  As a public school, we work diligently to ensure parents/caregivers have access to and understand the objective of the various academic platforms we regularly use.  Our teachers welcome parents into the classrooms to support the success of our project-based learning.  We welcome open and honest conversations between educators and parents regarding the academic and social-emotional successes and challenges of each student.  Parents/caregivers of our 6th - 8th-grade students are encouraged to create observation accounts in CANVAS and  PBIS Suite 360 and we recommend that they regularly use these platforms to actively engage in conversations with their students and with our staff regarding academic and social-emotional successes and challenges. Training sessions are held at the beginning of each year and at any time on request to ensure that parents can access the information they need to support their child in school and at home.  WISH Community offers parent-teacher conferences twice each year and teachers and administrators hold ‘data-chats’ with parents as well as with students to outline the current academic growth and to identify achievable goals for continued academic progress for each student.	The recent implementation of the iReady verified data educational software has provided WISH with an incredible resource to better understand where learning gaps are occurring and redirect teaching methods accordingly.  We used this platform with greater fidelity this past year and spent significant time deeply examining the student outcomes to ensure we were able to meet the needs of underrepresented students.  This information served to direct the focus of our teaching staff to support the engagement growth for every pupil in each subgroup population.	WISH actively seeks to engage all families using a variety of tools. We have WCA leadership team members reaching out directly to families, principals offering support and interpreters at data chats, conferences, and meetings, and teachers making sure all families are aware of and accessing the communication tools.	All WISH parents and caregivers are invited to join the WCA meetings and SSC meetings to engage in all discussions and help influence the direction the school is going vis a vis academics and climate.  Individual teachers, teaching teams, education specialists, and other faculty and staff are always available to families and welcome the opportunity to address the concerns, needs, and progress of students.	The 22-23 School Year saw the return of many of our parents and caregivers to campus on a regular basis, allowing WISH to re-establish the norms from prior to the pandemic.  But as we welcomed families back to campus, we also learned to appreciate the benefits that ZOOM provided us during our distance learning.  WISH therefore implemented a bi-modal process for many of our meetings and stakeholder events allowing parents and caregivers to join us in person, as well as providing an online option for those stakeholders who appreciate the remote option.  This allowed for greater inclusivity in the various decision-making opportunities as we could include a greater number of families.	As previously stated, WISH is increasingly relying on interpreters, frequently from within our own community, to engage with under-represented families in their own language to ensure we are continuing to grow with input from all voices and stakeholders.  To support our English Language Learners to make the greatest growth we shifted our practices to provide more individualized instruction around vocabulary and content.  Teachers received additional training on effective techniques to create access and growth including strategic use of visuals, total physical response tactics, and priming of new content.	5	5	5	5	5	5	5	5	5	5	5	5	Met		29JUN2023	2023
19647330135954	ISANA Himalia Academy	3	ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire for more opportunities to connect with staff such as events where both families and staff are present.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.	One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we communicate with each family in the most effective way possible and establish authentic connections.	We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.	The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.	We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.	4	5	4	5	4	4	5	4	4	4	5	4	Met		13JUN2023	2023
19647330136986	STEM Preparatory Elementary	3	At STEM Prep Elementary School we believe that parent/family engagement is critical for student success. To meet the needs of our parent/guardian community, we provide interpretation and translation services for 100% of meetings and events with parents/guardians to ensure they can participate fully.  All educational programs and individual meetings with school staff have translation support for families. This includes - but is not limited to - parent/family conferences, IEP meetings, Monthly Family Workshops, School Site Council meetings, English Learner Advisory Committee meetings, open houses, and Coffee with the Principal events. To support our staff with parent/family engagement, we have had professional development on how to increase parent/guardian engagement, particularly in cases when a student is at risk of failing or having behavioral difficulties. Our school prides ourself in our morning greetings to all students and families at our arrival. Our school also offers many events on campus that are open to both students and their extended families including: Back to school night, movie nights, STEM nights, and field trips. We encourage families to complete surveys multiple times throughout the year to gather input.	STEM Prep Elementary School continues to ask family members for input on which workshops and additional offerings would be beneficial. Areas for growth include continuing to build partnerships with families to increase family engagement in school wide committees and workshops on how to support student success at home and encouraging families to actively participate in their students' reading goals. We are actively working on ways for families to be more involved and aware of their student's daily classroom learning.	As an organization, STEM Preparatory Schools has a mission to disrupt the status quo by getting students of color into STEM fields. This mission begins at STEM Prep Elementary where students are visited by Math and Science College Preparatory high school students to talk about college readiness and STEM careers. Additionally, family communication is sent out every month and families are invited to provide feedback for workshops and other school-related offerings. School Site Council allows for families to actively participate in the decision making process of SPES. SPES leadership seeks out family involvement for underrepresented families to ensure their participation in School Site Council, English Learner Advisory Committee, and subcommittee efforts.	A large focus of our monthly school meetings, Coffee with the Principal and Family workshops, is training parents/guardians on how to support their students. For example, we have held workshops to educate parents/guardians about the CAASPP and its importance, Benchmarks, Growth Mindset, Conflict Resolution, Bullying Prevention, reading data/strategies as well as our philosophy on continuous learning. Two times a year the school holds parent/family conferences that offer additional time for families and students to discuss student progress and collaborate on strategies to improve student outcomes. Our school has a collaborative Student Support Progress Team that reaches out to families to collaborate on individual plans that support student success and provide intervention opportunities.	Through analysis of partner input, our LEA is focused on supporting students with reaching grade level reading success. We've partnered with our teachers, parents/guardians, and students to create goals around reading. Our reading program is designed to provide resources, practice, and incentives for our students and their families.	STEM Prep Elementary School’s Expanded Learning Opportunities Program focuses on creating enriching, engaging opportunities for STEM Prep students outside of the regular school day and increasing student achievement. Through our partnership with Think Together our goal is to implement high-quality, student-centered before school, after school, summer and intersession programs that comply with all state and/or federal grant funding requirements. The school is providing opportunities for students in underrepresented groups to provide their direct feedback and input through afterschool affinity groups. These groups will be able to share their experiences and gather insight into supporting student outcomes.	To guarantee that we successfully involve parents/guardians in the decision-making process, STEM Prep Elementary School provides opportunities for families to provide input on policies and programs through participation in the School Site Council and English Learner Advisory Council. Our school does active engagement to reach out to all families to welcome them to the process. In each of our monthly meetings we encourage families to provide their input regularly in survey format and make meetings accessible with virtual options to participate.  For our school team, we encourage and seek their input throughout the year with opportunities to join School Site Council, ELAC, and site committees where their voice can be heard in decision making.	STEM Prep Elementary Schools understands that in order to meet the needs of our school community, we must maintain close connections between staff, students and families. In order to obtain the data needed to make appropriate decisions within committee meetings, which result in LCAP decisions, all parent/guardians with a child in grades TK-5 are asked to complete an annual parent/guardian survey. The data collected will help us understand our parent/guardians' perspectives and respond to their needs and expectations. As an area of improvement we are encouraging a larger percentage of our families to complete surveys and to participate in our School Site Council.	STEM Prep Elementary School has developed a range of supports for students with additional needs, as recommended by various surveys, task groups, and family advisory groups to support students with exceptional needs, who are in foster care, are linguistically diverse, and those experiencing homelessness. Our Restorative Justice Coordinator helps monitor the needs of students and families to overcome barriers and supporting with home visits, individual student conferences, and locating resources. Our site counselor supports our  school with social-emotional learning, individual counseling, and group counseling. Our site is also increasing input from student stakeholders with monthly affinity groups. These groups will provide input to the school on safety, sense of belonging, and other important school decisions.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
19647330136994	Rise Kohyang Elementary	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 97% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 95% of parents rate the school positively. One of the school’s biggest strengths is the welcoming environment we’ve built with families. 100% of families attend at least one school event including, but not limited to: Coffee with the Principal, Conferences, Parent Education Seminars, Back to School Night, and Family Nights. Through events that highlight the cultures of students and implementation of Council in Schools, and connection via phone and ParentSquare our staff and families have learned more about each other and the school has increased two-way communication between families and staff.	The school has identified the percent of parents who engage in an annual meeting with a school counselor as a focus area for improvement, as 66% attended a meeting with a school counselor this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 81% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 30%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school.   The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home.   With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 97% of parents returning surveys, and 100% of parents attending a school event, we continually strive to have both these numbers at 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze the results, reflect on the school practices that brought on the outcomes and plan for the following school year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
19647330137463	California Creative Learning Academy MS	3	Families are offered multiple pathways to learn about and discuss student progress to help build relationships between school staff and families. There are a variety of ways the families and school collaborate on supporting student progress: weekly class newsletters, parent conferences, Student Success and Progress Team meetings, social emotional learning supports, topical meetings for parents on curricular content, classroom learning celebrations events, participation in school committees and governance. A focus area for the school is to find additional ways to accommodate the needs of underrepresented families.	We will be differentiating our outreach efforts, as the current strategies, though strong in overall engagement, need to be more targeted in reaching those that are not engaging through our current practices (e.g. Affinity groups, direct administrative outreach, parent word of mouth).	We have also made a dedicated effort to improve our forms of communication with the implementation of a parent communication system that also has translation support. We will be analyzing the response open and response rates to determine how well the information is being received. An area of continued growth is to help our staff work with families of different cultures and languages in a way that differentiates how we engage and provide support.	CalCreative has a process that engages and educates stakeholders on the LCAP. This engagement took place throughout the year in a variety of forums. Regularly scheduled Leadership meetings, School Site Council, PTA, parent workshop, school committees, as well as the Annual Stakeholder Survey which included parents, students, and staff. Regular open meetings of the School Site Council and presentations to the Governing Board along with website postings, messaging software, and an LCAP infographic provided opportunities for public review and reporting on the SPSA and LCAP. The School Site Council (SSC) was involved with the monitoring and revision of the LCAP throughout the year, and the development of the SPSA. The SSC began with reviewing the current year LCAP followed by an all-day retreat to conduct classroom observations, create subcommittees to monitor specific initiatives (e.g. attendance, communication, diversity/inclusion), and discuss the process of monitoring the actions in the school year. The SSC regularly engaged with current school data and prioritized feedback from other stakeholder groups, parents, Curriculum Committee, Social Emotional Learning Committee, PTA, room parents, the Annual Stakeholder Survey, etc. A focus area for the school will be concentrating our efforts on ways to accommodate needs so that we can have stronger relationships and engagement with particular subgroup populations.	We are focusing on improving outreach and partnership with less resourced families. We have begun affinity group meetings for parents to help strengthen the feeling of belonging. We have added a new role of Director of Culture and Climate to support strengthening these partnerships.	As mentioned above, historically from our Annual Stakeholder survey, Culture Climate Survey, Equity Audit, and Community Check-Ins we are able to have data and input from our partners. These have been influential in the creation of our Goals and Action Plans for our Local Control Accountability Plan.	CalCreative has demonstrated strong work in creating a welcoming and collaborative environment with families. Our School Site Council is actively engaged in the monitoring of our LCAP, and meets regularly to review data, processes, and feedback. In our Annual Stakeholder Survey, parents indicated the following areas of strength: My child feels safe at this school; I feel parents are involved in the decision making at our school; I believe in the school's Safe School/Social Emotional Learning (e.g. Cool Tools, Mindfulness) approach; School administration and staff are caring, helpful and responsive. We offer monthly meetings with the administrative team, and have parents on many of our committees. They take an active role in supporting and making decisions for the school.	We have a good system of engaging educational partners authentically and are reaching families who are able to participate. We need to focus on finding ways to engage less resourced families, as they may not have the privilege to participate in the same way more resourced families can. In addition, from our Culture and Climate survey, they have indicated wanting to understand more about the school’s program, which is understandable given the many shifts that have occurred in the past three years.	We actively recruit and try to improve the engagement of underrepresented families. A couple of strong strategies we are employing include: Creation of affinity groups, having more administrators on campus to make connections, using word of mouth from parents already engaged to recruit others.	4	5	4	4	4	4	4	4	4	4	4	4	Met		26JUN2023	2023
19647330137471	High Tech LA Middle	3	HTLA Middle School is in its sixth year of operation as of Fall 2023. We have great strengths in seeking input from parents/guardians in school decision-making our school hosts Monthly Coffee with the Principal events, LCAP Advisory Group in conjunction with School Site Council.   In addition, HTLA Middle School also sends weekly emails to parents to keep them abreast of school wide events. Parents and teachers regularly community through Parent Square.	HTLA MS would like to improve upon supporting parents to be able to access and understand student progress using our SIS which updates student grades and progress live.  HTLA will include a regular link to PowerSchool for parents in the weekly update so they are aware that they can log in and access grades of students.	HTLA MS provides translation services into parents’ preferred language.  HTLA MS hires staff members who speak multiple languages, especially those that are reflective of our community.  When a parent needs translation services, it is one of our own staff who can provide that, which helps parents build a stronger connection to the school.  We also provide extended support with our counselor, who provides both academic and socio-emotional support.	Our teachers and staff receive training on recognizing symptoms and behaviors indicative of a child‘s need for additional supports, including issues relating to hunger, extreme poverty, and individual families’ challenges to meet their child‘s needs. Our Student Success Team is responsible for identifying students and families who might need additional resources or supports, including referrals to community service organizations. School is open for students at 7:45 am and after school tutoring is until 4:00pm, both to best serve our students’ needs and accommodate working families.  In addition to ensuring socioeconomically disadvantaged students are academically prepared, we also assist with families in need of uniforms or school supplies.  In addition, we connect with local non-profit agencies for referrals for social services if needed by our families.  We make our SIS and Google Classroom available to all parents through an app, so grades and progress are updated regularly.  We also send progress reports home every 5 weeks, and host parent/teacher conferences twice per year and are able to hold conferences in the native language of our parents.  Our students participate in the conferences as well.	We would like to grow in continuing to create more opportunities for parents to support their children's learning environment at home and supporting parent education.  We would also like to increase our hours and provide a comprehensive after school program to support working families.	HTLA will improve engagement of underrepresented families by opening quarterly parent workshops throughout the school year.  Topics include but are not limited to - parents rights, supporting your child’s changing behaviors, pathways to high school, college  and beyond.  HTLA MS will also offer a comprehensive after school program and summer program to support working families.	In order to accurately measure parent input in school decision-making, satisfaction and the requirements of Priority 3, the Principal distributed a survey in Spring 2023 parent survey to ensure accurate survey reporting and input from parents/guardians which is a part of the school’ LCAP process and adherence to Priority 3.  Our focus area for improvement is to get more families to respond to the survey.  One of the ways that we are working on this is to have all of our correspondences to families go out in English and in Spanish.  We also have a number of families that are Armenian, and we have Armenian translation as needed as well.	HTLA MS would like to increase participation in the family survey.	HTLA MS will announce surveys at each parent event and promote engagement in parent communications, counselors will also reach out to families individually to obtain participation either on the internet or in direct conversation.	5	5	4	4	5	4	5	4	4	4	4	4	Met		20JUN2023	2023
19647330137513	Learning by Design Charter	3																						Not Met For Two or More Years			2023
19647330137521	Vox Collegiate of Los Angeles	3	Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school provides specialized staff training for key staff-parent interactions including: regular 2-way communication through ParentSquare, cafecitos to provide information, build relationships, and solicit feedback, Parent Conferences--regular meetings to partner with families about what their child needs and create space for authentic feedback, Other Interactions-- encouraging phone calls and in-person conversations over texts and/or emails that foster engagement and opportunities to connect. Our parent survey data indicates our parent experience has been positive and we have been successful at creating a welcoming environment. 100% of families believe school is safe and feel well-informed.  We have a robust system of family communication that includes tracking of communication to ensure each family is regularly receiving information and a system to intervene if a family is not in contact. We ensure that every family has access to communicate with any staff member at Vox Collegiate. We will strive to improve our communication by allocating additional professional development time to reflect on our communication tracker data, to calibrate as a staff around communication expectations, and provide time to communicate with families of higher performing students, who may typically not receive as much communication.	Following an analysis of educational partner input and local data, we have identified key focus areas for improvement in building relationships between school staff and families at Vox Collegiate. Our efforts will be centered around enhancing family communication regarding attendance to reduce chronic absenteeism and grades to ensure parent inclusion in student intervention.  Improving Attendance Communication: We recognize the critical role that regular attendance plays in a student's academic success. To address chronic absenteeism, we will focus on strengthening communication channels with families. Our aim is to provide timely and targeted information about the importance of regular attendance, as well as the consequences of chronic absenteeism. By leveraging various communication mediums, such as personalized letters, phone calls, and digital platforms, we will ensure that families are consistently informed about their child's attendance and are encouraged to support regular attendance habits. Enhancing Parent Inclusion in Student Intervention: We understand that a strong partnership between school staff and families is crucial for effective student intervention strategies. To ensure parent inclusion, we will implement proactive measures to engage families in the intervention process. This will involve regular meetings, workshops, and progress reports that provide families with a comprehensive understanding of their child's academic progress, areas for improvement, and strategies for support. By fostering open lines of communication, we aim to empower parents to actively contribute to their child's educational journey and promote collaborative problem-solving. We are committed to making meaningful improvements in building relationships between school staff and families at Vox Collegiate. Through these focused initiatives, we aim to foster a strong sense of collaboration, trust, and mutual support within our school community.	We will specifically target support for African American students based on identified gaps in their academic performance and increased rates of chronic absenteeism. Targeted Support for African American Students: Our analysis has revealed specific gaps in academic performance among African American students. To address this disparity, we will implement targeted support initiatives tailored to the needs of this student population. This may include additional academic resources, culturally responsive teaching practices, mentoring programs, and parent workshops specifically designed to empower and support African American families. By acknowledging and addressing these disparities head-on, we strive to create a more equitable and inclusive educational environment for all students. Family communication for African American students will also be prioritized. Communication data will be disaggregated to ensure that are no gaps in outreach and connection between African American families and the school.	Vox Collegiate has developed practices that foster partnerships between families and staff in support of student growth. We host mandatory parent conferences each trimester with all of its families to not only inform families of student progress, but to also have them be partners in the work. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process.	Vox Collegiate plans to strengthen the additional resources provided to families to support summer learning, such as curating more individual opportunities for students, based on their interests and needs.  We also plan to host additional family workshops to provide resources for families to support their child’s education at home.	Vox Collegiate plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to make the parent conferences.  All Vox families receive a bi-weekly progress report informing them about their child’s academic progress. Teachers also use ParentSquare to text families or call families to proactively address any issues that may arise.	Vox Collegiate is a small and growing school, so extensive advisory committees are not yet fully formed. The school does consistently hold School Site Council and ELAC committee meetings as well as inviting parents to participate and provide input through cafecitos, family nights, and other school events. During the 2022-23 school year, family participation in school events increased, including families taking leadership roles in planning and executing Teacher Appreciation Week and the school’s 8th grade graduation ceremony.	Going forward, Vox will focus additional efforts to engage families around broader school decision-making through the formation of advisory groups and school surveys outside of School Site Council and ELAC committees. Additionally, the school will be targeting family input in how the school can accelerate student academic performance to ensure Vox is meeting its instructional goals.	The school improved its culturally responsive programming for students and staff throughout the year. We believe that by extending this programming to families, there can be improved family engagement and input on broader school decision making. Part of the journey in building robust family input streams is ensure that our families feel connected and valued at our school. We believe that by publicly and actively reflecting our families’ cultures and identities at the school, families will be more likely to engage and provide candid input to the school.	4	4	4	4	4	3	4	4	3	3	3	3	Met		29JUN2023	2023
19647330137562	Matrix for Success Academy	3	Matrix for Success Academy is a student centered LEA, where student success is priority. As a result, we are proud to announce that one of our strengths in building relationships between school staff and families is through consistent outreach to students and families. Our school has staff and teachers, who regularly check on students and families on a weekly basis. We also have Student Outreach and Engagement Coordinator who not only contacts the families, but also does home visits and wellness checks. Matrix weighs the concerns of our families and students to have flexible academic support, preparation for post-secondary life, and filling in of academic gaps that lead to credit deficiencies. In addition to the Student Outreach Coordinator, Matrix has a post-secondary transition guidance counselor, who builds connections with families and offers post secondary resources for students and families. The resources include but are not limited to workshops, college visits, connecting families with third party programs such as Gear Up and college fairs. Matrix is dedicated to building our parent engagement in all aspects of school, including but not limited to academics, school culture and school safety.	The LEA will continue to invite parents and families for our monthly board meetings, where public comment is encouraged. Another area that the LEA will focus on is encouraging more parents and families to be part of the parent advisory board and other school-based councils (ELAC, SSC, etc). Continued engagement of parents in decision making and open communication on all levels will be priority.	Matrix continues to create new and additional opportunities to deepen and strengthen relationships with our families. Our parents are invited to be part of the in-depth and personalized enrollment and orientation process for their students. Additionally, our LEA offers parent workshops, parent conferences, coffee with the principal, parent surveys and more. To meet the needs of the students and families, Matrix has continuously responded and addressed social emotional, cultural and other needs of our school community. Our school is committed to providing easy access and resources between our staff and families.	"Matrix for Success Academy is dedicated to assisting students with high needs and those that have dropped out and/or are credit deficient. Matrix is a safe haven and continuously provides resources for students who have previously been considered ""under-achievers"".  These resources include but are not limited to school breakfast and lunch program, recovery of credits, academic enrichment and social emotional support. Throughout the year, parents, teachers, students, school staff and community members are included in the planning and implementation of programs via stakeholder meetings. As mentioned earlier, all stakeholders are encouraged to attend and provide feedback at our board meetings, school advisory council meetings, weekly staff meetings and student leadership meetings."	As additional support, the school has adapted the C3 Mental Wellness Model, Personal Competencies, and the ThriveMind app which are grounded in research (e.g., Psychobiology and emotion-based learning). Matrix students and families have expressed frustration with the cumbersome process of finding and accessing social-emotional supports and resources outside of our school setting.  Part of our mission in the coming year is to build more solid partnerships with outside mental health service providers, to help our students and families who may need more support than school-based staff can provide.	Matrix for Success Academy has 99% of unduplicated pupils, over 80% of whom also meet one or more of DASS criteria. The student population represents majority of underrepresented families due to its location. Matrix serves students mostly from the communities of Historic South Central and Pico Union areas of Los Angeles, where many low income and underrepresented populations reside. Matrix will improve engagement of underrepresented families by having additional family and community engagement opportunities, including information fairs, resource fairs, and community partnerships. This tactic will support our teachers to identify the underrepresented families, contact the families, identify the potential barriers and address them.	Matrix is a firm believer in educational partner input. Our strengths and continued practices include, but are not limited to continued outreach to students and families, continued staff trainings and promotion of parent participation in school site council meetings.	Matrix for Success Academy continuously works to build trust with the community.  While Matrix student and family engagement have shown steady growth in the past few years, we are still working to deepen community-based partnerships and decision-making input.  Part of Matrix's focus in the coming school year includes seeking out and developing new community partnerships, as well as maintaining and strengthening existing partnerships.	While academic resources are vital, Matrix also believes that students would not be able to perform academically if their social emotional needs were not met. Matrix counselors and support staff who are trained to provide counseling and social emotional support to our students helps us to assess the needs of all students and allocate the appropriate resources needed for each student.  We use the C3:Collective Care Continuum, Personal Competencies and the ThriveMind App model to help our students learn to strengthen their emotional and social intelligence. In addition to mental health support at school, Matrix practices intentional, targeted home visits on a weekly basis, in order to meet our students and families where they are and invite them to rejoin our school community.  Time and resources for outreach and support are built into staff work schedules, and practiced with intentionality.	5	5	5	5	5	5	5	4	4	4	4	4	Met		27JUN2023	2023
19647330137604	Stella Elementary Charter Academy	3	The school community understands that the success of our students depends on the trust and communication between staff, families and students. With this awareness, the school sends out Parent and Family Surveys to assess areas of strength and improvement. Our families know we value their opinion which is why 95% of parents returned surveys addressing family efficacy, school fit, school climate, and school safety. We know that our families are confident in their relationships with staff because our Family survey reflects that 97% of parents rate the school positively.	The school has identified the percent of parents who engage in an annual meeting with a school counselor as a focus area for improvement, as 21% attended a meeting with a school counselor this year.	The school will improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, particularly their ability to translate for non-English speaking families, and to connect with families about school events that encourage relationship building. In addition, the school will continue to work on proactive communication so that the number of families feeling heard and validated increases as our students succeed.	We are very proud that 100% of students who have access to standards aligned materials at home as appropriate for a given lesson. We also see strength in having 95% participation in our Teacher-Parent Conferences. Our team works hard to provide families with information and resources to support student learning in the home.	The school has identified a focus area for improvement in attendance at our Parent Education seminars, currently standing at 35%. We believe these seminars are a strong tool in supporting families and building partnerships for student outcomes.	The school provides weekly professional development for staff and the focus is often on the school’s capacity to partner with families. All new teachers go through substantial training on how we engage with families and our community to help our students succeed. We highlight “above and beyond calls” when teachers reach out to families to share an instant when their student excelled in our school. The LEA will also improve the engagement of underrepresented families in this area by leaning on the support of the Family and Community Engagement team, engaging teachers and school leaders in professional development to support all students and their families, and reaching out to parents through ParentSquare, messages, and phone calls to support attendance at events that will assist them in supporting their child’s learning at home. With the support of the Family and Community Engagement team we’ve implemented policies and programs to support families in understanding and exercising their legal rights. We will provide interactive workshops about immigrant rights, charter school advocacy and Inclusive Education (our program for Special Education services). We’re proud to stand with our most vulnerable populations and to provide resources so that all our students and families can become leaders who act with integrity and champion equity to enrich our communities and the world.	One area where we’ve excelled is cross-department collaborations to plan family engagement activities for the success of our students. Any particular event might have input from our teachers, our inclusive education team, our parents or the Family Engagement Coordinator. Every year, school administrators and the School Support Team at Bright Star Schools cooperate on a Family and Community Engagement Plan to ensure we are meeting our families’ needs. The plan includes the various events we will host throughout the year and the organizational support we have to ensure we incorporate our parent’s voice in the school. We have multiple opportunities for families to share feedback on school goals and programs through the School Site Council, the English Learner Advisory Committee, the annual Family Survey and ad hoc focus groups. Program changes are communicated to families in newsletters, school site council agendas and discussed at Coffee with the Principals and Counselor.	Though we are proud to have 95% of parents returning surveys, and 98% of parents attending a school event, we continually strive to increase these numbers to reach 100%. We recognize that the more parents returning surveys and attending events, the more input we are receiving from our students and families to improve our school in ways that best meets their needs. In addition, our Family and Community Engagement Team works every year to identify, train and support family leaders who actively participate in the School Site Council, English Learner Advisory Committee and other advisory groups.	The Parent and Family survey administered asks questions in relation to school environment, parent satisfaction, family access to staff, programming for parents, and parent self-efficacy. The questions were created by a team of the Deputy Superintendent, the Vice Principal of Student and Family Services, and the Director of Family and Community Engagement and were reviewed by the principals. We use similar questions annually, to obtain Longitudinal and Latitudinal data, which we then review to identify how we can improve engagement. After each survey administration, collaborative teams meet to analyze	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
19647330137612	Valley International Preparatory High	3	Stakeholder consultation  Stakeholders are consulted in a variety of ways. Most importantly, now that we are back to in-person instruction VIP relaunched its school site council in the fall, which consists of parents, students, teachers, and administrators. During these meetings, stakeholders have been able to provide feedback on a variety of important school topics, such as WASC, grant spending plans, oversight, testing data, and marketing/outreach. See item 1.6a for examples of SSC agendas. This year, a parent and student experience survey was sent out in January. See Items 3.4B and 3.4Bi for highlights of responses to said survey.  Parent Booster Club  VIPHS also engages parents through the parents’ booster club, called Friends of Parents In Partnership (FPIP). Even though it maintains its own 501(c)3 (separate from VIPHS) and officer roster via elected and voluntary positions, it is worthy of mention that it has its own website at friendsofpip.org and keeps its own mailing lists. FPIP holds regular evening meetings for parents in which the school’s administrative leadership attend and participate, for purposes of in-person messaging, gathering feedback, problem-solving, organizing the school’s community-wide events, and fundraising. Members of administration attend these meetings on a regular basis.  Parent engagement / Information Sharing  VIPHS regularly initiates and maintains communication with its stakeholders and engages them in their children’s education through a variety of tools and methods that comprise the school’s comprehensive communication system. At a foundational level, VIPHS have access to the majority of pertinent information through our student information system, School Pathways. Through the parent portal on School Pathways, parents have live access to teachers’ gradebooks, student records, and other pertinent information.  In addition to this passive source of information, information is actively and extensively shared with parents through a variety of means. Parents receive emails from their students’ teachers that are initiated through VIPHS’ student information system which allows teachers to email parents and/or students using the most up-to-date information provided by families on enrollment. Students receive a range of communication through faculty’s regular employment of the school’s Google Suite of tools. For example, any given parents are emailed with updates on their students’ progress and/or insight on how they improve, timely notices when students’ performances are slipping, information on what information/concepts their students are expected to learn during the school year, and grading policies. Teachers are required to send notices to parents/guardians of students with D’s or F’s at least twice a semester to keep them proactively informed.	"More in-person events for families could be held.  In the 2023-2024 academic year, VIPHS will be adding frequent ""Coffee with the Principal"" events so families can speak with school leadership without an appointment."	In the coming year, VIPHS  is committed to enhancing the engagement of underrepresented families, as identified through a comprehensive self-reflection process. The improvements in building relationships between school staff and these families will be informed by the analysis of educational partner input and local data. Here are some key strategies and initiatives that VIPHS plans to implement:  Culturally Responsive Training: VIPHS recognizes the importance of cultural sensitivity and competence in building effective relationships. The school will invest in training programs for staff to develop cultural awareness, empathy, and communication skills tailored to the diverse backgrounds of its student body. Community Outreach: The school will engage in proactive community outreach efforts, attending local events and meetings to connect with underrepresented families in their own environments. This approach will foster trust and familiarity with the school staff and build stronger relationships. Culturally Inclusive Curriculum: The school will work to continue refining its curriculum, which reflects the diverse backgrounds and experiences of its students, creating a more inclusive and welcoming learning environment.  Celebration of Diversity: VIPHS will celebrate the diverse cultural backgrounds and experiences of its student body through events, programs, and initiatives that showcase and honor the unique identities of all students and their families.  By implementing these strategies, VIPHS aims to foster a more inclusive and supportive educational environment that ensures all underrepresented families are engaged, informed, and empowered partners in their children's education. These efforts will contribute to improved academic outcomes and a stronger sense of belonging within the school community.	VIPHS (Virtual International Public High School) has made significant strides in building partnerships for student outcomes, creating a welcoming and inclusive environment. These achievements are backed by the analysis of educational partner input and local data. Here are some key strengths and progress areas:  Small School Size: VIPHS's small school size has been instrumental in fostering a close-knit and supportive community. With a limited number of students, teachers can establish meaningful relationships with each student, allowing for personalized attention and support. This intimate setting facilitates open communication between teachers, students, and families, contributing to a positive learning environment.  Strong Advisory Program: The school's strong advisory program plays a crucial role in nurturing students' academic and personal growth. Advisors serve as mentors and advocates, guiding students through their educational journey. They provide valuable academic counseling, social-emotional support, and goal-setting assistance, ensuring that each student receives the necessary resources to succeed.  Implementation of Conferencing in Classes: VIPHS's implementation of conferencing within classes enhances the partnership between educators and families. These conferences provide opportunities for parents and guardians to actively participate in their child's education. They allow for discussions on academic progress, goal-setting, and addressing any challenges that may arise. This approach promotes transparency and collaboration, making families integral to the student's educational journey.  Community Engagement: VIPHS actively engages with the local community, seeking input and feedback from educational partners. This collaborative approach allows the school to align its goals with the expectations and aspirations of the community it serves. It also promotes a sense of shared responsibility for student outcomes.  ofessional Development: VIPHS invests in ongoing professional development for its educators, enabling them to stay updated with best practices in teaching, counseling, and family engagement. This commitment to professional growth equips staff with the skills and knowledge needed to build strong partnerships for student success.	Based on the analysis of educational partner input and local data, VIPHS has identified several focus areas for improvement in Building Partnerships for Student Outcomes. These improvement efforts include:  Enhanced Communication Channels: Implementing more effective and consistent communication channels between the school, families, and community partners.  Our Parent Square and VIP Voice engagement ratees have been improving, and we will continue seeking out strategies to include more communication.  Data Transparency: Improving the transparency of data related to student performance and outcomes. This includes making data accessible to parents and community partners in a format that is easy to understand, allowing for informed discussions and decision-making.  We've begun including data points in our newsletter.  Evaluation and Continuous Improvement: Establishing a systematic process for evaluating the effectiveness of partnership-building efforts and making ongoing adjustments based on the results. Regular assessments can help ensure that the strategies in place are meeting the needs of students and families.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes, the LEA (Local Education Agency) will focus on the following strategies:  Enhanced Communication Channels: The LEA recognizes the importance of clear and consistent communication in engaging underrepresented families. By implementing more effective communication channels, such as culturally sensitive newsletters, translated materials, and multilingual communication options, the agency will ensure that these families receive regular updates, event notifications, and information about their child's progress. This approach will bridge language and accessibility gaps, making it easier for underrepresented families to stay informed and engaged with their child's education.  Data Transparency: Data transparency is a key element in building trust with underrepresented families. By providing clear and accessible data related to student performance and outcomes, the LEA will empower families to track their child's progress more closely. This data will be presented in a user-friendly format, ensuring that all families can understand and interpret their child's academic journey. This transparency will also encourage more meaningful conversations between families and educators about student needs and areas for improvement.  Evaluation and Continuous Improvement: Regular evaluation of partnership-building efforts is essential in addressing the unique needs of underrepresented families. The LEA will continually assess the effectiveness of its strategies through surveys, focus groups, and feedback from underrepresented families. This ongoing evaluation will allow the agency to make data-driven adjustments to its engagement initiatives, ensuring that they are responsive to the specific challenges and preferences of these families. By incorporating their feedback and insights, the LEA can create a more inclusive and supportive partnership-building framework that truly meets the needs of underrepresented families.	VIPHS has made significant progress in Seeking Input for Decision-Making, as evidenced by the analysis of educational partner input and local data. Several strengths and achievements in this regard are worth highlighting:  High Rates of Satisfaction: The annual school survey consistently demonstrates high rates of satisfaction with the school program among parents and students. This indicates that the LEA has successfully created a platform for stakeholders to express their opinions and concerns. The positive feedback reflects that the agency values and acts upon the input it receives, leading to a more responsive and student-centered educational environment.  Regular Engagement with Parent Group: The LEA's commitment to meeting with the parent group on a monthly basis is a noteworthy strength. This regular interaction provides a structured forum for parents to share their perspectives, suggestions, and feedback directly with school officials. Such ongoing dialogue demonstrates a commitment to collaboration and partnership-building.  Impactful Changes: Importantly, input from parents and students has resulted in positive changes at the school. The LEA has actively listened to and considered the recommendations and concerns raised by stakeholders. Subsequently, the agency has implemented changes and improvements that align with the needs and preferences of the school community. This responsiveness reflects the VIPHS' dedication to making informed decisions that benefit students and families.	While the VIPHS has made significant progress in seeking input for decision-making, there are always opportunities for improvement to further enhance the engagement of educational partners and the effectiveness of decision-making processes. Here are some areas to consider for improvement:  Diversify Input Sources: While the annual school survey and regular parent group meetings are valuable, it's essential to diversify input sources. Consider conducting focus groups, one-on-one interviews, or online suggestion boxes to capture a wider range of perspectives. This will ensure that voices from different segments of the school community are heard.  Coffee with the Principal in the coming year is one of these new input sources.  Increase Outreach and Inclusivity: Evaluate whether the current engagement strategies are reaching all segments of the school community, including underrepresented families and students. Explore ways to make the feedback process more inclusive, such as providing translation services, offering virtual participation options, and accommodating varying schedules to encourage broader participation.	In particular, this refers to the last point in the previous section: Increase Outreach and Inclusivity: Evaluate whether the current engagement strategies are reaching all segments of the school community, including underrepresented families and students. Explore ways to make the feedback process more inclusive, such as providing translation services, offering virtual participation options, and accommodating varying schedules to encourage broader participation.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
19647330138305	TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary	3																						Not Met			2023
19647330138883	Equitas Academy 6	3	Strong relationships with families are crucial to student success. Families are provided with touch points such as summer orientation, monthly Cafecitos, ,monthly family nights, 2 family days, family-teacher conferences two times per year and ongoing communication between teachers and families. Events and communication are grounded on a relational approach.	The LEA will be focusing on developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families as well as supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	This is the makeup of the demographics of our entire LEA. Our work by default will improve the engagement of these families.	Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.	The LEA will focus on supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and  providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	This is the makeup of the demographics of our entire LEA. Our work by default will improve the partnerships for student outcomes.	Families voices are important and necessary to ensure progress monitoring and student success. Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year. Family input is sought for decisions that will greatly impact them and their children. A recent example was gather input from all families on changes to the school calendar. Family members serve as members of the School Site Council where decisions are made.	Our LEA will work on providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community and providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	This is the makeup of the demographics of our entire LEA. Our work by default will improve seeking input for decision-making.	3	4	3	4	3	3	4	2	4	4	3	3	Met		29JUN2023	2023
19647330139071	KIPP Pueblo Unido	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647330139089	Vista Horizon Global Academy	3	Vista Horizon Global Academy (VHGA) develops relationships between staff and families through the implementation of parent and student conferences held three times each year; employing staff fluent in families’ first languages and from the same background; monthly events such as coffee with the principal; SSC/ELAC; student character development assemblies; and parent/family councils (circle based dialogue); annual events such as the open house, visual arts, and music shows; regular data chats; and parent education workshop. Family members volunteer as partners and collaborate with staff to enhance students’ experiences. Before and after school family members gather in the staff lounge for coffee and connection with staff.	We are committed to meeting families’ needs and building increasingly easy access to information and resources. Some strategies we have put in place to accomplish this are the implementation of a community schools coordinatorship, developing community partners, a new website, weekly staff/home communication via messaging apps, and a varied schedule for school site meetings to accommodate different working hours.	To increase family access to our various engagement activities, more meetings will be held in the evening and on weekends so those working typical hours have more opportunities to attend and participate. The addition of a bilingual community schools coordinatorship will provide increased outreach to families and connection with staff and community resources. Working with our professional development partners, we will deliver educational courses in literacy, parenting, behavior support, dialogical practices, and more.	VHGA strengths in Building Partnerships for Student Outcomes are rooted in our familial culture – staff know families and students across the school and are engaged with most families constantly. Two-way communication and clear articulation of desired student outcomes and school goals is facilitated through face to face and digital applications.	A central focus for improvement in Building Partnerships for Student Outcomes is engaging those families who are frequently difficult to contact and finding ways to better support them and their students.	We will continually improve engagement of underrepresented families through our outreach strategies, employing staff from the communities and cultures we serve, and with further do so with the addition of a community schools coordinatorship.	We effectively seek and receive input from our partners through developing parent leadership, the establishment of a warm and welcoming environment, transparency, frequent communications, and access to school site decision making bodies where opportunities for input are facilitated.	While partner input has increased significantly, we hope to improve the consistency for partner participation throughout the school year.	We will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making through face to face invitations, varied communication styles, and follow up calls in families’ first language.	5	5	4	5	4	4	5	4	4	4	4	4	Met		12JUN2023	2023
19647330139097	Scholarship Prep - South Bay	3	Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, family education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant family trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for families to be a part of the educational process (especially through now offering virtual attendance at most events).	An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging families will be done through the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families.  Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings.	The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings as applicable.	The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of families that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	5	5	5	5	4	5	5	5	4	4	5	4	Met		13JUN2023	2023
19647330139121	Equitas Academy 5	3	Strong relationships with families are crucial to student success. Families are provided with touch points such as summer orientation, monthly Cafecitos, ,monthly family nights, 2 family days, family-teacher conferences two times per year and ongoing communication between teachers and families. Events and communication are grounded on a relational approach.	The LEA will be focusing on developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families as well as supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	This is the makeup of the demographics of our entire LEA. Our work by default will improve the engagement of these families.	Creating a warm and welcoming experience for all families is at the forefront of building partnerships.  Families are an asset to the school community and a relational approach is part of family engagement at Equitas.  Two-way communication between school and home is key and staff consistently communicate with families to support student outcomes.  Spanish translation is offered in both written and verbal communication.	The LEA will focus on supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	This is the makeup of the demographics of our entire LEA. Our work by default will improve the engagement of these families.	Families voices are important and necessary to ensure progress monitoring and student success. Families are afforded the opportunity to provide feedback through a yearly family survey given two times per school year. Family input is sought for decisions that will greatly impact them and their children. A recent example was gather input from all families on changes to the school calendar. Family members serve as members of the School Site Council where decisions are made.	Our LEA will work on providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community and providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	This is the makeup of the demographics of our entire LEA. Our work by default will improve seeking input for decision-making.	3	4	3	4	3	3	4	2	4	3	3	3	Met		29JUN2023	2023
19647330139832	Citizens of the World Charter School West Valley	3	Strong Communication Channels: This includes regular newsletters, emails, and other forms of digital communication that provide timely and relevant information to parents and guardians. The LEA also encourages open dialogue through parent-teacher conferences, meetings, and online platforms, allowing for ongoing engagement and collaboration.  Parent Engagement Programs: The LEA has implemented various parent engagement programs that actively involve families in their children's education. These programs may include workshops, training sessions, and family events designed to foster positive relationships and promote parental involvement.   Diversity Equity, Inclusion and Belonging: The LEA demonstrates a commitment to Diversity Equity, Inclusion and Belonging in its approach to building relationships between school staff and families. It recognizes and respects the diverse backgrounds, languages, and traditions of the community it serves. Efforts are made to provide support and resources to families from different cultural backgrounds, ensuring that they feel welcomed and valued within the school community.  Community Partnerships: We seek partnerships with community organizations, local businesses, and social services agencies to support the needs of families. These collaborations help provide additional resources and services that enhance the relationship between school staff and families. The LEA understands the importance of extending support beyond the school walls and building a strong network of community-based support.  Data-Driven Approach: We utilize data analysis to inform its practices and strategies in building relationships between school staff and families. By collecting and analyzing feedback from families, surveys, and other relevant data, we can identify areas of strength and improvement. This data-driven approach allows the LEA to tailor its efforts to meet the specific needs of families, thereby enhancing the overall effectiveness of the relationship-building process.	between school staff and families. This includes improving the clarity and frequency of information sharing, utilizing various communication platforms (such as emails, newsletters, and social media), and ensuring that language and cultural barriers are addressed effectively.  Caregiver Engagement: We aim to increase caregiver involvement in school activities and decision-making processes. This involves fostering a welcoming and inclusive environment that encourages parents to participate in school events, and volunteering opportunities. We also have plans to ensure accessibility of resources and training to empower parents to actively engage in their child's education.  Cultural Competence: While we have started this work, this is still an area of opportunity. Recognizing the diverse backgrounds and cultures within the community, the LEA seeks to promote cultural competence among school staff. This includes providing professional development and training opportunities to enhance understanding and appreciation of different cultures, customs, and languages. By doing so, we aim to create a more inclusive and respectful environment that values the contributions and perspectives of all families.	Next year we plan to strengthen our DEIB efforts by the focusing on following strategies: - Creating and/or strengthening Parent Advisory Committee to support school wide DEIB efforts - Providing a core set of equity trainings, learning experiences and education for DEIB school site councils, leaders, staff and parents - Piloting a K-8 anti racist curriculum with several teachers at each school site (Pollyanna very likely)   We believe by focusing on all educational partners we will build the skill, will and capacity to continue to live out our bold equity vision	With Math we were able to offer a Math Intervention program. Additionally, we were able to prioritize part-time instructional coaching in Math.    We also were able to add a data-visualization system that allows us to quickly and easily analyze student mastery of the standards. (Forefront)  Additionally, this is year 2 of the implementation of our new math curriculum, Illustrative Math. Teachers are beginning to absorb the curriculum and assess students with greater ease and frequency. We will continue with math coaching and support, including investing in the math instructional team of teachers and administrators.  Next year we plan to strengthen our DEIB efforts by the focusing on following strategies: - Creating and/or strengthening Parent Advisory Committee to support school wide DEIB efforts - Providing a core set of equity trainings, learning experiences and education for DEIB school site councils, leaders, staff and parents - Piloting a K-8 anti racist curriculum with several teachers at each school site (Pollyanna very likely)   We believe by focusing on all educational partners we will build the skill, will and capacity to continue to live out our bold equity vision.	Community Engagement: We have actively engaged the local community in supporting student outcomes. It has organized events, workshops, and outreach programs to involve parents, community members, and stakeholders in the educational process. This engagement has fostered a sense of shared responsibility for student success.  Expanded Learning Opportunities: We have expanded learning opportunities beyond the classroom through after school intervention programs.  Data-Informed Decision Making: By analyzing local data and working closely with educational partners, the LEA has utilized evidence-based practices to identify areas of improvement, implement targeted interventions, and monitor student progress effectively.  Professional Development Support: We have collaborated with educational partners to provide comprehensive professional development opportunities for teachers and staff.	Culturally Responsive Practices: Based on the feedback received, we will develop and implement culturally responsive practices to ensure that all families, particularly underrepresented ones, feel welcomed, valued, and understood. This may involve training staff members to recognize and address cultural biases, promoting inclusive curricula, and organizing cultural awareness events.  Clear Communication Channels: We will establish clear and effective communication channels to bridge the gap between underrepresented families and the educational community. This may include utilizing multiple languages, employing various communication mediums (such as emails, newsletters, phone calls, and social media), and providing interpretation or translation services as needed.  Family Outreach and Support: We will proactively reach out to underrepresented families, providing them with resources, information, and support tailored to their unique needs. This may involve hosting workshops or information sessions on topics like academic support, and social-emotional development, ensuring families have the tools and knowledge to actively engage in their child's education.	As a new school, WV is strong in seeking input from a variety of constituencies from students to staff, to caregivers. Input is collected through multiple surveys, through caregiver workshops, but also in town halls and all staff meetings.	WV is working on ensuring that all voices are heard. While all communication is translated into home languages, not all school events have translation services, and so the school is making more effort to be fully inclusive to non-English speaking caregivers in order to learn about their experiences.	The school will increase their offering free-child care during school events, free morning care is available for caregivers to meet with the school team, and the community coordinator who is bilingual will extend office hours to support Spanish speaking families. For caregivers of students with IEP’s we will be conducting more workshops and opportunities for them to engage directly with the Special Education providers.	4	4	4	4	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
19647330140004	El Rio Community	3	This was the first year we were fully  able to welcome parents and families on campus, and to begin to create a true sense of community through special events and festivals.  We held our first community dance, fall, winter, and spring seasonal festivals, and a spring orchestra concert.  The year was not without its challenges, as we moved to a new campus adjacent to a high school, and not all families felt like their children were as safe on campus, both due to the location as well as the national landscape, so there is work to be done to help everyone feel that El Rio is doing everything in its power to keep the children safe on campus, which will in turn make families feel more connected and want to come onto campus and get involved, so that relationship building can continue to evolve.	More events and opportunities for in- person Engagement, including Parent Meetings in person, where teachers share information on what children are learning, and even show parents/let them try their hand at the activities so that they can experience it for themselves.  Also, additional opportunities for parents to connect with each other, to learn more about public Waldorf education, to review school policies and procedures, and to understand El Rio programs and the why behind all decision making are key.  More chances for dialogue, conversation, sharing of diverse perspectives, and ways for parents to weigh in and feel like there is transparency and that they really know what is going on.	El Rio is committed to increasing the hours/role the Diversity, Equity and Inclusion coordinator plays to support further engagement of underrepresented families, and help ensure the resources and in place to support those families. Focusing on connecting underrepresented and new families in an effort toward radical hospitality, so that families can connect to someone else who might speak their language, or share common ground in terms of their background will hopefully increase engagement.	Parents are concerned about academic learning and success, and many feel their students suffer from learning loss, are not at grade level, and residual pandemic-related trauma is impacting learning. In response, El Rio is offering a summer intervention program, as well as increased math and reading intervention, plus after school tutoring as part of our aftercare/enrichment programs. El Rio works to make sure parents are aware of the various supports available outside of intervention and tutoring, such as the IEP process and 504 Plans. El Rio has twice a year parent teacher conferences, mid-year reports, and extensive narrative End of Year reports, and looks to offer additional more informal check-ins for provide more opportunities for discussion of progress.	El Rio will focus on training teachers in test administration, preparing for testing, and analyzing test data, and then sharing data, including benchmark assessment data such as NWEA MAP testing and DIBELS,, and will offer information for parents on how to interpret data, and how to use it to support students at home.	Affinity groups, Spanish language discussion, parent education, book club, translation services, buddies for underrepresented families, increased outreach.	People like to take surveys–response rates were close to 50%, and reading/responding is especially good when done on ParentSquare, which offers translation automatically into one of 100 languages.	Communication and more ways of sharing, like forms, surveys, etc. are key, because otherwise people don’t feel like they have been asked. The consensus is that parents want to be consulted about how they feel, even if they can’t control the ultimate decision.  I think communication equals transparency, and parents don’t want to feel like they have been kept in the dark, so a key learning is just to overcommunicate on everything going forward.	Provide opportunities for feedback in additional ways besides Zoom, surveys, and in-person coffee chats, and offer Spanish language (and other language options) opportunities.	3	3	3	3	3	3	3	3	3	3	3	3	Met		28JUN2023	2023
19647330140111	Invictus Leadership Academy	3	During the 2022-2023 school year, we started a student site council which was comprised of 5-7 parents. We developed this council by sending home a survey to solicit parents to join. The purpose of the council was to get input on how we could best spend the grants and funding we received as we prepared our fiscal budget. We also shared information with these parents about our academic system and program curricula to gain their insight and feedback. Parents gave us opinions on what they felt were achievable goals for students for the upcoming trimesters.	To increase interaction and further improve staff capacity for building relationships with families, we plan to provide more opportunities for parents to volunteer at school and special events. For example, we plan to have a community talent show for kids in TK-8 and a large scale Harvest Festival. This will enable parents to volunteer on the planning committees and at the events, thus fostering more interaction between school staff and families.	Our underrepresented families are those whose children are English Learners and those who have special needs. To improve engagement of this population, we plan to offer informative workshops about special education topics and resources such as a depth seminar on Homework Help Strategies, Establish an ELAC, and a Special Ed Parent Committee.	We have made progress in building partnerships  for student outcomes. As stated earlier, we utilized a parent council composed of several parents. These parents gave input about their opinions. Their ideas were incorporated into our strategies.	We plan to offer more opportunities for parents to volunteer in order to continue building partnerships.	To improve engagement with underrepresented families such as those of English Learners and/or students with special needs, we intend to provide informative workshops.	We seek input for decision making via surveys we distribute to parents.	We can improve upon this by distributing these surveys more frequently.	We can improve our engagement with underrepresented families by committing to offer informative workshops and by continuing to provide at least one educator in each room who speaks Spanish. We will also continue to provide a Spanish Liaison for families.	5	5	4	4	4	4	5	4	4	4	4	4	Met		29JUN2023	2023
19647330140129	Ednovate - South LA College Prep	3	South LA College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of South LA College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  Our PAC continues to play a pivotal role in the school’s accountability to our students, families, and community. The PAC contributed to our Wellness Policy this year, reviewed Student Performance Data, and continues to review and provide guidance on where funds are needed.  South LA College Prep English Learner Advisory Committee (“ELAC”) continues to provide input in advising South LA College Prep and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. It is not a decision making body, but it is the voice of the English Learner community. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. Communication with families has always been and continues to be a strength of South LA College Prep. To date, monthly Coffee with the Principal's has an average of 50 or more families in-person and virtual attendance. We have also had an average of 95% attendance at Report Card Pick- Up this year. Furthermore, we launched our workshops for parents to learn more about topics such as mental health and drug awareness at a time that is more convenient for them	South LA College Prep has made significant strides in building relationships between school staff and families. South LA College Prep is constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory ( ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics. A priority is to enhance South LA College Prep translation services during in-person meetings to encourage parent participation.   Additionally, South LA College Prep  plans to include testimonials and quotes from current parents who have found value in South LA College Prep PAC & ELAC community spaces. Finally, South LA College Prep aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year.	At South LA College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.	At South LA College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. East College Prep holds mandatory parent-teacher conferences every quarter. South LA College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of South LA College Prep student information system, Illuminate, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the South LA College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of South LA College Prep  Treat South LA College Prep School faculty and staff with respect	At South LA College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include tutoring, counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as personalized tutoring opportunities, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. South LA College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. South LA College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.	Through South LA College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, South LA College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, South LA College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.	South LA College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and South LA College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey	South LA College Prep  believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. South LA College Prep strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	As South LA College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
19647330140749	Citizens of the World Charter School East Valley	3	We are proud of the work we have done to create multiple pathways for staff and caregivers to work in tandem to build a strong community.  For relationships we have a Caregiver Cooperative at our school who functions as a volunteer organization to support in several different ways. The “Culture and Joy” committee is the team of caregivers who work with our staff on creating regular joy-brining events that allow for all staff and families to interact. Another branch of volunteers is our “Room Parents” who are in direct contact with a “Lead Room Parent”. All questions and concerns are brought to the Lead Room Parent who meets with the school administration weekly. This allows for quick resolution to questions and issues, which in turns builds trust between the school and larger community.  Another way we build relationships is by having clear visibility into what is happening at school. Teachers send weekly wrap up newsletters speaking about what is happening within the classroom, Admin send a weekly newsletter sharing the happenings of the larger community, and the school also regularly shares photos and videos on the schools Instagram page which gives parents an opportunity to see what is happening.	In terms of improving, we hope to further streamline communication. As we are in year two, often new ideas are brought to our team and we execute on them. However the nature of adding events to the calendar in real time results in some of the events being shared in the last minute. We hope to pre-plan all major events over the summer next year to give families ample time to prepare to attend or volunteer.	Our current volunteers come from a diverse group of parents in terms of racial representation however we would like to see ways in which working parents, and parents who qualify for FRL status feel that they have strong ties to the school, even if they do not have the time to volunteer on campus.  We have begun to implement feedback from these stakeholders and are now recording meetings and sharing them via newsletter, and holding both live and virtual versions of our workshops and meetings.	As a workshop model school most lessons are designed to be differentiated as needed. However, beyond this, we are excited about being strategic about offering targeted intervention and support to students who are not showing adequate growth based on their F&P, NWEA, and in class work.  We have begun an after school Math program which targets support to our most vulnerable students who are underperforming in Math.  During the school day, Tier 2 literacy intervention is built into the academic day. Teachers are pulling small groups daily to offer targeted phonics instruction.  Our Caregiver Workshops serve as an additional opportunity to engage our community in how we teach, so students can have opportunities to work with their families in a model aligned manner at home.	We are looking at ways to fit in Tier 2 Mathematics instruction during the day for the 23-24 school year. While it has been great having students participate in extra math after school, we understand that this schedule does not work for all students.	We will continue to conduct both live and zoom parent workshops to allow for all parents to have access to the same materials. In addition we will be recording the zoom sessions and posting them on our parent landing page so everyone can access the information.   We will ensure that all families receive their students testing data in a timely manner, and understand how to interpret the information. We will also provide all families with the resources they need to support their children at home.	We seek feedback in various ways, depending on what decisions are being made.  There is an annual survey sent to all families which gathers comprehensive feedback on engagement, belonging, equity, and academics.  Monthly a Principal’s Council meets, which has parents, an ops staff member and teachers on their advisory board. In those meetings major initiatives are previewed, data is shared, and an open space is created to generate questions and solutions to the various issues that arise in the school.  There is also the volunteer organization C3 who is run by caregivers. The leads of the 5 branches of volunteerism in the school meet monthly with the administrators of the school and share questions, concerns, and feedback in the areas pertaining to what they lead for the school. They are: 1. Culture and Joy- They bring caregivers and students together for celebrations throughout the year, to build a strong community. 2. Fundraising- They throw our 3 major fundraisers annually. 3. Room Representatives- They take on communication for each class’s WhatApp group, create class specific playdates and support the teacher during celebrations 4. DEI- They are working to ensure our school is living its mission of keeping equity at the heart of our work. They provide feedback and best practices of how we can be an inclusive community.  5. Outreach- They work to bring the good news of CWC East Valley into our larger community.	We are a new school and many of the branches of volunteerism were selected based on who was available, not through a formal application process. We are working this year to create a transparent selection process for the leads of our committees.	Traditionally underrepresented families will be reached out to individually to ensure they have completed our annual survey. This targeted outreach is occurring so there is an equity of voice and feedback when we analyze our school-wide data.	4	4	4	4	5	5	5	3	5	5	4	5	Met		28JUN2023	2023
19647330141481	KIPP Generations Academy	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19647331931047	Birmingham Community Charter High	3	Birmingham Community Charter High School has made strong progress in building relationships with parents and families.  Our LEA continues to make a focused and concerted effort to increase contact with parents, create more opportunities for meaningful engagement with the families of unduplicated and underrepresented students and provide a welcoming environment for all families.    Our Parent Center offers technology assistance, enrollment assistance, adult ESL and parenting classes to increase engagement and improve the home-to-school connection with underrepresented families.  Parents have many opportunities to engage in 2-way communication with educators including PTSA, Coffee with the Principal, the Parent Square communication platform, the School Site Council, the English Learners Advisory Committee, and Student Support and Progress Team (SSPT) meetings as well the Parent Symposium and college-going culture activities.   We also sponsor many teacher-driven student recognition ceremonies including Reclassification and Multi-lingual celebrations that are well attended by parents and students.  Teachers and counselors are encouraged to respond to parent phone calls and emails within 24 hours.  We have also provided staff with training to better understand families that have historically been marginalized and this remains a focal point for continued growth and improvement.	Students meet with their academic counselors twice per year to develop and monitor their Individualized Graduation Plans (IGPs).  Students, counselors, teachers, and parents all have input into these plans throughout students’ four years in high school.  Special education case carriers provide information and support to ensure that a student’s IGP is aligned to his/her IEP.  Freshmen are introduced to graduation and college admission requirements (“a-g” requirements) as well as the IGP during Freshman Orientation held in the summer prior to the beginning of their high school career.  As a focal area for improvement, BCCHS will continue to deepen and expand meaningful opportunities for parents to interact and collaborate with students’ counselors, teachers and other support personnel during activities such as IGP meetings and SSPT meetings and during events such as Back to School Night, Grade Level Information Nights, Grade Level College Information Nights, and parent-student conferences to support student achievement and gain information regarding post-secondary college and career opportunities	Approximately 94% of our families have been identified as underrepresented during our self-reflection process either due to socio-economic status, language barriers, minority status or homelessness.  As a result, all of our initiatives to improve parent engagement for underrepresented families are global in nature and designed to impact all of our families.  To help engage parents more deeply and meaningfully in their child’s education, our Parent Center offers classes in: • How to communicate with the school and teachers using technology • How to use the internet to send and receive emails • How to use the school parent portal and Google classroom • How to apply for college financial aid • Introduction to Google Docs • The Benefits of Social Emotional Learning • Socio-emotional problems and prevention • Parenting Skills Our Parent Center is staffed full-time with bilingual personnel and equipped with computers and a work space for parents who need assistance with contacting teachers, completing paperwork or translation.  The Parent Center also collects information and publishes a newsletter each month in English and Spanish featuring information and updates about each grade level academy.  The newsletter is mailed home to parents every month to build and increase the home to school connection.   In addition, the Parent Center sends out thousands of letters and/or emails to parents after each grading period to recognize students for the following achievements: • High Honor Roll • Honor Roll • Perfect Attendance  • Excellent Attendance • Punctuality • Most Improved GPA • Most Improved Attendance When we send these letters home to parents, we engage and include them in our systematic positive reinforcement of desired student behaviors which helps us to surround the student with a cohesive support system and safety net.	Birmingham Community Charter High School has made strong progress in building partnerships with the families we serve to promote better student outcomes.  Our Parent Center provides parents with assistance with technology, enrollment, Aeries Parent Portal, Google Classroom and Parent Square as well as other resources available to them both at the school and in the community.  The parents of African American students meet on a regular basis as the Black Parents United Coalition to connect with each other and exchange ideas while receiving assistance from African American school leaders in navigating the high school experience.  We have an exceptionally low student to counselor ratio (260:1) so that counselors can provide frequent checks on students’ academic progress and social-emotional indicators and communicate regularly with parents.  Students are supported by a team of professionals at the grade level including the administrator, counselors, a grade level coordinator, a dean and a PSW who all work in concert with the family for the greatest good of the student.  Written translation is provided for all documentation and oral translation is provided for all non-English speaking parents.  Our grade level Student Support and Progress Team (SSPT) meetings involving grade level support staff and several teachers and family members have proven to be very successful for struggling students. This has been identified as an area of both strength and growth that we plan to leverage and expand.	Our focus area for improvement in Building Partnerships for Student Outcomes includes expanding the scope of our grade level multi-tiered system of support team (MTSS) to include Student Support and Progress Team (SSPT) meetings for students who are struggling academically and/or students who are having trouble arriving to school on time and/or have multiple tardies during the school day.  Having a meeting with at least 1-2 parents, 3-4 teachers, the grade level coordinator, the counselor, the dean with the student also present about his/her/their academic and social emotional progress will help to refocus the student and bring about authentic change.  We have found success in building these partnerships at the grade level between parents, teachers, counselors, coordinators, administrators and deans all working together to form a tight net of safety and accountability around the student.  Hence, our desire to expand upon this model and find ways to incorporate more SSPT meetings across all 4 grade levels.	All communication to all parents is presented in English and Spanish so that non-English speaking families can fully engage in all school literature and events.  For example, The Parent Newsletter, The Parent-Student Handbook and our 2-way communication platform, ParentSquare, are all translated into Spanish or provide a translation option.  In addition, our families are surveyed regularly to determine their needs through “The Annual Parent Survey” and “The Needs Assessment Survey”.  The Annual Parent Survey is given to all parents and The Needs Assessment Survey is given to the parent of English learners.  For each of these surveys, over 50% of our parents usually participate.  The results from these surveys are used to assess our progress in engaging parents and meeting their needs and to inform our plans to engage parents and meet their needs in the future.	Birmingham Community Charter High School has made strong progress in seeking input from parents in the decision-making process.  Our LEA continues to make a focused and concerted effort to encourage parents to participate more fully in school decision-making opportunities through multiple advisory groups including School Site Council, English Learner Advisory Committee, Parent and Family Engagement Team, and Parent Teacher Student Association where teachers and other staff members build initiatives, create school policy and address the needs of all students.  Parent input is also sought frequently through school-wide needs assessments and surveys and polls on topics of particular interest.  Our college and career center hosts “College Knowledge” nights by grade level in English and Spanish to inform parents and students about the college journey, application process and financial aid options. Our Parent and Family Engagement Team (PFET) meets monthly to discuss and implement ways to increase parent engagement and participation in school events and school decision-making.	Based on an analysis of educational partner input and local data, BCCHS will focus on a Parent Partnership Initiative with the intent of increasing the Home-to-School connection by focusing on the 3 pillars of logistics, academics, and life skills.  Specifically, after surveying and speaking with educational partners extensively, the Parent Partnership Initiative will begin by seeking to increase parent input for decision-making by addressing the following concerns: • Educational partners need greater and more detailed information in a comprehensible format regarding standardized scores for students. • Educational partners need greater and more detailed information in a comprehensible format regarding school funding and school budgets.  • Educational partners would like to have more follow-up after meetings or at the next meeting in response to questions and issues raised.   • Educational partners are overwhelmed by the volume of meetings and confused as to the purpose of some meetings and would prefer that the purpose of meetings be more clearly stated and that meetings be more streamlined, succinct and user friendly.   After working with educational partners to address the above-referenced concerns, the Parent Partnership Initiative will continue to survey and meet with educational partners in reference to our focus on the 3 pillars of logistics, academics, and life skills in order to continue to seek input for decision-making.	Approximately 94% of our families have been identified as underrepresented during our self-reflection process either due to socio-economic status, language barriers, minority status or homelessness.  As a result, all of our initiatives to improve engagement of underrepresented families in relation to seeking input for decision-making are global in nature and designed to impact all of our families.  A focal point and hub at our school for parents to gather and for us to make contact with them is our Parent Center.  In particular, underrepresented families need a welcoming physical space with the appropriate staff and equipment to support them and meet their needs.  Accordingly, the Parent Center staff surveyed educational partners concerning their needs including a physical reorganization of the Parent Center and what might be needed to assist parents in more fully participating in their child’s education and the school’s decision-making process.   Parents requested that we continue with our weekly Adult ESL classes as many of them want to learn English.  Most parents felt strongly that learning English will help them to understand the US school system more fully and advocate more strongly for themselves and their child both at school and in the United States at large.  Educational partners also requested that we continue our College and Career Workshops which include parent participation and involvement.  We also provide FACTOR and Parent University Classes for parents to help them learn how to use technology and our parent portal, how to help students with their classes and how to help students with social and emotional issues.   Finally, our Parent Center assists educational partners in understanding about the various decision-making bodies on campus, such as the Governing Board, the School Site Council, and the English Learner Advisory Council, and learning about how to attend and/or participate in these meetings.	4	5	3	5	4	5	5	4	4	5	5	3	Met		27JUN2023	2023
19647331931708	Chatsworth Charter High	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter HIgh is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Chatsworth Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing parent workshop provided by the Parent Center staff and LAUSD Parent and Community Engagement unit.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Chatsworth will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these engagement policies and processes.	4	4	4	4	5	4	4	4	5	5	4	5	Met		13JUN2023	2023
19647331931864	Grover Cleveland Charter High	3	The presentations in the Parent Center invariably apply to building positive student outcomes; including the monthly “Coffee with the Administrators” and “Cocoa with the Counselors” meetings, Back-to-School Night and Open House, college nights, Individualized Graduation Plan (IGP) meetings, PHBAO conferencing sessions, the college office newsletter, face-to-face individual conferences with parents, and personal emails, and automated and personal phone calls home. All teachers use Schoology, an online system to provide families with real-time information about academic progress and current attendance data. In the 2022-2023 School Experience Survey (Parent) has 10 questions regarding “customer service” between families and Cleveland received an overall positive rating 79% (people who agreed or strongly agreed), 6% higher than the previous year's survey. In the “parent engagement” section, the school received a 80% favorable rating, 10% higher than the previous year's survey. Concerning “parent involvement,” the overall parents rating was 83%. Parent participation on the survey was 36% compared to student (83%), staff (100%), and teachers (100%). In the “Resource Availability” section of the survey, 90% of the parents indicated that they agreed of strongly agreed with the statement: “The school provides me with information (verbal and written) I can understand.” In the same section, 57% of parents agreed or strongly agreed with the statement: “my community of schools provides useful training for parents.”	One of Cleveland's chief strengths in building relationships between the school and families, especially with underrepresented families, is our Parent Center and our Parent Center Director. The Parent Center schedules weekly workshops of interest to, in particular, the school’s Spanish-speaking parents (translation services are available for either monolingual Spanish and/or English speakers); in addition the school holds monthly “Coffee with the Administrators” and “Cocoa with the Counselors” meetings where guest speakers discuss topics of mutual interest to the school and families; Back-to-School Night and Open House allow time for families to learn about the academic programs their students are enrolled in; five college nights, conducted in both English and Spanish, help families plan for college; Individualized Graduation Plan (IGP) nights to meet with counselors and discuss students’ progress toward graduation; two Predominantly Hispanic, Black, Asian and Other Non-Anglo (PHBAO) conferencing sessions, held during school hours; the college office newsletter; individual conferences with parents in person and via email; and, automated and personal phone calls home. Most teachers use Schoology, an online system to provide families with real-time information about the students’ academic progress and attendance information. There are also monthly parent advisory committee meetings including, the English Learner Advisory Committee (ELAC), Magnet Parent Association, Global Media Studies Parent Association, Academy of Art and Technology Advisory Board, and Korean Parent Association that are all building stronger relationships with the school and families. Inasmuch as there is never too much communication with the school’s students’ parents, Cleveland will continue to explore ways to increase build positive relationships with students’ families.	Cleveland’s two decision-making committees, the School Site Council (the mandated Title I committee) and Cleveland Governance Council (the school’s governing board) have parent and student representation in addition to teacher and administrator members. Both of these organizations have 50% of the membership filled by parents, community members and students. The English Learner Advisory Committee advises the School Site Council on issues of importance to English Learners and their families. Each of the stakeholder groups - students, parents, and teachers - elects their own representatives on an annual basis.	One of Cleveland's chief strengths in building relationships between the school and families, especially with underrepresented families, is our Parent Center and our Parent Center Director. The Parent Center schedules weekly workshops of interest to, in particular, the school’s Spanish-speaking parents (translation services are available for either monolingual Spanish and/or English speakers); in addition the school holds monthly “Coffee with the Administrators” and “Cocoa with the Counselors” meetings where guest speakers discuss topics of mutual interest to the school and families; Back-to-School Night and Open House allow time for families to learn about the academic programs their students are enrolled in; five college nights, conducted in both English and Spanish, help families plan for college; Individualized Graduation Plan (IGP) nights to meet with counselors and discuss students’ progress toward graduation; two Predominantly Hispanic, Black, Asian and Other Non-Anglo (PHBAO) conferencing sessions, held during school hours; the college office newsletter; individual conferences with parents in person and via email; and, automated and personal phone calls home. Most teachers use Schoology, an online system to provide families with real-time information about the students’ academic progress and attendance information. There are also monthly parent advisory committee meetings including, the English Learner Advisory Committee (ELAC), Magnet Parent Association, Global Media Studies Parent Association, Academy of Art and Technology Advisory Board, and Korean Parent Association that are all building stronger relationships with the school and families. Inasmuch as there is never too much communication with the school’s students’ parents, Cleveland will continue to explore ways to increase build positive relationships with students’ families.	"Using LAUSD's School Experience Survey (SES) as a guide, our focus should be on safety. This content area's overall score, at 75%, is the lowest of the school's five areas in 2022-2023. It is lowest for the District as well, but is still 3 percentage points higher than Cleveland. Two out of five Safety-related questions (""reports of all types of bullying are taken seriously at this school"" and ""discipline is fair at this school"") have overall positive percentages nearly ten percentage points lower than any other questions in the School Climate category of the SES. Though the parents' impressions about school safety are not shocking, they still represent an important area of focus the school. The student responses about Safety are roughly comparable to the Parent responses. Bullying responses are very much lower than the parent's responses (as are the responses from all LAUSD school). Two questions (Been pushed, shoved, slapped, hit or kicked by someone who wasn't kidding around"" and ""been bullied online"") received 4% agreement or strong agreement, which may be good news. This indicates parents may have an exaggerated opinion of how often the son/daughter may be being bullied, or that students may not be being honest on the survey or with their parents. The school could research which is the more accurate representation."	Typically, the most comprehensive and easily acceptable educational partner data currently available is the School Experience Survey. However, the disaggregated responses only reflect student data and it is not necessarily applicable for families. Having stated that, the Parent participation rate on the SES of 36% indicates attention be paid to increasing parent participation into the 80%-90% level. Inasmuch as the survey is now only online and we will have a 1:1 ratio of laptops to students at all grade levels, we should have a much higher completion rate and more accurate data for future school surveys and the Local Profile responses.	Cleveland's two decision-making committees, the School Site Council (the mandated Title I committee) and Cleveland Governance Council (the school’s governing board) have parent/community and student representation in addition to teacher and administrator members.  Each of these stakeholder groups - students, parents, and teachers - elects their own members on an annual basis. Both of these councils have 50% of the membership filled by parents, community members and students. The English Learner Advisory Committee advises the School Site Council on issues of importance to English Learners and their families.  Cleveland is scheduling Black Student Achievement Plan Parent (BSAP) meetings to discuss the academic and social/emotional needs of our Black students. In addition, the Parent Center has scheduled a series of parent workshops that offers a two-way conversation about important issues to parents and the school.	Cleveland has frequently relied on school-created online surveys to obtain current educational partner input and data. These surveys are most often used as needs assessments to help determine how Title I and TSP funds should be allocated. The surveys include the various partners including parents and guardians of students, students, and teachers and staff members.	Though related to the second section above, Cleveland has surveyed our educational partners about what their stressors are and how we might be able to help reduce that stress.  The Parent Center schedules monthly meetings for parents and the administration (Coffee with the Administrator) and counselors (Cocoa with the Counselor) that allows for free exchanges of opinions on given topics.	4	4	4	4	5	5	4	4	5	4	5	4	Not Met For Two or More Years		29SEP2023	2023
19647331932623	El Camino Real Charter High	3	ECR's Strengths in the area of Building Relationships Between School Staff and Families are:  A) Administrative staff regularly attending school functions outside of the regular school day. B) Conducting parent workshops surrounding mental health and wellness. C) Providing adequate Professional Development for school staff/parent involvement on a yearly basis to address a variety of topics that may include but are not limited to the following:  • Communicating with Parents  • Effective Family Engagement  • Promoting Cultural Competency	Focus Areas for Improvement in Building Relationships Between School Staff and Families:  A) Increase early school to parent contact for instructional and disciplinary concerns	ECR will improve engagement of Underrepresented Families by: A) Allotting funds to meet specific family needs such as those noted during the self-reflection process B) Connecting them to partner programs and agencies that provide resources	ECRs strengths and progress in Building Partnerships for Student Outcomes:  A) Providing Parents (via email, website, or in person) with evidence-based strategies and resources for parents to work with teachers to improve their child’s academic performance and best practices for effective parent engagement B) Providing an interpreter as needed for parent conferences and meetings C) Providing written communications in a language that parents can understand D) Arranging school meetings at a variety of times and using innovative approaches such as virtual conferencing to allow parents who are unable to attend those conferences at school E) Conducting School Tours- Diverse groups of parents and stakeholders are invited into ECR to tour the facilities, ask questions about programs and activities occurring for their children, and provide input and feedback	LEAs focus areas for improvement in Building Partnerships for Student Outcomes A) Disseminating a parent survey annually requesting input about effective school/home communication and achieving more than 50% response	ECR will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes. A) Utilize multiple media avenues to gather survey feedback include website, on-site events, email/newsletter blasts, and robocalls.	ECR's strengths and progress for Seeking Input for Decision-Making: A) Parent advisory groups meet with school committees monthly to discuss, collaborate, and solicit ideas that benefit student learning and growth. B) School Site Council Committee meets regularly throughout the year to review LCAP Goal 5 (parent engagement) to ensure we are on track and/or to monitor and adjust goals and activities. C) ECR Administrators seek input from teachers and students throughout the year to help make decisions that will benefit all stakeholders.	ECRs focus are for improvement in Seeking Input for Decision Making: A) Host more planned parent meetings and activities that keep parents informed and solicit feedback of school on goings and initiatives.   B) Provide additional opportunities for shared decision-making from all stakeholders throughout the year.	ECR will improve engagement of underrepresented families identified in relation to Seeking Input for Decision-Making: A) ECR has established a Parent University that will meet every other month or at least twice per semester to discuss a variety of school related topics for input from parents.  B) ECR will identify students who are underrepresented and make a concerted effort throughout the year to keep parents informed of instructional progress and provide workshops and meetings to help families understand and become more active participants in the educational process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
19647331933746	Granada Hills Charter	3	The stakeholder survey, feedback (minutes from standing committees, Governing Board, School Site Council/LCAP Advisory, parent workshops, parent advisory, English Learner Advisory Committee, and additional groups) help to craft policies that remain consistent and adapt to the community’s identified needs. Granada Hills Charter offers opportunities for parents and guardians to provide input on policies/procedures and identified school goals by becoming voting members on the following: ? Operations Standing Committee ? Curriculum and Instruction Standing Committee ? Student Services Standing Committee ? School Site Council (SSC) ? English Learner Advisory Council (ELAC) ? Granada Hills Charter Governing Board Meetings are held at different times throughout the year. The Granada Hills Charter (GHC) English Learner Advisory Council (ELAC) meets during the morning as well as the evening based on the feedback received from parents within the community where the parents and guardians identified the most convenient times. All Standing Committee meetings as well as the ELAC meetings have minutes posted on the website for all stakeholders to access. Additional opportunities for parent/guardians to provide feedback on identified Western Association of Schools and Colleges (WASC) goals and the Local Control Accountability Plan (LCAP) goals are offered at the following meetings: ? Parent Advisory Meetings ? Parent Ambassador Meetings ? Athletics Parent Meeting ? PTSA for TK-8 and high school ? Parent Workshops ? Dashboard Parent Meetings	A focus area that’s been a concern for GHC is ensuring the use of Canvas as a communication tool and vehicle for parents to keep updated with their student’s grades and classwork. Another focus area that GHC started to implement this year was hosting all staff days at GHC student events/sports. GHC will continue to identify opportunities for parents to volunteer on campus (classrooms, events, etc.) and as chaperones for off campus events and outings.	GHC will continue to use data and resources to ensure underrepresented families are receiving the same level of access and opportunities as other families. The ELAC and PTSA meetings will continue to support those families by offering opportunities for engagement with GHC. The Wellness Center and Resource Center will continue to provide services and support to those families as well as hosting in person and online workshops to those families.	Parents receive notification around intervention services through emails, weekly newsletters from the TK-8 and high school, student announcements, individual phone calls and emails to identified families, flyers, calendar updates through the mobile application as well as push notifications, one-to-one conversations with parents and students. Additional communications to parents include meetings and information from the Intervention Coordinator, College/Career Counselors, and Academic Counselors Intervention services are listed below: ? Writing Center ? Math Center ? Parent Workshops ? Academic Mentor Program for tutoring during the instructional day ? After school and before school tutoring ? Online tutoring services	GHC will continue to refine the early identification systems for students who are struggling either academically, with mental health, or social-emotionally. The 9 Intervention Coordinator will provide more information and data to department chairs to inform departments on which students are struggling and what services are offered and needed. The Special Programs will continue to support the SST and COST processes with help from the attendance office, social workers, deans, intervention, and academic counselors.	GHC will make sure to carve out and direct messaging to underrepresented families in order to build more active engagement from them. GHC has found that communication can be the obstacle to underrepresented families participating in decision-making opportunities. GHC needs to review and refine the communications systems to ensure those families are receiving access.	Granada Hills Charter offers opportunities for parents and guardians to provide input on policies/procedures and identified school goals by becoming voting members on the following: ? Operations Standing Committee ? Curriculum and Instruction Standing Committee ? Student Services Standing Committee ? School Site Council/LCAP Advisory Committee ? Granada Hills Charter Governing Board Meetings are held at different times throughout the year. The Granada Hills Charter (GHC) English Learner Advisory Council (ELAC) meets during the morning as well as the evening based on the feedback received from parents within the community where the parents and guardians identified the most convenient times. All Standing Committee meetings as well as the ELAC meetings have minutes posted on the website for all stakeholders to access. Additional opportunities for parent/guardians to provide feedback on identified Western Association of Schools and Colleges (WASC) goals as well as Local Control Accountability Plan (LCAP) goals are offered at the following meetings: ? Parent Advisory Meetings ? Parent Ambassador Meetings ? Athletics Parent Meeting ? PTSA for TK-8 and for high school ? Parent Workshops	A focus area for improvement is timeliness and focus of the SSC/LCAP Advisory Committee. This year the meetings were scheduled but the scope and sequencing of the work was not as clear and actionable as previous years. Next year, GHC will create and present a clearer scope and sequence of the work SSC/LCAP Advisory will be engaging with throughout the school year.	GHC will make sure to carve out and direct messaging to underrepresented families in order to build more active engagement from them. GHC has found that communication can be the obstacle to underrepresented families participating in decision-making opportunities. GHC needs to review and refine the communications systems to ensure those families are receiving access.	5	5	5	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
19647331937226	Reseda Charter High	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars. LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.	Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information. Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices.	Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.	LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.	In addition, through broad engagement opportunities, families learn aboutTitle I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum. In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and  families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Reseda Charter High isincluded in these engagement policies and processes.	5	5	5	5	4	4	5	5	5	5	5	5	Met		13JUN2023	2023
19647331938554	Sylmar Charter High	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.  LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan. Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.	Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices.	Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees.  Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.	LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.	In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum. In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High is included in these engagement policies and processes.	4	5	4	5	4	4	5	5	5	5	4	5	Met		13JUN2023	2023
19647331938612	Taft Charter High	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars. LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan. Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information. Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices. Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	By continuing to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers. LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I ppolicies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Taft will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these engagement policies and processes.	4	4	4	5	4	5	4	5	5	5	4	4	Met		13JUN2023	2023
19647331938885	University High School Charter	3	University HS Charter provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve University HS Charter as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  University HS Charter is a Title I School tasked by federal policy to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school.	The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices.	University High School faculty and staff will continue to strive towards more parent involvement and engagement by facilitating in-person and zoom workshops, by scheduling monthly Coffee with the Principal gatherings, and by providing continuous communication to families about the various programs and opportunities at school both for students and families.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November.   In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas.  During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering  families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees.  Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.  LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.  In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.  In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.	An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	University HS Charter will continue to offer broad engagement opportunities, to broaden families knowledge and understanding of:  Title I, English Learner, and foster youth policies, programs, and funding.  University HS Charter will invite families to offer program recommendations.   For the 2022-2023 school year, University HS Charter promoted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.  Families received invitations for school and District provided workshops.   Workshops of various topics ranging from Learning the ABCs of A-G to Substance Abuse are made available throughout the academic year.  Facilitators range from Uni's own counseling team to professionals in various city entities such as Los Angeles County Department of Public Health, Los Angeles Police Department amongst others.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for University HS Charter and the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.  In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.  Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan.   The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, University High School Charter is included in these engagement policies and processes.	University High School Charter will continue to encourage families to partner with the school team.  Parent Portal workshops will continue to be available for families throughout the year.  Currently, 75% of the families are registered to the Parent Portal.  Support staff will make direct contact with families who are still not registered to the Parent Portal and will provide support with the registration process.	University High School Charter will continue to encourage families to partner with the school team through Parent Portal registrations, invitation to the monthly Coffee with the Principal meetings, Parent/Teacher Conferences, College workshops, Open House and other events throughout the academic year.    Weekly Blackboard connect messages will continue to provide information to families via voicemail, email and text messages.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
19647331995836	Palisades Charter High	3																						Not Met For Two or More Years			2023
19647331996610	Los Angeles Leadership Academy	3	Los Angeles Leadership Academy provides multiple opportunities to build partnerships with families and guardians.  Some traditional methods of communicating about the classroom and building relationships include Back to School Night, Family/School conferences twice a year, and Open House events.   Because of the pandemic, our families and guardians participated in many of these events virtually this year.    We usually welcome parents on campus for school dances, volunteering on campus, the Fall and Thanksgiving festivals, and Spring events. We look forward to bringing families back to campus for these types of events when it is safe to do so.  We were able to hold recruiting events on campus this year which is helpful for building relationships with new families.  LALA teachers are learning more about the different Latino cultures and how to celebrate the differences.  Some of our families come from Indigenous cultures and their first language isn’t Spanish; this is important information for teachers and staff to be aware of because Spanish should be treated as a second language for these parents.	LALA will continue to support teachers with strategies to learn more about each student’s family background and the family’s goals for their children.	When LALA can bring families back to campus for school activities, the engagement of underrepresented families will improve.  At the same time, LALA will consider which virtual events were beneficial for participation of underrepresented families and continue to provide those virtually as an option.	LALA has developed multiple practices that foster partnerships between families and staff in support of student growth. LALA hosts parent conferences twice a year with all its families to not only inform families of student progress, but to also have them be partners in the work.  The school sends home monthly newsletters informing families of the current instructional focus.  The DELAC shared reclassification information and testing dates and importance of ELPAC and CAASPP with all families.  The DELAC also shared about the ELPAC and CAASPP boot camp tutoring and held a parent meeting about steps to ensure students are successful on these assessments.  LALA has also held Math and Literacy Nights, as well as a STEM fair to provide parents information about what students are learning and how they can support that learning at home.	Next year, LALA plans to host more meetings about English learner reclassification starting at the beginning of the year to coincide with the earlier ELPAC boot camps the school is providing for students.  The teachers also have earlier goal setting meetings about CAASPP.	Saturday meetings will be held to help parents who work during the week.	LALA values family input into decision-making about policies, programs, and events. The School Site Council is composed of parents, teachers, administrators, and students. The school hosts chats with the principal or family coordinator as a forum for two-way communication so parents can feel comfortable sharing their perspectives.  This two way communication helps the school better understand the perspectives of the parents.  Our families have responded favorably to this improvement. The school hosts chats approximately six times each year to solicit parent input and administers 2-3 anonymous surveys.	LALA would like to get a stable parent representative group that participates in the DELAC.  Currently the agenda is determined by parent feedback and ran by Assistant Principal to provide information to meet the needs of English Learners, but we would like to see more parent participation in the meetings.	LALA will hold Saturday chats to improve input in decision-making for parents who work during the week.  We will also look to host more activities to bring families into the school community.  We believe that as we rebuild the connections that existed prior to the pandemic, families will feel more comfortable in providing input.  LALA will also administer more anonymous surveys and consider hosting elementary and middle school chats together to ensure everyone sees the school community from multiple perspectives.	5	5	4	5	5	5	5	5	5	4	5	5	Met		28JUN2023	2023
19647336015986	Beckford Charter for Enriched Studies	3	Building Relationships between School Staff and Families LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars. LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources. through the Parent Portal. In 2022-2023, professional development summits  Members, Board of Education 7 May 16, 2023 Alberto M. Carvalho, Superintendent were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.	To increase educational partnerships and build relationships between school and families, effective communication and collaboration are essential. We will communicate goals and objectives to parents using language easy to understand. Send regular updates on students' progress, upcoming events, and important school information. Listen to Feedback for all community partners, and meet regularly with parents and guardians to discuss successes and needs.	Beckford will offer all communication in easy to understand language and home language. We will encourage parents to volunteer and offer training to support the volunteers, offer multiple parent workshops on a variety of topics and foster a culture of. partnership and collaboration, where all schools and families feel valued and empowered to contribute to the educational journey of their children.	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Beckford Charter Elementary is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Beckford Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Beckford Charter is included in these engagement policies and processes.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
19647336016240	Calabash Charter Academy	3	Calabash is organized to support family engagement through the Governance Council. Calabash provides families with information and resources at multiple access points including the School office and school webpages, in addition to the school Parent Centers, and through workshops provided by school staff and community partners.   Families are also welcome to serve as volunteers.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the Governance Council. As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy is included in engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% stated they agreed and highly agreed with this statement. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Calabash Charter Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Calabash will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The Governance Council specifically make decisions about programs and services and receive recommendations from teachers and parents. Through the Governance Council, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy is included in these engagement policies and processes.	3	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
19647336016265	Calvert Charter for Enriched Studies	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Calvert Charter Elementary is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Calvert Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Calvert will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these engagement policies and processes.	4	4	3	4	3	4	4	4	4	4	4	3	Met		13JUN2023	2023
19647336016323	Canyon Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Canyon Charter Elementary is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Canyon Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Canyon will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Canyon Charter Elementary is included in these engagement policies and processes.	4	4	4	4	4	4	4	4	5	4	4	4	Met		13JUN2023	2023
19647336016356	Carpenter Community Charter	3	Carpenter has an established Welcoming Committee that communicates with and organizes events to help families get acclimated to the school.  Those events/activities begin before the start of a school year and continue throughout the school year.  In addition, the school has a Kinder Liaison who communicates with all incoming TK/K families to ensure that they are aware of all opportunities to build relationships at our school. Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	"The school has created a Black Student Union (BSU) for the 2023-2024 school year. All families were invited to informational meetings to discuss meeting frequencies, location, and staff members who would oversee the program.  Students in grades K-5 are welcome to attend meetings after school two times a month.  Part of the program entails a ""big buddy"" system that pairs up an upper grade student with a primary student.  The primary focus of our BSU is to build stronger relationships among students who identify as Black at our school as well as provide students a safe space where sensitive topics can be discussed in a safe environment."	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making.	The school's governance council specifically make decisions about programs and services and receive recommendations from the ELAC. Through the governance council and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Carpenter Community Charter is included in these engagement policies and processes.	All meetings for our school's governance council, LSLC, PTA, and PFC (booster club) are posted on our website.  All agendas and minutes are also made available on our website. All meetings are open to the public.  Public comments are built into our council meetings also.	We are striving for more volunteers to serve on committees so that more parents and staff are participating in our shared leadership goal.	Our school will have an ELAC for the 2023-2024 school year.  This additional council will meet monthly and make recommendations to our governance council.	5	5	4	5	4	5	5	5	5	5	5	5	Met		18MAY2023	2023
19647336016562	Colfax Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Colfax Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Colfax will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Colfax Charter Elementary is included in these engagement policies and processes.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
19647336016729	Dearborn Elementary Charter Academy	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Dearborn Elementary Charter Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Dearborn Elementary will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these engagement policies and processes.	5	5	4	4	4	4	5	5	5	5	5	5	Met		13JUN2023	2023
19647336016778	Dixie Canyon Community Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the Governance Council, as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing a Governance and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Dixie Canyon Community Charter is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Dixie Canyon Community Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. A Governance Council and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.  LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Dixie Canyon Community Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The Governance Council specifically make decisions about programs and services and receive recommendations from the ELAC. Through the Governance Council and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Dixie Canyon Community Charter Elementary is included in these engagement policies and processes.	4	4	4	4	4	4	5	4	4	4	4	4	Met		13JUN2023	2023
19647336016869	El Oro Way Charter For Enriched Studies	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	El Oro Way Charter for Enriched Studies will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	El Oro Way will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual Council training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The Charter Governance Council specifically make decisions about programs and services and receive recommendations from the ELAC. Through the Governance Council and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter for Enriched Studies is included in these engagement policies and processes.	4	4	4	4	4	4	4	4	5	5	5	5	Met		13JUN2023	2023
19647336016935	Encino Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Encino Charter Elementary is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Encino Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Encino will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Encino Charter Elementary is included in these engagement policies and processes.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
19647336017016	Fenton Avenue Charter	3	The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.	The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.  The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.  Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.  Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.	Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.	The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.	The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
19647336017438	Hamlin Charter Academy	3	At Hamlin, families are encouraged to participate as a classroom volunteer or as a room parent. Hamlin has events throughout the school year to welcome families as partners and as vital members of our community. Our first event begins Ice Cream Social which is our August kick-off event. Events continue monthly with PTA dine-outs, our Halloween Carnival, Lunch on the Lawn, and so many more. Our goal is for all our families to feel comfortable and want to get involved in their child's education both at home and at school.	Becoming a member of ELAC, SSC, or LSLC at Hamlin are different ways that families can make recommendations for improvement. Members of the ELAC committee make recommendations to SSC. Members of SSC make decisions about the Title 1 budget through the process of continuous improvement.  Members of LSLC provide input and vote to approve to upcoming month's professional development calendar.	Hamlin staff will encourage all families to take advantage of a leadership options, or simple participate in a leadership committee or council, without an elected position. This opportunity will provide all families with opportunities for input in school decisions.	Hamlin Charter continues to offer learning opportunities for families. One of the primary purposes of providing parents with learning opportunities is to help increase student outcomes.  Another way we partner with families to increase student outcomes is through our SSC and ELAC leadership councils. Participation in these councils offers families the opportunity to learn more about school plans, data instruments, and the importance of cultivating effective communication and partnership as members of councils and committees.	Hamlin's focus area is to continue to provide a welcoming environment and trust with our families to encourage participation in our leadership councils, attendance at our parent workshops, and volunteers in the classroom.	All families will be asked to complete a survey asking how they could become more involved in their child's education at school. Hamlin staff will reach out to parents to encourage them to participate based on their preferences.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for Hamlin.  Members of SSC and ELAC receive an orientation regarding the different elected positions and the role of each one. During meetings, all members of the council have shared decision-making.	Hamlin has an open-door policy to receive input from all stakeholders.  Families are explicitly informed during orientation before the school year begins that all of their thoughts and questions regarding Hamlin procedures and policies are welcome. Hamlin administration is open to all feedback and is willing to alter a school policy or procedure if it is in the best interest of students.	Hamlin staff will solicit input from all families for input about school-based decisions. Hamlin staff will encourage families to share their thoughts and opinions.	4	4	4	5	4	4	5	4	5	5	3	4	Met		16MAY2023	2023
19647336017529	Haynes Charter For Enriched Studies	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Haynes Charter Elementary is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Haynes Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Haynes will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Haynes Charter Elementary is included in these engagement policies and processes	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
19647336017693	Justice Street Academy Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Justice St. Academy Charter is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Justice St. Academy Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Justice St. Academy Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Justice St. Academy Charter  is included in these engagement policies and processes.	5	5	5	5	4	5	4	4	5	5	5	5	Met		13JUN2023	2023
19647336017701	Kenter Canyon Elementary Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars. LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan. Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  Kenter Canyon Affiliated Charter had 167 approved parent volunteers engaged in supporting the school in 2022-23.	In the 2023-24 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Kenter Canyon Affiliated Charter Elementary will continue working on increasing engagement and active involvement of the underrepresented families in the school initiatives. The Parental engagement questionnaire will be sent out in the beginning of each semester, seeking parental responses. Parents will be invited to participate in Academic committees (ELA, Math, Science) and Standing committees (Positive Behavior/SEL, Safety), Library, Gifted and Talented education, and Special education support groups. Parents will be able to provide their feedback, contribute to the committees' decisions, and participate in the afterschool and enrichment activities in each corresponding area of their expertise.  This practice began in 2022-23 and received positive responses from all parent groups.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing famili es as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers. LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.  Kenter Canyon Affiliated Charter Elementary will continue including parents in the school-wide academic events and enrichment classes. Our parent volunteers contribute and participate in the annual Art Night, STEAM Night, and Literacy Night events. Parental input will continue to be included in the Academic committee data analysis and discussions about the curriculum.	An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and Members, families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students. In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Kenter Canyon Elementary Charter is included in these engagement policies and processes. At Kenter Canyon, the parental input is collected through the Governance Council, Home-room Parent feedback, and the Parent Engagement surveys. Kenter Canyon continues to work in the improvement of the strategies to seek and incorporate the parental input during the  decision making process.	The area of growth is to continue regularly seek parental feedback and incorporate the recommendations in the school's planning and decision-making processes.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
19647336017743	Knollwood Preparatory Academy	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars. LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan. Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information. Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices. Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers. LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.  In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.	An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum. In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students. In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District. Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these engagement policies and processes.	Professional development on family engagement can help prepare staff and families on how to partner and collaborate. However, each staff and family must work at building trusting relationships as a foundation to engage in difficult conversations about needed change.  Engage families through informal discussions and at planned gatherings to understand their expectations. It is also an opportunity to develop shared goals for children's learning. Learn about and show respect for the background, cultural identity and strengths of each family to inform educator practices.	In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum. In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
19647336017891	Lockhurst Drive Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council. As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive Charter Elementary is included in these engagement policies and processes.	In the 2023-2024 school year, welcoming environment indicators continue to be captured and monitored in the District’s School Experience Survey to inform school and District practices. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Lockhurst Drive Charter Elementary will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Lockhurst Drive CES will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive Charter Elementary is included in these engagement policies and processes.	4	5	5	5	5	5	5	5	4	5	5	5	Met		13JUN2023	2023
19647336018063	Marquez Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summitswere organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan. Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information. Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices. Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement.	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summitswere organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan. Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information. Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices. Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement.	In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum. In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees.Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers. LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum. In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees.Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers. LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum. In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees.Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers. LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum. In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff andfamilies learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students. In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District. Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Marquez Charter Elementary is included in these engagement policies and processes.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff andfamilies learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students. In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District. Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Marquez Charter Elementary is included in these engagement policies and processes.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff andfamilies learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students. In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District. Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Marquez Charter Elementary is included in these engagement policies and processes.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
19647336018204	Montague Charter Academy	3	Montague considers family engagement a top priority, and continues to foster relationships characterized by trust and support. Montague parents expressed high satisfaction with the opportunities to participate/provide input through virtual meetings, in-person meetings, parent trainings and special events. Teachers have employed this format as well as phone calls, use of special parent communication apps to meet and maintain connection to parents. The Principal sends a weekly email update to parents that has an 80% participation rate.	For the 2023-24 school year, we will fully implement the use of ParentSquare schoolwide and restore full parent education offerings through our Parent Center in person.	Our school aims to increase monthly parent workshops and more specialized workshops that address the specific needs of underrepresented families.	Our school has put in place a sustainable model to conduct parent conferences and the participation rate demonstrates it has been successful. Our Executive Director models how to conduct an effective parent presentation and dialogue during regular Coffees with the Principal. We will continue to host several events during the year that empower and educate parents such as our Middle School Choices Night and Annual English Learner Parent Advocacy Meeting.	The school needs to add more workshops which directly address student achievement. We have hosted an “i-Ready Workshop” and Literacy Night, but we need to add more of these opportunities schoolwide.	Our school continues to offer monthly parent workshops and more specialized workshops that address the specific needs of underrepresented families. Additionally, we will continue to promote the involvement of underrepresented families in decision-making bodies such as the School Site Council, Wellness Council and the English Learner Advisory Committee.	Montague’s School Site Council, Wellness Council and English Learner Advisory Council have improved and we now have full membership. The committee has maintained consistency and now always has a quorum. Our Coffee with the Principal continues to be well attended by approximately 50 plus parents, and the meetings are recorded to have a wider reach for those unable to attend during the scheduled time. Our electronic /virtual means of disseminating information, announcements and feedback has increased parent participation including social media.	Montague has created more opportunities for parent committee members to participate in the decision-making process, however additional training of participants is still an area for growth. We continue to have regular participation by SSC and ELAC members, however we strive to have more at-large parents participate/attend these meetings as well as regular parent committees. Our parents have improved in participating with surveys that we email home.	Montague will continue to publicize opportunities for parent committee members to participate in the decision-making process, and have more at-large parents participate/attend SSC and ELAC as well as regular parent committees and Coffee with the Principal.	5	5	5	5	5	4	5	5	5	4	5	5	Met		05JUN2023	2023
19647336018287	Nestle Avenue Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Nestle Ave. Charter Elementary is included in these engagement policies and processes	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Nestle Ave. Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Nestle will actively seek out families who are absent from school activities, improve attendance and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Nestle Ave.  Charter Elementary is included in these engagement policies and processes.	5	4	4	4	4	5	5	4	4	5	4	4	Met		13JUN2023	2023
19647336018634	Palisades Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Palisades Charter Elementary School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Palisades Charter Elementary School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary is included in these engagement policies and processes.	5	4	4	4	4	4	5	4	5	5	5	4	Met		13JUN2023	2023
19647336018642	Pacoima Charter Elementary	3	Pacoima Charter School just completed its 3rd WASC accreditation process.  PCS was granted a 6 year accreditation.  One of the  areas of self-reflection was Parental Involvement.  Parent groups such a School Site Council, English Language Advisory Committee,  Coffee with the Principal and WASC focus group, actively participated in the process.  Based on the result of educational partner surveys, PCS is doing an excellent job in the following areas: 1. Involving parents  in decision-making 2. Keeping parents informed via Parent Square 3. Extending the teachers' day by 10 minutes to allow parent-teacher interaction after school   4. Allocating funding to the Family Resource Center which is coordinated by a Social Worker 5. Offering a variety of classes and events open to all partners 6. Providing family services from our large network of partners (48 community agencies) 7. Having cultural celebrations that represent our community  8. Providing translation services for parent conferences. All communication is sent in the home language	Based on the results of the WASC and LCAP surveys, PCS will continue to allocate its fiscal resources to maintain and enhance the services that are currently being provided.	PCS will continue to reach out to all families.  This year, we will focus on attracting a larger number of our African-American families to our parent meetings.	Based on the analysis of partner input, PCS has the following strengths: 1. Two teacher-parent conferences a year 2. Parent-teacher communication via Parent Square 3. Monthly workshops presented by the classroom teacher for their class 4. Parent events such as Math, Literacy, Science nights 5. Internal resource fairs to showcase all services that are provided to students and parents 6. Educational field trips for parents 7. All events are conducted in both English and Spanish	PCS will continue to provide workshops in the different academic areas.  This workshops will be offered in the evening in order to allow working parents to participate.	PCS will continue to reach out to all families.  This year, we will focus on attracting a larger number of our African-American families to our parent meetings.	Based on the analysis of educational partner surveys.  The following strengths were identified: 1.  Parent participation in School Site Council and English Language Advisory Committee 2.  School Governance Board parent member 3.  Parent surveys via Parent Square 4.  Meeting announcements via social media, flyers, website and Parent Square  2.	The following is an area of improvement identified by the educational partners: 1.  Offer evening meetings for working parents	PCS will continue to seek input from all educational partners.  PCS will offer morning and evening meetings to allow more parents to participate.	4	5	5	5	4	4	5	4	4	4	4	4	Met		13JUN2023	2023
19647336018725	Plainview Academic Charter Academy	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Plainview Academic Charter Academy is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Plainview Academic Charter Academy will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Plainview Academic Charter Academy will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Plainview Academic Charter Academy is included in these engagement policies and processes.	4	4	4	4	4	4	5	5	4	5	5	5	Met		13JUN2023	2023
19647336018774	Pomelo Community Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars. LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan. Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information. Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices. Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Pomelo Community Charter is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Pomelo Community Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by offering family nights that build on academic concepts students learn in school and connect families to their child's learning goals by involving parents and guardians in the activities provided, ensuring parents have the opportunity to provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers. LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Pomelo Community Charter will analyze data for chronically absent students and actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes. Pomelo will provide professional development for staff that aligns with this goal in order to support students who are most in need. Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance as well as attendance at school activities.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Pomelo Community Charter is included in these engagement policies and processes.	3	3	3	3	3	3	3	3	3	3	3	3	Met		13JUN2023	2023
19647336018923	Riverside Drive Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter Elementary is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Riverside Drive Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Riverside Drive, along with our parent representative, will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter Elementary is included in these engagement policies and processes.	5	5	5	5	4	5	5	5	5	5	4	5	Met		13JUN2023	2023
19647336019079	Santa Monica Boulevard Community Charter	3	The Charter School strives to create a welcoming, engaging, and nurturing learning environment for all stakeholders. The school provides multiple opportunities for building relationships through community events such as the Summer Meet and Greet, Fall and Spring Back to School Night Meetings, Open House, and ongoing School Site Council, Advisory Committees, and Fenton Charter Public Schools Board Meetings.	The Charter School analyzes data from stakeholders, student achievement, and culture through a variety of summative and formative tools.  The Charter School uses Illuminate to collect, report, analyze, and interpret weekly data regarding student progress. All formative and summative classroom assessments are placed into Illuminate. State assessment data such as ELPAC and CAASPP are also imported into the database. Illuminate is an online platform that facilitates the collection, reporting, and analysis of periodic assessments. The ability to create custom reports allows educators to analyze data in a variety of ways. Common reports include measuring the progress of significant subgroups and using proficiency levels to guide MTSS decisions. The data can be analyzed by student, class, grade-level, or schoolwide t0 determine areas of strengths and needs. It can also be analyzed over multiple years to follow trends. All of the reports are used to inform instruction and determine allocation of resources.  The Director writes a weekly newsletter to engage parents and families student integration. The Director also sends frequent phone and text message in an effort to maintain frequent and relevant communication.  Grade level parent orientation meetings are held during the first few weeks of school. These meetings are to provide information regarding instructional and behavioral expectations as well as form a clear line of communication between home and school.  Families attend parent/teacher conferences formally twice a year, and informally as needed. Parents are welcomed to chaperone field trips, assist with class parties, and host home visits. In addition, families are welcomed on campus on a monthly basis to attend award assemblies that celebrate student success.	Families are provided opportunities to receive information and share in decision making during various parent advocacy night meetings, School Site Council, and monthly board meetings. Parent concerns are addressed and commendations are celebrated. Weekly newsletters provide additional information regarding the instructional program along with strategies for working with students at home. Families are recognized as instrumental in student achievement. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	Professional development activities are determined by the advisory committees and are selected based on a review of student assessments, new programs and policies being implemented by the state or federal government, or the specific curricular needs of the student body. As needs overlap, professional development will overlap at the five Fenton schools. For example, there are often different needs for new hires, and one school may schedule a presenter who will present a topic that is most relevant to new hires. All schools will arrange to send their new teachers to the one site for that particular presentation. The same is true for a presentation on new adoptions. All Lead Teachers may attend a presentation at one site, or one grade level may gather at one site. This type of scheduling encourages faculty with similar needs and interests at different sites to meet, interact, and share resources and knowledge. It is also a better use of fiscal and material resources.	The Charter School involves all stakeholders in the monitoring process of students. The governance board receives reports of students’ progress at the monthly board meetings. The staff looks at student data at grade-level meetings multiple times during the month. Parent orientation meetings are conducted at the beginning of every school year for all grade levels. Teachers conduct parent conference twice yearly to review student progress as well as monthly progress reports to report student progress toward mastery of standards. The school also has monthly student awards assemblies to recognize positive citizenship, achievement, work habits and attendance.	The Charter School provides ongoing trainings, professional development, and resources to support families to understand and exercise their legal rights and advocate for their own students and all students. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	The Charter School families are highly involved and valued stakeholders. Prior to the school year beginning, families are invited to attend a “Meet and Greet.” The purpose of this event is to allow the family to explore their child’s new classroom, school facilities, and experience the overall feeling of the campus. Families are able to understand high expectations for students through experiencing this initial encounter with the school.	The Charter School will explore alternative approaches through the use of social media and increased use of text messaging to engage families.  The Charter School recently contracted with a Market Research consultant to explore ways to engage families and seek input into decision-making.	The Charter School educates and involves parents and community members in a variety of ways. Parent night meetings are held twice a year to provide critical information regarding the school's purpose, goals, and learner outcomes. The Charter School will continue to seek innovative and unique ways to increase and improve the engagement of underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
19647336019111	Serrania Avenue Charter For Enriched Studies	3	We offer parent and stakeholders a variety of meaningful opportunities to become involved in our school community and programs (governance council, SSC, ELAC, LSLC). The parent organization (Friends of Serrania) is open to all parents and stakeholders allowing opportunities to organize and participate in school events, activities, and fundraisers during each school year.	We are working to increase parent workshops and allowing parents on campus during our weekly student assemblies to increase involvement and build community.	Our Parent Community Rep contacts underrepresented families to increase engagement by offering personalized invitations via phone and/or email. Our parent center hours have increased to provide opportunities for parents to engage in workshops.	"A weekly ""at a glance"" message goes out to all families on Sunday evening via phone and email to engage families in the learning process and what is happening on campus academically. Grade level teacher are hosting zoom meetings in the evening to educate parents on how to read data reports for their individual student and to strengthen student outcomes. Monthly Coffee with the Principal is a safe place for parents to interact with administration and gain knowledge and strategies of how to support their child at home."	Continue to provide training to parents on reading assessment data; continue to focus on attendance rates; continue to engage all families.	We will provide varied meeting times so that parents with different work schedules can attend and will have both in-person and virtual meetings.	Parents are offered multiple levels of opportunities to participate in decision-making. Multiple leadership councils are open for parents to serve as members or elected officials. Parents are always welcome to attend even if they are not a member and are provided public comment time.	Continue to ensure that parents are notified with ample time so that they are able to attend all meetings. We will begin to provide feedback surveys so that parent voice is considered even if they cannot make the meetings.	Our parent community rep will provide personalized connections/communications to our under represented families via phone/email.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
19647336019186	Sherman Oaks Elementary Charter	3	SOEC has a Parent Resource Center (PRC) and funds a Community Representative. The PRC provides families with information and resources provided by school staff and community partners. The PRC also helps parents access their child's information and resources through the parent portal. Families are welcome and encouraged to serve as volunteers. The PRC also has weekly scheduled workshops that provide information on a wide range of topics related to parenting, child development, and education. Lastly, the PRC  offers a platform for parents to connect with one another and  allows for parents to share experiences, exchange advice, and form support groups.	The Parent Resource Center is a vital community resource that supports parents and caregivers in their roles, enhances the well-being of families, and ultimately contributes to the healthy development and success of children. Our goal is to continue offering education, support, and access to services in order to build a strong and resilient school to home connection.	In order to create a more inclusive and welcoming environment that actively engages under represented families SOEC will implement the following strategies: The parent center will include workshops tailored to the needs and interests of under represented families; provide training for school staff on cultural competence and diversity awareness; offer translation for families who speak languages other than the school's primary language; develop and implement a curriculum that incorporates diverse perspectives and experiences; schedule flexible and convenient parent - teacher conferences to accommodate working parents; establish parent advisory councils or committees that represent the diversity of the school community	Through Governance Council Meetings, Coffee with the Principal, English Learner Advisory Council, and adjunct committees families are provided with the opportunity to learn about school plans, such as, the LCAP, Safe School Plan,  school data, and school budget.	An area of  improvement is to increase the participation of families attending these meetings.  We will continue our work on providing a Welcoming Environment and increasing our volunteer base.	SOEC will offer webinars and zoom, as well,  as in person workshops to engage more families to participate. Ensure that all staff members greet families and students with a warm and friendly demeanor. Create asset based and culturally responsive classrooms and curricula that value and celebrate the diverse backgrounds of our students. Engage students in regular, inclusive celebrations and community events that recognize diverse cultures.	SOEC provides families with multiple opportunities to offer input in school decisions by participating on committees, attending monthly Governance Council, ELAC, and Monthly Coffee with the Principal meetings. Agendas are provided 3-4 days in advance to inform the school community of topics.	An area of improvement - Increase the participation of families at these meetings.	SOEC will ensure that decision making bodies include diverse members who represent the school's population accurately. Schedule meetings that are convenient for working parents; provide translation; use surveys and feedback forms to collect input; make sure surveys are accessible and inclusive.	5	4	4	5	5	4	5	5	5	4	5	5	Met		13JUN2023	2023
19647336019392	Superior Street Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Superior St. Elementary is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Superior St. will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Superior will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Superior Elementary is included in these engagement policies and processes.	3	3	2	4	3	4	3	3	3	3	3	3	Not Met For Two or More Years		27SEP2023	2023
19647336019525	Topanga Elementary Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.	Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees.	An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.  In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring the perspectives of parent leaders.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual Local School Leadership Council (LSLC) training to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The LSLCs specifically make decisions about programs and services and receive recommendations from other parent groups. Through the LSLC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	Another way our school seeks input is through three District-wide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Topanga Elementary Charter is included in these engagement policies and processes.	Translation services will be provided to parents who attend meetings on campus.  Correspondence such as surveys will be provided in languages other than English to improve input from underrepresented families.	4	4	4	4	4	3	4	4	4	4	4	4	Met		16MAY2023	2023
19647336019533	Topeka Charter School For Advanced Studies	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Topeka Charter SAS is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 90% for Topeka Charter SAS stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 55% who agreed. Coherence has been a focus area for the LAUSD, so the District has integrated and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Topeka will be working with our school coordinator and school attendance counselor to ensure that we are meeting the needs of our students, especially our underrepresented families. Reaching out to them for one to one meetings to listen to their concerns and what can be done to best support them. Topeka will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Topeka will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend Governance Council orientation training hosted during the work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The Governance Council specifically make decisions about programs and services and receive recommendations from the ELAC. Through the Governance Council and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Topeka Charter Elementary is included in these engagement policies and processes.	5	5	4	4	5	4	5	3	5	5	4	5	Met		13JUN2023	2023
19647336019673	Van Gogh Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Van Gogh Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In  the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Van Gogh Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter Charter Elementary is included in these engagement policies and processes.	5	5	5	5	5	4	5	5	5	5	4	4	Met		13JUN2023	2023
19647336019715	Vaughn Next Century Learning Center	3	Vaughn seeks parent input and participation in the governance of the school consistently throughout the school-year. The school has a dedicated Family and Community Center wherein parent education courses and access to a myriad of services are available, and monthly parent forums are held to inform parents of school and community related issues. Vaughn chose to utilize a School Experience Survey to gather direct feedback from the parent community, in particular to learn about parent perceptions and use of school resources, the overall health of the vital relationship between parent and teacher, and to gather key information for iterative and ongoing school improvement. The information gathered from the survey will also continue to inform the development of Vaughn's LCAP, as parent engagement is clearly measured through parent participation in school events and conferences.	We want to increase the number of parents who partcipate in our governance committees and are seeking to have more parent feedback and participation at our Coffee with the Director/Leadership events.	We will ensure that there is translation provided for any family members who might speak a language other than English. Additionally our leaders are working to respond to parents areas of interest when planning topics for Coffee with Director/Leadership events.	Vaughn hosts parent conferences two times per year and at the secondary these conferences are student led which brings authenticity and allows families to increase their partnership in regards to student outcomes. We provide parents with information on their child's outcomes in the classroom and on assessments. Additionally, Vaughn supports partnerships through the multitude of services it provides to families that might be in need of additional supports. This ensures that student's basic needs are met so that they can come to school and participate and learn to the highest level possible.	Area for improvement includes supporting families to understand and exercise their legal rights.	We will ensure that we provide information in different ways that educate and support families in understanding and exercising their legal rights.	We have parents on our Board of Directors and as a part of Governance Committees which provides us a clear way for families to engage in advisory roles and decision making. We have monthly Coffee with the Directors/Leaders which provide a pathway for for families and leaders to communicate about their needs and suggest improvements to the organization and specific school site.	Our focus is to increase participation in the events and opportunities that we have in order to hear from a wider group of parents.	We want to increase participation and also increase the different ways that parents can provide input for the decisions that are made. We have added an assistant to our Family Community Coordinator which we anticipate will provide more support to increase capacity and opportunity with our underrepresented families.	4	5	4	5	4	4	5	3	4	4	4	3	Met		29JUN2023	2023
19647336019855	Welby Way Charter Elementary School And Gifted-High Ability Magnet	3	Welby Way works to support family engagement through our parent rep trainings and the trainings offered by the Office of Student, Family and Community Engagement (SFACE).   These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.	Welby Way has observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage families, leveraging partnerships with the district and outside partners. These courses offer a variety of classes each and are designed to help families play a role as advocates for their children.	Welby Way will offer families opportunities to volunteer, position of leadership or decision making for the school, and partnerships in a variety of language and platforms to ensure all are included.	Welby Way's current strengths and progress in Building Partnerships for Student Outcomes is by hosting monthly parents meeting, creating a strong partnership between our school and POWW Booster board members to plan school wide events and activities.  We also encourage all families to attend our annual Back to School Night and Open House along with parent conferences.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.	Welby Way's current strengths and progress in Building Partnerships for Student Outcomes is by hosting monthly parents meeting, creating a strong partnership between our school and POWW Booster board members to plan school wide events and activities.  We also encourage all families to attend our annual Back to School Night and Open House along with parent conferences.   Welby Way will continue to offer these events annually and personally invite all families regardless of their background or economic status.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for Welby Way. These opportunities are offered at the school monthly.    Monthly and weekly bulletins with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSC/Charter Governance specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC/Governance and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, families were invited to provide input into decision-making for the SSC/Governance programs. These committees are a collaborative effort between school leadership, teachers, and school staff to elevate the various District plans and make recommendations for improvement.	As an Affiliated Charter in Los Angeles Unified, Welby Way Charter Elementary is included in these engagement policies and processes.	4	5	5	4	4	4	5	4	5	5	5	5	Not Met For Two or More Years		14SEP2023	2023
19647336019939	Westwood Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Westwood Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Westwood will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these engagement policies and processes.	5	5	4	3	5	5	5	5	5	5	4	5	Met		13JUN2023	2023
19647336019954	Wilbur Charter For Enriched Academics	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics Elementary School is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Wilbur Charter for Enriched Academics will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Wilbur Charter for Enriched Academics will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual Governance Council trainings hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The Governance Council specifically make decisions about programs and services and receive recommendations from the ELAC. Through the Governance Council and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics Elementary is included in these engagement policies and processes.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
19647336020036	Woodlake Elementary Community Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Woodlake Elementary Community Charter is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Woodlake Elementary Community Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Woodlake Elementary Community Charter will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these engagement policies and processes.	4	4	3	3	3	4	4	4	4	4	4	4	Met		13JUN2023	2023
19647336020044	Woodland Hills Elementary Charter For Enriched Studies	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary Charter for Enriched Studies is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Woodland Hills Elementary Charter for Enriched Studies Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience. In order to better allow attendance of parents at Back to School Night, child care will be added during presentation time-slots next year. Coffee with the Principal Meetings will be offered in hybrid mode to assist with parent attendance, as well.  By increasing the ability to participate, parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development series were developed for school staff on the topic of small group instruction and arts integration. To assist, we are reaching out for school volunteers for programming, hosting budget consultations with parent groups, and honoring perspectives of parent leaders.  An area of growth is to continue to align school staff professional development for small group instruction and arts integration, an area of focus for the 2023-2024 school year, and partnering with community members to increase student outcomes.	Woodland Hills Elementary Charter for Enriched Studies will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance. Incentives will be given for improvement in attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.   English Learner Committee Meetings are held regularly to allow for parental input on specific needs of Emergent Bilingual students. Any needs are brought to the  Local School Leadership/Governance Committee meetings. Parents have a voice and representation on monthly Safety Committee Meetings and Local School Leadership/Governance Committee meetings. Our Parents and Teachers Together group meets regularly to communicate and collaborate on school topics.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.  English Learner Committee Meetings are held regularly to allow for parental input on specific needs of Emergent Bilingual students. Any needs are brought to the  Local School Leadership/Governance Committee meetings. Parents have a voice and representation on monthly Safety Committee Meetings and Local School Leadership/Governance Committee meetings. Our Parents and Teachers Together group meets regularly to communicate and collaborate on school topics.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary Charter for Enriched Studies is included in these engagement policies and processes.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
19647336057988	Emerson Community Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.  LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.	Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees.	An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Emerson Community Charter School will continue to host meetings for underrepresented families to encourage engagement and bridge communication.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.	5	5	4	4	5	5	5	5	4	5	4	4	Met		01MAY2023	2023
19647336058150	Louis Armstrong Middle	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.  LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los AngelesUnified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information. Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices.  Families are supported in understanding District policy, exercising their legalrights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November.   As an Affiliated Charter in Los Angeles Unified, Louis Armstrong Middle School is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue tobe captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Armstrong Middle School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees.  Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance ofmental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers. LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. SinceJuly 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Armstrong Middle School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP)Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP.Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Armstrong Middle School is included in these engagement policies and processes.	3	4	3	5	3	4	4	4	4	4	4	4	Met		13JUN2023	2023
19647336058267	Paul Revere Charter Middle	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.  LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November.  As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter Middle is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Paul Revere Charter Middle School will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Paul Revere Charter Middle School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter Middle School is included in these engagement policies and processes.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
19647336061477	George Ellery Hale Charter Academy	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars. LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan. Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.	Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information. Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.	Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.	LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.	In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.  In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these engagement policies and processes.	5	4	4	4	5	4	4	5	5	4	5	5	Not Met For Two or More Years		19OCT2023	2023
19647336061543	Alfred B. Nobel Charter Middle	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices.	LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.  In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committeesAnother effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteersLAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.  In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.	An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff andfamilies learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students. In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District. Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Nobel Charter Middle is included in these engagement policies and processes.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Nobel Charter Middle is included in these engagement policies and processes.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
19647336061584	Gaspar De Portola Charter Middle	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Portola Charter Middle School is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Portola Charter Middle Schol will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited tooffer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Portola Middle School will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Portola Charter Middle School is included in these engagement policies and processes.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
19647336071435	Castlebay Lane Charter	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter Elementary is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Castlebay Lane Charter Elementary will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing parent workshops and opportunities for parent interaction to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Castlebay will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter Elementary is included in these engagement policies and processes.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
19647336094726	Community Magnet Charter Elementary	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement and 4 Region Family and Community Engagement Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families. These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars. LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan. Families are also welcome to serve their school as volunteers. LAUSD, to date, has processed over 11,738 volunteer participants, up from 5,512 last year. The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information. Federal policy tasks Title I schools to organize a Title I Parent and Family Engagement Policy. This tool highlights resources and workshops offered in collaboration with school staff and community agencies to build bridges and two-way communication between the home and the school. The area of growth is to provide school staff with opportunities to expand two-way communication and engagement of high-need students through continued training, developing module courses, and sharing of promising practices. Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council, as members of the English Learner Advisory Committee, and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	This year, with funds we received from the Black Student Achievement Plan, we have developed a partnership with UCLA's and their Parent Empowerment Program. We will offer twelve parent workshops this school year on topics that include Reading, Math, and other subjects with the objective of providing parents with tools to help their students at home. These workshops will occur after school hours which will give our school staff opportunities to join in as well so that teachers learn side by side our parents.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers. LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments. In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders. An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Our parent group, Community Friends and Family, works in partnership with the school to provide a variety of enrichment classes, instructional materials, and support for our school. The needs of our school are determined through our School Council which consists of parents and staff to make important decisions affecting our school and students. Parents serving on the council represent the parents at each grade level and bring the concerns of their group to Council. This is a very effective way of making sure that all parents are heard and have a voice. We will continue to provide this system, as well as surveys, questionnaires, and open communication.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program. These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District. Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration. As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter is included in these engagement policies and processes.	The biggest obstacle for our school in getting input for decision-making is offering opportunities for parents that work with the various schedules. While we still offer meeting spaces through ZOOM, it is our goal to provide as many in-person opportunities as possible at various times of the school day. Zoom meetings will be reserved for meetings held outside of the regular school day and recordings of important meetings will be provided on our school website.	4	5	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
19647336097927	Open Charter Magnet	3	LAUSD is organized to support family engagement through a centralized Office of Student, Family and Community Engagement (SFACE) and four Region Family and Community Engagement (FACE) Teams, in coordination with a variety of District offices. SFACE and Region FACE teams support the implementation of District and school training for staff and families.  These trainings strengthen the relationships between staff and parents to support student achievement and social emotional growth. Family engagement is supported by Community Representatives and Liaisons who collaborate with coordinators and administrators to establish family engagement training calendars.   LAUSD provides families with information and resources at multiple access points including the District, Region offices, and school webpages, in addition to the school Parent and Family Centers, and through workshops provided by school staff and community partners. The Family Hotline provides live-agent support for families in need of assistance with technology, mental health, program access and other District services, including helping parents access their child’s information and resources through the Parent Portal. In 2022-2023, professional development summits were organized for school staff teams to learn about supporting the family engagement measures in the District’s Strategic Plan.  Families are also welcome to serve their school as volunteers. Los Angeles Unified, to date, has processed over 11,738 volunteer participants, up from 5,512 last year.  The program is managed through a team and a streamlined online platform which is used to collect prospective volunteer information.  Families are supported in understanding District policy, exercising their legal rights, and advocating for their own students and all students through the School Site Council (SSC), as members of the English Learner Advisory Committee (ELAC), and the Local School Leadership Council, with 100% of required schools establishing an SSC and ELAC by November. As an Affiliated Charter in Los Angeles Unified, Open Magnet Charter is included in these engagement policies and processes.	In the 2022-2023 school year, welcoming environment indicators continue to be captured in the District’s School Experience Survey to inform school and District practices. Participants of the survey reported high response rates when asked, I feel welcome to participate at this school: 93% for elementary, 85% for middle, and 85% for high school stated they agreed and highly agreed with this statement. These rates represent a significant increase from last school year, 4%, 3% and 3% respectively. Coherence has been a focus area for the LAUSD, so the District has integrated Title I and Local Control and Accountability (LCAP) measures into Strategic Plan Pillar 3: Engagement and Collaboration.	Open Magnet Charter will continue to provide a welcoming environment and encourage families to participate in their child's learning experience by increasing translation support for the variety of languages present in our community, utilizing live translators or technology, to ensure that parents can provide feedback, ask questions, and feel that they are a valued member of the whole school community.	Los Angeles Unified has also begun a trend of hosting learning groups that serve the purpose of developing families as ambassadors in specialized areas. During the fall semester, in partnership with the Office of Government Relations, a cohort of families completed a Legislative Learning Group course, in which learning was organized around civic engagement, advocacy and state and federal government. An SSC and ELAC Ambassadorship complements LCAP and ELAC study groups by offering families the opportunity to learn more about school plans, data instruments, and importance of cultivating effective communication and partnership as members of councils and committees. Another effort is a partnership with the LAUSD and County of Los Angeles Public Health to offer a Public Health Ambassador Program to family volunteers, where participants learn about substance use, the importance of mental health, and psychological first aid. A certificate of completion is issued, and families are supported to become school volunteers.   LAUSD has also observed increased engagement of families by use of Family Academy webinars and in-person seminars to engage hundreds and thousands, leveraging partnerships with the City of Los Angeles, LA County, District offices, and other government agencies. Partnering with District offices, the Family Academy hosts four Equity Course Pathways for Families of Exceptional Learners, Black and African American Learners, Multilingual Learners and Youngest Learners. These courses offer seven classes each and are designed to help families play a role as advocates for their children. Since July 2022, over 30,000 participants have joined Family Academy webinars and in-person Region segments.    In addition, through broad engagement opportunities, families learn about Title I, English Learner, and foster youth policies, programs, and funding; and they are invited to offer program recommendations. For the 2022-2023 school year, LAUSD hosted Title I Parent and Family Engagement Conferences in the fall and spring for families focused on Title I policies, funding, and the development of the LCAP Federal Addendum.	In the 2022-2023 school year, multiple professional development module series were developed for school staff on the topics of Welcoming Environments and Learning Walks, Cultivating High Impact Family Engagement, leading effective school volunteer programming, hosting budget consultations with the community, and honoring perspectives of parent leaders.    An area of growth is to continue to align school staff professional development, which will be an area of focus for the 2023-2024 school year.	Open Magnet Charter  will actively seek out families who are absent from school activities and determine how the school can develop a reciprocal relationship focused on improved student outcomes.  Increasing daily attendance will be the primary focal point and providing parents an opportunity to share the root cause(s) that are impacting their student's regular daily attendance.	Providing families with multiple opportunities to offer input in school decisions is an area of strength for the District. These opportunities are offered at the school, Region offices, and central offices. From the school perspective, principals, staff, families and students attend annual SSC training hosted during the weekends and work week to effectively engage families in advisory groups and with decision-making. A District bulletin with detailed procedures and handouts is also used widely so that councils welcome and support parents in their role as decision makers. The SSCs specifically make decisions about programs and services and receive recommendations from the ELAC. Through the SSC and ELAC, staff and families learn about assets and needs assessments, analyzing family strengths, and identifying common goals for students.	In the 2022-2023 school year, the Black Student Achievement Plan (BSAP) Parent Advisory Committees were established in the Regions and at the District level to provide input into decision-making for the BSAP program.  These committees are a collaborative effort between the Region leadership, FACE teams, and the BSAP program staff to elevate the voice of our Black and African-American families within the District.	Other ways LAUSD seeks input is through three Districtwide committees for parents to learn about various District plans and make recommendations for improvement. The first committee is the Community Advisory Committee, which offers recommendations on the District’s Special Education Local Plan Area Local Plan. The second committee is the District English Language Advisory Committee, which presents recommendations to the Superintendent and the Board of Education on mandated topics specific to English Learners and the LCAP. The third committee is the Parent Advisory Committee (PAC), which learns about and provides recommendations on the LCAP. Members of these committees participate annually in approximately ten meetings lasting three hours in duration.  As an Affiliated Charter in Los Angeles Unified, Open Magnet Charter is included in these engagement policies and processes.	5	5	5	4	4	4	5	5	5	5	5	5	Met		13JUN2023	2023
19647336112536	Accelerated	3	-90% of parents indicated that the students, staff and parents are treated with respect and dignity at the school. -90% of parents indicated that the school communicates effectively and in a timely manner about my child’s academic progress -95% of parents indicate that The school has in place strong school-family communication systems  -90% of parents indicated that The school sets high standards for academic success for all students Coaching/Evaluation Cycle in which each teacher is observed and provided a coaching session at least once every two weeks by a coach or evaluator. Teachers are provided continual feedback  Have a cycle of data analysis in which grade levels work together to determine best practices to support student learning and growth  Held several parent workshops in areas of technology, being an advocate for their child on campus and math to support families with helping their child at home	Continue to build the staff’s learning opportunities regarding each students’ culture and language. Continue to build extracurricular opportunities for students.	#NAME?	96% of parents indicated that Families are made aware of events and school information in a timely manner.  88% of parents indicated that the school’s learning standards and expectations are clearly explained. 90% of staff indicate that students are on target to learn grade level standards and graduate prepared for college and career.  82% of staff indicate that the school provides social-emotional supports for students and staff including wellness sessions, check-ins, 1:1 time, yoga, mentors, etc. Coaching/Evaluation Cycle in which each teacher is observed and provided a coaching session at least once every two weeks by a coach or evaluator. Teachers are provided continual feedback Have a cycle of data analysis in which grade levels work together to determine best practices to support student learning and growth The school provides multiple opportunities for family engagement and education through online courses. Topics included technology, grief and loss, drug & alcohol awareness, preparing for high school, and early childhood education.	Continue to provide opportunities for stakeholder input. Continue to build in services such as intervention, tutoring and extracurricular activities.	Continue to leverage our parent workshops to support families with ongoing education. Further develop the role of our family engagement coordinator and teacher-parent conferences to ensure that underrepresented families have access to their child’s education and to school support	Parent Advisory Committee (PAC) Meetings held monthly to provide parents opportunity to provide feedback and make recommendations.  Parent workshop topics derived from PAC meetings	While PAC meeting were held and space was provided for feedback, the next step is to empower families to use their role in decision making for the school.	School will look for more opportunities to include staff, parents and students in decision making.	4	4	4	4	4	4	4	4	4	4	3	4	Met		22JUN2023	2023
19647336114912	Watts Learning Center	3	Based on our analysis WLC’s areas of strength are...  Soliciting ongoing feedback from families regarding decisions  Parent Workshops based on supporting building relationships and partnerships with the school  Communication Connection events where families could candidly share about their experiences and needs  Coffee with the Director and Parent Council Meetings to collaborate and build relationships between staff and families  Parent Conferences and Parent Square are used to communicate between the school and families regularly  Parent Coordinator Office Hours were held routinely to connect with families around any topic they’d like to discuss  Assemblies lived streamed and joined via Zoom and in person  Parents welcomed onto campus for Enrollment Fair, Book Fair, volunteer, and to attend meetings  Helping families understand how to best support their child’s learning at home  We also improved our modes of communication. We communicated via communication (paper), ParentSquare, and our website	Based on our analysis WLC’s can improve in the following areas...  Dedicating intentional effort/time to building strong relationships between teachers and families  Preparing and empowering parent leaders to lead efforts that are of special interest to the families	To improve the engagement of underrepresented families during the self-reflection process we will have meetings/opportunities to connect with families in each subgroup. We started this last year by collecting input/feedback from Parent Council, Coffee with the Director, and DELAC/ELAC.	Our current strengths for building partnerships for student outcomes are...  WLCCES continues to increase its capacity to build partnerships for student outcomes through  parent and guardian workshops and collaboration opportunities such as conference nights, office hours, parent training/workshops, PAC, EL-PAC, and SpEd meetings, and a weekly parent newsletter with internal and community resources included  Educating families so that they know how to aid/work with their children to impact their outcomes	Our current area(s)/foci for improvement in building partnerships for student outcomes are assisting families so that they better understand their legal rights and how to advocate for their children.	Based on our analysis, WLC will improve the engagement of Underrepresented families by hosting more specialized opportunities for families and continuing to ensure that our parent leaders represent these underrepresented populations	WLC’s strengths and progress in seeking input for decision-making are...  Leadership training for families/parents  Parent feedback and survey information collected throughout the year  Multiple opportunities to provide feedback via parent meetings and parent coordinator office hours, and open door/line of communication with the director  Multiple opportunities to read/review and discuss school plans such as ESSER, LCAP, etc.	WLC will focus on the following area for improvement...  Collaborating with Parent and staff leaders to facilitate opportunities for families and staff to reflect on, host, and evaluate family engagement opportunities.	Based on our analysis, WLC will improve engagement of underrepresented families by hosting more specialized opportunities for families and continuing to ensure that our parent leaders represent these underrepresented populations.	4	5	4	4	4	4	5	3	4	5	5	3	Met		26JUN2023	2023
19647336116750	PUC Community Charter Middle and PUC Community Charter Early College High	3	PUC CCMS/CCECHS creates opportunities for administrators, teachers, and classified staff to learn more about our families and how to cultivate positive relationships with them. PUC CCMS/CCECHS facilitates multiple professional development for faculty and staff that allows for them to learn about school demographics and the families in which they serve. Additionally, PUC CCMS/CCECHS facilitates multiple parent-teacher conferences, Family Success Team meetings, monthly parent meetings with school admin, and Data Nights that allows teachers, parents, and students to set academic goals and provide a safe space for parents feedback. Due to remote learning, we have implemented quarterly family surveys to highlight areas of achievement and focus. Furthermore, many of our faculty and staff are bilingual, but we also provide translators during all parent meetings when necessary. All parent communication is sent home in two languages-English and preferred language.	An area of focus we would love to continue to grow is in the area of ensuring we are receiving live feedback from all stakeholders (students, parents, and staff) to ensure we are supporting the families of today and tomorrow.	Besides the PUC Schools online survey, we would like to conduct our own internal survey at key points in the school year to ensure we are meeting the needs of the community we are very PROUD to serve.	PUC CCMS/CCECHS develop a yearly Family Engagement Scope & Sequence that provides numerous opportunities for families, teachers, administrators, and students to build and cultivate positive relationships. These monthly events include Back To School Night, Winter Arts Performance, Parent-Teacher Conferences, Student-Led Conferences, Spring Arts Performance, Academic Award Assemblies, Coffee with the Principals, and Data Nights.	One area of focus we would like to do is make our parent events more personable by giving depth vs breath.	One way we plan to see it come to action is by making quarterly parent conferences over a two day span for parents to connect with teachers in a more personal level rather than a family night.	PUC CCMS/CCECHS facilitate collaborations with administration, families, and teachers to identify, plan, design, implement, and evaluate activities at the school site level. PUC CCMS/CCECHS facilitate quarterly SSC and ELAC meetings, Coffee with the Principals, and quarterly parent surveys are distributed throughout the school year.	A focus area for development would be supporting all family members to effectively engage in advisory groups and with decision-making.	While we understand that not all parents can come at the same time, we are constantly asking for feedback on how we can improve our practice to accommodate our current families work schedule. In partnerships to use live time data, we also want to make sure we are supporting our subgroup parents by reaching out to them personally and inviting them to special family school related events. Having our teachers make meaningful connections. An area we would like to use to increase their voice is through the SSC/ ELAC committee.	5	5	5	5	5	4	5	4	4	4	4	5	Met		08JUN2023	2023
19647336117048	ICEF View Park Preparatory Elementary	3	Based on the analysis of data, View Park Prep Elementary School has multiple strengths as it relates to building relationships between the school staff and families.  All teachers and many support staff members send home a welcome letter to parents introducing them to the school and providing parents with the necessary information needed for their scholar to be successful in class.  The teachers share classroom expectations as well as contact information so that the parent is aware of what is expected and can contact the teacher if they have any questions or concerns.  At the beginning of each year, orientation meetings are set up to provide parents with all of the necessary information about the schoolwide rules, expectations and opportunities offered to their school.  Once the school year begins, beginning of the year Student Success Conferences are scheduled to ensure that each individual scholar’s needs are being met and individualized plans can be developed to create a pathway to success.  Follow up parent conferences are scheduled twice a year to keep students on track and intervene if scholars deviate from their plans.  Translators are made available for parent meetings and communications with the front office staff to ensure that every parent has equitable access to information about their child.  All teachers and parents are connected through the ClassDojo App allowing two-way communication at any time from either party.   VPES staff work to create a warm, welcoming environment so that parents feel comfortable asking questions and voicing concerns.  The office staff does their best to ensure that parents receive quality service during every interaction they have with the school.  The administration, community resource coordinator, school office manager and campus aides are normally the first contact for parents.  All of the above do what they can to be helpful to parents and empathetic to their concerns. ICEF’s social worker intervenes when the needs of the parent are outside of the scope of the school.  The social worker helps with students exhibiting behavior and/or attendance challenges as well as supports families in need; to connect them to outside resources.  All staff attempt to respond to all parent inquiries and requests within 48 hours of receiving them.   Our parents have opportunities to connect with the school through a number of venues.  Our Knights of the Roundtable are a group of dedicated parents committed to helping the school plan, fundraise, promote, recruit and do any other tasks that the school requires.  The Parent Advisory Council assists with making decisions about the direction that they would like to see the school move toward.  They get regular updates and provide input to the school on what they feel is going well and what concerns the school needs to be aware of.  We hold regular virtual Coffee with the Principal Meetings, which allow any parent to receive updates and provide input about what is happening.	Based on input from parents, View Park Elementary is continuing to focus on improving the methods of how we communicate what is happening at the school.  Increased communication will increase the amount of participation that we get for each of our events.  We have a lot of opportunities for parents and staff to connect with one another.  The goal is to increase the quality of each program and how they are communicated so that they will be better attended and therefore more impactful.  With the reduction of Covid restrictions, we’ve been able to offer all in-person events for families this year.  This has helped to increase engagement and connection with families.  This will continue into the future.   View Park Prep Elementary School teachers and staff will continue to receive more professional development on how to best communicate with parents and learn best practices for increasing engagement.	View Park Elementary School will design events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families.	View Park Elementary parents have access to the PowerSchool Parent Portal so they are able to regularly review their child’s grades.  Parent Conferences are held twice a year, to review student progress and discuss needed interventions for improved outcomes.  Additionally View Park Elementary School holds Student Support and Progress Team (SSPT) meetings to collaborate with the appropriate school personnel and families to ensure successful outcomes for students.  The SSPT process is designed to allow the admin, school psychologist, school counselor, instructional specialists, interventionist and teachers to come together with the parent to develop a plan of support for students who may fall behind.  View Park Elementary School also has an Attendance team which consists of an administrator, counselor, Community Schools Coordinator and social worker that intervenes with tiered attendance re-engagement strategies to help students and families overcome obstacles for getting to school.  We designate time on our calendar for Student Success Conferences three times a year, to ensure that our parents and teachers are collaborating to do what is best for our scholars.	At View Park Elementary School we will hold Teacher Data Days three times a year focused on the analysis of data, action planning and professional development.  Immediately after the Teacher Data Days we hold Student Data Days where teachers review class-wide data with students.  Students then have the opportunity to review and reflect on their personal performance as well as celebrate successes and set goals for improvement.   School admin and instructional specialists have regular Data Conferences with Teachers. During this time the school admin and instructional specialists meet with grade level teams to create Professional Learning Communities centered around lesson planning and reviewing formative/summative assessment data.  View Park Elementary teachers also create parent workshops focused on teaching parents how to understand their child’s data so that they can be active participants in supporting scholars’ growth.	View Park Elementary will improve the engagement of underrepresented families in decision-making by offering alternate times for events (later and earlier in the day).  Additionally, although all parent meetings are offered in-person, we will ensure that there is a virtual option for parents unable to attend.  Our Community Schools Coordinator will reach out personally to the parents of underrepresented students to ask them to attend, support with transportation, answer questions, etc.  Through this  regular communication, our Community Schools Coordinator will also provide resources to families through partnerships with local community groups/organizations focused on supporting our underrepresented population.	View Park Prep Elementary School offers multiple opportunities for parents to ask questions, be heard and contribute to the decision-making process.  These include Coffee w/the Principal, Knights of the Roundtable Meetings, Parent Advisory Council, School Surveys and other formal and informal methods.     Regular Teacher/Staff Surveys - school-wide academic and social emotional needs, professional development needs tied to improved practice.	View Park Prep Elementary School is developing a parent focus group process designed to have conversations with a diverse group of parents to discuss topics which concern them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively.  This will help all parties make more data informed decisions.	View Park Elementary will improve engagement by designing events that welcomes underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making.	3	4	3	4	4	4	3	2	3	4	3	3	Met		15JUN2023	2023
19647336117667	Camino Nuevo Charter Academy	3	a. CNCA has full-time and bilingual Family Coordinators at each school who are guided and supported by the Director of Parent Engagement and Advocacy at the Home Support Office for alignment and consistency in the program.  b. A fully implemented common communication platform called Parent Square has a variety of features to allow for two-way communication between staff and families. The platform includes capability for posting information, collecting surveys/polls responses, sending messages to a targeted audience, and allowing direct messages. Our communication platform has the capability of translating information into more than one hundred languages to support efficient communication. Schools can choose a default second language so that the majority of the second language population does not have to explicitly make that choice. Parents who desire a language different from English or the school’s default second language can select their own language from their accounts page.  c. Professional development sessions for staff on how to build meaningful relationships with families.  d. Coaching sessions with teachers on how to communicate with families and work alongside to support student achievement.   e. Case management and referrals for families in need of social services, mental health, medical services, housing resources, etc.  f. Parents have an array of volunteer opportunities to choose from to support the classroom/teacher and/or the school.  g. Sites host school events and classroom activities where parents can attend and interact with staff.  h. Schools assure an inclusive and friendly environment where all families feel comfortable, heard and welcome. According to our Winter 2023 Family Survey, 95% percent of families strongly agree or agree that they feel welcome at their child’s school.  i. Our Winter 2023 family survey also indicated that family engagement defined as the degree to which families become involved with and interact with their child's school is currently at 73%.	It’s necessary for schools to create more opportunities for teachers, school leaders, classified staff and parents to collaborate and get to know each other. Professional development for teachers and classified staff continues to be a priority to emphasize that family engagement is everyone's responsibility.	To improve engagement of underrepresented families, schools should have readily available translators when in need for parent meetings.  In addition, it’s important to host social events where every culture in school is represented and valued.	a. Schools build parent capacity to support their children at home by offering academic parent workshops: -Prepping families/students for SBAC/ELPAC. -Understanding SBAC results/reports. -Our Special Education Support. -How to have Successful Parent-Teacher Conferences. -Getting Familiar with the ARC Reading Curriculum and Assessments -I-Ready Math -Shifts in Common Core Standards -Understanding our Mental Health Support Program  According to our Winter 2023 Family Survey 86% of families who attended workshops believe they allow them to gain important information about their child and the school.  b. Schools conduct parent-teacher conferences in October, January and April where parents get the opportunity to talk to teachers about their child’s academic progress and learn tips on how to support them at home.  c. Schools share academic data, school goals, updates and helpful tips during their monthly parent meetings.  d. Parents and teachers communicate via Parent Square to celebrate successes, plan events, collect information, and share quick academic updates.	To strengthen the school and home partnership to support  student outcomes, schools need to encourage more teachers to facilitate consistent academic parent workshops and conduct data walks. Schools must create more opportunities for parents to get familiar with the curriculum, assessments and how they can support homework and learning environments. More professional development is also needed to guide teachers on best practices on how to present data in a parent friendly way.	To improve engagement of underrepresented families, schools are encouraged to create more learning opportunities for them to better understand the education system and how their support is crucial for student achievement. It needs to be a partnership where teachers and parents are learning from each other how to better support the student.	a. Parent leaders in the School Site Council provide input on the LCAP goals, Consolidated App., School Safety Plan, Wellness Policy, Parent Involvement Policy, as well as regarding school practices/changes that affect their children.  b. All families are invited to the Annual Title I Meeting where they can provide feedback on the Parent Involvement Policy. The Policy is also shared via Parent Square to allow for families who couldn’t attend the meeting. This allows all families an opportunity to provide input.  c. Annually, families receive a survey which allows them to anonymously provide their responses, celebrations and suggestions for improvement. Results are shared with all stakeholders which then allows us to track trends, progress and make any adjustments needed to improve families’ experiences at our school.    d. During our monthly parent meetings, parents have ample time to ask questions, share concerns and offer solutions about any updates discussed.    e. Parents can reach out to school leaders and teachers via Parent Square, in-person or by stopping by the office to request a meeting to share concerns, provide feedback or inquiry about an issue.	Schools need to strengthen their efforts in recruiting and training families and teachers to participate in leadership committees. The training should include guidelines on best practices to provide constructive feedback and input.	Schools need to encourage underrepresented families to join leadership committees and use their voice to reach out to teachers, staff and leaders. Schools are asked to provide the conditions necessary for them to feel comfortable in sharing their concerns, ideas and suggestions to provoke change.	3	5	4	4	3	5	3	4	3	3	3	3	Met		20JUN2023	2023
19647336119044	Multicultural Learning Center	3	MLC’s strength lies in our commitment to working with parents as partners in their child’s education. We begin the year with in person orientations, which we call Parent Camps in two languages, to engage new families and begin fostering a sense of trust and connection.  Communication throughout the year comes streamlined from administration and teachers in two languages using our Parent Square platform. 100% of our families are registered in this platform and it has become an essential communication tool.  Our staff is bilingual in English and Spanish and are able to communicate with all families in the language they understand. Based on our annual parent survey, 84% of families feel that MLC values the diversity of the children’s backgrounds and 80% feel that their children enjoy coming to school. Throughout the year our school events and volunteer opportunities bring parents onto campus and into the classroom to experience and share what the students are learning and create opportunities for parents and staff to have personal connections.	This year MLC had as an overall theme to bring JOY back into the school after the pandemic. Monthly school-wide events for both students and staff were organized to solidify a sense of belonging among the community. While student belonging grew by 6% from last year, we struggled to increase Family Engagement. Events like Back to School, Winter Holiday Celebrations, our annual Jog-A-Thon fundraiser and Family Picnic were very well attended by our families. It was our retention-focused structures like Grade-Level breakfasts, monthly 2nd Cup of Coffees, and Parent Town Halls where we didn’t see an increase in participants. Next year Family Engagement will be a school-wide focus. We plan to host an “Engagement Day” to invite all parents to complete annual volunteer paperwork, background check and TB test with the hope to encourage volunteering and parental presence at school and eliminate any obstacles families may have towards meeting the State requirements to volunteer.	In instances where teachers and students work directly with parents, we have high participation from all groups. Parent teacher conferences and Back-to-School nights, and grade-level end of unit events are highly attended. The area where we can improve is with the participation of our under-represented families in our decision-making structures like Advisory Council.  While will continue to offer a variety of parent workshops, in both languages and in areas that meet the interests of those underrepresented, we hope to offer more varied opportunities of engagement in our parent focus groups and, Town Halls that are administrator led and help inform the school leaders as to the needs and concerns of our families.	The structures in place to share student outcomes are consistent and routine for our community. It is this consistency in assessments, grading and the frequent communication of student outcomes that instills a sense of trust between home and school. Parents believe we are the experts in their child’s education and want to partner with and help us help their child. 92% of MLC parents are quite satisfied with the level of communication with staff. During Back-to-School night teachers share grade level plans and expectations as well as front load State Standards to parents so they are aware and knowledgeable. Our reporting frequency at the elementary campus is three times a year and all students have a parent teacher conference at the time of the first reporting period to share initial benchmark assessments (MAP assessment data), reading assessment levels, and goals for student growth. At the middle school teachers use an online grade book and students and parents have access to view assignments, attendance and grades at any time. In addition, parents receive progress reports every 20 weeks and teachers must conference with parents of students who are of academic concern.	This year during our Spring grade-level breakfasts we invited parents to review current grade level needs based on the results of our winter NWEA benchmark tests, as well as the state standards for students in the following grade level. Our Principal explained how in all grades, while growth was achieved at every grade level in the areas of Math, English Reading and Spanish Reading, there were still many students not at grade level. Our principal used this data to inspire and encourage parents to work with their children more at home and gave them many strategies and tools to help. Our plan is to continue this grade specific sharing of the academic snapshot as many parents were grateful to have the knowledge and tools to help. For the coming school year we want to create more opportunities like this for parents to learn more about our curriculum to better support their children at home. In addition to our reading and writing parent workshops, we plan to create math parent workshops and a Math Night. Per our Advisory Council, grade-level breakfasts, as well as teacher focus groups, parents have expressed an interest in more opportunities to learn “the new math”. As parents learn more about our math curriculum it should prove beneficial in increasing parent involvement in school and improve the parents understanding on how to partner with us with their children’s growth.	Next year we will continue to offer all meetings, school wide events and parent workshops in both Spanish and English and at different times of the day and into the evening to reach all parents. We hope to create diverse offerings to meet a variety of needs and to increase participation in the workshops and supports we do offer to ensure we are reaching all parents. Offering childcare and giving parents opportunities to attend in person as well as virtually or to watch a recorded webinar all have been proven to assist with increasing the engagement of our parent body.	MLC’s strength with seeking input from our parents lies in our level of transparency and communication. Through our Advisory Council and ELAC Committees we come together with parents frequently to share challenges, unpack policies, gather parental insight and hear the concerns from our parents’ perspective. 95% of MLC parents feel strongly that MLC listens to and values their opinion. Meetings are consistent and frequent. Agendas and minutes are shared before and after meetings and input specifically on LCAP goals and progress is reviewed and analyzed constantly. This insight and recommendations that come from our parents are taken to heart and we act on it and share the outcomes with the rest of the community.	Because the Advisory Council and ELAC committees are a small group of parents we want to increase the number of parents that we are reaching for decision making. Our ELAC committee this year has really aided in improving our outreach of our Spanish speaking community. To continue to capitalize on these extremely interested and committed parents, we will be joining our Advisory Council and ELAC Committee meetings to bring together both groups that have served as a great focus group for the administrative leaders of the school. Bringing the parents who have already shown interest in decision making together will hopefully help us explore ways to improve and broaden the diversity of the parents that we serve.	Offering a wide variety of opportunities for parents to share input and influence decision making is the best way we know to improve the engagement of underrepresented families. Opportunities must be both during the day, after school and in the evening. Meetings and workshops must be offered both in person and virtually as appropriate. If in person, childcare must be offered and all opportunities must be offered in English and Spanish. While at times due to scheduling conflicts, staff availability and consultant limitations we are not able to offer as much variety in offerings, this is still our goal to improve engagement.	5	5	4	5	5	4	4	5	4	4	5	5	Met		22JUN2023	2023
19647336119531	CHIME Institute's Schwarzenegger Community	3	CHIME continues to work with families to identify areas of need to maintain and improve student outcomes. Some area of strength and growth that came from this analysis are our expanded reading lab and math lab programs and the adoption of new learning intervention software implemented at grades K-8.	based on the analysis of the educational partner input an are of focus for improvement is to train all stakeholders on the use and functionality of the school communication tools (e.g. ParentSquare).	We will make increased investment in training and outreach to all stakeholders in the use of the school to home communication system.	CHIME effectively utilizes teacher and parent engagement in the educational decision-making process regarding curriculum, extra-curricular programming, and professional development initiatives to build partnerships for student outcomes and to ensure successful outcomes for all students.	Increased parent education about topics specific to their child's education and development could be increased to build parent capacity to support their child's education.	Based on the analysis of educational partner input and local data, CHIME will increase the number of parent education opportunities and build parent capacity in order to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes.	CHIME Charter School takes parent engagement and parent participation seriously and view it as an integral part of our school culture and key to the successful functioning of our school. Our most recent stakeholder survey administered to parents indicated that 93% of all families who responded to the survey were satisfied with the communication systems provided by teachers and administrators at the school. Parents commented on the survey that the communication and email systems were effective for both information purposes and parent engagement and feedback. In addition CHIME’s main parent advocacy organization – CHIME’s Community Association (CCA) – had a Satisfaction rating of 95% by the stakeholders who responded to the survey indicating a high level of parent involvement in the many programs and volunteer opportunities at the school. These satisfaction percentages align with previous administrations of the stakeholder survey. Parents also commented that they appreciated having both evening and morning meetings for the CCA and felt their voice was listened to in these venues and that their ideas were taken into account. This survey was developed in partnership with parent stakeholders, staff, and CHIME board members and was administered electronically. These questions have been utilized over a number of survey administrations which allow they school to assess baseline data and progress over time. The questions with respect to parent/school communication and CCA satisfaction and program involvement align with goals identified in CHIME’s Local Control and Accountability Plan.	Our school community has a strength in this area but providing many opportunities (both formal and informal) for stakeholder groups to provide input for decision-making. We have a teacher Leadership Community, a cross stake hold CHIME Community Committee and a cross stakeholder Diversity by Design committee along with our CHIME Community Association and monthly Principal informational meeting. All of these serve as opportunities for stakeholders to provide input regarding the decision making processes for the school.	During the past year we have developed affinity groups for families in self-identified underrepresented groups within the school community. Staff will continue to leverage these affinity groups to improve engagement of underrepresented families during the self-reflection process in relation to Seeking Input for Decision-Making.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
19647336119903	Downtown Value	3	Over 90% of our staff/families who responded to the School Climate Survey  feel the school builds relationships between the school staff and families.  A safe nurturing community (Value 4)  is built by having consistent two-way communication opportunities such as parent conferences, coffee with the principal, and opportunities to provide feedback through surveys.  The school supports parents through academic and discipline workshops and resources, and empowers parents to become involved in the school.  Families are also consistently informed of events, resources, and practices that foster learning via Parent Square, PowerSchool, ClassDojo, and Social media.	Based on the analysis of educational partner input, the staff would like more opportunities to learn about each family’s strengths, culture, language, and goals for their children.  Parents have expressed desiring more information on foster and homeless services and training on suicide and human trafficking prevention.	Downtown Value School will maintain  engagement of underrepresented families by implementing their parent involvement policy.  Ensuring attendance at coffee with the principal, utilizing the Parent Coordinator, ELAC, School Site Council, and PTA along with many fall, winter, and spring events.	Downtown Value School currently is developing partnerships for student outcomes in providing families with resources to support student learning and development in the home.  The school has also implemented policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  These meetings are about 2-3 times per year or more if the student is struggling.  Parents are provided with devices, online access to curriculum, and resources before, after, and on the weekend for tutoring.  Although the school offered weekend services, many families did not take advantage of the opportunity.	Downtown Value School focus areas for improvement in building partnerships for students outcomes are in providing professional development to teachers to improve capacity to partner with families, as well as opportunities for families to engage in the academic program to support their students	Downtown Value School will improve engagement of underrepresented families identified by providing office hours to support parents specifically who may be struggling on how to support their children, as well as Parent Education classes (ex. english classes) to help parents be more confident when it comes to engaging in community events.	Downtown Value School current strengths and progress in seeking input for Decision Making through surveys, School Site Council, ELAC, PTA, Coffee with the Principal and staff meetings.  In addition to educational partners being invited to PTA, School Council, ELAC, and WASC,  surveys have been extended to ask parents their opinion on  re-opening,  safety protocols, the Local Control Accountability Plan, and student nutrition.	Downtwon Value School focus areas for improvement in Seeking Input for Decision Making is training educational partners on the various programs they must provide input in.  There are sometimes when some of our educational partners have a  limited understanding of funding sources, programs, and requirements, so increasing training opportunities would be helpful.	Downtown Value School will improve engagement of underrepresented families identified by providing opportunities for families to give feedback on family activities (surveys, ELAC, committee meetings, etc).	4	4	4	5	2	3	3	2	3	3	4	2	Met		09JUN2023	2023
19647336120471	Puente Charter	3	To ensure the involvement of all stakeholders, including families, staff, and students, PUENTE has implemented several collaborative strategies. We engage families by providing meaningful opportunities for students and establishing partnerships with the community to offer enriching activities. For instance, we maintain regular communication with families to discuss attendance expectations, provide them with resources and support services, and involve parents and caregivers in decision-making through student attendance review meetings (SART meetings). These meetings help us assist families whose students face challenges attending classes regularly and collectively address any achievement gaps identified in interim assessments. We emphasize the importance of strong student attendance to parents, highlighting its impact on student success. Furthermore, our instructional team, with the assistance of dedicated paraprofessionals in each classroom, employs small group and one-on-one instruction to support the learning needs of students who are not showing growth. Additionally, our Intervention Coach provides direct services and offers teacher coaching to address these specific student needs. Moreover, we offer student counseling services to provide support to those who may be grappling with social and emotional issues. We recognize our responsibility to continue supporting our Hispanic learners, English Learners, and socially and economically disadvantaged students, as well as all families requiring assistance in improving their student's school attendance and ensuring overall success in school.	To engage educational partners in determining what data and information will be considered to complete the self-reflection tool, considerations are taken as to how the practices apply to families of all student groups, including families of unduplicated students, individuals with exceptional needs, and underrepresented students. PUENTE has implemented three key practices to address these areas: building strong relationships between school staff and families, fostering a strong home-school connection, and seeking input for decision-making. Building strong relationships between school staff and families is vital for effective family engagement. Research indicates that when families feel connected and informed, they are more likely to actively participate in their child's education. PUENTE utilizes the ParentSquare application as a means of daily communication, enabling the school to maintain open lines of communication with families. ParentSquare facilitates the sharing of information regarding their child's progress, upcoming events, and opportunities for involvement. By utilizing ParentSquare, PUENTE ensures accessibility for all families, housing newsletters, parent-teacher communications, announcements, and bulletins. Creating meaningful partnerships between families and schools is crucial for supporting student success. When families are actively involved in decision-making processes, student outcomes tend to improve. Families are encouraged to collaborate with school staff in setting academic, behavioral, and social-emotional goals for their child. This collaboration allows their input and perspectives to be integrated into the education plan, fostering greater alignment and engagement. PUENTE employs surveys, Coffee with the Principal Meetings, and advisory councils such as the ELAC to gather input from families on various aspects of the school, including curriculum, programs, and policies. These platforms provide opportunities for families to share their opinions, concerns, and suggestions, enabling active participation in decision-making processes and acting as advocates for all families. Additionally, PUENTE offers workshops led by the PUENTE Learning Center, equipping families with knowledge and skills to support their child's learning and advocate effectively within the educational system. Seeking input from families and collaborating with them to address challenges and find solutions is another key practice. PUENTE implements regular meetings, such as parent-teacher conferences or student success team meetings, to facilitate ongoing dialogue and shared decision-making. Moreover, PUENTE recognizes the importance of individualized family meetings, especially for families of unduplicated students and individuals with exceptional needs. These meetings provide an opportunity to better understand their specific needs, challenges, and aspirations, allowing for personalized support and tailored approaches.	To improve the engagement of underrepresented families in building relationships between school staff and families, PUENTE has identified key practices that have been effective during the self-reflection process. These practices will be maintained and sustained throughout the next academic year.  One important practice is being proactive in outreach and communication efforts with underrepresented families. We will continue to ensure that communication is frequent, consistent, and delivered in a language that families can understand. This approach aims to establish a strong and ongoing connection with underrepresented families. Community connections also play a vital role in understanding the cultural context and specific needs of underrepresented families. PUENTE has established relationships with community partners like Comp Therapy, which have deepened our understanding and facilitated collaboration and engagement with underrepresented families. We will continue to prioritize and strengthen these community connections. Additionally, organizing school events and celebrations that recognize and celebrate the cultures, traditions, and contributions of underrepresented families is another effective strategy. This fosters a sense of belonging and pride, encouraging active participation and engagement from underrepresented families. Furthermore, advisory council committees, such as ELAC, will be strengthened to ensure representation from underrepresented families. These types of committees provide a platform for families to share their experiences, perspectives, and suggestions, serving as a bridge between the school and underrepresented communities. Their input is actively sought and incorporated into decision-making processes related to programs and practices. To enhance cultural competence among staff, comprehensive training has been provided. This training enables staff to understand the unique needs, perspectives, and communication styles of underrepresented families, fostering a welcoming and inclusive environment that promotes meaningful engagement. This practice will be continued and improved upon in the upcoming academic year. Professional development opportunities for staff will continue to deepen their understanding of the experiences and needs of underrepresented families. This includes training on cultural competence, implicit bias, and effective family engagement strategies. Staff will also participate in the MTSS team, earning badges that encourage reflection on their own beliefs and attitudes, thereby creating a more inclusive and equitable school environment.	Based on the analysis of educational partner input and local data, PUENTE demonstrates several current strengths and significant progress in Building Partnerships for Student Outcomes. One notable strength lies in the effective collaboration between the instructional team and dedicated paraprofessionals within each classroom. This cohesive effort allows for the implementation of small group and one-on-one instruction, which proves instrumental in supporting the learning needs of students who are not showing sufficient growth. Furthermore, PUENTE’s commitment to student success is exemplified by the presence of an Intervention Coach. Our Intervention Coach plays a crucial role by providing direct services to students and offering coaching to teachers, specifically targeting and addressing the unique needs of struggling students. Such personalized attention and support not only foster a conducive learning environment but also helps enhance student outcomes.	An area of growth is Student Led Conferences.  Parents need to be given additional support to navigate conferences in an effective and low stress manner.  The accommodations for SPED students also need to be implemented during conferences.	To improve engagement with underrepresented families and foster strong relationships between school staff and families, PUENTE recognizes the importance of sustaining effective practices such as maintaining a consistent proactive outreach and communication effort with underrepresented families.  PUENTE  prioritizes frequent and consistent communication, delivered in a language that families can understand. This approach ensures that underrepresented families feel connected and informed.	We have a clear survey for all educational partners that is administered twice a year.  The surveys measure very similar areas for the different groups.  The input received by the different partners is reviewed in a timely manner.   We are working towards developing a Community Schools Committee.	We are committed to strengthening our advisory council committees, such as ELAC, which include representatives from underrepresented families. These committees serve as a platform for families to share their experiences, perspectives, and suggestions. They act as a bridge between the school and underrepresented communities. During these meetings, we actively seek parental input and involve them in decision-making processes related to programs and practices. An area of growth is to improve the number of participating families. After a survey was given to the families, it was found that families prefer in-person meetings over virtual ones. To increase engagement, we initially held meetings virtually and later transitioned to in-person meetings. This flexible approach allowed us to accommodate the preferences of families and increase their participation. We hope to meet families where they are and offer these opportunities during times that are convenient for them to attend.	Our aim for the upcoming academic year is to enhance participation in our advisory council committees, such as ELAC. Based on a recent survey, it was found that families prefer in-person meetings over virtual ones. To increase engagement, we initially held meetings virtually and later transitioned to in-person meetings. This flexible approach allowed us to accommodate the preferences of families and increase their participation. These committees play a crucial role as a platform for families to share their experiences, perspectives, and suggestions. They serve as a vital bridge between the school and underrepresented communities. During these meetings, we actively seek parental input and involve them in decision-making processes regarding programs and practices. Ensuring convenience for families is our top priority, and we are committed to arranging meetings at a time that is convenient for them to attend. This flexibility demonstrates our dedication to creating an inclusive and collaborative environment.	5	5	5	5	5	4	5	5	4	4	4	5	Met		14JUN2023	2023
19647336120489	Para Los Niños Charter	3	Based on educational partner input and local data, the LEA has exhibited progress in Building Relationships Between School Staff and Families by reopening the Parent Center, increasing the number of workshops available to families, adding staffing (e.g., Social Worker) to provide tiers of support, and continuing to support families in accessing mental health services.	Based on educational partner input and local data, the LEA’s areas for improvement in Building Relationships Between School Staff and Families are to continue educating families about new curricula, provide greater clarity on supports available for students with social skills development needs.	Based on the analysis of educational partner input and local data, the LEA sees a need to improve engagement with newly enrolled families by offering more in-depth orientation and overview of the LEA’s mission, vision, and suite of services available. This work will take place as part of an intentional onboarding process for students that enroll with the school after day 1 of school or as part of Family Day for students that enroll prior to day 1 of school.	Based on the analysis of educational partner input and local data, the LEA demonstrates a strength in Building Partnerships for Student Outcomes by creating multiple opportunities for families to meet with teachers and school staff to discuss student progress and ways to work together to support improved student outcomes. Examples include Family Conference windows, the School Support Service Team (MTSS) model, and SSPT process for considering opportunities to support students with exceptional needs.	Based on the analysis of educational partner input and local data, the LEA’s areas for improvement in Building Partnerships for Student Outcomes are creating clarity for families on ways to engage support systems outside of the standard windows for collaboration (e.g., Family Conferences).	Based on the analysis of educational partner input and local data, the LEA sees a need to improve engagement with newly enrolled families by offering more in-depth orientation and overview of the LEA’s mission, vision, and suite of services available. This work will take place as part of an intentional onboarding process for students that enroll with the school after day 1 of school or as part of Family Day for students that enroll prior to day 1 of school.	Based on the analysis of educational partner input and local data, the LEA demonstrated a strength in Seeking Input for Decision-Making by establishing School Site Council and English Learner Advisory Council as spaces to seek input from Educational Partners.	Based on the analysis of educational partner input and local data, the LEA’s areas for improvement in Seeking Input for Decision-Making are tied to recruiting greater representation of educational partners on the decision- making teams, to inform a more robust perspective on the policy and programmatic decisions.	Based on the analysis of educational partner input and local data, the LEA sees a need to improve engagement with newly enrolled families by offering more in-depth orientation and overview of the opportunities to get involved with the LEA’s decision-making bodies. This work will take place as part of an intentional onboarding process for students that enroll with the school after day 1 of school or as part of Family Day for students that enroll prior to day 1 of school or as part of Family Day for students that enroll prior to day 1 of school.	3	3	3	3	4	3	4	3	2	3	2	3	Met		22JUN2023	2023
19647336121081	ICEF View Park Preparatory Middle	3	Based on the analysis of data, View Park Prep Middle School has multiple strengths as it relates to building relationships between the school staff and families.  All teachers and many support staff members send home a welcome letter to parents introducing them to the school and providing parents with the necessary information needed for their scholar to be successful in class.  The teachers share classroom expectations as well as contact information so that the parent is aware of what is expected and can contact the teacher if they have any questions or concerns.  At the beginning of each year, orientation meetings are set up to provide parents with all of the necessary information about the schoolwide rules, expectations and opportunities offered to their school.  Once the school year begins, beginning of the year Student Success Conferences are scheduled to ensure that each individual scholar’s needs are being met and individualized plans can be developed to create a pathway to success.  Follow up parent conferences are scheduled twice a year to keep students on track and intervene if scholars deviate from their plans.  Translators are made available for parent meetings and communications with the front office staff to ensure that every parent has equitable access to information about their child.  All teachers and parents are connected through the ClassDojo App allowing two-way communication at any time from either party.   VPMS staff work to create a warm, welcoming environment so that parents feel comfortable asking questions and voicing concerns.  The office staff does their best to ensure that parents receive quality service during every interaction they have with the school.  The administration, community resource coordinator, school office manager and campus aides are normally the first contact for parents.  All of the above do what they can to be helpful to parents and empathetic to their concerns. ICEF’s social worker intervenes when the needs of the parent are outside of the scope of the school.  The social worker helps with students exhibiting behavior and/or attendance challenges and well as supports families in need; to connect them to outside resources.  All View Park staff attempt to respond to all parent inquiries and requests within 48 hours of receiving them.   VPMS parents have opportunities to connect with the school through a number of venues.  Our Knights of the Roundtable are a group of dedicated parents committed to helping the school plan, fundraise, promote, recruit and do any other tasks that the school requires.  The Parent Advisory Council assists with making decisions about the direction that they would like to see the school move toward.  They get regular updates and provide input to the school on what they feel is going well and what concerns the school needs to be aware of.  We hold regular virtual Coffee with the Principal Meetings, which allow any parent to receive updates and provide input.	Based on input from parents, View Park Middle is continuing to focus on improving the methods of how we communicate what is happening at the school.  Increased communication will increase the amount of participation that we get for each of our events.  We have a lot of opportunities for parents and staff to connect with one another.  The goal is to increase the quality of each program and how they are communicated so that they will be better attended and therefore more impactful.  With the reduction of Covid restrictions, we’ve been able to offer all in-person events for families this year.  This has helped to increase engagement and connection with families.  This will continue into the future.   View Park Prep Middle School teachers and staff will continue to receive more professional development on how to best communicate with parents and learn best practices for increasing engagement.	View Park Middle will design events that welcome underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families.	View Park Middle parents have access to the PowerSchool Parent Portal so they are able to regularly review their child’s grades.  Parent Conferences are held twice a year, to review student progress and discuss needed interventions for improved outcomes.  Additionally, View Park Middle holds Student Support and Progress Team (SSPT) meetings to collaborate with the appropriate school personnel and families to ensure successful outcomes for students.  The SSPT process is designed to allow the admin, school psychologist, school counselor, instructional specialists, interventionist and teachers to come together with the parent to develop a plan of support for students who may fall behind.  View Park Middle School also has an Attendance team which consists of an administrator, counselor, Community Schools Coordinator and social worker that intervenes with tiered attendance re-engagement strategies to help students and families overcome obstacles for getting to school.  We designate time on our calendar for Student Success Conferences three times a year, to ensure that our parents and teachers are collaborating to do what is best for our scholars.	At View Park Middle, we will hold Teacher Data Days three times a year focused on the analysis of data, action planning and professional development.  Immediately after the Teacher Data Days we hold Student Data Days where teachers review class-wide data with students.  Students then have the opportunity to review and reflect on their personal performance as well as celebrate successes and set goals for improvement.   School admin and instructional specialists have regular Data Conferences with Teachers. During this time the school admin and instructional specialists meet with grade level teams to create Professional Learning Communities centered around lesson planning and reviewing formative/summative assessment data.  View Park Middle teachers also create parent workshops focused on teaching parents how to understand their child’s data so that they can be active participants in supporting scholars’ growth.	View Park Middle will improve the engagement of underrepresented families in decision-making by offering alternate times for events (later and earlier in the day).  Additionally, although all parent meetings are offered in-person, we will ensure that there is a virtual option for parents unable to attend.  Our Community Schools Coordinator will reach out personally to the parents of underrepresented students to ask them to attend, support with transportation, answer questions, etc.  Through this  regular communication, our Community Schools Coordinator will also provide resources to families through partnerships with local community groups/organizations focused on supporting our underrepresented population.	View Park Middle offers multiple opportunities for parents to ask questions, be heard and contribute to the decision-making process.  These include Coffee w/the Principal, Knights of the Roundtable Meetings, Parent Advisory Council, School Surveys and other formal and informal methods.     Regular Teacher/Staff Surveys - school-wide academic and social emotional needs, professional development needs tied to improved practice.	View Park Middle is developing a parent focus group process designed to to have conversations with a diverse group of parents to discuss topics which concern them. During our regularly held meetings, we want to share more data with parents so that they understand where the school stands both qualitatively and quantitatively.  This will help all parties make more data informed decisions.	View Park Middle will improve engagement by designing events that welcomes underrepresented families such as our Latino, Special Education and Homeless/Foster populations by providing programs that are equitably marketed and cater to their unique needs.  The school will use surveys, parent feedback, person calls and other data contacts to assess the needs of our underrepresented families and gain valuable input for decision making.	3	4	3	4	4	4	3	2	3	4	3	3	Met		15JUN2023	2023
19647580000000	Los Nietos	3	The Los Nietos School District strives to empower students to create, utilize, and develop self-advocacy skills to become productive members of society. We support students to value themselves and others through engaging, relevant, and rigorous education. Teachers have direct and consistent communication with families, creating close relationships. The district's greatest strength in building relationships with school staff and families is our consistent outreach through various means of communication. District goals, actions, and services are thoughtfully planned by the Local Control and Accountability (LCAP) Committee with guidance from the Superintendent’s Advisory Committee (SAC) and the District English Learner Advisory Committee (DELAC). The Superintendent partners with the Los Nietos Educational Foundation, Whittier Union High School District, Rio Hondo College, the Boys and Girls Club of Whittier, Los Nietos Public Library, and other partners to build and develop partnerships within the community. Within our educational community, the District engages the Los Nietos Teachers Association (LNTA), the California School Employee Association (CSEA), Whittier Area SELPA, and local School Site Councils (SSC) to keep vital stakeholders informed on important issues including student achievement, student and staff safety and wellness.	This year, more than ever before, Los Nietos School District continues to reach out to families in need. LNSD has worked to improve communication with a Superintendent’s Newsletter, District websites, videos, and social media accounts that promote activities at school sites and the district. All schools are communicating in English and Spanish via correspondences and announcements about meeting opportunities for parents to meet and talk about their children. Even so, Los Nietos School District can improve on reaching and building relationships with those parents who prefer more traditional means of contact. District staff works with families at Back to School Nights and Open House to support enrollment of Parent Square and Aeries Parent Portal to promote usage and open more lines of communication.   Translation services are provided during Parent/Teacher Conferences to reduce language barriers and ensure our families feel welcomed and supported. Progress and Report Cards are also translated into family’s home language.	All schools have active Parent Teacher Clubs to engage parents in their respective schools.  Los Nietos School District goes to great lengths to provide meeting opportunities to parents to meet  and talk about their student’s academic or social-emotional progress. Los Nietos works diligently to ensure that English Learners, Foster Youth and Low Income families are provided with the necessary resources to support their students at home. The District’s Community Liaison supports schools with chronic absenteeism and partners with parents who are struggling with attendance, providing children with basic needs (e.g., clothing and shoes), and supporting families who are struggling with housing. Two annual events focus on providing Foster Youth and Homeless identified families with food and gifts for Thanksgiving and Winter holidays, respectively. The district is striving to build relationships with our English Learners, Foster Youth, and Low Income families by recognizing academic achievements in these underrepresented families. Underrepresented families are given priority for afterschool programming.   This year the District will be utilizing Attention to Attendance (A2A), which helps us partner with our families and assists sites with regular notifications for attendance monitoring.	The Los Nietos School District has made a significant amount of progress in building relationships with families. Prior to the COVID -19 pandemic and restrictions issued, families were integral parts of school recognition assemblies and events. The District offers a variety of parent education events with a full range of topics, which are conducted in English and Spanish via Zoom and in-person as well. As the LNSD sites have reopened, identified strategies to help families feel comfortable and healthy are discussed to encourage participation.   This year, more than ever before, Los Nietos School District continues to reach out to families in need. LNSD has worked to improve communication with a Superintendent’s Newsletter, District websites, Family Cafes, and social media accounts that promote activities at school sites and the district. This year we are excited to further build our partnership with our early childhood families through the Kinder and TK Family Cafes where the District will invite families of our early childhood community to come together to ask questions and learn about early childhood education. All schools are communicating in English and Spanish via correspondences and announcements about meeting opportunities for parents to meet and talk about their children.      Above all, the Los Nietos School District believes that powerful parent/school relationships improve student achievement and wellness, particularly for English Learners, Foster Youth and Low Income families.	Parents and community members are invited to participate in and give input in local School Site Councils (SSC), English Language Advisory Committee (ELAC) meetings, and district-level Local Control and Accountability Plan (LCAP), Superintendent’s Advisory Committee (SAC), and District English Language Advisory Meetings (DELAC). These committees review site and district data and provide feedback to site and district programming for student success	School sites will engage their families through our School Site Council (SSC) meetings held at each site. The District will seek input from parent advisory meetings such as Parent Advisory Committee, District English Language Advisory Committee, and Superintendent's Advisory Committee for input on student support. All students will be provided with formative assessment to assess student progress. Targeted interventions in English Language Arts and Mathematics which will be developed to support student needs. English Learners will receive increased targeted instruction through an evidence based program specifically targeted for our English Learners who are designated as Long Term English Learners. It is important to note that the targeted instruction and interventions include students identified for special education.   These different opportunities provide more awareness and understanding about their child and their unique learning needs, the importance of their children’s education, and ways to get involved.  Developing these groups remains a primary area of focus.  An area of improvement would be to increase parent participation in all activities and to find better ways to engage as part of these groups.	The Los Nietos School District staff invites community feedback from our families and educational partners. The District engages the community with the following opportunities to ensure student achievement, student wellness and safety, and employee wellness and growth.  1. The Board of Trustees; 2. Local Control and Accountability (LCAP) Committee;  3. Superintendent’s Advisory Committee (SAC); 4. District English Learner Advisory Committee (DELAC); 5. Community Partnerships with the Los Nietos Educational Foundation, Whittier Union High School District, Rio Hondo College, the Boys and Girls Club of Whittier, Los Nietos Public Library, Hispanic Outreach Taskforce; 6. Stakeholder Partnerships: Los Nietos Teachers Association (LNTA), the California School Employee Association (CSEA), and Whittier Area SELPA (Whittier Area Cooperative Special Education Plan); 7. Partnerships with Educational Groups: Renaissance Learning, University of California Irvine Math Project   An annual parent and student LCAP Survey informs our planning cycles with stakeholders. During the 2023-24 school year, the District initiated a Strategic Planning committee. Further, the District will partner with the Los Angeles County Arts Collective to develop an Arts Strategic Plan during the 2023-24 school year.	The District English Language Advisory Committee is actively seeking parent input through the committee’s work and responsibilities. The Whittier Area SELPA Community Advisory Committee also gathers parent input for families with students of disabilities and provides vital input in the district’s special education program.   The DELAC meetings during December-May included items dedicated to understanding the elements of the LCFF and the LCAP process, analyzing student data, reviewing community input, and providing input for LCAP actions. Superintendent presented the LCAP to DELAC. No comments from DELAC required a written response from the Superintendent.	Los Nietos School District provides many opportunities for parents to provide input for decision making. The District’s community outreach facilitator is personally engaging in our Low Income, Homeless, and Foster Youth groups to underrepresented families involved in key decision-making forums and meetings	4	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
19647740000000	Lynwood Unified	3	Educational partners expressed appreciation for all of the efforts that have been made to engage parents and keep them involved. Feedback indicated that parents wanted to continue with Parent University, Coffee Chat Series, and Affinity Groups. Our educational partners would like to continue to increase outreach efforts to enrolled families by digital and print materials and in-person and virtual events at individual school sites as well as district-wide.	Educational partners indicated that a continued focus area would be on more teacher training. Quarterly data analysis and feedback with teachers/staff will be used to help make adjustments as needed throughout the year. We will continue with the implementation of the social justice standards in the ELA curriculum to help solidify a well rounded and culturally inclusive education. Continue to focus on certificated and classified staff members providing  structured interventions and extended learning opportunitiesBased on educational partners feedback we would like to continue to do the following: include college and career readiness and accelerated learning strategies, provide additional information meetings for parents on college requirements and enrollment procedures. Continue to address highly qualified and fully credentialed teachers who are not effective in the classroom.  Utilize funds to provide additional custodial and maintenance support to school sites. Feedback was also given that also indicated that the mental health support that students received should be continued. The data on this goal was 43% of our parents would like to see continued and increase efforts to build relationships between school staff and families.	The Lynwood USD will continue to provide parent and family engagement workshops to all parents  Continue to provide affinity groups Expand affinity groups to include our Indigenous Native American population.  While they are 1% of the total population in Lynwood USD, they have voiced concerns of us needing to have more inclusive practices centered on inclusion.  The District is responding by ensuring that this affinity group is also represented on the district-wide stakeholder group.	The educational partners who were continuously involved and engaged in reviewing and developing the plan were representatives from Lynwood Teachers Association (LTA), Service Employees International Union Association (SEIU), California School Employee Association (CSEA), District English Learners Advisory Committee (DELAC), Parent Advisory Council (PAC), African American Parent Advisory Council (AAPAC), students, and school administrators (elementary, middle, high school). The input of the educational partners was used to determine the goals, actions and services being recommended for the 2022/2023 school year.The feedback provided by this survey informed the Lynwood Unified School District on the areas which are being implemented well, those that need improvement, and what is needed to continue to propel student success. 80% of our educational partners are satisfied or extremely satisfied with our highly qualified teachers. 61% are extremely satisfied with the Chromebooks and iPads provided at school and at home along with being offered WiFi connectivity. The areas in which LUSD needs to prioritize as a focus of academic improvement during the 2023/2024 school year are supporting struggling students at 72% and preparing students for college and career at 56%.	Educational partners indicated that a continued focus area would be on more teacher training. Quarterly data analysis and feedback with teachers/staff will be used to help make adjustments as needed throughout the year. We will continue with the implementation of the social justice standards in the ELA curriculum to help solidify a well rounded and culturally inclusive education.  Certificated and classified staff members will provide structured interventions and extended learning opportunities to improve student outcomes.Educational partners stated that steps needed to be taken to build on our students' multilingual assets and biliteracy to strengthen our Dual Immersion programs in grades k-12. Efforts will be made to recruit EO students for the Dual Immersion program and inform parents and staff on the criteria for the Seal of Biliteracy. The feedback showed that parents continue to be satisfied with Reclassification ceremonies, Parent Training Opportunities, Data Chats for LTEL and Language Learning Kits included parent involvement. Suggested actions to address these needs included ongoing professional development for teachers specifically geared towards meeting the needs of English learners, tutoring, and focus planned after school intervention.	Increase funding for school sites to participate in progress monitoring for Foster Youth, Unhoused, EL, and Low Income students.Additional funding was added to address the continued monitoring of the quality of instruction and fully implement lesson design in ELD.Increase individualized instructional support for EL, Foster Youth, and Low Income students.Continue funding to ensure programs and services that promote equity, student safety, and cultural awareness.Increase funding to provide additional personnel to support Social Emotional Learning, counseling, and guidance services.Provide enrichment opportunities that offer access to STEAM activities, visual and performing arts, career exploration, and preparation for college andBuild upon extended learning opportunities for parents to further enhance their engagement and include pathways to increase knowledge of effective strategies for college and career readiness.	Educational partners expressed appreciation for all of the efforts that have been made to engage parents and keep them involved. Feedback indicated that parents wanted to continue with Parent University, Coffee Chat Series, and Affinity Groups. Our educational partners would like to continue to increase outreach efforts to enrolled families by digital and print materials and in-person and virtual events at individual school sites as well as district-wide. Our local data suggest that parents want to continue to expand on partnerships that support students and families.	Our educational partners and our local data suggest that the focus areas for improvement are Preparing student for graduation- 756 at 50% Preparing student for college/career- 846 at 56% Supporting student academic proficiency- 804 at 53% Supporting struggling students- 1,081 at 72% Improving school climate- 751 at 50% Providing health & wellness services- 741 at 49% Improving student attendance- 683 at 45% Improving parent engagement- 650 at 43% Improving campus cleanliness -848 at 56% Improving campus safety- 942 at 63% This data suggest that parents want more decision making and progress monitoring in the areas that will support an overall conducive learning environment where parents are partners.	The Lynwood Unified School District will improve engagement of underrepresented families by:expanding affinity groups, providing data on decisions that were made by our stakeholder group, provide progress on goals on decisions made by the stakeholder group, and increase digital, virtual, and in person opportunities to allow more parent voice for those not participating on the district-wide stakeholder group.  For example, the Cabinet began school rotations to explain the budget and allocations of resources and services.  The Lynwood Unified School District will expand these efforts by implementing key data on benchmarks, resources and allocations, and progress monitoring on all outcomes.	5	4	5	5	5	4	5	4	5	5	5	5	Met		23JUN2023	2023
19647900000000	Monrovia Unified	3	Schools continue to build and maintain successful partnerships with families, implementing strategies to engage with families in ways that have a lasting impact on student learning and achievement.  Responses to a survey sent to all families in the spring of 2023 indicated that 80% felt “satisfied” or “very satisfied” with the opportunities provided by MUSD to participate in their child’s education.  Factor Parent Engagement Academies have been provided at all elementary, middle, and high schools, and attendance in these workshops has been strong.	We continue to focus on building partnerships with families that have been traditionally underserved and under-represented at school-family events. We are finding ways to provide more opportunities for non-English speaking families to participate at events that are scheduled at times that are convenient for working families.	We are partnering with Factor Parent Engagement to increase access and opportunities for underrepresented families to engage with schools.  Workshops will be provided virtually, at convenient times in the evening, and in both English and Spanish. We are building upon our systems of communication to improve families’ access to teachers, schools, and information.	We continue to provide information and resources to families to support student learning at home.  These are accessible through family workshops, teacher communication, and online platforms.	We continue to focus on improving strategies that teachers and principals use to build and maintain partnerships with families.  We have increased parent participation on our District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC).  All elementary, middle and high schools have refined processes to increase participation on their School Site Councils (SSC) and English Learner Advisory Committees (ELAC).	Based on feedback from educational partners, we are increasing participation of underrepresented families on site and district advisory committees (e.g., SSC, ELAC, DAC, DELAC).  To improve student outcomes, schools will continue to focus on: 1) Building trusting relationships with all families, with an emphasis on underrepresented families; 2) Communicating essential learning goals for their child; 3) Providing clear and accurate information about their child’s strengths and areas of concern in relation to the learning goals; and 4) Providing specific strategies that families can implement with their child at home that will have a direct impact on their progress towards mastering the essential learning goals.	Family members continue to play meaningful roles on our advisory groups, and they provide significant input to guide decision-making.  Family members continue to work closely with teachers, principals, and district administrators to plan, design, implement, and evaluate family engagement activities.  Participation of parents at advisory committees (e.g., SSC, ELAC, DAC, DELAC) has increased.	We will continue to focus on improving strategies to engage families from underrepresented groups and to elicit their input to guide decision making.  We will also focus on developing the capacity of teachers, principals, and staff, to recruit families from underrepresented populations to serve on advisory groups.	We will improve communication with families and increase opportunities for underrepresented families to participate in advisory groups.  We will implement strategies to build trusting relationships with families that have traditionally been less engaged with schools.  We will provide professional development for teachers, principals, and staff to strengthen their capacity to engage underrepresented families.	5	5	4	5	4	4	4	5	4	5	4	4	Met		28JUN2023	2023
19648080000000	Montebello Unified	3	Several parent groups are in place throughout the District and at school sites, creating an environment of planning and discussion through a collaborative process. Advisory groups which include parents and school and District administration and staff are in place and have sustained active engagement and parent participation. Parents are included in decision-making and have a voice through committees such as DELAC, PTA, and SSC meetings. Parents are encouraged to attend and become members of these groups and are able to access information through school and District website, PowerSchool, parent handbooks, school marquees, and Bulletins. Parent and student input is solicited through surveys and focus groups. District- and site-level education events are provided. Social-emotional learning resources are provided through the Panorama system and District counselors.	While a majority of parent groups have a significant number of participants, many parents report that they are unable to participate due to other commitments or time constraints. To address this, the LEA has published meeting or parent education session recordings on the district website. These have not had a significant number of downloads, however. An area for growth will be to continue work to identify meeting topics or education sessions that are of interest to parents and promote the ability to participate live or view recordings.	An area of growth for the District is increasing the number of responses to the yearly LCAP survey, especially increasing participation from parents of underrepresented families. Staff will specifically focus on outreach to under-represented families including home visits for students and families that disengage from school. Staff will support families of English Learners to support their understanding of the supports in place for their students and the reclassification process.	Montebello Unified School District provides families with the opportunity to meet with teachers, school site administration, and District staff to discuss student progress and any areas of need or concern.  Meetings with parents are scheduled as needed and throughout the year including during Back to School Night, Parent Conference Week (held twice a year), and Open House.  School sites are staffed with counselors who discuss student’s academic, social, and emotional needs.  MUSD has a Parent Handbook available to all parents.  The Handbook is updated annually and contains pertinent information on schools and the District.	Conversations with educational partners have led to an understanding that many parents, especially parents whose first language is not English, can feel uncomfortable attending parent meetings or participating in other large group meetings or committees. These parents are much more likely to feel comfortable on school campuses or in virtual meetings if they are personally invited by another parent or school employee.	District staff will continue to build personal relationships with parents to create safe spaces for parents to participate in school programs. Educational partners have requested flexibility in meeting formats and accessibility of the LCAP survey. In 2023-24, the District will work to provide engagement events in both in-person and digital formats. The LCAP survey was shortened in 2022-23 to make it more accessible to parents and the District will look to further shorten it for 2023-24.	Several parent groups are in place throughout the District and at school sites which create an environment of planning and discussion through a collaborative process. Advisory groups which include parents and school and District administration and staff are in place and have sustained active engagement and parent participation throughout the years. Parents are included in the decision-making process and have a voice through committees such as DELAC, PTA, and SSC meetings. All educational partners provide input through the yearly LCAP survey and focus groups with all partner groups. The number of LCAP survey responses has increased and educational partners report that it is a helpful mechanism for providing and receiving feedback.	While many parent groups and committees are in place across the District, some members report that these meetings are too frequently information-only, and not a collaborative process. To address this concern, District staff will collaborate more frequently with families to design these meetings and identify outcomes.	While many parent groups and committees are in place across the District, some members report that these meetings are too frequently information-only, and not a collaborative process. To address this concern, District staff will collaborate more frequently with families to design these meetings and identify outcomes. Educational partners have requested flexibility in meeting formats and accessibility of the LCAP survey. In 2023-24, the District will work to provide engagement events in both in-person and digital formats. The LCAP survey was shortened in 2022-23 to make it more accessible which will continue.	4	4	3	4	4	5	5	4	4	4	4	3	Met		28JUN2023	2023
19648160000000	Mountain View Elementary	3	Based on survey data results and educational partner input, Parental Involvement and Family Engagement are a strength in our District. When asked about family and community partnerships, 93% of parents positively rated community resources provided by the district. As we move past pandemic restrictions, we find many families found virtual meetings as a way to engage in school meetings. We have clustered schools together by feeder patterns in order to help families build relationships amongst neighboring schools. Families have been able to participate in our Consolidated Parent Advisory meetings (CPAC) through a hybrid format, either virtual and/or in-person. All meetings offered simultaneous translation either in-person or virtually in Mandarin, Vietnamese, and Spanish allowing for greater participation and more efficient delivery of information.  Our Family Center now houses a dental clinic and a Parent Engagement Institute to better serve the needs of the community in dental services and technology access.	Current data reflects many families have not accessed available programs and resources. Survey data results and educational partner input show families have difficulty accessing parent portals and emails. Outreach efforts have been coordinated so Community Liaisons and other staff reach out to families to help them access and register for programs. Technology classes for families continue to work with parents and will begin to develop classes on optimizing the use of a smartphone to access applications and email. We are researching other parent portals that optimize two-way communication, such as 6Crickets.	Through expanding our community partnerships with local agencies and charities we are working towards providing a Food Locker, a Clothing Closet, and mobile health units to provide extended services to our families. Community Liaisons and other staff will be engaging in professional development to train other staff on identifying and optimizing outreach efforts to underrepresented populations.	Based on survey data results and educational partner input, a strength is this area continues to be our Parent Academy Leaders who are trained to provide workshops to families and community members on topics such as Maslow's Hierarchy of Needs, How to Access US Education, Supporting Your Child in Core Subjects, and Goal setting and Road to College.	Areas of improvement are to expand on content-specific workshops and increase community literacy programs. Parent programs around building conceptual math understandings have been scheduled in a hybrid format for the Fall. A community library program will begin at the Family Center in the summer of 2023 and will continue throughout the year.	During our self-reflection process, we have determined that in order to better engage underrepresented working families who may not be able to participate due to work schedules we will need to develop alternative ways to present these workshops such as using a hybrid model or provide on-demand summary videos of the topics presented in-person.	All parent advisory and decision-making committees continue to fully function through a hybrid format or in person. Translation services were provided at all district meetings and workshops for Vietnamese, Mandarin, and Spanish-speaking parents. Families gave input through surveys, in focus groups, and in large groups.	Despite the use of multilingual physical fliers, phone messages, and emails to families to seek their input on important educational matters, the number of the general population of families providing input remains low.  We will continue to secure translation services and increase personalized outreach.  Additionally, we are considering specialized parent portals for our underrepresented parent groups.	In order to improve engagement of underrepresented parent groups in relationship to seeking input for decision-making we are exploring specialized services such as creating a multi-lingual Public Service Announcement (PSA) campaign and a Community outreach group that reaches out to individual families to register for resources and documents their input.	5	4	3	5	5	4	5	4	5	5	5	4	Met		27JUN2023	2023
19648320000000	Newhall	3	This area of relationship building between school staff and families was found to be a level 4 or 5 (full implementation or full implementation and sustainability). Working collaboratively with our parents and guardians is a priority for the District. Newhall School District has an active parent community and participation is strong at all ten school sites. Site administrators collaborate around best practices to support parent engagement.  Both sites and the district offer a wide range of opportunities for parents to engage with school staff and one another. Specific events are held at school sites on a variety of both academic and social topics.    District-sponsored events support families in understanding the demands of the state standards and the importance of partnership between families and schools in supporting student achievement. For example, we have two early literacy workshops held during the year, which provides families with tools to practice early reading skills at home. We also held several Family Science Nights and other workshops focused on academics and behavior. Additionally, our ‘Welcome to NSD’ workshops were held to support parents new to the district with the use of our educational technology programs and our district’s communication system.    We were able to continue our partnership with the College of the Canyons, which provided English as a Second Language college classes this year for parents. In communicating student outcomes, goal setting and conferences are held twice a year, and sites hold other parent workshops and communication sessions as appropriate. Our Superintendent meets regularly with parents during Superintendent Chats, and meetings with site level PTA/PTO and SSC Chairs to share about district policies, events, and issues. These meetings are also a forum in which parents rare encouraged to share concerns and feedback with the Superintendent and Executive Cabinet. Parent advisory groups are in place including the Special Education Advisory Council (SEAC) and the LCAP Advisory Council, which demonstrated strong advocacy for the LCAP decision-making process.	An area of continued focus will be partnering with our families of chronically absent students. Chronic absenteeism is at an all-time high across the nation. We continue to explore ways to partner with families to remove any perceived barriers to regular attendance.  These strategies include site-wide student incentives for good attendance, communication sent to families when attendance becomes a concern, attendance conferences, and home visits.  Our district attendance team is formalizing processes to partner with families so that we are consistently using research-based, best practices to support families across the district.	We strive to build strong partnerships with all families. In doing so, we will continue to make a concerted effort to reach our underrepresented families.  Strategies include; providing a community liaison at each school site to serve as a point person for our English learner families, sending personalized communications for parent workshops that may be beneficial for our underrepresented families, providing bussing to some parent events, and sending home both paper and electronic communications.	Collectively, we work to ensure that all school staff are welcoming and engage with families in trusting and respectful ways. The focus of all communication is a 2-way dialogue between families and the school district and school sites and care is taken to translate communication and events so that parents can participate. Annually, a school effectiveness survey is sent to all families. During the 2022-23 school year, 95% of the respondents indicated that, “My child’s school encourages me to participate in school activities.” Site personnel seek to understand and support families, and each site has a community outreach staff position, which serves as the first point of contact for any need. Opportunities for communication include district and site messages through our communication system, individual parent conferences, and meetings with PTA/PTO, Foundations, and Advisory Councils. At the district level, the Superintendent conducts regular meetings with parent groups. A district magazine, School News, goes home quarterly. The SEAC and the LCAP Advisory Council also provide additional opportunities for the district to partner with parents.	An area of focus for the upcoming school year is to increase professional learning opportunities for staff to improve outreach and support to families. Administrators will receive ongoing training throughout the 23-24 school year in partnering with families to improve student attendance. Administrators will share resources and best practices which will then be taken back to their school to train site personnel.	Strategies to improve engagement for our underrepresented families  include; providing a community liaison at each school site to serve as a point person for our English learner families, sending personalized communications for parent workshops that may be beneficial for our underrepresented families, providing bussing to some parent events, and sending home both paper and electronic communications.  We will also work with our staff to create meaningful and engaging opportunities for families to partner with schools to improve student outcomes.	All school sites effectively engage families with decision making through advisory councils such as the ELAC and School Site Councils. These groups receive the support necessary to understand their role as advisory bodies and give input, review school site plans, budgets, and site goals. Parents participate in the development of the LCAP, review outcomes and provide feedback on the goals and actions that are in place. They share their ideas for future actions and these guide the district’s actions for the new LCAP year.	While parents have been involved, we believe that we can do more as a district to engage our underrepresented families. This will be a next step action for the district as we explore ways to increase attendance and council membership for underrepresented families.	Some strategies that we will use will be to hold hybrid meetings so that parents can choose to attend in-person or virtually.  We will also use district staff to send personalized communications to parents who have been historically less likely to attend.  We will also share information and seek input at family events that parents are more likely to attend like conferences and celebratory school events.	5	4	4	5	4	5	5	4	4	4	4	5	Met		27JUN2023	2023
19648400000000	Norwalk-La Mirada Unified	3	NLMUSD parents are being provided with training in leadership at school sites and district parent center, and shared decision making in order to increase the partnership between the district and parents in providing students with high quality educational opportunities and increased student outcomes. Opportunities for parents to be included in the input process for decision making includes our LCAP Action Team, Superintendent's Cabinet, PAC, DELAC, ELAC, SSC and our PTA boards.	Norwalk-La Mirada Unified School District has continuously found ways to strengthen parent engagement by building relationships between school staff and families. Our teachers, administrators, wellness coordinators, counselors and Elementary Student Support Specialists (ESSSs) continued to develop and implement student and family outreach, monitor, and support students on a regular basis throughout the 2022-23 school year. Our LCAP Goal 4- Parent and Community Engagement ensures that we provide a welcoming school environment for families to increase parent and family engagement and involvement in decision making at their schools. Our spring 2022 Panorama CORE Family Survey + NLMUSD LCAP reflects that 91% of our families responded in a favorable way in the area of Sense of Belonging.	NLMUSD have provides multiple forms of communication to parents about their children's progress and the activities in the district in our parent’s preferred languages of communication (English, Spanish, and Korean). Parents have ongoing opportunity to learn about school programs that the district provides to give every student access to success in college and career.	NLMUSD in collaboration with local colleges, universities, and career training providers will provide College Expo and Career Fair as a service. Our students benefit from learning about College and Career opportunities available to them within the greater Norwalk-La Mirada area, to help with their personal/educational goals and future careers. This will provide an increased opportunity, awareness, and enrollment in post secondary education.	NLMUSD parents and interested community members will be provided with training in leadership at school sites and district parent center, and shared decision making in order to increase the partnership between the district and parents in providing students with high quality educational opportunities and increased student outcomes.	Parents of English Learners and Low Income students will be provided enhanced communications found to be effective in the recruitment of English Learners and Low Income students.This service will build student empowerment, learning, and community capacity by enhancing effective communications throughout our school communities. The enhanced communication will include: • brochures, transition guides, banners near NLMUSD school sites, and flyers • school pamphlets that promote specialized school site programs and pathways that will inform parent and student academic program decisions • and flyers for district events including the Future Ready Expo	NLMUSD has consulted with educational partners in meaningful ways through in person, zoom meetings, focus groups, and surveys to gather information about the hopes and dreams for our students. There were common threads throughout the input collected and conversations regarding successes and challenges related to the current school year as well as what improvements need to be made for the following year between the different educational partners. Special attention was given in aligning the LCAP with stakeholder input, the Superintendent recommendations and Board of Education goals.	Parents, family and community stakeholders will become more fully engaged as partners in the education of students in the Norwalk La Mirada Unified School District, resulting in a culture of collaboration and communication that values the input and participation of our stakeholders. Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education. Each school site will develop and maintain positive parent, students, and community involvement and engagement to promote and support student success.	NLMUSD staff will provide parent education and involvement opportunities for parents of English Learners, Foster youth, and Low- Income students to remove barriers for learning, for all. Increasing and improving parent services to the parents of UDP will result in an improvement in the academic achievement for UDP.	4	4	4	5	4	4	5	5	5	4	4	5	Met		26JUN2023	2023
19648570000000	Palmdale Elementary	3	Strengths & Progress: PROMISE Strategic Goal #5 – “Engage diverse families and communities in powerful learning and collaboration.” Capturing Kids Hearts Parent Community Liaisons Interpreters / Messages translated Foster Youth Programs Homeless Support Parent Advisory Groups: AAPAC/AAAC, DELAC/ELAC, SPAC, GATE, Parent Ambassadors, DPAC Improved communication protocols with: ParentSquare, TV monitors at the school offices for information, Twitter, Facebook, Press, Multicultural Events Radio program on local radio station with guest speakers on a variety of educational topics Public Service Announcements Results from the California School Parent Survey: Home School Communication: 79.3% felt schools/district communicate well Feel welcome at school: 87.0% agree or strongly agree Parents feel respected: 94.0% agree or strongly agree	Focus Area for Improvement: Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children	Through the district listed strategies and actions, Palmdale School District will focus on improving the relationships with underrepresented families. The District has also made significant efforts in seeking to honor the contributions, languages, cultures, and needs of both families and staff.	Strengths & Progress: LCAP Goal #3 – “Family and Community Partnership.” Capturing Kids Hearts Parent Community Liaisons Student Engagement Advocates Parent/Teacher Conferences Infinite Campus Parent Portal LCAP Educational Partner Team, AAPAC/AAAC, DELAC/ELAC, SPAC, GATE, Parent Center Classes, Mini-CABE, Latino Family Literacy, Parent Institute for Quality Education (PIQE), Project2Inspire, English as a Second Language Parent Academy Parents were part of the extracurricular events and multicultural programs at the school sites including the DELAC celebration, the African American Unity in the Community Meetings, and the African American Gala Night. PSD Continues to operate the central office parent center called the PSD Parent Center for Partnership PSD increased school/community partnership with different organizations and agencies including: Code Read Program, First Five, Walmart, Stater Bros, Antelope Valley College, the High School District Department of Defense STARBASE Edwards AFT-Science development targeting low-income and low performing students Healthy Schools Community of Practice mental health grant from Kaiser Permanente targeting families of students with mental health issues Results from the Title I / LCAP Parent & Guardian Feedback Survey: Provides information on how to help their student: 74% agree or strongly agree Provides information on school activities: 86.9% agree or strongly agree	Focus Area for Improvement: Providing families, including those who are underrepresented, with information and resources to support student learning in the home	More cultural education opportunities for staff would be helpful so that they can connect better with families. Provide trainings for parents and have it available on video for parents that can't attend.  Post information or offer resources for parents during school events to spread the word about the ways parents can become more involved.	Strengths & Progress: LCAP Educational Partnership Meetings Breakfast with the Superintendent DELAC/ELAC AAPAC/AAAC SPAC SSC PAC GATE PD Surveys Results from the California School Parent Survey: Parent Participation & Engagement: 89% Felt the district/school encourages active participation 72% felt the district/school actively seeks input before decision making	Focus Area for Improvement: Providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups, in the school community.	Strategically seeking our partners within the underrepresented groups, as well as ensuring when families are represented in the committees that they are seeing how things change when they do give input.	4	4	4	4	4	4	4	4	4	3	3	4	Met		20JUN2023	2023
19648570112714	Antelope Valley Learning Academy	3	AVLA prioritizes establishing, maintaining and growing connections with their educational partners. Throughout the year AVLA conducts Parent Advisory Committee, English Learner Advisory Committee and Parent Teacher Conferences. The AVLA staff also utilizes their Data + Design system, L4L Connect and/or RingCentral to communicate weekly updates and progress to parents and students. The families appreciate the open communication and weekly updates. They feel a sense of connection and inclusion with the school given these multiple avenues for communication. A parent shared recently that her daughter has “a good relationship with the staff at AVLA.” Also during the year AVLA holds a Back to School night, routinely invites community members into the site, and holds numerous student celebrations.	AVLA is always striving to improve relationships between the school staff and families. We are proud that a parent said they would recommend our school “110%.” Still, AVLA is focusing on making the parent-teacher conferences more robust and to gain meaningful feedback to support in the continual cycle of improvement. One thought a parent had was to establish a “parent corner during school events for parents to become a community and support each other.” Parents are being encouraged to attend their students' weekly, one-on-one appointments. AVLA would also like to see the attendance at PAC and ELAC meetings increase. Finally, AVLA is exploring more ways to get parents onsite to engage with the school staff and community partners.	AVLA has identified EL, African-American, and Homeless youth as underrepresented in educational partner engagement. To increase these subgroups' inclusion, AVLA is looking to be open on weekends, along with holding important meetings at various times throughout the week. AVLA will also continue their advocacy groups and include bilingual staff members during school activities. Finally, AVLA is starting a leadership counsel to address this issue.	AVLA’s educational model is predicated on building relationships with students in order to enhance their education and improve their opportunities. Partnerships are a necessity to continue our growth in enhancing student outcomes, and students and their families have expressed gratification with the numerous educational opportunities and social opportunities AVLA provides. These opportunities partner the AVLA with community members and/or with current AVLA staff members. Students have the option to enroll in SGI classes, CTE classes, participate in tutoring, join a student group, take college classes and participate in experiential learning. Students can also travel through the numerous Pathways trips offered throughout the year, and participate in sports clinics. A parent noted in a recent PAC meeting that she “really likes the options we offer at our school, especially the classes, dual enrollment and Graphic Design (CTE).”	AVLA consistently looks to improve student outcomes by building quality partnerships with reputable community members. A parent is quoted as saying, “learn the impact we as a staff have when we have conversations with students. Celebrate the small victories and they will bring bigger success.” AVLA is in the process of becoming TREC certified and participating in an SEL taskforce. These initiatives will help AVLA staff be more attune to student needs. AVLA is also working towards improving students' consistent attendance on site. Students have expressed that they would like to see more diverse field trips offered.	Foster, homeless, SPED and EL families have been identified as being underrepresented during AVLA events and during partnering opportunities. To increase participation, AVLA wants to further utilize and expand the scope of the Community Liaison, CARE team and current Advocacy groups. More partners coupled with a concerted effort to increase participation should enhance engagement, leading to increased student outcomes. AVLA also wants to empower its counselors and social workers to find professional development opportunities that address this need.	AVLA utilizes a variety of tools to solicit input and feedback from educational partners. Daily AVLA staff utilizes Data + Design, RingCentral and/or L4L Connect to communicate and update families and students on educational progress. These same systems are used to inform the families of upcoming Parent Teacher Conferences, IEPs, PAC and ELAC meetings, award ceremonies, surveys and other events taking place on campus or in the community. It’s during these events that input is requested from educational partners to support the cycle of continual improvement. From the Annual Survey, 99% of parents surveyed responded positively that the school has clear and effective communication between the school and home.	It has been determined that AVLA can better improve on getting feedback from staff members, and parents during meetings and/or events. A parent recently asked if we could “increase opportunities for students to come together to hear student needs.” AVLA also wants to increase parental involvement in their students' education and grow the response numbers for the annual survey.	The feedback AVLA received during their staff and student conversations, parent meetings, advisory meetings, and through the annual survey are invaluable in directing their efforts to increase engagement of underrepresented families. AVLA is looking to be open on weekends, along with holding important meetings at various times throughout the week so access to teachers and the school's resources are more available. AVLA will continue to partner with community members to increase its offerings of support, along with hiring quality staff to support in our efforts to engage with our students' families.	5	5	4	5	5	5	5	5	5	5	5	5	Met		09JUN2023	2023
19648570125377	Palmdale Aerospace Academy	3	TPAA has provided many opportunities to engage positively with parents. Two-way communication is encouraged and valued. We have transitioned to use of Parent Square for verbal and written communication, and parents have access to teachers via email and phone. We established a district wide-position for a Family Outreach and Engagement Specialist to coordinate events and support school wide efforts to increase family participation.  Additionally, the academy has provided opportunities for parents to share in leadership opportunities through School Site Council, DELAC, collaboration with our PTSO, support with founding of Robotics 5012 chapter, involvement in library set up, and volunteer opportunities.   Great emphasis has been placed on re-establishing activities that were part of school culture pre-pandemic including open house, back to school night, school festivals, parent volunteer celebrations, awards events, Black History showcase, ELL Reclassification Celebration, participation in local Xmas parade, supporting with teacher and staff celebration events, field trip volunteering, etc.	TPAA has begun the process of collaborative planning and evaluation of programs and activities. This includes training teams, such as DELAC and School Site Council on their responsibility for the evaluation process. Re-establishing opportunities for parent participation on campus post pandemic is also an area of focus.	TPAA worked directly with and sought input from the parents/guardians of our students. We had established School Site Council Meetings, Coffee with the Principal events, DELAC. The coordination of a district-wide calendar for parent events and increased communication from the district through various mediums,  in English and Spanish will continue to be an area of focus to increase building relationships between staff and families.	TPAA has implemented many pre-pandemic activities and traditions that increase partnerships between staff and families and initiated new ones. Two critical components of the increased partnership since the lifting of pandemic restrictions have been the leadership of a dedicated bilingual, district-wide Family Outreach and Engagement Specialist and the increased communication between the district and school sites with our families through our new communication platform, ParentSquare.  We've also been able to increase participation through events such as Back to School Night, Open House, DELAC, School Site Council, Teas with the Principal, Coffee with the Principal, Reclassification Ceremony, Athletic Banquet, and parent workshops (mental health, VIDA, CABE). New engagement opportunities have been established through development of our after school program, Superintendent's Newsletter, District Celebration Newsletter, participation in the city's Holiday Parade, increased collaboration with our PTSO, founding of a Robotics Booster Club, an African American Advisory Committee, a Black History Showcase, the collaboration to open the Elementary School Library, transferring to PowerSchool for our SIS, and the development of a Wellness Center.	A major area of focus is to ensure staff, students, and families are educated and supported to implement the new SIS system and Parent Square / Student Square for continuous and transparent communication between educational partners.  We will monitor the analytics to determine which partners need support with accessing the system so that they can be stronger partners in the endeavor of student achievement.  Also, now that we have increased communication options, it will be important to coordinate the scheduling and communication of events as a district.	Our Family Outreach and Engagement Specialist is expanding her reach to our families district-wide in both English and Spanish.  The district and sites will continue to communicate through ParentSquare.  And leadership will continue the collaboration with key groups including African American Parent Advisory Committee, PTSO, the Booster Club, DELAC, and School Site Council.	We survey educational partners to develop our LCAP goals. We also have an established School Site Council and DELAC that provide input, review, and provide guidance for our LCAP. Recently, we established a Curriculum Reconsideration Committee that includes a parent member to provide input should there be a concern about school materials. Next steps include adding parent members to the schoolwide PBIS committee.	The Academy has provided opportunities for parents and staff to share leadership responsibilities.  TPAA collaborates with educational partners to plan and evaluate programs and activities through training teams such as the District English Language Advisory Committee (DELAC) and the School Site Council (SSC) on their responsibility for evaluating programs and strategies that have been implemented.  To increase collaboration we continually communicate opportunities to participate, provide a welcoming environment with translators to support our non-English speaking partners, and take time to train our partners to use tools to plan and evaluate our outcomes.	We continue to ensure that our parents receive information in both Spanish and English when we promote events or provide surveys so that all our parents have an opportunity to contribute feedback for decision making.  Information is gathered through in person meetings, virtually, and via survey forms.  Meetings are scheduled at various times of day to ensure that parents can participate, regardless of their work schedules or other responsibilities.	4	4	3	4	3	4	3	4	4	4	4	3	Met		12JUN2023	2023
19648570140889	Palmdale Academy Charter	3																						Not Met For Two or More Years			2023
19648650000000	Palos Verdes Peninsula Unified	3	PVPUSD works hard to build relationships between staff and families by creating a welcoming and positive environment for all families. The district and the schools offer a variety of opportunities for parent engagement, involvement, and feedback. Schools have active parent participation and parent committees throughout the school year and even during the summer.  All parents/guardians are welcome to attend any school meeting or activity, and PVPUSD welcomes and encourages parent involvement throughout the year. Various activities include but are not limited to parent education nights, open houses, back to school night, parent-teacher-student conferences, PTA-sponsored events, superintendent roundtables, music performances, and more. District and school site communication ensures parents are well informed, have opportunities for involvement, and are connected to their school. Regular and timely communication with families and staff continues to build strong relationships within our school community. Local Data indicates the following: Based on local data of parents: 69% of parents felt that the district worked hard to cultivate a supportive environment (a 9% increase from the previous year)   67% of parents felt that the district offers a variety of programs for parents to be engaged in with the school, community,  65% of parents felt connected to their student's schools  Local Data of Certificated Staff 77% feel welcome and connect to school sites and within the district 77% feel their work location has a positive environment  74% feel that PVPUSD offers a variety of programs for parents/guardians to be engaged in the school community.	PVPUSD is committed to consistently improving relationships between school staff and families.  In talking with educational partners, feedback included that PVPUSD should continue to include Zoom options and recorded parent education nights to view later, as not all parents can attend in person. Another way to improve relationships involves ensuring messaging gets to all families, which includes that communication goes out in the families' home language.	The District will improve engagement with underrepresented families in relation to building relationships between school staff and families by: Improving our 2-way communication by using language that is understandable and accessible to families Clearly communicating in multiple ways (e-mail, hard copies, phone calls) what supports are available and what opportunities are available at the site and district level.	Educational partners stated numerous examples of how the District was building partnerships for student outcomes. This included having various committees to learn about ways to work together to improve student outcomes. Some committees are the superintendent roundtables, DELAC, LCAP, GATE advisory, and PTA meetings. As well, educational partners agree that communication is better than ever, as parents can email teachers or administrators at any time to discuss building partnerships for student outcomes. Principals have many ways of communicating with families and providing information, such as their newsletters, parent nights, and PTA meetings.	An area of improvement for the District is providing families with information and resources to support student learning and development in the home and beyond the school day.  While the District has offered information nights to support learning and development beyond the school day, these events are not always well attended. The District does ensure to video parent education and post them to the website, whenever possible, with hopes that more families will view the meetings later. In addition, to improve student outcomes, the District wants to ensure families know about all the resources that are available to them.	To improve the engagement of underrepresented families, the District will continue to communicate through multiple measures. This includes updating the websites, sending district communications, sending site letters, and sharing information with the PTA, ELAC, DELAC, SSC, and other committees.	The district works hard to seek input for decision-making making and this has been seen by the various committees, which include Budget Advisory Committee, Facilities Advisory Committee, Local Control Accountability Plan Committee (LCAP), Citizens' Oversight Committee for Measure M (COC), District English Learner Advisory Committee (DELAC), Nutrition and Wellness, Technology Advisory Committee, Sustainability Committee, Medical Professionals Meetings, Elementary Parent Committee Meetings, Intermediate Parent Committee Meetings, High School Parent Committee Meetings, Staff Meetings, Special Education Parent Advisory Committee, Elementary Music Committee, Curriculum Committee, High School Student Roundtable, and Intermediate Student Roundtable. The committees are comprised of teachers, parents, staff, administrators, and board members. Committee notes are posted on the website for all to view, and these committees are open to anyone interested in applying.	A focus for improvement will be building the capacity of and supporting principals and staff to engage families in advisory groups and with decision-making effectively. This will be accomplished through a leadership summit over the summer and ongoing principal meetings throughout the year.	The district will improve the engagement of underrepresented families by identifying who is providing input. If underrepresented families are not included, the district will work to seek their feedback to ensure their voice is heard.	4	4	3	5	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
19648730000000	Paramount Unified	3	In the area of “Building Relationships”, engaging in two-way communication between families and educators using language that is understandable and accessible to families was identified as a strength. Two-way communication includes phone calls via a district wide system, written materials, conferences and meetings. PUSD has made progress in two-way communication by using headsets for in-the-moment translation at meetings and presentations. This allows parent participants and presenters to interact during the presentation without the delay of listening to messages twice before responding. Such practices encourage parents to participate and validate their participation.	PUSD continues to focus on developing and building relationships between school staff and families. In the PUSD LCAP, Goal 4 - Develop Parent and Community Partnerships was developed with this purpose in mind.  Action 3 (Home School Communication)  supports two-way communication between school and home to increase parent/school communication including student progress, goals, and expectations.	PUSD is in the process of providing Cultural Proficiency training to all staff - classified and certificated. Building positive relationships with the families of underrepresented students is a component of this training. One focus of the Cultural Proficiency training is to develop and maintain a culture that appreciates diversity and celebrates cultural differences.	Implementing policies and programs for the teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes is a strength for PUSD. Annual parent conferences provide opportunities for parents and teachers to work together to support student outcomes. School sites at the secondary level are staffed with counselors and social workers who discuss student's academic, social, and emotional needs.  Parents are presented with student assessment data throughout the school year. PUSD recognizes the importance of ongoing communication with families and understands that time constraints can prevent parents and teachers from meeting throughout the year. As a result, the district provides Schoology, an online platform, for parents and school staff to communicate. Schoology also provides a platform where parents can access student achievement data.  In addition to the meetings and platforms to share student data, each school holds parent meetings and workshops that support parents as partners in education. Workshop topics include AVID, literacy, math, progress reports, A-G requirements, and the college application process, among others. Topics are determined based on parent interest.	PUSD continues to focus on building partnerships for student outcomes. In the PUSD LCAP, Goal 4 - Develop Parent and Community Partnerships was developed with this purpose in mind. Actions are written to increase communication and relationships between schools and families. Action 3 supports this purpose through parent workshops on topics that support student success. Some of the topics include - attendance, school readiness, technology literacy, requirements for graduation, and wellness and social-emotional supports.	PUSD continues to strive to improve engagement of underrepresented families. LCAP Goal 4, Action 3 is designed to create the conditions for a strong parent-school partnership that supports student learning. This action will provide parent liaisons to coordinate parent education, provide outreach, and support home/school connection. The new position of Director of Equity, Diversity, and Support Systems work to improve engagement of underrepresented families through various community events.	In the area of “Seeking Input for Decision Making,” building capacity and support for family members to effectively engage in advisory decision-making was identified as a strength. Training for members of School Site Council, English Language Advisory Committee, District English Language Advisory Committee, and Parent Teacher Association is offered at each school. Annually, the district provides professional development for key school site staff on requirements for School Site Council, English Language Advisory Committee, and District English Language Advisory Committee. The LCAP Committee and Parent Advisory Committee receive information on how the LCAP is used for services that address the eight state priorities.	PUSD values input for decision-making. In addition to the district input sessions, each site conducts input meetings. The presentation and talking points are provided to each site to ensure the same information is shared across the district. Families are familiar with their school site and are more likely to attend sessions and provide input in this comfortable environment.	PUSD and site staff strive to improve engagement of underrepresented families during the decision-making process. Site staff identify student groups that demonstrate areas of need compared to all students. The families of these identified groups are invited to participate in input sessions with the goal to improve the identified areas of need.	5	5	4	5	5	5	5	4	4	4	4	4	Met		27JUN2023	2023
19648810000000	Pasadena Unified	3	Based on the analysis of educational partner input and local data, including input from surveys, the strategic planning Engagement Design team, and the parent leaders and community partners group, Pasadena has demonstrated notable strengths in supporting positive relationships between school staff and families, including:  • Welcoming and inclusive environments: According to the LCAP 2021-22 survey, 82% of parents agreed that their school communicates the importance of respecting different cultural beliefs and practices. Parents (83%) also agreed that their children liked attending school, that students from different cultural backgrounds become friends (90%), and that students respect differences (70%). The 2021-2022 CA Healthy Kids Survey also revealed that 82% of staff perceived their school as a supportive and inviting place to work. This data demonstrates that Pasadena’s focus on building relationships has fostered an inclusive social climate where students, families, and staff form meaningful connections.  • Multiple Modes of Communication: Pasadena recognizes the importance of using various communication channels to reach families. From newsletters and parent-teacher meetings to regular communications from school sites via text/phone/email, Pasadena ensures that families receive timely updates and relevant information. This multi-faceted approach accommodates diverse communication preferences, facilitating stronger relationships between school staff and families. The LCAP 2021-22 parent survey revealed that 86% of parents and 80% of parents of English learners felt well-informed about events and activities through communication from the school. The 2021-2022 CA Healthy Kids Survey indicated that 85% of parents felt that their school promptly responded to their phone calls, messages, or emails.	Based on student and parent recommendations from surveys, Parent Cafés, Youth Ambassador surveys and expression boards, and 15 focus groups in Fall of 2022, Pasadena developed the following focus areas related to building relationships.   • Strengthen Cultural and Linguistic Inclusion. Co-create with students, parents/ caregivers, and staff, intentional practices that promote justice, diversity, equity, and inclusion using data to monitor implementation.   • Listen and Respond to Youth and Family Voices. Authentically listen to and involve youth and parents/ caregivers in their educational experience and respond to their needs. Build relationships based on two-way communication in the family and students’ language. Ensure effective school and district communication to build trusting relationships. Ensure that students feel valued, respected, and heard.  • Invest in District-Wide Restorative Practices. Practices that restore justice and equity and promote healing are essential to ensure that every student can reach their full potential. Developing trauma-informed skills, co-creating restorative practices, and investing in resources and community partnerships will increase the ability of PUSD staff and partners to serve students and parents/caregivers in a manner that honors the experiences of everyone.	As a result of the previously mentioned extensive outreach, Pasadena developed the following recommended actions as related to building relationships between school staff and families.   • Assess needs and allocate resources to support language access and inclusion of families and students in all communication materials and meetings.   • Develop and implement ways to celebrate the cultural diversity of our students and families and school communities and provide needed resources and support.   • Continue to develop, resource, and implement a professional development series to increase educator capacity to implement culturally responsive and linguistically sustaining practices.   • Host varied and ongoing activities that honor primary languages and cultures and draw engagement among PUSD’s diverse community.   • Explore and implement multiple other methods of feedback that work for youth to assess PUSD efforts with the goal of building trusting relationships based on two-way communication.  • Share results of youth/family feedback with PUSD community at-large or at respective schools and outline how improvement areas will be addressed and by when.  • Enhance and streamline district and school communications channels to improve access to important information such as events, calendars, and newsletters. Ensure communication and information is cohesive and elevates parent/caregiver and student engagement.   • Provide ongoing professional development on accessing and sharing resources with students and families.   • Provide services to address parent/caregiver, youth, and staff concerns and timely responses.  • Continue to develop, resource, and implement a school-wide trauma-informed learning environment that promotes healing in partnership with PUSD staff, students, and families/caregivers.  • Co-create healing and restorative spaces, programs, and services for students.   • Develop peer-to-peer restorative leadership structures to increase student capacity to facilitate this work with their peers.  • Incorporate safe messaging in communications to ensure everyone feels safe to access supportive services.	Based on the analysis of educational partner input and local data, Pasadena has demonstrated notable strengths in supporting building partnerships, in the area of information and resources. Pasadena seeks to ensure that families have access to a wealth of information and resources. By providing educational materials, problem-solving guides, and information about community services, Pasadena empowers families to actively participate in their child's education and well-being. This availability of information and resources promotes a sense of partnership between school staff and families. More than half of parents agreed that students receive the resources and support they need and that school staff effectively communicate with parents regarding their child’s progress (LCAP 21-22 Survey by Hanover). Additionally, 76% of parents feel that their school provides information about how to help their child with homework and 87% of parents agreed that the school encourages parents to be an active partner in educating their child. Pasadena has also actively collaborated with community partners to organize workshops for staff and families and provide resources including health and wellness services. By involving external organizations, Pasadena demonstrates a commitment to comprehensive support for families.	Based on student and parent recommendations from surveys, Parent Cafés, Youth Ambassador surveys and expression boards, and 15 focus groups in Fall of 2022, Pasadena developed the following focus area related to building partnerships for student outcomes.   Create Family-Centered Environments. Create a campus environment that feels safe and welcoming in collaboration with parents and community partners. Collaboration and partnerships will contribute to students’ social and emotional well-being, create a sense of school connectedness, and build families’ and the community’s capacity to engage and support students’ academic success. Harnessing existing resources by embedding resources and supports within the schools and community will empower students, PUSD staff, and parents/caregivers to be partners in ensuring every student thrives.	As a result of the previously mentioned extensive outreach, Pasadena developed the following recommended actions related to building partnerships for student outcomes.   • Establish a student success team at each campus composed of community partners, educators, students and staff.   • Conduct one-on-one outreach to students and parents/caregivers who have a high number of absences and provide the needed support for the student and family. • Connect students and families to the support services and systems needed.  • Develop monthly school and community events that provide opportunities to build relationships and campus pride.  • Continue to diversify academic and supportive services to meet the varying needs of students and families, including varied locations and times.   • Provide support and ongoing training for PUSD staff to ensure all spaces are physically and emotionally welcoming and safe.   • Continue to offer professional development opportunities for PUSD staff to build their capacity on strengthening relationships with students and parents/caretakers.   • Establish systems to support parents and caregivers in monitoring their student’s progress throughout the school year.	Based on the analysis of educational partner input and local data, Pasadena has demonstrated notable strengths in seeking input for decision-making, particularly in seeking input. Spring 2022 Panorama survey outcomes included agreement by 85% of respondents that school staff welcomes suggestions. Approximately half of parents agreed that parents are offered a say in decision-making at the school level (55%) and that parents are offered a say in decision-making at the district level (47%) (2021-22 LCAP survey). Further, 71% of parents agreed that the school actively seeks the input of parents before making important decisions (2021-22 CA Healthy Kids Survey) and 81% of teachers agreed that their school promotes personnel participation in decision-making that affects school practices and policies.	Based on student and parent recommendations from surveys, Parent Cafés, Youth Ambassador surveys and expression boards, and 15 focus groups in Fall of 2022, Pasadena developed the following focus area related to seeking input for decision-making.  Embed Engagement in Everything We Do. Everyone has a role to play when it comes to engagement, and everything we do should have a defined engagement strategy. Engagement is an intentional and systemic partnership of educators, families, and community members. Engagement will be founded on trusting relationships between educators and families and foster shared responsibility for students’ learning, developmental growth, and academic success.	As a result of the previously mentioned extensive outreach, Pasadena developed the following recommended actions related to building partnerships for student outcomes.  • Provide opportunities for robust parent/ caregiver engagement in school and district budget processes in languages that are accessible and modes that work for different families’ lifestyles to participate.   • Assess organizational capacity to embed engagement in all aspects of operations and locate resources, internal and external to PUSD, to support robust engagement and develop an implementation plan that includes ongoing training of staff.   • Provide access to PUSD surveys and other forms of data in a timely manner to parents/caregivers, students, and the community to evaluate how students and families are feeling.   • Communicate how PUSD is using the data from evaluation efforts (surveys, focus groups) to inform improvements.   • Develop school and district calendars that are made more accessible to parents/ caretakers and students and contain the information they are looking for on critical dates and events.   • Prioritize engagement for families of students with special needs who were impacted by previous school closures and ensure families have access to the necessary support to transition successfully into their new schools.	3	4	3	4	3	4	3	3	3	3	4	3	Met		29JUN2023	2023
19648810113464	Aveson Global Leadership Academy	3																						Not Met For Two or More Years			2023
19648810113472	Aveson School of Leaders	3																						Not Met For Two or More Years			2023
19648810113894	Pasadena Rosebud Academy	3																						Not Met For Two or More Years			2023
19648810118075	Learning Works	3	Learning Works is designed to re-engage students who have struggled to make progress in traditional public school settings. Our model for re-engagement of students is based on the idea of leading any interactions with students based first on relationship in order to support students with a rigorous and relevant curriculum. Our curriculum is also designed to welcome students who have struggled in school and need to make progress in steady and incremental steps. It is based on five-unit modules that incorporate activities, textbooks and other instructional materials, labs and field trips with individualized learning support through one on one staff support and in small group settings. Our main focus in this area is to continue to provide support and engagement in our strategies through ongoing staff development and individualized support plans.	Our school has developed numerous strategies that develop the capacity of new and existing staff to build trusting and respectful relationships with each individual student first and, in turn, with family members and others who can support the student with their educational goals. Staff also engages in weekly collaborative time to engage in professional learning related to topics that will support engagement with the students and families we support.  The focus of the work in 2023-24 will continue to prioritize a full return to the in-person learning that existed prior to the pandemic (in-person labs and small group classes in core curricular areas, in-person art and other outlets for creative expression, more outdoor education and wellness opportunities, new and different field trips, grad night, prom and student activities).	LW adopted an updated parent engagement policy in 2022-23, which will be implemented in 2023-24. An annual parent meeting and other forms of communication and engagement are underway.	Our school serves a large majority of students who are 18 or over working toward a high school diploma. For many families, parent involvement in schoolwork has been a longstanding challenge and a source of friction between parents and the youth we serve. Thus, we engage in non-traditional strategies for student and family engagement in school. Our students struggle on a daily basis to get to school and make progress on their school work. Through our principles and our staff supports, building partnerships for student outcomes is a strength of our school.	We provide supports to continually re-engage students, which includes frequent individual calls, home visits, and bringing materials and emergency supplies to homes, driving students to appointments and providing many other practical supports.  Even with these challenges, we value and encourage parents and other family and friends who are a positive support to participate in the life of the school and their student’s education. PD for the 2023-24 year will emphasize team building, diversity, equity and inclusion, instructional practices in math and connections to special education strategies, safety, social emotional learning and supports, collaboration, communication/conflict resolution and introduce restorative practices. We will also revisit our school safety, security and student discipline plans, policies and practices in 2023-24. PD will also be specifically designed for tutors to support pedagogy, content and practices that align with educational goals of students.	LW adopted an updated parent engagement policy in 2022-23, which will be implemented in 2023-24. An annual parent meeting and other forms of communication will be incorporated in our survey and data review processes to prepare for the WASC self-study and accreditation visit in 2023-24. We are also prioritizing engaging the students and families in our small middle school program to engage in more activities that emphasize relationship building and curriculum relevance.	Given the types of supports our students utilize, LW has a number of partnerships with community organizations to provide educational and support services including Homeboy Industries, Armory Center for the Arts, the Flintridge Center, Families Forward Learning Center, Planned Parenthood, Pasadena Public Health Department, and Pasadena Mental Health. We have the regular involvement of volunteer groups from the Pasadena Garden Club in our school garden, supporters of our Pregnant and Parenting Teen program and through donations to Hope Works, which provides essential supplies and referrals for homeless youth. Our community learning center, Community Works offers tutoring support to the community and classes for adults including English as a second language.	In order to engage parents and other people who support our students in collecting input and information for decision-making, LW has surveyed parents and offered meetings for parents and others interested in learning more about what the school has to offer and how they can be involved. We have adopted a family engagement policy and have implemented annual parent meetings focused on access to opportunities through federal funding and school safety planning. This will continue to support the development of the LCAP, WASC, CSI/Title I and other regular school planning activities.	LW adopted an updated parent engagement policy in 2022-23, which will be implemented in 2023-24. An annual parent meeting and other forms of communication and engagement are underway.	5	5	5	5	4	4	5	5	3	3	4	4	Met		27JUN2023	2023
19648810136945	OCS - South	3	Relationship building is a core belief of how we work, how we treat each other and what our school values in life and through education. Essential to building trusting and respectful relationships with families that create welcoming environments is our looping philosophy. Looping practices support our educational environment where a single group of students stays with a teacher for two (or more) years or grade levels. This multi-year relationships between teacher and student create a familiarity with the social-emotional health of a student and provides for deeper understanding of the whole child to guide instructional decisions. Odyssey’s looping classroom environments are a critical component to the success of our unique and innovative school design. It is key to the success of our School-Family Partnership as it encourages and develops a stronger sense of community and family among parents, students, and teachers.  The results of our Spring 2023 End of Year Parent Satisfaction Survey, parents/guardians indicated some of our greatest strengths are: Over 90% of parents feel respected by teachers, office staff, and administrators on campus Nearly 90% of parents/guardians indicated classrooms were safe environments for their children  Over 89% of parents indicated feeling welcomed by staff at the school campus Over 92% of parents indicated their child has at least one adult on campus who they feel safe with  This demonstrates our continued commitment to relationships with families and students in the continued education and development of our students.	Through the analysis of educational input and our local data, our main focus area is our social - emotional learning and support for our students as we continue to recover from the impacts of the COVID-19 pandemic. In the 2022- 2023 school year, we were enthusiastic to have the ability to return to in-person community events, create classrooms to foster building student relationships and return to in-person parent teacher conferences. While we were able to celebrate these successes, the input from our 2023 satisfaction surveys indicate this will continue to be an area of focus in the 2023-2024 school year.    Improving relationships between school staff and families is crucial for fostering a supportive and inclusive educational environment. We have identified two key focus areas for enhancing these relationships 1) effective communication and 2) creating a welcoming atmosphere. To ensure we achieve this area of improvement we will continue to improve clear communication channels, such as newsletters, emails, and social media platforms, to provide information and updates to families. It's important to ensure that communication is accessible and considers diverse preferences.  Another important focus area is parent involvement and support. We will encourage and facilitate parent engagement through volunteering opportunities, participation in school committees, and workshops. Involving parents in decision-making processes and seeking their input on school policies and programs strengthens the relationship between staff and families. Providing family support services, such as counseling and access to social services, acknowledges the challenges families may face and demonstrates a holistic approach to supporting their needs. By focusing on these areas, schools can build stronger relationships, enhance collaboration, and create a more inclusive and supportive educational environment.	Through the analysis of educational input and our local data, we will improve the engagement of our underrepresented families with the following strategies (Data points were obtained from our 2023 End of Year Parent Survey):   31% of respondents indicated rarely or never receiving communication from the school if a problem took place. To address this, timely communication systems and protocols will be utilized by teachers, administrators, and office staff. 13% of respondents indicated school administrators were not open to parent feedback and suggestions. To address this, the schools Principal and Assistant Principal will  initiate monthly parent drop-in sessions without a formal agenda to spend time listening to parents and guardians about their experiences Overall, the consistency in communication from Administration and from Teachers is an area for improvement that will be addressed by having clearer expectations devised and shared among staff and parents.	A hallmark of our school community is our School Family Partnership to ensure we have developed processes and procedures for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Analysis from our educational partner input and local data identify for the following strengths for Building Partnerships for Student Outcomes: Individualized student goals based on their needs (academic or social emotional) enable teachers to ensure a child’s area of need is addressed. These goals are developed in partnership with families rather than in isolation by the teacher Academic, Social emotional, and social responsibility goals are developed in consultation with parents during the fall trimester and serve as a guide for the area where a student could benefit the most during the year. These goals ensure students are learning and growing along all three components of the educational program Verified assessments such as i-Ready, CAASPP, as well as authentic teacher assessments are used throughout the year to monitor student progress. This information is communicated with families during parent/teacher conferences and provides families with information and resources to support student learning and development in the home. Multiple forms of communication ensure students and families are supported, have access to resources and a  clear policies and procedures in our Parent Student Handbook.  Strategies to support communications are:  daily home to school folders, weekly teacher/classroom newsletters; weekly self-reflections, parent education nights, town hall meetings, and parent representation on our Governing Board.  Student Support Progress Team (SSPT) processes ensure that families understand and are aware of how to exercise their legal rights and advocate for their own students.	Odyssey Charter Schools values the opportunities and process for building partnerships to improve student outcomes.  We believe that Improving partnerships for student outcomes involves establishing a shared vision and goals with schools and community stakeholders. Open communication channels and regular engagement provide opportunities for parents to actively participate and provide feedback. Involving parents in decision-making processes, school committees, and volunteer opportunities empowers them as partners in their child's education. Access to coordinated support services, such as mental health resources and tutoring programs, ensures that parents have the necessary tools to support their child's academic and personal growth. Collaborative professional development opportunities enhance parents' knowledge and skills, allowing them to better navigate the educational system and support their child's learning needs. Sharing relevant data and celebrating successes recognize parents' contributions and keep them informed about their child's progress. By prioritizing these areas, schools can foster strong partnerships with parents, leading to improved student outcomes and a sense of shared responsibility for their child's success. To further address this area, Odyssey South’s Principal and Assistant Principal are implementing a Family Friday approach to invite parents and families onto campus for morning student drop off. This will be a small but meaningful way parents can build connection with other parents/families, and their child’s teacher. Furthermore, a second Parent-Teacher conference will be held in the Spring semester to provide parents focused time to discuss their child’s progress during the year.	Based on the analysis of our growing organizational needs in conjunction with results from our 2023 End of Year Parent Survey, we have identified the need to restructure our school organization to ensure improvement, support and engagement for our underrepresented families. We have increased our staffing to include a Director of Education who will have vital role in addressing the unique challenges faced by underrepresented families. By advocating for equity, promoting culturally responsive education, engaging the community, providing support, and closing the achievement gap, they ensure all students have an equal opportunity to succeed and thrive in the education system. Our Director of Education will lead the development, coordination, articulation, and evaluation of curriculum, instruction, professional development, and assessment.  The Director of Education will work directly with the Executive Director, Director of Special Education, Principal, and Assistant Principal to ensure that we focus on curriculum, interventions, policies, procedures and programs to build partnerships and ways to work together to support improved student outcomes.  Additionally, this will support our staff in ensuring they reach out to all student groups, including families of underrepresented students and families of individuals with exceptional needs. To further engage underrepresented families in building partnerships for student outcomes, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific strategies to engage underrepresented families include: Inform families that all school-based communication are accessible in various languages Support teachers in identifying ways of inviting underrepresented families into the classroom and share their family histories and lived experiences. Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. Deliberate individual outreach with families that do not have access to email or electronic communication.	The strength of Odyssey Charter School’s Governing Board is a key component to our stability, success and reputation as a high quality public choice school. Our Governing Board is composed of diverse community members and parents with a variety of skills and expertise needed to ensure compliance with its role of oversight and fiduciary responsibilities per school policies, local state and federal regulations. Its role to oversee the vision, mission, unique school design, related school performance, and overall school operations has led to the successful fulfillment and implementation of the organization’s goals, mission, and vision.  Based on the results of our 2023 End of Year Parent Survey, nearly 90% of parents indicated feeling welcomed at the school Based on the results of our 2023 End of Year Staff Survey, over 94% of staff indicated they liked working at the school parents indicated feeling welcomed at the school In 2022-2023, a new streamline communication platform, Parent Square, was adopted and launched across the school to provide staff, administrators, and teachers with a common approach to communication. In the year ahead, we look forward to increasing the functionality of this platform Increased administrative support in our organization structure has increased the capacity of  principal and staff to improve engagement with families in decision making.  We continue to demonstrate progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by parent representatives on the Governing Board and OSPPG. Families and our faculty work together to ensure all parents have access to participate meaningfully in our community through the parent newsletter, email lists, town hall meetings, take home flyers and surveys. Opportunities for participation in the decision-making process include but are not limited to: Governing Board Parent Representative, Parent Liaison to a standing committee, Parent representation on the School Site Council, Parent member of an ad hoc committee, and end of year Surveys to obtain family feedback.  Our organizational structure ensures we continue to make progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.  This is achieved through our dedicated board members who work to create and lead a democratic learning community engaging all stakeholders.  This composition balance creates an effective leadership structure grounded in transparency and provides communication avenues for all stakeholders to have access in shaping the climate and culture of our school community.	When seeking input for decision making, it is crucial to engage a diverse range of stakeholders, including students, parents, teachers, administrators, support staff, and community members. This can be achieved through surveys, feedback sessions, focus groups, public forums, partnerships with organizations, online platforms, and staff input. By considering input from these various sources, decision makers can incorporate a wide range of perspectives and expertise, leading to more informed and inclusive decision-making outcomes.  In 2022-2023, a new streamline communication platform, Parent Square, was adopted and launched across the school to provide staff, administrators, and teachers with a common approach to communication. In the year ahead, we look forward to increasing the functionality of this platform by standardizing the timing and content of many communications via Parent Square.	To further engage underrepresented families in Seeking Input for Decision Making, the Principal, Teachers, and Support Staff will deliberately focus on cultivating and nurturing relationships with families to ensure they are aware of the many programs, services, and resources available to families. Specific items that we will do to engage underrepresented families include: Inform families of the capacity of Parent Square to translate communications into multiple languages to increase accessibility Make deliberate attempts to invite underrepresented families into the classroom and share their family histories and lived experiences. Supporting staff to learn about each family’s strengths, cultures, and languages as we work to create classroom environments that celebrate the great diversity within our own community. Deliberate individual outreach with families that do not have access to email or electronic communication.	5	4	4	4	4	3	3	4	4	3	3	4	Met		20JUN2023	2023
19649070000000	Pomona Unified	3	In PUSDs current strength and progress in building partnerships for student, parents see the district in the initial stages of implementation.	PUSD is at full implementation in building relationships between school staff and families. It will continue to reach out to the community to ensure that educational partners have input to promote parent participation in the various programs at PUSD.	PUSD will continue to reach out to improve engagement of underrepresented families with all of the parent outreach programs that are in place as well as any that need to be implemented.	The local survey results indicate that PUSD is moving toward full implementation in building partnerships and providing families with information and resources to support student learning and development at school and home. PUSD will hone-in in some of its practices to strengthen relationships with its educational partners; continuing to invite the community to all of PUSDs outreach activities.	This will be an area of focus for PUSD. The local survey results indicate that PUSD is at an initial implementation. The District will increase opportunities to build partnerships that will impact student outcomes.	PUSD will continue to reach out to improve engagement of underrepresented families with all of the parent outreach programs that are in place as well as any that need to be implemented and build upon the partnerships in place to improve student outcomes.	Based on the local survey results this is an area of focus for PUSD. The results indicated that parents see PUSD at an initial implementation in seeking input for decision-making. PUSD does invite partners to participate in all District functions, but more emphasis will put into getting more participation in District events to get even more educational partner input.	In PUSDs strength and progress in seeking input for decision-making, parents indicate that the district is mostly in the initial stages of implementation in building capacity of families to engage in advisory groups; in seeking out representation of underrepresented groups; and, to evaluate family engagement in these activities.	This is a focus area for PUSD and it will continue to reach out to improve engagement of underrepresented families with all of the parent outreach programs that are in place as well as any that need to be implemented and build upon the partnership to seek input for decision-making.	3	4	4	4	3	4	3	4	3	3	4	3	Met		28JUN2023	2023
19649070115170	School of Extended Educational Options	3																						Not Met			2023
19649071996693	School of Arts and Enterprise	3	The SAE builds relationships well between school staff and families and gains meaningful input on school decision making through our School Site Counsel, Equity Cadre, School as a Whole Meetings, SAE Days, Academic Expos, and artistic performance engagements.	Based on the analysis of educational partner input and local data, The SAE community feels it can improve relationships between school staff and families by increasing leadership opportunities for students and by increasing volunteer opportunities for parents.	Based on the analysis of educational partner input and local data, The SAE community feels it can improve engagement of underrepresented families with increased communication and outreach to families to participate in School Site Counsel, Equity Cadre, School as a Whole Meetings, SAE Days, Academic Expos, and artistic performance engagements.	The SAE is seeking partnerships with iReady to increase monitoring and intervention for academic achievement. The SAE is partnering with several local mental health and youth organizations for both academic support and mental health services.	The SAE needs to improve student access to afterschool support for both mental health services and academic support.	Based on the analysis of educational partner input and local data, The SAE community feels it can improve engagement of underrepresented families with increased communication and outreach to families to participate in School Site Counsel, Equity Cadre, School as a Whole Meetings, SAE Days, Academic Expos, and artistic performance engagements.	The SAE gains meaningful input on school decision making through our School Site Counsel, Equity Cadre, and School as a Whole Meetings.	The SAE community feels it can improve relationships between school staff and families by increasing leadership opportunities for students	Based on the analysis of educational partner input and local data, The SAE community feels it can improve engagement of underrepresented families with increased communication and outreach to families to participate in School Site Counsel, Equity Cadre, and School as a Whole Meetings	5	5	5	5	5	5	5	5	5	4	4	4	Met		26JUN2023	2023
19649076021984	La Verne Science and Technology Charter	3																						Not Met			2023
19649310000000	Rosemead Elementary	3	During the month of February, at each school’s PTA Founders’ Day, the Ed Services Team conducted their annual “LCAP Roadshow” to evaluate the effectiveness of each of the LCAP goals and actions and to gather input and feedback from educational partners for improving our goals and actions. In the Spring of 2023, we administered the LCAP Community Survey to collect input from parents regarding academic programs, parent engagement, communication, and school climate. The survey was administered in English, Spanish, Chinese and Vietnamese to all parents in TK-8th grade. The District received survey responses from more than 50% of families. The survey was made available online and a hard copy with translations was provided for each family. The Rosemead School District used survey data results to inform our Local Control and Accountability Plan, Expanded Learning Opportunities Grant Plan and the ESSER III Expenditure Plan.  Survey results were reviewed in all committees and results supported the development of goals and actions in every priority area.	Rosemead School District understands and values the critical role that parents play in educating our students. We are dedicated to providing programs and services to parents to ensure they have the knowledge and skills to successfully support their children in their educational career. Our schools offer a wide range of opportunities for parents to understand how to support their child(ren) in school academically and behaviorally. One of our local measures we identified in the LCAP is the record of parenting classes that focus on parent needs. Examples of classes offered include an 8 week Parent Leadership Institute, Parent Workshops, monthly Principal chats, Family Leadership Days, Family Field Trips on the weekends to museums, and special Parent Night such as a family literacy or math or STEAM nights. In addition, the last two years, the district provided a series of parent workshops focused on helping parents to support their child(ren) learning at home as well as providing social-emotional and mental health supports to deal with the many types of challenges students are facing.	Rosemead School District is committed to inclusive processes that value parent input and engagement in local decision-making. Sign in sheets indicate that we are successfully engaging parents in decision making in District English Learner Advisory Council (DELAC), District Advisory Council (DAC),  School Site Council and English Learner Advisory Council meetings. Furthermore, sign in sheets indicate that parents are regular attendees at the district board meetings.  In discussions with school sites, we have determined that a good next step will be to offer classes for parents to learn more about local decision-making processes and their role in the process.   A community liaison is provided at every school site to support outreach to all families including those with exceptional needs as well as families of underrepresented students.  The district  added a district community liaison who also speaks Mandarin/Cantonese to support families.  Future goals will include opportunities for our teachers and families to work collaboratively to intentionally build relationships and learn about family strengths, cultures, languages and common goals for children.	The Rosemead School District strives to continuously improve our parent engagement initiative. In the initial stages of the initiative, a committee was formed to assess our strengths in this area as well as areas of need. As part of this process, the Rosemead School District identified a need to increase parent education opportunities. The Rosemead School Board and District established a partnership with a collaborative of other local districts to offer a Parent Academy where parent education classes are offered. Workshops include opportunities for parents to engage in learning about academics, social-emotional support, and behavioral interventions.	Rosemead School District partners with several community organizations who provide parent outreach and education on a variety of relevant, current topics affecting our families. This year, we are partnering with the Los Angeles Department of Mental Health, other local agencies and our own school counselor and psychologists to provide early education parenting classes and social-emotional/mental health supports that are free of charge.	Our Community Liaisons collaborate with school principals to provide coffee chats, workshops and parent education at every site.  Future goals in this area will include providing opportunities for our parents to learn about their legal rights and advocacy to ensure that all of our families know and understand the appropriate channels to express concerns and advocate for student needs.	The Rosemead School District offers a variety of ways for parents and families to provide input into decision making.  Every school has an active School Site Council and ELAC.  In addition, the PTAs and parent volunteers are present on sites and are important to advisory processes.  At the District level, we have an active DELAC/DAC committee and LCAP committees.  Our DELAC/DAC provides important input into decision making about programs to meet the needs of English Learners and Title 1 student advisement into our District’s LCAP.  Our DELAC/DAC is composed of representatives from each school site along with our English Language Development teachers.	Our LCAP process includes input from our parent advisory groups including a Parent Advisory/LCAP Community Advisory Committee (PAC) and Comprehensive Coordinated Early Intervening Services (CCEIS) Community Advisory Committee to provide input into needs for our students with disabilities, low performing students, and English Learners.  Annual surveys are administered to all parents at every site to provide input into the development of the School Plan for Student Achievement (SPSA).  In addition, every family is invited to participate in our annual LCAP survey to provide input into the development of the district’s LCAP.	Every site sets annual goals to increase participation in advisory committees to ensure parent participation is monitored and improved upon every year.  Future goals will include that we are intentional in our efforts to disaggregate data to ensure we receive input from underrepresented groups in the school community to ensure that all of our families feel valued and accepted into our school and district culture.	5	5	4	4	5	4	4	4	5	5	5	5	Met		29JUN2023	2023
19649640000000	San Marino Unified	3	The San Marino Unified School District (SMUSD) is committed to engaging parents/guardians and other constituents by providing multiple opportunities to foster and strengthen parent/guardian relationships. Various events, activities and opportunities served to initiate and promote authentic and meaningful parent/guardian relationships including but not limited to Parent Teacher Associations (PTA), Back to School Nights, Open House, School Site Council (SSC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), COVID Compliance Team, and the Local Control Accountability Plan (LCAP) Educational Partners Committee. Additional opportunities included ongoing formal and informal occasions such as parent teacher conferences, coffee with the principals, Board meetings, committee meetings, and self-reflections surveys.  During the 2022-23 school year, opportunities to build parent/guardian partnerships continued to increase and strengthen parent/guardian engagement and participation. Parent Information Nights focused on iReady, Restorative Practices, and the Mandarin Dual Language Immersion Program were held to better assist parents in supporting student success. Written and oral communications also continued to be provided in the district’s major language to increase and promote access to information and parent/guardian relationships.	In its commitment to engage and build relationships with parents/guardians, SMUSD will continue its implementation of all aforementioned strategies, seek innovative and unconventional methods of outreach and communication.	SMUSD will continue to provide translations and interpretations services through a variety of communication platforms to improve engagement of underrepresented families to strengthen relationships between school staff and families.	The San Marino Unified School District strives to build and strengthen long-lasting partnerships with parents/guardians. During the 2022-23 school year, each school site facilitated a School Site Council (SSC), an English Learner Advisory Committee (ELAC), robust Parent-Teacher Associations (PTA) and other site specific committees. The District facilitated various advisory committees including a District English Learner Advisory Committee (DELAC), the COVID Compliance Team, and a Local Control Accountability Plan Educational Partners Committee (LCAP). Throughout the past school year, parents/guardians and community members were welcomed on all four SMUSD campuses either virtually or in person for a variety of opportunities, activities and events including but not limited to parent volunteer occasions, school information nights,  coffee with the principals, Open House, Back-to-School Night, student performances, movie nights, information meetings, and parent-teacher conferences. SMUSD parent/guardian partnerships were further fostered through continued use of virtual platforms such as Zoom, Google Meets or other communication platforms such as Blackboard, Constant Contact, SMUSD website and Mobile App, email, and Parent Portal. School sites prioritized ongoing communication and outreach to parents/guardians regarding attendance, participation, academic progress and instructional schedules through PowerSchool, progress reports, weekly school/principal meetings and phone calls. Interpretation was provided for meetings increasing access to information in a language accessible to parents.	Each year, families are invited to participate in the California Schools Parent Survey (CSPS) and SMUSD staff is invited to participate in the California Schools Staff Survey (CSSS) to share their opinions and perspectives as they relate to parent/guardian participation and connectedness. The CalSCHLS Parent Survey (CSPS) and CalSCHLS Staff Survey were chosen to gather perceptions of  parent/guardian engagement. Data gleaned contributed to the development of School Plans for Student Achievement (SPSA), school and district programs and initiatives, and the Local Control Accountability Plan. Based on data gathered from the 2022 CSPS, 90% of parents strongly agree or agree that school encourages parents to be active partners with the school in educating their child, 91% strongly agree or agree that they feel welcome to participate in their child’s school, and 95% strongly agree or agree that they are treated respectfully by school staff. As such, three of the five key indicators showed an increase in parent perceptions of engagement and participation from 2022 to 2023. Additionally, based on data gathered from the 2023 CSSS, 99% of school staff agree or strongly agree that they encourage parental involvement, 96% of school staff encourage parental partnerships, 98% strongly agree or agree that they work to make parents feel welcome to participate at school and 100%  strongly agree or agree that they take parent concerns seriously. Once again, all four key indicators showed an increase or sustainment in staff perceptions of parent involvement and participation from 2022 to 2023. Overall, 2023 CalSCHLS survey data indicates strong perceptions of parent and family engagement with regards to building parent relationships and partnerships and provides quantifiable and actionable data from which SMUSD can continue to engage in efforts to increase and enhance parent/guardian engagement as well as determine next steps for areas of needed improvement.	SMUSD will continue to provide translations and interpretations services through a variety of communication platforms as well as language supported opportunities for parent involvement and training  to elevate the engagement of underrepresented families to further strengthen school and family partnerships.	The San Marino Unified School District actively seeks and promotes parent/guardian input and participation in the decision-making process. Each school site facilitates a School Site Council, an English Learner Advisory Committee, and a robust Parent-Teacher Association. School newsletters and Coffee with the Principals provide additional opportunities for parent/guardian participation in the decision-making process. Each of these committees and associations provide advice and input on a variety of issues school and district related. Furthermore, the District facilitates a District English Language Advisory Committee, a COVID Compliance Committee, the Local Control Accountability Plan Educational Partners Committee, and more recently, the Facility Advisory Committee. SMUSD’s Board of Education President and Superintendent provide ongoing communications to the community via Public Board Meeting, Superintendent communication videos, Press Releases, and the Board Minute newsletter. Parent/guardian participation in the decision-making process is also encouraged and received via various communication tools including but not limited to Parent Portal, Blackboard, Constant Contact, the SMUSD Mobile App, email, Twitter, Facebook, Instagram, and school and district surveys. SMUSD’s district liaison provides interpretation and translations in the district’s major language to promote parent participation in school and district-led activities and committees.	Based on the 2023 California Schools Parent Survey (CSPS), 75% of parents indicated that they strongly agree or agree that their school(s) actively seek the input of parents before making important decisions indicating a slight decrease from 2022 CSPS {77%}.  The CSPS continues to serve as a valuable tool for seeking input from parents regarding promoting parent participation and provides actionable and accurate measures of parent/guardian perceptions of parent participation in the decision-making process. The CSPS also provides actionable data directly aligned to SMUSD’s LCAP Board Priorities focused on school climate and parent/guardian involvement in the decision-making process.	SMUSD will continue to provide translations and interpretations services through a variety of communication platforms as well as language supported opportunities for parent involvement and decision making through parent information nights, workshops, trainings, surveys, DELAC, LCAP and other various educational partnership meetings and committees to further increase parental/guardian input for decision-making.	5	5	4	5	5	4	4	5	5	5	5	5	Met		27JUN2023	2023
19649800000000	Santa Monica-Malibu Unified	3	During this past year, our staff continued to participate in leveled “Restorative Justice” trainings that continue to serve as a foundation in order to continuously build trusting and respectful relationships with families. In addition, through the school Site Leadership Team, staff has continued to explore culturally responsive practices in the four domains of the instructional framework.	The staff will work on building relationships and breaking down barriers.	As noted previously, an area that is still in need of improvement is breaking down barriers. We will be conducting student focus groups in the upcoming school year to identify situations where students have directly experienced racism. In addition, the district has been part of Diversity, Equity, and Inclusion (DEI) trainings and we will be working on moving the team forward by launching the year with district wide PD on DEI.	The district presented to various educational partner groups (including parent advisory committees, principals, bilingual community liaisons, and parents) on the district's Family Engagement Framework. In addition, several parent education opportunities were provided district-wide and at sites to provide families with information and resources to support student learning and development in the home. Some of those opportunities included CABE Conference and Parent Project. Plans are still being made to host a Parent Conference and Resource Fair.	The Family Engagement Coordinator will need to create a partnership with the Student Services Department in order to coordinate efforts in wrap-around services for families.	The district will continue to provide workshops that address Diversity, Equity, and Inclusion.	Educational Services staff provided a yearly ELAC/DELAC training to principals, bilingual community liaisons and parents. This training included an ELAC Handbook for sites to use with resources to ensure full implementation of bylaws and mandated topics and practices. The Director of AR&E,  provided ongoing support and monitoring of parent advisory groups; including ELAC, SSC, DELAC, and PAC. The Director of AR&E facilitated meetings with the LCAP PAC to ensure their input in the development and monitoring of the LCAP. The district also provided training for the DELAC officers to ensure that they exercised their leadership roles. Throughout the year, there were various opportunities provided for input, including surveys, focus groups, and, meetings with DELAC officers and LCAP PAC members.	The district has seeked input for decision making, however we want to continue to expand our outreach to our local community	We have hired a Coordinator of Family Engagement and EL's and we are hoping to leverage the work through this liaison to help reach more of our educational partners in this work	3	3	3	4	4	3	3	4	4	4	4	3	Met		29JUN2023	2023
19649980000000	Saugus Union	3	Saugus Union intentionally works with staff, students, and our families to build a strong sense of community and a welcoming environment.  School sites engage the community and parents in a variety of ways. Our dedicated teachers and administrators work alongside family and community liaisons to ensure that the needs of our English learners, socioeconomically disadvantaged students, Homeless, and Foster Youth are consistently met. Personal phone calls to parents and reminders of parent involvement and engagement opportunities are provided to all stakeholders. It is important that in the various family educational opportunities, translation services and convenient times for parents to attend are available to them. Parents’ feedback and surveys are used to guide and plan the type of support, tools and workshops offered. We increased our focus on family engagement by building relationships with our families through personal phone calls to connect them with resources and assist with any barriers that were preventing them from being fully involved in their child’s education. These resources were also uploaded to our main parent and family communication system, Parent Square. Furthermore, homeless families were directly connected with services, including backpacks, clothing, tutoring, childcare scholarships, medical services, and housing services. Districtwide mental health teams delivered a variety of online and in person parent classes and used Parent Square to create a Santa Clarita Valley resource hub that extends beyond our area and includes resources and supports throughout Los Angeles County. We also offered Coffee with the Principal via individual school sites, which gave parents an opportunity to hear directly from the principal about a variety of topics related to learning. These sessions with our principals offered a chance for families to voice any concerns and share suggestions. Parents can be involved in a variety of ways: participating on our Site Council, joining our English Language Learner Advisory Committee or District English Language Learner Advisory Committee , Parent Advisory Council, Parent Leadership organization activities and Community-Based Education Training. SUSD’s greatest progress includes the increase in parent involvement and engagement as evident in the active participation of the aforementioned parent meetings, workshops, and participation in our school connectedness survey.	SUSD's focus area of improvement is engaging our parents in the school community and decision making process to create a core instructional program appropriate for the Basic Conditions of Learning necessary for all students. This is one of our district’s LCAP goals and allows us to meet the core learning and regular parental engagement demands that are necessary for a successful school district. By having regular educational partner input, regular communication with educational partners, and providing a rigorous core program we meet the Basic Conditions for Learning.	SUSD hosts multiple parent education workshops that provide parents with the opportunity to engage in learning more about the California State Standards, LCAP, assessment information, educational technology, and special education resources. These well-attended workshops led by teachers, administrators, social workers, and parent liaisons provide parents with the opportunity to further participate in their child’s education. There has been a significant increase in parent participation during DELAC, ELAC, PTA, and PAC monthly meetings.  Our focus areas for improvement are parent outreach, increased curriculum parent involvement, decreased student truancy, and providing more support for our underrepresented families.  Our action plan includes providing professional development for classified staff regarding parent outreach and support for students with special needs, providing workshops for parents presented by administrators, teachers, and social workers using research-based practices/materials in all of the areas of curriculum to increase parent involvement and engagement, facilitate SART and SARB meetings for certificated and classified staff to work with parents of unduplicated count students to decrease truancy and tardiness and improve attendance, as well as provide social workers at each of our school sites to support student learning for our underrepresented population, and collaborating with the California Association of Bilingual Education (CABE) Project 2 Inspire team to offer parent engagement workshops at our Title 1 school sites in Spanish and for English-speaking unduplicated families throughout the district.	SUSD hosts multiple parent education workshops that provide parents with the opportunity to engage in learning more about the California State Standards, LCAP, assessment information, educational technology, and special education resources. These well-attended workshops led by teachers, administrators, social workers, and family and community liaisons provide parents with the opportunity to  further participate in their child’s education. There has been a significant increase in parent participation during DELAC, ELAC, PTA, and PAC monthly meetings.	Our focus areas for improvement are parent outreach, increased curriculum parent involvement, decreased chronic absenteeism, and providing more support for our underrepresented families.	Our action plan includes providing professional development for classified staff regarding parent outreach and support for students with special needs, providing workshops for parents presented by administrators, teachers, and social workers using research-based practices/materials in all of the areas of curriculum to increase parent involvement and engagement, facilitate SART and SARB meetings for certificated and classified staff to work with parents of unduplicated count students to decrease chronic absenteeism and tardiness, as well as provide social workers at each school site to support student learning for our underrepresented population.	The Saugus Union School District's approach to seeking input for decision-making is through ongoing community outreach efforts that occur annually, but are also part of our regular engagement practices (i.e., site meetings, coffee with the principal,  parent workshops, communications, surveys, etc.).  The educational partners included in decision-making meetings include parent leaders, all administrators, representatives of our certificated staff, representatives of our classified staff, teams from our labor partners (Saugus Teacher Association (STA) and California School Employees Association (CSEA), our Parent Advisory Council (PAC), our District English Learner Advisory Council (DELAC) and our local SELPA.  In addition, SUSD requested input from students, parents, and all staff (certificated, classified, and management) through surveys designed to gather additional educational partner information related to recommendations made by our educational partner groups.	Our area of focus for improvement is to increase parent input and decision making.  We continually are identifying additional means to reach more of our families in order to provide multiple opportunities for educational partner input and decision-making.	We are addressing this focus area by specifically addressing parental engagement in our LCAP Goal #1 aimed at providing an appropriate basic condition of learning. Based on our educational partner groups’ input, it was shared that addressing our core services was important but that we could not thoroughly accomplish this goal if we were not engaging our parent community.  By creating a goal that requires parental involvement in the establishment of the core services we ensure that we have a strong foundational program that meets the needs of the school community while always including the family educational partner. The goal states that SUSD will engage parents in the school community and decision making process to create a core instructional program appropriate for the Basic Conditions of Learning necessary for all students.	4	5	4	5	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
19650290000000	South Pasadena Unified	3	SPUSD’s strengths and progress in Building Relationships Between School and Families include creating multiple opportunities for parental involvement in classrooms and school/district committees, providing multiple opportunities for participating in school wide events from elementary assemblies to in-person parent nights, having active PTAs and PTSAs that create programs to benefit the entire school community, and sharing consistent communication through the ParentSquare app.	SPUSD’s focus area(s) for improvement in Building Relationships Between School Staff and Families includes providing additional targeted outreach to underrepresented groups who would benefit from ongoing interactions with the school, supporting teachers in working collaboratively with all parents including parents/guardians of English learners, socio-economically disadvantaged youth, foster and homeless youth, and special education students.	SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by offering additional parent education opportunities related to curriculum, instruction, and home learning strategies to meet the diverse needs of the student population and by communicating directly with underrepresented families with targeted outreach through ParentSquare and parent education offerings.	SPUSD’s strengths and progress in Building Partnerships for Student Outcomes include offering a diverse range of professional development opportunities on topics such as educational technology, writing workshop, pedagogical best practices, social-emotional learning, and assessment. Additionally, SPUSD prioritizes communication between teachers and families by providing teachers with tools (ParentSquare, Edlio, Google Classroom, AERIES Parent Portal) and time (Parent/Teacher conferences) to discuss student progress and ways to work together to support improved student outcomes.	SPUSD’s focus area for improvement in Building Partnerships for Student Outcomes includes building on existing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.	SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by implementing the recommendations of the Diversity, Equity, and Inclusion (DEI) committee and working collaboratively to better meet the needs of underrepresented families.	SPUSD’s current strength and progress in Seeking Input for Decision-Making include presenting multiple opportunities for educational partners to participate in decision-making through various committee representation: the Parent Advisory Committee, District English Learner Advisory Committee, and School Site Councils. These committees meet regularly throughout the school year and provide parents with opportunities to provide input at the site and district levels. District-wide and school-wide surveys are also used to gather parent/guardian input prior to decision-making.	SPUSD’s focus area for improvement in Seeking Input for Decision-Making includes providing additional opportunities for underrepresented groups.	SPUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by offering additional family education opportunities related to school and district-level decision-making to meet the diverse needs of the student population. Additionally, targeted communication will be used to better engage and inform underrepresented families.	4	4	3	4	3	4	3	4	4	4	4	4	Met		27JUN2023	2023
19650370000000	South Whittier Elementary	3	On the 2023 Healthy Kids Survey, 54% of the parents strongly agreed and agreed that school staff treats parents and students with respect. In 22-23, 45% of the parents feel welcome to participate in the school, this is an increase after the large decrease in this area due to the school closures.  SWSD is confident that reengagement parents will continue and the participation  rate will continue to increase. Prior to the pandemic, the district implemented strong safety procedures including a “buzz-in” system and a fingerprinting process for volunteers.  During the pandemic, parents were able to come on campus with an appointment and must pass a health screening. Even though these are safety precautions, the community perception continues to see these constraints as barriers to a welcoming environment. Throughout 2022-23 there have been posotive strides in welcoming families back to campuses. The district is committed to providing a safe and welcoming environment and continues to employee  community liaisons at every school to help build a bridge to our families that feel disconnected from our schools.	Another positive increase on the 2023 Healthy Kids Survey is an increase to 43.5% of the families surveyed shared that they felt the school communicates the importance of respecting different cultures and beliefs.  The community liaisons at each school continue to learn about each family experiencing homelessness, foster families, and newcomer families.  Liaisons along with site based EL Coordinators work on creating relationships and utilize the strategies in the Newcomer’s Toolkit (CDE, 2017) to support the families as they learn about their culture, language, and goals.	South Whittier School District engages families and educators in 2-way communication through parent-teacher conferences at the district and site level, various parent committees, IEP meetings, virtual and in-person town halls, bilingual parent workshops, 504 meetings, LCAP input meetings, and meetings with the liaisons. In SWSD, 36% of the parents indicated that the school actively seeks the input of parents as they make important decisions. Parents indicated in the survey that they would like more information on preparing their child for college and how to help their child with homework. As a response to this, SWSD hosted its first annual Title 1 Confernece for Parents, providing a varitey of learning options for families.	South Whittier School District provides professional learning and support to teachers and principals to improve a school’s capacity to partner with families on an on-going basis.   This cycle of continuous improvement allows the district to evaluate programs using the Parent Engagement Toolkit (CDE, 2017), and create professional development based on the input of educator partners. The site community liaisons help shape the support that they provide to staff and principals. 51% of the families agreed that their school keeps them well-informed about student activities in school.	SWSD has started to provide families with information and resources to support student learning and development in the home beyond the parent-teacher conference. The district now provides materials to the families to support learning during the summer months.  Similarly, materials are provided to families to support scholars entering school at orientations and the early childhood summer jumpstart program.  The district has also launched an annual parent education conference, along with a number of parent education workshops facilitated by teachers, staff and consultants to help parents at particular grade and developmental levels to provide strategies and support for their child’s learning in school.	The school district and the six school sites implement a parent involvement policy, which includes programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This policy shares the various ways that parents can be active in their child’s education and how they can get involved with the school. These policies define how parents may become involved in decision making committees such as the School Site Council, PTA, and the English Learner Advisory Committee. All of these efforts have resulted in 47.5% of South Whittier parents agree that the school encourages them to be an active partner with the school to help with the education of their child.    South Whittier has started to provide opportunities for families to understand and exercise their legal rights and advocate for their own students and all students; however, this is an area for focus and improvement. All families are provided with their parent rights at the beginning of the school year.  The Director of Special Education has provided workshops to inform parents of their parental rights and advocacy through the IEP process. Our community liaisons reach out personally to our families that are underrepresented, specifically our families experiencing homelessness, foster, and those that are new to the country.  They are beginning to use the Newcomer Toolkit (CDE, 2016) as a guide for their work, as well as resources that communicate educational rights to our homeless and foster families.	At monthly principal’s meetings, principals are provided with a tool to support effective engagement with families through advisory groups and with decision making. Principals are provided with necessary resources to run these groups and the district staff models protocols for gathering input from stakeholders into the LCAP processes.  The district supports the family members and the principals by providing joint training on the School Site Council, continuous improvement practices, and LCAP educator partner input.  The district offers forums for engaging families in advisory groups such as the District Advisory Committee, Parent Advisory Committee, District English Learner Advisory Committee, the Parent Engagement Committee, the Bond Oversight Committee, and informal meetings that invite parents to coffee with various administrators.  Parents have the opportunity to give input on policies and programs through the annual parent survey. Considering these efforts only 36% of the parents believe that the district seeks input from the parents before making decisions.  Clearly, there is a need to continue to improve on methods for implementing strategies to reach and seek input from any underrepresented groups in the school community. Only about ¼ of the parents in the district complete the parent survey. The district will continue to explore other ways to seek input from parents.	South Whittier School District is looking to increase the number of parents involved in committees.  SWSD plans to increase communication thorugh various platforms and the personal connections made through site administration and site liaisons.  In addition, continued support for district wide activities will provide another platform for seeking involvement.  Sites will develop goals for increase that will be monitored and celebrated.	South Whittier School District will intentionalley seek underrepresented families to participate in district and site based decision making committees and advisory councils.  Site and district administrators and liaisons will make personal connection to recruit participants from underrepresented families.	4	3	3	4	4	4	3	3	3	3	3	3	Met		20JUN2023	2023
19650450000000	Sulphur Springs Union	3	The entire staff in the Sulphur Springs Union School District is committed to strengthening the relationships with all of its families, especially underrepresented families. District staff understand the importance of having strong partnerships with families to assist with enhancing and accelerating student learning. When District staff engages families as partners, together they are able to effectively respond to students' needs.   Staff have worked together to plan purposeful family engagement opportunities to further strengthen relationships. The 23-24 school year has been a stronger opening of schools, and staff have continued to engage with families by using Zoom, holding in-person assemblies, and informational meetings for families. In addition, staff have recorded wellness informational sessions on Zoom to support families so that they can view them at a later date to assist their needs.   The Superintendent has continued to ensure that there is regular communication going out to all families to keep families up-to-date and informed about events and important information. Every Friday, since 2019, the Superintendent has provided families a Friday Update that has provided information from social/emotional wellness to academic supports for their child. By ensuring that families have access to the most updated information from throughout the District, especially at each of the nine schools, further strengthens home/school relationships.	District staff is continuing to partner with families to strengthen the relationships between home and school. When planning trainings/events in the schools to support student learning, Administration and staff will work with families to be part of the planning process. At each of the nine schools, staff partner with PTAs to plan events, which allows the staff to differentiate the events/trainings to better meet the needs of families and students. By having families engage with staff on a frequent basis, further supports stronger relationships between schools and home.   An area of focus for the staff to further increase relationships with families is supporting staff with learning more about family’s strengths, cultures, languages, and goals. The District has implemented fall Goal Setting conferences with teachers and families. The purpose of Goal Setting is to get to know each other better, and learn from the family what are the strengths and areas of growth that they see their child needs assistance in. This also provides an opportunity for the schools to reach out to provide additional resources to families if there is a need in the areas of academics, as well as, social/emotional.   All nine schools are also focused on increasing participation at the ELAC and DELAC meetings. Since the start of the 23-24 school year, there has been a stronger focus on making sure that all families that have a child who is an English Learner, have access to these informative meetings. The District is very fortunate to have over 25 different languages spoken throughout all nine schools. It is important that all families have access to information that supports their child’s academic and social/emotional growth.	There has been a continued focus on ensuring that underrepresented families are supported, and that they know the District staff encourages a strong partnership between home and school to support their child. Staff continue to ensure that there is a strong focus on removing barriers so that students can access their educational programs. The District has continued to monitor underrepresented families to make sure that they are offered frequent opportunities to be engaged in their schools, and are also provided resources as needed. The District has a Family Resource Center that has basic food and school supplies for families that may have a need. The Family Resource Center is available for all families in need throughout the District. In addition, the staff have created satellite Family Resource Centers at some of our schools to assist students in need if the family is unable to go to the main Family Resource Center that is located at Canyon Springs Community School.   In addition, the District has increased its support for social / emotional wellness and has increased the number of Social Workers and counselors in the District. In the 22-23 school year, the District had 3 Social Workers. For the 23-24 school year, the District has hired 8.2 Social Workers to further support students in need. The Social Workers and counselors are focused on meeting student needs, and work to remove barriers that may be interfering with student learning. In addition, attendance is monitored, and if there are families that are struggling with having their child attend school on a regular basis, the Social Worker and administration will go to the homes to further provide support as needed.   The District is aware of the need to support unduplicated students and ensuring that there is a strong focus on providing intervention support when needed. During the school day, staff provide academic support for students in need by having a two Learning Support Teachers at every school. The Learning Support Teachers provide a very targeted intervention program that focuses closing the achievement gap and accelerating learning to master grade level standards. In addition, staff have implemented an after-school program under the Expanded Learning Opportunities Grant that targets unduplicated students, and provides academic and enrichment support.	All of the educators in the Sulphur Springs Union School District value and strive for strong partnerships with families to further increase student outcomes. At the start of the 2023-2024 school year, staff welcomed back families by hosting in-person Back-to-School Night meetings. Families felt welcomed and were excited to see their child’s classroom and meet the classroom teacher. Staff truly understand the importance of strong partnerships with families, and strive to find ways to strengthen these partnerships to support the students.   In addition, all educators are focused on building connections with students and families, and the District started the school year by holding Goal Setting conferences with all families. During the conferences, the families and the teachers discuss the students’ strengths and work on setting growth goals for the students. These goals are then reviewed throughout the year to monitor student progress and provide supports as needed.   If a student needs to access intervention supports to accelerate learning, teachers will work with the Learning Support Teachers that are at all nine school sites to provide intensive intervention support. Students that work with the Learning Support Teachers are monitored on a 4-to-6-week cycle to ensure progress is being made. In addition, families are communicated to regarding the progress and what, if any, additional supports are needed.   If a child has social/emotional needs, each of the schools have an assigned Social Worker and counselor. When referrals are made, the Social Worker meets with the family, and they discuss what are the best ways to meet their child’s needs.	The District is focused on continuing to partner with families to increase student growth academically and social/emotionally. An area that the District will continue to target on is ensuring that families have access to schools to participate and provide input. This is being accomplished by making sure to offer meetings both in-person and through Zoom. Many families have shared that they have wanted to continue holding some meetings through Zoom since this has also supported their needs. Principals at all nine schools have also increased families’ participation in schools by allowing volunteers on sites and in the classrooms. Families have always been key partners in the District, and the teachers and students enjoy seeing families in the school settings.   The Superintendent has continued to hold the Parent Advisory Committee (PAC) meetings during the 23-24 school year. During the PAC meetings, parents and the Superintendent discuss what is taking place academically and socially in the schools to support students. In addition, any new initiatives that are going to take place are introduced at PAC, and discussed to see how best to implement across all nine school sites. The families that participate in PAC are amazing partners that provide the Superintendent invaluable feedback and input so that both the District and families can continue to deliver the best educational programs for all students.   An area that the District has also continued to improve is families participating in the District English Language Advisory Committee (DELAC) and school site English Language Advisory Committees (ELAC). All Administrators and teachers know the importance of ensuring that families of English Learners are provided information on a timely basis to support their child. In addition, the District is focused on making sure that the DELAC and ELAC meetings are accessible for all families and therefore are held via Zoom and in-person. The District has continued to increase its participation at the DELAC and ELAC meetings, and continues to strive for even more families attending the meetings. The District has also focused on making sure that students that are new to the country are provided additional resources, and that families know what additional resources are available for their child.   The Superintendent has also continued to increase family and school partnerships by providing nine Coffee with the Superintendent meetings. A meeting is held at each of the schools, and translation support is provided for those families that request it. In addition, the Superintendent shares information about what is taking place District wide and at all nine schools to further increase academic growth and social/emotional wellness for all students.	The Sulphur Springs Union School District administration and teachers continue to monitor student groups of underrepresented families on a regular basis. There is a targeted focus to make sure that all supports are in place to support students that are foster youth, homeless, students with disabilities, low-income, and English Learners. During the fall conferences, families and teachers come together to create goals for students, and for those students that need increased supports, additional goals are created with the families.   In addition, the District has hired two Educational Program Coordinators that support English Learners, low income, Foster Youth, Homeless, and Students with Disabilities. These Coordinators support the instructional program and teachers to better serve these student groups. From the 2023 state testing, there were indicators that these student groups need a more targeted approach to increase student achievement. In addition, the Coordinators support the two Learning Support Teachers at each of the nine schools to further strengthen the schools’ intervention programs and provide additional support and coaching as needed. The Coordinators work to bring in the best resources to teachers to better assist the educational programs in the classrooms.   There are 8.2 Social Workers in the District that support low-income families and students that need access to additional supports to remove barriers that may be impeding learning for students. The Social Workers meet on a weekly basis to discuss ways to engage families in the schools, and partner with them to further increase learning and strengthen social/emotional wellness for students. For students that are not attending school on a regular basis, the Social Workers reach out to the families to create plans to have the student attend school daily. In addition, if there are any families that are in need of basic necessities such as food, clothing, and school supplies, the Social Workers make sure that the families have access to the District Family Resource Center.	The District has implemented a highly-focused process to collaborate and seek input from families in the decision-making process to further enhance their child’s educational program. The District has provided families a Parent LCAP Survey that is directly tied to the Local Control and Accountability Plan (LCAP). In addition, the District has afforded opportunities for families to ask questions and provide input at school site council (SSC), English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), Parent Advisory Council (PAC), LCAP Advisory Council, and informational meetings with the Superintendent and District staff.  The Parent LCAP Survey provided families an opportunity to rate and comment on their ability to be part of the learning process for their child. In addition, the survey solicited information from the families as to whether or not families had opportunities to be engaged with staff to learn about programs and ways to support their child. The measures in the survey have provided information to support with the revision the District’s LCAP goals and actions.   Every school Principal continues to meet with their School Site Councils and English Language Advisory Committees a minimum of 5 times a year. Parents who are on the committees provide input on the implementation of the School Plan for Student Achievement (SPSA), which is tied to the District’s LCAP. The SPSA and LCAP goals and actions address the instructional programs and resources that are in place to support student achievement and social/emotional wellness.   Educational Services meet with parent representatives from all sites for monthly DELAC meetings. The meetings are targeted to provide information to families based on needs of English Learners. Representatives ask questions and receive assistance as needed to further enhance their English Learner Program at their school sites.   Staff also ensured that the District’s LCAP goals and actions were communicated, and the District Management Team sought input from the families by meeting with educational partners throughout the year.   The Superintendent has also continued to increase family and school partnerships by providing nine Coffee with the Superintendent meetings. A meeting is held at each of the schools and translation support is provided for those families that request it. In addition, the Superintendent shares information about what is taking place District wide and at all nine schools to further increase academic growth and social/emotional wellness for all students.	To further improve seeking input and partnering with families in the decision-making process, the Superintendent and Assistant Superintendent of Educational Services meet with families regarding the 23-24 Local Control Accountability Plan and meet with educational partners, such as the LCAP Advisory Committee, to discuss annual progress and new actions needed for the 24-25 school year. Staff will continue to keep in constant communication with families to support meeting the academic and social/emotional needs of students.    The District has also continued to strengthen its communication and seeking input from families by using the ParentSquare communication system. This has allowed families to be communicated to in their home language, and affords them opportunities to participate in surveys and feedback. The system is able to translate messages to families in their home language so that there is no communication barrier between home and school.   In addition, the Superintendent will continue to meet with the Parent Advisory Committee to share the District’s programs, and solicit input from parent representatives from every site. Student Data will also continue to be shared with families, with a focus on underrepresented students, and students who are performing below standards.	Staff will continue to focus on improving parent engagement to support parents with the decision-making process to increase student achievement for their child. In addition, Staff will focus on creating opportunities for staff and families to come together to learn more about ways that they can work together to increase achievement for underrepresented students.   During Parent Advisory Committee meetings, presentations will be conducted that show what educational programs are being implemented to support unduplicated students. In addition, there will be a targeted focus on social/emotional wellness that supports the whole child and the family. Parents will have opportunities to seek outside resources from community organizations, which will be supported by the schools' Social Workers.   The Superintendent will also visit each of the schools in the fall to share information about ways the District staff is supporting students in need. Further, resources will be shared with families on ways that they can seek additional support for the family if needed. There will be continued focus on supporting the whole child and family to assist with the child meeting their educational goals.   Principals and teachers will also continue to hold meetings at the school sites to further share resources that are available to assist unduplicated students and families in need. Conferences with families will be held to ensure that input and feedback is received so that together the school and home can partner to enhance learning for the child.	5	5	5	5	5	5	5	5	5	5	5	5	Met		14JUN2023	2023
19650520000000	Temple City Unified	3	Temple City Unified utilizes the California Healthy Kids Survey and a Local School Climate Survey to analyze input from our educational partners. Based on this input, we are at full implementation for all areas related to Building Relationships between School Staff and Families. We had 86% of our parents agree that school staff treats parents with respect. Likewise, 85% of our parents shared that they feel welcomed to participate at their child's school. On the Local School Climate Survey, 86% of the parents indicated that the school provides an educational experience and opportunities that reflect my child's culture, ethnicity, and identity. Temple City Unified has incorporated the use of ParentSquare as our primary communication with parents. This has allowed our sites and District to engage parents to a greater extent. ParentSquare allows for mass communications to our families at all levels as well as targeted audiences. Within the classroom, teachers have the ability to send out communications to ensure parents are connected with the daily activities in the class in terms of grades, attendance and individual student concerns.	Based on the results of the California Healthy Kids Survey and Local School Climate Survey that was administered in 22-23, TCUSD indicated that 72% of the parents felt that the instructional materials that are provided to their child's culture, ethnicity, and identity.  TCUSD plans to adopt science, history-social studies, and mathematics textbooks over the next three years and will implement strategies to increase this percentage in the future. Also, it became clear in our survey data, that 27% of our parents perceive that some students are not respecting our staff.  It is the goal of our schools to create welcoming and respectful environments for all staff and families.	TCUSD will improve the engagement of underrepresented families by utilizing a Public Information Office during the 23-24 school year.  This new position is designed to improve communication, engage more families, and increase the relationship between school staff and families.  Communications will focus on connecting families to school programs and building positive relationships between staff, students, and the community.	Based on this input from educational partner surveys in the 22-23 school year, we are at full implementation for three out of the four areas related to Building Partnerships for Student Outcomes. We had 90% of our parents agree that they feel confident to support their child at home. Likewise on the Local School Climate Survey, 85% of our parents shared that they participated in regularly scheduled parent conferences with their child's teacher.  Temple City Unified School District's strengths in building partnerships for student outcomes center around the relationships built at the classroom level. Site Principals and staff are encouraged to meet with parents via phone, email, ParentSquare or in person to ensure that families are actively engaged in their student’s success. At the elementary, each teacher holds parent meetings multiple times a year to discuss student progress and build relationships with families. These meetings allow for collaboration with families and ultimately lend themselves to student success. Families of middle school and high school students are actively encouraged to attend multiple information nights that support student access to resources for post-secondary education.	By using data from the survey's distributed in 22-23, TCUSD has determined the following areas for improvement in Building Partnerships for Student Outcomes: -Provide workshops to teachers and administrators in the 23-24 that relates to increasing effective partnerships with families -Improving the number of engagement opportunities and opportunities for parents of secondary students to conference with the school about their child's progress in classes and meeting graduation requirements.	TCUSD will improve the engagement of underrepresented families by engaging our students who qualify for extra supports under McKinney Vento laws.   Our families who are experiencing hardships or unstable housing will have access to increased supports.  In the 23-24 school year, the Office of Student Support and Engagement will utilize an improved approach through district staff and site counselors to re-engage our students experiencing homeless and improving their understanding of their legal rights.	Based on this input from 22-23, we are at full implementation for all areas related to Seeking Input for Decision-Making. We had 86% of our parents agree that the school encourages them to be an active partner with the school in educating their child; however, 71% of the parents shared that the school actively seeks the input of parents before making important decisions. TCUSD strongly encourages parents to join and participate in decision-making committees and meetings at each school site and district level meetings. Temple City Unified School Districts strength in seeking input for decision-making has moved from in-person groups and town hall events to on-line surveys. Temple City Unified has used surveys to gain input in LCAP goals, program evaluation, bell schedules, new programs, and textbook adoptions.	TCUSD has determined the following areas for improvement in Seeking Input for Decision-Making: -Provide increased training and resources to all schools to support their School Site Councils and English Learner Advisory during the 23-24 school year -Encourage increased number of participants in all district level committees and increasing the number of in-person event -Provide further training and resources to site administration on Student Success Team practices and procedures	TCUSD will improve the engagement of underrepresented families by engaging our families by offering in-person workshops with translation in the 23-24 school year.  By providing these workshops in-person, we are able to offer an engagement opportunity for parents who may struggle with joining virtually due to the lack of unstable internet or technology.	4	4	4	4	3	4	4	4	4	4	4	4	Met		28JUN2023	2023
19650600000000	Torrance Unified	3	The district has developed a variety of strategies for building relationships with staff and families especially in light of the pandemic which necessitated a pivot to virtual outreach in many cases.  The use of multiple modes of communication has become a strength for the district by providing families and staff the opportunity to participate even when off site. These new opportunities for engagement have led to an increase in parent engagement both at the district level and site level.  Another strength is the increased focus on building welcoming and supportive environments.  Our district has increased our focus on building capacity among all district staff to appreciate diversity and to create welcoming environments at all levels.	The district will focus on improving two-way communication with parents.  After the pandemic families may not have had the same opportunities to participate in events or provide input. There may also be additional needs that have arisen due to the pandemic and changing community or family circumstances. Therefore it is essential to build connections with families so that they feel safe to disclose their needs and provide any valuable recommendations. Now that students are back on campus the district has begun to have in-person events again and will continue to develop strategies to not only increase engagement but provide opportunities for parents to provide feedback and direct input in key areas for school sites and the district. In addition, to build trust and connections with families the district has begun work on diversity and inclusion district-wide and at school sites.  This work was begun to increase awareness and appreciation of cultural and other differences to build stronger relationships between staff and families.  One innovative effort the district is planning is to host virtual parenting series during the month of July for parents of incoming Kindergarten, Middle school, and High School students to help prepare them for these important transitions. The goal is to provide parents an opportunity to learn about district goals, and resources while voicing questions or input on the transition for their children.	The district has worked hard on continuing to increase engagement at the district level and at school sites.  However, an area that could use more attention is improving engagement of underrepresented families such as homeless, foster, English language learners, or low-income.  In order to increase our focus on some of these populations the district has invested staffing and funding into the homeless and foster program in addition to grant writing to support these programs and efforts. The district has committed to a dedicated social worker to focus on homeless and foster youth and to expand our mental health intern program. In addition the district has also committed to an additional 5 district social workers/clinicians partially district funded and partially grant-funded to support school sites districtwide and to support building those relationships between staff and families, especially for underrepresented families. The Increasing focus on expanding our intern program has allowed the district to provide ongoing individual case management for our foster and homeless families.  This effort has led to improved engagement, scheduling of more individual counseling, resources, and support. The team has also worked together to create unique targeted engagement opportunities for our families most in need. The district will continue to focus efforts on these targeted outreach opportunities to improve engagement for our underrepresented families. Moreover, at the site level, there is an increased focus on targeting communication and outreach to students and families most in need.  School sites are working on plans to individualize communication in their home language if necessary and take those extra steps to get underrepresented families to participate and take advantage of programs, services, and supports.	TUSD has increased the focus of its district-wide teacher professional development on supporting targeted students, including an emphasis on the importance of building partnerships with families.  We understand how important school-to-home communication is and have supported sites by providing them with additional strategies to connect.  We also have added parent workshops on how to best support students at home.	The focus areas for improvement are to individualize communication and target the information toward the unique needs of our families.  This includes personal invitations to participate and engage in services, programs, and support.  For example, this year there was a poor response to an invitation to join the new Extended Learning Opportunities Program (ELOP) for after-school support.  In an effort to build and improve, meetings next year between site administration and the district will include specific goals and strategies to ensure these groups are provided training on how to access.	TUSD will improve engagement of underrepresented families by including multiple modes of communication and increasing opportunities to connect.  Next year, through the ELOP and YMCA partnerships, we are planning additional workshops in the evening for parents who work during the day so that they can attend.	The district has made extensive efforts to seek input for decision making such as hosting a multitude of advisory groups and specifically seeking representation from targeted unduplicated populations for these advisory groups.  It has been a strength to have advisory groups both at the site level and the district level including Title I, ELMAC, DELMAC, Homeless/Foster focus groups, student advisory groups, etc. Despite the pandemic the district continues to create a variety of opportunities for parent input into the decision making process.  Plans are to continue outreach efforts, and to keep hosting the variety of advisory groups in order to sustain invaluable parent input.	The focus are for improvement for the district will be to increase representation of high need families on advisory groups, by specifically targeting under represented families in a variety of outreach efforts in their home languages as needed.  Additionally the district will also focus on targeting unduplicated and underrepresented groups to increase family participation and engagement in programs and opportunities at the site level and district level to promote stronger connections, increased trust and increase awareness of resources or supports available.	The district will continue to focus on targeting underrepresented families and specifically work on ensuring that different modes of outreach are used to increase the chances of reaching families in their preferred mode of communication. The district plans on using traditional forms of outreach such as flyers and emails while also using more individualized outreach in families own language such as phone calls, texts or social media.  The district plans on outreach to raise awareness of current resources and to get more under represented families to participate in current programs.  Additionally, the district plans on focusing outreach and targeted efforts on improving convenience for families and taking advantage of existing opportunities where parents are already available such as when picking up students from after school programs etc.	4	5	3	4	4	4	4	4	5	4	5	4	Met		20JUN2023	2023
19650780000000	Valle Lindo Elementary	3	"The LEA (Local Education Agency) has made notable strides in building and strengthening relationships between school staff and families. Among its strengths:  Regular Communication: The LEA ensures consistent communication with families through newsletters, emails, and parent portals, keeping them informed about school events and updates. Engaging Events: Regularly scheduled events, such as ""Back to School Nights"" and parent-teacher conferences, provide opportunities for families and staff to connect and collaborate. Inclusive Decision-making: Families have been incorporated into decision-making processes via PTO meetings and advisory committees, underscoring the value placed on their input. Cultural Competency: Training sessions for school staff have been implemented to understand and respect the diverse cultural backgrounds of students and their families. Feedback Mechanisms: The LEA has introduced platforms where parents can provide feedback, ensuring their voices are heard and their concerns addressed promptly. This proactive approach by the LEA has led to increased trust, more involved parents, and a cohesive educational community."	Based on the feedback from educational partners and an analysis of local data, the LEA has identified the following focus areas for improvement in building relationships between school staff and families:  Enhanced Communication Channels: Despite regular updates, there's a need to diversify and improve communication methods to reach all families, especially those without regular internet access.  Cultural Sensitivity Training: While initial training sessions have been beneficial, continuous and advanced cultural competency programs are necessary to further bridge understanding between diverse student families and staff.  Parental Engagement Programs: The data suggests the need to create more platforms and programs that actively involve parents, ensuring they feel valued and integral to the school community.  Feedback Response Mechanism: The current feedback system can be enhanced to be more interactive, allowing school staff to address concerns in real-time and show families that their input results in tangible action.  Accessible Resources for Families: Ensuring resources, whether academic support or community services, are easily accessible and tailored to the needs of different families will further bolster relationships. These focus areas underscore the LEA's commitment to continuous growth in fostering stronger connections between school staff and families.	Based on insights from educational partners and a thorough analysis of local data, the LEA has charted out the following strategies to enhance the engagement of underrepresented families, identified during the self-reflection process, in building relationships between school staff and families:  Targeted Outreach: Implement tailored communication methods, such as translated materials or dedicated liaison officers, to specifically reach underrepresented families and ensure they are informed and feel included.  Cultural Engagement Events: Host events that celebrate the diversity of our student population, giving underrepresented families an opportunity to share their culture and traditions, and fostering mutual respect and understanding within the school community.  Flexible Meeting Times: Recognizing that work or other commitments might make traditional meeting times challenging for some families, the LEA will offer alternative timings or virtual options for parent-teacher conferences and informational sessions.  Community Liaisons: Engage community leaders or representatives from underrepresented groups to act as bridges, facilitating better communication and understanding between the school and these families.  Feedback Platforms: Develop platforms where underrepresented families can voice concerns, provide feedback, or seek clarification, ensuring their perspectives are actively considered in decision-making processes.  By implementing these strategies, the LEA aims to ensure that every family, irrespective of their background, feels valued, heard, and engaged in the educational journey of their children.	Based on an in-depth analysis of educational partner feedback and local data, the LEA's strengths and progress in Building Partnerships for Student Outcomes are as follows:  Collaborative Platforms: The LEA has established robust platforms where educators, local non-profits, and community organizations can collaborate, ensuring a holistic approach to student development.  Regular Educational Partner Meetings: The LEA conducts frequent roundtable sessions and forums with educational partners to align on goals, discuss progress, and strategize for continuous improvement.  Resource Sharing: Effective partnerships have allowed for a mutual exchange of resources, be it in the form of guest lectures from industry experts, shared infrastructural facilities, or collaborative funding for specific projects.  Feedback Mechanisms: Constructive feedback from partners is actively sought, leading to dynamic adjustments and ensuring the continued relevance and effectiveness of the partnership for student outcomes.  These strengths indicate the LEA's commitment to leveraging community resources and collaborations in enhancing the educational experiences and outcomes for students.	Upon analyzing feedback from educational partners and examining local data, the LEA has pinpointed the following focus areas for enhancement in Building Partnerships for Student Outcomes:  Diversification of Partnerships: While existing partnerships are valuable, there's an identified need to branch out and establish connections with a broader range of industries and organizations to offer students a more varied experience.  Strengthened Communication: Ensuring more regular and transparent communication with partners can enhance collaboration and better align resources with student needs.  Evaluation Metrics: Implementing clearer metrics and evaluation methods to regularly assess the effectiveness and impact of partnerships on student outcomes.  Capacity Building: Training for school staff to effectively manage and optimize these partnerships, ensuring that collaborations are not just on paper but are translated into tangible benefits for students.  Inclusive Engagement: Seeking ways to involve underrepresented communities or sectors in these partnerships, ensuring a holistic approach to student growth and exposure.  These areas of focus reflect the LEA's dedication to continually refining its strategies to foster more impactful partnerships that propel positive student outcomes.	After thorough analysis of educational partner feedback and local data, the LEA has outlined the following approaches to bolster the engagement of underrepresented families, pinpointed during the self-reflection process, in the realm of Building Partnerships for Student Outcomes:  Culturally Tailored Outreach: The LEA will develop outreach programs designed specifically for underrepresented families, ensuring they are both accessible and relevant. This might include translated materials, community liaison officers, or events tailored to specific cultural or community interests.  Flexible Engagement Opportunities: Recognizing varied schedules and commitments, the LEA will offer diverse engagement timings, including virtual sessions, to ensure maximum participation from all family groups.  Collaborative Forums: Establish forums or committees where representatives from underrepresented families can share insights, feedback, and suggestions directly, fostering a sense of ownership and participation in student outcomes.  Focused Training for Staff: Conduct training sessions for school staff on engaging with diverse communities, highlighting the importance of inclusive practices and understanding unique cultural or socioeconomic contexts.  By adopting these strategies, the LEA is committed to creating a more inclusive environment where every family feels they have a stake in, and can positively influence, student outcomes.	After a careful analysis of feedback from educational partners and local data, the LEA's current strengths and progress in Seeking Input for Decision-Making are summarized as follows:  Open Forums: The LEA has consistently provided open forums where educators, parents, students, and community members can voice their opinions and suggestions regarding various initiatives and decisions.  Feedback Mechanisms: Tools such as surveys, feedback forms, and digital platforms have been effectively employed to gather insights from a broader audience, ensuring diverse perspectives are considered.  Regular Input Meetings: The LEA schedules periodic stakeholder meetings, ensuring a continuous dialogue with educational partners about impending decisions and their potential impacts.  Transparency: All decision-making processes are transparently communicated to educational partners, with rationales provided to foster understanding and trust in the chosen directions.Data-Driven Approaches: The LEA places a strong emphasis on evidence-based decision-making, ensuring that input from partners is complemented with reliable data to inform critical decisions.  These strengths highlight the LEA's commitment to involving its community in decision-making processes, valuing the collective wisdom of its educational community.	Upon reviewing feedback from educational partners and evaluating local data, the LEA has identified the following focus areas for enhancement in Seeking Input for Decision-Making:  Diverse Representation: There's a need to ensure that all segments of the community, especially underrepresented groups, have a voice in the decision-making process, fostering more inclusive deliberations.  Improved Feedback Platforms: While existing feedback tools have been effective, there's room for enhancing these platforms to be more user-friendly and comprehensive, capturing nuanced insights from educational partners.  Timely Communication: Ensuring that community members are informed well in advance of major decisions, allowing adequate time for them to provide input and engage in discussions.  Training and Workshops: Organizing training sessions or workshops to educate educational partners on how to provide constructive feedback and understand the intricacies of educational decision-making.  Evaluation of Input: Establishing a transparent system to showcase how the gathered input influenced decisions, reinforcing the value placed on stakeholder opinions and ensuring accountability.  These areas underscore the LEA's dedication to refining its approach, ensuring that the decision-making process remains transparent, inclusive, and reflective of the entire community's aspirations.	Based on insights from educational partners and an analysis of local data, the LEA has outlined the following strategies to amplify the engagement of underrepresented families, pinpointed during the self-reflection process, in the context of Seeking Input for Decision-Making:  Targeted Outreach Initiatives: The LEA will deploy outreach efforts specifically tailored for underrepresented families, ensuring they receive timely information and have ample opportunities to contribute to discussions.  Cultural and Language Adaptation: Recognizing the diversity within underrepresented families, the LEA will offer translated materials, interpreters, or even culturally-tailored discussion forums to ensure everyone can participate seamlessly.  Flexible Engagement Channels: To accommodate varied schedules and commitments, the LEA will facilitate both in-person and virtual forums, as well as varied timings for feedback sessions to maximize accessibility.  Community Liaisons: Engage community representatives or leaders from these underrepresented groups to act as bridge figures, ensuring smoother communication and trust-building between the families and the LEA.  Feedback: To reinforce the importance of their input, the LEA will provide transparent updates on how feedback from these families influenced or shaped decisions, underscoring their valued role in the decision-making process.  By integrating these approaches, the LEA aims to create a more inclusive decision-making environment where every voice, especially those traditionally underheard, holds significance and weight.	5	5	4	4	5	5	5	5	4	4	4	3	Met		21JUN2023	2023
19650940000000	West Covina Unified	3	The West Covina Unified School District works diligently to build and sustain essential partnerships with our families. During the 2022-2023 school year, many forms of outreach were provided at the site and district levels to increase communication and positive relationships with our families. A highly effective addition to the district’s communication efforts included a Superintendent’s Newsletter which was distributed to all district families on a weekly basis. ParentSquare continued to greatly increase two-way communication between families and schools in their native language. Our Family Resource Center continued to provide resources, referrals, and services to our families, especially our foster youth and homeless population. English learner parent/guardian representatives from each of our schools were provided with opportunities to provide ongoing feedback on site and district support and services for a wide range of students representative of various cultures and languages. Parents/guardians of our students with disabilities were provided with parent workshops throughout the year on various topics of interest and importance to them. District staff collaborated with school level staff to proactively respond to the social/emotional needs of students across the district, in collaboration with our families. Varied technology platforms, including social media and online surveys, were utilized to distribute timely and relevant content to help facilitate effective and improved communication between the district and the community. As measured by our annual local climate survey, a district wide goal to maintain high levels of positive customer service was achieved. Approximately 85% of families stated that they had opportunities to share their thoughts and opinions with the sites and district office.	The weekly Superintendent’s Newsletter provided information on important topics such as school news, new opportunities, expanded learning programs, etc. and to highlight the various accomplishments of schools, students, and staff members. The district also harnessed the widespread use of social media and increased its presence to further disseminate information to the community. We will continue to find different ways to ensure that families, especially underrepresented families, continue to have opportunities to engage in meaningful input and decision making at all schools and at the district level for increased student outcomes. We seek to enhance our ability to engage families by providing expanded experiences that will draw families to make personal connections for increased student achievement and positive engagement. We will continue to seek input to determine the optimal days and times to provide workshops and opportunities that serve the needs of unduplicated, targeted, and underrepresented student groups.	The West Covina Unified School District strategically invites parents/guardians, especially of underrepresented students, to provide input during decision-making meetings such as LCAP District Advisory Committee, District English Language Advisory Committee, School Site Council, monthly Special Education parent meetings, etc. A personal invitation is made to those families. Translators are provided to increase participation of non-English speaking families. If parents are unable to attend a meeting, they are provided contact information for a staff member to review the meeting items and record the parent's input.	The West Covina Unified School District strives to build and sustain significant relationships with families in order to support students’ well-being and high levels of student achievement. Parents, in collaboration with teachers, staff, and administration, reviewed a variety of district wide achievement data through various formats and forums at the site and district levels during the school year to determine student strengths and needed areas of improvement. Workshops, meetings, and parent/guardian-teacher conferences were held to share important achievement data along with information and resources to support student learning and development in the home and at school. West Covina Unified continued to implement the use of ParentSquare to improve and greatly increase two-way communication between families and schools in their native language. Our Family Resource Center staff monitored academic progress and provided individualized instruction, interventions, and counseling to address academic support needed across the subject areas to unduplicated groups.	After a few years of limited professional development opportunities, West Covina Unified was able to offer a variety of training to teachers in 2022-2023. A K-5 science adoption committee met regularly to provide input and recommendations regarding the new curriculum the district would adopt. Elementary school teachers participated in 95% Group/Science of Reading professional development. Middle and high school staff members convened as the Science committee. Secondary teachers also participated in professional development focused on grading practices.	West Covina will continue to reach out to underrepresented families and invite them to participate in workshops, meetings, and parent/guardian-teacher conferences. These forums will be used to share important achievement data, strategies, and resources to support student learning and development in the home and at school. Parents, in collaboration with teachers, staff, and administration, reviewed a variety of district wide achievement data through a variety of formats and forums at the site and district levels during the school year to determine student strengths and needed areas of improvement. Workshops, meetings, and parent/guardian-teacher conferences were held to share important achievement data along with information and resources to support student learning and development in the home and at school. West Covina Unified continued to implement the use of ParentSquare to improve and greatly increase two-way communication between families and schools in their native language. Our Family Resource Center staff monitored academic progress and provided individualized instruction, interventions, and counseling to address academic support needed across the subject areas to unduplicated groups.	Parents/guardians in the West Covina Unified School District provided ongoing input to both district and school decision making during the course of the 2022-2023 school year. There was representation from each school site, from elementary to secondary, on the Local Control Accountability Plan (LCAP) District Advisory Committee as measured by membership lists. Parent representation reflected low-income, English learner, reclassified fluent English proficient, foster youth, and students with disabilities student groups. The LCAP District Advisory Committee was also composed of school and district administration, teachers, and classified staff, including staff who work directly with unduplicated pupils/targeted student groups. The LCAP District Advisory Committee configuration allowed for varied opportunities for school/district staff to build capacity with parents/guardians in working collaboratively to review student achievement data, evaluate programs, and provide ongoing feedback on the progress of LCAP goals. There was also District English Learner Parent Advisory Committee (DELAC) representation from each of the school sites. Parents of English learners were invited to participate in the DELAC while parents of students with disabilities were invited to participate in the Special Education Parent Advisory Committee to ensure representation and solicit input on the LCAP and programs from each school site. The district maintained a foster youth committee of staff, students, foster parents, and community agencies to examine and address the needs of foster youth to support the wellbeing and academic achievement of foster youth. At the site level, there was a functioning School Site Council or Parent-Student Advisory Committee at 100% of schools in the district. School Site Councils at the elementary, middle, and intermediate levels consisted of a majority of parents of students at the school, including unduplicated pupils. At the high school level, Parent-Student Advisory Committees consisted of parents and students at the school, including unduplicated pupils. Parents/guardians at all school sites were asked to complete the annual local climate survey in the spring of 2023. The survey included questions about academic achievement, communication of student progress, administration, counseling for students, student safety, grading practices, morale, and school and district communication with parents and guardians.	While West Covina Unified constantly strives to include families of underrepresented students in the decision-making processes (e.g. School Site Council, District LCAP Advisory Committee, Board of Education public input, etc.), one of the areas in which we can improve our efforts is by providing meetings at various times and locations that are optimal for a wider range of educational partners. We will continue to survey our educational partners to determine preferred times, locations, and format of proposed meetings.	West Covina will continue to create opportunities for educational partners to provide ongoing input and provide increased means for two way communication between underrepresented families and school sites and the district office. Families will receive a weekly Superintendent's Newsletter through ParentSquare which will provide families with information on important upcoming meetings and opportunities, survey links to gather input, and contact information. They will also have access to information posted through the district’s official social media accounts.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
19650940112706	California Virtual Academy @ Los Angeles	3	The school focuses on building meaningful relationships to support student success in the virtual learning environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, how to request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly connection calls and academic conferences, and provide standards-based, synchronous (live) instruction. During monthly connection calls teachers discuss students’ strengths and goals, teacher expectations, as well as build relationships with students and parents, leading to improved engagement and academic outcomes. Teachers and staff use platforms such as Newrow allowing face-to-face virtual interaction with students and parents. Teachers and staff focus on building relationships with  every student in the school. Through daily connections, relationships between students, teachers, and families are built. Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being, with a focus on self-awareness and self-management. In addition to classroom connections, we provide in-person and virtual outings, clubs, and parent/learning coach (LC) support sessions, some offered in English and Spanish. We provide support to families throughout the calendar year, including summer. Administrators host online parent, student, and staff feedback sessions throughout the year. Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support.	The school involves parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title I meetings, Partner Engagement Meetings, English Learner Advisory Committee (ELAC), Local Control Accountability Plan (LCAP) feedback and planning, and WASC (Accrediting Commission for Western Association of Schools and Colleges). These provide feedback to the leadership team on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings.	CAVA has utilized a team of support staff to ensure the engagement of underrepresented families through the Compass program (approx. 12% of students participate in the Compass support program). CAVA has added bilingual engagement support for Spanish speaking families during the onboarding process to provide additional support throughout the calendar year and will offer expanded opportunities for the LEP families in the 23-24 SY. Schoolwide forms and documents have been translated into Spanish. Document translation and interpreting services are available, on demand.   The school involves parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title I meetings, Partner Engagement Meetings, English Learner Advisory Committee (ELAC), Local Control Accountability Plan (LCAP) feedback and planning, and WASC (Accrediting Commission for Western Association of Schools and Colleges). These provide feedback to the leadership team on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings.	An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and the school intentionally involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectation, along with provide assessment results.  Parents have access to student grades and online school activities including curriculum assessments. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. The school has graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students.	CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensure high levels of learning for every student.	The school has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. The school also offers Stride Career Prep (SCP), a career readiness education program, allowing students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. Sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit.  Through the schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, LC Community (social platform for CAVA parents/learning coaches), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for students. The Family Teacher Organization (FTO) meets monthly with the goal to strengthen student support by increasing partnership between home and school.	Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions.  Overall parents indicate satisfaction with the school, finding it beneficial for their students and appreciate teacher and staff support and the communication the school provides to students and families. They value access to review their student’s progress to see if their student is behind in a subject and also access to preview curriculum. They appreciate the versatile and robust curriculum and that their students have access to a broad course of study. Parents indicate they appreciate that the school offers a variety of opportunities for high school students and socialization activities for all grade levels. They appreciate that the school rewards students who excel and succeed. They are happy that a group for Spanish-speaking parents exists.	CAVA's area of focus for seeking input for decision making:  • Streamline scheduling of classes and assignments to better balance the school day and reduce the feelings of being overwhelmed. • Not enough time for all the responsibilities/tasks of learning coach.  • Reduce emails to parents/learning coaches. • Additional staff and language support to non-English speaking parents.  • Provide additional opportunities for parents and families to connect with school administrators to discuss concerns.   • More opportunities for in-person connections, and social activities including on the weekends and by grade bands.  • More peer-to-peer interaction with ways to connect with other students.  • Additional tutoring for students. • A summer plan to engage students, providing interaction and connection for students and families who are continuing with the school, new to the school, and students who need additional academic/SEL support. • Additional opportunities for peer-to-peer interaction/connection in Class Connect (CC) sessions, clubs, and other activities. • Increase in-person events offered to students. • Revised onboarding procedures to support new students and additional support staff to help onboard families.   • Messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.	CAVA has implemented Spanish-speaking parent sessions and continues to send parent communications in both English and Spanish. We are increasing our English Language Development (ELD) program meetings. CAVA provides internet reimbursement for low-income families.	4	4	4	4	5	5	5	5	4	4	4	4	Met		08JUN2023	2023
19650946023527	San Jose Charter Academy	3	San Jose Charter Academy has made efforts to bridge communication between all stakeholders, training staff in equitable ways to engage students, families, and community members of various cultures, abilities, and engagement styles.  During the school year, staff participated in various trainings including social-emotional and trauma-informed teaching.  SJCA provides opportunities for parent-teacher conferences each term, focused on goal setting for the term instead of an exclusive focus on the term’s report card.  These student-led conferences are a highlight for parents and teachers as students are very involved facilitating the conversation during the 30-minute conference. The school and administrative staff have also stressed the importance of the AERIES Family Portal as a critical, on-going tool to monitor student progress.	Continued work to engage parents with additional opportunities for parent education remains a priority along with the implementation of a Multi-Tiered System of Support with inclusive educational policies and procedures. Additionally, we would like to build on and provide additional opportunities for families to provide feedback for continuous improvement.  According to The Leader in Me’s annual Measurable Results Assessment, our areas of improvement are in taking time to understand the home culture families (86% are satisfied), and sharing positive updates of students regularly (87% are satisfied).	To improve our school community, we utilize valuable parent surveys to identify focus areas.  We offer flexible meeting options, both online and in-person, based on input from educational partners. This approach has increased participation and accommodated busy schedules. We prioritize flexibility and inclusivity by offering Zoom and in-person meetings. Our translation services will expand to include underrepresented languages, ensuring effective communication for all. Streamlining communication through tools like ParentSquare, we automatically translate information, reaching every member of our diverse community.  We foster family engagement through additional opportunities and celebrate the diverse range of languages spoken within our community. Promoting positive phone communication with families is essential to building strong relationships. By encouraging increased positive phone calls home, we can strengthen the connection between the school and families, creating a supportive and nurturing educational environment. Parent workshops provide resources and support, while child supervision ensures meaningful engagement during events like Back to School Night.  During events such as Back to School Night, we will prioritize child supervision to ensure parents can fully engage and participate. By providing a safe and structured environment for children, we create a conducive atmosphere for parents to make the most of these important school events.  Addressing the unique needs of English Learner families,   In order to maximize parent participation, we will strategically schedule meetings during the day. By considering the scheduling needs and constraints of our parents, we create opportunities that are convenient and accessible to as many parents as possible.  To foster a sense of ownership and community pride in our school, we will develop SJCA campaigns. These campaigns will emphasize the collective responsibility we all share in creating a positive school environment, promoting a strong sense of unity and collaboration.	San Jose Charter Academy engages families from the beginning of the school year with Back to School night activities and PTO opportunities for community connection.  Throughout the year, families have presented opportunities to engage in learning through Parent University, assisting families in the academic and social-emotional support of their children. Ninety-five percent of families are satisfied with communication regarding important issues and events at school. Eighty-eight percent are satisfied with how San Jose Charter Academy provides ways they can assist in supporting student learning.  We partner with parents in several ways to enhance student achievement:  Regular Communication: Schools maintain open lines of communication with parents through newsletters, emails, phone calls, and parent-teacher conferences. Regular updates on students' progress, assignments, and upcoming events keep parents informed and engaged.  Parent Workshops and Education: Schools organize workshops and seminars to educate parents about effective parenting strategies, supporting learning at home, and understanding curriculum expectations. These initiatives empower parents to actively participate in their child's education.  We provide parents with access to educational resources, online platforms, and learning materials to support their child's academic growth. These resources enable parents to reinforce classroom learning at home.  Volunteering and Parent Involvement: SJCA encourages parents to volunteer in classrooms, libraries, and extracurricular activities. This involvement fosters a sense of community and collaboration, positively impacting student motivation and academic success.  Homework Support: Schools provide resources such as tutor.com and other home resources to parents to assist students with homework. They offer suggestions for creating a conducive study environment, managing time effectively, and addressing specific subject challenges.  Parent-Teacher Organization (PT0s): Our PTO promotes collaboration between parents, teachers, and school administrators. They organize fundraisers, events, and educational programs that contribute to students' academic success, while also providing a platform for parent input and engagement.  Celebrating Achievements: Schools acknowledge and celebrate student achievements through awards ceremonies, recognition programs, and parent involvement. By involving parents in celebrating their child's accomplishments, schools reinforce the importance of parental support in student success.  Overall, these collaborative efforts between schools and parents create a supportive learning environment, enhance student engagement, and contribute to improved academic achievement.	Based on the analysis of partner input, families need accessibility of both an in-person and online forums due to work and childcare needs. Online availability allows for an increase in participation.  Continuing to develop ways to engage families in various methods and times of day opens more options for families to partner in learning.   Also developing innovative ways to present information and materials for improving student outcomes as well as more ways to have parents learn together is an area of focus. Staff are also making improvements to create welcoming environments to all languages and cultures by allowing for translation opportunities, both personal and digital, and access to appointments and support allow for more acclimated families to participate and become a part of the fabric of the school.	San Jose Charter Academy understands families desire their children to succeed and need resources to do so.  90% of families express satisfaction in being provided ways they can assist in student outcomes at home.  We will explore additional opportunities such as different ways of publicizing family events, or asynchronous engagement as well as staff being informed by a survey of parent needs.  SJCA also understands that work and family balance is a challenge for some, and that accommodations for conversations outside of school hours, or virtually during their work day may be the only option.   The top three ways we will work to improve engagement of underrepresented families are:  Parent Advisory Committees: Schools establish parent advisory committees to gather input on important decisions related to curriculum, school policies, and programs. These committees give parents a voice in shaping their child's educational experience.  Individualized Support: Schools collaborate with parents to develop individualized education plans (IEPs) and 504s, as well as academic success partnership agreements for students with special needs or learning challenges. Regular meetings and feedback ensure that both school and parents work together to meet the student's unique requirements.  Parent-Teacher Collaboration: Schools facilitate regular meetings between parents and teachers to discuss student progress, set goals, and develop strategies to support learning. This partnership strengthens the support system for students and fosters a shared responsibility for their success.	SJCA has multiple opportunities for parents to provide input for decision making. Our PTO provide input for a host of site level decisions. Additionally, our School Site Council DELAC engage parents within those specific areas of influence and governance. As a single school district, parents are able to voice feedback and input directly with our administrative staff.  The East San Gabriel SELPA Community Advisory Committee also seeks parent input for families with students with disabilities and provides vital input into the district’s special education programs. These various avenues bring more awareness and understanding to parents about their child, the importance of their child's education, and ways to get involved. Developing these groups remains an area of focus. An area of focused improvement would be to increase parent participation in all of those activities and to find better ways to bring them in as part of these groups.  We are also partnering with families who would like to support and engage with one another, especially if they are new to our school community, and experience obstacles or barriers to fully engaging with our school activities.    Translation services are always available to families through mass and personal communication, student conferences, and parent workshops.  Some of our key opportunities for parent involvement include the following:  School Site Council, LCAP Parent Meetings, PTO meetings, and events, DELAC meetings and events, The Leader in Me meetings and events, Parent Education (PESA) Workshops, curriculum and software parents training/workshops. Parents are truly considered a partner in their child's educational experience.	In our annual survey, most survey responses yielded over 93% mostly or highly satisfied.  There were two areas of opportunity where parents reported less satisfaction: 1) the need to have more positive student outcomes reported to them and 2)taking time to understand the family’s home culture.   It should be noted that 84% and 89%, respectively, are highly and/or mostly satisfied.  We do feel that focusing on these two areas may have a positive influence on the area of seeking input for decision-making.   In addition to the formal groups we engage with and individualized meetings, we will continue to seek input from parents in decision-making processes through various strategies, fostering a collaborative and inclusive environment.  Parent Feedback Sessions: Organizing dedicated feedback sessions allows parents to voice their opinions, concerns, and ideas directly to school administrators, teachers, and relevant decision-makers. These sessions can be conducted in-person or virtually, providing an opportunity for open and constructive dialogue.  Open Forums and Town Hall Meetings: Hosting open forums or town hall meetings gives parents a platform to express their thoughts and suggestions. These events can be facilitated by school administrators or parent-teacher associations, allowing parents to share their perspectives on various aspects of the school community.  Parent-Teacher Organization Meetings: PTOs can serve as a channel for gathering parental input. Regular monthly meetings provide an opportunity to discuss important matters and receive feedback from parents. School administrators can attend these meetings to listen to parent perspectives and address concerns.   Focus Groups: SJCA can conduct focus group sessions with a representative sample of parents to obtain in-depth insights on specific topics. These sessions can be guided by a facilitator and provide an opportunity for parents to share their experiences, ideas, and concerns.  By actively seeking input from parents through these channels, schools can ensure that decision-making processes reflect the collective voice of the school community, leading to more inclusive and informed outcomes.	San Jose Charter Academy seeks ongoing, meaningful dialogue with stakeholders, most importantly, parents and guardians, in developing opportunities for an even stronger partnership.  SJCA has found that those who want to communicate will more than likely be able to find a venue or opportunity to do so, but those who are struggling to navigate school, work and other priorities need more direct connections to communication and resources.  As we are continuing to build programs after the pandemic, we are seeing a need for phone calls outside of school hours, availability to text school administrators and staff, and direct invitations to participate in meetings/events. This continues to build a sense of community and understanding amongst stakeholders.	5	5	5	4	5	5	5	4	5	5	5	5	Met		20JUN2023	2023
19651020000000	Westside Union Elementary	3	During the 2022-23 school year, local data and input from educational partners was gathered through: -District English Language Advisory Committee (DELAC)  -Superintendent’s advisory meetings -Meetings with School Site Councils and ELACS at the school sites -Collaboration with the local SELPA -Student feedback gathered through the California Healthy Kids Survey (CHKS) -Parent feedback through the CHKS and Let’s Talk platform -Collaboration with both classified and certificated groups through input meetings in the spring, as well as through the CKHS  -Monthly instructional management meetings between July, 2022 and May, 2023. Each of these opportunities provided a forum for collaborative discussions about student learning outcomes, along with barriers to fully achieving them, as well as input and suggestions on how to improve student and family engagement. Specific meetings with each educational partner group further focused on gathering feedback on proposed goals, actions and services in the District's LCAP. A summary of this feedback received is detailed in the Engaging Educational Partners section of the District's Local Control and Accountability Plan (LCAP) and informed each of the focus areas and strategies to improve engagement of underrepresented families that are summarized in the following self-reflection sections for Priority 3.  Strengths: -During the 22-23 school year, Westside Union School District provided opportunities for professional development to all teachers and instructional assistants to build their capacities to partner with families in support of improving student outcomes; and -A majority of site administrators were able to attend professional learning on the Response to Intervention (RTI) framework and Professional Learning Communities (PLC) to support their work with families to improve student outcomes.	Focus areas include: -Management team will participate in ongoing supplemental professional development in working to address barriers, learning needs and conditions of low-income students and underrepresented groups; -Continue to train certificated and classified staff in Boys Town and Leadership Development Through PE (LDTPE) models; -An attendance liaison will be added to work with youngest low-income learners in TK and K to address barriers to attendance that inhibit student outcomes by communicating about district/community resources with families and working with families on attendance interventions; -Increase parent communication and involvement through technology as well as sending home information in a variety of formats; -Increase capacity to work with students in the area of trauma and building strengths by adding counseling interns at schools of high need; and -A Parent Day for parents of underrepresented students, specifically low-income,  in conjunction with annual LDTPE All it Takes student camps was on hold due to facilities conflict during the 22-23 school year; There is a need to relocate this program in order to develop parent strategies around better understanding of social emotional competencies that correlate with improved student outcomes.	Two key initiatives to improve engagement of underrepresented families during the 23-24 school year are: -A dedicated attendance liaison will be added to work with youngest underrepresented (low-income learners) in TK and K to address barriers to attendance that inhibit student outcomes by communicating about district/community resources with families and working with families on attendance interventions. This attendance liaison is in addition to existing staff focused on reaching out to underrepresented families at all grade levels to build communication and collaborate on strategies to improve attendance and support student success. -Counseling interns will be added to the schools of highest need to focus on working with students, primarily of underrepresented families, to support their successful outcomes.	All areas of focus from last year were implemented in the 22-23 school year - including return of the Empowering YOUth Festival. Empowering YOUth included over 45 vendors from across the Antelope Valley covering health and wellness. This included a variety of services including mental health and dental care and many local youth organizations. Additional identified strengths are: -Parent teacher conferences continue to be an area of strength - 100% of parents of low performing, low income, EL, and foster youth were invited to attend parent teacher conferences. -Teacher surveys reported 6,281 student conferences in the fall (4,623 elementary - 1,658 middle school) -3,281 families participated in a survey about conference activities  -An increase in site-based family engagement events including STEM nights, open houses, and literacy workshops -Establishment of Westside Parent Connection, a “parents for parents” support group hosted on social media	Parent engagement rates continue to lag post-COVID. An area of focus from the previous year to address this was to bring back parent workshops in 2022-23. Based on parent feedback, these have been brought back at the school level and sites have had success with family nights. The ability to provide District workshops has been limited by a lack of space (after hours or outside locations only), as well as by availability of staff to facilitate them. This will remain a focus area for the 2023-24 school year.	Input from educational partner groups and local data point to the need for the the following strategies to improve engagement of underrepresented families: -Increase parent workshops and provide support with curriculum; online platforms; high risk behavior, attendance, and internet safety; -Increase participation in the Parent Literacy Program to post COVID levels; -Continue and increase classified and certificated professional development to include strategies for student engagement and motivation;  -The District will partner with the Westside Parent Connection to host academic and social events during the year; and -Teachers will continue to provide additional conference times for parents during non-student days and for EL during the year.	Strengths: -During the 22-23 school year, the District hosted four Superintendent’s Advisory meetings with families of low-income, special education, EL, and foster students participating; -During the 22-23 school year, quarterly DELAC meetings at the district level and ELAC meetings at the school sites were a sustaining practice; -Advisory committees at both the school site and district level participated in analysis of data and progress to provide input on plans including the School Improvement Plans  and the LCAP; -3 schools underwent a WASC self-study this school year involving input from educational partners; and -PTAs provided parent leadership opportunities at most sites.	Focus Areas: -Continued need to increase parent engagement in advisory committees at the District level, as well as to support staff with engagement of their School Site Councils (SSCs) and English Learner Advisory Committees (ELACs) at the school level;  -Staff development with instructional managers to use WASC self-study for engagement of parents in providing input on school policies and programs; and -The District will partner with the Westside Parent Connection to host family events during the year.	The District will provide focused collaboration with management (administrators, counselors, psychologists, directors) to apply learning from professional development on addressing inequitable barriers and engaging underrepresented families in opportunities for school-parent decision making.	3	3	3	4	4	3	4	4	3	3	3	2	Met		20JUN2023	2023
19651100000000	Whittier City Elementary	3	Whittier City School District believes in the importance of building and sustaining strong relationships with the families we serve and our local community. Our efforts were increased and our ties were strengthened when Whittier City School District endured a pandemic that caused us to lean heavily on the strong relationships we had built with our families and community.  Since then our efforts to provide various avenues of outreach and support to our families and students have resulted in positive trends towards building solid relationships. According to data from the Community and Parent LCAP Survey from 2022-2023. Results indicate that 83% of parents feel their input and participation at their child's school is welcomed and valued, and 90% of parents report that they feel welcomed when visiting a school site. Developing a culture that promotes inclusiveness and acceptance of various languages and cultures helps build safe and trusting relationships at school sites. According to our LCAP survey, 86% of families agree and strongly agree that the District and schools promote an understanding and acceptance among its racially, ethnically, and culturally diverse student body. To further improve our relationships with our community, The District will increase its efforts to provide timely communication and information that is easy to access for all families. We will continue to implement online two-way communication platforms via Parent Square and implement a system that will improve access to District and school websites. Furthermore, we will increase our social media posts while continuing to use traditional forms of communication to ensure our families are aware of all school activities and opportunities to be involved in the decision-making process of school programs. In addition, a community liaison is available at every school site to support outreach to all families including those with exceptional needs and families of underrepresented students.	The Whittier City School District has a well-developed and sustainable parent engagement initiative that includes and promotes opportunities for families to engage in collaborative discussions at our weekly Parent Coffee Club. WCSD understands the importance of parent engagement and therefore made meetings and workshops available in-person and through online platforms. Our effort to engage parents is evident in our well-established Parent Center where parent education classes are offered and parent meetings are held. Workshops include opportunities for parents to engage in learning about academics, social-emotional support, assessments, and behavioral interventions. Most recently, WCSD re-introduced our Parent Passport System, where parents were provided with a paper passport to gather signatures from various parent meetings and trainings throughout the year. At the end of the year, parents submitted their Passports and received an invitation to an end-of-the-year culminating parent appreciation breakfast. School Community Liaisons andsite-basedd Social Workers collaborate to provide workshops and parent education at every school site. We ensured all of our workshops are available in English and Spanish and are held at both the WCSD Parent Center and site level depending on the input of parents. In addition, we have partnered with several consultant groups that specialize in providing high-quality training for parents on relevant topics. Our popular Parent Passport is provided to all families to document their participation at school and District events, and a celebration is held at the end of the year to honor family engagement. Future goals in this area include developing and growing a strong partnership with families around the needs of students and providing a variety of parent workshops based on input from families.  In addition, we will focus our effortson providinge more opportunities for our parents/legal guardians to learn about their rights and ensure that all of our families know and understand the appropriate channels to express concerns and advocate for student needs. According to our recent LCAP Survey, we are proud to report that 79% of our families agreed and strongly agreed that the school and/or District provides families with information and resources to support student learning at home. This is an increase from 47% to 79% demonstrating the effectiveness of the strategies we implemented. Therefore, we will continue to work toward providing families with information and resources for accessing learning supports at home and improving access to learning during the summer. Students will have access to learning platforms all summer long and weekly newsletters will be sent home to families with tips on how to help students continue learning throughout the summer.	Upon analysis of data and feedback from educational partners, WCSD has identified a need to increase parent engagement and parent education opportunities for underrepresented families such as our parents of English Learners and students receiving a specialized education. We have already made efforts to improve in this area. Our first step toward increasing engagement was to develop a survey  customized to gather input from parents of English Learners. Our goal was to identify overall areas of need and provide support.  According to the English Learner Parent Survey 2022-2023 79% of parents reported that they were aware of the reclassification process. This is an impressive increase from 53% from last year's LCAP PArent and Community results. Therefore we will continue to increase our communication of the reclassification process for our English Learner community. In addition, we will work with our Special Education and Student Services department to establish ways to gather input and data on areas of need for our families of students with specialized needs. We will continue to offer translators at all District and school site parent meetings. Future goals will be to maximize the use of our site based Community Liaisons by training them on how to develop systems that result in meaningful ways to engage our families. We will also enlist site based Social Workers to continue providing families with resources to support student’s social-emotional well-being and offer parents workshops on relevant topics concerning our families.	Whittier City School District has implemented a robust system to actively seek input from parents, students, and staff to enhance the decision-making processes as it relates to evaluating the effectiveness of school programs. Recognizing the value of diverse perspectives, the district has consistently prioritized engaging educational partners in shaping educational policies and practices. By distributing an annual survey to parents, students, and staff members, the district has created a platform for open dialogue and collaboration. The surveys collect valuable data on various aspects, including curriculum, extracurricular activities, facilities, and overall school climate. This comprehensive approach allows decision-makers to gain insights into the needs and preferences of different school community members,thus enabling them to make informed choices. The District holds regular DELAC Meetings and Parent Advisory LCAP Meetings, updating families on the progress made toward reaching the goals outlined in our LCAP.  Whittier City School District's commitment to seeking input has resulted in increased transparency, accountability, and inclusive decision-making. The district's progress in this area demonstrates its dedication to fostering a supportive and collaborative environment where all voices are heard and valued.	Based on the analysis of educational partner input and local data, the LEA has identified key focus areas for improvement in seeking input for decision-making. First and foremost, Whittier City School District will continue to enhance communication with educational partners by fostering stronger partnerships with parents, students, teachers, administrators, and community members. The District will work to actively solicit input through surveys, regular meetings, attentively listening to diverse perspectives, and considering feedback during the decision-making process. Secondly, the LEA aims to increase outreach and communication efforts to ensure transparency and inclusivity by utilizing various communication channels such as social media platforms, newsletters, and public forums. Furthermore, Whittier City School District aims to keep all educational partners well-informed by providing regular communication and opportunities to give input. Targeted outreach initiatives and culturally responsive engagement strategies will be employed to include underrepresented groups and diverse perspectives. Lastly, the Whittier City School District aims to streamline feedback collection and analysis by implementing user-friendly platforms, surveys, and proper analysis procedures to inform decision-making. Through these focus areas, the District aims to create a more inclusive and participatory decision-making process that reflects the diverse needs and perspectives of its educational community.	Based on the analysis of educational partner input and local data, Whittier City School District has recognized the need to improve the engagement of underrepresented families in the decision-making process. To address this, the LEA has developed a comprehensive plan to enhance the involvement of underrepresented families in seeking input for decision-making. The plan includes targeted outreach initiatives specifically designed to reach out to these families, ensuring their voices are heard and valued. School Community Liaisons and site leadership staff will collaborate and communicate with our underrepresented families by connecting them to available community resources, local services, and school based services. This level of outreach will establish a strong partnership with our community and foster trust and strong relationships with underrepresented families. Additionally, the LEA will provide language support, translation services, and culturally responsive materials to ensure that language barriers are addressed and that information is accessible to all. By implementing these strategies, the Whittier City School District aims to create a more inclusive and equitable decision-making process that reflects the perspectives and needs of underrepresented families in the community.	Whittier City School District has implemented a robust system to actively seek input from parents, students, and staff to enhance the decision-making processes as it relates to evaluating the effectiveness of school programs. Recognizing the value of diverse perspectives, the district has consistently prioritized engaging educational partners in shaping educational policies and practices. By distributing an annual survey to parents, students, and staff members, the district has created a platform for open dialogue and collaboration. The surveys collect valuable data on various aspects, including curriculum, extracurricular activities, facilities, and overall school climate. This comprehensive approach allows decision-makers to gain insights into the needs and preferences of different school community members, thus enabling them to make informed choices. We have also included parent voices when making decisions about the adoption of our curricular programs. We invite parents to a curricular fair that provides an overview of the process and gives parents an opportunity to view the curriculum. The District holds regular DELAC Meetings and Parent Advisory LCAP Meetings, updating families on the progress made toward reaching the goals outlined in our LCAP, as well as updates on Title I, II, II, and IV and the reclassification process. Whittier City School District's commitment to seeking input has resulted in increased transparency, accountability, and inclusive decision-making.	Based on the analysis of educational partner input and local data, the LEA has identified key focus areas for improvement in seeking input for decision-making. First and foremost, Whittier City School District will continue to enhance communication with educational partners by fostering stronger partnerships with parents, students, teachers, administrators, and community members. The District's focus this year will be to provide outreach on improving school attendance by working collaboratively with parents to share the importance of daily attendance by actively making phone calls to parents when students are at risk of being chronically absent. In addition, the District will actively solicit input through surveys, regular meetings, attentively listening to diverse perspectives, and considering feedback during the decision-making process. Secondly, the LEA aims to increase outreach and communication efforts to ensure transparency and inclusivity by utilizing various communication channels such as social media platforms, newsletters, and public forums. Furthermore, Whittier City School District aims to keep all educational partners well-informed by providing regular communication and opportunities to give input. Targeted outreach initiatives and culturally responsive engagement strategies will be employed to include underrepresented groups and diverse perspectives. Lastly, the Whittier City School District aims to streamline feedback collection and analysis by implementing user-friendly platforms, surveys, and proper analysis procedures to inform decision-making. Through these focus areas, the District aims to create a more inclusive and participatory decision-making process that reflects the diverse needs and perspectives of its educational community.	Based on the analysis of educational partner input and local data, Whittier City School District has recognized the need to improve the engagement of underrepresented families in the decision-making process. To address this, the LEA has developed a comprehensive plan to enhance the involvement of underrepresented families in seeking input for decision-making. The plan includes targeted outreach initiatives specifically designed to reach out to these families, ensuring their voices are heard and valued. School Community Liaisons and site leadership staff will collaborate and communicate with our underrepresented families by connecting them to available community resources, local services, and school-based services. This level of outreach will establish a strong partnership with our community and foster trust and strong relationships with underrepresented families. Additionally, the LEA will provide language support, translation services, and culturally responsive materials to ensure that language barriers are addressed and that information is accessible to all. By implementing these strategies, the Whittier City School District aims to create a more inclusive and equitable decision-making process that reflects the perspectives and needs of underrepresented families in the community	4	5	4	5	4	5	4	5	4	5	4	5	Met		20JUN2023	2023
19651280000000	Whittier Union High	3	Using a Google Form to indicate when parents or guardians visited one of the schools (districtwide) throughout the academic year, we found that during 2019/20 there were 24,474 parent/guardian visits, and during 2020-21 there were 28,349 parent/guardian visits, and during the 2021-22 school year, there were 64,893 parent/guardian visits (face-to-face and on Zoom). Parents/guardians attended a variety of meetings, including small group meetings with the superintendent, large groups at the school sites, as well as various parent/guardian trainings. The group/meeting they attended is indicated on the form, which allows us to know which areas of low participation to target in the future.	One area of improvement is to continue to hire additional staff who speak Spanish and other non-English languages.  We strive to better understand and appreciate these languages and to support the non-English speaking parents as they continue to assist their students in our schools.  We believe that working together with parents and other stakeholders has a positive effect on the success of our students.	Whittier Union will continue to hire Spanish-speaking staff members, which has become easier for us because many of our former students seek employment in the district as teachers, administrators, or classified support staff. This strategy has allowed us to better support the community because our staff has a deep understanding and appreciation for our stakeholders.	During the 2022-23 school year, WUHSD administered our annual Parent Survey and it showed us that parents/guardians were satisfied with the education that their children receive in Whittier Union. Nearly 88% of parents/guardians stated that their children were given challenging work at school and 86% responded that teachers provide the necessary academic support to their students. Furthermore, more than 88% of parents/guardians stated that teachers’ expectations are clear, 87% of parents/guardians said that school staff has high expectations for student achievement, and 82% said that their child is learning skills and knowledge that will help prepare them for the future. Also, 86% of parents/guardians also stated that they are satisfied with the services provided by the school administration.	Although we administered numerous parent/guardian visits to the schools and on Zoom (in 2021/22 there were 64,893 parent/guardian visits districtwide), we shared updates about student and school successes, and continuous school and district safety precautions and protocols among other topics. There were still parents who were not aware of some events at the school sites. As a result, our goal is to have a higher percentage of parents who do not traditionally participate in school events do so in the future.	Although some of our indicators are as high as during prior years, there are some that are not. Accordingly, in order to receive consistent feedback we will continue to provide annual parent surveys, solicit feedback, and make necessary changes so we can constantly improve.	Whittier Union collects various pieces of information and we use it to ensure that our parents/guardians are involved with various decision-making groups and can be used as a basis for future parental recruitment in numerous committees. Some of the committees include our LCAP Advisory Committee where parents have an opportunity to sit with the site leadership team to give input about the LCAP plan. Parents also attended various site and district Horizons Office meetings and the DELAC committee where they had input into the LCAP, parent/guardian training, and engagement strategies. In addition, they attended School Site Council meetings where they had input into the School Plan for Student Achievement and the corresponding Title I budgets, WASC committees where they could give input about school programs and systems, Coffee with the Principal meetings, PTSA meetings, booster club meetings, and several other meetings. These meetings are where we get great input from our stakeholders.	Although we have numerous opportunities for parents/guardians to get involved in the Decision-Making process, it is still a challenge to get some parents involved. As a result, we will continue to reach out to parents and seek their input into the various committees that we offer for parent involvement and participation.	WUHSD has trained four cohorts of Parent Mentors so they can assist one another in various areas, including how to support their children so they are college and career-ready. Whittier Union now has three cohorts of Spanish-speaking parents/guardians and one cohort of English-speaking parents and they work together to reach as many of our parents/guardians as possible.  We will continue to seek parent input and guidance through our surveys and Google Forms so we can continue to get better in this area. Our goal at these various meetings is to get input so we can continue to evolve with the needs of our students, parents, and community.	4	4	3	3	3	3	4	3	3	4	3	4	Met		27JUN2023	2023
19651360000000	William S. Hart Union High	3	The District works to build relationships between school staff and families in many ways. Those areas that are most effective include the annual Back to School Nights and Open Houses at each site and the school site parent advisory committees such as PAC's, ELAC's. Padres Unidos, the support group for Spanish speaking families has been extremely effective. Also, the use of Bilingual Instructional Assistants to aid school staff in communicating quickly and clearly with non-English speaking parents/guardians has been very helpful.	Based on the analysis of the input from our educational partners and the local data, the district's focus area for improvement needs to be supporting staff to learn about each family’s strengths, cultures, language and goals for their children.	To help the district see growth in this focus area, it will work to bring more multilingual staff into the front offices of its schools and and pursue connections with other districts that are doing well in this area, and use them as a model.	The District works to build partnerships for student outcomes in many ways. Those areas that are most effective include the District's Career and College Readiness program (CCR). The CCR program provides students multiple pathways into extremely relevant careers, with many classes taught by industry representatives. Another extremely effective, and needed partnership that the District has, is with local non-profits such as churches and food pantry's. A few of these partnerships existed prior to the Pandemic, but most occurred because of it. It is because of these partnerships that many of our students, and their families, receive needed supplies for school as well as food and clothing.	Based on the analysis of the input from our educational partners and the local data, the district's focus area for improvement in this area needs to be implementing more/better policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.	To help the district see growth in this focus area, it will continue using Zoom meetings as an option for parent meetings, create a public relations campaign to encourage parent attendance at school meetings and events, and identify successful programs/districts that can be used to model and provide professional development in this area.	The District seeks input from its families for decision making in many ways. Those areas that are most effective include the councils that meet monthly with district leadership, which are the Parent Communication Council, the Student Communication Council and the District's English Learner Advisory Council (DELAC). The District also sends out occasional online surveys to gather input on important topics.	Based on the analysis of the input from our educational partners and the local data, the district's focus area for improvement in this area needs to be reviewing and expanding how it provides all families with more/better opportunities to offer input on policies and programs, and implementing strategies to reach and seek input from more underrepresented groups in the school community.	To help the district see growth in this focus area, it will continue and expand its providing translations services at meetings, for emails messages and parent phone calls.  It will also work with sites to ensure that meeting topics are meaningful to ensure the continued engagement of very busy parents.	3	4	2	3	4	3	2	2	4	4	3	3	Met		28JUN2023	2023
19651360114439	Mission View Public	3	The connection with our educational partners is a priority at Mission View Public Charter. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication through our Data + Design and L4L Connect systems our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. A parent of an EL student recently commented that the strength the school has in building relationships between the school and families is communication with the teachers. “Anytime our daughter needs help, it’s always available.”	One parent mentioned that they would like to have more parent events and informational meetings because they appreciate the relational connection between our staff, parents, and students. This shows us that while our connected level is high our educational partners would likemore opportunities for those connections to take place.	We are confident that both the parent engagements and systems of communication will help this continued effort in keeping our underrepresented educational partners connected and continued growth in relationships. One parent recently commented that opportunities for partnership are explained clearly and that is greatly appreciated.	From the input received from our educational partners an area of strength is our regular communication in supporting student success. One parent shared: “Relationships between the school and families are consistent and there are attempts to keep parents informed using a myriad of venues (ie: flyers, emails, text messages, robo dials).” Between our individual learning plans, weekly progress summaries, semi-annual parent-student conferencing, and a variety of services for students, our parents have a variety of tools to assess student outcomes and collaborate with the school staff in order to promote educational success for our students.	In building partnerships for student outcomes, one parent remarked that options for their student are always explained very clearly. One suggestion a parent gave in strengthening partnerships for student outcomes is considering a component that can evaluate a student's personality, likes/dislikes, interests, etc. in an attempt to aid in career planning. Comments like these encourage us to continue collaborating with educational partners so that all families engaged in our school are well-informed about partnerships for student success within our program.	Educational partners in our underrepresented families have expressed strong confidence in our service and support to our students. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	Our strength at Mission View Public Charter is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options in connecting to the school.	Our English Learner Advisory Committee had full representation of member roles this year. We have increased our participation numbers in our PAC and ELAC Meetings allowing for more parents to be well-informed and part of the process for making decisions in the school.	While we have seen great success with our ELAC committee, Mission View Public Charter is also committed to building a diverse PAC committee by encouraging participation from parents representing a collective of all students, including underrepresented families such as English Learners, special education, and homeless and foster youth families.	5	5	5	5	5	5	5	5	4	5	5	4	Met		02JUN2023	2023
19651360117234	Santa Clarita Valley International	3	SCVi is committed to the meaningful engagement of its educational partners in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and SCVi staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under SCVi's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings.  During the 2022-23 school year, monthly iSUPPORT meetings were held to provide opportunities for school staff and families to connect regarding the school program. Informal feedback was also received by families through attendance at schoolwide events. ELAC meetings were held in fall and spring to provide an open forum for questions and feedback on the EL program and allow the ELAC to review the school’s Single Plan for Student Achievement. Additionally, monthly EL collaborations with the EL coordinators across iLEAD California provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.	As an ongoing result of the pandemic, families and staff observed an increased number of learners experiencing feelings of depression, anxiety and/or in need of other mental health support. Learners also reflected this sentiment through self-evaluation on the iLEAD Comprehensive Growth Card. Academic data on internal benchmarks and the 2022 CA State Dashboard show areas for growth, and learners are benefitting from additional tutoring and academic resources provided through the school. The school will continue to engage educational partners through its current systems.	When building relationships between school staff and families, it is important to first consider the needs of foster youth, English learners, and socioeconomically disadvantaged learners (including those experiencing homelessness) in order to develop a plan on how to increase and improve services to these underrepresented learners.  SCVi staff will work to reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships.  More specifically, the unique needs of foster youth include additional academic support/interventions, community resources, counseling support, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance. The unique needs of EL learners include English language development, additional academic support/interventions, difficulty accessing curriculum due to language barriers, primary language support, literacy skill building, language acquisition monitoring, community resources, equity and inclusion, social-emotional support, individualized learning plans, family translation services, and parent/family assistance. The unique needs of socioeconomically disadvantaged include additional academic support/interventions, community resources, counseling support, funding to access AP exams, college credit courses, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance.	There are several opportunities for families to be involved in their child’s learning process through attendance at the Individual Learning Plan (ILP) conference, PBL Presentations of Learning,  Learner-led conference, End-of-Year Showcase of Learning, and volunteer opportunities.  The LEA will focus on providing more communication through parent communication portals and to increase parent attendance at Parent Universities.  The English Learner and Homeless/Foster Youth Liaison will work together to target increased parent involvement representing the EL, Foster Youth and Homeless, and low income learner population.	SCVi will focus on improving their actions and services that support ongoing educational partner engagement and the fostering of connectedness through school/community events and activities. Additional services and/or resources will be provided to EL learners, socioeconomically disadvantaged, foster youth, and those experiencing homelessness based on individual needs.	SCVil staff will reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships.  More specifically, the unique needs of foster youth include additional academic support/interventions, community resources, counseling support, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance. The unique needs of EL learners include English language development, additional academic support/interventions, difficulty accessing curriculum due to language barriers, primary language support, literacy skill building, language acquisition monitoring, community resources, equity and inclusion, social-emotional support, individualized learning plans, family translation services, and parent/family assistance. The unique needs of socioeconomically disadvantaged include additional academic support/interventions, community resources, counseling support, funding to access AP exams, college credit courses, trauma-sensitive instruction, social-emotional support, individualized learning plans, equity and inclusion, and parent/family assistance.	At the end of each semester, learners and staff completed the iLEAD Comprehensive Growth Card, a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent and learner surveys regarding aspects of the program were sent in the spring of 2023 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps). Various learner clubs allowed opportunities for discussion and feedback.   Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners).	When creating actions, the school also evaluated NWEA MAP benchmark results, SEL data, counselor/liaison feedback, attendance, and SST information. Additionally, feedback from counselors, facilitators, liaisons, families, learners, office staff, community partners, board members and/or EL collaborations was considered. Through family meetings, discussions at school events, and school surveys, educational partner feedback regarding curriculum/instruction, safety, school culture, and diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.	SCVi evaluated NWEA MAP benchmark results, SEL data, counselor/liaison feedback, attendance, and SST information. Additionally, feedback from counselors, facilitators, liaisons, families, learners, office staff, community partners, board members and/or EL collaborations was considered. Through family meetings, discussions at school events, and school surveys, educational partner feedback regarding curriculum/instruction, safety, school culture, and diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.	5	5	4	4	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
19651361996263	Opportunities for Learning - William S. Hart	3	Strengths - OFL-WSH provides multiple opportunities for families to engage with school teachers, staff, and administrators.  The LEA received a student median score of 4 in School Connectedness/Engagement in its 22/23 School Climate Survey.  Family engagement begins at orientation where the new student and parent/guardian are able to meet and build positive relationships with the teacher, Post-Secondary Counselor, Career Pathways Coordinator, and Assistant Principal. These orientations give families the opportunities to share strengths and potential areas of concern, preferred pronouns and names, relevant information about the student’s strengths, family culture and language needs, and goals for their student.  These positive relationships are maintained through Achievement Chats which help OFL-WSH to increase 2-way communication between the teachers and families as well as address the student’s needs every semester.  Once again families are encouraged to communicate any academic and social emotional needs and concerns. It is a great opportunity for staff to learn more about the family's background, culture, and language preferences.  The LEA received student median scores of 4 in Respect Diversity.  Achievement Chat participation percentage has been maintained in the mid to high 90s.  Engagement strategies have been implemented to ensure that students are connected with the necessary resources to be successful with the ongoing challenges following the return to in-person appointments.  These resources include offering students tutoring services, mental health resources, and social services as well as wellness materials and supplies. When needed, school psychologists were available to offer social-emotional support for students one on one and with wellness groups.  Many in person and virtual experiential learning opportunities were offered throughout the school year. Family engagement opportunities are provided throughout the school year including Back to School Night, Open House, awards ceremonies, and committee meetings. The LEA has also offered multiple PD opportunities to addressing LGBTQIA+, diversity and inclusion training, and various cultural informational events to increase awareness and resources.  Efforts for continuing the LEA’s progress toward improving family engagement are evident in our Goal 4 Action 2 - Parental Involvement and Educational Partner Engagement and action #4 Improve School Connectedness.	Currently, OFL-WSH has about a 32.22% participation rate in mental health groups and workshops.  The LEA would like to see that trend continue to increase with more individual messaging, promotion and communication increase of events.  This is reflected in LCAP Goal 3, Action 4 - Mental Health Awareness and participation.  The LEA has rebranded its mental health group offerings and is now marketing these as wellness groups.  The idea behind this rebranding is to destigmatize the idea of seeking help and to normalize the idea of practicing self care and prioritizing both physical and mental wellness.  Families are invited to various engagement opportunities throughout the school year.  The LEA is hoping to increase participation in these family engagement events by promoting these events on multiple platforms including social media, center websites, emails, text messages, phone calls, and fliers.  The LEA continues to struggle with parent participation in committees such as DELAC and PAC.  The LEA will make more of an effort to personally invite parents of SWD and EL students to take part in these committees as their insight and feedback is extremely important in developing our school improvement plans.	As mentioned above, OFL-WSH provides multiple opportunities for all  families including underrepresented families to engage with school teachers, staff, and administrators. The LEA received a median student score of 4 in School Connectedness/Engagement in its 22/23 School Climate Survey. Family engagement begins at orientation where the new student and parent/guardian are able to meet and build positive relationships with the teacher, Post-Secondary Counselor, Career Pathways Coordinator, and Assistant Principal. These orientations give families the opportunities to share strengths and potential areas of concern, preferred pronouns and names, permanent information about the student’s strengths, family culture and languages needs, and goals for their student. These positive relationships are maintained through Achievement Chats which help OFL-WSH to increase 2-way communication between the teachers and families as well as address the student’s needs every semester and are included with our LCAP in Goal 4 Action 2 - Parental Involvement and Educational Partner Engagement and action #4 Improve School Connectedness. Families are encouraged to communicate any academic and social emotional needs and concerns. It is a great opportunity for staff to learn more about the family's background, culture, and language preferences. This also serves as a great starting point for improving engagement of our underrepresented families as well.   The LEA received a median student score of 4 in Support of Learning in its 22/23 School Climate Survey.  Included in this score is the additional academic support provided to our EL students and Students with Disabilities as outlined below. EL Specialists work with our EL students and their families to help them feel welcomed and more connected with the school.  This includes personal invitations to all of the family engagement events, support at events like Back to School Night, regular updates about the student’s educational progress, and encouragement to participate in extracurricular events. The LEA has a DELAC committee in which EL students and parents are encouraged to join as well as an annual celebration to acknowledge all of the hard work and accomplishments of our EL students.    The Special Education Specialist and Paraprofessionals work with our Students with Disabilities and their families to help them feel welcomed and more connected with the school.  This also includes personal invitations to all of the family engagement events, support at events like Back to School Night, regular updates about the student’s educational progress, and encouragement to participate in extracurricular events. Relevant topics about Special Education are shared with these families on a regular basis.    Foster Youth students and families are supported by the School Counselors to make sure they have all of the resources they need and are encouraged to attend all engagement events.	Strength - OFL-WSH worked hard to establish open communication between staff and families. Teachers communicate with parents consistently regarding student academic progress, attendance, and strategies to support learning at home and at school. Teachers utilize multiple means of communication such as phone calls, emails, Remind, Back to School Night, Open House, fliers, social media, and School Messenger. Achievement Chats take place at least twice a year to discuss academic progress with parents, staff and students. Additionally, parents have the option to speak with the administration and staff through set appointments or Fridays for one on one time to discuss student progress/outcomes. Parent engagement events such as open house, focus group meetings, community partnership events, and resource and career fairs provide a time in which parents and students can interact with our school administrative and instructional staff outside of appointment times. Parent engagement events offer an opportunity for parents to discuss their student’s academic progress in light of their post-secondary goals. These efforts are included within our 23/24 LCAP: Goal 4 Metric 4 (Increasing School Connectedness), Action #2 Parental Involvement and Educational Partner Engagement and Action #4 Improving School Connectedness.   The LEA increased its efforts to promote diversity and social inclusion by hosting various student events throughout the school year.  The diversity team hosted monthly events highlighting various cultures.  Each learning center’s Student Council hosted monthly events based on social interactions and inclusion.  Mental Health staff hosted monthly wellness groups.  As a result, the LEA received median scores of 4 in Diversity and 4 in Social Inclusion.	Area of Improvement - OFL – WSH offers many opportunities for parental involvement.  The LEA would like to continue to focus on increasing parental involvement in decision making groups such as DELAC and PAC.  The LEA has struggled to recruit parents to join and maintain participation throughout the school year in order to provide the LEA with meaningful input in the creation of our school improvement plans.  The LEA recently held DELAC and PAC meetings in which parent participation was slim despite the LEA’s advertisements and personal invitations for the meetings.   Another area of improvement is to increase educational partner participation in engagement events which has been addressed in LCAP Goal 4, Actions 2 and 4 - Educational Partner Engagement and Improving School Connectedness, where we look to host various events to increase parent and student connectedness to school and improve school connectedness by utilizing school messenger, social media, google voice, and Remind to advertise and message educational partner events.  OFL-WSH provides various professional development opportunities focused on family and student reengagement. PDs are offered through a 3rd party vendor and by the LEA’s Instructional Coaches throughout the year in order to build upon strategies to help improve on parent involvement and long term sustainable participation.	OFL-WSH provides additional support to its unduplicated students in order to target and help improve their academic performance.  Students with Disabilities are supported by Special Education Specialists and Paraprofessionals to assist them with meeting their academic, social, and emotional goals.  EL students are supported by English Language Specialists to assist them with language acquisition and meeting their academic goals.  Foster Youth and Homeless students are supported by Post-Secondary Counselors to assist with academic strategic planning.  Additionally, OFL – WSH provides Post-Secondary Counselors and Career Pathways Coordinators to provide students and families with opportunities surrounding college/career events, career pathway options, and preparing for life after high-school.  OFL-WSH supports families in advocacy by providing relevant information and training at DELAC and PAC meetings.  The school also explains student and parent rights at all IEP and 504 meetings. The school also participated in PDs targeting diversity and understanding different cultures.  These support efforts are evident within our LCAP as follows: Goal 1 - Action 3 Foster Youth and Homeless Service Goal 1 - Action 2 - IEP Monitoring Goal 2 - Action 7 - Achievement Chats -  to collaborate on academic goals, post-secondary educational planning, and ways to better support individual student learning and progress. Goal 3 - Action 1 - WIOA Career Pathways Goal 3 - Action 2 - Academic Strategic Planning	Strengths - OFL-WSH has established DELAC and PAC where Parents can view and provide feedback on CSI plans and year to date spending, review LCAP plans, and conduct data dives and root cause analysis for LCAP and WASC planning. These efforts are captured in our LCAP in: Goal 4/Action 2Parental involvement and Educational Partner Engagement.    DELAC participates in a comprehensive needs assessment with data dives and participates in the decision making process for school improvement and programs.  A  process to analyze specific data, agree on areas of focus, and create measurable metrics or goals that focus on OFL-WSH’s special populations was established to help the PAC understand an effective needs assessment.  The CNA Data Analysis Google Sheet was shared with all educational partners and an introduction to provide some guidance for the group.  OFL - William S. Hart has participated in professional developments to help launch all efforts for these parent participatory groups ensuring leadership understands compliance requirements as well as best practices involving parent groups specific to PAC/DELAC. LCAP Goal 2 / Action 2 Professional Development.	Area of Improvement - Parent engagement events such as open house, focus group meetings, community partnership events, and resource and career fairs provide a time in which parents and students can interact with our school administrative and instructional staff outside of appointment times.  While the LEA has seen improvement in this metric, the LEA would like to keep this as an area of focus. Since parent engagement events offer an opportunity for parents to discuss their student’s academic progress in light of their post-secondary goals and also to give feedback on broad school programs and initiatives, OFL - WSH will be focusing on ways to increase and/or maintain parent participation and recruit so that parents are in the loop and a constant part of these oversight groups with the opportunity to weigh in on decisions on behalf of the charter  Goal 4/Action 2 - Parental involvement and Educational Partner Engagement.  The LEA would like to see both DELAC and PAC grow in their membership.	The LEA will seek to improve engagement of underrepresented families through participation in DELAC, PAC, and all of the parent engagement events mentioned above.  Additionally, the LEA has found the best way to connect with and improve engagement with underrepresented families is through our semesterly Achievement Chats.  The teacher, educational support providers, parents/guardians, and students meet together once a semester to conduct academic strategic planning, celebrate accomplishments, develop strategies to support the student’s individual needs, and discuss any concerns/needs of the family.  Having these semesterly meetings gives underrepresented families the opportunity to discuss academic and school related issues that matter the most to them in a stress free meeting with a smaller group of educators.  We believe this reduces stress for these families and provides a more comfortable platform for these families to share their thoughts and concerns. Most importantly it can build the bridge for a constant 2 way communication and engagement in our oversight groups including but limited to PAC and DELAC.	5	4	4	5	5	4	4	5	3	3	3	4	Met		21JUN2023	2023
19651510000000	Wilsona Elementary	3	The district has a new communication system that encourages two way communication. this change as a result of parent input. The district provides parent workshops in a variety of areas based on parent input. The district offers Latino family literacy. Save the Children provides early literacy opportunities for families.	We are focusing on increased parent engagement at the school site level with a focus on supporting parents on assisting their children with academic and social emotional needs.	The district identified parents of African American students as participating at a lower rate than other parent in parent activities. Therefore the district has a goal to specifically do outreach with African American parents.	The district has developed a partnership with Strength Based Community Change (SBCC) with the office of child abuse prevention grant to provide opportunities for families around financial literacy, employment and leadership. Families have the opportunity to provide support for other families . This partnership provides opportunities for social emotional and physical well being.	The district determined there is a need to increase vaccination clinics, vision and dental services.	African American Families will have opportunities specifically designed to address their specific needs related to supporting their students.	Parents are involved on committees that provide input on policies  such as school site council, ELAC, DELAC and District Leadership	The district has identified there is a need to expand the number of parents who participate in decision making activities.	The district has hired a social worker and community liaisons to increase parent engagement particularly with underrepresented families.	3	4	3	5	4	4	3	3	3	3	4	3	Met		15JUN2023	2023
19734370000000	Compton Unified	3	It is our expectation for all school sites at CUSD to establish multiple committees and parent groups that help build stronger relationships between school staff and families. Some of these include the English Learner Advisory Committee (ELAC), the Black Parent Advisory Committee (BPAC), School Site Council (SSC), or Parent Teacher Association (PTA). It is through these committees and associations that CUSD has shown a strong determination to involve parents in important discussions regarding the needs of our families and students. In addition, the district has successfully implemented a variety of strategies that help connect our staff and families, including back-to-school night, parent-teacher conferences, social media, parent newsletters, annual open houses, home visits (where applicable), phone calls, or annual school calendars. In many instances, the implementation of these strategies have helped build fluid communication and strong relationships between school staff and families over time.	"One of the focus areas for improvement is customer service. Good customer service in schools is a way to show parents and their children that you care. A welcoming environment can make a tremendous difference for all families. Entering a friendly, vibrant atmosphere lets families know that the school is ""an integral part of the community"" and that they are valued members of that community. This is especially important for immigrant families who may be intimidated by the formal school environment and the English language needed to participate. In some instances, language can also be a barrier for parents,  so having bilingual personnel in schools who can interpret for parents is important.   Another area of improvement to better build relationships with families is promoting parent volunteers in schools. Parent volunteers not only are great resources for teachers and a solid support for the school community, but they also demonstrate to their children and others that school is important and worth the time and effort. The pandemic certainly disrupted parent volunteering in schools, and many of our schools have not been able to reestablish effective parent volunteer programs. The fingerprinting process can also be lengthy, and it is something that we need to address as an organization.   Finally, another area of improvement at some schools is the need to establish better channels of communication with the administration and the faculty. It is necessary that parents have easy access to school officials so that they can  receive the necessary information, discuss their child’s progress, share concerns, or learn ways in which they can more effectively support their child."	As we plan for the next school year, we will improve the engagement of our families in a variety of ways to build stronger relationships. To begin with, we will provide families with a yearly calendar/survey of family engagement events to help them identify high-interest events they would like to attend. Schools will prioritize events and activities of high interest to families and integrate the event with other activities aimed at strengthening connections and developing closer relationships.   Compton Unified will also continue working with our school leaders to emphasize the importance of promoting great customer service in our schools. It is our goal that all of our schools exemplify how to build trust with underrepresented families by prioritizing proactive, attentive, and upbeat service to parents with robust two-way communication. Central office will offer ongoing professional development for site administrators  to ensure that they are equipped with the necessary skills and monitor that their faculty and staff use best practices to communicate with language, cultural differences, and respect in mind.  Our district parent center will continue collaborating closely with schools and their Community Relations Specialists in order to build a strong parent-volunteer program. We will provide training and guidance on the different ways in which parents can support and volunteer at both the school and classroom level. We will also identify delays in the clearance process and  remove barriers.   The necessary support will be provided to schools so that they can effectively open effective channels of communication with our families. Schools will calendar and promote school-sponsored events other than the traditional Back-to-School Night, Open House, school functions and games, or parent-teacher conferences. Some of these events may include Coffee with the Principal, literacy and math nights,  workshops, beautification days, or community forums where parents can meet with the administration to share recommendations and/or concerns, and receive information and school updates. We will also standardize more opportunities for families to have access to communicate with school faculty regarding their child’s progress  (in person meetings, access to work email, etc.).	Over the years, Compton Unified has made steady progress in the area of parent engagement with the ultimate goal to improve student outcomes. In collaboration with the schools and central office, our district has promoted presentations, parent education workshops, classes, and/or conferences to better equip parents with the information, knowledge, and skills necessary to support their students in the educational process. These opportunities for parents have covered topics such as the Common Core Standards (CCSS) and related assessments, online programs, implementation of IEPs/504, social-emotional issues, trauma, parenting, equity and social justice, and health-related topics. Even in the context of the COVID-19 pandemic, our schools found ways to effectively engage many of our parents. Particularly at the elementary school level, many parents have become true partners in the learning process. It is our goal to continue capitalizing on our current strengths.	Some of the focus areas for improvement include: -Increasing participation of parents in school events where they can learn about the expectations for their children in school and their progress (e.g. Back-to-School Night, parent-teacher conferences, Math and LIteracy nights, etc.) -Preparing teachers to coach parents so they grasp key concepts each child has to master at each grade level. -Empowering parents and helping them understand that they themselves play a key part of their children’s success in school.	Some of the strategies to engage underrepresented families in our schools to improve student outcomes include the following:  -Sending personal invitations (personal call, text, home visit, or video call) to promote parent participation in events such as Back-to-School Night, parent-teacher conferences, college and career information sessions, math and literacy nights, etc.  -Organizing differentiated events that address the needs of specific student groups (e.g., newcomers; students in special education or gifted programs; English Learners, African-American students) -Giving parents new ways to understand their children’s academic progress and teach them how to set specific, short-term academic goals for their own children. Share with parents tips, resources, and strategies on how they can better support their children at home.	One of the main strengths from CUSD in seeking input for decision-making has been the establishment of a variety of advisory and decision-making committees both at the site and district levels. Among these committees, we have the School Site Council (SSC), District Advisory Committee (DAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and the District Black Parent Advisory Committee (DBPAC). In addition, there are multiple opportunities for parents to share input, including ongoing Special Education parent meetings, LCAP community meetings, Safety Committee meetings, surveys, etc.	We have identified different focus areas for improvement, which include the following: -Improving understanding amongst families about ways in which parents can get involved in the decision-making process, and the role the different school (advisory) committees play.  -Building the capacity of parent leaders so that they may effectively engage in the decision making process.  -Soliciting meaningful input from families and taking it into account when making decisions.	Different ways in which our District and schools will improve engagement of underrepresented families and seek input for decision-making include: -Organizing information meetings, presentations, and other means of communication (e.g. booths, flyers, promotional videos) so that parents have a better understanding of ways in which they can get involved in the decision-making process (e.g. clubs, committees, etc.) -Providing ongoing training and opportunities to build the capacity of parent leaders so that they may effectively engage in the decision making process.  -Jointly developing and reviewing programming for families to support student learning and healthy development. -Inviting parent opinions on school climate through ongoing meetings and surveys, and taking the time to analyze and present results and next steps for improvement.	3	4	3	4	4	5	5	4	4	4	4	4	Met		27JUN2023	2023
19734370115725	Lifeline Education Charter	3	Lifeline's approach as defined in our Charter and LCAP is to provide a supportive family environment for our students.  Integral to this core value is partnering with parents and community to support students.  Every student has an Individual Student Learning Plan (ISLP) that tracks student performance and includes plans to improve.  Teachers, students, and parents meet multiple times during the school year to review progress, based on local assessments, and adjust plans and supporting actions.  As part of Lifeline's focus on College and Career, parents and community members are invited to participate in a wide range of activities across the school year that include speakers, college days, career days and many other activities.  Parents and community members are also invited to participate in groups that provide input on school priorities.  Site based parent groups, school-wide advisory groups, ELAC, Special Needs groups and the Lifeline Board of Directors all have parents and community members actively participating with a focus on our student outcomes.  In 2023 Lifeline successfully completed a WASC self-study and site visit receiving a 6 year accreditation.  The visiting committee noted the strong involvement of parents and the processes in place to gather and utilize their input in decision making.	The focus area for improvement is our return to in person meetings from virtual meetings held during the COVID pandemic.  Our community was hit hard by the pandemic and there has been hesitation by many in the return to in person meeting.  We continue to provide the support and safety protocols necessary for participation of parents and community members to reach and exceed pre-pandemic levels.	The students Lifeline serves are virtually all identified as at-risk and underrepresented.  All of the actions outlined in the Section 1 narrative apply to all families at Lifeline.	As documented in our LCAP and WASC self-study, Lifeline has made College and Career programs a priority for our school.  Staff is actively partnering with community organizations ranging from local colleges to offer concurrent enrollment, to community organizations that support mentoring and internships for out students.  Lifeline has put in place full time staffing and resources to make the College and Career programs sustainable, managing partnerships with community organizations and businesses to provide educational opportunities for our students.	Lifeline is focused on continuing to grow our partnership program with the goal of ensuring that every student at Lifeline meet our college and career requirements at graduation.  Integral to meeting these requirements is the support of various community agencies ranging from local colleges to mentoring and enrichment programs.  Dedicated staff is focused on the task of expanding those partnerships.	The students Lifeline focuses on serving are virtually all identified as at-risk and underrepresented.  All of the actions outlined in the Section 2.1 and 2.2 narrative apply to all families at Lifeline.	The Lifeline Administrative Team and Board of Directors continues our practice of including stakeholders in ongoing school planning and decision-making. The overarching goal is to maintain our rigorous, standards-based instruction through the active engagement of every member of our Lifeline family. Engagement is multi-tiered and redundant, utilizing regular mail, phone calls, e-mail and online tools such as Zoom, on-line surveys, and in person meetings. We have remained consistent in our efforts to provide information to our stakeholders, and gather input on what is important to them, and what we need to change to improve services to our students. All key decisions result from gathering input from the Board of Directors, site administrators, curriculum coordinators, ELD coordinator, all teachers, instructional aides, parent leaders, students and other staff. The information is then provided to our stakeholder groups, giving them the opportunity for questions and to provide input. The stakeholders involved in the process include:  - Teaching staff and instructional aides.  - Parent input gathered by the administration.  - English Learner parent input gathered by the administration.  - Special needs student parent input gathered by the administration, and information from the Community Advisory Committee (CAC consisting of members of the special education committee of the El Dorado SELPA).  - Administrative planning team meetings consisting of all site administrators, curriculum coordinators, ELD coordinator, Special Education Coordinator.  - English Learner Advisory Committee (ELAC) members.  - Student Leadership group.	Lifeline will continue our process of involving all key stakeholders in decision making as outlined in out LCAP and supported by findings from our recent WASC self-study.  The findings emphasized the regrowth of our parent groups following the COVID pandemic back to regular in person meetings at the various school campuses.	The students Lifeline focuses on serving are virtually all identified as at-risk and underrepresented.  All of the actions outlined in seeking input for decision-making apply to all families at Lifeline.  Specific actions have been taken for outreach to non-English speakers through out ELAC committee, and also our special needs families through meetings led by our Special Ed coordinator. Lifeline has staffing specifically for community outreach and engagement.  The staff support underrepresented families to participate in school decision-making through participation in groups, input to administrators, and completion of school surveys.	5	5	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
19734370118760	Barack Obama Charter	3	The school promoted opportunities for families to join events physically as well as virtually in order to accommodate all preferences. A large component of learning for all staff has been on recognizing and valuing all of stakeholder identities, with a focus on students and their families. Two-way communication has also continued to improve thanks to applications like Parent-Square and others.	The largest area for improvement is around family engagement in activities and school functions/committees.	One way to help improve engagement of underrepresented families will be through the connection with their students. This includes personal connections through student conferences, and a more detailed school event calendar that will provide access points like workshops, fun events, etc.	The biggest strength that the school currently has is around the process for student conferences. These tend to have the highest participation rate of all events, and serve as touch points with families around celebrating student progress and acknowledging the work of families and school staff in a partnership to support students.	One of the larger opportunities for improvement is around the how the school can provide greater access to families around their legal rights and encourage more advocacy.	The school is currently working, and will continue to work on building out a series of family workshops outside of student conferences that can support families with more resources.	The school holds regular SSC and ELAC/DELAC meetings as well as family meetings in which all are welcome to provide feedback and input on school initiatives, etc.	A focus for improvement is the effectiveness of the family advisory groups and training and support to ensure they are running smoothly and engaging as many members as possible.	The school will work on building capacity of the SSC and ELAC/DELAC groups. In addition, feedback on larger projects, LCAP, and more, will be encouraged from larger groups of families.	3	4	3	4	3	3	4	3	3	2	3	2	Met		13JUN2023	2023
19734370132845	Today's Fresh Start-Compton	3																						Not Met			2023
19734370134338	ISANA Achernar Academy	3	ISANA believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families before the start of the school year to welcome them back or to welcome them for the first time. The school holds a Meet and Greet so that families and students can visit the school and classrooms and students can meet their new teachers. Throughout the year, the school hosts several other events including workshops focused on academic and social-emotional learning as well as Performing Arts Showcases. Throughout the year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication.	One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information. We continue to speak with and survey families to find the days and times that work best for them so that families can participate as much as possible in the decision-making process. Additionally, parents expressed a desire for more opportunities to connect with staff such as events where both families and staff are present.	We continue to offer parent meetings virtually as we found that we had an increase of parent attendance at these meetings. Administrators continue to work closely with the Student Family Services Coordinators to ensure effective outreach is happening to underrepresented families.	Families have several opportunities in the school year to meet with teachers and discuss student progress. Parent conferences, at which teachers discuss individual student performance and goals, are scheduled for twice a year but parents and families are welcome to schedule a meeting with their child’s teacher at any time in the year. Additionally, teacher email and phone contact information are shared at the beginning of the year; parents and families are also welcome to visit the school and classroom. Throughout the year, the school hosts parent workshops on both social-emotional and academic topics at which they receive knowledge and resources to help them support student learning at home. With regards to supporting families in understanding and exercising their legal rights and advocating for their own students and all students, IEP rights are provided to parents at the beginning of the school year and with every IEP meeting invitation. Also, at the beginning of every IEP meeting, the IEP team facilitator confirms if the IEP rights were received. In addition, the Parent Handbook with communication rights are provided at the beginning of the school year and are made available at the front office to all parents in both English and Spanish.	One area we continue to work on is providing professional learning and support to teachers and school leaders to improve their capacity to partner with families. In particular, we want to increase the staff’s understanding of families’ backgrounds and cultures so that we communicate with each family in the most effective way possible and establish authentic connections.	We will continue to reach out to families through meetings, surveys and other methods to identify the most prominent needs of our parents and students. The school leadership team will use the data and information gathered to work on coordinating resources and services for families and students with community groups including businesses, agencies, high schools and colleges/universities.	The school works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to be active participants in advisory groups and decision making. Opportunities to provide input on policies and programs are provided to all families through meetings such as general parent meetings, school councils and committees.	We continue to work on collaborating with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.	As mentioned in the previous section, we will continue to offer the opportunity for parents and families to participate virtually in advisory, committee and other parent meetings.	4	5	4	5	4	4	5	4	4	4	5	4	Met		13JUN2023	2023
19734370137240	Ingenium Clarion Charter Middle	3	The school promoted opportunities for families to join events physically as well as virtually in order to accommodate all preferences. A large component of learning for all staff has been on recognizing and valuing all of stakeholder identities, with a focus on students and their families. Two-way communication has also continued to improve thanks to applications like Parent-Square and others.	The largest area for improvement is around family engagement in activities and school functions/committees.	One way to help improve engagement of underrepresented families will be through the connection with their students. This includes personal connections through student conferences, and a more detailed school event calendar that will provide access points like workshops, fun events, etc.	The biggest strength that the school currently has is around the process for student conferences. These tend to have the highest participation rate of all events, and serve as touch points with families around celebrating student progress and acknowledging the work of families and school staff in a partnership to support students.	One of the larger opportunities for improvement is around the how the school can provide greater access to families around their legal rights and encourage more advocacy.	The school is currently working, and will continue to work on building out a series of family workshops outside of student conferences that can support families with more resources.	The school holds regular SSC and ELAC/DELAC meetings as well as family meetings in which all are welcome to provide feedback and input on school initiatives, etc.	A focus for improvement is the effectiveness of the family advisory groups and training and support to ensure they are running smoothly and engaging as many members as possible.	The school will work on building capacity of the SSC and ELAC/DELAC groups. In addition, feedback on larger projects, LCAP, and more, will be encouraged from larger groups of families.	3	3	2	4	3	3	4	2	3	2	3	2	Met		13JUN2023	2023
19734370137893	KIPP Compton Community	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon this foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
19734370137984	Animo Compton Charter	3	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. The school uses several outreach strategies to engage with stakeholders in decision making. For example, the school reviews the LCAP with the School Advisory Council (“SAC”), which includes  administrators, teachers, counselors, classified staff members, parents and students. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. Additionally, the School offers multiple avenues for parent participation and training. The School offers a Parent Academy, which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their communities.	The school equips parents with the skills necessary for active civic engagement. Building upon the foundational knowledge base provided by the Parent Academy, the School offers a structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with Green Dot’s United Parents and Students, which teaches participants how to advocate for community issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue.  A sample of engagement opportunities have included PIQE, Coffee with the Principal, and trainings for parent leaders led by Civic Engagement Associates in community organizing to support families in addressing local concerns and external barriers to learning (safe passages, affordable housing, clean streets, safe streets, etc.).	The school uses Remind to send reminds text messages to parents for school events, grade and attendance reports, important dates, etc. The purpose of Remind is to help improve and leverage communication between parents and school.	The school offers a Parent Academy which provides free adult education workshops designed to provide parents with a core understanding of the issues that most affect their students. A schedule of classes is tailored to meet the needs of the community, but may include homework assistance strategies, reading strategies, English as a Second Language, financial literacy, voter registration, and bullying prevention. Parent Academy directly develops the core skills of parents and strengthens student pathways to college and career readiness. Courses are designed and led by Green Dot staff in collaboration with local community service partners.	The school equips parents with the skills necessary for active civic engagement, which is a strength of the school. Building upon the foundational knowledge base provided by the Parent Academy, the school offers structured training in the theory and practice of dynamic leadership, respectful communications, and political engagement. The school partners with United Parents and Students (UPAS), a nonprofit organization dedicated to addressing the factors outside school boundaries that not only pose barriers to learning, but also inhibit local quality of life. The UPAS Community Organizing Institute teaches participants how to prioritize issues, draft solutions, and develop strategies to engage elected representatives in meaningful and informed dialogue. The curriculum covers issues such as: civics and social justice, how to plan and manage effective meetings; how to conduct an accountability session; and negotiating skills. Sessions are offered both at school sites and at a central location where site leaders can come together, interact, and share concerns and ideas. Based on the skills learned through the UPAS Community Organizing Institute, parents have student/parent led conferences where they discuss issues affecting their communities and campus. In addition to this, the school has cultural groups, specialized advisory, and other parent programs	Additionally, the school offers multiple other opportunities for parent engagement such as Know Your Rights Immigration Forums, and the Cesar Chavez Community Appreciation Day focused on providing resources and building family-community networks, and Workshops on Self Defense, College Access, and Drug Prevention. The school will utilize parent trainings as well as materials distributed through Powerschool to report on student academic achievement, Blackboard announcements for opportunities to engage, and teacher websites to help parents to work with their children to improve their children’s achievement through trainings at the start of the year. The school also provides workshop series for parents of Emergent Bilinguals and African American students. The school trains school staff and teachers on the importance of parents and familial engagement throughout the school year. Classified staff participate quarterly in Green Dot-wide professional development sessions that include content collaboration and parent engagement and communication. The school will continue to improve professional development opportunities for staff to enhance parental engagement strategies.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in school’s decision making processes through School Advisory Council (SAC) and District English Learner Advisory Council (DELAC), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals.  The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar. The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services.  The DELAC meets four times per year and members take on various roles and responsibilities.  DELAC advises  school’s governing board on all of  following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of  program, goals, and objectives for programs &services for ELs, development of a plan to ensure compliance with any applicable teacher &instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs. The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via Remind, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey.  Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey.  The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30JUN2023	2023
19734450000000	Hacienda la Puente Unified	3	The following are examples of strengths and progress identified within LCAP Survey responses:  - 93% of parent respondents indicate that they can communicate with teachers and staff when needed.   - 76% of respondents feel the school encourages parental involvement. - 71% of respondents feel comfortable in participating in school activities for parents.  HLPUSD continues to facilitate parent involvement by enhancing communication with parents on opportunities to participate in school activities and including parents in the school and district decision-making process.  While parents (71%) overall feel comfortable participating in school activities, they commonly indicate that they would like to have more information on involvement opportunities (52%) and more convenient times for participation (53%).  To continue efforts in encouraging more parent engagement and inclusion in decision-making, HLPUSD provides administrators, teachers, and school staff with best strategies for engaging parents, solutions to parent engagement challenges, tools to enhance parent engagement, and resources to assist in parent engagement.	Focus area for improvement within the LCAP:  Further increase meaningful and active parent and family engagement in schools and districtwide by providing multiple opportunities to participate and get involved.  Offer additional workshops provided by school staff and community partners throughout the year and at HLPUSD’s Parent University on topics of interest to parents such as supporting students’ learning at home and social emotional learning.	Continue to build meaningful parent and family engagement by providing translation services, babysitting, scheduling convenient times, holding hybrid meetings when feasible, utilizing email, ParentSquare, and phone communication, and supporting parents to utilize Aeries Parent Portal and Canvas.	The following are examples of strengths and progress identified within LCAP Survey responses:  - 68% of respondents feel the school encourages involvement from community organizations.  Parent respondents rate the overall level of parent involvement in HLPUSD from moderately involved (44%) to very involved (23%) to extremely involved (5%).	Focus area for improvement within the LCAP:   Continuously deepen implementation of a comprehensive, districtwide parent education program that will build parents’ capacity to engage with and support their Pre-K through 12 grade students’ education and college and career readiness.	Work with parents to raise their awareness of existing support mechanisms and resources in their schools, including resources to support students at home.  Almost half of parent and staff respondents indicate that more information on how to support students at home would help parents become more involved.  This is particularly relevant as supporting their child’s schoolwork and activities at home is the main avenue through which parents indicate being involved.  Since parent respondents also indicate a desire for more active communication between the school and parents, the district is developing an electronic campaign highlighting the different support mechanisms and resources, as well as different ways through which parents can support their children at home.	The following are examples of strengths and progress identified within LCAP Survey responses:    - 51% of respondents feel parents have a say in the decision-making process in their school.  Parent participation in District committees has increased which provides parents/guardians with the opportunity to deepen their understanding, contribute to discussions, and have a say in the decision-making process in the District.	Continue to build parent capacity and participation in school and district decision-making processes, including school site and district parent advisory groups, and the LCAP educational partners’ engagement process.	HLPUSD will continue to provide opportunities for parents to be involved in school and district decision-making processes.  Continue to offer districtwide trainings focusing on building capacity of our educational partners such as School Site Council (SSC) Training. This helps empower parents to actively participate in school site and districtwide advisory groups and decision-making committees.	4	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
19734520000000	Rowland Unified	3	Responses to questions on our April 2023 Parent Survey related to building relationships between families and school staff revealed that 92-98% families agreed or strongly agreed that school staff related to students in trusting and respectful ways, celebrated diversity, and communicated effectively in languages they understood. Family responses represented a relative strength when compared to staff responses which indicated that 78% of staff felt that they were strong but still needed additional support, tools, and training in building relationships to support student success. 22% of staff stated they needed additional tools to improve in this area.   RUSD Parent Survey, April 2023 (n=351) I have a trusting and respectful relationship with school staff (teachers, administrators, office staff, etc.) 92% agree/strongly agree  The employees at my child’s school treats my child with respect. 93% agree/strongly agree  My child's school promotes and celebrates diversity. 92% agree/strongly agree  I receive communication regarding school, District, and community events in a language I understand  (e.g. Parent Square, Website, Email, Phone Calls, Social Media, etc.) 97% agree/strongly agree  I am able to communicate with staff (e.g. teachers, administrators, office staff, etc.) at my child’s school when needed. 94% agree/strongly agree  I receive communication from the school or District in a language that I understand. 98% agree/strongly agree   RUSD Staff Survey, April 2023 (n=661) How would you rate your school's / department's need for support/tools/training in building relationships with families to support student success? (n=825) 29% - We are very strong in this area. 49% - This is firmly in place, but we could use some additional support/tools/training. 22% - We need support/tools/training to improve this area at our school.	Responses to questions on our April 2023 Parent Survey related to building relationships between families and school staff revealed that 92-98% families agreed or strongly agreed that school staff related to students in trusting and respectful ways, celebrated diversity, and communicated effectively in languages they understood. Family responses represented a relative strength when compared to staff responses which indicated that 78% of staff felt that they were strong but still needed additional support, tools, and training in building relationships to support student success. 22% of staff stated they needed additional tools to improve in this area.   RUSD Staff Survey, April 2023 (n=661) How would you rate your school's / department's need for support/tools/training in building relationships with families to support student success? (n=825) 29% - We are very strong in this area. 49% - This is firmly in place, but we could use some additional support/tools/training. 22% - We need support/tools/training to improve this area at our school.  RUSD Parent Survey, April 2023 (n=351) I have a trusting and respectful relationship with school staff (teachers, administrators, office staff, etc.) 92% agree/strongly agree  The employees at my child’s school treats my child with respect. 93% agree/strongly agree  My child's school promotes and celebrates diversity. 92% agree/strongly agree  I receive communication regarding school, District, and community events in a language I understand  (e.g. Parent Square, Website, Email, Phone Calls, Social Media, etc.) 97% agree/strongly agree  I am able to communicate with staff (e.g. teachers, administrators, office staff, etc.) at my child’s school when needed. 94% agree/strongly agree  I receive communication from the school or District in a language that I understand. 98% agree/strongly agree	RUSD builds strong relationships with our families, which includes providing translation services. We ensure all parents have the opportunity to communicate in their primary language with school staff. Translators in Spanish, Chinese and Korean are available for in-person/live translation at Parent Advisory Meetings, Parent Conferences, Individual Learning Plan Meetings, Student Success Team meetings, and all district and school events. The district currently employs two full-time Spanish translators, one full-time Mandarin translator, and one part-time Korean translator. Educational partners recognized the high-quality ongoing 2-way communication that occurs at the district and school levels through Parent Square, social media, online websites, the RUSD App, phone calls, and marketing videos that share the story of our schools. Family input regarding the need to maintain traditional and non-digital modes of communication such as flyers, bulletin boards, and letters sent home from teachers has been communicated to site leadership.	RUSD builds strong partnerships with families. Site leadership and teachers meet with parents throughout the year, both formally through school-wide parent/teacher conferences, and informally as the need arises. At back-to-school nights, teachers share important ways that parents can support their child’s learning at home, and sites provide parent training throughout the year.   In addition to input from LCAP stakeholder meetings, data from the April 2023 RUSD Parent Survey (n=351) informed our findings: The school effectively communicates my child’s academic progress. 96% agree/strongly agree  I understand how to advocate for my child’s needs in school. 91% agree/strongly agree	The annual LCAP survey revealed 3s in the following areas:  Rate the LEA’s progress in providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.  Rate the LEA’s progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.	RUSD builds strong partnerships with families. Site leadership and teachers meet with parents throughout the year, both formally through school-wide parent/teacher conferences, and informally as the need arises. At back-to-school nights, teachers share important ways that parents can support their child’s learning at home, and sites provide parent training throughout the year.	Our district values the input of parents, students, and staff in the decision-making process. District Direction 3, “Communicate and Collaborate,” focuses on ensuring all parents have the opportunity to receive timely information and participate in the planning and implementation of programs for all students. Throughout the year parent advisory committees convene to receive updates on educational services, participate in workshops, and provide input on district initiatives. During the 2021-2022 school year each site included parent representatives in their School Site Council (SSC), which oversees the school plan. In addition, each site provided parent representatives to serve on the Superintendent’s Parent Council (SPC - PAC) and the District English Learners Advisory Council (DELAC). During the annual LCAP revision process, the district ensured parent participation through an online survey, community input meeting, and participation in the District LCAP Council. The meetings included updates on progress implementing the current LCAP, along with structured focus groups to collect feedback from parents used to make modifications to the LCAP. Parents shared an appreciation for opportunities to share their input, as reflected in the survey, and expressed desire to continue ways to close the loop on feedback offered at the site and district levels.	In addition to the data collected at the annual LCAP stakeholder meetings, the following data were collected to inform the self-reflection process: RUSD Parent Survey, April 2023 (n=351) I have opportunities to give and share my thoughts and opinions with the school site. 92% agree/strongly agree  I have opportunities to give and share my thoughts and opinions with the District. 89% agree/strongly agree  RUSD Staff Survey, April 2023 (n=661) How would you rate your school's / department's need for support/tools/training in seeking input from families?  23% - We are very strong in this area. 52% - This is firmly in place, but we could use some additional support/tools/training. 25% - We need support/tools/training to improve this area at our school.	RUSD builds strong relationships with our families, which includes providing translation services. We ensure all parents have the opportunity to communicate in their primary language with school staff. Translators in Spanish, Chinese and Korean are available for in-person/live translation at Parent Advisory Meetings, Parent Conferences, Individual Learning Plan Meetings, Student Success Team meetings, and all district and school events. The district currently employs two full-time Spanish translators, one full-time Mandarin translator, and one part-time Korean translator. Educational partners recognized the high-quality ongoing 2-way communication that occurs at the district and school levels through Parent Square, social media, online websites, the RUSD App, phone calls, and marketing videos that share the story of our schools. Family input regarding the need to maintain traditional and non-digital modes of communication such as flyers, bulletin boards, and letters sent home from teachers has been communicated to site leadership.	4	4	3	5	3	5	3	4	5	5	5	3	Met		15JUN2023	2023
19734520120600	iQ Academy California-Los Angeles	3	Family and student relationships are a core foundation that is necessary for our program’s success. IQ academy assigns teachers a homeroom where onboarding and support is offered to assigned students. Homeroom teachers make enduring connection calls with families every month to learn about each family/student and provide any additional supports needed.  A variety of student data is monitored by the homeroom teacher including attendance and progress and is used to develop working relationships with families. Homeroom teachers will meet with families for parent teacher conferences in quarter 1 and quarter 3 to review student progress in depth with families. The school staff remains accessible at all levels with an expectation that all families receive a response to address any concern within 48 hours. We provide a variety of virtual and in-person socialization activities throughout the year and student run clubs provide regular engagement opportunities for students outside of our school day.   The school continues to solicit feedback from families regularly using surveys to measure satisfaction/preparation and provide administrative support for families who have an identified need. We also hold many live meetings for educational partners to participate in the development of the schools LCAP.	Parent participation in events as well as student participation in extra curricular activities is an area we would like to see continued improvement.	We want to develop more community oriented in-person outings for student and family socialization. We are in the process of creating a Parent Teacher Organization as well.	As an independent study charter school, a parent's role in education is critical, and IQ Academy must involve parents, successfully in their child’s educational program. Teachers regularly conference with families on student progress and expectations, and IQLA internal systems give parents access to student grades, assessments, and online school activities. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students.   IQ Academy has as of 19-20 launched a PLC structure based off the Solution Tree PLC model to ensure staff is engaged in professional dialogue around achievement and support.   IQ Academy has in 21-22 summer term began implementation of a dual enrollment program, called PantherPath2College, which offers dual enrollment for high school students. IQ academy also offers Stride Career Prep (SCP), a career readiness education program, allowing IQ students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. During the 21-22 SY, sixth, seventh and eighth-grade students can participate in career exploration and technology courses.  Through our schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the IQ Academy website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students.	Parent participation in feedback sessions and survey input continues to be an area of improvement.	We believe the addition of the Parent Teacher Organization will help to improve parent participation in areas where their input is needed. We have also added additional opportunities to attend in person events in areas where most of our students reside.	Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions.   The school has engaged Educational Partners during the 2021-22 school year as follows: Below, Educational Partners refers to parents, learning coaches, students, teachers, principals, administrators, and other school personnel. • Educational partner meeting to discuss the ESSER III Plan (September 2021) and a survey was also sent to educational partners (August 2021). • Educational partner meeting to share progress towards meeting the LCAP goals, review and update the Comprehensive School Safety Plan, and discuss the ESSER III Plan (October 2021) • Teacher Effectiveness Block Grant Expenditure Plan was presented at a public hearing during a board meeting in November 2021. • EL parent meeting to discuss EL program and gather feedback from parents (December 2021). A Spanish translator was present. • Title I parent meeting to discuss Title program and gather feedback from parents (February 2022). An additional meeting was held in Spanish. • Educational partner meeting to discuss Dashboard results, the Annual Update to the 2021 LCAP, needs assessment for 2022 LCAP, review and update the Parent & Family Engagement Policy (March 2022). An additional meeting was held in Spanish. • Educational partner meeting to review and discuss the draft 2022 LCAP (May 2022). • SELPA meeting (The SELPA administrator was consulted about supports for SWD) • English Learner Advisory Committee (ELAC) meeting to discuss LCAP goals and actions • LCAP Survey was sent to educational partners in May 2022. • The leadership team, including administrators, principals, and teacher leaders participate in a root cause analysis to identify potential causes to current outcomes at the end of each quarter. • PLC structure, including meetings, ensure staff is engaged in professional dialogue around achievement and support. • Schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, K12 LC App (social platform for families to connect), and the IQLA website ensure families understand their rights, have opportunities to build relationships, and are encouraged to advocate for their student and all students. • Parent Connections, including parent trainings, open house, meet and greets, and orientations to provide opportunities for formal and informal feedback. • Panther Tracks weekly community newsletter highlights events and activities sent to staff and families.	Areas of Improvement: 1) Parent response rate to surveys and attendance to feedback sessions. 2)	We believe the addition of the Parent Teacher Organization will help to improve parent participation in areas where their input is needed. We have also added additional opportunities to attend in person events in areas where most of our students reside.	4	4	4	4	4	4	5	5	4	4	4	4	Met		06JUN2023	2023
19734600000000	Walnut Valley Unified	3	Based on the analysis of educational partner input and local data, significant strides have been made in the following areas: Increased Parent Engagement: Walnut Valley Unified School District (WVUSD) has successfully increased parent involvement in school activities and decision-making processes. This is evident through higher attendance at parent-teacher meetings, workshops, and school events. Effective Communication: WVUSD  has improved communication channels between school staff and families. WVUSD has implemented more accessible and diverse methods of communication, such as newsletters, online platforms, and multilingual resources, ensuring that families are well-informed about school-related matters.  The integration of Parent Square has provided parents access to pertinent communication from schools and the district via email, phone apps, or social media outlets.  The Parent Square communication platform also provides a translation tool to make information accessible to all families. Cultural Sensitivity: WVUSD  and every school has made efforts to raise awareness and education on cultural diversity within the community. They have fostered an inclusive environment where different cultural backgrounds are respected, celebrated, and integrated into the curriculum, school events, and parent groups. Supportive Services: WVUSD has introduced support services for families facing various challenges, including socio-economic issues and language barriers.  Parents and families have access to Care Solace, a 24-hour/7 day-a-week concierge service to connect families with counseling and mental health services.   Professional Development: Ongoing professional development for school staff and the parent community has been a priority. A district-wide Parent Symposium with a keynote by Dr. Nancy Frey on “Why Failure is Crucial” provided parents and guardians with tools to help their students build resilience around making mistakes and unsuccessful attempts.  During the school year, staff had professional learning on inclusion, belonging, and student ownership from renowned guest speakers such as Dr. Doug Fisher and Dr. Adolph Brown.  The district’s Diversity Think Tank (a forum of staff, parents, guardians, and community members) meets to advance cultural awareness, equity, diversity, inclusion, and belonging to all facets of the district and school’s vision and mission.  One of the activities was bringing guest author Janice Munemitsu for Diversity Think Tank's culminating year-end meeting. Over 150 WVUSD staff gathered to hear from her published true story titled The Kindness of Color, which illustrates two immigrant families, their struggles against racism, and the kindness that helped them toward a brighter future. Her message of inclusion and kindness resonated deeply with the audience. Feedback from educational partners, including teachers, parents, and community members, indicates a growing satisfaction with WVUSD and the schools’ efforts.	Based on the analysis of educational partner input and local data, WVUSD has identified specific focus areas for improvement in Building Relationships Between School Staff and Families: Equity and Inclusivity: The data highlights the need for more targeted efforts in promoting equity and inclusivity. There is a recognition that some families, particularly those from marginalized backgrounds, still face barriers to engagement. WVUSD intends to develop strategies to ensure all families feel equally valued and included in the school community by recognizing and removing barriers. Parental Involvement: While there has been progress in increasing parental involvement, the analysis indicates room for further improvement. WVUSD aims to develop initiatives encouraging parents to take a more active role in their child's education, including participating in decision-making processes. Language Access: Language barriers remain a challenge for some families. The analysis shows a need for more comprehensive language support services and resources to ensure that non-English-speaking parents, especially parents of newcomers and families with disabilities (deaf, hearing impaired, etc.), can fully engage with the school. Community Partnerships: WVUSD recognizes the potential for stronger collaboration with community partners to enhance family-school relationships. They plan to explore opportunities to expand and deepen these partnerships to provide additional resources and support to families. Data Utilization: While data is being collected to track progress, there is a focus on improving the utilization of this data for informed decision-making. WVUSD intends to develop better systems for analyzing data related to family engagement and tailoring strategies accordingly. Professional Development: The analysis highlights the need for ongoing professional development for school staff in family engagement and culturally inclusive practices. WVUSD  plans to invest in training and resources to ensure educators have the skills and knowledge to build strong relationships with families. Cultural Competency: WUSD aims to deepen its commitment to cultural competency by providing more opportunities for staff to learn about and respect the diverse cultural backgrounds of the families they serve. Feedback Mechanisms: The analysis suggests the need for improved mechanisms for collecting feedback from both families and school staff. WVUSD plans to establish more effective feedback loops to ensure that the voices and concerns of all educational partners are heard and addressed. In summary, WVUSD has identified key focus areas for improvement, including equity, parental involvement, language access, community partnerships, data utilization, professional development, cultural competency, and feedback mechanisms. These areas will be prioritized in the district’s ongoing efforts to strengthen relationships between school staff and families.	WVUSD has developed a targeted plan to improve the engagement of underrepresented families. The plan includes the following strategies: Culturally Responsive Outreach: WVUSD  will implement culturally sensitive outreach efforts that acknowledge and respect the diverse backgrounds of underrepresented families. This will include translating communication materials into relevant languages and ensuring that outreach is conducted in a culturally appropriate manner. Language Access: To overcome language barriers, WVUSD will expand language access services, such as providing interpreters at school events and offering multilingual resources. This will ensure that non-English-speaking families can fully participate in school activities and meetings. Tailored Support Services: Recognizing that underrepresented families may face unique challenges, WVUSD  will develop tailored support services to address their specific needs. This may include workshops or programs designed to provide assistance with issues such as navigating the education system or accessing community resources. Community Partnerships: To enhance engagement, WVUSD  will strengthen partnerships with local community organizations (i.e. Council of African American Parents)  that have established trust within underrepresented communities. Collaborative initiatives will be developed to reach families through channels they are familiar with and trust. Family Input and Feedback: WVUSD will actively seek input and feedback from underrepresented families to understand their unique perspectives and needs. This will involve surveys, focus groups, and one-on-one conversations to ensure their voices are heard and considered in decision-making. Professional Development: School staff will receive training in cultural competency and sensitivity to better understand the backgrounds and experiences of underrepresented families.  Inclusive Policies: WVUSD  will review and revise policies and practices to ensure they are inclusive and not inadvertently create barriers for underrepresented families. This may involve changes in enrollment procedures, communication protocols, or event scheduling. Celebration of Diversity: WVUSD will actively celebrate the cultural diversity within the school community through events, activities, and curriculum enhancements. This will promote a sense of belonging and pride among underrepresented families. Progress Monitoring: WVUSD  will regularly assess the impact of these strategies through data collection and analysis. This will allow for ongoing adjustments and refinements to ensure that underrepresented families are increasingly engaged and connected to the school community. WVUSD’s plan to improve the engagement of underrepresented families is proactive, addressing cultural, linguistic, and systemic barriers while actively involving these families to create a more inclusive and welcoming educational environment.	WVUSD has demonstrated several strengths and made notable progress in Building Partnerships for Student Outcomes. Some of the key strengths and progress areas include: Resource Mobilization: Through effective partnerships, WVUSD has secured additional resources and support for students. This includes grants, donations, and in-kind contributions that have enriched educational opportunities and services. Structured Collaboration: WVUSD has developed systems for collaborating and analyzing data with educational partners. This data-driven approach allows for a better understanding of student needs and outcomes, enabling targeted interventions and improvements. Student Support Services: Collaborative efforts with partners have led to the expansion of student support services. These services may include counseling, tutoring, mental health support, and access to specialized resources, all contributing to improved student well-being and academic success. Parent Engagement: Partnerships have extended to involve parents and guardians in students' educational journeys. WVUSD has facilitated workshops, training sessions, and events that engage parents in their children's learning, fostering a shared responsibility for student success. Professional Development: Educational partners have collaborated to provide professional development opportunities for educators. These opportunities enhance the skills and knowledge of teachers and staff, ultimately benefiting student learning experiences. Flexibility and Adaptability: WVUSD has demonstrated flexibility and adaptability in its partnerships, allowing for adjustments based on changing student needs and evolving educational landscapes. Positive Educational Partner Feedback: Feedback from educational partners, students, and their families indicates satisfaction with the collaborative efforts and the positive impact on student outcomes. This suggests that the partnerships are well-received and effective. College and Career Readiness: WVUSD  has worked closely with educational partners to improve college and career readiness programs. As a result, students have better access to resources and guidance in preparing for post-secondary education and career pathways. Innovation and Technology: Educational partners have contributed to integrating innovative teaching methods and technology in the classroom. This has improved student engagement and preparedness for the modern workforce. Student Well-Being: WVUSD, in partnership with community organizations, has implemented programs to address students' social and emotional well-being, promoting a positive and supportive school environment. WVUSD has established strong partnerships with educational partners, effectively mobilized resources, shared data, and developed programs that directly benefit students. These efforts reflect a commitment to improving student outcomes through collaboration and community engagement.	WVUSD’s areas for improvement in Building Partnerships for Student Outcomes include equity and access, alignment with student needs, communication, family engagement, assessment and evaluation, sustainability, diversity of partnerships, community engagement, professional development, and student voice. These areas will be prioritized in the district’s efforts to enhance the impact of partnerships on student outcomes.  Equity and Access: The data suggests disparities in opportunity access among different student populations. WVUSD ensures that opportunities are inclusive and accessible to all students, regardless of their background or socioeconomic status. Alignment with Student Needs: The analysis indicates a need for better alignment between initiatives and the specific needs of students. WVUSD plans to refine its strategies to more closely address the academic, social, and emotional needs of students. Communication and Coordination: There is room for improvement in communication and coordination among educational partners. WVUSD  intends to enhance communication channels and establish clearer protocols for collaboration to maximize the impact of partnerships. Parent and Family Engagement: The analysis highlights a need for increased involvement of parents and families in partnership initiatives. WVUSD  will work to engage parents and provide them with resources and information about the benefits of partnerships for their children's education. Assessment and Evaluation: While partnerships are in place, WVUSD acknowledges the need for more robust assessment and evaluation mechanisms to measure the effectiveness of these collaborations in improving student outcomes. This will involve developing clear metrics and benchmarks for success. Sustainability: WVUSD  plans to focus on the long-term sustainability of partnerships. This includes exploring ways to secure ongoing funding and support for partnership programs to ensure they continue to benefit students in the future. Diversity of Partnerships: WVUSD  aims to diversify its pool of educational partners to ensure a broader range of resources and opportunities for students. This may involve seeking partnerships with organizations to address specific educational gaps or needs. Community Engagement: While community engagement is a strength, WVUSD aims to deepen these connections further. This includes involving community members and organizations in shaping partnership initiatives and identifying new ways to support student outcomes. Professional Development: WVUSD  recognizes the need for ongoing professional development for educators to maximize the impact of partnerships. This includes training on how to integrate partnership resources into classroom instruction effectively. Student Voice: WVUSD  plans to incorporate more student input and feedback into partnership decision-making, ensuring students have a voice in shaping the partnerships that directly affect their educational experiences.	WVUSD’s plan to improve the engagement of underrepresented families in Building Partnerships for Student Outcomes is comprehensive and proactive, addressing cultural sensitivity, equitable access, meaningful involvement, and ongoing communication to ensure that these families are active participants in shaping their children's educational experiences and outcomes.  Targeted Outreach: WVUSD will implement targeted outreach efforts to reach underrepresented families, acknowledging their unique needs and challenges. This may include culturally sensitive communication, translated materials, and outreach through trusted community organizations. Culturally Responsive Partnerships: WVUSD  will work to establish partnerships that are culturally responsive and sensitive to the needs of underrepresented families. This includes collaborating with organizations and resources with a proven track record of effectively serving these communities. Parent and Family Involvement: To enhance engagement, WVUSD will actively involve underrepresented families in the decision-making process regarding partnerships. This may involve parent advisory councils or forums where their input is valued and considered in partnership decisions. Education and Awareness: WVUSD will provide education and awareness programs to underrepresented families about the benefits and opportunities of partnerships. This includes helping them understand how partnerships can impact their children's educational outcomes. Equitable Access: WVUSD will ensure that underrepresented families have equitable access to partnership programs and resources. This may involve providing translation services, access to technology, childcare, or other support services to remove barriers to participation. Feedback Mechanisms: WVUSD will establish effective feedback mechanisms to continuously gather input and feedback from underrepresented families about their experiences with partnerships. This will inform ongoing improvements and adjustments. Cultural Competency Training: Staff and partners will receive training in cultural competency to ensure respectful and effective interactions with underrepresented families. This will foster a more inclusive and welcoming environment. Long-Term Relationships: WVUSD aims to build long-term relationships with underrepresented families and partners, moving beyond short-term initiatives to create sustainable connections that benefit students over time.	WVUSD has demonstrated strengths and substantial progress in seeking input for decision-making, focusing on open dialogue, collaboration, data-driven decision-making, transparency, effective engagement, cultural sensitivity, and conflict resolution. These efforts have contributed to a more inclusive and responsive decision-making process that benefits students and the broader educational community.  Open and Inclusive Dialogue: WVUSD has fostered an open and inclusive dialogue with educational partners, including teachers, parents, and community members. This has created an environment where diverse perspectives are valued and considered in decision-making processes. Collaborative Decision-Making Structures: WVUSD has established collaborative decision-making structures and committees that actively involve educational partners in shaping policies, programs, and initiatives related to education. This includes parent-teacher associations, advisory boards, and committees with community representation. Data-Informed Decision-Making: WVUSD  has made significant strides in using data to inform decision-making. This includes gathering and analyzing data on student performance, school climate, and other relevant factors to make informed choices that benefit students. Transparent Communication: WVUSD has demonstrated transparency in its communication with educational partners. Information regarding decisions, plans, and policies is readily accessible and communicated through various channels, ensuring that educational partners are well-informed. Timely Feedback Loops: WVUSD has implemented feedback mechanisms that allow educational partners to provide input and feedback in a timely manner. This promotes a responsive approach to decision-making. Effective Engagement Strategies: WVUSD has developed effective strategies for engaging educational partners in meaningful ways, ensuring that their input is not only sought but also integrated into the decision-making process. Cultural Sensitivity: WVUSD has shown an understanding of the importance of cultural sensitivity when seeking input. Efforts have been made to ensure that diverse cultural perspectives are respected and considered in decision-making. Conflict Resolution: WVUSD  has mechanisms in place for conflict resolution and addressing disagreements constructively. This ensures that input and feedback processes remain productive even in the presence of differing viewpoints.	WVUSD’s focus areas for improvement include diverse representation, communication accessibility, timely engagement, inclusive outreach, data utilization, conflict resolution strategies, feedback integration, training and capacity building, and transparency. Diverse Representation: The analysis suggests a need for more diversity and inclusivity in representing educational partners involved in decision-making processes. The LEA aims to ensure that a wider range of voices, including those from underrepresented communities, are included in discussions and decisions. Communication Accessibility: WVUSD recognizes the need to enhance communication accessibility for all educational partners. This includes providing multiple communication channels, clear language, and translation services to reach a broader audience and ensure that input opportunities are accessible to everyone. Timely Engagement: The analysis indicates that there is room for improvement in seeking input in a timely manner. WVUSD plans to streamline its processes to engage educational partners at the right decision-making stages to ensure their input has maximum impact. Inclusive Outreach: WVUSD intends to improve its outreach efforts to engage a wider range of educational partners, particularly those who may not traditionally participate in education-related discussions. This includes reaching out to parents, community organizations, and partners. Data Utilization: While data-informed decision-making is a strength, WVUSD aims to improve its use of data to seek input and gather feedback. This includes using data analytics to identify trends, needs, and areas of concern to inform decision-making processes. Conflict Resolution Strategies: WVUSD plans to strengthen its conflict resolution strategies to address disagreements and disputes that may arise during the input-seeking process. This will ensure that disagreements are managed constructively and do not hinder progress. Feedback Integration: The analysis suggests that there is room to improve the integration of educational partner feedback into decision-making. WVUSD will develop clearer processes for incorporating feedback and making it evident how input has influenced decisions. Training and Capacity Building: To enhance the skills of staff and educational partners in the input-seeking process, WVUSD will provide training and capacity-building opportunities. This will empower individuals to contribute to decision-making discussions effectively. Transparency in Decision-Making: WVUSD aims to increase transparency in decision-making by clearly communicating how input was considered and why certain decisions were made. This will help build trust and understanding among educational partners.	WVUSD’s plan to improve the engagement of underrepresented families is comprehensive and culturally sensitive, aiming to create a welcoming and accessible environment while ensuring that the voices of underrepresented families are heard and valued in shaping educational decisions. Culturally Sensitive Outreach: WVSUD  will implement culturally sensitive outreach efforts to engage underrepresented families, recognizing that their perspectives and needs may differ. Communication materials will be translated, and outreach will be conducted in a culturally appropriate manner. Targeted Focus Groups: WVUSD will organize targeted focus groups or advisory councils for underrepresented families. These groups will provide a platform for these families to share their perspectives and input on important decisions. Accessible Meeting Times and Locations: WVUSD will schedule meetings and input sessions at times and locations convenient and accessible for underrepresented families, taking into account work schedules and transportation barriers. Language Access: WVUSD  will provide language access services, such as interpreters or translated materials, to ensure that non-English-speaking families can actively participate in decision-making discussions. Community Liaisons: WVUSD  may designate community liaisons who share the cultural backgrounds and languages of underrepresented families. These liaisons will serve as bridges between the school system and these families, facilitating communication and engagement. Cultural Competency Training: Staff and educators will receive training in cultural competency to ensure they are sensitive to the cultural norms, values, and expectations of underrepresented families when seeking their input. Family-Friendly Engagement: WVUSD will create a family-friendly environment during input sessions, providing childcare, refreshments, and materials in a format that is accessible and welcoming to all families. Community Partnerships: WVUSD will collaborate with community organizations that have established trust within underrepresented communities. These organizations can assist in facilitating engagement and providing resources. Multiple Feedback Channels: WVUSD will offer various feedback channels, including surveys, focus groups, and one-on-one meetings, to accommodate different preferences and comfort levels among underrepresented families. Feedback Integration: WVUSD will establish clear processes for integrating the feedback and input provided by underrepresented families into decision-making. This will ensure that their perspectives are genuinely considered.	5	5	4	5	4	4	5	5	5	4	4	5	Met		21JUN2023	2023
19752910000000	San Gabriel Unified	3	San Gabriel USD (SGUSD) cultivates meaningful community relationships and collaborates with both internal and external partners. SGUSD’s educational partner groups play a critical role in representing the diverse constituents of the SGUSD school community. The District believes it is important to include the voices of students, as well as parents, principals, teachers, staff, administrators, and community members to develop the goals, actions, expenditures, metrics, and targets within guiding documents such as the LCAP.   The Superintendent’s Student Advisory Council (SSAC) is one example of how the inclusion of student voice in collaborative decision making, is a strength. The SSAC meets monthly, and in 2022 this student group clearly stated that they wanted equity to be at the forefront of the instructional decisions for SGUSD.   An additional strength of the District is the Educational Advisory Committee (EAC).  The Educational Advisory Committee (the EAC serves as SGUSD’s advisory committee for parents, students, principals, teachers, local bargaining unit representatives, classified staff, community members, SELPA representation, Board members, and district administration) engaged collaboratively to develop SGUSD’s new vision and mission and the alignment to Portrait of a Graduate as well as the Goals and actions for the district LCAP. SGUSD’s educational partner engagement involves a triangulation approach that helps ensure authentic and deliberate dialogue with a broad cross-section of educational partners that are vested in the District’s continuous improvement cycle.   As a result of the effort put forth to gather educational partner input, SGUSD has collected meaningful quantitative and qualitative data to contribute to the development and continuous enhancement of SGUSD’s four LCAP goals and actions.	In response to the data collected by educational partners in 2022, San Gabriel USD published the following focus areas for the improvement of relationship-building between school staff and families: Create welcoming and safe front offices and other campus environments for all families; Promote group discussions among students, teachers, and parents; Evaluate ways to gather greater input from parents; Increase the number of school to home communications and the number of trainings for parents; Continue to increase opportunities for students to provide input regularly and safely; Schedule student and parent listening sessions to build relationships and connections to schools. Focus on standardizing digital home school communication to reduce the number of outlets parents need to check to stay abreast of school site issues.	San Gabriel continues to seek parent input and expand opportunities for parents to actively participate in decision making. Parents will be invited to provide input in Strategic Plan development in 2023-2024.	The District’s educational partners play a critical role in representing all students, staff, parents/guardians and parts of the SGUSD school community. Strengths in this area include feedback from multiple partners on the development of the LCAP, including: Three (3) data analysis and input sessions to gather input from the Educational Advisory Committee (EAC); DELAC input on increased and improved services for English learners via an annual English Learner Parent Survey; The LCAP and budget adoption was shared publicly; Multiple input opportunities for the Teachers’ Association, the Teamsters, the Mental Health and Wellness Advisory Council, the Superintendent’s Student Advisory Council, and the SELPA;   LCAP community surveys.	San Gabriel’s strengths and progress in Seeking Input for Decision Making was assessed with multiple surveys. All participants in the District’s Educational Advisory Committee agree their opinions and ideas are listened to when consulting on the LCAP. While the Parent Engagement Self-Reflection Tool indicated SGUSD has fully implemented strategies to build the capacity of staff to engage families and to provide opportunities to work together to implement family engagement activities, supporting family members to effectively engage in advisory groups continues to be an area of focus.	San Gabriel Unified will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing the following improved services to their students and intentionally communicating about: Professional development to improve instruction for English learners, including Administrator training on ways to support staff; Education of all staff on reclassification procedures; Implement a new EL Masterplan; Provide clear guidance on monitoring students who are at risk of becoming LTEL for families, students, and staff; Specific attention to dually identified student support needs; Increase ELD professional development for all core content teachers.	San Gabriel prioritized multilingual communication. To ensure all parents are able to participate in decision-making, school community liaisons’ support in parents above and beyond the required 15% translation rule.	San Gabriel’s growth areas for in Seeking Input for Decision Making were informed by multiple data sets and continue to be the following: Identify quantifiable targets for engagement with families and measure outcomes; Increase the number of parents education sessions offered (on topics including; ELPAC, CAASPP, Homework support, Reading and Math, college and careers, A-G UC/CSU requirements, social media, mental health, etc.); Increase the number of parent voices in the decision-making opportunities at district and site, in particular, increase the number of parents and guardians who regularly participate in ELAC, SSC and DELAC .	San Gabriel Unified will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing the following improved services to their students and intentionally communicating about: Professional development to improve instruction for English learners, including Administrator training on ways to support staff; Education of all staff on reclassification procedures; Implement a new EL Masterplan; Provide clear guidance on monitoring students who are at risk of becoming LTEL for families, students, and staff; Specific attention to dually identified student support needs; Increase ELD professional development for all core content teachers.	4	4	4	3	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
19752911996016	Options for Youth San Gabriel	3	OFY-SG has successfully developed and maintained our School Site Council/Parent Advisory Committee group for the 22-23 school year. Taking the opportunity to provide committee information and sign-ups during our Fall Back-to-School nights as well as communication to families from teachers and support staff, email blasts, and newsletters. This has allowed us to obtain parent and student involvement in our school committees and ensure our families feel a part of our community and feel welcomed to provide input whenever necessary. OFY-SG continues to communicate and open platforms for feedback through live interaction such as Google Chat and Meets, phone calls, text messages, emails, and social media on an on-going basis to continually increase 2-way communication with all educational partners. OFY-SG staff seek to learn from families in all of our one on one touchpoints with them in order to better build upon cultural practices and norms. We also regularly communicate with families through Smore announcements to keep all educational partners informed of school updates. We have also increased our social media presence to engage students and parents with school highlights, events and awareness. (LCAP Goal 1 Action 6: Parental Involvement/Educational Partner Engagement for unduplicated students’ groups)  93% of parents responded favorably that Barriers to Engagement within our school are not a problem.  Through our semesterly achievement chats, we are able to connect with our Educational partners and create/build on academic plans for the school year. During this time, we discuss school progress, testing scores, and the available programs to bridge any educational gaps. The LEA actively seeks Educational Partner and student feedback in modifying and establishing expectations for the students on an individual basis that align with our school mission and academic expectations, that will lead to the accomplishment of student academic goals.  Throughout the 2022-2023 school year, staff was provided with Professional Development opportunities to maintain a healthy school climate, and support our diverse group of students. Staff attended Professional Learning Communities focused on Social Emotional Learning, personal reflection, support for different learning modalities (for staff and students), understanding student perspective and climate, and creating resources to aid in student academic progression. (LCAP Goal 2 Action 1: Professional Development Opportunities)  79% of staff responded favorably to Perceptions of the amount and quality of professional growth and learning opportunities available to faculty and staff.	LEA continues to seek to improve educational partner involvement in our school engagement committees in efforts to increase their feedback and voices in school decisions. We continue to increase outreach to our educational partners through previously mentioned engagement events. The LEA reviewed parent survey that showed that over a span of 3 surveying opportunities, ranging from 2017- 2023, we had a median score of 4.14/5 to reflect parent connectedness and engagement. This median score also reflected the score for 2023 specifically (4.14), displaying our progress in increasing parental outreach. The LEA will continue to host parent/guardian events in spring, summer and fall semesters, where parents are invited to come and learn about the different support opportunities offered both in-person and virtually. Teachers and instructional staff will continue to communicate with students' parents/guardians through email, phone call or text, whichever is most convenient for parents to encourage participation in additional instructional support. As mentioned previously, the LEA will provide professional development opportunities to staff in areas of Equity, Cultural Awareness, Student/Parent engagement and SIOP immersive training. School site council and other parent advisory groups will continue to be promoted and encouraged for our staff and families to become voices of our school community and a major contributor to school-wide initiatives. The School Site Council/Parent Advisory Committee will continue to provide families with training and the necessary information to better understand data and connection towards funding and school needs.	LEA continues to actively work towards educational partner collaboration and involvement in school decisions. As we continue to work towards our LCAP goals, Parental Involvement / Educational Partner Engagement is continuously at the forefront for school improvement planning. Parents have shared through our survey data that we continue to maintain our school connectedness and engagement with a 4.16 rating out of 5. LEA continues to align support for its students with disabilities, Foster and McKinney-Vento (homeless) youth and will closely monitor and support these groups. Providing one-on-one support and resources to support any identified needs. Our school liaison continues to work directly with Foster and McKinney-Vento students to ensure they have all resources to meet their educational and personal needs. The LEA also continues to provide specialized instruction for our English Learners to create an individualized learning plan to achieve student goals. LEA provides enrollment/registration support and resources to ensure that students of all subgroups, especially EL, Foster, Homeless, Low-Income and SWD have any barriers towards academic success addressed and/or removed, especially via appointments with our post-secondary counselors, geared towards creating a plan that best meets the needs of the student according to their unique circumstances. We continue to offer community partner workshops such as mental health presentations, Financial Aid workshops and Community Resources. Through the work of our English Language Specialist, parents of English Learners are provided weekly/monthly updates on student progress, goals and Special Education Specialists work with our SWD on a one-on-one basis, which allows us to continue building personal connections with our students and their families, which will lead to providing awareness and inclusion of our school activities. These efforts align with continued focus on recruitment and retention of family representation for underrepresented families.	OFY-San Gabriel continues to support our educational partners through a wrap around approach. Creating an inclusive and supportive learning environment. Our educational partners are given the opportunity to collaborate with teachers and staff through semesterly achievement chats, requested teacher/parent appointments, engagement nights and open houses, and LCAP/School Climate surveys. Families are sent information by utilizing multiple means of communication such as phone calls, emails, Remind, Back to School Night, Open House, fliers, social media, and School Messenger. These efforts are captured in our LCAP Goal 1 Action 6 and Goal 4/Action 1.  OFY-San Gabriel continues to provide various professional development opportunities focused on family and student reengagement. PLCs are offered to provide opportunities for staff and leadership to review survey responses and collaborate toward strategies to best improve practices to address survey needs or concerns. These PLC’s are led by the LEA’s Instructional Coach throughout the year. Additionally, data is reviewed through our semesterly staff In-services to continue modifying school goals and expectations throughout the school year.	This area continues to find ways to improve educational partner involvement. We  have increased our opportunities such as parent workshops (FAFSA, SEL). We have been improving communication and awareness to our educational partners regarding groups, through teacher-parent rapport and collaboration. Our School Site Council receives the appropriate tools and training to help with better understanding data driven decisions incorporated into the LCAP, Title I and SPSA. School Leadership has monthly professional development with the School Improvement team to continue providing our educational partners LCAP data and updates on goals. We use any engagement opportunity to continue discussing LCAP, School Site Council and parent involvement opportunities. During these engagement events, we communicate to our families how valuable their feedback is to formative decisions for school plans.	We have continued to provide engaging and informational opportunities such as School Site Council, Achievement chats, and IEP meetings, educational partners are able to understand their rights as partners. During the IEP meeting, parents/students are provided their written educational rights and offered further explanation on all of their options. Our IEP meetings is a main collaborative, supportive and informative time to meet required supports allowing partners to feel confident that their students are getting their educational needs met and are aware of their rights. In our Achievement chats also continue to provide key updates as to student progression, academic plans, testing performance, and upcoming surveys and events. We continue to provide consistent information on what resources are available to our ELL students as an important engagement tool to our underrepresented families.  Our English Language specialists provided the opportunity to increase their professional development through attendance to EL specific conferences and using learned tools to support students during their individual appointments. These continued efforts are aligned with our LCAP as evidenced in LCAP Goal 1 / Action 2 EL Individualized Support and Instruction and Action 3 Professional Development - EL Specific. Our homeless and Foster Youth will continue to meet with our post secondary counselors as soon as they enroll and obtain guidance as to their rights with an individualized learning that can be modified according to their needs. These efforts are captured in our LCAP goal 1 action 4.	We continue to have monthly professional development with our School Improvement team to continue developing our awareness of school needs, LCAP alignment and school community improvement. Topics for our meetings continue to focus on survey analysis, educational partner feedback, and increase of educational partner involvement. Leadership and staff continue to develop in areas of, recruit and retain members in all of our parent advisory committees such as School Site Council (SSC)/Parent Advisory Committee (PAC).  Our school’s strengths continue to be focused on holding School Site Council (SSC)/Parent Advisory Committee (PAC) and LCAP information meetings throughout the school year. School Site Council participates in a comprehensive needs assessment with data dives and is heavily involved in the decision making process for school improvement and programs. OFY-San Gabriel has maintained a collaborative process to analyze specific data, agree on areas of focus, and create measurable metrics or goals that focus on special populations. Our School Site Committee votes at the beginning of the school year on members elections, allowing for the information to be clear and concise regarding voting procedures and group bylaws. Members continue to recruit, and involvement information is shared as soon as our first event, Back-to-School night, follows up through school messenger, teacher outreach and email communication. School Site Council /PAC meetings have been opportunities that allow for educational partners to provide information regarding received Title I funding, LCAP up-to-date results/tracking progress. These meetings continue to allow for open space to ask questions and give feedback and suggestions towards important action items as mentioned above. Parents continue to share desired school programs they would like to see at our school. This informational feedback has allowed for school leaders to advocate towards programs such as our newly added Art program at our school.	OFY-San Gabriel heavily utilizes school engagement opportunities for our educational partners to participate and engage with staff and provide input for decision making. We are regularly seeking to increase our partners participation in these areas in order to encourage interest on behalf of our educational partners.  This is particularly beneficial since parent engagement events offer an opportunity for our educational partners to discuss their student’s academic progress in light of their post-secondary goals and also to give feedback on broad school programs and initiatives. LEA will continue to focus on ways to increase and/or maintain and improve parent participation and recruitment so that parents continue to become active participants in committees and oversight groups. These opportunities will be promoted directly by our teachers to families as well as Leadership through school-wide newsletters, emails and mail. Every year, we continue to push for increased survey participation from our educational partners by utilizing every means of communication available to us (email, verbally communicated, texts, fliers, etc.). Our Fall and Spring Achievement Chats will continue to provide a meeting time to our partners where collecting feedback will be one of our top priorities. These charter efforts have been integrated in our LCAP as evidenced in LCAP Goal 4 Action 1 - Parent Involvement and Educational Partner Engagement.	Our school continues to gear opportunities and programs towards engagement of underrepresented families. We achieve this by holding our local school events, access to extended learning programs such as Washington D.C. trips, or Art programs. Our school works to engage our underrepresented students and families by reaching out directly through teacher communication. Communication to our student groups continues to be in various methods, such as call, email, chat or text messages.  Our most successful engagement of underrepresented families is through our Fall and Spring Achievement Chats, where we ensure meetings take place to have a designated meeting time. The school community meeting which includes teachers, educational support providers, parents/guardians, and students, collaborate once a semester to conduct academic strategic planning, celebrate accomplishments, develop strategies to support the student’s individual needs, and discuss any concerns/needs of the family.  By continuing to hold these semesterly meetings, underrepresented families are provided with a safe and connected platform to discuss input on school, student and academic topics. During these meeting times and any other communication, translation will be provided to our educational partners to prevent any language barriers. The LEA will continue to engage our underrepresented families through direct communication (translated if necessary) to provide awareness of other opportunities, as mentioned above, where they will be encouraged to voice their thoughts and opinions in all regards.	5	5	4	5	5	5	5	5	5	5	4	5	Met		22JUN2023	2023
19753090000000	Acton-Agua Dulce Unified	3	The district holds regular parent meetings at each of the school sites for parent groups including PTO, ELAC, School Site Council. The district held meetings to include all education partners in updating the strategic plan. Each school hosts Back to School, Open House, Family Nights. etc. and they are well attended.	Increase frequency of two-way communication opportunities	AADUSD has increased its capabilities to reach our families using a variety of technology programs. Blackboard Messaging, Website, Social Media, Local News Papers, All Calls.  We have board meetings that the public attends and stakeholders, PTSO, Booster, DELAC, meetings throughout the year to get families involved.	We have set aside professional development days for teachers and principals.  The district can improve upon connections with families by providing additional opportunities for input.	Provide additional resources for families in order support student success in school. The district sites will host AVID parent nights.	Explore additional opportunities for after school support for student learning, additional mental health and safety education for both staff and families.	All school sites hold parent group meetings, parents and community members are included in the strategic planning committee. Each school site council has parent representation. The district holds DELAC meetings.	We have a strong community with members that are actively engaged in our district and attend stakeholder meetings and board meetings.  The district can improve on El support  for our families and find creative ways to get additional members of the community involved and give opportunities for input. The district has increased the number of bilingual employees in order to support better connections with Spanish speaking families.	Build on the progress made in bilingual staffing and support to engage an increase number of family engagements. Leveraging instructional, mental health,  and support staff to continue to build inroads for engaging a greater number of families in the decision making.	3	3	2	3	3	2	2	2	2	2	2	2	Met		22JUN2023	2023
19753090127100	Assurance Learning Academy	3	The connection with our educational partners is a priority at Assurance Learning Academy. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication through our Data + Design and L4L Connect systems our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. A parent of a student had this to say about our school: “You feel very welcomed and I feel that puts both the child and parent at ease.” The parent of an EL student said that the strength of the school is “Person-to-person interaction creating a positive experience in school.” They added, “You all are doing an exceptional job. No improvements needed.” The parent of a special education student shared: “My daughter's teachers really took interest in her”, and that this was a strength in building the relationship between the school and families. Of their experience at a PAC meeting, they shared that “This is my first parent meeting. I think this was amazing.”	While many parents stated that communication was a strength, there was a parent of a student who suggested that better communication between students, teachers, and parents could improve. They commented that continued parent meetings could help. Overall we are seeing a desire for more opportunities to connect schools, parents, and students.	We are confident that both the parent engagements and systems of communication will help this continued effort in keeping our educational partners connected and continued growth in relationships.	From the input received from our educational partners an area of strength is our flexibility in providing opportunities for our families to receive support. Between evening options for live instructional support, weekly progress summaries, and a variety of services for students, our parents have tools accessible for educational success.	One parent suggests, “Más juntas de maestros/padres” (More teacher/parent conferences). We will continue to communicate the open line of communication at all times between teachers and parents.	Educational partners in our underrepresented families have expressed strong confidence in our service and support to our students. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	Our strength at Assurance Learning Academy is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options for connection to the school. Parents have been solicited for the best time options and we plan our meetings accordingly.	Our English Learner Advisory Committee had full representation as a Chairperson, Vice-Chairperson, Secretary, and Representative. We have increased our participation numbers in our PAC and ELAC Meetings allowing for more parents to be well-informed and part of the process for making decisions in the school.	While we have seen great success with our ELAC committee, Assurance Learning Academy is also committed to building a diverse PAC committee by encouraging participation from parents representing a collective of all students, including underrepresented families such as English Learners, special education, homeless, and foster youth families.	5	5	4	5	5	5	4	4	5	4	5	5	Met		09JUN2023	2023
19753090131383	SIATech Academy South	3	SIATech strives to include families and community partners in the decision-making process. SIATech solicits input from families and community partners to develop programming for students and families in the continuous improvement process. SIATech formed its DELAC and ELAC committee in the 2020-21 school year. The DELAC and the ELAC steering committee include parents, adult students, community partners, teachers, principals, and district leaders. SIATech’s DELAC and ELAC meetings are held quarterly to address mandated requirements and updates and showcase EL student outcomes.	SIATech established its Family and Community Engagement (F&CE) Steering Committee in the 2020 -21 school year. The F&CE  Steering Committee utilized numerous data sources (i.e., equity audit, parent survey, staff survey, & asset mapping)  to assess and determine areas of improvement. Based on the qualitative and quantitative data, the F&CE Steering Committee determined that establishing school-to-home connections is essential to student development.  In the 2023-24 school year SIATech will establish a Parent Advisory Committee to work alongside the F&CE committee to connect families to community resources that support their students' goals, interests, and needs.  In the 2022 -2023 school year SIATech developed a Mental Health & Wellness Resources website to provide students and families with support and resources to address food assistance, housing, mental health and wellness, and other support services. SIATech will adopt Edgenuity in the 2023-24 school year. From this platform, families can access current information about their student's progress and performance and communicate with school staff.	SIATech is committed to improving strategies and structures to increase underrepresented families' engagement. SIATech has held advisory committee meetings to garner input from families related to school improvement and extended intentional invitations to underrepresented families to be members of various site and district committees. SIATech will continue to engage with and build relationships with individual families and provide necessary, personalized support to foster strong relationships between school staff and underrepresented families.	SIATech assists our families in understanding academic expectations through several strategies. These include mentor-teacher meetings at all school sites to discuss student progress and support needed to ensure success. These meetings address various topics to help parents understand state academic standards, the instructional program, and how they can best support their student’s achievement in school. The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their students. Technology is also used to communicate information and request feedback about LCAP goals from the community. Information is posted on the district and school websites. Annual surveys for educational partners are given throughout the year. Requests for feedback and participation are sought through surveys.	Recent educational partner (DELAC/ELAC) input shows a desire for more in-depth knowledge of the local assessments, curriculum, and instructional strategies to improve and accelerate our EL student learning. SIATech developed the Wellness Industry School Home (WISH) comprehensive framework to assess and implement an action plan to build and strengthen partnerships that we anticipate will lead to greater student outcomes and provide students with educational stability.	Participation from all parents is solicited, including the engagement of underrepresented families. SIATech has continued translating communications and documents to make information more accessible to our multilingual families. SIATech will continue developing strategies to improve underrepresented families' engagement, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.	Referring to the SIATech Strategic Plan, SIATech recognizes that parents/guardians are their student's first and most influential teachers and that sustained parent/guardian involvement in the education of their students contributes greatly to student achievement and a positive school environment. Additionally, SIATech works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles, and activities to support learning at home. This is achieved through regularly scheduled DELAC/ELAC meetings, surveys, and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed.	SIATech increased the number of opportunities, using various engagement tools, for educational partners to provide input. In 2023- 2023 SIATech began using the Panorama platform to gather educational partner input. An area of focus is to evaluate what tools successfully engage families at the school and district levels and what steps SIATech can take to improve the design and implementation of engagement activities.	SIATech ensures all families receive communications and invitations to participate on committees and forums through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. SIATech monitors student attendance daily and communicates with families in a timely manner, especially families of migratory, foster, or homeless youth, to minimize disruptions to educational services. SIATech partnered with Wellness Together and Justice for Youth programs to improve attendance and address students' mental health and wellness needs.	3	4	3	3	3	3	3	3	3	3	3	3	Met		01MAY2023	2023
19753090131987	iLEAD Hybrid	3	iLEAD Hybrid is committed to the meaningful engagement of its educational partners in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and iLEAD Hybrid staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under iLEAD Hybrid's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings.  During the 2022-23 school year, monthly parent meetings were held at iLEAD AV, while iLEAD Exploration held two virtual town hall meetings over the course of the year with multiple other parent meetings (ELAC, SSC, park days, LP meetings, etc) held throughout the year. This allowed opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through weekly check-ins, monthly learning period meetings, and at schoolwide events. ELAC meetings were held in spring and fall to provide an open forum for questions and feedback on the EL program. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program. The School Site Council met twice to discuss data, safety, and approve the Single Plan for Student Achievement, which aligns with LCAP goals and measures and provided an opportunity for parent, learner, and staff input into this year’s LCAP.	Monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program. The School Site Council met twice to discuss data, safety, and approve the Single Plan for Student Achievement, which aligns with LCAP goals and measures and provided an opportunity for parent, learner, and staff input into this year’s LCAP.	iLEAD Hybrid created an action to provide professional learning to include diversity, equity and inclusion. These trainings are principally directed towards identifying any specific needs of unduplicated learners, referring them for additional support as needed (which also ties into the actions in goals two and three) and addressing any discrepancies in diversity, equity and inclusion as it relates to curriculum and instruction. School staff will be able to better identify, support and implement practices/resources that increase services to these unduplicated groups. The school also allocates extra instructional support staff to provide direct services to high-needs learners.	During the 2022-23 school year, iLEAD Hybrid successfully continued its Equity Task Force with a year-long data analysis project to identify systems gaps in serving vulnerable populations. The LEA also supported families through engaging school events and synchronous instruction resulting in a low chronic absenteeism rate. iLEAD Hybrid's focus on building partnerships for student outcomes increased parent support at in-person events post-pandemic, increased parent engagement, and learner participation in field studies opportunities, such as field days, book clubs, entrepreneurship fairs, prom and graduation, park meet ups, field studies.	As an ongoing result of the pandemic, families and staff observed an increased number of learners experiencing feelings of depression, anxiety and/or in need of other mental health support. Learners also reflected this sentiment through self-evaluation on the iLEAD Comprehensive Growth Card. There is varying feedback on the rigor of academics, as indicated by parent surveys, learner achievement of academic goals, staff feedback and the 2022 CA School Dashboard data. Academic data on internal benchmarks and the 2022 CA State Dashboard show areas for growth, and learners are benefitting from additional tutoring and academic resources provided through synchronous instruction and more frequent check-ins. The WASC mid-cycle report and visit provided ongoing areas of focus that were also included in the LCAP. Areas for improvement include: college career readiness, graduation rates, recruitment and retainment of qualified staff, ongoing refinement of the MTSS process, and utilizing effective processes to measure and track all learner achievement. The high school team continues to work closely with all learners to increase college and career readiness, and are seeing a need to increase the number of community partnerships provided to unduplicated leaders.	When developing each action for iLEAD Hybrid to improve engagement of underrepresented families, it was important to first consider the specific needs of foster youth, English learners, and socioeconomically disadvantaged learners (including those experiencing homelessness) in order to develop a plan on how to increase and improve services to these learners during the 2023-24 school year. School staff can reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and math, and to help these learners in their academic and SEL achievement (to include college and career), the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships.	Twice a year, learners and staff collaboratively completed the reflection for the iLEAD SEL ROP (Social-Emotional Report of Progress), a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent, staff, and learner surveys regarding aspects of the program were sent in the spring of 2023 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps). Various learner clubs allowed opportunities for discussion and feedback. Additionally, in the fall and spring of 2022-2023, iLEAD Schools’ Equity Task Force also conducted listening sessions and/or facilitated surveys of staff, leadership and learners.   Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners).	When creating actions, the school evaluated 2022 Dashboard data, NWEA MAP benchmark results, SEL data, counselor/liaison feedback, attendance, and SST information. Additionally, feedback from counselors, facilitators, liaisons, families, learners, office staff, community partners, board members and/or EL collaborations was considered. Through family meetings, discussions at school events, and school surveys, educational partner feedback regarding curriculum/instruction, safety, school culture, and diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.	Ongoing family education and additional resources (through counseling support, community partnerships and/or additional resources based on individual need) will be dedicated to support these learners through the guidance of school counselors, liaisons and coordinators. Families of unduplicated learners are often less connected to school and sometimes need additional support on how to support their learners in the home typically resulting in higher rates of chronic absenteeism and lower graduation rates.	4	4	4	4	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
19753090132654	California Pacific Charter- Los Angeles	3	Strengths CPCS successfully engages in pupil and family outreach. CPCS offers two way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings. Parents agree that the school communicates community resources that are available to their family. In data collected from stakeholder surveys, 98.3% of parents feel satisfied with opportunities to provide input and participate in their child's education. 98.3% of parents indicate that they feel their input is valued. 97.8% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 99.5% of students agree that their teacher cares about their education and helps them succeed. 98.4% of students report that they feel safe at school. 95.1% of students report that they know they have someone at school to talk to for support if they have a problem. 100% of parents are satisfied with their child's school overall. 96.2% of students express an overall satisfaction with their school.	CalPac plans to continue to expand the parent university program which provides resources and information to parents on various educational, social emotional, academic, and safety topics regarding supporting their children and their children's best interests.	Focus Area To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English.	Strengths CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strenths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their chilld in successfuly engaging in school and reaching success. In data collected from stakeholder surveys, 90.9% of parents stated that they participate in meetings with their child's teacher to discuss and set education goals for their child. 97.4% of students responded that they agree that their teacher is available to help them and support them with their school work. 97.4% of students agree that their teacher helps them to set goals to be successful in school. 100% of students stated that their teacher cares about their education and helps them to succeed. 89.5% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 97.4% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to unserstand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the unform complaint form available to school stakeholders.	Focus Area CPCS launched a Parent University program in the 22-23 school year. Parent University is used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS plan to continue to expand this program with additional resources to better support student outcomes.	CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population is engaged in school and has every opportunity to be successful.	Strengths CPCS is currently engaged in this work as outlined in LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement. Effective and meaningful transparent communication will provide all education partners opportunities for input in decision making at the program and charter levels. Support for engaging families in advisory groups for the purpose of providing meanful input on decision making, policeis and programs, and family engagement activities are embedded in action items 3.1, 3.2, and 3.6. Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, school site council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education.	Focus Area The school will involve the School Site Council members (SSC serves as Parent Advisory Committee) to seek input regarding decision-making.	The school will offer translation of written and verbal communication when needed to support students, families, or other education partners whose primary language is a language other than English.	5	4	4	5	4	4	5	5	5	5	4	4	Met		20JUN2023	2023
19753090134619	Empower Generations	3	Empower Generations is committed to the meaningful engagement of its educational partners. Feedback from families, learners, community members, board members, learners, and Empower Generations staff and leadership is utilized throughout the year to evaluate program effectiveness and address the state and school priorities.   During the 2022-23 school year, school events were held over the course of the year that allowed opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through monthly learning period meetings and at schoolwide events. Additionally, monthly EL collaborations with the EL coordinators across iLEAD California provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English Learner program. Twice, the School Site Council met to discuss the school's Title programming and intervention programs. A parent iSUPPORT group met to support school initiatives and provide valuable school-home connection. Community partners are also brought in to the school to provide a community-centered school and offer wrap-around services to learners and families, including support for pregnant/parenting teens, food and housing resources, transportation resources, counseling and social services, and other community-based initiatives.   Twice a year, learners and staff complete the iLEAD Comprehensive Growth Card, a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals, which provides key data about relationships built. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent/family, staff and learner surveys regarding aspects of the program were sent in the spring of 2023 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps). Various learner clubs allowed opportunities for discussion and feedback. Additionally, in the spring of 2023, the Equity Task Force also conducted listening sessions and/or facilitated surveys of staff, leadership and learners.   Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners).	As an ongoing result of the pandemic, families and staff observed an increased number of learners experiencing feelings of depression, anxiety and/or in need of other mental health support. Learners also reflected this sentiment through self-evaluation on the iLEAD Comprehensive Growth Card. Academic data on internal benchmarks show areas for growth, and learners are benefitting from additional tutoring and academic resources provided through synchronous instruction and more frequent check-ins.	When building relationships between school staff and families, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The actions developed are important for all learners, especially foster/homeless youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data.  Staff will provide 1:1 academic and social emotional support for English Learners, Foster Youth and Homeless Learners, as well as low income learners. Through alignment of resources, staff will be able to provide additional services to these three subgroups in order to close achievement gaps. The Foster Youth and Homeless Liaison, and the English Learner Liaison will work together to match the families of English Learners, Foster Youth, and Homeless learners, and low income learners with specific community resources based on the families' needs. The school will continue to increase community partnerships, utilize the new campus to provide more in-person services, and utilize as many communication strategies as possible to increase the school-home connection.	Empower Generations conducted an analysis of their educational partner input and local data to determine their current strengths and progress in Building Partnerships for Student Outcomes. Currently we have several community partnerships that work with some of our learners to create wellness and academic plans.  These include Goodwill Industries, El Nido, AV Partners in Health, WIC, Regional Center, Department of Rehabilitation, Department of Social Services, Care Net, Antelope Valley College and more.  These agencies meet with our learners on a regular basis to support them in making decisions that will help them be successful in high school.  We have continued to work with our LCAP committees where all community members, families, learners and staff are invited.	The mission of Empower Generations is to collaborate with learners in health and wellness, lifelong learning, college and career readiness, and community partnerships. In doing so, our learners will become self-directed leaders, problem solvers, creators, collaborators, innovators, and active community members. We plan to accomplish this through a rigorous, relevant, and attainable education program that blends independent study, community experience, and one-on-one support based on the California Content Standards. We celebrate and foster learners’ individuality, and support them in discovering their highest potential in the environment that best suits their needs. The vision of Empower Generations is that all learners will possess the knowledge, skills, and confidence to achieve health and wellness, raise healthy and happy children, master academic standards and develop a deep understanding of subject matter, and collaborate effectively with the community in which they live. All learners will graduate with an awareness of and preparedness for the endless possibilities of their future while meeting rigorous and attainable graduation requirements.	When building partnerships to improve student outcomes, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The actions developed are important for all learners, especially foster/homeless youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data.  Staff will provide 1:1 academic and social emotional support for English Learners, Foster Youth and Homeless Learners, as well as low income learners. Through alignment of resources, staff will be able to provide additional services to these three subgroups in order to close achievement gaps. The Foster Youth and Homeless Liaison, and the English Learner Liaison will work together to match the families of English Learners, Foster Youth, and Homeless learners, and low income learners with specific community resources based on the families' needs.	Empower Generations supports pregnant and parenting teens to meet their individual goals through a whole person, whole family approach. Empower Generations provides pregnant and parenting teens a trauma-informed environment to explore and gain confidence in the unique challenge of young parenthood. With clear and personalized guidance, learners determine their course of study and method of obtaining graduation requirements, including internship, online courses, independent study, and one-on-one support. Learners realize their potential as confident parents, engaged learners, and active community members while working toward a high school diploma and gaining invaluable real-life experience.  Empower Generations conducted an analysis of their educational partner input and local data to determine their current strengths and progress in Building Relationships Between School Staff and Families. Our site strongly believes in parent engagement so that we may support the whole child in both academic and social-emotional development. We currently complete Individual Learning Plans (ILPs) in the first semester with our learners where they set goals based on their strengths and challenges.  In the Spring semester, we conduct Learner-Led Conferences (LLCs) as an opportunity for learners to present how they achieved/not achieved their ILP goals.  Families are included in both of the processes. In addition, we send weekly Monday messages, we communicate with families through Parent Square, we hold several community events where families are encouraged to attend, send workshop emails and use social media as a way to connect. A School Site Council meets twice annually to create and approve the Single Plan for Student Achievement. Educational Partners have the ability to review and make public comment on the annual LCAP. An annual educational partner surveys are sent to families, staff, and learners and a key part of the strategic planning, SPSA, and LCAP process.	Based on input from all stakeholders, there is a need to continue strengthen and expand support and opportunities for parents/families and learners to understand how to succeed academically and social/emotionally, to increase learners' and family connectedness to a safe, supportive, and stable learning environment, and to increase engagement with community and school activities. Using a new platform, the school will continue working on this initiative in 23-24.   Another area of improvement includes strengthening the iSUPPORT meetings for more participation and attendance as well as continuing to connect with key community partners for wrap-around services and in-person events.	When building relationships between school staff and families, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The actions developed are important for all learners, especially foster/homeless youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data.  Staff will provide 1:1 academic and social emotional support for English Learners, Foster Youth and Homeless Learners, as well as low income learners. Through alignment of resources, staff will be able to provide additional services to these three subgroups in order to close achievement gaps. The Foster Youth and Homeless Liaison, and the English Learner Liaison will work together to match the families of English Learners, Foster Youth, and Homeless learners, and low income learners with specific community resources based on the families' needs.	5	4	4	4	4	4	4	4	4	4	4	4	Met		29JUN2023	2023
19753090135145	Compass Charter Schools of Los Angeles	3	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass conducted a schoolwide planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated strengths and great progress in the following areas: Communication (weekly Monday Morning Updates, ParentSquare, Workplace, Monthly Town Halls), Engagement (Learning Coach Academy, Virtual Scholar Workshops, field trips and scholar clubs), and monthly connection meetings between our supervising teachers and families.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass identified the following as focus areas for improvement in building relationships between school staff and families: Community Involvement (i.e. community service projects) and increasing field trips. We received feedback that our families would like to get back to more in-person activities, and we are scheduling more in the upcoming school year.	Compass Charter Schools has developed the Compass Framework for the Future as well as the Compass Blueprint for Success. This is based on work and feedback from our Parent Advisory Council, Scholar Leadership Council, Leadership Team, Staff Advisory Committee, and Board of Directors, with support from our partner, the LearnerCentered Collaborative. The framework is designed to align the world we live in, develop scholars who will become engaged and productive citizens, and to enable our community to codify the Gold Standard in Virtual Education. Compass will also provide a variety of extracurricular and enrichment activities to include community service opportunities, field trips, virtual scholar workshops and scholar-led clubs which will include the National Honor Society (NHS). The framework and blueprint encompasses our underrepresented families and special populations as well.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools demonstrated strengths and great progress in the following areas for scholar outcomes: Multi-Tiered System of Supports (MTSS), English 2023 Local Performance Indicator Self-Reflection for Compass Charter Schools of Los Angeles Page 10 of 16 Learner Support, Tutoring, Social Emotional Learning and Well Being, and our synchronous and asynchronous instruction.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the planning survey results, Compass Charter Schools identified the following areas for improvement in building partnerships for scholar outcomes: Summer Session availability, and curriculum options, more Community Provider options for the Options Learning Program.	Compass Charter Schools is now offering a summer session that utilizes online courses and/or academic subscriptions to increase scholar engagement and outcomes. Compass will also ensure all scholars have access to a-g approved courses, either through a preferred curriculum provider or through internally developed courses.	Compass Charter Schools takes great pride in our ongoing process for seeking input for decision-making. Compass collaborates with all of our educational partners consistently throughout the year via monthly Leadership Team meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory Council meetings; and Parent Town Halls and survey administrations throughout the year. During these opportunities, all educational partners review and discuss the progress we are making, make recommendations for improvements, and are equally involved in the decision-making progress.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools identified the following areas for improvement in seeking input for decision-making: a need for an increase in participation on state and local assessments.	Based on input and local data, we will continue to work on providing opportunities for engagement that are accessible to our underrepresented families. The addition of a full time McKinney-Vento Liaison provides a conduit for ensuring that some of the most underrepresented families have a voice. We are also looking at our engagement activities for our scholars and looking to find additional in-person opportunities in accessible areas. We continue to refine our live learning sessions to provide meaningful educational content. Additionally, we partnered with Wellness for Educators to offer wellness resources for our scholars, families, and staff. These live workshops are recorded and made available asynchronously for those who are unable to attend them live. We continue to refine our supplemental subscription offerings, such as Freckle, for example, for academic support, in addition to expanding our Multi-Tiered System of Supports tutoring hours.	4	4	4	4	4	5	4	4	4	4	4	4	Not Met		07JUL2023	2023
19753090136531	iLEAD Online	3	iLEAD Online is committed to the meaningful engagement of its educational partners. Feedback from families, learners, community members, board members, learners, and iLEAD Online staff and leadership was utilized to evaluate program effectiveness and address the state priorities.   During the 2022-23 school year, iLEAD Online facilitators communicated with parents at minimum once weekly to keep them abreast of what was happening in their learner’s courses and to receive informal feedback. Parents have daily access to the school's learning management system to see announcements, learner work, and feedback and assessment. Virtual and in-person events were hosted by iLEAD Online, and parents were invited to participate in certain course activities such as festivals, campfires and advisory regular class meetings. This allowed opportunity for school staff and families to connect regarding the school program. Additionally, monthly EL collaborations with the EL coordinators across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.	iLEAD Online Increased parent survey results in every category (ranging 2%-10% positive increase) on the spring 2023 parent survey, showing positive progress in building relationships. iLEAD Online will continue hosting quarterly town-halls, supporting the iSUPPORT group, staff collaboration and meetings, and other initiatives that encourage a strong collaborative school culture. iLEAD Online will continue increasing the amount of in-person professional development and school activities for staff, learners, and families as indicated on the annual survey and in town-hall feedback meetings. iLEAD Online will also increase college/career counseling opportunities for high school learners and tutoring hours available for learners needing additional support.	"iLEAD Online families continue to indicate via formal surveys and ""street data"" feedback that they feel supported by staff and the school environment. Online staff will continue to receive equity training in the 22-23 school year along with restorative practices training and cutting edge technology communication strategies training to engage all families in the school environment. A new iSUPPORT group will provide additional ways for families to engage in the school and feel heard, and iLEAD will continue to offer accessible and meaningful in-person events and work to remove barriers to participation for families. Learner individual learning plans, presentations of learning, and showcases of learning through portfolios will continue to allow families to engage in the academic process."	Learners are supported with services that effectively meet their academic and personal needs. From enrollment through graduation, learners are offered individualized support from highly trained academic coaches who honor individual learner needs and values. Coaches, facilitators, tutors, parents and learners work together to support meaningful courses and extracurricular activities that will support the unique needs and goals of each learner while also meeting academic content standards. In addition to customized academic support, learners also receive personal support from their coaches, facilitators, and tutors as they navigate their academic path. During meetings, coaches and facilitators communicate directly and caringly with parents and learners to assess what is working, explore any shifts that could benefit the learner, and implement strategies to best support academic and personal success. Learners’ social-emotional growth is encouraged along with their academic and physical fitness growth.  Learners have the option of joining many activities including: field trips, clubs, park days, movie nights, service projects, workshops, webinars, graduation activities and ceremonies, beginning of the year meetups, craft fairs, talent shows, seasonal events and community college courses. All of these events are coordinated by iLEAD staff.  Learners engage in a variety of co-curricular activities. Virtual college fairs, film festival submission opportunities, and cultural social movie nights were just a few experiences that its community was offered. Many other learners work professionally in the entertainment industry and compete in various athletic sports and teams. Some learners are entrepreneurs starting their own businesses. The ability to participate in these activities connects to the iLEAD culture through the various leadership, entrepreneurial development, the various arts, and nurtures design thinking.	School staff will receive professional learning on topics such as diversity, equity and inclusion, PBL, SEL, best practices, and academic content to increase the effectiveness of instruction to learners. Using MTSS, the school will support learners with enrichment and/or intervention strategies as needed in their academic and social emotional learning.	When developing each action for iLEAD Online, it was important to first consider the needs of foster youth, English learners, and socioeconomically disadvantaged learners (including those experiencing homelessness) in order to develop a plan on how to increase and improve services to these learners during the 2023-24 school year. School staff can reduce barriers and increase equity and access through evidence-based, trauma-sensitive supports and practices that provide opportunities for success. In order to address achievement gaps in ELA and Math, and to help these learners in their academic and SEL achievement, including college and career, the school plans to implement several actions to target these learners directly, with the goal of increasing their engagement in learning, improving academic support and student achievement, removing barriers to education, addressing social-emotional needs, and promoting school-family connections/partnerships.	Twice a year, learners and staff completed the iLEAD Comprehensive Growth Card, a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership collaborations were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent, staff, and learner surveys regarding aspects of the program were sent in the spring of 2023 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps). Additionally, four town hall meetings were held with staff to address specific staff concerns, increase board relations with staff, and allow for increased collaboration among all educational partners.   Monthly board meetings were held with the opportunity for anyone from the public to attend (including staff, parents and learners). In the fall of 2022, the school updated the school’s governing board on recent data from Data Quest and the California Dashboard and discussed strategies and program adjustments based on that data.   iLEAD Online started an iSUPPORT parent group for the first time this school year, which gives parents and family members the opportunity to gather, identify ways to support the school, work with leadership and staff to implement improvement initiatives, and support a positive school environment that promotes a love of learning. Parent and learner ambassadors took leadership roles to represent their peers during board meetings, iSUPPORT meetings, planning meetings, and school events.	As a continued result of the pandemic, families and staff observed an increased number of learners experiencing feelings of depression, anxiety and/or in need of other mental health support. Learners also reflected this sentiment through self-evaluation on the iLEAD Comprehensive Growth Card. Academic data on internal benchmarks and the 2022 CA State Dashboard show areas for growth, and learners are benefitting from additional tutoring and academic resources provided through synchronous instruction and more frequent check-ins. Additionally, WASC areas for improvement include: state testing participation, college career readiness, services to increase EL enrollment and learner reclassification, and utilizing effective processes to measure and track all learner achievement. The high school team continues to work closely with all learners and families, to increase college and career readiness as well as improve engagement of underrepresented families and are seeing a need to build a stronger capacity in the staff to build awareness of course offerings.	When creating actions to improve engagement of underrepresented families, the school evaluated NWEA MAP benchmark results, SEL data, counselor/liaison feedback, attendance, and SST information. The school uses ELLevation, a software dashboard to analyze English learner progress and create custom plans for success. Additionally, feedback from counselors, facilitators, liaisons, families, learners, office staff, community partners, board members and/or EL collaborations was considered. Through family meetings, discussions at school events, and school surveys, educational partner feedback regarding curriculum/instruction, safety, school culture, and diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met.	5	5	5	4	5	5	5	5	5	5	5	5	Met		29JUN2023	2023
19753090136648	Options for Youth-Acton	3	At OFY - Acton, building relationships between school staff and our families is a top priority. We are dedicated to fostering a strong partnership with our families so that we can work together to ensure every student thrives.  Our school has made significant strides in building those relationships, including our recent Upland Ribbon Cutting event where we celebrated our OFY Upland school site and their accomplishments in the community. In addition to this event, we held a Senior Signing Night for A-G students accepted into college. The event gave us an opportunity to honor our students, provide them with post-secondary items such as backpacks, and inform parents of scholarships earned. We also prioritize parent-teacher conferences (once per semester), School Site Council meetings, and a Bilingual Scholars Awards Celebration where we honor our EL students' accomplishments.   Furthermore, our community service events, such as the MLK Jr. Day of Service where we created Valentine's Day cards for local senior citizens and veterans, have provided us with the opportunity to serve our communities while building relationships with each other.  Our student leadership has played a pivotal role in fostering an even stronger relationship between school staff and families. They have participated in our communities' local parades and have volunteered to help our local service clubs facilitate events like these, blood drives led by our student leadership at each site, and also organized e-sports events and sporting events for our student athletes.  Speaking of sporting events, we offer a variety of sports for our student athletes, including girls softball, boys basketball, e-sports, boys and girls indoor soccer, and girls volleyball. Sporting events give a great opportunity for students, parents/guardians, and our staff members to bond and support our student athletes while watching these games.   Family Fun Night is another event that we conduct each fall and serves as a fun event for staff, parents, and students to come together, show off our school offerings, and praise our students.   Our Parent University program is designed to inform parents and caregivers of relevant information that helps them support their students in high school. We host monthly workshops that cover a range of topics, including student motivation, WIOA, and financial literacy skills and tips, among others.   Overall, OFY - Acton continues to make great strides in building relationships between our school staff and our families.  These efforts can be evidenced in our LCAP as follows: Goal 3 Action 2 - Post-Secondary Events Goal 4 Action 2 - Parental Involvement and Educational Partner Engagement Goal 4 Action 4 - Social Emotional Learning Goal 4 Action 6 - Parent University	OFY - Acton strives to establish and maintain collaborative relationships with families and communities, knowing that this partnership is crucial to student success. Based on the analysis of educational partner input and local data, we are proud to report significant progress in building relationships between school staff and families.  One of our strengths is our ongoing engagement with families through various events and activities. Fall Family Fun Nights provide an opportunity for families to connect with our school staff, participate in fun activities, and learn more about our school programs. Our Bilingual Scholars Awards Celebration recognizes academic achievements of our students while acknowledging and celebrating our diverse communities. Additionally, our Senior Social event honors and recognizes the success of our graduating seniors.  We also prioritize empowering our families through Parent University, which provides workshops on a variety of topics, including how to support student academic success and well-being. Our school also partnered with the Upland Chamber of Commerce to organize and host a ribbon-cutting event, which highlighted our school's contributions to the community and further strengthened our relationships with local stakeholders.  Our commitment to building relationships is also evident in our deliberate efforts to involve families in important decision-making processes through School Site Council meetings held regularly. We also conduct Parent-Teacher Conferences twice an academic school year, which provide an opportunity for teachers and parents to collaborate and align in the best interest of the student. This collaborative approach helps us ensure that we are meeting the academic and social-emotional needs of our students.  Finally, we celebrate academic success by organizing Senior Signing Night for students who have been accepted to college. We celebrate this significant moment in our students’ lives, and our families appreciate the opportunity to share in this moment of achievement.  In conclusion, we are proud of our effort to build relationships between school staff and families. We will continue to prioritize family and community engagement as Options For Youth - Acton moves forward. Our team remains dedicated to collaboration, inclusivity and building accessible relationships while celebrating student success with our school and families.  These efforts can be evidenced in our LCAP as follows: Goal 1 Action 1 - EL Individualized Support & Instruction Goal 3 Action 2 - Post-Secondary Events Goal 4 Action 2 - Parental Involvement and Educational Partner Engagement Goal 4 Action 6 - Parent University	OFY - Acton believes that building strong and meaningful relationships between school staff and families is essential for creating an inclusive and welcoming educational environment. To achieve this, we have analyzed educational partner input and local data from multiple sources, including feedback from our School Climate Survey, DELAC committee, and School Site Council.   Based on this analysis, we have identified key areas where we can improve our engagement with underrepresented families. These include providing translation services to ensure effective communication for both staff and parents, and utilizing School Messenger to provide more frequent communication on school events and academic goals while proactively addressing any concerns or issues.  We also believe that creating opportunities for families to participate on the school site is vital to fostering a stronger sense of community. To this end, we are implementing initiatives such as Parent University, which provides workshops that inform parents and caregivers on how best to support students, and events such as Family Fun Night, which will allow us to come together to celebrate school achievements while also fostering better communication.  We are committed to making significant strides in improving our engagement with underrepresented families, and we know that creating an inclusive environment where all families and staff can work together is crucial for our students' success. Through these initiatives, we aim to strengthen communication with families, provide better support to our students, and foster an inclusive and welcoming learning environment.  These efforts can be evidenced in our LCAP as follows: Goal 4 Action 2 - Parental Involvement and Educational Partner Engagement Goal 4 Action 6 - Parent University	OFY-Acton has made tremendous strides in establishing strong partnerships to promote positive student outcomes. Evidenced by our educational partners' feedback and analysis of local data, we have made significant progress in building these relationships. Staff professional development opportunities such as the Skyrocket PD have been valuable in ensuring that our staff is equipped to design and align family engagement practices to positively impact student achievement. Furthermore, we have made deliberate efforts to involve parents more in the LEA through School Site Council/Parent Advisory Committee and DELAC.  To ensure that we truly meet the needs of our community, we have conducted two LCAP surveys and a School Climate Survey, providing students, parents, and staff with the opportunity to evaluate our strengths and identify areas for improvement. Our LCAP Family Fun Night offered another chance for parents to engage with the school and discover more about our offerings.  One of our major achievements has been the development of an intervention process to aid students who are not meeting compulsory education requirements. Through collaboration between teachers, students, parents/guardians, post-secondary counselors, support staff, and the assistant principal, we have crafted a process that fosters goal-setting, time management activities, and additional time at school with teachers and/or tutors. In so doing, students gain important skills that prepare them for success during enrollment and beyond. We are proud of this intervention process and how it has helped us build partnerships with education partners. Through working collaboratively with these partners, we are able to identify our students' needs and provide them with the needed resources and support for success.  OFY-Acton has also provided Parent University topics, such as “Exploring Student Motivation,” “What Is WIOA?”, and “OFY 101” to provide parents with strategies and resources to better support their students and increase awareness of opportunities that exist within our school. Our efforts to increase family engagement have been successful, and we are proud of the progress we have made thus far. However, we understand that there is still work to be done, and we are committed to continued growth and improvement in this area to ensure student success.  These efforts can be evidenced in our LCAP as follows: Goal 4 Action 1 - Enrollment and Outreach Goal 4 Action 2 - Parental Involvement and Educational Partner Engagement Goal 4 Action 6 - Parent University	After carefully evaluating feedback from educational partners and local data, OFY-Acton has identified some critical focus areas that require improvement to enhance student partnerships positively. While we currently have intervention programs that empower staff members to improve student attendance, work progress, and engagement, we recognize the need for additional intervention programs to boost students' proficiency in reading and math skills that will bring them closer to their grade level.  To bridge this gap, we've adopted an evidence-based intervention program targeting students who test below grade level based on their Ren Star results. Furthermore, we will include remediation materials during SGI classes to increase academic readiness and solidify important foundation skills. Additionally, we acknowledge the benefits of developing stronger collaborative relationships with workforce partners to support our school's 18+ youth before enrollment and to provide in-school youth with additional resources. Our offerings, such as career readiness workshops, internships, career exploration, and various resources, will cater to youth experiencing parenting, justice-involved, foster/homelessness, and low-income barriers.  We are enthusiastic about the potential yield from our efforts in these identified areas of focus as we look to collaborate more effectively with our educational partners in achieving positive student outcomes. It's our belief that these actions will facilitate the development of skills, knowledge, and equip our students with the confidence needed to excel both in school and beyond.  These efforts can be evidenced in our LCAP as follows: Goal 2 Action 3 - ELA & Math Intervention Services Goal 3 Action 3 - Continue to strengthen WIOA and Community Partnerships Goal 4 Action 1 - Enrollment & Outreach	After conducting a thorough review of feedback from educational partners and local data, OFY-Acton acknowledges the need to improve engagement with underrepresented families to create stronger partnerships and improve student outcomes. We are committed to providing additional opportunities for underrepresented families to participate in school events and to communicate the necessary resources their students require to be successful. By encouraging families to take part in all school activities, they become more knowledgeable of their legal rights as parents and advocates for their children and all students enrolled in our school.  OFY-Acton strongly believes in ensuring that families participate in the IEP writing process, giving them a voice throughout the process. To facilitate transparency and collaboration with all stakeholders, some school policies are reviewed, edited, and approved during School Site Council (SSC) meetings.  OFY-Acton recognizes the importance of hearing from English Learner (EL) families, so we invite them to participate in the District English Learner Advisory Committee (DELAC) meetings, providing an opportunity for parents to share their input and ideas to enhance our educational program for EL students. We have also created the Compliance and Improvement Monitoring (CIM) team with the aim of reviewing and discussing data trends for our Special Education (SpEd) students. This group of staff members deep dives into SpEd student data and tries to find concerning trends and think of possible solutions on how we can support our SpEd students better.   OFY-Acton's website hosts all school policies, ensuring that critical information is available to all members of the community without any hindrance. Additionally, the principal and assistant principals are always available to meet with educational partners upon request, address any concerns or answer any questions that may arise.  We are committed to promoting groups such as SSC, DELAC and CIM in our community to create transparency and encourage participation in school decisions, ensuring that our educational partners’ voices guide the best outcomes for our students.   These efforts can be evidenced in our LCAP as follows: Goal 1 Action 1 - EL Individualized Support & Instruction Goal 1 Action 4 - Students with Disabilities (SWD)  Intervention Support and Instruction Goal 3 Action 3 - Continue to strengthen WIOA and Community Partnerships	OFY-Acton is a school that recognizes the importance of working closely with the families of its students. They believe that all children have unique needs that must be addressed to provide a comprehensive education. To that end, OFY Acton has built consistent partnerships with the School Site Council (SSC)/Parent Advisory Committee (PAC) and the District English Language Advisory Committee (DELAC). Their partnerships provide forums for families to offer feedback on school plans and initiatives that impact their children. This feedback provides a valuable pulse check for the school to ensure its decisions reflect the diversity of student needs.  OFY-Acton demonstrates its commitment to improvement through its LCAP. They survey their educational partners twice annually to solicit their opinions on the school's goals and progress towards achieving them. The survey covers areas such as school climate, interventions, and resources. OFY-Acton values feedback from its partners as this input helps them identify meaningful areas of improvement.  OFY-Acton draws strengths from its ability to seek feedback from families of its students and education partners. They use this input to help ensure their decisions are consistent with their goal of providing world-class education to their students. Nonetheless, OFY-Acton understands that there is still room for improvement. They seek to forge collaborations with additional community organizations to enhance their engagement with a wider representation of the student population.  These efforts can be evidenced in our LCAP as follows: LCAP Goal 4: Action 2-Parental Involvement and Educational Partner Engagement	Based on input provided from the educational partner survey results . Regular communications about opportunities for educational partner involvement and input, including information about SSC/PAC, DELAC, and Parent University, were primarily sent to students and families via School Messenger. While this messaging program was useful in communicating important information to many families, feedback provided during a School Site Council/Parent Advisory Committee meeting indicated that email was not the best communication tool for all families. Reflecting on this information, the LEA intends to be intentional when collecting information regarding which mode of communication is best for each family to further increase awareness of the opportunities that are available to provide input and local data. This information is typically collected upon student enrollment and during parent teacher conferences.   These efforts can be evidenced in our LCAP as follows: LCAP Goal 4: Action 2-Parental Involvement and Educational Partner Engagement	The Spring 2023 Educational Partner Survey results showed that 85% of families believe that there are no barriers to engagement preventing them from interacting with or becoming involved with their child’s school. To continue to increase the engagement of underrepresented families the school will increase the number of in person opportunities to improve the participation of families to join various school committees, activities, and/or events. These efforts will in turn increase the input for decision-making from our educational partners. The school will also continue to be proactive in sending communication to educational partners through School Messenger to increase the awareness of opportunities to join the school in decision-making meetings.   OFY-Acton does host an event at the school during the Fall to welcome families into our school to learn more about what we have to offer and provide an opportunity for parents/guardians and students to sign up to join and participate in groups like PAC and DELAC to be part of the decision making process for the school. The school anticipates that with the increased number of events with translators available onsite in addition to material sent home translated, more parents from underrepresented families will be informed and will increase in participation specifically in meetings like PAC, DELAC, and IEP meetings where decisions are taking place that impact student services.   These efforts can be evidenced in our LCAP as follows: LCAP Goal 4: Action 2-Parental Involvement and Educational Partner Engagement	4	4	4	4	4	4	5	4	4	4	4	3	Met		28JUN2023	2023
19753090137703	Method Schools, LA	3	Method Schools promotes strong channels of communication between school, staff, students, and parents. Instructional and developmental coaching as well as professional development calendars and systems that support school staff to improve the capacity to partner with families. In its first year, Method doubled its Parent Advisory Committee from two members to start and ended the school year with four members opening up channels for parents to voice their wants from the school.	Through stakeholder surveys from staff, students, and families, Method has identified the need to provide more opportunities for education and training to parents. Method will create more resources, events, and opportunities for parents to become more involved and feel they have agency over their child’s education.	Method will improve engagement of underrepresented families by expanding the regions in which in-person opportunities are available.  In addition, Method created a learning pod program which allows families to create pods that are supported by Mobile Student Success Managers.   In addition, programs such as the Meal Assistance, loaner technology, and instructional funds program help to make learning accessible for all families.	Method Schools recognizes that family engagement and parent involvement are a key ingredient to student success. It is expected that all students meet with their homeroom teacher weekly to discuss progress and concerns. In 2022-23, Method expanded its event and field trip offerings and expanded the areas reached. These events include field trips, experiential learning, and community service opportunities that build a sense of community throughout a widespread network of students, parents, and staff. Finally, Method organized a Parent Advisory Committee at the end of the 2021-22 school year. The Parent Advisory Committee will serve as a crucial liaison between parent voice and Method Schools in the 2022-23 school year and beyond.  These additional engagement opportunities are well-attended and receive positive feedback from families and students.	Based on local survey data, Method Schools will put a strong emphasis on preparing staff and families as instruction and curriculum will move toward a Competency Based Learning approach.  Further, Method still finds need for parent education especially to better support students in an independent learning environment. Method plans to further engage underrepresented families through building a designated role designed to work directly with parents through education and parent support.	Method Schools will improve engagement of underrepresented families to build partnerships for student outcomes by continuing to refine its tiered re-engagement system that identifies students who are disengaged and its Multi-Tiered System of Supports.	Method Schools regularly collects survey data and uses its results to make data informed decisions on how to better serve its families and improve its services.  Further it collects input through groups and committees such as the Associated Student Body and Parent Advisory Committee.	Based on its data, Method Schools' focus areas for improvement in seeking input for decision making are to create a more diverse Parent Advisory Committee that better reflects its student population.  Additional channels that promote informal conversation rather than surveys should also be added.	Method Schools will improve engagement of underrepresented families by increasing staff awareness and professional development to address and better implement best practices in serving the underserved.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
19753090137786	Mission Academy	3	The support we receive from our educational partners is critical in strengthening our program. To communicate with educational partners, we offer school updates, and student recognitions, and provide community resources for our families on a regular basis via email, through the student’s Academic Adviser, and through mass messaging. Parents, guardians, and community mentors are invited to semi-annual conferences, as well as quarterly ELAC and PAC meetings. At these times, we formally request feedback. A parent stated that “This school changed my son’s life when he felt he would never graduate from high school.” We regularly evaluate our program and communication tools to provide support to our staff to build and maintain positive relationships within the community.	Mission Academy will continue to solicit education partner input via surveys, and student/parent/caregiver conferences, through PAC and ELAC. As the school grows, we will continue to make informed decisions as a result of feedback from educational partners and in partnership with educational partners. A parent stated that “I really like the program focusing on just one class at a time allows my daughter to truly understand the material and earn good grades.”	Mission Academy will improve the engagement of our underrepresented families by providing more translation services for educational partner communications and by disaggregating data to identify areas of need for underrepresented families. A SPED parent stated that “I am very appreciative of this program.”	Mission Academy continues to work collaboratively with our families and communities to provide support for all students. The MA team works in conjunction with our Community Liaison, counselors, and community partners to provide relevant local and state resources for families and students that provide the knowledge of their rights and tools for educational success.	Mission Academy has made great strides in the development of partnerships within our communities. Our counselors and community liaison will continue to work to increase participation in workshops and events. Our goal is to work collaboratively with our educational partners to increase student participation and thereby advance student achievement. A student stated that “The option to log in later in the morning helps me a lot.”	As a result of our educational partner input and local data analysis, we will continue our commitment to identify, inform, and provide necessary resources to our underrepresented families. We will do this through continued data analysis and targeted feedback from those groups.	Participation in our ELAC, PAC, and Annual Surveys has given the families the opportunity to provide meaningful feedback to help inform the decision-making process. The LEA has invested in the capacity of staff and the principal to effectively engage families in advisory groups and with decision-making, but Mission Academy is currently re-grouping its PAC and ELAC Advisory Committees to create a more regular and representative body for consultation.	Mission Academy will continue to show improvement in this area. During our ELAC, PAC, and parent conferences, families have made suggestions and provided input on our school and services. We had the opportunity this year to have our students and parents provide input and feedback during our WASC Accreditation process as well. A parent stated that “Apex and Edmentum are well paced and the activities help my student understand the material.”	Mission Academy will continue to improve the experience of our underrepresented families. We are analyzing more data for sub-groups and special populations to target improvement in these groups. We already incorporate the use of translation services to communicate with our families and have hired additional support staff who are bilingual and can directly communicate with families including those who are Spanish-speaking and Armenian.	5	5	4	4	4	4	5	4	3	3	4	4	Met		07JUN2023	2023
19753090138297	iLead Agua Dulce	3	Agua Dulce builds relationships and community with intentionality. Agua Dulce provides many hands-on activities and events that promote learner and family engagement. This includes play-based learning, farm animals, PBL projects, Presentations of Learning, Learner-led Conferences, Individualized Learning Plans co-created with facilitators, learners and families as well as aerospace opportunities. The results of these endeavors is positive student engagement and school climate, as confirmed by our Educational Partner Survey results indicating strong favorable responses for our Teacher-Student Relationships and School Climate.	iLEAD Agua Dulce will generate active engagement between parents, families, and the school as well as connections with the community, to promote learner achievement and communication among all educational partners as defined in our LCAP Goal #3. This goal addresses the need for a strategic focus on learner well-being and family engagement in school activities. The charter school will continue to strengthen, support and expand opportunities for learners to understand how to succeed academically and social-emotionally, develop supportive relationships, foster a positive school culture, and increase school engagement. A renewed emphasis will also be placed on family involvement and parent education to increase learner and family connectedness in a safe, supportive, and stable learning environment.	Based on our analysis of the Panorama Educational Partner input and local data, the LEA plans to improve engagement of underrepresented families in relation to Building Relationships Between School Staff and Families in the following ways: Educational Partner meetings, Family Education opportunities such as the Special Education Student Symposium, and Parent University webinars or in-person meetings to promote engagement.  iLEAD Agua Dulce will continue to incorporate multiple ways for families to engage, connect with the community through volunteer and outreach strategies, and provide communication amongst all educational partners to promote learner engagement and awareness of the mission and vision of iLEAD Agua Dulce. The school will conduct an annual survey for input on the school and its programs to determine our strengths and areas of growth.   iLEAD Agua Dulce will provide ongoing family education and additional resources (through counseling support, community partnerships and/or additional resources based on individual need) and will be dedicated to support all learners through the guidance of school counselors, liaisons and coordinators. Underrepresented families and those with unduplicated learners are often less connected to school and sometimes need additional support on how to support their learners in the home typically resulting in higher rates of chronic absenteeism and lower graduation rates.	iLEAD Agua Dulce has conducted surveys and analyzed data from our educational partners, as well as state and local assessments to determine our current strengths and progress in Building Partnerships for Student Outcomes. We will provide all learners with a rigorous, creative, and broad curriculum to maximize academic achievement and college/career readiness, as defined in our LCAP Goal #2.	iLEAD Agua Dulce LCAP Goal #2 emphasizes a continued focus on student achievement across all student groups to include increased ELA and math achievement on both state assessments and NWEA MAP (a California Department of Education (CDE)-approved, internal diagnostic assessment). The goal is to prepare learners academically and social-emotionally through project-based learning and/or personalized learning opportunities that align with state standards. Learner and credentialed teacher (facilitator) feedback on the iLEAD Comprehensive Growth Card, a measure on social-emotional, academic and personal goal-setting, also indicate a need for growth in academic achievement. Additionally, there is a need to concentrate efforts on the percentage of high schoolers graduating as prepared as indicated on the California School Dashboard's college/career indicator.  During the 2021-22 school year, iLEAD Agua Dulce’s high school began with a freshman class of learners. School staff is working to ensure learner voice and choice and that all courses being offered are A-G. The school will continue to develop its high school program so that learners graduate college and career ready as measured by the CA School Dashboard. The school continues to monitor student achievement across student groups.	After a careful analysis of our educational partner input, as well as state and local data, iLEAD Agua Dulce will continue to work on improving engagement of underrepresented families and learners in relation to Priority 3: Building Partnerships for Student Outcomes. School staff will support and track all learners, including Special Education, Socioeconomically Disadvantaged, Foster/Homeless, etc.) in their mastery of standards through integrated core projects and curriculum as reflected on state assessments and other internal measures. School staff will work to ensure there is a high percentage of all learners who participate in internal and state assessments.   The EL Coordinator and other school staff will utilize professional development principles in ELD and regularly analyze data to provide targeted support with a focus on increased English proficiency in reading, listening, speaking, and writing to ensure progress is being made towards reclassification.  Through a variety of strategies including professional development sessions, learner-led conferences and/or learning period meetings, school staff will work with learners to create goals and action plans to improve academic performance and social-emotional learning (SEL). Additionally, school staff will provide SEL strategies to support learners in achieving their personal goals. The school plans to monitor these identified student groups both academically and social-emotionally in order to provide additional, targeted support to promote learner achievement and college and career readiness. As iLEAD Agua Dulce’s new high school program evolves, the school will also increase counseling, monitoring and support to ensure unduplicated are utilizing opportunities and coursework in order to graduate prepared as indicated on the CA School Dashboard.	iLEAD Agua Dulce is committed to the meaningful engagement of its educational partners and regularly seeks input in the decision-making process. For example, we cultivate their feedback in the development of the LCAP. For the annual update, feedback from families, learners, community members, board members, learners, and iLEAD Agua Dulce staff and leadership was utilized to evaluate program effectiveness and address the state priorities. Upon careful examination of the input received, action steps under iLEAD Agua Dulce's three existing goals were maintained, expanded or modified to further learner achievement and continue the development of program offerings modified to further learner achievement and continue the development of program offerings.	During the 2022-23 school year, monthly iSUPPORT meetings were held to allow opportunity for school staff and families to connect regarding the school program. Informal feedback was also received by families through family involvement at school wide events. Additionally, monthly EL collaborations with the EL coordinators within the school and across iLEAD Schools provided the opportunity for sharing ideas gathered from facilitator and family feedback on how to improve the English learner program.  The WASC substantive change visit (to add the 10th grade level) occurred in the fall of 2021. Feedback from that visit included preparing future graduates to graduate as college and career prepared through the coursework and opportunities provided by iLEAD Agua Dulce. Additionally in the Spring of 23, iLEAD Agua Dulce received its 6 year WASC re-accreditation.   Twice a year, iLEAD Agua Dulce learners and staff completed the iLEAD Comprehensive Growth Card, a measure of learner growth in the Schoolwide Learner Outcomes, as well as their progress towards academic and social-emotional goals. Additionally, staff and leadership meetings were held monthly to discuss the program, learner progress, and gather/reflect on suggestions for improvements. Parent and learner surveys regarding aspects of the program were sent in the spring of 2023 to solicit feedback. These surveys addressed specific aspects of the LCAP (the eight state priorities for the creation of potential action steps).  Additionally, throughout 2022-23 Agua Dulce’s Equity Task coordinator met with staff to train on strategies on equity to implement in the classroom. This included adding on an equity component to the Project Design Guide.	When developing each action for iLEAD Agua Dulce, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data.  iLEAD Agua Dulce assigned a family liaison to support foster youth, English learners and low-income students with community resources, school-wide resources and regular check-ins for any specific social-emotional or academic needs. Additionally, the school opened a Wellness Center and utilizes MTSS to support learners. Academic provisions such as additional tutoring and after school workshops was provided to support academic growth in English Learners, Foster Youth and Low Income Learners.   When developing each action for iLEAD Agua Dulce, the needs of all learners were considered by looking at the NWEA MAP results, SST, and attendance data by sub-populations. Stakeholder feedback regarding safety, school events, diversity, equity and inclusion (DEI) were also considered to develop a well-rounded plan that ensured the needs of all learners were being met. The actions developed are important for all learners, especially foster youth, English learners and low-income students. The action steps include growth for educators (professional development in MTSS, best practices and all students to monitor academic, social-emotional and school offerings for all sub-populations. It is a comprehensive plan that considers the data from many angles including stakeholder feedback, parent meetings, academic, SST, and social-emotional data.  iLEAD Agua Dulce assigned a family liaison to support foster youth, English learners and low-income students with community resources, school-wide resources and regular check-ins for any specific social-emotional or academic needs. Additionally, the school plans to open a Wellness Center and utilize MTSS to support learners. Academic provisions such as additional tutoring and after school workshops will be provided to support academic growth in English Learners, Foster Youth and Low Income Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
19753330000000	Manhattan Beach Unified	3	MBUSD has a robust network of educational partners with shared values, working in concert to identify ways to increase and improve family engagement at both the school and district level. Partnerships with our PTA/PTSA, Manhattan Beach Education Foundation, and MBX play an integral role in pulling all District efforts together to help ensure ongoing educational partner input in MBUSD.   In partnership with staff, parents initiate and support a range of programs that enrich our campuses. For example, in 2022-23, all MBUSD schools received the No Place for Hate designation which support the Culture of Care efforts on campus.   Related Question from the March 2023 LCAP Survey: 88% of strongly agree/agree that parents have opportunities to volunteer at the school site.  81% of parents and 85% staff strongly agree/agree that parents, teachers, students, school staff, and community members work together to create a safe, respectful, and inclusive campus.	Families are welcomed on campus and participate in classroom and school site activities on a regular basis. One way to further strengthen and build relationships is to ensure that all sites provide informal opportunities for families and staff to connect with one another at the school.   Related Question from the March 2023 LCAP Survey: 73% of parents strongly agreed/agreed that families feel welcomed, valued, and connected to one another at my school while 81% of staff strongly agreed/agreed.	MBUSD plans to improve the engagement of underrepresented families in relation to building relationships between school staff and families by providing school site leaders with the survey results for their individual site. District staff will collaborate with site leaders in reviewing the site survey and planning next steps.	MBUSD continues to build staff capacity in building partnerships for student outcomes with parents through the District's Multi-Tiered System of Supports (MTSS). District committees which include staff and parents, directly support student outcomes. For example, the District Social-Emotional Learning (SEL) Committee plan site-based opportunities to build SEL skills connected to the MBUSD SEL Framework. In 2022-23, the SEL Committee led the 2nd Annual MBUSD SEL Week across the District where daily activities, special speakers, and events were planned to promote student to student connections and opportunities to practice SEL skills.  The District LCAP Committee includes parent representatives who participate in the review of LCAP goals and metrics and provide feedback on academic and school climate goal areas.   Related Question from the March 2023 LCAP Survey: 72% of parents strongly agreed/agreed that parents, staff members, and community partners work together to support student success at home at at my school and 86% of staff strongly agreed/agreed when asked the same question.	The District continued the implementation of universal screeners (assessments) in grades 1-8 in the areas of reading and math. The assessments were administered three times throughout the year and each was followed by a grade level and/or department data conversation. The primary purpose of these conversations was to identify students who would benefit from additional instruction. After reflecting upon the LCAP Survey results, an area of improvement parent partnerships for student outcomes in the MTSS process which includes sharing student progress throughout the school year.   Related Question from the March 2023 LCAP Survey: 65% of parents strongly agreed/agreed that they know how well their children are doing in class and how the school plans to improve outcomes while 83% strongly agreed/agreed when asked the same question.	MBUSD plans to improve the engagement of underrepresented families in relation to building partnerships for student outcomes through intentional outreach efforts from the district and school counselors, the English Learner Teacher on Special Assignment (TOSA), and other district and/or site personnel. Also, the LCAP consultation process will continue to involve ongoing interaction with parent groups to discuss student outcome data  (i.e. DELAC, SEAC, Parents with students in the Expanded Learning Opportunities Program).	MBUSD gathers input from educational partners in a variety of ways. Our community members provide input for decision-making through meetings, committees, and teams such as: Board Workshops, the Bond Oversite Committee, the LCAP Committee, the District Advisory Committee (DAC), School Site Councils (SSC), PTAs, the Medical Advisory Board, the Special Education Advisory Committee (SEAC), Budget Advisory Committee, the Health and Safety Committee, the Indoor Air Quality Team, Social & Emotional Learning Committee (SEL), and the District English Learner Advisory Committee (DELAC). Each of the aforementioned group meets several times during the school year to drive goals and services. In an effort to better engage members of our underrepresented groups. Site and District leaders are being intentional about using data to reach out and solicit input. The Superintendent shares information with the community on a weekly basis through a newsletter. This assists in a two-way communication with our community and with communication related to decision-making.   Related Question from the March 2023 LCAP Survey: 73% of parents strongly agreed/agreed that parents are kept informed about school funding, student achievement, testing, the Local Control Accountability Plan (LCAP), and other issues and 74% of staff strongly agreed/agreed when asked the same question.	Based on an analysis of District metrics, including the LCAP Survey, an area for improvement in seeking input for decision-making is to utilize different communication tools to provide information and opportunities for input.  Related Question from the March 2023 LCAP Survey: 56% of parents strongly agreed/agreed that parents have opportunities to provide input on community priorities and District and/or site decision making while 78% of staff strongly agreed/agreed when asked the same question.	MBUSD plans to improve the engagement of underrepresented families in relation to seeking input for decision-making through the LCAP consultation process by expanding parent representation on the LCAP Parent Advisory Committee.	4	4	4	4	4	3	3	4	4	4	4	4	Met		22JUN2023	2023
19753410000000	Redondo Beach Unified	3	The Redondo Beach Unified School District has strong partnerships with its educational partners and has developed a variety of opportunities to engage with them and build relationships. RBUSD values community input and utilizes advisory committees to establish a vehicle by which to garner input and feedback. The various committees include the LCAP Advisory Committee, the Social Emotional (SEL) Committee, the Ensuring Safety Proactively Task Force, Special Education Advisory Council, the Career and technical Education (CTE) Committee, and the Superintendent’s Student Advisory Committee. Committees are comprised of students, parents, educators, administrators, and community members with a focus on evaluating school and climate data and current practices in order to make recommendations for improved services and supports. The work of the various committees has resulted in many tangible outcomes and has greatly strengthened two-way communication between the district, its schools and the school community.   Further, a strength of RBUSD is its high parental involvement and participation in its schools. The district, site administrators, teachers and staff work hard to build trusting relationships and create welcoming environments for all families in the community. All schools are supported by a strong Parent Teacher Associations (PTA), the Redondo Beach Education Foundation (RBEF), and the Beach Cities Health District. Parents also actively participate in decision making and goal setting through School Site Councils, English Language Advisory Committees (ELAC), and the District English Language Advisory Committee (DELAC). Further, all parents and community members are welcome to attend any school meeting or activity, and we welcome and encourage parent involvement throughout the year. Various activities include but are not limited to: parent education workshops, Open House, Back to School Night, parent-teacher-student conferences, Career Day events, PTA-sponsored events, speaker series events, music performances and more. District and school site communication ensures parents are well informed, have opportunities for involvement and are connected to their children's school.   Regular and timely communication with families and staff is an RBUSD priority and allows the district to continue to build strong relationships within the community. In addition to an annual LCAP feedback survey, ongoing communication with educational partners is accomplished in multitude of forms within the district including the use of regularly-updated social media accounts; publication of an annual parent-student handbook; Parent Square, a school messenger system; PowerSchool Parent Portal; School News, a bi-monthly published periodical; PTA newsletters; principal weekly communication/newsletters; teacher newsletters; fall and spring conferences; social media platforms; and District and school websites. Educational partners indicates this as an area of strength for RBUSD.	Based on educational partner feedback and local data, an area of focus in the upcoming school year will be on increasing parent education events, specifically around college awareness, a-g eligibility, and college preparedness. There is a desire for increased parent education events as well as increased volunteer opportunities in secondary schools.	Based on educational partner feedback and local data, a continued area of focus for RBUSD is increasing services and supports for the families of its English language learners and low socio-economic status (SES). Increased outreach efforts will be utilized to strengthen school to home relationships in addition to providing a vehicle to share resources with families.  Additionally, utilizing translation services in home languages has been successful and will be a continued focus in the 2023-24 school year in an effort to mitigate barriers to involvement and participation.  Lastly, feedback from school site needs assessments, DELAC meetings and results of community surveys indicates a desire for increased outreach efforts at the site level. To this end, RBUSD will support its school sites with resources to support school-specific outreach and parent education opportunities. This is an area of focus as well for Parent Teacher Associations who look forward to working with schools to increase participation of underrepresented families.	On an annual basis, the RBUSD administers the California School Parent Survey (CSPS) to all parents of K-12 students in order to evaluate and improve parent engagement, involvement, and satisfaction in the RBUSD. The CSPS also allows the District to reflect on areas of strengths, identify a focus area for improvement and to establish baseline targets for those areas as measured by the parent survey results. Additionally, RBUSD utilizes qualitative data through parent engagement meetings and committees to gather feedback on progress towards building relationships. Lastly, RBUSD implements student surveys through Panorama Education to garner additional student feedback in regards to school safety, connectedness and a sense of belonging. Results of these surveys are shared with the community and act as metrics for goal-setting and progress monitoring in the LCAP.   A strength of RBUSD in this area is evidenced in its strong partnerships with parent and community groups. RBUSD maintains a collaborative relationship with the Redondo Beach PTA as well as the Redondo Beach Education Foundation. Both groups provide ongoing support in strengthening school to home relationships. Further, RBUSD has also developed a strong partnership with the Redondo Beach Police Department. These community partnerships allow additional resources for building capacity around relationship building.   Educational partner feedback indicates another area of strength is the high level of communication between home and school. Site administration provides ongoing, frequent school updates. Parents have access through the district’s Student Information System, PowerSchool, to updated information regarding their child’s progress. Counseling staff at all levels are available to counsel with families regarding academics and social/emotional concerns.   RBUSD’s teachers have traditionally maintained very strong relationships with their families, and an additional strength is the ongoing communication that occurs to update families on student progress. In addition to fall and spring parent/teacher conferences, families receive information on student progress via growth reports mailed home; Individual Education Plan (IEP) meetings; 504 meetings; and Student Success Team meetings. In addition to formal parent teacher conferences, families may at any time request a meeting with their child’s teacher to discuss progress and/or concerns.   Education Code (EC) 48980 requires school districts to notify parents or guardians of their rights and responsibilities at the beginning of the academic year. RBUSD provides annual notifications to parents when updating required back to school paperwork.	An area of focus identified from analysis of educational partner feedback is providing resources for parents to better support what their children are learning at home. RBUSD will increase its parent education opportunities in addition to identifying additional resources for families to utilize. Another focus area for improvement is helping parents better understand student progress data. RBUSD will utilize community meetings, PTA events, and other community forums to increase understanding of local measures of progress.	RBUSD has invested resources in the hiring of staff whose sole purpose is to support underrepresented students and families. Individualized outreach efforts will be used to improve engagement of families in school and district events. Further, additional parent education events specific to their needs will be held in an effort to build parent capacity and strengthen relationships.	RBUSD’s approach to engaging educational partners is multifaceted. Providing ongoing opportunities for input is a priority, and a strength lies in the numerous opportunities available as well as the level of participation. The high level of involvement is evidenced by participation in School Site Councils, School Wellness Councils, English Language Advisory Committees (ELAC), the District English Language Advisory Committee (DELAC), the Social Emotional (SEL) Committee, the Ensuring Safety Proactively Task Force, the Special Education Advisory Council, the Career and technical Education (CTE) Committee. Through its partnership with Beach Cities Health District (BCHD), RBUSD parents also serve as members of the BCHD parent-advisory board and as volunteers in school wellness programs. Title I schools hold Title I parent meetings to inform families of Title I students of opportunities and procedures for parental involvement and to gather input on developing effective and successful programs. Lastly, surveys act as a means to garner ongoing feedback and input from educational partners.   To build the capacity of administrators to engage educational partners effectively in advisory groups and decision-making, RBUSD partnered with an educational consulting group in the 2022-23 school year. During this year-long partnership, school and district leadership strengthened practices around cycles of inquiry for school improvement and analyzing data to inform goals and instructional practices. The result of their work has further strengthened their capacity to engage with communities in the decision-making process, and the partnership will continue in the 2023-24 school year.	A focus area for improvement is increasing educational partner participation in school and district surveys. Although in-person participation on committees is high, participation in surveys is very low in comparison. With the 2022-23 school year, RBUSD saw the highest level of participation it has seen in over a decade. A focus area in the 2023-24 school year will be to build on to the various strategies used this past year to further increase participation.  Another focus area will be increasing participation by underrepresented families in advisory groups. Diversity of representation across advisory committees is a priority, and RBUSD will focus energies on outreach and communication in an effort to ensure better representation of underrepresented families. Too, RBUSD strives to increase participation in school and district events specific to the families of unduplicated such as Title I Family Events and English Language Advisory Committee (ELAC).	As mentioned, a focus area in the 2023-24 school year will be increasing participation by underrepresented families in advisory groups to ensure equity of voice in decision-making. Additionally, a primary way for underrepresented families to provide input and feedback on priorities is through the LCAP Advisory Committee and in the development and analysis of the annual LCAP feedback survey. The 2023-24 school year brings with it a new LCAP cycle and an opportunity for new educational partners to participate in the process. RBUSD will ensure all educational partner groups are represented on the committee including underrepresented communities. Additionally, the largest underrepresented group in RBUSD is its English Learner (EL) community. The District has dedicated funding to maintain an EL site specialist at every site to build relationships and act as a liaison between school and families. A district-level coordinator maintains communication with families and will focus on increasing parent outreach opportunities and parent involvement in District English Learner Advisory Committee (DELAC) meetings. A final area of development is increasing, district-wide, parent participation and representation by underrepresented families on a whole. There is a need for increased outreach efforts and a variety of formats for engagement and participation.	4	4	4	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
19756630000000	SBE - New West Charter	3	New West has developed practices that foster partnerships between families and staff in support of student growth. The schools host parent conferences each semester with all families to not only inform families of student progress, but to also have them be partners in the work. All families have 24/7 access to Infinite Campus to monitor student progress in all classes. Families also receive a regular progress report informing them about their child’s academic progress and reports showing student progress and areas of improvement indicated by the NWEA MAP assessments. At the end of the year families have an additional opportunity to meet with teachers and review their child’s work for the year. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process. We also host workshops to provide all parents with information about how to best support their child at home.	The school plans to strengthen the additional resources provided to families to support summer learning, such as curating more individual opportunities for students, based on their interests and needs. We also plan to host additional family workshops to provide resources for families to support their child’s education at home.	The School, along with the DEI Office, provides additional outreach to families from underrepresented groups to ensure they have the information and resources needed to support and advocate for their child.	Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. Our parent survey data indicates our parent experience has been positive and we have been successful at creating a welcoming environment where families feel included. 90% of families feel included with school activities. We have a robust system of family communication that includes an extensive range of interactive webinars where parents can receive answers to their questions, regular newsletters for middle school, high school, and NWC+.	We have conducted focus groups and held meetings with individual families to ensure concerns are addressed. Based on this feedback, we develop plans for improvement in the areas identified in the focus groups.	Last year we established a Diversity Equity and Inclusion Office to support underrepresented families and ensure they receive comprehensive communication about what is going on at school and what resources are available to them. We look forward to strengthening relationships with our students’ families further next year when we are able to return to in-person family events. The virtual format was adequate for our communication needs, but disruptive to building high quality relationships made possible when we bring families, students, and staff together face to face.	The school’s Governance Council has three elected parents of enrolled students of the middle and high schools, three appointed community members, three teachers, one non-instructional staff member, and one representative of the chartering authority. We have administered three large family surveys this year to ensure families have input into decision-making around the reintroduction of students back on campus, and the support the range of support needed for all students.	We have conducted focus groups and held meetings with individual families to ensure concerns are addressed. Based on this feedback, we develop plans for improvement in the areas identified in the focus groups. For example, based on family input gathered during these focus groups, we modified our school calendar and bell schedule to meet the needs of our families.	Our DEI office has worked with families to come together to plan events and celebrations to celebrate specific cultures in ways that feel important to our families.	4	4	4	3	4	4	5	4	4	3	3	3	Met		15JUN2023	2023
19756636120158	New West Charter	3	New West has developed practices that foster partnerships between families and staff in support of student growth. The schools host parent conferences each semester with all families to not only inform families of student progress, but to also have them be partners in the work. All families have 24/7 access to Infinite Campus to monitor student progress in all classes. Families also receive a regular progress report informing them about their child’s academic progress and reports showing student progress and areas of improvement indicated by the NWEA MAP assessments. At the end of the year families have an additional opportunity to meet with teachers and review their child’s work for the year. We provide families information about their legal rights and how to advocate for their students in our student family handbook and throughout the special education process. We also host workshops to provide all parents with information about how to best support their child at home.	The school plans to strengthen the additional resources provided to families to support summer learning, such as curating more individual opportunities for students, based on their interests and needs. We also plan to host additional family workshops to provide resources for families to support their child’s education at home.	The School, along with the DEI Office, provides additional outreach to families from underrepresented groups to ensure they have the information and resources needed to support and advocate for their child.	Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. Our parent survey data indicates our parent experience has been positive and we have been successful at creating a welcoming environment where families feel included. 90% of families feel included with school activities. We have a robust system of family communication that includes an extensive range of interactive webinars where parents can receive answers to their questions, regular newsletters for middle school, high school, and NWC+.	We have conducted focus groups and held meetings with individual families to ensure concerns are addressed. Based on this feedback, we develop plans for improvement in the areas identified in the focus groups.	Last year we established a Diversity Equity and Inclusion Office to support underrepresented families and ensure they receive comprehensive communication about what is going on at school and what resources are available to them. We look forward to strengthening relationships with our students’ families further next year when we are able to return to in-person family events. The virtual format was adequate for our communication needs, but disruptive to building high quality relationships made possible when we bring families, students, and staff together face to face.	The school’s Governance Council has three elected parents of enrolled students of the middle and high schools, three appointed community members, three teachers, one non-instructional staff member, and one representative of the chartering authority. We have administered three large family surveys this year to ensure families have input into decision-making around the reintroduction of students back on campus, and the support the range of support needed for all students.	We have conducted focus groups and held meetings with individual families to ensure concerns are addressed. Based on this feedback, we develop plans for improvement in the areas identified in the focus groups. For example, based on family input gathered during these focus groups, we modified our school calendar and bell schedule to meet the needs of our families.	Our DEI office has worked with families to come together to plan events and celebrations to celebrate specific cultures in ways that feel important to our families.	4	4	4	3	4	4	5	4	4	3	3	3	Met		15JUN2023	2023
19757130000000	Alhambra Unified	3	The LEA uses multiple opportunities to reach out for parent input. The LCAP surveys, LCAP live meeting sessions, and DELAC/ELAC needs assessments provide insight as to strengths and areas needing growth. Additionally, the superintendent meets with a representative parent group to gauge their perceptions of school and family partnerships.	An area the LEA would like to improve is to encourage all school staff to improve their relationships with families by reaching out to parents with information about parent education opportunities and positive student reports. With the rise of negative student behaviors, parents may welcome positive interactions with staff.	The LEA uses the survey questions that are specifically related to Goal 5 - Families and Communities to analyze areas needing improvement. Based on survey responses, we are able to disaggregate the parent data to get the perception of various groups. English Learner parents are underrepresented and that is a group the LEA intends to target for improvement.	A particular need for many families is social emotional learning. The LEA’s Student Support Services offers a variety of webinars on topics such as school safety, mental health awareness, fostering healthy relationships, etc. These meetings are held live with interpretation in three languages that reach the 15% threshold.	An area needing improvement is increasing the number of educational partners for the English Learner Advisory Committees. Despite offering interpreters at these meetings, this particular group of participants does not attend many meetings. We are currently focusing on strategies to motivate families to become involved, including partnerships with professional speakers.	In reaching out to underrepresented families, it is important for school staff, especially bilingual school community coordinators (BSCC), to build rapport with families. The focus for professional development for BSCCs is to help them develop strong relationships with families.	The use of electronic surveys sent via email to a vast number of parents has increased the opportunity for input. Additionally, a weekly digital newsletter from the Superintendent's office offers information and links that reach more educational partners. Parent Advisory Committee meetings held online continue to attract parent participation.	The LEA will continue to focus on electronic surveys, Zoom meetings, and email messages as main vehicles for seeking input. An area needing improvement is collecting data that will allow for comparison of the number of participants at each meeting. We would like to study if certain strategies used correlate to an increase in participation.	School community coordinators have a tremendous impact on eliciting input from underrepresented families. Recently they provided interpretation at empathy interview sessions to address equity issues.	5	4	4	5	5	5	4	5	5	5	5	5	Met		20JUN2023	2023
19768690000000	Wiseburn Unified	3	WUSD understands the importance of staff working collaboratively with parents as essential to student learning.   Current Strength: The Wiseburn Unified School District works with all sites to promote parent engagement through committee work such as ELAC and the District LCAP committees as well as School Site Councils where site principals discuss legal implications to parent empowerment. Agendas provide opportunities for discussion and questions, and parent voice is encouraged. In addition, each site provides opportunities for parent-teacher conferences twice a year and informal meetings with teachers available at any time via parent request. Parent nights are hosted at all sites specific to technology, curriculum offerings, mindfulness, student safety, and guidance on accessing student information through an online learning management system (middle school only). Parents of English Language Learners are offered information nights at the beginning of the year specific to this program and students in grades 6-8 participate in a culminating student-led conference with their families to close the year. WUSD boasts a 97% parent attendance rate at Back to School and Open House events on all campuses. Teachers and site administrators provide various means of access to school information for families through online access to calendars and site information. Assignments and access to student assignments and outcomes are available to middle school families online via the Canvas learning management system. Students and their families have complete access to online learning options to promote ongoing learning beyond the school day. Take-home textbooks are also available to students and family education opportunities are available both online and in-person. In addition, the District offers a “Share Your Thoughts”  online portal and provides varied opportunities to connect with the District via the Community Advisory, LCAP, and Bond EE committees, site PTA and School Site Council, District English Language Acquisition Committee (DELAC), and surveys. In addition, Counselors indirectly support students through individual counseling for parents/caregivers, family counseling, consultation for families, workshops, and support connecting families with outside mental health agencies.   Progress: As part of the 2022-2023 focus on social-emotional learning and support, the WUSD maintained the position of DEI coordinator to focus on diversity, equity, and inclusion in the district. As such, families have had multiple opportunities to participate in committee work to successfully rename all four District schools and families had access to confidential online support via the CARESolace program and in-person support at their students' schools. Further, the District has enlisted the support of a communications consultant to streamline and align communications to families and the larger Wiseburn community.	Area of Focus for Enhancement: Enhancing Family Engagement:  In collaboration with our dedicated school administrative staff, the Wiseburn Unified School District is diligently working on the development of a comprehensive 2023-2024 program designed to expand parent education opportunities throughout the District, with a specific emphasis on bolstering social-emotional and academic support for our students. To ensure that our families remain informed and engaged, the Wiseburn Unified School District is committed to the following strategies: 1. Strengthened Partnership with DELAC and ELAC: We will continue to foster transparent and effective communication channels with our District English Language Advisory Committee (DELAC) and English Learner Advisory Committee (ELAC).  2. Digital Outreach: We are leveraging modern communication platforms, including our school and District websites, Instagram posts, and District newsletters, which are all readily accessible to both staff and families online. 3. Efficient Email Communication: Facilitating timely feedback to parents through email communication between families and teachers is a priority, ensuring that concerns and inquiries are addressed promptly. 4. Accessible Assessment Results: We offer convenient online access to CAASPP and ELPAC assessment results through our student information system, enabling families to track their child's progress effortlessly. 5. Inclusive Participation: We extend regular invitations to families to attend school events and committee meetings, fostering a two-way dialogue between families and schools. As we continually strive for improvement, a key area of focus is enhancing parent attendance at all site English Language Acquisition Committee meetings. To achieve this, we are exploring various options, including: - Flexible Meeting Timings: Reviewing and adjusting meeting schedules to accommodate a broader range of availability for parents. - Childcare Support: Exploring childcare options during meetings to facilitate greater parental participation. - Expanded Parent Education Opportunities: Expanding the scope and diversity of parent education offerings to meet the evolving needs of our families. By making these enhancements, we anticipate stronger connections between families and our schools, ultimately creating a more enriching and supportive environment for our students.	WUSD remains dedicated to increasing opportunities for families in the areas of continued learning, partnership, and engagement. Key to this is the need to increase participation by underrepresented families to support understanding of the educational system in order to help families advocate for their children’s education thus empowering parents to become decision-makers. The Wiseburn Unified School District continually works to increase participation in both evaluating and developing opportunities for parents and teachers to engage in decision-making processes within the District. Regular communication via site newsletters, online postings, and websites, as well as ongoing outreach through parent surveys, allows for ongoing open lines of communication regarding the best means of engaging educational partners in decisions that affect schools and students. A focus area for improvement emerged in the area of staff input related to parent engagement activities. Site-level Guiding Coalition teams and teacher collaboration time (TCT) opportunities were planned to align topics across school sites focused on instruction and site practices allowing staff time to consider increased efforts to engage families, particularly our underrepresented families.	Current Achievements: At WUSD, we prioritize fostering educational partnerships as key component of our programs and strategies to elevate student outcomes. These partnerships encompass a comprehensive collaboration of school personnel, students, and caregivers, all working in unison to ensure the academic success of our students. Our commitment to this approach is exemplified through various facets of our educational landscape, including:  1. IEP Conferences 2. School Site-Based Councils 3. Parent-Teacher-Student Association Meetings 4. Dedicated Classroom Volunteers 5. Field Trip Volunteers 6. The District English Language Acquisition Committee 7. Local Control Accountability Plan Family/Community Meetings 8. Site Teacher Guiding Coalitions 9. Weekly Grade-Level  and specific Teacher Collaboration Time (TCT) 10. Student Council Initiatives 11. Purposeful Family-Centered Workshops conducted by our School Counseling Teams, designed to support the social-emotional needs of both students and parents 12. ACTS (Advocates for Cultural and Transformative Studies), a staff and caregiver book study group, with a focus on equity, inclusion, and diversity topics. These collaborative endeavors serve to nurture an environment of unity, inclusivity, and diversity that ultimately enriches the educational experience of every student in the WUSD.	Focus Areas for Enhancement:  WUSD extends partnership opportunities to all our families and staff. WUSD has implemented a comprehensive feedback mechanism, consisting of regular surveys featuring a blend of multiple-choice and open-ended questions. These surveys serve as invaluable tools to gauge the effectiveness of our programs, identify pressing needs, and foster a deeper understanding of the shared priorities concerning student learning among both stakeholders. Furthermore, we currently facilitate family/caregiver workshops covering a diverse range of educational and social-emotional topics at our school sites. Looking ahead, we are in the process of reviewing options for educational and engagement opportunities, extending the benefits to all our educational partners. This review is aimed at bolstering attendance and nurturing robust partnerships, which are pivotal in promoting favorable student outcomes throughout the WUSD.	Enhanced Engagement Strategy: WUSD is committed to fostering collaboration between our educational partners and staff to better serve our students by developing innovative programs and effective strategies aimed at enhancing learning outcomes. We are dedicated to facilitating participation in this process by offering access to committee and school board meetings, both in-person and online through platforms like ZOOM, to ensure that all educational partners can actively contribute and engage in providing valuable feedback.  We anticipate a growing array of educator partnership workshops, focusing on key areas such as social-emotional learning for students, technology integration, effective parenting strategies, and support for children with special needs. To ensure that our community stays informed about these opportunities, we will enhance our communication channels with a revamped District website, enriched site newsletters, and continuous updates on our social media platforms dedicated to promoting these valuable educational interactions.  Through these outreach initiatives, we aim to provide families with more chances to participate actively and empower educational partners with ongoing access to engaging meetings and workshops throughout the school year.	"WUSD's Commitment to Inclusive Decision-Making: Throughout the academic year 2021-22 and carrying on into 2022-23, our district has continuously expanded its avenues for gathering valuable input from our educational partners. In a significant step forward, we introduced a user-friendly ""one-click"" option on our website, inviting school and community members to easily share their comments and questions. It is worth noting that all such contributions are thoughtfully addressed in a public forum during our school board meetings, ensuring transparency and accountability.  With a focus on effective communication, WUSD engaged the expertise of a dedicated communications consultant. Their role has been instrumental in optimizing and increasing the efficiency of our online newsletters, announcements, and social media posts. This strategic approach ensures that our messaging is consistently clear and resonates across the entirety of the WUSD community."	Addressing Underrepresentation: One critical area of focus for enhancement pertains to our strategies for engaging underrepresented groups within the WUSD school community. This includes concerted efforts to involve our families in committees that play a pivotal role in shaping future plans and improvements for our programs. To ensure inclusivity, we have undertaken several measures:  1. Conducting Surveys: We continue to employ surveys as a valuable tool to gather insights from all educational partners. These surveys are thoughtfully provided in both English and Spanish, catering to the diverse linguistic needs of our community. 2. Bilingual Communication: Recognizing the importance of effective communication, we have taken significant steps to make information accessible to all. Newsletters and weekly messages from schools are made available in both English and Spanish, ensuring that language is not a barrier to engagement. 3. Increased Engagement: In the 2022-23 academic year, we witnessed a growing level of engagement, with 92 WUSD families participating in the district-wide ELD Survey. Moreover, in the district-wide LCAP Survey, we received feedback from 232 WUSD families and staff, reflecting an increase of 12 respondents compared to the previous year. 4. Addressing Low Participation: We acknowledge that there is room for improvement in fostering participation among families identified as low-income in key school groups such as DELAC, LCAP, and SSC. We are committed to devising strategies to actively address this disparity and ensure that the voices of all families are heard and valued in our decision-making processes.	In WUSD, it is evident that support for our schools is strongest when all educational stakeholders—families, teachers, principals, students, and district administrators—collaborate to, shape, execute, and assess initiatives at both the school and district levels. In response to feedback gleaned from surveys, staff, and administrators, we reaffirm a commitment to family engagement in the forthcoming 2023-2024 academic year. Our district and site administrators plan to offer an array of additional family engagement opportunities throughout each school year. These will encompass a diverse spectrum of workshops catering to both English and Spanish-speaking families. These workshops will delve into various facets of student learning, complemented by a series of ongoing family workshops centered around essential themes such as technology, social-emotional learning, academic advancement, and parenting skills.	4	4	4	5	3	4	4	3	4	4	4	3	Met		22JUN2023	2023
19768690119016	Da Vinci Science	3	Da Vinci Science has incorporated regular opportunities for parents to interact with teachers through parent/teacher office hours. These office hours are held bi-weekly and focus on current and ongoing parent and staff communications.  Da Vinci Science also holds Student-Led Conferences every semester, in which parents come to the school to hear their students reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. The school has also adopted Canvas, a Learning Management System to help ease communication lines between parents and teachers in regards to student progress.	Da Vinci Science will re-examine the format of student-led conferences and parent development days in order to ensure that parents have a place as partners in their student’s education. Da Vinci Science would also like to increase parent involvement through a parent, teacher, student organization.	By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of student-led conferences and parent development days. Underrepresented families will be made aware of options for the conferences (either in-person or virtual conferences) as well as the availability of translators for the conferences. Underrepresented families will also be invited to join parent advisory meetings.	Da Vinci Science has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. In addition, Da Vinci Science includes parents through regular parent/teacher/administration office hours for frequent and consistent communication.	Da Vinci Science will improve the number of parents participating in parent committees such as the School Site Council, Parent Advisory Committee, and Parent/Teacher/Student Organization.	By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of our parent engagement activities. Underrepresented families will be invited to participate in Parent Advisory Group meetings and Parent Cohesion meetings.	Da Vinci Science has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, workshops in professional development, regular parent meetings on campus, and consistent communication with families through the school website, blog, and social media platforms.	Da Vinci Science will improve the number of parents participating in parent committees such as the School Site Council and weekly office hours with the DVS administrators.	By building connections within the parent community, Da Vinci Science will expand its outreach to underrepresented families. Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the school-based opportunities to give input for decision making, including the School Site Council and Parent Advisory Council.	5	5	5	5	5	4	5	4	5	5	5	5	Met		20JUN2023	2023
19768690119636	Da Vinci Design	3	Student Led Conferences are hosted twice per year. SLCs ensure each student gets a one-on-one conversation with teachers and parents as facilitated by the student. Parents can be invited to see classroom resources and assignments for all core classes as presented to Canvas. The principal at Da Vinci Design shares a weekly update with families on the DVD blog, and counselors post several times throughout the week to provide families with up-to-date information. We include parents in our hiring symposium processes so that parents can have more input into finding quality staff members who share in the values of Da Vinci Design, as well as share feedback with administration of hiring goals and teacher/staff support.	In a parent advisory committee meeting, partners shared analysis (based on parent survey results) that while ¾ of parents felt they were able to participate in school activities, this number could be increased with greater outreach. Partners also noticed and highlighted the steady drop of parent participation in SLCs as students moved in grade level; 12th grade consistently having the lowest participation. Parents/guardians have also expressed confusion about the new LMS Canvas, and how the reporting of grades has changed relative to how grades were previously posted in PowerSchool.	Da Vinci Design will make a plan to actively refine its strategies around communication school events and grades home to parents. Administrators will work with teachers to create workshop materials and documents to better support parents/guardians in being informed about student progress by helping parents gain access to the LMS Canvas. Additionally, administration will implement a monthly parent communication plan whereby positive celebration postcards will be mailed home monthly, and progress reports will be mailed home to families twice per semester. This will enable direct communication home to families regardless of aptitude with technology, and information can be sent home in translated languages. The timing of these progress reports will be intentional, and will encourage parents to participate in SLCs, Exhibition, and end of semester Presentations of Learning.	Many of Da Vinci Design’s signature practices promote relationship building between teachers and students’ families. Events like Exhibition Night and Student Led Conferences (SLCs) are hosted on campus once per semester where families are actively invited to campus. Exhibition invites families to see and engage with student work and interact with campus. The DVD Diversity Council worked with staff advisors to teach the students about culture and anti-racism. Various assemblies are held throughout the year hosted by different student clubs and on-campus groups to celebrate diversity, culture, and inclusivity. Also, this year Da Vinci Design implemented new and robust structures for student discipline and behavior support which has resulted in less major and minor behavior incidents. Expectations and resources are shared with parents via open meetings, blog posts, and communication through School Messenger. This year, a new role of Intervention Specialist was implemented which specifically provided targeted supports and parent outreach for students facing chronic absence of experiencing Tier 2 academic support needs. The Intervention Specialist worked hand in hand with the Multi-Tiered Systems of Support (MTSS) Committee to discuss trends and supports for students showing signs of academic struggle.	Based on data and conversations with School Site Council and Parent Advisory Committee, Da Vinci Design’s area of growth is in ensuring that structures and supports happening at school are creating an environment that student feel positive about, while also ensuring that students understand why decisions are being made regarding positive behavior intervention systems. Partners highlighted data which showed that while student positivity about the school environment dropped somewhat, perceptions of safety, diversity, and parent positivity all went up. This disparity must be addressed by more positive reinforcements, alternatives to suspension/restorative practices, and continued teaching of expectations. It will be important for parents to be a part of the communication of expectations so that parents can be informed and can reaffirm messaging at school.	Consistency and communication will be key in building partnerships that help students find success, both in meeting high expectations academically and consistently adhering to positive behavior expectations. Next year, Da Vinci Design will add a Dean of Student Success and Culture to the administrative team, which will allow the school to be consistent in implementing positive behavior interventions for all students, and will be able to increase parent communication and buy-in around student activities and culture events. The Intervention Specialist can refine the work done with the MTSS Committee of teachers to increase parent communication in addressing students identified as having higher academic needs, and can continue to provide high level of support and connect students to services like tutoring and behavior therapy.	Da Vinci Design has a School Site Council that meets regularly to discuss LCAP goals, funding initiatives, as well as other academic and culture-based initiatives on campus. Principal and Assistant host a monthly parent information session via Zoom which is a method of sharing regular school updates and providing a forum for parents to have open conversation and discussion with administration. Parents fill out a semesterly feedback survey and this data is reviewed both by the School Site Council and by the DVD staff during professional development. Principals are present at Exhibition Nights, Back to School Nights, and easily accessible through multiple avenues (email, phone call, etc.).	While Da Vinci Design has increased efforts to provide regular touchpoints for parents to engage in conversation with administration, parent information sessions and other forums are not often attended in large numbers. The semesterly feedback survey was completed at a higher rate than in previous year thanks to active promotion and marketing efforts, and this is very beneficial feedback, however avenues for dialogue are not widely attended.	Administration and staff will continue existing best practices in order to be available and open in seeking feedback, including: engaging parent in monthly touchpoints, inviting parents to hiring symposiums, inviting parents to complete semesterly surveys, inviting parent to campus for school events, and having multiple avenues for parents to reach out (email, phone, open meetings via Zoom). Administration and staff will take a more active stance in inviting parents for dialogue and information sessions, including providing in-person opportunities for information sessions and workshops beyond Zoom in order to provide more personal and welcoming opportunities for feedback.	5	5	5	5	5	5	5	5	5	5	4	4	Met		20JUN2023	2023
19768690128728	Da Vinci Connect	3	Da Vinci Connect holds Student-Led Conferences (SLCs) and Exhibition every semester and at each event, parents come to school to hear their student reflect on their learning, progress and growth. During SLCs, parents discuss these reflections with their child and their child’s teacher(s), engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students. During Exhibition, students “show what they know” about their projects and engage in meaningful dialogue with parents and other visitors about their learning.	Da Vinci Connect will re-examine the format and content of Parent Educator Conference days, curriculum workshops and the assessment feedback teachers share with parents regarding their children’s progress. This will ensure meaningful dialogue between parents and teachers as well as an understanding of next steps for student growth in a variety of skills (academic and non-academic).	Particular attention will be paid to understanding how all families, especially those of historically under-represented students, are supported in being involved in their child’s education, including curriculum use and presence and effective inclusion in the events described above.	Da Vinci Connect has incorporated regular opportunities for parents to interact with teachers, including Parent Educator Conferences (K8), a parent orientation (HS), curriculum workshops, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with our Parent Educator Support Specialist and use the Parent Center (K8) to collaborate with staff and other parents.	Da Vinci Connect seeks to engage an increasing number of parents in the Parent Educator Conferences and curriculum support workshops and will look to schedule these well in advance, offer “kid-care” for school-aged students for families who need that in order to attend, and ensure there are an array of topics that engage parents with children of all grade levels, K-8. This will increase participation and relationship-building between families and school staff.	Particular attention will be paid to understanding how all families, especially those of historically under-represented students, are supported in being involved in their child’s education, including the practices described above.	Da Vinci Connect has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school newsletter, an app-based communication platform, and invitations to Family Action Network and LCAP meetings, where student data is reviewed and parent input is valued.	Da Vinci Connect will look for ways to increase parent voice in the decisions made by the school outside of Family Action Network and LCAP meetings. Da Vinci Connect's executive director will host workshops about the short and long-term vision of the school, progress towards LCAP goals, ways for parents to get and stay involved.	The school will actively seek to engage the voices of historically under-represented families as the school is seeking to increase diversity and access to this home-school hybrid model.	5	5	5	4	5	5	5	5	4	5	4	4	Met		20JUN2023	2023
19768690131128	Da Vinci Communications	3	Da Vinci Communications holds Student-Led Conferences every semester, in which parents come to the school to hear their student reflect on their learning, progress and growth. Parents then can discuss these reflections with teachers, engaging in meaningful two-way conversations about how the adults can support the success and well-being of the students.	Da Vinci Communications will re-examine the format of student-led conferences in order to ensure that parents have a place as partners in their student’s education.	Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the times and dates of student-led conferences. Underrepresented families will be made aware of options for the conferences (either in-person or virtual conferences) as well as the availability of translators for the conferences.	Da Vinci Communications has incorporated regular opportunities for parents to interact with teachers, including Back-to-School night, student-led conferences, student presentations of learning, and Exhibition nights. These events feature opportunities for meaningful two-way dialogue between parents and teachers, and help build trusting relationships for the purpose of supporting students. Families are also invited to interact with school counselors and learn about college preparation at grade-level-specific College & Career Information Meetings.	Da Vinci Communications will look to schedule these events on days and times that are convenient to many families to increase participation and relationship-building between families and school counselors. There are college information meetings designed specifically for underrepresented families, including evenings focused specifically on completing financial aid applications for Spanish-speaking families and also first-generation college students.	Underrepresented families will receive targeted email and/or phone communication regarding these opportunities designed specifically for them.	Da Vinci Communications has incorporated regular opportunities for parents to give input for decision making, including student and parent surveys, consistent communication with families through the school blog, and invitations to School Site Council and Parent Advisory Committee meetings, where student data is reviewed and parent input is valued.	Da Vinci Communications will look for ways to increase parent voice in the decisions made by the school outside of the School Site Council and Parent Advisory Committee, and will also expand its outreach to underrepresented families.	Underrepresented families will receive targeted outreach via phone call and/or email in their preferred language in order to inform them of the school-based opportunities to give input for decision making, including the School Site Council, the Parent Advisory Committee, and the English Learner Advisory Committee.	5	5	5	5	5	4	5	4	5	5	5	4	Met		20JUN2023	2023
19769680000000	SBE - Academia Avance Charter	3	Academia's Avance's current strengths and progress in Building Relationships Between School Staff and Families is evidenced by surveys and data gathered that shows:   -over 90% retention amongst staff & faculty -over 90% participation from parents/guardians during parent/teacher conferences -consistent monthly student/parent engagement meetings such as Parent Advisory, English Language Development, School Site Council and ASB -implementation of the Community Schools Grant	Academia Avance's focus area(s) for improvement in Building Relationships Between School Staff and Families:   -continue with strong supports for teachers via professional development opportunities/continued education -increase parent participation to various systems of support for families  -dedicated Parent/Family/Community Center for all -increased access to social emotional supports for staff, students and families	Academia Avance continues with engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by ensuring that all students are enrolled in House Advisory and communication is maintained consistent between Staff and Families.	Academia Avance's current strengths and progress in Building Partnerships for Student Outcomes is evidenced by stakeholder surveys that point to (but not limited to):   -over 90% retention amongst staff & faculty -over 90% participation from parents/guardians during parent/teacher conferences -consistent ADA average of over 90% -consistent monthly student/parent engagement meetings such as Parent Advisory, English Language Development, School Site Council and ASB -implementation of the Community Schools Grant	Academia Avane's focus area(s) for improvement in Building Partnerships for Student Outcomes:  Academia Avance's focus area(s) for improvement in Building Relationships Between School Staff and Families:   -continue with strong supports for teachers via professional development opportunities/continued education -increase student participation to various systems of support  -more experiential learning opportunities  -increased access to social emotional supports for students  -increased access to nutritious meals for breakfast and lunch -increased access to sports and activities for enrichment	Academia Avance continues with engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by   -ensuring that all students are enrolled in House Advisory and communication is maintained consistent between Staff and Students. -free access to nutrition meals for breakfast and lunch -access to after school tutoring/mentorship, enrichment and sports activities -access to civic engagement opportunties	Academia Avance's current strengths and progress in Seeking Input for Decision-Making is to ensure that:   -continued success of Parent/Teacher Conferences -continued inclusion in the LCAP process and needs -continued access to regularly schedule Governance Board meetings -continued access to volunteer opportunities -continued access to Parent Advisory and other committee groups such as ELAC and School Site Council	Academia Avance's focus area(s) for improvement in Seeking Input for Decision-Making would be to increase engagement with all stakeholders. We plan to see great improvement post pandemic via our Community School Grant that will focus on:   -professional development for faculty and staff -student and family leadership and advocacy opportunities -Integrated support services -Family and community engagement	Academia Avance seeks to improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by:  -student and family leadership and advocacy opportunities -Integrated support services -Family and community engagement   -	5	5	5	5	5	4	5	5	5	5	5	5	Met		30JUN2023	2023
19769680109926	Academia Avance Charter	3	Academia's Avance's current strengths and progress in Building Relationships Between School Staff and Families is evidenced by surveys and data gathered that shows:   -over 90% retention amongst staff & faculty -over 90% participation from parents/guardians during parent/teacher conferences -consistent monthly student/parent engagement meetings such as Parent Advisory, English Language Development, School Site Council and ASB -implementation of the Community Schools Grant	Academia Avance's focus area(s) for improvement in Building Relationships Between School Staff and Families:   -continue with strong supports for teachers via professional development opportunities/continued education -increase parent participation to various systems of support for families  -dedicated Parent/Family/Community Center for all -increased access to social emotional supports for staff, students and families	Academia Avance continues with engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by ensuring that all students are enrolled in House Advisory and communication is maintained consistent between Staff and Families.	Academia Avance's current strengths and progress in Building Partnerships for Student Outcomes is evidenced by stakeholder surveys that point to (but not limited to):   -over 90% retention amongst staff & faculty -over 90% participation from parents/guardians during parent/teacher conferences -consistent ADA average of over 90% -consistent monthly student/parent engagement meetings such as Parent Advisory, English Language Development, School Site Council and ASB -implementation of the Community Schools Grant	Academia Avane's focus area(s) for improvement in Building Partnerships for Student Outcomes:  Academia Avance's focus area(s) for improvement in Building Relationships Between School Staff and Families:   -continue with strong supports for teachers via professional development opportunities/continued education -increase student participation to various systems of support  -more experiential learning opportunities  -increased access to social emotional supports for students  -increased access to nutritious meals for breakfast and lunch -increased access to sports and activities for enrichment	Academia Avance continues with engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by   -ensuring that all students are enrolled in House Advisory and communication is maintained consistent between Staff and Students. -free access to nutrition meals for breakfast and lunch -access to after school tutoring/mentorship, enrichment and sports activities -access to civic engagement opportunties	Academia Avance's current strengths and progress in Seeking Input for Decision-Making is to ensure that:   -continued success of Parent/Teacher Conferences -continued inclusion in the LCAP process and needs -continued access to regularly schedule Governance Board meetings -continued access to volunteer opportunities -continued access to Parent Advisory and other committee groups such as ELAC and School Site Council	Academia Avance's focus area(s) for improvement in Seeking Input for Decision-Making would be to increase engagement with all stakeholders. We plan to see great improvement post pandemic via our Community School Grant that will focus on:   -professional development for faculty and staff -student and family leadership and advocacy opportunities -Integrated support services -Family and community engagement	Academia Avance seeks to improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by:  -student and family leadership and advocacy opportunities -Integrated support services -Family and community engagement   -	5	5	5	5	5	4	5	5	5	5	5	5	Met		30JUN2023	2023
19772890000000	SBE - Los Angeles College Prep Academy	3	LACPA prioritizes building relationships between families and staff. We encourage two way communication between families and school staff through multiple avenues. Activities that have allowed us to form relationships between staff and families are hosting family/community events such as but not limited to Love @LACPA, Back to School Night, Funky Fresh Fridays, and Parent Conferences. In addition, staff is encouraged to make personal phone calls or share emails with families regarding student progress. Families are encouraged to reach out to staff members when they have questions, need support, or simply want to check in. Our main office and leadership team embraces an open door policy providing opportunities for families to drop in when they want/need to. Translation support is available for all meetings.	We are working on incorporating activities at different times in the day versus just the evening to support working with different families schedules. In addition, we are striving to ensure that all meetings held in person are also available via zoom so that parents/families have choice over how to attend.	In order to improve engagement of underrepresented families one strategy we will be focusing on this year is doing home visits.	LACPA works diligently to help connect classrooms and homes in effort to work in partnership with families for student achievement. We host a variety of on campus events, we regularly and systematically reach out to families via email  and phone. As a team we also work to understand our perceptions of home, families and ourselves in the schooling process in order to make more conscious and culturally aware decisions that work to humanize our approaches and practices.	One area of focus for LACPA this year is to increase family engagement and resource support. We are looking to include relevant resources and support at each of our family events.	In order to ensure equitable participation in school events and processes we are working to build one-on-one relationships with families through family circles and/or home visits. This personal approach allows us to inform our practice in a way that surveys or quantitative data will not.	The small size of the LACPA team allows for all members of the team to participate in collective decision making. Teachers are readily included in decision making that impacts the school, particularly related to instruction and culture.	LACPA continues to work on family engagement in order to receive a wider array of input that is representative of our demographic diversity.	In order to ensure equitable participation in school advisories and processes we are working to build one-on-one relationships with families, and recommend particular areas of advisory service based on their experiences. This personal approach allows us to share more nuanced information about the importance of decision making and the impact and value of family input. This is a critical component of equity within marginalized communities and serves in the collective development of agency.	4	4	4	4	4	3	4	4	3	4	4	4	Met		13JUN2023	2023
19772890109942	Los Angeles College Prep Academy	3	LACPA prioritizes building relationships between families and staff. We encourage two way communication between families and school staff through multiple avenues. Activities that have allowed us to form relationships between staff and families are hosting family/community events such as but not limited to Love @LACPA, Back to School Night, Funky Fresh Fridays, and Parent Conferences. In addition, staff is encouraged to make personal phone calls or share emails with families regarding student progress. Families are encouraged to reach out to staff members when they have questions, need support, or simply want to check in. Our main office and leadership team embraces an open door policy providing opportunities for families to drop in when they want/need to. Translation support is available for all meetings.	We are working on incorporating activities at different times in the day versus just the evening to support working with different families schedules. In addition, we are striving to ensure that all meetings held in person are also available via zoom so that parents/families have choice over how to attend.	In order to improve engagement of underrepresented families one strategy we will be focusing on this year is doing home visits.	LACPA works diligently to help connect classrooms and homes in effort to work in partnership with families for student achievement. We host a variety of on campus events, we regularly and systematically reach out to families via email  and phone. As a team we also work to understand our perceptions of home, families and ourselves in the schooling process in order to make more conscious and culturally aware decisions that work to humanize our approaches and practices.	One area of focus for LACPA this year is to increase family engagement and resource support. We are looking to include relevant resources and support at each of our family events.	In order to ensure equitable participation in school events and processes we are working to build one-on-one relationships with families through family circles and/or home visits. This personal approach allows us to inform our practice in a way that surveys or quantitative data will not.	The small size of the LACPA team allows for all members of the team to participate in collective decision making. Teachers are readily included in decision making that impacts the school, particularly related to instruction and culture.	LACPA continues to work on family engagement in order to receive a wider array of input that is representative of our demographic diversity.	In order to ensure equitable participation in school advisories and processes we are working to build one-on-one relationships with families, and recommend particular areas of advisory service based on their experiences. This personal approach allows us to share more nuanced information about the importance of decision making and the impact and value of family input. This is a critical component of equity within marginalized communities and serves in the collective development of agency.	4	4	4	4	4	3	4	4	3	4	4	4	Met		13JUN2023	2023
20102070000000	Madera County Superintendent of Schools	3	The LEA enacts procedures designed to engage parents/guardians, stakeholders, and advocates in advisory committees. These include holding elections for parent/guardian, educational partner, and advocate members for the Consolidated School Site Council, which includes the two MCSOS charter schools. The Deputy Chief Probation Officer who supervises the Madera County Juvenile Hall is a regular participant in SSC meetings and shares valuable information and resources of relevance to parents of incarcerated students. LEA frequently notifies parent/guardian, educational partner, and advocate groups regarding participation in meetings of advisory committees. Notifications include information shared at meetings as student’s transition to and from Juvenile Hall schools; additional information is provided at parent visitations; graduation ceremonies; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted the need to support families in understanding and exercising legal rights to advocate for their children.	The LEA will continue to focus on family engagement opportunities throughout the year that specifically focus on building relationships with families. These opportunities include parent meetings, conferences, parent involvement in school activities and governance, and educating families on best practices for assisting their children with academic/social/emotional success.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates of the student population and its impact on academic achievement and school connectedness.	School sites have access to language interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Supports include full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. The LEA regularly offers virtual meetings (Zoom) to increase participation and access for all families, especially those with mobility issues. Technology continues to be a strength in maintaining access for parents and families to school governance meetings.	The LEA will continue to focus workshops for parents/guardians, educational partners, and advocates to provide student achievement data on student learning, academic progress, and/or social emotional development and growth. The CAES Division school counselors provide informational meetings to students and parents on various topics related to students’ academic needs, graduation progress, and post-secondary opportunities related to college and careers. Furthermore, the LEA will continue to seek relevant partnerships for effective learning for all parents as a means to assist their child with successful academic learning.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in the decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates (24 days average length of incarceration) of the student population and its impact on academic achievement and school connectedness.	The LEA employs enrollment surveys to solicit parents and caregivers as valuable partners in gleaning input in for consideration in the decision-making process. Parents and caregivers are given opportunities to volunteer to serve as school governance committee members for the school year. ParentSquare serves as a valuable tool in soliciting parent and caregiver input for electronic surveys throughout the year.	While electronic means of seeking input are being used by the LEA, not all parents use the ParentSquare tool for enrollment surveys and/or LCAP surveys. The LEA will regularly communicate with students and families the value of such tools as input gathering instruments.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates of the student population (average length of incarceration 24 days) and its impact on academic achievement and school connectedness.	4	4	2	4	3	2	3	2	3	3	1	2	Met		20JUN2023	2023
20102070117184	Madera County Independent Academy	3	The LEA enacts procedures designed to engage parents/guardians, stakeholders, and advocates in advisory committees. These include holding elections for parent/guardian, educational partner, and advocate members for the Consolidated School Site Council, which includes the two MCSOS charter schools. The 2023 LCAP Parent Survey data shows 80% of parents feel that the staff at PTC builds a relationship of trust and respect with there families, while 95% state that PTC has created a welcoming environment for families. LEA frequently notifies parent/guardian, educational partner, and advocate groups regarding participation in meetings of advisory committees. Notifications (English and Spanish) are sent to parents and families to inform of school events and formal opportunities to provide input; additional information is provided at parent conferences; graduation ceremonies; scheduled meetings with teachers or administrator; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted the need to support families in understanding and exercising legal rights to advocate for their children.	The LEA will continue to focus on parent/family engagement opportunities throughout the year that specifically focus on building relationships with families. These opportunities include parent meetings, conferences, parent involvement in school activities and governance, and educating families on best practices for assisting their children with academic/social/emotional success.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates (36.5% for MCIA and 87.7% for Madera based on DataQuest) of the student population and its impact on academic achievement and school connectedness.	School sites have access to language interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Supports include full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. The LEA regularly offers virtual meetings (Zoom) to increase participation and access for all families, especially those with mobility issues. Technology continues to be a strength in maintaining access for parents and families to school governance meetings.	The LEA will continue to focus workshops for parents/guardians, educational partners, and advocates to provide student achievement data on student learning, academic progress, and/or social emotional development and growth. The CAES Division school counselors provide informational meetings to students and parents on various topics related to students’ academic needs, social-emotional learning, and career exploration activities. Furthermore, the LEA will continue to seek relevant partnerships for effective learning for all parents as a means to assist their child with successful academic learning.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in the decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates (36.5% per DataQuest) of the student population and its impact on academic achievement and school connectedness.	The LEA employs enrollment surveys to solicit parents and caregivers as valuable partners in gleaning input in for consideration in the decision-making process. Parents and caregivers are given opportunities to volunteer to serve as school governance committee members for the school year. ParentSquare serves as a valuable tool in soliciting parent and caregiver input for electronic surveys throughout the year. As a result, survey responses increased by over 400%.	While electronic means of seeking input are being used by the LEA, not all parents use the ParentSquare tool for enrollment surveys and/or LCAP surveys. The LEA will regularly communicate with students and families the value of such tools as input gathering instruments.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates (36.5% ) of the student population and its impact on academic achievement and school connectedness.	4	4	2	4	3	2	3	2	3	3	1	2	Met		20JUN2023	2023
20102072030229	Pioneer Technical Center	3	The LEA enacts procedures designed to engage parents/guardians, stakeholders, and advocates in advisory committees. These include holding elections for parent/guardian, educational partner, and advocate members for the Consolidated School Site Council, which includes the two MCSOS charter schools. The 2023 LCAP Parent Survey data shows 80% of parents feel that the staff at PTC builds a relationship of trust and respect with there families, while 95% state that PTC has created a welcoming environment for families. LEA frequently notifies parent/guardian, educational partner, and advocate groups regarding participation in meetings of advisory 2023 Local Performance Indicator Self-Reflection for Pioneer Technical Center - Madera and Chowchilla Page 9 of 15 committees. Notifications (English and Spanish) are sent to parents and families to inform of school events and formal opportunities to provide input; additional information is provided at parent conferences; graduation ceremonies; scheduled meetings with teachers or administrator; ParentSquare Application (synced with PowerSchool); and other school activities. The tool for Priority 3 highlighted the need to support families in understanding and exercising legal rights to advocate for their children.	The LEA will continue to focus on parent/family engagement opportunities throughout the year that specifically focus on building relationships with families. These opportunities include parent meetings, conferences, parent involvement in school activities and governance, and educating families on best practices for assisting their children with academic/social/emotional success.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates (37.3% for PTC and 87.7% for Madera based on DataQuest) of the student population and its impact on academic achievement and school connectedness.	School sites have access to language interpretation and translation services to allow parents/guardians to fully participate in educational programs and individual meetings with school staff related to their child’s education and academic progress. Supports include full translation of all informational and other notices and documents, in addition to in-person interpretation services provided by classified staff at meetings. The LEA regularly offers virtual meetings (Zoom) to increase participation and access for all families, especially those with mobility issues. Technology continues to be a strength in maintaining access for parents and families to school governance meetings.	The LEA will continue to focus workshops for parents/guardians, educational partners, and advocates to provide student achievement data on student learning, academic progress, and/or social emotional development and growth. The CAES Division school counselors provide informational meetings to students and parents on various topics related to students’ academic needs, graduation progress, and post-secondary opportunities related to college and careers. Furthermore, the LEA will continue to seek relevant partnerships for effective learning for all parents as a means to assist their child with successful academic learning.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in the decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates (37.3% per DataQuest) of the student population and its impact on academic achievement and school connectedness.	The LEA employs enrollment surveys to solicit parents and caregivers as valuable partners in gleaning input in for consideration in the decision-making process. Parents and caregivers are given opportunities to volunteer to serve as school governance committee members for the school year. ParentSquare serves as a valuable tool in soliciting parent and caregiver input for electronic surveys throughout the year. As a result, survey responses increased by over 400%.	While electronic means of seeking input are being used by the LEA, not all parents use the ParentSquare tool for enrollment surveys and/or LCAP surveys. The LEA will regularly communicate with students and families the value of such tools as input gathering instruments.	The LEA will continue to partner with all families in promoting frequent and accessible school to home communication including the use of ParentSquare, school employees that can act as interpreters, and mailing school correspondence in both English and Spanish. These identified areas ensure the LEA seeks input from parents and other educational partners in decision-making process and promotes participation in programs in an ongoing attempt to engage parents in their students’ education. The LEA’s measures to promote parent involvement is based upon the low stability rates (37.3% ) of the student population and its impact on academic achievement and school connectedness.	4	4	2	4	3	2	3	2	3	3	1	2	Met		20JUN2023	2023
20651770000000	Alview-Dairyland Union Elementary	3	In May of 2023, parents were encouraged to respond to a survey. The survey was used to glean data on various measures of parent involvement, school climate, and academics. Parents responded favorably in all areas. 95% of parents felt welcome at Alview School and 93% felt welcome at Dairyland School. 98% of both Alview and Dairyland parents felt their students are safe at school. 99% of Alview parents felt their students are cared for by the teachers and 94% of Dairyland parents felt their students are cared for by the teachers.	Based on the favorable responses from parents on the survey, the district will continue with its current practices.	In total, 99 parent surveys were turned in for Alview and 159 surveys were turned in for Dairyland. These responses made a 65% response quota for Alview and a 66% response quota for Dairyland. In order to improve engagement of underrepresented families, the district will continue to utilize a variety of forms of communication including ClassDojo, all-calls, Friday Folders, and phone calls home. The goal of the communication is always to encourage family engagement within the LEA.	"At the beginning of each school year, student handbooks are distributed to all families in English and Spanish. The handbook provides all policies, including uniform complaint act procedures. At the beginning of each year, administration reviews the importance of parental ties with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language to inform parents of events and opportunities for input and participation. Newsletters and communication between teachers and parents are also exchanged on ClassDojo. Teachers are assigned specific days to attend Parent Teacher Club meetings and are instructed to make every effort to achieve 100% attendance at parent teacher conferences. In the fall of 2022, there was a 99.7% conference participation rate. District administration includes parent communication/engagement as an expectation and part of teacher evaluations. District administration routinely sends out information through all-calls and ClassDojo through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs. Parents are encouraged from the beginning of their child's kindergarten year to participate in programs/activities. The school year begins with a ""Back to School Barbecue""; a district tradition in which parents come to meet their child's teacher. That activity is followed up with a Parent Guide and opportunities to participate in approximately two informational nights each school year that enhance parent engagement and understanding of school programs and offerings. Previous year's informational nights included information on school safety, human trafficking prevention and awareness, and internet safety. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to all parent events, an ""all-call"" is made through Connect- Ed and posted to the School Story on ClassDojo. All verbal and written communication is provided in both English and Spanish. At parent information nights and through parent-teacher conferences, families are provided information on how to interpret student grade/progress reports. In addition, letters are sent home in both English and Spanish that provide detailed information on how to interpret student score reports for SBAC and ELPAC assessment results. During parent-teacher conferences, teachers also further elaborate on assessment reports to provide parents with a clear understanding of their child's academic progress and status. For all parent information meetings, a Spanish translator is available."	In May of 2023, parents were encouraged to respond to a survey. The survey was used to glean data on various measures of parent involvement, school climate, and academics. Parents responded favorably in all areas. 99% of Alview parents felt their student's needs were being met in reading, language arts, and spelling and 97% of Dairyland parents felt their students' needs were being met in the same subjects. In math, 98% of Alview parents felt their student's needs were being met and 95% of Dairyland parents felt their student's needs were being met. 95% of both Alview and Dairyland parents felt the STEM program had been a valuable addition to the science curriculum. When surveyed about the communication from the district, 96% of Alview parents felt the school kept them well-informed of their student's academic progress, school rules, and policies and 90% of Dairyland parents felt well-informed. Based on the favorable responses from parents on the school survey, the district will continue with its current practices.	In total, 99 parent surveys were turned in for Alview and 159 surveys were turned in for Dairyland. These responses made a 65% response quota for Alview and a 66% response quota for Dairyland. In order to improve engagement of underrepresented families, the district will continue to utilize a variety of forms of communication including ClassDojo, all-calls, Friday Folders, and phone calls home. The goal of the communication is always to encourage family engagement within the LEA.	The Parent and Family Engagement Policy was drafted by members of school administration, staff, and parents during multiple School Site Council, DELAC Committee, Parent Teacher Club, and governing Board meetings. The policy is distributed to all families through the student handbook (in English and Spanish) which is distributed to all families upon registration. The Parent and Family Engagement Policy is reviewed by School Site Council, Parent Teacher Club and the governing board on an annual basis. The governing board and administration communicate the importance of parent partnerships in all aspects of ADUSD's educational offering. At the beginning of each school year, administration reviews the importance of parental ties with both schools during meetings with teachers and support staff. Teachers are expected to send home weekly classroom newsletters in dual language or post to their ClassDojo to inform parents of events and opportunities for input and participation. The superintendent routinely sends out information through ClassDojo and all-calls through which input is solicited for LCAP expenditures, policy, curriculum, etc. Alview-Dairyland coordinates and solicits parent engagement through a multitude of programs. Parents are encouraged to participate in LCAP committee meetings as well as School Site Council, DELAC Committee, and Wellness Committee meetings. Through SSC, input is solicited for Title I expenditures and through DELAC, Title III funding decisions are made. ESL parents are also encouraged to attend English classes that are held weekly at the Dairyland campus funded through supplemental and concentration grants. All parent programs are communicated clearly through a multitude of venues. A monthly calendar is sent home in print that lists all upcoming activities and opportunities for parent involvement. Prior to all parent events, a message is posted on the School Story on ClassDojo and an all-call is made. All verbal and written communication is provided in both English and Spanish. For all parent information meetings, a Spanish translator is available. For handicapped family members, all school facilities are accessible. In development of the LCAP, parent/family input is solicited through information nights, Parent-Teacher Club meetings, School Site Council/LCAP Committee meetings, and DELAC meetings. Feedback is also gleaned through annual school climate surveys.	In May of 2023, parents were encouraged to respond to a survey. The survey was used to glean data on various measures of parent involvement, school climate, and academics. When surveyed about the communication from the district, 96% of Alview parents felt the school kept them well-informed of their students' academic progress, school rules, and policies and 90% of Dairyland parents felt well-informed of their students' academic progress, school rules, and policies. Based on the favorable responses from parents on the school survey and the educational partners' attendance and participation at meetings, the district will continue with its current practices.	In total, 99 parent surveys were turned in for Alview and 159 surveys were turned in for Dairyland. These responses made a 65% response quota for Alview and a 66% response quota for Dairyland. In order to improve engagement of underrepresented families, the district will continue to utilize a variety of forms of communication including ClassDojo, all-calls, Friday Folders, and phone calls home. The goal of the communication is always to encourage family engagement within the LEA. With all advisory group meetings, parent participation is highly encouraged. In addition, School Site Council and DELAC nominations are made by parents and all families have access to and are encouraged to participate in elections.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
20651850000000	Bass Lake Joint Union Elementary	3	Based on the analysis of educational partner input, the LEA's current strengths in Building Relationships Between School Staff and Families are that the staff responds promptly to emails, phone calls, and messages, teachers genuinely care for the academic progress and overall safety & welfare of their students, and the District and its schools seek parental/guardian/community input(i.e.,PTA, PTC, School Site Council, ELAC/DELAC, parent-teacher conferences, etc.).	The LEA will focus on improving relationships between school staff and the families of student population who are chronically absent.	The LEA has a parent liaison for families whose second language is English. This has proven to be successful in improving engagement for underrepresented families. The District also has a foster and homeless youth liaison who engages with families to build positive relationships between these families and school staff.	The educational partners survey reported that 92.3% of those who responded to the survey strongly agree or agree that the District's schools keep parents/guardians well-informed about the progress of their child(ren).	The LEA will focus on ensuring families are regularly updated on their students academic progress throughout the school year and will focus on building stronger partnerships with the families of students who are chronically absent.	The LEA will continue to improve engagement of underrepresented families with providing them access to the LEA's family liaisons.	The LEA was successful in receiving input from educational partners at staff meetings and school site council meetings. These meetings were held often and were productive in seeking input for decision making.	The LEA will focus on getting more of our educational partners to respond to the LCAP survey. We will be examining ways to encourage and positively promote the importance of our educational partners to participate in the survey.	The LEA will continue to improve engagement of underrepresented families with providing them access to the LEA's family liaisons.	4	5	3	5	4	3	4	4	4	4	3	3	Met		28JUN2023	2023
20651850129015	Yosemite-Wawona Elementary Charter	3																						Not Met			2023
20651930000000	Chowchilla Elementary	3	District wide staff have been trained in dynamic mindfulness.  Staff have also been trained on Adverse Childhood Experiences that affect our students and their families.  CESD has implemented periodic parent trainings to teach families skills to support their students at home, including use of Aries and Parent Square, drug, alcohol and tobacco prevention, cell phone and internet safety and security, human trafficking, personal finance, supporting students at home with homework, expanded learning resources and opportunities, attendance, community and school resources and positive behavior management. Sites have also implemented various opportunities for parent involvement, including family nights, parent committees, and parent-teacher conferences.	This year, in an effort to improve relationships between school staff and families, CESD implemented periodic parent trainings to teach families skills to support their students at home,  including use of Aries and Parent Square, drug, alcohol and tobacco prevention, cell phone and internet safety and security, human trafficking, personal finance, supporting students at home with homework, expanded learning resources and opportunities, attendance, community and school resources and positive behavior management.  The main focus has been providing parents tools and strategies to support students social, emotional, behavioral, and academic needs.	Parent trainings and workshops were designed based on input gathered from educational partners throughout the school year.  Parents are also polled at the conclusion of each workshop to get feedback on future topics.  CESD will continue to gather input from educational partners at school site council, ELAC, DELAC, LCAP, and parent advisory committee meetings to improve the engagement of underrepresented families.	The many family centered events provide staff with opportunities to make contact with families which can be parlayed into a partnership to support students moving forward. Parent teacher conferences occur twice each year, in addition to Back-To-School night, open house, and a host of site-specific events.  CESD also hosts periodic Parent Partnership Workshops to help parents support their students at home.  Parent rights are made available in hard copy to every family, are posted online and in classrooms, and are explained at Family Club, SSC, ELAC, and DELAC meetings.	This year, in an effort to improve relationships between school staff and families, CESD has implemented periodic parent trainings to teach families skills to support their students at home, including use of Aeries and ParentSquare, drug, alcohol, and tobacco prevention, cell phone and internet safety and security, human trafficking, and personal finance management.  In the future, sites will also implement Essential Standards Information Meetings, where teachers will discuss the focus standards of the trimester and provide strategies parents can use at home to support their student.	Parent trainings and workshops were designed based on input gathered from educational partners throughout the school year.  Parents are also polled at the conclusion of each workshop to get feedback on future topics.  CESD will continue to gather input from educational partners at school site council, ELAC, DELAC, LCAP, and parent advisory committee meetings to improve the engagement of underrepresented families.	CESD has policy in place to outline procedures to elect members and run meetings for School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee and the parent advisory committee. Each of these bodies are used to encourage and collect input from educational partners throughout the District to analyze information, plan, create and implement activities and actions designed to improve the academic and social performance of students.  CESD also holds regular LCAP Educational Partner meetings to gather input from different educational partner groups, including parents, community members, DELAC, certificated staff, classified staff, labor organizations, and administrators.  These meetings are held virtually to allow participants to join from wherever is most convenient.  CESD staff are discussing methods to more fully engage the underrepresented groups within our community.	CESD will continue to gather input from educational partners at school site council, ELAC, DELAC, LCAP, and parent advisory committee meetings.  Input from educational partners indicated that they appreciated multiple opportunities to participate and provide inout, including options to join meetings virtually, when possible.	CESD will continue to gather input from educational partners at school site council, ELAC, DELAC, LCAP, and parent advisory committee meetings to improve the engagement of underrepresented families.	4	4	3	4	3	3	3	3	3	3	3	3	Met		27JUN2023	2023
20652010000000	Chowchilla Union High	3	The administrative team has an open door policy. They make themselves available to students, parents, and community members throughout their day. When gathering feedback for the LCAP, the district offers a variety of sessions both in person and online in Spanish and English. There are various events throughout the year that are positively attended by parents such as Back to School Night, Parent Teacher Conferences, and Academic Award Nights.	The administration continues to focus its efforts to increase of family participation and engagement. New this year, the administrating and counseling team are offering informational nights on a variety of topics such as attendance, discipline, post-graduate education programs, and college athletics. The district is also focused on increasing its use of surveys throughout the year on a variety of topics to gather input.	Through analysis of LCAP feedback as well as participation in internal program effectiveness processes, the district has strived to gather input from parents of students in English Language Development, Special Education, who are ethnic minorities, and those socio-economically disadvantaged. Parent sessions on a variety of topics are often held in English and Spanish to provide services in a language that parents are comfortable.	Through the LCAP and other funding sources, the district has strengthened its partnerships with its after school program, local mental health services, and contracted agencies for improvement in curriculum and instruction. New student programs for CTE exposure have grown tremendously in the last three years. Programs for students who lack material resources have also been implemented and proven to be quite successful, such as the Tribe Pantry and Wellness Center.	The district continues to focus on instruction through its partnership with Solution Tree. All of the statewide assessment data have improved overall in comparison to the previous year. However, the district is aware of its need for further improvement and is committed to this work.	Through analysis of LCAP feedback as well as participation in internal program effectiveness processes, the district has strived to gather input from parents of students in English Language Development, Special Education, who are ethnic minorities, and those socio-economically disadvantaged. Parent sessions on a variety of topics are often held in English and Spanish to provide services in a language that parents are comfortable.	The administrative team has an open door policy. They make themselves available to students, parents, and community members throughout their day. When gathering feedback for the LCAP, the district offers a variety of sessions both in person and online in Spanish and English. There are various events throughout the year that are positively attended by parents such as Back to School Night, Parent Teacher Conferences, and Academic Award Nights.	The administration continues to focus its efforts to increase of family participation and engagement as well as seeking input in decision-making. New this year, the administrating and counseling team are offering informational nights on a variety of topics such as attendance, discipline, post-graduate education programs, and college athletics. The district is also focused on increasing its use of surveys throughout the year on a variety of topics to gather input.	Through analysis of LCAP feedback as well as participation in internal program effectiveness processes, the district has strived to gather input from parents of students in English Language Development, Special Education, who are ethnic minorities, and those socio-economically disadvantaged. Parent sessions on a variety of topics are often held in English and Spanish to provide services in a language that parents are comfortable.	4	4	2	4	3	3	3	3	4	4	4	3	Met		26JUN2023	2023
20652430000000	Madera Unified	3	Madera Unified Parent Resource Centers (PRC's), operates a Call Center during both traditional and non-traditional hours. The Call Center, worked by bilingual PRC staff, provides assistance on school-related inquiries, including internet access and IT support. Additionally, it offers referrals to local community resources like food, clothing, and healthcare.	MUSD offers various learning opportunities to educate and empower parents in their crucial role of supporting their children. These programs encompass mental health workshops, social-emotional support for adults, evidence-based parenting classes, and other avenues to connect with community resources. This school year, MUSD's focus is on supporting educators in gaining a deeper understanding of the district's families, their assets, and challenges. This initiative aims to enhance welcoming environments and strengthen trusting relationships.	Professional development will be provided to staff on cultural responsiveness and strategies to engage families, using an equity lens to comprehend the experiences of different groups within the school community. MUSD remains committed to providing family-friendly information in the home languages of its families and ensuring representation from diverse school communities in planning activities and decision-making meetings. The district will continue to build the capacity of Parent Resource Assistants to serve as primary contacts and foster family engagement at school sites.	The Department of Community Services and Parent Resource Centers (PRC's) in Madera Unified actively establishes connections between the school district and community sectors. These efforts aim to empower families and enhance their involvement in their children's education. Parent and community programs at MUSD seek to engage parents in all educational aspects, contributing to the district's overall academic performance.	Madera Unified was chosen to participate in the statewide Community Engagement Initiative (CEI), supporting the development of robust community engagement programs and systems for staff and parents. Through networking and partnerships with other districts, valuable knowledge exchange and mutual support are fostered.	For the current school year, MUSD's key improvement focus is enhancing and promoting meaningful two-way communication between home and school. This partnership enables educators to have meaningful conversations with families about their children's goals while learning from families about their interests. Simultaneously, families can receive guidance from educators on supporting their children's learning. This ensures that family engagement activities facilitate dialogue between educators and families, encompassing discussions on home, community, and school matters.	Collaborative approaches and strategies have allowed various MUSD departments to work together and make student and family centered decisions, leveraging resources to achieve equitable outcomes.	MUSD to the fullest extent possible, engages parents, students, teachers, community stakeholders, principals, and district administrators to collaborate in the planning, designing, implementing and evaluating of family engagement activities at their local school site as well as the district level. MUSD held multiple listening sessions for parents of English Learner students to gain understanding of the resources they felt they needed to better support their student’s academic learning and acquisition of the language. MUSD also hosted multiple listening sessions and focus groups for the general parent community to gain their input as to what goals and action items should be considered for the LCAP.	MUSD fosters meaningful stakeholder engagement and is deliberate about how to engage our poor, low-income rural families and communities of color in every aspect of our educational system. We believe that the delivery of a first-rate quality public education and effective parental, community, and stakeholder education is critical to transforming the culture of our district and community and jointly chart fruitful academic and career pathways for Madera's most vulnerable students and their families. The Department of Community services and Parent resource centers in collaboration with other departments within the district will continue to engage in collaborative approaches to leverage resources and tools to educate families, staff and school administration in the planning, development and implementation of meaningful parent engagement activities.	4	5	4	5	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
20652430100016	Sherman Thomas Charter	3	Sherman Thomas Charter School works to ensure strong relationships between families and school staff.  According to our parent survey, 76.5% of families strongly agree that STCS does a great job of keeping our families well informed.  In order to increase this percentage, STCS has increased communication by utilizing an app called Bloomz.  All important dates and events are posted, and daily and weekly updates are provided by classroom teachers.  Bloomz app usage has increased to 81% over the past year. In addition, the app allows parents and staff to select a language preference for receiving and sending messages, making it easier for families to communicate in their preferred language.	In the coming year, STCS plans to focus on adding groups within the app in order to customize messages and communications for various stakeholder groups within the community. In addition, STCS is implementing a monthly newsletter to keep families up to date on school events and pertinent information. Lastly, parent-teacher conferences will be offered to all families at a time that works best for working families.	STCS recognizes that underrepresented families may need additional support.  We are prepared to do this by offering our family newsletter in multiple languages through Bloomz and a printed copy for those without access to technology.  In addition, our Parent Advisory Council offers additional support to all families, including underrepresented families, by involving parents in school activities.  STCS strives to connect families with additional resources through our county and our onsite school Counselor.  Lastly, we offer ELOP (Extended Learning Opportunity Programs.	Sherman Thomas Charter School has greatly progressed in building partnerships for student outcomes.  We achieved excellent parent-teacher conference attendance in the Fall of 2022.  We also have a strong Student Support Team process that addresses academics and behavior as necessary and includes links to community organizations for additional support.  As a focus area, we would like to continue offering training for parents better to understand their student’s curriculum and assessment data.  We also want to inform parents how best to support their child’s academic progress at home. We will also continue to strive to increase parent access to translation further when needed.	STCS has created a Culture Committee to build relationships between staff and students.  We have established a student leadership team that works closely with the staff to organize school events and foster healthy students.  At STCS, an emotionally stable and healthy student will perform better in class academically.  In addition to the 2023 school year, each student performing below grade level will meet with the principal to set academic goals through a new program,  SSP (Student Support Plan). Students with an SSP will receive tutoring after school and participate in small group intervention during the school day. Lastly, we have added a tutor through Teaching Fellows to allow more student access, which supports our after-school program.	Besides creating a healthy school culture where students are cared for, we have implemented an in-school intervention program to provide additional academic support.  Based on stakeholder feedback and the need for social-emotional support for our students, we have added a school counselor accessible to students who need additional emotional support. In addition, we have purchased a social-emotional program, HeartSmart, and are incorporating the lessons into our daily routine.	Sherman Thomas Charter School has developed a strong structure for parent engagement in the Parent Advisory Council (PAC).  Board members and staff attend and present to the PAC.  School Staff solicit and receive parent input via surveys, informal discussions, and the advisory council.  As a focus area, we plan to increase presentations and seek input from our PAC, particularly in planning for family engagement.	STCS aims to enhance its engagement strategies with various stakeholders, including parents, teachers, students, and community members. There is a recognized need to improve the effectiveness of gathering input from these groups to inform our decision-making. We will do so through the use of surveys, board presentations, and stakeholder suggestions. In addition, we will be adding quarterly Zoom staff chats.	STCS will develop culturally sensitive outreach strategies that acknowledge and respect underrepresented families' unique backgrounds and needs. This may involve translating materials into different languages, using community liaisons, or organizing culturally relevant events. In addition, we plan to develop strategies to promote equity and inclusion in the decision-making process by calling families and sending out surveys to gather information regarding each family's unique needs.  Collecting new data will help us add programs directly supporting our underrepresented families.	4	4	4	5	3	3	4	4	4	4	4	3	Met		27JUN2023	2023
20652430107938	Ezequiel Tafoya Alvarado Academy	3	Parents are very engaged and have returned to full participation in our school events such as the Harvest Festival, ASES carnival, and the Winter Program.  Large numbers of parents attend school events and chaperone our field trips. All of our board members are parents at the school and they are very engaged both preparing for their meetings and helping with other school events.  Even without staffing the parent involvement specialist, family outreach has been successful with the front office and mental health staff doing the outreach instead.	Having the necessary space to host these family events has been a challenge.  It can also be challenging to find the right balance between holding numerous family events and knowing that our families have to take unpaid time off of work to attend many of these school events.	ETAA will fully engage families and the larger community in support of short and long-term educational outcomes by continuing to provide opportunities for engagement at a time and place convenient for family schedules.	ETAA will fully engage families and the larger community in support of short and long-term educational outcomes. The Charter School completed a comprehensive needs assessment of the entire school which included an analysis of verifiable state data and local performance data used to measure student outcomes as evidenced in the annual update portion of the LCAP. The needs assessment process included meeting with parents, classified staff, teachers and administrators to identify areas of opportunity for the students and groups of students who are not achieving standard mastery and to identify strategies which will be implemented in the LCAP to address those areas of opportunity.	ETAA will fully engage families and the larger community in support of short and long-term educational outcomes by continuing to provide opportunities for engagement at a time and place convenient for family schedules.	ETAA will fully engage families and the larger community in support of short and long-term educational outcomes by continuing to provide opportunities for engagement at a time and place convenient for family schedules.	Overall, our families are clearly very happy with the school.  They continue to refer other families and enrollment has grown by 25 students this year.  The family events action has been successful as evidenced by filling these events to capacity and beyond.  Parents are participating in decision-making activities as evidenced by 100% of board members being current ETAA parents and 34% responding to the annual parent survey.	Having the necessary space to host these family events has been a challenge.  It can also be challenging to find the right balance between holding numerous family events and knowing that our families have to take unpaid time off of work to attend many of these school events.	ETAA will fully engage families and the larger community in support of short and long-term educational outcomes by continuing to provide opportunities for engagement at a time and place convenient for family schedules.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
20652430118950	Sherman Thomas Charter High	3	Sherman Thomas Charter High School works to ensure strong relationships between families and school staff. We are proud that 100% of families have attended a fall orientation this school year. We have made progress with facilitating communication between families and school staff through our parent/student portal, email communications, staff work cell phones (text messaging apps), Google Classroom parent access, and Remind app for both parents and students. Our family nights are another opportunity for families to connect with teachers and enjoy a social event that also showcases student learning. Our staff provides the opportunity for parents to meet with us one-on-one every month and make themselves available for appointments as needed. They also set up Master Agreement appointments on a semester basis for families and staff to sit down and review student goals and plan for the achievement of those goals. This year, 35% of our staff are bilingual. We have shown an increase in the participation of underrepresented families because of language accessibility. Based on our most recent parent/guardian survey, 80% of the population surveyed believe communication among STCHS staff and parents is open and effective. In addition, 76% of people surveyed believe STCHS values parental involvement in their child's education.	Based on stakeholder feedback, we will focus on educating families in our policies and procedures, so they can better help their students succeed in an independent study hybrid model. This includes providing opportunities for parents and guardians to better understand how our Assignment and Work Records (AWR) can be utilized to support higher levels of work completion. We would also like to offer short workshops to teach parents how to best utilize our parent/student portal, Google Classroom, and Apex platforms. Our intent is that focusing on parent education will help with student achievement as parents are able to understand and become more involved.	The LEA will develop and implement culturally sensitive communication materials and practices to ensure that information reaches underrepresented families in a way that resonates with their cultural backgrounds and preferences. This includes translations, culturally relevant messaging, and using multiple communication channels.	As an independent study hybrid, our staff meets with students at the beginning of each semester. Families participate in the creation of post-graduation goals and work with a teacher to devise an appropriate high school plan to ensure their student can reach their post-secondary education and career goals. Parents/guardians meet at least once a year to discuss progress made towards their goals and make any necessary changes. Parents/Guardians are given access to a student grade portal where progress reports are updated monthly. When a student has not turned in 80% or more of their work, a meeting is held between parent/guardian, student, supervising teacher, and principal (if necessary) to create a plan for improvement. According to our parent survey, 76% of parents surveyed believe that teachers understand their student's individual needs.	Based on stakeholder input, we will focus on reminding parents/guardians when progress reports are updated in the parent portal. In addition, we will also improve parent understanding of educational partner programs such as Apex which is used for credit recovery, elective, and Spanish courses to achieve better student outcomes for students participating in these classes.	The LEA will establish feedback mechanisms to actively seek input from underrepresented families about their needs, concerns, and suggestions. This information will be used to adapt and improve partnership initiatives.	Parent/Guardian surveys are used to get parental input to make decisions that affect our students and families. Bi-yearly master agreement appointments are designed to foster a partnership between students, families, and staff to develop individualized post-graduate education and career goals for each student based on student talents, preferences, and interests. If student attendance is a problem (based on 80% work completion) a team consisting of a teacher, parent/guardian, and student is developed to construct a re-engagement plan that takes into account everyone involved in the meeting's needs and abilities.	The LEA plans to strengthen its capacity to collect and analyze data related to educational outcomes, resource allocation, and stakeholder feedback to make more informed decisions. The LEA will review and, if necessary, revise existing policies and procedures to ensure they are conducive to effective input and participation in decision-making.	Recognizing that not all families can attend in-person meetings, the LEA will offer flexible input mechanisms, such as online surveys, phone calls, and written submissions, to accommodate diverse family schedules and preferences.	5	5	4	4	4	4	5	4	3	3	3	4	Met		23MAY2023	2023
20652430134510	Sherman Thomas STEM Academy	3	"We feel that our relationships between school staff and families is a strength of our school. This is evidenced in both informal comments from parents as well as our parent survey data conducted each spring. On our most recent survey (March 2023) 98% of parents reported feeling satisfied with the school, 98% also felt that ""the staff at this school build trusting and respectful relationships with families."" We had 99% parent participation in at least one evening event and 49% participation as a chaperone/parent volunteer for a Friday."	At this time, we don't have an area for improvement in terms of building relationships between school staff and families. This is a strength of our school and an area we have worked very at and focused on, since opening in 2017.	All groups, within our school community, are represented and engaged in all aspects of the school - through volunteering on Fridays, coming to evening events, and participating in our monthly parent meetings (we refer to those at STAff chats, which is a play on the word staff and our school acronym of STA).	At the Academy, we strongly believe in the partnership between home and school. We regularly communicate with families - sending home weekly packets with work from the previous week including a grade check, updating all grades weekly, sending home a weekly assignment/test list to parents, emailing school events weekly, sending a weekly recap email, distributing paper fliers for events (in the expected weekly packet), and having monthly parent meetings. Through this partnership and communication, our students feel supported and the results have been positive outcomes. We had 100% parent participation in at least one parent teacher conference.	As we feel this is a strength, we do not have a focus area for improving building partnerships for student outcomes. We know how important it is to build that partnership and believe a significant reason for our student's success on academic measures as well as social/emotional growth is the result of the strong partnership between school and home, which we have worked hard to establish since before our school even opened.	All groups within our school community are represented and engaged in the process of partnering to build student outcomes. Prior to the 2022-23 school year, an area of weakness had been communication with our families who only spoke Spanish, as we would have to bring in an interpreter. In the 2022-23 school year we hired 2 staff members (including a teacher) who are fluent and we now have 3 full time staff members (out of 7) who are fluent in Spanish and English. This has allowed us to more fully include our Spanish speaking families in school activities and to be able to more regularly communicate information to help increase student outcomes.	"As previously mentioned, our parent engagement and satisfaction is very strong and a true strength of our school. On our most recent survey (March 2023), 100% of parents felt that, ""my child's school supports and builds the capacity of family members to effectively engage in advisory groups and decision making."" We had 82% participation in at least one of our monthly parent meetings, where this decision making takes place."	This is an area of strength of ours, and as such, we do not have a focus area to improve seeing input for decision making. Every month, parents are given the opportunity to provide input on decisions, including bringing up topics themselves for things they want to see changed or happening. We greatly value our parent's input. They even help with the editing of the survey itself that is sent out to parents to ensure that we are collecting the most relevant and meaningful data.	All families are represented in the decision making process. As previously mentioned, an area of weakness had been incorporating our families who only spoke Spanish, but with the hiring of staff who are bilingual, we have been able to incorporate all groups in the decision making process.	5	5	5	5	5	5	5	4	5	5	5	5	Met		25APR2023	2023
20652760000000	Raymond-Knowles Union Elementary	3																						Not Met For Two or More Years			2023
20755800000000	Golden Valley Unified	3	There has been a focused effort to make our schools more welcoming for all students and families.  Our staff takes pride in the relationships they are building with the community. Strengths: Our schools work to build great relationships with our families. Schools hold regular meetings with parents and offer translation services where needed. Parents have real-time access to student grades, attendance and upcoming assignments.	Improvements: Increase the participation of our parents in school meetings. Conduct parent trainings on how they can better support their child at home.	GVUSD will continue to work to make meetings after school hours so that parents can attend and we will also offer translators in Spanish as needed.	Strengths: Use of bilingual translators at meetings and for document translation ensures parents have access to information and feel comfortable with what the school is doing. The use of Parent Square to communicate with families has helped to build relationships as parents can respond to teacher posts through direct messaging. The District encourages participation of families regularly.	Focus for Improvement: Continue to expand the list of translated documents for our families. Clarify ways parents and community can participate in improving our school sites.	GVUSD will continue to work to offer parent/teacher meetings after school hours so that parents can attend and we will also offer translators in Spanish as needed.	Various Parent Advisory meetings and parent conference opportunities, along with constant communication through Parent Square allows parents to provide input on school policies and activities.	Engagement from all stakeholders is valued and encouraged. Parent participation at these meetings, while overall strong, is not where we would like it to be for our underrepresented groups. GVUSD will continue to encourage and recruit underrepresented groups to attend school planning meetings through multiple communication strategies (phone, text, person to person, social media, email and website).	Site administrators will make an effort to survey their school community (teachers, parents, and students) and involve them as much as possible.	4	4	3	4	3	4	4	3	4	3	4	3	Met		27JUN2023	2023
20756060000000	Chawanakee Unified	3	The District has strengths related to providing lots of opportunities for educational partner input and collaboration. The District holds required site and district advisory committees and also a non-required budget advisory committee. The District also surveys students and education stakeholders once a year minimally, and engages in a great deal of planning as part of its  LCAP development process. The school sites have their SSC/ELAC and parent clubs or a foundation. In the 2022-23 school year, the District implemented the creation of a Parent Teacher Club/Group, Foundation committee and the State of the District event designed to align all schools in the district and showcase the outstanding programs being offered. This event will also generate scholarships for our graduates.	The District could do more in terms of supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	The District has started focused conversations and develop internal goals related to developing cultural awareness and sensitivity. Our student services team will provide content and training to all staff starting in fall of 2023. The District received a CA Community School Partnership Planning grant and will conduct an asset map of programs and services needed and in place during the 2022-23 and 2023-24 school years and develop site specific plans during the 2023-24 school year. The District will apply for the Implementation Grant phase of this work in late spring 2024, with the hope of receiving secondary funds in summer of 2024. Implementation will last for five years, beginning in the 2024-25 school year. This work will set the District and school sites up to apply for additional grant funds to implement their Community School Partnership Plan.	One of the District’s strengths is that generally there are very positive relationships between teachers, staff and parents. Our schools are also welcoming and site leaders are typically very good about communication and follow-through with parents. The upcoming 2023-24 LCAP has action items specifically geared toward improving and streamlining communication standard between teachers and the families of the students, allowing a greater school-to-home connection.	The District could do more with providing professional learning and support for teachers and principals to improve a school’s capacity to partner with families. The 2023-24 LCAP has actions focused on additional professional development for teachers and principals. Site Advisory Committees will be formed at all sites for the 2023-24 school year (only some sites has this in the 2022-23 school year).	Through the use of the District CA Community School Partnership Planning grant and will conduct an asset map of programs and services needed and in place during the 2022-23 and 2023-24 school years to then develop site specific plans. This work will focus on many aspects of the community school framework and the unique needs of each school site.	While the District seeks a great deal of input from educational partners through various means (committees, meetings, surveys, etc.), through the use of the District CA Community School Partnership Planning grant an asset map of programs and services needed was conducted during the 2022-23 school year (with updates planned for the 2023-24 school year). From this work, site specific plans will be developed during the 2023-24 school year. This work will focus on many aspects of the community school framework and the unique needs of each school site. Included in this will be the ways that we collaborate with educational partners, what is shared by our educational partners, and how what is shared influences District planning is documented in our LCAP.	The District could do more to seek input directly from under-represented groups. As a result, the District’s information and intervention dashboard (PARSEC) will provide site and district leaders real time data and information for all students with the ability to drill down by groups of students. New to the 2023-24 school year is the creation of a Dashboard specific to Chawanakee and will focus on key actions in the LCAP to provide more continuous and accurate data collection. This will allow schools and the District to be proactive and responsive to specific areas. Parent survey results indicate a desire for more timely and consistent communication at the teacher to parent level specifically.	The District will engage in targeted discussions and communicate professional expectations for the district and school site for teacher to parent communication (grading, attendance, etc.) to address this feedback.	4	5	3	4	3	2	4	3	3	3	3	4	Met		20JUN2023	2023
20756060125021	Minarets Charter High	3																						Not Met			2023
20756060132936	Chawanakee Academy Charter	3																						Not Met			2023
20764140000000	Yosemite Unified	3	Ongoing. We have a variety of opportunities and events for parents to get involved in our schools throughout the year. We hold LCAP meetings to keep the community informed.	YUSD provides opportunities to students, parents, community members, and organizations to participate in all aspects of educational decision making. Observable and concreate actions that relate to this goal are site and district advisory committees, dissemination of information on our social media platforms, newsletters, and the administering of school climate and stakeholder surveys with the results reported out to the board. Parents’ cultural values or beliefs play a role in the education of their children, as they are a factor that determines the extent of their direct involvement in their children’s schooling. The expectation of schools for parent involvement includes being fully involved and being an advocate for one’s children	YUSD is currently working with MCSOS, through the differentiated assistance process, to look at chronic absentee rates with an improvement science lens. The overall attendance work is focused on Coarsegold Elementary School. This action is directed towards our unduplicated students who typically struggle more with engagement than other students. We have started reaching out to parents of chronically absent students to better understand the challenges. Parents’ involvement in schools is a function of how much training, exposure to strategies, and knowledge is provided by the school and the school district.	YUSD hosted multiple planning and input sessions involving educational par (monthly Educational Services Meetings; monthly Leadership meetings, monthly Budget Advisory Committees, Parent Advisory Committees and LCAP Stakeholder Input Sessions . During these meetings, the District presents data and leads discussions related to priorities. The District supports the CSI-eligible school by sharing data and by taking the needs of the site into consideration during district-wide planning. The District also supports the site by developing and sharing data resulting from a District Stakeholder Survey and a District Climate Survey that can be shared with School Site Councils and used to support site level planning.	YUSD consulted with multiple educational partners throughout the Spring of 2023 as part of the planning process for the LCAP and the Annual Review and Analysis of the 2022-23 LCAP. In addition to engaging in informal conversations and meetings throughout the year, district leadership, including principals and administrators, formally engaged in the annual review and analysis portion of the LCAP and planning for the 2022-23 LCAP during Educational Services meetings. During these meetings the team reviewed data, conducted general planning, determined/discussed actual Actions and Services, and planned and prioritized 2022-23 Actions and Services. LCAP Community Input Sessions: The District hosted three Community Input Sessions—one at each K-8 site and one for the high school/educational options program. During these sessions, a district representative presented survey data related to progress the District had made (or not made) towards LCAP expected outcomes, presented, and led discussions on potential goals and planned Action and Services, and gathered information from those present related to needs, preferences, and priorities	School Site Council Meetings (SSC): Each site held SSC meetings, during which members reviewed progress towards SPSA/LCAP goals and provided input into priorities for Actions and Services. Parent Advisory Committees (PAC): The District hosted three District Advisory Committees (2/15/22, 3/15/22, 4/19/22). During these meetings, a district representative presented data related to progress the district has made related to LCAP goals and the implementation of Actions and Services for the LCAP. During these meetings, the team also discussed priorities for Actions and Services for the 2022-23 LCAP. The District does not have enough EL students to necessitate a English Language Parent Advisory Committee, but will work towards building a DLSAC for the next school year.	Feedback contributed by community members during the LCAP Community Input Session included the following priorities: culture and safety, instruction focused on struggling and high achieving students, offering more elective classes, additional counseling support for students, offering of more tutoring for students. Input from parents during Parent Advisory Groups included: curriculum, curriculum adoption, concerns and options for the social/emotional well-being of students, interventions specialists and interventions during the school day, websites and social media as priorities. Input from students during Student LCAP input sessions included the following priorities: focusing more on social-emotional issues, interventions for struggling students, counseling services and social media. Students enjoy ST Math and Lexia programs that are offered at K-8. Input from representatives from the Classified Union indicated the following priorities: paraprofessional staffing be included in the LCAP, new money with the California Community Schools Partnership Program (CCSP), professional development and capacity building , curriculum adoption, including campus supervisors in trainings, attendance, SART/SARB and social media coverage Input from representatives from the Certificated Union indicated the following priorities: flexible ways of providing professional development opportunities during and outside the school day, more PD related to supporting different learners, safety, culture and climate, data management systems (Illuminate, Aeries), consistent discipline policies and curriculum	Feedback contributed by community members during the LCAP Community Input Session included the following priorities: culture and safety, instruction focused on struggling and high achieving students, offering more elective classes, additional counseling support for students, offering of more tutoring for students. Input from parents during Parent Advisory Groups included: curriculum, curriculum adoption, concerns and options for the social/emotional well-being of students, interventions specialists and interventions during the school day, websites and social media as priorities. Input from students during Student LCAP input sessions included the following priorities: focusing more on social-emotional issues, interventions for struggling students, counseling services and social media. Students enjoy ST Math and Lexia programs that are offered at K-8. Input from representatives from the Classified Union indicated the following priorities: paraprofessional staffing be included in the LCAP, new money with the California Community Schools Partnership Program (CCSP), professional development and capacity building , curriculum adoption, including campus supervisors in trainings, attendance, SART/SARB and social media coverage Input from representatives from the Certificated Union indicated the following priorities: flexible ways of providing professional development opportunities during and outside the school day, more PD related to supporting different learners, safety, culture and climate, data management systems (Illuminate, Aeries), consistent discipline policies and curriculum.	Based on Educational Partner and Climate survey data, it is clear that the District has work to do in the area of school climate and culture. Furthermore, input provided by community members (LCAP Input Sessions), parents (during PAC meetings), and students (Student LCAP sessions), indicates that providing social-emotional support to students continues to be a priority; and intervention specialists, MTSS, SEL, and restorative justice programs were specified as priorities. Based in part on this input, the District will continue it's Goal 1, Action 4: MTSS (Academic): Students will have access to intervention support staff and academic interventions as needed, including things such as reading (Lindamood Bell) and math (ST Math) intervention; and Goal 2, Action 1: MTSS (Social-Emotional): Students will have access to intervention support staff and social, emotional, and behavioral interventions as needed, including things such as individual and group counseling, psych-educational groups, Check In/Check Out, Social-Emotional Learning (SEL) lessons and activities, use of restorative practices, and referrals to outside agencies. It should be noted that additional Intervention support staff are included in the District's ESSER-III plan. Based on input from representatives of the Certificated Union, the District will continue Goal 1, Action 12: Professional Development to Support Best Practices for English learners. and Goal 2, Action 2: Student Leadership Opportunities. Although not included as a separate Action in the LCAP (as requested by the Classified Union representatives), paraprofessionals are included in the LCAP under Goal 1, Action 10: Special Education. Furthermore the District does provide for campus supervisors, library staff, and bus drivers; even though these positions are not included as separate Actions. Based on consultation with the YUSD Special Education Team and the Madera-Mariposa SELPA, YUSD will create a new special education goal and move Goal 1, Action 10: Special Education to Goal 4, Action 1. The data collection included interviews and surveys conducted at school sites. I used semi-structured, open-ended interview questions and survey questions about the LCAP to help with informed decisions. The YUSD Climate and Culture Survey, YUSD Curriculum Survey and Educational Parents survey provided data that helped inform LCAP development. Curriculum, instruction, professional development and culture and climate provided areas of need that needed focus areas with the LCAP. The need to include ongoing professional development training to best support an effective system of support for students was a theme. Teachers expressed that ongoing training would help build principals’, teachers’, and parents’ ability to provide an impactful system of support needed to increase student success. Teachers discussed that teachers and principals have been provided yearly training, but the training was not ongoing.	4	3	2	4	3	3	3	3	4	3	3	4	Met		26JUN2023	2023
20764142030237	Glacier High School Charter	3	Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents and community members, and non-voting teachers. Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnelEducational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising and special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities. Outreach to students and parents/guardians was extensive and frequent throughout the 2022-23 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2023-24 LCAP Goal 3 and its 5 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-5 state: Action 1: Provide parent training and workshops to support student achievement and their role as an important leader in the life of their student. (This may include both specific workshops but also during the PLP meeting) Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for involvement, input, and feedback from all Educational Partners on aspects of our school program, safety, and culture to enhance student success. Action 4: Develop, as needed, Advisory Groups and opportunities for Educational Partner engagement. Existing and future Advisory Groups could focus on issues such as: Technology development Professional development for staff School Safety Curriculum LCAP goals Community impact and increased diversity Action 5: Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. ...	Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2022-23 school year. The feedback from this survey contributed to our 2023-24 LCAP goals and actions. 34 parents responded to our local school survey on a variety of topics. The results were as follows: How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 71% rated Almost all the time; 9% rated Often Did your child participate in any of our teacher-led class options? 92% responded YES How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 100% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 100% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 100% rated Excellent, Above Average, or Satisfactory. It is Glacier’s purpose that all students graduate completing the full A-G (college prep) ...	Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents and community members, and non-voting teachers. Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian,have frequent interactions with Advising and special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities. Outreach to students and parents/guardians was extensive and frequent throughout the 2022-23 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2023-24 LCAP Goal 3 and its 5 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-5 state: Action 1: Provide parent training and workshops to support student achievement and their role as an important leader in the life of their student. (This may include both specific workshops but also during the PLP meeting) Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for involvement, input, and feedback from all Educational Partners on aspects of our school program, safety, and culture to enhance student success. Action 4: Develop, as needed, Advisory Groups and opportunities for Educational Partner engagement. Existing and future Advisory Groups could focus on issues such as: Technology development Professional development for staff School Safety Curriculum LCAP goals Community impact and increased diversity Action 5: Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. ...	Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2022-23 school year. The feedback from this survey contributed to our 2023-24 LCAP goals and actions. 34 parents responded to our local school survey on a variety of topics. The results were as follows: How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 71% rated Almost all the time; 9% rated Often Did your child participate in any of our teacher-led class options? 92% responded YES How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 100% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 100% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 100% rated Excellent, Above Average, or Satisfactory. It is Glacier’s purpose that all students graduate completing the full A-G (college prep) ...	Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents and community members, and non-voting teachers. Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnelEducational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising and special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. Students, along with their parent/guardian, have frequent interactions with teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities. Outreach to students and parents/guardians was extensive and frequent throughout the 2022-23 school year. Formal and informal progress monitoring meetings were usually conducted in-person but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2023-24 LCAP Goal 3 and its 5 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-5 state: Action 1: Provide parent training and workshops to support student achievement and their role as an important leader in the life of their student. (This may include both specific workshops but also during the PLP meeting) Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for involvement, input, and feedback from all Educational Partners on aspects of our school program, safety, and culture to enhance student success. Action 4: Develop, as needed, Advisory Groups and opportunities for Educational Partner engagement. Existing and future Advisory Groups could focus on issues such as: Technology development Professional development for staff School Safety Curriculum LCAP goals Community impact and increased diversity Action 5: Provide opportunities for our students to explore and engage with the greater community around them through educational and service-related field experiences. ...	Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2022-23 school year. The feedback from this survey contributed to our 2023-24 LCAP goals and actions. 34 parents responded to our local school survey on a variety of topics. The results were as follows: How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 71% rated Almost all the time; 9% rated Often Did your child participate in any of our teacher-led class options? 92% responded YES How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 100% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 100% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 100% rated Excellent, Above Average, or Satisfactory. It is Glacier’s purpose that all students graduate completing the full A-G (college prep)...	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
20764146110076	Mountain Home Charter (Alternative)	3	Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnelEducational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities: Outreach to students and parents/guardians was extensive and frequent throughout the 2022-23 school year. Formal and informal progress monitoring meetings were conducted in-person, but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2023-24 LCAP Goal 3 and its 5 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-5 state: Action 1: Provide parent training and workshops to support student achievement and their role as an important leader in the life of their student. (This may include both specific workshops but also during the PLP meeting) Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for involvement, input, and feedback from all Educational Partners on aspects of our school program, safety, and culture to enhance student success. Action 4: Develop, as needed, Advisory Groups and opportunities for Educational Partner engagement. Existing and future Advisory Groups could focus on issues such as: Technology development Professional development for staff School Safety Curriculum LCAP goals Community impact and increased diversity Action 5: Provide opportunities for our students to explore and engage with the greater community around them ...	Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2022-23 school year. The feedback from this survey contributed to our 2023-24 LCAP goals and actions. 49 parents responded to our local school survey on a variety of topics. The results were as follows: How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 63% rated Almost all the time; 18% rated Often, 18% rated Sometimes. Did your child participate in any of our teacher-led class offerings? 88% responded YES How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 100% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 98% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 47% rated Excellent, Above Average, or Satisfactory. 51% responded “Does not apply at this time for my child.” Would you ...	Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnel Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian,have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities: Outreach to students and parents/guardians was extensive and frequent throughout the 2022-23 school year. Formal and informal progress monitoring meetings were conducted in-person, but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2023-24 LCAP Goal 3 and its 5 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-5 state: Action 1: Provide parent training and workshops to support student achievement and their role as an important leader in the life of their student. (This may include both specific workshops but also during the PLP meeting) Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for involvement, input, and feedback from all Educational Partners on aspects of our school program, safety, and culture to enhance student success. Action 4: Develop, as needed, Advisory Groups and opportunities for Educational Partner engagement. Existing and future Advisory Groups could focus on issues such as: Technology development Professional development for staff School Safety Curriculum LCAP goals Community impact and increased diversity Action 5: Provide opportunities for our students to explore and engage with the greater community around them ...	Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2022-23 school year. The feedback from this survey contributed to our 2023-24 LCAP goals and actions. 49 parents responded to our local school survey on a variety of topics. The results were as follows: How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 63% rated Almost all the time; 18% rated Often, 18% rated Sometimes. Did your child participate in any of our teacher-led class offerings? 88% responded YES How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 100% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 98% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 47% rated Excellent, Above Average, or Satisfactory. 51% responded “Does not apply at this time for my child.” Would you ...	Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following groups participated in surveys and/or feedback sessions, of meaningful Educational Partner input for the understanding of needs and solutions to make informed decisions: School Administrators, including Site Principals Teachers Classified Staff Western Sierra Charter Schools Board made up of parents, community members, and non-voting teachers Parents/Guardians and students who are in close communication with teachers, classified support staff, and administrative personnel LCAP Planning Focus Group which included Parents, Students, Teachers, and Administrative personnelEducational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys.	Educational Partner engagement occurs routinely and purposefully throughout the school year and was considered prior to finalizing the LCAP. All students, including those with exceptional needs, along with their parent/guardian, have frequent interactions with Advising & special education teachers and classified support staff. Regularly scheduled staff meetings are held each month, sometimes more, and administrative personnel meet on a regular basis. WSCS Board meetings occur throughout the school year. The members of our LCAP Focus Group shared their observations and ideas for student and school-wide improvement. We also reviewed student and parent feedback from our March 2023 surveys. Feedback occurred during the course of frequent interactions with teachers and represented on our local parent and student survey responses. Teachers, Classified Staff, and Administrator Feedback: Feedback occurred throughout the school year and discussed at regularly-scheduled meetings and professional development opportunities: Outreach to students and parents/guardians was extensive and frequent throughout the 2022-23 school year. Formal and informal progress monitoring meetings were conducted in-person, but sometimes held virtually on Zoom and included communications via Parent Square, phone calls, and email. Pupils with exceptional needs were provided their required services, such as tutoring, and the student and their parent met more frequently with their assigned Advising Teacher as well as the Special Education teacher. Our focus area for improvement in Building Relationships between school staff and families is detailed in our 2023-24 LCAP Goal 3 and its 5 Actions. Goal 3 states: School will provide opportunities for our Educational Partners (parents, students, staff, community members, and organizations) to participate in various aspects of the educational environment to support and enhance student success. Actions 1-5 state: Action 1: Provide parent training and workshops to support student achievement and their role as an important leader in the life of their student. (This may include both specific workshops but also during the PLP meeting) Action 2: Provide methods of communication between home and school via Parent Square, social media, school websites, newsletters, advising, and other meetings between teachers, parent/guardian, and students. Action 3: Provide opportunities for involvement, input, and feedback from all Educational Partners on aspects of our school program, safety, and culture to enhance student success. Action 4: Develop, as needed, Advisory Groups and opportunities for Educational Partner engagement. Existing and future Advisory Groups could focus on issues such as: Technology development Professional development for staff School Safety Curriculum LCAP goals Community impact and increased diversity Action 5: Provide opportunities for our students to explore and engage with the greater community around them ...	Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Parent Survey taken in March of this 2022-23 school year. The feedback from this survey contributed to our 2023-24 LCAP goals and actions. 49 parents responded to our local school survey on a variety of topics. The results were as follows: How would you rate your overall schooling experience with us? 100% rated Excellent, Above Average, or Satisfactory. How well does the school support your needs as the parent teacher? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and other learning materials to meet my child’s educational needs. 100% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/education-related difficulty? 63% rated Almost all the time; 18% rated Often, 18% rated Sometimes. Did your child participate in any of our teacher-led class offerings? 88% responded YES How well did the school support your child’s education-related technology needs? 100% rated Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my student’s grades, academic progress and success, or areas for improvement with me. 100% rated Excellent, Above Average, or Satisfactory. Do the buildings and classrooms support a positive and focused environment appropriate for learning? 100% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in our school community. 98% rated Excellent, Above Average, or Satisfactory. Rate how well the school communicates to you about school events & procedures. 100% rated Excellent, Above Average, or Satisfactory. Does our school provide you the knowledge & support you need for future (college/career) academic goals & planning for your student? 47% rated Excellent, Above Average, or Satisfactory. 51% responded “Does not apply at this time for my child.” Would you ...	5	5	5	5	5	5	5	5	4	4	4	4	Met		13JUN2023	2023
21102150000000	Marin County Office of Education	3	Our program continues to be defined by the strong home-to-school connection and the importance of the family as an essential part of our student's successes. We are in the first year of the implementation phase of the Community Schools grant which will act to further strengthen relationships and connectivity as we leverage our needs analysis to build toward shared leadership and decision-making.	Our focus areas for improvement include developing and deepening connections and shared decision-making among our families. This includes the addition of school-wide events that are family-run and founded in culturally relevant practices. Our goal is to have more families engaged through our Community Schools advisory team events and family empowerment team regular meetings. These avenues are supported by the goals set forth by the community schools advisory team which includes parents and staff.	As reflected above, parents and families are an integral component of our school program. To that end, we dedicate a significant amount of funding for an administrator position, Family Empowerment Specialist, to plan and coordinate all family engagement and empowerment work. Our school serves youth from across Marin County and the majority are from underrepresented families. We provide disenfranchised families with opportunities to learn about the system and how to navigate it. Through the Community Schools implementation grant and the community and family engagement it entails, we remain committed to ensuring every student gets the resources and opportunities to follow their passions and lead purposeful lives.	As indicated above, we recognize that student outcomes are that much stronger with full partnerships that include community and families.	This year, we are expanding our learning opportunities outside of the classroom through extended field trips and learning excursions around the County and Bay Area for our students. Building partnerships with local organizations is critical to this process. We have partnered with a number of organizations to support these ongoing collaborations. In addition, we continue to build and strengthen partnerships with CBOs to provide direct services to students and families.	Our school serves youth from across Marin County where the majority are of underrepresented families. We remain committed to our original charter and established mission of classroom practices that are student-centered. We will continue to strengthen this model through the implementation to reimagine learning. This entails the implementation of restorative practices, inclusion and belonging strategies, and the expansion of learning excursions and opportunities outside of the classroom. We rely on our partnerships with outside agencies, organizations, and consultants who can support us in this process.	Our administrative team meets regularly and this is a shared decision-making body around the operational needs of the school. Teachers engage students in decisions about curriculum and instruction across the year. We have a leadership class that promotes student leadership and agency schoolwide. Our site council and family advocacy group includes administrators, teachers, and parents. We plan to continue the growth of this group and expand its influence on decision-making. Finally, our established Community Schools Advisory Board, comprising all community engagement collaborators listed above including students, will continue to function as a shared decision-making body.	As a result of the planning process through the Community Schools grant, we have evaluated our internal systems and practices that support positive outcomes for students and families. Our five-year strategic plan includes systems and structures to ensure shared decision-making strategies. As a small learning community, we are in a unique position to engage thoughtfully and thoroughly with our community engagement collaborators. Students remain part of the decision-making process through participation in focus groups and workshops where we gather feedback.	In addition to the above reflection, we remain a program engaged in continuous improvement. We understand our mission to continue to evolve and consider all possible avenues for improvement on behalf of students.	5	5	4	5	4	5	4	5	3	4	4	3	Met		20JUN2023	2023
21102150135350	Ross Valley Charter	3	The school maintains an active Community Council and is working to expand participation in that group. The Board is made up of two current and three alumni parents of the school (or the predecessor to the school) and many of the school-wide events provide opportunities for parents and staff to work together to plan and execute those events. As the school has shared plans for changes to the 23-24 school year, parents have appreciated being looped in. In particular, as the school considers changes to social-emotional learning and recess structures, parents are invested in participating in those discussions. They also appreciate participating in the cross-grade level “Buddy” program where students in different grades have buddies. School visitors who take campus tours often share that Ross Valley seems far more welcoming for visitors (both those who volunteer regularly and simply those who occasionally visit their students) than other schools in the area.	The school could improve how it communicates certain behavioral expectations and consequences in school including how the school helps students resolve conflicts. Parents are not always aware of school-wide expectations or the conflict resolution strategies that are being used, so they would appreciate learning more about that. The school also intends to strengthen the Community Council not just through larger participation rates but by increasing the diversity of the participants. In an effort to increase the diversity of participants and perspectives to reflect the diversity of the school community, Ross Valley began offering in-person and virtual opportunities for the meetings, offering both morning and evening options, and surveying families about the format(s) that worked best for them. Additional family feedback includes requests for more classroom-based family activities for greater engagement between families and school, Diversity Talks or performances, teacher-led learning experiences from diverse perspectives, and Parent Workshops (including parent education about diversity). One parent asked for more staff members to be bilingual, and the school is prioritizing recruiting and hiring bilingual candidates.	When the school offers in-person events, it offers childcare for families who attend. The school intends to increase those offerings to remove that barrier for families who would like to participate but need childcare to do so. The Outreach Coordinator works closely with English Learner families and uses additional methods for reaching those families when some of the Parent Square messages don’t elicit responses. The school is prioritizing hiring bilingual staff members where possible, and at least one new hire next year will be bilingual.	Parent-Teacher Conferences are offered regularly including Intake Conferences when a student starts at the school, end-of-year Student Led Conferences, and many parents also request informal check-ins and conferences with teachers throughout the year as needed. An SST process is in place and serves students who may require additional support. One strength of the teaching team is that teachers do a good job identifying students who may need additional support, reaching their families, and starting the SST process quickly. The staff also regularly meets during collaborative time to discuss specific needs they’re seeing in the classroom, and teams of people meet to discuss students at each grade level including classroom teachers, intervention specialists, and special education teachers.	The school year started with regular, predictable collaborative meeting time that allowed for frequent team check-ins about students and student progress. As the school year progressed, those structures still existed but the team did not get to engage in them with the same regularity. One focus for next year will be to ensure collaboration between different staff members occurs regularly and predictably so student academic and behavioral progress can be discussed more often. Another area of focus next year will be to make families aware of the SST process through written and verbal communication. Currently, some families are not aware of the steps the school takes to identify and work with students before they are referred for special education testing, so some families think that’s the first step. The school would like to help families recognize the process involved including meeting with families to discuss concerns before testing the students. In the family survey, several families noted they would like to see more SEL built into the school day to support their students. The school staff acknowledges this need and knows a true scope and sequence is needed to ensure the SEL curriculum is used effectively. Part of the summer training this summer will be devoted to developing a scope and sequence that strategically utilizes the pieces of the SEL curriculum.	The end of each learning unit includes an Expo where students share what they’ve recently learned in their inquiry units. Those are opportunities for students to share their learning with their family and all other families, so the outcomes of inquiry-based learning are on full display. A Homework Club is new this year and offers additional support (by teaching staff) for students to complete their homework with expert help and guidance at a time that is convenient for families. When our classroom teachers have trouble communicating with families who need translation services, our Outreach Coordinator is a go-to. She not only reaches them via phone when other methods don’t work, she provides translation services and also has stronger relationships with those families who feel more comfortable with her culturally. They sometimes feel more comfortable sharing successes and challenges with her than with the classroom teacher or other staff members.	Two committees that have traditionally been strengths of our school are the Community Council and Diversity & Inclusion committees. They are some of the primary ways our families get involved with planning events and helping contribute to school culture. Families are aware of these structures and tend to participate when they want to express their thoughts and perspectives about school-wide activities.	The Community Council and Diversity & Inclusion committees are powerful groups, but they are small in number. It would be great if we had even more participation overall, plus more diverse voices on each committee. A Director’s Steering Committee (representatives from teaching staff, support staff, parents, administrators) meets to consider issues facing the school and decisions to be made and serve in an advisory role. In the earliest years of the school, this committee was robust, but it hasn’t played as big a role lately. Going forward, it would be one more avenue for input from a diverse group of stakeholders to advise leadership and the Board about decision-making.	Some families asked for more frequent surveys but with fewer questions. They feel like those targeted surveys would be less intimidating and also offer more frequent opportunities to share their perspectives. The school will try to pair activities at some of the most popular events. For instance, since many parents come to Expos, it would be useful to pair that event with a Principal “School Updates” presentation, “Listening Session” or some other type of event where the school’s latest initiatives, successes, and challenges can be shared with families and where families have opportunities to share their thoughts about how to accentuate those successes or address the challenges.	4	4	3	3	3	4	4	4	3	3	3	3	Met		08JUN2023	2023
21102152130102	Phoenix Academy	3	Our program continues to be defined by the strong home-to-school connection and the importance of the family as an essential part of our student's successes. We are in the first year of the implementation phase of the Community Schools grant which will act to further strengthen relationships and connectivity as we leverage our needs analysis to build toward shared leadership and decision-making.	Our focus areas for improvement include developing and deepening connections and shared decision-making among our families. This includes the addition of school-wide events that are family-run and founded in culturally relevant practices. Our goal is to have more families engaged through our Community Schools advisory team events and family empowerment team regular meetings. These avenues are supported by the goals set forth by the community schools advisory team which includes parents and staff.	As reflected above, parents and families are an integral component of our school program. To that end, we dedicate a significant amount of funding for an administrator position, Family Empowerment Specialist, to plan and coordinate all family engagement and empowerment work. Our school serves youth from across Marin County and the majority are from underrepresented families. We provide disenfranchised families with opportunities to learn about the system and how to navigate it. Through the Community Schools implementation grant and the community and family engagement it entails, we remain committed to ensuring every student gets the resources and opportunities to follow their passions and lead purposeful lives.	As indicated above, we recognize that student outcomes are that much stronger with full partnerships that include community and families.	This year, we are expanding our learning opportunities outside of the classroom through extended field trips and learning excursions around the County and Bay Area for our students. Building partnerships with local organizations is critical to this process. We have partnered with a number of organizations to support these ongoing collaborations. In addition, we continue to build and strengthen partnerships with CBOs to provide direct services to students and families.	Our school serves youth from across Marin County where the majority are of underrepresented families. We remain committed to our original charter and established mission of classroom practices that are student-centered. We will continue to strengthen this model through the implementation to reimagine learning. This entails the implementation of restorative practices, inclusion and belonging strategies, and the expansion of learning excursions and opportunities outside of the classroom. We rely on our partnerships with outside agencies, organizations, and consultants who can support us in this process.	Our administrative team meets regularly and this is a shared decision-making body around the operational needs of the school. Teachers engage students in decisions about curriculum and instruction across the year. We have a leadership class that promotes student leadership and agency schoolwide. Our site council and family advocacy group includes administrators, teachers, and parents. We plan to continue the growth of this group and expand its influence on decision-making. Finally, our established Community Schools Advisory Board, comprising all community engagement collaborators listed above including students, will continue to function as a shared decision-making body.	As a result of the planning process through the Community Schools grant, we have evaluated our internal systems and practices that support positive outcomes for students and families. Our five-year strategic plan includes systems and structures to ensure shared decision-making strategies. As a small learning community, we are in a unique position to engage thoughtfully and thoroughly with our community engagement collaborators. Students remain part of the decision-making process through participation in focus groups and workshops where we gather feedback.	In addition to the above reflection, we remain a program engaged in continuous improvement. We understand our mission to continue to evolve and consider all possible avenues for improvement on behalf of students.	5	5	4	5	4	5	4	5	3	4	4	3	Met		20JUN2023	2023
21653000000000	Bolinas-Stinson Union	3	The Bolinas-Stinson School hosts annual events in which all community partners are invited to engage all stakeholders, solicit feedback, and build community engagement. Input and data shows that the district’s strengths in building relationships include translation, childcare, and food at all school events, having a Spanish teacher and community liaison on staff, hosting monthly Cafecito meetings to exchange ideas and information, monthly school assemblies, multiple school field trips that include parents, parent volunteers in the classroom, parent-teacher conferences twice each year, and the whole communities invitation to graduation.	The LEA's focus area for improvement includes engaging families in: 1) Creating and understanding the school's goals and academic priorities, 2) The importance of attendance, and 3) Connecting our English and Spanish speaking families through two way bilingual conversation classes.	The Bolinas-Stinson School’s will improve engagement of underrepresented families by: 1) Providing translation, childcare and food for all school events, 2) Providing monthly meetings for families and school staff to exchange information and ideas, and 3) Connecting our English and Spanish speaking families through two-way bilingual conversation classes.	Our current strengths and progress in Building Partnerships for Student Outcomes is reflected in the feedback from the North Star event and School Climate Survey. The school provides many opportunities for parents and community members to collaborate in support of student outcomes including: all school assemblies and evening events with students and parents, parent-teacher conferences, field trips, parent volunteers in the classroom, monthly Cafecito and Site Council meetings.  Additionally, our Student Support Team process invites families that have concerns about their students to meet with a team that includes school counselors, an administrator, a Special Education teacher, General Education teacher, and a translator, if needed.	The district’s focus area for improvement in building Partnerships for Student Outcomes includes building curricular goals and partnerships into parent meetings, offering a two way conversational English-Spanish class, and increasing after school opportunities for students.  For example, the school is currently focused on the Science of Teaching Reading.  At monthly Cafecito meetings strategies for supporting students at home will be shared with families.  At these meetings families are practicing speaking in their non-native language with support from our Community Liaison.	The district will improve engagement of underrepresented families by providing outreach to those families who have not readily engaged in or responded to surveys, events, and teacher communication.  Outreach includes phone calls and home visits.  Furthermore, the district will continue to offer translation for all communication and events to improve engagement.	The Bolinas-Stinson School currently provides multiple channels for families to provide input including: an annual North Star evening, board meetings where community input is valued and shared, Site Council, Cafecito, and direct communication between families, teachers and administrators.	The LEA's focus area is to continue whole school events where input is gathered from those who are able to attend and other means of communication are extended to those educational partners that are unable to attend in person through surveys, emails, and phone calls.	The LEA will improve engagement of underrepresented families by working through barriers of access, specifically in regards to language and schedules.  It will also include outreach to ensure all educational partners input is heard.	5	5	4	5	4	3	5	5	5	5	4	5	Met		20JUN2023	2023
21653180000000	Miller Creek Elementary	3	The LEA launched a new communication platform called Parent Square that serves as a single platform for communication, is easily translated into several languages, is mobile friendly, and has improved communication tools such as two-way messaging.	The LEA supports staff to learn about each student’s and family’s strengths by hosting professional development that focus on identifying and understanding that personal identity shapes perspective. The professional development offered ways of getting to know students and their families in order to be culturally responsive.	The LEA has several formal structures which allow for parent engagement and input both at the site and district level. At the district level there is an LCAP Advisory Council, DELAC, and a Diversity, Equity, and Inclusion Committee. At the site level there is a School Site Council, SELAC, and Diversity, Equity, and Inclusion Committees.	The LEA works to build partnerships for student outcomes by communicating frequently about school programs and student progress. Parent conferences are hosted annually to dive deeply into a student's individual progress. Narrative report cards are sent home for families in TK-5 to provide feedback in addition to the feedback listed on the standards based report card. In grades 6-8 comments provided to families on report cards reflect content specific feedback and a growth mindset. Progress reporting is provided every six weeks to students who are not meeting grade level benchmarks. Principals and teachers send frequent updates to parents that highlight current learning units and ways to support that learning at home. Back to School Night is hosted and highly attended every year.	The District partners with parents and solicits input through a variety of committees including examining EL students and language acquisition, the district budget and LCAP, a parent leadership council (Coordinating Council) and School Site Councils.The LEA hosted a community input session inviting all members of the community to provide feedback on LCAP goals, actions, and services.  Each school site has a thriving parent club and School Site Council. These provide ways to engage parent leadership and amplify their voice. During the 2021-22 school year the LEA launched a comprehensive survey through YouthTruth to gather input from staff, families, and students in grades 3-8. The YouthTruth survey data was collected again in 22-23.	Through our District Equity Working Group we established standing equity committees at each school site to support equity-minded initiatives. We’ve increased bilingual staff and have invested in a communication platform that makes two way communication in different languages easier.	The district had high participation in the community survey, offered to students, staff and families. The district continues to successfully use a committee structure (DEI, LCAP Advisory, DELAC, Home and School Club) to foster connectedness, gather input and improve relationships between home and school.	Communication with multi-lingual families continues to be an area focus. To address language access barriers, the district is in the second year of implementing a communication tool that allows families to select the preferred language for school communication.	The district has used a focus group model successfully in the past as a opportunity to receive input from underrepresented families and would continue to do so as appropriate to the situation or the input being sought.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
21653340000000	Kentfield Elementary	3	The KSD intentionally increased parent education and outreach to our families, increasing staffing with an intention to foster a sense of belonging, we did this through increasing the hours/FTE of our community liaison to support the home to school connection.  To have impact and offer sustainable change, we must focus on four key priorities: student academic engagement and achievement, staff retainment and support, fiscal responsibility and facilities and a community of inclusion. Our focus on being a community of inclusion highlights the importance of parent engagement and voice. Going beyond the classroom to engage our families to play an active role in student learning allows us to invest in a true partnership between parents/guardians and the school. Through surveys and anecdotal feedback we have gathered the data that represents parent perception of the various elements of our school setting. 1167 responded to our Youth Truth survey which represents 75% of our community.  Below is parent data related to percent positive as Agree or Strongly Agree around relationship and culture in our school settings. RELATIONSHIP - The degree to which families experience positive relationships in their school based on respect, care and approachability. 90% INCREASE CULTURE - The degree to which families believe their school fosters shared goals, respect, fairness, and diversity. 75% INCREASE	We are looking forward to continuing to bridge the home to school relationship through increasing parent communications and leaning on parents to increase their engagement in our schools.  We will maintain our investment in a community/family liaison while also looking at ways we can bring together other parent groups so they may support and work together with our school staff. Having more frequent opportunities for feedback from all stakeholders, designing intervention services based on formative data and offering increased opportunity for professional and personal growth will keep all our team members active in maximizing our collective potential.	Based on the data received we plan to continue to enhance our home to school connection for our underrepresented families through intentional outreach, flexible meetings and connection time and accessibility to resources that will enhance their child's education.  Through having these resources available to our community in a manner that feels accessible we will be better equipped to meet the needs of our learners.	The KSD intentionally increased parent education and outreach to our families, increasing staffing with an intention to foster a sense of belonging, we did this through increasing the hours/FTE of our community liaison to support the home to school connection.  To have impact and offer sustainable change, we must focus on four key priorities: student academic engagement and achievement, staff retainment and support, fiscal responsibility and facilities and a community of inclusion. Our focus on being a community of inclusion highlights the importance of parent engagement and voice. Going beyond the classroom to engage our families to play an active role in student learning allows us to invest in a true partnership between parents/guardians and the school. Through surveys and anecdotal feedback we have gathered the following data represents parent perception of the various elements of our school setting. 1167 responded to our Youth Truth survey which represents 75% of our community.  Below is parent data related to percent positive as Agree or Strongly Agree around engagement and communication in our school settings. ENGAGEMENT - The degree to which families are engaged in their school and empowered to influence decision making. 59% INCREASE COMMUNICATION & FEEDBACK - Open and effective lines of communication between families and schools 62% DECREASE	We are looking forward to continuing to bridge the home to school relationship through increasing parent communications and leaning on parents to increase their engagement in our schools.  We will maintain our investment in a community/family liaison while also looking at ways we can bring together other parent groups so they may support and work together with our school staff. Having more frequent opportunities for feedback from all stakeholders, designing intervention services based on formative data and offering increased opportunity for professional and personal growth will keep all our team members active in maximizing our collective potential.	Based on the data received we plan to continue to enhance our home to school connection for our underrepresented families through intentional outreach, flexible meetings and connection time and accessibility to resources that will enhance their child's education.  Through having these resources available to our community in a manner that feels accessible we will be better equipped to meet the needs of our learners.	The KSD intentionally increased parent education and outreach to our families, increasing staffing with an intention to foster a sense of belonging, we did this through increasing the hours/FTE of our community liaison to support the home to school connection.  To have impact and offer sustainable change, we must focus on four key priorities: student academic engagement and achievement, staff retainment and support, fiscal responsibility and facilities and a community of inclusion. Our focus on being a community of inclusion highlights the importance of parent engagement and voice. Going beyond the classroom to engage our families to play an active role in student learning allows us to invest in a true partnership between parents/guardians and the school. Through surveys and anecdotal feedback we have gathered the following data represents parent perception of the various elements of our school setting. 1167 responded to our Youth Truth survey which represents 75% of our community.  Below is parent data related to percent positive as Agree or Strongly Agree around relationship and culture in our school settings. RELATIONSHIP - The degree to which families experience positive relationships in their school based on respect, care and approachability. 90% INCREASE CULTURE - The degree to which families believe their school fosters shared goals, respect, fairness, and diversity. 75% INCREASE	We are looking forward to continuing to bridge the home to school relationship through increasing parent communications and leaning on parents to increase their engagement in our schools.  We will maintain our investment in a community/family liaison while also looking at ways we can bring together other parent groups so they may support and work together with our school staff. Having more frequent opportunities for feedback from all stakeholders, designing intervention services based on formative data and offering increased opportunity for professional and personal growth will keep all our team members active in maximizing our collective potential.	Based on the data received we plan to continue to enhance our home to school connection for our underrepresented families through intentional outreach, flexible meetings and connection time and accessibility to resources that will enhance their child's education.  Through having these resources available to our community in a manner that feels accessible we will be better equipped to meet the needs of our learners.	3	3	3	4	3	3	3	4	3	3	3	3	Met		13JUN2023	2023
21653420000000	Laguna Joint Elementary	3	We are a one-room schoolhouse and as such maintain a very close connection with our family community.  This begins each day with drop off and ends with pick up.  Families are encouraged to engage with the Teacher/Principal and classroom staff.  It is very welcoming environment.	We will continue to work on emphasizing the importance of attending school each day and creating an engaging and happy learning environment.	"The majority of our families at Laguna Joint are ""underrepresented.  Everything we do is to ensure that they feel included and have a voice in the education of their children."	We provide a multiage classroom environment utilizing best practice instruction to ensure that we meet the learning needs of all of our students.	As indicated above, we are working with our parents and families to underscore the importance of attending school each day to maintain a constant learning trajectory.	We will continue to provide our highly individualized approach to parent and family engagement that is unique to a one-room schoolhouse environment.  We are able to engage with our families daily.	Laguna Joint meets regularly with parents and encourages input in a number of areas.	We are a one-room schoolhouse that provides an open and welcoming environment for parents and families.  We will continue to encourage engagement and parent education around educational strategies and learning.	We will continue to provide our highly individualized approach to parent and family engagement that is unique to a one-room schoolhouse environment.  We are able to engage with our families daily.	5	5	4	5	5	4	5	4	5	5	5	5	Met		06JUN2023	2023
21653590000000	Lagunitas Elementary	3	Lagunitas continues its strong history of school and family engagement. Parents have many opportunities to express themselves and are active partners in important decisions. Our Board meetings are welcoming and highly interactive. We hold forums to hear from families and community members when faced with important decisions impacting our school district. We also engage with parents through several committees, including facilities, wellness, and parent groups. This past year we formed a transition team of parent representatives to help design an elementary program that is based on the pillars of our previous two programs. This team's collaboration is ongoing as we continue to evolve and create a new school program that reflects the desires of our current community. We are moving our email communication system into the ParentSquare app at parent request to better align to the digital age and mobile devices.	Our focus areas are the continued creation of our new elementary program and work on our overall district vision and mission. This includes our signage, logo, and statements of identity.	Lagunitas will increase our efforts in reaching out to our Spanish speaking families with translation, cultural awareness and inclusion, and new opportunities for effective participation. We will continue our contractual services with a family liaison from the local San Geronimo Valley Community Center. We also are enhancing our elementary Spanish program with students and connecting with families through our Spanish specialist teacher. Our new ParentSquare communication system will also improve written notification with automatic translation to many languages.	The Lagunitas School District partners with the San Geronimo Valley Community Center and now identifies as a Community School because of this strong partnership. Our school and the community center work together to provide extended day care for our TK students, aftercare for all our students, classes, assemblies, afterschool sports, work internships, and a daily on-site wellness center. Within our school, we have monthly team experiences connecting our students TK through 7th grade in activity and social emotional learning groups with 7th grade leaders. Our 8th grade students engage with our local community during yearlong 'change projects' to learn advocacy and service skills. We recently celebrated the opening of our skatepark on campus. This incredible accomplishment began as a change project several years ago and involved decision-making and agreements with our School Board and the Marin County Parks and Recreation. Through our elective program, our 8th graders can become members of a leadership group. This year, our students are studying journalism after producing a successful literature magazine last spring. We are excited by our new makerspace that is the result of community donations and support. This space is for TK through 8th and will expand into a more extensive joint-use STEAM room built by the community center.	We are focused on increasing our use of local produce and organic foods for our daily breakfast and lunch program. Our elementary students participate in a weekly garden program where they learn about plants and harvest fruits and vegetables. Our garden coordinator recently applied for and received a grant to work with our middle school science teacher to create a hydroponics lab to teach students to grow lettuce. We hope to supply our food service with the lettuce grown. We are also continuing the renovation of our sports field to support our physical education, after school, and community sports programs. Plans are also underway with the community center for improvements to our joint-use gym. Our project-based learning training, along with our early literacy training, will serve students well in empowering active learning and preparing students for successful reading development.	Lagunitas will improve engagement of underrepresented families to improve student outcomes by determining best translation practices for in-person large group meetings, increase training for staff on supporting English learners and students with disabilities. We recently purchased new curriculum to support language acquisition. Our parent-led fundraising group, LEAP, raises funds so that all students can attend high-quality field trips, including experiences centered on diversity and equity, such as our Civil Rights Activism and Equity trip to Alabama and local trips to learn more about the native Coast Miwok. Improving our food service program will also have a positive impact on underrepresented families and students.	Our district has a rich history of shared decision-making. Our Board meetings are egalitarian rather than authoritative. We do not stand on ceremony but rather encourage active input during meetings and forums. We keep families informed weekly and through in-depth newsletters so their involvement will be meaningful and knowledge-based. We conduct surveys when considering change and provide a variety of methods to give input.	A focus area for improving input for decision-making is to craft better surveys. Better surveys will be able to provide easier access to all, including those without computer access and those not inspired to complete surveys. Better surveys will ask questions and provide opportunities that will be valuable for informed decision-making. We will also expand the role of the high-functioning transition team as they are excellent representatives of various parent demographics. We will also more routinely engage a group of middle school students to provide input from their important perspectives.	We will improve engagement of underrepresented families by asking directly the best way for us to be inclusive during input opportunities. We will develop small group partnerships with school staff and invite groups personally. We will provide childcare as much as we can and incentives to help make involvement more comfortable and compelling.	5	5	5	5	5	4	5	5	5	4	4	4	Met		22JUN2023	2023
21653670000000	Larkspur-Corte Madera	3	Each school site organizes many community building events such as Back to School Night, Open House, PE and Art Night, and family socials. Additionally, there are many opportunities for parents to actively participate in committees such as the School Safety Task Force, LCAP Committee, DELAC, Fiscal Advisory Committee, and Health and Wellness Committee.	There are always opportunities to improve our communication tools and routines. This year we are implementing Parent Square which the high school is also using. This will allow for a communication hub for parents with children in both districts. Additionally, the district will continue to work with families to identify what they need and then revising district structures.	This year LCMSD is focused on more effective communication with families whose primary language is not English through the implementation of ParentSquare for district-wide, school-wide and classroom-wide communication. Administrators and teachers are being trained in using ParentSquare to provide communication that is automatically translated into a parent’s preferred language.   The District DELAC team and site English Learner Community Connection (ELCC) meetings have focused on welcoming and engaging all families. LCMSD has provided interpretation services at Back to School Night, Board meetings, ELCC meetings, parent conferences, Superintendent Coffee Chats and IEP meetings. ELCC meetings focus on two-way communication with families to improve our systems and procedures.	All elementary students have conferences with translation services provided. Middle school students have conferences as needed with translation services provided. Student data are regularly monitored through district benchmark assessments to identify learning gaps, provide intervention, measure ongoing progress, all while communicating with parents. Parents can participate in student study teams.	LCMSD is providing a number of parent workshops and coffee chats to share strategies that are used in classrooms and can be applied to the home setting to strengthen literacy development and mathematical understanding. Additionally, the district will host STEM nights for parents and students to engage in STEM lab activities and explain what students are working on in alignment with NGSS. Standards-based grading and learning are a focus at the middle school where parents will engage in workshops to understand grading practices and monitor student proficiency through Empower, our LMS.	District English Learner Advisory Committee (DELAC) and English Learning Community Connection (ELCC) meetings will focus on gathering parent input and feedback regarding school climate and culture, academic programs, and communication. Regular meetings will be scheduled to establish trust, build community and elicit feedback.	LCMSD has a very active PTA, PTO, foundation, parent education committee, and representation on school site council. Parents participate in the district committees, including the LCAP Advisory Committee, Health and Wellness Committee, Fiscal Advisory Committee, and District English Learner Advisory Committee. The LCAP plan is reviewed and discussed with all of these teams.	The focus of LCMSD is on providing timely and effective communication to families and the larger community. This communication includes information about district initiatives, programs, and priorities, as well as ways for parents to provide input.	LCMSD will improve engagement of families through the use of regular feedback sessions, such as Superintendent Coffee Chats. These chats will focus on curriculum, budget, school safety, assessments, and district priorities. Interpretation services will be included at each event.  Also, ParentSquare data will be monitored to identify families who are not receiving school and district communication.	4	4	3	5	3	3	4	3	4	4	4	4	Met		08JUN2023	2023
21653910000000	Mill Valley Elementary	3	Our current strengths and progress toward building relationships between school staff include ensuring regular two-way communication and proactively communicating from district to home, school to home, and classroom to home by sharing information regularly and transparently. This was implemented in full by weekly communications from the district and site leaders. A weekly communication to staff included information that would subsequently be shared with families so that everyone has access to the same information. Additionally, we ensured all families were aware of and students engaged in school activities, programs, and support services through ongoing meetings and committees. We provided multiple opportunities for parents and guardians to participate in committees, meetings, and training around Equity, Inclusion, and Diversity. Our parent organizations have worked to support new events that celebrate diversity and bring awareness and education to our community.	Our focus areas for improvement in building relationships between school staff and families are to ensure regular two-way communication and proactively communicate (District to Home, School to Home, & Classroom to Home) by sharing information regularly and transparently and to ensure all families are aware of and students are engaged in school activities, programs, and support services.  With communication from district, site, and classrooms weekly, along with weekly communication from partner organizations, we also need to evaluate the necessity of each communication, and we hope to look for ways to combine and streamline. Additionally, we seek ways to get authentic engagement of all families in two-way communication about issues of importance. We are implementing district and community drop-in meetings, town halls, and virtual thought exchanges.	To improve engagement of underrepresented families, we are adding new methods of gathering feedback, analyzing feedback, and supporting transparent communication between the district and families. We are also working to provide multiple opportunities for parents and guardians to participate in committees, meetings, and training around Equity, Inclusion, and Diversity. Moving forward we will examine how to provide parents who do not speak English ways to reach bilingual personnel.	Our current strengths and progress in building partnerships for student outcomes include a broad knowledge base around diversity and equity in our schools, which we have achieved through several years of offering different professional development and knowledge-building opportunities to staff and the community. We also have a partnership with Critical Friends to support a district-wide equity committee to focus on next steps and systemic change, which is also furthered through a district-wide parent equity community.	Our focus area for improvement in building partnerships for student outcomes is to include data in work at school sites and across the district, including sharing data with our community partners whenever possible.   We also hope to look at the content and sequences of progress reporting so that the information shared with parents about student progress is both formative and summative in nature, and so that it covers all content areas as well as social-emotional learning.	We will improve engagement of underrepresented families by continuing to use easy-to-access platforms such as ParentSquare for classroom, school, and district messaging, so that information is available in a single, consistent place, and where language preference and automatic translation options are available for families. The DELAC meetings have also focused on welcoming and connecting all families and offering a time for families of underrepresented students to share their perspectives and feedback. It Takes A Village, our special education parent organization, is working to include more families and advocate for typically underrepresented student groups in the realm of special education. In addition, we are trying new methods of gathering feedback, analyzing feedback, and supporting transparent communication between the district and families.	Our current strengths and progress in seeking input for decision-making at the district and site level include through a variety of in-person/Zoom meetings and written feedback. Some of the in-person meetings include Parent/Staff Equity Committee meetings, LCAP Parent Advisory Committee meetings, District English Language Advisory Committee meetings, PTA/PTA Council meetings, Safety Committee meetings, Site Council meetings at each school, Community Financial Advisory Committee meetings, and It Takes A Village meetings. We sought staff input through LCAP Staff Advisory Committee meetings, staff meetings with principals, Math Committee, and collected input regarding professional development, curriculum, and DEI work.	Our focus areas for improvement include continuing to work to include underrepresented families when gathering data, both by collecting data in multiple ways and by engaging families in connecting to school and district work. We are also working on additional methods for authentic engagement and input-gathering from staff, as well as transparently sharing information gathered with staff and the broader community. Strategies are outlined in Priority 3.	We will improve engagement of underrepresented families by reaching out directly to families of underrepresented students for meetings, parent-teacher conferences, and events, as well as by improving access to translation services and offering support when families are encountering barriers to participation. In addition, we will continue to use methods of gathering information that offer flexible participation and accommodate different participation challenges.	3	4	3	4	3	4	3	3	4	4	3	4	Met		23JUN2023	2023
21654090000000	Nicasio	3	Based on results of the self-reflection tool, we are in the full implementation phase of building relationships between school staff and families. This includes developing the capacity of staff to building trusting relationships with families, creating a warm environment for all families in the community, supporting staff to learn about each family’s strengths, cultures, languages and goals for their children, and engaging in 2-way communication between families and educators using language that is understandable and accessible to families.  Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2023), current strengths and progress in building relationships between school staff and families are demonstrated by the following responses: - Teachers communicate with parents about what students are expected to learn (94% agree) - Parents feel welcome to participate at school (100% agree) - School staff treats parents with respect (100% agree) - School staff take parent concerns seriously (100% agree) - School staff is helpful to parents (100% agree)	Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2023), Nicasio School will continue to focus on building relationships between school staff and families by focusing on the following responses: - effectively communicating well between report cards (88% agree) - effectively sharing information about how to help child with homework (83% agree) - effectively providing information about the parent club and school foundation (72% agree)	Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2023), Nicasio school will improve engagement of underrepresented families in the following ways: - continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and during school events	Based on results of the self-reflection tool, we are in the full implementation phase of building partnerships for student outcomes. This includes providing professional learning and support to staff to improve a school's capacity to partner with families, providing families with information and resources to support student learning and development at home, implementing policies or programs to teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, and supporting families to understand and exercise their legal rights and advocate for their students and all students.	Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2023), Nicasio School will continue to focus on building partnerships for student outcomes by focusing on the following responses: - Nicasio School encourages me to be an active partner with the school in educating my child (100% agree) - Teachers communicate with parents about what students are expected to learn (94% agree) - Nicasio School staff shares information about how to help your child with homework (83% agree) - I have attended a Nicasio District PTA or school foundation meeting (39% agree)	Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2023), Nicasio school will improve engagement of underrepresented families in the following ways: - continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and events that encourage and strengthen building partnerships for student outcomes, including information to support student learning at home, meetings to discuss student progress, and information related to legal rights and advocating for students.	Based on results of the self-reflection tool, we are in the full implementation phase of seeking input for decision-making. This includes supporting staff to effectively engage families in advisory groups, building to capacity of family members to effectively engage in advisory groups, providing all families with opportunities to provide input on policies and programs (with strategies to reach and seek input from underrepresented groups), and provide opportunities to have families and staff work together to plan, implement and evaluate family engagement activities at school.	Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2023), Nicasio School will continue to focus on building partnerships for student outcomes by focusing on the following responses: - Nicasio School allows parent input and welcomes parent contributions (100% agree) - Nicasio School actively seeks input of parents before making important decisions (100% agree)	Based on the analysis of educational partner input and local data (Annual Parent Survey, February 2023), Nicasio school will improve engagement of underrepresented families in the following ways: - continue to utilize our Spanish-speaking family liaison for outreach and translation services for all communications and events that build the capacity of and support family members of underrepresented families to effectively engage in advisory groups, provide input on policies and programs, and collaborate to design, implement and evaluate family engagement activities at school.	4	4	4	4	4	4	5	4	4	4	4	4	Met		15JUN2023	2023
21654170000000	Novato Unified	3	NUSD recognizes that family engagement in school is an important component of student success. Data helps to recognize growth, respond to problems and make plans of actions. NUSD solicits parents, students and staff to complete the stakeholder Youth Truth survey annually. The survey is given in either English or Spanish and has a high response rate. Survey results provide NUSD with solid and sustained data to help provide personnel with insight regarding appropriate professional learning to staff to increase engagement with families. NUSD administers the California Healthy Kids Survey to students every other year that provides insight to experiences of 5th, 7th, 9th and 11th grade students. NUSD also works with local community colleges and non-profit organizations to support student outcomes. Both district and school sites offer events help parents/families support student learning outside of the school day. NUSD distributes mandated information regarding student rights under the law in a variety of ways. Interpreters are present at meetings/events, and documentation is translated into Spanish. Furthermore, interpretation services by phone for languages other than Spanish is available for school sites to communicate with students/families.	NUSD will continue to provide professional development for administrators, certificated and classified personnel to strengthen effective school-to-home communication with diverse students and families. Both district and school sites will offer events with staff in attendance to help parents/families support student learning outside of the school day. School administrators will frequently host informal parent-principal gatherings to build a sense of community.	NUSD district administrators will continue to seek engagement of underrepresented students and their families to provide input on policies, programs, and financial decision making. Information regarding the purpose of committees, required expectations and updates are available on the NUSD website, on campuses and the district central office. NUSD has a large Spanish-only speaking community. To reduce barriers to participate in advisory groups, interpretation is available during meetings and documentation of group activities are translated. School community liaisons will work with staff, students and families to build trust and help navigate unexpected challenges.	Based on the analysis of educational partner input and local data, NUSD has significant strengths in building partnerships for positive student outcomes. NUSD has established district and school committees that provide comprehensive input to inform the identification of needs and implementation of programs to support student learning.   District Committees  1. Parent Advisory Committee (PAC)   2. District English Language Advisory Committee (DELAC) 3. District Special Education Advisory Committee (DSEAC)  4. Budget Advisory Committee  5. Career Technical Education (CTE) Advisory    School Committees 1. School Site Council (SSC)  2. English Language Advisory Committee (ELAC)	NUSD acknowledges the need to strengthen collaborating with educational partners through an equity lens that analyzes the impact of the program design and implementation on under-served groups, and to create initiatives that benefit the social, linguistic and academic achievement of students.	NUSD will seek intentional partnerships with parents/guardians of the district’s highest-need students that focuses on engagement activities that are related to student outcomes.	NUSD solicits parents, students and staff to complete the stakeholder Youth Truth survey annually. The survey is given in either English or Spanish and has a high response rate. NUSD district administrators invite students and their family members to join district-wide stakeholder committees to gather input from underrepresented students and their families regarding policies, programs, and financial decision.  Information regarding the purpose of committees, required expectations and updates are available on the NUSD website, on campuses and the district central office. NUSD has a large Spanish-only speaking community. To reduce barriers to participate in advisory groups, interpretation is available during meetings and documentation of group activities are translated.	When seeking input for decision-making, NUSD recognizes the need to increase engaging students and their families to share their experiences, desires and preferences.	NUSD will strive to fortify relationships with underrepresented families by 1. Recognizing features of effective and non-effective communication with families.  2. Implementing communication that informs, reassures, and engages families. 3. Sharing accurate information and expectations to build trust. 4. Engaging in conversations that focus on making decisions that specifically affects underrepresented families.	4	4	4	5	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
21654176113229	Novato Charter	3	Each K-8 teacher sends out a weekly email to inform parents of class happenings including a summary of what students will be learning in the coming week. These letters include updates from specialty teachers (art, handwork, math, movement, music, and Spanish), along with information on parent education topics and upcoming school events. The office sends out a monthly online newsletter to all families, which contains articles on school events and parent education topics. This newsletter frequently addresses topics relating to the eight state priorities. Each teacher hosts three parent evenings for the parents in their class each school year. Our annual Back to School Night in September helps parents connect with the teachers, curriculum, parent committees, and volunteer opportunities. We hold a number of community events throughout the year, including school festivals, and parent education events. Teachers schedule an annual conference in the fall with every parent to discuss their child’s progress and also offer an optional follow-up conference in the spring. All of these methods of communication help to engage underrepresented families. We provide Spanish translations of important school documents.  During the 2022-23 school year, we fully opened the campus and resumed all community building events in person. Community building events included festivals, field trips, and in-person parent meetings. Our parent-run Community Round Table met three times to discuss topics such as volunteerism, fund raising, and school festivals. The Community Round Table formed in 2019 to open communication channels within all branches of the school. Parent volunteers, representatives from volunteer committees, administrative and teacher representatives attend these meetings to provide an opportunity for collective collaboration on school-wide events and to allow parents across the grades time and space for community gratitude and inquiry.    During the 2022-23 school year, we used the California School Parent Survey for the second time. 92% of parents “agreed” or “strongly agreed” on questions related to the promotion of parental involvement at the school. 91% of parents “agreed” or “strongly agreed” that the school actively seeks the input of parents. 94% of parents “agreed” or “strongly agreed” that the school promotes respect of cultural beliefs and practices.	Our focus area for improving relationships between school staff and families is to streamline and focus school communications to make them more user-friendly and better meet parent needs. This year, as part of this effort, we switched our primary online communication platform from MailChimp, to ParentSquare.	We plan to improve engagement of underrepresented families in relation to building relationships between school staff and families through continuing to host in person community building events including festivals, field trips, in-person parent meetings and the Community Round Table.	Novato Charter School teachers hold a parent-teacher conference for every student in the fall and offer an optional follow-up conference in the spring. Teachers send out weekly emails to parents and hold three parent meetings each school year to inform parents of happenings in the classroom and to provide resources to support learning at home. We also host one or more parent education events each year.   During the 2022-23 school year, NCS faculty, staff and board of directors participated in learning modules with Epoch Education founded by Dr. Nancy Dome, author of “Let’s Talk About Race; and Other Hard Things.”	One way in which we will improve in building partnerships for student outcomes is through continuing to fully resume community building events including festivals, field trips, in-person parent meetings and the Community Round Table.	One way in which we will improve engagement of underrepresented families is through continuing social and emotional learning (SEL) work internally as well as with community partners.	During the 2022-23 school year, we hosted a variety of community meetings, including a series of Community Chats held on Friday mornings, and evening meetings, such as Back to School Night and the Community Round Table, which meets three times each school year. The goal of the Community Round Table is to provide an opportunity for collective collaboration on school-wide events and to allow parents across the grades time and space for community gratitude and inquiry. Our Community Chats covered topics such as communication strategies, strategic planning, special education resources, and the Public Waldorf Curriculum used by Novato Charter School. Additionally, we hosted an all school Parent Education evening, and three Class Parent Meetings for each grade.   We also seek parent input from parent volunteers who participate on school committees, such as the facilities committee and the festival committee.  We administer one parent survey each school year and supplement it with occasional short surveys on topics in which the school seeks input from parents.	Our focus area for improvement is to increase parental involvement in school committees and in the Community Round Table.	One way in which we will improve engagement of underrepresented families in relation to seeking input for decision-making is through continuing to offer community meetings in the evening so as to meet the needs of working families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		07JUN2023	2023
21654250000000	Reed Union Elementary	3	Based on both qualitative and quantitative data, Reed Union has incredible partnerships between staff and families. There is evidence of multiple formats for ongoing connections including in person and digital opportunities.	Based on qualitative and quantative data gathered through our YouthTruth survey, Reed Union will continue a focus on how to communicate student progress to parents on an ongoing basis. Our YouthTruth data demonstrates a need to further explain student progress especially within the context of standards based report cards.	Reed Union recently added a counseling / social work position. This employee has been tasked with the intentionality of improvement engagement of underrepresented families. She will form relationships with each family in order to better understand any barriers or obstacles, and then work and an individual level or system level in order to create systems that address these topics. She will also discuss the patterns she sees with other staff members in order to participate in a self-reflection process that leads us toward continual improvement.	Based on our analysis of input from a variety of educational partners and our local data, we have a range of strengths in the area of partnerships for student outcomes. We utilize committees, survey information, task forces, small group input, and individual information. One of our proud examples was the formation of a Math Task Force. This provided an opportunity to gather a wide range of stakeholders in order to look at the strengths of our current math program. We gathered the input from many different perspectives and used these perspectives to influence a Math Task Force Action Plan. Our data showed an improvement in overall math achievement and SED math achievement.	Based on the input from a wide variety of educational partners and local data, we identified areas of improvement in the areas of math, English Language Arts, and (even though it's not required) World Language at an elementary level. We hired a math TOSA to focus our improvement efforts in math and we hired a counselor who has an intentional focus on our SED students along with the counseling needs at 2 of our elementary schools.	Based on the input from a variety of educational partners and our local data, Reed Union will continue to work to improve the engagement of underrepresented families. These efforts will build partnerships that will impact student outcomes. Our site administrators are working with the staff on addressing the needs of our underrepresented families on an individual basis. In addition, our new counselor and social worker will work to further connect with families in order to increase the engagement.	Reed Union's educational partner input and local data guides us to the conclusion that we have a wide variety of opportunities in which we seek input to impact decision-making. These input takes place at a variety of levels and in a variety of formats. Both in-person and digital solutions are used to gather input. Parents and other educational partners are incorporated into a variety of committees like our Equity & Inclusion group, or Math Task Force, etc. Surveys are also another example of a way we seek input in decision making.	For this school year, we are utilizing our partner input and local data to focus on gathering input in the area of World Language. RUSD is going to take a deep dive into our World Language program and look for ways to hear from the community and other educational partners to strengthen this program and provide for a well-rounded opportunity for our students.	Reed Union is taking an intentional focus on seeking input from underrepresented families. Not only will survey information be provided in multiple languages, but staff members, especially our counselor/social worker, will ask for specific feedback from underrepresented families while supporting these families in other formats.	5	5	4	4	5	4	5	5	5	5	5	4	Met		13JUN2023	2023
21654330000000	Ross Elementary	3	"Survey data shows that parents are pleased with the school's academic achievements, but recognize the need for partnership between school and home in regard to discipline. Ross school holds ""coffee"" talks in the morning and records them to send to families who can't attend the meeting due to work. The talks are designed to build partnerships between school and home by being transparent about what our policies, implementations, and partnerships look like.  Ross School surveys the community twice a year to solicit feedback for the LCAP and general school improvement. The results of these surveys are shared at an evening parent meeting in early May.  Back-to-school night is held in September, Guardian/Teacher Conferences are held each October for grades K-8, Open House is in April, and monthly board meetings are held to build relationships with the community."	"Community members have requested through LCAP surveys that we hold more parent talks and that they have input on the topics that are presented at these ""coffee talks."" Ross School is gathering feedback from the community on what topics are of interest to parents. When the coffee is held during school hours, we also hold an event at night to accommodate our working parents, based on LCAP input.  Ross School teachers and principals hold grade-level meetings with parents/guardians to discuss topics that are relevant per grade level.  Ross School also shares all individual student data from state test scores, including CAASSP, NWEA (MAP) test scores, and Youth Truth data with our parent/guardian community and holds 1-1 meetings with any family who requests a deeper understanding of the results or the creation of an individual action plan."	Ross School works to gain feedback from underrepresented groups through our Site Council which has parents who represent underrepresented groups on that committee.  We have also added extra opportunities for families to attend meetings by holding the meetings in the morning and evening for working parents.  Ross School and Ross PTO partnered to create several committees to include all families, including a Diversity, Equity, Inclusion, and Belonging committee, a Green School committee, and a committee to welcome new families to the district (buddy families).	The Youth Truth Survey held in October 2022 gathered feedback from students in grades 3rd-8th in the areas of instructional methods, engagement, culture, bullying, relationships, academic challenges, mental health, and motivation. This feedback was used to create impact cycles among the faculty and staff to address the critical feedback that was received from students.  Student growth and achievement data are gathered three times a year (Aug., Jan., May) through NWEA (MAP) testing. This data is shared with parents and used by the intervention team to see who needs interventions to achieve the expected growth for each student. Students may receive intervention without a 504 or IEP. Ross School's learning center services students who need long-term intervention as well as short-term. Finally, grades 6-8 have a 40-minute period each day to receive re-teaching as needed from all teachers as well as tutoring help as needed.	The Youth Truth Survey was done in October to gather feedback from current students in grades 3rd-8th in the areas of instructional methods, engagement, culture, bullying, relationships, academic challenge mental health, and motivation. This feedback was used to create impact cycles among the faculty and staff to address the critical feedback that was received.  Belonging came up as a need among the students and teachers are receiving training on how to hold community circles to help create that sense of belonging in homerooms. Additionally student behavior was highlight among students as an area that needs improvement. Faculty are being trained on Toolkit to support positive student behavior. Academically, students told us through Youth Truth, that they don't find the tasks and learning assigned is not relevant to their lives outside of school. In response, Ross School is being trained in problem and project-based learning as a way to increase student engagement and relevance for students.	The Site Council acts as our Parent Advisory Group. The Ross School District conducts routine committees, parents, and faculty meetings to garner input and feedback on our current progress, identify potential problems of practice, and determine the next steps.  As the District collects this information, the administration works to codify the information into an action plan for the following school year. In addition to that data, the district has also conducted two parent/community surveys one at the beginning of the year to gather feedback on the opening of the school year from the perspective of special education parents, ELL parents, and general education parents.	The district conducted two parent/community surveys one at the beginning of the year to gather feedback on the opening of the school year from the perspective of special education parents, ELL parents, and general education parents. A more extensive survey is sent to parents and the community in April asking parents of special education students, ELL parents, and general education parents for specific feedback on the educational experience, quality of education, quality of facility, quality of relationships, quality of SEL, quality of communication, quality of leadership and overall satisfaction with the school district. In addition, parents were asked what they believe is working in the district, and what needs improvement. The district PTO, Foundation, Financial Advisory Committee (FAC), Site Council, and Principals' Council are all organizations that review and provide input on the LCAP and the eight state priorities. The district provides an interpreter as needed.	All three of our educational partner groups (students, teachers, community) are interested in deeper engagement in curriculum and instruction. Especially around relevant work. Our students and parents report that they do not see how what they are learning in school helps them in their everyday lives.  Students in grades  3rd-6th report feeling connected to their teacher and they know that their teacher cares for them and wants them to do their best.  However, they don't see how the content being taught helps them in life. Grades 7 and 8 report that they don't feel connected to their teachers or the content they are learning. They do, however, report that they put in their best effort most of the time. Survey data is used to inform instruction, intervention, and programs at Ross School to promote student safety, belonging, achievement, and growth.	The LEA will continue to reach out through surveys and parent education events and will begin the implementation of surveys being provided in multiple languages.	5	5	4	4	4	4	5	5	5	4	5	3	Met		14JUN2023	2023
21654580000000	San Rafael City Elementary	3	The Youth Truth Survey “ Family Survey” results captured perceptions about school community engagement specifically in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. The “Staff Survey” captured perceptions about school community engagement specifically in terms of Culture, Engagement, Relationships, and Professional Development, and Support, and School Safety. This collection tool was implemented district-wide in February 2023 and generated reports were made available on August 9, 2023. The Youth Truth data reports represent feedback from 1286 elementary family members (based on the enrollment data a response rate of 55%), 351 middle school family members (based on enrollment data a response rate of  29%).These responses inform the district’s strategic actions to improve engagement and support. The “Staff Survey” represents feedback from 241 elementary staff members which is a 93% response rate, 62 middle school staff members which is a 74% response rate. This feedback was used to enhance the understanding and analysis of community engagement. San Rafael City Elementary schools provide a welcoming environment with staff that values their parent community with emphasis on building trusting and respectful relationships. school. San Rafael City Elementary has Community Liaisons at every site who welcome new families to the school and encourage families to become engaged. Community Liaisons and Family Center staff are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. In addition, there has been an increase of FTE for school counselors in the Elementary District. SRCS has also increased the School Psychologist FTE in the Elementary District to address the increase in social-emotional/behavioral concerns and counseling support, as well as the increase in referrals for special education. Additionally, San Rafael City Elementary implemented a Wellness Center at one of our middle schools throughout the 2022-23 school year, which provided much-needed mental health and social-emotional support for our middle schoolers. This will likely have an impact on suspension and expulsion data.	SRCS will continue the work with our Wellness Centers and restorative practices to reduce the number of students who are suspended and/or expelled. Our middle schools are also engaging in professional development and family education around some key behaviors that are contributing to higher than normal suspension rates. SRCS has hired a Dean of Students at Venetia Valley K-8 and will provide stipends for the work with ILT and School Climate Committees. In addition, SRCS has refined our COST meeting structure to better coordinate support for students who are struggling with behavior, social emotional health, and/or academics.	The District continues to prioritize diverse and bilingual candidates in the recruiting and hiring process. The District secured a Teacher Residency Grant and has hired a coordinator to oversee the program, beginning with our first 23-24 cohort. The District will also work with Culturally Responsive Leadership to provide anti-racism frameworks and practices, and culturally proficient teaching practices administrators, teachers, and classified staff.	San Rafael City Elementary provides the necessary resources to support student learning and builds a strong partnership between the school staff and their families. All schools will continue to provide more opportunities for parents/guardians to communicate and visit their child’s school, and continue to build partnerships with organizations such Parent Institute for Quality Education, Parent Services Project, Canal Alliance, the Family Literacy Center and others to empower parents and provide leadership and advocacy training. Community resources are utilized for mental health support and youth development, particularly to support the new wellness centers, including work with Huckleberry and Bay Areas Community Resources.	San Rafael City Schools has grown its partnership with after-school providers (the City of San Rafael and YMCA) thanks to the ELOP grant. With ELOP funds we have begun to substantially increase the number of TK-6 unduplicated pupils we serve in summer, intersession and after school programs and we look forward to expanding in middle school.   District communication is more consistent and topic focused. San Rafael City Schools will provide more frequent and simplified District communications, consider District podcast, and increase the use of video messaging. SRCS has redesigned and launched a new District and school website. DELAC meetings have been more widely attended thanks to being remote. Nevertheless, we have identified ways to improve and refine our communication and support to our families in the years to come.	San Rafael City Schools hired a Community Schools Director to support the implementation of the five year California Community Schools Partnership Program. Each participating school will have a site base lead to carry out the grant’s programs and services. In addition, the District will hire a District Community Liaison to support the work of the community schools effort. This grant will support “wraparound” support to families like enhanced social services, expanded learning time, and job placement assistance. The grant will focus on increasing family and community engagement, integrated support services and new or existing partnerships with governmental entities or community-based organizations	San Rafael City Elementary supports families and provides the opportunities to be actively involved in decision making. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families. Family Centers will continue to support families and connect families to resources, and every site will continue to have a Community Liaison. Community Liaisons will continue to support the increase of home visits to families in partnership with teachers as appropriate	SRCS Family Center staff will identify parent needs and provide education and training in key areas of need. A series of digital literacy events for families have been hosted at our IT Tech Center thanks to our partnership with the Parent Services Project. The workshops have primarily focused on supporting families with communication systems like ParentSquare, Canvas and Aeries. Engaging and informative Superintendent Parent Council sessions are planned and held and will continue to outreach, ensuring all of our schools are represented.	San Rafael City Elementary will provide a series of parent leadership classes focused on strengthening family, school and community partnerships, sharing critical information that impacts students and families, and building agency and advocacy to increase parent/family leadership. We'll host a series of trainer of trainer (ToT) professional development workshops for our community liaisons and family engagement support staff to give them the tools and resources to run high-impact family engagement and leadership classes at the site level.	3	3	4	5	3	4	5	3	3	3	3	3	Met		14JUN2023	2023
21654660000000	San Rafael City High	3	The Youth Truth Survey “ Family Survey” results captured perceptions about school community engagement specifically in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. The “Staff Survey” captured perceptions about school community engagement specifically in terms of Culture, Engagement, Relationships, and Professional Development, and Support, and School Safety. This collection tool was implemented district-wide in February 2023 and generated reports were made available on August 9, 2023. The Youth Truth data reports represent feedback from 257 high school family members (based on enrollment data a response rate of 11%). These responses inform the district’s strategic actions to improve engagement and support. The “Staff Survey” represents feedback from 158 high school staff members which is a 77% response rate. This feedback was used to enhance the understanding and analysis of community engagement.   San Rafael City High provides an environment that values supporting students in their progress towards building confidence, personal skills, strong work ethic, and encourages students to pursue their passions as well as provide an education that will prepare students to be successful in college. At the site level families are made to feel welcome through various informational and community-building events including: back-to-school nights, eighth-grade orientation night, college information nights, special parent education nights, concerts, plays, musicals, and other artistic and athletic performances. San Rafael City High has Community Liaisons at every site who welcome new families to the school and encourage families to become engaged. Community Liaisons and Family Center staff are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. In addition, there has been an increase of FTE for school counselors, and SRCS has refined its COST meeting structure to better coordinate support for students who are struggling with behavior, social emotional health, and/or academics.	Community Liaisons and Family Centers are provided professional development and training to ensure our schools are seen as welcoming environments and trusted sources of information. In addition, San Rafael City High has fully staffed Wellness Centers to further support mental health and social emotional development. Through this expanded team, partnerships with Community-Based Organizations, and the California Community Schools Partnership Program, the Wellness team is providing support to students across the three MTSS tiers (Prevention, intervention, and intensive). San Rafael City High will continue the work with our Wellness Centers and restorative practices to reduce the number of students who are suspended and/or expelled.	The District continues to prioritize diverse and bilingual candidates in the recruiting and hiring process. The District worked with Marin Promise Educators Equity to secure a Teacher Residency Grant and has hired a coordinator to oversee the program, beginning with our first 23-24 cohort. The District will also work with Culturally Responsive Leadership to provide anti-racism frameworks and practices, and culturally proficient teaching practices administrators, teachers, and classified staff. SRCS will establish a working group of teachers and students, administrators and parents to develop an equity plan to address bias and racist behaviors.	San Rafael City High provides resources to support student learning and continue to enhance building a strong partnership between the school staff and their families. San Rafael City High provides resources to support student learning and continues to enhance building a strong partnership between the school staff and their families. SRCS values every member of our community and is committed to actively engaging parents, community organizations and the broader community to ensure the success of every student. San Rafael high schools continue to refine communication with parents/guardians and enhance building partnerships with families. The Parent Institute for Quality Education (PIQE) offers educational workshops for first-generation college bound, Spanish-speaking families. San Rafael City High will continue to build partnerships with organizations such Parent Institute for Quality Education, Parent Services Project, Canal Alliance, the Family Literacy Center and others to empower parents and provide leadership and advocacy training. Community resources will be utilized for mental health support and youth development, particularly to support the new wellness centers, including work with Huckleberry, Bay Areas Community Resources, Youth Transforming Justice, Half the Story, and SPAHR to promote our District and schools.	District communication is more consistent and topic focused. SRCS will provide more frequent and simplified District communications, consider District podcast, and increase the use of video messaging. SRCS has redesigned and launched a new District and school website. DELAC meetings have been more widely attended thanks to being remote. Nevertheless, we have identified ways to improve and refine our communication and support to our families in the years to come	San Rafael City Schools hired a Community Schools Director to support the implementation of the five year California Community Schools Partnership Program. Each participating school will have a site base lead to carry out the grant’s programs and services. In addition, the District will hire a District Community Liaison to support the work of the community schools effort. This grant will support “wraparound” support to families like enhanced social services, expanded learning time, and job placement assistance. In addition, the grant will focus on increasing family and community engagement, integrated support services and new or existing partnerships with governmental entities or community-based organizations.	San Rafael City High supports families and provides the opportunities to be actively involved in decision making. Sites are mindful of the multiple avenues needed to seek input and to engage families in the decision making process, and continue to refine how to effectively gain more input from families. Family Centers support families and connect families to resources.	Community Liaisons will continue to support the increase of home visits to families in partnership with teachers as appropriate. Community liaisons, counselors and community partners will meet regularly (Canal Alliance, Bay Area Community Resources, etc.) to coordinate outreach and support, particularly for newcomers. Community Liaisons will continue to support building strong partnerships between the school staff and their families. Family Center staff will identify parent needs and provide education and training in key areas of need. A series of digital literacy events for families have been hosted at our IT Tech Center thanks to our partnership with the Parent Services Project. The workshops have primarily focused on supporting families with communication systems like ParentSquare, Canvas and Aeries. Engaging and informative Superintendent Parent Council sessions are planned and held and will continue to outreach, ensuring all of our schools are represented. San Rafael City High will continue to provide parent training to empower leaders as advocates.	San Rafael City Schools received funds to support the California Community Schools Partnership Program. This program  will focus on increasing family and community engagement, integrated support services and new or existing partnerships with governmental entities or community-based organizations.	3	4	4	4	3	4	5	3	3	3	3	3	Met		14JUN2023	2023
21654740000000	Sausalito Marin City	3	Sausalito Marin City School District and MLK is partnering with community agencies that are colocated on both campuses to provide resources to families in need. Communication is sent out to families in their home language, content can be translated on our webpages. Outreach to all families, and particularly our new families, continues to be an area of focus for us. DELAC, Parent School Alliance, our LCAP Committee, while also finding other ways we seek input, along with surveys and meetings.	Sausalito Marin City School District and MLK are looking to improve relationships by implementing a two-way communication tool and a strong JLAC. DELAC, Parent School Alliance and LCAP group. SMCSD will also continue to build a strong partnership with organization that promote and support parents and students engagement.	Sausalito Marin City School District and MLK commits to represent underrepresented families by adopting new resolutions in which we acknowledge families from different cultures and beliefs. School events will be hosted to promote inclusivity and unity.	We have some incredibly innovative structures in place, our online community school model to connect providers with community members via online referrals, the partnerships we have to deliver expanded learning opportunities during summer, school vacations and before and after school programs are all strengths of our district, and are partnerships around health and well-being. We are currently working with all partners to ensure we are setting academic and social emotional goals that we can progress monitor for student growth.	A focus area un building partnerships for student outcomes is to ensure our students have access to additional opportunities through the partnerships and progress monitor for student growth. Partners should also align with district and school goals and ensure we are setting academic and social emotional goals.	Sausalito Marin City School District and MLK commits to represent underrepresented families by adopting new resolutions in which we acknowledge families from different cultures and beliefs. School events will be hosted to promote inclusivity and unity. All adopted resolutions will be shared with partners,	Our site Principals and Superintendent alongside our Community School Director and Director of Communications have made great strides and demonstrated great leadership in this area, from monthly coffees, to formal town hall meetings as well as shared decision-making structures around issues that affect the whole school community, we have some strengths and have made significant progress in this area. Parent and staff will have ample opportunities to participate in forums, school events and be a part of the decision-making.	A focus area will be parent engagement. We want to increase parent engagement and be able to make them feel part of the decision-making.	We will improve engagement by providing families commutations in their home language and making every effort to provide translation in the families home language during in person meetings. A two-way communications system will help us reach this goal and increase engagement for underrepresented families.	4	4	3	2	4	3	3	3	3	3	3	3	Met		15JUN2023	2023
21654820000000	Tamalpais Union High	3	The Tam District spent the 2022-23 school year engaged in professional learning in Learning Partnerships, which focused on building positive relationships with student and their families in order to improve the student's learning experience and learning outcomes. As a result, we had many staff and families report increased engagement in learning and the school community. This year the District is continuing to focus on Learning Partnerships for our professional learning.	The area of improvement is for each staff member to identify focal students, who they will intentionally get to know and build a relationship with so that all students feel engaged and develop a sense of belonging on campus. This extends to the parents/guardians of our students. Additionally, we building our capacity to co-create support plans with parents/caregivers, students and teachers.	The District has added translation services to our parent meetings, both in person and on zoom. Further, we have done targeted outreach to specific parent/caregivers to participate in various decision making bodies on campus.	The District recently launched the Tam4Ward initiative, which is a multi-tiered system of support model that focuses on developing Learning Partnerships with students through specific teacher actions. Last year, all of our teacher leaders engaged in selecting a focal student with whom they would build a learning partnership. They did student interviews and gather student data to determine the impact of their actions. The progress reported was impressive as teachers reported increased attendance, increased participation in the class and greater connectedness on the part of their focal students.	The District's focal area is to scale the work of the teacher leaders to all teachers in the District. To that end, our teacher leaders and learning leadership teams are developing and implementing site based professional development plans to build the capacity of all staff to engage in learning partnerships.	The area of improvement is for each staff member to identify focal students, who they will intentionally get to know and build a relationship with so that all students feel engaged and develop a sense of belonging on campus. This extends to the parents/guardians of our students. Additionally, we building our capacity to co-create support plans with parents/caregivers, students and teachers.	The District has a Racial Justice Task Force and LCAP committees that provide parents and caregivers the opportunity to set goals and identify action steps for the district to take to improve the learning outcomes and  learning environment for all students. The RJTF is in its 5th year and each year we build on our existing work. The task force includes parents/caregivers, staff, board members, students and community members. The task force has drafted policy for board consideration which was approved by the board, made recommendations on hiring practices that were implemented and made instructional materials recommendations that were also implemented.	We are focusing on getting a greater number of parents involved on these committees as they have a great deal of influence over the district's implementation of polices, practices and programming.	The District has done targeted outreach, provided translation services for meetings, and met with parents/caregivers one-on-one to invite them to participate and to hear their concerns.	3	3	3	3	3	3	3	4	4	4	4	3	Met		27JUN2023	2023
21733610000000	Shoreline Unified	3	Please refer to LCAP Goal 3 for more information about how SUSD engages families and the community.	Building on our Community School Planning process engagement structures, our next step is solidifying those structures and refining them to ensure sustainability.  In addition, refining our digital platforms (our website and corresponding phone application) to facilitate more efficient communication.	Our Community School Director, in partnership with Family Advocates at each school site, continue to refine their processes for making individual and small group contacts on a regular basis with all families, especially families that we find to be underrepresented.	Through our Community School processes, as well as the work of our school site Family Advocates, systems are in place to build school to home to school partnerships with families to support student learning and growth.	Now that we are in the Community School implementation phase, we will focus on expanding these systems and solidifying them to ensure sustainability.	As a small district, personal, individual outreach to families from our Family Advocates remains our most successful strategy.  In addition, our Community Schools planning work has developed systems for collecting feedback from families regarding the best ways to structure our opportunities for engagement to meet the needs of our families.	Through the Community School Planning process, SUSD has developed structures at each school site, as well as at the district level, to engage families, staff, and community partners an in shared planning and decision making.	Our next steps are to solidify these established processes to ensure that they are effective and sustainable.	Through continued outreach from our Family Advocates and through our Community School processes, we will continue to approve our ability to engage families who have previously been underrepresented.	4	4	4	4	4	4	4	4	4	4	3	4	Met		15JUN2023	2023
21750020000000	Ross Valley Elementary	3	The Ross Valley School District welcomes parents/guardians as valued partners in their child’s education. Parents/guardians connect to their child’s school experience through participation in conferences, Back-to-School-Night and Open House, Site Council, and Parent Club meetings as well as a myriad of volunteer opportunities and special social events offered at each site. The District has written a Racial Equity Action Plan in partnership with our Parent/Guardian Equity Task Force in order to ensure that “all students feel a sense of belonging, are respected and celebrated for their individual differences, and are empowered to thrive socially emotionally, and academically.” (from the RVSD Racial Equity Mission Statement) A current goal is to increase participation in our DELAC and ELAC groups. Communication is done through Parent Square so that all parents/guardians receive information in their home language.	The District focus is on ensuring that every student and family experiences a strong sense of belonging within our school sites and district. This means cultivating greater diversity in our parent leadership groups and developing school events and activities that are both culturally representative and responsive. We have implemented history/heritage month recognitions and are broadening celebration days as “mirrors and windows” for our students. We are looking at all of our systems in place through an equity lens and adjusting as needed.	The District continues to work on increasing and improving communication with our families particularly those families who are underrepresented. This is a critical part of our 2023-24 revised Racial Equity Action Plan. We will be holding ELAC meetings at all sites (although it is only required at two of our five sites). Principals have been working on diversifying Site Council and Parent Club leadership and we have plans to train all of our parent leaders on how to take an “equity lens” to community events and classroom activities.	TK through fifth-grade families participate in intake conferences at the start of the year as well as parent-teacher conferences in the late fall. In middle school, staff regularly meets with parents and students to determine support plans for those with social-emotional or academic needs. All school sites offer multiple opportunities for parents to gain a deeper understanding of the curriculum as well as the behavioral and social-emotional supports available both in and out of school. Each site has a weekly newsletter which is sent via Parent Square so that the information is received in the students’ home language. We are continuing to work on finding ways to increase parent engagement from all student groups particularly those that are underrepresented.	Our District focus is on refining and implementing our Multi-tiered System of Supports (MTSS). Within the MTSS, parents/guardians play a critical role in determining needed academic, social-emotional, and/or behavioral supports for students. Site staff partners with parents in understanding student progress towards grade level standards and any social-emotional or behavioral supports needed to ensure success.	We are partnering with two critical parent organizations - our Parent/Guardian Equity Task Force and ELAC/DELAC to ensure that underrepresented students and families experience a sense of belonging within our school and District communities. To that end we have revamped our parent survey to include questions that let us know more about the experiences of our students and families and are using this data to determine next steps. Parent representatives of our Equity Task Force are participants in Parent Club, Site Council, and Superintendent’s Council meetings so that equity is always at the forefront of our work.	2023-24 will mark the third year that the District is using Panorama Education to survey parents, students, and staff. The survey provides us with feedback and information in areas such as School Climate, Equity and Inclusion, and Sense of Belonging. Additionally, we administer the Healthy Kids Survey every other year. Informal parent/guardian input is regularly sought through a variety of formats. The superintendent and district/site administrators hold quarterly coffee chats at all school sites offering parents a chance to seek answers to any questions they have regarding their child’s educational experience. Sites host monthly parent club and school site council meetings.	The District Superintendent’s Council is composed of district staff and parent representatives (Parent Club, Site Council, DELAC, Equity Task Force) from all sites. Superintendent’s Council meetings, which take place quarterly, offer parents/guardians the opportunity to share concerns and participate in developing district priorities. The committee also serves as our LCAP advisory group.  DELAC meetings are held quarterly and we are continuing our efforts to broaden participation. We are also continuing to work towards diversifying parent participation on all site and district committees.	The District will continue to work towards improving engagement of underrepresented families in relation to Seeking Input for Decision-Making through continuing our parent partnerships within the above identified groups. We are planning to hold ELAC meetings at all sites (though based on the numbers of EL students it is only required at two of our sites) and are finding ways to make attendance easier for parents such as offering at different times of the day and offering childcare. Our Parent/Guardian Equity Task Force is also working with site principals towards creating environments that are welcoming and accessible to all families.	4	5	5	4	4	4	4	4	5	4	4	5	Met		14JUN2023	2023
22102230000000	Mariposa County Office of Education	3	Our strengths lie in the fact that we are a small community where people know one another by name and this applies to our families, staff and students as well.  Parents know their students’ school communities very intimately and our schools are a cornerstone of community life in Mariposa	We are focusing on supporting staff to ensure that we have the capacity to provide professional learning and support to teaches in how to best communicate and partner with families as well as how to utilize families strengths to create inclusive and positive environments.	We are working to increase and improve the engagement of underrepresented families through culturally responsive parent education nights that include food and child care to eliminate barriers to participation.	We do have structures in place that allow for parents to meet with their children’s teachers and gain information and insight in to their students’ academic success. Our schedules are created to allow space for parent meetings on a yearly basis as well as allowing weekly space for needs that arise.	We are working on developing a parent education series that would allow for information to be shared such as how to exercise their legal rights and advocate for their own students and all students.	We will increase engagement by an increase in opportunities to participate in parent engagement nights that are on subjects parents are interested in engaging with (as determined by parent survey)	We communicate all engagement opportunities and opportunities for input through our parent communication system that allows for translation as well as text as needed to increase parent access to school information.	We look forward to increased parent education nights that teach parents about the different ways that they can give input and be a part of decision making.	We will improve engagement of underrepresented families in relation to seeking input and decision making by increasing those opportunities as well as creating more opportunities to learn about what these advisory committees do and how they support our students.	2	3	3	4	2	4	4	3	3	3	3	3	Met		22JUN2023	2023
22655320000000	Mariposa County Unified	3	Our strengths lie in the fact that we are a small community where people know one another by name and this applies to our families, staff and students as well.  Parents know their students’ school communities very intimately and our schools are a cornerstone of community life in Mariposa.	We are focusing on supporting staff to ensure that we have the capacity to provide professional learning and support to teaches in how to best communicate and partner with families as well as how to utilize families strengths to create inclusive and positive environments.	We are working to increase and improve the engagement of underrepresented families through culturally responsive parent education nights that include food and child care to eliminate barriers to participation.	We do have structures in place that allow for parents to meet with their children’s teachers and gain information and insight in to their students’ academic success. Our schedules are created to allow space for parent meetings on a yearly basis as well as allowing weekly space for needs that arise.	We are working on developing a parent education series that would allow for information to be shared such as how to exercise their legal rights and advocate for their own students and all students.	We will increase engagement by an increase in opportunities to participate in parent engagement nights that are on subjects parents are interested in engaging with (as determined by parent survey	We communicate all engagement opportunities and opportunities for input through our parent communication system that allows for translation as well as text as needed to increase parent access to school information.	We look forward to increased parent education nights that teach parents about the different ways that they can give input and be a part of decision making.	We will improve engagement of underrepresented families in relation to seeking input and decision making by increasing those opportunities as well as creating more opportunities to learn about what these advisory committees do and how they support our students.	2	3	3	4	2	4	4	3	3	3	3	3	Met		22JUN2023	2023
22655320125823	Sierra Foothill Charter	3	"The small size of our rural school allows staff members to know every student and family. The school staff are able  to flexibly work with families to support needs related to learning and the overall well-being of students. Multiple  modes of communication are used to keep families informed, and many opportunities are available for  parents/guardians to be involved in their children's learning and provide input regarding school plans and decision making. Annual parent/guardian survey results consistently demonstrate strong support for the home to school  relationship.  The following are key survey statements with the percentage of parents/guardians responding ""agree"" or ""strongly  agree"":  There is a welcoming and positive feeling at SFCS. 96%  I am satisfied with the school's leadership. 86%  My child is safe at school. 89%  My child is enthusiastic about school. 71%  I have attended at least one meeting about my child's progress this year. 96%  I am adequately informed of my child's progress. 68%  SFCS has an excellent learning environment. 86%  The SFCS communication tools provide adequate information for families. 91%"	During the time pandemic restrictions were in place, it was more challenging to build relationships as community  building events, campus volunteerism, and in-person meetings were not permitted. For some families, the trimester  report card and the parent-teacher conference was the only way families were informed about individual student  performance. There will be greater focus on regular communication between classroom and home to provide  progress reporting and support for at-home learning.	Re-instituting regular school events and building the volunteer pool has been a goal this past year, and this focus will  continue in the year ahead. The use of Parent Square for targeted communication will be improved. Teachers will  identify ways to communicate student progress to parents/guardians throughout each trimester. Greater feedback  from parents/guardians through formal and informal ways will be sought.	"Overall state testing scores are consistently above state and local districts on state assessments. Regular team  meetings are held with parents/guardians of students needing additional support.  The following are key survey statements with the percentage of parents/guardians responding ""agree"" or ""strongly  agree"": I know what my child's teacher expects of him/her. 71%  My child's teacher helps me to support my child's learning at home. 70%  SFCS meets the academic needs of my child. 80%  SFCS meets the social/emotional needs of my child. 84%  School rules are clearly defined for students and consistently enforced at SFCS. 89%"	Providing resources to families to better support learning at home is a focus area in the year ahead. In addition, staff  will help all families better understand learning expectation for each grade level and student.	Targeted outreach to underrepresented families will include increased meeting opportunities, personal invitations to  school and community events, and providing at home learning supplies and training resources to support student  outcomes.	In addition to the annual survey, parents/guardians have the opportunity to provide input in decision-making through  committee participation, meeting attendance, and volunteerism. Due to the small size of the LEA, it is easier to  include a large percentage of parents/guardians in this process.	Greater direct involvement of parents/guardians and community members in decision-making process is desired.	Targeted outreach to underrepresented families will occur to increase participation on committees and at meetings  where input is sought for decision-making.	4	4	4	4	5	4	4	4	4	4	4	4	Met		27JUN2023	2023
23102310000000	Mendocino County Office of Education	3	Our strengths include regular communication about our school programs and student progress.	We are hoping to have more educational partner participation in school committees and planning meetings.	We will reach out on an individual basis to encourage better relationships between school staff and families.	Our system allows for many points of contact between the schools and families.	We are interested in providing information that would be helpful and relevant to support student learning and development in the home.	We continually seek to improve communication with students and families. Currently we are using a digital communication platform and call, text, or email important information.	Texting survey questions has been effective in gathering input data.	We would like to improve educational partner input on policies and programs and input for decision-making for planning purposes.	We will ask the partners what would work best for them, and continue to offer opportunities for communication on a regular basis.	4	4	4	4	4	4	4	4	3	3	2	3	Met		26JUN2023	2023
23655400000000	Anderson Valley Unified	3	We are developing the capacity of staff to build trusting and respectful relationships with families through Parent Square Communication, Back to School Night, and Conferences. We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by MTSS, and welcoming schools. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.	"The following is the focus area for this category ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children."""	We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning. Translation services will be available.	We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, online resources, Parent Square and weekly updates.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting and ELAC. We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC.	"The following is the focus area for this category ""Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. """	We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs and School Site Council.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, and Board Meetings. We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs and Board Meetings.	"The following is the focus area for this category ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""	We will provide opportunities for parents and families to participate in school functions through volunteer opportunities and extracurricular activities and opportunities for parents on supporting student academic success by creating supportive home environments for student learning.	4	4	4	4	3	4	5	4	4	4	4	4	Met		30JUN2023	2023
23655570000000	Arena Union Elementary	3	The ELD teacher/coordinator has been meeting with EL students on a daily basis, making home visits and supporting classroom teachers, to ensure that students are receiving appropriate services and making progress on their English language acquisition skills. Likewise, the Native American Liaison makes home visits, telephone calls, sends emails and provides enrichment opportunities to students outside of the classroom. Social emotional counseling and services are also in place and provided based on student need.  School counselors and support staff offer emotional support, whole classroom activities and one to one counseling services. The Student Outreach Team continues to keep updated documentation on students at risk, make home visits, provide school devices, and  members also work as child and family advocates to seek out mental, financial and medical support if otherwise needed. Lastly, community service  and medical organizations like, Action Network, EduAct, Mendonoma Health Alliance, and RCMS, among others, all work very in partnership with the school to offer and make available services to any student or family in need.	Regular communications with parents are done through Google Classroom, phone calls, emails texts, monthly newsletters and announcements through Parent Square and One Call Now.	Regular communications with parents and the community, including stakeholder meetings, DELAC and NAEAC meetings, site newsletters in English and Spanish, and surveys. To promote parental/guardianship participation in programs for unduplicated students to and to increase EL parental participation. And finally, to keep below average class size numbers with the support of additional paraprofessionals. Finally, Maintain important community liaison positions and programs, including the Native American Liaison, ELAC/DELAC Coordinator, and Arena Tech Center. These positions were created to meet the specific needs of parents of unduplicated student groups and students with special needs.	Student performance data is presented throughout the school year.  ELCAP,  attendance and academic data at ELAC and NAEAC meetings were shared as appropriate.  Discussions are in Spanish and English at ELAC/DELAC meetings.  LCAP goals are presented for feedback and input at the ELAC/DELAC, NAEAC, Board meetings during public hearing and comment time and AUES School Site Council meetings.  Dates and LCAP discussion on agendas were/are reflected in the notes of the meetings.  Arena Elementary School Site Council met almost monthly in the 2022-23 school year as well as other essential stakeholder meetings which were scheduled either on a monthly or quarterly basis.  The Student Outreach Team continued to meet at least bi-monthly to discuss any at-risk students and to coordinate support for them and their families either through Arena staff directly or the use of an outside agency, particularly Action Network. Additionally, feedback was also received from teachers, AUTO and CSCA bargaining units, SELPA administrators and other school personnel, such as counselors and the behavior support specialist on student needs and progress.	Regular communications with parents and the community, including stakeholder meetings, DELAC and NAEAC meetings, site newsletters in English and Spanish, and surveys. To promote parental/guardianship participation in programs for unduplicated students to and to increase EL parental participation. And finally, to keep below average class size numbers with the support of additional paraprofessionals. Finally, Maintain important community liaison positions and programs, including the Native American Liaison, ELAC/DELAC Coordinator, and Arena Tech Center. These positions were created to meet the specific needs of parents of unduplicated student groups and students with special needs.	Arena Elementary will improve engagement of underrepresented families by  holding Back to School Night, Open House, Family Literacy/Math nights.  We will conduct a School Climate Survey once per year and promote and encourage increased participation in the English Learner Parent Advisory Committee, and the Native American Parent Advisory Committee.  Additionally, we will post monthly school communication on upcoming events, student successes, and other announcements in our newsletter and on Parent Square in English and Spanish.	Arena Elementary sends out regular communications to parents and the community. Stakeholder meetings, DELAC and NAEAC meetings, site newsletters in English and Spanish, and surveys promote parental/guardianship participation in decision-making and input regarding programs for unduplicated students.	Our goals and focus areas are developed in coordination with the District's Strategic Plan in order to: 1) continue to improve communication with stakeholders, including strategies that eliminate language and cultural barriers (e-mail, face-book, phone calls, face to face meetings, community meetings), 2) enhance opportunities for parents, teachers and community to partner in supporting student learning at school and home, 3) partner with educational and business agencies to strengthen college and career opportunities for our students, and 4) hold consistent District English Learner Advisory Committee (DELAC) and Native American Education Advisory Committee (NAEAC) meetings. Specifically designed to meet the needs of parents of unduplicated student groups and students with special needs.	Arena Elementary will improve engagement of underrepresented families by  holding Back to School Night, Open House, Family Literacy/Math nights.  We will conduct a School Climate Survey once per year and promote and encourage increased participation in the English Learner Parent Advisory Committee, and the Native American Parent Advisory Committee.  Additionally, we will post monthly school communication on upcoming events, student successes, and other announcements in our newsletter and on Parent Square in English and Spanish.	5	5	5	5	4	4	5	4	5	5	4	4	Met		21JUN2023	2023
23655576116669	Pacific Community Charter	3	Family investment and engagement is embedded in the school's vision. Regular communication happens at Family Forums, through twice monthly e-newsletters, and via direct communication between families and staff.	Having more staff who can communicate with Spanish-speaking families is an area of improvement.	Continue to offer Spanish language support with current staff who are Spanish-speaking. Aim to recruit more bilingual staff.	This is an identified area of strength. Staff are available to partner with families through meetings, in the classroom, on field studies, in committees and through other channels.	Continue to sustain actions that build partnerships.	Continue to make staff available to all families.	Encourage family participation. Invite families to participate in all levels.	Encourage more families to actively participate.	Continue reaching out to all families and encouraging their participation at events. in meetings, in surveys, and any other way that allows them to constructively express their voice and contribute to the betterment of the school.	5	5	5	3	5	5	5	5	5	5	4	5	Met		29JUN2023	2023
23655650000000	Fort Bragg Unified	3	Our communication tools have increased connection between school staff and families. Our bilingual family liaisons have also greatly helped in building and maintaining relationships between families and staff.	We would like to offer parent education nights with childcare and food to support parent engagement.	The proposed education nights will be held in English and Spanish. We will also provide childcare and food to ensure families can participate with minimal disruption.	FBUSD offers a great deal of support for families to engage in their child's education. Each site has a translator that is available to support meetings. Each site also has a counselor who can support students in their pursuit of academic achievement.	The FBUSD Board of Trustees and administrators will participate in equity leadership training to ensure our programs are supportive of student and family needs given our diverse population.	The equity training mentioned above will focus on underrepresented families and students. Through this work, FBUSD will grow the existing relationships and establish new ones.	Each of our sites has the required advisory groups.	Additional training and development of the advisory groups' leadership capacity are focus areas in the coming school year.	Through our equity work, FBUSD will form a community equity committee. This group will help to develop effective engagement of our underrepresented families.	4	4	3	3	3	4	4	3	3	3	3	3	Met		15JUN2023	2023
23655650123737	Three Rivers Charter	3	Engaging, involving and supporting our families is a strength of our small charter school. The first half of the 2021-22 school year continued to present challenges as our campus was closed to visitors and volunteers due to Covid restrictions. In the Spring of 2022 we were able to hold an in person gatherings and had amazing attendance. We were finally able to hold in person events mixing student groups and inviting families to campus. We held a Spelling Bee, Awards BBQ, Fun Fair with family volunteers and 8th Grade Promotion.  We were very successful in the 2022-23 school year re-engaging families. Survey results, attendance at evening events for families and high level of volunteer engagement in school activities and improvements demonstrated this success.	One area for improvement is to increase the number of families of our English Learner students that attend group meetings and school events.	In the coming year we will implement the Parent Square platform as a means to communicate with families. This tool provides translations to Spanish for all communications for families and we believe this will greatly increase access to information for our EL families.	The partnership between parents, teachers and administration is a focus at our school. Families are central to the success of students at school and we provide opportunities for parents/guardians/caregivers to meet with teachers to discuss student progress regularly with mid-semester progress reports and report cards each semester (Parent Teacher Conferences). Family members are regularly invited to contact teachers and the administrator in our bulletins and communications home. Many of our parents are actively involved in their student’s education, participate in school wide events and keep an open line of communication with the teachers and the administrator. Quarterly Parent Teacher Network (PTN) meetings are another opportunity for engagement.	An area for improvement that we have identified through feedback from educational partners as we emerge from pandemic restrictions is to provide more opportunities for families to engage, participate and get involved.	We plan to do this by welcoming back classroom volunteers in the 22-23 school year, welcoming adult family volunteers to offer after school sessions in their area of expertise and holding academic themed and parent education evening events.	A major strength in this area is the high value that TRCS has for teacher voice and inclusion in decision making. Our teaching staff and administrator meet weekly and teachers provide input and help design and drive school programs, activities and family engagement strategies. The staff as a whole meets regularly to give input and design systems within the school together.	Seeking even more family input, including our Spanish speaking families is an area of focus.	Surveys for families, students and staff are an effective tool we use to gather stakeholder input. An area for improvement that will better engage our underrepresented families is to provide hard copies and Spanish versions of surveys and translated to increase participation and access to providing input for all stakeholders. More frequent surveys will also improve engagement.	5	5	4	4	4	4	5	4	4	4	4	4	Met		20JUN2023	2023
23655730000000	Manchester Union Elementary	3	Current strengths in this area include moving towards a restorative culture based on restorative tools and frameworks in schools. Additionally, MUESD actively seeks parent and family engagement through surveys, school events, and open, consistent communication. Surveys are distributed and LCAP input is actively sought.	Feedback has indicated a need for a better playground for students. Additionally, integrating Spanish into the instructional day is a request families have voiced. We have been responsive to parent feedback by offering an Expanded Learning Opportunities Program before and after school for SY23-24. Additionally, based on feedback, art, culinary art, PhyEd, and STEAM programs have been integrated into the instructional programs for 23-24. Continuing to be responsive to this feedback will continue to build trust and improve relationships with the school and families.	The LEA will improve the engagement of underrepresented families by ensuring communication is provided in the native language of families, integrating native languages into the instructional design and framework, and implementing a restorative culture framework to address power differentials to build an authentically inclusive environment for all.	Current strengths are partnering with collaboratives and community-based organizations to address chronic absenteeism, mental health supports, and restorative culture. Additionally, the ELOP program allows for increased partnership between supplemental supports, families, and teachers for a holistic approach to improving student outcomes. Furthermore, our instructional program is personalized and occurs in small groups with low student-to-teacher ratios for targeted support.	Focus areas for improving building partnerships will be further expanding offerings and interventions during the school day in small groups, personalized instruction modalities; developing a learning/teaching framework that is data-driven and provides targeted collaboration opportunities and capacity building for staff; expanding the supports in the ELOP program, and creating opportunities for more families and organizations to bring their expertise to the learning community.	The LEA will improve the engagement of underrepresented families by ensuring communication is provided in the native language of families, integrating native languages into the instructional design and framework, and implementing a restorative culture framework to address power differentials to build an authentically inclusive environment for all.	Current strengths are working with multiple stakeholders through the following methods: Site Council, School Board, staff committees and teams, family feedback opportunities and surveys, and engaging in restorative protocols to increase student voice.	The focus areas for improvement is to administer a comprehensive survey to all stakeholder groups inclusive of families, students, staff, and community members to inform decision-making. Further, to create feedback loops and data tracking for how the school is being responsive and collaborative with this decision-making process. To intentionally also focus on student feedback and voice on decisions directly impacting their educational experiences.	The survey administration will be made available in native languages and through a variety of modalities as well as intentional opportunities that are aligned with family needs. The LEA will continue to identify any barriers to providing input and explore ways to counter such barriers to ensure equitable access to providing input for all families.	2	2	2	2	1	1	1	1	1	1	1	1	Met		27JUN2023	2023
23655810000000	Mendocino Unified	3	According to our parent engagement survey, MUSD is showing strengths in welcoming families when visiting our schools, recognizing and valuing ethnicity and culture, providing communication in an easy to understand format, and encouraging families to communicate with the school regarding their child's academic or social emotional growth.	According to our parent engagement survey, MUSD will be focusing on providing more opportunities for parents to be involved and to be a part of decision-making in the district.	We continue to maintain a full-time social worker in the District to connect with all families, but with low income and EL families in particular.  We are translating documents into native languages and engaging with families.  Our Family Resource Center (FRC) continues to thrive.   The FRC provides weekly food boxes, laundry services, counseling, shoe vouchers, grocery cash cards, and connections to community resources. The Parentsquare communication platform continues to be used district-wide and communication regarding notices and announcements have improved.  Parentsquare allows staff to more easily personalize communication to specific groups or parents and students.  We will more actively reach out to underrepresented  families to be on district committees and for their participation in surveys and feedback forums.	The hiring of a full-time dedicated EL teacher continues to improve student outcomes as well as communication and engagement. Each school provides timely, easy-to-understand communication in a variety of formats.	We will work to provide more reports of academic and social emotional growth to parents including local test results, classroom assignments, and homework.	Our social worker will double down on efforts to reach out to our underrepresented families to connect them with resources, ensure basic needs are being met and to prevent chronic absenteeism.	Our survey results show that we have improved from year to year in terms of parents feeling that they are an important part of the decision-making process in the district, but there is room for improvement.  In addition, there was improvement in families being involved in school activities as compared to last year.	We will provide more opportunities for families to be involved in decision-making in the district through committees, surveys, and feedback forums.	All families are always invited to participate on school and District committees, however, we need to continue to do a better job of reaching out to personally invite underrepresented families.  Principals, classroom teachers, and our social worker will work to have diverse representation on committees.	5	5	5	4	4	4	4	4	4	3	4	4	Met		13JUN2023	2023
23655990000000	Point Arena Joint Union High	3	Point Arena High School provides monthly and quarterly professional learning community meetings for parents and community members. We have DELAC, NAEAC, Site Council, and WASC organizational plans, wherein, parent and community outreach are the aim. All elements operate within the compliance manifest either within the state guidelines or institutional guidelines agreed upon. For example, Site Council encourages teacher union members, classified union members, parents, students, and community members to attend and join the governance structure outlined in Site Council guidelines. The district SPED Director and the district SPED Coordinator attend the SELPA steering and policy meetings monthly. The SELPA Program Specialist and the SELPA Director meet with site administration twice per month to address any issues that arise. Educational partners' attendance to support English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities at DELAC and NAEAC were pivotal during the LCAP process. Regardless of participation level in the LCAP process, either active or passive, the Point Arena High School parent engagement relative to ParentSquare is 97%, so most families are at least informed educational partners when it comes to the development and implementation of Point Arena High School LCAP goals.	1) Improve communication with educational partners, including strategies that eliminate language and cultural barriers. 2) Enhance opportunities for parents, teachers and the community to partner in supporting student learning at school and home. 3) Partner with educational and business agencies to strengthen college and career opportunities for our students. 4) Hold consistent District English Learner Advisory Committee (DELAC) and Native American Education Advisory Committee (NAEAC) meetings.	Overall calibration and norming of the system through the lenses of the 4-Corollary Questions and the Professional Learning Community strategy has focused not only our communication with our educational partners, but it also has benchmarked our various outreach coordinators in ELAC/DELAC and NAEAC. The professional learning community strategy is the key to disseminating and amplifying our focus. Moreover, Point Arena High School has implemented the Parent and Community Outreach Professional Learning Community. This PLC will focus on Dr. Joyce Epstein's framework for defining six different types of parent involvement. This framework will assist Point Arena High School in developing school and family partnership programs. Epstein's Framework of Six Types of Involvement is as follows: 1. Parenting: Help all families establish home environments to support children as students. *Parent education and other courses or training for parents (e.g., GED, college credit, family literacy). *Family support programs to assist families with health, nutrition, and other services. *Home visits at transition points to elementary, middle, and high school. 2. Communicating: Design effective forms of school-to-home and home-to-school communications about school programs and children's progress. *Conferences with every parent at least once a year. *Language translators to assist families as needed. *Regular schedule of useful notices, memos, phone calls, newsletters, and other communications. 3. Volunteering: Recruit and organize parent help and support. *School/classroom volunteer program to help teachers, administrators, students, and other parents. *Parent room or family center for volunteer work, meetings, and resources for families. *Annual postcard survey to identify all available talents, times, and locations of volunteers. 4. Learning at home: Provide information and ideas to families about how to help students at home with homework and other curriculum-related activities, decisions, and planning. *Information for families on skills required for students in all subjects at each grade. *Information on homework policies and how to monitor and discuss schoolwork at home. 5. Decision-making: Include families as participants in school decisions and develop parent leaders and representatives. *Active PTA/PTO or other parent organizations, advisory councils, or committees (e.g., curriculum, safety) for parent leadership and participation. District-level advisory councils and committees. 6. Collaborating with Community: Coordinate resources and services from the community for families, students, and the school, and provide services to the community. *Provide information for students and families on community health, cultural, recreational, social support, and other programs or services. *Provide information on community activities that link to learning skills and talents, including summer programs for students.	Educational partners' attendance to support English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities at DELAC and NAEAC meetings is increasing. Administration met with DELAC and NAEAC twice 22.23 to support English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities. Administration met with DELAC and NAEAC three times in 23.24 to support English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities.	Increase parent engagement tracking for all listed events, so we can target English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities to improve outreach to each family. Design tactics encouraging enough to garner participation in at least 4 of the listed events: one per quarter. Promote partnerships and amplify messaging regarding outcome targets recursively from event-to-event, so an informed partnership develops. • Athletic Events/Coaching • Boosters Club • Band Concerts/Drama Productions • Native American Advisory (NAEAC) • District English Learner Advisory (DELAC) • Site Council • Volunteer in classroom • Volunteer as dance chaperones • Field Trips	Continue fostering regular communications with parents and the community, including educational partners meetings, DELAC and NAEAC meetings, site newsletters in English and Spanish, surveys and Parent Square. Beyond Parent Square, a yearly survey for parent input has been implemented to determine how parents feel about their students' educations, especially, English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities at Point Arena High School.  Continue maintaining important community liaison positions and programs, including the Native American Liaison, ELAC/DELAC Coordinator, and Point Arena Radio Program to support English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities.	The Student Articulation Professional Learning Community (SAPLC), the Curriculum Adoption and Resource Allocation Professional Learning Community (CARAPLC), and the Parent and Community Outreach Professional Learning Community (PCOPLC) driven by Dufour's Corollary Questions celebrate their second year impacting students achievement. When Point Arena High School asks what must students achieve to be considered proficient, how will we know each student has achieved proficiency, how will we respond when students have not achieved proficiency, and how can we extend and enrich the experience for students who have achieved proficiency; closing both the opportunity gap and the learning gap drives the decision-making.	A common theme stemming, specifically, from the ELAC/DELAC PLC partnership, is the District's commitment to implement high-leverage communication systems that bridge the English-language barrier between 55% of the population and the English-first language reality of the school system. Point Arena provides Spanish-language interpreters in the classrooms, at the front desk, in ELAC/DELAC, and as a consideration attached to ParentSquare. ELAC/DELAC is our most developed professional learning community, aside from NAEAC. Providing Spanish-speaking para educators is a strategy that became a viable solution through the professional learning community process. Developing relationships, developing knowledge, and developing grass-roots leadership has led to positive outcomes for our Hispanic students. The feedback from high-leverage actions at the staff level when it comes to the Spanish-speaking population is positive both quantitatively, e.g., the attendance data, the non-chronic absenteeism data, leading and lagging student engagement data, and educational partner attendance and engagement with the PLC system, and qualitatively, e.g., Healthy Kids Survey implementation scores and New Tech Network student surveys. To reach the level of fidelity realized through the ELAC/DELAC, NAEAC, Site Council, and WASC feedback loops, Point Arena must continue to implement the professional learning community strategy, and, thus, continue norming our entire school culture to ruminate upon the four fundamental questions: 1. What must Point Arena students achieve to be considered proficient, 2. How will we know each Point Arena student has achieved proficiency, 3. How will we respond when Point Arena students have not achieved proficiency, and 4. How can we extend and enrich the experience for Point Arena students who have achieved proficiency?	As leadership develops LCAP goals, the various iterations of the LCAP mechanism will be vetted through each educational partner PLC for feedback and synthesis of this feedback. Monthly, leadership will take its LCAP focus to DELAC, to NAEC, to Site Council, to the Board, and through the various WASC focused PLCs in order to refine the LCAP purpose and implementation. Google Forms will be used to qualify through survey method the educational partners' feedback, so synthesis can be authentic. The lynchpin for informing and, thus, getting the results of educational partner engagement out to the public will be Point Arena High School's mass communication mechanism ParentSquare, which is linked to the Learning Management System Aeries.	4	5	4	4	4	4	4	3	4	4	4	4	Met		21JUN2023	2023
23656070000000	Round Valley Unified	3	One of RVUSD strengths is the RV Elementary school family nights. Four times a year  we have an evening with a different theme and it brings out entire families from different backgrounds to enjoy an evening of food and games. The staff is present and fully engaged with the families and it has provided to help our relationship between staff and families in a big way. We also have special breakfast , quarterly to acknowledge those who are doing well in school and this is another big event that brings staff and families together. Every year we have an indigenous day celebration and a Big Time celebration that celebrate our Native American culture. Both events bring out big crowds. Athletics is another strength in our district	RVUSD continues to have an increase in our Hispanic population so we continue to grow our DLAC and have programs and events that celebrate the Hispanic culture in our community. We have Dia de los muertos day, we have events for Hispanic celebration month and Cinco de Mayo events.	RVUSD is a small district so we believe we are engaging all the families and by continuing to strnthen the programs mentioned above we feel we have done a good job at building good communication and relationships with the community. Our site councils continue to provide the avenue for schools to introduce more events that provide good relationships with our community	RVUSD always is looking at the data and how to use that data to improve outcomes. RVEMS has many interventions for reading and math. They have a very productive SST program that allows them to meet with parents and help them understand where their child is deficient and what is being done to help. The HS is implementing a next step, 4 yr plan where the counselor and staff meet with students and let them know what the plan is for them to graduate , where they currently stand and the interventions offered to help them achieve academically.	ELA, Math are easily the two areas that need improvement. Based on our annual scores on CAASPP we are well below normal locally and state in these two areas. We continue to have small classes at grades K-3 and have daily interventions for reading and math. We continue to maintain a safe climate for learning because without a safe place to come then no learning will happen.	RVUSD will continue to seek input from stakeholders in our school site councils and impact aid committees.	RVUSD has very good participation at Back to school nights where parents fill out surveys on various topics, school site councils are well attended and get great input from their stakeholders on priorities for the school and we have an impact aid committee that meets quarterly that has great input regarding our Native American community.	Continue to strengthen our DLAC and EL groups so they have more input in the direction needed to serve our growing Hispanic community.	Continue to listen to our stakeholders and continue to improve what we are already doing to help our EL population and our Homeless population.	5	5	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
23656072330272	Eel River Charter	3	Results of our local parent questionnaire indicate the following: 100% of parents reported that they feel that the school is following its mission statement. 98% of parents reported that they have adequate communication or access to teachers. 99% of parents reported that they were satisfied with the help they received from teachers and aides. 100% of parents reported that they see improvement in their children’s academic progress since the start of the year, but 96% of parents reported that they are satisfied with their child’s progress.	The Eel River Charter School was started by parents for the community as an alternative choice in public education. Parent-School communication is a primary focus of the school mission statement: Working with families in community through holistic teaching to develop educated, responsible, compassionate people.	ERCS is improving its communication with the Spanish speaking families through translation of documents and translation services during meetings and other school events and performances. The 22-23 ERCS Board was made up of 33% bilingual members who were parents of students enrolled at the school, and 33% Native American parent members.	100% of parents completed the annual parent questionnaire. According to the 22-23 parent questionnaire, 96% of parents are satisfied with student(s) progress, 100% saw improvement in academic progress in 22-23 school year and 98% feel they have adequate communication with and access to teachers.	83% of parents were interested in their child participating in after school tutoring and 78% were interested in summer tutoring.90% were interested in summer workbooks for their children, which the school ordered and provided. 98% would like mini rewards for student improvement and recognition at awards assemblies. 93% of parents would like parent-teacher events to share home reading strategies.	ERCS will continue to encourage a mix of parents reflective of the student demographics to serve on the ERCS Board of Directors, the ERCS Site Council, and will strive to attain 100% completion for the Parent Surveys each year.	ERCS has annual elections for 2-year terms on the Board of Directors. These positions are filled by parents and 1 community member-often a former parent. ERCS has a Site Council, comprised of parents representing all facets of the student body, especially students that qualify for Title I services. ERCS has a Native (Indian) Parent Committee that is responsible for over-seeing the goals and outcomes of the Title VI Indian Education Grant. All of these committees are available to interested parents each year and parents are encouraged to participate. The LCAP is discussed at the Site Council meeting and at several regularly scheduled public Board meetings.	Encouraging parents, especially those with limited English communication skills, to participate in the meetings is more difficult. In 23-24, ERCS hopes to continue meeting the LCAP goal of at least 1 parent participation event at the school each month and would like to add out of town or local field trips for the students. ERCS is improving its communication with the influx of Spanish speaking families and hopes to hire a bilingual staff member and continue translation of documents and translation services during meetings as needed.	ERCS will continue to encourage a mix of parents reflective of the student demographics to serve on the ERCS Board of Directors, the ERCS Site Council, and will strive to attain 100% completion for the Parent Surveys each year.	5	4	4	4	3	4	4	3	4	3	4	3	Met		20JUN2023	2023
23656150000000	Ukiah Unified	3	Ukiah USD has improved building relationships and communication with parents even though the scores have decreased from prior years. The majority of parents felt communication was good or excellent. This is shown through the Ukiah USD Parent Survey questions regarding quality of communication (70% favorable) and knowing who to contact at school if they have a question or concern (73% favorable).	A focus area for improvement for Ukiah USD is getting input from parents about concerns, interests and goals related to their child’s learning and environment (53% favorable). Ukiah USD continues to use the Aeries communication application called Parent Square. This platform allows us to improve our two-way communication between sites, teachers and parents. Best practices training will occur for staff throughout the school year, including classroom teachers.	UUSD will continue to improve engagement of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI Counselors, and other support staff. The support includes ongoing professional development for those staff and data analysis to better engage families.	An area of strength, from the survey, is the improvement in communication to parents and that parents feel they are meaningfully engaged in their child’s education (78% favorable).  Based on survey data some parents felt that staff did not ask for input regarding concerns, interests and goals related to their child’s learning and environment. This year we piloted moving the parent teacher conferences to earlier in the year to allow for parents and teachers to communicate earlier about student concerns, interests, and goals.	A focus area for improvement is the timeframe school activities, meetings, and conferences are scheduled. This was evident in the Ukiah USD Parent Survey where 31,2% of parents felt that inconvenient scheduling limited their participation in school activities, meetings, and conferences.   This year we piloted moving the parent teacher conferences to earlier in the year to allow for parents and teachers to communicate earlier about student concerns, interests, and goals.  In addition, there was a significant increase in parent engagement activities, including the number of awards and other in person ceremonies, sports events, music and art performances, and other school activities that continue to connect parents and families to the school. These activities and engagement  will continue to be a focus for next year.	UUSD will continue to improve engagement of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI Counselors, and other support staff. The support includes ongoing professional development for those staff, and data analysis to better engage families. In addition, these staff will support outreach to underrepresented families, especially families who do not have as much access to technology or who are having attendance issues.	Ukiah USD has supported principals through training on facilitation of advisory groups, data analysis processes to aid with committee decision making, School Site Council training, and modeling of decision-making processes during Leadership meetings. Ukiah USD has also provided training to parents on how to be involved through School Site Council trainings, Migrant Education Parent Advisory Committee trainings, and engagement activities at the school sites. In addition, through the Strategic Planning process, a variety of parent groups including the Parent Advisory Committee, District Advisory Committee, District English Learner Advisory Committee, Native American Parent Committee (Title VI), and School Site Councils are consulted with and provide input. Although pandemic restrictions are over,  the number of parents involved in meetings continues to be lower than pre-pandemic levels.	A focus area for improvement is engaging more families in the planning, designing, and evaluating family engagement activities. School Site Councils, which include parents, teachers, and staff, will be annually evaluating their family engagement activities through the new School Plan for Student Achievement, along with their Parent Involvement Policy and Compacts. The District will be evaluating parent engagement through the Strategic Planning process, and through the Parent Advisory Committee. The focus will be on reviewing current meeting and outreach efforts, and creating additional opportunities for parents to provide input.	UUSD will continue to improve education partner input of underrepresented families by continuing to support bilingual Family Community Liaisons, Title VI Counselors, and other support staff. This will include translation support, childcare, and varied outreach to families.	3	4	3	4	2	3	4	3	4	4	4	4	Met		15JUN2023	2023
23656150115055	River Oak Charter	3	"River Oak has many ways to engage families with staff.  Every teacher is expected to hold multiple ""parent nights"" throughout the school year to help organize parents to support classroom activities.  There are also multiple festivals such as the Rose Ceremony, May Fair, and Pastels on the Plaza.  These events help raise money and bring the school community together.  River Oak also holds parent conferences throughout the year.  Finally, parents are expected to volunteer during the year to support student activities."	"One way to improve is to hold parents more accountable to serve their volunteer hours.  Another area to improve is to hold more ""educational nights"" to clarify Waldorf curriculum and how to support it at home.  Another area of improvement is to support English Language Learners.  This would help us to serve our Latino students."	River Oak has an underrepresentation of Latino students.  If we could hire more support staff to work with these students, and their families, River Oak will have a Latino population that reflects the local and statewide population.	Teachers at River Oak routinely switch classrooms to teach various topics.  While doing this, teachers are able to work with many more students and parents than they ordinarily would be.  Parents are also regularly seen in the classroom supporting academic activities.	Tracking volunteers would be helpful to improve the support we need from parents.  Many parents are overworked and flatly busy.  A way of checking in with hours and reminding parents how and when they can help out.	We can improve our representation of SPED and Latino students by holding educational nights geared for these students.  The point of this night would be to address specific concerns and to alleviate language barriers related to English and academic jargon that parents may not be aware of.  Furthermore, hiring a community liaison would help create more organic connections between underrepresented families and River Oak.	"River Oak has several parent-teacher committees.  One is specifically called the ""Parent Council.""  There is also a Charter Council, Educational Foundation, and various committees that are specific to events that are regularly held at River Oak.  Finally River Oak has an ""open door"" policy for parents.  All parents are encouraged to come to school and directly talk with school staff to solve problems."	A consolidation of committees would be helpful.  Though it is a nice theory to have many committees, this can also make decision making unwieldly and confusing.  Furthermore, a handbook and log should be provided for each committee to make sure tasks are clear and actions recorded.  This way when committee membership changes the transition is smooth.	A committee specific to Latino and Title I students would be helpful.  That way these students would have special attention and focus from involved parents.	4	4	3	5	3	4	4	4	5	5	4	4	Met		05JUN2023	2023
23656150140814	Shanél Valley Academy	3	Strengths: the staff is visible (everyone is out and saying hello); the school sends messages in multiple ways (social media, newsletters, phone calls, emails, text messages) and the newsletters are translated to other languages. The Principal calls families daily (both for discipline and for positive calls). Teachers are expected to write to the class weekly. The school engages in many field trips and hosts regular events at school (Parent Advisory Council is very active). Many families are engaged and showing up to the events, as well as driving on field trips. This builds a positive school culture and encourages people to continue staying involved. For Staff Appreciation Week the parents provided a catered lunch for all staff, as well as coverage monitoring the playground at lunch so the staff could eat together. The SST process and system is utilized often and the school responds to intervention needs early (RTI). A Student Support Specialist (SSS)  is part of every classroom and collaborates with the classroom teacher for planning and supervision. They  are aware of the needs of students and are empowered to engage with families to build relationships. The school has a Community Liaison and a Community Schools Director. When families need additional support (such as a house fire that destroyed the family’s home and belongings) the Community Liaison is able to help get resources to the family right away and the families know these additional staff are available to help them. The Principal and Community Schools Director consistently partner with the Hopland band of Pomo Indians’ Education Director to connect about students and families, as well as to share resources; which has been critical coming out of the pandemic learning years. Building this trusting relationship and resource-sharing is creating an inclusion and providing support to a traditionally underserved community. In the family survey, 94% of respondents said they agree or strongly agree that they feel welcome and included to participate in volunteer opportunities at SVA.	Some of the EL families are not receiving messaging as well as non-EL families because they aren’t getting ParentSquare messages, etc. The school is working on that with a Community Schools Director who is bilingual and who is focused on making sure all messages are clear and accessible to all families, including EL families. The Community Liaison is focused on being available for the whole community so families know they can reach out when they need support. Some families have shared with the Principal that they would appreciate her being more visible on campus, so she is intentionally more visible outside in the morning to greet families and welcome them to the school.	The Principal and Community School Director will consistently visit the education center at the Hopland band of Pomo Indians to further strengthen that partnership and provide resources such as informational fliers, youth supports, and a place for family meetings. The school will also make consistent phone calls to check-in with EL families, especially to share event information to double check they have access to everything. Additional phone calls, messaging online, fliers and home visits will be needed to build trust and support the families who have chronically absent students. The Principal and Community Schools Director will also plan regular parent education events to share how attendance affects academic and social-emotional learning and to learn why families struggle with attendance so the school can help remove barriers.	The school is creating an inclusive environment through a more formalized IEP process.  The school offers a formalized Parent-Teacher interview process to set goals at the beginning of the year.  Those goals focus on student strengths and address SEL, academic, and PBL goals like collaboration and communication.  It is a strengths-based document.  The families share their goals for their child’s education, and this is all included in the portfolio.  There’s both a Parent Interview and a Student Interview and the students have a Learning Portfolio they maintain for the year and showcase three times a year when it goes home with the trimester report card, as well as during their PBL presentations.  Multiple modes of communication (newsletters, emails, texts, phone calls) have helped build partnerships and the ELAC and PAC (Parent Advisory Council) are active parent bodies.  The school offers 12 teacher workdays to support professional learning and planning to ensure there are trusting partnerships that will improve student outcomes; the Principal also attended two three conferences that promote strategies and skills for building partnerships as a school leader. The Community Schools Director is building partnerships. They have implemented  a health fair with various community partners sharing their resources, and are leading the ELAC, implementation of the preschool and other areas of support to ensure partnerships are strong.	The school will focus on providing consistent family education opportunities such as through Parent Education Nights that focus on community building, attendance, parenting and child development.  The CSI plan is going to help the school develop the staff’s skills and strengths to use the curriculum to fidelity and integrate social-emotional learning skills to continuously improve student learning and connections.	The school will host ELAC meetings bi-monthly, visit the HBPI monthly, and host school-wide engagement events regularly, to ensure all underrepresented families are engaged.  The school will also ensure all teachers are trained on the same ELD curriculum and are able to support all EL learners with the curricular components.  The school will also focus on communicating the importance of school attendance in family education events, and utilize multiple modes of communication to improve the daily attendance rate.	There is strong collaboration between families, teachers, and the Principal on the Parent Advisory Council (PAC).  The PAC makes decisions about the types of events they think will be most meaningful for the school community. They also make decisions about the fundraisers that will be best and most equitable for the community.  The Community Schools Director and School Liaison plan community-wide events to ensure engagement improves and meet the needs of the community.	The meetings are currently only accessible for families that can be present at 3:30pm, so it would be helpful to make those meetings more accessible for families who can’t attend at that time.  The school can continuously reach out to EL families to engage them in ELAC.  Currently, only two people attend the ELAC meeting and it will be an area of focus to drive more attendance at those meetings, possibly by separating the ELAC and PAC meetings (which currently happen at the same time) as well as provide meals and childcare options.  All meetings could include a childcare component to increase parent involvement and engagement. Also, messaging in multiple modes of communication about these meetings can be more robust to ensure information is going to every family.	The school will offer separate meetings for separate parent bodies, more accessible and consistent times for working families, more engagement practices with EL families, and bi-monthly ELAC events with meals and childcare.  The school will ensure information is also shared with the HBPI in case families missed the meeting but are engaged with the HBPI.	3	4	3	4	3	2	3	3	3	2	2	3	Met		30JUN2023	2023
23656152330413	Redwood Collegiate Academy	3	The school staff is very successful at building relationships with families as indicated on this year's parent survey. 100% of families indicated they feel they can talk to staff about their child's needs.	The school needs to focus on including parents in more school activities by increasing communication with parents about upcoming events.	The school needs to increase the amount of communication that is sent out in Spanish.	The staff are very successful at building relationships with students. 92% of students feel that school staff support and value their efforts. 83% feel that their classes are helping them to learn and prepare for college, which is a slight dip from last year that student narrative indicates is tied to the absence of a full-time science teacher. Students consistently provide feedback thanking staff for their support.	The staff will focus on social emotional learning to better support students social emotional health since 71% of students felt that they could talk with staff about their needs.	The school needs to increase the amount of communication that is sent out in Spanish.	The school provides many opportunities for family input. The school provides Parent Advisory, School Site Council, board meetings and parent surveys to solicit family input. Additionally, the staff is available and willing to speak with families at any time.	The school can focus on improving participation in the various opportunities to provide feedback.	The school needs to increase the amount of communication that is sent out in Spanish.	5	5	5	4	4	4	5	4	4	4	4	3	Met		13JUN2023	2023
23656152330454	Sequoia Career Academy	3	Sequoia Career Academy staff has been successful at developing relationships between school staff and families. Our parent surveys indicated that 94% of families feel they can talk to staff at Sequoia about their concerns and 88% of families indicated they would recommend Sequoia to other families.	Sequoia needs to focus on more targeted communication with families regarding upcoming events and student progress, including ensuring accurate calendar information is readily available to families as well.	Sequoia will continue to utilize our bilingual staff to ensure all communications that go out to families in English also goes out in Spanish. This means continuing to have all documents translated into Spanish and readily available.	The Sequoia staff are successful at building relationships with students. In the end-of-year student surveys 83% of students responded that they are happy to be at Sequoia, and 85% feel that they can talk to Sequoia staff about their questions or concerns.  Students consistently provide feedback thanking staff for their support.	The staff will focus on utilizing SecondStep in every classroom and increase activities and events that make school more engaging.  Additionally, all staff will participate in MTSS training throughout the year.	The school will continue to translate documents from English to Spanish and make them readily available. In addition, all mailings will go out in English and Spanish.	Sequoia currently provides many opportunities for family input. Parents have the opportunity to provide input for decision-making through Parent Advisory, School Site Council, board meetings, parent surveys, and student surveys. Additionally, families and students are encouraged to communicate with the staff, who is available and willing to speak with families at any time.	Sequoia can focus on increasing family participation and feedback by communicating more about the various opportunities available to them to provide feedback.	This year Sequoia greatly increased the number of communications sent home in both English and Spanish. Going forward Sequoia will need to continue to increase the amount of communication that is sent out in Spanish.	5	5	5	4	4	4	5	4	4	4	4	4	Met		13JUN2023	2023
23656156117386	Tree of Life Charter	3	According to the survey sent out to families in April 2023, 100% felt the quality of school to home communication was excellent or good. 100% of those that filled out the survey said they knew who to contact when they have a question or concern. 87.6% of those that filled out the survey said they strongly agree or agree that staff asks for their input about concerns or goals related to their child's learning and environment. 53.1% of families reported that they helped at a volunteer workday at the school. This data demonstrates that communication is one of the school's strengths.	Parent/guardian participation in Parent Council meetings increased slightly from 7.5-8.5. The most well attended meetings involved food and games or were on Zoom. The average attendance for all the meetings was 8.5.  The staff agreed that continuing to host two potlucks per school year and hosting more game nights will boost community connection among families. Most parents and staff agree that have having a few meetings on Zoom is helpful, but most miss the connection of in person events.	The school will continue to hold both in person and remost parent council meetings to meet the needs of the most people. Having more game nights and serving food will be an area of focus for the next school year. During orientation conferences, a survey asking about each family's strengths and cultures will be given out. This information will be used to reach out to families when asking for help or special cultural lessons in the classroom. This will improve the engagement of underrepresented families.	Since its opening, Tree of Life has held 5 conferences per school year for each student and their family. The first conference is the orientation conference. Before the beginning of the school year, teachers meet with each family to review the Family Handbook, give information about upcoming field trips, and ask students what they are interested in studying during the upcoming school year. At the end of each quarter (October, January, March, and June), each student produces a portfolio to present to their parents/guardians and teacher. The teachers write and present detailed Progress Reports in January and June. This is an area of strength for Tree of Life Charter School	The area for improvement is providing professional learning and support to teachers to improve the school's capacity to partner with families. During the 2021-22 school year, the staff did not feel like they could take time away from the classrooms to particpate in trainings. During previous years, the staff has been very active in trainings. For the 2022-23 and the upcoming 2023-24 school years, the staff instructional staff are participating in a 50-hour MTSS training: Multitiered Systems of Support. MTSS is a framework of interventions and supports designed to address behavioral and academic challenges. This framework, known as MTSS, helps schools to identify struggling students early so that they may receive assistance quickly. This is phase two of the training that began in 2018. This will be the school's focus area for improvement for building partnerships for student outcomes.	The 2022-23 Family Survey revealed that 40% of families said they couldn't participate in Parent Council meetings because it was an inconvenient time. The school will survey families to find times that work best for most and will hold more family game nights and serve light snacks. 34% of families said they don't have time, so the school will also make the meetings short and continue to provide childcare during the meeting. This is an area for improvement.	Tree of Life has a board cabinet made up of one member of the Beginning Project (the fiscal oversight board), two elected parent representatives, two staff members, two community at large members, and one student (11 years or older). Monthly Parent Council meetings, that are hosted by the parent representatives, are held to give information and answer questions to all parents. Surveys are sent on a regular basis and whenever needed to receive family or staff input for decision making. Students are surveyed at the end of the year, as well as an elected Student Council help make decisions for student activities. 87.6% of surveyed families said that they agree or strongly agree that staff asks for input about concerns and student learning goals.	In 2022, there were 37 responses to the family survey with an enrollment of 80. The goal was to increase the number of responses. In 2023 , there were 32 responses with an enrollment of 80. This was a decrease of responses, so the school will continue to have a goal to increase family participation in council meetings and surveys.	Increasing the number of responses to the parent/guardian surveys will also improve the engagement of underrepresented families. Teachers will provide a Chromebook and invite parents/guardians to fill out the survey during conferences in order to increase the number of responses of underrepresented families.	4	4	3	4	3	4	5	4	5	4	4	4	Met		21JUN2023	2023
23656230000000	Willits Unified	3	As a small community, we are connected to our parents in school and community settings. Our staff are generally aware of issues that confront the families we serve and can be responsive at both an individual and organizational level. WUSD staff welcome parent involvement in school activities and as volunteers in the classroom. Our staff also actively communicate with parents about school. WUSD also employs two bilingual parent liaisons to support our parents who speak Spanish.	WUSD will continue to expand opportunities for parents to engage with the school. Our schools are addressing our process for parent involvement in School Site Council and School English Learner Advisory Committees. WUSD is also using a variety of communication tools to facilitate improved relationships with all parents.	WUSD have identified a need for additional bilingual support in the district. We have added a bilingual instructional aide support for students in the classroom. We will also provide an additional bilingual parent liaison position to support additional families.	Our community reports that they have faith in the WUSD staff on our surveys.	We will continue to provide support for parent communication and involvement as partners in student education. We will continue to focus our efforts at communicating student progress in a timely manner.	We will continue to fund bilingual parent liaisons to engage our parents who speak primarily Spanish.	Each school site has a School Site Council. We also have multiple district level advisory committees.	The site administrators will work to strengthen the participation of parents in Site Council and advisory committees.	WUSD has worked with community and parent partners to strengthen the process and participation in our DELAC and ELAC meetings. .	4	4	4	4	4	3	4	4	3	3	3	3	Met		21JUN2023	2023
23656230112300	La Vida Charter	3	Based on survey data, relationships between school staff and families is strong.  A 9.58 out of 10 for Staff Responsiveness and a Positive School Environment.  This is a positive indicator that parents frlt informed and supported.  Parents state that they feel comfortable talking to their teacher about their student.  This was the third year of the Parent Square APP,  which has made school to home communications very smooth, keeping everyone one informed and making it easy to parents to reach the school.	The school is focused on better submissions of the weekly check-in which can be digital or a hard copy of a math and ELA sample of independent study work completed that week.  Friday is Check in day.  Significant improvement was made in 2022-23 with a 32% increase of participation over prior years.	Spanish Language support is the main group that needs greater representation.  However, when the families use the translation option in Parent Square the communication flows freely.  The school is working on requiring a translator at all parent teacher conferences  through out the year.	Goal setting with the parents and students is part of the regular monthly meetings.  Using the MAP results, many discussions about what to focus on in the current lessons.  The Benchmark Project Fair and End of Year Portfolio are opportunities for the students to fully  engage in their own learning and show what they are passionate about.	Generally, students grow academically when at La Vida.  However most arrive below grade level or far below grade level.  The school's focus is to make sure every student has tutoring support to fill in the gaps.	For the most challenged families, the school is providing a social worker to help support all aspects of the home program and special ed assessments and services.  Providing a Socila Worker is a new effort at La Vida and is having positive results.	The small size is a strength, so that parents and students feel comfortable about providing their opinions through solicited surveys and conversations and also unsolicited.	The input from the Elementary School is very strong.  Improvement in the High School parent population in the school surveys would be helpful.	The EL and Special Needs communities are actually very engaged and forthcoming in communication.  At this point having special outreach to the High School parents on  how to use Parent Square fully is a focus.	5	4	4	4	4	5	4	4	4	4	4	4	Met		28JUN2023	2023
23656230125658	Willits Elementary Charter	3	Willits Elementary Charter holds Back-to-School Night for sharing information with families; we integrate various opportunities for participation, from classroom volunteers, to projects, to field trips and formal and informal talks with the director. Teachers actively tell parents what the topics of study are and we hold Math and Literacy Nights to help parents understand how we teach math and reading. We hold in-person parent-teacher conferences and encourage parents to contact the school with any ideas and concerns they have.	We are working on designing a Spanish class for native Spanish speaking students, which is an area of growth for our school. We are examining the feasibility of holding parenting classes to support parents in the community.	We will translate all documents and information into Spanish or other languages as needed. We provide translators at parent-teacher meetings when needed. We have bilingual office staff to ensure that people feel comfortable coming with ideas and concerns.	At all Student Study Team meetings, we work with parents, staff, teachers, and administration to support student progress in academics and social and emotional issues. At all IEP meetings, we provide parents with Parent Rights documentation and discuss how parents are the drivers of their student's education.	We need to strengthen our working with families on how to support their student's learning in math and reading, and will hold information nights to help parents learn how to do things at home that will support student learning.	We are actively requesting parents of Spanish-speaking students meet to contribute to the kind of class they would like their students to have in Spanish. We are also highlighting different ways parents can become involved in the school. We are developing an electronic calendar for each class so that parents can be more informed about upcoming activities.	The director meets students and parents daily at the gate in order to encourage informal talks about issues and ideas. Parents are more comfortable to talk in a less formal environment and it is a habit to see the director each day. Teachers are also available after class for quick chats with parents. These informal spaces strengthen the community and allow problems to be solved and issues raised in a non-threatening and immediate way.	The school will develop various committees and ways for parents to participate more in the life of the school.	The school will translate documents into Spanish and will encourage parents to participate in surveys, small-group discussions, and specific teams for specific purposes.	4	4	4	4	4	3	4	4	3	3	3	3	Met		27JUN2023	2023
23656232330363	Willits Charter	3	"WCS utilizes a robust communication system, Parent Square, that allows immediate communication between staff, families, and students. Families are a key component of our school and our commitment to family involvement is codified in our vision statement: ""Willits Charter School is a place where families are actively involved in the formal education of their children. We recognize that every stakeholder plays an important role in a student’s academic success as well as personal development, and we work cooperatively with families to ensure that success."" We provide multiple ways for families to be engaged in our program and to contribute to decision making."	As we continue to move beyond the effects of the pandemic, WCS is actively focusing on increasing involvement in our Parent Association and hosting more community-wide events on campus.	WCS will incorporate parent/guardian goals for their children in our learner-led conference process. WCS will continue to participate in and promote cultural events and opportunities for our students and will expand our outreach materials.	WCS utilizes Google Classroom, which provides digested summary reports to parents. Students and parents have access to an online portal through our SIS where they can check their grades electronically. Parents can request a meeting with teachers at any time and the SST process is used to build supports for increasing student outcomes. Families are involved in the development of behavior plans, EL goals, 504 Plans, and IEP goals.	WCS will focus on developing a monthly newsletter for families in both English and Spanish.	Annual parent surveys will be translated into multiple languages and additional modes of completing the parent survey will be developed.	WCS communicates regularly and frequently with families. A Parent Association meeting is held on the last Wednesday of each month.	To encourage greater participation from all families, WCS will solicit input on topics prior to the monthly Parent Association meeting via survey.	Shorter, more frequent surveys will be used to gather input from families.	5	4	3	5	3	3	4	4	2	3	3	2	Met		27JUN2023	2023
23738660000000	Potter Valley Community Unified	3	As a district we have many strong ongoing programs that are building relationships between school staff and families. At the elementary we have an active ELAC parents group and PTSO parents group. These groups have developed well attended events including back to school night, the science fair and a Dia de los Niños presentation event.  At the elementary and junior / senior high school, parent opportunities for field trips and athletic events are an area where staff, students and families regularly connect with each other. At the high school each trimester we have regular parent teacher conferences in an evening open space format encouraging all students, families and parents to connect. At the Junior / Senior High School we produce a weekly emailed parent event and activity blog. The school district has used the LCAP families survey, quick event response surveys, the PBIS school climate survey and the California Healthy Kids Survey to understand the relationships staff and families. We have made efforts to be more inclusive by translating home school communications and including translators at all parent events.	"There are multiple areas for improvement in relationship building relationships between school staff and families. We will continue to develop our parent and family outreach efforts. Some of the current projects include:   -expanding the Dia de los Niños and grandparents day to a district wide event including both elementary and high school; -creating a regular principal and family meeting (""Coffee with the Principal"") to create a regular opportunity for families to meet with school administration;  -creating an ELAC parent family committee meeting at junior high and high school level; -continue and expand parent teacher information nights; -expanded science fair district wide, especially involving the Junior High School in this next school year."	We will continue to improve our engagement of underrepresented families as we continue and expand ELAC parent meetings district wide.  We will be adding an ELAC meeting at the Junior / Senior High School level to connect with families.  Our Dia de los Niños event will be expanded to include district wide participation of students, staff and families. We will directly outreach to underrepresented groups to include them in parent informational nights, especially focused on social emotional student concerns and substance use concerns. We will continue to have meeting translation, translate letters and communications for parents. We will have parent information meetings with counselors, administration and staff to focus on meeting the needs of our foster, homeless students.	As a small school community, we have the advantage to be especially connected to our parents and families. We have strong regular communication with families through email, phone calls and text messaging. With our numbers of students we are able to have multiple individual meetings with the school counselor during the school year with all of our students.  Our students and families are connected with Aeries online grades and student information computer systems.  Especially post-Covid, students and families regularly use the computer systems to track progress and communicate with teachers and staff.	We continue to see areas of improvement for connecting with our students, families and community.  Among the ideas in development currently are:  -additional opportunities for casual meetings with administrations / coffee with principals / email activity blog from the elementary and district level; -expanding ELAC meetings district wide; -formalizing booster club at high school, developing regular public meetings and expanding participation with teachers, staff, students and families.	We will continue to focus on underrepresented families by expanding ELAC meetings district wide.  We will work with our counseling staff to develop a foster parent information group, meeting with district foster parent group, social connections, and developing homework / assignments academic status meetings for our foster, low SEL  and homeless students. We will continue to focus on offering translation at meetings and making regular translation of written documents a priority for family communications.	As a district we have multiple strengths and have made strong progress toward seeking parent and families input for decision making within the district. Our District Advisory Committee (DAC) meetings are well attended and give parents and community members the opportunity to connect with administration and staff regarding district decision making. We have a well established ELAC committee consisting of the parents and guardians of English learner students at the elementary school which gives input to activities and programs at the elementary school. We have regularly well attended school board with gives opportunities for educational partner input.  A last area of strength is in the make up of our small connected community that creates many points of connection between the school district and members of the community.	Areas of improvement that we need to develop as a school staff are a more focused process for recruitment for the DAC committee. We need to improve the LCAP family survey to make it more accessible and easier to answer.  We need to be more proactive in our survey distribution, begin the survey and feedback process earlier and with more consistency.  We need to create more opportunities for quick response surveys for parents and families to measure interest and engagement in school programs and activities.	We will improve engagement of underrepresented families through development of an ELAC committee group for high school and continue and expand outreach and translation services.	3	3	2	2	2	2	3	2	3	2	2	3	Met		29JUN2023	2023
23739160000000	Laytonville Unified	3	Strengths include conducting many Student Study Team meetings in order to work directly with families and staff to build relationships and strategize collaborative supports that will lead to student success. A Parent Liaison to focus on both ELL and American Indian students/families has been hired.	Reintegrating Family engagement Events and Activities in to schoolwide events and activities as restrictions are relaxed in terms of having guests on campus. Strategize ways to involve parents that doesn't necessarily involve them being on campus.	Positions for both an American Indian and EL Family liaison will be further developed for the 2022-2023 school year in order to increase communication and build relationships between school staff and families.	Strengths include conducting many Student Study Team meetings in order to work directly with families and staff to build relationships and strategize collaborative supports that will lead to student success. A Parent Liaison to focus on both ELL and American Indian students/families has been hired.	Reintegrating Family engagement events and activities in to schoolwide events and activities as restrictions are relaxed in terms of having guests on campus. Strategize ways to involve parents that doesn't necessarily involve them being on campus.	Positions for both an American Indian and EL Family liaison will be further developed for the 2022-2023 school year in order to increase communication and build relationships between school staff and families.	The District Advisory monthly Committee meetings provide a great venue for gaining input from a breadth of community/school members. Due to new strategies of disseminating surveys through cell phone apps and the internet, the numbers of parent responses increased significantly.	More outreach in getting parents to join and attend School Site Council meetings. Each school site will contact families multiple times a year to let them know how they be involved in the schools and how they can provide the schools with input.	The district plans to translate all of it's documents for the 2022/2023 school year. A translator will be present at meetings when needed. An ELAC has been formed and that group will provide more input in relation to EL students. Regular input for the American Indian communities will be scheduled in efforts to improve communication and get more input. Special needs families will be encouraged to provide more input.	3	3	3	3	3	3	3	3	3	3	3	3	Met		22JUN2023	2023
23752180000000	Leggett Valley Unified	3	Staff who really care and want to develop positive relationships.  This current year more school-wide events were conducted.  Efforts to recruit more parents for participating in School Site Councils are underway.   Meeting in person and more regularly as a staff has increased communication amongst staff.	We are increasing communication with families through our website, social media, and direct messages to parents.  We are also working on providing parent with access to the Aeries grade book.	Provide more opportunities for staff to learn about each family’s strengths, cultures, languages and goals for their children.  Work with ELL families to have more venues to involve them in the school culture.	The schools have a strong connection with the community.	We are establishing a District Advisory Committee composed of parents, students, certificated and classified staff, and board members from both of our schools. Collaboration with neighboring school districts, the county office of education, local community colleges and universities.	Develop strategies for supporting families to understand and exercise their legal rights and advocate for their own students.  Counselors and other school staff will focus on improving ongoing communication with families to ensure that they have full understanding of all aspects of their student’s education.   More support in communicating with Spanish speaking families.  Help families develop more accessible ways to help their children.	During the pandemic family involvement strategies shifted. Distance Learning required different strategies and approaches.  The use of phone calls, emails and texts was much more prevalent and resulted in more ongoing communication. It was essential for parents to be a part of their children’s schooling as much of it was completed at home. School wide activities began to resume this year. SST meetings increased this year and helped as a venue for clear communication with families.	Develop a District Advisory Committee to create a forum for communication between all representative groups of the community.	We are working on publishing surveys and communications in Spanish and intend to have parents nights specifically for Spanish speaking parents.	4	4	3	4	3	3	3	4	3	3	3	3	Met		21JUN2023	2023
24102490000000	Merced County Office of Education	3	In Building Relationships, developing the capacity of staff, supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, and engaging in two-way communication between families and school staff using understandable language maintained their rating from the previous year and remain current strengths for our COE. We made one step in growth in the area of creating a welcoming environment for all families at our campuses from level four to level five. The focus of our LEA has been to build relationships between our staff and students and families this year and it has been recognized by these educational partners.	Our goal is to build up to all level fives in this section. We were able to reach it for welcoming environments this year. We will continue our work in the other areas so the efforts are reflected when we obtain education partner feedback.	For the next school year, our schools will improve the engagement of underrepresented families by communicating effectively and often with families, inviting families to school events, meetings, and committees, and providing ways families can support their child’s learning at home. We will continue to improve in the area of supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by rebuilding relationships as students return to another year of full-time in-person learning.	In Building Partnerships for Student Outcomes, the LEA’s current strengths due to maintaining our rating of level 4 - full implementation were: providing professional learning and support to teachers and principals to improve the school's capacity, providing families with information and resources to support student learning and development in the home, implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved outcomes, and supporting families to understand and exercise their legal rights and advocate for their students.	Since all four areas have maintained level four from the feedback of our educational partners, then we would like to focus on providing families with information and resources to support student learning and development in the home in order to improve the responses to a level five next near. In our local survey conducted with our families, one of the top areas identified as families wanting more information about is the programs our students use at school to complete their coursework.	In the area of providing families with information and resources to support student learning and development in the home, our schools will conduct training for parents during enrollment orientation. We will also offer parent education workshops throughout the year. At these orientations and workshops families will learn how to access and navigate the programs their child uses and be better equipped to support their child's learning in those programs from home.	For Seeking Input for Decision Making, we maintained at 4-Full Implementation for all four areas - building the capacity of and supporting principals and staff and families to effectively engage families in advisory groups and with decision-making, providing families with opportunities to provide input on policies and programs, and in working together to plan, design, and implement family engagement activities.	One area the schools would like to continue to focus on is in building the capacity and supporting family members to effectively engage in advisory groups and decision-making. 64% (a 2% increase from the previous year) of our families responded in a local survey as to participating in committees and school events and the schools desire to have that percentage increase next year.	The LEA provides all families with opportunities to provide input on policies and programs through School Site Councils and English Learner Advisory Committees. School staff will be provided support to decrease barriers for families to increase their engagement. Meetings will be held in person next year and virtually to meet the needs of our families and increase participation. Sometimes just having a virtual option might create a barrier for some families to participate if they do not have a device to use.	4	5	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
24102490106518	Merced Scholars Charter	3	The strength of the MSCS program continues to be the welcoming environment it has created for students and their families. The core of the personalized learning program offered by MSCS lies in the development of a collaborative and positive relationship among staff, students, parents, and families. With the addition of the DLI, the school is now expanding its safe and welcoming environment to a classroom-based program. The ability to provide support to Spanish-speaking, and now Hmong-speaking, families is another strength of the program. MSCS is able to support the language and culture of these specific families. The use of programs like Parent Square and school email allows students and their families to engage in two-way communication effectively.	Regular and effective school-to-home communication continues to be an area of growth. While this area has improved from the previous year, families and staff did note they would appreciate more efficient communication from the school. Efficient is in regards to the time it takes for the administration or the school to contact or follow up with families. Faster response times would be appreciated by our educational partners. This has been a continued challenge with the growth of the school. However, through the use of more social media platforms and more opportunities for family engagement on-site, MSCS will expect to see improvement in this area.	An area for additional improvement will focus on continuing to develop staff knowledge of the multitude of backgrounds that students bring to the learning environment, especially with English learners, foster youth, and low-income students. MSCS will continue to provide professional development to staff to improve their abilities to work with students of various backgrounds. Additional support and outreach from the school's social/emotional (SEL) team will help to provide families with the needed resources to best support their child(ren). The SEL team not only provides social and emotional support, but also can find resources and community services to support the family's basic needs. This team will help to improve engagement with our underrepresented families.	Parents are an integral part of the school program. Parents work closely with teaching staff to ensure students are completing their assignments, attending school regularly, and progressing in their academics. Parents are encouraged to participate in the program, especially for the personalized learning program, where parents can better support students with their learning in the home. However, both the dual language program and nonclassroom-based program regularly encourage parents to reach out to the school on how to best support their child in their education academically and social/emotionally. Additional staff such as the school counselor, instructional support assistants, and the youth engagement specialist all work to provide those strong relationships and supports to improve student outcomes.	An area of improvement continues to be with the amount of parent participation and its variance from family to family. The school provides in-person and some virtual opportunities for students and families to engage with the school. Still, active participation is low and inconsistent. While MSCS continues to see improvement in this area, more work is needed to ensure all families work with staff to focus our commitments on the academic and emotional growth of students. MSCS must also work at providing parent workshops and training on a more consistent basis, especially on how to support students with their learning at home. The school has already revamped its orientation process for families and will increase the number of workshops to support families.	For underrepresented families, the school must look at workshops tailored to the specific subpopulations and focused on their needs. One such area is the training and support for non-English speaking families. This now includes those families in the dual language immersion program. It can be difficult for non-English speaking families to support their child with the content that is being covered in their child’s classes. However, the families can support the child in other ways. It is up to the school to provide those supports to the parents. With the addition of family liaisons, the school plans to reach out and provide workshops to educate underrepresented families on the educational systems and the options for the families. By doing so, the school hopes to improve the outcomes for not just the student, but also the family as a whole.	MSCS continues to provide opportunities for parents and students to participate in the decision-making process for the school. This is done through the school’s Advisory Board/School Site Council group. Families are encouraged to participate as members, but if they prefer not to be a member, they can still attend and provide input during the quarterly board meetings. In addition, through the LCAP (including SPSA) and WASC processes, families can provide feedback and suggestions multiple times per year. For the 2023-24 school year, the school will add an additional sub-advisory group to its dual language program so that parents can provide input to the specific needs of that program. It total, MSCS is proud of the different avenues available for parents to participate in providing input into the school program.	While the school encourages participation from all educational partners, it can be difficult to get participants to serve on the group for the full year or attend each quarterly meeting. While part of this is the lack of interest from some, other families have noted the lack of communication on the meeting dates. The school will utilize its social media platforms and website to better communicate when these meetings will occur. The school continues to work on better engagement, including better support of the process from the school administration. Another way the school is looking at improving engagement is to provide a virtual option for those to watch the meetings if they cannot attend in person. This will provide another option for the educational partners to be involved in this process.	Greater representation in the decision-making process is always desired from our families, especially the underrepresented families. MSCS strives to give a voice to all students and their families. The school must do more outreach to engage our non-English speaking families and find better ways to include families who cannot participate in school meetings during the school day. The school has hired family liaisons to do more outreach and engagement with our underrepresented families. The liaisons, one fluent in Hmong and the other in Spanish, will provide workshops and opportunities for such families to participate in the school and provide their feedback on how the school can best support their child(ren).	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
24102490138032	Come Back Charter	3	Educational partners continue to identify the staff and the relationships they build with students as a continued strength of the program. Students repeatedly speak of the relationship with their teachers as the main reason for their success. Still, CBCS knows that the success of our students is dependent on a collaborative effort with all educational partners. As an adult program, family engagement is emphasized rather than parental engagement. Family may include the student, mother, father, siblings, wife, children or even in-laws. Family support for the student is highly encouraged as the school understands that the success of students is based on the support of all the student's relationships. At the core of this belief is the welcoming learning environment in which students and their families can feel safe and comfortable. The school focuses on the continual development of positive relationships among staff, students, and their families.	Two areas of improvement continue to focus on improving communication between the school and families and providing teachers with tools and strategies to support adult learners. While two-way communication was identified as a strength, the effectiveness of such communication for all students continues to be a challenge. CBCS students continue to have barriers to completing their education. Unstable or inconsistent living situations, the lack of reliable phone service, lack of transportation, or the lack of connectivity to the Internet continues to be barriers for some students. While the school helps with transportation and connectivity, some students still struggle with regular communication. Further, because adults have different needs than that of typical K-12 students, CBCS must provide staff the tools to support adult students from a multitude of backgrounds. Finally, the school will redo its website and add social media platforms to improve communication.	To improve engagement with underrepresented families, CBCS plans to do more outreach from other personnel such as the school counselor and campus supervisors to see how the school can support students and their families. The greater use of home visits for underrepresented families is planned. Further, more effective relationships with community agencies is being sought. Working with programs like Empower, Phoenix, or Worknet can ensure students have the needed supports and encourage to achieve their high school diploma followed by job training or college. New personnel have also been hired to provide bilingual support to Spanish speaking families for students still considered English Learners.	As an independent study program, students work closely with teaching staff to ensure students are progressing both academically and in their career technical skills. To support students with maintaining a job or family commitments, CBCS staff provides flexible scheduling to allow students to work around these commitments. While the school allows a great deal of flexibility, students are still held to high expectations and time commitments when it comes to work completion and attendance. This is achieved by the relationship and partnership set up by the staff and students. The school orientation process also allows for students and their families to know policies and expectations of the school and how all partners can best work together. Further, teachers are provided regular professional development to help support improving student outcomes.	An area of improvement is centered around the providing of information and resources to families to support the student's learning at home. Family support varies from student to students. For students with children, this can be especially challenging when trying to finish their education and supporting their children. CBCS is looking at different ways to support families through additional workshops and partnerships with community agencies. The school will collaborate more with its sister programs to utilize personnel from these programs to support CBCS students.	The school has brought on additional personnel to help with improving student outcomes, especially for the underrrepresented populations. An instructional support assistant will provide additional weekly support for English learners and students with IEPs to support the needs of these specific populations. This instructional support assistant will also help students with tutoring either through this specific staff member or with other tutors provided through other MCOE programs. This process will ensure the support and tracking of students who need the additional help and that underrepresented students are receiving the added supports they need.	CBCS students and their families have the opportunity to be a part of the decision making process by participating in the school’s Advisory Board. The Advisory Board is made up of staff, district personnel, students, and community members that provide input into school policies, curriculum, and school activities. Students and their families can choose to be an active member on the board or merely attend meetings to stay abreast of any changes or updates to the school program. Staff are able to provide input and feedback during regular staff meetings. During staff meetings, all aspects of the school program including curriculum, instruction, and student supports are discussed. CBCS advisory meetings will incorporate a process for planning, designing, implementing, and evaluating family engagement activities at the school. By incorporating family input and formalizing the process, CBCS will help ensure students and their families are participating in activities that will help them improve.	An area of improvement is for the school to hold Advisory Board meetings more often. Also, the school must encourage more participation from students and their families in Advisory Board meetings. Student staff meetings must also be held on a more regular basis. As the program continues to grow throughout the county, staff meetings and advisory meetings may be held in person with a virtual option for those who cannot attend but would like to watch. The school is looking to provide hybrid meetings to provide the greatest flexibility and participation in the school's decision making process.	As part of improving the decision-making process, the school will look at ways to support input from all of the educational partners. The school plans to seek more input and follow up through additional educational partner meetings. Such meetings are in addition to the Advisory Board and staff meetings. Such meetings may focus on the school's underrepresented families and community partners to help the school determine how to best support its special populations.	4	5	4	4	4	4	4	3	4	4	4	4	Met		20JUN2023	2023
24656310000000	Atwater Elementary	3	Atwater Elementary School District utilizes many resources to facilitate communication with our families and to build trusting and respectful relationships. To build capacity of staff, site and district leadership meet yearly to collaborate and share ideas regarding ways to foster staff/parent relationships.  These ideas are then adapted and carried out with each site changing the strategy to fit their unique school culture. Twice yearly all elementary school sites change their school schedules for a week to schedule parent conferences that allow for face to face communication between parents and teachers.  These conferences also help teachers better understand their students, their strengths and challenges, their cultural background, and the family's goals for their child/children.  District sites also hold two campus wide parent outreach events, Back to School Night and Open House, to help welcome parents. For students with disabilities, special educators participate in twice yearly trainings that have a component focused on parent engagement.  These parental engagement strategies are carried out during parent conferences and through the Individualized Education Process.  For foster and displaced youth, the district supports Community Outreach Coordinators who receive yearly training to welcome all parents, particularly parents of unduplicated pupils, into the school environment.  The Community Outreach Coordinators are there to help in navigating the school environment and work to provide parents and families with school and community resources.  They also help parents become more familiar with the school through volunteer events and serve as direct mentors and advocates for foster and displaced youth.  The District measures parental engagement through our AERIES data management system, and is exploring new metrics to specifically measure underrepresented families through this data collection method.  The District's ParentSquare platform is a method of communication that allows the District and sites to communicate through phone message, text message, and email.  The sites also support that communication with flyers and mailings.  All communications are in English and Spanish, which are the two languages of majority in the district.  For parents with unique language needs, the district has a partnership with a county organization that offers translation and interpretation services in our more uncommon languages.  Further language support is found at our sites through bilingual interpreters and our Spanish Program Assistants housed at the district office.	Areas of improvement for the district include more specific staff trainings on all aspects of family culture and in particular training on the effects of trauma and loss from factors found in the surrounding community and the effects of the COVID-19 pandemic.  Some work has been done in this area with schools who experience more families challenged by these factors, but more extensive training is needed for all school sites.  In the 2023-24 school year there will be outreach completed on the Restorative Justice approach, which is an initiative embraced by the District to reduce discipline rates of recitivism and to help students develop the skills needed to resolve conflict peacefully.  Additionally, all administrators continue to focus on improving representation of parents of English Learners on school committees.	To improve the engagement of underrepresented families, AESD leadership is using team meetings to record strategies for parent outreach.  These strategies include using support and outreach staff to have personal conversations with parents to determine the meeting formats they desire in order to feel more comfortable participating on school committees. Administrators will work closely with staff on these changes, and will also utilize teacher/parent relationships to encourage more participation of English Learner parents.  At the District level, the DAC/DELAC committee will discuss this topic among current representatives to widen the net of outreach.  The District will also maintain our Spanish liaisons and continue to partner with a local county organization that provides interpreters in languages that are more uncommon so that we can communicate and encourage the participation of all families. The District will continue our work in mitigating the social emotional effects of the COVID-19 pandemic by maintaining a psychologist and counselor at each school site to better address the needs of students at all levels (Tier 1, Tier 2, and Tier 3).  This will include building upon supports like our social skills groups and additional training that pertains specifically to grief and loss.	Every year, Atwater Elementary School District provides a form of training to assist and support teachers and principals in improving each school's ability to partner with families successfully.  These trainings have included keynote speakers, partnerships and collaboration with experts in this area, and internal trainings focused on school and family partnerships in specific facets of school life (academic, extracurricular, etc.).  Through the District's twice yearly parent teacher conferences, teachers provide parents with resources and supports to help them foster their child's learning and development at home.  These calendared parent meetings are integral in maintaining a high level of parent/teacher communication to help ensure the attainment of goals.  Special populations are monitored through parent conferences and their Individualized Education Plans, which help craft goals for students in specific areas of need.  In these meetings, all parents are provided a copy of the Notice of Procedural Safeguards for parents of students with disabilities and these parent rights are explained as needed in every meeting.  Parents of foster and displaced youth meet with teachers and receive regular and active communication by each site's Community Outreach Coordinator to monitor student progress in all aspects of school life.  The Community Outreach Coordinators also help families of these student populations understand the supports available and the safeguards provided in the school environment. Site principals hold periodic parent information meetings on topics of interest that help them to understand their child's school expectations.  Teachers provide parents with digital resources that allow students to access and continue their learning at home if parents cannot assist them in their school work.  This year's focus of the District are our English Learner and Special Education populations and all levels of supports that are offered.  Teachers have received and will continue to receive comprehensive professional development to serve students under these designations.  The District also works to provide ways of attaining English proficiency for parents wishing to do so.  Additionally, teachers receive training in the focus areas of mathematics and social emotional learning and the effects of trauma on youth.	A focus area of improvement for Atwater Elementary continues to be to make strides in helping parents feel more empowered to support their child's learning and development at home.  This will be done by exploring ways to build capacity in parents in their understanding of state academic standards and by providing accessible curricular supports to be used at home.  This will also be done by increasing parents' digital literacy skills as this topic has been voiced as a desire in both parent surveys and in person meetings.  Another area identified by survey results is helping parents understand the many social emotional and behavioral supports offered by the District, as well as making sure parents feel heard in decisions affecting the whole school community.	AESD will improve the engagement of underrepresented families to build partnerships for student outcomes in a variety of ways.  By utilizing the strategies outlined previously, the District will hold parent meetings consistent with formats that help our parents feel comfortable in the school environment.  This will necessitate consistent and frequent communication and outreach.  We will also talk directly with parents to understand their needs.  For example, parents within our DAC/DELAC District committee have voiced the desire to understand better the digital world of education that their children are experiencing.  These digital literacy sessions will be based upon the topics most relevant to parents and specific to each school site.  Sites will work with parents to find the most conducive times for their schedules and ensure appropriate language support.	Atwater Elementary School District holds yearly training for administrators pertaining to school advisory groups in regard to parent outreach, advisory role training, and meeting requirements.  Beginning in the 2019-20 school year, sites received specific training resources to help parents effectively participate and engage in advisory groups and the decision-making process.  These materials were created in conjunction with and under the advisement of federal program monitoring staff to ensure appropriateness and compliance.  All materials for advisory groups are provided in English and Spanish.  These site level advisory groups are supported by our District level advisory groups, who collaborate on district-wide decisions in regard to the Local Control Accountability Plan and programs for English Learners.  Community Outreach Coordinators, as well as site administration, work together to recruit parents for these groups and parents are made to feel welcome with refreshments and support for child care.   Particular attention is paid to ensuring that members of our English Learner Advisory Councils and our District English Learner Advisory Council are parents of English Learners so that input and decisions reflect this underrepresented population.  All parent advisory groups are encouraged to be active members in designing and implementing family engagement activities at the school and district levels.  This is further supported by the redesign and implementation of each site's School and Family Compact and Parent Involvement Policy to ensure that parent engagement efforts and opportunities are current and up to date.  In addition to parental advisory groups such as School Site Council, English Learner Advisory Council, and the Parent Teacher Organization, the District sends out a yearly electronic survey soliciting parent input on District policies and programs and LCAP goals.       Atwater Elementary demonstrates an overall strength in including parents in school activities, as evidenced by a strong percentage of parent engagement as measured through the LCAP.  AESD continues to strive to help parents feel like key decision-makers and active partners in their child's education, and efforts are made yearly to find ways to increase parental involvement.  In the coming years, AESD will provide more informational sessions to parents on topics relevant to the local community.	Based on educational partner and local data, AESD will focus on improvement in seeking input for decision-making with parents of English Learners and other underrepresented at promise minority populations.  Evidence of improvement with these target populations will be an increase in parent committee representation at the site and district level.  Additionally, there will be an increase in representation of parents/guardians of these populations during District and site sponsored informational events.	AESD will improve the engagement of underrepresented families by seeking their input for decision-making in a variety of ways.  The District will begin by doing this on an individualized basis with parents/guardians who have not been recorded as having participated in a school or District wide event.  This data will help us more accurately determine the parents/guardians who might not feel welcome or comfortable attending these events and/or participating as a member of a committee.  Additionally, Community Outreach Coordinators will send out personalized invitations to families within our target groups.  These beginning strategies will form a foundation for increased communication and relationship building that will aid the District in reaching our goal.	5	5	5	5	5	5	5	5	5	5	5	4	Met		27JUN2023	2023
24656490000000	Ballico-Cressey Elementary	3	"Ballico- Cressey Elementary really focuses on building relationships between school staff and families.  We pride ourselves on one of our sayings, ""Where Relationships Matter"".  We put an emphasis on our school staff being in constant communication with our families.  We use parentsquare to send out school wide announcements.  Progress Reports go home every 3 weeks so families know exactly how their student is doing.  Ballico-Cressey Elementary also is strong in encouraging parents to get involved with school functions and provide input on their thoughts about our district.  Parents are invited to join school events such as the Walkathon, Ag Day, Winter Program, Sporting Events, etc.  Parent Information Nights are offered throughout the year so we can keep parents as informed as possible about our schools."	A main focus for improvement in building relationships between school staff and families is to offer/host even more Parent Information Nights.  Our goal is offer them once a month on a variety of different things.  Parent input is important and we want to provide ample opportunities for the staff and parents to have a dialogue about what is going on in our schools and ways we can continue to improve.	Ballico-Cressey Elementary will improve engagement of underrepresented families during the self reflection process in relation to building relationships between school staff and families by making personal phone calls home to invite them to school events and Parent Information Nights.  Phones calls will be made in their home language so they can ask questions about and have explained the details about these school events and information nights.  We will also let inform them on other ways that can be involved with school such as joining the Parent Teacher Club.	Ballico-Cressey Elementary is very strong in putting students first.  That is above all, our biggest goal to put students first both in safety and their education.  The School Staff, families, and community members all work together in doing what needs to be done to help students to get the best outcomes possible.  Getting input from all parties has been extremely helpful to building partnerships for student outcomes.  It really is a collaborative effort which has proved to help student make the most   progress educationally and socially at school.	An area of improvement for building partnerships for student outcomes is to have students and the community do more projects or activities together.  Building partnerships with local high schools and colleges is also a goal.  It would be beneficial to student outcomes to get them exposed to different programs that they may be interesting in joining in future years.	Ballico-Cressey Elementary will improve engagement of underrepresented families by making sure these families are aware that they are invited and welcome to school events.  Making sure they have all the information on how they can get involved is key.  We will be communicating with them in a number of ways.  Phone calls home, digital messages, letters home and speaking to them in person when we can are all techniques that we will be implementing.	Ballico-Cressey Elementary really places a priority on getting input from all parties that are a part of our school when it comes to seeking input for decision making.  Ballico-Cressey Elementary reaches out for input from teachers, staff, parents, students, board members, and community members.  Surveys are our main form of gathering information/input so all parties of the school can be involved for decision-making.	An area of improvement that will be focused on for seeking input for decision-making is getting feedback from all parties in person more often.  This will beneficial because it will lead to open dialogues and the sharing of ideas.  We get in person feedback already but we can increase the opportunities by offering more in person gatherings where all parties of the school are invited.	To increase the engagement of underrepresented families, Ballico-Cressey Elementary will use different techniques to increase the attendance of these families at Parent/Teacher Club, Back to School Nights, Parent Information Nights, Board Meetings etc.  Making these families aware of these engagement opportunities and the importance of sharing their input is key.  It starts with identifying these families and reaching out to them personally to make them aware of these engagement opportunities.	5	5	5	5	5	4	5	5	5	5	5	4	Met		22JUN2023	2023
24656496025381	Ballico-Cressey Community Charter	3	"Ballico- Cressey Community Charter really focuses on building relationships between school staff and families.  We pride ourselves on one of our sayings, ""Where Relationships Matter"".  We put an emphasis on our school staff being in constant communication with our families.  We use parentsquare to send out school wide announcements.  Progress Reports go home every 3 weeks so families know exactly how their student is doing.  Ballico-Cressey Community Charter also is strong in encouraging parents to get involved with school functions and provide input on their thoughts about our district.  Parents are invited to join school events such as the Walkathon, Ag Day, Winter Program, Sporting Events, etc.  Parent Information Nights are offered throughout the year so we can keep parents as informed as possible about our schools."	A main focus for improvement in building relationships between school staff and families is to offer/host even more Parent Information Nights.  Our goal is offer them once a month on a variety of different things.  Parent input is important and we want to provide ample opportunities for the staff and parents to have a dialogue about what is going on in our schools and ways we can continue to improve.	Ballico-Cressey Community Charter will improve engagement of underrepresented families during the self reflection process in relation to building relationships between school staff and families by making personal phone calls home to invite them to school events and Parent Information Nights.  Phones calls will be made in their home language so they can ask questions about and have explained the details about these school events and information nights.  We will also let inform them on other ways that can be involved with school such as joining the Parent Teacher Club.	Ballico-Cressey Community Charter is very strong in putting students first.  That is above all, our biggest goal to put students first both in safety and their education.  The School Staff, families, and community members all work together in doing what needs to be done to help students to get the best outcomes possible.  Getting input from all parties has been extremely helpful to building partnerships for student outcomes.  It really is a collaborative effort which has proved to help student make the most   progress educationally and socially at school.	An area of improvement for building partnerships for student outcomes is to have students and the community do more projects or activities together.  Building partnerships with local high schools and colleges is also a goal.  It would be beneficial to student outcomes to get them exposed to different programs that they may be interesting in joining in future years.	Ballico-Cressey Community Charter will improve engagement of underrepresented families by making sure these families are aware that they are invited and welcome to school events.  Making sure they have all the information on how they can get involved is key.  We will be communicating with them in a number of ways.  Phone calls home, digital messages, letters home and speaking to them in person when we can are all techniques that we will be implementing.	Ballico-Cressey Community Charter really places a priority on getting input from all parties that are a part of our school when it comes to seeking input for decision making.  Ballico-Cressey Community Charter reaches out for input from teachers, staff, parents, students, board members, and community members.  Surveys are our main form of gathering information/input so all parties of the school can be involved for decision-making.	An area of improvement that will be focused on for seeking input for decision-making is getting feedback from all parties in person more often.  This will beneficial because it will lead to open dialogues and the sharing of ideas.  We get in person feedback already but we can increase the opportunities by offering more in person gatherings where all parties of the school are invited.	To increase the engagement of underrepresented families, Ballico-Cressey Community Charter will use different techniques to increase the attendance of these families at Parent/Teacher Club, Back to School Nights, Parent Information Nights, Board Meetings etc.  Making these families aware of these engagement opportunities and the importance of sharing their input is key.  It starts with identifying these families and reaching out to them personally to make them aware of these engagement opportunities.	5	5	5	5	5	4	5	5	5	5	5	4	Met		22JUN2023	2023
24656800000000	El Nido Elementary	3	Communication between the schools and families ensures families are up to date with any changes. As evidence of our commitment to family engagement, positive parent survey results indicate families feel welcomed on campus, open to discuss their children with staff, have confidence in the district and trust the district and staff in the education of their children.  As an example,  we continue to enhance in the area of culturally responsive teaching and communication streams per partner feedback.  El Nido ESD is committed to engaging families as part of our core values for continuous improvement.	Based on partner input, we have two areas of focus for improvement: 1. Expanding modes of communication (digital, print, personal phone calls/meetings, etc.). 2. Quality of information: Parents and caregivers will have more frequent and detailed information as to their child's competency on grade level standards along with at-home strategies and school-based opportunities/services such as tutoring and instructional programs to accelerate learning	El Nido ESD continues to provide opportunities for staff and families to build relationships through authentic engagement activities and primary language communication. We are increasing the frequency of teacher to family contact/communication to increase personal relationship building.	Our strength continues to expand on building relationships and authentic listening to meet families needs for the success of their children.  As a ongoing focus to engage parents, El Nido ESD continues to utilize our communication tool, Parent Square, to inform families of events, trainings, and resources.  Additionally, teachers have significantly increased contact with parents with the implementation of Parent Square as it provides the ability to translate for staff. Providing dedicated staff to support ongoing parent capacity and engagement in family nights and expanding parent education served to further engage families and provide opportunities to learn about a variety of content areas including reading, math, technology and science	A focus area of improvement for ENESD is to continue to build the capacity of parents in the areas of self help, technology and education with a focus on college and career pathways.	EL Nido ESD is working on providing families with the opportunity to participate in trainings in the areas self help, technology, and education based trainings.  For example, we will continue to expand upon the Fresno State Parent Institute offerings and seek out other opportunities to provide parents such as CTE exploration and UC Parent/Child conferences.	Families have the opportunity to plan, design, implement and evaluate engagement activities in a variety of methods including surveys, SSC, DELAC, family events, and open conversations with administration and staff.  The district also consistently seeks new ways for families to provide input and share in the decision making process at both the school site and district level. An example is the development of the El Nido Graduate Profile.	An area of focus for improvement is to continue to build the capacity of parents and community members who serve on our advisory committees to take an increasingly active role and ownership to build the capacity in others.	El Nido ESD will continue to expand opportunities for families, specifically underrepresented families to provide input and participate in the decision making process at ENESD.  We will seek out new methods to recruit members to our advisory boards.  Survey methods will be expanded to focus more so on individual invitations and personalized support upon in order to solicit more input from families.  We will also provide training to our advisory board members which will contribute to increased capacity.	5	5	4	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
24656980000000	Hilmar Unified	3	"Many opportunities for participation are provided in the primary language of the parents.  All communications to parents is provided in English and the primary language of our student population.  Superintendent Coffee broadcast are provided in English, Spanish, and Portuguese.  The district has about 98% of its parents enrolled in ParentSquare.  Parents are able to select the language in which they are most comfortable using.  Parents attended the Parenting class held at Irwin High School that was offered at the beginning of the year (this class was taught in Spanish).  Parents requested further training with the possibility of having classes again in both Stevinson and Hilmar.  With the return of a normal/post-COVID school year, parent volunteers are back in classrooms at both elementary school sites. Parent conferences are well attended by all parents, regardless of language and SED status.  Interpreters are provided as needed.  All sites have made good progress in hiring Spanish and/or Portuguese-speaking office staff to better meet the needs of parents.  Mental Health services have been expanded to provide even more resources to families and most of the services have Spanish-speaking personnel.  Some of the school counselors, as well as both psychologist, are fully bilingual and in some cases, tri-lingual.  Sites provide opportunities to value and celebrate home cultures through family nights such as ""Dia de la Familia"", ""Noche de Orgullo"", and ""Portuguese Immigrant Night"". Additionally, the music program has made strides in incorporating music from different cultures into the HHS concerts."	Hilmar USD needs to increase our participation of SED and English Learner and primary language families in all activities, especially in school leadership roles.	-The district will offer more workshops and classes for all parents, especially underrepresented parents, covering a range of topics that meet parents' self-identified needs as well as building leadership capacity.   -HUSD will make sure make sure all of its school sites are more inclusive and welcoming by providing signage updates so that all signs at all schools are written in English and Spanish.  -Communications will continue in all languages of the parents. -Continue to provide daycare and flexible times/activities for parents to volunteer.	HUSD has a strong partnership with parents and the communities it services.  Parent groups, such as PTO, as well as Booster Clubs, such as Ag Boosters and Football Boosters, are active and support schools both financially and through attendance at activities.  Parent committees such as ELAC and SSC have had good participation.  At the district level, parents are involved in advisory roles such as the Local School Wellness Committee, DELAC, and DAC.	According to LCAP Parent Survey, parents continue to indicate they are generally involved to the extent they want or can be.  However, HUSD will continue to look for ways to re-engage parents to the school setting.  A focus will be made to engage underrepresented families who have been especially impacted by the pandemic.	HUSD plans to improve engagement of underrepresented families by providing more opportunities for training on leadership and support.  This will also address the need parents shared regarding wanting to build a community of parents that can support and encourage each other.  Every effort will be made to help parents learn to advocate for their child's education.	HUSD has a strong relationship with parents and community as is evident in the past through classroom volunteers, attendance at parent-student-teacher conferences, Back-to-School nights, Open Houses, parent meetings, sophomore-parent academic progress meetings, etc. The district has invested in professional development related to Positive Behavior Intervention and Supports and this year has continued to focus on re-engaging students and families to school after the pandemic, especially as it pertains to importance of school attendance. HUSD also held parent workshops to teach parents how to be involved decision-makers in their child's education.	HUSD will continue to make sure that parents of under-represented students have a voice in decision making.	Engagement of underrepresented families will be done in various ways.  This will include electronic and hard-copy parent surveys.  School personnel will also reach to parents through informal settings such as student pick-up and drop-off.  Parents will be invited to be part of committees such as ELAC and SSC.	4	4	4	4	4	4	4	4	3	4	4	4	Met		28JUN2023	2023
24657220000000	Le Grand Union Elementary	3	The LEA's current strengths in building relationships are providing families with a calendar of events and having family night activities.	Transparency in future plans, and strengthening the engagement of parents with teachers.  Professional development opportunities for teachers, principals, and paraprofessionals, including if appropriate, pupil services personnel, parents, and other staff.	Aside from the community coffee, there needs to be more opportunities for parents to be on campus. Hold informational sessions for families at a variety of times, allowing for different work schedules.  Consider the idea of personal one-on-one contact to families, with Spanish skills if needed.	There is great communication from the school including the use of various platforms of communication with the families, such as social media, the district web page and the ParentSquare app.	There are many homes that are both multi-generational and bi-language and information needs to posted in both English and Spanish.  It would be nice to have more parental response.  The district will continue to evaluate and improve upon communication with families, create effective ways to determine needed support, and seek stronger partnerships with families.  The district needs more activities like sports for the student that have so much energy.	The district will continue to reach out to underrepresented families to ensure they feel included in district parent activities and in district decision making.	The district promotes parent and community involvement in decision making through site DELAC, SSC and parent workshops that are provided throughout the school year.	The district's current focus area is to develop a plan to seek more input from the community including increasing the response rate on the district’s annual Parent Survey.	In addition, the district will continue to reach out to underrepresented families to ensure they feel included in district parent activities and in district decision making.	4	4	4	4	5	5	4	4	4	4	4	4	Met		07JUN2023	2023
24657300000000	Le Grand Union High	3	Le Grand High School has a friendly staff and great teachers.  Parents are encouraged to participate; to become involved in the school and their student’s education.  Building these relationships is accomplished through school site counsel, a variety of educational platforms such as ParentSquare and through open communication with teachers, administration and the support staff.   Teachers communicate clearly and give helpful input to the families.  The district makes a point of keeping parents up to date with any new important information.  The LEA is centrally located and provides excellent support services for the community.  It would be great to have an expanded resource center.  Staff in the resource center are dedicated to helping the community.	The LEA’s focus will be on providing resources to help families guide their children academically.	LEA will continue the engagement of underrepresented families by having frequent and positive communication with families and treating all families with respect.  This will include back to school night, round up, adult education, etc.	The LeGrand Union High School makes the effort to reach all families. Twice a year the school has progress report card nights.  Parents are encouraged to come and speak with their student’s teachers about his or her performance in class and necessary remediation, if required.  LGUHS makes the effort to keep families connected to the school but it is important that parents make the effort as well.  Office staff is very friendly and makes the effort to answer questions and resolve issues	The community liaison has effectively setup open lines of communication with all stakeholders at LeGrand Union High School. She has the competency to network amongst a host of resource capabilities. She is very helpful, always wanting to work with the community.  She informs all about important dates and events that are going to happen at the school or within the stakeholder communities.	The district will continue to utilize the community liaison to reach out to underrepresented families through phone calls, emails and newsletters.  In addition, the adult education program will continue to serve this population.	The teachers and support staff are great! Students enjoy being part of the school; parents feels that their issues will be resolved when they approach the office staff.  The small size of the school allows for more individual attention to students who need it.  Teachers at LeGrand are approachable and willing to help students with questions. In spite of being a small school, it is high tech and up to date with innovations. LeGrand is moving toward the future.    LeGrand Union offers the community many opportunities for involvement.  Parents are taught about tech support such as ParentSquare and other programs that help them support their students in school.  Programs that improve and support communication between school and parents.  Parents are encouraged to participate in the regularly scheduled School Site Council.  In addition, parents are encouraged to work with the Community Liaison at the resource center.  The community liaison is noted as being a strong resource for the district, building rapport with the parents and capitalizing on existing skills and resources.  An expanded resource center would be an asset to the district.	The district will focus on getting more parents from underrepresented families at regularly schedule SSC meetings and DELAC meetings.  Additionally the district will maintain current enrollment numbers in the adult education program.	The district will focus on getting more parents from underrepresented families at regularly schedule SSC meetings and DELAC meetings.  Additionally the district will maintain current enrollment numbers in the adult education program.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
24657480000000	Livingston Union	3	A strength of the district has been professional learning opportunities which are offered to both certificated and classified staff. There has been an increased use of social media to engage families on multiple platforms and the district continues to use Parent Square for both one way and two way communications.  EL parent nights are hosted at each school site as well as DELAC parent meetings hosted at the district office.  To further develop staff capacity in how to build trusting relationships with families, a District Family Engagement Team consisting of principals, counselors, parent liaisons and district administrators was created.  The district’s 4 parent liaisons provided additional growth opportunities for teachers on this topic.	Continuing to offer and extend these opportunities to families would be an area of focus and improvement.	Our diversity is our strength. Site cultural celebrations are held highlighting the various cultures in our student population. Multiple opportunities for 2 way communication through the Parent Square notification platform, parent conferences, email and phone calls are available to all families. An increased use in social media outlets has provided more opportunities for families to receive information and resources from the site and district.  Additional parent liaisons have been hired to strengthen community outreach and home to school communications and improve the engagement of underrepresented families.	LUSD parent liaisons work directly with families in support of student outcomes. Per a local survey, 97% of parents and caregivers indicated the school provides events, classes and activities to help them support their children.  95% of parents and caregivers indicated the school makes an effort to reach out and communicate with them regarding their child’s progress.  Multiple opportunities for 2 way communication through the Parent Square notification platform, parent conferences, email and phone calls are available to all families. An increased use in social media outlets has provided more opportunities for families to receive information and resources from the site and district.	Although 97% of parents and caregivers feel welcomed and respected by the adults that work at the schools, providing a welcoming environment for families is a continued focus.  A focus on the importance of student attendance is also a continued priority.	LUSD will engage families on the purpose and outcome of assessments, particularly those of English Language Learners as it pertains to their language development and reclassification.	DLA, DELAC and ELAC groups offer opportunities for parents to give input on site and district initiatives. Stakeholder meetings with representation from families, teachers, principals, district administration, certificated and classified staff are also held for input and feedback.  Caregiver Education and Leadership workshops, SSC and ELAC/DELAC are offered to provide opportunities to families to understand and exercise their legal rights and advocate for their students.	Broad representation from underrepresented families continues to be a challenge and is an identified focus area for improvement.	Parent liaisons attended CABE and will continue to provide professional learning opportunities for teachers on strategies for involving families.  The district will continue to work toward increased participation of parents on the LCAP Advisory Committee.  The District Family Engagement Team will expand to include parents for the purpose of working together to plan, design and evaluate family engagement activities.	4	4	3	4	3	3	3	3	4	3	3	4	Met		15JUN2023	2023
24657550000000	Los Banos Unified	3	The district is doing well working with administrators and engaging in 2-way communication with families and educators. Educational partners noted district schools were more welcoming and supportive of families this past year.	The district needs to provide more training and professional development for teachers and classified staff focused on building trusting and respectful relationships with families. Educational partners expressed concern that the district needs to make more progress in supporting staff efforts to learn more about students, their families, and their strengths, cultures, and setting goals.	LBUSD will increase outreach efforts to underrepresented families. The LBUSD DELAC recently produced a video where DELAC members recounted their experiences participating in the 2023 CABE summit in order to recruit more parent participation. The district plans to reach out to local community organizations and hold meetings at the migrant housing camp as well as hold meetings and events at local houses of worship and community centers and flea markets to try to reach out to underrepresented families.	The district has made strides in setting up parent communication tools through AERIES and Parent Square. The district recently shared an smartphone app linked to the district website to increase communication with the district community.	On the 2023 annual LCAP survey and in focus groups conducted by Hanover Research, teachers expressed concerns about the quantity and quality of parent engagement in their child's education. The teachers requested additional professional training around parent engagement. Parents noted that once students begin high school, there is little to no contact with their child's teacher that is not initiated by the parent. And, even when communication is initiated by the parent, teacher response is not timely or can even be non-existent. A educational partner expressed concern that the district does little to nothing supporting families to understand and exercise their rights.	Parents from DELAC requested additional parent workshops on a variety of topics to support parents support their child's education. These workshops will take place both virtually and in person throughout the district.	All LBUSD schools have fully functioning School Site Councils and English Learner Advisory Committees. Members of these committees have been provided training regarding the purpose of their respective committees and their roles.	As a focus area for improvement, LBUSD will continue to provide training and support to school site councils to increase parent participation in the school decision making process. In addition, LBUSD will continue to hold LCAP information and review meetings at different school sites and throughout the Los Banos community in order to increase parent participation in developing the local control and accountability plan.	he district will reach out to underrepresented families to seek their input and participation.	3	4	4	4	2	3	2	2	4	4	4	3	Met		15JUN2023	2023
24657630000000	McSwain Union Elementary	3	The LEA's current strength in building relationships between school staff and families is the progress made in providing multiple ways for school staff to reach out to families.  These opportunities include the following areas:  -Daily use of student planners for 3rd-8th grade students  -Written communication in English and Spanish  -Dialers, emails and text messages in English and Spanish -School calendar on school website  -English and Spanish-speaking office clerks  -Progress reports each grading period to 4th-8th grade parents  -Parent/teacher conferences and report card nights twice per school year  -Regular morning Coffee With the Principal meetings with parents of English Language Learners.  The LEA is focused on developing ways to increase communication with underrepresented families especially.	Areas of focus for improvement include expanding the number of opportunities for personal connections through in-person school events like our Grandparent's Day and School BBQ events.	Our District will improve engagement of underrepresented families by expanding the number of digital and personal contacts with these families.  That will include through ParentSquare, the District's official communication portal, and personal phone calls and emails from staff.	The Districts current strengths and progress in this area are being progressively implemented and include the following:  -Providing data-driven feedback to parents to inform them of their child(ren)'s academic progress  -Offering extra tutorial programs for students based on academic needs  -Offering student study team meetings to students whose progress concerns the classroom teacher and/or family  -Providing translation services at all meetings held at school.	Areas of focus for improvement include expanding the number of opportunities for personal connections through in-person contact with parents and the sharing of assessment data, and explaining why that data is important and how it is used.	The LEA will improve the engagement of families, including underrepresented families, by reaching out to families whose students are in need of academic or social emotional supports, including providing families with data to assist their in decision-making regarding their child(ren)'s educational needs	The LEA's strengths in this area are being progressively implemented and include seeking expanded input for decision making with the following committees:  -School Site Council  -District English Language Advisory Committee  -Parent Club	The District intends to increase the amount of opportunities our educational partners have to provide input.	The LEA will focus on improving participation in the following committees:  -Local Control and Accountability Plan  -Wellness Committee  -Safety Committee	5	5	4	4	3	4	4	4	4	4	4	4	Met		27JUN2023	2023
24657710000000	Merced City Elementary	3	The District continued using the California Healthy Kids Survey, California Schools Parent Survey, and California Schools Staff Survey during the 2022-2023 academic year. The results from the survey served as a comparison to the 2021-2022 surveys. Response rates for students and teachers were the same or more than the prior year. Approximately 84% of parents reported feeling welcome at the school, a 6% gain compared to the previous year. Students in grades 3 and 5 reported feeling safe at school (80%; 70%) and a sense of belonging (74%; 67%). The District added crowdsourcing as a way to collect qualitative measures from families through the ThoughtExchange platform to identify common themes in parent and community reporting. Frequent Parent Square messages and social media posts (e.g., Facebook, Twitter, Instagram) continue to be ways for parents to receive information and connect to their child's school. Family Help Stations installed at each MCSD site as well as staff to support helping families access information through electronic and other resources are available.	The District is putting an added emphasis on ensuring families are aware of programs and supports available from the Family Engagement Resource Center, or FERC. Additionally, families requested opportunities to be heard, therefore time to listen to families and stakeholders is included on agendas as a standing item for family and community meetings.	"The District will bring awareness of the resources available to families by instituting ""FERC Fridays"". Three district Community Outreach Specialists (COSs) will be at the front gate of each school site two times a year (18 x 2) at the time of student ingress in order to engage our families as they drop their children off at school. They will be able to interact with the families and provide information. The District will also conduct bi-monthly virtual engagements that promote family efficacy. Finally, our staff will be attending at least one staff meeting at each site where we share FERC opportunities with our staff so our district employees are privy to the support available."	Strengths and progress relative to Building Partnerships and Student outcomes include conducting Parent-Teacher Conferences and progress reporting at least twice per school year. Resources for parents and families, including video tutorials focused on accessing learning, are available on the District webpage in multiple languages. The Aeries Parent Portal and Gradebook connect families to student progress information at times convenient for families. MCSD and its' school sites utilize ParentSquare to actively inform families of important messages and engaging events. A variety of community resource representatives (e.g., Merced Adult School, UC Merced, and the City of Merced Parks and Recreation Department) link with the Family Engagement Resource Center to support expanding partnerships beyond the school community.	MCSD continues to strive to meet its' families unique needs in order to improve the development of partnerships and thus, student outcomes. Identified areas of improvement include, but are not limited to: (a) flexible times for family engagement opportunities; (b) flexible locations for family engagement opportunities; and, (c) materials for family engagements are presented in a variety of home languages.	MCSD will improve the engagement of underrepresented families in a variety of ways. As previously mentioned, MCSD will strive to hold district and school-based engagement opportunities in a variety of locations and times around our district, as well as ensure materials are presented in appropriate home languages.	Community participation in local Governing Board meetings and community forums is easily accessible in both in-person and remote formats. Surveys, crowdsourcing results, and district and site-level committees provide families with voice and influence in decision-making. District and school staff provide governance instruction to families and committee representatives so they can participate fully in the decision-making process.	Based on input from educational partners, MCSD looks to set aside time in its' LCAP Forums to capture community voice.	MCSD will strive to hold district and school-based engagement opportunities in a variety of locations and times around our district, as well as ensure materials are presented in appropriate home languages. Time will be set aside to capture the input from our community.	4	4	3	4	3	4	5	3	4	4	4	4	Met		13JUN2023	2023
24657890000000	Merced Union High	3	MUHSD has a full time Director of Communications at the district level. The Director utilizes social media, district and sites’ websites, and the district’s communication platform, Parent Square, to communicate and showcase MUHSD events and activities to parents and community members in multiple languages. MUHSD strives for meaningful two-way communication for the school community that goes beyond compliance notifications and social media promotions.  With more two-way communication, MUHSD strives for interactive, equal, and feedback oriented communication between the school sites and families. MUHSD recognizes that building relationships between school staff and families is key to the success of students.	MUHSD plans to continue to improve communication channels between schools and families. This will include more effective use of technology, regular newsletters, and language-accessible materials to ensure information reaches all families.  Establishing clear and accessible feedback will allow families to voice their concerns, suggestions, and feedback regarding their children's education and school experiences.	MUHSD will develop and expand programs and initiatives that actively involve families in the educational process.  MUHSD will work to implement targeted support systems for at-risk families to address specific challenges they may face in engaging with the school community.	Families and community group members are encouraged to be involved in sites' School Site Councils, Booster Clubs, Parenting classes and English Learner Advisory Committees to provide input on the decision making process.  Career Technical Education programs partner with local industry and postsecondary partners to align programs and curriculum for successful student outcomes of becoming college and career ready.	MUHSD will continue to strengthen the partnerships with families, community members, industry and postsecondary partners.   MUHSD will continue to create accessible opportunities for educational partners to provide a voice in the decision making process.	MUHSD will continue to gather and analyze data to identify underrepresented families.  MUHSD will provide bilingual resources, including translated materials, to ensure that language is not a barrier to engagement. This includes communications, outreach, and signage in languages spoken by underrepresented families. MUHSD will continue to establish partnerships with community organizations and local leaders who can help connect underrepresented families with educational resources.	The MUHSD board annually adopts the California Family Engagement Framework to provide district and site level structures to the varied parent/community engagement activities. The framework allows schools to self-assess with the input from educational partners and prioritize action steps for the future. Staff, students, families, and community members are encouraged to be involved in sites' School Site Councils, Booster Clubs, Parenting classes, English Learner Advisory Committees, and LCAP meetings. These groups meet regularly to analyze data, provide input, and engage in decision making for school sites, underrepresented students, activities, and budget distribution for programs.	MUHSD is continually working to provide up-to-date data for educational partners to enhance and inform the decision-making process.  MUHSD is partnering with outside consultants and partners to ensure that partners receive accurate data.	MUHSD continues to identify and engage underrepresented families to provide the opportunity to seek input and participate in the decision-making process.	4	4	4	4	5	4	4	5	5	4	4	4	Met		07JUN2023	2023
24658130000000	Plainsburg Union Elementary	3	A strength of PUESD is the willingness of our parents to volunteer to support our school in any way possible.  An example of this is our Parent Club.  They have created a social media page that has amplified our communication to the community.  In fact, this has become the preferred method of communication for parents.	A focus area of improvement will be how to prioritize communications that are sent home electronically.  Parents complain of over-communication by the district.	The staff of PUESD works and will continue to work hard in communication with families, especially underrepresented families.  PUESD strives to keep parents connected to school and school activities. PUESD will evaluate communication platforms and messages to determine which platform is best suited for the type of communication we are trying to send.	A strength for PUESD in this area is that we have built a strong partnership with our parent club.  This facilitates ease of communication between the school and the community at large.  We also have calendared events to meet with families, including two sets of parent conference weeks in order to facilitate communication between the parents and teachers regarding student progress.  A final strength is the in person events we host.  For example, our end of the year track meet will also serve as a way for parents to pick up summer school back packs full of supplies to keep kids engaged in learning over the summer.  This also provides an opportunity for parents, students and staff to spend time with one another in a positive environment.	An area of focus in this area will be to onboard new teachers to our processes for communicating with parents, including conferences, open houses and back to school nights.	We will mentor new staff in this area as they are hired at PUESD.	A strength in this area is the multiple platforms we use to solicit input from parents and families.  We also work with outside organizations, such as migrant education, the other schools in the tri-city area to solicit input from our larger community.  For example we have held a tri-cities board meeting, with boards from Plainsburg, Planada and Le Grand.	A focus areas for improvement is to increase the percentage of parents responding to the Annual LCAP Survey.	We will analyze our methods of communication to how we ask for feedback from parents in order to increase parental responses.	5	5	5	5	5	5	5	5	5	4	4	4	Met		08JUN2023	2023
24658210000000	Planada Elementary	3	PESD does a terrific job in communicating with families via ParentSquare, Facebook and Instagram.  The District also works with and for the community, building a strong partnership there.	In addition to building relations between school and families, the district builds a strong staff by providing professional development and it also works with the community to build a strong relationship there.	PESD will continue to hire, train and retain staff that has the best interest of under-represented students and families. PESd will continue to provide time for review and planning in order to better serve these students and their families.	MTSS is a great strength but sometimes we don’t know how to best support our students.  Another strength of the District is good family communication which can help with improving student performance.	The District should continue to review and evaluate and improve support programs , create effective communication systems and improve the learning environment for all students.	While the District works at encouraging parental involvement, good  communication and creating a safe emotional environment, it is felt that there is more that could be done.	The District is doing a good job in including all the stake holders in the decision making process.  The district promotes parent and community involvement through site DELAC.  Parent workshops are provided throughout the school year.   The schools have been offering all the learning activities they should and the district regularly seeks input from its Instructional Leadership Team, teachers, and community with regards to decision-making.	This will be helpful for families who cannot make meetings at traditional times.  The district will also make an effort to reach out to these families for advisory groups or survey opportunities.	The district will focus on getting more parents from underrepresented families at regularly schedule SSC meetings and DELAC meetings.  In addition, the district will continue to reach out to underrepresented families to ensure they feel included in district parent activities and in district decision making.	4	4	4	5	4	4	4	3	4	4	4	4	Met		29JUN2023	2023
24658390000000	Snelling-Merced Falls Union Elementary	3	Snelling School engages in Parent-Teacher Conferences twice a school year to discuss students successes and areas of improvement for the whole child.  A yearly art show, multiple live theatre performances, school sponsors sporting events, family book fair night, and family engagement night welcomes all families on campus to build supporting relationships.	Communication between families and school staff is supported by phone apps, email access, phone notification system, and an informative website to best communicate for everyone.	Snelling School offers translations to support family communications between staff and parents.	Snelling School prides itself on community events held at the school for students, community and staff.  Stakeholder input helps lead the direction for building partnerships within our community.  Attendance at school events maintains a 90% attendance rate.	Snelling School will continue to maintain and sustain our partnerships.  Our local 4-H Club hosts monthly events held at the school, as well as school events that families attend.  Retired teachers read at our site in each classroom once a  month, and school events are held monthly as well.	Snelling School will host an annual ELPAC night for our ELD families to gain input for our ELD population.	Annual parent surveys are offered for parent input, also Parent Night is sponsored once a year for dinner and stakeholder input.	Snelling School will continue to offer multiple opportunities for families, community members, students and staff to offer input for the school to improve seeking input for the following year.	All school sponsored events have a translator for our families to be represented.	5	5	4	5	1	1	5	5	4	4	4	4	Met		13JUN2023	2023
24658620000000	Weaver Union	3	Our strength comes from our commitment to building a strong relationship with our families.  Each school in our District has a fulltime Community Liaison who conducts ongoing community outreach to establish and support collaborative relationships between families and our staff.  Our Community Liaisons also facilitate relationships between our families and community organizations who support them.	This year’s focus area for growth is to consolidate our community outreach and family involvement effort through a District Calendar.  This will allow us to utilize all of our Community Liaisons in a more efficient manner but reducing redundancy, and improving service the quality of service/support.	We actively reach out to our community to gather input from all of our families, including our identified underrepresented families.  Based on their feedback we are currently enhancing and establishing programs that help us support and foster relationships.  We will continue to gather feedback as we move forward to improve services.	Our families and educational partners are well represented on our site and district committees including School Site Council, English Learner Advisory Committee, African American Parent Advisory Committee and boosters.	WUSD sees the need to improve parent participation rates at our ELAC, APAC and SSC committee meetings.	We will increase and improve communication with our underrepresented families, and seek to remove the barriers the keep them from participating.  Such barriers have been identified as:  Childcare, Transportation & Scheduling.	Our families and educational partners are well represented on our site and district committees including School Site Council, English Learner Advisory Committee, African American Parent Advisory Committee and boosters. Weaver surveys parents and families annually for input on our school programs and services. Our parents also actively participate in Student Study Team and IEP meetings.	Our area of focus for improving input is to increase and improve our outreach to families and local partners.  While we do have many opportunities for input, the data gathered is only if our educational partners are well represented in the process.	We see the need to target our outreach efforts to selectively and authentically reach out to our underrepresented families.  While broad messaging if an efficient means of communicating with our families, it is not always the most effective.  As such we will continue to work on individualizing our messaging about, and invitations to family engagement opportunities.	5	5	4	4	5	4	5	4	4	3	4	4	Met		29JUN2023	2023
24658700000000	Winton	3	Winton School District (WSD) creates a welcoming environment for all families in the community. WSD posts posters/flyers in English and Spanish. There is at least one Spanish speaking staff in the office. Either on the counter or wall display, there are parent information resource materials for parents to access. WSD keeps its campus clean and safe. WSD provides two-way communication, in home languages, to share information and receive feedback in various settings such as the Local Control and Accountability Plan Educational Partners Meetings, School Site Council and Site English Language Advisory Council, and Parent Meetings. Parents are invited and attend school performances and academic achievement awards assemblies. Child care is always provided during School Site Council Meetings and other parent involvement meetings. The most recent Parent Survey was conducted in 2021-2022 school year. The results showed that 75.89% of the parents who submitted the survey feel that the schools are a welcoming place.  WSD provides information about parent involvement opportunities through district, school, and/or class newsletters, the district's web site, and other written or electronic communications. The AERIES Communication autodialer sends home messages either in English or Spanish depending on the parents correspondence language preferred. To the extent practicable, provide notices and information to parents/guardians in a format and language they can understand. WSD currently provides parent notices and information in English and Spanish as there are 15 percent or more of students enrolled that speak Spanish as their primary language other than English.  WSD provides interpretation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs.	A focus area for improvement is to encourage staff to learn about each family's strengths, cultures, languages, and goals for their children.  The 2021-2022 Parent Survey indicates that only 62% of the responses say that it is easy to get an interpreter.  If meetings are planned, school staff will secure an interpreter for the parents.  If the meetings are not planned and there are no staff in the office to interpret, the schools will contact the district's liaisons to assist with interpretation.	Winton School District (WSD), to the extent practicable, will provide notices and information to parents/guardians in a format and language they can understand. WSD currently provides parent notices and information in English and Spanish as there are 15 percent or more of students enrolled that speak Spanish as their primary language other than English.  WSD provides interpretation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs.	"Winton School District (WSD) holds an annual meeting during Back to School Night which all parents/guardians of participating students are invited and encouraged to attend, in order to inform them of their school's participation in Title I and to explain Title I requirements and the right of parents/guardians to be involved. At this time, the Parent Involvement and Rights information are distributed to the parents and shared with them informing them of opportunities to participate in their child’s education. Also, during Back to School Nights, the classroom teachers provide parents/guardians with information about their students' class assignments, homework assignments, and classroom expectations and instructions.  At the beginning of each school year, parents and students are given the “Responsible use of internet and technology resources contract for students and parents"" outlining the acceptable and unacceptable use of technology. At the middle school, parents have access to the AERIES Parent Portal to view students' grades/assessments/discipline. A document outlining the steps to set up and access the AERIES Parent Portal is available at the school site. School Administrators are also available to assist parents in this process. School Site Council/Site English Language Advisory Committee Meetings topics include an overview of the required state assessments (CAASPP and ELPAC Assessments) and how to read the Student Score Reports. WSD distributes a school-parent compact outlining the shared responsibility among the parents/guardians, the school, and the student. The compact is discussed as it relates to the students’ achievement between the students, teachers, and parents during Parent-teacher conferences held in the Fall. Teachers discuss the students' progress with parents/guardians. Parents and teachers do schedule additional conferences if determined. The WSD School Counseling Program now has one TK-5 School Counselor at each of its school sites.  There is also a school counselor at the middle school (Grades 6-8). The School Counseling Program services are delivered individually, in small groups, classroom guidance curriculum, and school-wide activities. School Counselors provide academic, social-emotional, and career/college counseling. In addition to the services students receive, the school counselors also host Parent Information Nights.   Data from the California School Staff Survey administered in the Spring of 2022 indicate that School Supports for Students where it is a supporting and inviting place for students to learn is 58%  strongly agree."	A focus area for improvement is to provide families with information and resources to support student learning and development.  This can be implemented during school parent meetings, parent conference week, and/or school newsletters.	Winton School District (WSD) schools will organize academic activities for families and provide information to the parents as well as provide opportunities for parents on how to support their student's learning.  Positive phone calls will be made to the parents on their child's academic and behavior.	"Winton School District (WSD) seeks input from parents in the school’s and district’s decision making. Parents have the opportunity to attend the School Site Council/Site English Language Advisory Committees (SSC/SELAC). These meetings range from four to six per year base on the needs of the parents at each school. During the SSC/SELAC meetings, parents are informed of the schools events and the required state assessments. They have the opportunity to ask any questions/concerns they have about the school and provide input on school improvement. In addition, they play a vital role in the review and approval of the schools' site plan. Besides the site meetings, there is a District English Language Advisory Committee (DELAC) which meets four times during school year. At these meetings, parents are engaged with meaningful information on the upcoming state language assessment for English Learners and the California Data Dashboard. At the SSC/SELAC and DELAC, parents are involve in the Local Control and Accountability Plan (LCAP) educational partners meeting. Parents are welcome at all meetings of the local governing board. During the public hearing, the public is invited to address agenda items, to place matters on the agenda directly related to school business, and submit items within the subject matter jurisdiction of the Board of Trustees for future consideration. Also, individuals addressing the Board shall be limited to three minutes each up to twenty minutes per topic. The Board of Trustees will take no action at this time but may refer the issue for further consideration. WSD provides interpretation and translation services for parents to fully participate in educational programs and individual meetings with school staff related to their child’s education. At the beginning of each school’s Back to School Night, the principal along with an interpreter welcomes the parents and informs them of ways to participate at the school. As requested by parents, interpreters are available during the school’s parent conference week and throughout the school year when parents meet with a school staff concerning their child’s academic and behavioral needs. All parent letter/notices/ flyers are sent home in English and Spanish. In addition, the WSD sends home automated phone, text, and email messages in both English and Spanish. The findings from the measure represent WSD's parent engagement and are consistent with WSD's LCAP Goal 3 which states, “Winton School District will provide a safe, welcoming, and well-maintained learning environment for students, families, and staff where there is a sense of school connectedness and a promotion of social, emotional, and academic growth of our students"".   Based on the 2021-2022 California School Staff Survey, data indicates that 28% strongly agree and 51% agree (79% strongly agree or agree) that the schools promote personnel participation in decision-making that affects school practices and policies."	Based on the 2021-2022 Parent Survey, data indicates that 62.3% of the parents who responded to the survey agreed that the schools seek parent input.  Additional parent input for the 2023-2024 will take place.  Parent input will be an agenda item on parent meeting agendas at the schools.	Winton School District (WSD) will continue to do what has been done in the past and increase the opportunities for parents to provide their input.  More efforts will be made for schools to contact parents for their input via Parent Square.	4	4	3	5	3	3	4	3	4	4	4	4	Met		26JUN2023	2023
24736190000000	Gustine Unified	3	All sites have in person parent teacher conferences, capacity building workshops, and parent engagement activities and have reported more families attending.	One area of focus for improvement is to provide training for biligual liaisons to improve outreach and communication amongst families. The training will provide strategies and set goals to increase the number of families who participate in activities and meetings.	The LEA has established a parent room and will work with staff to ensure that outreach is occurring for underrepresented families. PLTI and and other capacity building workshops are provided to ensure underrespresented families know about and attend these events to further build the relationships between families and schools.	The district's current strengths of the district is providing a number of ways to partner with families to improve student outcomes.  For example, there was a parent university that provided a variety of capacity building workshops which allow families and schools to build partnerships to improve outcomes.	The focus area is to increase the number of families who participate.  Last school year had a slight increase from the previous year.  The district is seeking to further increase that number by providing specific trainings that were requested from families.  These trainings will be provided at various times to allow for families to attend.	The district will work to improve engagement of underrepresented families by reaching out to them to participate.  The sites will conduct home visits and also provide translation as needed.  The bilingual liaisons will work to improve communication by making phone calls and reaching out to encourage participation.	Families have reported that they feel they are involved in the decision making process.  The school district and sites have a variety of ways that educational partner input is sought when decisions need to be made. These include surveys, School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee, and other capacity building workshops.  Each year we seek to improve the number of families who participate by providing input to improve the school district.	The main focus is to increase the number of families who participate in workshops and provide input through surveys.  The district will use the support of the biligual liaisons to increase the number of families who provide input for decision-making.	The district and sites are working to increase input in decision-making, especially amonst underrepresented families. The district will improve this process by increasing the number of opportunities to provide input. This will occur during meetings held at a variety of times to ensure that all families can participate.	4	4	4	4	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
24737260000000	Merced River Union Elementary	3	The school provides multiple opportunities for parent and school staff relationship building. The school offers various community engagement opportunities such as parent-teacher conferences, back-to-school events open-house events. Offers communication in the parents' primary language and also offers a variety of opportunities to make families and staff feel welcomed.	The school will continue to focus on providing a safe and welcoming environment for all students, staff, and community. Our goal remains to develop positive behavior outcomes for students.	The LEA will continue to work with its leadership team, School Site Council, ELAC, DELAC and the Merced County Office of Education to seek out other means of relationship-building with families. The LEA has a high percentage of unduplicated students and will implement all practices and strategies to effectively build stronger relationships.	The LEA partners with the Merced County Office of Education in order to provide teachers and support staff with professional development on best practices that will impact student achievement. The LEA provides an after-school tutorial program to assist students who are in need of additional academic support. The LEA has implemented an MTSS system for all students to support academic and behavioral concerns. The LEA also partners with the Merced ArTree to provide visual and peforming arts opportunities for all students.	The LEA will continue to focus all of its efforts on academic and social-emotional support for all students. The LEA will seek ongoing input from all students and families on areas of improvement for the LEA and its students.	The LEA will conduct various Climate Surveys throughout the year in order to seek information from parents about the overall programs in the LEA. The LEA will continue to invite all families to its LCAP and School Site Council meetings to seek additional input.	The district is a rural single school district and has merged its School Site Council, Local Control Accountability Plan, and English Learner Advisory Committees into one unique body comprised of parents, teachers, and students. The LCAPC meets quarterly to review and update the various components of the LCAP for the year. These meetings are open to all stakeholders and give everyone the opportunity to provide feedback on the school's progress towards achieving its goals. The district intends to provide all stakeholders and families with a variety of school information nights in their language in order to include their voices in the decision-making process.	The LEA will continue to work with the leadership team and the Merced County Office of Education support to implement best practices for improving decision-making.	The LEA will conduct various Climate Surveys throughout the year in order to seek information from parents about the overall programs in the LEA. The LEA will continue to invite all families to its LCAP and School Site Council meetings to seek additional input.	5	5	4	4	4	2	2	1	4	4	3	3	Met		19JUN2023	2023
24753170000000	Dos Palos Oro Loma Joint Unified	3	The District has seen a marked improvement in school to home connectedness. Parent attendance in meetings, conferences, orientations, and workshops has increased. Parent activities are supported by a district liaison and translation services.	The most recent parent survey indicated that parents feel comfortable attending school-related activities. Parents attending school functions increased per survey results. The District will continue to leverage parent contacts to improve connectedness.	The District has developed a system to increase the positive contacts made with underrepresented families by leveraging office staff, counselors, and its District liaison.	The District has established a data collection system in which educational partners are able to see the frequency of contacts with parents. The ability of having this data has spurned an increase of communication from school to home.	Community and educational partners have identified the need for bilingual support when communicating to parents. The District has invested in platforms and personnel to provide support to improve upon this outcome.	The District has made a concerted effort to increase the positive communications with families of underrepresented students by leveraging members of its communication system.	The District has increased its opportunities for educational and community partners to be able to provide feedback into aspects of the District.	The District continues to explore opportunities for educational partner feedback by embedding the practices into scheduled activities.	The District will increase the amount of opportunities to receive school and community partner feedback. The District will target outreach efforts for families of unduplicated students.	3	3	3	3	3	3	3	3	3	2	3	3	Met		27JUN2023	2023
24753660000000	Delhi Unified	3	The reflection process has brought to light our strengths in regards to continually gathering input from educational partners through the use of surveys, daily interactions and established forums such as school site council. Our families feel comfortable communicating with their site leaders and teachers as well as reaching out directly to the district office. We continue to develop the capacity of our staff by providing ongoing training and parent outreach opportunities to build trust and foster strong relationships with our families.	Collaboration with educational partners has activated thinking around the need to better empower LEA members to better understand family’s strengths, cultures, languages, and goals for their children. This has sparked an interest in exploring how to better leverage parent conferences. Additionally, we are also seeking to empower families to become active advocates by providing targeted learning experiences through the Parent Leadership Institute Training PLTI workshops and family support counseling services. Our Parent Services Coordinator has helped improve relationships and communication between the schools and families as she promotes two-way communication and serves as a resource for our families to access services and resources.	Our latest findings activated action planning that aims to better understand and engage our educational partners. The addition of a parent coordinator will provide targeted support to families in the way of workshops and learning experiences that will empower families to be actively involved in their children's learning. The addition of a family support counselor will address the social-emotional needs of our families by providing mental health awareness and direct family counseling. These supports will be aligned to other comprehensive approaches that aim to impact student discipline, attendance and academic progress. The Parent Leadership Institute Training (PLTI) workshops, we will actively recruit underrepresented families with the help of community partners to attend the trainings to gain knowledge of how school systems work and empower families to be involved.	DUSD continues to collaborate with families and community partners in ways that have a positive impact. This foundation will be leveraged to further strengthen partnerships by providing direct supports and targeted learning experiences. Our schools continue to serve as hubs of parent participation and engagement. Principals and central office staff continue to receive guidance and support in better understanding how to best engage and support our families. DUSD will continue to encourage staff participation during school and district sponsored parent centered events as well as encouraging and supporting more staff participation during student centered events such as athletics, music and art performances, safety community forum and other after school or weekend activities. DUSD will continue to learn how to best engage our families by leveraging social media (Facebook and Instagram) as well as interactions at school in order to connect with parents in a more expanded manner. Additionally, we continue to use site-based LCAP meetings to provide more information on the LCAP expenditures to more parents and community members so they can provide feedback on current practices as well as address their needs or wants towards future revisions. Increased use of the ParentSquare online platform to push out texts, emails and supportive video links and surveys is also being addressed.	After close analysis of the educational partner input and local data, DUSD will focus on two specific areas to further strengthen partnerships to improve educational outcomes: 1. Engagement: DUSD will support further engagement with educational partners by calibrating the facilitation of advisory and decision making councils such as ELAC and SSC and transforming the parent conference structure to allow for deeper analysis and action planning alongside students and parents. In addition to this, the family support counselor will provide group and individual counseling to families that need support so that they can become deeply engaged in their child's education while getting needed supports. 2. Advocacy: DUSD will develop educational partners to become active advocates for their children by leveraging the parent coordinator position to provide workshops and experiential learning that will educate parents on how to better impact their child's education during their elementary, secondary and post secondary pathway.	Underrepresented families will be intentionally sought out and connected to the family support counselor who will provide group and individual counseling so that they can become deeply engaged in their child's education while getting needed supports, as well as being connected to the parent coordinator to provide workshops and experiential learning that will educate them on how to better impact their child's education during their elementary, secondary and post secondary pathway. DUSD will actively problem-solve barriers such as transportation and childcare to ensure that parents are involved in school events and parent workshops.	Delhi USD continues to prioritize the gathering of input to drive decision making by providing multiple opportunities for feedback on a daily basis (as parents have access to their site leadership to provide input and opinions regarding daily operations and instruction), facilitating formal venues for input (ELAC/SSC, Safety Community Forum, Second Cup of Coffee with Principals) and regularly seeking insights through surveys and board meetings.	Delhi USD is the civic center for educational partners who look to the district for many of their educational and noneducational needs due to the nature of being an unincorporated community with high rates of English Learners, Foster Youth, and Low-Income students. Therefore we understand that a positive culture and increased student academic achievement.will come to fruition when all partners are aligned in how to best support the continuous improvement cycle. Delhi Unified School District will continue to strive to ensure active parent involvement and student engagement through: a. research-based parent involvement practices b. family input in school decision making c. educational programs, designed for families, to empower them in supporting student achievement and success. Instead of outsourcing to meet our goals, as previously done, DUSD will focus on a capacity-building approach by leveraging internal staff and strategies to empower the LEA to directly drive the work that will have educational partners become more active and more aligned to the work that matters most. This includes the internal positions of family support counselor and parent coordinator.	The focused capacity-building approach to improve engagement will strategically target underrepresented families identified to ensure their voice is a key component of the narrative that will drive analysis and decision-making. Specifically, the parent coordinator and family support counselor will focus on supporting underrepresented families in ways that will involve and prepare them to be active participants. Through the PLTI workshops, parents will build capacity and knowledge of the educational system as well as systems of support to continue to be engaged in their child’s education while advocating for supports for minority children.	2	3	2	2	2	2	3	2	3	3	3	3	Met		13JUN2023	2023
25102560000000	Modoc County Office of Education	3	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.	MCOE does not operate a school making this priority Non-applicable. Note the metrics were filled out because the dashboard would not let it reflect met without something being marked; however, it is a true reflection based on Foster Youth.	5	5	5	5	5	5	5	5	5	5	5	5	Met		30MAY2023	2023
25658960000000	Surprise Valley Joint Unified	3	The LEA has a positive relationship between staff and families. Staff members work hard to keep these relationships open and positive. Having family nights and parent conferences are important to building relationships between staff and families. The district also does a beginning of the year breakfast to welcome everyone back to the new school year. Assemblies help staff and students celebrate student accomplishments during the year.	The LEA could work on communication with families at the higher levels.	The LEA needs to continue to work on communication with underrepresented families. Also need to try to include in more of the staff/community meetings and events.	The district is trying to take advantage of different professional learning opportunities for all staff provided by different agencies on different topics. The district has used the county office to help provide professional development in several different areas.	The LEA is working to build more partnerships within our community, and our county.	LEA will improve engagement of underrepresented families during family nights, parent conferences. Will also have weekly communication with families through newsletters or schedules. Also through the school's robo call system.	The decision process has been going well, and looks for input from staff, community and our broad of trustees.	The LEA's focus area for improvement for input is to have more community meetings to gather more data and input from our whole community. To have more survey's of families and students to get a bigger picture.	The LEA will continue to reach out to all families during decision making processes.	4	4	3	4	3	3	4	4	4	4	4	4	Met		27JUN2023	2023
25735850000000	Modoc Joint Unified	3	The District consistently goes the extra mile to support students and families.  Administrators, administrative assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve families in the child's education.  Many families shut the district out and do not want the level of involvement we provide.  How we meet the needs of these families is a constant topic of conversation.	Building relational capacity	The District will continue to search for effective community liaisons who have the ability to relate to parents who the District is struggling in building relationships.	The District consistently goes the extra mile to support students and families.  Administrators, administrative assistants, the school social worker, school nurse, and teaching staff constantly reach out in an effort to involve families in the child's education.  Many families shut the district out and do not want the level of involvement we provide.  How we meet the needs of these families is a constant topic of conversation.	Relationship building with families.	The District will continue to search for effective community liaisons who have the ability to relate to parents who the District is struggling in building relationships.	There are multiple opportunities for all families to engage in decision making, but many families choose not to be involved.	Involving parents in site level decision making.	The District will continue to search for effective community liaisons who have the ability to relate to parents who the District is struggling in building relationships.	4	4	3	4	3	4	4	4	4	3	4	4	Met		13JUN2023	2023
25735930000000	Tulelake Basin Joint Unified	3	Building strong relationships within the community is crucial for the success of our school district. Our staff and  parents work together and have open lines of communication, this creates a supportive and collaborative  environment that benefits everyone, especially the students. The fact that staff and parents have constant  opportunities to interact and provide feedback had been beneficial for the district. School Site Council, ELAC (English Learner Advisory Committee), and PBIS (Positive Behavioral Interventions and Supports) meetings have been  effective in involving parents and gather their input. These meetings provide a platform for discussing important  topics related to the school and its programs, sharing ideas, and addressing concerns. These activities further  enhance the connections between the school and the broader community.  By actively seeking feedback and involving parents in decision-making processes, the district shows its commitment  to incorporating diverse perspectives and meeting the needs of the community. It also demonstrates a willingness to  continuously improve and adapt based on the input received. This collaborative approach fosters trust and  strengthens the relationship between the district, staff, and parents.  Overall, the district's efforts to build relationships and encourage feedback is growing and will be ongoing. By  nurturing these strong connections, we are we are trying to create an environment where everyone feels valued,  respected, and motivated to work together towards the common goal of providing the best possible education for the  students.	Based on feedback the district will be focusing on building relationships with families to gain feedback that would  help drive district vision and implementation. The superintendent will focus on building trust and communication  between parents, staff, and the board. The superintendent will work to provide a platform for parent and community  input. In addition, the superintendent will meet with parent advisory group monthly for critical feedback.	The district would like to continue regularly scheduled input sessions with the LCAP committee and the newly formed  parent advisory group representative of the community make up. The district is also working with the SELPA director  on having Tulelake parent and student representation at Community Advisory Council (CAC).	The district has strong relationships within the community. In our small community the roles of staff and parents are  constantly crossing allowing for feedback. The district also partners with MCOE to support with data and coaching of  teachers which supports student outcomes. The district surveyed students to gain input on the cafeteria and school  culture.	An area of focus will be using data for site level, grade level, classroom, and individual student data to support all  student learning. Next year we will be working with Multiple Measures to help with this. In addition, the  superintendent will meet with student leaders monthly for critical feedback.	The district would like to continue regularly scheduled input sessions with the ELAC and LCAP committee. The  district is also working with the SELPA director on having Tulelake parent and student representation on the CAC.	The LEA uses multiple ways to communicate and engage with parents. However, there is definitely room to improve  with getting parent feedback. This year the district was able to establish an LCAP committee which will carry on  through next year.  By actively seeking feedback and involving parents in decision-making processes, the district shows its commitment  to incorporating diverse perspectives and meeting the needs of the community. It also demonstrates a willingness to  continuously improve and adapt based on the input received. This collaborative approach fosters trust and  strengthens the relationship between the district, staff, and parents.	The superintendent will focus on building trust and communication between parents, staff, and the board. This will  help with critical feedback need for decision making. The superintendent will also work to provide a platform for  parent and community input. In addition, the superintendent will meet with parent advisory group monthly for critical  feedback.	The district would like to continue regularly scheduled input sessions with the ELAC and LCAP committee. The  district is also working with the SELPA director on having Tulelake parent and student representation on the CAC.	2	3	2	3	3	2	2	3	2	2	2	2	Met		31MAY2023	2023
26102640000000	Mono County Office of Education	3	Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. We were able to hold in person Student Led Conferences at both JWCS and SRCS in the Fall and Spring semesters.  We had a 100% attendance rate both at JWCS and SRCS in the Fall. For the Spring SLC’s we had a 100% attendance rate at SRCS and an 82% attendance rate for JWCS. In this way, we attain representation and engagement from all of our student groups and their families. This year we had 4 family members join our Parent Advisory Committee in the Fall and we were able to hold a special PAC meeting in the Spring right before our Spring SLC’s.  Another strength is that our community school principal and the SRCS teacher are able to speak Spanish to help open lines of communication amongst many of our students' families. This year we offered more translation support to our JWCS teacher in their needs for communication with families.	A focus area for improvement for us is to offer even more opportunities for underrepresented families to be invited into our classrooms.	We will offer even more opportunities for our underrepresented families to be invited into our classrooms.  These opportunities, such as family nights, awards events, student made dinners, Student-Led Conferences, etc. will provide experiences for our underrepresented families to get an opportunity to get to know our staff even better and to feel more comfortable in our schools.	Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. We were able to hold in person Student Led Conferences at both JWCS and SRCS in the Fall and Spring semesters.  We had a 100% attendance rate both at JWCS and SRCS in the Fall. For the Spring SLC’s we had a 100% attendance rate at SRCS and an 82% attendance rate for JWCS. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal and SRCS teacher are able to speak Spanish to help open lines of communication amongst many of our students' families. Throughout the 22-23 school year, we were able to implement procedures and activities within our scheduled events as well as communicating with families via text message and email on a regular basis to better share our progress on our LCAP goals.	A focus area for improvement is in providing families with information and resources to support student learning and development in the home.  Because we work with secondary school students, the families of this age group aren’t as likely to be involved with their child’s learning and development in the home, as compared to elementary school students.	We plan to work with the staff to provide more communication to the families about what the students are learning in the classroom and how this can be extended into the students’ homes.	Running a small, alternative program helps us to develop strong personal relationships with each of our student’s families. One strength we have is in our Individual Learning Plans and their presentation to families via student led conferences and our family nights which generally center around sharing a family meal. We were able to hold in person Student Led Conferences at both JWCS and SRCS in the Fall and Spring semesters.  We had a 100% attendance rate both at JWCS and SRCS in the Fall. For the Spring SLC’s we had a 100% attendance rate at SRCS and an 82% attendance rate for JWCS. In this way, we attain representation and engagement from all of our student groups and their families. Another strength is that our community school principal and the SRCS teacher are able to speak Spanish to help open lines of communication amongst many of our students' families. Throughout the 22-23 school year, we were able to implement procedures and activities within our scheduled events as well as communicating with families via text message and email on a regular basis to better share our progress on our LCAP goals.	A focus area for improvement is to sustain our families involved in being a part of a Parent Advisory Committee, especially underrepresented families.	We are able to get family members involved at our family events and also to use surveys to get input on policies and programs, and this year we were able to have a Parent Advisory Committee.  Because we have so few students, and therefore fewer adults to have been a part of our Parent Advisory Committee, in the past we have used our family events to have Parent Advisory Meetings at that time.	5	5	4	4	4	4	5	4	4	4	4	5	Met		29JUN2023	2023
26102640124990	Urban Corps of San Diego County Charter	3	Urban Corps Charter School serves young adults of majority age (18 and older).  These young adults self-advocate and therefore interaction with family is limited to situations in which permission is granted by students.  With that said, UCCS welcomes all family members and friends to all events such as open house, and award and graduation ceremonies. This uniqueness, by virtue of the age, of UCCS students is an ongoing strength based on our constant communication with them on a daily basis. Recent noteworthy progress includes the addition of a licensed social worker in the position of Coordinator of Student Services. One of the primary roles of this position is to examine attendance and help support students in improving attendance as well as make sure they complete coursework and do not fall behind.	Urban Corps Charter School continues to focus on the development of Multi-Tiered Systems of Support (MTSS) through ongoing professional development.  MTSS will continue to be a primary focus area for UCCS staff at all levels.	Urban Corps Charter School serves many students who are immigrants/newcomers.  Although there is great representation as a whole with immigrant students in the student body; within the subgroups that make up that population there are many nuances. UCCS is committed to improving communication and inclusion to the smallest groups within that population. UCCS will continue to expand community partnerships with support agencies as well as seek out additional resources that help the school fully engage with these underrepresented groups.	Urban Corps Charter School has strong, ongoing partnerships with a variety of local agencies such as the International Rescue Committee (IRC), Catholic Charities, food banks, health clinics, universities, and community colleges; all of whom contribute to more positive student outcomes.	UCCS has identified the need for expanding career development and job placement opportunities for our students. UCCS will focus on building partnerships with agencies that can participate in career fairs and exposure opportunities for students.	As stated before, UCCS has many subgroups of immigrant students.  UCCS will continue to expand community partnerships with support agencies as well as seek out additional resources that help the school fully engage with these underrepresented groups. Partnerships with local agencies and advocacy groups will further enhance UCCS’ ability to engage and better serve these underrepresented groups within our school community.	UCCS collects feedback from educational patterns, credentialed teachers, staff, and students at a minimum on an annual basis through our LCAP survey. UCCS gathers feedback from our students and teachers to drive decision-making and improve school culture and academic curriculum each semester. Students reported feeling a sense of “belonging” at school and feeling supported and cared for by school staff. Our teachers and educational partners reported that UCCS is making progress toward increasing academic rigor and SEL support for students	UCCS is working on improving translation services so students can respond in their first language to ensure greater fidelity in student feedback. UCCS will also work on developing course evaluations to gather student feedback about academic instruction.	UCCS will work to improve translation services through additional staffing at orientation and school-wide events to help underrepresented newcomer students get off to a better start in the program. With the increased staffing support and continued partnership with community-based organizations, UCCS aims to identify and address student needs.	2	3	3	2	2	4	3	1	4	3	2	3	Not Met For Two or More Years		20OCT2023	2023
26736680000000	Eastern Sierra Unified	3	All sites have consistent, thorough  communication with families.  ESUSD communicates with all parents/community via Parent Square.	ESUSD is working on strengthening our volunteer program where we might be able to find a space for all partners  to volunteer during the school day.	ESUSD will continue to hold ELAC/DLAC parent nights and focus on helping to spread the message and the importance of parental attendance in these meetings for greater parental input.	ESUSD holds a minimum of two parent teacher conference weeks per year.  This allows for communication from home to school as it relates to the success of each individual student.	ESUSD's student information system sends home updated grades and progress each week to parents.  Not all parents utilize this.  We are hoping to increase the number of parents who use the system to track their student's progress.	Teachers will talk about the importance of the student information system at conferences and via parent square, as well as keep the information updated.	ESUSD has several input meetings at each of the sites per year.  These include PTOs, community forum meetings, zoom Board meetings, etc.	Not all parents know what each of the meetings include and their meeting purpose.	A shared agenda in advance will help parents to understand what will be discussed at the meeting(s).	4	5	4	5	4	4	4	5	5	5	4	4	Met		21JUN2023	2023
26736920000000	Mammoth Unified	3	During the school year, staff participated in various trainings for restorative practices. MUSD provides opportunities for parent-teacher conferences two times a year at the elementary level. At the high school level, there are parent FAFSA workshops. Some schools have transitioned fall conferences to earlier in the school year so that the conferences are focused on goal setting for the year instead of an exclusive focus on report cards. School sites have stressed the importance of the AERIES Family Portal as a critical tool to monitor student progress.	Continued work to engage parents with additional opportunities for parent education remains a priority, along with the implementation of a Multitiered System of Support with inclusive educational policies and procedures. Coordinating the work of our Bilingual Parent Advocates and Community Liaisons is also a key focus to leverage resources in order to build stronger partnerships with parents and bridge our gaps with underrepresented families. MUSD needs to continue with our work in diversity, equity, and inclusion. Additionally, we need to create additional opportunities for families to provide feedback for continuous improvement.	Continue to use Title I Parents surveys to identify areas of focus and growth. Provide Zoom and in-person meeting options for all our meetings. Increase our translating and interpreting capabilities. Increase contact between Bilingual Parent Advocates or community Liaisons with parents to include personal reach-out efforts, adding a more personal touch for ELAC and other events. Find opportunities to celebrate our rich variety of multilingualism. Encourage more positive phone calls home to families. Provide parent workshop opportunities. Build capacity for staff to help increase PBIS information to parents, even have a parent representative voice with PBIS. Be strategic about the scheduling of meetings during the day to optimize parent participation,	During the COVID-19 pandemic and ensuing restrictions, families were restricted from part of school recognition assemblies and events for a good portion of the year. However, school events, including end-of-the-year promotions and graduation, could return as restrictions have lifted. Many schools offer a variety of parent education nights with a full range of topics conducted in English and Spanish as appropriate. MUSD has worked to improve communication with ParentSquare, School Newsletters, and active social media accounts to promote activities at school sites and the district in an array of mediums. Schools are also communicating any correspondences and announcements in English and Spanish., All schools have active MES PTO/MMSO/MHS Boosters to engage parents in their respective schools. MUSD is strong in providing opportunities for parents to meet and talk about their students. MUSD is looking for ways to have parent-teacher conferences/meetings with parents and students at all schools.	During the school year, school administrators participated in equity mindset development. This professional development will be expanded to school leadership teams, supporting building partnerships for student outcomes. The District will continue establishing communication protocols and methods for families to seek support. Important parent resources will be available in multiple languages.	We are working with COE to implement a Community Schools initiative to bridge partnerships with families and resources in the community.	MUSD is using the Community Schools model, Parent Advisory Committee, Student Advisory Committee, District English Language Advisory Committee, SEPLA Committee, and empathetic listening campaigns in the community to get educational partner input and local data.	Areas of improvement include a district vision to set district goals and outcomes, more TK-12 vertical articulation, attendance, more social well-being and learning for all educational partners, and more engagement opportunities for students.	Moving forward with the Community Schools initiative, we have applied for and were awarded with grants to increase opportunities for career tech at the high school. We are working with COE to have more professional development for SEL based on CASEL.	3	3	3	3	3	3	3	2	3	3	3	3	Met		15JUN2023	2023
27102720000000	Monterey County Office of Education	3	MCOE Court and Community Schools have well-established procedures for bi-annual parent/student conferences, ongoing staff development for communicating with students/families, designated school staff who provide community resources, and regular, established communication with parents using personal phone calls, emails, texts, and web-based bulletins. Local survey data indicates that students responded higher than other schools nationally on engagement, relationships, and culture measures and that families feel supported.	Local survey data indicate an ongoing need to support the needs of the at-promise youth through community programs and staff development. MCOE Court and Community Schools will focus on improving the participation of families as educational partners to provide feedback and recommendations regarding the delivery of services. The schools will increase the opportunities for families to engage in the school through educational programs for families, school events, and parent /student/ teacher conferences to acknowledge academic progress.	Staff development will continue to support engagement in court and community school programs by parents/guardians and students. Staff will continue to intentionally reach out to underrepresented families using preferred language and modes of communication and by providing workshops and coordinating support with community agencies.	MCOE Court and Community Schools maintain extensive partnerships with governmental agencies, local non-profits, and industry partners. Partners work in collaboration with the school to ensure the needs of each student are met, including basic needs, social-emotional support, enrichment, intervention, experiential learning, access to college courses, technical training, and paid work-study opportunities. The schools have established formal relationships with community partners to provide direct services such as social-emotional support and enrichment and uses its community school grant to generate activities and events to bridge needed information and services.	The most significant area for improvement will be in continuing to develop educational and industry partners. Increasing partnerships will ensure that students receive training and education in a variety of areas to meet the needs of local employers. Dual enrollment options and job placements will provide academic and career growth resulting in supported preparation for post high school college and career options. MCOE Court and Community Schools will continue to strengthen partnerships with industries, and local agencies to provide diverse paid internships, work-study and academic opportunities.	MCOE Court and Community Schools has received a community school grant that will be used to support developing stronger relationships with organizations that support underrepresented families as well as opportunities for family engagement. The collaborative partnerships will focus on providing resources to families through the Salinas Community School Resource Center in a comprehensive and accessible way. Salinas Community School has also partnered with the Monterey College of Law to provide families in our region workshops on areas of legal interest to families in out community. Agencies partnering with MCOE Court and Community Schools will have the ability to support families in their preferred language, at convenient hours, and in a manner conducive to the family's success.	MCOE Court and Community Schools staff work diligently to engage all stakeholders, gather input, and leverage resources to meet each student's unique needs. Educational partners include staff, students, parents, guardians, agency partners, community partners, and industry partners. The schools engage these partners through town hall meetings, student/teacher conversations, meetings and conferences, the onboarding process, surveys, all staff meetings, and Professional Learning Communities. The schools provide various opportunities throughout the year and emphasize a personal connection with each partner to understand their needs and gather feedback genuinely. The input received via qualitative and quantitative methods is analyzed and synthesized to identify emerging patterns.	MCOE Court and Community Schools will improve engagement a more diverse group of educational partners, including parents and students from different locations and demographic backgrounds by making individual connections and providing a variety of events that support family needs. The schools will also strengthen the delivery of partner engagement opportunities through its resource center, providing in person meetings and events and making increased phone calls.	MCOE Court and Community Schools will improve the engagement of underrepresented families by establishing a welcoming and conducive school environment. These strategies will include ensuring that staff provides information in the family's primary language, that staff is culturally sensitive and responsive, and that all parents feel welcomed. The schools will leverage parent leaders, the family and community resource center staff and community partners to overcome obstacles to family engagement.	4	4	4	4	4	3	4	4	4	3	4	4	Met		28JUN2023	2023
27102720112177	Monterey Bay Charter	3	A strength of our school community is active family engagement in school governance and through the Parent Circle Organization and interested based committees. Parent Circle engages in fundraising as well as organizing the events and festivals that support the school's mission and vision. Parent Circle participants provide input and feedback concerning the school's Local Control Accountability Plan, WASC accreditation and charter renewal, and serves as the school’s site council. The ELAC committee meets several times per year and is helping to develop the school’s EL Master Plan. Families serve on many interest based committees that move the work of the school forward such as the Library Committee, Ocean Guardian Green Team, Garden Committee and the DEI Task Force. Teachers often participate as well. The committees fundraise, host events, organize speakers or family education events, launch campaigns, bring awareness to important causes, and enrich the social life of the school for students and their families. Each classroom has a dedicated Family Coordinator who supports the classroom teacher in organizing and planning field trips and preparing for Parent Circle sponsored events. The Family Coordinators are a point of contact for new families who ensure new families are regularly informed and encouraged to participate in the life of the school. Families are directly engaged in supporting their children through volunteering as field trip chaperones, garden helpers, guest speakers and classroom volunteers in various capacities determined by individual teachers. Families are asked to make a volunteer commitment of 40 hours per year. The MBCS Communications Manager plays a key role in developing multiple opportunities for the school to communicate between families and educators using language that is understandable and accessible to families to keep the community informed.	The school’s focus area is to continue to build volunteer initiatives that foster relationships between the school and families as well as between families to strengthen the school community as a whole. The school continues to refine and streamline its processes to make family participation accessible to all families. Many family events are held at the school to engage families and promote participation through volunteering and fundraising opportunities that support field trips and student programming. Students and their families look forward to these events and we have strong family attendance rates throughout the year.	MBCS is committed to building the capacity of staff to build trusting and respectful relationships with our families. Underrepresented families are a key focus of the school’s marketing plan and DEI task force. Specific strategies are employed to reach families. The school will revise its lottery process to ensure underrepresented families are prioritized for enrollment. Our commitment to creating a welcoming environment for all families begins during the orientation process which consists of an open house, group tour, and visitation day. The online registration process collects written information about each family’s strengths, culture, language, and goals for their children. The Enrollment Coordinator ensures new families gain access to the family communication portal by providing technical support and access.	A strength of the school’s approach is that the classroom teachers continue with their cohort of students through several grades developing strong relationships with students and their families. Teachers regularly invite families to school events via class newsletters and personal messages through the ParentSquare communication portal. Teachers work closely with families to improve educational outcomes for students. Classroom teachers host family meetings each year to build community with their families. During these meetings, teachers may lead curriculum-based activities such as singing or painting to engage families, discuss field trip coordination, engage in dialogue regarding the developmental stages of the students, or promote healthy habits at home. Additionally, families are invited to participate in two conferences per year to address concerns and discuss the academic progress of each student.	The school has a robust MTSS program to meet student needs regarding academic or behavioral support. In an MTSS model, family partnerships are essential to successful educational outcomes for students. The school dedicates three days per week to meet with families and provides a substitute for class teachers to attend meetings. The team values family participation in planning for successful outcomes for students, actively elicits family input regarding student success plans, and offers virtual or in-person meetings. With the continued offering of virtual meetings, the school has noted an increase in attendance at family meetings. Feedback from families living in different households has been positive and we have been able to include guardians who may not reside locally. The screen-sharing capabilities allow family members to see student success plans in real time and engage in the process. The Director(s) of Education meet regularly with the MTSS teams and grade-partner teachers to focus on student support including initiating and follow-up on SSTs, and 504s to ensure that all students who need additional support are receiving appropriate services.   MBCS continues to refine our use of multiple communication formats to communicate with families such as flyers, posters around campus, an all-call system, a unified family communication portal, and a social media presence. Our website has the capacity to translate to other languages and is accessible to people with disabilities. MBCS plans to focus on providing school notices translated into Spanish.	The school is committed to the equitable and meaningful engagement of underrepresented families and the positive involvement of families in their children’s education. The DEI task force keeps underrepresented families at the forefront of all discussions, planning, and decision-making. The school’s ELOP program provides free programming for qualifying students. Underrepresented families are offered registration for such programs in advance of opening opportunities for all families.  Multiple means of effective communication and direct outreach methods are employed to engage families. Staff are provided specific training on the school’s family communication expectations and are held to these standards. The school’s communication portal allows staff to message families directly. Staff members invest in developing relationships with families over time as students may remain with the same teacher for several school years. Family coordinators work to develop carpooling groups and provide an additional avenue for direct outreach to underrepresented families. The school’s communication manager ensures all families feel welcomed and are invited to participate in the life of the school.  All staff are routinely trained on the McKinney Vento Act to identify families who may be struggling. The school provides direct support to identified families in need. The Director(s) of Education serves as the school’s McKinney Vento liaison with the county office program coordinators. MBCS strives to support families to understand and exercise their legal rights and advocate for their children. All parents are provided information regarding their rights in digital and print formats. Links are provided via the family communication portal, on the MBCS website, and hard copies are included in the registration packet and school handbooks. Families are provided a copy of parent rights during 504 and special education meetings. A Parent Community Advisory Committee Representative conducts outreach to families of students with special needs to participate in community workshops and events designed to support their exceptional students and serves as a point of contact for families of children with special needs.	The School continues to support family members to effectively engage in advisory groups and decision-making. This progress is measured by family participation in administrative and board level committees, membership of parents serving on the Board of Directors, the Finance/HR Committee, ELAC Committee, and family participation on the Parent Circle, DEI Taskforce, Ocean Guardian Green Team, and Garden Committee. Families are afforded the opportunity to participate in decision making by attending board meetings to provide public comments during Board meetings and Finance/HR Committee meetings. Families are surveyed regularly for input on a variety of topics such as the school calendar, policies, procedures, DEI measures, and engagement efforts.	It is important that families feel their perspectives are respected and that their input becomes embedded in the school’s operations. Family input continues to drive change within the school. The school holds focus groups on a variety of topics and encourages family participation. MBCS strives to provide more enrichment opportunities for families to understand the curriculum including direct outreach to underrepresented families. Our families may travel from different regions within the county and one obstacle to seeking input has been scheduling events that are convenient for families from different locations to attend. Virtual events have been one strategy the school will continue to improve on to provide access for families such as offering times for input during the lunch hour and evening times.	Family partners are critical to successful outcomes for students. MBCS seeks input from as many voices as possible within our community. Multiple communication formats, direct in person outreach and relationship building have been our most successful methods of engaging underrepresented families. The school continues to reflect on and improve our practice to reach all members of the school community and seek input that informs decision-making from our educational partners. MBCS provides ongoing opportunities for various stakeholder groups to work together to design, implement and evaluate family engagement activities. Administrative and Board committees provide input on finances, operations, facilities, and policy development to the Administration and the Board of Directors. All board meetings and Finance/HR Committee meetings are Brown Act compliant, reports are shared publicly through the family communication portal and website. Parent Circle and other committee meetings are advertised and all families are welcome. Family input is solicited regarding programs and policies during these meetings. Monthly coffee and conversation meetings provide a dedicated for families and the administration to meet virtually to receive input from families and discuss current events on campus. Teachers provide families with regular communications about current educational topics in the classroom to foster family engagement with learning and encourage family participation in the learning process. Family members are directly invited to the classroom to share specific talents with the class throughout the year.	4	4	4	4	4	5	5	4	5	4	4	4	Met		20JUN2023	2023
27102720116491	Open Door Charter	3	The Open Door Charter School staff is culturally aware and supportive of  the needs of our student's needs and assets. The Independent Study nature of the school allows the staff to build trusting and collaborative relationships with each students. The strong relationships allow them to better support learning by tailoring curriculum to best support the strengths and interests of students whenever possible. The individualized approach also allows for a closer partnership with the parents and guardians. The staff is well versed in the resources available through the school and the community and can refer families as needed.	The Open Door Charter School will focus on improving the participation of families as educational partners to provide feedback and recommendations regarding the delivery of services. The school will increase the opportunities for families to engage in the school through educational programs for families, school events, and parent /student/ teacher conferences to acknowledge academic progress.	The Open Door Charter School will focus on identifying the needs and strengths of all families. For underrepresented families, the school staff will provide support and services in the family's primary language, recognize cultural values and beliefs, and extend support and resources in a manner that is understandable and accessible.  Open Door Charter will also collaborate with community partners provide workshops and events that of of interest to support family engagement.	The Open Door Charter School maintains extensive partnerships with governmental agencies, local non-profits, and industry partners. Partners work in collaboration with the school to ensure the needs of each student are met, including basic needs, social-emotional support, enrichment, intervention, experiential learning, access to college courses, technical training, and paid work-study opportunities. The school has established formal relationships with community partners to provide access to a variety of programs and events that are tied to family needs.	The most significant area for improvement is in the area of college and career readiness. To address this need Open Door Charter School will increase dual enrollment and industry partner relationships to ensure that students have access to the education and training that best meets the needs of the community. Forming these relationships will support student in preparing for their post high school goals and address the needs of employers in our community. The Open Door Charter School will continue to strengthen partnerships, supporting increasing availability of paid internships/work-study opportunities.	Open Door Charter School will continue to establish formal partnerships with organizations that support underrepresented families. Open Door Charter School will work with new and existing partners to ensure that resources are provided in a way that is comprehensive and accessible way to families.	The Open Door Charter School staff work diligently to engage all stakeholders, gather input, and leverage resources to meet each student's unique needs. Educational partners include staff, students, parents, guardians, agency partners, community partners, and industry partners. The school engages these partners through town hall meetings, student/teacher conversations, meetings and formal parent/student/teacher conferences engaging administration when applicable, the onboarding process, surveys, all staff meetings, and Professional Learning Communities. The school provides various opportunities throughout the year and emphasizes a personal connection with each partner to understand their needs and gather feedback genuinely. The input received via qualitative and quantitative methods is analyzed and synthesized to identify emerging patterns.	The Open Door Charter School (ODC) will increase engagement of diverse groups.  ODC will reach out to industry and educational partners, including parents and students in an effort to increase knowledge of the program and services to support diversity. The school will also strengthen partner engagement opportunities, by providing more face to face events and services both online and via phone to support the needs of our community.	Open Door Charter (ODC) will improve the engagement of underrepresented families by providing a welcoming and collaborative school environment. The school will partner and with community agencies to support the needs of families in our community. In addition, ODC will ensure that families are provided with opportunities that support and honor family's through primary language access. The staff at ODC has received trauma informed professional development and is culturally sensitive and responsive to the needs of the families served.	4	4	4	4	4	3	4	4	4	3	3	4	Met		28JUN2023	2023
27102720124297	Bay View Academy	3	Our charter identifies community engagement and family involvement as integral components of our school. With community as the foundation, we start the year with conferences to allow families to build relationships with their teachers and open the lines of communication from the beginning. Conferences are held again in November to discuss progress and develop plans for continued growth. Student-led conferences are held in March.  The multiple designated opportunities to connect with families provides the opportunity to build communication and relationships.   Many family engagement events are held in order to provide opportunities to connect and build relationships. We held a Family Beach Bonfire, a Family Weekend Camping Trip, family nights such as Spooky Spaghetti, Pancake Breakfast, the Sock Hop Dance, Spring Literacy Night, TK Family Night, and multiple mornings hosting Coffee & Bagels with Staff. Family surveys reflected requests for more events like these. We held several Walking School Bus events.  This is an opportunity for families, staff and students to walk to school together. We created a community book club inviting parents, staff, and stakeholders to read All About Love by Bell Hooks. This book club met weekly to discuss how love, restorative justice, and beliefs impact relationships in and out of the classroom with all stakeholders.  Additionally, our ELAC committee actively met throughout the year to provide feedback on supplemental grant spending, reclassification criteria, and plan culturally relevant engagements for our students such as Dia De Los Muertos and Dia De Los Niños. Our School Site Council (SSC) met regularly to collaborate with the school leadership. The SSC enables us to be transparent regarding the governance and operations of our campus while also informing decisions on budgeting, approving after school tutoring options, surveying staff, and ideating staff retention solutions. These collaborative efforts further helped forge meaningful relationships with families.  Our Leadership Team continues to host regular Chat With Leadership meetings, inviting families to have a conversation with our administration about any concerns, suggestions, or compliments they have.  This is done in hopes of creating a space to form relationships and collaboration.  In efforts to ensure all voices are heard and represented, we held Chat with Leadership Meetings for specific populations such as Families of Students Receiving Special Education Services and our Families of Color.  These meetings were held via Zoom in the evening for families to attend and in person right after drop off.  Having an open agenda allowed for any concerns, questions or ideas that community members may have had.  Through our extensive efforts at forging relationships between staff and families, we are able to better support the needs of our students and families.	Bay View Academy recognizes that community engagement is a cornerstone to a successful school. The role of Community Support Organizer (CSO) was created to represent and serve the needs of the community in regards to addressing school culture, building relationships with community partners, and strengthening family relationships on both campuses. While working closely with CVO, ELAC, and other staff/teacher/student groups, our CSO is actively and successfully collecting and assessing the current needs of our community and continues to communicate these needs to the larger community. The CSO gathers this information and organizes school events such as: family camping trips, guest speakers, field trips, community meetings, and opportunities for families to meet and spend time together. Family representatives have been organized as well to serve as liaisons between the classrooms and the BVA community. This has been very helpful in increasing family communication and volunteer hours. We would like to expand the capacities of this liaison group to further engage family and staff relationships.   Moving forward, we would like to continue strengthening and expanding our partnerships through our CSO. We hope to increase family voice and involvement within those partnerships. Through the CSO, we would also like to create more opportunities for reciprocity from our BVA staff and families to our local community organizations. We hope to spend more service hours with them, helping them move forward with their organizational goals and vision.  We hope these efforts will strengthen our community partnerships and our family relationships.	To maintain and deepen community relationships and constantly improve our school program, especially with our underrepresented families, we will continue to provide multiple opportunities for stakeholder engagement.  In addition to the ways we have described previously, we hope to continue to diversify our methods of connecting with underrepresented families, for example, utilizing our community partners like the food bank to further incentivize families to attend school events where relationships between staff and families are formed because they are also able to take home fresh nutritious food.  We want to ensure that we continue to remove barriers for families by holding meeting spaces in person and virtually, in mornings and evenings, with food and childcare when relevant, and with translation when needed.  We further plan to improve engagement with underrepresented families by continuing to create inclusive spaces that our families can feel welcomed and see themselves represented in. This looks like culturally relevant family engagements such as Ballet Folklorico attending community events during Hispanic Heritage . We will host ADHD Family support groups, Family Education Evenings, Heritage celebrations, etc.	BVA is committed to the continued development of partnerships  for student outcomes.  This can be seen in the creation of our full time position of Community Support Organizer (CSO) dedicated to the building of those partnerships.  Our CSO  works extensively within our community to identify and build partnerships with organizations that directly impact student outcomes. The role was designed to represent and serve the needs of the community in regards to addressing school culture, family involvement and building relationships with community partners  The position has already proven to be an asset in meeting the needs of our community.  We officially became a certified Blue Zones School at both of our campuses. We partnered with Blue Zones to implement best practices across broad areas of the school that influence student health and well being. These practices look like changes in our school policy around nutritious food, research informed shifts in when students eat lunch or play and physical activity. They provide a number of ongoing resources for students and families including community clean up events and cooking classes.   We have continued our partnership with Breathe for Change and send groups of our educators each year to become certified as yoga and social emotional educators.  This impacts the emotional and physical wellbeing of the teachers and the students.  We know that mental health significantly impacts outcomes for students and it continues to be a priority.   We have also partnered with The Food Bank which comes to most of our community events to offer free nutritious vegetables to our families.  We know that diet significantly impacts the health and wellbeing of our students.  The CHOMP Kids Eat Right program has partnered and supports our 4th graders in identifying healthy eating habits and teaches them to cook healthy meals collaboratively in school.	We hope to continue to build and retain the partnerships that impact student outcomes.   We want to focus on partnerships that directly impact student outcomes and deepen the relationship.  Our CSO is eager to look at partnerships that would benefit from reciprocal support.   Moving forward, we would like to continue strengthening and expanding our partnerships through our CSO. We hope to increase family voice and involvement within those partnerships. Through the CSO, we would also like to create more opportunities for reciprocity from our BVA staff and families to our local community organizations. We hope to spend more service hours with them, helping them move forward with their organizational goals and vision.  We hope these efforts will strengthen our community partnerships and our family relationships.   A large focus area for improvement has been that our 8th Grade Service Learning Program be deeply rooted in service to our community partners. Our new program at BVA will challenge the traditional model of service learning by providing students with opportunities to critically examine themselves and their communities in order to create real social change. Students are centered as “agents of change” and will create an Action Plan Project through research and alignment with their local community partner of choice.  These partnerships and engagements significantly impact student outcomes.	We predominantly focus on accessibility for our underrepresented families across all areas of growth.    BVA’s continued priority is to fund the full time position of Community Support Organizer (CSO) dedicated to the building of those partnerships with the overarching goal and lens of engaging and supporting our most underrepresented families.  Our CSO  works extensively within our community to identify and build partnerships with organizations that directly impact student outcomes. The role was designed to represent and serve the needs of the community in regards to addressing school culture, family involvement and building relationships with community partners.  Those partnerships directly reflect the needs of our underrepresented families.   As previously stated, one of our main areas of focus is our 8th Grade Service Learning Program to be deeply rooted in service to our community partners. Our new program at BVA will challenge the traditional model of service learning by providing students with opportunities to critically examine themselves and their communities in order to create real social change. Students are centered as “agents of change” and will create an Action Plan Project through research and alignment with their local community partner of choice.  These partnerships and engagements significantly impact student outcomes, especially to the underrepresented population.   With great effort and careful attention, our Community Support Organizer has worked to partner with organizations that empower and uplift many of our underrepresented families.  These community partners include Palenke Arts, The Food Bank, Monterey County Black Caucus, The Village Project, etc.  The role of family members is shared with families and is key in the Service Learning Program. We need family  support in asking children what they are experiencing and noticing during their research and projects. Help them understand their identities and what communities they are a part of. Improving our support and relations with our underrepresented populations will continue to be at the heart of our decisions.	BVA seeks to gain input from our stakeholders regularly.  Throughout the year, we provide multiple modes of stakeholder feedback.  We hold Chat with Leadership opportunities to gain family insight and feedback.  Our leadership team  invites families to have a conversation with our administration about any concerns, suggestions, or compliments they have.  This open agenda is held in hopes of creating a space to form relationships and collaboration.  In efforts to ensure all voices are heard and represented, we held meetings for specific populations such as Families of Students Receiving Special Education Services and our Families of Color.  These meetings were hybrid and at various times.    We have a number of surveys shared each year that give valuable insight that informs a number of decisions ranging from community engagement to academic support.  We survey our students in 3-8 three times per year for student wellness and safety.  Each school year, our counseling team gives family surveys so we can receive input on what needs families identify in their students to support their social and emotional health. Staff surveys are shared quarterly to get feedback on various topics including organizational strengths and needs, student wellbeing and needs, and personal wellbeing.   Our Instructional Leadership Team is a regular source of feedback and input that informs decisions made within the school.  They are able to share their own professional insights as well as those of their grade level band of staff they support.   We have staff representatives on each of our board committees joined  by families, board members and community representatives.  This gives a broad perspective of feedback in each committee and informs decisions in both directions.  The Governance Committee focuses on decisions regarding school policy,  The Development Committee focuses on fundraising and grants, The Finance Committee focuses on financial decisions and fiscal health.    The School Site Council and ELAC committee are other key groups that play a large role in  impacting decision making.  For example, the ELAC committee felt that there was a need for more specialized support for our ELL students at the upper campus and in the next year, we were able to hire an ELD teacher for the upper campus.   In addition, our Staff Board Representative each year is able to participate in board meetings and provide valuable staff feedback to board level decisions.	While we utilize a wide array of methods to seek stakeholder feedback, there is always room for continued growth.   We have placed a focus on getting more authentic input from staff to inform school decisions.  Part of these efforts was modifying our Staff Board Representative selection process.  Previously they would apply and be chosen by leadership.  Moving forward, staff will be voting on staff representatives that will be given the platform to share with our board of directors any issues present at lower and upper campus to inform decisions. We hope that by providing more avenues for staff participation and outlets for voices to be heard, they will be able to provide more input with decisions.   We will also be focusing on increasing the participation in ELAC which, in turn, will lead to increased feedback on issues relevant to English Learners.  We have found that participation since Covid has yet to return to pre-covid numbers.  We will be working with our ELAC members voted into positions to be resources in attempting different methods of engagement to have higher participation. Some potential ideas that expand beyond alternating times being offered, hybrid participation, food and childcare when needed.   We are wanting to include more student voice and input in decisions made at school and will be creating student focus groups for feedback on a number of different issues.	We seek input from underrepresented families in a variety of ways in order to capture the most responses. We will continue to prioritize and improve participation from our underrepresented families.  Surveys will be sent out at various times throughout the year to families to gain their input on a variety of topics from COVID policies,  planning for the future, and budget priorities.  We will continue to provide in-person and zoom opportunities for family members during morning and evening times to provide input on our strategic goals and priorities for the coming years.  We plan to continue to offer food, Spanish translation and childcare at evening events when needed to remove potential barriers.  Our morning Chat with Leadership this year will also include a Walk and Talk event to encourage participation in a less formal setting in hopes of increasing participation. Families are being invited to meet at our lower campus for coffee and we will then walk to our neighborhood beach for relationship building and listen to feedback.  We plan to continue our Classroom Representatives for each class that act as liaison to family input.  Not all families are comfortable sharing input directly with schools.  We hope to further empower these people to gather input from the other parents/caregivers in the class to then share with staff.   We also plan to implement more focus groups for families with specific targeted subjects such as transportation solutions to further inform the decision we made that impact our school.  In addition, we plan to hold student focus groups and seek out feedback from our affinity groups on campus.   While this does not exhaust the list of how we will work to improve engagement with our underrepresented population, we will continue to listen to our stakeholders to inform our efforts and decisions.	5	4	5	5	5	5	5	5	4	4	4	4	Met		14JUN2023	2023
27102722730232	Monterey County Home Charter	3	Monterey County Home Charter School staff work diligently to engage all stakeholders, gather input, and leverage resources to meet each student's unique needs. Educational partners include staff, students, parents, guardians, agency partners, community partners, and industry partners. The school engages these partners through Charter Advisory Board meetings, English Learner Advisory Committee, student/teacher conversations, meetings and conferences, the onboarding process, surveys, all staff meetings, and Professional Learning Communities. The school provides multiple opportunities throughout the year and emphasizes a personal connection with each partner to understand their needs and gather feedback genuinely. The input received via qualitative and quantitative methods is analyzed and synthesized to identify emerging patterns and needs.	Monterey County Home Charter School will improve on engaging a more diverse group of educational partners, including parents and students from different locations and demographic backgrounds. The school will strengthen the delivery of educational partner engagement opportunities, such as face-to-face meetings, phone calls, and scheduled messaging. The program will broaden the list of educational partners to include industry professionals and organizations.	Monterey County Home Charter School will improve the engagement of underrepresented families by establishing a welcoming and conducive school environment. These strategies will include ensuring staff provides information in the family's primary language and is culturally sensitive and responsive so all parents feel welcomed. The school will leverage parent leaders to help engage other parents to become involved in their educational community.	Monterey County Home Charter School maintains partnerships with local governmental agencies, local non-profits, and industry partners. Partners work in collaboration with the school to ensure the needs of each student are met, including basic needs, social-emotional support, enrichment, intervention, and access to college course.  The school has established formal relationships with community partners to provide direct services such as social-emotional support and enrichment.	The area for improvement with educational partners is to ensure that students receive opportunities to meet the needs of potential employers and place students in career transitions. The Monterey County Home Charter School will strengthen partnerships with local community colleges to provide students with the opportunity for dual enrollment.	Monterey County Home Charter School will establish formal relationships with organizations that support underrepresented families. These organizations will focus on providing resources in a comprehensive and accessible way to families.  Partner agencies will provide support in the family's language, at convenient hours, and in a manner conducive to the family's access.	Monterey County Home Charter School strives to engage all stakeholders, gather input, and leverage resources to meet each student's unique needs. Educational partners include staff, students, parents, guardians, agency partners, community partners, and industry partners. The school engages these partners through monthly Charter Advisory Board meetings, English Learner Advisory Committee, student/teacher conversations, meetings and conferences, the onboarding process, surveys, all staff meetings, and Professional Learning Communities. The school provides various opportunities throughout the year and emphasizes a personal connection with each partner to understand their needs and gather feedback genuinely. The input received via qualitative and quantitative methods is analyzed and synthesized to identify emerging patterns.	The Monterey County Home Charter School will improve on engaging a more diverse group of educational partners, including parents and students, from different locations and demographic backgrounds. The school will also strengthen the delivery of partner engagement opportunities, such as face-to-face meetings, phone calls, and scheduled messaging. The program will broaden the list of educational partners to include industry professionals and local organizations to strengthen educational opportunities for students.	Monterey County Home Charter School will improve the engagement of underrepresented families by maintaining a welcoming and conducive school environment. These strategies will include ensuring that staff provides information in the family's primary language, is culturally sensitive and responsive, and ensure all parents feel welcomed. The school will leverage parent leaders to encourage and support other parents involvement related to seeking input and decision making.	4	4	3	4	4	3	5	4	4	4	4	4	Met		28JUN2023	2023
27102726119663	Oasis Charter Public	3	Oasis Charter Public School is based in relationships between the school, staff and families. We provide many opportunities for evening events for families to participate in the school and their students' learning. We have working groups where parents are invited to participate. We also have regular family volunteers who participate at the school in multiple capacities. Once a month we hold a coffee with administrator for families to come talk with us about many subjects.	There is always room for improvement. This year, 23-24, we plan to begin school climate surveys earlier in the year so we can learn from families to create more opportunities for building relationships.	A high percent of our student population is underrepresented populations. We hold our 4 DELAC meetings a year, have translation in Spanish at all meetings and events available, and have a family liaison who calls families in their native language to provide services and information.	The strengths of Oasis Charter Public School in building partnerships for students outcomes comes from numerous opportunities for partnerships. We have partnerships with businesses and community groups, families, and agencies who provide field trips, guest speakers and project ideas.	The focus area is to build more community partnerships. We are currently working with Girls, Inc., department stores for supplies and clothing items for our McKinney-Vento program families, and with our local university.	To continue to build engagement of underrepresented families, we will continue to employ a Family Liaison, provide translation of documents, our website is being redesigned to have translation in many languages, and include families to share their ideas and culture at the school.	We have advisory or working groups for educational partners to be involved and hold once a month parent meetings and once a month Board meetings which both provide the opportunity for decision-making opportunities.	Focus areas include continuing to reach out to educational partners to join advisory groups and participate at the school. We will be holding meetings for advisory groups are various times to make attendance more accessible.	Oasis has translation available, our family liaison calls families as does our ELD team to personally invite them to participate.	5	5	5	5	5	4	5	5	5	5	5	5	Met		20JUN2023	2023
27659610000000	Alisal Union	3	The Alisal Union School District Board of Trustees believes engaging parents and guardians in their student’s education is second only to student achievement as the District priority.  Based on the analysis of the input provided by educational partners, in 2023-24, the District will continue to ensure the safety of students and staff. However, parents will be able to enter school sites with their children at the beginning and end of each day to drop off and pick up students. Parents will be welcome to class performances and award ceremonies following procedures developed by each school site. The District’s goal is to be as welcoming as possible while providing a safe school environment.	The Alisal Union School District Board of Trustees believes engaging parents and guardians in their student’s education is second only to student achievement as the District priority.  Due to impacts from COVID-19 related cases, achieving this goal was a real challenge during School Year 2022-23. In 2023-24, the District will continue to ensure the safety of students and staff. However, parents will be able to enter school sites with their children at the beginning and end of each day to drop off and pick up students. Parents will be welcome to class performances and award ceremonies following procedures developed by each school site. The District’s goal is to be as welcoming as possible while providing a safe school environment. The only strategy for improvement in building relationships between school staff and families is to further expand the available opportunities through District and site-specific functions.	The Alisal Union School District Board of Trustees believes engaging parents and guardians in their student’s education is second only to student achievement as the District priority.  Based on the analysis of the input provided by educational partners, in 2023-24, the District will continue to ensure the safety of students and staff. However, parents will be able to enter school sites with their children at the beginning and end of each day to drop off and pick up students. Parents will be welcome to class performances and award ceremonies following procedures developed by each school site. The District’s goal is to be as welcoming as possible while providing a safe school environment. In addition, the District will prioritize customer service as a target topic for professional development provided to all certificated and classified employees. District and site-specific functions and events are made available to all parents, including those in underrepresented families.	Based on the analysis of input provided by educational partners, and incorporated into the Local Control Accountability Plan (LCAP), the District has identified the following strengths and progress in Building Partnerships for Student Outcomes: *The District facilitates a process that includes all site teams through a common Instructional Leadership Team (ILT), which meets monthly to address student outcomes;  *The District has partnered with ELLevation to facilitate access and review of data required for the monitoring of student progress, especially for English Learners needing to meet criteria to reclassify as Fluent English Proficient (R-FEP); *The District regularly communicates to parents progress of students on state and local benchmarks, during Board meetings and other events, including the District English Learner Advisory Council (DELAC).	Based on the analysis of input provided by educational partners, and incorporated into the Local Control Accountability Plan (LCAP), the District has identified the following strengths and progress in Building Partnerships for Student Outcomes: *The District facilitates a process that includes all site teams through a common Instructional Leadership Team (ILT), which meets monthly to address student outcomes;  *The District has partnered with ELLevation to facilitate access and review of data required for the monitoring of student progress, especially for English Learners needing to meet criteria to reclassify as Fluent English Proficient (R-FEP); *The District regularly communicates to parents progress of students on state and local benchmarks, during Board meetings and other events, including the District English Learner Advisory Council (DELAC). Even with the existing systems and process for building partnerships for student outcomes, the District continues to adapt and enhance actions in the District's Local Control Accountability Plan (LCAP) and site Single Plans for Student Achievement (SPSAs). All the actions are intended to further partnerships based on evidence to support student outcomes.	Based on the analysis of input provided by educational partners, and incorporated into the Local Control Accountability Plan (LCAP), the District has identified the following strengths and progress in Building Partnerships for Student Outcomes: *The District facilitates a process that includes all site teams through a common Instructional Leadership Team (ILT), which meets monthly to address student outcomes;  *The District has partnered with ELLevation to facilitate access and review of data required for the monitoring of student progress, especially for English Learners needing to meet criteria to reclassify as Fluent English Proficient (R-FEP); *The District regularly communicates to parents progress of students on state and local benchmarks, during Board meetings and other events, including the District English Learner Advisory Council (DELAC). Even with the existing systems and process for building partnerships for student outcomes, the District continues to adapt and enhance actions in the District's Local Control Accountability Plan (LCAP) and site Single Plans for Student Achievement (SPSAs). All the actions are intended to further partnerships based on evidence to support student outcomes. District and site-specific actions are planned while considering equity for all students and parents, including those in underrepresented families.	Based on the analysis of input provided by educational partners, and incorporated into the Local Control Accountability Plan (LCAP), the District has identified the following strengths and progress in Seeking Input for Decision-Making: *The District facilitates a process that includes all site teams through a common Instructional Leadership Team (ILT), which meets monthly to address student outcomes;  *The District has partnered with ELLevation to facilitate access and review of data required for the monitoring of student progress, especially for English Learners needing to meet criteria to reclassify as Fluent English Proficient (R-FEP); *The District regularly communicates to parents progress of students on state and local benchmarks, during Board meetings and other events, including the District English Learner Advisory Council (DELAC).	Based on the analysis of input provided by educational partners, and incorporated into the Local Control Accountability Plan (LCAP), the District has identified the following strengths and progress in Seeking Input for Decision-Making: *The District facilitates a process that includes all site teams through a common Instructional Leadership Team (ILT), which meets monthly to address student outcomes;  *The District has partnered with ELLevation to facilitate access and review of data required for the monitoring of student progress, especially for English Learners needing to meet criteria to reclassify as Fluent English Proficient (R-FEP); *The District regularly communicates to parents progress of students on state and local benchmarks, during Board meetings and other events, including the District English Learner Advisory Council (DELAC). Even with the existing systems and process for building partnerships for student outcomes, the District continues to seek input from all educational partners in order adapt and enhance actions in the District's Local Control Accountability Plan (LCAP) and site Single Plans for Student Achievement (SPSAs). All the actions are intended to further partnerships based on evidence to support student outcomes.	Based on the analysis of input provided by educational partners, and incorporated into the Local Control Accountability Plan (LCAP), the District has identified the following strengths and progress in Seeking Input for Decision-Making: *The District facilitates a process that includes all site teams through a common Instructional Leadership Team (ILT), which meets monthly to address student outcomes;  *The District has partnered with ELLevation to facilitate access and review of data required for the monitoring of student progress, especially for English Learners needing to meet criteria to reclassify as Fluent English Proficient (R-FEP); *The District regularly communicates to parents progress of students on state and local benchmarks, during Board meetings and other events, including the District English Learner Advisory Council (DELAC). Even with the existing systems and process for building partnerships for student outcomes, the District continues to adapt and enhance actions in the District's Local Control Accountability Plan (LCAP) and site Single Plans for Student Achievement (SPSAs). All the actions are intended to further partnerships based on evidence to support student outcomes. District and site-specific actions are planned with input from all educational partners, including that from parents in underrepresented families.	4	3	4	4	4	4	4	4	5	4	4	4	Met		28JUN2023	2023
27659790000000	Bradley Union Elementary	3	The district will continue to seek input from all educational stakeholders.	The district will continue to seek input from all educational stakeholders.	The district will continue to seek input from all educational stakeholders.	The district will continue to seek input from all educational stakeholders.	The district will continue to seek input from all educational stakeholders.	The district will continue to seek input from all educational stakeholders.	The district will continue to seek input from all educational stakeholders.	The district will continue to seek input from all educational stakeholders.	The district will continue to seek input from all educational stakeholders.	3	3	3	3	3	3	3	3	3	3	3	3	Met		13JUN2023	2023
27659870000000	Carmel Unified	3	Carmel Unified School District prides itself on developing partnerships with families in order to foster positive student outcomes. In support of students, CUSD strives to be accessible and collaborative with families. CUSD has worked to develop extensive opportunities for teachers, families, and students to meet and work together in order to support students and improve outcomes. Family, student-teacher conferences are provided multiple times during the year. When needed, the district provides interpreters for these meetings. As student needs increase, so do the opportunities for meeting those needs through face-to-face interactions. Student Study Team meetings, Individual Education Plan meetings, and Section 504 meetings are held as needed and on a regular basis. Families have open access at the sites to meet with staff in a less formal context as well. CUSD holds events like Back-to-School Nights and Open Houses. These larger-scale events are another way to connect families with their children’s teachers. These interactions often lead to dialogue or more formal discussions to support the needs of individual students. CUSD has a variety of practices and tools in place to help provide families with information and resources to help support student learning at home. Every Friday Principals send out Friday letters to all families. These communications keep families informed about all the goings-on at the sites both in and out of the classroom. The Director of Communications role has focused on sharing district and school information with staff, families, and the greater community through messages home, social media, website information, and connections with local media. In support of families at home, the district provides access to the online gradebook and teachers provide access to their Google Classroom and webpages; including resource links and suggestions to support their content. CUSD has one-to-one Chromebook access from 3rd-12th grade. CUSD supports families to understand their legal rights starting with the issuance of their annual notification of rights. Parent rights are also provided for all IEP and 504 meetings. CUSD uniform complaint procedures are posted and accessible, and the district schools use communications to inform parents of opt-out rights where applicable. The district has greatly increased two-way communication with families with the ParentSquare communications platform. In addition, several strategies have been employed to support the improved outreach and inclusion of families living in outer-lying areas of the district. Hiring a part-time Spanish speaking community liaison and providing live translation at board meetings has improved access to school and district information for a larger portion of families in the District.	Carmel Unified School District is focused on increasing two-way communications and strengthening partnerships with families to increase outreach and engagement.	Carmel Unified School District values and seeks out input from our families to inform our decision-making. CUSD actively seeks out parent/guardian participation in its many advisory groups in order to capture these important voices. CUSD advisory groups include the English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), PTOs, and Site LCAP Development Committees. The district employs the use of targeted surveys to seek input on a variety of topics including the development of the LCAP and other required state plans. CUSD’s Title I processes call for parent/guardian review and input on family engagement practices and policy on an annual basis. With the addition of a Director of Communications and Community Relations, the district has been able to increase collaboration between families, school staff, and district staff to further develop and sustain effective family engagement activities for the benefit of both students and the community. A bilingual community liaison was added this school year in order to increase two-way communication with Spanish-speaking families. CUSD will continue to be inclusive in its practices and will look for ways to increase participation and engagement from all district families, including those who are historically underrepresented.	Carmel Unified School District and its schools emphasize a culture focused on cultivating relationships with families and the greater community in a variety of ways. The district takes pride in fostering welcoming and inclusive environments at all sites. All sites are committed to establishing and building community partnerships between families, staff, and students. CUSD schools seek to effectively communicate with all families through a variety of means. The district and its schools use ParentSquare, emails, letters, in-person meetings, town-halls, websites, phone calls or texts, and social media to communicate with its families.	The District is focused on providing information, including notices, in multiple languages and on multiple platforms. An ongoing focus is to share with families the modes of communication and determine, through feedback, which modes are most effective for which purposes. The District created a communications tip sheet and protocols based on best practices to most effectively and efficiently improve these partnerships for increased student successes.	CUSD will continue to be inclusive in our practices and will look for ways to increase participation and engagement from all families including those who are historically underrepresented. A bilingual community outreach liaison was added in the 22-23 school year in order to increase two-way communication to Spanish-speaking families and improve engagement of families in outer-lying areas of the district.	Carmel Unified School District values and seeks out input from families to inform decision-making. CUSD actively seeks out parent/guardian participation in its many surveys, town halls, and advisory groups in order to capture these important voices. CUSD advisory groups include the English Learner Advisory Committee (ELAC), the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), PTOs and PTAs, and Site LCAP Development Committees.	The district employs the use of targeted surveys to seek input on a variety of topics including the development of the LCAP and other required state plans and worked with a research first to systematize and utilize surveys effectively. CUSD’s Title I processes call for parent/guardian review and input on family engagement practices and policy on an annual basis. With the addition of a Director of Communications and Community Relations position, the district has been able to increase collaboration between families, school staff, and district staff to further develop and sustain effective family engagement activities for the benefit of students and the community.	The District has begun the process of improving its ability to provide real-time Spanish translation by partnering with a third-party vendor to assess fluency of current employees to determine whether they are able to support English-only speaking staff.	4	4	4	4	3	4	5	4	4	4	4	3	Met		21JUN2023	2023
27659950000000	Chualar Union	3	"Chualar School's current strengths and progress in building relationships with staff and families are: engaging parents and all community to our multiple cultural and educational events. Parents are welcome to our parent and teacher conference multiple times per year, where our staff and faculty have direct contact with parents. Parents are invited to our Back to School Nights and Open House events each year.  Parents are also included in the required site council and advisory committees e.g. School Site Council. English Language Advisor Committee, Monthly Parent training forums as well as community-based ""Cafecitos"" committee.   Additionally, families are welcome to our fall and spring carnival, where parents and staff get to interact closely. Academically speaking, our school strives to provide the best tools for communication between our school and the community. At our disposal we have our website in Spanish and English, our teachers use DoJO Class, and our administration uses Remind for school- parent communication."	In order to continue improving and building relationships between school staff and families Chualar Union School is committed to continue upholding our communication tools like our web site, Remind, and Dojo class; as our parent relay on these communication channels. Chualar Union School is working on creating committees made by students, parents and staff to come up with ideas on how to better serve our school -community relationships such as the ones highlighted above.	This District believes in involving educational partners in developing this LCAP through meaningful and significant engagement. The LCAP development process should result in an LCAP that reflects decisions made in collaboration with parents, students, educators, school staff, and other educational partners, including those representing the student groups identified by LCFF. Each educational partner possesses valuable perspectives and insights about an LEA's programs and services and is critical to developing the LCAP and the budget process. Educational partner engagement included GOOGLE FORMS Surveys via the school application REMIND.   Using the anonymous surveys via REMIND, we worked to garner a general view of the district and its programs and services. GOOGLE FORMS Surveys questions offered multiple responses allowing the district to find out more detailed information about concerns and suggestions for improvement in all areas. These surveys went out to school staff, teachers, students, and parents/community.  The engagement process used by CUSD also involved: engaging and working alongside various school advisory groups, such as the School Site Council (SCC) and the English Language Acquisition Committee (ELAC/DELAC). CUSD has invited parents to ongoing School Site Council meetings, ELAC/DELAC meetings, Back to School Night, and Open House, and have always welcomed calls from parents. In addition, notices of Board Meetings are always posted prior to the meetings, outside the office door, and on the school's website.   CUSD educational partners, including bargaining units, school staff, parents, students, and others, have been invited and involved in the continued review and development of the 2021-2024 Local Control Accountability Plan. In addition, CUSD has consulted with the Monterey County Office of Education and SELPA regarding LCAP reviews and development. On the following dates, CUESD worked with the following educational partners:   Teachers including members of the CTA Bargaining Unit:  April 7, 2023  Classified Staff  including members of the CSEA Bargaining Unit:  April 7, 2023  Administrative Staff:  April 7, 2023  Students: April 18, 2023 (Grades 6,7,8)   Parents/Community:  April 20, 2023  District English Learners Advisory (DELAC) & English Learners Advisory Committee (ELAC), and School Site Council Committee (which serves as the districts parent advisory committee):  May 12, 2023, May 31, 2023, June 8, 2023  Monterey County Office of Education - Educational Administrators: April 20, 2023, May 2, 2023, May 4, 2023, May 15/23, May 18, 2023, June 5, 2023, June 6, 2023	Chualar Union School's strengths and progress in Building Partnerships for Student are:  partnering with professionals, students, teachers, and parents. Students are encouraged to express their academic need for support. Parents are encouraged to express their concerns and give their input on how to improve the student's capability for improvement. Teachers are welcome to recommend student for professional support and referral.  Parent conferences are scheduled twice annually to provide an opportunity for teachers to help guide parents on how to support their child(ren) at home.  Teachers are generous in provided their emails and personal cell phones to maintain consistent communication with parents.	Chualar Union School's focus area(s) for improvement in Building Partnerships for Student Outcomes are multi-faceted and include but not limited to, the following wraparound support programs and services: 1-Reducing Absenteeism - Daily calls home and implementation of the Independent Study Program 2-Tutoring support (AmeriCorps) 3-Afterschool Program (ASES) 4-SPED services (as identified by the IEP) 5-ESL Support (Rosetta Stone) 6-Parent Involvement (Council / Advisory Committees) 7- Intervention Specialist (All grades)  8- Antibullying Program 9- Sticks and Stones Counseling 10-Harmony at Home	"Chualar Union School will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes as follows:  Continue having an open door communication policy among staff, faculty, students, and parents.  Via the REMIND we inform parents of the multiple resources available for students to take advantage of such as are: school providing free WiFi for home use. We send the weekly news letter to parents called ""Brisas"" to inform parents of weekly and monthly events and activities. Via this consistent and ongoing communication parents. they know that student are welcomed to ask for a computer to take home to facilitate student to work on homework and help them keep ongoing communication with faculty and peers. We offer parents the opportunity to enroll students in the ASES extended-day program for better support as well as encourage parents and student to participate in Chualar's multiple sport and extracurricular activities such as: volleyball, basketball, soccer, Girl Scouts, school clubs and track.  Other support programs: Homeless Liaison  - This professional organizes a variety of services that include the following: school starter kits which include back packs with school supplies, hygiene bags that include personal hygiene supplies, school uniform clothing, comfort bags that included blanket, water bottles, headsets, outer wear, etc)"	Chualar School, Successfully used for years the promoting and encouraging parent involvement through our various committees formed to address the unified goals in our Local Control and Accountability Plan. To ensure that a diverse group of parents are able to be involved in the decision making process our committees meet in the evening hours of the days, and are always provided translation services, and in some cases child-care for their children. The community plays a vital role in the success of decision-Making. By forming committees and having stakeholder involvements we ensure that the goals set forth by our school board plan are met with a high level of standards through the many levels of scrutiny.	Chualar School will continue building and encouraging parents to be involved our unified goals decision-Making.  In addition to school advisory and council committees, parent forums and monthly meetings with our local Monterey County Supervisor.  Additionally, we believe parent conferences, back to school events, literacy nights, bully prevention events provide for opportunities for school staff to interact with parents and have discussions that may influence decision -making for improved instructional success for their children.	Chualar School will continue building stronger connection channels with parents through REMIND, our School communication system and always our open door office hours. Ensure that a diverse group of parents are able to be involved in the decision making.  We will facilitate establishment of school councils and advisory committees with established calendars and agendas.  Additionally, we plan to schedule and implement monthly parent training forums and grass-roots community meetings with our Monterey County Supervisor to ensure engagement of underrepresented families to seek their input on their specific issues of concern.	5	5	5	5	5	3	3	2	3	3	4	4	Met		28JUN2023	2023
27660270000000	Graves Elementary	3	The small school size allows teachers to provide each student with individual attention to ensure academic success. To provide a sage, nurturing environment where the uniqueness of every student is recognized and respected. Graves School is dedicated to providing an educational foundation for all students by creating a positive learning environment that fosters a love of learning that will last a life time. The staff, parents, Board members, and the community take great pride in preparing our students not only for academic excellence, but for nurturing personal, social, and intellectual growth. The school climate reflects the partnerships that occur at the LEA. The survey resulted in families acknowledging that Graves ESD provides inviting, respectful, safe, and supportive learning environment that promotes academic success for all students. The following items represent the most prevalent characteristics of the LEA: Is an inviting place for students to learn, Treats all students with respect, Has a supportive learning environment for my child, Has adults that really care about students, Promptly responds to my phone calls, messages or emails, Clearly tells students in advance what will happen if they break the rules, there is no student alcohol and drug use, vandalism is not present, Gang-related activity is not present, Promotes academic success, Keeps me well informed about school activities, Communicates the importance of respecting all cultural beliefs and practices, Is a safe place for my child, Keeps me well-informed about my child's progress in school, Encourages me to be an active partner with the school in educating my child, and Motivates students to learn.	The school's small size allows teachers to provide each student with individual attention to ensure academic success. To strive to provide a safe, nurturing environment where the uniqueness of every student is recognized and respected. GESD is dedicated to providing an educational foundation for all its students by creating a learning environment that fosters a love of learning that will last a lifetime. The staff, parents, Board members, and the community take great pride in preparing our students not only for academic excellence, but for nurturing personal, social, and intellectual growth. Consistent participation and input in board meetings, public hearings, PTC meetings, Back To School Night, Open House, dances, and festivals creates a collaborative relationship among all stakeholders.	The school continued to provide informational parent meetings, will increase parent education trainings, field trips, and various other activities that may involve parents.	The small school size allows teachers to provide each student with individual attention to ensure academic success. To provide a safe, nurturing environment where the uniqueness of every student is recognized and respected. Graves School is dedicated to providing an educational foundation for all students by creating a positive learning environment that fosters a love of learning that will last a life time. The staff, parents, Board members, and the community take great pride in preparing our students not only for academic excellence, but for nurturing personal, social, and intellectual growth. The school climate reflects the partnerships that occur at the LEA. The survey resulted in families acknowledging that Graves ESD provides inviting, respectful, safe, and supportive learning environment that promotes academic success for all students. The following items represent the most prevalent characteristics of the LEA: Is an inviting place for students to learn, Treats all students with respect, Has a supportive learning environment for my child, Has adults that really care about students, Promptly responds to my phone calls, messages or emails, Clearly tells students in advance what will happen if they break the rules, there is no student alcohol and drug use, vandalism is not present, Gang-related activity is not present, Promotes academic success, Keeps me well informed about school activities, Communicates the importance of respecting all cultural beliefs and practices, Is a safe place for my child, Keeps me well-informed about my child's progress in school, Encourages me to be an active partner with the school in educating my child, and Motivates students to learn.	The focus remains on maintaining and building stronger relationships with our partners to improve students outcomes by focusing on: collaboration on the home-school connection to improve technology use, homework completion, and a conducive study environment in the home to increase the students success.  To continue parent conferences and consistent communication home in order to properly inform families of student progress.	The school will continue to engage families in improving student outcomes by providing community information and referrals, access to mental health organizations and counseling, and additional accessible community collaborators.	The LEA has multiple opportunities for parents to provide input for decision making.  The school has a PTC that provides input for a host of site level decisions.  These various avenues bring more awareness and understanding to parents about their child, the importance of their child's education, and ways to get involved.  GESD's small size allows for consistent communication and collaboration.	Based on feedback from our families, we will continue provide opportunities for input and decision making.  Families are always encouraged and welcomed to site meetings, trainings, activities, and policy making forums; however, we wish to improve family participation by making all of these opportunities more accessible based on families needs and convenience of their schedules.	The LEA will improve engagement in relation to seeking input for decision-making by continuing to offer multiple modalities of communication (in person, over the phone, and online), along with bilingual forms of communication.  Consistent encouragement is made for families to continue to participate in partner groups, such as, the PTC, board meetings, event planning, and occasions that welcome family input.	5	5	5	5	4	4	5	4	4	4	4	4	Met		14JUN2023	2023
27660350000000	Greenfield Union Elementary	3	GUSD truly believes that parents are important partners in education.  To effectively engage parents, each school site is provided a Family and Engagement Liaison for parent outreach.  We constantly seek to understand the needs of the parents that we serve, demographics and cultural sensitivity towards families.	Post pandemic GUSD worked to invite and educate parents whenever possible about the importance of parent involvement.  The district and our school sites invite parents to join parent committee meetings.  We are continuously seeking parent input to provide services that will meet their current needs.  This is a continuous effort since parent needs are ever changing.	We serve a population of families that only speak Triqui Mixteco and utilize interpreters to communicate.  In addition, we have incorporated cultural events to become more familiar and celebrate the beautiful families and cultures that we serve. Special attention and resources are provided for families with unduplicated students.  Families that fall under homeless or foster youth are provided with an intake meeting to determine how to best support that family.  All of these actions are implemented on an ongoing basis to create a welcoming environment for families.	Great emphasis is placed on building a positive partnership for student outcomes.  We provide a variety of avenues to bring this initiative to fruition.  We conduct detailed teacher-parent conferences two times a year.  Teachers are asked to meet with every family to report success.  During these conferences, parents are provided with resources to help their children succeed.  In addition GUSD facilitates community collaborative with local agencies to seek partnerships that will benefit students and their families.	We serve a population of families that only speak Triqui, Mixteco and face challenges in communicating with these partners in their local tongue.  GUSD continually looks for ways to engage families that speak these native languages.  Moreover, GUSD continues to find other ways to provide information to McKinney-Vento and Foster families through outreach and support.	Every family gets multiple opportunities to understand the essential standards for their child’s grade level.  In addition, to prepare for conferences with hold a meeting to prep parents on what why should ask and how to prepare for a conference.  This gives the parents the confidence they need to work together for positive student results.  We also provide opportunities through formal meetings such as English Learner Advisory Committee, District English Learner Advisory Committee, School Site Council Meetings, and District Advisory Committee for migrant families.  Each of these meetings provides parents with timely data to provide input to improve student outcomes.  All of these meetings are well attended and ongoing.  Furthermore, teachers and parents stay in constant communication through a district purchased application called Parent Square.  This allows timely communication to discuss student progress.  Our families with special needs children are supported in knowing their rights.  The district holds a SPED family symposium where families are supported with strategies to support their child’s disability as well as understanding their rights.  All staff has an open-door policy to answer questions on legal rights or student progress.	GUSD believes in being stronger together in bringing in all stakeholders for decision making.  Administrators and staff are provided with training every year to understand the different advisory groups needed on site to support all families.   We provide families with ongoing opportunities to provide input in both academic and social emotional learning for their children.	District Advisory Committee for migrant families focuses on understand the needs of our migrant families and provide resources. English learner advisory committee supports English learners.  This advisory committee looks at our EL progress in the various subject areas.  The District English Learner Advisory Committee focuses on district data and positive school trends.  In addition, input was provided to continue with the English Learner Task Force for Administrators and staff.  This will allow target interventions for English learners in the various domains of language acquisition.	LCAP is also a place where stakeholder’s voice is greatly sought.  Parents have multiple opportunities to provide feedback for LCAP.  These meetings provide detailed data to allow parents to make informed decisions.  In addition, we have Parent Academies to support parents as partners.  After every meeting, parents are encouraged to provide feedback.  As a result of parent input, we partner with various organizations such as SVMH mobile clinic, Door to Hope playgroups, Harmony at Home divorce support, and domestic abuse counseling.  We will continue to respond to stakeholder input.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
27660500000000	King City Union	3	KCUSD continuously strives to build relationships with families.  Our efforts are reflected in the increasing numbers of families participating in English Language Advisory Committees at each site and a District English Language Advisory Committee, School Site Council, and Parent Teacher Organization. We have added family information nights District Wide and at Chalone Peaks, with participation numbers increasing throughout the year.  Staff work to ensure that our schools, meetings, and events are welcoming to families, and encourage their participation. We continue to use ParentSquare as a two-way communication tool for staff and families.	KCUSD would like to add a liaison at each school site, in order to build stronger relationships between school staff and families.  Liaisons will work to remove barriers which families currently have, including providing support for truancy and absenteeism, homeless resources, foster support, and newcomer support.	The addition of four liaisons will create an opportunity to improve engagement of our underrepresented families.  They will have the ability to work with families and provide resources, aid in helping build relationships with teachers, and working with site teams to include members of our underrepresented families.	The King City Union School District provides for multiple partnerships for student outcomes including, the English Language Advisory Committee, District English Language Advisory Committee, School Site Council, Parent Teacher Organization, and school site Positive Behavior Intervention and Support teams.  The district provided staff and administrator professional learning to develop their capacity to build stronger relationships with families. Staff work to build welcoming environments for families, and use the two-way communication tool, ParentSquare.	KCUSD will strive to meet our partners requests for parent education through community organizations, parent workshops through outside agencies focusing on parenting skills, as well as district led workshops on local issues, such as mental health supports for student and families.	KCUSD will work with staff to build capacity with our underrepresented families in order to improve engagement across all areas.	KCUSD seeks input annually at the district and site level through discussions at regularly scheduled meetings, such as LCAP Stakeholder meetings, School Site Council, English Language Advisory Committee meetings, as well as through parent conferences and through surveys.	The area of effective engagement is an area of focus for KCUSD.  In order to have more inclusive information for decision-making, we need to improve our educational partner input.  With the addition of site liaisons, we can work closely with families to help provide a stronger understanding of the goals, actions, and programs being discussed.	As KCUSD includes liaisons to work with families, they will be supporting underrepresented families.  This support will include building their engagement and understanding of the input process.	4	4	3	4	3	3	4	4	3	3	4	2	Met		21JUN2023	2023
27660680000000	South Monterey County Joint Union High	3	Communication is key to building relationships between school and families. For this purpose, The Parent Square program was newly introduced to communicate with parents. This program provides parents with updated districtwide information in both Spanish and English as a way of keeping our parents informed. Our community parent liaisons and English Language liaisons reach out to parents depending on the student's needs. Staff members who speak a similar language with parents are utilized to communicate with them, thereby reducing the language barriers between home and schools. Besides, all information sent home is translated to Spanish language and posted on school and district websites. Also, school meetings offered to parents are flexible to allow for parent participation. For example, meetings are held at 7:15am and in the evenings to accommodate parents' work schedules. Finally, surveys are conducted throughout the school year to acquire parents' feedback on key issues. These measures taken by our LEA would help build stronger relationships between school and families.	There is a need for more support staff to conduct parent outreach and offer parent education classes through programs such as PIQE, INSPIRE and sponsoring parent leaders to attend the California Association of Bilingual Education (CABE) conferences. Also, increase training for parents on how to access and use our Parent Square and Aeries programs which are communication tools offered by our LEA.	The LEA will continue to use data to allocate resources to address improving engagement of underrepresented families and their needs by improving communication, offering parent education classes in the aforementioned areas and boosting our parent outreach by providing needed support staff.	A success with building partnerships for student outcomes was the implementation of our tiered re-engagement strategies within our MTSS implementation. The district worked with Sun Street Center at both King City High School and Portola Alternative High School to support our students. At Greenfield High School they also offer similar services but with a different agency. We will continue to build these relationships through our 21-24 LCAP.	Our LEA is partnering with outside agencies and bringing support services to students as a way of increasing student outcomes. For example, our LEA provides mental health support and other related services through Monterey County Behavioral Health, Girls Inc., Sun Street Center: STEPS and Life Skills, Boys and Girls Club: Smart Moves program and Girls Health In Girls Hands, Monterey County Parenting Connect, Teen Success Inc., Read to Me Project. Nurse Family Partnership, and MCOE- Homeless Director provides clothing and supplies for mothers and babies. Besides, our LEA is addressing Social Emotional Learning and mental health issues which are challenges to student outcomes by hiring additional counselors and psychologists. Secondly, our LEA is partnering with other educational institutions to provide opportunities to increase student outcomes by offering students the following programs: Partnership with California State University Monterey Bay Education Talent Search (ETS), University of Santa Cruz GEAR-UP program for our current 11th and 12th grade students, Our Future Farmers of America (FFA) 2023 Local Performance Indicator Self-Reflection for South Monterey County Joint Union High School District Page 10 of 15 students have partnerships with organizations at the Local, County and State levels. Also, the LEA offers concurrent enrollment through partnerships with Hartnell Community College.	Our LEA would like to continue expanding and improving our concurrent and Dual enrollment course offerings with Hartnell Community College which saw a decline in course offerings as a result of the pandemic. Some teachers are entering a master's program which will certify them to teach Hartnell classes at the high school. In addition, build partnerships and relationships with the Trade Unions, such as the Building, Plumbing and Electrician Unions and expand our programs to expose students to other possibilities.	Our LEA provides opportunities for parents, staff and students to give their input for decision making through surveys administered throughout the school year to address key issues. They participate in the following committees: School Site Council (SSC), English Language Advisory Committee (ELAC), and District English Language Advisory Committee (DELAC), Local Control Accountability Plan (LCAP) and Administrators Committee (ADCO). These structured committees allow for our LEA to solicit from our educational partners’ input for decision-making.	We would like to improve our communication with all of our educational partners. For example, there are some parents we are unable to reach due to language barriers, therefore finding staff members or translators has been a challenge. This is an area we will continue working towards improving and engaging everyone.	We will continue to find staff and translation services to communicate and seek the input for decision making from these populations of parents we are unable to reach due to language barriers. For example, we hired a staff this year who speaks Triqui, a language spoken by some of our parents and students.	3	3	2	4	2	3	2	4	3	3	4	3	Met		28JUN2023	2023
27660760000000	Lagunita Elementary	3	Parent involvement was deeply impacted by school closures and restrictions. Lagunita is working to provide opportunities to reconnect and reintegrate parent involvement. The Parent Club was more active in the past year, and Lagunita has been more able to encourage parent participation.	We are working to support parent community building through the Parent Club and various stakeholder groups (School Site Council, School Board) in order to recruit new involvement from parents of younger students. We’ve increased use of Blackboard Connect robocall messages as a mechanism for parent education, information, and involvement.	We held additional parent meetings during the 22/23 school year and plan to resume Parent Education Nights, field trips, and other activities that may involve parents.	We have modified our calendar to prioritize twice-yearly parent-teacher conferences and created a sustainable and consistent mechanism for tracking SST meetings to improve student outcomes, continued to participate in County-wide bodies to improve Special Education programs, and continue access MCOE and other supports to improve academic achievement.	Our focus area remains appropriate parent engagement: ewe need to access parent connections that focus on social-emotional wellness in addition to academic achievement, positive parents as well as student discipline, and collaboration on the home-school connection to improve technology, homework completion, and parent involvement in academic success.	Families are struggling—stretched thin. Lagunita will continue to expand community offerings, like food services, information and referral, mental health care and counseling, and other supports by accessing collaborators in the community, as part of LCAP Goal #1 (Develop New Connections between the Classroom & the Community).	Parent participation has increased as we’ve rolled out plans for construction of an early childhood education campus. This built on greater community discussion about the future of Lagunita last spring when we determined that Lagunita should reduce its upper level grade span and close the 7/8 classroom. A focus on Early Learning brings new families into the decision-making process, as many have younger children who are not yet Lagunita students.	We want to re-start Parent Education Nights, morning coffees with the Principal, grandparents day celebrations, and other in-person events for input, data sharing, and planning as well as community building. These events are often an entry point into school meetings and parents might come “meet the Site Council” for coffee before they’ll come to a more formal School Site Council meeting.	When applicable, Lagunita has convened an ELAC to collaborate directly with parents of English Learners, and we have actively recruited parents of other unduplicated students to participate in stakeholder groups like Site Council and the Parent Club. We continue to make hold both in person and remote/online meetings to encourage participants who prefer one over or the other for a variety of reasons.	4	4	4	5	3	4	5	4	5	4	4	3	Met		27JUN2023	2023
27660840000000	Mission Union Elementary	3	The LEA's current strengths and progress in building relationships between school staff and families centers around strong and consistent, clear communication, inviting families onto the school campus and within virtual environments to join in decision making and enjoy culture building events, encouraging ongoing open lines of communication through the implementation of weekly emails, all-texts to parents, a weekly-updated district website, a new monthly school newsletter, and utilizing Class Dojo for school wide and class wide communication. We provide monthly fun evening events including sporting events, cultural celebrations, PBIS events, parent meetings and presentations by community partners, and much more.	An area which needs more development is the creation and sustainability of a Parent Advisory Committee (PAC). MUSD has been utilizing parent surveys to gather parent and community input, and parents have signed up for the first PAC development at MUSD with monthly meetings to start in October 2023.	The LEA will improve engagement of underrepresented families by inviting them to PAC meetings, providing Spanish speaking translators as needed, inviting families to share in family evenings and cultural events, provide more information to parents regarding homeless and foster youth resources, participating in parent teacher conferences, and maintaining the Student Study Team (SST) process for better communication and a teams approach to helping underrepresented families and students.	MUSD's current strengths and progress in building partnerships for student outcomes are providing ongoing and consistent school wide events with staff and parent partnerships to develop a warm, family-friendly environment, ultimately benefitting student welfare and increasing school pride and morale. The school Superintendent/Principal and staff invite parents and community members to partner/volunteer for various events and activities, such as chaperoning field trips, attending and presenting at a new upcoming Career Day, running the monthly PBIS Student Store, donating materials for fun events, volunteering for fundraiser events and to participate in the Parent Teacher Organization (PTO), attending evening events - all designed to build strong partnerships which directly and indirectly positively affect the way students see their parents and the school join together as one team to support student success and wellbeing.	MUSD's focus area of improvement is in providing more community resources and sharing local community events regarding families understanding and exercising their legal rights. At Mission School the lEA provides opportunities for student advocacy from all stakeholders and educational partners, but there have been no outside resources shared as of yet.	The LEA will improve the engagement of underrepresented families by engaging them in joining the PAC this year and providing language translation when needed, sharing news specifically focused on underrepresented data, resources, and references on our school website and within emails to parents, and inviting parents to meet with the school staff members for additional support, resources, and assistance with connecting to outside agencies whenever needed for housing needs, food, supplies, etc.	The LEA's current strengths and progress in seeking input for decision-making are that the Superintendent/Principal utilizes parent and community surveys for big decisions that affect the school climate, safety, health, academic, behavioral, social emotional wellbeing and welfare of our students. Surveys have been sent out to gather opinions, ideas, input, and comments on various issues, including a perimeter fence for the school, a new playground structure, curriculum needs, instructional aide needs, surveying what they find important in how the district uses funds, school uniforms, events such as Picture Day, and more. This is also communicated in person during School Board Meetings as well, and also in emails, school newsletters, and Class Dojo when appropriate.	The LEA can improve the development, maintenance, and sustainability of a healthy PAC for all interested parents to join, incorporating an online option to join to increase engagement and participation as well.	The LEA can improve the development, maintenance, and sustainability of a healthy PAC for all interested parents to join, incorporating an online option to join to increase engagement and participation as well.	4	5	4	4	4	5	4	2	2	2	3	3	Met		07JUN2023	2023
27660920000000	Monterey Peninsula Unified	3	The Monterey Peninsula Unified School District continues to make significant progress in the engagement of families over the last seven years. Last year, the district enhanced the offerings of its parenting classes districtwide, as well as maintained and encouraged participation at the school site level in the English Learner Advisory Council, School Site Council, and in the districtwide District Advisory Council and District English Learner Advisory Committee. Two years ago, the district invested in a community and parent engagement coordinator, and increased its community liaison support to further maximize parent engagement. Specifically, this year past year the district offered 9 workshop courses or series and 3 districtwide events. The workshops, include Abriendo Puertas, Partners for Peace, Strengthening Families Program, PIQUE Family Program, Cara Y Carazon, Early Learner Round-Up events, Drug Prevention Event, Back-to-School Bash.	The district on the right track and focusing on parenting opportunities in the form of workshops, classes, series for parents to understand how they can engage with their teacher, principal, school and district. The district's family and parent engagement coordinator continues to coordinate districtwide opportunities and partners with school site community liaisons to help support families at their school site. Focus areas will continue to identify and implement ways to increase participation at school and district wide events (e.g., movie nights, family nights, math/reading nights, Back-to-School, Open House, and more) as well as ways to help support families in small groups or 1:1 so they feel welcome partners in their child's education.	With the support of the district's family and parent engagement coordinator, the district will continue to identify ways to support our Spanish-speaking families so they can learn how to navigate the school and district system in an effort to help their child(reb) succeed at school. Through the work of our District English Learner Advisory Committee and our school site English Learner Advisory Committees, MPUSD will identify opportunities to support families with resources and support to help their child academically.  Through the use of surveys (e.g., ThoughtExchange conversations), the district will gather input and feedback from families on what they need in the ways of support.	In MPUSD we believe that the key to closing equity gaps is by the direct participation by impacted communities in the engagement, development and implementation of solutions and decisions that directly impact them. MPUSD values community engagement, as well as building capacity of site level leadership to create authentic and collaborative experiences for their families and communities. The district continues to invest in a communications specialist, parent engagement coordinator, parent educator to connect the district, school sites and parents, as well as enhance communications, engagement, and transparency efforts.  The district has actively engaged all educational partners in multiple ways to provide feedback and input that contribute to the development of the plan, including districtwide community Town Halls, site-based Town Halls, surveys, Cabinet Chat Town Halls with all staff, and regularly scheduled school site councils, English Learner Advisory Council, and District English Learner Advisory Council.  Educational partners defined include: parents, teachers, district and school site staff, administrators, students, community leaders, Monterey Bay Teachers Association, Classified School Employees Association, District Advisory Committee, District English Learner Advisory Committee, SELPA, Board of Education members. Understanding that educational partners are more likely to attend and provide engagement at their local school level, the district made a concerted effort to engage parents and staff during school-level School Site Council meetings.	This year, the district has engaged with a third-party partner, ThoughtExchange to enhance its engagement efforts. This tool will allow us to engage with an increased number of families and get additional input, particular from those who may not always speak up. This anonymous way to gather input will help guide the district on identifying ways that families would like to be engaged and partnered with. In addition, the district is enhancing how it conducts its District English Learner Advisory Committee to increase representation from all school sites. The ultimate goal of our partnerships is to help educate, inform, and support our families so together we can support all of our students.	This year, the district is looking enhancing and increasing parental feedback through a tool that will all ALL families to have voice. Sometimes when families come together, the more vocal stakeholders provide a majority of the feedback. ThoughtExchange is a tool that allows multiple voices to participate in a way that they feel comfortable in engaging with the district and school. The rollout of this tool for gathering input in our Local Control Accountability Plan and in our parent/family workshops and other will provide additional data so we may improve the engagement of our families.  Another way is through the enhancement and increased participation in our District English Learner Advisory Committee meetings.	The district actively engages all educational partners in multiple ways to provide feedback and input, including districtwide community Town Halls, site-based Town Halls, surveys, Cabinet Chat Town Halls with all staff, and regularly scheduled school site councils, English Learner Advisory Council, and District English Learner Advisory Council. With the addition of a our family engagement coordinator, the district is engaging smaller groups of parents in deeper dialogue to learn how MPUSD can further engage underrepresented educational partners.  Educational partners defined include: parents, teachers, district and school site staff, administrators, students, community leaders, Monterey Bay Teachers Association, Classified School Employees Association, District Advisory Committee, District English Learner Advisory Committee, SELPA, Board of Education members.  Understanding that educational partners are more likely to attend and provide engagement at their local school level, the district made a concerted effort to engage parents and staff during school-level School Site Council meetings. A complete listing of all formal engagement meetings can be found in the district's Local Control Accountability Plan.	In this coming year, the district will focus on increasing the number of stakeholders (educational partners) we engage in the decision making process. As stated earlier, the use of a new tool, ThoughtExchange, allows for partners to provide input and feedback in an anonymous way without taking a lengthy survey. Additionally, those who do not always feel comfortable participating are more likely to engage with this new tool. In conversations with other districts, they have seen their engagement process improve and increase with the use of ThoughtExchange.	As noted above, the district will enhance its efforts to engage more educational partners through its District English Learner Advisory Committee, as well as through the use of ThoughtExchange. This tool has a simple user interface and offers multiple language translations. There is one simple question that is easy to understand and allows families to provide feedback on any issue/topic that they are navigating.	4	4	4	4	3	4	4	4	4	4	4	3	Met		27JUN2023	2023
27660922730240	Learning for Life Charter	3	Trusting and respectful relationships with families are essential to the success of students within our independent study setting, so LFLCS has invested heavily in developing the capacity of staff in this area.  Each family has the opportunity to meet weekly with a supervising teacher, who gets to know the student and family very well.  During 2022-23, we continued funding for enhanced communications with families, so we could continue offering multiple ways to message families: text, voice, email, regular mail, etc.	Some parents are not regularly attending the weekly meetings with the supervising teachers.  We have set a goal to start tracking participation in these meetings so we can create and implement targeted improvement strategies.	LFLCS will prioritize the hiring of multilingual staff and assist staff who need it to improve their proficiency in other languages.	In 2022-23, LFLCS has continued to provide training to all staff in Trauma Informed Care.  We provided an in-person orientation program for all new students.  We continued a new pattern for weekly meetings: one week virtual, the next in-person.  Staff has remained highly available to families to discuss rights and to engage in decision-making about how the IS program will be customized for their child.	We want to add a parent component to the orientation program.	LFLCS will prioritize the hiring of multilingual staff and assist staff who need it to improve their proficiency in other languages.	families to engage in decision-making, but we have not been able to form a stable sitting advisory group.  Our new communication tool, Parent Square, allows parents to more easily reply to our messaging, and we continue to push out surveys, but we would like to increase the number of respondents.	We want to experiment with various formats for gathering students and parents and collecting their input, that could lead to a stable sitting advisory group.	LFLCS will develop more outreach materials in languages other than English.	5	5	5	5	5	4	5	5	4	3	4	3	Met		28JUN2023	2023
27660926118962	International School of Monterey	3	As noted in our charter, we have built ISM on a foundation of open exchange within a culture of family involvement. There is a pervasive sense throughout our community that the success of this endeavor stems from working toward common goals such as funding and continuous school improvement. We encourage communication and exchange of ideas among students, families, faculty, staff, and trustees as our major educational partners, as well as various subgroups such as underrepresented students and families. Consistent with the guidelines for effective family engagement articulated in the Family Engagement Toolkit developed by the CDE, ISM has developed “an intentional and systemic partnership of educators, families, and community members... [who] share responsibility for a student’s preparation for school, work, and life...” [Weiss, Lopez & Rosenberg, 2010]. ISM educational partners work to continuously strengthen the two critical dimensions of family engagement identified in the Toolkit. For the first of these—trusting relationships between educators and families—ISM’s particular strengths include these relationship-building activities: One ORIENTATION in spring for incoming kindergarten families, and another in late July for new grade 1-8 students and families.  A July POOL PARTY for new families and a WELCOME COFFEE on the first day of school. Both of these are offered by the ISM Community Connection, an active group of parents committed to the ISM mission and community. Individualized KINDERGARTEN READINESS ASSESSMENTS that include a parent input/learning component. Administrators and staff members WELCOME students and families as they arrive in the morning and say goodbye at the end of the school day, and teachers greet students at classroom doors at the start of each school day. Emphasis on COMMUNITY BUILDING in each classroom during the first two weeks of school as part of ISM’s responsive classroom expectation. Parent meetings throughout the year that encourage PARTICIPATION in our educational program including: Back to School Night, Parent Advisory Committee (PAC), Parent University, Community Connection Meetings, and Strategic Advisory Team (SAT). Hosting COMMUNITY and CULTURE BUILDING EVENTS for our whole community including: Around the World Festival in the Fall, ISM has Talent Show in the Winter, Community Potluck in the Spring, and Family Bingo Night at the end of school. Completing IDENTITY-RELATED UNITS OF INQUIRY under the transdisciplinary theme of “Who We Are” in the IB Primary Years Programme and “Identities and Relationships” in the IB Middle Years Programme to learn about each family’s strengths, cultures, languages, goals, and more. Implementation of the PARENTSQUARE platform to support regular two-way communication between school and home, including automatic translation into each family’s home language of choice.	Our current focus for this dimension is to find ways to sensitively draw in families of underrepresented students so they continue to feel included in our school family as a whole while their unique voices and perspectives are better understood and acted upon. This includes ongoing efforts to fully understand barriers to connection such as meeting times and childcare.	The school has created the following proposals to improve the engagement of underrepresented families: -Sending surveys at the beginning of the year to identify both barriers to participation as well as times for participation that work best for most families -Providing ongoing instructions on how to utilize our language options in both our communications platform and website to expand access in all languages -Including both in-person and virtual options during some events to increase access for families -Sending personalized email and phone messages to targeted families to encourage direct participation in meetings that align with family interests -Increasing the number of community and cultural events on campus during the year	On the second critical dimension of family engagement identified in the CDE’s Toolkit—the connection of family engagement activities and efforts to student learning—ISM’s particular strengths include these programs and activities:  ISM asks each family to contribute three FAMILY HOURS per month for the first student enrolled at ISM and one additional hour for each additional child. In response, families contribute 13,000-14,000 hours of service each year. Many of the volunteer activities, such as classroom support, Schoolwide Enrichment Model teaching, field trip driving and chaperoning, and library support engage parents and grandparents directly in the learning process.   ISM releases students at 12:55 every Wednesday. The ISM staff then engages in a variety of PROFESSIONAL DEVELOPMENT AND PLANNING activities until 5:00 p.m. This includes training that increases the ability of teachers and the administration to increase their capacity to partner with families, recently including Multiple-Tiered Systems of Support (MTSS) and Implicit Bias training.  ISM conducts formal CONFERENCES twice per year: teacher-led conferences in the fall, and student-led conferences in the spring. Beyond the formal, ISM has a clear open-door policy for families to access teachers and administrators to discuss any concerns and requests.  ISM provides multiple ONLINE PLATFORMS where parents can see and track their students’ work. These include SeeSaw, a portfolio-management solution and ManageBac, a learning management and reporting platform specifically designed to support International Baccalaureate schools.	Our focus area for improvement on this dimension is to go beyond our current standard of providing multiple opportunities for student and family input to inviting them to engage in advocacy for themselves and for all students, particularly for those with specific needs such as special education services, language learning support, and behavioral intervention. This will include both required and supplemental annual notices regarding student and parent rights, such as parents’ right to see their children’s student records.	The school has created the following proposals to improve the engagement of underrepresented families: -Providing ongoing instructions on how to utilize our language options in both our communications platform and website to expand access in all languages. -Sending more frequent systematic and ongoing information about student performance through our online platforms  -Explicitly embedding approaches to include all students and families in professional development opportunities throughout the year -Explicitly reviewing and monitoring student assessment data during planning meetings in order to share information with families	Since opening, involving families in ISM decision-making has been a strength of our school as evidenced by the following: Per our charter, at least half the members of the ISM BOARD OF TRUSTEES must be parents. During 2022-2023, 4 of 8 trustees were parents of current students. As such, the trustees represent our families while also exercising their authority to make major decisions for the school.  Each of the scheduled BOARD MEETINGS each year serves as an opportunity for family members to provide input to the board during designated public comment times as well as direct participation in the action item discussions.  The PARENT ADVISORY COMMITTEE meets monthly and encompasses a wide range of parents who are interested in working collaboratively to address strategic issues in the school.  Parents are encouraged to come to as many meetings as they would like to attend.  Agendas are set based on the discussions at the previous meeting with topics typically spanning 2-3 meetings.  Topics have included report card updates, updating school curricular resources to be more culturally responsive, and including more specific discussions regarding inclusion in various forms.  The STRATEGIC ADVISORY TEAM guides an annual update of the ISM LCAP. The SAT comprises representatives of these stakeholder groups: families, teachers, non-teaching staff, administration, board, ISM Foundation, ISM Community Connection, and community partners. These representatives consider multiple data sources in proposing annual updates for board approval. This includes an annual assessment of progress toward LCAP and California School Dashboard target outcomes that address all state and local priorities.  ISM administers annual SURVEYS for students, parents, and staff near the end of the school year. These surveys target feedback regarding specific areas of the academic program and overall operations through questions about what stands out and what needs improvement.  Weekly COFFEE WITH THE ADMIN sessions provide an opportunity for parents to meet with the ISM Head of School and other administrators for updates, questions, and answers. Specific topics change monthly; however, the overall focus always remains on providing each ISM student with a great school experience. In 2022-2023, several of the coffees specifically invited input into the LCAP, family engagement, and Dashboard from attending parents. ISM invites parents to attend for the whole 45 minutes or to drop in for any part. The discussion is conducted in English with concurrent Spanish interpretation upon request.  Because ISM welcomes family presence in classrooms and on campus, extensive opportunity exists for INFORMAL INTERACTION among ISM trustees, administrators, staff, students, and parents. Within an atmosphere of continuous improvement, this results in extensive input regarding what is working and what might make ISM better.	Though we see overall ISM community involvement in decision-making as a significant strength, we recognize the need to increase involvement for specific subgroups including underrepresented students and families. Thus, our ongoing focus for improvement in this area is to strengthen the Parent Advisory Committee built on the foundations of our current Climate, Culture, and Community Team, student support services, the ISM Community Connection, and other current groups and programs to further strengthen family involvement by articulating core beliefs about engagement and recommending related policy to the ISM Board of Trustees.	The school has created the following proposals to improve the engagement of underrepresented families: -Proposing times for parent meetings that meet the needs of families depending on formal surveys and informal interactions. -Offering childcare services at some meetings to increase parent participation. -Combining parent meetings with cultural events to increase the number of parents involved. -Personal invitations (in person, via phone, via email) to specific parents and families to encourage more robust participation from various subgroups	4	4	4	4	3	4	5	3	4	4	4	4	Met		13JUN2023	2023
27661340000000	Pacific Grove Unified	3	Educational partner feedback gathered from the California Healthy Kids Survey and local committee meetings identify several areas of strength and progress in building relationships with staff and families. According to CHKS results, school staff treats parents with respect (95% agree), the school encourages parents to be an active partner in educating their children (89% agree), and the school keeps me well-informed about school activities (89% agree). PGUSD also expanded the membership of its Local Control Accountability Plan Parent Committee and increased the number of meetings from one to five to gather more thorough feedback.	Our educational partner feedback has led the PGUSD to focus on our communications as an area of improvement. We sent a communications survey to all of our educational partners to identify specific areas of need. We are also committed to transparency related to the district’s Cultural Proficiency program and have increased communication about the program to our community partners.	PGUSD will increase in-person outreach efforts to build relationships between school staff and families. These outreach efforts are part of the community engagement goal in our  Cultural Proficiency plan. We are ensuring that we have multilingual personnel available to increase the quality of communication between our school staff and our underrepresented families at our district outreach events. PGUSD also held district wide English Language Advisory Committee meetings that included opportunities for our families to socialize with each other and school staff. The district plans to continue and expand these efforts.	According to results from the California Healthy Kids Survey for parents, PGUSD has these areas of strength in building partnerships for student outcomes. PGUSD Communicates about what students are expected to learn in class (86) and Lets parents know how their child is doing between report cards (85%). In parent group meetings, positive feedback was received from committee members regarding the district’s intervention programs designed to accelerate learning.	A couple of focus areas emerged in our analysis of the California Healthy Kids Survey data. Our district can improve in the area of providing information about why your child is placed in particular groups or classes (42% very well, 22% just okay) and providing information on how to help your child plan for college or vocational school (28% very well, 27% just okay). The district will improve its efforts to educate students and families about the importance of completing the A through G course requirements for entrance into the UC and CSU systems. To that end, Pacific Grove High School will continue to offer an A-G credit recovery program for students who need to make up units.	Pacific Grove has improved engagement with underrepresented families by ensuring that they are represented on important committees like our LCAP parent advisory committee. We will also look to improve engagement of underrepresented families by hiring a parent liaison to serve our elementary schools. The liaison will connect with families to ensure that they are aware of district programs that serve their children and gather further feedback for how best to serve our underrepresented populations. PGUSD is also offering a free parent education series focusing on the social emotional well-being of all our children including our underrepresented students.	PGUSD has increased the number of LCAP parent committee members making sure to include a diverse representation of parents from all levels of education and all unduplicated pupil populations. The committee also meets five times annually to discuss areas of need as well as areas of strength. Previously, the committee met once a year. PGUSD is also contracting with Qualtrics to conduct an LCAP survey to gather our educational partner input which will be used to adjust our goals and actions. Pacific Grove cultural proficiency professional development will be driven by the results of a Human Relations needs survey given to our educational staff. At all of our sites, strong parent input is present in all of our School Site Council meetings.	Our 2023 LCAP parent survey is a result of PGUSD recognizing a need to gather more thorough educational partner input. The LCAP will drive the district’s program, and PGUSD will use the survey as part of a systemwide effort to gather educational partner feedback. PGUSD also recognizes the importance of student input in our decision making process. We began using student focus groups to assist in the adoption of educational materials last year. We will expand the presence of student voice by assembling diverse student focus groups to help guide decision making at the school and district levels.	PGUSD recognizes the importance of engaging our underrepresented populations when seeking input for decision making. Our LCAP survey will be available in multiple languages, so our families with a home language other than English will be able to offer feedback in the language that is most appropriate. Our parent committees and student focus groups will be formed with an understanding that we need representation from multiple perspectives. PGUSD will also use the feedback from our side and district level English Language Advisory Committees to guide decision making on our campuses and district wide.	5	5	4	4	3	3	4	4	4	3	4	4	Met		01JUN2023	2023
27661420000000	Salinas City Elementary	3	Based on the District Parent Survey, the capacity to build trusting and respectful relationships with families has increased in many schools; however, the district is still at the initial implementation stage because the professional development in this area has been limited due to a shortage of staff and substitute teachers.	SCESD will focus on continuing to create parent centers at each school site to support a welcoming environment. An identified area of need is providing parents with resources and parent training to promote involvement in students' academic learning at home. Results from a parent survey show that 35% of parents did not agree with the statement, “Schools provide parents with resources and training to promote parental involvement and students learning at home.” Therefore, SCESD will restructure the parent program to increase a focus on academics. A parent engagement plan will be developed to include opportunities for parents and teachers to share information and communicate about content standards that will be taught to support parents with supporting students at home. Parent Coordinators at each school site will be trained by the Director of Curriculum and Instruction and the director’s team on how to help parents support students academically at home, specific to the grade level and trimester of instruction.	SCESD will continue to use the Panorama Platform and Google surveys to collect parent self-reflections. In addition to online surveys, SCESD will also use paper surveys to provide all parents an opportunity to participate. SCESD will continue to provide extra hours for staff to support parents with filling out surveys.   Town Hall meetings will be scheduled to provide parents with information and provide opportunities to provide input and feedback.   In regard to building relationships with parents, SCESD will continue to provide workshops for parents to attend; however, in addition to SES and informational and participation events, school staff will be invited to present how parents may support students with academics. In addition, training and or PD on Immigrant students, Emergent Bilingual, Foster, and Low-Income students will be provided for staff to increase cultural proficiency and understanding. This will help to build relationships between school staff and families of unduplicated students. Concerning translation, SCESD will hire additional translators to support with communication.  SCESD employs a full-time Parent Coordinator at each school. Each Parent Coordinator provides parenting programs and training opportunities that assist parents in navigating through the educational system.  Parent Coordinators will also receive PD on communication and translating skills.	SCESD has made significant progress in developing community partnerships to support families. Currently, SCESD is in the Initial Implementation phase, actively working towards building and strengthening these partnerships. One of the strengths of SCESD lies in its commitment to understanding the specific needs of its stakeholders. By regularly assessing the requirements and challenges faced by staff, students, and parents, SCESD is able to identify strengths and areas of improvement.   Areas of Strength: Partnerships with school community parents continues to be an area of strength. According to results from the 2022-23 fall parent survey, 86% of parent participants responded favorably to “The school invites parents to participate in school planning such as School SIte Council (SSC) and English Language Advisory Committee (ELAC).This was a 3% increase from last year. In addition, 84% of parents responded favorably to the question, “Do you feel welcomed at your child(rens) school?”  Another strength in the SCESD is the continued effort to provide opportunities for stakeholders to have input on district initiatives by providing a variety of virtual stakeholder input meetings as well as surveys during the pandemic period. Teams of stakeholders include the following: •DELAC •Parent Advisory Committee •LCAP Leadership  A significant area of strength to highlight from a recent parent-family survey is in the area related to communication and support for families within our district.   Additionally, approximately 69% of families reported receiving information on what they can do at home to help their child(ren) improve their learning. While this percentage suggests that a majority of families are receiving some form of support, it also indicates that there is a considerable percentage of families who may not be receiving the necessary guidance and resources to actively engage in their child(ren)'s education at home.	SCESD strives to build upon student outcomes by partnering with parents. According to a Parent survey, 77% of families reported feeling clear about their child(ren)'s grade-level standards and goals. While this demonstrates some level of understanding, it also highlights that there is room for improvement in effectively communicating academic expectations to a significant portion of our families.	SCESD has identified the need to enhance the engagement of underrepresented families. SCESD will enhance family support programs tailored to the unique needs of underrepresented families, including Immigrant and English learners. These programs may include workshops, seminars, and resources focused on topics such as academic support at home, navigating the education system, and promoting parent-child communication. By providing targeted support, SCESD aims to empower underrepresented families and strengthen their capacity to actively participate in their child's education.	One strength that the district possesses is its commitment to fostering meaningful engagement and collaboration with parents, staff, and community members. This is evident through the district's proactive approach in organizing district-wide virtual and in-person town halls, as well as specific meetings focused on key aspects of the LCAP, ELOP, LCAP Arts Grant, Title III Addendum, and other important initiatives. Another strength is the district's focus on bringing in a diverse group of attendees: Attendees were parents, staff, and community members and parent committees.   SCESD held the following meetings:  •March 7, 2023 an LCAP Arts, Grant, and Learning recovery Town hall.  •April 5, 2023 Town Hall Meeting LCAP, ESSER III & EEBG Planning Process.  •The district's commitment to engaging parents is further exemplified through the presentations and discussions held at DELAC meetings. By involving the District English Learner Advisory Committee, the district recognizes the importance of addressing the needs of English Learners and their families. These presentations provide an avenue for parents to contribute their insights, suggestions, and concerns regarding the LCAP, English Learner programs, Title III funding, and related aspects. •An LCAP presentation took place on February 15, 2023 at a DELAC meeting. Parents had the opportunity to provide feedback and input.  •On May 15, 2023, DELAC was presented with an evaluation of the English Learner Program,Title III Addendum and Conn Application information. Parents received an opportunity to participate by giving input and suggestions.  Information was presented and gathered feedback and input from Special Education Parents  •November 17, 2022 El Gabilan Listening Session •September 24, 2023 Fall Parent Leadership Conference •December 15, 2023 Special Education Town hall meeting •March 9, 2023 Informative Meeting for parents of Special Education students •April 15, 2023 Spring Parent Leadership Conference •May 18, 2023 Chronic Absenteeism	SCESD’s district survey showed a favorable response of 58% in regard to family engagement, however, SCESD will work on improving the opportunities for parents to participate with the online parent survey. School site Parent Coordinators will be given extra hours to work with bilingual parents or parents who need support with the online survey. SCESD will continue to provide computer training.  Another area for improvement is to increase stakeholder input participation for parents of students with disabilities by providing more opportunities to meet and collaborate with school and district staff about the IEP process. For example, quarterly parent meetings will be set and parents will have the opportunity to add items to the agenda. In addition, parents of students with special needs will continue to be invited to participate in two yearly District-wide Parent Conferences.	To improve engagement of underrepresented families SCESD will work on maintaining and or establishing parent and community committees and discussion forums so parents have an opportunity to connect, share experiences, and seek advice in order to make decisions. Parents will receive community resources so that they have access to educational resources, including workshops that support their understanding of curriculum expectations and enable them to assist their children with homework. SCESD will continue to provide resources to help create a warm environment at each school by creating a parent center or a hub where parents may receive resources, information, and translating support.	3	3	3	3	3	3	3	3	3	3	3	3	Met		20JUN2023	2023
27661590000000	Salinas Union High	3	Salinas Union High School (SUHSD) continues to develop the capacity of staff to build trusting and respectful relationships with families. The priority is to make staff aware of the importance of parent engagement at their site at all levels and the opportunities we offer to families at the district level.  Each school site has a Community Liaison whose primary role is to connect families to the school and community resources. Community Liaisons (CLs) work directly with their site principal and staff to engage parents in various committees and activities at the site level. The CLs organize weekly parent meetings at their affiliated sites where parents can meet, receive information, and ask questions to and from the various departments within the school site.   Furthermore, we have two Parent Involvement Coordinators (PIC); one supports the CLs and coordinates various workshops, conferences, and parent committees to engage parents in learning, decision-making, and conducting a needs assessment.  Similarly, our second parent coordinator supports our parents of students with IEPs, which includes providing them with resources or connecting them to community agencies. In addition, the PIC offers monthly workshops focused on the rights and responsibilities of SPED students and parents and understanding the goals and metrics of IEPs. Finally, the District provides multiple opportunities for families to engage in decision-making committees such as DELAC, ELAC, SSC, PBIS, Safety Committee, site Cafecitos with the principal, and the LCAP Parent Advisory Committee. In addition, we are in our first year of having our Community School Committee to support with the planning and assessing the needs of school sites to apply for the implementation grants. All input is then analyzed and shared with appropriate personnel to develop our sites and district expenditure plans.	Our District focus area continues to focus on creating ongoing, authentic communication with parents to build genuine and empathetic relationships to support their student's education. Therefore, continue to provide opportunities for families to engage in two-way communication systems. The District will continue the partnership with Langauge Line and Talking Points to provide pathways to two-way communication in various languages.  Similarly, the sites will continue to offer parent meetings with the principal and community liaison to listen to parents' feedback and provide them with regular updates.	SUHSD continues to work on understanding and respecting students’ family culture. Yet, staff lack support to learn about our families' strengths and cultures.  The District can improve by updating all school staff on student site demographics to increase awareness of unrepresented students.  Furthermore, since the increase of Mixteco speaking families, the district has opened a new position: Mixteco/English/Spanish translator. This translator will provide virtual and on-site support in parent conferences, workshops, and/or announcements via our social media. Furthermore, we will continue the work to assess the needs of our underrepresented groups with our African-Americans and Mixteco through parents, staff, and student committees. In addition, we will continue the work to reach out to our newcomer families and underrepresented families with students with IEPs. This will include providing workshops, announcements, newsletters, and/or videos of our district policies, events, and decision-making processes (e.g., LCAP, SPSAs, DELAC).	Salinas Union High School District (SUSHD) provides families with information and resources to support student learning at home. For example, parents are invited to district-wide educational workshops focusing on education, health, and parenting. Also, each school site offers a variety of parent workshops focused on increasing awareness:  class nights, financial aid workshops, intervention meetings, A-G requirements, and promotion/graduation meetings. Likewise, parents whose students participate in specialized programs like AVID, Advanced Placement, or Future Farmers of America also have a variety of parent events and/or committees they may participate in. Furthermore, each site has a community liaison whose primary role is to outreach to parents. They conduct weekly parent meetings, which provide parents with tools to support their student’s education, needs, and future plans. Community Liaisons disseminate essential information during these meetings that helps parents better understand their children’s education. In addition, parents can meet, learn, and receive resources from school personnel and community agencies.   Other tools that parents are offered to support their children academically are the Parent View App, textbook online parent guides, progress report grades, and quarter and semester grades. Our parents and families can monitor students' current academic grades and attendance in the Parent View App. Furthermore, it provides parents with multiple reports on state assessments. Furthermore, our students can access 24/7 online tutoring services and college/career planning tools.  All district students can now receive online academic support from a third party. Students can have on-demand sessions, log in when needed, or develop a schedule to work on an academic learning plan. In addition, all students and their families have access to Naviance. This web-based tool will support students in planning their goals after high school, including college and career opportunities.	Our district has various tools and resources for families to monitor student outcomes. We also provide ample district opportunities for families to engage in learning. However, we need to ensure that each site takes ownership of the learning opportunities for parents and that these resources are shared on a regular basis at a school site.  Therefore, we are currently working with designated staff to provide training on the various resources and tools available for our families and teachers. Then, the critical staff can continue supporting the families or teachers. Furthermore, our district is working on implementing one communication tool for all stakeholders. This would include our website, phone messaging, texting, and emails. The new platform will be available to communicate in various languages, which will support us in increasing our two-way communication between school and home.	SUSHD provides professional learning and support to teachers and principals to improve the school’s partnership with families. New SUHSD staff are offered information regarding parent engagement during orientation week. However, this support is insufficient; therefore, SUHSD will improve by sharing research regarding parent engagement and educational gaps of underrepresented students such as migrants,  English Learners, and students facing homelessness. The SUHSD will monitor underrepresented students' academic, attendance, and behavioral data. The data will be shared with the site administrators and parent liaisons to provide training and resources to the families to support their student's academic progress.	SUHSD is supporting and building the capacity of personnel to engage families in advisory groups and with decision-making effectively. Administrators are trained annually on the School Site Council and receive support with Title I meetings. In addition, administrators are trained and updated on the LCAP to conduct their LCAP site community meetings effectively. The English Learner Specialists also receive support from our new English Learner Director and their designated site administrator overseeing the program during their monthly job-like meetings. Furthermore, designated administrators or directors train and support any staff who leads advisory groups (e.g., PBIS, parent groups, LCAP District Parent Advisory, Book Adoption, and DELAC). SUSHD is building the capacity of family members and supporting them to engage in advisory groups and decision-making effectively. Interpretation is offered to increase the ability of Spanish-speaking parents to participate in committees. The district also supports parents by providing childcare and flexible meeting schedules. Parents are trained regarding parliamentary procedures and are offered instructional scaffolding strategies to communicate, learn, and engage in committees effectively.    SUHSD is providing families with opportunities to provide input on policies and programs. Some of the policies that parents provide input on are the student handbook, cell phone policy, dress code policy, and a hotline number to report incidents. In addition, parents have the opportunity to provide input on programs when attending school meetings, such as ELAC, DELAC, DAC, LCAP, PBIS, Safety, FFA, SSC, parent groups, class nights, and AP parent nights. Finally, parents can provide feedback through the Healthy Kids, LCAP, and parent workshop surveys.	The District's current area of improvement continues to reach out to our families and increase participation in decision-making committees. We have seen a positive trend in participants, yet there is always room for improvement. Furthermore, we aim to increase all stakeholder feedback in our survey by at least 10% from the previous year every year. Therefore, we work collaboratively with site staff and the community to support our families by providing us with the feedback we need. SUHSD will focus on finding a better electronic platform for parents to provide constant input.	As mentioned in previous responses, we will continue implementing the systems to seek input in decision-making plans. However, we will also increase reach-out to our underrepresented families by continuing our Mixteco and Newcomer family committees. Furthermore, we will continue collaborating with our Special Education Department to serve the unrepresented families of students with IEPs. This includes providing multiple small discussion round table meetings and virtual/hybrid educational meetings.	4	4	4	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
27661670000000	San Antonio Union Elementary	3	The LEA is working towards building stronger relationships with families through the use of Classroom Dojo and PowerSchool.	This year the LEA is focusing on creating more events encouraging families involvement. We have also shifted event times to be more accomadating to working parents.	We have increased bilingual staff, all communication is sent in out in home languages, and all groups will be encouraged to participate in school events. These events will have translators to increase communication and make families feel welcome and involved.	Educational partner requests that students have more options for electives. This year the LEA is able to have single classes as opposed to combination classes, allowing teachers time to incorporate elective coursework. The LEA will be partnering with outside agencies to offer additional electives and enrichment activities.	Increased communication with families to identify supports at home to improve student outcomes along with regular communication through our platforms. PowerSchool will help parents/guardians to know where their students need support at home.	Families will be offered additional extended learning opportunities providing homework help to students to increase their outcomes.	The LEA listens to families needs and works towards providing what students need in the decision-making process.	This year parents will be contacted in various ways in addition to the annual survey to seek input for decision-making for next year.	All surveys will be given in the families primary language, computers will be set up for families to respond to surveys at the Spring Open House to encourage participation from all families to be part of the LEA's decision-making.	3	3	2	3	3	2	3	3	2	2	2	2	Met		08JUN2023	2023
27661750000000	San Ardo Union Elementary	3	The LEA provides for numerous events through out the school year to invite family members to the school to build relationships with staff. These events are well attended and include back-to-school night, an Hispanic Heritage celebration, a fall festival, a winter program, numerous sporting events, the Day of the Child celebration, Drop Everything and Read event, field trips, open house, and end of the year celebrations. All parents are also invited to attend and participate in School Site Council.	The LEA's focus area for improvement in building relationships between school staff and families is to get more families actively engaged and participating in the education of their children.  We will do this by offering training to families and seminars.	The majority of the LEA's population is unrepresented families.  All engagement strategies are targeted at our overall population of over 90% unrepresented families.	The LEA's strength and progress in building partnerships for student outcomes includes providing parents with diagnostic test results for math and E/LA and strategies that can be used at home to support student learning progress.	The LEA's focus area for improvement in building student outcomes based on educational partner input and local data is engaging the broader educational community to bring programs and services to San Ardo.  This has proven to be difficult due to the rural location of the LEA.	The majority of the LEA's population is unrepresented families.  All engagement strategies are targeted at our overall population of over 90% unrepresented families.	The LEA's current strengths and progress in seeking input for decision-making includes an 80% participation rate in the parent survey and consulting with parents for input on decision-making at school site council.	The LEA's focus area for improvement in seeking input for decision-making with education partners is to continue to increase the percentage of parents completing surveys and holding in-depth interviews in an attempt to elicit detailed, qualitative data regarding decisions made at the LEA.	The majority of the LEA's population is unrepresented families.  All engagement strategies are targeted at our overall population of over 90% unrepresented families.	4	5	5	5	4	3	5	3	4	4	4	3	Met		21JUN2023	2023
27661830000000	San Lucas Union Elementary	3	The LEA is always seeking opportunities to support the families of its students. ELO programming has included family outreach trips to which parents can attend. The school offers monthly enrichment activities to which parents are invited. Families are given gift card incentives or other types of prizes to participate in school sponsored activities.  The LEA also networks with resource organizations to provide families with donations of food and clothing, as well as bicycles, computers, computer classes, books, and other various items that benefit families.	The three focus areas for family outreach include providing a robust afterschool education and safety program (ASES) to support working family needs; to host parent involvement activities including conferences, monthly parent club activities, and trimester assemblies; providing student enrichment activities (and including parents as funding permits) that facilitate hands-on learning and life experiences.	91% of all LEA families are underrepresented. 77% of the families participated in feedback surveys. 97.7% feel the LEA makes an effort to provide a welcoming and engaging environment for families.	LEA has established relationships with multiple outside organizations including King City City Hall and Parks and Recreation, 4H, Scouting organizations, Greenfield Mobile Science Community, Sol Treasures (arts outreach), Rotary Club, Chevron and Aera LLC. Through these partnerships, opportunities are given to students that result in hands on learning and exposure to life experiences.	LEA's focus is to maintain existing partnerships for continued access to current opportunities, as well as establish additional relationships with the high school district and regional colleges to create academic goals and pathways for students, and legislative relationships to systemic inequities extant within the community (specifically the 10-year lack of potable drinking water).	91% of all LEA families are underrepresented, so all activities that include LEA families include underrepresented families.  School implements verbal, phone, text, and social media communication to reach all families. School will go in person to a home if a family cannot be reached.	LEA strength is that the community is small enough they can call everyone in the community in a short time span.  This allows the LEA to make many decisions with input from a supermajority of families.	LEA's focus for improvement in seeking input for decision making is offering surveys are more opportunities to families, to obtain ongoing feedback instead of 4-5 times/year.	LEA's underrepresented families are 91% of the LEA, so anytime the LEA includes a supermajority of its families, the underrepresented families are included.	3	4	3	4	3	3	4	3	4	4	4	4	Met		15JUN2023	2023
27661910000000	Santa Rita Union Elementary	3	Our educational partnerships include working with our internal and external partners to establish Goals and associated actions that will improve relationships on campuses and within our learning community. As a direct result of our LCAP Goals, our school staff have received training in Restorative Practices, Equity, and Implicit Bias. These training offerings will continue to be expanded upon in the coming years, as these priorities are essential to the goals of SRUSD.	During the 2022-2023 school year, the District combined the Behavior Taskforce (established in the fall of 2021) with the Equity and Inclusion Coalition to form the School Climate Collaborative. This Collaborative includes educational partners from each employee level in the District, parents, Board representatives, and community partners. The Climate Collaborative receives and reviews data on various topics, including behavior and mental health incidences, campus safety, inclusion and equity, laws and regulations, district Board Policy, student and family surveys, and best practices from the field.	Including underrepresented families in our processes has been essential to our engagement endeavors. The District has sought strong partnerships with our community agencies and local community advocates and representatives to facilitate this. The District not only provides a space for our families to engage but also reaches out to attend to their needs and to receive and share information in spaces established within their community.	In collaboration with our educational partners and families, 2022-2023 LCAP incorporated a new Goal 4 centered on student equity, inclusion, and restorative practices. Our Director of Community Engagement and School Climate led this partnership process, which gathered partner feedback and suggestions for developing the actions within the 2023 Local Performance Indicator Self-Reflection for Santa Rita Union School District Page 10 of 16 LCAP Goal. The District Behavior Taskforce and Equity & Inclusion Coalition transitioned to form the School Climate Collaborative in the 2022-2023 school.	The School Climate Collaborative membership includes district staff, teachers, administrators, parents, Board Trustees, and community partners who review district data, analyze best practices, and receive information from the educational community, including student voices, to make recommendations to the District's goals and actions.	District leadership works closely with our underrepresented families and community agencies, who provide support outside the school setting to create a two-way communication network. Our partnerships include working closely with the Monterey County Office of Education and other community agencies to stay connected with our Migrant families and to create forums to give and receive information that helps build an inclusive student-focused LCAP in collaboration with our partners. We have partnered with Centro Binacional to provide language support for our families better. Establishing and maintaining these strong relationships have led the District to review our processes and beliefs regularly and continue in continuous improvement and growth cycles.	"The District's strength in educational partnerships lies mainly in being purpose-driven and focused on the value of the work. Our educational partners must know that they can safely speak the ""hard truth"" and have their voices heard as partners focused on student success. This year the District partnered with the California Center for School Climate, which brought a clear structure and guiding framework for identifying current strengths and areas of intended growth. Through our Climate Collaborative, we held both a family Listening Forum and a Student Listening Forum. During the Family Forum, internal and external educational partners listened as district parents candidly shared their (and their students') experiences in the District. Parents had access to translators and could communicate in their preferred language. Our Student Listening Forum provided a group of students from each of our Middle Schools a space to talk about their experiences and suggestions for addressing the issues identified. Students were also welcome to share in their language of choice. Those listening did just that, hearing what our parents and students had to say without interruption or explanation."	The partnership with the California Center for School Climate aided the District in establishing a structure for the Climate Collaborative work that will be sustainable in years to come. The Collaborative prioritizes equity and inclusion, student and family voice and leadership, and identifying and strategizing on mitigating disparities experienced by students, particularly our historically and currently marginalized groups. This work will continue into the coming year, as the primary goal of the Collaborative is to make systemic changes.	In recognizing the inter-connectedness of engagement groups and consolidation of the Behavior Taskforce and Equity & Inclusion Coalition, the District established a stronger forum for our educational partners to become collaborative partners. As previously described, the Listening Forums were a profound venue for receiving authentic feedback and input from our educational partners. Leveraging our partnerships with community agencies to ensure that language is never a barrier to our partnerships is essential to our work moving forward. Additional Listening Forums held in the coming year will continue the development of additional engagement spaces and pathways for partnership.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
27662250000000	Spreckels Union Elementary	3	The district has taken many steps in building positive relationships between school staff and families.  Various events are planned throughout the year to bring staff and families together, including Family Reading Night, Open House, and (new this year) Family Costume Night.	The district will continue to offer events that are multi-cultural and inclusive to better connect with families who may have felt less connected to the school than others.	The district has included specific goals and actions in the 2023-24 LCAP (Goals 2 and 3) to address any shortcomings in family engagement.  Specifically, the district will enhance its communication and translation services to better support underrepresented families in the district and increase access to information (updates, board meetings, etc.).  The district will also centralize its messaging platforms and rely more on social media to be more efficient in its communications to families and the community.	The district has done a good job in building partnerships to support student outcomes.  Specifically, the district's LCAP continues to include an action to provide all staff with adequate time for articulation and collaboration so teachers, principals, and support staff can support students and families. Many steps have been taken to provide relevant information in parents' home language. Also, a great deal of time and energy has gone into establishing Special Education protocols for IEP's to ensure that parents understand and can exercise their legal rights and advocate for their students.  Similar time and energy has also gone into vetting the district's compliance with digital learning and student privacy issues: https://spreckelsdistrict.org/programs-services/technology/student-privacy/.	The district will continue to prioritize building partnerships for student outcomes with families and also with local organizations.  For example, in the 2023-24 LCAP, the district is increasing its partnership with CSUMB's Reading Center to offer tuition support for more students.	With the recent addition of a full-time ELD teacher and aide, the district has done much better in targeted and personalized outreach to underrepresented families.  The year, the district held its first-ever celebration for 20 new reclassified ELL students.  The celebration was attended by many staff as well as the students' families.	The district has improved its efforts in seeking input for decision-making.  An LCAP Stakeholders Committee meets regularly to monitor the progress of the district's LCAP as well as make recommendations on goals and actions.  Moreover, the district's District English Language Advisory Committee meets each trimester to review and make recommendations to the ELD plan, LCAP Goal #2, and other relevant topics. Surveys are sent to various stakeholder groups in the spring to obtain additional feedback.	The district will continue to take steps to improve seeking input for decision-making.  The steps are outlined in LCAP Goals 2 and 3.	Based on local data and self-reflection, the district has improved its efforts in relation to seeking input for decision-making from underrepresented groups, increasing its score from 2 to 4 this year.	4	5	4	4	4	4	4	4	5	4	4	4	Met		22JUN2023	2023
27662330000000	Washington Union Elementary	3	Washington Union provides many opportunities for relationship building within the school community.  Our staff provides an open door policy and encourages families to reach out when there is a need or concern.  The ParentSquare platform provides an outstanding communication tool that allows for teachers and parents to communicate regularly.  This allows families to receive information in a timely manner and stay up to date with what it happening in their child's classroom and in the school community. The district provides multiple opportunities for families to engage with school staff.  Opportunities include participation in the following:  Student Study Teams, Back to School Nights, strategic planning, School Site Council, District Advisory Council, parent-teacher Conferences, monthly board meetings, open house, fine arts performances and events, and volunteer opportunities at all sites.   In addition to school based opportunities, the district also provides opportunities that engaged the community as a whole, such as the following: Harvest Carnival, family movie nights, trunk or treat, family dinner nights, district art show, science fair, book fairs, and the read-a-thon.	Based on survey data the district has had strong relationships between staff and families, however, in an effort to engage in continuous improvement, we will explore the possibility of creating parent advisory groups for parents of English learners and special education students.	Washington Union has a strong connection with families and our local community. We work closely with parents through volunteerism opportunities and invite them to participate as active educational partners in the informational processes of the district. The Washington Union Educational Foundation obtains local monetary donations to help fund our art and music programs.  The WUSD Parents' Club helps to raise money for other activities in the schools and promotes a sense of connectedness through various community events. The district has several parent input committees including School Site Council, District Advisory Council, and additionally, holds parent education sessions. WUSD will explore the possibility of creating parent advisory groups for parents of English learners and special education students.  Through the expanded learning opportunities program the district was able to provide access to extended daycare for unduplicated families.  In addition, we were able to provide summer programming to unduplicated families through a partnership with our local YMCA.	The district employs a full-time school counselor to support the staff to family connection, provide behavioral and emotional support to students, and assist the unduplicated student population with support and services specific to their needs.  To support student behavior and mental health, the district has retained the services of a  bully prevention specialist beginning in the fall of 2023.  Through a grant made possible by Monterey County Behavioral Health, the middle school will have the services of the bully prevention specialist one day each week.   While the specialist will work out of the middle school, it is the goal of the district that the specialist can also serve students at the two elementary schools as needed and time allows.  To address behavioral and academic concerns, the district has a tiered support system to meet with families by first holding a Student Study Team meeting (SST).  If those supports do not help correct the issues, more structured interventions are put into place. At the highest tier of support, the district may refer students for formal academic assessments or increased behavioral health supports. During this process, families are guided to help them understand how to best advocate for their students.	Upon return from COVID, we have resumed several activities that had previously stopped during the pandemic.  Our staff professional development survey has helped us to identify area where school staff would like additional support around academics, school safety, SEL, ELD etc.  We plan to resume parent education seminars beginning in the Fall of 2023.	Washington Union will engage underrepresented families by exploring the possibility of creating parent advisory groups for parents of English learners and special education students.  In addition, our parent educations seminars will include topics designed to support and educate our underrepresented families.	The district provides multiple forums to seek input for decision making.  Opportunities include participation in the following: strategic planning, School Site Council, District Advisory Council, and monthly board meetings.	WUSD will be considering adding a student representative to the board of trustees in the 23-24 school year.  By continuing to use ParentSquare as a communication tool, we will be working to broaden our reach to parents and diversifying representation on the various decision making committees.	Washington Union will engage underrepresented families by exploring the possibility of creating parent advisory groups for parents of English learners and special education students.	5	5	4	5	4	4	5	5	5	5	4	4	Met		14JUN2023	2023
27738250000000	North Monterey County Unified	3	Strengths and progress include Spanish interpretation provided at parent workshops and meetings, increased attendance at parent workshops, but still minimal participation even though they are offered in English and Spanish.  We are beginning to provide a broader range of topics that were suggested through parent feedback in parent workshops to build partnerships with families. Some examples are the Financial Literacy and Parent Support Groups.  There have been changes in administration at the site and the district level which have reset some scores. Community Liaisons are being hired for all sites and will help with parent engagement. Parent ambassadors will also be hired and will assist with parent engagement.	One focus area for improvement includes increasing engagement of underrepresented families by developing our schools' capacities to partner with families and develop self-reflection processes and tools to measure progress. Professional Development for all staff on building relationships with families is needed. This could possibly be done during District or School Site Professional Development days or opportunities.	The district will continue to improve engagement of underrepresented families by continuing to collect input on session and workshop topics, providing workshops in person, remotely or hybrid to increase participation, and continue to work on providing daily and weekly updates about classrooms and sites.	Strengths and progress in this area include a focus on hiring bilingual staff such as office staff and community liaisons.  We previously had a District Mixteco Interpreter to strengthen outreach to Mixteco families, but that person needed to relocate so we are continuing to look to hire a new staff for that position. School sites and departments hold parent meetings when state and local data is shared with families and educational partners.	A focus area for improvement includes increasing engagement of underrepresented families by initiating regular Cafecitos/Coffee with the Site Administrator and focus groups as recommended by input received from our educational partners.	The district will continue to improve engagement of underrepresented families through the expansion of parent and community communication strategies, and meaningful involvement based on the recommendations from educational partners. Some of these opportunities include Cafecitos/Coffee with the Site Administrators, Financial Literacy Workshops,, Kinder Readiness, Parent Support Groups, and Migrant Parent Workshops. Also, continue to have site and department parent committees or organizations.	Strengths and progress include providing more opportunities for input through surveys, advisory committees, and focus groups and our LCAP goals and actions to increase parent engagement includes recommendations from the input received.	A focus area for improvement includes increasing engagement of underrepresented families by creating a formal family engagement group with specific outreach made to underrepresented families, providing training, and involving them in all phases of the family engagement plan.	The district will continue to improve engagement of underrepresented families through the expansion of parent and community communication strategies, and meaningful involvement based on the recommendations from educational partners. Some of these opportunities include Cafecitos, Financial Literacy Workshops, Kinder Readiness, Parent Support Groups, and Migrant Parent Workshops. Also, continue to have site and department parent committees or organizations.	2	3	1	2	2	3	1	1	2	2	2	4	Met		21JUN2023	2023
27751500000000	Big Sur Unified	3	Parents, community members, and school-certificated and classified staff and students are involved in developing the LCAP through LCAP/School Site Council meetings and regularly scheduled school board meetings. It was determined through these meetings and the following process that the District would adopt three goals. The District schedules meetings and sends invitations to the community through handouts going home with students and emails. Information is posted in the parent viewing areas on our campus. Monthly SSC meetings are posted for public view. The District provides regular opportunities for community involvement and holds meetings to provide the District with direction in the development of our LCAP It provided an opportunity for community input and regular opportunities for community involvement at school events.	We will continue to strengthen opportunities for input by continuing practices and increasing in-person options for meetings as conditions allow.	There are 17 students in Big Sur, and we encourage and engage with all families to build relationships.  The community is very tight and they rely on each other for services and support outside of education.	Parents, community members, and school-certificated and classified staff and students are involved in developing the LCAP through LCAP/School Site Council meetings and regularly scheduled school board meetings. It was determined through these meetings and the following process that the District would adopt three goals as based on student outcomes and community needs.	We will continue to strengthen opportunities for input by continuing practices and increasing in-person options for meetings as conditions allow.	There are 17 students in Big Sur, and we encourage and engage with all families to build relationships.  The community is very tight and they rely on each other for services and support outside of education.	Students and families are included in decision-making groups, such as the School Site Council, LCAP meetings, and School Board meetings. The strength is that with such a small community, everyone is involved, and each voice is heard and is influential in educational decision making.	We will continue to strengthen opportunities for input by continuing practices and increasing in-person options for meetings as conditions allow.	There are 17 students in Big Sur, and we encourage and engage with all families to build relationships.  The community is very tight and they rely on each other for services and support outside of education.	4	4	4	4	4	4	4	4	4	4	4	4	Met		07JUN2023	2023
27751500118349	Big Sur Charter	3	As a small, hybrid school, school-family relationships are the key to the school's success and to our students' success.  We have several events throughout the year that bring the entire school together.  Teachers meet with parents through our Home Educator Learning Program classes.  The School Director holds monthly meetings with parents to discuss relevant topics, or to answer questions.	I believe we are doing an amazing job and connecting with our families.  When polled, an average of 99% of our parents say that they feel connected to the school community.	The relationships we form with our families is what makes Big Sur Charter School so special. Families appreciate, and take advantage of the open-door policy of the administration and teaching staff. The weekly communication with teachers via ParentSquare is an integral part of supporting all parents as partners in learning.  The School pays special attention to its underrepresented families by reaching out individually to ensure we are meeting their needs.	The relationships we form with our families, our small class sizes, and the communication between teachers and families ensures that students academic and social emotional needs are being met.     is what makes Big Sur Charter School so special. Families appreciate, and take advantage of the open-door policy of the administration and teaching staff. The weekly communication with teachers via ParentSquare is an integral part of supporting all parents as partners in learning.  The School pays special attention to its underrepresented families by reaching out individually to ensure we are meeting their needs.	We are looking to expand our math and language arts tutoring program.	The relationships we form with our families is what makes Big Sur Charter School so special. Families appreciate, and take advantage of the open-door policy of the administration and teaching staff. The weekly communication with teachers via ParentSquare is an integral part of supporting all parents as partners in learning.  The School pays special attention to its underrepresented families by reaching out individually to ensure we are meeting their needs.	Seeking parent input on decision making is part of building positive relationships, and we seek to grow parent input and involvement on a year-to-year basis. BSCS promotes parental communication and feedback to decision processes and encourages all families to attend Board meetings so that the decisions we make are informed, student centered decisions.	Our biggest challenge is getting families to attend meetings and complete surveys.	The School pays special attention to its underrepresented families by reaching out individually to ensure we are meeting their needs and that they have the access to participate.	5	5	5	5	4	5	5	5	5	4	5	4	Met		14JUN2023	2023
27754400000000	Soledad Unified	3	Based on our educational partner input data, we had a total of 356 families complete the survey.  This number is 150 more than last year.  In addition, we had many more than 75 parents participate in our LCAP meetings, and ongoing feedback on a monthly basis from parents.    We have also strengthened our outreach to families increasing our capacity for family intervention programs with various agencies.  In a previous communication study conducted in our district, we were able to amplify our uses of platforms that we know our parents utilize the most. Doing created awareness of positive activities happening throughout the district and has given parents the opportunity to share any concerns they may have. We have also been working on providing our families with hybrid models for parent training as well as recordings, so that parents can review at a time that is most convenient to them.    Outreach strategies included phone calls, personal contacts to offer support, technical assistance for device and connectivity issues, targeted intervention programs, home visits, weekly checkins, contracts, and training opportunities. Through a communication study, it was found that the use of social media was vital for communication and therefore, we enhanced our current processes for communication to include posts on social media platforms, ongoing communication via Parent Square, and have created a more formalized process for newsletters.	We are proud to state that 2 of our 8 schools are recipients of the community schools implementation grant, and have began the process of reevaluating our current procedures for authentic parent engagement.  We plan to utilize the community schools framework as we continue to refine and reflect our current educational partner engagement practices.  This is due to the fact that we are still experiencing limited participation in parent training despite our efforts in providing flexible training (virtual, hybrid, in-person), have been providing child care, and providing food for our participants.  Our next steps are to incentivize participating for families in a way that positively impacts students, and are currently working with our family student support liaisons to generate a plan for implementation.	Via meetings with our parent groups (DELAC, School Site Council, ELAC, special education), we have identified the need to continue empowering of families in ways that also empowers our parent leaders.  This is by working collaboratively with our parent leaders and giving them opportunities to support the with different events, and providing them with additional opportunities to make decisions alongside district and school staff.  We will also be working on our internal systems to ensure that all families have a personal contact with a staff member, especially underrepresented families.  Doing so would allow for us to build relationships with families, learn about the strengths they bring to our schools, and identify specific needs that each family does have.	Based on educational partner data, we are proud to share that we have partnered with over 20 different agencies to not only provide services for students but also families. These agencies include support in mental health, behavior, and academics via small group support, presentations, and workshops.  These supports are provided to students based on current need and a referral through our Coordination of Services Team (COST).   We are proud to state that 2 of our 8 schools are recipients of the community schools implementation grant, and have began the process of reevaluating our current procedures for authentic parent engagement with one of our collaborative partners.  We are also excited to share that two of our agencies are working with parents in providing them with leadership training and opportunities during events.  To determine how to better support our students, we are also conducting an internal audit of our current medi-cal billing options via the Student Behavior Health Incentive Program (SBHIP) grant.  Understanding the intricacies of medi-cal billing will allow for us to understand if we have the internal capacity to enhance services, especially to those families who qualify for medi-cal services.	We are fortunate to have had created a strong foundation for building partnerships with outside agencies and believe that our next step is to reevaluate our internal tracking systems.  We intend to revisit the COST processes at all sites to ensure that we are following similar protocols, are aware of when to refer students to our different partners, and are able to track progress of student socio-emotional, behavior and academic progress.    In addition, we also intend to continue to build relationships with our families so that they feel welcome, empowered, and safe to approach our offices and schools in a larger magnitude that we are currently experiencing.   Furthermore, we will utilize strategies from our community schools partnership work as the foundation to authentic parent engagement and will expand this work to schools who are currently not recipients of the grant.	We will improve the engagement of our underrepresented families by ensuring we keep detailed lists and records of the communication given to our families.  Our goal is that we know each student/family by name, strength, and need.  When we have an understanding of our community to this degree, we will be able to tailor learning opportunities and differentiate supports for our students at a deeper level.	Educational partners have the opportunity to provide input via their school teams such as School Site Council, Parent Teacher Association(s), English Learner Advisory Committee, the District English Learner Advisory Committee, the LCAP Advisory/District Advisory Committee, current surveys sent out, and during our School Board meetings. We also have an open-door policy should a parent ever have any questions or concerns over their child's education, or our current school system in general.  Based on our data, we also had various parents support us in distributing surveys to families.  Our increase in numbers is a testament to our families' support, knowledge, and understanding of the importance in collaboratively working together to support our students.	Based on our educational partner input and and local data, an area for improvement in seeking input for decision making is to continue to empower our families via leadership training and mentoring opportunities.  We intend to have training for parent leaders as a way to empower them to lead work in collaboration with district and site staff.  Co presenting and supporting not only provides our parents with deep understanding of content, but also ensures our families feel included and part of the development process.	We will improve the engagement of our underrepresented families by ensuring we keep detailed lists and records of the communication given to our families.  Our goal is that we know each student/family by name, strength, and need.  When we have an understanding of our community to this degree, we will be able to tailor learning opportunities and differentiate supports for our students at a deeper level.	4	4	3	5	3	5	5	4	5	4	4	4	Met		27JUN2023	2023
27754730000000	Gonzales Unified	3	The Gonzales Unified School District schools actively work with the family and community liason to provide a variety of opportunities to connect with parents and communities. The sites host regular cafecitos and padre a padre get togethers for parents. ELAC and DELAC meetings invite the parents of English Language Learners in to be a part of the conversation for their students' learning. The elementary school has begun to hold a monthly Parent Empowerment meeting and the middle school hosts a monthly Amplifying School Culture meeting for parents. The SSC council seeks to actively engage parents in site based informational conversations and decision-making.	The Gonzales Unified School District recognizes parent and community engagement as an ongoing process of adaptation to meet the needs of families each year. The LCAP survey clarified that Gonzales parents largely prefer to receive written versus digital communications. The district is focusing on communicating with parents across a variety of platforms including sending information home with students and in the mail as well by being accessible to parents and community members.	The self-reflection process indicated a higher than expected number of families identified as foster/homeless youth. The district is focusing on identifying how to provide a more personalized education experience for these students through the collaboration between instructional staff and the counseling department.	The Gonzales Unified School District has doubled the number of school counselors at each site in an effort to provide increased tier one academic and social-emotional support for students in addition to making an individual connection with each student on each site. The focus is on developing the whole student to increase student outcomes across all measures.	The Gonzales Unified School District has teachers and classified staff who care deeply about the students they are serving. Staff are eager to serve the students well while also recognizing that students and staff are still in a transition phase of adjusting to the in school environment and exceptions post-pandemic. Teachers' individual efforts and the ASES program are two of the districts strongest programs/resources in assisting students with developing their ready to learn skills and instructional endurance while at school.	The Gonzales Unified School District actively partners with the migrant program to monitor the progress of newcomer students as they assimilate to school and to the community.	All school sites provide several pathways for parents to engage in providing input and being a part of decision-making processes. Examples of ways for parents to be involved included cafecitos, padre a padre, school site council meetings, ELAC meetings, DELAC meetings, LCAP stakeholder meetings and surveys, and school board meetings.	The Gonzales Unified School District is focused on building relationships with parents and community members so that they know and feel that they are true and valued partners in the decision-making processes that impact their students. Through relationship building, the team supporting plan developments are seeking to creating an environment in which stake-holders feel welcome and that their voice is valued and heard.	The district provides simultaneous translation for all meetings and works with the sites to connect with families to provide a welcoming environment for underrepresented families.	3	3	3	2	2	2	3	3	2	2	2	2	Met		27JUN2023	2023
28102800000000	Napa County Office of Education	3	The Napa County Court and Community School Program (JCCS) has had huge success with making connections and strengthening relations with educational partners via the family service team. This team is comprised of (bilingual and bicultural) case managers, parent liaisons, and the interventions coordinator with the task of bridging families to the school program. The team ensures consistent communication is maintained with families.  In addition to communicating through Facebook, the Camille Creek website, and Nixel platforms, the team checks in with designated families every week. Most of the 100 or so families associated with the school are now contacted weekly. The regular communication gives families an opportunity to share their needs, including basic needs, transportation, mental health, and schooling needs. The family service team collects family input so the school knows how to support students better. The team also creates opportunities for families to meet on campus to discuss various topics and shares information about community resources and referral opportunities with the families. JCCS is quite proud of the communication efforts extended to all of our students and families.   If certain challenges exist for families, this flags a social worker contact. The social worker will then conduct follow-up check-ins with the family. JCCS also hosts regular informal drop-in hours to connect families to community resources. Parents have reported that they see school as a resource/connection to other community resources. The amount of communication and weekly outreach to families has changed some parents' minds and increased their comfort level with sending students to campus.	Most anecdotal and more formal feedback from parents on the surveys indicate that they are happy the school program provides so many resources for them and their children. Unfortunately, a few of the JCCS families have so many issues and challenges in their daily lives that the family service team has a difficult time connecting with them. The family service team takes advantage of every opportunity to establish contact with these hard to reach families and never gives up on establishing the relationship. JCCS will continue exploring ways to connect with the harder to reach families.	JCCS has relaunched the family evenings and will be inviting community partners to all of these gatherings to entice more families to participate. JCCS will be hosting more evening events with food to connect families with community resources. JCCS will reestablish the collaboration COPE Family Services to provide parenting classes on campus. JCCS also works with local providers so student therapy sessions can be hosted on campus after school.  JCCS is even exploring hosting an evening reporting center for Probation so more families can access a greater amount of resources.	JCCS strives hard to engage parents through offering weekly communication, home visits, referrals to community services, and outreach that empowers families to better support their children. NCOE places a high priority that all families feel welcome. JCCS has an open door policy for two-way communication and employs a bilingual family liaison, social workers, and a family interventions coordinator. The parent liaison reaches out to parents on behalf of staff. The family interventions coordinator works with the chronically truant students and those students with extreme behavior problems. The school social workers stay in regular contact with parents. All students and their parents receive a biopsychosocial assessment and students are universally screened for depression. Resources and services are identified and provided based on need.  Every time students are absent, the family gets a personal phone call to find out what resources might be needed and what more the school can provide. JCCS prioritizes the need for students to attend school and working with families and their needs is foundational to increasing attendance. JCCS also partners with Parents Can, a local resource. Parents Can also meets with families to find more ways to support students in their school programs.	JCCS will be exploring opportunities to strengthen communication with educational partners and support families with parent advocacy efforts. JCCS would like to increase parent/family engagement by offering parent classes on campus in the evenings. JCCS will partner with community based organizations that can provide meaningful content for parents during the evening classes.	JCCS provides a variety of resources to all students and their families but especially targets students and families needing extra support. The intake screener provides valuable information about the kinds of support and resources families need. JCCS meets most often with underrepresented families and students who are struggling the most. Collaborative support plans are created and put into place. JCCS staff check in on progress weekly.	JCCS continues to make progress with this local indicator as many opportunities are provided (both formally and informally) for families to participate and give input for program decision making. The school leadership/administration promotes an open-door communication policy inviting parents to share input on program decisions and individual feedback and needs anytime they are on campus. More formally, the Site Council and Parent Advisory Groups are invited to review program goals and provide input for decisions that help drive the development and refinement of the LCAP. JCCS also hosts two formal opportunities a year for all parents and other educational partners to provide input into the LCAP review and development process. Local educational partners, including parents, help make decisions for LCAP actions. The two family nights are an opportunity to educate parents on school programs and ask for input on program decisions. All school programs provide translation services to allow parents to participate fully. JCCS also collects input via surveys twice a year. More families have been completing the surveys and providing input on program policies and practices. JCCS also has two students who now serve on the Napa County Office of Education Board of Trustees. During the year, JCCS’s family service team stays in regular contact with families to ascertain needs, help support students who are struggling the most, and ensure that families have more resources to meet their needs.	JCCS would like to increase parent participation with Site Council and the Parent Advisory Groups including ELAC. JCCS will be exploring ways to entice parents to attend the more structured meetings the school hosts. JCCS receives most of their input via informal means. The school would like to see more families get involved at the more formal Board, Site Council, and ELAC meetings. JCCS will be reaching out to families to ask about barriers to participation and then try to remove those challenges for increased engagement.	JCCS is exploring a variety of means to increase family/parent participation at more formal school meetings. JCCS is considering providing transportation to the meetings or changing the time of the meetings to better align to the city bus schedules. JCCS is hoping to host more family events on campus including parent classes, exercise classes, painting, and cooking classes to entice more families to come to campus and feel more comfortable on campus. This could lead to more opportunities to provide input on decision-making.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
28102800142034	Mayacamas Charter Middle	3																						Not Met For Two or More Years			2023
28662410000000	Calistoga Joint Unified	3	92% of our families agree or strongly agree that our schools have a welcoming environment and trusting relationships.  Our schools continue to have open door policies where our families are welcome to join us on any given day.  Our use of ParentSquare and the number of families accessing the app has increased considerably over the past 2 years.	While we continue to see and hear that a majority of our families believe we keep them informed, offer a welcoming environment, and provide trusting relationships, we do need to increase the number of families who are connected through our formal groups.  We have low attendance in relationship to our overall enrollment with our PTO, SSC, and DELAC.   These are areas that we want to improve.	Over the past three years our enrollment in our PIQE program has tripled. Each year we continue to have more and more parents participate in this program.  The PIQE program is offered to our Spanish speaking families which increases our family engagement for the largest portion of our families.	In the spring of 2022, the CJUSD was awarded a CCSPP 5-year implementation grant. This grant supports the work we have been doing for the last 20 years around community partnerships.  Our community partners continue to work with us on student outcomes specifically related to Goal 2 and Goal 3 of our LCAP.  Continuing to provide a safe, healthy, & positive school environment and increase parent engagement & enhance communication will have a direct impact on our goal to ensure academic excellence for all students.	We will continue to work with our outside partners to improve student outcomes.  Over the past year, our data has shown us that we need to continue to offer and increase the amount of mental health supports for our students. This will continue through our CCSPP grant and our work with the Calistoga Community Schools Initiative.	We are working on ways to increase engagement with our underrepresented families.  This includes offering sessions in Spanish, providing translation at every event, providing multiple opportunities for engagement to meet the needs of our working families and asking our families what they need from us to support their engagement.	We seek input from our students, families, and staff through our annual LCAP survey.  The survey is available in Spanish and English.  We have added activities and made changes to our LCAP based on the feedback from our stakeholders.	For the 2023-2024 school year we will be offering additional ways for our stakeholders to provide feedback throughout the year. This is in addition to our end of year LCAP survey. We will be seeking input both in person and virtually from all stakeholders multiple times during the year.	All surveys and input sessions are provided in multiple languages to ensure that all stakeholders and provide input. Beginning with the 2023-2024 school year, we will have a focus on elevating student voice and will be holding multiple community events to gather input around both student outcomes and experiences.	3	3	5	5	4	4	3	4	4	4	3	3	Met		05JUN2023	2023
28662580000000	Howell Mountain Elementary	3	Howell Mountain ESD has developed a culture of trust between school staff and families. According to survey data, families report feeling welcome and valued. Howell Mountain ESD is in the sustainability phase regarding building relationships.	While the culture of Howell Mountain ESD supports mutual respect and inclusivity, the next area for improvement is to support family leaders with professional learning opportunities that promote the coordination of events for students to become engaged in solving local problems and enhancing life in their community.	Howell Mountain ESD is in the process of creating a Family Resource Center to ensure that underrepresented families have access to equitable resources and input.	Families provide ideas that drive family engagement at the school site. Families participate as problem solvers to help create solutions.	Howell Mountain ESD is working toward empowering families to become informed and skilled in working with staff and other families to address the barriers to support student success related to diversity in race, income and culture.	Howell Mountain ESD is in the process of creating a Family Resource Center to ensure that underrepresented families have access the necessary support to help them to navigate the school's educational system.	The school has extensive formal partnerships with community organizations.	Howell Mountain ESD is working toward providing professional learning opportunities in facilitation skills; such as, leading group activities, consensus building and ensuring equitable input from participants.	Howell Mountain ESD is in the process of creating a Family Resource Center to ensure that underrepresented families have access the necessary support to empower them to participate in committees as leaders.	4	5	3	5	4	4	4	3	5	5	3	5	Met		12JUN2023	2023
28662660000000	Napa Valley Unified	3	"NVUSD has worked to develop a greater sense of connection between students and teachers, and schools and families. Our parent survey data reflected that our actions to improve our partnership with families and provide communication in a language our families understand have had the desired results. The survey data reflected the following differences between the results from the 2021-2022 and 2022-2023 family survey: The response to the statement ""I know what teachers expect of my child"" shifted from 78% affirmative to 82%. The response to the statement ""I feel welcome at my child’s school"" shifted from 75.2% affirmative to 89%.   The response to the statement ""I feel language is not a barrier when I participate at my child’s school."" shifted from 80% to 92.7% The response to the statement ""I receive communication from my child’s school in a language I understand."" shifted from 84.8% affirmative to 95.2%* *The results from our multilingual families were similar to these responses.   The improvement in the parent survey data reflects the almost 18,000 documented interactions that our parent liaisons had with our families.  The interactions focused on identifying resources to support student attendance, academic progress, or parent needs. These personal interactions have had a positive impact on our families' relationship with the district as evidenced by increased participation at school sites and our vibrant DELAC. Additionally, our parent learning series sessions were well attended with session topics varying from the dangers of fentanyl to how to earn the seal of biliteracy."	Our focus this year is on layering communications in the form of ParentSquare (online communication platform), email, text communications, and through our Parent Liaisons, so that all families receive needed information.	"Parent groups shared that many families have difficulty accessing electronic communication through ParentSquare (our main communication tool) impacting parents' ability to stay informed and engaged with the school. NVUSD will continue to provide parent liaisons at all schools to support parent access to information.  Additionally, NVUSD is working with a consultant, Scholar System, to develop our ""Ecosystem of Carino"" ensuring that families develop a connection and closeness to the school."	Our parent liaisons serve as a key element in our engagement with families.  Since the beginning of the year, our parent liaisons had over 18,000 documented interactions with families to provide support and information.  The interactions focused on identifying resources to support student attendance, academic progress, or parent needs. These personal interactions have had a positive impact on our families' relationship with the district as evidenced by increased participation at school sites and our vibrant DELAC participation.	This year, NVUSD will continue an ongoing partnership with a local non-profit organization that provides Parent University services. Parent University's staff is housed at various school sites with large populations of underserved families. They conduct workshops and other related parent education opportunities to better support parents' abilities to help their children in school. Our goal is to expand their services to more schools and to collaborate more closely with administrative staff on those sites, to better support all aspects of parent engagement, as well as staff understanding of family needs.	For the last seven years, NVUSD has invested in Community and Parent Liaisons (classified support staff) at every site, whose role is to bridge the gap between under-served families and school systems. These liaisons support communications and parent education including; contacts related to absenteeism, lunch applications, academic needs of students, parent advisory groups, and school-related events. This past year parents of our District English Learner Advisory Committee (DELAC) and site English Learner Advisory Committees had the opportunity to participate in a multiple-session leadership academy.  Families learned about the education system and opportunities for involvement as a parent.	"Our process for gathering educational partner input was intended to be as inclusive as possible. A series of input sessions were held between December 2022 and March 2023 with community groups (Napa Valley Education Foundation, Board Advisory Committee, Parent Organizations, Superintendent’s Parent Advisory, DELAC, Title I DAC) to gather input on the development of the District’s LCAP. In addition, an electronic survey, with over 700 respondents, was distributed to parents and staff for additional input. At all meetings with Spanish-speaking parents or community members, interpretation was provided or information was presented in Spanish (e.g., Spanish PowerPoint). Groups were presented with information about the funding process, current action steps written into the 2021-2024 three-year plan, method of progress monitoring (California Dashboard), and funding for the 2022-2023 school year. Participants provided input based on current needs or priorities. Groups discussed district data (as available from CDE and including the Dashboard) and the actions/services provided to students and families. Ideas were synthesized to address the needs of (a) all students; and, (b) Unduplicated Pupils (English Learners, Foster Youth, Special Education, low socioeconomic status), and students with IEPs, to meet 8 state priorities and our six district goals. These engagement opportunities contributed to the development of NVUSD’s LCAP.   Additionally, all NVUSD schools have active School Site Councils (SSC), as a part of aligning all Single Plans for Student Achievement to NVUSD's Strategic Plan. One of the goals, central to the plan, is ""Strategic, Impactful Governance, and Policy Implementation."" School Site Council is a representative group, balanced by stakeholders, which must have parents, certificated and classified staff, and students where appropriate. SSC is the site-based group that supports administration with decision-making, where site funds and policy/program commitments are concerned. The implementation of active SSCs will support the process of seeking input for decision-making by activating stakeholders in local advocacy, which affects students where the advocacy is taking place."	Parent participation in school decision-making processes and programs is critical to supporting student achievement and building close partnerships between home and school. During our most recent parent survey, 89% of families who responded felt welcome at their child's school.  Moreover, only 82% of parents reported knowing what teachers expect of their children.  There is a need to provide clarity for parents regarding teacher expectations of students. Additionally, at this time, the majority of the work to engage staff and families in the decision-making process, for garnering feedback around policies and programs, is through district and site-based advisory groups. These groups meet annual requirements for training stakeholders, using needs assessment data as a means of identifying topics of interest, reviewing and discussing federally-monitored items such as; LCAP funding and Titles I and III programming requirements.	Direct person-to-person communication was indicated by our underrepresented families as a key mechanism by which they learn school and district information.  The increase of parent liaisons at the school site and the development of a parent ambassador program will support increased communication and engagement for historically underrepresented families.	5	4	3	4	3	4	4	5	4	4	4	4	Met		22JUN2023	2023
28662660108605	Stone Bridge	3	SBS conducts two parent teacher conferences per year with classroom teachers as well as two class-level parent meetings. In addition, town halls are held several times a year as well as a back to school night where families can get information and ask questions. In addition, families at SBS form their own Parent Council where they may share information between families and staff. In a lengthy survey of parents/guardians in April 2023, respondents (59) indicated the following:  83% agreed that they understand the kinds of academic and non-academic support that are available to my child at SBS and 81% that their child receives the resources and support that they need at school.  100% of parents agree/strongly agree that SBS encourages parent involvement and participation and 97% agree/strongly agree that I enjoy participating in SBS activities and events.  91.5% feel their family's language, culture, and traditions are respected at SBS and 100% that SBS maintains a positive and welcoming school climate.  In the realm of communication, 98% of parents/guardians agree/strongly agree that communication with their child's teacher is easy and productive, and 96% that parent-teacher conferences are valuable and informative. In addition 93% agree/strongly agree that they are able to communicate with SBS Administration as needed.  100% agree/strongly agree they feel welcome to participate at the school. 100% say school staff treat parents with respect. 89% that school staff take parent concerns seriously. 98% say school staff are helpful to parents.	Based on feedback from forum gatherings and survey information, consistent and regular communications with parents/guardians from teachers and administration is strongly desired and should be expanded through various channels, as well as increased opportunities to participate in school activities, events, festivals, and forms. In addition increasing work and broadening the scope of diversity and inclusion efforts remains a top area of improvement and priority.	Understanding that potential for student success is increased with a solid, strong partnership with families, Stone Bridge School diligently works to create trusting and respectful relationships with families. Newly enrolled families participate in a New Family Orientation meeting with the Executive Director and the Educational Program Director, and are also welcomed by our Parent Council members during the all-school pre-start of school gathering.  Parents are encouraged to serve on committees and the Parent Council and are afforded other ways to be an active part of the school life (field trips, classroom support, etc.).  Parents are informed of volunteer opportunities and participate in the Charter Council (aka Board of Directors) and the Parent Council.    Some of the ways parents are informed and included:   - All-school communications are sent via email on a frequent basis  - Open door policy with school administration  - Parent-teacher conferences  - Class meetings  - Annual surveys  - Informal meetings with the Executive Director, Parent Council and Charter Council Chairs  - Parent mailboxes are available for all-school communications.  - Festivals, gatherings, and parent education events are held throughout the year	One of the core strategies to build partnership between teachers and parents is the looping of the grades teachers.  Teachers and parents have the opportunity for multiple years to develop beneficial communication and to understand and assist with the academic, developmental, and social/emotional growth and needs of the students.   Teachers receive support to improve family communication and relationships through weekly faculty meetings to share challenges and strategies and the availability of administrations for advice and help.  Staff at SBS also enjoy close collegial relationships and readily reach out to their fellow teachers.   Teachers meet formally with parents for parent/teacher conferences to discuss student progress and are also available to meet when needed.	SBS continues it's process of hiring Waldorf trained staff whenever possible or providing training and mentorship to experienced teachers who are hired, as well as ongoing professional development specific to the unique Waldorf methodology and instructional practices. In addition, SBS is in its second year of pursuing full membership and meeting the requirements of the 7 Waldorf Core Principles required for the process.	SBS's Diversity and Inclusion Resource Coordinator works with school administration, staff, and the diversity and inclusion task force members to regularly conduct outreach within the SBS community and in the Napa area at large to connect with and dialogue with with the community about the school, the individual needs of various groups, and how well the school is addressing those needs. The coordinator looks for opportunities to engage with local groups connected to underrepresented families at the school as well as the underrepresented families currently enrolled to problem solve and provide opportunities for various voices to be part of regular dialogue.	School governance at Stone Bridge consists of two councils on which parents participate: Charter Council and Parent Council.  A Parent Council representative is elected as a director on the Charter Council (aka Board of Directors) and has a voice on all decisions made on that governing group.  Two class representatives sit on the Parent Council which also has an executive board. and the Executive Director attends all meetings and provides a report detailing any decisions, actions, and activities that involve the school.  Both councils meet monthly.  Parents also sit on committees that directly affect the school: budget, hiring, and Talking Heads (school leadership body).	The April 2023 survey indicates that the school must do a better job of communicating to the parent/guardian community the current structure of governance and the roles that each council and group plays in the process. It should also communicate to parents and the larger community opportunities for attending and joining those committees and councils to provide greater diversity of voices.	See response above related to the Diversity and Inclusion Resource Coordinator.	5	5	4	4	4	4	5	3	5	5	5	5	Met		27JUN2023	2023
28662820000000	Pope Valley Union Elementary	3	PV Elementary believes that successful collaborative relationships with students and families positively impact student learning and achievement. PV staff regularly reach out to all students and their families. Throughout the school year, PV Elementary hosts several parent engagement events including back-to-school night and parent workshops focused on academic and social-emotional learning.	One area of improvement is to continue to work to increase parent participation at School Site Council and ELAC meetings.	Pope Valley staff participate in all day professional development four times a year. A portion of this professional development is dedicated to the value and utility of contributions of parents and adult students, and in how to reach out to, communicate with, and work with them as equal partners, implement and coordinate school programs, and build ties between educational partners and the school. PV’s professional development activities are driven by input from School Site Council meetings, Parent Engagement meetings, and surveys. Additionally, PV has increased opportunities for the informed participation of educational partners and interest holders with students of disabilities, English learners, Foster Youth, and low-income. In addition, PV is working on developing additional supports and services for multilingual students and families.	Parents and students have multiple opportunities in the school year to meet with teachers and discuss student progress. Parent-teacher conferences, at which teachers discuss individual student performance and goals, grades, attendance, and post-secondary plans, are scheduled regularly, however, parents and students are welcome to schedule a meeting with their teacher at any time in the year. Additionally, teacher email and phone contact information are listed on the school website and shared with parents and students. PV is making progress on developing our Student/Parent Handbook, school-to-parent communications, and school website.	An analysis of educational partner input indicates that PV Elementary will be focusing on building partnerships with parents and students by continuing current outreach opportunities, including: (a) surveys, (b) school site council meetings, (c) parent /family workshops, (d) family days at school, and € increasing communications (including text, email, phone , and social media). LCAP Goal Four outlines Actions and Services intended to increase partnerships with parents.	An analysis of educational partner input and local data indicates that PV Elementary is continuing to improve with providing multiple pathways for communication with families. Emphasis on home and school communication will be a continued goal of Pope Valley. Individualized attention to families is a priority for PV Elementary. Approximately 66% of the student population is Hispanic, 16% White, 2% Asian/White, 1% Asian and 1% not specified. Currently, close to 87% of our students qualify for free and reduced priced meals, approximately 41% are English learners, and close to 7% qualify for special education services, while 0% are FY. We will continue to improve engagement of families through: (a) personal outreach, (b) engaging activities, and (c) a culturally-responsive environment.	Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (a) continue current practice of outreach to families, (b) continue to train staff members on positive student and family communication, and (d) continue to promote parent participation in School Site Council and ELAC meetings. Our School Site Council (SSC)/DELAC Advisory Group reviews and develops our program goals and provides input for decisions that help drive the development and refinement of the LCAP.	Pope Valley Elementary continuously works to build trust, respect and professionalism. The outreach and collaboration with educational partners for inclusion, participation, and growth as a community influences the building of trust in our school and community. Weekly collaborative staff meetings are held to discuss best practices and improve communication and student services. Additional professional development opportunities build staff collaboration and contribute to a positive learning environment. PV uses multiple methods to encourage parent communication and input, including the School Site Council, ELAC, family day events, Governance Board meetings, and parent/student/staff surveys.	PV Elementary will encourage connection and engagement with our family partners through information nights and parent workshops during the year. PV will utilize a variety of methods to connect with parents and guardians and request input on program decisions. In addition, all school programs and communications will be offered with interpretation and translation services to allow parents to participate fully.	3	3	3	3	3	3	3	3	3	3	3	3	Met		22JUN2023	2023
28662900000000	Saint Helena Unified	3	"SHUSD staff engaged its educational partners by obtaining input and feedback through various forums (meetings with bargaining unit representatives, safety team, Superintendent’s subcommittees, Parent-Teacher Group meetings, School Site Council, English Learner Advisory Committee {ELAC}, and a district-wide community forum) throughout the 2022-2023 school year. This ongoing feedback informed the development and implementation of strategies to provide academic support and enrichment to all, take care of the whole child, and gather feedback on the LCAP development.  Strengths include having a district-wide bilingual/bicultural social worker to engage our Hispanic parents which has helped create an increase in welcoming our Hispanic parent voices at all school sites.  Overall, we had 258 Hispanic parents attend multiple district-sponsored events which included a family night, ""Where I Come From and Where I am Going"" to start the year out, and Parent information nights on Suicide prevention, LGBTQ inclusion, and Child development.  In addition, two college tours for Hispanic parents and their students, and lastly a family educational night.    We also started English Learner reclassification events at all of our four school sites and our DELAC parents went out of their way to make this happen and help lead the charge on getting more parents involved in the school.  Our high school started an English as a Second Language (ESL) class in partnership with the community college.  Lastly, our DELAC parents presented to teachers TK-5 and our principals and district administration on their personal journeys to be where they are today in their lives-somewhat of an empathy interview with parents.  Another positive action stated by parents was having the middle school run a 7-period schedule including all teachers during ""Back to School Night"" for Spanish-speaking parents, which mirrored the schedule for English-speaking parents.    In closing, our St. Helena Primary School worked in conjunction with UC Davis for the past two years on ""Building Successful Community Engagement for Schools and Families of Bilingual Students Through Inquiry""  which got published in the School Community Journal, 2023, Vol. 33, No. 1.  Article is at the following link: https://www.adi.org/journal/2023ss/McCauleyEtAlSS23.pdf"	Areas of improvement focus on communication regarding how much is needed, style of delivery, and ease of understanding/timely information.  Suggestions are to put more articles in the local newspaper, continue providing Zoom options, and explore social media to deliver timely information. Also, what comes up often is to alert parents about students who are falling behind instead of waiting for the progress reports/report cards to come out.  Lastly, the district bilingual social worker is a full-time position that needs to continue to create the types of events and activities that engage our Hispanic parents.	The district continues to maintain a strong partnership with our community, including multiple opportunities for educational partners to be involved in the LCAP process. Monthly meetings are conducted via the LCAP Steering Committee; the composition of the committee includes district and site administration, faculty, classified staff, parents, community groups, and a student representative. These meetings are focused on goal review and progress, as well as, principal reports. Monthly agendas are posted on the district website for review at this link https://www.sthelenaunified.org.  Annually, the district conducts either a parent forum, parent/student panels, online surveys, and/or an educational partner's town hall to collect information from partners and students. In 2023, the district conducted an in-person community forum which over 65 individuals attended.  As the district continues to provide opportunities for all, we offer multiple opportunities to collect information for each LCAP planning and development of the LCAP.  Particular attention is always focused on subgroups in special education, socio-economically disadvantaged, homeless/foster youth, and English Learners. These subgroups continue to be district priorities as we solicit parent voices through our English Language Advisory Committees (ELAC), District English Language Advisory Committee (DELAC), Parent Teacher Groups, and Community Advisory Committee. In addition, students' voice was solicited by district staff during St. Helena High School leadership meetings, school government members, and monthly student congress meetings. The district and school sites will continue to hold some meetings at local venues as was done this year to continue to solicit feedback and gain engagement from our underrepresented families.  The district also encourages parents and partners to participate in several superintendent sub-committees that meet regularly throughout the school year to provide more direct, consistent feedback on topics ranging from Budget, Facilities, Equity, and Belonging which includes wellness, Preschool for All, and Parent Advisory. These committees meet quarterly to share progress updates and reflections on district progress on LCAP-related goals and items that support the district's overall mission. The assistant superintendent also met with both our SHTA and CSEA unions monthly to gather feedback and provide information on district staff needs and in addition, created two new certificated and classified contracts this school year for 2023-2024. Staff also sit on the county Special Education Local Plan Area (SELPA) committee to gather input and discuss county-wide and district needs around programs and services for students with unique needs. We have worked extensively with our SELPA director on improving outcomes on performance indicator review (PIR) results that are not meeting district expectations.	"We started out the 2022-2023 school year fully open to the students, parents, and the community since the pandemic started in March of 2019.  All ""Back to School"" events were held in person which included community partners sharing what services they offer to families at schools and in the community.  All events had many parents in attendance as this was the first time we were completely open to all with limited restrictions.  Strengths are as follows: Parents felt that they get resources on ways to support student learning at home especially when a student was out of school, schools parents appreciated the family education nights, math events at the lower grades, multicultural events, and lastly, parents were grateful for the tremendous amount of resources offered to students academically and emotionally within the district.  Parents and students also appreciated that free lunch was accessible to all students and that there are multiple activities that students can be involved in if they so choose: Drama, Band, Chorus, Sports, FFA, and the Arts.  Lastly, the newly created ""heard it through the Grapevine"" section on the district website is a success to respond to community questions or misinformation circulating within the community."	Per educational partner input the following areas of improvement are recommended:  1) Work on making parents feel that they can contact a teacher or administrator as needed and make front offices more welcoming  2) Publicly communicate interventions, enrichments, and tutoring that is available before or after school in a timely fashion and in multiple ways 3) Perhaps look at creating more district social media outlets to get the information out to parents quicker such as the local newspaper, Twitter, etc... 4) Continue having all information to parents translated into their native language sent from teachers  The district will continue to hold multiple student groups/meetings throughout the 2023-2024 school year to solicit students' voices from multiple types of subgroups within the district and to continue with our parent forum/town hall, etc., to solicit parent/guardian voices on how we can assist in building partnerships for student outcomes.  The district will also have various site-specific parent training either online or in-person on how to access and utilize all of the necessary online instructional materials and how to monitor student grades.   Each school site will communicate through flyers, blackboard connect (changing to ParentSquare in 2023-2024), sandwich boards, and site bulletins often on what interventions, enrichments, events, and programs are happening on campus at any given time.  Quicker communication with community partners is an area of growth that was a concern for many respondents. Finding the medium of communication to ensure that our community is aware of student progress and events will continue to be a focus of district efforts. TK-5 parents valued the fall parent conference time to connect with their child's teacher and the parent/teacher conferences at the middle school level. Parents desire to be a part of the school community by being on campus more frequently and feeling connected to the school site and staff.	"The district hired a bilingual/bicultural district social worker who has done a fantastic job of connecting with our Hispanic parent population.    Part of her job is to directly connect with our newcomers and homeless/foster youth parents immediately upon arrival to our district to identify needs and provide referrals to resources identified in the initial interview.  Case management of students for our newcomers and homeless/foster youth is provided throughout the school year.  We continue to work with Butte County Migrant Ed program which offered academic counseling, summer programming, and other supports for our migrant ed students on campus.  For parents of special needs, we will continue to be represented on the county community advisory council with the hope of adding our own parent advisory committee for families of special needs parents and bringing more information and training from ""ParentsCan"" about the IEP process to all families.  All required policies and procedures go out to all parents at the beginning of the school year in all languages represented within the district which address parents' legal rights, as well as, parents' rights provided during all special education meetings.  Blackboard Connect, the district's online communication platform, sends messages out in multiple languages about district and site-level events and/or information as needed.  This platform will be switching over to ""Parent Square"" in the Fall of 2023 for more of a seamless communication platform for staff and families."	Areas of strength 1) Parents have many ways and lots of opportunities to get involved if interested 2) Parent groups are great 3) PTG, ELAC, and DELAC groups exist and try to keep parents informed 4) Parents have appreciated the community forums and engagement on superintendent subcommittees plus the LCAP committee 5) Meetings are open to anyone interested 6) District does a good job with overall engagement-at individual level could be improved 7) There are many groups and events where parents are asked to participate and volunteer  The student's voice was solicited during St. Helena High School leadership class by the chief academic officer and site principal. The chief academic/human resources officer meets weekly with both the SHTA (certificated staff) and CSEA (classified staff) union representatives to discuss various topics to solicit voices and input. The district maintains a strong connection with community businesses and educational partners through many committees and support from the St. Helena Public Schools Foundation, English Language Advisory Committees (ELAC), and Parent-Teacher Group (PTG) efforts at each site.	"Areas for improvement are as follows: 1) Not all parents knew that committees, groups, and events are available for public input  2) At times there appears to be a disconnect between either a school event, district event, or a PTG event 3) Appears that some huge district decisions were made without parent input so we need to provide additional transparency and/or clarity around the ""Why"" of decisions and also allow more time for educational partner input 4) Continue the practice of holding ELAC meetings jointly between sites to cut down on the number of parent meetings and also start holding some meetings at community housing centers to attract more parents to solicit parent input"	Underrepresented families will continue to be a focus of the district and will remain one of the main jobs of the district social worker to continue to engage our underrepresented families.   Our DELAC parents will still have the opportunity to attend CABE as they have done so in the past and continue to build their leadership skills as parent ambassadors. Weekly bilingual tech support will continue to be provided to any parent (monolingual or not) needing to set up email, and Gmail accounts, and how to access the student information system (AERIES) to monitor their child's grades, etc.  As a district, we have had success in increasing the number of Hispanic parents who have attended our ELAC meetings this school year by holding them jointly and workly with our DELAC parents to set the agendas and get the word out.  We will be setting up quarterly site/district administrator meetings with our DELAC parents about site initiatives, planning events, and answering questions.   We will continue taking our Hispanic parents and their students to educational summits held at colleges and also bring in more training for parents on scholarships, financial aid, and other resources to assist with college and/or careers beyond HS. We had 123 participants for our Hispanic college tours this year.  The school(s) provide multiple opportunities to engage in two-way communication between families and educators using both oral and written language that is understandable and accessible to all families. Several of the district subcommittees were held in person this year and translation was provided as needed.	4	4	3	4	5	4	3	4	4	4	4	4	Met		15JUN2023	2023
29102980000000	Nevada County Office of Education	3	The LEA’s current strengths in building relationships between staff and families are evident based on data from the LCAP survey and observable in the dedication and commitment of our staff in our program who truly have the needs of the students at heart. Building trusting and respectful relationships are at the core of our work; 100% of parents report feeling a part of the decisions made at school. The personal relationships staff develop with each student and their families help create the relationship-centered atmosphere within our program that can effectively shift students’ immediate and long-term behaviors and improve student outcomes. We continue to collaborate with our local community agencies as partners in referrals for support for all students, especially underrepresented students.	We are always seeking ways to improve communication and ways to reach out to our families; one way does not always work for every family. The LEA values the diverse backgrounds of the families with whom we work. Through our relationships with outside resource agencies, we often learn additional information about our families and how to best serve them. We plan to incorporate a greater depth of inquiry about student and family needs during student enrollment.	Working with at-promise and underrepresented youth requires ongoing communication between staff and families to better serve students’ and families’ needs. We continue to monitor the frequency and effectiveness of our communication with underrepresented families. We use various forms of communication, which could include email, phone (calls and text), newsletters, school communication to home and mailed notifications to home. Observational data show the morning drop-off and afternoon pick-up times are optimal opportunities to connect with families. We will continue to invite and encourage parent participation in our school site council meetings.	Working with at-promise and underrepresented youth involves staff having a breadth of knowledge of resources and materials available when partnering with families. One of the strengths of our staff is regularly providing information aimed to help families improve their capacity to advocate for their child, both academically and with social emotional concerns, including assisting families in providing access to outside agencies who act as partners in their child’s educational pathway. Data from the LCAP survey showed 100% of families feel information on academic growth of their student is useful.	In addition to distributing the yearly Parent Rights notification, we distribute the Universal Complaint form and procedural information. We will continue to search and share resources for families needing additional legal support. 100% of parents report the expectations for their student achievement are extremely or very reasonable. We continue to regularly report academic growth of all students to families and engage in feedback from these reports as a further opportunity for dialogue on student achievement.	We will maintain involvement with community agencies and attend countywide family resource opportunities to provide families with information for homeless youth, foster youth, and other underrepresented youth that might benefit them. Resources could include adult education options, workshops addressing financial aid and postsecondary education for their child. Local LCAP survey shows 100% of parents report in the LCAP survey agree their students receive information for preparation for future career paths, college options and positive transitions back to their home district.	The LEA’s School Site Council is a group of educational partners that include parents, certificated and classified. staff, county office of education members and community agency representatives who meet monthly to discuss the school plan, program, goals, and progress of student performance. 100% of parent responses in the LCAP survey report they have an opportunity to engage in decision making and planning at their student’s school.	As an LEA we continue to focus our efforts on recruiting both parent and student members to join in regular participation in our school site council. We provide increased opportunities for a voice and input in decision making, ensure safety information is disseminated (i.e., drills, protocols, procedures, etc.), and make available information about local community agencies with whom we partner to maintain up-to-date information regarding support for families and students.	We continue to solicit engagement and invite families to all events and meetings. Regular announcements and community-based information are provided and sent through various means, e.g., school messenger, notices home, emails, etc. We conduct regular surveys to gain family input regarding all the above programmatic areas. We will continue to seek engagement from and build the capacity of all families in decision-making processes. Due to our small population, we have the unique opportunity to hear input from our county’s most underrepresented students and families seeking feedback to create more equitable opportunities for all students.	5	5	5	5	4	4	5	5	4	5	4	5	Met		21JUN2023	2023
29102980114314	Bitney Prep High	3	Bitney's Advisory program is at the heart of our efforts at building relationships with families. Advisory teachers work closely with their students throughout their career at Bitney and develop close lines of communication and close relationships with the students, their families, and their internship mentors. Weekly communication with families also helps to keep families aware of, and participating in the life and activities of our school.	The main focus for our staff in the coming year is to strengthen lines of communication with families in direct effort to improve student attendance and reduce chronic absenteeism. We also need to work within our advisory program to seek input and collaboration with families in helping students ti identify and take steps to achieve post-graduation college and career goals.	Towards the end of this year we had an increase in the number of students facing homelessness. Data shows that these students struggle with chronic absenteeism and we recognize the need to provide direct outreach and support both to these families and to the students who are no longer living at home.	Bitney's Advisory and Internship programs are instrumental in helping students move forward in both high school and in preparation for the college and career opportunities that are in their futures. Additionally, Bitney's practice on focusing regular, all-staff meetings on individual students concerns helps to improve student success. Bitney has strong partnerships with the local business and professional community through our internship program, as well as through our close working relationship with organizations like the Nevada County Superintendent of Schools office, the Nevada County Charter Services Authority, and Bright Futures For Youth.	Our focus for the coming year on building partnerships is to greatly increase outreach with families and community resources to reduce chronic absenteeism.	We will provide renewed training to all staff to insure identification and the process for supporting students experiencing homelessness to ensure that we are actively engaged with all of these families.	Family communication and engagement is at the heart of our Big Picture learning philosophy and practices. Both students and families provided feedback through surveys that they are heard and respected at school.	The mechanisms and practices that we have in place, including regular communication, student and parent surveying, direct outreach to internship mentors, an active Parent Counsel, and regular notification of both governance meetings and topics being addressed at Charter Council meetings do not always elicit significant response from parents. Bitney is a school of choice and most of our parents and students report that they are comfortable with the program that we are providing and the policies that we have in place. We need to seek additional ways to encourage parent engagement in decision making.	For the coming year we will be making direct outreach to the families of underrepresented families to encourage them to participate in the surveys that we use to gather input in the development of our LCAP.	5	5	4	5	5	4	4	4	4	3	4	4	Met		20JUN2023	2023
29102980114322	Yuba River Charter	3	Yuba River Charter School displays strength and progress in Building Relationships Between School Staff and Families through clear and open lines of communication (newsletters, ParentSquare, class meetings, parent education nights); parent involvement through a well integrated Parent Council and robust parent volunteer program; and an offering of support services such as counseling and referrals to local resources.	The primary focus area of improvement in Building Relationships Between School Staff and Families is in the area of cultural awareness. YRCS has begun to offer translation options for parent communications in several languages but needs an improved screening process to capture L1 of all families.	YRCS has created mailing lists that target underrepresented families in order to specifically engage them for participation and to identify needs. Unduplicated pupils are given priority enrollment in Expanded Learning Opportunities.	YRCS recognizes the importance of involving families in their child's education. Through Parents Education nights, class meetings, weekly newsletters, reading recommendations and referrals to community resources, YRCS offers materials, strategies, and tools to assist families in reinforcing learning outside of school.	While YRCS is diligent about maintaining appropriate materials relating to legal rights on the publicly accessible website, there could be more education for families in navigating the system.	YRCS will continue to target communications to underrepresented families to ensure involvement and a consideration of needs.	The YRCS leadership model promotes input from all educational partners through a variety of councils, meetings and communications.	YRCS will continue to evaluate its procedures to ensure equitable access to the decision-making process.	YRCS will continue to maintain targeted communications with underrepresented families.	5	5	4	5	4	5	5	4	5	5	5	5	Met		14JUN2023	2023
29102980114330	Nevada City School of the Arts	3	Since 2019,  the staff have focused their efforts on developing their intercultural competence by participating in Inquiry Groups, attending culturally relevant curriculum trainings, participating in the UDL series hosted by NCSOS, and continued to examine the curriculum used to ensure that it is culturally relevant for all students.	Our focus area for improvement is to increase the amount of members of underrepresented groups that sit on committees and advisory groups.	NCSA continues to focus on engaging with underrepresented families to ensure all viewpoints are equally represented on their committees and in stakeholder feedback.	The School Director sends a weekly phone call and email to update parents on what is happening at school. Teachers send out monthly Classroom Notes for every classroom. On the 22-23 survey, parents indicated they felt very well communicated with, with 99% of parents feeling that communication is excellent. 97% of Parents reported feeling both welcome and engaged at school. In addition, 97% would recommend NCSA to other families.	In 22-23, NCSA focused on identifying and encouraging more active engagement and support of parents of underrepresented families by hiring a Parent Resource Coordinator who provides more direct communication with families and provides helpful parent resources to support parenting at home and helps with overall student attendance/engagement.	Our Parent Resource coordinator is actively increasing the amount of parents she supports each year.	Parents are invited to attend monthly Parent Advisory Meetings where the Ends Policies, strategic plan and LCAP are discussed regularly.	NCSA will work on increasing memberships of all groups to ensure more voices are heard.	NCSA will seek out more voices of parents who are underrepresented and seek input from students using Student Panels to info decision making.	5	5	5	5	5	5	5	5	5	4	4	5	Met		15JUN2023	2023
29102980126219	Forest Charter	3	Staff are provided ongoing training on how to use SEL techniques to engage students and families through a supportive, non-threatening dialogue.	We want to improve our early identification process of students with mental health needs.	Underrepresented families primarily show up at Forest Charter School based on students who are not completing work and/or working below grade level. These families will be identified during our students of concern meetings. Our area of improvement will be to engage these families. Administrators will contact families to determine the best approach to engage the family, to identify possible community resources, and to provide the needed support for the student.	Parents meet with their supervising teacher at least once every four weeks to discuss and review student learning. This process builds a close relationship between the parents, teachers and students. This is a requirement for all families including underrepresented families.	FCS will focus on building relationships between school staff and families with students who are not completing work and/or working below grade level with the goal of increasing parental engagement in school requirements. In a non-classroom-based school like Forest Charter School, parent involvement is often the difference for students who are struggling to find success.	Forest Charter School’s program design naturally engages parents as partners in their student’s,education. However, as noted earlier, this partnership often breaks down for students who are not completing work and/or working below grade level. FCS will conduct regular students of concern meetings with supervising teachers to identify students who need support earlier, and then work with families to help them understand expectations through Review Board meetings, SST meetings, and other relationship building approaches. Additionally, FCS will work to provide these families with additional resources through the school and/or community. Our goal is to help families understand how vital their role is in building success for their students and to provide them with tools to support their students.	FCS annually conducts a parent survey with opportunities for the parents to provide written input on a range of topics. FCS also has five parents seated on the Charter Council. The Charter Council is responsible for guiding the FCS Director, developing the school LCAP and setting policies that are best for the school. Parental participation is extremely high at FCS mainly due to the nature of our personalized learning program; all parents are required to meet with their teacher on a regular basis and are partially responsible for teaching their children. FCS chose to use a survey to establish a higher participation rate than we have been able to achieve through stakeholder meetings. Due to the disparate geographic makeup of stakeholders that often comes with a non-classroom-based program, FCS has worked to establish a thorough survey that addresses all required State priorities.   The 2023 parent survey had a 24.3% participation rate. Additionally, FCS uses a communication tool (Parent Square) that allows parents to immediately respond to any communication. This way, FCS gets immediate feedback from parents regarding new policies, requirements, or other topics.	Our area of improvement will be to offer opportunities for in-person meetings with administration to provide parent input on decisions.	We will provide opportunities for in-person meetings at each learning center in order to support families not having to travel so far to attend. We will also attempt to connect these meetings to days/times more families will be on campus. We will also provide a school-wide in-person opportunity via Zoom to support families for whom this approach is easier and/or more affordable than driving to campus.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
29102980126227	Twin Ridges Home Study Charter	3	Twin Ridges Home Study Charter School prides itself in working with students and families to provide excellence in academic, social and emotional growth for over 40 years.  In doing so, communication is key.  TRHS provides many opportunities for communication including newsletters, emails, surveys, phone calls and respectful, informative communication between teachers, students and families.  TRHS has found that communication is key to relationship building between parents, students and staff.  The 2023 California Healthy Kids Parent Survey results indicate that 98% of parents strongly agree or agree that school staff treat parents with respect and 93% of parents strongly agree or agree that school staff take parent concerns seriously.  According to the 2023 TRHS Spring Parent Survey, 96.43% feel welcome at TRHS.  This survey data helps demonstrate the importance of relationship building at TRHS.	Although TRHS takes great pride in the ability to build relationships between school staff and families, TRHS wants to focus on parent participation in school activities as well as school communication with parents regarding learning expectations for their student.      According to the California Healthy Kids Parent Survey, 6% of parents strongly disagree or disagree that the school kept them well-informed about school activities.  This data demonstrates that TRHS can provide additional ways to communicate with TRHS families.  According to the California Healthy Kids Staff Survey, only 33% of staff strongly agreed that the school communicates with parents about student learning expectations.  This data indicates the need for TRHS to increase communication opportunities to educate parents about state standards and student expectations.	TRHS focuses on parent participation and communication because they are extremely meaningful in the engagement process.  According to staff, the need for community building opportunities and parent classes to teach and support struggling students is a need here at TRHS.	TRHS focuses on a team atmosphere for each student.  Parents, staff and students belong to this important team.  According to the 2022-2023 California Healthy Kids Parent Survey, 92% of parents strongly agree or agree that TRHS  has teachers who go out of their way to help students.  84% of parents strongly agree or agree that TRHS has high expectations for all students. The high level of support and guidance from Supervising Teachers along with high student expectations results in a focus on  academic, social and emotional outcomes for students.	TRHS is focused on partnering with parents on Social Emotional Learning aspects of student learning progress and outcomes.  According to the Spring 2023 TRHS Survey, only 67.31% of parents have been given Social Emotional Learning resources this school year.  This data demonstrates the need to continue our communication regarding Social Emotional Learning activities, resources and student learning.	Again, communication is key!  Staff members consult as needed with one another to review effective strategies for student and parent engagement, for teachers to develop their professional skills in effective communication, and to reflect on positive student outcomes.  Teachers work to build trusting relationships with each and every family.  These trusting relationships are a result of a teacher’s communication skills and their professional learning regarding ways to engage all families.   TRHS will continue to hold TRHS Multi Tiered Systems of Support (MTSS) meetings to address each student as an individual.  These meetings are an efficient tool in addressing student needs.  TRHS takes individualized education very seriously!	TRHS Board of Directors and staff meet monthly to discuss, plan and implement policies and programs that address the needs of students, support the compliance and regulatory operations of the charter school, and provide educational partners the opportunity to engage in their school community to promote positive student outcomes and school culture.  TRHS also provides parent roundtables where parents can come and discuss their thoughts and opinions regarding decisions that need to be made.  TRHS also gives parents and staff the opportunity to take part in surveys which really help in the decision-making process.	TRHS is focused on providing opportunities for families to give input for decision-making.  TRHS is looking at hosting additional parent roundtables as well as surveys throughout the year when decisions need to be made.  Parent input at Board of Director meetings needs to be increased.  TRHS is also looking at hosting more workshops for parents throughout the school year to engage parents in effective strategies for working with their students in core academic areas.  These workshops provide an opportunity for parents to give input as well.    According to the 2022-2023 California Healthy Kids Parent Survey, only 79% of parents strongly agree or agree that TRHS actively seeks the input of parents before making important decisions.  TRHS is focused on providing those opportunities for parents to give input.	Communication is key when looking at seeking input.  TRHS will be communicating a great deal with all parents regarding opportunities to give their input for decision-making purposes.  TRHS is able to use different pathways to receive participation.  One is to provide surveys.  Another is to email to the school families as a whole.  Teachers also communicate a great deal with families through phone calls, texts and emails.  A thorough “participation blast” includes an email to all families, a phone call to all families from the school and an email from the Supervising Teacher.  TRHS is always looking for ways to increase participation and looking through that lens when requesting input for decision-making purposes.	4	4	5	4	4	3	4	4	2	2	4	3	Met		20JUN2023	2023
29102980130823	EPIC de Cesar Chavez	3																						Not Met			2023
29102982930147	John Muir Charter	3	85% of JMCS students are over age 18 leading to limited parental involvement. JMCS integrates education and extended services with support from partner program staff interventions (i.e. case management, paid vocational training) and resources are made available through the Community Schools model; this level of support is also present at sites with minors and available to families. Students and families are asked about basic needs as well as perceived barriers to program success; follow-up occurs through both JMCS Community Resource Coordinators and partnering agency support staff in every effort to address basic needs and mitigate barriers. Minor students are concentrated at a few sites where systems of communication and parent-teacher conferences ensure progress monitoring towards graduation. All students have access to their Student Achievement Plan (SAP), which houses evidence towards progress and program completion leading to graduation.	JMCS survey data indicates that 27% of students are not aware of their Student Achievement Plan (SAP), at least by that title, indicating a need to focus on goal planning and progress monitoring using the SAP, or some other tool, between teachers and students and families where applicable. JMCS regularly uses digital apps, such as “Remind” and “Slick Text” to communicate with students, as well as more traditional methods of emails, phone calls and texting. There is always room for improvement and tracking and recording communication may be better served through a centralized system, which JMCS will explore in the 2023-24 school year.	JMCS endeavors to support access for all students and families by providing materials that are either available in the language needed or have translation tools that are embedded. In addition, JMCS seeks to strategically employ staff that is bilingual in Spanish, the most prevalent of non-English languages among JMCS students and their families. As most students are of age our partners serve important roles in advocating for students and together we are working to increase access to classroom materials, career and technical education, workforce readiness opportunities and certifications, and more. This is includes multi-lingual enrollment and outreach materials, family and student surveys, and bilingual staff at in-person events.	As 85% of our student body is over the age of 18, parent involvement at JMCS is minimal. Our program partners serve in the role as advocates for students and we work closely with these partners to develop, maintain and revise programming to meet students’ needs. Our partners participate in regular meetings with JMCS administration, give feedback on our goals and schoolwide progress and receive site-level and student-level achievement data to ensure clear lines of communication. For those sites who do serve minors, we reach out to families consistently and offer opportunities for participation in conferences, classroom activities and student progress updates. Parents participate in any IEP or special education processes as well as in parent-student-teacher conferences throughout the year. Staff consistently promotes two-way open communication with parents and families through email, text, phone calls and in-person meetings. School events are promoted through print and digital invitations.	One focus area for improvement is to increase our services to EL students and their families with an assets-based approach. This approach considers the cultural and context of language, and while the approach is EL-focused, we believe that this approach will improve the outcomes for all students by centering programming, academic and otherwise, on success for our most vulnerable and struggling students.	Outreach will continue to be multi-modal and persistent. Engagement will be supported by inviting input through multi-lingual surveys, adherence to best practices for engaging educational partners, and by providing information and access to barrier removal and connections to other basic needs available in the community in timely and meaningful ways in home-languages, orally and in writing.	As 85% of our student body is over the age of 18, parent involvement at JMCS is minimal. Our program partners serve in the role as advocates for students and we work closely with these partners to develop, maintain and revise programming to meet students’ needs. JMCS employed the Community Schools model in 2022-23, which has had a profound effect on timely and meaningful interventions for struggling students and families. In addition, teachers build close relationships with students and work directly to seek input and collaborate on decisions that will impact programming and the student experience. JMCS has a strong focus on creating safe, inclusive classrooms where teachers and students work together to support student success.	JMCS will focus on our planning and communication with partnering agencies to ensure the students have an integrated, engaging and equitable experience. In the 2023-24 school year JMCS will implement data collection and convene student/family focus groups to address areas of improvement in programming. This will include a review of teaching and learning practices related to materials, depth, breadth and sequence; equitable practices for student discipline; and access to modern training materials such as digital simulations and VR, including also hands-on activities.	Outreach will continue to be multi-modal and persistent. Engagement will be supported by inviting input through multi-lingual surveys, adherence to best practices for engaging educational partners, and by providing information and access to barrier removal and connections to other basic needs available in the community in timely and meaningful ways in home-languages, orally and in writing.	5	5	5	3	5	4	4	3	4	3	4	4	Met		14JUN2023	2023
29663160000000	Chicago Park Elementary	3	Staff meet with educational partners at least once a year for parent/teacher conferences and again based on need. LEA has a SST, 504, and IEP process to support student outcomes. LEA shares academic progress through District assessment three times a year and through academic reporting (report card) three times a year.	LEA plans on focusing in the area of Building Relationships Between School Staff and Families by having a large kick off on the first day of school and increasing social media and school's website posts.	LEA will continue to support families with weekly calls and emails with information on upcoming events, as well as, create flyers to send home and post on social media and school's website.	The LEA is a community school where educational partners are involved with their child’s educational journey. Opportunities to be involved through volunteering on trips, in the classroom and on campus are offered at least weekly. LEA invites all educational partners to a community flag ceremony weekly, as well as, Back to School Night, Open House, multiple plays throughout the year, and family education nights to name a few.	LEA is focusing on increasing participation in the school's PTA and parental participation in the classrooms.	LEA will be focusing on increasing participation in the school's PTA and is hopeful to have more parental participation in the classrooms with a variety of offerings. We will notify the parents of upcoming opportunities.	LEA has two community meetings and one staff meeting monthly to gain input on decision-making. LEA offered two community surveys, two student surveys, and two staff surveys during the year to gather information for decision-making.	LEA will focus on having more participation at decision-making meetings by inviting through weekly notification.	LEA will increase notifications of meetings where decision-making is taking place, such as, Board Meetings and Site Council meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
29663160125013	Chicago Park Community Charter	3	Staff meet with educational partners at least once a year for parent/teacher conferences and again based on need. LEA has a SST, 504, and IEP process to support student outcomes. LEA shares academic progress through Districts assessment three times a year and through academic reporting (report card) three times a year.	LEA plans on focusing in the area of Building Relationships Between School Staff and Families by having a large kick off on the first day of school and increasing social media and school's website posts.	LEA will continue to support families with weekly calls and emails with information on upcoming events, as well as, create flyers to send home and post on social media and school's website.	The LEA is a community school where educational partners are involved with their child’s educational journey. Opportunities to be involved through volunteering on trips, in the classroom and on campus are offered at least weekly. LEA invites all educational partners to a community flag ceremony weekly, as well as, Back to School Night, Open House, multiple plays throughout the year, and family education nights to name a few.	LEA is focusing on increasing participation in the school's PTA and parental participation in the classrooms.	LEA will be focusing on increasing participation in the school's PTA and is hopeful to have more parental participation in the classrooms with a variety of offerings. We will notify the parents of upcoming opportunities.	LEA has two community meetings and one staff meeting monthly to gain input on decision-making. LEA offered two community surveys, two student surveys, and two staff surveys during the year to gather information for decision-making.	LEA will focus on having more participation at decision-making meetings by inviting through weekly notification.	LEA will increase notifications of meetings where decision-making is taking place, such as, Board Meetings and Site Council meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
29663240000000	Clear Creek Elementary	3	Feedback from educational partners and data analysis has identified the following strengths: 92% of parents  responding to the Healthy Kids Survey indicated that the school responds promptly to parent communications. An average of 83% of parents responding to questions on the LCAP and Healthy Kids Surveys indicated that Clear Creek School encourages and welcomes parent input in the decision making process. The school uses email, telephone and hard copies to alert families to important events and communications. Being a small school, teachers and Supt/Principal are also visible each day at drop off and pick up. The Supt/Principal has an open door policy and parents feel welcome to stop in to share comments and questions regularly.	As part of the educational partner input and analysis, we will be addressing improved relationship building in our LCAP goals. We will provide teachers the opportunity to participate in professional development focused on social emotional learning and making connections with students and families. Three teachers completed five SEL training sessions hosted by our county office of education. We will provide collaboration time for teachers to meet with one another to train the remaining teachers in order to implement strategies learned across all grade levels. We will also work to identify methods of improved engagement with underrepresented families as part of our school Site Council.	The district will strive to improve engagement of underrepresented families by encouraging a higher percentage of parent participation on our CHKS and LCAP surveys. To increase our participation rate, we will set up a parent survey station on campus during the survey period so that parents may have a convenient opportunity to participate in the survey when dropping off or picking up students to remove barriers to providing input and participation. We also encourage participation from a variety of community members on our school Site Council in order to have a voice in the decision making process including EL, Special Education, and Native American committee members.	Strengths in this area include offering several scheduled opportunities each year to provide information to families such as Back to School Night, Parent Conferences, and Open House as well as online access for parents to view their student's attendance, progress reports, and report cards.	Student outcomes will be addressed and progress will be monitored using multiple metrics in Goal 1 of our LCAP. As an area of improvement, teachers through the collaboration process, will review parent conference schedules, progress monitoring in ELA and math, at risk conference communications and graduation criteria to be certain this information is clear for parents and teachers have an understanding of academic timelines and procedures. Our teachers assess students four times throughout the year and analyze results to better identify individual student needs. Through this process, our goal is to be sure no student slips through the cracks and parents will be kept fully informed throughout the school year of their child's progress.	The district will improve engagement of underrepresented families by providing teachers with adequate time to  evaluate student progress and opportunities to meet with parents and support staff to implement differentiated  strategies that will encourage improved academic outcomes for students.	Our strengths include incorporating advisory committee groups such as EL/Title I, Safety, and Health and Wellness groups into our monthly Site Council meetings. Parents, guardians, teachers, and administrator attend and participate in these monthly meetings to review reports and provide input. Additional pathways for family  engagement are monthly PTC meetings, our school website, and our LCAP and CHKS survey as well as Google  forms for quick input and feedback on sudden new developments.	As part of our desire to improve, the District prioritizes increasing the number of parents participating in our Site Council meetings. Increasing participation improves the discussion and decision making process at all levels of the school.	The district will strive to improve engagement with underrepresented families by incorporating committee discussions on potential barriers to the input and decision making process for families. Once potential barriers are identified, we can seek solutions that will encourage increased communication and participation.	5	5	3	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
29663320000000	Grass Valley Elementary	3	Maintaining trusting relationships between families and school staff is a core value of the Grass Valley School District. We continue to implement a variety of means for 2-way communication between schools and families that include use of technology (both email and texting apps), phone calls, classroom and school newsletters, parent-teacher conferences, and committees. This area is something that takes continued support to develop and maintain a balance and partnership. Further, district-wide and school-wide communications are sent out in both English and Spanish. We will continue to improve the engagement of underrepresented families by conducting ongoing outreach including the creation of parent resource centers at each campus. We will also continue to support our Spanish speaking families through our ELAC and DELAC meetings. We also provide translation and interpretation services as needed for meetings and parent-teacher conferences.	Maintaining trusting relationships between families and school staff is a core value of the Grass Valley School District. We continue to implement a variety of means for 2-way communication between schools and families that include use of technology (both email and texting apps), phone calls, classroom and school newsletters, parent-teacher conferences, and committees. This area is something that takes continued support to develop and maintain a balance and partnership. Further, district-wide and school-wide communications are sent out in both English and Spanish. We will continue to improve the engagement of underrepresented families by conducting ongoing outreach including the creation of parent resource centers at each campus. We will also continue to support our Spanish speaking families through our ELAC and DELAC meetings. We also provide translation and interpretation services as needed for meetings and parent-teacher conferences.	Maintaining trusting relationships between families and school staff is a core value of the Grass Valley School District. We continue to implement a variety of means for 2-way communication between schools and families that include use of technology (both email and texting apps), phone calls, classroom and school newsletters, parent-teacher conferences, and committees. This area is something that takes continued support to develop and maintain a balance and partnership. Further, district-wide and school-wide communications are sent out in both English and Spanish. We will continue to improve the engagement of underrepresented families by conducting ongoing outreach including the creation of parent resource centers at each campus. We will also continue to support our Spanish speaking families through our ELAC and DELAC meetings. We also provide translation and interpretation services as needed for meetings and parent-teacher conferences.	We work to ensure inclusive policies and practices to help make learning connections between school and home. District school sites hold events that build meaningful connections. We traditionally hold annual events on top of Back-to-School Night and Open House events. These events celebrate literacy, hard work, and the importance of being a learning community. Staff share materials openly with families to allow additional time to work on skills in reading and math. Often, these materials include a way for staff to communicate expectations to parents and, conversely, a space for parents to respond and ask questions. Further, our middle school students and families have access to the online Parent Portal that allows students and parents to get up-to-date scores and grades. Teachers and parents meet formally each year in the Fall for conferences to discuss student progress and/or challenges in a variety of areas and to set goals. Additionally, staff and parents may request a Student Success Team Meeting or progress check if they have concerns. Currently, consistent parent education is in place for the parents of English Learners and the parents of students in special education. Accommodations will continue to support student growth at all levels.	We work to ensure inclusive policies and practices to help make learning connections between school and home. District school sites hold events that build meaningful connections. We traditionally hold annual events on top of Back-to-School Night and Open House events. These events celebrate literacy, hard work, and the importance of being a learning community. Staff share materials openly with families to allow additional time to work on skills in reading and math. Often, these materials include a way for staff to communicate expectations to parents and, conversely, a space for parents to respond and ask questions. Further, our middle school students and families have access to the online Parent Portal that allows students and parents to get up-to-date scores and grades. Teachers and parents meet formally each year in the Fall for conferences to discuss student progress and/or challenges in a variety of areas and to set goals. Additionally, staff and parents may request a Student Success Team Meeting or progress check if they have concerns. Currently, consistent parent education is in place for the parents of English Learners and the parents of students in special education. Accommodations will continue to support student growth at all levels.	We work to ensure inclusive policies and practices to help make learning connections between school and home. District school sites hold events that build meaningful connections. We traditionally hold annual events on top of Back-to-School Night and Open House events. These events celebrate literacy, hard work, and the importance of being a learning community. Staff share materials openly with families to allow additional time to work on skills in reading and math. Often, these materials include a way for staff to communicate expectations to parents and, conversely, a space for parents to respond and ask questions. Further, our middle school students and families have access to the online Parent Portal that allows students and parents to get up-to-date scores and grades. Teachers and parents meet formally each year in the Fall for conferences to discuss student progress and/or challenges in a variety of areas and to set goals. Additionally, staff and parents may request a Student Success Team Meeting or progress check if they have concerns. Currently, consistent parent education is in place for the parents of English Learners and the parents of students in special education. Accommodations will continue to support student growth at all levels.	We also employ ongoing outreach efforts to ensure that parents have access to information including how they can participate in decision-making. The administrative cabinet team regularly discusses best practices for engaging parents. Each year, the Superintendent holds at least 3-sessions of the District Advisory Committee or DAC. This group includes stakeholders from around the district and community. The purpose of the group is to work together to analyze survey data, California Dashboard data as well as other local measures to determine the LCAP goals for the coming year. Focus Area for Improvement continues to be identifying the best way to welcome parents from all groups within our schools with proportional representation. Though we have made some progress in this area our data does not match our demographics, particularly those of English Learner families and families from low socioeconomic backgrounds. How will GVSD improve the engagement of underrepresented families? - Currently, GVSD has a number of ways to encourage the participation of underrepresented families. All sites hold regularly scheduled ELAC and DELAC meetings throughout the year with outreach to Spanish-speaking families by our bilingual English Learner Manager. Even with these efforts, attendance at these meetings is still at less than 50% of those invited. The English Learner Manager and the Director of English Learner Services will work closely with principals to creatively find ways to engage more parents.	We also employ ongoing outreach efforts to ensure that parents have access to information including how they can participate in decision-making. The administrative cabinet team regularly discusses best practices for engaging parents. Each year, the Superintendent holds at least 3-sessions of the District Advisory Committee or DAC. This group includes stakeholders from around the district and community. The purpose of the group is to work together to analyze survey data, California Dashboard data as well as other local measures to determine the LCAP goals for the coming year. Focus Area for Improvement continues to be identifying the best way to welcome parents from all groups within our schools with proportional representation. Though we have made some progress in this area our data does not match our demographics, particularly those of English Learner families and families from low socioeconomic backgrounds. How will GVSD improve the engagement of underrepresented families? - Currently, GVSD has a number of ways to encourage the participation of underrepresented families. All sites hold regularly scheduled ELAC and DELAC meetings throughout the year with outreach to Spanish-speaking families by our bilingual English Learner Manager. Even with these efforts, attendance at these meetings is still at less than 50% of those invited. The English Learner Manager and the Director of English Learner Services will work closely with principals to creatively find ways to engage more parents.	We also employ ongoing outreach efforts to ensure that parents have access to information including how they can participate in decision-making. The administrative cabinet team regularly discusses best practices for engaging parents. Each year, the Superintendent holds at least 3-sessions of the District Advisory Committee or DAC. This group includes stakeholders from around the district and community. The purpose of the group is to work together to analyze survey data, California Dashboard data as well as other local measures to determine the LCAP goals for the coming year. Focus Area for Improvement continues to be identifying the best way to welcome parents from all groups within our schools with proportional representation. Though we have made some progress in this area our data does not match our demographics, particularly those of English Learner families and families from low socioeconomic backgrounds. How will GVSD improve the engagement of underrepresented families? - Currently, GVSD has a number of ways to encourage the participation of underrepresented families. All sites hold regularly scheduled ELAC and DELAC meetings throughout the year with outreach to Spanish-speaking families by our bilingual English Learner Manager. Even with these efforts, attendance at these meetings is still at less than 50% of those invited. The English Learner Manager and the Director of English Learner Services will work closely with principals to creatively find ways to engage more parents.	3	3	3	4	3	4	4	4	4	4	4	4	Met		27JUN2023	2023
29663326111140	Grass Valley Charter	3	The GVCS mantra is, “We Are Crew, Not Passengers.” The philosophy behind this mantra is that we’re all on the same course, pitching in, rowing in the same direction. No one gets to just “go along” for the ride and we also don’t leave our Crew behind. We assist them, advocate for them, and support them. This is established through regular crew circles, training for certificated and classified staff, open doors to volunteerism in the classroom and open communications with families. GVCS has several structures that support community building and purposefully creating welcoming environments. GVCS has Crew 24, The Parent Crew which hosts monthly meetings tasked with planning engaging activities for families to participate in. The Grass Valley Charter Foundation hosts meetings and organizes fundraisers to support students in a variety of different ways. Both of these are open to all parents. GVCS hosts a back to school BBQ in the beginning of the school year to bring families together. In the beginning of each school year teachers host Share & Care meetings where families come in to meet with teachers to share about their family dynamics as well as the child's strengths and areas of growth. GVCS institutes 2-year loop cycles in grades K-5 so parents stay with one another and with their teacher for two years in a row. In January every student in kindergarten through 8th grade hosts a student-led conference explaining to their parents and teacher how they’ve grown as a student. Lastly, parents are highly encouraged to volunteer on a variety of different platforms conducive to their home schedule. Each year GVCS conducts surveys to certificated staff, classified staff, and families allowing an opportunity for feedback, input, and ideas. Teachers maintain emails to families on a weekly basis and are available to text, email, talk on the phone, or meet in person as needed. Every week a school newsletter is electronically sent updating parents on past, current, and upcoming school happenings.	The GVCS mantra is, “We Are Crew, Not Passengers.” The philosophy behind this mantra is that we’re all on the same course, pitching in, rowing in the same direction. No one gets to just “go along” for the ride and we also don’t leave our Crew behind. We assist them, advocate for them, and support them. This is established through regular crew circles, training for certificated and classified staff, open doors to volunteerism in the classroom and open communications with families. GVCS has several structures that support community building and purposefully creating welcoming environments. GVCS has Crew 24, The Parent Crew which hosts monthly meetings tasked with planning engaging activities for families to participate in. The Grass Valley Charter Foundation hosts meetings and organizes fundraisers to support students in a variety of different ways. Both of these are open to all parents. GVCS hosts a back to school BBQ in the beginning of the school year to bring families together. In the beginning of each school year teachers host Share & Care meetings where families come in to meet with teachers to share about their family dynamics as well as the child's strengths and areas of growth. GVCS institutes 2-year loop cycles in grades K-5 so parents stay with one another and with their teacher for two years in a row. In January every student in kindergarten through 8th grade hosts a student-led conference explaining to their parents and teacher how they’ve grown as a student. Lastly, parents are highly encouraged to volunteer on a variety of different platforms conducive to their home schedule. Each year GVCS conducts surveys to certificated staff, classified staff, and families allowing an opportunity for feedback, input, and ideas. Teachers maintain emails to families on a weekly basis and are available to text, email, talk on the phone, or meet in person as needed. Every week a school newsletter is electronically sent updating parents on past, current, and upcoming school happenings.	The GVCS mantra is, “We Are Crew, Not Passengers.” The philosophy behind this mantra is that we’re all on the same course, pitching in, rowing in the same direction. No one gets to just “go along” for the ride and we also don’t leave our Crew behind. We assist them, advocate for them, and support them. This is established through regular crew circles, training for certificated and classified staff, open doors to volunteerism in the classroom and open communications with families. GVCS has several structures that support community building and purposefully creating welcoming environments. GVCS has Crew 24, The Parent Crew which hosts monthly meetings tasked with planning engaging activities for families to participate in. The Grass Valley Charter Foundation hosts meetings and organizes fundraisers to support students in a variety of different ways. Both of these are open to all parents. GVCS hosts a back to school BBQ in the beginning of the school year to bring families together. In the beginning of each school year teachers host Share & Care meetings where families come in to meet with teachers to share about their family dynamics as well as the child's strengths and areas of growth. GVCS institutes 2-year loop cycles in grades K-5 so parents stay with one another and with their teacher for two years in a row. In January every student in kindergarten through 8th grade hosts a student-led conference explaining to their parents and teacher how they’ve grown as a student. Lastly, parents are highly encouraged to volunteer on a variety of different platforms conducive to their home schedule. Each year GVCS conducts surveys to certificated staff, classified staff, and families allowing an opportunity for feedback, input, and ideas. Teachers maintain emails to families on a weekly basis and are available to text, email, talk on the phone, or meet in person as needed. Every week a school newsletter is electronically sent updating parents on past, current, and upcoming school happenings.	At Grass Valley Charter we use the term “Crew” to identify our classroom teams and partnerships. The crew includes our staff, students and families. We value partnership and engagement and make this paramount to how we operate all school programs. We will continue to strengthen our Crew relationships.	At Grass Valley Charter we use the term “Crew” to identify our classroom teams and partnerships. The crew includes our staff, students and families. We value partnership and engagement and make this paramount to how we operate all school programs. We will continue to strengthen our Crew relationships.	At Grass Valley Charter we use the term “Crew” to identify our classroom teams and partnerships. The crew includes our staff, students and families. We value partnership and engagement and make this paramount to how we operate all school programs. We will continue to strengthen our Crew relationships.	GVCS operates in a shared leadership structure clearly identifying stakeholder groups and decision topics highlighting which stakeholder groups are responsible for different decision-making processes. The decision-making matrix outlines for leadership which stakeholders to confer with when making school wide decisions. Additionally, the annual parent survey which allows parents the opportunity to rate their engagement, provide feedback on current structures and give input to new ideas is shared with the Grass Valley Charter Council as well as with the Grass Valley School District Board.	GVCS operates in a shared leadership structure clearly identifying stakeholder groups and decision topics highlighting which stakeholder groups are responsible for different decision-making processes. The decision-making matrix outlines for leadership which stakeholders to confer with when making school wide decisions. Additionally, the annual parent survey which allows parents the opportunity to rate their engagement, provide feedback on current structures and give input to new ideas is shared with the Grass Valley Charter Council as well as with the Grass Valley School District Board.	GVCS operates in a shared leadership structure clearly identifying stakeholder groups and decision topics highlighting which stakeholder groups are responsible for different decision-making processes. The decision-making matrix outlines for leadership which stakeholders to confer with when making school wide decisions. Additionally, the annual parent survey which allows parents the opportunity to rate their engagement, provide feedback on current structures and give input to new ideas is shared with the Grass Valley Charter Council as well as with the Grass Valley School District Board.	5	5	5	5	5	4	4	4	5	5	5	4	Met		27JUN2023	2023
29663400000000	Nevada City Elementary	3	Our district uses the California Healthy Kids Survey as a consistent survey tool. We open the survey each year in November and December to all parents, in all grade levels. Teachers encourage parent participation in the survey at Parent/Teacher Conference meetings. Key findings include parents from Deer Creek reporting high levels of parent participation, and parents from Seven Hills desiring more opportunities for involvement at the middle school level. Most parents felt they have a voice in district decision-making with the LCAP committee, School Site Councils, and monthly feedback meeting opportunities with the Superintendent.	Building relationships between school staff and families is an ongoing focus and strength. Locally administered Climate Survey and Healthy Kids Survey indicate that the overwhelming majority feel safe and connected to their school.  Students in NCSD feel safe and connected in their learning environments: 80% Students 94.4% Parents There have been inprovements over the years. In the 2021-22 School Climate and Healthy Kids Surveys the following percentages of educational partners feel safe and connected to their school environments as per recent surveys: -Student connectedness to school  increased  from 81.65% to 83% from 2021-22 to 2022-23 -Parents 93.85% Improvement in the number of survey participants has also been a focus. In 2020-2021, 57% of students participated. This improved to 63% in 2021-2022 and 65% in 2022-2023.	Engagement will improve through increased focus on student attendance and support, especially for chronic absenteeism. This will be accomplished through increased support of school counseling, school community officers, and classroom and school incentive plans developed by teams at each school.  In addition to positive reinforcements, the district will create attendance review teams working with local agencies, including local law enforcement to address and support families with chronic absenteeism.	The district has strong partnerships and support of staff and community to improve student outcomes. They provide feedback and support for academics, enrichment, and attendance.  The district has especially made recent progress in developing partnerships for improving chronic absenteeism. Collaoboration through increased support for school counseling, school community officers, and classroom and school incentive plans developed by teams at each school. The Nevada County Office of Education also has supported regular seminars, along with the CDE, in best practices of improving student engagement and attendance.  In addition to positive reinforcements, the district has partnered with law enforcement and the District Attorney's office to create attendance review teams working with other local agencies to address barriers and support families with chronic absenteeism.	Our primary focus is attendance. With the support of our staff and community partners, NCSD is developing a plan for improved attendance with incentives, support, and consequences for extremely chronically absent students. Our staff partners with the Nevada County Superintendent of Schools, CDE, parents, Nevada County Sheriff's office and Probation, and the Nevada City Police Department.	Our site-level attendance review, Student Study and other teams meet regularly to address chronic absenteeism and other needs of students and families who are underrepresented. These families are supported in turn by our community partners.	Input from our educational and community partners is strong. Members of the School Site Councils, LCAP Committee, Public Board meetings, and offering of coffee with the Superintendent to review student assessment and attendance data, California Healthy Kids Survey data, and other sources provide a strong framework for bringing input on our schools and district's strengths and areas of need.	The Nevada City School District's biggest area of improvement for seeking decision-making is to increase participation of the California Healthy Kids Survey. Each year we increase participation by a small percentage as indicated below. Although it is a majority, we would like to reach 70% participation.  CHKS Participation: In 2020-2021, 57% of students participated. This improved to 63% in 2021-2022 and 65% in 2022-2023.	Our site-level teams such as Student Study, PBIS, Attendance Review, and other teams meet regularly to review, reflect, and plan strategies and events to improve the engagement of underrepresented families. Needs are identified of families who are underrepresented. These families are supported in turn by our staff and community partners.	5	5	4	5	4	4	4	4	5	5	4	4	Met		20JUN2023	2023
29663570000000	Nevada Joint Union High	3	The district exercises a multitude of processes that create opportunities for families to participate in meaningful ways. In addition to the typical student and family events (back-to-school nights, school site council, EL parent night, advisory committees, etc.) school sites also offer 8th-grade student invitation days, incoming 9th-grade parent evenings, cash for college events, career nights, International Parent Night, and a multitude of other events targeting parents and families. Additionally, the district facilitates a robust educational partner engagement process as a part of the LCAP development process.	Underrepresented populations, such as EL, foster youth, and the homeless often don’t respond to calls to participate and will be a focus for future years as we reach out directly to households in an attempt to garner greater participation from those populations historically underrepresented.	Through this year's LCAP committee, we are actively seeking participants from all of our underrepresented populations. We then hope to use the LCAP process to engage all participants in suggesting methods to provide better outreach and connection to our schools.	Faculty and staff are encouraged to develop appropriate avenues for two-way communication between families/students, and staff.  Progress has been made in this area over the last 5 years through the use of a common Learning Management System (Schoology) which has strengthened two way communication between faculty, students and parents. Despite not meeting the required threshold for translated communication, messages are translated for the small population of Spanish speaking families.  Through the use of Catapult EMS, beginning this year, staff have the ability to push out emergency messages and alerts. Additionally, students and staff can report suspicious or concerning activity through the same system. All students have district email accounts and are a part of our email directory for staff to access. Students also have access to teacher email addresses through the active directory.	Families of underrepresented students are sought out for participation in school site council groups, as well as the district LCAP/educational partner engagement committee, though participation from these groups continues to be an area of need and focus.	Student services staff, including counselors and admin, have received additional training surrounding the 504 process and school counseling services through Hatching Results, which has led to the development of a counselors handbook that was recently finished. A focus for this year will be adhering to our new counseling agreements and further making counseling best practices accessible and transparent to all.	The LCAP survey and engagement process is robust and the largest opportunity for educational partners to participate in the decision-making process. The 2023 LCAP survey saw a 117% increase (2022 - 938, 2023 - 2,034) in the number of total respondents, an 11% increase in the number of parent respondents (2022 - 433, 2023 - 480), a 290% increase in student respondents (2022 - 354, 2023 - 1,381), an 11% increase in certificated respondents (2022 - 97, 2023 - 108), a 4% increase in classified respondents (2022 - 49, 2023 - 51), and a 180% increase in community respondents (2022 - 5, 2023 - 14).  Based on the 2022-23 LCAP Survey, 74.7%  (2022 - 66%) of parents agree or somewhat agree that they are encouraged to provide input on and participate in decision-making at their school. 82.3% (2022 - 80.6%) of parents agree or somewhat agree that they are well-informed about educational services and changes at the school.	With regard to parent responses, these percentages have increased from prior years, but have not risen to the pre-pandemic percentages. Additionally, sites have expressed a more difficult time recruiting and retaining family members to engage in advisory groups, such as the School Site Council (SSC) and the English Learner Advisory Committee (ELAC). The LEA will continue to seek out greater family engagement, particularly from underrepresented families.	As shared previously, families of underrepresented students are sought out for participation in school site council groups, as well as the district LCAP/educational partner engagement committee. Messaging, including emails, texts, and calls, will be conducted to those who are historically underrepresented in these processes.	4	4	4	4	4	4	5	4	4	4	5	4	Met		21JUN2023	2023
29663570124834	Sierra Academy of Expeditionary Learning	3	"SAEL has strengths in connecting with families, providing opportunities for connection about student progress in the form of biannual Student Led Conferences, the online JumpRope Mastery Based Grading portal, and responsiveness on email with appropriate school personnel. The Charter School has a great deal of connection with our families in the community. We have an ""open door"" policy which has meant all families have the opportunity to connect with staff, teachers, guidance, character, and administrative members of our staff community. Our strength is that the Crew or Advisory model already has a 1:1 student / family to staff Advisor approach which has allowed connection, support, two way communication, and a strengths-based approach to this work. SAEL has a strong, welcoming environment. We celebrate our traditions and connections to support how we create a holistically, intersectionally, equitably welcoming environment."	"The Charter School will continue to focus on improvement in Building Relationships Between School Staff and Families through the focus on the English Learning Advisory Committee (""ELAC"") with training and having parents reach parents to empower families."	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families. The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community. To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.	"The School works continuously on building staff capacity in engaging with all families and students in our community. This means staff engage in professional development and are provided resources about student and family engagement. Staff are trained in how best to support all families from daily interactions to having a trauma-informed, compassionate approach to working with students and families in general. Our Special Education Coordinator regularly leads professional development and is continually available for staff consultation as well. Students are placed in a ~15:1 student to teacher ratio in Crew or Advisory class and this allows for families to have a ~15:1 ratio with their Crew Advisor for questions, concerns, check-ins, and the biannual Student Led Conference (""SLC""). This allows for regular two way communication to happen more directly with teaching staff. Our Character Dean and Guidance Counselor are also available with an ""open door"" policy in order to ensure all students and families have access to proactive and reactive wellness, college and career, socioemotional, and character supports. SLCs allow parents to engage in two 30 minute presentations led by their student each year with their Crew Advisor. This allows face to face, one on one check-ins to occur in addition to All Family Meetings, SAEL Survey, CHKS survey, Coffee with the Principal, Parent Teacher Crew (""PTC"") Meetings, Senior Character Focus Group, Site Council, WASC Committees, and Charter Renewal Groups. In general, all staff are trained and supported in welcoming all families and learners to our school as well as how best to do this through the research-based, nationally recognized Expeditionary Learning Education model. The learning model values both Diversity and Inclusion and this is written into our Charter documents, WASC report, LCAP, etc. as well as seen in practice. We are a charter school with representative student subgroup percentages that match and sometimes exceed our County. The School will continue to engage in targeted outreach for recruitment to ensure a diverse group of learners continues to attend the school. This looks like posting specific information about recruitment in local online groups like Sierra Madres and Padres and ensuring all staff continues to be trained in culturally responsive interactions, teaching, and learning. This also looks like info sessions provided to students who engage in the local Friendship Club as well as ensuring community support agencies are aware of our program so they will continue to recommend our program. Representative bodies will continue to be representative of the community, but this takes continual attention to ensure it continues. Currently students of color, students with special learning needs, students identifying as LGBTQIA, and socioeconomically disadvantaged students are represented through our official decision making bodies and this must be ensured every year and in every opportunity."	Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in Building Partnerships for Student Outcomes are ensuring the Character Dean and Guidance Counselor positions continue to support students, focus on EL learning, professional development on trauma informed instruction, and hiring a part-time parent outreach coordinator to improve chronic absenteeism.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families. For families of English Learners, the Charter School will continue to provide translation services, invite families to better understand the acquisition of the English language, and how to engage with the school. For families of students with disabilities, the Charter School will engage with families during IEP meetings and in planning activities and programs for students.	Decisions are made at SAEL through a shared leadership approach. This means the administration works closely with the representative Site Council to advise the representative SAEL Board of Directors on how best to achieve the goals as outlined in our LCAP, Charter, and WASC report. The Crew Council leadership group as well as the GSA Club and Equity Club support student leadership and the using of student voice in leadership at SAEL. Our goals are directly in line with our budget and decisions made about the budget. There are representatives on our Site Council and Board with students of color, students who identify as LGBTQIA, students eligible for free and reduced lunch, and students with special learning needs. There are approximately 1-2% of students and families identified as foster youth or experiencing homelessness at the school and these families are reached out to for connection, feedback, and support. This takes a concerted effort to ensure all families are included and supported to engage with the school to provide feedback on how best the school can support all learners and to have this feedback incorporated into decision making. The Site Council has representatives from student leadership, staff leadership, teacher leadership, PTC leadership, and Administration. Every LCAP, Charter Renewal, and WASC visit, there are representative groups contributing to the work and feedback. It is an ongoing process that needs constant attention to ensure there is representation on policy-making and influencing groups as well as in the annual surveys, All Family Meetings, Student Led Conferences, and PTC meetings to ensure that underrepresented groups are heard from, welcomed, actively encouraged to attend, recruited, retained, and supported to be heard equitably.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments. Furthermore, the families will have additional opportunities to share information through monthly Board meetings and Site Council. The Board is a representative group across stakeholders and community members. The Site Council, also a representative group, supports with the LCAP processes, budget input, and overall school climate development. Hiring is also completed with input from staff, students, and teachers (as well as families for administrative positions specifically). The PTC is also regularly consulted as well as the Crew Council, or student leadership group. The Core Council, or instructional leadership team, and Character Working Group are all representative bodies on staff that support leadership and decision-making. The Charter School will continue to build the capacity of the Site Council and the Character Working Group.	The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision- Making will meeting for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students as well as develop leadership positions for these parents.	5	5	4	5	5	4	5	4	4	4	5	5	Met		22JUN2023	2023
29663730000000	Pleasant Ridge Union Elementary	3	PRUSD is intentional in engaging parents in the academic growth of all students. Every year begins with 1st-day packets, which include the school's handbook. PRUSD provides time for staff to communicate each student's academic and behavioral growth through the Student Information System (Power School) parent portal and annual parent-teacher conferences. Teachers communicate with parents through teacher pages, weekly informational folders, social media posts, parent-teacher conferences, and Back-to-School/Open House nights. More formalized meetings like Student Study Teams and Individual Education Plan meetings are conducted to address students' individual needs to ensure behavioral and academic expectations. Each school has a very proactive and engaging parent-teacher club that supports teachers and enrichment opportunities like field trips. Parents often support staff by volunteering in the classrooms or the main office.	Parent surveys that were sent home report that parents were overall satisfied with the communication between parents and the teachers or school. Some outlier parents provided feedback that teachers and the school must improve their communication by using different communication methods. Parents reported that texting or email was the best way to communicate with parents. PRUSD will be working on a campaign to have parents sign- up for Edlio News. Edlio News is an app that provides all communication via push notices so parents can be notified on their personal devices. PRUSD will do this at the beginning of the school year.	Pleasant Ridge Union School District (PRUSD) continues to improve parent engagement and communication. PRUSD uses multiple ways to communicate to the learning community members through telephone, texts, emails, and social media about opportunities to address students' needs, school volunteer opportunities, school events, and other important messaging for parents to make informed decisions. PRUSD works collaboratively with the Parent-Teacher Clubs (non-profit) to support teachers within their classrooms, provide field trips, and guest speakers or enrichment classes for students. PRUSD continues to reach out to our population that is most at risk to support the community in preparing better and supporting their children's learning. The District Advisory Committee was an opportunity for school stakeholders to provide information on how to improve or recommend new services for students who struggle with behavioral and academic growth.	"PRUSD continues to work with families that need support for their children. Pre-pandemic, PRUSD has offered parenting classes that support parents with strategies to support students' growth. Also, parents can meet with teachers annually during parent-teacher conferences in a formal setting. Parents can meet with the teachers anytime to discuss their child's progress. Student Study Teams are formed when students need intervention or to address any concern that could impact the students learning growth. At the beginning of each school year, students and parents are provided with documents describing their rights as students. Students with disabilities and their parents receive a copy of their rights before each IEP meeting. Teachers receive an ""At a Glance"" document that explains each student IEP's goals and objectives each year so they can support students with disabilities to achieve each annual goal."	PRUSD will continue to develop a better process for communicating and reporting to parents when their children are not performing at the expected academic performance level. Communication must be timely and thorough. PRUSD staff must contact parents within 24 hours of the request to talk or meet. This will be done through forms on the parent portal so parents will know their child's progress behaviorally and academically. Students can receive extra help in math and ELA during the expanded learning opportunities program. Summer school (RISE) will be offered for students needing intensive help during the 2023 summer session for 5th through 7th-grade students. PRUSD will offer Expanded Learning Opportunity Summer camps during the 2023 summer.	PRUSD will analyze data weekly to make necessary changes and revisions for each student. Identified unrepresented families such as Hispanic students, students with disabilities, and socio-economically students will be identified weekly in the data analysis review; decisions will be made during these weekly meetings and communicated to parents. Based on the 2022-2023, CaASPP data will determine if other student sub-groups will be identified for intensive support. Site leaders will have weekly conversations with the Superintendent to provide the weekly update. The superintendent will report to the Board of Trustees on the academic growth of each student's sub-group during the monthly board meetings.	Based on the annual Student, Parent, and Staff surveys, all stakeholders were given the opportunity for input and feedback on the progress of our Local Control Accountability Plan. Over 40% of all potential respondents responded to the annual survey. This year we had the fewest parents respond to the survey. 85% of all respondents responded that all students were successful this year. 70% of the stakeholder groups determined that parents have the ability and contributing to planning this year. PRUSD works diligently to provide an opportunity for all members of the learning community to provide ongoing relevant feedback.	PRUSD values and welcomes all feedback from members of the learning community. PRUSD established an education advisory to engage all members in feedback with the local plan updates. Each site has a school site council and a parent group that gives site feedback throughout the school year. The feedback is for school activities and academic and social-emotion growth. PRUSD parents are involved in all aspects of the learning process for the students. Students have a voice through the associated student body, the annual Healthy Kids Survey, and PRUSD annual student survey, which provides an opportunity to advocate for change or improvement areas.	All families are invited to provide input during site and district parent meetings, through surveys, and scheduled education advisory committee meetings. As everyone is invited to these meetings, PRUSD intentionally invites members of the learning community who are of the unrepresented class of learners. Teachers, Principals, and other staff are always engaging with parents in inquiring about what is working well and what needs to change.	5	5	4	5	4	4	5	5	5	5	5	5	Met		27JUN2023	2023
29663730136424	Arete Charter Academy	3	"Students, parents, and staff will be actively engaged at Arete in support of a positive school climate and culture. All members of our community will feel safe, welcomed, supported, and connected. There will be a coordinated effort through character lessons, social emotional support programs, and family engagement and student activities to make students and families feel connected and part of the school culture. Students will develop and apply the knowledge, skills, and attitudes to identify, understand, and manage emotions, and feel and show empathy for others. Arete will develop and implement a comprehensive multi-tiered system of supports that will assist all members of the learning community with Social-Emotional needs. A few examples of how we do this are.. *Promote opportunities for parents to engage at Arete through weekly newsletter, parents club meetings, Facebook, and the school website. *Provide opportunities for families to meet together and engage in community activities. *Host six parent nights throughout the year including a Get to Know You Ice Cream Social, Hands-On Math Night, Winter Festival, Hands-On Reading Night, Talent Show and Promotion Ceremony. *Added a Dragon's Craft Fair to allow students to sell their homemade products on campus. *Held a STEAM Expo where all families were invited to bring in projects the students completed at home or at school. The community was encouraged to tour the expo and interview the students about their projects. *Monthly Family Networking Meetings were held for the first half of the year in our newly created Family Resource Center where families meet and discuss what is and is not working for them in home school and how they can improve their children's education. *Love and Logic parenting classes will continue throughout the year. *Increased student engagement by maintaining/increasing the extra curricular or co-curricular enrichments and/or events offered at the school sites. *Continued with two district counselors to double the days the school counselor is on site. *Implemented social emotional learning lessons for all students with Tier 1 instruction. *Provided counseling services to small groups for social skills for Tier 2 Intervention on communication skills. *Supported students with one on one crisis and mental health counseling with Tier 3 support. *Piloted ""Why Try"" SEL curriculum. *Several teachers trained in an SEL Equity Series."	Arete will focus on engaging new families and better supporting them and more extensively engaging families of the underrepresented.	Both teachers, the director, and support staff will reach out individually to underrepresented families.	Teachers meet every 20 days with families to discuss progress towards meeting student outcomes. This year we implemented Standards Based Checklists for math and language arts for kindergarten through fifth grades. At each 20 days session, teachers and parents review the standards and mark off which standards have been addressed during the previous month. Three times a year, teachers review assessment scores with parents to monitor the progress their students are making.	Arete will focus on lesson and schedule planning with parents to ensure that students are working each day on the appropriate amount of instructional time, especially for math and language arts.	Arete will complete all of the above for underrepresented families and provide any additional support as needed.	Parents are invited to be on the Parent Action Committee which includes representatives from the following: teachers, administrators, students, parents, and community members. The Parent Action Committee meets at least three times per year. We discuss school goals and student progress on indicators described in the LCAP. We also develop ideas for school field trips, enrichment opportunities and school engagement activities. During the Fall of 2022, Winter of 2022, and Spring of 2023 an invitation was sent to all parents inviting them to participate in the Parent Action Committee meeting. The Parent Networking Group meets monthly to review what is working and what areas need more support for both individual families and the school. They problem solve and share feedback with staff. In April of 2023, all parents and 4th-8th grade students were asked to participate in a survey to provide input on the development of educational and school climate goals. Additionally, parents and students are interviewed at each 20 day Parent-Student-Teacher Triad meeting to discuss needs and 5 concerns. There were also multiple meetings throughout the year with the Blended Middle School Leadership elective class to gain continuous feedback. The district developed an Education Advisory Committee in the Fall of 2019. This committee met three times during the 2022-2023 school year. This committee was made up of parents, community members, principals, and teachers to discuss the progress of the students. This committee suggested the school district should have more social-emotional supports, SEL curriculum, district counselor, and offer more enrichment classes for all students. The district has an administrative meeting that meets on an average of once a week to discuss the needs of the district and suggest the direction of the district. Throughout the school year, the administrative team discusses how we are meeting each of our goals. The feedback from this committee replicates what other committees and the learning community is providing via feedback.	Arete’s goal for educational partner input is seeking and receiving more input and involvement from underrepresented families.	Arete will improve engagement of underrepresented families by having the director and teachers invite them personally to engage in meetings when they can share their input. Teachers will also seek their input when they meet with the families every 20 days.	5	5	5	5	5	5	5	4	5	5	4	5	Met		27JUN2023	2023
29664070000000	Union Hill Elementary	3	Our parents have provided overall feedback on Union Hill's goals utilizing the California Health Kids Survey and the School Site Council's parent survey.  was progressing. Much of our parent feedback supported the need to strengthen and/or expand our social-emotional support. Half of our parents surveyed were supportive of creating a parent education program while over 85% of our parents supported the need for our teachers to receive professional learning as well as time to collaborate to support the teaching and learning process. Overall, our parents were very positive with the direction of Union Hill School District.	Union Hill is developing a robust Extended Learning Opportunity Plan which will support building stronger relationships with both our families and staff members. Moreover, as discussed in Union Hill's LCAP, we are developing an engaging and interactive Virtual Professional Learning portals	"During the 2022-2023 school year, Union Hill had a difficult time engaging our families and community partners. However, we were able to achieve reciprocal communication for the purpose of decision-making on health and safety measures as well educational outcomes and scheduling students. Parents are strongly encouraged to participate in their child’s education through the pandemic as well as during ""normal"" school years. We have a very strong parent and community base. Normally, each classroom has several volunteers to help with the student learning process and to connect with the teachers. All grades promote early communication through parent/teacher conferences and regular conversations about student progress. In order to increase parent participation and communication, including our underrepresented families, we have hired a parent liaison-communication specialist for the 2023-2024 school year. Regardless of the pandemic and developing a new model to support students and families, 2022-2023 Healthy Kids Survey stated the following: 1. Parents feel welcome at Union Hill School District. 2. Parents feel well-informed at Union Hill School District. 3. Parents feel that the school district promptly responds to their needs."	Local surveys as well as the Healthy Kids Survey indicates that our parents and community partners feel very positive about Union Hill School District. For example, our Parent Local Control Accountability survey states the following: 1. Positive relationships with their teachers. 2. Union Hill School District communicates effectively. 3. Over 80% responded positively about classroom instruction and support. Identified needs include: 1. Additional systems and structures be put into place that supports a collaborative structure to ensure all voices are heard and valued. 2. Develop a more engaging communication and information structure.	Union Hill School District developed a robust LCAP Goal 3 to further engage and support our parents and community partners including a new communication structure and a new Parent-Liaison-Communication structure who also will support our three web portals and a parent online education portal.	Union Hill will analyze the membership of our School Site Council to ensure underrepresented participation in the decision-making process. Moreover, as mentioned above, we will have a Title 1 funded Parent-Liaison-Communication Specialist who will create a system that encourages and supports our underrepresented families.	Currently, our School Site Council (SSC) is the primary vehicle for seeking input. However, we survey our educational partners through the SSC and through the California Healthy Kids Survey. Moreover, the offices of the superintendent, principal, Director of Special Education, our Dean of Students and our counselor are engaged with parent communication, support and receiving feedback from our educational partners.	The district has a strong Site Council and strong leadership in the Parent Teacher Club and boosters. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many of parents shared that the school allows input and welcomes contributions although some parents feel the school should seek additional parent input before making important decisions. The district will focus on recruiting underrepresented parents to participate in committees that make recommendations to the principal and superintendent.	As previously stated, Union Hill will analyze the membership of our School Site Council to ensure underrepresented participation in the decision-making process. Moreover, as mentioned above, we will have a Title 1 funded Parent-Liaison-Communication Specialist who will create a system that encourages and supports our underrepresented families to ensure equitable access to our educational system.	4	5	4	5	4	4	4	5	4	4	3	4	Met		20JUN2023	2023
29664076027197	Union Hill Elementary	3	(1) According to the California Healthy Kids Survey 66% of students feel that school staff care about them while 71% of students report that adults at school encourage them to work hard so they can be successful in life. Overall, 74.2% of 6th grade students feel connected to school.  The majority of Union Hill students feel that school staff have high expectations for them which results in 94% of students say these high expectations results in academic motivation. Union Hill staff report that they believe students are hopeful for the future (91%) and 100% of staff believes that Union Hill provides instructional help to build social emotional competencies.	(2) As stated in Union Hill's Local Control Accountability Plan, Union Hill will focus on improving communication through the use of our new systems in our Student Information System, our new communication system (Bright arrow) and our new web portal. Secondly, Union Hill will develop a parent university portal where our community members can build their capacity with understanding Multi-Tiered Systems of Support and other modes of learning to support their students. We have developed a robust Extended Learning Opportunity Plan which will support and strengthen our relationships with staff and families. We are in the process of developing Virtual Professional Learning Portals for both families and staff to support communication, education, and relationships with our stakeholders. Last, due to our analysis of data, we added a new position for the 2023-2024 school year: Parent-Liaison-Communication Specialist. This position will strengthen our relations with educational partners and building relationships as outline in Goal 3 of our Local Control Accountability Plan (LCAP).	(3) During the 2022-2023 following the COVID-19 restrictions, Union Hill has worked to support all families with an emphasis on our underrepresented families. However, many of our families either did not return to Union Hill choosing home schooling instead or moved out of State. As stated above, Union Hill have added a position for the 2023-2024 school year, a Parent-Liaison-Communication Specialist funding through Title 1 to focus on equitable access for our underrepresented families and to strengthen building relationships with our educational community. Regardless of the challenges, the 2022-2023 Healthy Kids Survey states the following:  1. Parents feel welcome at Union Hill School District. 2. Parents feel well-informed at Union Hill School District. 3. Parents feel that they encourage participation in their child's education. 4. Parents feel that Union Hill has caring teachers and have high expectations for their students’ learning outcomes. 5. Parents feel that the school district takes their concerns seriously. 6. Parents feel that Union Hill has a positive learning environment. The California Health Kids Survey suggests that an identified need is that 67% of students have no opportunity for input on school activities/rules while 51% report no opportunity for input on class activities/rules. This indicates a lack of opportunities for involvement and meaningful participation. Furthermore, only 46% of 6th grade students feel that they have a voice. While 82% of students feel accepted at Union Hill a staggering 81% have reported feeling lonely. Our parents report that bullying is at least a small problem (77%) while 73% of parents believe that the school takes concerns seriously.	1. We survey all families, students, and students to guide our decision-making with building partnerships that support student learning outcomes. The results of both surveys are analyzed and presented to the board annually as well as to develop our Local Control Accountability Plan. The district evaluates the surveys and adjusts its focus each year based on responses from parents. Building a positive environment with regard to student behavior has been the identified focus for 2022-2023. Parents feel that negative student relationships are causing distress and a lack of focus on learning. The district has focused on strengthening Positive Behavior Interventions and Supports as well as Social Emotional Learning strategies during the 2022-23 school year. Moreover, our data suggests that community partnerships as well to support both academic and social-emotional student outcomes. We currently have community partnerships including Sierra Harvest, Nevada County Food Bank, the Nevada County Superintendent of Schools, Wiess Brothers Landscaping, Parent-Teacher Committee, Bright Futures, and additional community partnerships that support student outcomes when needed.	2. The strategies and focus areas for 2022-2023 has been to improve building partnerships is enhancing communication within our community through our new outreach systems and web portal, including the principal developing a community outreach plan. Secondly, strengthen and expand our partnerships in the community through our Extended Learning Opportunity Plan. This will include before and after school as well as summer programming with our community partners that will directly impact student outcomes. We have implemented a Joint Powers Agreement with the Nevada County Superintendent of Schools, all school districts in Nevada County, the Chef Ann Foundation and Sierra Harvest to implement a Farm Fresh nutrition program to provide healthy meals to our students.	3. Our underrepresented families have had the opportunity to provide feedback on our Extended Learning Opportunity Plan as well as our Local Control Accountability Plan through the School Site Council and parent surveys. Many components, including tutoring, homework help, visual and performing arts, STEM, field trips and other enrichment activities has been offered at no cost for our underrepresented students and families. Our underrepresented families also have access to attend all of our after-school informational activities and our School Site Council to receive information and provide input to Union Hill's programs.	1. The district has a strong Site Council and strong leadership in the Parent Teacher Club and booster organizations. All of our parent groups communicate through a system of surveys, meetings, emails and phone calls. Surveys include: annual parent survey (Site Council), annual student survey (Site Council), and annual student athletic interest survey. Many (92%) of parents shared that the school allows input and welcomes contributions although only 74% of parents feel the school seeks parent input before making important decisions.	2. The district needs to strengthen the communication will focus on recruiting underrepresented parents to participate in committees that make recommendations such as student conduct code/behavior, dress code, and support services. With our new web portal, we will focus on providing additional parent education opportunities as well as communicate more effectively regarding Board meetings and Local Control Accountability feedback for programmatic decision-making.	3. In addition to items discussed above, Union Hill will improve engagement of underrepresented families through our decision-making with our Expanded Learning Opportunity Plan (ELOP) as well as creating explicit information and engagement strategies through our Parent Information portal and our School Information System (SIS). Moreover, we will improve communication with our foster youth and homeless students by ensuring these families have appropriate information for our decision-making groups and appropriate access to our web services.	4	4	4	4	4	4	4	5	4	4	4	4	Met		20JUN2023	2023
29664150000000	Twin Ridges Elementary	3	Twin Ridges has the advantage of being very small. Nearly every staff knows every students and parent/guardian name and background. Some staff, like office and admin, but also staff that are local to the San Juan Ridge, know everything about families, extended, history, and otherwise. Many students are the children and/or neighbors of staff members. Building relationships with families happens both on and off campus. Grizzly Hill and Little Acorns, the LEAs two sites, are hubs (indeed really the only thing) in their respective communities outside a market and a gas station. Building these relationships, through shared childcare, many school events, connections, playdates, sports, community events and more, is a natural strength of the LEA.	"A focus area for improvement in building relationships with families is based on communicating school progress in ways that are understandable to parents, as well as engaging in problem solving with student discipline issues, restorative approaches between students, and navigating co-parenting issues. The school is instituting a ""trauma- informed"" lens or focus starting in 22.23 but extending into 23.24 with targeted professional development for staff. Unconditional positive regard and understanding (as much as possible) of student home lives is a key feature of this effort."	Twin Ridges is focused on increasing communication from school to home, in terms of quantity, precision, mode, and frequencies. Twin Ridges is located in a geographic area where communication is more complicated than most, as connectivity is poor. Moreover, with high SED status for many students and families, many do not have a phone, or an operating phone. TRESD is focused on customized approaches for some of our families, including returning to flyers and notes in backpacks, home visits, and communicating with neighbors and/or landlords of student families (whatever it takes).	Twin Ridges has 6 identified calendar days for parent-teacher conferences. One set of three at the end of trimester one and one at the end of trimester two. Additional space and time are structured in at the end of the trimester three as well. Back to School, Open House, and several other classroom-specific events play a part in these partnerships for student outcomes. Most teachers are in constant contact with student families at the classroom level regarding student outcomes, as our self-enclosed classrooms are all combination grades and relatively small class sizes.	Professional development in the area of building capacity to partner with families is underway as described in section one. Marked improvements have been noted with special education / resource students this years.	TRESD is instituting iReady Learning next year. This tool will hopefully play a part in providing both information and support to student learning and development at home. TRESD is instituting Professional Development at the start of the year for this platform, and has adopted a policy of commitment to its use and implementation from staff. Additionally, this tool will play a part in an organized MTSS intervention approach on a weekly basis in both ELA and Math five days a week next year in classrooms.	TRESD (Grizzly Hill) has a strong Site Council, that acts as its LCAP committee. This meeting is well organized, chaired by a parent, and involves staff. Grizzly Hill also has a robust Student Council for its size. These bodies, along with several surveys and the constant communication described in section one, play into the effectiveness of engaging families in advisories and decision-making. Participation could be better.	Areas of improvement include increased participation with advisories and councils (tends to be the same families and students). Surveys could be more frequent, and data collected by these surveys could be more explicitly shared in the input process (a work in progress).	"As described in section 2, TRESD is currently employing a ""do whatever it takes"" trauma-sensitive"" approach for some of our families. This effort is often started with attendance and chronic absenteeism, but it extends to student progress, discipline, school-home communication regarding events, etc, and reaches its highest form in seeking input in school decision making."	4	4	5	2	4	3	4	4	4	4	3	3	Met		20JUN2023	2023
29768770000000	Penn Valley Union Elementary	3	This is an area of strength.  We recently changed our communication format based on our educational partners' input.  Families are invited to return to the school sites and participate in events.  We have high engagement with Back to School Night and Open House.  Student Study Team meetings and Individual Education Plan are conducted to address students' individual needs.	"Parent surveys indicated there was overall satisfaction with the communication between families and our schools.  Our feedback did indicate that parents wanted communication through ""texting"" and ""emailing"" versus lengthy phone messages. A new program was purchased to allow all staff to communicate with their families utilizing the upgraded technology."	PVUESD uses many ways to communicate to improve parent engagement and communication.  Each school site and the District utilizes the telephone, texts, emails, and different social media platforms.  Each site collaborates with the Parent Teacher Clubs and Organizations.  Site-based opportunities are developed for families to meet with the principal and superintendent monthly.	PVUESD continues to work with families to enhance student outcomes.  Teachers and principals meet with families and students as necessary to help student success.  Valuable information is distributed to all families at the beginning of the year at Back to School Nights.	PVUESD will continue to develop an effective process for communicating with families when their children are struggling in academics and/or social emotionally.  This is a District-wide goal for all our staff.	Underrepresented families for our Hispanic students, students with disabilities, and socio-economically challenge students will be identified so a systematic approach can be taken to enhance engagement.	All educational partners were allowed an opportunity for input and feedback on our Local Control Accountability Plan.  Multiple opportunities were given to reach as much input back from our partners.	The sites do a great job of creating multiple avenues for parent participation through PTC/PTO, SSC, and family nights.  Our biggest challenge is getting parents to engage regularly.	All our families are invited and encouraged to attend parent meetings, participate in surveys, and are offered multiple platforms to engage with the district and school site.  An interpreter can be used when necessary, along with form translation when appropriate.	4	4	3	5	4	4	4	4	4	4	4	5	Met		20JUN2023	2023
29768776111371	Vantage Point Charter	3	Vantage Point is notorious for developing relationships with their students and families.  Having the one-on-one opportunity to meet with students and families individually allows for strong relationship-building opportunities.  Our families attend promotion and graduation events is large numbers.  We have a great participation with Back to School Night and Open Houses.	This is an area to bring back to focus for our families.  Although we had strong participation during the previous year, we continue to be sensitive to families who are concerned with attending in person events due to COVID-19.	Staff go above and beyond to support families and their students. Family events are held throughout the year to encourage parent engagement and input.  Charter Advisory Council meetings are held and open to all parents wishing to attend.  Because parents have weekly meetings with staff, attendance at family events tends to be low. However, 1:1 meetings are a huge success as parents wish to connect with staff on a regular basis.  Teachers, administrators and classified staff all have open door policies that encourage consistent communication with families and community members. An area of focus going forward is to encourage and increase engagement in CAC meetings.	With two teachers, Vantage Point will focus on helping staff partner with families regularly outside of 1:1 meetings. Trauma informed practiced is an area we will continue to focus on as we had been before the pandemic.  Teachers will continue to make the weekly connections with students and evaluate their progress to discuss strengths and areas of concern.	Vantage Point will focus on student engagement to ensure students are meeting their attendance and weekly meeting requirements.  Enrichment opportunities will be provided through tutoring and elective opportunities.	Meeting with families and students one-on-one is the most effective way to improve engagement with underrepresented families.  It allows for specific designated weekly time to meet with the student without interruption.	Opportunities are provided consistently throughout the year for educational partners to participate in providing input for Vantage Point.  COVID-19 created a struggle for attendance for our families during opportunities for input.  We will continue to offer Zoom as an option for our partners to participate if in person meetings do work.	The VP staff does an excellent job at creating multiple avenues for parent participation. Our biggest challenge is getting parents to engage on a regular basis outside of 1:1 meetings. One area that has been successful is utilizing online meeting platforms such as Zoom to engage parents.	During our one-on-one meetings teachers and the staff will encourage participation and solicit input on how Vantage Point can make the engagement opportunities more available.	5	5	5	5	4	4	5	5	4	5	5	5	Met		20JUN2023	2023
30103060000000	Orange County Department of Education	3	Building authentic, trusting relationships has been identified as the most effective strategy for increasing engagement among underserved families by Harvard researcher Dr. Karen Mapp. Feedback from recent LCAP surveys and input from parent advisory groups continues to affirm that the school’s Family Engagement Team is a strength for the LEA. Serving as a bridge between schools and families, the Family Community Liaisons and Community Resource Specialists reach out to each family to establish trust and communication, welcome them to the school community, and learn about their strengths and assets. This team provides information, resources, and referrals to help families support their child’s education, and coordinates services with teachers, counselors, nurses, and other support staff to meet the needs of families.	Following the best practices outlined in Mapp’s Dual-Capacity Framework, the LEA will focus on training teams of families and staff to create welcoming environments where cultural and linguistic knowledge is a valued asset in the school community. Teams of parents and school staff participate in state and local conferences, regional collaborative meetings, and a variety of workshops to learn techniques and strategies that are effective for building relationships with families from diverse cultural, linguistic, and economic backgrounds. Positive input from parent advisory groups these types of professional learning opportunities to support relationship building.	Input from parent advisory groups and data from recent LCAP surveys point to a need for more Spanish language support for families. To assure equity and access for all students and families, LEA and school-level staff will collaborate to develop a Language Access Plan. The LEA will also hire additional Family Community Liaisons to provide information, resources, and language support during school meetings and events. All Family Community Liaisons will receive extensive training on protocols and best practices for interpreting and translating, as well as the opportunity to share locally developed tools and resources and network with other professionals through monthly Multilingual Consortium meetings.	The LEA utilizes a community-based partnership model to support the needs of the whole child. Together with families, Teachers, School Counselors, Clinicians, Transition Specialists, and key community partners work together to assess student needs and develop individual student plans to support academic growth, college and career goals, and social-emotional needs. The LEA partners with a wide range of public agencies and community-based organizations to address basic needs such as food and housing; support mental health and wellness, provide guidance for college and career pathways, and offer job skills training This collaborative approach continues to be validated by data from LCAP surveys and input parent advisory groups.	On LCAP surveys, parents express the need for more information on how they can support their child’s academic progress and social-emotional growth at home. To provide requested resources and tools, the LEA has increased the number of virtual as well as in-person workshops provided by our partnership agencies. Curriculum has also been aligned to address the topics most requested by parents such as college and career readiness, mental health, and substance abuse prevention. During school events, staff share techniques and materials that parents can use to help their children with goal setting, study skills, and time management. According to researcher Joyce Epstein’s typology, these types of “Learning at Home” activities have the greatest impact on student academic achievement. The LEA also maintains a website with curriculum information, learning resources, and tutorials.	Feedback from educational partners and attendance data indicates that home visits are effective for engaging underserved families, especially when students are experiencing truancy issues. The LEA will increase the use of home visit teams to support families, and will also hire additional bilingual Community Resource Specialists to provide on-going case management for families with the greatest needs and link families to resources available at the school as well as in the community. The LEA will provide training for all school staff who conduct home visits.	Strong parent participation in the District English Learner Advisory Committee (DELAC) continues to affirm its effectiveness for seeking input for decision-making. The LEA exceeded its LCAP goal for participation and regional representation in monthly meetings, increasing attendance from an average of 15 parents during the 2021-2022 school year to an average of 29 parents during the 2022-2023 school year. Parents from all regions of Orange County are now represented. The meetings are planned and conducted by parent leaders serving on the DELAC Board using the Title III Federal Program Monitoring Tool and input from families.	As a recipient of the California Community Schools planning grant, the LEA will focus on planning shared leadership opportunities and developing co-governance structures to enable families, school staff, and community members to contribute their knowledge and expertise to create a shared vision that will guide the school’s continuous improvement process. Teams of parents and school staff will also participate in state and local conferences, regional collaborative meetings, and a variety of workshops to learn techniques and strategies that are effective for collaborative school decision-making process.	Parents who regularly participate in decision-making groups such as DELAC share that receiving a personal phone call in their home language is the most effective way to engage underserved families in the school decision-making process. By training parent leaders to conduct outreach to other parents, the LEA strives to build trusting, genuine relationships with families. According to research by Karen Mapp, similar programs have been effective in sustaining engagement among underserved families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
30103060126037	Samueli Academy	3	Our parent surveys have historically shown that families and caregivers have a strong relationship with the school. In addition to the monthly/parent caregiver meeting the school has formalized a Parent/Caregiver Advisory Committee this year. The PCAC works closely with school leadership to provide feedback on school initiatives and connect families with ways to support various school programs.  Parents also feel up to date on all happenings of the school through the weekly newsletter and posts through Parent Square.  Parents appreciate various ways to connect with teachers and staff such as the community nights showcasing student work, messaging through Parent Square and classwork through Echo.	The families and caregivers of the students feel welcomed and connected to the school at large. The area for improvement lies within the relationship between individual families and the teachers of the students. Families indicated that they would like to have more opportunities to meet with teachers through office hours and formal meetings like coffee with the teachers.	The Parent/Caregiver Advisory Committee was very thoughtful in looking at the representation of their group. They have recruited the president of ELAC, our Student Success Coordinator who supports the foster and homeless youth on campus, as well as parents of students with disabilities.	The school supports staff members individually in growing their capacity to partner with families through weekly professional development.  This year, the Parent/Caregiver Advisory Committee has strengthened the partnership with families by providing critical feedback before programs are carried out and providing feedback after each program.	The school’s area for improvement in building partnerships for student outcomes is in building each teacher’s capacity as an advisory teacher to act as a liaison between the school and the family of the student. Training and ongoing development of staff will happen throughout the school year.	The school will target outreach to underrepresented groups and utilize parent volunteers to recruit. Additionally, the school will be adding a Community Services Coordinator for the following school year.	Our school has established a consistently growing number of parents who participate in our monthly parent/caregiver meetings. During those meetings, parents and caregivers regularly provide input to shape programs before they are run on campus.  This year we have also resumed regular meetings for our CTE Pathway Advisory Committees to provide feedback and expertise on our Engineering and Design career pathways.	An area for growth is to utilize more avenues for feedback from caregivers through forms and polls on platforms we already use, such as parent square. This will allow us to get more timely feedback from a wider variety of partners.	We will work to enroll more parents into Padres Unidos for a stronger connection to underrepresented families. We will also utilize our new Community Services Coordinator to support the outreach to underrepresented families.	4	5	4	5	5	5	5	5	5	4	4	4	Met		27JUN2023	2023
30103060132613	Vista Heritage Global Academy	3	Vista Heritage is committed to fostering positive and productive relationships between the school and its educational partners including, but not limited to, staff, families, students, in addition to the larger community. The school employs multiple means of communication between school and its school families. ParentSquare continues to serve as a central means of communication between enrolled families and the school. This serves to channel direct communication 24/7 between families and the school. In this manner, families feel connected and the school provides a sense of community. Additionally, all teachers maintain a class communication platform, via ClassDojo, which serves as a platform for teachers to directly communicate information relative to parents and families of their students.  Monthly parent meetings are held to communicate various information to families. Areas of topic include updates regarding academic achievement, student led data driven events, family events, as well as collaborative meetings to discuss school wide initiatives and upcoming events.  The school endorses an open-door policy in which parents and families are encouraged and welcomed to volunteer and actively participate in various activities and events.	The Vista Heritage staff remains invested in fostering strong relationships between staff and families. In the 2023-24 school year all teachers will continue to maintain active communication via Parentsquare. Additionally, teachers will communicate weekly class information and updates regarding class activities and schoolwide events via a weekly newsletter. Newsletters will be distributed to families, weekly. Soft copies will be emailed to parents and families by Sunday evening, and a hard copy will be sent home to families on the first week upon return from the weekend. To increase communication with parents and families, a monthly newsletter will be sent home to highlight schoolwide initiatives and provide updates on varying schoolwide events and activities.  In June of 2023 Vista Heritage dedicated a full-time position to its first Community Schools Coordinator. This position will serve as a bridge between the school and external community partners to ensure the coordinator of programs, services and resources to improve the academic and social – emotional outcomes for students. This position will strive to manage existing partnerships, identify new partners, and monitor program quality and impact by using a data and results driven approach.	Vista Heritage will continue to connect to all families through parent classes and workshops aimed to address various topics. Parent interest surveys will be administered to gauge the interest of parents and families. Supporting families of English language learners and students with disabilities remains a high priority.  The Community Coordinator will remain committed to connecting the families within Vista Heritage to the larger Santa Ana community. Parent workshops encompassing topics on ways to support students with disabilities and English language learners will remain a priority.	Parent-teacher conferences were scheduled two times during the 22-23 school year. These meetings proved to be effective in providing a platform to engage parents and families in discussing student progress and collaborating on ways to enhance student achievement. Additionally, three iReady Diagnostic Family Data Chat events were held to provide teachers, students, and their families a platform to analyze iReady Diagnostic Data and discuss student plan goals and plans of action.  Additionally, each teacher utilizes ParentSquare to communicate with parents and families. The use of Class Dojo has also supported in establishing ongoing communication with parents and families relative to each classroom. Here, parents are able to receive updated academic progress, remain connected to classroom teachers and are informed of important dates and deadlines relative to each class.  Vista Heritage parents and families are encouraged to play an active role in the school and are frequently invited to attend school wide events and activities such as field day, Vista Family Nights, and Coffee with the Principal.	Vista Heritage parents and families are encouraged to play an active role in the school and are frequently invited to attend school wide events and activities such as Vista Family Nights, and Coffee with the Principal.	The implementation of parent classes and workshops will support Vista Heritage families by directly impacting student outcomes. Workshops conducted by the school’s intervention teacher, administrative and teaching staff will aim to enhance the direct support to families on how to actively engage students to drive data and increase academic achievement.	Parents and families are highly encouraged to join monthly parent and board meetings. Surveys continue to remain a best practice at Vista Heritage when making decisions impacting the school. The administration and staff also continue to endorse an open door policy and welcome parent and family input as part of the collaboration process.	Vista Heritage strives to incorporate all parent and families’ input when creating decisions that directly impact student learning. Monthly parent meetings will also be held throughout the school year to ensure ongoing communication and partnership among all educational partners. Varied parent meeting sessions will be offered to allow all families to participate. Morning, afternoon, and evening sessions will be offered via zoom and/or in person.  Maintaining a parent input corner in the front office and on the school’s website will serve as a means to encourage parent involvement. The Community Schools Coordinator will maintain an office space in the front office to allow for easy access to communicate with parents and families.  The school’s website will maintain a parent and family feedback and suggestion portal that will allow for 24/7 communication between the school and its community partners.	The Culture and Community Coordinator will aim to create opportunities for families to provide input and engage in the planning of school wide initiatives. Administering parent and family surveys will become common practice and will be used to drive any and all decision making.  In the summer of 2023 families will be welcomed to gather as a school community for informal meetings to collaborate on 2024 planning. Parent and family orientations will be held in August for all families. Meet and Greet will also serve as a positive launch to the school year in an effort to establish a strong partnership at the onset of the school year.	5	5	5	5	4	4	5	4	4	4	4	5	Met		12JUN2023	2023
30103060132910	College and Career Preparatory Academy	3	The number one strength of our program is the relationship between the teachers and students. This relationship, developed within a one-on-one setting, allows for informal assessments to take place that allow students to open up and discuss their needs and goals both academically and in life. By building this relationship teachers gain valuable insights into students needs to support them in alleviating barriers which then allows the students to focus on their academic endeavors. This relationship is vital in the success of our students moving forward.  To further support the needs of students in breaking down barriers that are hindering their academic achievement, the Community Resource Specialist (CRS) continues to work with students and teachers. The CRS has created and accessed regional networks of resources throughout Orange County for students to access to meet their basic needs, support students in connecting with community resources and following up with students. Through referrals from teachers and staff, the CRS connects CCPA students with community partners to ensure that they are taking advantage of resources available to them and will monitor the increased usage of services utilized by CCPA students. The CRS has monitored student needs and effectiveness by gathering data for student positive attendance rates and tracking students’ post-graduation data including students planning to enroll in college or work full- time. Currently, 32% of all CCPA students have requested and received individualized resources and support, and within this group, have collectively increased their overall ADA by 30%.  Additionally, 100% of CCPA students have been given information and resources on a weekly basis.	CCPA has strived to create an inviting space for student learning at their school sites and has developed resource centers at each site for family and student use. The Community Resource Specialist has also identified regional networks of resources throughout Orange County for students to access to meet their basic needs, support the students in connecting them with community resources and monitoring their participation for each school site. Continuing to focus on student and family’s needs, CCPA is in the process of organizing a new food pantry at the new regional office. While some supplies such as hygiene kits and diapers are provided out of the regional office, the dry goods portion of the pantry is still a work in progress to be opened in the near future.  This will continue to build relationships with students and their families breaking down barriers to enhance student academic achievement.  CCPA teaching staff members have between 18-25 years of experience working with at-promise students. This vast source of knowledge is the strongest attribute of the program. To build capacity for authentic relationships with families from diverse backgrounds, staff have been trained in best practices for creating a welcoming and inclusive school environment. CCPA has increased opportunities for parent/family participation throughout the school year. Parents/families have the option to attend School Advisory Committee meetings, DELAC/ELAC meetings, open houses, financial aid workshops, and College and Career Week and in collaboration with the Orange County Youth Center, they are providing services on site at three CCPA school locations.	To improve the engagement of underrepresented families, the school will align family engagement activities with culturally proficient practices and increase outreach efforts to underserved populations. A major concern expressed by our educational partners is the social-emotional well-being of our students during this time. As such, CCPA will focus on providing resources, strategies, and interventions to support engagement in learning and provide social-emotional consultation through Multi-Tiered System of Supports (MTSS) to support student achievement. To support the needs of students and their families, funding will continue to be allocated for a Community Resource Specialist. Follow-up surveys and responses will be collected throughout the school year to gather student feedback regarding connectedness to school, coping with stress, and questions to determine basic student needs to maintain the relationship between all school staff and students and families.	To build effective partnerships for learning, CCPA provides regular opportunities for students/families to meet with teachers to discuss students' academic progress and ways that parents can support their children's academic success at home. In addition, the School Counselor and the Project Liaison meet with students one-on-one to assure that students are on track to graduate and also provide support to students and families when choosing a career pathway and planning for college. CCPA creates an Individualized Career Education Service Plan (IECSP) that identifies student needs and sets goals to support student success. As a focus for improvement, CCPA will provide staff development to train teachers in best practices for working effectively with underrepresented families. The school Principal participates as a board member for both the Orange County Conservation Corps and California Job ChalleNGe program to further build bridges between these programs to ultimately lead to continued successful outcomes for CCPA students. Because of CCPA’s participation with educational partners, the number of school events has increased and overall have had more students attending events for the year. These events are held to continue to prepare students for college, career and life, while also breaking down barriers to support student achievement. Working with educational partners and federally-funded workforce partners continues to meet the needs of the young adult student population while strengthening the relationship amongst partners. A strength of the program has been the partnerships that have developed in a collaborative effort with the California National Guard, Orange County Youth Center’s Ready S.E.T. Go program and Long Beach City College, continue to provide educational services for young adults who are participating in the California Job ChalleNGe program. Students within this program are dual enrolled in classes at Long Beach City College and CCPA. With enhancements to online classes through the LMS platform, Edgenuity, CCPA has been able to provide positive outcomes and educational supports to meet the needs of these students. Upon successful completion of both programs, students earn their high school diploma and a certificate from Long Beach City College.	CCPA would like to see an increase in student participation in courses and classes to increase their college and career readiness. To increase student participation within school and their federally-funded workforce partner, a course has been being created that will include attending and participating in workshops provided by the partners and incorporating them into lessons with the teacher at the CCPA-CAJC site. For students not enrolled in the CAJC dual enrollment program, we will continue to make changes as needed to the course as workshops will need to be completed by students in person and scheduling and coordinating this for all students will need to be made so all students can take this elective course. This course will then support student interaction with the federally-funded workforce partners and cover basic job readiness skills to support certificate completion awards from their community partners. Additionally, CCPA will continue to focus efforts in helping students utilize resources with our educational partners, federally-funded workforce partners, and community resource specialist to help eliminate barriers that prevent them from completing their school work. Through examining our WASC Action Plan and planning for the mid-cycle report, along with evaluating LCAP needs for 2023-24 school year, it was determined a major need for our students was improving their social and emotional wellness. This need is not only reflected as a need with CCPA but with all students throughout the state.  CCPA will provide mental health services to support student’s social - emotional wellness in support of student achievement. It is our belief that providing mental health services will help to further break down these barriers. Another focus area for CCPA is building and maintaining partnerships with the Local Workforce Development Board (LWDB) through the awarding of the WIOA, Title II: Adult Education and Family Literacy Act (AEFLA) grant. CCPA has been awarded this grant for four-years, July 1, 2023–June 30, 2027. This funding allows CCPA to assist adults in obtaining a high school diploma and provides knowledge and skills necessary for adults to gain self-sufficiency, employment, and to be able to transition into advanced postsecondary and career programs.	Historically, 100% of CCPA students are at-promise formerly disengaged students and 82% of are classified as socio-economically disadvantaged. To this end all CCPA students will benefit from expanded learning opportunities that will help them attain their educational goals. Funding will be used to retain staff with extra duty hours and hiring support to provide direct services to the students. CCPA will provide all students expanded learning opportunities that will help them in attaining their educational goals through the Edgenuity learning recovery program for the 2023-24 school year as identified in the Expanded Learning Opportunities grant. To increase instructional learning time, CCPA will support students by providing more one-on-one support with educational paraeducators as well as tutoring options offered through Tutor.com that provides students access to tutoring 24/7. This one-on-one support will allow students access to tutors within CCPA, but also evening and weekend times with a virtual session with educators knowledgeable in over 250 subjects.   The Community Resource Specialist will continue to work with all students to support their needs in breaking down barriers and supporting their social-emotional well-being to increase and support student’s academic achievements. This position identified regional networks of resources throughout Orange County for students to access to meet their basic needs, support students in connecting with community resources and monitor their participation. While 100% of CCPA students have been given information and resources on a weekly basis, evaluations and assessments from the community resource specialist, along with teacher feedback, indicate that more students can benefit from receiving individualized triaged resources that only a licensed clinician could provide. Mental health services would provide an appropriate range of school-based wellness support services including assessing and evaluating student behavior as it relates to academic success and personal well-being, developing placements for the social and educational welfare of students, and providing crisis response as appropriate. The mental health service provider along with the community resource specialist, will then be able to monitor student needs and effectiveness by gathering data for student positive attendance rates and the usage of services utilized by CCPA students. In addition, CCPA’s marketing plan will aim to present local families information about CCPA to improve awareness of the program to all underrepresented families. Marketing initiatives includes a direct mailer to qualified households throughout Orange County, a re-designed website for easier use and information, and social media ads to potential students and families in the areas.	CCPA values and seeks out the input of students/parents on the school's continuous improvement efforts, and encourages families to participate in advisory committees such as the ELAC/DELAC meetings, School Advisory Committee meetings and LCAP surveys. The accessibility of these meetings is a strength for CCPA.  To facilitate participation by underrepresented families, advisory group meetings are held at times and locations preferred by students/parents, meetings are live-streamed and call-ins are available, interpretation is provided, transportation is available, and children's activities are offered. CCPA will continue to strive to improve by using the LCAP educational partner surveys to identify the needs of the students to increase participation at these events.	The School Advisory Committee continues to provide input, support and recommendations for the continued growth of the program, career preparation of students and opportunities for workforce training. To ensure involvement of our educational partners, CCPA’s School Advisory Committee elicits input from our community partners, local business executives, CCPA staff, students and parents. The School Advisory Committee represents an organizational and technical design to ensure CCPA remains a viable enterprise, with active and effective representation of interested parties supporting a successful educational program.	The School Advisory Committee represents the diverse interests of the students and staff that make up the local school community. In an effort to gather meaningful input from all educational partners, various methods of acquiring input was conducted.  Meetings via web-conferencing, phone calls, surveys online and over the phone in various languages, and committees were conducted to solicit input for use of funding to support student’s education recovery. Feedback from the community and staff during the OCBE board meetings where CCPA’s LCAP was presented also helps to inform the direction of the program.  Individuals wishing to provide input during those meetings joined virtually or submitted written comments via email. Overall, CCPA will continue to host meetings and reach out to all students to seek input by the following: • CCPA School Advisory Committee meeting held for public hearing and open to public comments, available through web-conferencing and phone call in. • DELAC meeting held for parent/student questions and feedback.  • Online surveys conducted to gather feedback from students, teachers, staff, educational partners and parents.  • Email and text survey to parents in English and Spanish. • Phone surveys conducted in English and Spanish for Parents. • Daily meetings with staff that discuss the Local Control and Accountability Plan. • Surveys/phone calls/meetings with educational partners from school administration, Project Liaison, SRTs, and Counselor on a weekly basis.	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
30103060133785	Oxford Preparatory Academy - Saddleback Valley	3	Oxford Preparatory Academy (OPA) has focused on building strong parent relationships at our school. Communication was especially important as we moved out of COVID-19 restrictions. We used technology to engage our students and families in 2-way communication for many events and to establish a welcoming environment for all of our families. When surveyed, 85% of our families agreed that OPA creates parent involvement opportunities and over 70% are aware of our parent education opportunities.	The focus area for improvement is continuing to build volunteer opportunities for our families now that COVID-19 restrictions have been lifted.	When surveyed, 85% of our families agreed that OPA creates parent involvement opportunities and over 70% are aware of our parent education opportunities. OPA staff is exploring more personalized approaches such as phone calls and email messaging directly to our underrepresented families in order to build stronger relationships between the school and families.	Oxford Preparatory Academy (OPA) has been focusing on partnering with families for many years. In-person meetings that had been occurring prior to the COVID-19 restrictions being in place, have been offered with an in-person and virtual component, as COVID-19 restrictions have been lifted. These adjustments have allowed OPA to maintain strong partnerships with families.	OPA will continue to focus with intention on building collaborative partnerships with all families, especially supporting families to understand and advocate for their own students.	OPA will work to encourage underrepresented families by reaching out by phone and email to create personal relationships and build partnerships to support the achievement of their children.	When surveyed, 80% of parents of Oxford Preparatory Academy (OPA) agreed that their input was sought for decision-making. Even during COVID-19 restrictions, OPA families virtually participated in PTA ( Honour Society), School Site Council, and DELAC (District English Language Advisory Committee). By using the digital platform in tandem with in-person meetings, we began to see an increase in participation for most of our parent engagement events. Additionally, OPA leadership continues to hold Town Hall Meetings to give families an opportunity to share their feedback in many areas, including policies and programs.	OPA's focus areas include increasing ways for meaningful participation, continued expansion of parent education opportunities, and continuing to consolidate communication from the school and organization.	OPA will improve the engagement of underrepresented families by increasing ways for meaningful participation, through targeted invitations via telephone and email communication.	4	5	4	5	4	5	5	4	5	4	5	4	Met		20JUN2023	2023
30103060133959	Unity Middle College High	3	A goal for the 23-24 school year will be to continue to build relationships with our school staff and families while creating opportunities for involvement and participation.	At a base level, our goal is to have every parent log into our Student Information system AND our family communication system so that we are able to accurately and effectively communicate with parents.	Working with our families and staff we will build in opportunities for families to participate that include their students such as Homecoming Events, Back to School Extravaganza, etc.	We have successfully partnered with several local businesses that include Santiago Canyon College, University Lab, Community Alliance and The Boys and Girls Club of Central Orange Coast Region.	Continue to grow and build on our partnerships. Layering on participation opportunities and increasing the number of students participating.	Unity will implement strategies to include underrepresented families that benefit the academic and social development of our students. Tapping into our family resources to include them in building our school community.	We successfully sent out two surveys this year and will build in multiple surveys for the 23-24 school year and create a goal for an 85% participation rate families, students and staff.	Increase attendance to our monthly parent meetings, share information more deliberately during our School Site Council meetings and provide support during our ELAC meetings.	We need to adequately communicate that we are having the above meetings and encourage parent participation so that parents are clear about the relationship that we are trying to build.	3	3	3	3	3	2	3	2	2	2	2	2	Not Met		23OCT2023	2023
30103060133983	Ednovate - Legacy College Prep.	3	Legacy College Prep has continued to leverage its now Parent Advisory Committee (PAC), English Language Advisory (ELAC), and Coffee with the Principal to engage our parents as partners this year. Elected members and involved parents meet quarterly and formally to provide important input and feedback on the governance and operation of Legacy College Prep and participate in school decisions through the PAC, and ELAC. These councils' agenda consists of analyzing data (academics, attendance, school budget implementation, English learner support and student wellness) and making recommendations to the school’s leadership for improving school-wide performance in the key indicators. In addition to these formal structures, all families continue to engage through monthly Coffee with the Principal meetings and provide their input at least quarterly, through our parent surveys. These councils provide an ongoing opportunity for two-way communication, engaging our parents as partners and consistent feedback between families and the school, including processes for parents to initiate desired activities, plan events, and provide input to the school’s leadership.  Our PAC continues to play a pivotal role in the school’s accountability to our students, families, and community. The PAC contributed to our Wellness Policy this year, reviewed Student Performance Data, and continues to review and provide guidance on where funds are needed.  Legacy College Prep English Learner Advisory Committee (“ELAC”) continues to provide input in advising Legacy College Prep and collaborating with the PAC on programs and services for English learners. The ELAC acts in an advisory capacity to advocate and ensure our ELL students' needs are met and supported. It is not a decision making body, but it is the voice of the English Learner community. This year our ELAC has provided feedback thus far on ELPAC data, our EL Needs assessment, Student Performance data, and LCAP.  Parents continue to be eager to engage and discuss the topics and information in our PAC/ELAC agendas and use this space to build their community, foster connections, and share their ideas and feedback with our school to make decisions. Communication with families has always been and continues to be a strength of Legacy College Prep. To date, monthly Coffee with the Principal's has an average of 50 or more families in-person and virtual attendance. We have also had an average of 95% attendance at Report Card Pick- Up this year. Furthermore, we launched our workshops for parents to learn more about topics such as mental health and drug awareness at a time that is more convenient for them.	Legacy College Prep has made significant strides in building relationships between school staff and families. Legacy College Prepis constantly working to improve and continuously grow. Some of the areas to improve are parent engagement and attendance. Parents are eager to engage in discussions and share their ideas and feedback with the school. Programs like the Parent Advisory Committee ( PAC), and English Language Advisory ( ELAC) have encouraged parents to build community, foster connections, and learn more about relevant topics. A priority is to enhance Legacy College Prep translation services during in-person meetings to encourage parent participation.   Additionally, Legacy College Prep plans to include testimonials and quotes from current parents who have found value in Legacy College Prep PAC & ELAC community spaces. Finally, Legacy College Prep aims to provide more specific details on the topics covered during Parent Workshops to entice more parents to attend these informative workshops. Lastly, we look to continue to expand the Parent Ambassadors Group to learn, and participate in community as well as civic engagement in the coming year.	At Legacy College Prep,, we are committed to creating a supportive and inclusive environment where everyone feels respected and valued. To achieve this goal, we always seek ways to engage with underrepresented families and make them feel like they are an integral part of our community. For instance, we offer a range of options to ensure that all families have equal access to our resources and services, such as resource/community fairs, wellness fairs, and easy accessibility to resources via text, email, or phone. Effective communication is vital to fostering stronger family-school partnerships, which, in turn, can lead to improved student outcomes. By prioritizing communication and taking extra steps to engage underrepresented families, we are working towards building a more inclusive and welcoming school community. We continue to grow in looking for consistent translation services for all meeting spaces, and continue to provide parent workshops in topics such as ELPAC testing, Financial Aid, College 101, and Mental Health Topics.	At Legacy College Prep we have created a school culture where parents and families are embraced as partners in the education of their children. East College Prep holds mandatory parent-teacher conferences every quarter. Legacy College Prep  communicates with parents about student progress on an ongoing basis as parents interact with teachers and administrators informally and by request, as well as through bi-weekly progress reports. In addition to school-initiated communications, parents have 24/7 real-time access to their child’s grades and attendance records through the Parent Portal of Legacy College Prep student information system, Illuminate, and  behavior information through Dean’s List. Additionally, we solicit regular feedback from families and students through bi-weekly network-wide check-in and satisfaction surveys. Before the start of the school year, parents/guardians are expected to a) attend an orientation and b) sign a copy of the Student/Parent Handbook: Guide to Thrive, indicating that they understand the Legacy College Prep philosophy, program, and outcomes and accept the “parent responsibilities” outlined therein. The Guide to Thrive encourages parents/guardians to fulfill the following “parent responsibilities”: Attend parent-teacher conferences every ten weeks Monitor homework assignments daily.  Provide time and space for their child to do homework each night Talk with their child about school Support the code of conduct, the dress code, and the homework policy of Legacy College Prep  Treat Legacy  College Prep School faculty and staff with respect	At Legacy College Prep, the school is working hard to ensure that students have the support and services they need to succeed. These resources include tutoring, counseling, and mentoring programs for students needing extra help. Through the 1:1 Chromebook program, students can also benefit from additional support, such as personalized tutoring opportunities, instructional aides, credit recovery and summer programs. Students can achieve their outcomes with these resources. Legacy College Prep continues to grow in providing diverse opportunities through clubs, sports, and events for each student. Legacy College Prep continues to expand its community partnerships to expand services, resources, and opportunities to achieve a wraparound approach for each student.	Through Legacy College Prep self-reflection, we have identified areas to support underrepresented families better and significantly impact student outcomes, particularly our low-income English learners and foster youth. To this end, Legacy College Prep has developed a culture team to provide further assistance and mental health support for all students experiencing trauma, grief, or other mental health issues. We recognize the importance of increasing student services and building awareness among our community. To achieve this, Legacy College Prep plans to continue to host student and parent workshops, events, and resource/wellness fairs to promote services and programs for our families. Our teachers also focus on strengthening social-emotional support strategies to ensure students have the safest and most supportive environment.	Legacy College Prep encourages parents to participate in school decisions through the Parent Advisory Council (PAC) and the English Language Advisory Committee (ELAC). Both groups offer continuous two-way communication and feedback opportunities between parents and the school to improve school-wide performance. The PAC and ELAC analyze dashboard data (academics, attendance, behavior, community service, and wellness) and make recommendations to the school’s leadership. For example, the PAC allows parents to initiate desired activities and plan events. Parents need to stay informed about ELAC and PAC meetings and processes, and Legacy College Prep staff ensures timely communication in both English and Spanish to maximize participation and involvement from parents.   Parents are also encouraged to: Attend parent workshops. Serve as volunteers. Assist in planning school events, and attending community events on behalf of the school. Meet with teachers as questions and concerns arise and attend student parent conferences. Attend monthly Coffee with the Principal meetings. Participate in our quarterly surveys Participate in our annual wellness survey Participate in our LCAP Public Hearing Participate in our English Learner Survey	Legacy College Prep believes that it is important to consider the areas where students may need continuous intervention or face unique circumstances impacting their academic performance. Legacy College Prep strongly believes in a collaborative approach that involves students, parents, teachers and school administrators to ensure everyone in the school community is involved in the school decision-making process. By working together in spaces like the Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals we can determine the best ways to support and help students achieve their goals. We are looking to expand on our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	As Legacy College Prep student population is mostly English Learners, Low Income, Foster Youth, and underrepresented communities our aspired improvements of working together in spaces of Parent Advisory Council (PAC), the English Language Advisory Committee (ELAC), and Coffee with principals determine the best ways to support our students achieve their goals. We look to expand our Parent Ambassadors Program and strengthen the school specific parents voice in partnership with the school. We are also looking forward to expanding our student voice in our committees, and standing meetings organizational wide. Lastly, we are expanding our community engagement team to elevate our customer service for our families, and build stronger connections to receive their input on decision making and improvement as we continue to move forward.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
30103060134056	Orange County Academy of Sciences and Arts	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include:  • Student Led Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available).  • Administer annual survey to parents, staff, and students.  • ParentSquare, a messaging tool is used to frequently with families to build support for positive student outcomes and to encourage families to attend school events.  • Host Coffee with the Principal and Parent Education once per month.  • School Tours hosted twice per month.  • Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment.  • Provide consistent communication through Parent Square email, phone calls, and text notification.  Send weekly announcements.  Post notification on Facebook. Send newsletters home every other week.  • Host family events like Meet Your Teacher, Back to School Night, Science Night, Literacy Night, Movie Night .  • Parents participate on the School Site Council (SSC) to advise the Board.  • Parents participate on the Parent Teacher Student Association (PTSA), the Multi-Tier System of Supports (MTSS) Site Leadership Team, and School Safety Committee.  • Teachers send a newsletter to families every week.   • Parent opportunities to volunteer at the Charter School or on field trips.  • Monthly Parent Training on Volunteerism by Principal.  • The Charter School’s website will be updated regularly, including the school’s calendar.  • School Counselor to meet with students and families.   • Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.   • The parents celebrate the presentations (Expos, Awards Assemblies, Inquiry Arc Night, Performing Arts Night, etc.) to witness their child sharing their academic hard work and achievement.  • Parents also serve on committees, lead community activities and initiatives throughout the year, and parents serve on the Charter School Board of Directors.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include:  • Work with parents to encourage stronger communication to ensure that the above strategies are effective.    • Ensure parents understand that discipline outcomes are private and cannot be shared by law.  • Encourage parents to take leadership roles on various committees.   • Ensure advertising about parent workshops on Understanding State  Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families.  The Charter School will continue to focus on having parents reach parents to empower families.  The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners in Spanish, Farsi, and Russian. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community.  To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.	The Charter School’s strengths and progress in Building Partnerships for Student  Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through Parent Square, the website, the newsletters, and partnerships through conferences, parent workshops, and family events.  The Charter School has developed partnerships with the PTSA, Beyond the STARS, and the Segerstrom Center for the Arts to include field trips to their theater as part of Inquiry Arc.  Students have enjoyed Things in Motion when the Segerstrom dancers came to OCASA.  OCASA’s PTSA runs Science Night, Literacy Night, Movie Night, End of Year Picnic, and Field Day.  The after-school program Beyond the Stars has clubs like Robotics, Garden Club, Nature Club, Science Club, as well as Music Classes, Strings, Piano, Drums, Choir, Band, and Guitar.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building more formal partnerships as part of our Inquiry Arc Expos.  For example, related to the content area the areas of inquiry arc and academic standards, like innovation, it would be nice to have someone from Space Hubble come to review students’ proposals.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families.  For families of English Learners, the Charter School will continue to provide translation services,  invite families to better understand the acquisition of the English language, and how to engage with the school.  For families of students with disabilities, the Charter School will engage with families during IEP  meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, monthly community meetings, PTSA Executive Board, one parent serving on the Board of Directors, and overall climate development.  Hiring includes several educational partners to ensure that future employees meet the qualifications and align to the Charter School’s mission.  Being able to gather that information in families' home language strengthens our work in this area.	The Charter School’s focus area for improvement in Seeking Input for DecisionMaking will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments.  Furthermore, the families will have additional opportunities to share information through monthly Coffee with the Principal community meetings.	The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making will be meeting for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.	5	4	5	5	5	5	5	4	4	4	5	4	Met		27JUN2023	2023
30103060134239	EPIC Charter (Excellence Performance Innovation Citizenship)	3	Based on the analysis of educational partner input and local data, EPIC’s current strengths and progress in building relationships between school staff and families starts with the individualized learning plan meeting at the beginning of the school year. Supervising teachers meet with each student and their parent/guardian to personalize a learning plan that fits the student’s learning style and academic achievement goals. EPIC teachers and staff are accessible to each student and family for support all throughout the school year. The personalization of learning and availability of support is a key strength in EPIC’s progress in building relationships between school staff and families.	Based on the analysis of educational partner input and local data, EPIC's focus area for improvement in Building Relationships Between School Staff and Families is to increase communications to families through emails, newsletters, and social media. EPIC will also increase the number of school information webinars families can view or/or attend.	Based on the analysis of educational partner input and local data, EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by increasing the touchpoints with identified families. EPIC will reach out to identified families more often to inform them of opportunities for engagement.	Based on the analysis of educational partner input and local data, EPIC’s current strengths and progress in building partnerships for student outcomes starts with the internal academic assessment, Measure of Academic Progress (MAP). The results of the MAP assessments help teacher customize learning plans for each student to focus on the biggest areas of learning opportunity for each student.	Based on the analysis of educational partner input and local data, EPIC's focus area for improvement in Building Partnerships for Student Outcomes is to increase opportunities for educational partners to provide feedback for improvement. EPIC will implement additional information gathering surveys and analyze data for ways to improve student outcomes.	Based on the analysis of educational partner input and local data, EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by providing additional ways for underrepresented families to provide feedback. EPIC will do a better job of proactively identifying these families and providing various engagement channels.	Based on the analysis of educational partner input and local data, EPIC’s current strengths and progress in seeking input for decision-making is working together as a team and providing the opportunity for all employees to have a voice in the operations of the school.	Based on the analysis of educational partner input and local data, EPIC's focus area for improvement in Seeking Input for Decision-Making is to increase opportunities for educational partners to provide feedback for improvement. EPIC will implement additional information gathering surveys and analyze data for ways to improve student outcomes.	Based on the analysis of educational partner input and local data, EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by providing additional ways for underrepresented families to provide feedback. EPIC will do a better job of proactively identifying these families and providing various engagement channels.	4	4	4	3	4	4	4	4	4	4	4	4	Met		23JUN2023	2023
30103060134288	Scholarship Prep - Orange County	3	Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, family education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant family trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for families to be a part of the educational process (especially through now offering virtual attendance at most events)	An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging families will be done through the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families.  Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings.	The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings as applicable.	The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of families that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	4	5	4	4	4	4	5	5	4	4	4	4	Met		13JUN2023	2023
30103060134841	Orange County Workforce Innovation High	3	Continued consistency and growth in educational partner engagement is a priority at Orange County Workforce Innovation High School (OCWIHS). The connection remains a strength of OCWIHS, with students and parents alike reporting feeling safe, informed, and connected. A student commented “The school makes me feel comfortable, safe, welcomed, and very happy. I always enjoy being at school because of the caring and loving teachers.” Regular parent meetings include Back to School Night, Parent-Teacher Conferences, and student and family celebrations. Communication is regularly shared with families through L4L Connect and Data+Design platforms. During Parent Advisory Committee and English Learner Advisory Committee meetings, local data is shared, input is requested, and feedback is obtained. Students had the following to say about our school’s efforts to build engagement and maintain connection: “The school communicates in every way possible via text, call, in-person meetings, and emails.” A parent similarly stated, “I am very pleased with the organization and structure of the school, this school caters to students like my son.” Another parent noted that our school’s strengths include “Community, Humanity, and Patience.” Similarly, all parents who completed our Annual Survey stated they would recommend our program to others.	Based on input and data analysis, OCWIHS would like to improve the number of participants who attend PAC and ELAC meetings. In order to provide accessible, sustained, and meaningful engagement opportunities for our educational partners, we plan to have focused topics such as college and career planning, mental health, social-emotional wellness, job placement and workforce development, and other topics that reflect the needs of our community. Suggestions for ways to improve in building relationships included “more community events,” “more programs,” and “more availability for counseling.”	OCWIHS continues to strive for improvement and increase in engagement for underrepresented families. To engage underrepresented families, OCWIHS plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, and visits to the home. OCWIHS has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves. Also, we expect to be able to reach a higher percentage of parents and families by providing incentives for participation such as raffles and prizes, awards and recognitions, and celebratory events.	Through the analysis of input from OCWIHS's educational partners, the strengths include students being supported in rigorous coursework, encouraged to graduate, and feeling connected to the staff. Student relationships are built on face-to-face interactions, virtual classroom experiences, and during small group instruction classes. A parent suggested that we continue to “listen to student's voice…to their ideas and needs” while students expressed suggestions such as “more availability for counseling” and “outside resources after high school.”	Based on input and data analysis, OCWIHS would like to improve the number of students who participate in small group instruction classes, student leadership, college and career events, workforce development activities, and mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	To engage underrepresented families and students, OCWIHS plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, and visits to the home. OCWIHS has seen when students are continuously engaged with communication from school-home, they are more engaged in their coursework, their attendance improves, and student-school relationships are strengthened.	OCWIHS engages its educational partners during the quarterly PAC and ELAC, annual surveys, and parent-teacher conferences where feedback is garnished, and local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, and updates posted in the school lobby.  Students stated that OCWIHS’s strengths in regards to seeking input for decision-making include “use of surveys and asking students/parents if they need help” and “the presentation and the connection to the parent and student.” A parent stated strengths to be “collaboration between students, parents, and teachers.”	Based on input and data analysis, OCWIHS would like to continue to improve the number of students and families who complete the annual survey to help inform the decision-making process. OCIWHS recognizes that increased completion of the annual survey will mean more representation of student and family voices which in turn will help guide and determine social-emotional support, improvements to programs and services, new courses, and academic support. Students' suggestions for improvement in seeking input for decision-making included “an anonymous box for students who are shy”, “more incentives” for participation, and to “continue to reach out to young thinkers.”	While OCWIHS has experienced great improvement and success with our PAC and ELAC Committee, we remain committed to building a solid foundation of diversity and representation. In order to engage underrepresented families, OCWIHS plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, and visits to the home. Encouraging active engagement that is truly reflective of our diverse educational community remains a priority, so we intend to encourage participation from our English Learners, special education, homeless, and foster youth families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		06JUN2023	2023
30103060134940	Citrus Springs Charter	3	One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, field trips, and school site council, and we communicate these opportunities to families.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals.	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference.	Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, weekly updates, and newsletters. All Springs caregivers are invited to take part in Parent Ignite! in which breakout sessions are offered on a variety of topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year.	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families. Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making.	We will increase our opportunities for family members to engage in advisory groups and decision-making, especially in seeking input from underrepresented groups in the community	In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Pupil Services and Homeless Youth Liaison to develop this plan.	4	5	4	5	4	4	4	4	3	3	4	4	Met		06JUN2023	2023
30103060137000	Vista Condor Global Academy	3	Vista Condor Global Academy is committed to fostering positive and productive relationships between the school and its educational partners including, but not limited to, staff, families, students, in addition to the larger community. The school employs multiple means of communication between school and its school families. ParentSquare continues to serve as a central means of communication between enrolled families and the school. This serves to channel direct communication 24/7 between families and the school. In this manner, families feel connected and the school provides a sense of community. Additionally, all teachers maintain a class communication platform, via ClassDojo, which serves as a platform for teachers to directly communicate information relative to parents and families of their students.  Monthly parent meetings are held to communicate various information to families. Areas of topic include updates regarding academic achievement, student led data driven events, family events, as well as collaborative meetings to discuss school-wide initiatives and upcoming events.  The school endorses an open-door policy in which parents and families are encouraged and welcomed to volunteer and actively participate in various activities and events.	The Vista Condor staff remains invested in fostering strong relationships between staff and families. In the 2023-24 school year all teachers will continue to maintain active communication via Class Dojo and Parentsquare. Teachers communicate weekly class information and updates regarding class activities and schoolwide events via a weekly newsletter. Newsletters will be distributed to families, weekly. Soft copies will be emailed to parents and families by Sunday evening, and a hard copy will be sent home to families on the first week upon return from the weekend. To increase communication with parents and families, a monthly newsletter will be sent home to highlight schoolwide initiatives and provide updates on varying school-wide events and activities.  Vista Condor is dedicating a full-time position who will serve as its first Community Schools Coordinator. This position will serve as a bridge between the school and external community partners to ensure the coordinator of programs, services and resources to improve the academic and social – emotional outcomes for students. This position will strive to manage existing partnerships, identify new partners, and monitor program quality and impact by using a data and results driven approach.	Vista Condor will continue to connect to all families through parenting classes and workshops aimed to address various topics. Parent interest surveys will be administered to gauge the interest of parents and families. Supporting families of English language learners and students with disabilities remains a high priority.  The Community Coordinator will remain committed to connecting the families within Vista Condor to the larger Santa Ana community.	Parent-teacher conferences were scheduled two times during the 22-23 school year. These meetings proved to be effective in providing a platform to engage parents and families in discussing student progress and collaborating on ways to enhance student achievement. Additionally, three iReady Diagnostic Family Data Chat events were held to provide teachers, students, and their families a platform to analyze iReady Diagnostic Data and discuss student plan goals and plans of action.  Additionally, each teacher utilizes ParentSquare to communicate with parents and families. The use of Class Dojo has also supported in establishing ongoing communication with parents and families relative to each classroom. Here, parents are able to receive updated academic progress, remain connected to classroom teachers and are informed of important dates and deadlines relative to each class.  Vista Condor parents and families are encouraged to play an active role in the school and are frequently invited to attend school wide events and activities such as field day, Vista Family Nights, and Coffee with the Principal.	Vista Condor remains committed to increasing opportunities to engage parents and families with supporting students. Forming strong partnerships through parent classes and workshops encompassing an array of interests and topics will be a goal for the 2023-24 school year. A focus of promoting literacy will be a priority for the 2023-24 school year. All classrooms will be equipped with libraries targeting readers, at their levels. All classes will aim to enhance mathematics instruction through the deliberate use of manipulatives in the classroom combined with strategically implementing small group instruction.	The implementation of parent classes and workshops will support Vista Condor families by directly impacting student outcomes. Workshops conducted by the school’s intervention teacher, administrative and teaching staff will aim to enhance the direct support to families on how to actively engage students to drive data and increase academic achievement.	Parents and families are highly encouraged to join monthly parent and board meetings. Surveys continue to remain a best practice at Vista Condor when making decisions impacting the school. The administration and staff also continue to endorse an open door policy and welcome parent and family input as part of the collaboration process.	Vista Condor strives to incorporate all parent and families’ input when creating decisions that directly impact student learning. Parents participate in School Site Council and Coffee with the Principal meetings in order to provide their input on school wide decisions as well.  Monthly parent meetings will also be held throughout the school year to ensure ongoing communication and partnership among all educational partners. Varied parent meeting sessions will be offered to allow all families to participate. Morning, afternoon, and evening sessions will be offered via zoom and/or in person.  Maintaining a parent input corner in the front office and on the school’s website will serve as a means to encourage parent involvement. The Community Schools Coordinator will maintain an office space in the front office to allow for easy access to communicate with parents and families.  The school’s website will maintain a parent and family feedback and suggestion portal that will allow for 24/7 communication between the school and its community partners.	The Culture and Community Coordinator will aim to create opportunities for families to provide input and engage in the planning of school wide initiatives. Administering parent and family surveys will become common practice and will be used to drive any and all decision making.  In the summer of 2023 families will be welcomed to gather as a school community for informal meetings to collaborate on 2024 planning. Parent and family orientations will be held in August for all families. Meet and Greet will also serve as a positive launch to the school year in an effort to establish a strong partnership at the onset of the school year.	5	5	5	5	4	4	5	4	4	4	4	5	Met		12JUN2023	2023
30103060137976	Tomorrow's Leadership Collaborative (TLC) Charter	3	School staff maintains regular communication and contact with families through multiple means: Aeries messages sent to all, parent-teacher conferences, school-wide events and celebrations, and classroom presentations and activities. Parents are encouraged to participate in community-building events such as Winter Program performance celebrations, Coffee with the Principal, and meetings of the TLC Community Association. To ensure all families are welcomed and able to take part, all meetings and notices are presented in Spanish and English, and on-site translators are available as well. Meetings, workshops, and activities are scheduled with working families in mind, with options for morning, afternoon, evening, and asynchronous opportunities made available to all.	Our LEA will focus on families as partners in ensuring student academic success moving forward. Input and survey data from families indicates that parents want to be a part of their students’ learning success and growth, especially following the years of school disruptions sur to the COVID-19 pandemic. Providing regular updates on academic progress, sharing strategies for supporting literacy and reading development, and offering opportunities for extended learning and intervention are areas to be addressed for improvement.	Our LEA will improve engagement of underrepresented families through school programming designed with the needs of families and students in mind.  For example, TLC will offer parent workshops on literacy development and support for learning at home. Families will be offered opportunities to engage with school staff in either English or Spanish at meetings and school events. Supplemental family supports such as regular food bank distribution, mental health resources and referrals, and support coordination led by the TLC Community Schools Coordinator (CSC) will improve engagement by addressing the most pressing issues families are facing as barriers to engagement. TLC will expand these opportunities as the CSC continues to develop partnerships with local partner organizations.	TLC provides ongoing professional development to all staff to ensure teachers are prepared to address the learning needs of students – including those with disabilities, English learners, and those facing learning challenges due to school disruptions over the last several years. In addition to daily reflection meetings of co-teachers, service providers, and paraprofessional support staff, all staff receive training in trauma-informed practices, restorative practices, and universal design for learning strategies and approaches to instruction. Through extended learning opportunities and daily intervention structures, students are offered multiple opportunities to address learning challenges throughout the school day.	Areas for improvement include literacy instruction for English language learners and students who perform below benchmark, math instruction for grade-level performance, and social emotional learning and support. Staff trainings will focus on these areas, and students and families will be provided with workshops, resources, and learning as well.	All families will be provided full access to information, trainings, and resources focused on student learning outcomes improvements – all meetings and communications will be provided in both Spanish and English, and meetings will be scheduled at times most convenient for working parents and families. All meetings will be recorded and shared with the school community to maximize participation, engagement, and access. Parents input will be sought regularly through surveys, Coffee with the Principal meetings, and classroom teacher meetings to ensure that all families are included as we build partnerships for student outcomes.	Our LEA seeks input through multiple means regularly throughout the school year through surveys, parent meetings and workshops, Coffee with the Principal presentations, invitations for meetings with teachers and administrators, and volunteer opportunities on site. The TLC Board of Directors includes a Parent Representative to ensure parents’ voice is included in decision-making in addition to the ELAC committee, Community Schools steering committee, and the Parent Advisory Council committee.	Our LEA will build upon our current strengths in engaging families in decision-making to include parent voices and involvement in our literacy initiatives moving forward. Regular communication with parents regarding student progress along literacy benchmarks is already provided through trimester report cards, internal benchmarks (i-Ready), and annual state testing. Moving forward, our LEA will work with parents to identify additional opportunities to bring parents in as partners in student learning through an understanding of literacy development, progress monitoring, and strategies for support at home and at school.	All families are included in surveys, meetings, and opportunities to engage at school, with full access to participation being ensured through Spanish language translation, scheduling for working parents, and multiple means for engagement with school staff and leadership. Current committees (ELAC, PAC, CCSPP Steering Committee) will continue, and our LEA will work with families to introduce additional workshops and committees for parents focused on literacy development, learning, and supporting academic success at home moving forward.	4	5	4	5	3	3	3	3	4	3	4	4	Met		20JUN2023	2023
30103060138800	Suncoast Preparatory Academy	3																						Not Met For Two or More Years			2023
30103060139352	Sycamore Creek Community Charter	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: -Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). -Administer annual survey to parents, staff, and students. -Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. -Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. -Provide consistent communication through Parent Square email, phone calls, and text notification.  Send weekly announcements.  Post notifications on Facebook. Send newsletters home every other week. -Host family events like Bingo Night and Back to School Night. -Parents participate on the Parent Community Council to advise the Board. -Teachers will utilize an application for daily/weekly to communicate with parents about their child.  -Opportunities to volunteer at the Charter School or on field trips. -The Charter School’s website will be updated regularly that will include the school’s calendar. -Counselor (Intern) to meet with students and families.  -Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.  -The parents celebrate the presentations and Festivals (Project Presentations, Music Assembly, etc.) to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and parents serve on the Charter School Board of Directors.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include: -Work with parents to encourage stronger communication to ensure that the above strategies are effective.   -Ensure advertising about parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families.  The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community.  To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through an application, the website, and the newsletter, and partnerships through conferences, parent workshops, and family events and festivals.  Our strengths in building relationships between school staff and families stem from open two-way communication. For families, being able to comfortably interact with our staff and other families helps strengthen our relationships. Finally, we host many events for families to connect with school such as monthly workshops, project presentation nights, and fairs. We are constantly striving to build relationships between school staff and families.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes increasing our test scores to include tutoring and intervention programs.  Also, we will continue to increase our attendance and reduce our chronic absenteeism rate by building partnerships with families to support the school community with the counselor intern, participation in activities and reaching out to families.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families.  For families of English Learners, the Charter School will continue to provide translation services,  invite families to better understand the acquisition of the English language, and how to engage with the school.  For families of students with disabilities, the Charter School will engage with families during IEP  meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, monthly community meetings, Parent Community Council, and overall climate development.  Hiring includes several educational partners to ensure that future employees meet the qualifications and align to the Charter School’s mission.	The Charter School’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments.  Furthermore, the families will have additional opportunities to share information through parent workshops, Parent Community Council, and Board of Director meetings.	The Charter School’s will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making will meeting for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.	5	5	4	4	4	4	4	4	4	4	4	5	Met		22JUN2023	2023
30103060139469	International School for Science and Culture	3	Our educational partners have had regular opportunities to provide suggestions and input with respect to how ISSAC should address the related issues of safety and educational progress. The ISSAC community voiced a specific need to address learning loss, through SEL, academic tutoring, hands-on STEM, the arts, and language development as the higher priorities. Parents: To solicit feedback from parents and closed family members ISSAC conducted multiple surveys and focus group interviews about their experiences returning to in-person instructions, what additional support is needed, and their schedule preference. These surveys were conducted in English and Spanish. ISSAC also hosted multiple Online Learning Orientations, which are two-way communications to provide the families with information about the upcoming school year, respond to their questions, and gather feedback on the school’s learning plan. Additionally, for the remaining families who had not been able to respond to the surveys nor had attended online orientations, ISSAC gathered feedback in person 1:1 when students and their families came to the school campus for materials distribution.  Parent teacher conferences are held twice per year. A Teacher Meet and Greet happened in the first week of school. Every 6 weeks, there is an opportunity for the teacher to connect with the families when they participate in the culminating event for the Project Based Learning. There are a large number of opportunities for interaction and a broad interface between staff and families.	Since the opportunities are being broadly made available to parents, we find that not all parents are able to take advantage of these opportunities. Parents who do not participate in PTO or school events due to busy schedule work hours, may be left out of the two-way communication. The school is making greater efforts to create these conversations during conference times or creating additional opportunities focused specifically on these families.	The school staff will develop the capacity to create connections and engage in 1:1 conversation with underrepresented families to understand their needs and to create opportunities for 2-way exchange. Offer school events in the late afternoon or early evenings to allow more participation. Even parents who are very busy will respond to a focused invitation with an agenda for discussion.	ISSAC partners with several educational partners to seek input from; which includes consultants, the charter's authorizer (Orange County Department of Education), California Department of Education, Lunch Program Consultants, SELPA, PTO and Local Community Colleges, two California universities, The Freedom Writers Foundation, and the City of Costa Mesa.	We want to create more task-focused connections with educational institutions in career technical education, health care skills for young people, and science subjects in general. We have begun with relationships with UCI Nursing, SUA Health Sciences, UC Davis Robotics, etc. We would like to build more connection with the community colleges for CTE and Coding & Programming.	ISSAC will invite parents from underrepresented families to be our partners in increasing the chances of successful outcomes for their students. We want their help to ensure together we and they are aligned on how to use, for example, the tutoring materials, for extra skills practice at home.	ISSAC hosts several opportunities to receive input for decision making, including 1:1 conversations with parents, Families and Students Surveys, monthly meeting with the school leadership, English Language Accountability Committee and School Site Council. ISSAC have three parents leading the ELAC and SSC respectively which meets several times a year to discuss and share their ideas and concerns which are input to the decision making process.	ISSAC would like to have more participation by parent during the official public hearings for LCAP, instructional materials, etc.	Parent Professional Development - ISSAC staff can offer topics that are related to the needs of the families, which should increase participation in the meetings. ISSAC will also actively engage in 1:1 outreach efforts to seek input for decision making.	5	5	5	4	5	5	5	5	5	5	5	5	Not Met For Two or More Years			2023
30103060139964	Orange County Classical Academy	3	Orange County Classical Academy (OCCA) has succeeded in cultivating parental involvement in the school community in a multitude of ways. OCCA has a large variety of different committees which parents and family members may choose to participate in, such as the Academic Advisory Council, Academic Committee, Safety Committee, Playground Committee, Property Committee, Fundraising Committee, and the Room Parents Committee. These allow families to be engaged in the school community within their particular areas of interest. In addition, current parent surveys and responses have shown that families are very satisfied with how OCCA has realized it’s mission for its students, its academic program, and the opportunities it provides for parental involvement. Other forms of communication that allow families to stay involved are through the monthly Coffee with the Headmaster, which is recorded and shared with all families, as well as the weekly Eagle News newsletter which lists important dates and announcements.	From our surveys and outreach to parents there is an opportunity to improve clarity of communications to our parent community. Much of that improvement has already taken place as we are refining the informational format of the Eagle News newsletter, clarifying policy on use of our parent communications platform, ParentSquare, and including more regular communications from our School Board to the parent community via ParentSquare.	In addition to providing parent training in our curriculum and the classical education philosophy, we offer supports on how to better assist students at home and we plan on building further on that program. In addition, we continue to receive specific feedback from SPED Parent Engagement Meetings and the EL Parent Engagement Meetings so that we can inform future year planning to continually improve our programs and supports.	OCCA’s current strengths in this area of building partnerships include having an “open door policy” for all parents and families to address concerns or to ask questions. We have been very prompt in responding to any parent concerns or questions, and this timeliness of response has been beneficial in creating trusting partnerships with parents. OCCA has a robust family handbook, and the policies are also located on the website so families can reference these at any time. The entire staff have been provided with multiple professional development opportunities in creating and maintaining goals around family engagement, as well as how to hold difficult conversations properly. We have consistently held parent conferences and have held more IEP-related meetings than would typically be considered necessary to support our Special Education students.	Parental education in classical education continues to be an area of growth for us, to better connect our parents to our Mission and Vision, and to better equip them to support their children at home. This last year we found the highly interactive format of Socratic seminars on important educational topics with our parents proved very successful, and we plan to build on that success. As we continue this parental education, we look for more resources to provide to our families so that they can continue to support the success of their child.	We continue to provide opportunities for specific feedback from our SPED and EL parent community, through venues such as SPED and EL Parent Engagement Committees and plan on continuing to build on the success of those programs.	OCCA’s strengths lie in the fact that there are so many different parent committees through which family members can join and provide input. In all of the committee meetings mentioned previously, family members are able to voice their ideas and address concerns directly with our leadership team. This is also supported by our “open door policy,” and we make sure parents and families know they can address their concerns and questions with us at any time. Parents have also taken surveys throughout the year based on their satisfaction and understanding of our policies and Mission/Vision. We also provide specific meetings for underrepresented groups of students and families to get their input through our SPED parent engagement meeting and EL parent engagement meeting.	We continue to focus on areas for improvement such as dedicating more attention to effective communications and resources to obtaining more specific parental feedback. This year, we implemented an all-encompassing parent survey that specifically requested ideas for improvement specifically from those parents who felt OCCA was not meeting any of the areas covered in the survey. Moving forward, we plan to continue to explore further opportunities to engage parents through group-specific surveys within the school community and also in parental committees, so that we have more specific information about what parents think and actionable ideas for continual improvement.	Through our continuing out-reach through our SPED and EL Parent Engagement Committees, we plan to formulate parental feedback into actional goals going forward with the objective to continually improve and effectively sustain our SPED and EL student supports.	5	5	5	4	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
30103060140822	Irvine International Academy	3	The school has made progress in developing the capacity of staff (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families. Here are some ways the school has achieved this:  1. The school provides ongoing professional development opportunities for administrators, teachers, and classified staff, focusing on effective family engagement strategies. These training sessions cover topics such as communication skills, cultural sensitivity, and building trust with families.  2. Staff members receive training on cultural competency to better understand and appreciate the diverse backgrounds and experiences of the families they interact with. This training helps staff members approach interactions with families in a more inclusive and respectful manner.  3. Language support services, such as interpreters or translated materials, are available to assist staff members in overcoming language barriers when communicating with families who have limited English proficiency. This ensures effective and meaningful communication between staff and families.  4. The school implements specific programs or initiatives to foster family engagement, including family workshops, parent-teacher conferences, and family learning opportunities. These events provide platforms for staff and families to interact, share information, and build relationships.  5. Families are involved in decision-making processes, with parents invited to serve on committees or advisory boards, provide input on school policies and programs, and actively participate in the development and review of the school's goals and plans.  6. Staff members are trained on effective communication strategies that promote positive and respectful interactions with families. This includes active listening, maintaining clear and open communication channels, and providing regular updates on students' progress and school activities.  7. The school organizes events or activities to bring staff and families together in a relaxed and informal setting, fostering positive relationships, trust, and mutual understanding.	Our school can improve in how we communicate students' current level of performance by implementing a comprehensive and easily understandable progress reporting system. Here are some steps we are taking:  1. Develop clear and concise progress reports: We will create a standardized format that clearly communicates each student's current level of performance in key subject areas or skill areas. We will use straightforward language, avoiding jargon or technical terms that may confuse parents.  2. Provide individualized feedback: We will offer personalized feedback for each student, highlighting their strengths, areas for improvement, and specific actions parents can take to support their child's learning and development. This feedback will be specific, actionable, and focused on the individual needs of the student.  3. Implement interactive online platforms: We will introduce an online platform or student information system that allows parents to access their child's academic information, including grades, assignments, and progress reports, in real-time. This will promote transparency and enable parents to track their child's performance regularly.  4. Ensure language accessibility: We will provide progress reports and communication materials in languages that are accessible to all families. We will translate important information into languages spoken by the diverse communities within our school population to foster inclusivity and effective communication.  5. Organize parent education workshops: We will arrange workshops or training sessions for parents to help them understand how to interpret progress reports, monitor their child's academic progress, and support their learning at home. These workshops will empower parents to actively engage in their child's education.  By implementing these strategies, our school can improve the clarity, accessibility, and effectiveness of communicating students' current level of performance, fostering stronger partnerships between educators and families.	Improving the engagement of underrepresented families is a priority for our school, and we are committed to creating an inclusive and welcoming environment for all families. Here are some of the strategies we are implementing to achieve this goal:  1. **Culturally Relevant Communication:** We understand that effective communication is essential. We will make efforts to communicate with underrepresented families in ways that are culturally sensitive and relevant. This might include translating important documents into different languages, using visual aids, and employing diverse communication channels such as text messages, emails, and phone calls.  2. **Family Liaisons:** We are appointing family liaisons who will serve as points of contact for underrepresented families. These liaisons will facilitate communication between the school and families, helping to bridge any language or cultural gaps. They will also ensure that families are aware of important events, workshops, and resources.  3. **Inclusive Curriculum and Events:** We are committed to integrating diverse perspectives into our curriculum and school events. By incorporating materials and activities that celebrate different cultures and backgrounds, we aim to make underrepresented families feel valued and represented within the school community.  4. **Family Workshops and Events:** We will organize workshops and events specifically designed to involve underrepresented families in their children's education. These sessions might cover topics like navigating the education system, providing academic support at home, and understanding college and career pathways.  5. **Feedback Mechanisms:** We value input from all families and will establish channels for feedback and suggestions. By actively seeking input from underrepresented families, we can continuously adapt our strategies to better meet their needs.  6. **Celebrating Diversity:** We will celebrate the diversity of our school community through events like cultural festivals, heritage months, and international days. These celebrations will provide opportunities for families to share their traditions and learn from one another.  Improving the engagement of underrepresented families is an ongoing process, and we are committed to working collaboratively with all families to create a school environment that embraces diversity, fosters meaningful connections, and supports the success of every student.	At IIA family and parental involvement are crucial for the well-rounded development of children. Our families are engaged and actively participate in their children's education through Parent Teacher Organization (PTO), monthly meetings with the principal, through ParentSquare and Class Dojo, regular parent teacher conferences, and parent workshops. All these things create a positive impact on the overall school climate and lead to improved academic outcomes. Recognizing the importance of family involvement, IIA acknowledges that families, particularly those who are first-generation Chinese immigrants, may face language barriers when interacting with the school.	A focus area for improvement is parent participation in these offerings.  Currently, the average attendance of parents at school and family meetings stands at 30-40 parents. However, IIA aims to enhance this number significantly in order to foster a strong sense of community where families actively participate and learn alongside their children. By increasing family engagement, we can build a collaborative environment that empowers parents to be actively involved in their children's educational journey.	Improving the engagement of underrepresented families is a priority for our school, and we are committed to creating an inclusive and welcoming environment for all families. Here are some of the strategies we are implementing to improve our efforts in building partnerships for student outcomes:  1. **Culturally Relevant Communication:** We understand that effective communication is essential. We will make efforts to communicate with underrepresented families in ways that are culturally sensitive and relevant. This might include translating important documents into different languages, using visual aids, and employing diverse communication channels such as text messages, emails, and phone calls.  2. **Family Liaisons:** We are appointing family liaisons who will serve as points of contact for underrepresented families. These liaisons will facilitate communication between the school and families, helping to bridge any language or cultural gaps. They will also ensure that families are aware of important events, workshops, and resources.   3. **Family Workshops and Events:** We will organize workshops and events specifically designed to involve underrepresented families in their children's education. These sessions might cover topics like navigating the education system, providing academic support at home, and understanding college and career pathways.  4. **Feedback Mechanisms:** We value input from all families and will establish channels for feedback and suggestions. By actively seeking input from underrepresented families, we can continuously adapt our strategies to better meet their needs.   Improving the engagement of underrepresented families is an ongoing process, and we are committed to working collaboratively with all families to create a school environment that embraces diversity, fosters meaningful connections, and supports the success of every student.	"Our school involves families in decision-making through various avenues, including:  1. Coffee with the Principal: We organize regular ""Coffee with the Principal"" sessions where families have the opportunity to meet with the principal in an informal setting. These sessions provide a platform for open dialogue, allowing parents to voice their opinions, ask questions, and provide input on school-related matters.  2. Parent-Teacher Organization (PTO): Our school has an active Parent-Teacher Organization that serves as a channel for parents to contribute to decision-making processes. The PTO organizes meetings, events, and fundraisers, fostering collaboration between families and educators. Through the PTO, parents have the opportunity to provide feedback, suggest ideas, and actively participate in shaping school policies and programs.  3. Open Door Policy: The principal maintains an open-door policy, welcoming families to meet with him at any time. This accessibility allows parents to share their concerns, provide suggestions, or seek clarification on school-related matters. The principal's willingness to listen and engage in conversations with families promotes a sense of partnership and inclusivity.  4. Parent Surveys through ParentSquare: We use the ParentSquare platform to conduct regular parent surveys, seeking feedback on various aspects of school operations, policies, and initiatives. These surveys provide an opportunity for families to express their opinions, preferences, and concerns, enabling them to play an active role in decision-making processes.  5. Annual Family Surveys: Our school conducts annual family surveys to gather comprehensive feedback from parents. These surveys cover a wide range of topics, including academic programs, extracurricular activities, communication methods, and overall school climate. The input collected from these surveys informs decision-making processes and helps us better meet the needs and expectations of our families."	By involving families in decision-making through platforms such as Coffee with the Principal, the Parent-Teacher Organization, the principal's open-door policy, and parent surveys conducted via ParentSquare and annual family surveys, our school fosters a collaborative and inclusive environment where parents have a voice in shaping the educational journey of their children.  These are our next steps to improve the engagement of underrepresented families:  1. Conduct an assessment: Assess the current level of engagement and representation of underrepresented families within the school community to identify specific areas that require improvement.  2. Develop an action plan: Create a comprehensive action plan that outlines specific goals, strategies, and timelines for enhancing the engagement of underrepresented families. Assign clear responsibilities and establish accountability for the implementation of these strategies.  3. Provide professional development: Offer professional development opportunities to staff members focused on cultural competency, effective communication strategies, and engaging underrepresented families. This will equip staff with the necessary skills and knowledge to foster meaningful connections.  4. Enhance communication channels: Evaluate and improve existing communication channels to ensure they are accessible, culturally sensitive, and responsive to the needs of underrepresented families. Consider diverse formats such as multilingual newsletters, text messaging services, or social media platforms.  5. Monitor and evaluate progress: Regularly monitor and evaluate the effectiveness of the implemented strategies to gauge their impact on the engagement of underrepresented families. Collect feedback from families, measure participation rates, and make adjustments as necessary to continuously improve engagement efforts.  By taking these next steps, your school can make significant progress in enhancing the engagement of underrepresented families, creating an inclusive and supportive educational environment for all students and their families.	By involving families in decision-making through platforms such as Coffee with the Principal, the Parent-Teacher Organization, the principal's open-door policy, and parent surveys conducted via ParentSquare and annual family surveys, our school fosters a collaborative and inclusive environment where parents have a voice in shaping the educational journey of their children.  These are our next steps to improve the engagement of underrepresented families:  1. Conduct an assessment: Assess the current level of engagement and representation of underrepresented families within the school community to identify specific areas that require improvement.  2. Develop an action plan: Create a comprehensive action plan that outlines specific goals, strategies, and timelines for enhancing the engagement of underrepresented families. Assign clear responsibilities and establish accountability for the implementation of these strategies.  3. Provide professional development: Offer professional development opportunities to staff members focused on cultural competency, effective communication strategies, and engaging underrepresented families. This will equip staff with the necessary skills and knowledge to foster meaningful connections.  4. Enhance communication channels: Evaluate and improve existing communication channels to ensure they are accessible, culturally sensitive, and responsive to the needs of underrepresented families. Consider diverse formats such as multilingual newsletters, text messaging services, or social media platforms.  5. Monitor and evaluate progress: Regularly monitor and evaluate the effectiveness of the implemented strategies to gauge their impact on the engagement of underrepresented families. Collect feedback from families, measure participation rates, and make adjustments as necessary to continuously improve engagement efforts.  By taking these next steps, your school can make significant progress in enhancing the engagement of underrepresented families, creating an inclusive and supportive educational environment for all students and their families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		30JUN2023	2023
30103060141978	Vista Meridian Global Academy	3																						Not Met For Two or More Years			2023
30103060142026	Oxford Preparatory Academy - Middle	3																						Not Met For Two or More Years			2023
30103060142224	California Republic Leadership Academy Capistrano	3																						Not Met For Two or More Years			2023
30103063030723	OCSA	3																						Not Met For Two or More Years			2023
30647660000000	Lowell Joint	3	When asked to rate the statement “Our staff provides a high level of service for my student and my family”, 94% of families Agree or Strongly Agree, which is up 2% from last year.  96% of families responding to the survey Agree or Strongly Agree with the statement “Our school is friendly, pleasant, respectful, and welcoming” with 94% for the statement “Our staff makes parents feel welcome and part of our school”.  In addition to comments made, these are strong indicators of the positive relationships that exist between Lowell Joint staff and families. Many of the staff in Lowell Joint are families within the community and approximately 25% of families responding to the survey have had multiple generations attend Lowell schools.	There continues to be a desire to support students with resources with well over 50% continuing to qualify for Free/Reduced lunch. Food insecurities, loss of employment, and other issues related to the pandemic continue to fuel a desire to understand trauma-informed care as it relates to our staff and working with students and families along with additional strategies for behavioral issues in the classroom. This will be an area of focus as the District continues to add to overall supports around Social Emotional Learning and mental health. It’s clear that families feel welcomed by staff, and this added layer will hopefully move families to deeper levels of involvement.	The District has small pockets of languages other than Spanish, so we are exploring tools to better survey families in their native language where possible to determine strategies to increase overall engagement for our non or limited English families. The increased offerings for before and after school provide additional avenues to connect with parents around family needs that can support decisions about programming since ELOP targets our Unduplicated Pupil count (English Learners, Foster Youth, and Free/Reduced Lunch). We purchased additional headsets to provide in-time translation for families at parent meetings and are working with bilingual aides in capitalizing on their relationships with families to provide additional assistance at meetings.	Families are very connected to student outcomes and ongoing communication around student progress. 95% of survey respondents feel that Lowell Joint provides a strong, core academic instructional program with over 94% Agreeing/Strongly Agreeing that the program is balanced in terms of core course offerings (language arts, mathematics, science, social studies, art, music, physical education, etc.). Both these are slightly higher than last year.	An area for continued growth, confirmed by both survey data and in input meetings, is supporting enrichment and rigor for our GATE students. We are finishing the certification of all teachers in GATE with only about 30 teachers left across the district for the 2023-2024 school year. All 2nd graders were given a universal screener as one measure in identifying giftedness, and we added a 4th grade screener this year. As teachers increase focus on depth and complexity in the classroom, additional enrichment opportunities are being developed to address this need. When asked about opportunities for students to work above grade level, 65% of respondents Agree/Strongly Agree (up 2%) This speaks to the need to both increase opportunities and communicate with parents around services in support of our gifted and talented students.	The Educational Services department has worked diligently to ensure that the identification process for gifted and talented services is all-inclusive. Using multiple measures with an opt out model for universal screening ensures access for all students as a baseline. Nonverbal elements to the assessment will help control for language issues in our English learners. Measures for creativity and leadership will also help widen the net for including students in the identification process. Training all teachers has been a vital part of the overall plan to ensure that teachers recognize the elements of giftedness regardless of formal identification. This includes our primary teachers in grades TK-2nd before students are even formally assessed as well as upper grade teachers for those students who demonstrate giftedness after formal identification. A Universal Screener for 4th grade was added this year for students entering the district after 2nd grade and for those not identified initially.  All of this is designed to ensure that students traditionally underrepresented in GATE programs are having their needs met through a robust system of support.	Each year, a Parent Survey is conducted in the spring to monitor parent engagement and obtain feedback from parents related to state priorities and local indicators as they align with both district and school goals within the Local Control Accountability Plan (LCAP) at the district level and the School Plan for Student Achievement (SPSA) at the site level. The survey was created to align with state and local priorities in six areas: Student Achievement/Course Access, Student Engagement, School Climate, Basic Services, Implementation of State Standards, Parent and Family Engagement. There is a section specific to parents of English Learners, and the survey is provided in both Spanish and English. While it is sent electronically, hard copies are always available on site for a family if needed. In addition to the LCAP Parent Advisory Committee, district personnel attended PTA meetings for each site to review the LCAP and ask for input from parents for determining actions and priorities in meeting the needs of students in Lowell Joint. The Superintendent meets regularly with the PTA as well. A section of the Parent Survey targets Parent and Family Engagement specifically. Over 99% have electronic devices to receive digital communication with 96% who Agree or Strongly Agree that the schools provide a variety of ongoing communication to inform parents about their student’s academic progress. The survey was designed by LJSD to align with specific areas of the Local Control Accountability Plan (LCAP) to measure progress on both state priorities and District goals. Results of the Parent Survey are shared with the Board annually in September, and the Principals are given site specific data to plan for parent and family engagement. There is an open-ended section on the survey for input related to the goals within the LCAP in addition to the face-to-face opportunities for parents to speak into the decision making process at both the site and district levels. Bilingual aides called an additional 50+ English learner families (over 20% of the EL population) to ensure representation in addition to DELAC input and other UPP parents on both district committees and in the PTA.	When asked if parents and families are aware of and have multiple opportunities to be involved in their child's educational experience, 95% of respondents Agree or Strongly Agree. This is up 7% from the 2022 survey. There were 665 responses to the survey in addition to input from various Engaged Partner meetings. We had fewer parents attend the LCAP Advisory and Parent Advisory Committee meetings although we had high numbers for the PTA meetings in terms of getting parental input.	As mentioned above, the District has focused on reaching out to families above and beyond the general lines of communication to ensure input in the decision-making process. As things are normalizing after COVID, the goal would be to work collaboratively with engaged parents and staff members to identify ways to increase involvement and encourage partnership with our underrepresented families. For example, the District has small pockets of languages other than Spanish, so we are working on ways to survey families in their native language where possible to determine strategies to increase overall engagement for our English learners. The increased offerings for before and after school provide additional avenues to connect with parents around family needs that can support decisions about programming.	5	5	3	3	3	4	5	4	3	3	4	3	Met		26JUN2023	2023
30664230000000	Anaheim Elementary	3	District wide focus to make families feel welcome continue to be strengths for administrators and teachers.	The addition of Parent Square is a strong communication tool.  An area of focus is to offer workshops to ensure all parents can effectively use the platform.	Reach out to parents who are not normally engaged and personally invite them to events.  Continue the improvement efforts to meaningfully engage parents of special education students and make the written information AESD provides them more comprehensible.	District effectively provides parents with PD opportunities and resources.  The provision of tools & information for supporting student learning and SEL for parents is a particular strength.	Opportunity for growth in the communication to parents about PD opportunities.  Increased personal outreach will facilitate more representation across all schools in school and district workshops/meetings.	Overall, the communication to parents is strong, there is room for growth in general, and in particular with regard to parents of SDC students.	District’s effectiveness in building the capacity of parents in advisory groups and decision making committees is a particular strength.  Parents understand their roles and the language used to conduct the related business.	There has been an increase in the number of new site FACES. As such, there is a need to build the capacity of FACES to use the tools that are available to them to recruit and maintain parent engagement.  Perhaps Parent Square messages include a photo of the person who sent it to build recognition of school contacts.	There is a need to reach out more to underrepresented families through a concerted effort of site administration and FACES.	4	4	4	4	4	5	4	4	4	4	4	4	Met		14JUN2023	2023
30664230131417	Vibrant Minds Charter	3	Vibrant Minds Charter School (VMCS) is built on the concept of co-creation in which staff and families work together to implement a high quality learning experience for our scholars in Grades TK-6. Because our school's existence is dependent upon parents choosing to enroll their scholars in VMCS, we are very serious about maintaining an authentic home/school partnership. We endeavor to be a school families love. Our co-creation process requires a reduced distinction between staff and families so all perspectives are equally heard, honored, and taken into consideration. This is helped by the fact that out of 52 staff members, 15 (29%) of them have one or more scholars attending our school. Typically, the parents were recruited and hired for different roles after they enrolled their scholars in our school. The dual role of staff member/parent has greatly diminished the possible divide between the school staff and families.  Vibrant Minds Charter School is both a school and a district with an enrollment of 240 scholars. In the 2022-2023 school year, 95 families had a single scholar enrolled in our school and 65 families had from two to five siblings enrolled. There was a total of 145 scholars with siblings. Therefore, the actual number of families engaged in our school was 160. This small number of families supports a highly personalized home/school relationship in which parents are known on a first name basis, and no one is “invisible” at our school. The development of authentic partnerships with families is easier because of our smallness.	"Typically, numerous activities and events are scheduled to build relationships between the school staff and families. Unfortunately, some of these events were curtailed during the first half of the 2021-22 school year due to concerns about COVID-19. We still had an outside Kick-Off Event at the beginning of the school year for new families, but Back-to-School Night was done remotely. When it was determined it was sufficiently safe to resume our family events, we had a Baba the Storyteller Night, two ""Lunch with a Loved One"" events, the Labrador Gala, Snow Day, Family Concert Night with the Pacific Symphony, Pandora's Box Play, musical performances, and Open House. These events were well attended, and this was a strong indication that our families were ready to reengage with our school. During the 2022-23 school year, we built upon this momentum with great success and had strong attendance at all of our traditional events. This included a second annual end-of-year camping event at Silverwood Lake for two nights, which involved over 100 staff and family members. Our events build strong bonds between staff and families."	For the 2023-24 school year, our goal is to continue offering all of the school staff and family events to build upon our strong home-school connection, including connecting with what would be defined as our underrepresented families. For our school, this would equate to our parents who are limited in their English acquisition. Because many of our staff members are bilingual (i.e., 40% bilingual English/Spanish and 6% bilingual English/Other), language does not pose an insurmountable barrier to our connections with our families. As a charter public school serving many families in Central Anaheim, which is predominantly Hispanic, we are dependent upon our diverse parents choosing our school vs. enrolling in a neighborhood traditional public school. So much of our enrollment is based on a relationship of mutual respect between school staff and families. Then, the parents share their belief in and positive experiences with Vibrant Minds Charter School with other parents, which results in a strong enrollment and a lengthy waiting list. The one area in which we wish to grow is the parents of English Learners involvement in our English Learner Advisory Committee.	Building Relationships between School Staff and Families is essential to Building Partnerships for Student Outcomes, which represents a higher level of engagement that is inclusive of families and outside entities. For families, it involves parents sharing in the responsibility for their scholars' academic progress and social-emotional health. For outside entities, it involves VMCS establishing partnerships with other organizations in support of the scholars we serve.  In terms of families, one of the unintended benefits of the forced implementation of a distance learning model due to the COVID-19 pandemic was the level of transparency when it came to providing families with information and resources to support scholar learning and development in the home. Because we were delivering daily instruction to our scholars’ homes via Zoom, our parents were able to see our scholars and teachers in action. We also integrated many Internet-based learning resources, which we continue to use during in-person instruction. Our parents developed a foundation of information and resources to support their scholars while learning occurred at home, and we built upon this base during the 2021-22 and 2022-23 school years. Additionally, we coordinated a series of parent sessions to support our scholars’ social-emotional well-being since there were many indicators that this was an area of need.  During the COVID-19 pandemic and beyond, many outside organizations generously offered support services. We worked directly with Biola University, Chapman University, and San Diego State University to provide academic tutoring and to infuse technology into instruction during distance learning. We also had tutors from Hope Builders. Over the last two school years, we partnered with the Latino Health Access and Skills in Real Life providers to support the social-emotional well-being of our scholars through the development of scholar mental health ambassadors and parent workshops. We also had the support of Chapman University for hearing, CHOC for first aid, Healthy Smiles for dental care, and UCI for vision. Additionally, we partnered with the Pacific Symphony via the Class Act Grant, and our scholars were enriched by a quality music experience. In truth, there are many opportunities for community partnerships.	We are a recipient of the California Community School Partnership Program (CCSPP): Planning Grant beginning in the 2023-24 school year. Up to this point, we have been open to most partnerships that come our way. However, we would like to become more strategic in our formation of partnerships for increased efficiency and effectiveness. This will require us to be clearer on how we define a community school, more intentional in selecting partners that will authentically help us in our endeavors, and more coordinated in how we track the academic, social-emotional, and physical health benefits for our scholars, as well as support for our parents.	Key areas of support that our underrepresented families request include English skills, job training (including technical skills), and guidance as to help their scholars with homework. In the post-pandemic world, social-emotional support for our scholars and parents also seems critical. Because of the elementary setting of VMCS, the offering of family therapy would be helpful. Developing support in and partnerships for each of these areas will be a focus for 2023-24.	All staff members are aware of the need to engage families in advisory groups and with decision-making. This is in alignment with Vibrant Minds Charter School’s (VMCS's) philosophy of engaging all stakeholders in the co-creation of our school. All voices matter in all meetings with no distinction between the voices of the parents and staff. As mentioned previously, this comes naturally in a school in which 29% of the staff members are also parents.  The School Site Council (SSC) meets on a monthly basis. The meetings are scheduled the week prior to VMCS Board Meetings so the SSC can present to and influence the decisions of the Board. The elected members are composed of four parents who are elected by parents and four staff members who are elected by staff members. In the By-Laws for SSC, it is stated that the President and Vice President of SSC must be parents.  F.A.S.T. (Family and Staff Team) is equivalent to most school's PTA (Parent Teacher Association). The active members of this organization are primarily parents, some of whom play dual-roles of parent/staff member at VMCS, as well as a site administrator. However, we perceive all members of the VMCS school community to be members of F.A.S.T. This organization coordinates fundraisers for the school, as well as special events to bring our school community closer. While COVID-19 made it difficult for F.A.S.T. to function effectively in 2020-21 and 2021-22, it regained its momentum during the 2022-23 school year.   Beginning in the 2020-21 school year, parents determined who they would like to recommend for inclusion on the VMCS Board as a parent representative for one of the five seats. Two parents have now served on the Board, and this model has been highly successful in providing greater voice to the parents as important decisions are made.  The one area in which we have not achieved our desired level of parent engagement and decision-making is in the English Learner Advisory Committee. This will be addressed in the next section. Many strategies are used to provide all families with opportunities to provide input on policies and programs. ParentSquare is one of our primary tools with its ability to send out messages and surveys. These communiques can be translated into a multitude of languages based upon the parents’ preferences. Additionally, Spanish translation is available at all public meetings and events.	The one area in which we have not achieved our desired level of parent engagement and decision-making is in the English Learner Advisory Committee. This will be addressed in the next section. Many strategies are used to provide all families with opportunities to provide input on policies and programs. ParentSquare is one of our primary tools with its ability to send out messages and surveys. These communiques can be translated into a multitude of languages based upon the parents’ preferences. Additionally, Spanish translation is available at all public meetings and events.	We will continue to analyze and adjust our approach toward our English Learner Advisory Council (ELAC). We have tried alternating sessions between morning and evening, but we have had more success with morning meetings. We will also be more mindful of how to inform parents of ELAC sessions, with an understanding that a personal call from the school will be more effective than recordings, emails, or written invitations. We also need to ensure that ELAC participants feel heard, but also empowered with new personal skills and approaches for supporting their scholars’ academic growth. There is also a need to create a sense of community in which the parents of English Learners look forward to reuniting with each other. This will be a strong focus for 2023-24.	5	5	5	5	5	4	5	5	5	4	4	5	Met		21JUN2023	2023
30664236027379	Palm Lane Global Academy	3	Palm Lane is committed to fostering positive and productive relationships between the school and its educational partners including, but not limited to, staff, families, students, in addition to the larger community. The school employs multiple means of communication between school and its school families. ParentSquare continues to serve as a central means of communication between enrolled families and the school. This serves to channel direct communication 24/7 between families and the school. In this manner, families feel connected and the school provides a sense of community. Additionally, all teachers maintain a class communication platform, via ClassDojo, which serves as a platform for teachers to directly communicate information relative to parents and families of their students.  Monthly parent meetings are held to communicate various information to families. Areas of topic include updates regarding academic achievement, student led data driven events, family events, as well as collaborative meetings to discuss school wide initiatives and upcoming events.  The school endorses an open-door policy in which parents and families are encouraged and welcomed to volunteer and actively participate in various activities and events.	The staff within Palm Lane remains invested in fostering strong relationships between staff and families. In the 2023-24 school year all teachers will continue to maintain active communication via Class Dojo and Parentsquare. Additionally, teachers will communicate weekly class information and updates regarding class activities and schoolwide events via a weekly newsletter. Newsletters will be distributed to families, weekly. Soft copies will be emailed to parents and families by Sunday evening, and a hard copy will be sent home to families on the first week upon return from  the weekend. To increase communication with parents and families, a monthly newsletter will be sent home to highlight schoolwide initiatives and provide updates on varying schoolwide events and activities.  In June of 2023 Palm Lane dedicated a full-time position to Gloria Reynoso who will serve as its first Community Schools Coordinator. This position will serve as a bridge between the school and external community partners to ensure the coordinator of programs, services and resources to improve the academic and social – emotional outcomes for students. This position will strive to manage existing partnerships, identify new partners, and monitor program quality and impact by using a data and results driven approach.	Palm Lane will continue to connect to all families through parent university and workshops aimed to address various topics. Parent interest surveys will be administered to gauge the interest of parents and families. Supporting families of English language learners and students with disabilities remains a high priority.  The Community Coordinator will remain committed to connecting the families within Palm Lane to the larger community of Anaheim.  In June of 2023 Palm Lane will establish a “den” as part of its partnership with Cub Scouts of America. This partnership is open to any and all interested families across all grade level spans. Cub Scouts of America will serve as a means for school families to come together as one school community throughout the school year. Parent workshops encompassing topics on ways to support students with disabilities and English language learners will remain a priority. For the 2023-24 school year, Palm Lane will partner with Latino Literacy Project in an effort to support families of English language learners. The program introduces educators to a language acquisition method and a step-by-step reading and literacy instruction process. It involves family reading for parent involvement, reading comprehension, vocabulary development, and English language development for parents and their children. The program supports the skills of both parents and students and offers fully bilingual materials.	Parent-teacher conferences were scheduled two times during the 22-23 school year. These meetings proved to be effective in providing a platform to engage parents and families in discussing student progress and collaborating on ways to enhance student achievement. Additionally, three iReady Diagnostic Family Data Chat events were held to provide teachers, students, and their families a platform to analyze iReady Diagnostic Data and discuss student plan goals and plans of action.  Additionally, each teacher utilizes ParentSquare to communicate with parents and families. The use of Class Dojo has also supported in establishing ongoing communication with parents and families relative to each classroom. Here, parents are able to receive updated academic progress, remain connected to classroom teachers and are informed of important dates and deadlines relative to each class.  Palm Lane parents and families are encouraged to play an active role in the school and are frequently invited to attend school wide events and activities such as field day, Donuts with Grownups, and meeting the Principal to name a few.	Palm Lane remains committed to increasing opportunities to engage parents and families with supporting students. Forming strong partnerships through parent university and workshops encompassing an array of interests and topics will be a goal for the 2023-24 school year. A focus of promoting literacy will be a priority for the 2023-24 school year. All classrooms will be equipped with libraries targeting readers, at their levels. The staff will continue to partner with the local library on a monthly basis, in an effort to promote literacy across all grade levels. All classes will aim to enhance mathematics instruction through the deliberate use of manipulatives in the classroom combined with strategically implementing small group instruction.	The implementation of parent universities and workshops will support Palm Lane families by directly impacting student outcomes. Workshops conducted by the school’s instructional coach and administrative staff will aim to enhance the direct support to families on how to actively engage students to drive data and increase academic achievement.	Parents and families are highly encouraged to join monthly parent and board meetings. Surveys continue to remain a best practice at Palm Lane when making decisions impacting the school. The administration and staff also continue to endorse an open door policy and welcome parent and family input as part of the collaboration process.	Palm Lane strives to incorporate all parent and families’ input when creating decisions that directly impact student learning. Parent Committees will be established at the onset of the 23’24 school year. Committee members will serve as direct sources of input when making decisions relative to schoolwide initiatives and events.  Monthly parent meetings will also be held throughout the school year to ensure ongoing communication and partnership among all educational partners. Varied parent meeting sessions will be offered to allow all families to participate. Morning, afternoon, and evening sessions will be offered via zoom and/or in person. Maintaining a parent input corner in the front office and on the school’s website will serve as a means to encourage parent involvement. The Community Schools Coordinator will maintain an office space in the front office to allow for easy access to communicate with parents and families.  The school’s website will maintain a parent and family feedback and suggestion portal that will allow for 24/7 communication between the school and its community partners.	The Culture and Community Coordinator will aim to create opportunities for families to provide input and engage in the planning of school wide initiatives. Administering parent and family surveys will become common practice and will be used to drive any and all decision making.  Establishing parent committees will also serve as a means to promote strong partnerships and effective communication when considering school-wide goals and making decisions that will directly impact the students, staff, and families within Palm Lane. In the summer of 2023 families will be welcomed to gather as a school community for informal meetings to collaborate on 2024 planning. Parent and family orientations will be held in August for all families. Meet and Greet will also serve as a positive launch to the school year in an effort to establish a strong partnership at the onset of the school year.	5	5	5	5	4	4	5	4	4	4	4	5	Met		12JUN2023	2023
30664310000000	Anaheim Union High	3	AUHSD has created sustainable systems and structures that are designed to promote equitable opportunities for engagement that help foster positive relationships with all educational partners. The continued support of Family Resource Centers across the district and the addition of Community School Centers at two of our campuses have furthered strengthen these relationships. The LCAP Educational Partner Engagement process serves as an example of AUHSD’s desire and ability to effectively engage all educational partners.	AUHSD is in the process of implementing a new system for data collection and analysis. This is an area of growth for the district. This new system of data collection will help AUHSD link Family and Community Engagement to student achievement. It will also create opportunities for AUHSD to better understand the needs of our students and families.	The Family and Community Engagement Department has created a Scope and Sequence that seeks to be inclusive of all families. It is comprehensive and sets systems in place to ensure that all families are aware of the various supports, resources and opportunities available for them at AUHSD. The Scope and Sequence is designed to cultivate trust and empower families as equal partners in our educational community. AUHSD will seek to build the collective capacity of all educators and school staff by offering professional development opportunities that help create a strong foundation that focuses on trust, learning and development, asset-based, collaborative, and interactive.	AUHSD is committed to continuously improve its methods of building strong partnerships and empowering parents that effectively promote positive student outcomes. Our Parent Learning Walks and Family Education Series are designed to build on the assets of our community so that parents have the tools to effectively support their student's learning at home. They are foundational in our district's efforts in creating a culturally responsive environment that builds on the assets of our community.	Our Family Education Series includes a curriculum that informs parents about our Career and Preparedness Systems Framework. It seeks to empower parents to be informed and equipped with the tools necessary to help support their students learning at home. Our reimagined Parent Leadership Academy includes modules with the following modules, The Power YOU: Harnessing Your Personal Story to Create Change, 21st Century Mindset, Innovative Leadership, and Civic Engagement for all. These powerful thought provoking modules are designed to be reflective, transformative and aligned with our CPSF.	Our new systems of data collection and analysis will systematically transform how we identify and intentionally target disengaged families.  The Scope and Sequence in addition to the data collected will help school sites make informed decisions on how to support underrepresented families.	AUHSD continues to expand on the opportunities for Family and Community Engagement across all sites. It currently has a myriad of opportunities for parents and community members to actively participate in decision-making bodies at our site and district level. We continuously seek to remove barriers that have historically impacted family and community engagement.	AUHSD’s Scope and Sequence will create a systematic approach to our needs and assets assessment district-wide. Families across the district will have access to an assessment tool that will help AUHSD plan and coordinate Family and Community Engagement programs and services that meet the specific needs of their school community. These assessments will take place annually and will be used periodically by our sites and district's decision-making committees, such as LCAP, School Site Council, District English Learner Advisory Committee, site-based English Learner Advisory Committee, and our Family Engagement Teams to help improve our systems and structures around Family and Community Engagement.	We are proud that our continued advocacy for Family Engagement has led to an increased number of parent participants in the LCAP process and as a result, our district has become a model district in the stakeholder involvement process, allowing us to share best practices with many across California. In addition, we hope that our new systems of support such as an improved data collection system and newly developed Scope and Sequence founded on the elements of the Dual Capacity Framework can help us better support all AUHSD families.	4	4	3	5	3	4	3	4	4	5	4	3	Met		08JUN2023	2023
30664490000000	Brea-Olinda Unified	3	BOUSD believes in a philosophy of Distributive Leadership that empowers site leaders to drive success at their school sites. The district strives to build the capacity of school administrators, their respective staffs, and families to develop positive relationships in a shared vision of support for all students. BOUSD's current strengths in this area lie heavily in forming authentic and honest partnerships with PTA/PTO entities, the district's 501(c)(3) Foundation and it's leadership, as well as partner agencies in the community. The district is actively engaged with local service organizations like the Rotary and Kiwanis Clubs of Brea, and the Superintendent and her Cabinet have built strong relationships with the local police and fire departments. These developments have given families the assurance that the District is committed to relationship building. The District's leadership team opened the 2022-2023 year with an emphasis in increasing authentic engagement and connectedness with all educational partners and this will be continued into the 2023-2024 school year. This focus will build a foundation from which our decision-making and actions will emerge. In 2022-2023, BOUSD offered more opportunities for parents to provide feedback, and will use this information as we develop approaches that make our work to be as inclusive with our outreach and community-building as possible.	The district will continue committing to a sustained effort to improve the relationships between staff and families. The following areas of focus will be priorities for BOUSD in the 2023-2024 school year to foster collaboration and create a positive educational experience for all students:   - More Accessibility to School and District Climate and Culture Data: This will include the publication of district and school climate data on the district’s website, as well as parent education nights that focus on responsive strategies to the data presented.  - Clear Communication Channels: This will include regular meetings for parents, newsletters, email updates, or online platforms to share important information (Aeries, Google Classroom, Class Dojo, etc.), updates, and resources. The district will encourage open dialogue and feedback from school sites to create a culture of transparency and collaboration. - Ongoing Supportive Leadership: District leaders will continue to demonstrate supportive and approachable leadership styles. They will foster a positive working environment that values input from school sites and families. District administrators will visit school sites regularly, engage in conversations with staff and families, and address concerns or challenges promptly and effectively. Professional Development Opportunities: Training sessions, workshops, and conferences that focus on improving teaching strategies, classroom management, parent engagement, or other relevant topics will be considered in the 2023-2024 school year.  - Collaborative Decision-Making: The district will seek input on matters such as curriculum development, resource allocation, or policy changes. To the extent necessary, the district will establish committees or task forces composed of representatives from school sites to facilitate collaboration and shared decision-making. - Recognition and Appreciation: The district will continue to acknowledge and appreciate the hard work and dedication of school site staff and families. Celebrate successes, achievements, and milestones through recognition programs, awards, or public acknowledgments. - Parent Education and Involvement: The district will offer workshops, seminars, or resources to help parents understand how they can support their child's learning at home. It will engage families through volunteer opportunities, parent-teacher conferences, and school events. There will be encouragement to maintain two-way communication by actively seeking input and feedback from families and incorporating it into decision-making processes.	To improve the engagement of underrepresented families the efforts at systematizing and scaling must take into account the specific needs of student/family groups. The district has used the analysis of educational partner input and local data to realize that there are areas of growth to improve engagement of underrepresented families. Toward that end the district is committed to the following initiatives and actions in the 2023-2024 school year:   - More Outreach and Engagement: This includes the establishment of multiple channels for communication, such as email, phone calls, newsletters, and social media in the home language of underrepresented groups. It will also include the encouragement of families to reach out with questions, concerns, or feedback.  The location and format of after school events, and efforts of staff that span multiple school sites given the size of the BOUSD are also considerations.   - Family Involvement Events: The District will host events that encourage underrepresented families to actively participate in their child's education. These will include back-to-school nights, curriculum showcases, STEM and STEAM Nights, and sports events.  - Parent Education Workshops: The district will offer workshops and training sessions for underrepresented parents on topics such as parenting skills, educational strategies, and supporting children's learning at home.  - Home visits: The district will revive home visits by site and district staff members to build relationships with families in their own environment. The intention will be to enhance understanding, strengthen trust, and provide insights into students' home lives, which can be valuable in tailoring educational approaches. - Parent Advisory Committee: The district will be establishing a parent advisory committee to involve underrepresented families in decision-making processes. This will also include a revitalization of the districts English Learner Advisory Committee and the school sites' English Learner Advisory Committees.  - Recognition of Cultural Celebrations and Events: The district will continue to recognize and celebrate the diversity within its school communities by recognizing and, in some cases, organizing and promoting, cultural events and celebrations. The goal will be to foster inclusivity and allow families to share their traditions, strengthening the bond between staff and underrepresented families.  - Family Support Services: The district will Identify and provide resources or referrals to support families facing challenges such as housing, healthcare, or financial issues, demonstrating a commitment to the overall well-being of underrepresented families in order to create trust and engagement with our underrepresented families.	The District is proud of the many ways it has built partnerships with all stakeholder groups to promote the highest levels of student learning. Strong and meaningful relationships exist between site leaders and district administrators and the engagement of local agencies and state level departments. The district’s relationship with the local police and fire command staff, as well as the county office of education allow it to amplify its effectiveness with this additional support from local and state agencies. The district’s Educational Services Department has developed programming, supports and interventions that offer an array of tools and resources to support student learning. Efforts are aligned with other district initiatives in the areas of MTSS, SEL, Bullying Prevention, and Positive Attendance to ensure a holistic perspective in addressing student outcomes. In addition to the success of these co-curricular programs there are several areas the district would like to highlight as strengths:  - Parent Education Nights (PEN) - PEN is a series of workshops. Throughout the school year, parents/guardians can learn about a variety of topics that are timely and consequential to their child’s learning. Key topics in the series include the core aspects of the educational system and factors that lead towards developing students at the highest levels of their abilities. - Coffees with Site Principals and the Superintendent: These events bring together parents, BOUSD staff, community organizations, and community-based partners to share and discuss programs/services available for families.  - Care Solace: Care Solace is a mental health care navigation platform that connects individuals, including students and their families, with local mental health care resources. Its services are designed to support students, families, and staff members who may be in need of mental health care resources. The centralized platform streamlines the process of finding mental health care resources for families and has been a resounding success for families in need. The district adopted Care Solace in response to concerns that there was a need to address the challenges individuals face in accessing appropriate care who did not know where to turn to for support and who may be intimidated or uneducated on the process to access low cost or no cost mental health and drug intervention/education services in their community.	The district is committed to enhancing its partnerships for the purpose of improving student outcomes. This will occur through the following:   - Amplification of District Goals and Priorities: Taking the goals and objectives of the school district and sharing them with partners whose missions align with those goals. The results of this action will be to enhance the passion for education in the community, develop a shared pride for the district and all it accomplishes, and the overall support for students.  - Focused and Sustainable Professional Development: Aligning the districts Mission, Vision and Goals to the sustainable use of professional development funds that will give the district the highest return on its investment of resources for the professional growth of teachers and staff. This will assist with the amplification of the district’s goals and priorities in the community.  - Ongoing Analysis of Data: Assess the specific needs of students and the district as a whole. Identify areas where partners and partnerships can contribute their expertise, resources, or support.  - Networking and Outreach: Engage in networking and outreach efforts to connect with partners and partnerships. This includes attendance at community events, business association meetings, and chamber of commerce gatherings by site and district leaders to establish relationships and promote collaboration. It also offers district leadership the opportunity to share the district's vision, goals, and the potential benefits of partnering with schools. - Recognition and Visibility for Partners in the District: Recognize and showcase businesses and agencies that support student success. This includes highlighting their contributions through newsletters, social media, websites, and local media outlets. Collaborative Projects and Programs: Examples of this include partners that will provide internship opportunities, career mentoring, guest speakers, or workplace visits. The district will also be seeking out agencies that can offer tutoring, counseling services, health and wellness programs, and community service projects aligned to the overall inspirational programs established within the district.	A key improvement in engaging underrepresented families will be increased and improved outreach/communication. The district has committed itself to hiring an intervention counselor at the secondary level. The primary role of this person will be to support underrepresented students, and help them stay on course for graduation and meet the district’s graduation requirements. The district is also planning to hire a part time social worker who will focus on underrepresented students to improve their well-being and that of their families. This person will also assist students and families by providing counseling, resources, and referrals to services such as housing and healthcare. The district will be committed to ongoing contact and relationships with BOUSD families through personal phone calls, Zoom parent chats and its Parent Education Nights, emails and texts. These methods of communication and outreach will prove invaluable in identifying areas of need and challenge, so that site and district leaders can provide appropriate and timely support and referrals.	BOUSD has always valued stakeholder input when making program decisions and considers the voice of parents/guardians and other stakeholders to be critical to this process. A strength of the district is the ongoing effort to broaden and deepen the range of opportunities for parents/guardians have to provide input toward decision making. The use of the California Healthy Kids Survey Parent and Staff Modules, the use of the Qualtrics Survey Platform, and the use of the Panorama SEL Survey Platform are testaments to the district’s commitment to seeking input for depiction making. All school sites also operate formal School Site Councils (SSCs) and, where required, English Learner Advisory Committees (ELACs). The district maintains open campuses at all its schools, and school sites are staffed with friendly employees who are committed to the highest standards of customer service. Open Houses and Back to School Nights encourage engagement and participation by families in the education of their children. The district also supports active PTO and PTA organizations and a district level PTA Council. These entities were engaged to assist in the feedback and communication loops necessary to complete the district’s LCAP. The district is also engaged with its Special Education Local Plan Area (SELPA) and encourages participation of parents who have students with special needs in its Community Advisory Committee (CAC). In addition, the district has begun its process to identify the root cause of its Significant Disproportionality as it relates to the overidentification of Hispanic Students with Specific Learning Disabilities. This will include stakeholder input so decisions can be made to determine how to best support students short of assessment.	While the district is proud of the many opportunities exist for building capacity and directly engaging in decision-making with stakeholders, there is always room for improvement. Focal areas for improvement include the following:  - Establishment of permanent Advisory Committees at the parent, certificated employee, classified employee, and student levels. - Providing additional parent trainings specific to the work of BOUSD advisory committees at both the site and district level and ongoing collaboration with Community Based Organizations (CBOs) to increase outreach and engagement when seeking input. - Establishment for sustainable site based English Language Advisory Committees as school sites.  - Feedback surveys to stakeholders on the effectiveness of district professional development and trainings.	The district is committed to a cycle of continuous improvement as it relates to seeking input and feedback to improve the execution of its mission, vision and goals (especially as it relates to seeking input from underrepresented families). This is because the district is committed to improving its input mechanisms so that there can be the overall enhancement of transparency, inclusivity, and stakeholder engagement. Thusly, the district will be engaging in the following actions and activities to improve engagement of underrepresented families:  - Encouraging Greater Diversity in Representation: the district will actively seek input from underrepresented stakeholders so that it can create avenues for each group to contribute their perspectives and insights. This will include more direct engagement of underrepresented families through the District ELAC, its Advisory Committee related to Significant Disproportionality, and its Parent Advisory Committee. - Examining Existing Feedback Mechanisms: The district will continue to sustain multiple channels for soliciting feedback from underrepresented stakeholders but examine ways it can improve communication. This may include online surveys in home languages identified by the district, suggestion boxes, public forums, town hall meetings, focus groups, and advisory committees.  - Providing Timely and Accessible Information: The district will endeavor to provide clear and timely information about upcoming decisions or changes to underrepresented stakeholders in ways that effectively explain the context, rationale, and potential impacts of the decisions to facilitate informed input. Using various communication channels, such as newsletters, websites, social media, and direct emails, to keep underrepresented stakeholders informed will be a priority.  - Providing Inclusive and Accessible Formats: the District will ensure that the methods used to seek input are inclusive and accessible to all stakeholders. It will provide options for online and offline participation to accommodate different preferences and access limitations. Conveying important priorities using plain language, providing translation services, and offering alternative formats, such as audio or video recordings, to make information accessible to diverse and underrepresented audiences will be focuses for the 2023-2024 school year.	4	5	3	4	4	4	4	4	2	2	3	3	Met		29JUN2023	2023
30664560000000	Buena Park Elementary	3	The Buena Park School District believes in partnering and engaging with parents to create a culture that ignites a passion for learning. Part of that is tirelessly striving to improve on ways to build that partnership. Our strengths include having a singular method of communication called Parentsquare where district, teachers and families communicate through announcements, events, participation registration, and critical safety updates. Parentsquare also provides translation options for families.  In addition to Parentsquare, families have access to grades, test results and documents through Aeries Parent Portal. Another area of strength is the increased amount of community events occurring throughout the District such as SPED Galas, movie nights, color runs and academic theme days. These allow for families to come and experience what their child is learning along with building community. Another strength is that we measure social emotional learning through surveys that are given to students K-8th in fall and spring to gauge SEL levels of students and inform the district of support systems that may be needed.  The District continues to expand parent workshops/training on a wide variety of topics ranging from how to support your English language learner, use of learning apps, and fitness/wellness for SEL, and growth mindset.	In the Buena Park School District, building relationships between school staff and families is a priority. We understand the importance of having intentional and trusting partnerships to create a healthy learning environment for all students. An area that contributes significantly to building those relationships is communicate. In the 22-23 LCAP survey, almost 94% of surveyed families stated they receive documents and communications from their school in their preferred language. Learning management systems, such as Canvas (middle school), are used keeping students and families connected to academic content. The District actively maintains a website and social media to share out information. Of the surveyed families 86% stated they were satisfied with communication between school and home and 91% stated they were satisfied with the communication between their child’s teacher and home. We have a team of Bilingual Service Providers who are available for translation and interpretation services in the languages most represented in our community, Spanish and Korean. Parent meetings and surveys are given in multiple languages to measure school climate and families provide input, feedback which help identify LCAP priorities. In the 22-23 LCAP survey 89% of our families believed that there is someone at the school that they can easily talk with in their preferred language. Ed Services Department organizes parent trainings, meetings and provides academic and social-emotional resources. Board meetings, information meetings and parent trainings offer translation for families. The feedback we received through LCAP survey gives us the opportunity to focus on improving communication that strengthens the relationships we have between schools and families and provide for additional parent/family engagement.	As part of the engagement process, the District provides numerous opportunities for parents to share feedback and make decisions about District services and programs, as well as participating in District initiatives. Examples include LCAP Survey, Focus Group interviews and the development of the LCAP plan through participation in the LCAP Steering Committee.   Parents also take part in our English Learner Advisory Committee (ELAC and District ELAC) that provides a forum for parents to provide input to our Principals, Superintendent and the District Governing Board concerning programs for English Learners (ELs). Parents also have the opportunity to participate on each site's school site council made up of teachers, parents, and classified employees. Each school site council works with the principal to develop, review and evaluate the effectiveness of school programs. Another area that supports building relationships and engagement with underrepresented families is our Student and Family Services Department whose purpose is to support students experiencing homelessness and foster youth. In all of these areas, the District continues to pursue new avenues to connect with underrepresented families through in-person meetings, phone calls and messaging.	"A primary strength of the Buena Park School District, is its' use of a Multi-Tiered System of Supports (MTSS) that aligns academic, behavioral, and social-emotional learning for struggling students. The District also utilizes first-best instruction using researched-based Universal Design for Learning (UDL) instructional strategies and tiered interventions as needed. In addition, students use i-Ready Reading and Math diagnostic and instructional lessons to further support academics. All school sites have a psychologist and counselor to support students and families. For more intensive services, the District partners with agencies such as Care Solace and Outreach Concern for additional counseling and wrap around support. For students at multiple school sites, we are implementing the California Community Schools Partnership Program Implementation Grant. The grant is a ""Whole-Child"" school improvement strategy where the local educational agency and school(s) work closely with teachers, students, and families. Community Schools partner with community agencies and local government to align community resources to improve student outcomes.  Another area of strength is our partnerships with outside organizations year round. One is the Boys & Girls Club whose organization supports our students experiencing homelessness and in foster care. We partner with California State University, Fullerton, to extend the learning day with tutoring and academic support. Through the summer, students can participate in S.O.A.R.S Summer Intersession Camp for grades K - 6. Students have the opportunity to work on academic intervention in the mornings and explore passion program activities in the afternoon. In partnership with Orange County Department of Education, we provide ACCESS program for 7th and 8th-graders who need academic support. Lastly, we continue to partner with Giving Children Hope, an organization that helps children and families break the cycle of need into success and self-sustainability. They provide food, household goods and leadership development for families in need that are in our community."	Looking forward to the 2023-24 school year, we continue to pursue building student/family and school supportive relationships through offering parent workshops, family events at school sites and within the school community. In addition, we have added the position of Community Outreach Supervisor who will be connecting with families, building relationships and ensuring they have what they need so that students are attending school and actively engaged. We will continue fostering our relationships with our current partners and actively seek new partnerships to help support our families.	For the 2022-23 school year, there were 103 parent engagement opportunities that supported all our families including those that are underrepresented. These opportunities included district and site advisory committees, LCAP steering committees and many workshops for parents on a range of topics from supporting students academically to social-emotional health at home. Looking to the 2023-24 school year, the District will continue to offer workshops based on parent input as well as unique needs of our underrepresented families including students with disabilities, English learners, foster youth and socio-economically disadvantaged. The workshops will continue to be offered with translation and both in person and online. Both District and sites will continue to promote and encourage families to be active participants in their child's education through community events, ELAC, DELAC, LCAP, and PTA.	The Buena Park School District actively pursues educational partner input to inform decision making district-wide. Every year we encourage participation in Local Control and Accountability Plan (LCAP) surveys and focus groups.This includes all stakeholders such as students, parents, teachers, and staff at both site and district level. At the schools sites, parents and families have many opportunities to be a part of committees that give voice and input to decision-making. These groups include School Site Council, English Language Advisory Committees, Parent-Teacher Associations, GATE parent advisory group and SELPA (Special Education) parent advisory groups. At the district level, we have built a strong District English Language Advisory Committee that that not only provides input for decision-making, but the District provides growth opportunities through conferences and workshops.	The Buena Park School District desires to hear from all voices. We understand that not all parents/families can participate due to various factors. We seek to remove barriers that prevent attendance/participation from a broader group of parents and families such as continuing with hybrid/recorded meetings, providing child care, and offering different meeting times throughout the day or evening to better suit the needs of working families. We will continue to provide interpretation at all district and site meetings as well as translating materials to increase access to information.	As part of the multiple surveys that are sent out, we will continue to be mindful to include questions that capture the unique needs of underrepresented families. This is critical to ensure that programs are tailored toward student needs.	5	4	4	4	4	5	4	4	4	4	5	4	Met		26JUN2023	2023
30664640000000	Capistrano Unified	3	Strengths and progress in Building Relationships Between School Staff and Families include increasing the number of school site bilingual community services liaisons to support translation and interpretation and parent communication and outreach, maintaining the many advisory committees including CUCPTSA, Community Advisory Committee (CAC), LCAP Parent Advisory Committee, Early Childhood Parent Advisory Committee, school site English Learner Advisory Committees, and District English Learner Advisory Committee, and having a structured complaint process.	Some focus areas for improvement in Building Relationships Between School Staff and Families is to continue to provide important communication in English and Spanish (translation of documents and websites, and interpretation at parent conferences and meetings), and to continue cultural proficiency and SEL site and District goals and actions. Webinars (math plan, CUSD Cares, mental health) were provided where families provided feedback and translation was provided. Also, continue to scale up the messaging program to continue to provide two-way communication in the family's preferred language.	A Board approved multi-year cultural proficiency plan was adopted in December of 2020 to increase learning outcomes for all students and ensure an inclusive environment.  A new plan for the next three years is forthcoming. A focus will be on developing the essential elements of cultural proficiency. Regular updates to the Board and community on the progress will continue with semi-annual reports.  The engagement of underrepresented families will also improve through continuing to scale up the Talking Points messaging program with ongoing staff training and support which will support communication between teachers and parents in over 100 languages.	All schools implemented support and intervention through a variety of ways including parent conferences, Student Success Team meetings, progress monitoring, a summer program, a MTSS/PLC Specialist to support intervention, and a school cultural proficiency/SEL goal. The District's Family Resource Center also conducted 16 parent education presentations on a variety of topics and the Parent Institute for Quality Education (PIQE) program was held at 10 school sites.	A focus area is strengthening connections, a sense of school community, and regular opportunities for celebration for staff and students through the development of the CUSD Cares multi-tiered system a support plan. The plan was approved at the May 17, 2023 Board meeting.	Input for the CUSD Cares plan was gathered from students, staff, PTSA Presidents and District management. Focus groups were held and two community webinars were held to share the concepts, answer questions and solicit feedback on the tiered plan. The plan will be implemented in the 2023-2024 school year.   The Parent Institute for Quality Education (PIQE) parent education program will continue in 2023-2024 and will expand from 10 to 17 school sites across the District.   Staff will also continue to outreach to parents of students, including these from low-income families, foster youth, English learners, living in homeless situations, and children of migrant workers to inform them of programs and services to support their child to address barriers.	The District and school sites have maintained various advisory groups to support input and decision-making including CUCPTSA/PTSA, Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC)/ELAC, School Site Councils, Early Childhood PAC, LCAP PAC, No Place for Hate, and Advisory Councils in alignment with the American School Counselor Association. Meetings have continued virtually and in-person to maximize the participation. Translation of documents and interpretation is offered at many meetings. A total of 77 District documents (eg. Board agenda items, Board Policies, Insider Stories, Website pages, general messages, and PTSA newsletters)  were translated in 2022-2023.	The District and school sites have maintained various advisory groups to support input and decision-making including CUCPTSA/PTSA, Community Advisory Committee (CAC), District English Learner Advisory Committee (DELAC)/ELAC, School Site Councils, Early Childhood PAC, LCAP PAC, No Place for Hate, and Advisory Councils in alignment with the American School Counselor Association. Meetings have continued virtually and in-person to maximize the participation. Translation of documents and interpretation is offered at many meetings. A total of 77 District documents (eg. Board agenda items, Board Policies, Insider Stories, Website pages, general messages, and PTSA newsletters)  were translated in 2022-2023.	Staff will continue to offer meetings in person and virtually as well as provide translation and interpretation services. Professional learning will continued to be offered for bilingual staff in the area of effective interpretation skills to support proficiency in this area. Talking Points messaging will continue to be utilized to outreach and communicate with parents in their preferred language. Futureology Counselors will implement an Advisory Council. ThoughtExchange will continue to be used to increase engagement. Staff will continue to survey parents about presentation topics and provide information about how parents can support their child.	4	4	3	4	3	4	4	4	4	4	4	4	Met		14JUN2023	2023
30664640106765	California Connections Academy Southern California	3	We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.	We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.	We will continue to find ways to better communicate with our families in their home language through verbal and written communication.	We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.	We work hard to partner with caretakers and assist them in taking an active role in their students’ education.	We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.	We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.	It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.	We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.	5	5	5	5	5	4	5	4	5	4	4	4	Met		21JUN2023	2023
30664640123729	Community Roots Academy	3	This year CRA worked with La Piana Consulting firm to create parent engagement focus groups. We acknowledge that our success is contingent on ensuring we are doing all we can for students and families. Parents who were not able to attend but wanted to provide input had the opportunity to participate via an online survey. Parents were able to share their opinions on what brought them to CRA, our current/future programs, and related topics. We will use the data provided to enhance what we offer to students and families. This engagement process was in addition to the Cal Wellness survey which we also conduct via the Panorama Surveys. The Cal Wellness surveys are also done with parents, students in grades 4th - 8th, and staff. CRA has robust parent volunteer opportunities. Volunteer opportunities for parents are provided within the classroom, on field trips, and at special events. CRA hosted our very first Earth Day Celebration event. We have multiple parent nights with experts because we believe in the importance of professional learning communities and recognize that parents want to engage in learning opportunities. We have done this through guest speakers, parent book clubs, and Director Chats. We hosted Catherine Steiner-Adair, author of The Big Disconnect, twice this year. She continues to partner with us on engaging students and parents in our commitment to the CRA Values and their core competencies. In addition, we have hosted Heather Green, sustainability expert and author of One Green Thing, and Brad Waid, an International Motivational speaker on emerging technologies. These guest speakers engage our staff in professional development, meet with our student leadership team and provide evening parent workshops. Our PBL presentations allow parents an in-depth understanding of the projects their child(ren) completed this year. They are also an opportunity for the school and families to come together to celebrate student learning and success. CRA is working to better communicate with families in regard to attendance and safety protocols. Post-pandemic we have an increase in chronic absenteeism. CRA has updated our Attendance Policy and communicated the new policy to our stakeholders. We are strategically planning on ways to educate parents on the impacts absenteeism has on students’ academic performance and well-being. CRA understands parents’ desire to know how safety protocols are implemented. We are currently working with the local sheriff department to provide professional development to our staff and also hold a Parent Safety Meeting. At this meeting, CRA will review our safety drills and protocols. For the 2023/24 school year, hosting parent orientations for new families and providing kinder specific orientations. CRA is also planning additional ways to engage families such as bringing back our Bring Your Parents to School Day and hosting academic workshops on topics such as reading, mathematics and social-emotional learning	CRA has hosted several speakers this year that have addressed our staff, students, and parent body. We have an ongoing relationship with Psychologist Catherine Steiner Adair. She has helped us lead an important school wide values project. Additionally, CRA hosted Heather White, internationally known environmentalist. She has helped us spearhead our school wide green efforts. CRA Admin have facilitated several book clubs with parents this year.	This is the first year CRA has needed to create an English Learner Advisory Committee (ELAC) since we now have 23 English Language Learners (ELL). The committee is made up of parents of students that are identified as an ELL, teachers, administration, and classified staff. One of the initiatives that came out of this committee is a system to identify new families that are not comfortable or proficient with communicating in English and then matching them with an existing family that shares their home language. The goal is to ensure these families feel welcomed right from the start and have someone that will reach out to encourage them to participate in all of our programs. We also have a larger need this year to translate for families. Our new online communication platform, Parent Square, allows us the ability to translate a message into a language other than English. This year we have only needed to utilize the translation to Spanish, however we will add additional languages as needed. This year we reached out to parents asking if they would like someone to join parent teacher conferences and translate for them. This has been extremely helpful to have staff on site to translate at meetings and to make phone calls to explain any important information or forms being sent home such as field trips, sign-ups for events, etc. In order to better support families of students with Individual Education Plans (IEPs) we added a second Director of Special Education to our staff this year. With two Directors of Special Education, we have been able to split the role of Interventions and Related Services and Instruction and Program Compliance. This helps streamline communication with families and support them in the areas they need.	This year we have a robust MTSS tiered approach to academic and social emotional student support. Adding a Director of Interventions and Related Services has supported teachers with our MTSS intervention process, collecting student data, and designing tier 2 targeted intervention. Through this process we have been able to increase collaboration among our general education staff, special education staff and our specialists which means we are able to distribute personnel resources to maximize student support in all areas. Grade level bi-weekly MTSS meetings are held to ensure student data is used to determine who is in need of tiered intervention, identify the intervention, timeline, and progress monitoring. Our data demonstrates the positive impact especially in the areas of phonics, reading fluency, and handwriting. We have been able to graduate several students in the primary grades out of targeted intervention. We also added a 2nd counselor this year. One counselor serves Kindergarten through 4th grade and one serves 5th grade through 8th grade. Both counselors have also been able to run tier 2 social skills groups, individual counseling, and student checkins as needed. This has been instrumental this year because we have seen an increase in social emotional support, especially in the area of anxiety. By increasing the interventions and related services we have built stronger homeschool connections. We have been able to identify students’ needs through these regular MTSS meetings,create a larger team of professionals to support students at all levels and bring awareness to parents earlier. Communications includes resources to support parents and students at home.	CRA has identified the need to build a stronger partnership with parents to ensure ALL students who are well-enough to attend school do so on a daily basis. It is critical that students are at school to maximize their learning and increase our student outcomes. The Directors are generating a plan for the 2023/24 school year to gain parent support by educating them on the impact absenteeism has on academic and social emotional success. CRA will also increase the role of our Student Attendance Review Team (SART), increase the frequency of SART meetings, and hold meetings with parents much earlier in the school year.	Our main area of focus is strengthening our communication with ALL our new, incoming families. By doing so we hope to be able to identify areas of support they need. We are strategically planning our 2023/24 Parent Orientations. CRA is also working with our Parent Participation Organization (PPO) and ELAC team to build family-to-family connections for incoming, new families. We are expanding the roles of our “Welcoming Committee” to ensure we are connecting with all families prior to the start of the year and introducing them to the programs, staff and resources that can be valuable to them.	CRA’s collaborative model enables many stakeholders and educational partners to contribute to the development of school projects and policies. Several groups have been established to elicit feedback including the Parent Participation Organization (PPO), ELAC committee, etc. In February 2023, CRA conducted an employee engagement survey. The survey was performed via Survey Monkey and had 100% participation. It provided meaningful insight into the employee experience, what is working well and what needs improvement. Overall, employees at CRA are passionate about the work they do and feel a strong sense of purpose in their work. They feel they are a part of a team that supports one another effectively. Specifically, scores were high (above 80%) in the areas of meaningful work, staff initiative, feeling valued as a part of a team, and knowing what is expected of them in their job. CRA’s Parent Participation Organization (PPO) is designed to encourage parents to engage in providing input on school programs. Our PPO leadership team meets monthly with CRA’s Director of Operations, Elementary Director and Middle School Director to discuss the parent input and make decisions related to schoolwide programs and activities. Parent education series bring parents to school to discuss topical issues with scholars and educational experts. With the launch of new CRA values, CRA administrators sought input from various stakeholders. In April 2023, CRA hosted Parent Engagement Focus groups which were led by an outside consulting firm. We had a high level of parent interest and participation and included a digital survey for those who wanted to provide input but could not attend. The consulting firm is in the process of synthesizing the parent feedback.	Through the Staff Engagement Survey we learned that teachers would like opportunities for differentiated professional development. This led us to examine a process for teachers to provide input on individualized professional development and allow teachers to seek professional development opportunities that relate back to their own specific growth goals. CRA is also working on ways to increase student input by expanding our Middle School Leadership and Elementary Green Champs roles. The goal is to generate more student involvement in caring for our campus by eliciting their input, making decisions and developing student initiatives in both elementary and middle school. Next year, we will continue to partner and expand our English Language Advisory Committee and Students Attendance Review Team (SART) as well as collaborate with the Parent Participation Organization (PPO) in order to broaden input that can be used for decision-making. We will also consider the input from our Parent Engagement Focus Groups.	Overall CRA does well with parent input and engagement with all families including those that are underrepresented. We will continue to seek families' input in the educational programs we provide and extracurricular activities. We will continue to seek topics of interest for parent programs and extended learning opportunities. CRA is collaborating with Facing History and Ourselves and the Project Adventure organizations to explore culturally reflective practices (CRPs), equity, and inclusion for ALL. We will continue to work with these experts on how to engage families and seek input on incorporating the CRA values (well-being, community, open mindedness, perseverance, communication, critical thinking) into all aspects of students', parents’, and staff’s experiences. We believe that these values should be present when seeking input and making decisions in the best interests of all our stakeholders.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
30664640124743	Oxford Preparatory Academy - South Orange County	3	Oxford Preparatory Academy (OPA) has focused on building strong parent relationships at our school. Communication was especially important as we moved out of COVID-19 restrictions. We used technology to engage our students and families in 2-way communication for many events and to establish a welcoming environment for all of our families. When surveyed, 85% of our families agreed that OPA creates parent involvement opportunities and over 70% are aware of our parent education opportunities.	The focus area for improvement is continuing to build volunteer opportunities for our families now that COVID-19 restrictions have been lifted.	When surveyed, 85% of our families agreed that OPA creates parent involvement opportunities and over 70% are aware of our parent education opportunities. OPA staff is exploring more personalized approaches such as phone calls and email messaging directly to our underrepresented families in order to build stronger relationships between the school and families.	Oxford Preparatory Academy (OPA) has been focusing on partnering with families for many years. In-person meetings that had been occurring prior to the COVID-19 restrictions being in place, have been offered with an in-person and virtual component, as COVID-19 restrictions have been lifted. These adjustments have allowed OPA to maintain strong partnerships with families.	OPA will continue to focus with intention on building collaborative partnerships with all families, especially supporting families to understand and advocate for their own students.	OPA will work to encourage underrepresented families by reaching out by phone and email to create personal relationships and build partnerships to support the achievement of their children.	When surveyed, 80% of parents of Oxford Preparatory Academy (OPA) agreed that their input was sought for decision-making. Even during COVID-19 restrictions, OPA families virtually participated in PTA ( Honour Society), School Site Council, and DELAC (District English Language Advisory Committee). By using the digital platform in tandem with in-person meetings, we began to see an increase in participation for most of our parent engagement events. Additionally, OPA leadership continues to hold Town Hall Meetings to give families an opportunity to share their feedback in many areas, including policies and programs.	OPA's focus areas include increasing ways for meaningful participation, continued expansion of parent education opportunities, and continuing to consolidate communication from the school and organization.	OPA will improve the engagement of underrepresented families by increasing ways for meaningful participation, through targeted invitations via telephone and email communication.	4	5	4	5	4	5	5	4	5	4	5	4	Met		20JUN2023	2023
30664640140061	OCASA College Prep	3	Administer annual survey. ParentSquare, a messaging tool is used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. School Tours hosted twice per month. Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. Provide consistent communication through Parent Square email, phone calls, and text notification. Host family events like Back to School Night, Fall Comet Expo and Spring Comet Expo	Work with parents to encourage stronger communication to ensure that the above strategies are effective.   Encourage parents to take leadership roles on various committees. Ensure advertising about parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.	Work with parents to encourage stronger communication to ensure that the above strategies are effective.   Encourage parents to take leadership roles on various committees. Ensure advertising about parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through Parent Square, the website, and family events.  The Charter School has developed partnerships with Saddleback Community College and Merced Community College to offer concurrent enrollment opportunities for the students.  OCASA College Prep has a partnership with the Fiesta Day Club for the Swallows Day Parade and is working on a partnership with Laguna Playhouse.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building educational partnerships for STEAM and for Visual and Performing Arts in the community.  OCASA College Prep needs to establish relationships with key individuals to build these educational partnerships.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families.  For families of English Learners, the Charter School will continue to provide translation services,  invite families to better understand the acquisition of the English language, and how to engage with the school.  For families of students with disabilities, the Charter School will engage with families during IEP  meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through Parent Square, the website, and family events.  The Charter School has developed partnerships with Saddleback Community College and Merced Community College to offer concurrent enrollment opportunities for the students.  OCASA College Prep has a partnership with the Fiesta Day Club for the Swallows Day Parade and is working on a partnership with Laguna Playhouse.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building educational partnerships for STEAM and for Visual and Performing Arts in the community.  OCASA College Prep needs to establish relationships with key individuals to build these educational partnerships.	The Charter School’s will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families.  For families of English Learners, the Charter School will continue to provide translation services,  invite families to better understand the acquisition of the English language, and how to engage with the school.  For families of students with disabilities, the Charter School will engage with families during IEP  meetings and in planning activities and programs for students.	2	4	3	4	3	3	3	4	2	2	2	4	Met		27JUN2023	2023
30664646117758	Journey	3	Journey provides all teachers free access to a Waldorf certification program, a training focused on supporting a developmentally appropriate curriculum focused on relationship driven education and parent partnership.  Volunteerism is supported in all classrooms.  An active Parent Cabinet (or PTA) regularly meets with administration and teacher representatives to provide feedback and input regarding programming and partnership opportunities.	Frequency of Communication	Increasing the frequency of communication and outreach from all teachers to families, via newsletters from teachers over-viewing accomplishments, plans and expectations.	#NAME?	#NAME?	#NAME?	Administration regularly meets with PLCs and other committees on campus to seek input for decision making.  Administration regularly meets with parent groups and the PTA (Parent Cabinet) to seek input for decision making.	#NAME?	"-Administration will host a variety of ""coffee talks"" throughout the school year.  These informal town-hall sessions will help improve engagement and gathering input for decision-making.   -Professional development offerings and breakouts focused on these efforts will be a a focus of attendance during the California Charter School Conference held in Long Beach , mid-March"	5	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
30664646120356	Opportunities for Learning - Capistrano	3	Based on the analysis of educational partner input from the 22-23 School Climate Survey, one of OFL Capo’s strengths continues to be its ability to create meaningful relationships with students and their families. Parents/ families rated OFL Capo in the area of interpersonal relationships which encompasses Respect for Diversity 4.25, Social Support from Adults 4.36, and Social Support from Peers 3.8.  Ratings were based on a 5 point scale, with 3.5 and above being a positive score, 2.5 and below a negative score, and scores between 2.5 and 3.5 were considered neutral. In the same dimensions, students rated OFL Capo as follows: Respect for Diversity 4.33, Social Support from Adults 4.29, and Social Support from Peers 4.0. Both parents and students rated OFL Capo high in the dimension of School Connectedness and Engagement, parents at 4.36 and students at 4.29.  School Climate findings also aligned with local survey results in which 95.46% of parents that responded believe that OFL Capo’s staff create a comfortable learning environment for students and 83.3% indicated that they have been invited/attended a parent group this year. In the same local survey, 85.72% of students that responded stated they enjoy coming to school and 96.97% feel staff create a safe and comfortable learning environment.  These results speak to the school’s continued efforts to build positive relationships to ensure that families feel connected to the school community as it is an integral part of OFL Capo’s school culture.     Additionally, OFL Capo’s strength in building relationships lies in the fact that it serves a small student population that allows for more hyper focus and intentional interactions with its students and their families, specifically able to target its unduplicated subgroups.  The small student population allows teachers and staff to know students and families as well as understand their needs.  Daily, weekly, and monthly interactions with families throughout the academic school year are a common practice among staff. To continue making progress in the area of Building Relations Between School Staff and Families, OFL Capo has incorporated the following in its LCAP: Goal 3/Action 2 Social Emotional Development and Goal 4/Action 1 Educational Partner Engagement.	To improve in the area of Building Relationship Between School Staff and Families, OFL Capo strives to increase two-way communication as it relates to participation rates in surveys and with input/feedback opportunities provided by the school. For the 22-23 School Climate Survey, response rates for parents were 45.90% and 65.67% for students among 9th and 11th grade families that were surveyed. During the Fall Educational Partner Engagement Survey 36.53% of parents and 67.94% of students provided input. Spring Survey participation rates did increase with parent participation at 67.82% and student participation at 85.89%.  Although these participation rates reflect a significant overall  increase for the 22-23 SY more work is needed to ensure that we have more voices heard in the decision making process.  For this reason, OFL Capo has included LCAP Goal 4- Cultivating a safe and healthy learning environment and school climate through an increased emphasis on conducting meaningful stakeholder engagement opportunities and ensuring all stakeholders feel safe and a sense of connectedness to our program especially for our Foster Youth, Homeless, English Language Learners (EL), Students with Disabilities (SWD) and Socioeconomically Disadvantaged pupils (FRMP) and Goal 4 Action 1 Parent Involvement and Educational Partner Engagement to increase engagement among all educational partners.	OFL Capistrano has systems in place to ensure that from enrollment students and families get the information they need and are set-up with support and resources to address their specific needs. All students have access to bilingual staff and are connected to their school team based on the services required to meet their unique needs.  At OFL Capistrano, students have access to an English Language Specialist, Special Education Specialists, Post-Secondary Counselor, School Psychologist and Intervention staff.  This is in addition to instructional staff assigned to the student.  The school team works collaboratively towards building relationships with our unduplicated students and their families.  Based on the 22-23 School Climate Survey, Professional Relationships was identified as an area of strength among all the respondents (parents, students and staff). In addition,during the Fall Survey 95.46% of parents and 96.97% of students indicated that staff created a safe and comfortable environment. During the Spring survey 68% of respondents (parents, students and staff) indicated they feel as though they are  part of the school community.  Although these percentages are promising, OFL Capistrano is striving to increase its percentages and participation rates especially among its duplicated families to ensure that it continues to engage them in school decisions and their voice is present among the school community. In addition, professional development opportunities will continue to be offered to empower, build, and develop staff’s capacity and have them learn how to pull from a student's language, background and culture to continue engagement efforts among our underrepresented families.  These efforts are captured in our LCAP i=under Goal 4 Action 1 - Parent Involvement and Educational Partner Engagement.	OFL Capo’s strength in building partnerships for student outcomes is in its ability to offer the necessary training and resources for educational partners to access and participate in the decision making process.  OFL Capo continues to work on building partnerships that will drive positive student outcomes by increasing the capacity of its various educational partners.  Currently, OFL Capo’s leadership attends monthly professional development strategies and to better understand how to partner and engage with families through the SSC/PAC and other parent advisory groups. These practices are shared at designated weekly meetings.  During these weekly meetings, all school staff collaborate and share strategies to improve OFL Capo’s instructional program and connect with students that might be struggling to keep up with academic expectations.  Frequent communication to parents is also provided to ensure that families are part of the conversation when creating monthly academic plans for each student. Parents and families are also provided additional opportunities to engage with the school.  The SSC/PA  provides families with training and the necessary information to better understand data driven decisions incorporated into the LCAP, Restrictive Fund spending plans and the SPSAt.  Families are provided multiple input and feedback opportunities throughout the school year through surveys, conferences and other advisory groups.  Additionally, school leadership and staff are able to participate in external conferences geared at creating a culture of learning, positive school climate, differentiated instruction, collaboration, and engagement of educational partners.   The above mentioned feedback, input and growth opportunities have been a direct result from the identified trends/needs from educational partners through the Fall/Spring Survey, School Climate, CNA, and meetings which included the following: Additional efforts needed to increase school and coursework engagement, socioemotional support/connectedness for students, and parent participation in school events. PD that is more relevant and is able to better equip instructional staff to serve students. Increase efforts to address transportation obstacles that students are facing.  Additional efforts needed to promote dual enrollment opportunities, engagement in school and coursework, increase parent participation including engaging with other parents, and opportunities for more peer to peer support for students.  PD and feedback that is more relevant to better equip instructional staff to serve students. Additional efforts needed in post secondary planning, overall engagement for students and parents, academic support to close achievement gaps, professional development for instructional staff and utilization of interventions tools/resources.  OFL- Capo has captured how it will address these needs and its efforts in LCAP Goals 1- 4 and its associated actions.	OFL Capistrano supports and provides opportunities to get families involved in the decision making and in supporting positive student outcomes.  The school understands that these opportunities provide parents a better understanding of their rights and role in the process.  OFL- Capistrano is invested in building parent capacity to understand various areas such as but not limited to Academic Requirements, LCAP, SPSA, Restrictive Funding,  IEPs and 504s.  This knowledge will be beneficial to parents and students to help advocate for themselves now and in the future.  OFL Capistrano has been able to see the benefits of creating a school-home partnership as this joint collaboration has allowed for authentic communication between the school and parents. An area of improvement for OFL Capistrano would be to increase the number of parents/families, especially unduplicated students that would be willing to participate in more formal input and engagement opportunities such as School Site Council/ Parent Advisory Committee, parent focus groups, workshops, and surveys. For the 22-23  SY, OFL Capo had the following participation rates: Fall Survey Participation Rates: Parents 36.53%, Students 67.94%, Staff 92.85%, Spring Survey Participation Rates: Parents 67.82%, Students 85.89%, Staff 100%, and School Climate Participation Rates: Parents 45.90%, Students 65.57%, Staff 85.71%.   As mentioned above, OFL Capistrano has a small student population and wants to ensure it is able to serve all students by building strong partnerships with families including its unduplicated student populations that will drive positive student outcomes.	OFL Capistrano will continue to use platforms such as Remind application, School Messenger, emails, newsletters, phone calls, school planners, surveys, public board meetings, SSC/PAC and social media to engage families and students. The charter will continue to hold parent conferences/ student-led conferences once a semester to ensure teachers, students and parents are able to connect and partner together to discuss academic progress, assessment results, graduation data, and course work to help in the development of an academic plan for each student.  OFL Capistrano will continue to offer the translation services in addition to support from the English Language Specialist for EL students, Foster/Homeless Liaison for Foster and Homeless students, intervention services for our Socioeconomically Disadvantaged students and Special Education Specialists for its special education population. The school will offer parents workshops focused on social emotional learning as a resource for families to support students at home and to promote learning.  OFL Capistrano wants to continue to invest resources and provide training to ensure access to materials needed to participate in the development, implementation and monitoring of school plans.  OFL- Capistrano has also captured these efforts in the LCAP Goal 4/Action 1- Parent Involvement and Educational Partner Engagement.	A strength for OFL Capistrano in seeking input for decision-making is through the various opportunities offered to students and their families to join the conversation and participate in the process. OFL Capistrano offers different avenues for families to participate in the decision-making process which include but are not limited to School Site Council/Parent Advisory Committee, focus groups, safety committee, WASC focus groups and Student Council. Additionally, much of the input and feedback provided is through one-on-one communication between teachers and parents. The daily, weekly, monthly interactions staff create offer multiple touch points for families to communicate their needs and input.  Additionally, in order to maximize these educational partner engagement opportunities, OFL Capistrano’s  leadership and staff attend professional development geared at learning effective engagement and communication strategies to build their knowledge/capacity in these areas.  Training on how to conduct parent meetings and present information including the SSC are also part of the professional development opportunities.  Here administrators and other charter leaders learn how to best leverage and include educational partner input into the decisions that the charter incorporates into their school improvement plans such as LCAP. In the SSC/PAC educational partners including staff, parents and students join forces to gain an understanding of the school data, build parent capacity and vote / understand subsequent decisions aligned to improve student performance, well-being, learning environment, and school safety.  Together leadership, parents and students join forces to work toward the creation of meaningful engagement opportunities that are welcoming to everyone within the school community.  Translation of materials and translators are provided for parents and students who might need such support to engage at a deeper level. SSC/PAC agendas are created and posted in accordance with the Green Act that allows for transparency and accessibility to all community members while board items follow the Brown Act requirements to engage the school community in school matters.  Goal 4 specifically Action 1 captures the charter’s efforts to improve and maximize resources to build on educational partner input.	OFL Capistrano staff and school leadership understand the value input and feedback from families can be especially for its most vulnerable student populations, however, low participation rates in this area is showing that more work is needed to ensure that families understand their role and impact in this process.  Greater active participation in formal feedback and input opportunities would bring forth more viewpoints to ensure that we continue improving on efforts for positive student outcomes.	OFL Capistrano will improve engagement of underrepresented families by looking for ways to enhance communications efforts from our usual repertoire of surveys, social media, flyers, phone calls, workshops, achievement chats, public meetings and parent committees to engage more of our families.  As more students and families have demonstrated more engagement in a one-on-one setting, OFL Capistrano leadership is working on ways to capitalize and streamline feedback gathered in these settings and how to replicate this more casual tone into its more formal setting like School Site Council/Parent Advisory Committee to encourage more parents to get involved with these committees.  Additionally, OFL Capistrano is actively working on increasing efforts to ensure that Fall and Spring educational partners surveys are accessible to the entire school community including its unduplicated student populations.	5	5	5	4	4	5	5	5	4	4	4	4	Met		28JUN2023	2023
30664720000000	Centralia Elementary	3	"Centralia Elementary School District (CESD) staff continues to build strong relationships focused on increasing student outcomes through clear communication and partnerships with our families and community, and continues to seek input from parents/community for decision-making. Based on our annual LCAP Parent/Community Survey, 96% indicated that they were informed of the various ways they can be involved at school (PTA/PTSO, SSC, ELAC, school/district events, etc.) and  96% agreed that the school makes efforts to keep all families informed about important issues and events. The District has committed to providing learning opportunities for parents and families including Parent Leadership Academies, parenting classes on learning how to read with their children at home, mental health/social emotional learning, attendance workshops in support of students’ academic and social-emotional development, and more.  These opportunities have been provided to families across the district as a means of building relationships between staff and families with the ultimate goal of supporting the varied needs of students.  Social Workers, Community Liaisons, Clerical Specialists, and Health Clerks work daily with parents to support students’ welfare, health, and/or behavior.  In addition, CESD provides translators to assist with home to school communication. CESD centers on the ""whole child” and believes in working closely with teachers, students, and families to improve student outcomes. The District has a tradition of developing community partnerships through our established Centralia Community Collaborative (CCC) including our District Neighborhood Resource Center (NRC) to provide necessary resources to families. The collaboration between schools within our District, our institutions of our educational agency and their larger communities are used as a platform for all parties to mutually benefit and exchange knowledge and resources in partnership and reciprocity, integrating resources to support families with developmental screenings and access to community services, ultimately to ensure that we can build upon our core values of collaboration to improve student outcomes. CESD participates in the California Community School Partnership Program (CCSPP) to implement community school initiatives at four of the eight District schools (Centralia, Danbrook, Raymond Temple, and San Marino). The CCSPP supports schools’ efforts to partner with community agencies and local government to align community resources to improve student outcomes."	Centralia Elementary School District (CESD) seeks input from parents/guardians through the annual LCAP Educational Partner Survey. The key findings from the survey provide the district feedback around the three LCAP Goal Areas and embedded State priorities: 1) Conditions for Learning 2) Pupil Outcomes 3) Engagement. The District annually conducts a survey for parents/community, students and staff. The parent/community responses are reviewed to determine next steps in increasing parent engagement across all school sites within the district. In the survey, 96% of the parents noted that they strongly agree or agree that the schools make an effort to keep them well informed. Parents have numerous opportunities through multiple committees (I.e. SSC, PTA, DELAC, ELAC, LCAP, GATE, focus groups, Superintendent's Forum, and site Coffee Chats/Parent Meetings) to provide input and get involved in the school. Based on the analysis of educational partner input and local data, CESD is focused on improving building relationships between school staff and families with students that are Chronically Absent. CESD continues an attendance initiative where the site and district teams monitor attendance and re-engage students and families to improve student attendance. Social Workers and school teams provide support to families with frequent absences, and work together with site teams through a pro-active approach, including the site principal, mental health professional, the students, and their families. CESD implements tiered reengagement strategies and interventions for students not meeting compulsory education requirements, and continues to work on strengthening the relationships with these families and providing supports and resources that are identified as barriers to the frequent absences with the goal of improving student outcomes.	Centralia Elementary School District is building strong partnerships with underrepresented families through clear communication and partnerships with our community. Based on our annual Stakeholder Engagement survey, 96% of our parents felt that our schools are making efforts to keep all families informed about important issues and events as well as how they can be involved at school.  Areas of need communicated by parents included the following: Reading, Writing, Math, and Social Emotional Support.  To improve engagement of underrepresented families, the district will continue to offer meetings in both in-person and virtual format with interpretation available during meetings, including Spanish, Korean, and ASL upon request.  All communications are translated in Spanish and Korean, and childcare is provided when applicable.  In addition, our four Title I schools are now Community Schools, receiving funds, services, and supports through the state’s Community Schools Partnership Program with the goal of partnering with community agencies and local government to assign community resources that will improve student outcomes. Efforts are made to ensure that on-site support is provided to underrepresented families that need assistance in finding resources, completing school forms, or needing support.	Centralia Elementary School District is building strong relationships focused on increasing student outcomes through clear communication and partnerships with our families and community. Based on our annual Stakeholder Engagement  survey, 96% of our parents felt that our schools are making efforts to keep all families informed about important issues and events. In addition, 98% of families reported that they understand how good attendance impacts their children’s learning.  CESD has a long tradition of working with local agencies through its Centralia Community Collaborative (CCC). The Centralia Community Collaborative, a strong interagency collaboration over the past 19 years results in ongoing partnerships between agencies and organizations that serve the community. The Collaborative is composed of school, community representatives, and agency representatives and works to support programs that meet the needs of students and their families within the CESD and surrounding areas. CESD participates in the California Community School Partnership Program (CCSPP) to implement community school initiatives at four of the eight District schools (Centralia, Danbrook, Raymond Temple, and San Marino). The CCSPP supports schools’ efforts to partner with community agencies and local government to align community resources to improve student outcomes. These partnerships provide an integrated focus on academics, health and social services, youth and community development, and family/community engagement. Community school strategies is an effective approach to mitigate the academic and social impacts of emergencies that affect local communities, improve school responsiveness to student and family needs, and to organize school and community resources to address barriers to learning.	CESD is committed to engaging parents, staff, and the community to promote stellar educational opportunities for all students.  To this end, CESD offers social emotional learning and pro-social skills support for students, and staff have been given training focused on topics such as instructional support, social-emotional learning, positive behavior intervention and support, and Restorative Practices.  In addition, the district has hired translators, bilingual community liaisons, clerical specialists, Health Clerks, and full-time social workers to help support parent outreach and engagement.   Parent education is provided based on input and  these opportunities are designed to meet the needs of families to build partnerships for student outcomes. Workshops around safety, academics, and social emotional well-being have been deemed a priority, and funding is allocated to ensure there are multiple opportunities for parents to access these workshops.  Services are also offered to families through the District’s Neighborhood Resource Center and Community Schools resources. CESD continues to build partnerships for student outcomes through increased work with community agencies and cities.	Building capacity among all the stakeholders is a focus area for Centralia Elementary School District. The annual Stakeholder Engagement survey is a critical process that engages all stakeholders to provide our district with input. This information is analyzed at all levels and action plans are created both at the sites and district level. School sites evaluated the input they received from their stakeholders. The district values the advisory committee process and ensures that all school sites and district level staff are provided the support needed to implement successful groups. The LCAP Advisory Committee is composed of English learner, Foster Youth, and low-income families that represent our district families and convenes throughout the year to obtain feedback and build partnerships for student outcomes. The committee reviews academic and survey data, instructional programs, and participates in discussions about high priority programs that impact our underrepresented students. In addition, the District English Learner Advisory Committee (DELAC) collaborates around the English learner programs and provides input to the LCAP Advisory Committee on a regular basis. This work is intended to help build partnerships between the district and families with the ultimate goal of helping to improve outcomes for students.	Centralia Elementary School District seeks input from our parents/guardians, staff, and students through the annual Stakeholder Engagement survey and uses this information to drive decision-making. The key findings from the survey provide the district feedback around the three LCAP Goal Areas and embedded State priorities: 1) Conditions for Learning 2) Pupil Outcomes 3) Engagement. The Centralia School District conducted a survey for parents, students and staff. The parent responses are reviewed and analyzed to determine next steps in increasing parent engagement across all school sites within the district. The district’s survey is the self reflection tool that is used to gauge parent engagement. All schools were included in the survey process. There were 1,959 responses collected, which is an increase from previous years and represents 65.3% of all CESD families. From these responses, it was determined that parents felt that there is strong parent engagement/involvement and that schools make efforts to keep all families informed about important issues and events. In the survey, 96% of the parents noted that they strongly agree or agree that the schools make an effort to keep them well informed. Parents had numerous opportunities through multiple committees (I.e. SSC, PTA, DELAC, ELAC, LCAP, GATE, focus groups, Superintendent's Forum, and site Coffee Chats) to provide input and get involved in the school. The general information collected from the survey indicated what specific programs were of most importance to the parents, such as having a strong academic program, a strong science and technology program, and opportunities to learn a new language. Parents have also been continuously actively participating in DELAC, actively exchanging ideas, analyzing data and programs, and celebrating student success. The district has committed to providing learning opportunities for parents, which include parenting classes, workshops to assist with challenging behaviors, learning how to read with their children at home and attendance. This survey will be repeated yearly with a focus on the same topics to allow for comparisons to show continuous improvement. Hard copies of the survey (when applicable and necessary) will continue to be provided to each family household across the district in addition to providing links for the online version.	CESD is focused on building partnerships with all stakeholders and using their insight and input to support shared decision-making.  To further this effort, CESD will continue to grow participation in parent advisory groups for school governance (i.e. DELAC, ELAC, SSC, LCAP Advisory Committee, etc.).  Professional developments will also be provided to principals and there will be an investment in parenting support to assist parents in becoming educational advocates for their children.  CESD’s Community and Student Engagement Team of Social Workers and Community Liaisons will collaborate with nonprofit groups, consultants, and/or programs to support this effort. Additional efforts have been made to provide on-site support as well as in-person and virtual options to obtain input for decision-making.	Based on the analysis of educational partner input and local data, CESD strives to  improve engagement of underrepresented families by increasing the District’s Translators workdays to year round support. Interpretation is available during all meetings, including Spanish, Korean, and ASL as needed, and many district meetings are provided in virtual and in-person format as a means of helping families to participate in and provide input. In addition, a mental health professional has been hired for each school site to engage with underrepresented families, with plans to provide an additional Social Worker to support the Community Schools.	5	5	5	5	5	5	5	5	5	5	5	5	Met		07JUN2023	2023
30664800000000	Cypress Elementary	3	Each school site continues to actively promote and welcome parents to participate in activities and events throughout the school year. Additionally, all schools have processes in place to foster open communication between families and teachers, using a variety of methods and platforms, to discuss student progress and ways to work together to support improved student outcomes.	An area for improvement that the district continues to focus its efforts toward is effectively sharing targeted information and resources with families, supporting all families, and helping them understand and exercise their legal right to advocate for their students.	One of the goals of our Local Control and Accountability Plan (LCAP) highlights the commitment to family involvement through communication and building strong relationships with our underrepresented families and families of unduplicated students. Cypress School District has a rich history of active engagement, providing families with resources and information about ways they can be engaged with the school community. As appropriate, this information is provided to families using interpretation and translation communication methods. The district's goal is to continue to refine and maintain events, resources, and tools to partner with our families supporting engagement in their child's education.	Districtwide, our staff strives to build strong relationships with our families. Teachers continue to create welcoming environments for not only their students but continue to build open communication with their students’ families through a variety of methods and platforms. Families are welcomed and encouraged to connect with their child’s teacher or principal at any time. To assist Korean-speaking families, the district has a Korean translator who assists with providing interpretation for the family and document translations. For families who request assistance in languages other than English or Korean, the district contracts with multiple resources to provide on-demand interpretation services and document translation.	The district continues to focus on improving its efforts of helping staff learn about families’ strengths and cultures, and has identified this as an area of improvement.	Families expressed that they felt the district is currently meeting the needs of all of our students, including underrepresented students. Families noted that academic support for at-risk students and social and emotional support for all students as critical priority areas. To address engagement with our families, the district is working to engage families by connecting them to internal and external resources and supports.  Additionally, staff will provide support and communication for families regarding student progress and outcomes.   To build an inclusive school culture and setting, schools will continue to participate in multicultural activities and celebrations to engage students and embrace diverse communities on each campus.	The Cypress School District continues to seek input for decision-making in various ways. At the district level, we actively seek members and input on our District Advisory Council and our District English Language Advisory Committee. We promote our annual Local Control and Accountability Plan (LCAP) surveys and encourage sites to host focus groups for input. At the school sites, parents are welcome to participate as members of their School Site Councils, English Language Advisory Committees, and Parent Teacher Associations as parent representatives. As needed, interpretation services are made available for the meetings, as well as the translation of documentation.	Seeking input and engagement from stakeholders such as staff, students, families, and community members continues to be a priority for the Cypress School District when making decisions.	In order to increase family input on decision-making, the district performs targeted outreach to ensure we are capturing input from all families, including our underrepresented families. Outreach and engagement are further fueled by providing communication to families in a variety of modalities, such as emails, phone calls, social media, and school and district newsletters. All information communicated is made available to families in their preferred home language through the use of document translation as well as on-demand interpretation, as appropriate.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
30664980000000	Fountain Valley Elementary	3	"Fountain Valley School District is deeply committed to building relationships between school staff and families. Parent engagement remains a focus of the school district, as evidenced by the fact that one of the District's LCAP goals is completely focused on this aspect of programming. In addition, ""increasing communication with staff, families, and community members to enhance engagement"" has been one of five FVSD District Priorities established by the Board of Trustees since the inception of the LCAP in 2013-14. FVSD continues to re-engage its educational 2023 Local Performance Indicator Self-Reflection for Fountain Valley School District Page 10 of 18 partners in meaningful ways to help support its recovery from the pandemic-impacted years of 2019-20 and 2020-21 and has implemented numerous community engagement activities. Each FVSD campus hosts traditional parent involvement events annually such as Back-to-School Night and Open House events, conducts monthly PTA/PTO parent group meetings, dedicates early-release days in the Fall and the Spring to accommodate parent-teacher conferences and hosts numerous arts-related performances, athletics competitions, and parent education nights throughout the school year. Principals, teachers, staff, and parents played complementary roles in building a sense of community at each school site throughout the school year. FVSD engaged in extensive outreach to parents in developing the 2023-24 Local Control Accountability Plan, including the administration of an LCAP Input Survey (over 750 responses) and conducting numerous in-person meetings including the LCAP Leadership Team (one parent representative from each school site), District English Learner Advisory Committee (DELAC), District Advisory Council (DAC), Superintendent's Parents Council (SPC), and School Site Councils from each campus."	Based on the analysis of educational partner input and local data, FVSD recognizes that building relationships with families is ongoing work that must remain a major area of focus. Specifically, input from families gathered to support the development of the LCAP highlighted the need to continue to engage in structured outreach to families from the District's special populations groups including families with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with special needs. Educational partners also suggested that the District work in partnership with parent groups (PTAs/PTOs) to establish systems of outreach to engage families that are new to the school district.	"FVSD will continue to improve the engagement of underrepresented families by working with parent groups (PTAs/PTOs) to engage in targeted outreach to welcome new families to the school district, continue to provide interpretation support for parent meetings, continue to translate documents into targeted languages (LCAP Actions 2.1, 3.3, and 3.4), and continue to educate parents as to the ""language selection"" capabilities of the ParentSquare platform to engage in more meaningful communication with families that have primary/home languages other than English (LCAP Action 3.2). In addition, FVSD is staffed with a Teacher on Special Assignment (TOSA) focused on supporting the District's program for English learners that will work with school leadership teams to develop and host parent engagement events at each school site during the 2023-24 school year (LCAP Action 2.5). FVSD will also continue to promote parent engagement activities designed for parents of students with special needs that will include district programming as well as SELPA programming (LCAP Actions 3.1 and 3.4)."	Each of FVSD's ten schools have well-established School Leadership Teams that are supported by funding specifically allocated to promote their professional development in the District's LCAP. The school leadership teams play a central role in developing parent outreach activities related to academic and social emotional programming at the school site. In addition to support for the School Leadership Team, each site receives a significant allocation of funding each year through the LCAP that is designated for the development and promotion of parent engagement activities. FVSD utilizes multiple technology platforms including School Loop (middle schools), Report Card Maker (elementary schools), parent conference weeks, progress reports, and report cards to communicate the academic and developmental progress of students throughout the school year	FVSD recognizes that building relationships with families from the District's special populations groups including families with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with special needs must remain an area of focus for the upcoming 2023-24 school year. FVSD acknowledges that a combined effort involving district staff, school site staff, and PTA/PTO leadership groups holds the most promise for continuing to improve part	Based on the analysis of educational partner input and local data, FVSD intends to improve the engagement of underrepresented families by leveraging the combined efforts of district staff, school site staff, and PTA/PTO leadership groups to engage in targeted outreach to parents. In addition, the District intends to continue to support the work of School Leadership Teams (LCAP Action 4.1) and continue to provide ongoing funding to support the development and promotion of parent engagement activities at school campuses throughout the 2023-24 school year (LCAP Actions 3.1, 3.4, and 4.7). FVSD will also continue to make bilingual translators available during, and outside of, the school day, to promote the engagement of families with primary languages other than English (LCAP Actions 2.1, 3.3, and 3.4).	Fountain Valley School District places great value on involving parents/guardians in decision-making and takes significant measures to provide families with opportunities to participate in both district-level and site-level decision-making. Site leaders engage in significant efforts to encourage parents to become involved in the work of School Site Councils, leadership roles with parent groups (PTAs/PTOs), and English Learner Advisory Committees (ELACs). In addition, district and site-level leadership engage in outreach to parents to encourage participation in district-level parent groups such as the Superintendent's Parents Council, LCAP Leadership Team, District Advisory Committee, and District English Learner Advisory Committee. Both the school district and each school conduct annual surveys of parents including the LCAP Input Survey, English Learner Program Survey, Title I Parent Survey, and school-specific surveys to gain insight into parents' perspectives on the effectiveness of the District's programs.	FVSD is appreciative of the significant levels of input that parents share related to numerous district initiatives including the development of the LCAP, English Learner Program, Title I program, and input shared by parents through school-specific surveys. The District also recognized the importance of continuing to engage in structured outreach to underrepresented families including those with students identified as English learners, low-income students, students experiencing homelessness, Foster Youth, and students with disabilities. The District has been more successful with gathering input from these families through phone outreach and the distribution of hard copies of surveys when compared to digital input resources.	Based on the analysis of the educational partner input and local data, FVSD will improve engagement of underrepresented families in relation to seeking input for decision-making by engaging in targeted outreach to parents of students from the District's special populations student groups (LCAP Action 3.4) and partner with PTAs/PTOs to recruit parents from underrepresented families to leadership roles within the parent group (PTA/PTO), at the site-level (School Site Council and ELAC), and at the District-level (LCAP Leadership Team, DELAC, and Superintendent's Parents Council). In addition, the District will continue outreach efforts through both print and digital resources made available in languages other than English (LCAP Action 3.3, 3.4, and 4.2).	5	4	4	4	4	5	5	5	4	4	5	4	Met		22JUN2023	2023
30665060000000	Fullerton Elementary	3	The Fullerton School District demonstrates significant strengths and progress in building relationships between school staff and families. They highly value family involvement, collaborating with WestEd to gather feedback and improve. Survey results indicate favorable perceptions, with parents feeling welcomed (86% scoring 3 or higher) and effective communication practices in place (96.2% scoring 3 or higher). The district's commitment to resource accessibility, ongoing collaboration beyond parent-teacher conferences, and a focus on underrepresented families showcase a proactive approach to nurturing strong partnerships between educators and families, fostering an inclusive and supportive educational environment.	Based on the analysis of educational partner input and local data, the Fullerton School District has identified several key focus areas for improvement in building relationships between school staff and families. While the district has demonstrated strengths, such as a commitment to family involvement and favorable survey results, there is a clear emphasis on elevating the average scores for the relationship between school staff and families. Additionally, attention will be directed towards addressing the needs of the 14% of parents who do not feel welcomed at their schools, to create a more inclusive environment. Despite their already positive rating, optimizing communication practices remains a priority to ensure effective and consistent communication in families' most accessible languages. Lastly, the district's commitment to expanding resources and support for underrepresented families signifies a deliberate effort to foster equity and inclusivity in family engagement. By focusing on these areas, the Fullerton School District aims to strengthen partnerships between educators and families, ultimately enhancing all students' academic and personal success.	In light of the analysis of educational partner input and local data, the Fullerton School District is resolutely committed to enhancing the engagement of underrepresented families within the framework of building relationships between school staff and families. The district's strategy involves allocating dedicated resources and personnel to better connect with and support these families. They also plan to implement tailored outreach efforts, considering diverse linguistic and cultural backgrounds, ensuring inclusivity and cultural sensitivity. By proactively involving underrepresented families in workshops, information sessions, and support networks, the district aims to empower them to participate actively in their children's education. Regular feedback mechanisms will be established to adapt and improve these initiatives continually. Additionally, the district's dedication to equitable resource access, exemplified by their commitment to computer literacy, navigating the educational system, and family arts nights, underscores their pursuit of educational equity for all families, regardless of their backgrounds or circumstances. Through these comprehensive measures, the Fullerton School District is poised to bridge gaps, strengthen connections, and allow every family to engage actively in their children's educational journey.	Based on the analysis of educational partner input and local data, the Fullerton School District (FSD) exhibits several strengths and notable progress in building partnerships for student outcomes. FSD has created a culture that values and appreciates the involvement of parents and community members, offering numerous opportunities for participation in community events and training programs focused on literacy, advocacy, and active engagement. The provision of translation services in Korean and Spanish languages and access to translation sets for meetings reflects a commitment to inclusivity. Survey data indicates that parents largely perceive the effectiveness of the school in working with families on student success positively, with an average score of 3.24, and 79% of parents giving a favorable rating of 3 or higher. Additionally, parents express satisfaction with the frequency of opportunities to learn about their children's progress (average score of 3.27) and the support provided by the school for their advocacy efforts (average score of 3.32). These figures demonstrate a strong foundation for partnership building with families to enhance student outcomes.	Based on the analysis of educational partner input and local data, the Fullerton School District's primary focus area for improvement in building partnerships for student outcomes is to provide ongoing training for staff on implementing asset-based practices. These practices will prioritize the strengths, cultures, languages, and goals of families in relation to their children's education. The district recognizes the importance of continuing to develop and refine these practices to enhance the quality of partnerships and better support student success. Furthermore, a key aspect of improvement involves better engagement with underrepresented families, with the district's Social Service Assistants focusing their efforts on improving communication, providing resources, and investing time in building relationships with these families and the wider community.	The Fullerton School District plans to improve engagement with underrepresented families in order to build partnerships that benefit student outcomes. This will involve enhancing communication efforts, including targeted outreach and providing resources in accessible languages and formats. Social Service Assistants will play a vital role in building relationships and fostering better engagement between these families, the wider community, and the school system. Staff will also receive ongoing training on asset-based practices to prioritize the strengths and goals of underrepresented families in supporting student success. By addressing these areas, the district aims to bridge existing gaps and promote more inclusive and effective partnerships for the benefit of all students.	"Based on the analysis of educational partner input and local data, the Fullerton School District demonstrates significant strengths and progress in seeking input for decision-making. The district boasts a robust framework of committees and advisory groups that actively involve families at various levels, fostering a culture of collaboration and participation. These include English Language Advisory Committees, School Site Councils, Local Control Accountability Plan (LCAP) committees, and our Champions for Learning parent advisory group, providing ample opportunities for parent engagement. Furthermore, the district's proactive approach to collecting feedback through surveys, suggestion boxes, focus groups, and ""Block Parties"" reflects a commitment to seeking input and involving families in shaping educational policies and programs. The fact that 75% of parents provided favorable scores regarding their participation in decision-making at their schools further highlights the district's achievements in this regard, with an average score of 3.13 out of 4."	The Fullerton School District has identified the need to improve its engagement with underrepresented communities based on an analysis of feedback from educational partners and local data. Although the district has involved families in decision-making processes, it received an average score of 2.96 out of 4 in seeking input from underrepresented groups. The district aims to address this challenge by exploring different strategies to enhance communication, engagement, and outreach to these communities. The support of district and school site social service assistants will be critical in this effort. One of the key approaches will be to increase awareness among parents about advisory groups and committees, ensuring that all families have an equal opportunity to participate and have their voices heard.	The Fullerton School District has analyzed educational partner input and local data to improve the engagement of underrepresented families. The district is committed to improving engagement with these families by focusing on outreach and communication. The plan includes expanding awareness among parents about advisory groups and committees, providing clear information on how to get involved, and accessible channels for input, especially for underrepresented communities. The district will also leverage the expertise and support of district and school site social service assistants to build stronger connections with these families. By creating an inclusive environment that values input from all community members, the district aims to enhance decision-making processes and better serve the diverse needs of its student population.	5	5	5	5	4	4	4	5	5	5	5	5	Met		20JUN2023	2023
30665140000000	Fullerton Joint Union High	3	The District has made strong gains in developing the capacity of staff in building trusting and respectful relationships with families. Each school site encourages parents to participate in various volunteer opportunities to provide support to students and to develop parent leaders through PTSA, Booster clubs, School Site Council, ELAC, and others.	The District continues to encourage and develop parent input through various District parent groups including DELAC, the District Advisory Committee, the La Habra PTSA Collaborative, the Buena Park PTSA Collaborative, and the Fullerton PTSA Collaborative.	Based on input from educational partners, the District will further utilize translation and interpretation services at DELAC, ELAC, DAC, and other parent group meetings in an effort to better communicate with families of English Learners.   The District will reach out to and train parent leaders to increase parent knowledge and boost parent engagement, with emphasis on parents of EL, foster, homeless, low income,  and students with disabilities.	There are at least four areas of strength and progress in Building Partnerships for Student Outcomes. The first is the full implementation of one-to-one Chromebooks for all District students and staff for the past 8 years. The one-to-one devices have all the tools and resources students utilize in their learning at school to access when they are home. The District has also ensured that all students have WiFi access at home with the availability of WiFi hotspots for students without home internet access. This equips all students with access to their learning materials, support resources, social/emotional resources, and teacher contacts right at their fingertips at home.  The District has invested in Tutor.com, a 24/7 tutoring service that lets students access a subject-specific expert tutor in nearly every subject area and at all levels of rigor.  The District has also invested resources in developing partnerships with local community colleges to increase dual enrollment/concurrent enrollment opportunities for students.	The District is working with local community colleges to increase concurrent and dual enrollment opportunities so that students may receive college credit while attending high school.   The District will continue to work with our partners at North Orange County Regional Occupation Program to enhance Career Technical Education partners by supporting them with industry-standard equipment and curriculum, which include industry-recognized certifications and articulation with local community colleges. The District will continue to work with our partners who provide mental health and social/emotional support to students who are struggling.	Based on educational partner input and local data, the District will improve engagement of underrepresented families in building partnerships through dedicated staff who are tasked with engaging underrepresented families in school parent leadership committees, school-sponsored college and career events, parent information and parent institutes, and other connective activities.  These dedicated staff include the EL Family Liaisons, the Assistant Principal of Student Support Services, the District Community Liaison, the Director of Student Support Services, Guidance Technicians at each District school, and other administrative support staff.  The focus will be on building parent leaders from among the families of underrepresented students.  Parent leaders have been found to have a high degree of success in getting other parents to engage in school programs and leadership.	The District has successfully engaged educational partners in seeking their input into the decision-making processes of the District.  This is evidenced by the large number of stakeholders who respond to the annual LCAP survey, participate in focus groups, serve on School Site Council, lead in PTSA at school sites, lead in DELAC, participate in ELAC, and who serve on community oversight committees.  Over 11,000 stakeholders responded to the most recent LCAP survey.  The District's strengths are grounded in the site-level participation in various volunteer opportunities to provide support to students and to develop parent leaders through PTSA, Booster clubs, School Site Council, ELAC, and others. The District continues to encourage and develop parent input through various district parent groups including DELAC, the District Advisory Committee, the La Habra PTSA Collaborative, the Buena Park PTSA Collaborative, and the Fullerton PTSA Collaborative.	Increasing DELAC and ELAC membership will be a focus area moving forward as well as increasing parent participation in DAC.	Based on feedback, continuing the translation and interpretation services from outside agencies in selected meetings will be a focus for improving engagement for families of EL.  FAFSA and other college admissions services dedicated to increasing the number of homeless, low income, foster, and English learners, as well as students with disabilities will also be a focus, based on feedback from educational partners.	5	5	4	4	4	4	5	4	4	4	5	5	Met		13JUN2023	2023
30665220000000	Garden Grove Unified	3	Each year GGUSD administers the Annual Strategic Plan Survey to parents/guardians of students in grades PreK-12, students in grades 3-12 and all staff members.  This survey is framed around our three district goals: (1) Academic Skills, (2) Personal Skills, and (3) Lifelong Success.  To ensure transparency for all stakeholders and accountability for progress toward goals, the district has committed to preparing an annual report that summarizes the yearly data related to our goals. The survey contains items that help us measure how well we are doing as a district in areas related to our Strategic Plan, such as improving scholarly habits, motivation, well-being, and school climate. The survey also ensures all stakeholders have an opportunity to provide input that affects school and district decision making by allowing for open response comments to address both school-level and district-level strengths and areas of need.	Family-school partnerships are important to the success of our district.  The Strategic Plan Survey also measures climate at the school and district-level, including asking parents to respond to items that measure their perceptions about parental participation.  Key findings from the 2023 survey include: ? Parents felt welcome at their child’s school. (97% agree/neutral) ? Parents feel that they are kept informed (communication). (98% agree/neutral) ? Schools provide translation/interpretation to families who need it. (98% agree/neutral) ? Schools offer opportunities for parents to be involved. (97% agree/neutral) ? Parents feel that the school promotes parent participation in programs. (98% agree/neutral) ? Schools give parents information about joining parent committees. (97% agree/neutral) ? The school district seeks parent input. (98% agree/neutral) These key findings will continue to be areas of focus for improvement in building relationships between school, staff and families.	The key findings from parent/guardian input compiled from the Strategic Plan Survey have been discussed with district leadership. Several district initiatives, projects, and programs have been focused on the topics discussed above and/or are a part of ongoing district initiatives. In addition to the survey, parents/guardians are invited to participate in district-level governance committees where they are provided opportunities to participate in the decision-making process.  These committees include District English Learner Advisory Committee (DELAC), Parent Task Force, GATE Advisory Committee, Community Advisory Committee for Special Education, and the District Council of PTAs.  GGUSD also hosts various parent night events to engage families and promote parental participation in programs.  District and school staff have implemented outreach activities in a virtual platform format to increase parent/guardian engagement in a home-school-community partnership.  In addition, translation and childcare is available at parent education events.	GGUSD has a notable reputation for providing outstanding instructional programs to a diverse student population. GGUSD prides itself on being innovative, fiscally responsible, and committed to providing a safe learning environment with a high level of support for all students and their parents. Students receive a robust academic experience at our award-winning schools. GGUSD is a leader in college and career readiness with a greater number of students meeting rigorous college entrance exams than other districts in the state or county. With all our successes, however, we know that academics is just one element of a successful education, and we work to nurture the whole child. The key to our success is treating all students as if they were our own children and providing them all the academic and personal skills for lifelong success.	Strategic Plan Survey key findings used to impact school and district-level decision making for improvement in building partnerships for student outcomes include:  ? Goal 1 (Academic Skills): extended learning opportunities/tutoring; reteaching of previously taught skills; afterschool programs; special education support; support for English learners and advanced learners; small group support. ? Goal 2 (Personal Skills): motivation; empathy; communication; socio-emotional support; welcoming school climate; parent education offerings; help for parents on how to support their children with academics; increased availability of psychologists/mental health; consistent discipline  ? Goal 3 (Lifelong Success): support for students post virtual learning; skills to be successful with the resuming of in-person instruction.	Educational Partners specifically discussed the need for continuing or adding interventions and tutoring to assist students who are struggling or who are below grade level. To address this area of need, the district will continue to provide high quality professional development supporting teachers with implementation of research-based strategies.  All school sites will provide a variety of opportunities for extended day and extended year programs to include large group instruction, small group remediation, and one-on-one tutoring. Increased opportunities for credit recovery at the high school level will also be provided.   Another key theme was the need for increased support with scholarly habits. Parents, students, and staff identified that students need help with knowing how to study for tests, organizing and completing assignments on time, and asking for help when not understanding. To address this need, teachers will continue to receive professional development and resources focused on building scholarly habits and the district will continue to the  use of college mentors and tutors.  AVID strategies will be consistently implemented at all elementary schools.   Mental health and wellness support continue to be a recurring theme. Additional school community liaisons, instructional aides, school psychologists, and social workers were prioritized. GGUSD hired six Paraprofessionals on Special Assignment (POSA), and eight Teachers on Special Assignment (TOSA) to provide training and support for instructional aides and other paraprofessionals across the district who support direct instruction in the classroom. In addition, the district has hired additional mental health therapists and social workers (52 total) to assist sites with addressing student mental health and wellness.	GGUSD has coordinated a comprehensive process of educational partner engagement around seeking input for decision-making. The district involves parents, community members, students, local bargaining units, administrators, other school personnel, and other partners invested in the success of our students. The superintendent along with representatives from K-12 Educational Services organized and delivered a series of presentations to generate feedback. Each meeting emphasized the need for all community partners to be engaged in the LCAP process. Data relevant to the district goals were shared, and time was provided for group discussion, which was focused on generating community partners’ ideas related to what they viewed as keys to student success and challenges that needed to be addressed.	District and school staff will implement outreach activities to engage the parents/guardians in a home-school-community partnership. These efforts will address identified barriers to participation and provide increased opportunities for parent/guardian participation. Activities to improve participation will include translation, childcare, virtual options for meetings, district-provided transportation to events and meetings offered at various times of the day to accommodate working parents.	GGUSD has committed to the following efforts to improve engagement of identified underrepresented families: ? Ensure the provision of translation and interpretation services for groups of parents whose primary correspondence language exceeds 15% of the school/district population.  ? Engage the community and provide information about school activities and topics (including outreach meetings, radio show, and other special outreach activities).  ? Increase bilingual support personnel to enhance translation/interpretation services provided for parents with language needs other than English.  ? Support primary language literacy to enhance cross-language transfer of language and literacy skills, fostering biliteracy and developing comprehension skills.  ? Continue to support our family resource center to provide access to community agencies, services and resources.  (GGUSD is excited to currently offer five Family Resource Centers, one in each Board Trustee area).   ? Maintain a Parent and Community Outreach office to serve as a link to community resources and to provide guidance, support, and training to parents/guardians, teachers, administrators, and support staff.  ? Coordinate parent education and community outreach meetings, develop and encourage high-quality parent programs and parental involvement opportunities at school sites, and provide professional development opportunities in parent education programs.	5	5	5	5	5	5	4	3	5	4	4	4	Met		20JUN2023	2023
30665300000000	Huntington Beach City Elementary	3	In the Huntington Beach City School District, we recognize the value that all families bring to our diverse community. Our staff (i.e. administrators, teachers, and classified staff) is encouraged to build trusting relationships and build welcoming environments for all families in the community. We ensure that all schools have a system in place to engage in regular two-way communication with parents and community members on a regular basis. Within our district, we have an interactive website, availability of interpretation/translation services, and parent surveys to measure school climate and provide feedback on LCAP priorities and district initiatives.	We are working with our professional learning department to provide more staff training on specific strategies for parent/ family engagement and building upon our success with parent workshops to offer additional opportunities for 2-way communication and decision making.	Huntington Beach City School District will continue to provide outreach, education, and translation services to parents in English and Spanish for various meetings.  Community Liaisons call families directly to invite them to ELAC, SSC, and DAC/DELAC, have Coffee with the Community liaisons on each campus, and maintain relationships with families who have participated in Leading Educational Attainment series to be spokespersons to further engage new families.	The Huntington Beach City School District provides all families with the opportunity to attend workshops to learn about district programs and child development. These workshops help parents and families better understand our district programs, adopted curriculum, child development milestones, and ways to support learning at home for the whole child. Sites also offer family nights, parent organizations (i.e. Parent-Teacher Association (PTA) and cultural groups), and conduct other activities to encourage and support parents. Additionally, sites conduct parent teacher conferences, host English Language Advisory Committees (ELACs), and utilize a wide array of parent surveys in order to gather feedback from their local communities.	HBCSD will continue to work with principals and teacher leaders to improve their capacity to collaborate with families for better student outcomes. This will include professional learning and providing training for parents concerning specific skills or curricular targets.	HBCSD's theme is HBCSDConnect with the goal of each staff member to connect and engage with students and families by making personal connections, phone calls, and providing opportunities for families to engage in their child's education.	Within Huntington Beach City School District, we offer parents and families the opportunity to be a part of many advisory committees through the district, both at the site and district levels. Parents are also encouraged to join the School Site Council or attend Principal’s meetings at the site. Parents provide input on the Local Control and Accountability Plan through the annual survey, committee work, and participation in site-level activities. At the district level, we provide families with multiple opportunities to provide input on policies and programs, including underrepresented groups within the community. When providing these opportunities at the district level, we provide translation services so that all families know their voice is valued.	Many departments within HBCSD are working with families to establish and sustain strong advisory committees. These advisory committees are supporting families to understand their legal rights and advocate not only for their own students, but for all students. Furthermore, the HBCSD Community Liaisons provide opportunities to have families, staff, and other district administrators come together to design, implement, and evaluate family engagement activities at all levels.	HBCSD will continue to provide flexible meeting schedules and opportunities for involvement (i.e. in-person, teleconference) with child care services to accommodate families' needs. School sites plan events that celebrate the diversity within the school community to foster a sense of belonging among underrepresented families and highlights their contributions.  Additionally, HBCSD will continue to provide accessible resources, feedback mechanisms to allow voices to be heard, inclusive decision making committees, culturally sensitive communication, and parent workshops and education.	5	5	3	5	4	5	5	5	5	5	5	4	Met		20JUN2023	2023
30665300134221	Kinetic Academy	3	As we have expanded our program to include the middle grades, Kinetic has a system in place for transitioning new families into the school culture and building relationships upon enrollment. Based on discussions throughout this academic year, many staff members have remarked on the challenges with maintaining a cohesive program while we operate on two sites. As families have students at both locations, we seek to find a way to either consolidate our operations on a single site or find ways to continue to build relationships with families across the two sites.	In years prior to the pandemic and our expansion into middle school, Kinetic had very high parent involvement and engagement. Our survey data indicates that while parents are satisfied with the relationships and opportunities for connections (e.g., parent conferences, back-to-school night, etc.), we only had 69 respondents to our Parent Survey.  The survey was sent via Parent Square and was open for 2 weeks with multiple reminders sent to parents asking them to complete.	Kinetic’s unduplicated pupil percentage has always hovered around 15%, yet this does not preclude our responsibility to fully engage and build relationships with our underrepresented families. Teachers are the first contact point for the development of a positive relationship with a parent. The school’s leadership develops multiple opportunities through community events to bring these families into the larger Kinetic community. All teachers and office staff frequently conduct direct outreach to encourage families to attend various events and/or discuss their child’s academic progress.	All teachers and office staff frequently conduct direct outreach to encourage families to attend various events and/or discuss their child’s academic progress. Students may participate in the After School Homework Club for assistance with homework completion and tutoring led by a certificated staff member. Additionally, teachers provide families with resources to prevent learning slide over the summer months, and ensure that students’ core skills are maintained.	Balancing student privacy when examining school data: Since Kinetic’s underrepresented student populations tend to be small it is an ongoing challenge to conduct in depth public analysis on the achievement of these students as we value their privacy.	Kinetic conducts a minimum of two parent conferences each year with all families, and a third conference is optional. Parents are also encouraged to request a conference if they have any questions or concerns regarding their child’s behavioral and/or academic needs. For our underrepresented student populations, teachers and/or parents may request additional progress conferences throughout the academic year, and request guidance on how to best assist the child in growth of their academic skills.	Kinetic regularly surveys families throughout the school year. The California Healthy Kids Survey Suite was administered to parents and students in April/May 2023 to obtain feedback on a range of areas including satisfaction with input for decision-making.  Based on the surveys administered in 2023, 80% of parents surveyed either “agreed” or “strongly agreed” with questions  around communications, involvement, and opportunities for input.	Parents and staff have expressed the need for more social-emotional supports in various forums/formats for feedback. We continue to seek community-wide input throughout the year, and strive to increase participation rates for students.	Kinetic’s unduplicated pupil percentage has always hovered around 15%, yet this does not preclude our responsibility to fully engage with our underrepresented families in seeking input for decision-making. A calendar of all events (e.g., councils, board meetings, surveys) for the year is provided to all families and maintained on the school website which connects to Parent Square, as well as frequent electronic “reminders” of upcoming events via ParentSquare.  Additionally, we send hard copy calendars home each month to families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
30665480000000	Huntington Beach Union High	3	Huntington Beach Union High School District (HBUHSD) recognizes the importance of building relationships between school staff and families. Schools provide parent communication in multiple languages and in a timely manner. Parent Square is utilized to reach all families in the HBUHSD community to provide emergency notifications, community outreach, and attendance calls.	Focus areas for HBUHSD are to increase the rate of participation in the parent survey, particularly for those schools with the greatest number of underrepresented families, and communication about academic progress and performance.	The Annual Parent Survey measures parent perceptions related to family-school partnerships, welcoming environments, asset-based approaches, and home-school communication. Some key findings from the 2022-23 survey include: • 80% of parents agree/strongly agree their school has a welcoming culture that encourages parent participation. • 83% of parents agree/strongly agree that they are greeted with courtesy and respect. • 84% of parents agree/strongly agree that schools provide a wide array of academic, cultural, and personal experiences to engage students. • 69% agree/strongly agree that their school communicates in a timely manner about grades, assignments, and academic performance. • 96% agree/strongly agree that their school delivers communications in their preferred language.	Huntington Beach Union High School District (HBUHSD) recognizes the importance of building partnerships for student outcomes.  Schools provide resources, materials, and programs to help all students succeed. The Annual Parent Survey measures parent perceptions related to information and resources to support student learning, information regarding college and career pathways, and student programs contributing to student success.	According to the survey results, one continuing area of focus is to increase the information and communication to families regarding college and career planning, options, and pathways.	Some key findings from the 2022-23 survey include: • 91% of parents agree/strongly agree that their school provides resources, materials, and programs to help their children succeed. • 89% of parents/strongly agree that they are aware of the coursework necessary to meet graduation requirements and ‘A-G’ completion requirements. • 85% of parents agree/strongly agree that their school sets clear expectations for student performance.	Huntington Beach Union High School District (HBUHSD) recognizes the importance of seeking input for decision-making.  Parents are encouraged to participate in site-level committees such as PTSA/PTSO, School Site Council (SSC), Community Advisory Committee, and/or English Learner Advisory Committee (ELAC). Our District English Learner Advisory Committee (DELAC) continues to grow in membership and provide valuable insight into our educational programs and services for English learners. The LCAP Planning Committee, which includes parents and guardians, meets throughout the school year to annually review and revise the District LCAP.	According to the survey results, one continuing area of focus is to increase communication around opportunities for parents to provide input into site or district decision-making.	The Annual Parent Survey measures parent perceptions related to engagement of families in advisory groups and decision-making. Some key findings from the 2022-23 survey include: • 86% of parents agree/strongly agree that they are notified of opportunities to join district or school committees. • 76% of parents agree/strongly agree that their school seeks parent input to support decision-making.	5	5	4	5	4	4	4	4	5	5	5	4	Met		27JUN2023	2023
30665550000000	Laguna Beach Unified	3	"Laguna Beach Unified values strong, collaborative partnerships with our families. One of our core guiding principles is ""relationships matter."" Parent advisory groups, including the LCAP Advisory Committee, Community Advisory Committee, Early Learning Task Force, Equity Steering Committee, School Site Councils, and District English Learner Advisory Committee meet regularly to engage in collaborative conversations around district goals, services, programs, and support offerings. Parents are regularly offered opportunities to attend parent education workshops throughout the year, including offerings specially designed for Spanish-speaking parents and guardians. Annual events include Back to School Night, goal-setting conferences, and Open House, wherein parents interact with teachers, review subject area or course content expectations, discuss student progress, or view student work.   Relationships with families are fostered through ongoing communication via coffee talks, PTA meetings, ParentSquare messages, social media posts, podcasts, and weekly newsletters. Parent input is routinely solicited via community education partner meetings, focus groups, and surveys. School counselors and student support specialists, along with the District Coordinator of Family Engagement, are in regular contact with families of at-promise youth via personal phone calls, email communication, conferences, or home visits, in order to provide individualized outreach and support."	The district-wide focus for improvement includes ongoing staff professional development in the area of equity, in order to continue to ensure school environments are inclusive and welcoming for all students and families. Based on 2023 LCAP survey data, 72% of parents indicated satisfied or neutral feelings regarding district communication. A continuing goal is to increase parent perceptions in this area through collective continuous improvement efforts.	Based on the analysis of educational partner input and local data, Laguna Beach Unified will improve the engagement of underrepresented families by continuing to streamline translation and interpretation services for families who speak a language other than English in order to ensure access to school and district-based educational opportunities.	Professional learning in Laguna Beach Unified is designed in collaboration with educators and school leaders in order to support areas of need related to student learning and core competencies, instructional practices, and family engagement. Additional professional development opportunities are focused on designing and implementing multi-tiered systems of support to address individual student academic, behavioral, social-emotional, and college and career readiness needs. The District Equity Committee, composed of teachers, parents, administrators, and support staff engages in collaborative discourse around how to improve outcomes for historically marginalized student groups and to promote inclusion for all students. Professional development focused on equity helps school teams to identify and address areas of need in this realm through actionable goals.    Schools in LBUSD continue to share information and resources with families via parent education and workshop opportunities, goal-setting conferences, social media posts, podcasts, ParentSquare messages, and weekly newsletters. Additional resources to support student learning and development in the home are presented to parents via community partner meetings, including District English Learner Advisory Council and School Site Council.  The LBUSD Parent Mentor Program provides peer support to parents of learners with exceptionalities, including collaboration with educational teams. The LBUSD Leadership Team convenes regularly to discuss topics including best practices for home-school communication and encouraging parent participation in school advisory groups. LBUSD site principals regularly solicit parent and student input as a component of comprehensive needs assessments, in order to identify school focus areas and drive annual goals and actions.	The District area of focus for improvement includes continuing to engage staff, students, parents, and community members in collaborative conversations around best practices for supporting underrepresented families via Equity Committee, DELAC, Community Advisory Committee, District and school leadership team meetings, and additional stakeholder convenings. An additional goal is to increase the number of annual parent survey respondents indicating satisfaction with parent education opportunities, from a baseline of 74%.	Based on the analysis of educational partner input and local data, LBUSD will improve the engagement of underrepresented families in relation to building partnerships to enhance student outcomes by actively eliciting participation and input in this area through involvement in community partner committees and parent advisory groups. School site teams will also conduct additional outreach to encourage participation in focus groups or surveys designed to ultimately promote and strengthen home-school partnerships.	LBUSD actively solicits parent input through an ongoing strategic and comprehensive community engagement process, in order to inform district goals, actions, programs, and expenditures. School Site Councils, composed of parents, certificated and classified staff members, and school administrators work collaboratively to develop annual School Safety Plans and School Plans for Student Achievement based on the unique context and needs of their school communities.  The LCAP Advisory Team convenes multiple times throughout the year to review and discuss LCAP goal progress and metrics, ideate student core competencies and graduate profile work, as well as to analyze student, staff, and parent/community survey results. This stakeholder group also engages in conversation around district priorities, successes, and challenges, to drive potential future actions to improve outcomes in the LCFF State Priority Areas. The District English Learner Advisory Committee also provides input essential for the development of the annual LCAP. Additionally, DELAC oversees the development of an annual needs assessment specifically for the parents and guardians of students who are English Learners, in order to provide feedback and recommendations regarding district English Learner programs, services, and support, as well as parent education and engagement.   Additional parent groups within LBUSD include school-level PTAs, as well as the District PTA Executive Council, in addition to the School Power Foundation Board. District and school site leaders regularly engage in collaborative discourse with parent representatives from these groups to address topics of interest related to enhancing academic, social-emotional, and college and career readiness programs. Students, staff, and parents are surveyed multiple times throughout the year to gather qualitative data used to drive conversations around continuous improvement with the site and district leadership teams, as well as parent groups.   The District Equity Committee, composed of both staff and parents, continues to plan for increasing equity and access for our most vulnerable student groups. The Parent Mentor Program and Community Advisory Committee continue to promote communication, education, and awareness for parents of students with exceptional needs. The District Coordinator of Family Engagement provides ongoing specific and targeted outreach to families from economically disadvantaged homes, foster youth, and families experiencing homelessness.	A focus area for Laguna Beach Unified is the continued collective effort to improve the engagement of underrepresented families through providing meaningful parent education opportunities on topics of interest, providing home-school communication through a variety of platforms and modalities, and encouraging attendance at parent advisory group meetings and school events.   An additional goal is to increase the number of annual parent survey respondents indicating satisfaction with opportunities for input from a baseline of 57%.	Based on the analysis of educational partner input and local data, LBUSD will improve the engagement of underrepresented families in relation to seeking input for decision-making by actively eliciting participation and input in this area through involvement in stakeholder committees and parent advisory groups. School site teams will also conduct additional outreach to encourage participation in focus groups or surveys designed to ultimately promote and strengthen home-school partnerships, and provide opportunities for input related to District and school-wide goals, areas of focus, and educational programs.	4	4	4	5	4	4	5	4	4	4	5	4	Met		25MAY2023	2023
30665630000000	La Habra City Elementary	3	LHCSD implements Home/School Contracts at each site to clearly communicate expectations for families, students, and school staff. LHCSD also schedules two conference weeks where families have opportunities to meet with their child’s teacher. The annual family survey results indicate that 86% of families attended their child’s conference and 88% indicate that school staff works with families to ensure the success of all students.  LHCSD annually sends a Handbook informing parents and guardians of their rights. Families who serve on School Site Council and the English Language Advisory Committees at the site level or Parent Advisory Committee, LCAP Committee, and District English Language Advisory Committee are actively involved in advocating for all students.	La Habra City School District involves authentic and deliberate dialogue across a cross-section of our population to gather input from students, families, staff, and other educational partners. LHCSD staff serves every family in our community with respect. The annual family survey results indicate that 91% of our families feel that families and staff members treat each other with respect. There are strong and lasting relationships between LHCSD and the families we serve. Also, district and school sites create welcoming environments for their students and family members. The annual family survey results indicate that 93% of our families feel welcomed at their school.	LHCSD recognizes that strong family/school partnerships are needed to maximize student success. LHCSD will continue to involve underrepresented families in school decision-making processes, ensuring their voices are heard and considered. Additionally, the district will continue to use Community Liaisons to work with underrepresented families, bridging the gap between them and the school and assisting in communication and engagement. The district will also set up avenues for families to provide feedback on their experiences with the school and regularly review and act upon this feedback. By implementing these strategies, the district can enhance engagement with underrepresented families, ensuring that all families, irrespective of their background, feel valued, heard, and connected to the school.	LHCSD will continue to provide families with meaningful opportunities to support and celebrate student learning. The District annually trains administrators and teachers on best practices for family engagement, and each site and the district provide multiple opportunities for families to engage with their school community.  LHCSD ensures that students and families have access to curriculum resources at home to support their learning. The annual family survey results indicate that 82% of our families agree or strongly agree that their school provides resources for families to support their child’s learning at home.	Building Partnerships for Student Outcomes is pivotal for the success of La Habra City School District. Improving this aspect can positively affect student achievement and the overall school climate. LHCSD has developed a data-driven culture that reflects on both strengths and areas for growth. Professional learning is coordinated based on the needs of teachers and includes building capacity within core content areas and promising practices that support student learning outcomes. LHCSD also has robust feedback mechanisms where parents, students, and community partners can share their insights and suggestions about the educational process and partnerships.	LHCSD strives to strengthen mechanisms to involve parents in the learning process, from understanding curriculum goals to offering resources to help them support their child's education at home. The idea is to create a holistic support network around students, encompassing academics and extracurricular and real-world opportunities. Furthermore, district and site staff created structures that provide support for students, especially those at risk. The LEA can build strong, sustainable partnerships that directly impact positive student outcomes by concentrating on these focus areas.	LHCSD receives Title I and Title III funds and consistently trains principals and staff in effective engagement and decision-making. The District provides families with many opportunities, such as traditional surveys and the use of “Thought Exchange” and “Let’s Talk” to solicit input from families. In addition, each school site employs a Community Liaison who focuses on reaching out to families of English Language Learners and any other students from underrepresented groups. The annual family survey results indicate that 67% agree or strongly agree that they know their community liaison and how he/she supports parents. Also, 71% of our families indicate that their school uses family input to improve instruction.  Site Parent Teacher Association, School Site Council, and English Language Advisory Committees regularly meet to discuss family engagement activities. In addition, the Parent Advisory Committee and LCAP committee involve families in reviewing and improving engagement activities.	LHCSD seeks input for decision-making by ensuring that the perspectives and concerns of all relevant parties are considered. Communication mechanisms like Let's Talk are implemented as efficient feedback tools such as surveys and other platforms where stakeholders can voice their opinions, concerns, and suggestions.	LHCSD will continue to make effective communication a priority. The district will continue to enhance transparency by sharing decision-making processes, rationales, and potential implications with the learning community to ensure everyone is informed. It is vital that the district establishes and maintains a system to collect, analyze, and present data that can guide discussions and decisions.  It is also important to ensure stakeholders understand how their feedback contributes to the data-driven decision-making process.	5	5	5	5	5	5	5	5	5	5	5	5	Met		29JUN2023	2023
30665890000000	Magnolia Elementary	3	Magnolia School District works with all staff to build trusting and respectful relationships and to create welcoming environments by supporting various opportunities to engage families in the educational process and school events. Administrators, teachers, and school staff welcome parents to the campus and assist with hosting various school level events and services. Administrators host “Coffee with the Principal” at various times during the year in order to build connections with families in a less formal setting.  Teachers welcome parents in the morning and at dismissal and have opportunities for individual conversations with parents twice a year through parent-teacher conferences. They also use tools such as “Class Dojo” and other communication tools to maintain contact with parents regarding school day events and their students' successes. Bilingual Parent Involvement Liaisons (PIL) are at every school site to support parent outreach and to develop personal connections to learn about each family’s strengths and needs. All Magnolia School District staff have focused on creating “E-ticket experiences” for families as a result of a specific focus by the superintendent, which began in 2017.  Multiple forms of 2-way communications are established in both English and Spanish, including electronic communications, telephone conversations, written messages, and in-person meetings with groups and individuals as needed. Interpreters are available for all major events, parent conferences, and upon request. In addition to a bilingual Spanish-speaking PIL at every school, two District Vietnamese interpreters provide family support, translation, and interpretation services as needed.	Parents also participate in an annual survey.  A total of 1,235 parents participated in the LCAP survey.  This is an increase of 81 parents as compared to the 2021-22 school year.  The surveys provide extensive feedback, thanks to tremendous outreach efforts by school teams. Parent Involvement Liaisons work with school staff to make computers available for parents to complete surveys electronically, paper copies are provided for those who prefer them, and additional comments are transcribed by staff as needed to ensure that all input is collected and valued. Results of the parent survey administration during the 2022-23 school year showed high levels of positive feedback from parents regarding building relationships with parents:  • 93% of parent responses indicate that the school staff builds a trusting and respectful relationship with families.  This is a 6% increase as compared to the 2021-22 school year. • 93% of parent responses indicate that the school creates a welcoming environment for all families in the community.  This is a 2% increase as compared to the 2021-22 school year. • 97% of parent responses indicate that the school provides multiple opportunities to engage in two-way communication with their child’s teacher in an understandable and accessible language.  This is a 4% increase as compared to the 2021-22 school year.	The District will continue to improve engagement of underrepresented families through ongoing outreach to those who have special needs. Magnolia School District has a Project HERO (Homeless Education Renewing Opportunities) office specifically designated to support and engage the numerous homeless families in the community.   Trusting, supportive relationships are formed between struggling families and District staff, who are then able to connect families with medical/dental/vision services, housing support, financial literacy assistance, food pantry assistance, and much more. Parent Involvement Liaisons are working with site administrators, classroom teachers, and office staff to identify families for additional outreach efforts. District team members will work with parents through District Parent Advisory Committee to identify additional strategies for learning more about family strengths, cultures, and languages. The District team will also work with schools to ensure that ample opportunities for engagement are offered at times that are accessible both during the day and evenings to meet the needs of working parents.	Magnolia School District provides Parent Involvement Liaisons with professional learning and support in order to improve schools’ capacities to partner with families. Throughout the district, schools provide families with information and resources to support student learning and development in the home though a variety of parent education and school-level engagement programs, including family literacy and math nights, parenting classes, and language classes. The district has created minimum-day schedules for 7 days, twice per year, in order to allow teachers to meet with parents to inform them of their students’ progress and ways to work to support improved outcomes. Parents are provided with information regarding legal rights through the distribution of an Annual Parents’ Rights and Responsibilities Handbook and during information meetings conducted throughout the year at District and site levels.	Strong community partnerships and resources are in place to provide parents with learning opportunities, information, and resources to support student learning and development in the home, including:  • English as a Second Language (ESL) classes for parents provided by North Orange County Community College District • Rosetta Stone online learning opportunities for parents supported in learning groups with Parent Involvement Liaisons • Financial Literacy classes provided by SparkPoint Orange County through the United Way • Parenting Classes provided by school teams trained through Parenting Partners • Dental services provided by Project Ayuda and Healthy Smiles • Medical services provided by Children’s Hospital Orange County (CHOC) and Central City Mobile Health Clinic • Food Pantry by Second Harvest Food Bank • Clothing and supplies by Assistance League Operation School Bell • Parenting support, counseling, and classes with Grupo Crecer.	Parent workshops and classes are offered at every school site at least once per trimester. Trainings are conducted for Parent Involvement Liaisons (PILs) and other team members as needed to support delivery of parent education classes. During the 2022-23 school year, numerous parent involvement activities were offered via Zoom and in-person, including health classes, collaboration meetings, school-level assemblies, and student recognition events. Parents were included in various family activities to support their students during distance learning. The District began an  8-week series, twice a year, to support English Learner families with a 16-hour training on how to strengthen families towards academic success for their children.  Results of the most recent parent survey administration showed high levels of positive feedback from parents regarding building partnerships with parents:  • 92% of parent responses indicate that the school provides information and resources to support their child(ren)’s learning at home.  This is a 4% decrease as compared to the 2021-22 school year. • 79% of parent responses indicate that their child’s school provides opportunities for families and school staff to work together to plan, design, implement and evaluate family engagement activities.  There was no change as compared to the 2021-22 school year. • 86% of parent responses indicate that the school supports families in understanding their legal rights and advocate for their child(ren).  This is a 7% increase as compared to the 2021-22 school year.	Magnolia School District team members recognize that parent and student engagement is a foundational component of a high-quality educational program. We know that parents significantly impact their child's learning and educational experience when they take an active role in monitoring their progress, attendance, and activities. Parent involvement helps keep students on track, which results in better attendance, fewer missed assignments, and higher academic achievement. They play an important role as decision-makers related to the best educational services for their children, and are integral to the District collaborative decision-making process.   All Magnolia School District schools and the central office have an “open door” policy that allows for both formal and informal input by staff, parents and community members related to District programs and services. School principals participate in annual training and support related to management of School Site Councils and English Learner Advisory Councils. Training is also provided to families at the site level through Advisory Council presentations and at the District level at monthly District Parent and English Learner Advisory Council meetings.	Results of the most recent parent survey administration showed high levels of positive feedback from parents regarding building partnerships with parents:  • 85% of parent responses indicated that their child’s school provides parents with opportunities to be involved in advisory groups and decision-making.  This is a 5% decrease as compared to the 2021-22 school year.   • 79% of parent responses indicate that their child’s school provides opportunities for families and school staff to work together to plan, design, implement and evaluate family engagement activities.  There was no change as compared to the 2021-22 school year.	In addition to parent involvement programs provided by PILs, District and school-level staff conducted specialized meetings during the 2021-22 school year, including District English Learner Advisory and Parent Advisory Committees (DELAC/DPAC) and LCAP committee. Input was gathered from these committees through the annual process of developing the Local Control Accountability Plan (LCAP). DELAC/DPAC and LCAP Committee meetings were conducted via Zoom and were well-attended.  Representation included parents from all school sites, as well as parents of English learners (EL), low-income students (LI), and Foster Youth (FY) to ensure specialized services and supports are included in plans. District Committee membership (DELAC/DPAC and LCAP Committee) is reviewed annually to ensure that EL, LI, FY, and students with exceptional needs are represented and that these families have input in the decision-making process. The District will continue to work to expand professional learning opportunities for teachers and principals on strategies for increasing meaningful participation of families in the program design and evaluation process. District team members will also work with Parent Involvement Liaisons, school administrators, and parents to refine key questions used in District surveys and during parent meetings to strengthen the input gathering process, particularly from underrepresented groups in the school community.	5	4	4	5	4	5	4	4	5	5	5	5	Met		22JUN2023	2023
30665970000000	Newport-Mesa Unified	3	Strengths include creating welcoming environments and multiple opportunities for two-way communication. Welcoming environments at the school site level are created by teachers, office staff, School Community facilitators, and administrators. School Community Facilitators, in particular, are valued members of school communities. Their presence at high-impact schools and at the district level helps families make meaningful home-school connections. In recognition of this important role, six positions were created in 2022-23.  There is a robust set of websites at the school and district levels, as well as plentiful information provided in both English and Spanish, and twice-yearly opportunities for elementary parents to participate in face-to-face parent-teacher conferences. Additionally, the district has endeavored to provide high quality forums for working collaboratively between parents and site/district staff.  Based on input from educational partners during the 2018-19 and 2019-20 school years, NMUSD established a seven-session series of parent education forums. In 2020-21, the district series began a partnership with the Community Advisory Committee. In keeping with the NMUSD framework of inclusive practices, families of general education and special education students were invited to learn together at these sessions. For 2023-24, the series will continue.	A focus area for improvement is two-way communication for families. The district continues to review practices in both the dissemination of information and collection of input. A plan is in development to streamline communication standards and the number of district platforms, enhance the use of the Aeries student information system, continue to leverage social media, and enhance use of both digital and print communications.	The district will improve engagement of underrepresented families by actively engaging with English Learner Advisory Committees to gauge progress in its communication efforts. A series of focus groups will be held to address the unique challenges of families of emerging biliterate students, particularly families who are new to the country.	A district strength in the area of building partnerships for student outcomes is in providing information and resources to support student learning and development in the home. When responding to the 2022-23 LCAP Survey, parents responded to the prompt, “Parents are given the resources and support they need to support their child’s learning in… core subject areas.” 80% agreed or strongly agreed in the areas of reading and 81% in English language development, 61% agreed or strongly agreed in the area of English language arts, and 58% agreed or strongly agreed in the areas of mathematics, 52% in history/social science and 51% in science.  There are a variety of site- and district-based resources for families to extend their support for their children, including elementary site based ELA/ELD, math, science and SEL parent education events, the district Parent Education Series, and Pursuing Victory with Honor.	A focus area is to provide professional learning and opportunities to enhance staff capacity in building relationships and learning about families’ goals for their children, especially within the context of linguistic and cultural assets. This benefits all families while also aiming to improve the engagement of underrepresented families.	The district will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families by actively engaging with English Learner Advisory Committees to gauge progress in its efforts to provide resources to its families. A series of focus groups will be held to address the unique challenges of families of emerging biliterate students, particularly families who are new to the country.	Strengths in the area of seeking input for decision-making include the advisory committee structure at school site and district levels. For the 2022-23 school year, all 32 school sites convened School Site Council meetings. English Learner Advisory Committees were required at 26 school sites, as dictated by student enrollment figures. Each of these groups is responsible for providing input on school programs in order to support student academic achievement. In addition to fulfilling an advisory role, each School Site Council has a decision-making function relative to conducting an annual evaluation of programs within the Single Plan for Student Achievement, and approving the School Plan for Student Achievement and the Comprehensive School Safety Plan.    The English Learner Advisory Committees send representatives to monthly District English Learner Advisory Committee meetings, which provides input on district-level programs for English learners. Sites provide documentation to the district regarding the election, composition, schedule, attendance, agenda, and outcomes of these site meetings, and district staff compiles the same documentation for the district meetings.  District staff monitors these compliance items throughout each year.   At the school level, there are Parent Teacher Associations or Parent Teacher Organizations at each school, as well as a School Site Council and English Learner Advisory Committees (when 21 or more English learner students are enrolled). District-level advisory committees meet regularly throughout the year. These include the Superintendent’s Parent Advisory Council, the District English Learner Advisory Committee, and the Community Advisory Committee for parents of students with an Individualized Education Program (IEP). The district also provides AM and PM online forums and school-based forums for site-specific topics such as electives.	An area of focus is to provide opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, and evaluate family engagement activities at school and district levels. Parents provide valuable support with implementation and evaluation, however, there is work to be done in planning and designing the activities together. NMUSD is looking forward to this meaningful collaboration. The district aspires to enhance the quality of its two-way communication and the accessibility of information electronically and with hard copies (when needed).	The district will improve engagement of underrepresented families in seeking input for decision making by actively engaging with English Learner Advisory Committees to gauge progress in its collaborative efforts. A series of focus groups will be held to address the unique challenges of families of emerging biliterate students, particularly families who are new to the country.	3	4	2	4	2	4	3	2	3	3	4	3	Met		20JUN2023	2023
30666130000000	Ocean View	3	Each year, OVSD administers an LCAP Parent/Guardian survey as part of our continuous improvement model.  Parent/guardian experiences were overall positive with 91% of respondents indicating they know whom to share concerns with at school, 86% indicating they feel their input is listened to, and 94% feeling welcome at their child’s school.  Parents/guardians also reported positive experiences for their children with 94-95% feeling respected by teachers, administrators, and other staff. OVSD will continue to build upon established relationships to ensure the sustainability of two-way communication and family engagement.	While LCAP and Title I survey results were strong, there is always a need to continue to collaborate with families to ensure they feel welcome, respected, and valued for their partnership. To support this school principals will participate in professional learning to build their knowledge and skill to ensure relationships are at the cornerstone of family engagement and efforts are tailored to address all families at each unique school community within the District to ensure all learners are successful.	State and federal funds (both ongoing and one-time) will continue to be utilized to foster engagement, with a particular emphasis on underrepresented groups, to support parents/guardians as their children’s first teachers.	The District has created strong systems and structures to engage families and gather input regarding district goals, program initiatives, and priorities for funding that positively affect student achievement. The partnerships have been strengthened through the development and participation in Focus Groups, School Site Councils, English Learner Advisory Committees, District English Learner Advisory Committee (DELAC), and Parent Forums, with representation from each school PreK-8, including representatives from Special Education and the Community Advisory Committee. In addition, OVSD will continue to foster two-way communication through consistent messaging on ParentSquare, social media outlets, and parent surveys.	OVSD parent feedback continues to stress the desire for parent involvement and the need for parent education.  A focus on strengthening parent engagement will continue through increased school-to-home communication, as well as District and site parent workshops and training, parent participation on the School Site Council, English Language Advisory Committee, and District English Learner Committee.  The District will continue to engage educational partners to receive feedback regarding LCAP goals, priorities, and expenditures for the use of one-time funds (Instructional Materials Discretionary Block Grant, etc.) that directly impact student outcomes.	Efforts will continue to focus on providing interpretation and translation to ensure parents are able to communicate with staff, access information regarding their child’s academic and social-emotional needs and progress, and support parent information meetings and parent education workshops.  The District English Learner Advisory Committee (DELAC) will include parent representatives from each site to engage and support parents of Emerging Bilinguals across the District. OVSD will continue to make progress with the recruitment of Parent Liaison Instructional Assistant Bilingual support and focus on improving communication and engagement with our underrepresented families to increase Home-School connections.	In OVSD, the Educational Services Division works directly with principals and staff to support their efforts to engage families in advisory groups and with decision-making.  They hold regular meetings throughout the year with principals to review training, ensuring all required topics are covered, and that the School Plan for Student Achievement is aligned with the LCAP.  They coach principals and maintain a commitment to seek parent input in District and school decisions through the District English Language Advisory Committee (DELAC), the Community Advisory Committee (CAC), the site English Language Advisory Committees (ELACs), and the School Site Councils (SSCs).	OVSD parent feedback continues to stress the desire for parents to be included in decision-making.  A focus on strengthening it will continue through site parent workshops and training, parent participation on the School Site Council, English Language Advisory Committee, and District English Learner Committee.  The district will continue to engage educational partners to receive feedback regarding LCAP goals, priorities, and expenditures for the use of one-time funds (Arts, Music, and Instructional Materials Discretionary Block Grant, etc.) that directly impact student outcomes.	To ensure parents/guardians who are unable to participate on committees have a voice, the District administers an annual LCAP survey in English, Spanish, and Vietnamese for all parents to provide feedback on District and site activities, programs, and curricula; services for low-income, English Learners, and students with disabilities; and school safety and connectedness. Title I sites conduct additional stakeholder input to inform decisions on how best to use their Title I Parent and Family Engagement funds. These surveys and committees include parents of low-income, foster youth, English Learners, and students with disabilities, as well as parents of a variety of ethnic and cultural backgrounds.	5	5	4	5	5	5	4	4	5	5	5	5	Met		27JUN2023	2023
30666210000000	Orange Unified	3	Orange Unified educates teachers, support personnel, administrators, and other staff in the value and utility of contributions from parents and families, specifically, how to reach out to, communicate with, and work alongside parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. The District provides training to administrators on supporting strong parent involvement at the school sites and prepares tools and resources for them to use with their staff to develop their ability to build strong connections between home and school. Further efforts to build relationships with parents are evident in parent and family participation in district and site advisory groups. Cultural proficiency learning is built into professional development workshops for site and district leaders and teachers.  The purpose is to increase awareness of one’s own cultural identity and views about difference, and to learn and build on the varying cultural and community norms of staff and families, with the intention of building stronger relationships with staff and families. Strong relationships with families are evidenced by: active PTAs, SSCs, and ELACs, the high frequency of volunteers, and significant participation in school events across the district.  We continue to strengthen participation in our DAC and DELAC.  Effectively communicating with and engaging our families in district initiatives and in decision-making is critical to the success of our students, schools, and families. Many of our actions and services addressed in our LCAP focus on investing in our families.	Based on the Self-Reflection Tool, we have identified “developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families” as a focus. Although rating a 5, OUSD will continue to encourage families and school sites to engage in productive communication.  Every effort is made to provide interpretation at school events, conferences, and meetings so that parents can fully understand and be a participant in the eduction of their child.  Additionally, OUSD provides interpretation at Board meetings so that the community can engage in and give feedback.  Translation is provided at school sites and at the district office for major written communications.  Even though we are at Full Implementation, OUSD continues to seek opportunities to engage all of our students and families and provide a welcoming, transparent environment.	Building relationships begins with welcoming all families.  The goal is to support families to actively engage with their school community.  We strive to help everyone feel welcomed, valued and connected to each other, to school staff, and to what students are learning in the classroom.  Communication is two-way and on-going; we work to provide oral and written dialogue in the language of the parent.  Our experience shows that an increase in student and family engagement leads to increased attendance, higher graduation rates, and higher rates of reclassification of English learners. Our LCAP supports building relationships through funding a TOSA who focuses on supporting the needs of parents throughout our district.   By engaging and building relationships between home and school, specifically with underrepresented families, we anticipate increased participation in the education of their children. OUSD provides families with a variety of resources to be used at home to support student achievement. These include technology such as apps for tutorials, devices and hot spots to provide access to students who might need these to reinforce what they have learned in class and to conduct further research. Additionally, lists and links to grade-level appropriate resources are shared via workshops and presentations as requested by parents to enable them to support student achievement at home.  The OUSD webpage has recorded sessions and other links to resources within the community. Our Title I schools are required to complete a School-Parent Compact and Parent-Family Engagement Policy. These documents require collaboration between home and school and provide information on family engagement activities that impact student learning and social-emotional growth and development. At every site, teams of educators collaborate to develop activities to support school goals geared to engage all families. School Site Councils and English Learner Advisory Committees, provide input and feedback on the activities that are supported by the School Plan for Student Achievement (SPSA) and Local Control Accountability Plan (LCAP).  OUSD demonstrates its strength in building partnerships for student outcomes based on a plethora of resources such as AVID parent nights, parent workshops, parent-teacher conferences, and intervention supports and personnel to provide service to underrepresented students. Other opportunities for site teams to engage and support underrepresented families who are struggling with academics or need additional social-emotional resources include Student Attendance Review Team (SART) meetings, Individualized Educational Plan (IEP) meetings, Collaborative Academic Support Team (CAST) meetings and home visits from the Office of Student and Community Services.  The TOSA for Parent and Family Engagement works with community liaisons and Leads to provide tools and other resources to support school sites to increase and sustain family engagement.	Orange Unified provides materials and training to help parents work with their children to improve their academic achievement. The District also provides parent trainings online, at the district office and at different sites locations on topics to help their child succeed. The topics for workshops are based on input from parents and staff and have included technology, English Language Development, digital citizenship, academic and college preparation, health, nutrition, internet safety, reading literacy and positive discipline.  OUSD utilizes both in-person and virtual formats to allow for maximum participation.  Current strengths and progress in building partnerships result from the success of school site Community Advisory and School Site Council groups as well as our school site English Learner Advisory Committees. OUSD annually provides professional learning for the engagement of these advisory groups and support in seeking input for the development of School Plans for Student Achievement and the District Local Control Accountability Plan. OUSD continues to focus on reaching and seeking input from underrepresented groups as we build greater partnerships within the school community with the support from our Office of Accountability, Equity and School Support.	An area of continued growth focuses on educating families in understanding and exercising their legal rights and acting as advocates for their children.  Empowering parents is essential in building understanding of the vital role they play in the education of their children.  OUSD continues to offer workshops on a variety of topics that provide families with information to navigate the public school system, including workshops on college eligibility and financial aid, effective parenting strategies, and supporting the well-being of the whole family.  Additionally, OUSD focuses on increasing participation in both ELAC and DELAC meetings so that parents of English learners can provide input and feedback on strategies and actions to support this unduplicated group of students.	OUSD provides numerous opportunities for parents and families to be involved at school, including serving on SSC and ELAC, and parents are encouraged to participate on district level on committees like DAC and DELAC. We are committed to communicating and engaging parents as partners in education and obtaining community resources for our schools.  The Office of Accountability, Equity and School Support offers workshops to build skills, knowledge and relationships in order for families to fully participate in the academic learning process.   All schools in OUSD are required to complete a School-Parent Compact and Parent-Family Engagement Policy. These documents involve collaboration between home and school and provide information on family engagement activities that impact student learning and social-emotional growth and development. OUSD provides families with a variety of resources to support student achievement. Some of these resources include technology designed to supplement instruction at home, electronic devices for access to students who might need these to reinforce what they have learned in class and to conduct further research. Lists and links to grade-level appropriate resources are available on the website, as well as, recordings of parent and family engagement workshops. The Community Liaisons, Leads and TOSA for Parent and Family Engagement collaborate monthly to share ideas to increase parent participation at the school sites. Community liaisons and leads are essential in providing resources, activities, and guidance to increase academic and social-emotional growth for students.  OUSD demonstrates its strength in building partnerships for student outcomes based on events such as Back to School Nights, Family Math/Science Nights, parent workshops, and parent/teacher conferences. Multi-Systems of Support and intervention teachers provide additional service to underrepresented students. Other opportunities for site teams to engage and support underrepresented families who are struggling with academics or need additional social-emotional resources include Student Attendance Review Team, Student Study Team, and Individualized Educational Plan meetings.	Orange Unified has demonstrated fidelity to the LCAP process by providing educational partners with resources, information and multiple opportunities to engage in the development process. LCAP resources include presentations, data sets, surveys, infographics, Superintendent communications, opportunities for engagement, district webpage, written Comments for the Superintendent forms, and meeting agendas.  All of these are provided to various partners and administrators for use in the facilitation of meetings to gather input. OUSD ensures it meets its responsibility to provide multiple opportunities to consult with all educational partners and engage them in the LCAP development and Annual Update process in a transparent fashion at both the district and site levels. These meetings include information on the Local Control Funding Formula (LCFF), Local Control Accountability Plan (LCAP), LCAP Federal Addendum, District and Site Level student achievement, student and parent engagement data, and LCAP Annual Update. Continuing to expand existing efforts for parent engagement will further increase participation by families in decision-making that is incorporated into advisory groups, LCAP and School Plan for Student Achievement (SPSA) processes.  We continually meet with our educational partners to gather input for the Extended Learning Opportunities Grant Plan and Universal Transitional Kindergarten.  Input into these programs was critical in the initial planning stages and as the programs develop and refine.	OUSD recognizes the value that families add to our collective success. Families engage their existing leadership talents in dialogue with personnel when making decisions on policies and programs for schools.   Our focus is providing families with opportunities to give input on policies and programs, and implementing strategies to seek input from underrepresented groups.  Our goal is to ensure that every school site has a representative from their School Site Council that attends regular District Advisory Committee meetings and a representative from each site’s English Learner Advisory Committee elects that attends the District English Learner Advisory Committee. At site SSCs and ELACs, as well as at the DELAC and DAC, parents are trained in their roles and responsibilities as parent members on these important teams.  OUSD continues to improve on established feedback communication loops so that all families in all committees share information and collect input to inform district decision making.  Reaching families without internet access can be challenging.  To remedy this, OUSD continues to devote resources to develop ways to communicate and interact with members of our community who lack internet and digital resources.  OUSD has a large geographical area that can be challenging for our parents without transportation. We are working to add parent workshops at different locations to meet the needs of all families. This may expand the participation of parents who traditionally are not involved in school activities or attend district meetings.	There are many examples that highlight OUSD’s strength in decision-making. The Language Assessment Center and Office of Accountability, Equity and School Support are the central location for parents, families, staff, and community members to participate in workshops for the purpose of learning how to engage in the decision-making process at the school site and district level. The primary focus of the professional development and trainings is to build relationships with parents and families. All educational partners should feel they are welcomed and encouraged by principals and staff to advocate for all students by participating in a decision-making committee. Schools offer parents multiple opportunities to participate in leadership roles such as SSC, PTA, District English Language Advisory Committee and English Language Advisory Committee, District Advisory Committee, and GATE Advisory committee. Translation and interpretation services are provided to encourage parents to attend these decision-making forums and be active participants. By offering a variety of platforms for meetings and workshops in a comfortable risk-free environment, parents can share concerns, make suggestions, and ask questions. District leaders attend, participate, and present at meetings and facilitate the engagement of parents and families, which sends the message to parents that home-to-school partnerships is a priority in OUSD. Interactive strategies are utilized during this meeting to seek input on policies and programs such as School Plan for Student Achievement, Local Control Accountability Plan Actions and Services, District Annual Survey, CDE Dashboard data and any other data related to the progress of underrepresented students. All families are provided the opportunity to give input on topics related to the academic achievement of underrepresented students.  OUSD has a history of building capacity including open dialogue and collaboration with parents, staff and administration to guide the decisions for student achievement. Areas for improvement in increasing participation include decision-making advisory school site committees and the English Learner Advisory Committee to strategically plan and hold meetings virtually or in-person based on parent input. OUSD’s Chief Business Officer and staff provide families with a Budget Overview for Parents to ensure they are informed about the financial budgets of the district. During School Site Council, English Learner Advisory Committee, District Advisory Committee, as well as Board of Education meetings, families can make public comments to express concerns and opinions.  As we strive to expand the ways in which we work within our district to strengthen our engagement of underrepresented families, OUSD will continue to incorporate family input and feedback received to develop an LCAP, site SPSAs, and daily engagement programs that are inclusive of all families and are responsive to their needs.	5	5	5	5	4	5	5	4	5	5	5	5	Met		20JUN2023	2023
30666216085328	Santiago Middle	3	Santiago Charter Middle School has a consistent positive feedback from the community and families of Santiago. The LCAP Survey indicates 96% of the families feel that Santiago is a safe place that promotes the best education and experience for their student(s).	Santiago's focus includes continual updates to the safety and security processes at the school and the re-introduction, post-COVID, of Parent Education Nights.	Santiago looks forward to increasing engagement in stakeholder meetings back to numbers prior to COVID. In doing so, Santiago will offer child care at afternoon meetings and encourage all parents, especially those underrepresented, to engage in Santiago's community.	Santiago's primary strength, as identified in community surveys, is engagement of students and families. Overwhelmingly, families feel excited to be a part of Santiago and trust that Santiago will be the best fit for their student(s).	Santiago's focus for this priority is engagement of students during school off-time. The staff at Santiago is working to develop activities and enrichment opportunities for students to engage in over the summer and during holiday breaks. Doing this will ensure students, who may get bored during	Santiago is putting together invitations to stakeholder meetings in multiple languages and publicizing some of the school's unique opportunities to ensure that all families are aware and feel invited to be a part of the campus.	Santiago has a great relationship with the families of Santiago. Based on recent LCAP feedback, families, overwhelmingly, feel a part of Santiago and know where to go if they have feedback or need support.	Santiago will continue to focus on supporting students and families for any need they may have. The introduction of the Wellness Center and Parent Resource Center, provides parents the opportunities to engage in the campus and with the resources the school has.	Santiago Charter Middle School, being a two-year school, focuses on and will continue to focus on, building transitional bridges for families between the elementary and high school experience.	5	5	5	5	5	4	5	5	5	5	5	5	Met		28JUN2023	2023
30666216094874	El Rancho Charter	3	"El Rancho continues to build relationships between staff and families by providing a weekly newsletter, highlighting staff weekly as a ""get to know the teacher"". and ""get to know administrators"".  Highlighting the positive activities on campus including weekly student lunch activities, staff and student collaborations, and creating activities to get to know our students on a person level to increase connectedness at school."	Continuing to find ways to increase relationship building.  This is a 3 year El Rancho school-wide goal.	Continuing to find ways to increase relationship building.  This is a 3 year El Rancho school-wide goal.  Increase communication almost staff to identify students early who may need extra support.	At the beginning of the year the teachers and administrative team analyze student grades and test scores.  In addition, I-Ready tests in math and English are performed three times a year in order to determine student progress and provide supports such as tutorial and additional I-Ready practice.  These results are communicated to parents as a partnership to support their students.  In addition, students who are underperforming meet weekly with their advisor to check progress and create a plan for improving their grades.	El Rancho prioritizes the focus on the Core subjects, then expands to elective classes.	At the beginning of the year the teachers and administrative team analyze student grades and test scores.  In addition, I-Ready tests in math and English are performed three times a year in order to determine student progress and provide supports such as tutorial and additional I-Ready practice.  These results are communicated to parents as a partnership to support their students.  In addition, students who are underperforming meet weekly with their advisor to check progress and create a plan for improving their grades.	Parent input is collected throughout several survey's we send home each year (LCAP survey).  In addition, PTSA and our Charter Board, which includes parents, determine goals throughout the year.  Students also have the opportunity throughout the year to provide feedback and input in school decision making.  This is done through various student survey's.	El Rancho will continue to provide survey's throughout the year for both parents and students to provide input in school decisions.	El Rancho will continue to provide survey's throughout the year for both parents and students to provide input in school decisions.	5	5	4	5	5	4	4	4	5	3	4	4	Met		10MAY2023	2023
30666470000000	Placentia-Yorba Linda Unified	3	Based on the analysis of educational partner input and local data, 89% of parents agreed that the school creates a welcoming environment for families, indicating that parents generally perceive the school as creating a welcoming environment for families. This is a positive aspect of PYLUSD's efforts in building relationships. In addition, 90% of parents agreed that they have opportunities to engage in two-way communication in a language they understand. Suggesting that parents generally feel they have ample opportunities for two-way communication in a language they comprehend.	While the average rating for this indicator is relatively positive, it's noteworthy that only 67% of teachers feel they have sufficient training in this area. This suggests room for improvement in enhancing staff capacity to build trusting and respectful relationships with families.	In summary, PYLUSD demonstrates strengths in creating welcoming environments for families and providing opportunities for two-way communication in understandable language, as evidenced by stakeholder input. However, there is room for improvement in staff training related to building relationships and understanding families' strengths and cultures, as indicated by lower ratings and percentages. These findings provide PYLUSD insights to further enhance its efforts in building relationships between school staff and families.	PYLUSD Provides various opportunities for families to seek input and engagement, such as through PTA, School Site Council, ELAC, and meetings with the principal. This is reflected in the high percentage (84%) of parents who agree with this statement, indicating that the LEA encourages parental involvement and advocacy.	A significant percentage of teachers (63%) report having sufficient training in understanding families' strengths, cultures, and goals for their children. However, there is room for improvement in ensuring all staff members have the necessary skills and knowledge to engage with families from diverse backgrounds. While the data indicates that the LEA provides opportunities for family input and engagement, ongoing efforts are needed to support families in understanding and exercising their legal rights and advocating for their students.	PYL will continue to host regular parent education workshops and sessions that cover a wide range of topics relevant to education, including understanding parent rights, advocating for students, and navigating the education system. These workshops will be accessible and offered in multiple languages to ensure all families can participate. In addition, we will continue to host parent advisory committees and councils where parents can actively participate in decision-making processes. These committees will have a direct line of communication with leadership, providing a platform for parents to voice their concerns, seek information, and influence policies.	84% of parents agree that the school provides opportunities for all families to provide input on policies and programs, including underrepresented groups. This positive perception suggests that PYLUSD is on the right track in this particular aspect of family engagement and should continue its efforts to ensure that all stakeholders, including underrepresented groups, have a meaningful role in shaping the educational environment.	Feedback from the data suggests a shared desire among parents and teachers for more transparent and accessible information about decision-making processes. However, there appears to be a perception gap between these two groups in terms of how well their input is utilized and their understanding of the decision-making processes:  Addressing this perception gap is crucial for building trust and improving the overall engagement of both parents and teachers in the decision-making process. PYLUSD will consider conducting further surveys or focus groups to gather more detailed feedback and better understand each group's specific concerns and expectations. Additionally, we will continue refining our communication strategies to provide regular updates on how input is utilized in decision-making, ensuring that both parents and teachers have a clearer understanding of their impact on the educational process.	PYLUSD is committed to actively reaching out to and seeking input from all families, representing a significant positive aspect of our engagement initiatives. While we have made progress in expanding engagement through various communication channels and involving underrepresented groups, there is room for improvement in building staff capacity to engage families effectively. Furthermore, PYLUSD's ongoing efforts to engage multiple stakeholders in the planning and evaluating family engagement activities signify positive strides toward promoting collaborative decision-making.	4	4	4	4	4	4	5	4	3	4	4	4	Met		20JUN2023	2023
30666700000000	Santa Ana Unified	3	Progress is achieved by multi-tiered areas of support across all SAUSD departments. SAUSD prioritizes collaboration between staff and families, valuing families as educational partners.  SAUSD has developed a strong focus on building capacity within historically marginalized communities.  The District’s DAC, DELAC, and  CAC committees serve to empower, inform, gather input, and provide valuable resources for dissemination to all school sites.  The AIPAC has been developed to include the voices of our Native American families and provide critical resources.  The LCAP PAC reviews educational feedback and student outcomes to inform the LCAP development and provide cross-communication between parent leadership groups. Collaborative Education Liaisons work with newcomer, migrant, and foster students and their families to ensure access to resources, connection to networks of support, and understanding of the school system. In collaboration with district departments, 55 FACE liaisons support family and community engagement at the site level, creating welcoming environments for families, staff, and community partners to engage in building networks of support to empower, build capacity, and bridge access and information to internal and external resources.	FACE Liaisons will continue to: *Build a bridge between all educational partners to establish a welcoming environment for staff and families.  *Build and create safe spaces for adult learning communities to bring families and staff together to support students' academics, socio-emotional well-being, and wellness.   SAUSD’s focus area(s) for improvement are to continue to: *Create and expand opportunities to support the capacity of administrators, teachers, and classified staff to support effective and efficient practices of family and community engagement and to build relational trust with families. *Facilitate shared responsibility of all staff for FACE implementation resulting in welcoming environments.  *Increase opportunities for two-way communication between families and educators using language that is understandable and accessible to families.  *Include families in the co-designing of asset-based needs assessment tools for seeking family input, ideas, opinions, assets, and needs.	SAUSD will improve the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families by:  *Providing and connecting families to resources and training to improve engagement in the shared decision-making process through the LCAP listening sessions, parent meetings, and all site and district advisory councils.  *District advisory groups include the families of diverse student groups including Native American, Migrant, McKinney Vento, Foster Youth, English Learners, Students with special needs, students experiencing low income, and Newcomer families, the District also plans to strengthen outreach through information campaigns, multiple communication systems and visits to parent meetings across the district.  *Re-emphasize the importance of staff dedicating time and creating opportunities around learning about each family’s strengths, cultures, languages, and goals for their children.	SAUSD has a commitment to assisting families with navigating through district support and working with community partners to provide focused support and resources to our families that improve student outcomes. FACE Liaisons and counselors provide additional family support. SAUSD has fully functional School Site Councils and English Learner Advisory Committees at each site. District-level advisory committees have been established to meet the needs of parents and students as well as provide pathways for input from the community including the District Advisory Council, District English Learner Council,  Special Education Community Advisory, Migrant Education, LCAP Parent Advisory, and American Indian Parent Advisory.  SAELI Parent Leadership Teams focus on early learning, civic engagement, advocacy, and leadership.   SAUSD has increased interdepartmental collaboration to evaluate the assets and needs of our students and families by gathering input regarding assets and needs.	SAUSD focus areas are: *SAUSD will support families to understand their rights and advocate for students. Strategies will be presented to families through capacity-building workshops that will educate and empower parents to understand their role in their child’s education.  *SAUSD’s Wellness Centers will form a responsive network hub of resources and supports.  District and site staff will work with community partners to meet students' and families' needs. Each wellness center will be expanded with sustainable resources and programs to support a multi-tiered system of services and supports to address individualized family needs  *SAUSD will also continue to build on and expand community partnerships and interdepartmental collaborations to meet the specific needs of our students and families. *SAUSD will continue to meet with Community and Parent Advisory Councils to improve engagement and establish systems for input from the community and underrepresented families.	*To improve engagement and the function of all Advisory committees to further empower parent leaders in identifying the needs and updates regarding SAUSD programs that benefit students in need.  *Meet with Community and Parent Advisory Councils to ensure all groups are providing input during our self-reflection process in order to provide additional ways in which we can improve parent engagement. *Continue to provide families with information and resources to support student learning and ensure materials are available in home languages. *Develop home-school partnerships to ensure collective efforts support student learning. *Utilize streamlined modes of communication to inform families about family education, capacity-building opportunities, programs, and services. Develop a clear system for the distribution of information to parents.	SAUSD’s commitment to seeking input for decision-making reflects its dedication to inclusivity, transparency, and collaborative decision-making. By actively engaging educational partners and leveraging tools such as Thought Exchange, data analysis, and site and district advisory committees,  SAUSD ensures that its actions are informed by a wide range of perspectives, data-driven insights, and input from educational partners.   SAUSD hosted LCAP feedback sessions across 54 sites and with all partner groups. SAUSD’s LCAP Task Force and LCAP Parent Advisory Committee provided input into programs, services, parent engagement strategies, and the LCAP self-reflection tool. The superintendent's advisory committee incorporates parent and community partners' input and perspectives ensuring that all voices are heard and considered when making important decisions that affect the students and the community.	SAUSD will enhance and expand its efforts in engaging with important educational partners, such as parents, teachers, students, and community partners. To ensure input for decision-making adequately represents all educational partners, the district and school sites will improve communication channels, organize regular feedback sessions, and implement surveys and/or focus groups to gather input effectively. By addressing these areas of improvement, SAUSD can create a more asset-based,  inclusive, data-driven, and collaborative environment and additional opportunities that effectively incorporate the input of educational partners into decision-making processes.  In addition to improving outreach and communication to improve participation in site and district advisory committees/board, SAUSD has planned to improve and make more transparent cycles of gathering input, discussing program adjustments, and sharing progress.	*Create inclusive decision-making spaces where underrepresented families can actively participate by restructuring meetings and formats for input. *Adopt assets-based, culturally responsive practices to create a welcoming and inclusive environment that encourages engagement and input. *Develop strategies that consider the unique needs, preferences, and cultural contexts of families including conducting listening sessions, surveys, focus groups, or targeted communication and outreach initiatives to gather specific input. *Continue to develop and nurture positive relationships with families through meaningful engagement activities. such as parent-home connections, community events, and partnering with local organizations. *Offer family engagement including parent education, meetings, training, family nights, and volunteer and leadership opportunities.  *Create an inclusive and equitable educational environment where the perspectives and needs of all families are valued and integrated into the decision-making processes of SAUSD.	3	2	3	3	3	3	2	2	2	2	2	1	Met		27JUN2023	2023
30666700101626	Edward B. Cole Academy	3	EBC Academy was able to welcome families back on campus this year. We have offered a variety of classes to support families. A majority of the classes centered around child development, family dynamics, and ESL classes. We also hosted our Family Reading and Coffee with the Principal on campus monthly. A town hall was added mid year to offer parents an opportunity to discuss issues on parent’s minds more in depth than at Coffee with the Principal. Families also asked for a comment box to be placed in the office, it is now available to all parents. ParentSquare has been an integral part of our ability to communicate with families. Families also express appreciation for this tool as they are able to message teachers and staff quickly. We continue to utilize Social Media and flyers to get messages to families who prefer those methods of communication.  We offered opportunities for families to volunteer on campus. We had many families take advantage of volunteering at our Friday Community Food Giveaway and Cougar Store. When we offered “parent and me” activities the sessions were filled to capacity. Few families took advantage of the opportunities to volunteer in classrooms or being a room parent.	Families are seeking help regarding how to help their student academically. Next year in addition to the parenting and ESL classes we will be hosting leadership and academic support classes for families to participate in. We will also seek to better define and support parents in classroom volunteer activities so they can better understand and partner with students in an academic capacity. We will ensure that parents know that speaking English is not a prerequisite for helping students in classrooms.	Many of our families need multiple incomes to provide. This means our families work many different schedules. We offer some classes in the morning and others in the late afternoon. This enables more of our families to take advantage of opportunities offered at our school. We also provide classes in language cohorts so that there aren’t language barriers to engagement.	Parents feel empowered by the steps EBCA has taken to meet their needs with the hiring of the Director of Community and Parent Empowerment.  EBCA offers courses around financial literacy, social emotional needs for students, Zumba, art, ESL and Raising Highly Capable Kids.	EBCA wants to continue to strengthen the courses we offer in addition to offering more levels of ESL, nutrition courses, Math and ELA Parent Night.	Parents have been surveyed and are continually asked how EBCA can better meet their needs.  Our Director of Community and Parent Empowerment has routine check ins with many parents to check the pulse of what is wanted from our community.  She meets with parents on a regular basis to get feedback about current offerings and challenges they would like support with.	We hold weekly empowerment classes with parents.  We have monthly coffee with admin and Q&A Town Halls monthly. We encourage parents to submit suggestions and comments in our comment box in the main office if they feel we can do things in a more efficient or effective way.	EBCA will do quarterly parent surveys for the 2023-2024 school year to make sure we are getting consistent feedback from a broad range of parents - not just the parents who always show up.	EBCA will offer surveys digitally, encourage families to visit campus and use EBCA devices if necessary.	4	4	4	4	4	4	4	4	4	4	4	4	Met		19JUN2023	2023
30666700106567	Nova Academy Early College High	3	LEA parent feedback surveys indicate strengths in the area of “School Fit”, with responses showing that most parents believe that the school is properly preparing their child for their future and has strong academics, and parents regarding the LEA’s strongest surveyed area as “School Climate”. The survey question with the highest percentage of positive responses pertained to “Fairness of Evaluating Students and Overall Respect” that teachers have for students. Family engagement success almost manifested as high family attendance at Parent University events, such as grade level presentations, Back to School Night, and Open House.	Areas of potential improvement identified through parent surveys responses include: the perception of student enjoyment of school; grit, or determination to stick to something, even though it is difficult; the perception that their children will get distracted and cannot focus on projects or assignments; and parent perception that students do not work through difficult tasks toward important goals.	The LEA will provide continued opportunities for school staff and parent engagement via parent university, ELAC, School Site Council, Wellness committee meetings, and additional parent meeting opportunities. Parents and Guardians will be invited to attend Parent University workshops throughout the school year. Workshops may include, but are not limited to, guest speakers, recognition and incentives, college presentations, how parents can support their student’s learning, college pathways, academic plans, financial aid for college, social events, student wellness, adult learning, and student support.	LEA strengths and progress were identified within student feedback surveys, wherein the overall student populace ranked the school positively, with majority agreeing that the school is preparing them for their future, and supporting their learning experiences, achievements and endeavors. Family class contributes to a sense of connectedness along with school culture. ASB activities (spirit & academic assemblies,) campus wide activities (multicultural day, red ribbon week, family feast, spring fiesta,) Counseling department support (college pathways, social emotional and grade level presentations) also contribute to continued development of positive student outcomes	LEA efforts to continue improvement across other areas of focus include the continued use of assessments via Renaissance Star to gauge student achievement and preparation, Seminar classes, and targeted placements during LINK (academic support) classes.	The school will continue to seek stakeholder input when planning events for students and parents through established groups, ASB, Ambassadors, School site council, ELAC, and Wellness committees.	LEA strengths include an increase in parent survey participation and an increase in parent attendance in on campus engagement opportunities, such as parent university. The addition of providing academic and classroom management/ behavior intervention training to teachers and staff came from the low numbers of student grit perceptions by parents as well as student scores and progress in their academic classes.	Additional Research on Emotional Intelligence will be a part of the tasks that Administration and Teacher Leaders participate in throughout the school year to find additional interventions and support for students to help them grow their grit and learn connected skills. Parent University topics will mirror the same and will be an area of focus for the Family Engagement and Counseling team. Helping parents learn the skills they need to encourage grit and determination in their students will create a multi-prong approach to student support and success. The Alternative Discipline Practices requires more research for the development of a program. This research has already begun and will continue as the program is developed.  Additional work on supporting and emphasizing the Positive Behavior Intervention and Supports (PBIS) already in place is to also take place through research and practice.	The school will continue to seek stakeholder input when planning events for students and parents through established groups, ASB, Ambassadors, School site council, ELAC and Wellness committees.	4	4	3	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
30666700109066	Orange County Educational Arts Academy	3	OCEAA conducted an internal school-wide needs assessment which indicated that an overwhelming majority of parents feel like they are welcomed at school by reception staff, teachers, and administration, and feel they have meaningful opportunities to participate in the school.	Focus area(s) for improvement in Building Relationships Between School Staff and Families are additional opportunities for parents to work alongside school administration in decision making processes. Other areas for improvement are providing quality parent education on topics of interest, adding opportunities for Health Education, and improving contact between teachers and families for Middle School Students.	In an effort to support and engage underrepresented families, OCEAA will continue to provide translation support (live and written form), continue to explore other communication approaches to ensure families receive timely & consistent communications and increased community engagement opportunities. Part of data-analysis was to design a system to work on disaggregated data that will be implemented in the next year. This year a big focus was technology support and training to ensure parents had access to the appropriate technologies of communications.	As a Two Way Bilingual Immersion school with a staff that is over 95% bilingual, OCEAA naturally engages parents in both Spanish and English. Our Needs Assessment Survey data indicate that an overwhelming majority of parents (3.3 out of 4) agree and strongly agree that OCEAA creates a welcoming environment. ParentSquare is used to communicate regularly with parents. Parent feedback is welcome through formal and informal stakeholder engagement activities, and participation in organizations such as Families Supporting OCEAA (FSO), School Coordinating Council (SCC), ELAC and coffee chats. Parent coffee chats and meetings are in-person and live streamed and archived on social media to increase access. To further explore these areas OCEAA is engaged in a four year partnership with EL Education to increase sociocultural competence across stakeholders through Crew/character development and social justice oriented curricula.	In an effort to continue to improve Building Partnerships for Student Outcomes, OCEAA leadership will continue to enhance timely, consistent and more frequent communications. More opportunities to train families on different topics of interest is an area of growth.	In an effort to support and engage underrepresented families, OCEAA will  continue to provide translation support (live and written form), and continue to explore other communication approaches to support student outcomes.	OCEAA has active educator partner representation on School Coordinating Council (SCC), ELAC, the OCEAA Board of Directors and Families Supporting OCEAA (FSO). Annual training is provided to support members in participating and engaging effectively in their roles. OCEAA also conducts ongoing school-wide surveys on key initiatives that need a collective decision approach. OCEAA’s Needs Assessment Survey showed parents agreeing and strongly agreeing that OCEAA creates opportunities for parents to provide input in decision making (3 out of 4).	OCEAA leadership will continue to enhance timely, consistent and more frequent communications to provide families with opportunities to collaborate in decision-making opportunities.	In an effort to support and engage underrepresented families, OCEAA will continue to provide translation support (live and written form), and continue to explore other communication approaches to create decision-making opportunities.	4	4	4	4	3	4	4	4	4	4	3	3	Met		14JUN2023	2023
30666700135897	Advanced Learning Academy	3	ALA has a FACE liaison who works in collaboration with SAUSD, our site team, including teachers, counselors and parent to support the implementation of family and community engagement. The collaboration and open door policy for parents to obtain support prioritizes our collaboration between staff and families as educational partners. We host many parent meetings to build relationships where we seek input from families to determine future topics for meetings. Our parent voice is a priority as parents are encouraged to be involved in the school and attend trainings as well as school events. ALA builds on parent capacity and empowers parents to serve on SAUSD DAC, DELAC, and CAC committees. Parents are strongly encouraged to participate in LCAP each year to have their voices heard. Our FACE at ALA works hard to make for a warm, inviting environment for parents to build capacity and bridge access and information between stakeholders.	ALA will continue to build relationships and capactiy of the school community including the principal in collaboration with FACE to use efficient FACE practicies to build relational trust. Working together to build a welcoming environment for all parents and making sure all voices are heard. Increasing parent knowledge with presentations from school employees as well as from community resources. Increase opportunities for families to be a partner in their students education where parents are communicating with teachers and school staff as well as school staff communicating with parents.  ALAs areas of improvement are:1) to expand opportunities to support capacity of teachers, administrators, and classified staff to support effective and efficient of family and communicty engagement and to build relational trust with families 2) Shared responsibility resulting in welcoming environments, 3) increase opportunities for two-way communication between families and educators that is accessible to all families, 4) include families in designing of asset based need assessment tools for seeking input.	Increase opportunities for communication between families and educators. Provide multiple ways for famiilies to provide feedback as well as opportunities for listening sessions. ALA working with FACE will provide and connect families to resources and training to improve engagement in the shared decision making process through the LCAP listening sessions, parent meetings, and all site and district advisory councils. ALA makes every effort to include all subgroups when soliciting feedback such as but not limited to Native American, Migrant, McKinneyVento, Foster Youth, Students with special needs. ALA will re-visit the importance of staff dedicating time and creating opportunities arounds learning about each family's strengths, cultures, languages and goals for their children.	ALA has many community partnerships that have been developed with our FACE liaison as well as in conjunction with SAUSD FACE. Trainings on a variety of topics are available as resources as needs arise. The support provided by these partnerships provides focused support and resourcses to our families that improve student outcomes. ALA parents are involved in both site based committees such as ELAC, SSC as well as SAUSD committees such as District Advisory Council, District English Learner Council, Special Education Community Advisory, Migrant Education, and LCAP parent advisory.	ALA parents will be encouraged to be involved in opportunites such as advisory committees to further empower the parent leaders in identifying the needs and updates regarding programs that benefit students. ALA will continue to suppport families with information and resources that support student learning. Develop home school partnerships that ensure efforts support student learning such as the parent-teacher-student compact.  ALA will continue to develop and expand community partnerships to meet the specific needs of our students and families. The FACE at ALA will be a network hub of resources and supports for our parents. The programs provided will support parent needs through a multi-tiered system of services and supports to address individualized family needs.	ALA will continue to encourage parent involvement in all capacities both on site and as part of the SAUSD as well. In addition to encouragement parents will be empowered to become involved through education. ALA will work on providing families with information and resources to support student learning and ensure materials are available in home languages. Efforts to improve clear communication so families receive the information and are informed. ALA will develop home-school partnerships to ensure efforts support student learning. A clear system of communication with parents will be developed.	ALA has parents that are actively involved in both site level committees as well as SAUSD ones. Parents gave feedback to LCAP both for ALA as well as SAUSD. Thought exchange was used to have parents write their ideas and parents were able to rank the ideas of other parents. Additionally, the thoughts were shown in the home language so all parents had access. The LCAP process allows for a wide range of perspectives and feedback that is inclusive.	Look at how meetings are structured and what the format is and consider how to create spaces where inclusive decison making can happen. Adopt assets-based, culturally responsive practice to create a welcoming environment that is inclusive and encourages engagement and input. To ensure input for decision making adequately represents all educational partners, ALA will improve communication changnels, organize regular feedback sessions, lean on committees such as ELAC to provide regular feedback as well. ALA will communicate by improving transparency of the cycles of gathering input, discussing program adjustments, and sharing of progress.	Develop strategies that consider the uniqe needs, preferences, and cultural contexts of families for gathering specific input. Consider creating spaces where underrepresented families can participate and feel included. ALA will continue to develop and nurture positive relationships with families through meaningful engagement activities. ALA will have an inclusive and equitable environment where the perspectives and needs of all families are valued and integrated into the decision making process. ALA will offer family engagement including parent conferences, parent education, parent meetings, parent trainings, and volunteer opportunities.	3	3	3	3	3	3	2	2	3	2	2	2	Met		27JUN2023	2023
30666706119127	El Sol Santa Ana Science and Arts Academy	3	At El Sol Academy, we have created a welcoming and open environment where our families are welcomed and expected to volunteer in the classrooms. Our teachers are expected to meet with families every 6-weeks to share strengths and weaknesses. The teachers share ideas to improve students’ academic levels and or refer a student to receive additional academic support.  Because of this, parents and staff have strong communication pathways around student success and growth. Additionally, office staff are trained in best practices to welcome all parents into our school campus. They too are expected to communicate in the parents’ home language, as necessary, and provide information they need. We take pride in the open-door policy where parents are welcomed to volunteer in classrooms or for school events. Lastly, a variety of communication tools including automated systems, newsletters, and flyers are made readily available to parents. Our most widely used method of communication is parent square. Families have many opportunities to participate in school sponsored events both off and on campus.	Improving relationships between school staff and families is crucial for creating a positive and supportive educational environment.  Continuing to provide social events, parent workshops, parent learning walks, and volunteer opportunities are excellent ways to foster these relationships. Here’s how each of these initiatives can contribute to building stronger relationships with parents and teachers.    Social Events: Organizing social events such as back-to-school nights, family picnics, or cultural celebrations allows families and staff to come together in a relaxed and informal setting.  These events provide an opportunity for parents, teachers, and other school staff to interact with each other, build trust.  It also allows families to feel comfortable approaching school staff with any concerns or questions they may have.  Parent workshops: Hosting workshops specifically designed for parents and caregivers can empower them to support their children’s education effectively.  Using parent feedback some of those topics will include; strategies for helping with homework, effective communication with teachers, promoting positive behavior at home, or reading strategies.   Parent Learning Walks: Inviting families to visit the classrooms and learn from teachers,  learn all the teaching strategies, the state standards and behavior accommodations will allow parents to have a better understanding of the school system.  These visits will foster transparency and build trust between parents and families.  Volunteer Opportunities: Encouraging parents to volunteer in various school activities creates a sense of ownership and involvement.  Parents can contribute their skills and expertise in areas such as assisting in the library, organizing extra-curricular events, chaperoning field trips, and participating in classroom activities.  Having parents volunteer will provide interactions between parents and staff and this can lead to stronger relationships.  Active roles in committees: Encouraging parents to take an active role in school site council committees, English Language Advisory Committee, Special Education Committee, and the Parent Group Committee.  Their engagement in these committees will provide parents the opportunity to help make decisions for the betterment of the students.	Improving relationships between school staff and families is crucial for creating a positive and supportive educational environment.  Continuing to provide social events, parent workshops, parent learning walks, and volunteer opportunities are excellent ways to foster these relationships. Here’s how each of these initiatives can contribute to building stronger relationships with parents and teachers.  Making them feel part of the school community by providing all the information in their home language.  Providing additional information for parents to have a clear understanding of what is expected of them.  Collaborating with the parents to make them feel included is a process that requires trust and is built on a strong communication with the families.	Over the years, we have developed different strategies to partner with parents and create a collaboration to support student learning. El Sol Academy is committed to a focus on the whole child and has develop programs that support students at home and on campus. We have a full-time behavioral aide that works with students on coping strategies in the classroom. In addition, the behavioral aide partners with parents and teachers to provide resources and supports. Parents are invited to attend 8-week sessions to learn about the educational system and how to support their children’s academic and socio-emotional development. Our school’s policy also allows parents to request conferences at any point during the school year. Although teachers and parents meet every 6-weeks, parents can request to meet as needed. Teachers use a variety of ways to communicate with families including phone calls, emails, zoom, and home visits. If a teacher is having a difficult time reaching a family, they reach out to our community liaison for support.	It is important for teachers to continue working on communication with parents to better serve the students.  One of the areas of improvement is for teachers to understand the child’s whole story and  know their background before making assumptions about their students.  The teacher needs to have ongoing communication with parents to accomplish this.  It has to be done in a structured way that teachers and parents can learn from each other.  Providing opportunities for teachers and parents to meet.	Ongoing communication with parents and teachers can improve building partnerships for student outcomes.  The parents that need translation or other accommodations can be communicated to the parent liaison to make sure they are offered to the parents of underrepresented students. The parents should have a safe tool to provide feedback to the school and make changes for parents to feel included in the school. Families will have direct access to Directors and Program Coordinators as a point of support when navigating the school's programs and communication with teachers around student outcomes and achievement.	El Sol Academy has a school site council group that provides ongoing feedback to the school. They serve as our guide to support all learners and advocate for all students.	As a school, we need to continue to collaborate with parents and include them in the school’s plan for student achievement. We do recognize that parents wish to engage, but they may not have the skills to do so. On area that we are focusing on is creating a plan to engage families in various activities during the school year. We have created committees that parents can be a part of and engage in to provide support to the school. A staff member was identified and funded to increase the level of engagement of families. This staff member teachers parent workshops throughout the school year.	Throughout the school year, parents have opportunities to provide feedback via surveys. Through work with the community liaison and community lead, underrepresented families are carefully and respectfully sought for specific feedback. Resources and supports are assigned accordingly.	4	4	4	4	4	4	4	3	3	3	3	4	Met		08JUN2023	2023
30666960000000	Savanna Elementary	3	Building relationships between school staff and families has been a continuing focus for the Savanna School District. After analyzing self-assessment results, it was determined that we are in full implementation in all areas but also see the need for continued growth. In the 21-22 school year we provided professional development to teachers that focused on the importance of developing personal and authenticate relationships with students and families. All family communications are sent home in both English and Spanish. Each school site has an active Parent Teacher Association (PTA), which is comprised of both staff and parents.  The school site PTA’s host multiple events each year in order to encourage parent and family involvement in schools.	Our focus area for improvement with Building Relationships between school staff and families will be through community events. Each school site has PTA, which host multiple events each year in order to encourage parent and family involvement in schools. In addition, the District annually provides opportunities for families to come together through events like Back-To-School, Reach The Reader, Open House and Saturday Morning Musicals. We believe by encouraging parents to come on campus and engage with the school community, this will help build relationships between staff and family.	Keeping in mind our underrepresented families, we will continue to offer opportunities for staff, families, and students to build relationships.  We will do this by continuing to offer parent-teacher conferences and encouraging parents of underrepresented families to join committees at the school sites such as School Site Council, English Learner Advisory Committee and the Parent Teacher Association.	Building partnerships for student outcomes continues to be a focus area for the Savanna School District. We provide multiple opportunities for teachers to meet with families and students to discuss student progress on standards and goals as well as ways to work together to support improved student outcomes, which includes 2 parent conference opportunities as well as 504, IEP, and SST meetings for those who qualify. Parents are able to request additional meetings if needed. Parents are also given the opportunity to provide input and feedback for ways the district can support families and help parents better understand and exercise their legal rights and advocate for students.	To improve on building partnerships for student outcomes, the district will continue to encourage staff to develop personal and authenticate relationships with students and families. In addition, the district will provide multiple opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The district will also continue to provide parents with the opportunity to provide feedback and input at meetings and through surveys. In addition, those students enrolled in our W.I.N.G.S. after school program, will have the opportunity to receive additional academic support daily.	Keeping in mind our underrepresented families, we will continue to offer translation services for all communication and meetings, as well as offer a variety of opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.	While we are at full implementation in all categories, this continues to be a focus area for us. Savanna School District continues to involve the stakeholders in the educational process of our students.  During the 2022-2023 school year a survey was used to further shape and refine priorities related to LCAP goals and to determine actions and services that would best meet the needs of students in the Savanna community.  From this survey we learned the following items are our strengths relative to seeking input for decision making: *90% of parents feel welcome to participate at school. *92% of parents feel the school encourages them to be an active partner with the school in educating their child. *94% of parents feel the school keeps them well informed about school activities. *95% of a parents feel the school staff treats them with respect.	While scoring at and above the 90th percentile is great, we still have room for growth. We will continue to focus on offering parents opportunities to participate on school committees such as School Site Council Meetings, English Learner Advisory Committee meetings, District Advisory Committee meetings, District English Learner Advisory Committee meetings, and PTA meetings. We will also continue to encourage parents to volunteer is our classrooms through various opportunities such as field trips and our WATCH D.O.G.S. program.	Savanna School District continues to seek input for decision-making in various ways. Each School site actively promotes and seeks parents and teachers to be part of their School Site Council, Parent Teacher Associations, Title 1 Committees, and their English Language Advisory Committees. School sites seek input for parent engagement activities to involve their communities and families. At the district level, we actively pursue seeking members and input on our District Advisory Council and our District English Language Advisory Committee. We promote various surveys throughout the year, through Google Surveys, JOT Forms, CA School Parent Survey, CA School Staff Survey and CA Healthy Kids Survey. All of our communication through surveys are offered in English and Spanish, and are communicated through phone calls, text messages, flyers and posted to our website. There are translators available at the various meetings for translations. In the 21-22 school year we provided professional development to teachers that had a focus on the importance of developing personal and authenticate relationships with students and families. Seeking input, providing families with opportunities and working together with families continues to be a priority for the Savanna School District. Keeping in mind our underrepresented families, we will continue to offer multiple modes for providing partner input throughout the school year.	4	5	4	5	5	5	5	4	4	4	4	4	Met		27JUN2023	2023
30667460000000	Westminster	3	Westminster School District has made stakeholder involvement a priority.  This has resulted in districtwide systems to involve parents, conduct meetings, provide support, and ensure our parents are valued.  In addition, WSD has systems in place to ensure all stakeholders have an opportunity to provide input in regards to LCAP, instruction, and resources.  A special focus has been placed on engaging underrepresented families using site level community liaisons, District translators, and District community liaison.	Westminster School District emphasizes building relationships between school staff and families by promoting goal-setting conferences, community events, back to school nights, and open communication between all educational partners.	Westminster School District ensures that our underrepresented families are connected to our schools by providing additional resources such as bilingual community liaisons at each school site, centralized translation services, and additional support staff.	Westminster School District main focus is to increase student achievement.  Data shows that educational partners value the diversified instructional offerings and support that is provided to students.	Westminster School District will focus on providing professional development to all educational partners (administrators, certificated staff, classified staff, and parents/guardians) to promote student learning and building partnerships that focus on student outcomes.	Westminster School District ensures that our underrepresented families are connected to our schools by providing additional resources such as bilingual community liaisons at each school site, centralized translation services, and additional support staff.   Additionally, school sites can request further assistance to ensure underrepresented families have equitable access to resources.	Westminster School District has made educational partner input a priority.  This has resulted in districtwide systems to involve parents, conduct meetings, provide support, and ensure our parents are valued.  WSD has systems in place to ensure all community partners have an opportunity to provide input in regards to LCAP, instruction, and resources.  Educational partners can provide input through formal meetings (SSC, DELAC, conferences, and committees) and surveys.  A special focus has been placed on engaging underrepresented families using site level community liaisons, District translators, and District community liaison.	Westminster School District main focus are for improvement in seeking input for decision making is to provide access to all educational partners.   We continue to use a variety of strategies such as social media, email, letters, and phone calls to advertise and recruit educational partners to provide input.	Westminster School District ensures that our underrepresented families have the ability to provide input by providing additional resources such as bilingual community liaisons at each school site, centralized translation services, and additional support staff.   Additionally, school sites can request further assistance to ensure underrepresented families have equitable access to resources.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
30736350000000	Saddleback Valley Unified	3	During the 2022-23 school year, staff participated in various trainings including trauma-informed teaching and diversifying text. SVUSD provides opportunities for parent-teacher conferences two times a year at the elementary level. Some schools have transitioned fall conferences to earlier in the school year so that the conferences are focused on goal setting for the year instead of an exclusive focus on report cards. School sites have stressed the importance of the AERIES Family Portal as a critical tool to monitor student progress.	Continued work to engage parents with additional opportunities for parent education remains a priority along with the implementation of a Multi-Tiered System of Support with inclusive educational policies and procedures. Coordinating the work of our Bilingual Parent Advocates and Community Liaisons is also a key focus to leverage resources in order to build stronger partnerships with parents and bridge our gaps with underrepresented families. SVUSD needs to continue with our work in diversity, equity, and inclusion. Additionally, we need to create additional opportunities for families to provide feedback for continuous improvement.	"Continue to use Title I Parent surveys to identify areas of focus and growth. Provide Zoom and in-person meeting options for a variety of our meetings. Increase our translating and interpreting capabilities to include under- represented languages. Unify communication tools (e.g. Bloomz) that automatically translate information to a preferred language. Increase contact between Community Liaisons with parents to include personal reach-out efforts adding a more personal touch for ELAC and other events. Offer family picnic options during the school year. Find opportunities to celebrate our rich variety of multilingualism. Encourage more positive phone calls home to families. Provide parent workshop opportunities at every trimester. Build capacity for staff to help increase PBIS information to parents, even have a parent representative voice with PBIS. Continue child supervision for Back to School Night and other events. Coordinate a College Visit for EL families. Possibly have busing available for families to attend Back to School Night and Showcase, especially for schools serving high populations of unduplicated student groups. Expand and ""market"" ELAC meetings. Be strategic about the scheduling of meetings during the day to optimize parent participation. Develop PTA membership campaigns to emphasize ownership of the ""our school"" mentality."	Many schools offer a variety of parent education nights with a full range of topics, which are conducted in English and Spanish as appropriate. SVUSD has worked to improve communication with the eNewsletter, School News, and active social media accounts to promote activities at school sites and the district in an array of mediums. Schools are also communicating any correspondences and announcements in English and Spanish. All schools have active PTA/PTSO/PTO to engage parents in their respective schools. SVUSD is strong in providing meeting opportunities for parents to meet and talk about their students. A number of elementary schools have transitioned from end-of-the- trimester parent conferences to Goal Setting Conferences to begin yearly communication at the start of the school year. It is a promising practice that can be supported district-wide. SVUSD also does a great job in providing multilingual families with information on how to support their students at home, but we may wish to find more ways/areas as a district for all homes.	During 2022-23, site leadership teams spent significant time studying, reflecting, and action planning around tools for Cultural Proficiency. The District will continue to establish communication protocols and methods for families to seek support. In 2023-24, SVUSD will launch a new communication tool - Parent Square to support increased communication and engagement. Important parent resources will be available in multiple languages.	The return of student celebrations has been critical invitations for our families to be active participants in celebrating their student or school programs. The District needs to ensure that it supplies needed school supplies are available for all parents. Schools can provide theme parent night based on school programs like AVID or IB. During events, ensure that there are childcare options that are available to all families so that childcare is not a barrier to parent participation. In our schools with high levels of poverty, provide transportation to and from our school for all events including childcare, food, and prizes. Encourage teachers to participate in parent events, which will encourage families and strengthen partnerships. Ensure schools follow up with families who don't attend schedule a meeting and provide multiple ways/times to meet. Implement School Attendance Review Team (SART) with the GOAL of communicating the importance of regular on-time attendance with families. When possible, combine parent workshops with Community Nights and Fun Activities.	SVUSD has multiple opportunities for parents to provide input for decision-making. At the school site level, each school has a PTA/PTO/PTSO to provide input for a host of site-level decisions. All schools have a School Site Council and schools with more than 15 English learners also have English Language Advisory Committees to engage parents within those specific subject matter jurisdictions. At the district level, the Superintendent has convened a Superintendent's Parent Advisory group to provide input and a voice directly with our superintendent. The District English Language Advisory Committee is actively seeking parent input through the committee’s work and responsibilities. The South Orange County SELPA Community Advisory Committee also seeks parent input for families with students with disabilities and provides vital input into the district’s special education programs. These various avenues bring more awareness and understanding to parents about their children, the importance of their child's education, and ways to get involved. Developing these groups remains an area of focus. An area of focused improvement would be to increase parent participation in all of those activities and to find better ways to bring them in as part of these groups.	An area of focused improvement would be to increase parent participation in all parent input/participation avenues like DELAC and SELPA Community Advisory. At school sites, we need more parent participation in PTA/PTSO, SSC, and ELAC meetings. In addition, more communication to increase parent understanding of each advisory group and the work that is being done. Increase recruitment for all groups and provide regular/flexible meeting times and dates.	We need to celebrate Reclassified Fluent English Proficient (RFEP) students with recognition events or ceremonies. Ensure that events are scheduled with flexible times and options so that they are open for all. Consider developing a parent/community newsletter site as a central repository for parent information.	3	3	2	3	3	3	3	2	3	3	3	3	Met		15JUN2023	2023
30736430000000	Tustin Unified	3	Tustin Unified is proud of our efforts in building relationships for student outcomes. Our district departments work closely with our schools to offer professional learning and support sites in improving each school's capacity to serve families. In addition to site support, Tustin Unified shares resources through our district website, providing families with information and resources to support student learning and development in the home, and all required postings are posted so parents understand their legal rights and advocate for their students and all students. School sites and teachers provide opportunities for parents and families to meet and discuss student progress and ways to work together to support improved student outcomes during Fall and Spring conferences, SST Meetings, ongoing communication, and support as needed.	The TUSD Annual Parent survey, Title 1 Family survey, and ELAC Need Assessments surveys included key questions that help us measure how well we are doing as a district. The surveys provide parents/guardians an opportunity to provide input into school and district decision-making, allowing for open-response comments to address the strengths and areas of need. Findings from these surveys impact the development of the LCAP. The findings from the various surveys were analyzed alongside state and local metrics, which drive the development and improvement of LEA plans, programs for students and families, staff professional development plans/support, and ongoing LEA initiatives to support continuous improvement. The following are the key highlights and needs from each survey.  LCAP SURVEY (% of participants selecting favorable responses)  + My child’s school has a welcoming environment for all families in the community. 90%  + How well do you feel Tustin Unified is doing in developing community partnerships? 93%.  - How well do you feel like this school or district is currently doing in the following area: Hiring, developing, and retaining the best staff 88%  TITLE 1 Survey  (% of participants selecting favorable responses)  + I feel welcome in my child’s school office = 92.90% + I feel comfortable communicating with school staff =  90.31% - My child participates in extra learning opportunities or programs offered by the school = 64.04%  ENGLISH LEARNERS NEEDS ASSESSMENT  (% of participants selecting favorable responses)  + My child made progress during the 22-23 school year in English Language Development = 88.21% + I know what my child should know and be able to do in order to make growth in ELD, Reading, and Mathematics for the grade level they are in = 86.32% - I understand the TUSD reclassification criteria and what my child needs to reclassify= 74.48%  In supporting district staff’s capacity to partner and support all families and increase the engagement of underrepresented families, the focus area for TUSD will be: “Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.”	To support Tustin Unified's ongoing commitment to increasing student and parent engagement, the following supports and services will be provided under LCAP Goal 2 to improve the engagement of underrepresented families:  • Providing increased opportunities for English learners, foster youth, and low-income students through the implementation of an elementary music education program, full-day kinder program, and implementation of Student Wellness Strategies & Curriculum in TUSD, and Alternative to Suspension program to increase student re-engagement   • Provide Newcomer programs and support to students newly enrolled in US schools, increasing opportunities for successful language development and school transitions  • Staff ELD TOSAs to support K-12 school instructional staff as a thought partner in planning and implementing instructional support and services for English language learners  • Continue Mental Health provider support, continue increased counselor support, and other services like an Addiction program and the implementation of a Wellness Curriculum  • Continue to implement parent and community engagement efforts through increasing usage of parent communication platforms like Parent Square, site-based Community Liaisons/Counselors, on-call interpreters/translators           • Provide ongoing professional learning opportunities for staff specifically supporting Social and Emotional Learning, Wellness, Trauma-Informed Practices, Diversity and Inclusion, and many other topics that TK-12 teachers can participate in through Learning Series            •  Provide school sites with supplemental support to support students designated as English Learners or Re-designated English learners   Furthermore, after analyzing the outlined relationship-building goals and LEA survey data, the identified focus area of improvement will be Priority 2, LEA’s progress in creating welcoming environments for all families in the community. A few of the planned actions to support this focus area are:  •  Staff training in engaging students and their families •  Staff training in Student Wellness and the development of MTSS  •  Leadership training and support for the development of strong and inclusive school-wide cultures   •  Continue support for families to increase engagement with LEA Attendance Clerk and OLA Staff •  Create strong community support by adding Title 1 Community School Specialists at all Title 1 Schools.   The above actions will support administrators and staff, further developing their understanding and knowledge of supporting underrepresented families best, ultimately increasing and improving services for students and their families.	Tustin Unified prioritizes parent and family engagement, focusing on our work with families to build strong and effective partnerships to help all children realize their potential and achieve growth. These partnerships are critical to student success, and Tustin Unified is committed to the ongoing development of engagement strategies that strengthen partnerships.   Some of the LEA strengths (+) and areas of focus (-) in Building Partnerships highlighted in the various surveys are:  TITLE 1  Survey (% of participants selecting favorable responses)   + I feel welcome in my child’s school office = 92.90% + I feel comfortable communicating with school staff =  90.31% - My child participates in extra learning opportunities or programs offered by the school = 64.04%  ENGLISH LEARNERS NEES ASSESSMENT  (% of participants selecting favorable responses)   + My child made progress during the 22-23 school year in English Language Development = 88.21% + I know what my child should know and be able to do in order to make growth in ELD, Reading, and Mathematics for the grade level they are in = 86.32% - I understand the TUSD reclassification criteria and what my child needs to reclassify= 74.48%	After analyzing the outlined relationship-building goals and LEA survey data, the identified focus area of improvement will be Priority 8 - Rate the LEA’s progress in supporting families to understand and exercise their legal rights and advocate for their own students and for all students.   The focus will work to improve access and engagement in parent educational opportunities so that families can better understand the access they have to information and the process they can engage in with school staff and teachers so they can better learn how to support their students and impact learning outcomes.	Based on the analysis of educational partner input and local data, the LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes through the following actions:  •  Professional Development for Administrators and Staff •  Dedicated staff to support parent engagement and student support (Community Liaisons and the addition of Title 1 Community School Specialist)  •  MTSS Development with a focus on Tier 1 instruction •  MTSS TOSAs •  MTSS Teachers •  Intervention Teachers •  Supplemental funding to school sites to support parent/family engagement opportunities  The above actions will focus on strengthening site-based MTSS systems, which respond to student needs in academics, behavioral/social-emotional needs, and engagement. With increased practice, school-based systems for communicating policies or programs for school and home partnerships to support improved student outcomes will reach full Implementation and sustainability.	Based on the analysis of educational partner input and local data, the LEA has made growth in the area of Seeking Input for Decision-making, as evidenced by the following:   ENGLISH LEARNERS NEEDS ASSESSMENT SURVEY  (% of participants selecting favorable responses)  + I am encouraged to engage in my child's education. 92%  TITLE I SCHOOLS SURVEY  (% of participants selecting favorable responses)  + I feel comfortable communicating with my child's teacher(s) about their education. 90% + I am encouraged to engage in my child's education. 92%  SURVEY PARTICIPATION +LCAP Survey increased from 5,186 participants in 21-22 to 7,536 participants in 22-23 + Title I  Survey increased from  participants in 520 20-21 to 1,206 participants in 22-23  The identified strengths are communication systems that ensure regular communication in a language that parents understand and create inclusive environments where parents feel encouraged to engage.	Although the LEA experienced decreased response rates and engagement at district and site-based advisory groups during and after the pandemic, TUSD is making a great effort to re-engage stakeholders.    The identified focus area of improvement will be priority 1, Rate the LEA’s progress in building the capacity of and supporting principals and staff to engage families in advisory groups and decision-making effectively.   The LEA will work with staff and train school teams on effective practices designed to improve and increase parent engagement.	Districts are required to form an English Learner Parent Advisory Committee and a Parent Advisory Committee to seek input from stakeholders.   In addition to the required committees, TUSD seeks input from other district-established committees to ensure input from ALL stakeholders.   The input gathered from the various committees/advisories influences the development of LCAP goals and planned actions around student learning, alignment of actions, planned services, and allocation of budgets to support overall and individual student needs.   Additional engagement opportunities for seeking input:   • Annual Parent Surveys • LCAP Survey • Title 1 Parent Survey • Annual Needs Assessment Survey • Board of Education/Board Meeting  • GATE CAC • Special Education CAC • Community/Student Advisory • Superintendents Advisory Council  • School Site School Site Council Meetings • School Site ELAC Meetings • District ELAC Meetings  The LEA will work with schools to gather feedback from underrepresented families on effective approaches to engagement and refine how and when opportunities are offered, maximizing participation as much as possible.	4	4	4	4	4	4	5	4	5	4	4	5	Met		26JUN2023	2023
30736500000000	Irvine Unified	3	The Irvine Parent Education Program (IPEP) continues to provide all families with the opportunity to attend workshops to learn about district programs and child development. These workshops help parents and families better understand our district programs, adopted curriculum, child development milestones, and ways to support learning at home for the whole child. Sites also offer family nights, parent organizations (i.e. Parent-Teacher Association (PTA) and cultural groups), and conduct other activities to encourage and support parents. Additionally, sites conduct parent-teacher conferences, host English Language Advisory Committees (ELACs), and utilize a wide array of parent surveys in order to gather feedback from their local communities. In addition to district workshops and site level activities, IUSD opened the Parent Center in September 2022. The Parent Center is a welcoming space for all families to come and receive support, ask questions, and be connected to resources within IUSD, the city, and the county.   Overall, IUSD continues to work with site administrators and teacher leaders to improve capacity to collaborate with families for better student outcomes. IUSD’s professional learning includes having Culture Panels at site staff meetings to support growth in this area. District Community Liaisons share information on their cultures and countries, as well as answer questions from staff about any cultural or linguistic differences.	IUSD recognizes the value that all families bring to our diverse community. All staff are asked to build trusting relationships with students and families and create welcoming school environments. The District ensures that all schools have a system in place to engage parents and community members in two-way communication on a regular basis. The District has an interactive website, availability of interpretation/translation services, and parent surveys to measure school climate and provide feedback on LCAP priorities and district initiatives.  IUSD continues to provide more staff training on cultural responsiveness and specific strategies for parent/ family engagement. Additionally, the Parent and Family Engagement team has established the IUSD Parent Center as a place of inclusion that works in collaboration with the community to provide families with access to resources that create a positive influence on student achievement and behavior.   District staff reviews different indicators to examine our progress (ex. Annual Survey and parent/staff feedback after professional development/trainings, etc).  Annual Survey feedback from 2022-23 indicates IUSD is on the right track with parent respondents (approximately 80%) reporting that staff have effective communication between teachers and parents, and feel welcome (70%) participating in school activities.   In addition, parents (90%) and students (90%) indicate that their school supports students/families of different races, ethnicities, and cultures. The District team did not report a 5 rating in this area because a few systems are still being implemented to increase programs and services connected with the Parent Center, and support for our AA/B and LGBTQ+ communities through the new Mental Health Specialist positions that were created at the start of the 2022-23 school year.   District staff will continue to monitor progress and refine systems and practices to ensure sustainability.	Many departments within IUSD work with families to establish and sustain strong advisory committees. These advisory committees provide support to families to understand their legal rights and advocate not only for their own students, but for all students. The District Parent and Family Engagement team works to provide opportunities for families, staff, and other district administrators to come together to design, implement, and evaluate family engagement activities at all levels. The team provides guidance to administration on Equity, Excellence, Diversity, and Inclusion (EEDI) efforts for underrepresented families and students. The team provides strategies and best practices for engagement with culturally and linguistically diverse families.  The IUSD Parent Center assists parents with navigating district and site programs that are available to them and provides translation supports/services in their native language to help with this process.  If staff in the Parent Center determine a family may qualify as McKinney-Vento, or is connected with the Foster Youth system, the district liaison is contacted. The liaison works with the Parent Center, school sites and directly with individuals to support families/students in need.  This ensures personal care and individualized attention to our at-promise families.The liaison can help McKinney-Vento/Foster Youth students and families navigate the IUSD systems and advocate for families so they receive appropriate support, information, and education.	IUSD continues to invest in communication platforms to connect with and support our families.  In 2022-23, IUSD completed the district-wide implementation of ParentSquare.  This tool aims to improve the accessibility and interactivity of home-to-school communications.  ParentSquare also provides a dashboard that allows schools to identify and connect with families that may not be receiving school messages.  In addition to the general communications that ParentSquare supports, IUSD continues to leverage our Canvas Learning Management System and Aeries Parent Portal to provide students and families with continuous information on student academic progress and expectations. IUSD has made academic support programs available throughout the school year and summer to students, including online tutoring programs and educational software.  As a district team, we did not report a 5 on the reflection tool because the District is working on expanding the ParentSquare implementation to include teacher use to support classroom messaging and communication with student groups.  The District team believes this expansion will ensure sustainability of district communications and continue to strengthen partnerships with parents for improved student outcomes.	In 2023-24, IUSD will complete the second phase of our ParentSquare implementation.  This project will expand access to ParentSquare for teacher use to support classroom messaging and communications with student groups.  The District will continue to provide access to online educational platforms, devices, and the internet at home to ensure students and their families are able to have access to the information and support they need.	IUSD recognizes the value that all families bring to our diverse community. All staff are asked to build trusting relationships with students and families and create welcoming school environments. District staff ensure that all schools have a system in place to engage in regular two-way communication with parents and community members. The District provides an interactive website, interpretation/translation services, and parent surveys to measure school climate and provide feedback on LCAP priorities and district initiatives. District staff continue to provide more staff training on cultural responsiveness and specific strategies for parent/ family engagement. Additionally, the District Parent and Family Engagement team consistently supports the IUSD Parent Center to provide families with access to resources, within IUSD and the greater community. IUSD believes this positively influences family dynamics and relationships, as well as student achievement and behavior.  Implementing a monthly Professional Learning Community (PLC) that involves key members (that includes, but is not limited to, coordinators of Parent Engagement, Attendance, and Mckinney-Vento/Foster Youth, and mental health specialists representing Black/African American and LGBTQ+ students/families) will improve comprehensive engagement of underrepresented families. The District team has a goal of reaching full implementation and sustainability during the 2023-24 school year, once monthly PLC team meetings have been designed and implemented district progress monitoring practices and protocols.	IUSD provides various opportunities for participation in the decision-making processes. Through a variety of leadership training focused on inclusive practices, clarity of communication and stakeholder participation, IUSD regularly seeks and gathers input from staff, students, and community members.  Examples of these training and software are: Interest-Based Decision Making Protocols, Continuous Leadership Academy (which focuses on strong communication practices and clarity of understanding the needs of stakeholders), and various survey tools (Google Forms, Survey Monkey and Thought Exchange).  In addition, IUSD has multiple input and advisory groups that support our mission and improvements.  District groups such as the Educational Advisory Committee (board appointed), Student Advisory Committee, CTE Advisory Committee, Continuous Improvement Council, DELAC, and the Ethnic Studies Committee are examples of how the district seeks input from a variety of stakeholders.  These committees have administrator, teacher, parent and student voices included.    At the site level, many of these same practices are represented and leveraged through the PTA, School Site Council, ELAC, and various student council groups.  As the local leaders collect information and these voices, IUSD provides time during regularly scheduled principal meetings where clarity about stakeholder common interests emerges.	The district uses a variety of groups, activities and surveys to solicit the input from all education partners and to  ensure that their voices are part of our decision-making process. The district provided the following opportunities for education partners to participate in the LCAP process:   1. Education/Engagement of education partners on LCFF, LCAP, and reviewing current LCAP actions.  2. Annual district-wide climate survey, administered to students, parents, and staff. 4. Education partner input activity for the Local Control and Accountability Plan (LCAP).   This input assists administrators in planning the LCAP aligned School Plan for Student Achievement (SPSA) and developing measurable goals for continuous improvement. For the 2022-23 school year, education partners identified the following themes:  1. Student mental health and social emotional learning:  Includes Elementary Resource Counselors, Mental Health Specialists, School Counselors.  2. Direct Site Support:  Includes class size reduction, instructional assistants, health services and language development support. 3. Intervention Support:  Includes graduation support, intervention classes, and PLC Release days.	Many departments within IUSD work with families to establish and sustain strong advisory committees. These advisory committees help families to understand their legal rights and advocate not only for their own students, but for all students.  The IUSD Parent and Family Engagement team works to provide opportunities for families, staff, and other district administrators to come together to design, implement, and evaluate family engagement activities at all levels.	4	4	5	5	4	5	5	5	5	5	5	5	Met		27JUN2023	2023
30736500142232	Irvine Chinese Immersion Academy	3																						Not Met For Two or More Years			2023
30739240000000	Los Alamitos Unified	3	The District is always looking for ways to engage parents and provide them with an opportunity for input.  Currently each school site has a School Site Council, various community events, parent organizations as well as an English Language Advisory Committee.  School administrators also use Parent Square to communicate with families in addition to a weekly newsletter that includes a calendar of events for the site and provides highlights in the areas of academics, athletics, arts and activities.  Every year District employees attend a district wide welcome back staff meeting that allows all employees to learn about district initiatives.  The District sends out an annual survey to all stakeholders and uses the results to identify needs within the district.	A focus area for the District to improve relationships between staff and families is part of our annual survey and is something that is reviewed yearly as there area always changes and new needs for both staff and families.  The District will continue to provide opportunities for parent education as well as resources and information to support parents both in the home and with their student(s) at school.  With a variety of communication tools, this is always a focus area to make sure we are reaching all families.  Communication comes in a variety of different methods.  The District has increased communication with social media and the Wrap Up in partnership with our Public Information Officer.  The District is committed to continuous improvement in all areas of communication to make sure were supporting families and staff.	The District is committed to the inclusion of all families and active engagement from underrepresented families.  This has been done, and will continue to be done, through making meetings, parent information nights and access to resources available at a variety of times and through different channels.  This could include meetings at time more convenient for working families, information in multiple languages, devices available to participate in electronic surveys to name a few.	The District is committed to ongoing professional development for teachers and administrators.  Administrators attend biweekly meetings that provide them with professional development and collaboration with other administrators about best practices.  The District provides a wealth of parent information nights that include a variety of topics and are offered to all families in the district.  Teachers engage parents in fall and spring parent conferences to learn about student progress and address any concerns in addition to ongoing communication with parents and teachers via email and phone.  With the addition of teleconferencing, such as Zoom and Google Meet, it has made conferencing with parents much easier.	A students educational journey is a partnership between the home and school.  As a District we focus on providing families with resources to support students both academically as well as social-emotionally this in turn will help to improve student outcomes.  With a focus on student well being and mental health, the District is continuously looking for additional ways to provide families with supports and resources.  The goal is to build a strong partnership with families to support students at home and at school to improve students outcomes.	The District is committed to the inclusion of all families and active engagement from underrepresented families.  This has been done, and will continue to be done, through making meetings, parent information nights and access to resources available at a variety of times and through different channels.  This could include meetings at time more convenient for working families, information in multiple languages, devices available to participate in electronic surveys to name a few.	The District provides a variety of opportunities for input on decision making throughout the year.  These opportunities include the District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Annual Parent and Staff Engagement Survey, Operation Steering Committee and Safety Committee.  The District takes input from all of these advisory groups and surveys when developing the Local Control Accountability Plan (LCAP) each year.	The District's focus is on providing an opportunity for all educational partners to have input on decision making.  This includes the avenues by which parents can have a voice.  Currently, the District is mindful of meeting times and the platform for meetings where parent input is needed.  In addition, surveys are sent out seeking input on various items and District staff is available directly for input.	The District is committed to the inclusion of all families and active engagement from underrepresented families.  This has been done, and will continue to be done, through making meetings, parent information nights and access to resources available at a variety of times and through different channels.  This could include meetings at time more convenient for working families, information in multiple languages, devices available to participate in electronic surveys to name a few.	5	5	4	5	5	5	5	4	5	5	5	5	Met		27JUN2023	2023
30768930000000	SBE - Magnolia Science Academy Santa Ana	3	This year we we have a bilingual Parent and Community Engagement Coordinator. This position allows for our school and families to build relationships within our community.  Based on our surveys given to our families, staff, and students we have added additional meetings with parents such as Coffee with Admin, Parent Check ins, Parent College; these are added to our regular PAC/PTF, and ELAC committee  gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (Facebook, Twitter, Instagram), our weekly bilingual newsletter the Hook, Leave a Message form (bilingual), and a suggestion box. These are all located in the main office. Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software which allows us to communicate to our families without any language barriers.   Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent teacher conferences, Open House, Home visits, and grade level informational meetings. Fall/ Winter, Cinco de Mayo festivals and volunteer appreciation day.	MSASA  will be ensuring that all Educational Partners have a voice. By doing this, we aim to allow for an open door policy during our weekly Coffee with Principals and Educational Partner surveys. In addition to ensuring there is voice, we will continue to strengthen our community partnerships by continuing free breakfast and lunch to all students regardless of income status, school supply drives, and a referral network that provides mental health supports for all educational partners.	Based on our surveys given to our families, staff, and students, we have added additional meetings with parents such as Coffee with the Principal, Parent Check-ins, and Parent College; these are added to our regular PAC/PTF, and ELAC committee gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (Facebook, Twitter), Leave a Message form (bilingual), and a suggestion box. These are all located in the main office. Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software, which allows us to communicate with our families without language barriers. Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent-teacher conferences, Open House, Home visits, and grade-level informational meetings. Fall/ Winter, Cinco de Mayo festivals, and volunteer appreciation day.	Strengths are PAC/Coffee with Principal meetings. This is an opportunity to introduce MTSS support for SEL to the parents.  Parent College  and third party  partnerships  like  parenting classes through Santa Ana College and AltaMed, PBS SoCal, CHOC, StartWell, and OCDE. Grade level college counseling meetings with our parents and students for supporting and informing parents and students  for a University-going  culture.  For example, 8th grade high school transition meetings, college signing day, FAFSA meetings.  As we establish our parent outreach and provide meetings to involve all our families, building Parent attendance is a focus for us.	At MSASA we will strive to improve our partnerships for student outcomes by making connections with our local city council, congressman, as well as local businesses to strengthen the collaboration among all our educational partners. A focus area will be our mental health/SEL supports as well as the quality of the food that is being served to our students breakfast and lunch.	At MSASA we will continue to promote our home visits so that all families' voices are heard, ideas are met, and that everybody feels included. We will also offer Parent College classes like EL classes, computer skills, and child development classes. We will continue to offer weekly Coffee with Principal sessions in English and Spanish.	At MSASA our current strengths  include  partnerships with the surrounding community to support families in ac academic, behavioral, and social emotional success for their children, letting the parents bring up all concerns in the weekly Coffee with Principal, and sending multiple surveys home throughout the course of the year.	We value our educational partners and are using their feedback to strengthen the upcoming school year. Schoolwide instant surveys from  staff provide input for a positive and supportive school climate.  Parent check-in meetings allow for decision making to become ongoing.   Surveys are designed to support all academics, behavioral, and social-emotional needs of the whole child.	MSASA will improve engagement of underrepresented families by using Parent Square as an active two way tool of engagement. We will ensure that we have a Community Schools Coordinator and a Community Schools Liaison  who is a reflection of our current school community.	5	5	5	5	4	5	5	4	4	4	4	4	Met		22JUN2023	2023
30768930130765	Magnolia Science Academy Santa Ana	3	This year we we have a bilingual Parent and Community Engagement Coordinator. This position allows for our school and families to build relationships within our community.  Based on our surveys given to our families, staff, and students we have added additional meetings with parents such as Coffee with Admin, Parent Check ins, Parent College; these are added to our regular PAC/PTF, and ELAC committee  gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (Facebook, Twitter, Instagram), our weekly bilingual newsletter the Hook, Leave a Message form (bilingual), and a suggestion box. These are all located in the main office. Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software which allows us to communicate to our families without any language barriers.   Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent teacher conferences, Open House, Home visits, and grade level informational meetings. Fall/ Winter, Cinco de Mayo festivals and volunteer appreciation day.	MSASA  will be ensuring that all Educational Partners have a voice. By doing this, we aim to allow for an open door policy during our weekly Coffee with Principals and Educational Partner surveys. In addition to ensuring there is voice, we will continue to strengthen our community partnerships by continuing free breakfast and lunch to all students regardless of income status, school supply drives, and a referral network that provides mental health supports for all educational partners.	Based on our surveys given to our families, staff, and students, we have added additional meetings with parents such as Coffee with the Principal, Parent Check-ins, and Parent College; these are added to our regular PAC/PTF, and ELAC committee gatherings. In addition to these meetings, we have increased the quality and quantity of the communication tools with parents. Social media (Facebook, Twitter), Leave a Message form (bilingual), and a suggestion box. These are all located in the main office. Magnolia wide we are using the MSA mobile application for our families. We have started to use the Parent Square software, which allows us to communicate with our families without language barriers. Our traditional gatherings with parents such as Parent Orientation, Back to School Night, Fall/ Spring Parent-teacher conferences, Open House, Home visits, and grade-level informational meetings. Fall/ Winter, Cinco de Mayo festivals, and volunteer appreciation day.	Strengths are PAC/Coffee with Principal meetings. This is an opportunity to introduce MTSS support for SEL to the parents.  Parent College  and third party  partnerships  like  parenting classes through Santa Ana College and AltaMed, PBS SoCal, CHOC, StartWell, and OCDE. Grade level college counseling meetings with our parents and students for supporting and informing parents and students  for a University-going  culture.  For example, 8th grade high school transition meetings, college signing day, FAFSA meetings.  As we establish our parent outreach and provide meetings to involve all our families, building Parent attendance is a focus for us.	At MSASA we will strive to improve our partnerships for student outcomes by making connections with our local city council, congressman, as well as local businesses to strengthen the collaboration among all our educational partners. A focus area will be our mental health/SEL supports as well as the quality of the food that is being served to our students breakfast and lunch.	At MSASA we will continue to promote our home visits so that all families' voices are heard, ideas are met, and that everybody feels included. We will also offer Parent College classes like EL classes, computer skills, and child development classes. We will continue to offer weekly Coffee with Principal sessions in English and Spanish.	At MSASA our current strengths  include  partnerships with the surrounding community to support families in ac academic, behavioral, and social emotional success for their children, letting the parents bring up all concerns in the weekly Coffee with Principal, and sending multiple surveys home throughout the course of the year.	We value our educational partners and are using their feedback to strengthen the upcoming school year. Schoolwide instant surveys from  staff provide input for a positive and supportive school climate.  Parent check-in meetings allow for decision making to become ongoing.   Surveys are designed to support all academics, behavioral, and social-emotional needs of the whole child.	MSASA will improve engagement of underrepresented families by using Parent Square as an active two way tool of engagement. We will ensure that we have a Community Schools Coordinator and a Community Schools Liaison  who is a reflection of our current school community.	5	5	5	5	4	5	5	4	4	4	4	4	Met		22JUN2023	2023
31103140000000	Placer County Office of Education	3	PCOE is committed to engaging parents, guardians, and other educational partners and incorporating their feedback in decision-making. When supporting student needs, clinical support staff and site administrators ask families and guardians about their family or living dynamics, strengths, barriers, and what works for them. An area of strength and progress in building relationships is frequent individual guardian contact from site leadership, clinical support staff, and special education staff.	PCOE is dedicated to offering a wider variety of opportunities to engage with families and guardians and direct connections to community-based services to remove barriers to learning, support academic achievement, and facilitate successful transitions.	Although PCOE currently supports staff in learning about student groups and their cultures, languages, and goals, it is committed to extending this work to all students by increasing Tier I support related to successful transitions from the court school setting.	PCOE is particularly strong in connecting families/guardians with community partners and services. The addition of a Student Support Practioner has aided in this work. The position will continue to expand in connecting families and students with resources as they prepare to transition out of court school. PCOE is committed to engaging parents and guardians and incorporating their feedback in decision-making.    As a result, PCOE has established various programs tailored to the unique challenges of our students and families, including academic counseling sessions provided during daily advisory periods, opportunities for students to self-refer for social-emotional counseling supports, prevention of Commercially Sexually Exploited Children (CSEC) workshops, and Free Application for Federal Aid (FAFSA) workshops for parents and guardians. In addition, when supporting probation staff as guardians for short-term students, PCOE provides resources related to evidence-based practices that support all student behavior. These offerings are designed to meet students and families “where they are,” with one-on-one conversations scheduled during convenient times for parents via online video calls and individualized phone calls from a dedicated Bilingual Parent Liaison. Establishing these connections and developing trusting relationships has increased parent/guardian involvement.	An area for continued growth is to increase the involvement of the Student Support Practitioner before transitions to ensure connections are made to a wider variety of community resources before students exit.	PCOE will continue leveraging Student Support practitioner referrals.	Families/Guardians can provide meaningful input and contributions to decision-making when serving on committees such as the School Site Council and the Local Control Accountability Plan (LCAP) Advisory Committees. PCOE also employs a Bilingual Parent Liaison to provide translation and support for families with a primary language other than English. Parent/Guardian input contributed to revisions of the School Site Safety Plan. Family/guardian feedback is regularly collected via electronic surveys, hard copy surveys, one-on-one phone calls, and virtually facilitated conversations. For LCAP goal development feedback, each of our non-English speaking parents and parents of foster and homeless students was individually called by a PCOE program administrator and Bilingual Liaison and verbally asked survey questions to solicit stakeholder feedback.	PCOE is committed to increasing family/guardian input in developing engagement opportunities as an area of focus for improvement.	PCOE will continue to seek family/guardian input by using bilingual support staff during IEP meetings.  The Student Support Practitioner will continue building relationships with underrepresented families to help families feel comfortable providing input.	4	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
31103140126904	Placer County Pathways Charter	3	Pathways Charter is committed to engaging parents and other educational partners and incorporating their feedback in decision-making.  Clinical support staff and site administrators ask families about their family dynamics, strengths, and barriers.  In addition, frequent communication with individual parents and families from site leadership, clinical support staff, and special education staff is an area of strength.  Pathways Charter offers various opportunities to engage with families, including videos,  the iCARE newsletter, a QR code feedback system for families, and increasing parent information and engagement events.  Pathways Charter has a referral system in place for families to access the Student Support Practioner for resources, and this position has been integral in providing a bridge between home and school.	A focus area for improvement is classroom teachers initiating more proactive communication with families. Although Pathways Charter supports staff in learning about each family's strengths, cultures, languages, and goals for under-represented students, it is committed to extending this work to all students by recruiting a more comprehensive range of families to share their voices and ideas at PBIS meetings, School Site Council meetings and the Parent Teacher Organization.	Pathways Charter sends targeted correspondence and makes one-on-one phone calls to underrepresented families, offering an invitation to engage in specific activities.	"Pathways Charter shows particular strength in connecting families with community partners and services.  The addition of a Student Support Practioner has aided in this work.  At least monthly, a digital newsletter is shared with families, connecting them with available community resources such as mental health education opportunities, recreational sports leagues, and parent training classes.  In addition, Pathways Charter has established programs tailored to the unique challenges of our students and families, including before and after-school credit recovery, academic counseling sessions, Free Application for Federal Aid (FAFSA) workshops for parents and guardians, and enrichment opportunities for students and families in areas such as study skills, organization, and work completion.  In addition, the orientation process for Independent Study and the Come Back Program includes preventative instruction on success in the program.    These offerings are designed to meet families ""where they are,"" with one-on-one conversations or workshops scheduled during convenient times for parents via video calls, face-to-face meetings, and individualized phone calls from a dedicated Bilingual Parent Liaison.  Establishing these connections and developing trusting relationships has led to greater parent involvement and collaboration."	A focus area for improvement is Pathways Charter's Independent Study program and its support of parents as teachers.  As such, Pathways Charter is expanding resources to help families build their skills related to instruction and curriculum.  Examples include an ongoing video series with instructional practices for parents and streamlined documents to help parents and students navigate various online platforms.  These resources will be built into the orientation process.	Pathways Charter will begin leveraging the Parent-Teacher Home Visit Project, Student Support Practitioner referrals, and continue to offer parent engagement opportunities online and in the evening.	Families can provide meaningful input and contributions to decision-making when serving on committees such as the School Site Council and the Parent Teacher Organization and participating in a menu of Local Control Accountability Plan (LCAP) Advisory feedback sessions.  PCOE also employs a parent Bilingual Parent Liaison to provide translation and support for families with a primary language other than English.  Data and updates related to Positive Behavioral Interventions and Support (PBIS) are shared with parents at some School Site Council meetings.   Every School Site Council agenda includes a standing item regarding PBIS.  Pathways Charter collects family feedback via electronic surveys, hard copy surveys, one-on-one phone calls, and virtual conversations.  For LCAP goal development feedback, a PCOE program administrator or bilingual support staff called each of the non-English speaking parents and parents of foster and homeless students and verbally asked survey questions designed to solicit feedback.	Pathways Charter is committed to increasing its recruitment of a wide range of families to participate in schoolwide PBIS meetings and the School Site Council.	Pathways Charter will continue to seek family input using the bilingual support staff during IEP meetings.  The Student Support Practitioner will continue building relationships with underrepresented families to create opportunities for families to provide input.	4	4	3	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
31667610000000	Ackerman Charter	3	ACSD continues to build programs that include our families in their child's education. Starting with Literacy and Math Family nights, Back to School information nights, parent conferences, classroom volunteers, field trip chaperones, open house and our SST system families are encouraged to be involved in their child's learning journey. Families also have the opportunity to participate in the Parent Teacher Organization and the Bowman Education Foundation and their endeavors to support students at Bowman. 85% of families surveyed agreed/strongly agreed their child(ren) feels connected to his/her school. 75% of families surveyed felt that their child's social/emotional needs are addressed at school. These results do not come without much hard work from our staff to build and implement programs that address students needs and individual learning growth. Staff communicates early and often with parents on their student's progress and offers Tier 1 interventions if needed. Approximately 55% of our families participated in our annual Parent Survey.	Although we fully encourage parent support, like many schools we tend to seem the same families doing most of the work, whether volunteering or organizing PTO. Our focus this year is to cast a wider net to include more families throughout the year. We will continue to have parent receptions at the beginning of the year, and communicate opportunities to be involved. For the first time we have hired a bilingual paraprofessional that will help us to communicate with our growing Spanish speaking population.	As stated above, by hiring a bilingual paraprofessional we will better communicate with this growing population. Moving into the next school year, our staff will focus on reengaging our community to support our students, classrooms and teachers to develop strong academic, social emotional, and extracurricular activities. Our focus will be to build partnerships with our families by encouraging parent participation in a wide variety of activities. We will continue to build inclusion for our students by providing opportunities to engage in events such as Family Math and Literacy Nights, providing our documents in multiple languages, and seeking feedback from all members of our community using surveys, emails, school messaging systems, etc. Our SPED team will continue to build positive relationships with our students with IEPs.	ACSD has a well defined path for students that are underperforming academically, social emotionally, or behaviorally starting with tiered interventions both in the general education classroom and accessing the Title 1 program. Students will have access to interventions that are researched based and targeted to close learning gaps. When these targeted interventions are not enough to close learning gaps, the Student Success Team process is initiated . This process engages parents, teachers and students (when appropriate) in problem solving discussions that support student success. Our MAP data provides relevant information on student progress. Accommodations, interventions and remediation are discussed and implemented within the general classroom setting. Parents, teachers, or administration can request an SST at anytime, and once the process has been started, check-ins, revisions, and updates are made as needed or yearly. When typical progress is not made by a student, and multiple tiers of interventions have not been successful, families, teachers and/or administration are encouraged to further investigate the needs of the student through special education assessment. All legal processes and protocols are adhered to so that families are supported and educated of their legal rights.	In the coming year ACSD will work to grow the mindset of access and equity for all students. This includes both staff and families to participate in the closing of learning gaps. As we identify students that are below grade level and even far below grade level, the entire team and family must work together to change the trajectory of the student's learning progression. By addressing students needs in multiple ways both at home and in the classroom we can close the gaps more quickly. To do this we need to provide parents with resources and materials to work on at home, this goes beyond or in place of homework. We will continue to provide materials, curriculum, and training for staff on meeting student needs within the classroom setting, as well as designing programs that give students access to the support they need.	In 2023 our school population of ELs grew to over 20 students for the first time in the school's history. In response ACSD had employed a bilingual paraprofessional that works with the children daily to improve instruction and learning. This employee also serves as a translator on meeting to help families be able to be a part of their children's education. Translators are available at events such as Back to School, literacy and math family nights, IEPs, 504s, and SSTs to better be able tocmmunicate with students' families.	The 2022-23 school year has provided a variety of formats for the entire community to input their opinions and thoughts on many issues. We have a Parent Advisory Committee that we meet with regularly to gather input on the creation of surveys, analyzing the data, and providing feedback on our LCAP. We have invited parents from across our grade spans, and from all student groups to participate in these groups. As with many committees attendance starts out strong and wanes over the course of the year, however this year the attendance although lower remained higher than in past years. We continue to offer virtual meetings for parent conferences, IEPs and other meetings. Over the course of the year we complete three surveys annually including a parent, student and staff survey. All of the information gathered is used to build more inclusive LCAP goals and systems for our students.	As stated in other areas, casting a wider net to reach more families and continued communication with our educational partners will be an area of focus. We also will focus on providing more access to families with offering online meetings and public relation documents to promote our school and the strong programs we offer and to create engagement as well.	As stated in other areas, casting a wider net to reach more families and continued communication with our educational partners will be an area of focus. We also will focus on providing more access to families with offering online meetings and public relation documents to promote our school and the strong programs we offer and to create engagement as well.	4	4	4	4	4	4	5	5	4	4	4	4	Met		21JUN2023	2023
31667616031009	Bowman Charter	3	ACSD continues to build programs that include our families in their child's education. Starting with Literacy and Math Family nights, Back to School information nights, parent conferences, classroom volunteers, field trip chaperones, open house and our SST system families are encouraged to be involved in their child's learning journey. Families also have the opportunity to participate in the Parent Teacher Organization and the Bowman Education Foundation and their endeavors to support students at Bowman. 85% of families surveyed agreed/strongly agreed their child(ren) feels connected to his/her school. 75% of families surveyed felt that their child's social/emotional needs are addressed at school. These results do not come without much hard work from our staff to build and implement programs that address students needs and individual learning growth. Staff communicates early and often with parents on their student's progress and offers Tier 1 interventions if needed. Approximately 55% of our families participated in our annual Parent Survey.	Although we fully encourage parent support, like many schools we tend to seem the same families doing most of the work, whether volunteering or organizing PTO. Our focus this year is to cast a wider net to include more families throughout the year. We will continue to have parent receptions at the beginning of the year, and communicate opportunities to be involved. For the first time we have hired a bilingual paraprofessional that will help us to communicate with our growing Spanish speaking population.	As stated above, by hiring a bilingual paraprofessional we will better communicate with this growing population. Moving into the next school year, our staff will focus on reengaging our community to support our students, classrooms and teachers to develop strong academic, social emotional, and extracurricular activities. Our focus will be to build partnerships with our families by encouraging parent participation in a wide variety of activities. We will continue to build inclusion for our students by providing opportunities to engage in events such as Family Math and Literacy Nights, providing our documents in multiple languages, and seeking feedback from all members of our community using surveys, emails, school messaging systems, etc. Our SPED team will continue to build positive relationships with our students with IEPs.	ACSD has a well defined path for students that are underperforming academically, social emotionally, or behaviorally starting with tiered interventions both in the general education classroom and accessing the Title 1 program. Students will have access to interventions that are researched based and targeted to close learning gaps. When these targeted interventions are not enough to close learning gaps, the Student Success Team process is initiated . This process engages parents, teachers and students (when appropriate) in problem solving discussions that support student success. Our MAP data provides relevant information on student progress. Accommodations, interventions and remediation are discussed and implemented within the general classroom setting. Parents, teachers, or administration can request an SST at anytime, and once the process has been started, check-ins, revisions, and updates are made as needed or yearly. When typical progress is not made by a student, and multiple tiers of interventions have not been successful, families, teachers and/or administration are encouraged to further investigate the needs of the student through special education assessment. All legal processes and protocols are adhered to so that families are supported and educated of their legal rights.	In the coming year ACSD will work to grow the mindset of access and equity for all students. This includes both staff and families to participate in the closing of learning gaps. As we identify students that are below grade level and even far below grade level, the entire team and family must work together to change the trajectory of the student's learning progression. By addressing students needs in multiple ways both at home and in the classroom we can close the gaps more quickly. To do this we need to provide parents with resources and materials to work on at home, this goes beyond or in place of homework. We will continue to provide materials, curriculum, and training for staff on meeting student needs within the classroom setting, as well as designing programs that give students access to the support they need.	In 2023 our school population of ELs grew to over 20 students for the first time in the school's history. In response ACSD had employed a bilingual paraprofessional that works with the children daily to improve instruction and learning. This employee also serves as a translator on meeting to help families be able to be a part of their children's education. Translators are available at events such as Back to School, literacy and math family nights, IEPs, 504s, and SSTs to better be able tocmmunicate with students' families.	In 2023 our school population of ELs grew to over 20 students for the first time in the school's history. In response ACSD had employed a bilingual paraprofessional that works with the children daily to improve instruction and learning. This employee also serves as a translator on meeting to help families be able to be a part of their children's education. Translators are available at events such as Back to School, literacy and math family nights, IEPs, 504s, and SSTs to better be able tocmmunicate with students' families.	As stated in other areas, casting a wider net to reach more families and continued communication with our educational partners will be an area of focus. We also will focus on providing more access to families with offering online meetings and public relation documents to promote our school and the strong programs we offer and to create engagement as well.	As stated in other areas, casting a wider net to reach more families and continued communication with our educational partners will be an area of focus. We also will focus on providing more access to families with offering online meetings and public relation documents to promote our school and the strong programs we offer and to create engagement as well.	4	4	4	4	4	4	5	5	4	4	4	4	Met		21JUN2023	2023
31667790000000	Alta-Dutch Flat Union Elementary	3	"Alta-Dutch Flat Elementary maintains an open environment for educational partners exhibited by our many parents and community members on campus on a daily basis. As the heart of the community, our school serves as a center for parent activities and those that assist the community as a whole. One example of this includes the establishment of a bi-weekly bookmobile from our county library that serves the entire community. A recent survey included the responses that the school has created a ""sense of community."" Our parent club held an event at least every month that invited the community to our school."	The focus for next year will be communication as the school implements new technology to reach all parents. The school will implement direct messaging, online volunteer sign-up opportunities, and direct posts for the school and classrooms.	The school will implement a systemic attendance support system and reach out to each family in which students are experiencing challenges at school. The school will also provide additional supports through our county office of education and #211 facilitation.	Alta-Dutch Flat Elementary implemented multiple supports for families and students this year including student counseling, academic assessment, academic intervention, and an afterschool support program. Our school profits through numerous educational partners on campus on a daily basis.	This year will be spent on refining each of the support areas with additional outreach to families during implementation.	Special attention and focus is paid for underrepresented families and a targeting of services to ensure students are served.	The district uses surveys and the Parent Advisory Committee for input. As a small school, we are in the unique position to have the pulse of our families and their needs in a unique way.	The Parent Advisory Committee will be strengthened this year with more meetings.	Inclusion of families on the Parent Advisory Committee will assist this goal.	4	5	4	5	3	3	4	4	3	3	4	4	Met		21JUN2023	2023
31667870000000	Auburn Union Elementary	3	Strengths and progress:  AUSD has experienced an increase in community partnerships due to a variety of outreach at the district and site level, including but not limited to parent-teacher clubs, community service organizations, and foundations.  AUSD Community Liaisons provide a direct link between the district and the community. AUSD's itinerant community liaison positions serve all five schools in the district and provide coordination and promotion of community services, increased access and implementation of services between district personnel, students, parents, public agencies, community agencies, and groups. AUSD's Wellness center partnerships provide families and staff with connections to resources and support within the community.   Training on conducting regular English Language Advisory Committee (ELAC) and District English Language Advisory Committee (DELAC) meetings allowed meeting coordinators to provide structure and outcomes.  Meetings were scheduled back to back with Coffee with the Principal events which increased attendance at ELAC meetings. As a result, meetings were more attended than in prior years.  In our meetings, families were provided training and support on schoolwide assessments, initiatives, and resources.    Families were also given opportunities to provide input on the English Learner Master plan and the LCAP.	Auburn Union School District is committed to developing effective programs and services for all students.  The district partners with families to build collaborative communities that ensure student success.  We recognize the need for continued improvement in this area.  Progressing toward our goal, AUSD increased opportunities for our educational partners to provide feedback and input on our Local Control Accountability Plan (LCAP), Roadmap, Strategic Plan, School Site plans, safety plans, and budget meetings, by creating a Gifted and Talented Education (GATE) committee, a Parent Advisory Committee and a student advisory committee in addition to our current groups and committees.   AUSD will build on this foundation, as we continue outreach at the district level and the school site level by focusing on communications via newsletters, community outreach through our community liaison program, growing our Parent Teacher Committees, utilizing our websites, social media, and the above-mentioned committees and input meetings.    Site administrators from each of our sites will provide more opportunities and a wider range of classes through Family University, parent classes, after-school activities, and events to build community, enhance partnerships and create a culture of involvement.  Principals will poll their families to ensure their requests and needs are being met.  AUSD recognizes the need for interpreters at all events and is responding to this need by contracting interpreter services.	Based on the need for removing barriers for families and students, AUSD will increase and improve access and engagement for families by:  --Ensuring there is interpretation and translation for families in need of these services --Continuing to work with our Placer County Office of Education (PCOE) partners to secure resources and services for our Foster Youth and Homeless families --AUSD's Community Liaison program --AUSD's Foster Youth and Homeless Liaison --School Counselors --District Mental Health Specialist --Wellness Centers --Health Service Coordinator --Handle with Care Program --Transportation vouchers and/or reimbursement --Community Schools planning and professional development --AUSD Principals will poll families to ensure Family University and schoolwide events are of interest to our families	AUSD maintains partnerships that involve certificated and classified staff members, families, and students.     The Latino Leadership Council, the Lions, Kiwanis Club, Sight Word Busters, Auburn Assistance League, Lighthouse Counseling, Care Solace, Community Liaisons, placer County Office of Education, Wellness Centers, Positive Behavioirs Interventions and Supports, Auburn Interfaith Food Closet, AUSD Family University, Chapa De, Granite Wellness, Once Pill Can Kill, and School Resource Officers through Auburn Police Department also partner with AUSD school sites in a variety of ways to ensure families have a direct link to their school and resources in their community.	AUSD will continue to focus on involving families in committees such as the Gifted and Talented Education Committee, English Language Advisory Committee, District English language Advisory Committee, School Site Council, LCAP Advisory Student/Parent Committee, Community Showcases, community partner feedback forums such as Town Halls and LCAP community meetings and Placer County Community Advisory Committee.  AUSD will use the Community Schools Grant to develop and implement schools that provide wrap-around services to our students and families and continue to build partnerships within the community to reduce barriers and increase access.	Through continued input surveys and conversations in the abovementioned variety of community meetings regarding school functions and outputs, partnerships with community partners, and our Community Liaison program, AUSD will monitor and adjust systems and programs within a shared leadership model to assess the assets and needs of the district to improve student outcomes.	AUSD is committed to seeking input from our partners to inform our decision-making.  We collect input through advisory committees, surveys, community engagement meetings, and through digital feedback on our website and a community email account.	AUSD's focus is to offer a large variety of options for stakeholders to participate in providing input and feedback as we design programs and services for our students.  AUSD takes pride in reaching our underrepresented families to improve their opportunities to engage in student success.  Opportunities include but are not limited to District English Learner Advisory Committee (DELAC) meetings, Site English Learner Advisory Committee (ELAC), Coffee with the Principal, Family University, comprehensive district website with active links for easy access to information, calendar events and videos, monthly Education Services Newsletter for AUSD families, district-wide communication, surveys,  engagement meetings to discuss and gather input on a variety of issues, multiple committees such as health curriculum, technology, curriculum advisory, LCAP Student/Parent Advisory, LCAP stakeholder meetings, Continuous Improvement meetings, etc.	Through continued input surveys and conversations in committee meetings, interpretation, and translation services, and through consistent communication, families will feel their input is welcomed and valued.  AUSD will strengthen our use of digital platforms that support accessibility options when communicating with our families.	4	4	3	3	5	5	4	4	4	4	5	4	Met		14JUN2023	2023
31667950000000	Colfax Elementary	3	The primary catalyst for building positive relationships with families includes the creation of a welcoming environment for parents. A welcoming environment provides parents with opportunities to actively engage in school activities. Also, regular and consistent, two-way communication develops the trust necessary to build positive relationships between the home and the school. According to the California Healthy Kids Survey, 90% of parents agreed that Colfax Elementary School District makes them feel welcomed to participate in the school community. In several ways, the Colfax Elementary school staff creates this welcoming environment for parents to participate. For example, the Colfax Elementary school staff actively solicit parents to volunteer daily in the classrooms and throughout the school campus. Parents volunteer as Art Docents to assist classroom teachers in providing Fine Arts education, and parents volunteer as Sight Word Busters to help individual students in the primary grades to master high frequency word recognition. Parents are invited to participate throughout the year at evening events sponsored by the PTA such as the Fall Festival and the Spring Fling. These events encourage extended members of the family to join other families in annual community events that promote pride in the school and friendships. Families are also invited to provide service to the school on annual beautification days where volunteer hours improve the playgrounds, the play fields, and the landscaping of the school campus.  Communication with parents is a priority of Colfax Elementary School District. 92% of families agreed that school staff promptly respond to their phone calls, messages, or emails. Likewise, 90% of parents stated that school staff take parent concerns seriously. In several ways, Colfax Elementary has taken concerted action to establish strong methods of communication to keep parents informed. During the school year, school staff host parent events to provide information on early education programs, district goals and activities, and opportunities for student enrichment. The school district provides regular information on afterschool programs, bus transportation, ways that families can benefit from resources in the community such as food assistance and summer learning extensions. This school year, the Colfax ESD transitioned to a new communication platform and website to provide real-time information to families connected to social media tools such as Facebook. Families regularly receive text messages about school events, and a school district app provides live feed information about upcoming events. By providing opportunities for families to be involved and through consistent communication, positive relationships continue to be built between school staff and parents in the community.	Colfax Elementary School District will focus on the continued building of positive relationships with families by providing increased opportunities for families to visit the school throughout the school year. Already, funds have been used to improve and enhance the gymnasium and the connected performance stage. Parents will be invited to attend live, grade-level performances, theatrical productions, and student talent shows. Funds will also be used to improve and enhance the play fields, track, and baseball facilities to provide opportunities for local, charitable organizations to practice after school.  Also, Colfax Elementary will provide additional opportunities for families to volunteer on campus. The Art Docent and Sight Word Buster programs will continue. CESD will also add a Watch DOGS program to provide an opportunity for dads, grandfathers, uncles, and other male role models to actively participate in classrooms, on the playgrounds, and at dismissal times. By providing increased opportunities to visit campus and additional volunteer opportunities, Colfax Elementary will continue to build positive relationships with families.	Two underrepresented groups at Colfax Elementary include families of economic disadvantage and families of students with disabilities. To improve relationships with underrepresented families, Colfax Elementary will continue to use weekly meetings to create plans of support and communication. Each week, the school Wellness Center staff, school psychologist, and school administration meet to plan support for student social and emotional health. These supports often include providing assistance to families in arranging transportation, securing housing, and providing food assistance. CESD staff will continue to contact families directly to include house visitation to build relationships with families in economic need to reduce barriers to student learning.  In 2023-2024, the CESD special education staff and administration will work individually with families of students with disabilities to build relationships centered on providing increased information on special education identification, learning accommodations, parent and student rights, and provided services. The school district will ensure that parents of students with disabilities are represented on the School Site Council, the PTA, and the School Advisory Committee.	Building partnerships with families centered on student academic success is rooted in respect between staff and families. According to the California Healthy Kids Survey results, 96% of parents agreed that Colfax Elementary school staff treat them with respect, and 90% of parents agreed that CESD school staff take parent concerns seriously. This strong partnership with parents has led to high levels of parent participation at the school during the school year. 96% of parents reported having attended a school or class event, and 98% of parents reported attending a general school meeting. 50% of parents reported having volunteered in their child’s classroom or elsewhere in the school, and 81% of parents reported having participated in a school fundraiser. 96% of parents reported having attended a regularly scheduled parent-teacher conference with their child’s teacher.   Colfax Elementary School District provides many opportunities for school staff to partner directly with parents to benefit student learning and growth. Three times during the year, Colfax Elementary hosts parent teacher conferences to discuss student success and provide parents with information and with opportunity to ask questions about their child’s progress. The school district also holds regular Student Success Team meetings with parents to create plans to improve academic achievement, behavioral support, and to increase the connection between home and school. Also, the school provides counseling support through the Wellness Center for students and families. In many ways, Colfax Elementary actively works to partner with families to further the growth of their children.	As indicated in the California Healthy Kids Survey, 2023-2024 will provide the Colfax Elementary staff with the opportunity to build increased partnerships with families. Parents indicated the need for more information regarding how their students receive additional intervention and support and how to help their students with homework. Only 54% of parents agreed that they understood why their student was placed into a particular group or class. This year, Colfax Elementary School District implemented an intervention block where students met in small groups with school staff to improve reading decoding, fluency, and comprehension based upon identified needs. The school district will focus on improving communication with families on how their students have been selected to participate in different reading small group instruction.  Likewise, CESD will provide families with more information on how to connect learning at school with learning at home. Only 33% of families indicated that they were provided information on how to help their students with homework. In the 2023-2024 school year, CESD will focus on providing our families with more information on how to support student learning at home with homework. Our Wellness Center staff and administration will lead several family workshops on how parents can extend student learning at home and build upon skills developed in the classroom.	At Colfax Elementary, several families are representative of economic disadvantage. For these families, parents often work non-traditional hours at more than one job. To engage underrepresented families, our school district will survey families to determine the optimal time during the school day to host school activities, events, and parent workshops. In the 2023-2024 school year, our school staff will focus on providing increased information to families of students with IEPs. Our special education staff and administration will use IEP meetings to provide families with information on the IEP assessment process, special education accommodations, and the variety of services available for student support and growth. We will ensure that parents from economic disadvantage and parents of students with disabilities will be represented on the School Site Council, the PTA, the Parent Advisory Group, and in volunteer opportunities on campus.	During the 2022-2023 school year, Colfax Elementary took proactive measures to increase parent decision-making and input in the review, revision, and creation of the school district’s LCAP and Single Plan for Student Achievement. While reviewing the LCAP, parent input was sought at several School Site Council meetings, at Parent Advisory meetings, at PTA meetings, and at local communities meetings to include presentations with the City Council of Colax and the Colfax Lions Club. In each meeting, parents were asked to reflect on the district’s successes, identify areas of need, and make suggestions for increased or improved actions. Parents recognized the school district’s actions to improve student access to a broader course of study through the creation of after-school clubs and an increase in opportunities for visual and performing arts education. Parents recommended a continued focus on providing enriched learning opportunities in music, sports, and foreign languages. Families also provided suggestions on increased supervision and communicating consistent behavioral expectations school-wide.  The school district also transitioned to the use of the California Healthy Kids Survey to give parents a research-based survey tool to provide feedback on the instructional programs and support for their children. 84% of parents agreed that the school promotes academic success, and 84% of parents agreed that school is a supportive and inviting place for students to learn. Parents did suggest a need for increased instruction in cultural awareness with 56% of parents agreeing that the school communicates the importance of respecting different cultural beliefs and practices, and 47% of parents agreeing that the school provides instructional materials that reflect their child’s culture, ethnicity, and identity. Parents also suggested that the school continue to grow enrichment and intervention programs with 59% of parents agreeing that the school had quality programs for their child’s talents, gifts, or special needs. Overall, Colfax Elementary gathered increased input from families in the 2022-2023 school year by actively including more parent groups in the process of revising the LCAP and by using better survey tools to gather specific information on how to improve student programs.	Even with increased effort to seek input from parents for decision-making, several parents continued to suggest more opportunities to collaborate on program and policy decisions in the school district. 48% of parents agreed that the school and district actively sought the input of parents before making important decisions with 28% of families responding that they did not know whether parents were included in decisions. In 2023-2024, Colfax Elementary School District will continue to focus on providing a structured and consistent process to increase the ability of parents to provide input on decisions in the school. 30% of parents stated they had participated on a school committee. During the 2023-2024 school year, Colfax Elementary will take active measures to invite more parents to participate on school committees such as the School Site Council and the Parent Advisory Committee. Colfax Elementary will host these meetings with increased frequency at optimal times for families to participate.	Colfax Elementary School District will increase the input and decision-making of underrepresented families in several ways during the 2023-2024 school year. For families of economic disadvantage and families of students with disabilities, CESD will actively invite representative parents to participate on the School Site Council and on the Parent Advisory Committee. School staff will use IEPs as opportunities for families to provide input on school programs for students with special needs. Also, the Wellness Center staff will work directly with families of economic need to provide input on programs providing clothing, transportation, and food assistance. In these ways, CESD will ensure that underrepresented families are given specific opportunities to provide input on school and district programs.	4	4	2	4	4	2	4	2	4	4	3	3	Met		14JUN2023	2023
31668030000000	Dry Creek Joint Elementary	3	District-wide family engagement opportunities included Back-to-School Night, Open House, Kindergarten and Middle School Orientation, World Fair, Math Night, Family Literacy Night, Story Time, Family Picnics, and Reclassification Ceremonies. Parents participated in School Site Council, DELAC, LCAP Parent Advisory Committee, ELAC, SST, IEP, PBIS team, Parent/Teacher conferences, Principal/Parent meetings, and At-Risk conferences in person or via Zoom. These opportunities create a welcoming and inclusive school environment, encourage relationships between staff and parents, and facilitate productive two-way communication. The District increased EL supports such as translated materials, newcomer page on the website, packets and materials, translated school newsletters, Language Line services, interpreter iPads, and translators for meetings.	DELAC representatives would like to see more opportunities for parent involvement at the District level, increased family culture in the classroom and additional cultural books for the library.  Each site will focus on supporting staff to learn more about the families that they serve, including strengths, cultures, languages and goals for their children.	Each school site will work with their leadership team and intervention teams to identify families, needs and course of action to best engage, connect and build relationships with them. District level teams will also support sites with identifying resources and supports to best meet the needs of engaging and building relationships with their underrepresented families. Families suggested adding additional events like the World Fair and Family Picnics to help bring those communities together.  They would also like to see more opportunities for Reclassification.	All school sites have functioning English Language Advisory Committees (ELAC).  The ELAC at each site meets three (3) times per year.  The ELAC serves as a guiding body to the EL program and reviews the Single Plan for Student Achievement (SPSA), LCAP, school goals, program information, testing documents and scores, parent involvement opportunities and policy. Likewise, the School Site Council (SSC) at each site provides input and feedback regarding school and District plans, LCAP implementation, parent involvement and programs.  Each year, sites gather ideas and feedback from the committee regarding parent involvement and support for their students.  The District English Language Advisory Committee (DELAC) also met three (3) times this school year.  The District also held two LCAP Parent Advisory Committee (PAC) meetings. Both committees offered guidance and input on various program components, parent engagement and involvement and LCAP goals and services.  Our Family Literacy program was held at Barrett Ranch this school year.	Providing parent education regarding educational processes, engagement opportunities and how to participate in their child(ren)’s education is a focus area of our District.  In order to ensure parents have access to participate in our schools and events, the District continues to provide translation services for both in-person and written communication as needed.	Each school site will conduct parent education opportunities on topics related to engagement and participation in the educational process.  For example, “How to practice reading with your child” or “What is the progression of math skills and how to help at home”.  Each school site will work with their leadership team and intervention teams to identify families, needs and course of action to best build partnerships that support positive student outcomes.  District wide we will focus on providing both in person and webinar type educational opportunities in order to meet the needs of family schedules.  These opportunities will be communicated multiple ways and posted on our Parent Academy webpage.  Translations and interpreters will be provided as needed to ensure engagement and participation.	Each year, the District sends an LCAP-aligned survey to parents and staff to gather feedback. Specific questions provide information for guiding parent participation and engagement planning. The School Site Councils, ELACs, and District ELAC provide input and feedback on plans, including Single Plan for Student Achievement, Local Control Accountability Plan, School Safety Plans, Parent Involvement and Engagement Rubrics, and other program plans. Input and feedback guide decisions on instructional programs and supports for students and families district-wide. The District intends to increase parent involvement and engagement through family education events, committees, and volunteer programs. Parents are encouraged to participate in committees such as School Site Council, ELAC, School Health and Wellness Committee, LCAP PAC, and CAC. Goal 3 in the LCAP focuses on parent engagement and involvement.	We will focus on increasing our parent participation at our school site ELAC meetings as we feel this is an important time to connect with, form partnerships and provide support for our English Learner families.	Each school site will work with their leadership team and intervention teams to identify families, needs and course of action to best engage their families in their school and District events, communications, educational opportunities and supports.  District level teams will also support sites with identifying resources and supports to best meet the needs of engaging their underrepresented families.	4	4	4	4	3	4	4	4	4	4	4	4	Met		13JUN2023	2023
31668290000000	Eureka Union	3	One of EUSD’s strengths is its varied approaches to engaging families and the community. The district prides itself in its unwavering focus in securing input from its stakeholders multiple times throughout the year. This includes formal meetings (e.g. ELAC, DELAC), family nights, information events, phone calls, focus groups, coffee chats, home visits,and surveys. Coffee chats were implemented for the first time in 22-23, with great success as Cabinet members and parents held informal dialogues about families’ areas of concerns, as aligned to EUSD’s LCAP goals.    EUSD has calendared dates for Fall and Spring conferences to engage with families of all students and academically at-risk students. Parents may also request for a Student Study Team meeting with administrators, counselors, and teachers to discuss concerns about progress in academic and socio-emotional development outcomes. Teachers make regular phone calls home for struggling students as well as initiate timely meetings when necessary.	One focus area for EUSD is on education of staff on best practices concerning engagement of families from our underrepresented subgroups: English Language Learners, Newcomers/Immigrants, economically disadvantaged, and students with disabilities. EUSD commits to providing professional growth opportunities to help staff engage culturally competent practices to reach out to our diverse families. Strategies include: workshops for administrators and teachers on best practices for family engagement that is culturally-engaging.	To engage its underrepresented families, translation of invitations and emails have been made available.  During meetings, parents may request for a translator to be present.  The district has contracted with EXCEL Translation Inc for such services but also leverages its group of staff members who are bilinguals or multilinguals. For SED (socioeconomically disadvantaged families), EUSD provides meals and childcare options during meetings to help families and scheduling is done at the end of the day.	EUSD has strengths in finding creative ways to engage parents, families and community members.  This year, EUSD implemented Coffee Chats, informal opportunities for parents to drop in and have conversations about various topics - e.g. instructional programs, enrichment opportunities, attendance, transportation, etc.  These were very well attended.  Our DELAC/ELAC meetings have been very well attended as well.  One other project EUSD implemented was Family STEAM Night where over 200 families (parents, students, etc) participated.  Local organizations supported this endeavor.  EUSD has highly engaged family who welcome opportunities to participate in partnerships.	Ways to improve building relationships among community partners include: 1. Diversifying these opportunities 2. Offering times that are accessible to all 3. Utilizing translation services for invitations as well as presentations 4. Providing daycare and meals when possible.	As stated above, the four ways EUSD can help engage underrepresented families are the following: 1. Diversifying these opportunities 2. Offering times that are accessible to all 3. Utilizing translation services for invitations as well as presentations 4. Providing daycare and meals when possible.	EUSD engages the help of parents, students, staff and other stakeholders in developing actions and services, making policy and program decisions, including the development of the Local Control Accountability Plan. Annually, parents are surveyed for LCAP and invited to participate in LCAP meetings. Parents also serve in multiple advisory groups (e.g. GATE, Eureka Programs Initiatives Committee-EPIC) and task forces when necessary (e.g. COVID Task Force). In addition, EUSD provides informal opportunities such as coffee chats. Parents have been very participatory and have actively engaged in these multiple opportunities.	Focus Area: EUSD has growth opportunities in engaging more of our English Language Learners, economically disadvantaged, and students with disabilities families in participating in focus/advisory groups and task forces. Strategies proposed: -Principals will reach out to PTC/SSC for support and feedback on how to engage families from our subgroups. -LCAP will incorporate an action item on how to improve subgroup parent engagement. -Social media sites will be utilized to broaden reach. -Sites and district will intensify efforts to engage parents in these subgroups, e.g. use personal phone calls. -translation, meals and childcare services are offered	As shown above, multiple ways to ensure accessibility of such opportunities include: -Principals will reach out to PTC/SSC for support and feedback on how to engage families from our subgroups. -LCAP will incorporate an action item on how to improve subgroup parent engagement. -Social media sites will be utilized to broaden reach. -Sites and district will intensify efforts to engage parents in these subgroups, e.g. use personal phone calls. -translation, meals and childcare services are offered	4	4	3	4	3	4	4	4	4	3	4	4	Met		14JUN2023	2023
31668370000000	Foresthill Union Elementary	3	While the district and school's capacity in building trusting and respectful relationships with familiies and creating a welcoming environment for all families in the community and developing multiple opportunities for 2-way communication between families and educators using a language that is understandable and accessible to families reflects improvement, the data highlights an opportunity to further develop the district's support to staff in learning about each family's strengths, cultures, languages and goals for their children. Evidence of improvements during the 2022/23 academic year include more representation of underrepresented groups in both the PTO and the School Site Council.	Educational Partner feedback reflects appreciation for the improved communications in the 2022/23 academic year while communicating that additional improvements are needed. To this end, the district is re-designing it's communications system, including new platforms for the website, disseminating announcement and other critical information, and has created a district-level position of community liaison.	With an updated website, more active social media presence, and community liaison, the district anticipates that communication among underrepresented families will continue to improve. The district is considering facilitating a 2023 Local Performance Indicator Self-Reflection for Foresthill Union School District Page 10 of 17 series of parent/community information nights in the 2023/24 academic year to focus on mental health, cyber safety, and strategies to support academic growth.	Foresthill Union School District partners with parents/families through annual events including Back to School Night, fall and spring conferences, Spring Open House. Weekly Friday Family Newsletters and postings to the website provide information to our educational partners. Teachers establish communication systems within their respective classrooms and home on grade-specific and individual student matters and opportunities. District-level communications have included monthly coffee-chats with the superintendent and increased participation in local community organization meetings. The feedback from our educational partners is that they appreciate these additional opportunities to learn more about the district and share their ideas and concerns.	None of the strategies listed above are consistently interactive. The district's more proative approach to seeking input from a wide range of educational partners, particularly from students. In 2023/24, ongoing improvements will focus on a more functional and user-friendly website and social media presence, hiring a community liaison to manage the district's website/social media as well as for direct and personal outreach to families who appear to be struggling with consistent attendance or other factors which are limiting students' access to learning. These strategies will have embedded components of gathering feedback from underrepresented families.	In addition to the focus areas and actions built into this report and the LCAP, the district is designing and producing a comprehensive staff handbook which will contain resources and strategies for teachers and staff to increase and improve engagement among the district's underrepresented families.	With an increased focus on meaningful engagement and input opportunities among the district's educational partners, and implementation of monthly coffee-chats with the principal, presentations at local organizational meetings, and school events, the FUSD's PTO and School Site Councill membership has grown and now includes more representatives from historically underrepresented groups. FUSD has also invested time in educating student leadership in its decision-making cycle and process in order to raise the capacity of student leaders to meaningfully contribute to the process.	The district continues to focus on taking a less passive, more proactive approach to engaging with educational partner groups and designing pathways for input that resonate with our community members. For the coming year, particular focus will continue among student leadership, including adding a seat at the District Board for a student representative, and consistent meetings with Student Council to discuss relevant planning and decision-making opportunities in real time.	In reaching out to our various educational partner groups, we have learned how we can better involve them, particularlly underrepresented groups, in decision making processes, how they might light to give and receive information and input. In the coming year, the district will implement opportunities for capacity building so thatbfamilies better understand areas of district operation such as budget and finance, curriculum and instruction, facilities, human resources, etc. FUSD is graining traction in this regard and plans to continue with the improvements it commenced in 2022/23, building capacities through informal events, conversations, and demonstrating an eagerness to listen and learn from our educational partners. The district continues to believe that this proactive and inclusive approach to problem-solving embodies the FUSD's goal of collaborative planning.	3	3	3	3	3	3	3	3	3	3	3	3	Met		22JUN2023	2023
31668450000000	Loomis Union Elementary	3	Throughout the school year staff are offered professional development focused on building relationships with students and families and each school hsa structures in place to ensure regular school-to-home communication.  In addition, LUSD schools that receive Title I funding abide by a School-Parent Compact which is provided to families and staff annually.    LUSD holds at least two District English Learner Advisory Committee (DELAC) meetings held each year.  During DELAC meetings information on the LCAP and other parent engagement items are discussed and feedback is collected.  In order to increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to families, provides information at parent-teacher conferences, and makes personal contact with families whenever possible.  Through school and district parent involvement opportunities, such as Parent-Teacher Club, School Site Council, and DELAC meetings, parents often share areas where they could use support or additional resources to support their children.  The feedback provided informs LUSD's future decision making including the Local Control and Accountability Plan (LCAP).	Educational partner feedback is collected annually through a survey.  The survey collects participant data in three main areas: Learning Environment and Culture, Communication, and Student Achievement and Instruction.  While typically favorable, this data is used to drive actions and services targeting improvement district-wide.    As a result of feedback from educational partners LUSD has implemented a number of new or improved supports for families.  For example, all LUSD schools utilize dedicated collaboration time during which teachers and administrators discuss student data, progress, and action plans for student support.  Based on these discussions, teachers are then better prepared to have meaningful dialogue with families about their children’s progress, strengths, and areas for growth.  While these conversations happen throughout the year informally, there are also formal structures in place such as Student Study Teams (SST), Individualized Education Plan (IEP), and 504 meetings, Academic Conferences, and parent-teacher conferences.  To best support teams in productive conversations and relationship building professional development as been provided in a number of areas including, but not limited to, meaningful IEP team participation, additional annual notifications, updated Board Policy, and a structured district-wide system to request assistance within a multitiered system of support (MTSS).	LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide individualized outreach and support for underrepresented families.  Feedback provided by families is used to provide convenient collaboration opportunities such as flexible DELAC meeting options (in-person and virtual) as well as times of day (during and/or after school).  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.	As mentioned previously, LUSD collects feedback from district families through multiple avenues.  LUSD utilizes LCAP survey feedback, PTC president’s meetings, and other parent committees, such as DELAC and School Site Council, to allow parents the opportunity to meaningful participate in their children’s education.  Additionally, families are given two opportunities for structured conversations with their child's teacher(s) during October and March parent-teacher conferences.  While staff are willing to meet at any time, these scheduled conferences focus on student data review and home to school collaboration.  Through varied and personalized methods of communication, LUSD continues to explore avenues we can use to increase the participation and engagement of our underrepresented families.  Additionally, parent feedback is continually utilized to modify the types of information we share with families based on areas of interest--such as those areas being focused on for parent education videos.  LUSD plans to continue these efforts in the year to come in order to improve the engagement of all families.	Educational parenter survey data was collected district-wide in fall 2022.  This ongoing data, as well as annually collected student survey data (from 5th-8th grade students) completed each spring is used to determine the best strategies for building partnerships with our community.    In outgoing years LUSD is looking to improve communication through streamlined system that allows for text messaging platforms as requested in the fall 2022 survey.  LUSD is also looking to partner with mental health provider matching services to improve community access to mental health care.  This has been an area that families have reported difficulty navigating outside of the school setting.	As discussed previously, LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide individualized outreach and support for underrepresented families.  This feedback is used to provide convenient collaboration opportunities such as flexible DELAC meeting options (in-person and virtual) as well as times of day (during and/or after school).  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.	LUSD currently offers varied opportunities for educational partner input.  For example, DELAC meetings, School Site Council, PTC meetings, PTC President meetings, and community partnership meetings are all ways that input can be provided—particularly input around LCAP goals and action items.  These opportunities exist at each school site and district wide through various in-person and virtual options.	During outgoing years LUSD is working to streamline parent advisory committees by sending early, proactive communication to all families soliciting their involvement and outlining participation opportunities in one collective communication.  During the 2023-2024 school year a DELAC and LCAP Parent Advisory Committee (PAC) will be identified in the early fall and will begin providing input to LUSD staff by late fall 2023 during schedule, posted, and agendized meetings.  Feedback from these PACs will drive future decision making as outlined in LUSD's LCAP.	LUSD's best strategy for increasing underrepresented family participation has traditionally been individual outreach.   LUSD’s Foster and Homeless Youth Liaison (Assistant Superintendent, Educational Services), in conjunction with the English Learner Teacher provide this individualized outreach and support for underrepresented families.  Additionally, at some school sites, principals reach out to underrepresented families to personally invite them to attend school site committees.  In this way, schools are working to increase the participation of underrepresented groups.	5	5	5	5	4	4	4	4	3	3	3	3	Met		12JUN2023	2023
31668450117150	Loomis Basin Charter	3	"SSA Parent Survey, April 2023 (96 total respondents). The results below represent parent feedback regarding various aspects of the IB program and the educational experience offered at LBCS:  School Communication: Responses were ranked on a 3-point Likert Scale.  The percentage of respondents indicates those who marked ""perfect (2)"": Frequency of school-wide communication: 97% Frequency of parent-teacher communication: 90% Quality of school-wide communication: 88% Quality of information from teachers and staff: 93% Quality and frequency of district-wide communication: 84%"	Annually, LBCS collects community feedback from all families through the LCAP survey as well public feedback provided at School Board meetings and through additional online surveys. Questions on the survey solicit feedback on both state and local priorities and will continue this practice.	LBCS collects feedback from families through multiple avenues. We utilize LCAP survey feedback, SSA survey feedback, PTC president’s meetings, and other parent committees, such as DELAC and School Site Alliance, to allow parents the opportunity to meaningful participate in their children’s education.	LBCS, in conjunction with LUSD, currently offers professional development to staff on building relationships with students and families and has structures in place to ensure regular school-to-home communication.  LUSD has increased the number of District English Learner Advisory Committee (DELAC) meetings held during the year and LBCS English Learner families are included in these meetings. During DELAC meetings information on the LCAP and other parent engagement items are discussed and feedback is collected. In order to increase participation at DELAC meetings, LUSD’s English Learner teacher has sent information home to families, provides information at parent-teacher conferences, and makes personal contact with families whenever possible. Additionally, interpreters and translation programs are utilized to provide communication in a family's home language.	LBCS collects feedback from families through multiple avenues. We utilize LCAP survey feedback, SSA survey feedback, PTC president’s meetings, and other parent committees, such as DELAC and School Site Alliance, to allow parents the opportunity to meaningful participate in their children’s education. In outgoing years, LBCS is looking to improve communication through streamlined systems that allow for text messaging platforms as requested in the parent survey. LBCS is also looking to partner with mental health provider matching services to improve access.	As mentioned in the above sections, LBCS collects feedback from families through multiple avenues. We utilize LCAP survey feedback, SSA survey feedback, PTC president’s meetings, and other parent committees, such as DELAC and School Site Alliance, to allow parents the opportunity to meaningful participate in their children’s education.	SSA Parent Survey collected in April 2023 had 96 total respondents.  These results represent parent feedback regarding various aspects of the IB program and the educational experience offered at LBCS.  LBCS continues to offer a wide range of opportunities for families to contribute feedback.	LBCS continues to offer opportunities for educational partner feedback including, but not limited to, SSA, PTC, DOGS (Dads of Great Students), and DELAC.  In the future, LBCS plans to add additional options for parental input as appropriate.	As mentioned in the above sections, LBCS collects feedback from families through multiple avenues. We utilize LCAP survey feedback, SSA survey feedback, PTC president’s meetings, and other parent committees, such as DELAC and School Site Alliance, to allow parents the opportunity to meaningful participate in their children’s education.	5	5	4	4	5	4	5	5	5	5	5	5	Met		12JUN2023	2023
31668520000000	Newcastle Elementary	3	Newcastle Elementary School District is known as a small community and family-focused school. Relationships  between all educational partners, including staff, students, parents, and the community are at the center of the  district mission and vision. The greatest strength in parent relationships within our district lies in the bonds created  between teachers and the families they serve. Newcastle is a community focused school that values the longevity  and history of families who have had more than one generation attend school here, sometimes being enrolled with  the same teacher. Capacity in the area of building trusting and respectful relationships with families is one of the greatest strengths of all staff members. All stakeholder within the Newcastle District, including staff, students,  families, and the community, are eager to work together to create the most meaningful and impactful connections  ultimately to benefit students.	One of the greatest identified areas of need in building relationships between school staff and families is found in  family events and connections to the school site. Parents are interested in attending training events, such as Math  Nights, Literacy Nights, etc. that go beyond the school activities hosted by PTC and help train and empower families  to supports students academically at home. This will be a strong focus area for 23-24 and planning for such events  has already begun.	Increased in-person communication during the 2022-2023 school year was a welcomed addition to the school year  as well and positively helped to improve culture and relationships between families and the school. A new area for  improvement was made aware through educational partner feedback and during parent meetings where the need to  identify all Newcastle families and family cultures was discussed. NESD rated as a 5 for supporting staff learning  about family strengths and goals for their children, but the score was reduced to a 4 because of the need to improve  in understanding cultures and languages.	One of the greatest areas of growth for the district this year was the increase of before and after school interventions  and enrichments, both of which worked to help restore the traditional partnerships that Newcastle deeply values. Site  administration has done a wonderful job of increasing and improving communication, mainly by ensuring each  contact is followed up, making a tremendous effort to call families personally instead of relying on email, and by  promoting and encouraging that same personal contact with all teachers and staff. Another current strength in family  partnerships has been the use of iReady in all grades K-8 and the ability of the program to share clear, relevant, and  meaningful data to students and families about individual student academic achievement throughout the year and not  just at calendared parent conference times.	One area for improvement is to continue to help families understand their legal rights and to be able to advocate for  them. The district has made improvements in communicating rights of homeless families and has worked hard to  inform these families of how the school and county can help them, including individually reaching out to homeless  families that are already identified, and working closely with those that may be, but are not yet, identified. The special  education department and the 504 department inform families of their legal rights at each meeting, but in order to  improve the 504 process, based on 504 family stakeholder feedback, all meetings will be scheduled within the first 2  weeks of school to ensure that families are starting each school year with a full understanding of their rights.	Newcastle has made significant effort to ensure that students of underrepresented families have been identified for  interventions and enrichments to increase student outcomes and build partnerships with parents. Because of  Newcastle's small population, it is easy to identify students by name and grade level and teachers have been  instrumental in ensuring those who are identified with the greatest needs have been offered the needed supports.  Parents and families were contacted individually and by family units.	Despite the capacity or ability of staff and administration to engage with and encourage participation in advisory  committees, sometimes it is difficult to for families to participate. This is true in a typical school year and post-Covid,  coupled with internal staffing and district office changes have complicated this process even more. As Covid  restrictions have eased, the participation rates have remained low. In a traditional school year, part of this can be due  to our smaller population. Committees like School Site Council led the effort of collaboration with parents to engage  in decision-making activities. This type of committee will started to do work on making suggestions for improving  family activities at school that are engaging, relevant, and informative with a focus on recovery after pandemic  restrictions are lifted.	One area identified for improvement is the participation rate for families of students who qualify as English language  learners, foster youth, homeless youth, and/or socioeconomically disadvantaged. The district will improve the  engagement of underrepresented families by reaching out and communicating individually with a greater level of  frequency. This can include collecting individualized information from families or sending separate surveys that focus  on the greatest needs of these families and students, including addressing hurdles that may keep families from  engaging with the school.	Again, because of the small population of NESD, all families identified as underrepresented are known individually by  name and family unit. Moving forward in all engagement groups, representation will be noted to ensure all families  have a voice and are participating in the process. If there is a gap, staff will connect with families through personal  phone calls to send out invitations and explain how and why it is important for them to engage.	5	5	4	4	4	5	5	5	5	4	4	4	Met		28JUN2023	2023
31668520109827	Newcastle Charter	3	Newcastle Elementary School District is known as a small community and family-focused school. Relationships  between all educational partners, including staff, students, parents, and the community are at the center of the  district mission and vision. The greatest strength in parent relationships within our district lies in the bonds created  between teachers and the families they serve. Newcastle is a community focused school that values the longevity  and history of families who have had more than one generation attend school here, sometimes being enrolled with  the same teacher. Capacity in the area of building trusting and respectful relationships with families is one of the greatest strengths of all staff members. All stakeholder within the Newcastle District, including staff, students,  families, and the community, are eager to work together to create the most meaningful and impactful connections  ultimately to benefit students.	One of the greatest identified areas of need in building relationships between school staff and families is found in  family events and connections to the school site. Parents are interested in attending training events, such as Math  Nights, Literacy Nights, etc. that go beyond the school activities hosted by PTC and help train and empower families  to supports students academically at home. This will be a strong focus area for 23-24 and planning for such events  has already begun.	Increased in-person communication during the 2022-2023 school year was a welcomed addition to the school year  as well and positively helped to improve culture and relationships between families and the school. A new area for  improvement was made aware through educational partner feedback and during parent meetings where the need to  identify all Newcastle families and family cultures was discussed. NESD rated as a 5 for supporting staff learning  about family strengths and goals for their children, but the score was reduced to a 4 because of the need to improve  in understanding cultures and languages.	One of the greatest areas of growth for the district this year was the increase of before and after school interventions  and enrichments, both of which worked to help restore the traditional partnerships that Newcastle deeply values. Site  administration has done a wonderful job of increasing and improving communication, mainly by ensuring each  contact is followed up, making a tremendous effort to call families personally instead of relying on email, and by  promoting and encouraging that same personal contact with all teachers and staff. Another current strength in family  partnerships has been the use of iReady in all grades K-8 and the ability of the program to share clear, relevant, and  meaningful data to students and families about individual student academic achievement throughout the year and not  just at calendared parent conference times.	One area for improvement is to continue to help families understand their legal rights and to be able to advocate for  them. The district has made improvements in communicating rights of homeless families and has worked hard to  inform these families of how the school and county can help them, including individually reaching out to homeless  families that are already identified, and working closely with those that may be, but are not yet, identified. The special  education department and the 504 department inform families of their legal rights at each meeting, but in order to  improve the 504 process, based on 504 family stakeholder feedback, all meetings will be scheduled within the first 2  weeks of school to ensure that families are starting each school year with a full understanding of their rights.	Newcastle has made significant effort to ensure that students of underrepresented families have been identified for  interventions and enrichments to increase student outcomes and build partnerships with parents. Because of  Newcastle's small population, it is easy to identify students by name and grade level and teachers have been  instrumental in ensuring those who are identified with the greatest needs have been offered the needed supports.  Parents and families were contacted individually and by family units.	Despite the capacity or ability of staff and administration to engage with and encourage participation in advisory  committees, sometimes it is difficult to for families to participate. This is true in a typical school year and post-Covid,  coupled with internal staffing and district office changes have complicated this process even more. As Covid  restrictions have eased, the participation rates have remained low. In a traditional school year, part of this can be due  to our smaller population. Committees like School Site Council led the effort of collaboration with parents to engage  in decision-making activities. This type of committee will started to do work on making suggestions for improving  family activities at school that are engaging, relevant, and informative with a focus on recovery after pandemic  restrictions are lifted.	One area identified for improvement is the participation rate for families of students who qualify as English language  learners, foster youth, homeless youth, and/or socioeconomically disadvantaged. The district will improve the  engagement of underrepresented families by reaching out and communicating individually with a greater level of  frequency. This can include collecting individualized information from families or sending separate surveys that focus  on the greatest needs of these families and students, including addressing hurdles that may keep families from  engaging with the school.	Again, because of the small population of NESD, all families identified as underrepresented are known individually by  name and family unit. Moving forward in all engagement groups, representation will be noted to ensure all families  have a voice and are participating in the process. If there is a gap, staff will connect with families through personal  phone calls to send out invitations and explain how and why it is important for them to engage.	5	5	4	4	4	5	5	5	5	4	4	4	Met		28JUN2023	2023
31668520120105	Creekside Charter	3	This is a focus and a pillar of Creekside. On our annual survey, 80.5% agreed or highly agreed that their child had strong relationships with our staff. We have incredible access to our teachers. If parents elect to, they can connect everyday with their child's teacher. That said, we are excited to launch learning period (every 3 week) parent meetings in order to better give feedback on what students are learning. Parents will be invited to campus to see what their child is learning in the classroom.	We do have a LCAP goal 3 that focuses on further community development. Please see 23-24 LCAP @ www.creeksidetahoe.org	Creekside's foundational pillar is relationships. Our number one focus is making sure teachers, parents and students are known and valued. Our underrepresented families tend to be our households with two working family members. It would be important to find forums other than touching base with them at drop off and pick up to connect on a greater level. We do end of the year surveys to gauge engagement, but allowing for a beginning of the year in take  2023 Local Performance Indicator Self-Reflection for Creekside Charter- Authorizer NESD Page 9 of 14 form would allow us better answers on how to connect with families. Overall, our success hinges on our community relationships and we are doing 5's in this area.	"Our focus is partnerships. We create open relationships to allow for families to easily communicate. We hold workshops for teachers to talk about the fundamentals of building partnerships with families. Our focus, as we put it is on ""small batch"" education. This places those partnerships, as a priority to a student's education. We are looking to improve our communication on curriculum and our LCAP reflects this change."	This year we added a counselor to further increase relationships. People choose this school because of our focus on community and relationships with others. This continues to be one of Creekside's strengths.	We do not have this as a need. Our underrepresented families ranked us at 90% for agreeing or highly agreeing. This is higher than our general population.	We hold several LCAP parent meetings, surveys, student groups, and teacher groups to better support voice in the creation of our LCAP.	This year we took extra care to invite parents to our LCAP meeting and additionally provided more open ended response items on our LCAP survey to allow a great voice to occur.	This is not an area of need we have at our school. Underrepresented families report just as high on our annual surveys as traditional families.	4	5	4	4	5	4	4	4	4	4	4	5	Met		20JUN2023	2023
31668520121608	Harvest Ridge Cooperative Charter	3	Harvest Ridge administration and staff keep an open flow of communication with parents regarding their student's progress and with supporting student outcomes. Staff participate in professional learning to support communication and collaboration with parents to create a team environment with school and family. Teachers and Parents also use platforms such as Google Classroom and ParentSquare in order to effectively communicate regarding academics as well as community/classroom events.	Based on local surveys, the school continues to look for ways to implement effective school-to-family communication methods. The school previously used a program that was popular, but not easily accessible to all, and has recently switched to a program called ParentSquare. This uses contact information provided by families and allows for the school and other school groups to be in constant contact with families based on their preferences.	Harvest Ridge has implemented different orientation processes for new families to our on-campus and home study programs. This includes orientation question/answer meetings, as well as an intake process for new families in order to familiarize families to the different offerings, requirements, and resources available through our program.	Harvest Ridge Cooperative Charter School puts a great emphasis on building relationships with families and students. As a small school, staff has the ability to connect with families on a personal level. In addition to fall and spring conferences, parents meet an additional three times per year on campus or via video calls with teachers for Learning Conferences.	Harvest Ridge has responded to survey data and implemented additional support times, including after-school programs for math as well as other school work support. Independent Study continues to be a focus for both programs, and supporting families in ways where they can achieve academic rigor while not feeling frustrated or helpless. This support includes daily synchronous instruction/live interaction times with certificated staff.	Harvest Ridge continues to provide a welcoming, supportive environment for all students in both of our programs. This includes meeting the social-emotional needs of students, as well as identifying students in need for additional services, such as mental health, clothing, and food. Harvest Ridge also partners with its Parent Teacher Organization to provide academic scholarships for things like field trips and enrichment experiences for all students.	Harvest Ridge maintains highly effective communication with student families. This allows for a constant flow of information to and from the school, enabling the administrative and teaching staff to make student-centered decisions.	Local data has indicated that families that are newer to the Harvest Ridge program need more time/information in order to adjust from their previous schools. Harvest Ridge has many traditions and differences compared to a traditional school, that might be taken for granted from staff and other families that have been with the program for a longer period of time.	In addition to new orientation and intake processes, Harvest Ridge has administered Town Halls for feedback based on the school's mission, vision, and changing population. This allowed families the opportunity to express their experiences and share any concerns regarding the school. The school continues to use local surveys and seek input when necessary for school-wide decisions.	5	5	5	5	5	5	5	5	5	4	4	5	Met		21JUN2023	2023
31668520127928	Rocklin Academy Gateway	3	At Rocklin Academy Family of Schools, we have worked hard to build relationships between our school staff and families. We begin by creating a welcoming environment for all, starting before students step through the doors. Our staff greets students and families each morning at drop-off and continues to foster relationships throughout each day through informal conversations, more formalized meetings, phone calls, and emails. On a weekly basis, our teachers and staff share news and information through our weekly newsletter. Additionally, we schedule several opportunities throughout the year for our families to engage with our staff, including Back to School Night, Coffee Chats with the Principal, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights, budget/facilities meetings, etc. A team of administrators, staff, parent leaders, and County Office of Education staff are working with the California Collaborative for Educational Excellence’s Community Engagement Initiative on learning best practices to enhance family engagement and is focusing on effective and equitable two-way communication.  Rocklin Academy Family of Schools is committed to engaging parents and other educational partners and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. Because of the COVID-19 pandemic, many of these have had to be done in a virtual setting over the past two years, which allowed us to reach families. We now try to provide both in-person and virtual options to engage whenever possible. Other ways of providing meaningful input in the decision-making process for families have been serving on or participating in committee meetings or workshops such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Parent Fundraising Committee (PFC), Local Control Accountability Plan (LCAP) workshops, and English Learner family (ELC) meetings.  When surveying parents through our annual Intent to Return survey, 99% of families participated. It revealed 94% of Rocklin Academy Gateway families strongly agreed or agreed that they would recommend Rocklin Academy Family of Schools to their family or friends, 94% indicated that they were very satisfied or satisfied with Rocklin Academy and 98% indicated that they plan to return to Rocklin Academy next year. We have worked diligently to provide opportunities for our families and other educational partners to continue to participate and engage with us but look forward to the day we return to “normal”. Both our staff and families are committed to working together to improve student outcomes.	We strongly believe that our educational program is strengthened by community and parent partnerships. Our focus areas for improvement in building relationships between school staff and families include: • Continue to expand opportunities for volunteering • Continue to increase our bank of community resources available to families • Increasing the effectiveness and equity in the two-way communication between families and teachers by switching communication platforms	Building relationships between school staff and our families is a top priority at Rocklin Academy Family of Schools. We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families. We plan to increase the number of family engagement opportunities for our English learners and students with disabilities through increased frequency of outreach through email communication, meeting opportunities, and face-to-face connection on campus. We also plan to increase the number of times we reach out to low-income families to see if there is any additional support we may be able to provide or direct them toward. Additionally, we are seeking to find a better messaging system to communicate with families. We are looking for one that is more user-friendly, well accessible by phones, and would allow families to select automatic translations. We are utilizing the resource “Language Line Solutions” to communicate with families in their primary language for meetings so we can better partner on ways to support all students.  As part of the California Collaborative on Educational Excellence Community Engagement Initiative, consisting of admin, teachers, parents, and county office of ed staff, we are working to increase opportunities for staff and families to engage in authentic communicative interactions that lead to trusting relationships.	At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families. Communication is key to this being a success. Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes. • Communication from teachers, principal, and superintendent • Parent/teacher conferences or other collaborative meetings We send home weekly communication to all families as a way of keeping them informed of what is going on in the classrooms and on campus. We offered Coffee Chats with the Principal covering specific topics to support our families in supporting their students. Our superintendent also provides a monthly update, sharing important information and highlights across all sites. We also host several collaborative workshops and meetings throughout the year focused on student outcomes. Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals. Finally, our parent portal provides access to families on their child’s academic progress and other important information.	Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes. In the 2023-24 school year, we will continue to improve or increase the following areas to rebuild partnerships for student outcomes. • Offering LiveScan onsite during Meet the Teacher/Orientation • Providing additional family nights and events to support families in supporting their students. • Utilizing our PSP to do active outreach throughout the year with opportunities for families to participate in volunteering for school family events • Volunteering opportunities on field trips • Volunteering opportunities in the classroom • Authentic two-way communication • Utilizing a new communication platform for school-to-home information dissemination The RAFOS mission states, “Rocklin Academy Family of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.” This partnership is critical to the success of our students and we are committed to strengthening it.	Based on the analysis of educational partner input our school plans to improve the engagement of underrepresented families to build stronger partnerships for student outcomes by: • Increasing the number of workshops/meetings intended to support, inform, and collaborate with our families of English learners • Continuing to build upon the resources provided to support families • Reaching out to our foster youth and low-income families more frequently to determine what additional supports they need that we may be able to provide or help identify assistance with	Based on the analysis of educational partner input and local data, current strengths for seeking input for decision-making that have been identified include the following: • Opportunities to provide input through surveys • Discussions with classroom teachers or other school staff • Opportunities to attend meetings such as board meetings, PSP meetings, OPS meetings, EL meetings, etc. • Opportunities to participate and provide input at meetings Although several strengths have been identified in the way we seek input from our educational partners for decision-making we are always working to improve this process.	Based on the analysis of educational input and local data, we have identified the following trends as areas of improvement for seeking input for decision-making: • Increase the number of face-to-face interactions • Improve communication Families are incredibly eager and willing to participate in the decision-making process and as an organization, we know that their input is crucial to the success of our students and schools.	We are always seeking ways to improve engagement with our underrepresented families. Areas identified that we are further looking into include the following: • Ensure that all groups are represented across committees • Increase in the number of translated materials for our EL families • Provide multiple times (morning/afternoon/evening) for families to engage • Ensure that students from underrepresented families are included in the principal student forum	4	4	4	3	4	5	5	3	4	4	4	4	Met		20JUN2023	2023
31668860000000	Placer Hills Union Elementary	3	PHUSD utilizes a district wide communication platform that has a high usage and response rate.  Staff and families can instantly message each other and communicate about students progress towards goals and events, and at the same time administration can communicate site and district wide.  All sites put on community events to celebrate students, and the community.	Based on information received through School Site Council Surveys and LEA LCAP surveys 2 specific areas were identified for improvement; social, emotional/behavioral information, and parent education information.  PHUSD plans to address these areas of improvement through specific actions within the LCAP and site based direction.  Proposed topics to include teaching parents/guardians about tools to support academic needs, emotional health, technology safety, and other surveyed needs.	PHUSD will continue to strive to have all underrepresented families voices as a part of our vision and goals.  Through purposeful recruitment, support, and removing barriers to access school, PHUSD will seek out alternative engagement strategies for any underrepresented families.  Ideas to include timing of events, childcare, interpreters, methods of attendance, etc.	PHUSD consistently uses assessment throughout the school year to determine intervention needs for students and adjusts student learning opportunities accordingly. PHUSD works collaboratively with families and connects families with the resources that are needed for student success through parent teacher conferences, SST’s, and the Wellness Center.  Use of the districtwide communication platform has also increased communication on progress.	Based on the California Healthy Kids Survey many students self reported low numbers of connections with adults on campus.  In order for students to desire to achieve strong relationships with caring adults on the site campus.  Another partnership identified was in the area of student choice.  Providing choice and opportunities for students have access to various opportunities to demonstrate mastery of standards and when possible, engage in research of preferred topics.	PHUSD will purposely seek out underrepresented families to identify barriers to partnering for student outcomes.  Through direct contact, surveys, and parent education opportunities, we believe we will see our underrepresented families student’s outcomes improve.	PHUSD seeks input on decision making and reaches out to educational partners continually to ensure a variety of perspectives are considered.  Parent / Teacher clubs, school site councils, surveys, and leadership meetings are a sample of methods that PHUSD seeks input for decision making.	PHUSD would like to focus on gathering data earlier in the decision making model.  We will continue to adjust governance calendars and timelines to allow for more input prior to deadlines.	PHUSD will purposely seek out underrepresented families to identify barriers to expressing their input for decision-making.  Through direct contact, individual contact, variations in time, and parent education opportunities, we believe we will see our underrepresented families provide more input for district decision..	5	4	4	5	4	4	5	5	4	5	4	5	Met		14JUN2023	2023
31668940000000	Placer Union High	3	Placer Union High understands the importance of building and maintaining relationships with students, parents, staff, and the community. Moreover, PUHSD takes great pride in creating a culture of involvement and cooperation. Key to this endeavor is the foundational philosophy of Quality Schools which attempts to create a needs satisfying environment for staff and students. PUHSD is continuously looking for ways to improve communication, trust, and relationships between our schools and our communities. To achieve all of this, PUHSD utilizes a variety of different strategies to build these relationships. All of our school sites have many ways to involve our parents, including School Site Councils, Parent Clubs, LCAP meeting nights, Back to School nights, and Parent Information Nights. PUHSD also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community via technology, and utilizing resources to support students and parents. PUHSD has increased its effective communication by utilizing weekly and monthly newsletters, publishing on social media, and using different computer based applications.  PUHSD has been responsive to the needs identified by our parents and community.  PUHSD has added positions, courses, and activities based on input from our parent communities.  We have added a Communications Officer to help ensure more consistent communication to our public.  We have continued to livestream our board meetings and archive them for easier access to the public.	While PUHSD does communicate often, we have relied on email, websites, and School Messenger.  Our parents have mentioned a need to be more deliberate and articulate in our communication regarding our initiatives and ensuring transparency and access to information.   Our focus is to have consistent and timely information that parents can have access to, especially in regards to new initiatives.	PUHSD's new communication tool, Parent Square, will help us communicate more effectively with non-English speaking families.  We will also continue to utilize our student support staff to help us reach all of our students and their families.	Student learning and achievement are key areas of focus for PUHSD. More importantly, PUHSD understands and appreciates the many different variables that impact student achievement and has attempted to develop initiatives, programs, and systems that enhance our student outcomes. Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive at each site. Counselors work with both students and parents to ensure that they are taking courses that will promote college and career readiness. PUHSD also provides professional development to our staff that addresses student learning and outcomes. PUHSD utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students academic, social, and emotional well being. These include county and state agencies, non-profit entities and other partners that allow us to provide strategic programs. These deliberate and strategic partnerships have allowed us to support all of our students. All of our sites have Parent Information nights that provide timely and important information regarding academics, social/emotional health, college admissions and financial aid workshops.	An area of focus will be a communication plan to our stakeholders as we transition to Competency Based Education, the use of Proficiency Scales, and the piloting of a new grade book.  We will need a multiple pronged approach that includes websites, videos and podcast.	PUHSD will use new Communications Officer to strategically communicate to our foster youth, English learners, and low-income students.  We have also created a new Guidance Counselor position who will work with foster youth, English learners, and low-income students and families.	PUHSD has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decisions being made at both the site and district level. All of our sites have School Site Councils, LCAP meetings, and Parent Clubs that play a vital role in the decision making process. Deliberate effort is made to include our foster youth, socioeconomically disadvantaged students, students with disabilities, minority students, and our English Learners. The past four years, PUHSD has utilized student board members who play an important role at our board meetings and work with our board to ensure their voice is heard. They are tasked with going out in their school sites to get student concerns and perspective on a variety of issues at their campus, and report back to the board. Moreover, PUHSD employs Student Voice meetings which give students the opportunity to provide feedback to site and district administration. District administration also holds Student Engagement visits at all of the sites in which students get an opportunity to discuss their issues and concerns. PUHSD also spends a considerable amount of time analyzing student and parent surveys to identify needs and concerns that need to be addressed.	An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard. Although we do this for all of our LCAP meetings, we still get lower turnout than we would like. We are working on different strategies to try and gain more attendance and participation of all groups.	PUHSD will use new Communications Officer to strategically target communication to our foster youth, English learners, and low-income students.  We have also created a new Guidance Counselor position who will work with foster youth, English learners, and low-income students and families.	5	5	3	4	5	5	5	5	5	5	4	4	Met		20JUN2023	2023
31668940138081	Maidu Virtual Charter Academy	3	Maidu Virtual Charter Academy (MVCA)understands the importance of building and maintaining relationships with students, parents, staff, and the community.  Moreover, MVCA takes great pride in creating a culture of involvement and cooperation.  Key to this endeavor is the foundational philosophy of Quality Schools which attempts to  create a needs satisfying environment for staff and students.  MVCA is continuously looking for ways to improve communication, trust, and relationships between our school and our families.  To achieve all of this, MVCA utilizes a variety of different strategies to build these relationships.  In the beginning of the year we host an orientation for all parents and students to help them get familiar with the technology, meet their instructors and advisors, and review important aspects of the school.  MVCA also holds 2-3 Parent/Student Advisory meetings a year to discuss the school’s progress and concerns.  We publish quarterly newsletter that is emailed out to parents and provide them with important information.  MVCA’s teachers and staff make use of different technologies to facilitate communication and interaction with our families.  MVCA also provides staff training and professional development to our staff on topics related to student emotional health, communication with parents and community, and utilizing resources to support students and parents.  MVCA has increased its effective communication to parents via School Messenger, social media, and different computer based applications.  MVCA provides multiple opportunities for meet-ups and staff coordinated activities such as hikes, picnics, and coffee.	MVCA recognizes the need to continually improve our relationships, especially with our foster youth, English learners, and low-income student body, and is an area of focus.  MVCA reaches out specifically to parents of our foster youth, English learners, and low-income students.  MVCA also includes different state and county organizations along with community groups to be involved in our site and district meetings.  We are hoping to get more involvement from our parents in all aspects.	MVCA has implemented a tiered reengagement plan that promotes different strategies to elicit and ensure engagement.	Student learning and achievement is a key tenet in MVCA’s flexible approach to education.  More importantly, MVCA understands and appreciates the many different variables that impact student achievement and has attempted to develop methods and strategies to meet their needs.  Perhaps the most important of these initiatives is the individualized academic planning and guidance our students receive at each site.  Our Counselor works with both students and parents to ensure that they are enrolled in the right program and courses that meet their individual needs.  We place a high emphasis in attempting to get our students the flexibility they need.  MVCA also  provides professional development to our staff that addresses student learning and outcomes.  MVCA utilizes a variety of outside resources and agencies to help provide important information to parents regarding their students academic, social, and emotional well being. These include county and state agencies, non-profit entities and other partners that allow us to provide strategic programs. These deliberate and strategic partnerships have allowed us to support all of our students. MVCA partners with the comprehensive schools in Placer UHSD to ensure students have access to services, programs, and activities.	An area of focus will continue to be achievement gaps and continue to implement reengagement plan.  We realize that our socio-economic disadvantaged students and our students with disabilities are behind their peers and we are working to address those through these partnerships.  We will continually solicit support, input, and involvement of our parents, partners, and communities.	MVCA has implemented a tiered reengagement plan that promotes different strategies to elicit and ensure engagement.	MVCA has made a concerted effort to ensure our students and parents have the opportunity to be involved in the decision making process.  We hold quarterly parent/student advisory meetings in which we discuss the progress and concerns of our school.  Deliberate effort is made to include our foster youth, socioeconomic disadvantaged students, students with disabilities, minority students, and our English Learners.  We have an open door policy and parents are always welcome to discuss any concerns with administration.	An area of focus will be to continue our efforts to reach out to all student groups and ensure their voice is being heard.  Although we do this for all of our LCAP meetings, we still get lower turnout than we would like.  We are working on different strategies to try and gain more attendance and participation of all groups.  We have also attempted and will continue to try and include MVCA students in Student Voice meetings held by the PUHSD.	MVCA will use Communications Officer to strategically target communication to our foster youth, English learners, and low-income students along with the additional support staff will help facilitate more outreach.	5	4	3	4	5	5	5	5	5	5	5	5	Met		20JUN2023	2023
31669100000000	Roseville City Elementary	3	RCSD is committed to fostering robust relationships with families and supplying additional resources to aid students. Our counselors and social worker cater to families' academic and social-emotional needs. We continue to foster two-way communication and facilitate broad community dialogue. Open communication is crucial, particularly for underrepresented families. We aim to make all families feel valued and integral to their child's education. Inclusive conversations create a nurturing environment addressing each student's unique needs. Our dedication to relationships and efficient communication underpins quality education.	In the Roseville City School District, fostering stronger bonds between school staff and families remains a pivotal focus in our ongoing improvement efforts. As part of this commitment, we amplify collaborative opportunities to facilitate student learning and engagement. These initiatives encompass leveraging the expertise of our RCSD Community Liaisons for organizing productive meetings and broadening the scope of professional development available to our staff. To further bridge the communication gap and foster a cohesive educational environment, we are enhancing our translation services to engage more families from diverse linguistic backgrounds. It is a cardinal step towards developing a more inclusive communication network where every family feels seen and heard. Simultaneously, we are steering towards nurturing a robust two-way communication channel. This aims to keep the families informed about the ongoing developments in schools and warmly invite and incorporate their valuable feedback, helping us shape a learning space that is both enriching and welcoming. At RCSD, we believe in the transformative power of a united community. We earnestly welcome continuous input from our families, forging a path to serve our community with increased efficacy and nurturing a district where every voice contributes to shaping a brighter, inclusive future for our students.	During the self-reflection phase about Building Relationships Between School Staff and Families and nurturing relationships between school staff and families, underrepresented families expressed a desire for increased engagement at the school site level through more family-centric activities. They advocated for easier access to volunteer opportunities, suggesting the facilitation of free or reduced-rate fingerprinting and TB testing, thereby enabling parents and guardians to actively participate in classroom activities and accompany children on field trips. Feedback indicated that the Parent University initiative has been a beneficial resource, particularly for parents at the middle school level, replicating its past success with elementary school families. Recognizing Parent University's impact, there is an impetus to continue supporting families through this program. Moreover, to foster transparent and timely communication, schools are committed to enhancing their websites to offer parents current and pertinent information regarding on-campus happenings. This initiative will be coupled with distributing informational text and email messages, accessible in various languages, to ensure inclusivity in communication, keeping families abreast of the vibrant life and developments within the school premises.	Families view schools as inviting, with varied opportunities for engagement. Parents desire more participatory activities and regular surveys to offer feedback. Staff concurs with the welcoming ambiance and utilizes the Multi-Tiered Systems of Support (MTSS) to meet student needs. They also aspire to receive district training to support our diverse families better.	The pivotal areas for improvement identified by RCSD revolve around fostering collaborative partnerships for optimal student outcomes, enhancing community and parental engagement, and facilitating seamless communication. Addressing these focal points promises to cultivate a more collaborative and fruitful educational setting, elevating student achievements. Continuous assessment and recalibration of strategies in alignment with evolving community needs and feedback remain vital to this endeavor. To spearhead this initiative, our newly appointed Executive Director of Communication and Community Engagement will meticulously evaluate all existing RCSD communications. Following this, they will actively engage with families, community stakeholders, and staff members to implement a comprehensive plan. This strategic blueprint will be grounded in enhancing existing communication protocols to foster a culture of two-way dialogue, nurture cultural sensitivity, and promote collaborative planning. Beyond enhancing communication, the plan encompasses a thoughtful design, implementation, and regular evaluation of family engagement activities at both school and district levels, promising a coherent and supportive approach in line with the prioritized action areas delineated earlier. Through this concerted effort, we envision forging more robust connections and fostering a nurturing environment conducive to the holistic development of every student in the RCSD community.	"To enhance the involvement of underrepresented families identified through our self-reflection process in the ""Building Partnerships for Student Outcomes"" initiative, RCSD will cultivate richer engagement avenues. This endeavor aims to foster a vibrant educational ecosystem where parents and families are not just spectators but active participants in their children's education journey. Firstly, we will bolster parent participation in professional development programs. This includes introducing a series of online learning sessions guided by Educational Services Coordinators across various subjects. In addition, we will organize online book clubs facilitated by school counselors, fostering a nurturing space for knowledge sharing and discourse. Secondly, we aim to elevate parent engagement in school activities. A stellar highlight in this domain will be the institution of site learning activities such as ""Math Learning Nights."" During these sessions, teachers will collaborate with parents and students to reinforce math strategies, thereby fostering a familial learning environment that nurtures a comprehensive understanding of vital concepts. Lastly, we commit to enhancing communication strategies to ensure families remain abreast of students' academic progress and the avenues available for learning support. An integral element of this initiative is to immerse it within the Multi-Tiered System of Support, whereby staff and families will forge a collaborative partnership in guiding students toward a pathway aligned with college and career readiness. Through this collaborative and multifaceted approach, we aim to knit a tighter community wherein every stakeholder actively participates in nurturing students to become college and career-ready and prepared to thrive in all avenues of life."	RCSD has excelled at gathering input at the site level via structured parent-group meetings, including the PTO, English Language Acquisition Committee (ELAC), and School Site Council (SSC). Furthermore, we frequently collect feedback from labor groups and staff during monthly meetings and post-professional learning. We aspire to enhance opportunities for parental feedback following activities, discussions, and site-wide events.	A key focus area is fostering effective two-way communication between our families and the educational teams at the school and district levels. The Executive Director of Communications is at the forefront of crafting a strategic communication plan to encourage quality dialogues with families and the broader Roseville community. Leveraging diverse engagement tools, Roseville City School District is committed to collaborating closely with families, ensuring their integral role in the district's decision-making processes.	The Roseville City School District remains steadfast in its commitment to fostering a collaborative and inclusive environment for all families. To this end, we continually offer communications and invitations to engage in committee participation, parent-professional development initiatives, and other activities.  Our commitment extends to providing various communication accommodations that cater to individual preferences and needs. This includes translation services, scheduling interpreters, arranging personal meetings at convenient times for families, and organizing home visits, among other services. Leveraging the expertise of Community Liaisons and other district team members, we facilitate active family engagement to foster broader participation in local and district decision-making processes.  Moreover, we recognize and appreciate the vital role played by our established committees, such as the English Language Acquisition Committees (ELAC) and district English Language Acquisition Committees (DELAC). Their continued efforts in garnering valuable input from families are instrumental in guiding our district's endeavors.  We cherish the collective wisdom and diverse perspectives brought forth through such platforms and are enthusiastic to uphold and enhance our engagement strategies to serve our community better.	4	4	4	3	4	4	4	3	3	3	3	3	Met		21JUN2023	2023
31669280000000	Roseville Joint Union High	3	RJUHSD perception data continues to show that staff feel they make connections with students and that strong positive relationships with students increase student achievement. Parents/guardians and student groups report feeling welcome and safe at their respective school sites. Students report teachers care about them but could do a better job knowing them as an individual and understanding their individual needs.	Efforts to improve communications between school staff and families continue to increase and expand to include a larger, more involved group of educational and community partners including parents/guardians, students, and staff. These partners have and will continue to have a more direct role and impact on the review of data and recommendations for district improvement. RJUHSD is increasing efforts to directly connect with students and parents/guardians of underrepresented groups to increase their involvement and awareness of school programs and opportunities.	Synced with our student information system, the district’s transition to ParentSquare allows the schools and the district to send emails and text messages to students and families in an easily accessible format. Additionally, ParentSquare has a built-in translation tool that allows easy access to our families in numerous different languages. The district continues to use Remind as an additional two-way communication tool for teachers to be able to communicate with students and parents via text messaging. The Curriculum Instruction Leadership Team (CILT) continues to include consistent parent representation from across all of the schools in the district that give feedback on district curricular items. The district is engaging a variety of educational and community partners through the LCAP Advisory Committee meetings to gather input on how to attain more involvement of parents/guardians in participating in surveys, family nights, and other educationally related activities that the school or district offers. Additional opportunities for family engagement during the self-reflection process have been scheduled and the district will be working directly with staff members to ensure that invitations are extended with particular emphasis on underrepresented groups.	Perception data from parents indicates that RJUHSD provides adequate information to parents and students regarding options for attending college after graduation and events occurring at the school site. One strength includes the district’s inclusion of parents/guardians in a variety of district committees to attain their feedback. Parents/guardians, students, and staff are also invited to attend districtwide meetings and participate in a variety of ways.	Focus areas for improvement include providing information regarding non-college options after graduation and how parents can volunteer at the school.	RJUHSD is partnering with community groups and parents to increase the awareness of non-college options and increasing efforts to market and inform parents of the programs at our high schools. Parents report that they support their children, but we could do more to help them understand how to support their student’s learning at home. The district will increase communication with parents and students with the use of ParentSquare and Remind. School staff will share information on the website, Canvas courses, and class syllabus on ways in which parents can access the teacher for additional questions and support. The annual District College Fair incorporates career pathways as well. This year’s fair will showcase a variety of careers, apprenticeship opportunities, and other non-college-related options after graduation. We will work in partnership with our Director of Career Technical Education to showcase pathways that are available at the school sites and internship opportunities. Each school’s college and career office will host mini-college and career fairs in the spring to give students more access to information. We will be starting a marketing campaign for CTE Pathways in 2023-2024 as this was one of the requests from the LCAP Advisory Committee student and parent participants. To increase participation for our English Learner students in College and Career, the District English Learner Advisory Committee (DELAC) will hold their meeting at the College and Career Fair with interpreters to help guide and answer questions members may have.	Strengths include educational partners being invited to and participating in district and school activities such as the LCAP Advisory Committee, ELAC, DELAC, Curriculum Instruction and Leadership Team (CILT), School Site Councils, Continuous School Improvement (CSI) process and collaborations, perception data review efforts, and other committees.	Streamlining and building the capacity of each School Site Council and its alignment with the district’s Curriculum and Instruction Leader Team (CILT), as well as intentional relationship-building through monthly district LCAP Advisory Committee meetings has been a focus area for improvement in Seeking Input for Decision-Making. We have intentionally invited parents and students to the table, valued and responded to their feedback, and continued to seek out ways to involve interested partners to provide input. Continuing with this desire to bring in more partners, we are planning for less formal family engagement meetings next year where even more time can be spent in dialogue.	The District currently has all five Title I schools engaging with their families to co-create an engagement policy that utilizes suggestions from the stakeholders to have more underserved families participate in their child’s school. The district is engaging a variety of stakeholders through the LCAP Advisory Committee meetings to gather input on how to attain more involvement of parents/guardians in participating in surveys, family nights, and other educationally related activities that the school or district might offer. One area of focus for improvement would be to offer more family engagement nights where families learn to support their children more at home or provide more opportunities to volunteer at the school site. Our Continuous School Improvement sites (Adelante and Independence) and our Additional Targeted Support and Improvement schools (West Park, Woodcreek, Oakmont, Roseville) will engage their families through surveys, school site council, ELAC, and additional at-large meetings to gather input from families on how to increase graduation rates, lower suspension rates, and increase academic achievement.  We plan to use our Family and Community Liaisons, ELD Coordinator, and Learning Support Specialists to intentionally invite underrepresented families to our Family Engagement evenings so that they feel welcomed and valued for what they contribute. As we did with LCAP Advisory Committee meetings, we will have childcare and interpreters on hand to ensure that everyone's voice can be heard. The theme of each meeting will vary according to current issues, but the purpose of each evening will be to have respectful dialogue in a safe and supportive environment.	3	4	2	3	2	2	3	2	3	3	4	3	Met		08JUN2023	2023
31669280121418	John Adams Academy - Roseville	3	The school has a Parent Service Organization, which is a dedicated group of parent volunteers who foster a sense of community within the school. They organize fundraising events, support the teachers with a variety of committees, teach new parents all of the new technology of the Academy and how to be an active member, and encourage participation by all staff members in service-related activities that uphold the school’s mission and vision. Additionally, parent surveys are sent out routinely to get partner input on any number of different areas of growth and/or concern. These results are then shared with partners and decisions are made based on the feedback received.	One of the unique elements of our program is our mission and our 10 Core Values, which drive the culture of our school. In order to support positive school culture, the school utilizes positive behavior supports which incorporate our core values. However, our data analysis shows that some of our engagement indicators, such as chronic absenteeism, have room for growth. With our growth and continued expansion, John Adams Academy intends to refocus on following our school culture routines and procedures with fidelity in order to improve the overall school climate.	At John Adams Academy, we believe that all scholars can achieve and we are committed to engaging scholars at all levels of learning. Through strong first instruction, with curriculum aligned to CCSS, the Academy provides instruction in core academic skills with a focus on classical education. In the classroom, teachers implement multiple instructional strategies and methods including small groups, guided instruction, modeling, questioning, Socratic discussion, independent and supported practice and one-on-one academic conferences to meet the needs of all learners. A strong MTSS program provides responsive, targeted interventions provided by the classroom teacher, instructional aides and other support personnel. Designated intervention and support times allow for implementation of targeted intervention supports. When additional supports are required, an SST process ensures partnership with the scholar, instructional team and parents. Continue to encourage participation in PSO and ELAC.	John Adams Academy is a servant leadership institution and the most visible sign of servant leadership is parent involvement. Through the actions of each John Adams Academy family being actively involved, many of the core principles of the Academy are modeled and reinforced within the scholar. As we partner in the education of our children, parents demonstrate their role as the primary and fundamental teachers by exemplifying public and private virtue. This pattern fosters creativity in identifying ways to serve, models what we teach, and helps to create abundance within the JAA community. It is only through the active participation of all of our families, dedicated to these core values that we are able to build a culture of greatness. While parents are not required to participate in the Academy, it is highly encouraged. Parents are provided an extensive amount of opportunities to be involved and engaged in their scholar’s education and academic outcomes. Parents are an integral educational partner in the performance and success of academic programs in their children's school. As such, parents are given opportunities throughout the year to provide insight, feedback, and recommendations on the Academy programming and school-wide plans. An academy-wide communication tool is used to connect 2023 Local Performance Indicator Self-Reflection for John Adams Academy - Roseville Page 10 of 16 administrators, parents, and teachers along with a grading portal that that allows parents real-time access to monitor their scholar's progress. Parents and scholars have access to their teachers through various forms of communication including but not limited to Parent Square, Google Classroom, email, phone calls & conferences. Parents have opportunities to volunteer in class, help with after-school activities, and serve as mentors. The Parent Service Organization (PSO), is a fundamental driver of a parent's experience at the Academy. Parent teams support classroom teachers, are involved in the day to day operations that include traffic docents, fundraising, and hospitality. Parents play a significant role in creating the uniqueness of our community. The PSO's primary objective focuses on our Academy’s 7th Core Value: Modeling what we Teach. As they strive to develop servant leaders, they set an example for our children through the offering of meaningful service, thereby putting into practice the very values we uphold, strengthening bonds between scholars, teachers, and families. Objectives of the PSO are: To provide supplemental supplies, programs, and activities for the benefit and use of scholars and staff. To assist and encourage service opportunities, promoting student leadership and strengthening bonds between families, staff and community members. To implement a form of communication between teachers, parents and the administration of John Adams Academy. An English Language Advisory Committee (ELAC) was also established and will continue to grow.	As we partner in the education of our children, parents demonstrate their role as the primary and fundamental teachers by exemplifying public and private virtue. This pattern fosters creativity in identifying ways to serve, models what we teach, and helps to create abundance within the John Adams Academy community. It is only through the active participation of all of our families, dedicated to these core values that we are able to build a culture of greatness. Parents are provided an extensive amount of opportunities to be involved and engaged in their scholar’s education and academic outcomes. Parents are an integral stakeholder in the performance and success of academic programs in their children's school. As such, parents are given opportunities throughout the year to provide insight, feedback, and recommendations on Academy programming and school-wide plans. Parents and scholars have access to their teachers through various forms of communication including but not limited to Parent Square, Google Classroom, email, phone calls & conferences. Parents have opportunities to volunteer in class, help with after-school activities, and serve as mentors. The Parent Service Organization (PSO), is a fundamental driver of a parent's experience at the Academy. Parents play a significant role in creating the uniqueness of our community. As our academy grows we will continue to focus on growing our PSO & ELAC memberships as well as school to home communications.	Through our data analysis, we have seen a rise in the number of EL scholars we are serving. While we have strengthened our processes for identifying, enrolling and supporting ELs over the past three years, we have grown considerably. In order to improve engagement of underrepresented families, JAA will continue to provide staff development for cultural competency and continue to grow our ELAC. ELAC (English Language Advisory Committee) helps to foster parental engagement of English Language Learners. It is important because it recognizes the diverse experiences, creates connections, and encourages more parental involvement, which leads to greater academic success.	John Adams Academy has high levels of family engagement, and it is the Academy’s belief that a continued partnership with families is critical to our mission of Restoring America’s Heritage by Developing Servant Leaders. The Academy will continue pursuing practices that support family and school collaboration. Two-way communication between families and the Academy is fostered using surveys, and formal and informal parent input meetings, such as Parent Service Organization (PSO) meetings, English Language Advisory Committee meetings, and Town Hall meetings.	JAA will continue to focus on seeking to grow participation in surveys along with input meetings for decision making.	JAA will continue to focus on growing our English Language Advisory Committee and before and after school programs to improve engagement of underrepresented families.	4	4	4	4	4	4	4	4	4	3	3	4	Met		15JUN2023	2023
31669280141622	New Pacific School - Roseville	3	Based on the survey results from our families, 80% are satisfied or very satisfied with the relationship between school staff and families.	We want to increase parent communication and opportunities for families to collaborate with us at school and with their students at home.	We plan to improve our engagement of underrepresented families by first understanding their hopes and aspirations for their children at our school. Classroom teachers will be seeking to understand this perspective and designing opportunities to engage these families.	The frequent communication with families and the planned student presentations of learning were two of our strengths in this area.	We plan to collaborate with parents to discuss and first understand the academic outcomes and academic goals of their students. Second, we will build a plan with the families to support their students in those specific academic areas.	We plan to collaborate with parents to discuss and first understand the academic outcomes and academic goals of their students. Second, we will build a plan with the families to support their students in those specific academic areas.	The school provided multiple opportunities and methods for families to communicate their thoughts about the school and sought their opinions for the school decision making process.	We hope to create more formal opportunities to engage families in the decision making process.	We want to personally seek out the input of underrepresented families at the school.	3	3	3	3	3	3	3	3	2	2	2	3	Met		08JUN2023	2023
31669440000000	Tahoe-Truckee Unified	3	Overall, families believe they are a partner with the school in their child's education. Also, families feel well informed about school and district events as well as parent education opportunities.	The district is revising the volunteer clearance process to ensure all families have the opportunity to volunteer and participate in their child's education.	TTUSD is participating in the Community Engagement Initiatives' Cohort III RFA. This process helps TTUSD identify goals and create plans to increase the engagement of underrepresented families. A committee has formed to continue exploring how to best engage all families.	Overall, parents feel well informed by their child's teacher(s) in relation to their child's progress and needs. In addition, families believe they are a partner with the school in their child's education.	Based on parent and community feedback, TTUSD revised the volunteer clearance process.	TTUSD is returning to the in-person August Parent Workshops (data confirmation/food/transportation). In addition, the recommended strategies from the district's participation in the 2022-23 COMMUNITY ENGAGEMENT INITIATIVE (CEI) will be implemented. The actions tested at North Tahoe Middle and High Schools will be scaled district-wide if the trial actions get the desired outcomes. This will be ongoing learning during the 2023-2024 school year.	The school sites have active School Site Councils and English Learner Advisory Committee. The Superintendent has a parent advisory group and the district has a English Learner Advisory Committee. All of these groups are provided with opportunities to give stakeholder input.	The focus area for improvement is getting a more diverse group of parent and community members participating in these groups. Our survey data shows about half (54%) of parent respondents indicate that TTUSD offers parents a say in the decision-making process at school and about two-fifths (43%) feel involved in the district-level decision making process.	TTUSD has created a committee to explore how to best engage our underrepresented families. This committee will seek input from families and provide recommendations to all school sites and district departments.	4	4	3	4	3	5	5	5	4	4	4	4	Met		21JUN2023	2023
31669440121624	Sierra Expeditionary Learning	3	We work diligently to ensure families feel welcomed and supported. For our Spanish-speaking families, we have a community liaison and a specific Spanish-only phone line. We also make sure all communication is translated as needed. Each morning administrators greet families as they enter campus and strive to create relationships to help them feel welcomed.	While we translate most, we continue to work on more; language is an important aspect in helping families feel more welcome on campus and participating in school activities. We have regular communication with families about their children and recently started positive communication programs: 1) students receive behavior awards, immediately call and let their parents know, and cards detailing the award are hung outside the office; teachers have a required number of students to highlight each week, calling parents with this positive feedback about their children.	We continue to have our community liaison reach out to underrepresented families asking about their needs and/or satisfaction. We actively address feedback and strive to help families feel included and welcomed.	We hold mulitiple parent-student-teacher conferences per year, with students setting goals and parents committing to helping with those goals. We have several events/opportunities for parents to be on campus seeing student work, presentations, performances, to help in classrooms, to drive/chaperone on fieldwork.	We continue to review/reflect on current programming and ways to improve/increase family involvement.	Over the past couple of years we have added more events celebrating our underrepresented cultures, and thus provided more opportunity for those families to feel included and valued.	When needed, input from our community is requested through various avenues: in-person meetings, virtual meetings, surveys. We have an active parent group and solicit feedback from our ELAC.	Continue to smooth over existing processes and encourage more input/feedback from families.	Continue to smooth over existing processes and encourage more input/feedback from families.	5	5	5	5	5	5	5	5	5	4	4	4	Met		05JUN2023	2023
31669510000000	Western Placer Unified	3	Close to 200 staff members are trained in the Youth Development framework, which provides tools and practices to help youth become healthy, productive adults. This program, along with PBIS (Positive Behavior Support) and Love & Logic (an approach to working with youth that focuses on care, compassion, and empathy), gives us strategies to build strong relationships with students and their families. We are working to develop more professional development opportunities related to learning about our families’ diverse cultures and languages. All K-8 families are given an opportunity to meet with teachers twice a year during parent conference weeks. Secondary families (grades 6-12) utilize an online platform called Schoology to communicate regularly with their children’s teachers. Regular school and district communications are sent via ParentSquare. Additional two-way communication between families and educators is encouraged via surveys, and various formal and informal parent input meetings (i.e. – PTAs, School Site Councils, English Learner Advisory Committees, “coffees with the principal”). We truly make an effort to be transparent in our communications with families, and we value the input we receive.	We will implement “coffee chats” with the district. These informal meetings provide an opportunity for parents to meet with school staff, ask questions, share their feedback, and learn about school policies and programs. By creating a welcoming environment, we can foster a sense of trust and collaboration between parents and staff, which can ultimately lead to better student outcomes. Recognizing that speaking another language can be a barrier that inhibits parent participation, WPUSD has hired four bilingual parent liaisons to help facilitate meaningful participation from Spanish-speaking families and from other families who struggle to access school/district services.	During the 2022-23 school year, WPUSD continued to see an increase in reported bullying and harassment related to race and ethnicity. It is evident that we need to ensure all of our programs and practices affirm, value, and uplift all groups represented at our schools. We plan to address this by offering professional development for all staff that specifically addresses cultural safety at school. We will also continue investigating all reports of unlawful discrimination, including discriminatory harassment, intimidation, and bullying. Additionally, WPUSD has created procedures for front office staff to better orient families who are enrolling their children in school and are also new to the United States. We will continue to train office staff on these new procedures and ensure these procedures are followed. We will also continue to host English Learner family nights. These create opportunities for families of English Learners to come together and learn about either child’s education.	As mentioned in the prompt above, parents are given the opportunity to meet with their children's teacher(s) twice yearly during parent conference weeks to learn about their children's academic achievement and to receive suggestions for working with their children at home. Back to School Nights are used as a forum to explain content standards and assessments to parents. In the 2021-2022 school year, we opened College and Career Centers at each of our comprehensive high schools; they will continue to serve as a resource for high school families. During the COVID-19 pandemic, we learned that virtual options for parent meetings are a viable (and preferred, in many cases) option for parent interaction with the school community. We will continue offering both in-person and virtual options for parents going forward.	Now that we are entering a more normal educational environment, we have been able to bring back all of the events that enhanced our partnerships with families: • Mini-trainings on technology programs (i.e. - iReady, Schoology) • Continuing education classes (ESL & CTE), offered in partnership with Placer School of Adults • Adult ESL offered at Glen Edwards middle School • Love & Logic • Latino Literacy Project • Kids First Training • SARB Information Nights • Drug and Alcohol Awareness We also offer a host of topic-specific information nights throughout the school year (i.e. – AVID Parent Nights, English Learner Parent Nights, Science Nights, Math Nights, Literacy Nights), and we plan to focus on providing additional support for our high school parents who need more support related to college admissions, financial aid, and job opportunities for their children after graduation.	Our quarterly DELAC meetings average 40-50 participants, so we feel like we have a good understanding of the needs/concerns of our Spanish-speaking families. Our quarterly DAC meetings are much more sparsely attended, so our knowledge of the needs/concerns of our English-speaking families is much less. Going forward, we hope to meet with schools’ School Site Councils (SSC) to meet with more parents and to gain a broader understanding of the diversity of needs across our district; our priority will be meeting with parents at our lower-income schools. As mentioned above we will implement “coffee chats” with the district. These informal meetings provide an opportunity for parents to meet with school staff, ask questions, share their feedback, and learn about school policies and programs. By creating a welcoming environment, we can foster a sense of trust and collaboration between parents and staff, which can ultimately lead to better student outcomes.	WPUSD principals work regularly with coaches/mentors on a variety of topics, including engaging families in advisory groups and with decision-making. Annually, at school staff meetings, principals review the district's LCAP priorities and reinforce the importance of parent partnerships and parent contributions to the school community.  WPUSD values parent input on funding and programmatic decisions. Parents serve on district and/or school committees (i.e. – School Site Councils, English Learner Advisory Committees, the District Advisory Committee/District English Learner Advisory Committee, and Parent-Teacher Associations, to name a few), participate in multiple surveys, and are encouraged to communicate with school and district staff regularly. Parent input is woven directly into the LCAP stakeholder engagement process. The district's DAC/DELAC parent group serves as an advisory group to the district's LCAP Committee (made up of certificated staff, classified staff, and administration). Agendas for DAC/DELAC and the LCAP Committee are planned at the same time; requests for input/feedback are planned, intentional, and valued. Spanish interpreting services are always provided at district committee meetings to ensure full access for all parents. WPUSD has strong partnerships with the Latino Leadership Council, the Coalition for Auburn and Lincoln Youth (CALY), and Lighthouse (a community counseling and family resource center).	We are inconsistent in our solicitation of family input; some school sites partner more effectively with families than others. We need to ensure families at all school sites get equitable opportunities to provide input. We will be implementing a student senate, led by our superintendent, which will include over 100 students. This will allow for students grades fourth and up an opportunity to have their voices heard.	Our quarterly DELAC meetings average 40-50 participants, so we feel like we have a good understanding of the needs/concerns of our Spanish-speaking families. Our quarterly DAC meetings are much more sparsely attended, so our knowledge of the needs/concerns of our English-speaking families is much less. Going forward, we hope to meet with schools’ School Site Councils (SSC) to meet with more parents and to gain a broader understanding of the diversity of needs across our district; our priority will be meeting with parents at our lower-income schools. For the 2023-2024 school year we will begin to implement a more structured DELAC. We will have representatives from each school who will be present at all DELAC meetings. These members will then take the information back to the ELAC.	4	4	3	4	3	4	5	5	3	4	4	4	Met		20JUN2023	2023
31669510135871	John Adams Academy - Lincoln	3	The school has a Parent Service Organization, which is a dedicated group of parent volunteers who foster a sense of community within the school. They organize fundraising events, support the teachers with a variety of committees, teach new parents all of the new technology of the Academy and how to be an active member, and encourage participation by all staff members in service-related activities that uphold the school’s mission and vision. Additionally, parent surveys are sent out routinely to get partner input on any number of different areas of growth and/or concern. These results are then shared with partners and decisions are made based on the feedback received.	One of the unique elements of our program is our mission and our 10 Core Values, which drive the culture of our school. In order to support positive school culture, the school utilizes positive behavior supports which incorporate our core values. However, our data analysis shows that some of our engagement indicators, such as chronic absenteeism, have room for growth. With our growth and continued expansion, John Adams Academy intends to refocus on following our school culture routines and procedures with fidelity in order to improve the overall school climate.	At John Adams Academy, we believe that all scholars can achieve and we are committed to engaging scholars at all levels of learning. Through strong first instruction, with curriculum aligned to CCSS, the Academy provides instruction in core academic skills with a focus on classical education. In the classroom, teachers implement multiple instructional strategies and methods including small groups, guided instruction, modeling, questioning, Socratic discussion, independent and supported practice and one-on-one academic conferences to meet the needs of all learners. A strong MTSS program provides responsive, targeted interventions provided by the classroom teacher, instructional aides and other support personnel. Designated intervention and support times allow for implementation of targeted intervention supports. When additional supports are required, an SST process ensures partnership with the scholar, instructional team and parents. Continue to encourage participation in PSO and ELAC.	John Adams Academy is a servant leadership institution and the most visible sign of servant leadership is parent involvement. Through the actions of each JAA family being actively involved, many of the core principles of the Academy are modeled and reinforced within the scholar. As we partner in the education of our children, parents demonstrate their role as the primary and fundamental teachers by exemplifying public and private virtue. This pattern fosters creativity in identifying ways to serve, models what we teach, and helps to create abundance within the JAA community. It is only through the active participation of all of our families, dedicated to these core values that we are able to build a culture of greatness. While parents are not required to participate in the Academy, it is highly encouraged. Parents are provided an extensive amount of opportunities to be involved and engaged in their scholar’s education and academic outcomes. Parents are an integral educational partner in the performance and success of academic programs in their children's school. As such, parents are given opportunities throughout the year to provide insight, feedback, and recommendations on the Academy programming and school-wide plans. An academy-wide communication tool is used to connect 2023 Local Performance Indicator Self-Reflection for JAA- Lincoln Page 10 of 16 administrators, parents, and teachers along with a grading portal that that allows parents real-time access to monitor their scholar's progress. Parents and scholars have access to their teachers through various forms of communication including but not limited to Parent Square, Google Classroom, email, phone calls & conferences. Parents have opportunities to volunteer in class, help with after-school activities, and serve as mentors. The Parent Service Organization (PSO), is a fundamental driver of a parent's experience at the Academy. Parent teams support classroom teachers, are involved in the day to day operations that include traffic docents, fundraising, and hospitality. Parents play a significant role in creating the uniqueness of our community. The PSO's primary objective focuses on our Academy’s 7th Core Value: Modeling what we Teach. As they strive to develop servant leaders, they set an example for our children through the offering of meaningful service, thereby putting into practice the very values we uphold, strengthening bonds between scholars, teachers, and families. Objectives of the PSO are: To provide supplemental supplies, programs, and activities for the benefit and use of scholars and staff. To assist and encourage service opportunities, promoting student leadership and strengthening bonds between families, staff and community members. To implement a form of communication between teachers, parents and the administration of John Adams Academy. An English Language Advisory Committee (ELAC) was also established and will continue to grow partnerships to strengthen student outcomes.	As we partner in the education of our children, parents demonstrate their role as the primary and fundamental teachers by exemplifying public and private virtue. This pattern fosters creativity in identifying ways to serve, models what we teach, and helps to create abundance within the John Adams Academy community. It is only through the active participation of all of our families, dedicated to these core values that we are able to build a culture of greatness. Parents are provided an extensive amount of opportunities to be involved and engaged in their scholar’s education and academic outcomes. Parents are an integral stakeholder in the performance and success of academic programs in their children's school. As such, parents are given opportunities throughout the year to provide insight, feedback, and recommendations on Academy programming and school-wide plans. Parents and scholars have access to their teachers through various forms of communication including but not limited to Parent Square, Google Classroom, email, phone calls & conferences. Parents have opportunities to volunteer in class, help with after-school activities, and serve as mentors. The Parent Service Organization (PSO), is a fundamental driver of a parent's experience at the Academy. Parents play a significant role in creating the uniqueness of our community. As our academy grows we will continue to focus on growing our PSO & ELAC memberships as well as school to home communications.	Through our data analysis, we have seen a rise in the number of EL scholars we are serving. While we have strengthened our processes for identifying, enrolling and supporting ELs over the past three years, we have grown considerably. In order to improve engagement of underrepresented families, JAA will continue to provide staff development for cultural competency and continue to grow our ELAC. ELAC (English Language Advisory Committee) helps to foster parental engagement of English Language Learners. It is important because it recognizes the diverse experiences, creates connections, and encourages more parental involvement, which leads to greater academic success.	John Adams Academy has high levels of family engagement, and it is the Academy’s belief that a continued partnership with families is critical to our mission of Restoring America’s Heritage by Developing Servant Leaders. The Academy will continue pursuing practices that support family and school collaboration. Two-way communication between families and the Academy is fostered using surveys, and formal and informal parent input meetings, such as Parent Service Organization (PSO) meetings, English Language Advisory Committee meetings, and Town Hall meetings.	JAA will continue to focus on seeking to grow participation in surveys along with input meetings for decision making.	JAA will continue to focus on growing our English Language Advisory Committee and before and after school programs to improve engagement of underrepresented families.	4	4	4	4	4	4	4	4	2	2	3	4	Met		15JUN2023	2023
31669513130168	Horizon Charter	3	Relationships have always been a key focus for Horizon Charter Schools. Feedback from families has indicated high satisfaction in response to the strength of their relationships with their teachers. Specific efforts have been put into place to address a focus of exceptional customer service both internally and externally. Our parent and community survey indicated that 90% of families feel welcomed at Horizon Charter School.	Specific efforts have been made and are continuing in order to better meet the needs of families' preferred methods of communication. Families have indicated that emails are not the best mode and would like to engage via text and other opportunities, according to our Parent Advisory Council feedback. Alternate platforms and methods of communication are being piloted to improve communication pathways.	Horizon will act to provide more intentional and direct invitations to encourage parent representation of underrepresented families on committees, Parent Advisory, etc..Increasing our practice to disaggregate data from input and surveys to clearly hear and respond to underrepresented voices in order to understand how our programs, services, and relationships are meeting the needs of all families, especially the underrepresented will be addressed.	Parent educator mentors were established to create parent learning communities and connect home educators with fellow home educators to share best practices for home teaching as well as assist with the transitions from one grade level to the next by providing parent information sessions. The mentor roles have evolved over the course of the past two years to not only engage with our current families but with our potential families in an effort to facilitate informed choices when enrolling with Horizon Charter Schools. A focus on ‘feedback for learning” is being supported by the use of google classroom for Transitional Kindergarten through Eighth Grade. This platform gives the ability for teachers to provide timely feedback to inform learning related to assignments turned in virtually.	Home educator interview surveys were conducted to determine if the google classroom platform was efficient and workable. Above 75% of home educators felt that the tool was efficient. We look forward to continuing to use this platform to communicate about student progress and create differentiated support systems to improve efficiency for all as well as elevate the effectiveness to inform next steps in learning in response to evidence of student performance.	Horizon will provide more intentional and direct invitations to encourage parent representation of underrepresented families on committees, parent advisory etc..Increasing our practice to disaggregate data from input and surveys to clearly hear and respond to underrepresented voices in order to understand how our programs, services and relationships are meeting the needs of all families and students, especially the underrepresented.	For the 22-23 school year, we had an active Parent Advisory Group that provided critical feedback to inform our LCAP and other educational programs benefiting students. For the viability of our charter school, large gains in student achievement need to occur and have been occurring in partnership with our families. Although most community members feel HCS is on track and is providing a strong instructional program, Horizon continues to conduct robust data team meetings to analyze progress more intentionally and with a variety of educational partners. This has resulted in refining the PLCs. There are a few notable themes provided in the feedback gathered across all communities which has directly influenced  practices, resources, staffing, and have driven goals and actions of our LCAP plan. The High School Program has increased direct support to students, families and teachers by shifting priorities aligned with program needs and staffing structures to increase graduation rates and college and career readiness. All Academies, TK- grade 8 have direct instruction support for all students built into their online opportunities focused on ELA and Math. Student choice to participate in Blended Learning and other opportunities has been increasing over time.	For the 23-24 school year, we will engage in a process with families, staff and student groups to develop a communication plan that aligns with the needs and best methods for communication so that we may improve the cycle of input impacting policies and programs to serve our students. Each year HCS considers, as part of a broad continuous action research project the impact of curriculum and and intervention choices. HCS has invested in supplementary curriculum that is now part of the CORE design based on evidence and feedback. In working closely in partnership with our home educator families and through improved ongoing communication efforts, we will seek input from families aligned with data and evidence to determine the next steps in refining our recommended curriculum.	It is imperative that the data used as a focal point of our collaboration with all educational partners represents not only all students but also our underrepresented student groups in order to measure our current effectiveness and to engage with our educational partners to continuously improve and make relevant decisions. With the addition of our data analyst and assessment coordinator, we look forward to having more accessible data to share with educational partners so they may provide the feedback based on accurate and accessible data.	4	4	4	4	4	4	4	3	3	4	4	4	Met		21JUN2023	2023
31750850000000	Rocklin Unified	3	Rocklin Unified School District has continued to focus on building and sustaining relationships with our families and community.  During the 2022-23 school year, the District maintained previous efforts to engage families through the LCAP development process and continued the Homeless and Foster Youth Advisory Committee and District English Language Advisory Committee to strengthen our practices and outreach for and of underrepresented groups.	Recommendations from these groups around engagement of educational partners included the following: 1) increase family engagement activities with all families, 2) create opportunities for District and school personnel to engage in dialogue, and 3) increase communications in home languages of families and provide support for bilingual staff. Additionally, RUSD plans to maintain existing outreach efforts, including parent information sessions at all school sites, District-level parent information sessions, and increased communication from school to home and home to school related to the History Social Studies curriculum.	A continued area for growth for our District during the 2023-24 school year is in the area of communication.  Increased communication will impact all levels - staff to staff, staff to students, students to students, school to family and family to school.  The District will also continue the outreach efforts through our partnerships in education program and ongoing parent outreach conducted at each of our schools and from our Communications Department.  Additionally, increased outreach to families of underrepresented students will happen throughout the year, beginning with a Back to School Fair, specifically for these families to provide opportunities to connect directly with school staff and District departments and receive information and supplies.	Rocklin Unified School District strives to build and maintain strong partnerships with families and community members in order to positively impact student outcomes.  During the 2022-23 school year, school staff regularly communicated and engaged with families through parent teacher conferences, family nights, school site council meetings, back to school nights, open house/showcase nights, and ongoing verbal and written communication between school and home.  Additionally, the District maintains high involvement from teacher and staff groups in determining areas of focus in district programs and services.	Recommendations from these groups around engagement of educational partners included the following: 1) increase family engagement and learning activities with all families around district priorities (ie, math and social emotional learning), 2) create opportunities for district and school personnel to engage in dialogue, and 3) increase communications in home languages of families.  RUSD plans to maintain existing outreach efforts, including parent information sessions at all school sites, District-level parent information sessions, increased communication from school to home, and increasing opportunities for parent education through Parent University and District-sponsored parenting series.  Additionally, the District is continuing to work on partnerships with parents and guardians of students with disabilities.	A continued area for growth for our District during the 2023-24 school year is in the area of communication, specifically with families of socioeconomically disadvantaged students, students living in homelessness, foster youth, and English learner students.  RUSD will continue advisory committees representing these families and will increase targeted outreach beginning with a Back to School Fair specifically for these families to provide opportunities to connect directly with school staff and district departments.	During the 2022-23 school year, Rocklin Unified School District continued to invest in outreach efforts with our parents and guardians.  In addition to home to school and school to home communication happening at school sites, multiple advisory and parent engagement groups existed across the district including: LCAP parent/guardian advisory groups, parent teacher clubs, school site councils, boosters, English Language Advisory Committee, District English Language Advisory Committee, and Gifted and Talented Education Advisory Committee, Homeless and Foster Youth Advisory Committee, and the Equity and Inclusivity Events Team.  As part of the LCAP development process, three teams (one parent/guardian, one staff, and one district team) met regularly to review student achievement and wellness data and provide input on services and programs for our students.	Annually, all families and staff have the opportunity to participate in an annual LCAP survey to share their perspectives about services and supports in the District to address the state priorities.  LCAP advisory groups participated in authentic experiences, including analyzing student achievement data, data to inform local indicators, student forum information, and staff and parent/guardian survey results.  Increasing participation in all of these outreach efforts remains a focus area.	A continued area for growth for our District during the 2023-24 school year is ensuring parent/guardian participation is inclusive of the groups in our district, including families of socioeconomically disadvantaged students, students living in homelessness, foster youth, and English learner students.  RUSD will continue advisory committees representing these families and will increase targeted outreach beginning with a Back to School Fair specifically for these families to provide opportunities to connect directly with school staff and district departments.	4	3	3	3	4	4	5	5	5	4	3	4	Met		21JUN2023	2023
31750850117879	Maria Montessori Charter Academy	3	MMCA is a small, community-based charter school. It's one of the few charters to have a Board of Directors comprised of elected parents and teachers. The school has a very active Parent - Teacher Association. The School has 1000's of hours of parent volunteerism annually, including programs like WatchDOGS, which has a volunteer dad on campus each school day. The primary strategy with building relationships within our community is communication-based, with regular emails, web posts and social media promoting engagement opportunities within the school community.	Maintaining a shared Google Calendar on the school website to further promote school-related activities and events.	Shorter, more frequent emails to families, including targeted communication where appropriate.  Mandating early in the school year Goal setting based P-T conferences for all families is another engagement opportunity for all families.	Doing goal-setting based P-T Conferences early in the school year, vs. waiting for a report card interval to engage parents, helps regarding student outcomes.  Regular P-T communication, including weekly progress reports, promotes partnership engagement for student outcomes.	Still working on filling the COVID-19 learning gaps, particularly of students that have transferred into our school post COVID, is the current priority.	Utilizing a general education based credentialed Intervention Teacher to reach out to parents of below grade level performing students to collaborate and potentially provide on-site intervention services.  Have likewise provided a COVID learning loss focused summer school for the past three years.	Parents have many opportunities for input, including Survey Monkey based surveys, Google Forms-based surveys, and more formal opportunities via participation with our Board of Directors or Parent-Teacher Association.	Looking to add a few more parent representatives to our Board of Directors.	Sending home information electronically and in print, and where appropriate, following up with a phone call to make sure the family receives it.	5	5	5	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
31750850119487	Western Sierra Collegiate Academy	3	At Rocklin Academy Family of Schools, we have worked hard to build relationships between our school staff and families. We begin by creating a welcoming environment for all, starting before students step through the doors. Our staff greets students and families each morning at drop-off and continues to foster relationships throughout each day through informal conversations, more formalized meetings, phone calls, and emails. On a weekly basis, our teachers and staff share news and information through our weekly newsletter. Additionally, we schedule several opportunities throughout the year for our families to engage with our staff, including Meet the Teacher, Back to School Night, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights, budget/facilities meetings, etc.  Rocklin Academy Family of Schools is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. Other ways of providing meaningful input in the decision-making process for families have been serving on or participating in committee meetings or workshops such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Local Control Accountability Plan (LCAP) workshops, and English Learner family (ELC) meetings.  Taking what we learned from the COVID-19 pandemic experience, many of our meetings involving parents have become a hybrid offering of both in-person and virtual participation. Having a combination of options has increased our engagement and attendance to many of the meetings noted above.  When surveying parents through our annual Intent to Return survey, 100% of families participated. It revealed that 94% of Western Sierra Collegiate Academy families strongly agreed or agreed that they would recommend Rocklin Academy Family ofSchools to their family or friends, 94% indicated that they were very satisfied or satisfied with Rocklin Academy and 97% indicated that they plan to return to Western Sierra Collegiate Academy next year.  We have worked diligently to provide opportunities for our families and other educational partners to continue to participate and engage with us. Both our staff and families are committed to working together to improve student outcomes.	We strongly believe that our educational program is strengthened by community and parent partnerships. Our focus areas for improvement in building relationships between school staff and families include: • Continue to provide and build upon opportunities for volunteering • Continue to provide and build our bank of community resources to be made available to families • Increasing the effectiveness and equity in the two-way communication between families and teachers by updating our messaging system	Building relationships between school staff and our families is a top priority at Rocklin Academy Family of Schools. We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families. We plan to increase the number of family engagement opportunities for our English learners and students with disabilities through increased frequency of outreach through email communication, meeting opportunities, and face-to-face connection on campus. We also plan to increase the number of times we reach out to low-income families to see if there is any additional support we may be able to provide or direct them toward. Additionally, we are seeking to find a better messaging system to communicate with families. We are looking for one that is more user-friendly, well accessible by phones, and would allow families to select automatic translations. We are utilizing the resource “Language Line Solutions” to communicate with families in their primary language for meetings so we can better partner on ways to support all students.  As part of the California Collaborative on Educational Excellence Community Engagement Initiative, consisting of admin, teachers, parents, and county office of ed staff, we are working to increase opportunities for staff and families to engage in authentic communicative interactions that lead to trusting relationships.	At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families. Communication is key to this being a success. Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes. • Communication from teachers, principal, and superintendent • Parent/teacher conferences or other collaborative meetings We send home weekly communication to all families as a way of keeping the informed of what is going on in the classrooms and on campus. Our superintendent also provides a monthly update, sharing important information and highlights across all sites. We also host several collaborative workshops and meetings throughout the year focused on student outcomes. Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals. Finally, our parent portal provides access to families on their child’s academic progress and other important information.	Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes. In the 2023-24 school year, we will continue to improve or increase the following areas to rebuild partnerships for student outcomes. • Offering LiveScan onsite during Meet the Teacher/Orientation • Providing additional family nights and events to support families in supporting their students. • Utilizing our PSP to do active outreach throughout the year with opportunities for families to participate in volunteering for school family events • Volunteering opportunities on field trips • Volunteering opportunities in the classroom • Authentic two-way communication • Utilizing a new communication platform for school-to-home information dissemination The RAFOS mission states, “Rocklin Academy Family of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.” This partnership is critical to the success of our students and we are committed to strengthening it.	We are always seeking ways to improve engagement with our underrepresented families. Areas identified that we are further looking into include the following: • Ensure that all groups are represented across committees • Provide an increase in the number of translated materials for our EL families • Provide multiple times (morning/afternoon/evening) for families to engage	Based on the analysis of educational partner input and local data, current strengths for seeking input for decision-making that have been identified include the following: • Opportunities to provide input through surveys • Opportunities to meet with classroom teachers or other school staff when needed • Opportunities to attend meetings such as board meetings, PSP meetings, EL meetings, etc. • Opportunities to participate and provide input at workshops such as LCAP/budget engagement workshops  Although several strengths have been identified in the way we seek input from our educational partners for decisionmaking we are always working to improve this process.	Based on the analysis of educational input and local data, we have concluded that the greatest area of improvement that we are seeking is in two-way communication with our families. We plan to address this by switching our communication platform to one that allows the teachers, school, and charter management office (CMO) to share information with families and they will have the ability to directly respond. Families are incredibly eager and willing to participate in the decision-making process and as an organization, we know that their input is crucial to the success of our students and schools.	Based on the analysis of educational partner input our school plans to improve the engagement of underrepresented families to build stronger partnerships for student outcomes by: • Providing family events that are cost-free to our families and are designed to welcome and celebrate all. • Continuing to offer workshops/meetings intended to support, inform, and collaborate with our families of English learners • Continuing to build upon the resources provided to support families and support access to those resources through direct and supportive communication • Reaching out to our foster youth and low-income families on a regular basis to determine what additional supports they need that we may be able to provide or help to identify assistance with	4	4	4	3	4	5	5	4	4	4	4	4	Met		20JUN2023	2023
31750856118392	Rocklin Academy	3	At Rocklin Academy Family of Schools, we have worked hard to build relationships between our school staff and families. We begin by creating a welcoming environment for all, starting before students step through the doors. Our staff greets students and families each morning at drop-off and continues to foster relationships throughout each day through informal conversations, more formalized meetings, phone calls, and emails. On a weekly basis, our teachers and staff share news and information through our weekly newsletter. Additionally, we schedule several opportunities throughout the year for our families to engage with our staff, including Meet the Teacher, Back to School Night, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights, budget/facilities meetings, etc.  Rocklin Academy Family of Schools is committed to engaging parents and other educational partners and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. Other ways of providing meaningful input in the decision-making process for families have been serving on or participating in committee meetings or workshops such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Local Control Accountability Plan (LCAP) workshops, and English Learner family (ELC) meetings.  Taking what we learned from the COVID-19 pandemic experience, many of our meetings involving parents have become a hybrid offering of both in-person and virtual participation. Having a combination of options has increased our engagement and attendance at many of the meetings noted above.  When surveying parents through our annual Intent to Return survey, 100% of families participated. It revealed that 97% of Rocklin Academy families strongly agreed or agreed that they would recommend Rocklin Academy Family ofSchools to their family or friends, 98% indicated that they were very satisfied or satisfied with Rocklin Academy and 99% indicated that they plan to return to Rocklin Academy next year.  We have worked diligently to provide opportunities for our families and other educational partners to continue to participate and engage with us. Both our staff and families are committed to working together to improve student outcomes.	We strongly believe that our educational program is strengthened by community and parent partnerships. Our focus areas for improvement in building relationships between school staff and families include: • Continue to expand opportunities for volunteering • Continue to increase our bank of community resources available to families • Increasing the effectiveness and equity in the two-way communication between families and teachers by switching communication platforms	Building relationships between school staff and our families is a top priority at Rocklin Academy Family of Schools. We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families. We plan to increase the number of family engagement opportunities for our English learners and students with disabilities through increased frequency of outreach through email communication, meeting opportunities, and face-to-face connection on campus. We also plan to increase the number of times we reach out to low-income families to see if there is any additional support we may be able to provide or direct them toward. Additionally, we are seeking to find a better messaging system to communicate with families. We are looking for one that is more user-friendly, well accessible by phones, and would allow families to select automatic translations. We are utilizing the resource “Language Line Solutions” to communicate with families in their primary language for meetings so we can better partner on ways to support all students.  As part of the California Collaborative on Educational Excellence Community Engagement Initiative, consisting of admin, teachers, parents, and county office of ed staff, we are working to increase opportunities for staff and families to engage in authentic communicative interactions that lead to trusting relationships.	At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families. Communication is key to this being a success. Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes. • Communication from teachers, principal, and superintendent • Parent/teacher conferences or other collaborative meetings We send home weekly communication to all families as a way of keeping them informed of what is going on in the classrooms and on campus. Our superintendent also provides a monthly update, sharing important information and highlights across all sites. We also host several collaborative workshops and meetings throughout the year focused on student outcomes. Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals. Finally, our parent portal provides access to families on their child’s academic progress and other important information.	Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes. In the 2023-24 school year, we will continue to improve or increase the following areas to rebuild partnerships for student outcomes. • Offering LiveScan onsite during Meet the Teacher/Orientation • Providing additional family nights and events to support families in supporting their students. • Utilizing our PSP to do active outreach throughout the year with opportunities for families to participate in volunteering for school family events • Volunteering opportunities on field trips • Volunteering opportunities in the classroom • Authentic two-way communication • Utilizing a new communication platform for school-to-home information dissemination The RAFOS mission states, “Rocklin Academy Family of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.” This partnership is critical to the success of our students and we are committed to strengthening it.	Based on the analysis of educational partner input our school plans to improve engagement of underrepresented families to build stronger partnerships for student outcomes by: • Providing family events that are cost-free to our families and are designed to welcome and celebrate all. • Increasing the number of workshops/meetings intended to support, inform, and collaborate with our families of English learners • Continuing to build upon the resources provided to support families and support access of those resources through direct and supportive communication • Increase our support through intentional consideration and direct support with foster youth and low-income families more frequently to determine what additional supports they need that we may be able to provide or help to identify assistance with • Providing additional staff support to address chronic absenteeism and support families in school attendance	Based on the analysis of educational partner input and local data, current strengths for seeking input for decision-making that have been identified include the following: • Opportunities to provide input through surveys • Discussions with classroom teachers or other school staff • Opportunities to attend meetings such as board meetings, PSP meetings, EL meetings, etc. • Opportunities to participate and provide input at meetings such as LCAP engagement meetings Although several strengths have been identified in the way we seek input from our educational partners for decision-making we are always working to improve this process.	Based on the analysis of educational input and local data, we have identified the following trends as areas of improvement for seeking input for decision-making: • Increase the number of face-to-face interactions • Improve communication Families are incredibly eager and willing to participate in the decision-making process and as an organization, we know that their input is crucial to the success of our students and schools.	We are always seeking ways to improve engagement with our underrepresented families. Areas identified that we are further looking into include the following: • Provide a variety of times for families to engage (morning/afternoon/evening) to better accommodate schedules • Continue to reach out to underrepresented families to ensure that all groups are provided opportunities to contribute to and participate on committees	4	4	4	3	4	5	5	3	4	4	4	4	Met		20JUN2023	2023
32103220000000	Plumas County Office of Education	3	Based on the analysis of educational partner input and local data, our LEA's current progress in building relationships between school staff and families shows some areas of strength but also significant areas for improvement. While we have made strides in establishing open communication channels, fostering collaborative partnerships, and implementing parent engagement initiatives, there is a pressing need to enhance our outreach to underrepresented families and improve two-way feedback mechanisms. By acknowledging these shortcomings and prioritizing inclusivity, effective communication, and meaningful engagement, we aim to address these challenges and create a more cohesive and supportive educational community for all students.	Based on the analysis of educational partner input and local data, our LEA's current progress in building relationships between school staff and families shows some areas of strength but also significant areas for improvement. While we have made strides in establishing open communication channels, fostering collaborative partnerships, and implementing parent engagement initiatives, there is a pressing need to enhance our outreach to underrepresented families and improve two-way feedback mechanisms. By acknowledging these shortcomings and prioritizing inclusivity, effective communication, and meaningful engagement, we aim to address these challenges and create a more cohesive and supportive educational community for all students.	Based on the analysis of educational partner input and local data, our LEA has identified the need to improve engagement with underrepresented families in relation to Building Relationships Between School Staff and Families. To address this, we will implement targeted strategies aimed at fostering inclusivity and strengthening connections. Firstly, we will enhance our outreach efforts by actively reaching out to underrepresented communities through culturally sensitive and tailored communication channels. Secondly, we will invest in professional development opportunities for our school staff to increase their understanding and appreciation of diverse cultural backgrounds. This will enable them to better engage with and support families from different ethnicities and socioeconomic backgrounds. Lastly, we will establish a feedback mechanism that actively seeks input from underrepresented families, providing them with opportunities to voice their concerns and contribute to decision-making processes. By implementing these measures, we are committed to creating an inclusive and supportive environment that ensures the active involvement of all families in their child's education.	Based on the analysis of educational partner input and local data, the LEA has shown some strengths and progress in Building Partnerships for Student Outcomes, as indicated by the respondents' feedback. While there is room for improvement, it is essential to acknowledge the positive aspects and areas of growth within our school and district. Among the respondents, 63% agreed or strongly agreed that our school and district has a talented, student-centered staff, demonstrating the dedication and expertise of our educators. Additionally, 60% expressed pride in the way our school and district look, reflecting the efforts made to maintain an inviting and conducive learning environment. Furthermore, 51% of respondents believe that our school and district leadership provides excellent service to our communities, indicating a level of satisfaction with the support and guidance offered by our leaders.	However, it is crucial to address the areas where improvement is needed. For instance, 43% of respondents agreed or strongly agreed that students graduate with the knowledge and skills for college and/or career, indicating a need to enhance our efforts in preparing students for post-secondary success. Similarly, only 38% agreed or strongly agreed that our school and district spend money and resources appropriately, suggesting the need for greater  transparency and accountability in financial decision-making. Moreover, 40% of respondents felt included in decision- making at our school and district, signaling the importance of increasing opportunities for stakeholder engagement and collaboration.	Based on this feedback, our LEA will focus on enhancing student outcomes by further developing college and career readiness programs, ensuring prudent allocation of resources, fostering inclusive decision-making processes, and promoting greater community involvement. By addressing these areas for improvement and building upon our strengths, we will work towards creating a more effective and student-centered educational environment that benefits all members of our school and district community.	Based on the analysis of educational partner input and local data, the LEA has made notable strides in seeking input for decision-making, demonstrating its commitment to inclusivity and collaboration. Through the feedback received, several strengths and progress indicators have emerged. Firstly, a significant percentage of respondents (63%) agreed or strongly agreed that they feel included in decision-making at our LEA. This signifies that efforts have been made to foster an environment where stakeholders have a voice and their perspectives are valued. Furthermore, the analysis reveals that our LEA has successfully established channels and mechanisms for soliciting input. These include surveys, town hall meetings, and focus groups, which allow diverse stakeholders to contribute their insights and opinions. The presence of these engagement opportunities indicates progress in actively seeking input from various members of our educational community.	However, it is important to acknowledge the areas where improvement is needed. Despite the positive response regarding feeling included in decision-making, there is still a considerable portion of respondents (37%) who did not strongly agree or agree with this statement. This suggests the need for ongoing efforts to enhance inclusivity and ensure that all voices are heard and considered.	To build upon our strengths and address the areas for improvement, our LEA will continue to prioritize inclusive decision-making processes. We will seek ways to expand and diversify the avenues for stakeholder input, ensuring that traditionally underrepresented groups have a platform to share their perspectives. Additionally, we will work  towards increasing transparency and communication regarding how input is utilized and integrated into decision- making.  By leveraging our current strengths, actively addressing areas for improvement, and fostering a culture of shared decision-making, our LEA will continue to enhance its effectiveness in seeking input for decision-making. We remain dedicated to creating an inclusive environment where	3	3	3	3	3	3	3	3	2	2	2	2	Met		28JUN2023	2023
32669690000000	Plumas Unified	3	Based on the analysis of educational partner input and local data, our LEA's current progress in building relationships between school staff and families shows some areas of strength but also significant areas for improvement. While we have made strides in establishing open communication channels, fostering collaborative partnerships, and implementing parent engagement initiatives, there is a pressing need to enhance our outreach to underrepresented families and improve two-way feedback mechanisms. By acknowledging these shortcomings and prioritizing inclusivity, effective communication, and meaningful engagement, we aim to address these challenges and create a more cohesive and supportive educational community for all students.	Based on the analysis of educational partner input and local data, our LEA's current progress in building relationships between school staff and families shows some areas of strength but also significant areas for improvement. While we have made strides in establishing open communication channels, fostering collaborative partnerships, and implementing parent engagement initiatives, there is a pressing need to enhance our outreach to underrepresented families and improve two-way feedback mechanisms. By acknowledging these shortcomings and prioritizing inclusivity, effective communication, and meaningful engagement, we aim to address these challenges and create a more cohesive and supportive educational community for all students.	Based on the analysis of educational partner input and local data, our LEA has identified the need to improve engagement with underrepresented families in relation to Building Relationships Between School Staff and Families. To address this, we will implement targeted strategies aimed at fostering inclusivity and strengthening connections. Firstly, we will enhance our outreach efforts by actively reaching out to underrepresented communities through culturally sensitive and tailored communication channels. Secondly, we will invest in professional development opportunities for our school staff to increase their understanding and appreciation of diverse cultural backgrounds. This will enable them to better engage with and support families from different ethnicities and socioeconomic backgrounds. Lastly, we will establish a feedback mechanism that actively seeks input from underrepresented families, providing them with opportunities to voice their concerns and contribute to decision-making processes. By implementing these measures, we are committed to creating an inclusive and supportive environment that ensures the active involvement of all families in their child's education.	Based on the analysis of educational partner input and local data, the LEA has shown some strengths and progress in Building Partnerships for Student Outcomes, as indicated by the respondents' feedback. While there is room for improvement, it is essential to acknowledge the positive aspects and areas of growth within our school and district. Among the respondents, 63% agreed or strongly agreed that our school and district has a talented, student-centered staff, demonstrating the dedication and expertise of our educators. Additionally, 60% expressed pride in the way our school and district look, reflecting the efforts made to maintain an inviting and conducive learning environment. Furthermore, 51% of respondents believe that our school and district leadership provides excellent service to our communities, indicating a level of satisfaction with the support and guidance offered by our leaders.	However, it is crucial to address the areas where improvement is needed. For instance, 43% of respondents agreed or strongly agreed that students graduate with the knowledge and skills for college and/or career, indicating a need to enhance our efforts in preparing students for post-secondary success. Similarly, only 38% agreed or strongly agreed that our school and district spend money and resources appropriately, suggesting the need for greater  transparency and accountability in financial decision-making. Moreover, 40% of respondents felt included in decision- making at our school and district, signaling the importance of increasing opportunities for stakeholder engagement and collaboration.	Based on this feedback, our LEA will focus on enhancing student outcomes by further developing college and career readiness programs, ensuring prudent allocation of resources, fostering inclusive decision-making processes, and promoting greater community involvement. By addressing these areas for improvement and building upon our strengths, we will work towards creating a more effective and student-centered educational environment that benefits all members of our school and district community.	Based on the analysis of educational partner input and local data, the LEA has made notable strides in seeking input for decision-making, demonstrating its commitment to inclusivity and collaboration. Through the feedback received, several strengths and progress indicators have emerged. Firstly, a significant percentage of respondents (63%) agreed or strongly agreed that they feel included in decision-making at our LEA. This signifies that efforts have been made to foster an environment where stakeholders have a voice and their perspectives are valued. Furthermore, the analysis reveals that our LEA has successfully established channels and mechanisms for soliciting input. These include surveys, town hall meetings, and focus groups, which allow diverse stakeholders to contribute their insights and opinions. The presence of these engagement opportunities indicates progress in actively seeking input from various members of our educational community.	However, it is important to acknowledge the areas where improvement is needed. Despite the positive response regarding feeling included in decision-making, there is still a considerable portion of respondents (37%) who did not strongly agree or agree with this statement. This suggests the need for ongoing efforts to enhance inclusivity and ensure that all voices are heard and considered.	To build upon our strengths and address the areas for improvement, our LEA will continue to prioritize inclusive decision-making processes. We will seek ways to expand and diversify the avenues for stakeholder input, ensuring that traditionally underrepresented groups have a platform to share their perspectives. Additionally, we will work  towards increasing transparency and communication regarding how input is utilized and integrated into decision- making.  By leveraging our current strengths, actively addressing areas for improvement, and fostering a culture of shared decision-making, our LEA will continue to enhance its effectiveness in seeking input for decision-making. We remain dedicated to creating an inclusive environment where all stakeholders have meaningful opportunities to contribute to the betterment of our educational community.	3	3	3	3	3	3	3	3	2	2	2	2	Met		28JUN2023	2023
32669693230083	Plumas Charter	3	PCS works diligently to ensure open communication with each and every family served.  Administration has an open door policy for easy and regular communication with families, and teachers are available during non-teaching times.  We make every effort to reach out to parents for both positive student reports and any disciplinary related reports.	The school needs to prioritize more face-to-face meetings with parents, both one on one and in a whole school group manner.	This will be met by encouraging and offering more face to face meetings.	The school holds midyear meetings with families around student academic progress, regularly emails parents about student progress and holds end of year meetings.  In the event a student is struggling, many more meetings will be held to determine the best supports for the student.	Students need to be more invested in their own progress.  The school is constantly working on ways to improve this.	The school will ensure two way communication with underrepresented families.	The school offers a variety of ways for educational partners to be involved in the decision making of the school.  These include monthly meetings of the Mountain Valley Parents Club, the Board of Directors; weekly meetings with site level staff, tri-annual meetings with all school staff, and annual school surveys.	The school needs to reinvigorate the face-to-face whole site parent meetings that provide dinner and childcare to encourage attendance.	Continue to publicize all opportunities for these opportunities, and offering childcare and dinner at meetings.	4	4	4	4	4	3	4	4	4	3	4	3	Met		26JUN2023	2023
33103300000000	Riverside County Office of Education	3	RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified. A group of stakeholders have responded and responded to indicate a recognition that RCOE is at full implementation.	RCOE is continuing to improve the building of relationships with families through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.	As part of our continuous improvement research, we have committed to offering parent support nights to students that are not native English speakers and will ensure that we are continuously reviewing our targeted assistance for students and families.	RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in fostering partnerships. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified. Respondents have found our organization to be in full implementation in this area.	Many of our focus areas are the behavioral health needs of our students. Our LEA has brought in partner agencies and hired internal providers to come together to focus efforts through CAREspace facilities, Hazel Health, Hop Skip Drive, and online support providers.	RCOE will be focusing heavily this year on supporting the needs of English Learners and their families as part of our differentiated assistance work with other county office of education partners. We plan on leveraging our technology partners and educational partners to support this work.	RCOE uses this self-reflection tool to review its progress, successes, needs and areas of growth in our decision making. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified. We have noted progress in growth towards full implementation status.	The area of focused improvement will be engagement in promoting our ELAC and DELAC participation.	RCOE is continuing to improve the building of relationships with educational partners through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.	4	4	4	4	4	4	3	4	3	3	4	4	Met		07JUN2023	2023
33103300110833	River Springs Charter	3	One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, field trips, and school site council, and we communicate these opportunities to families.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals.	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference.	Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, weekly updates, and newsletters. All Springs caregivers are invited to take part in Parent Ignite! in which breakout sessions are offered on a variety of topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year.	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families. Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making.	We will increase our opportunities for family members to engage in advisory groups and decision-making, especially in seeking input from underrepresented groups in the community.	In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Pupil Services and Homeless Youth Liaison to develop this plan.	4	5	4	5	4	4	4	4	3	3	4	4	Met		08JUN2023	2023
33103300125237	Leadership Military Academy	3	LMA provides families opportunities and resources to fully participate in their child's education. Building relationships is a key tenet of LMA and the entire staff strives to create a welcoming, safe environment.  This has been reflected by parents reporting feeling welcome at the school (84.3%) in the most recent survey (2023).   The current strengths and progress in building relationships rely on the ability of LMA staff at all levels to be open and available for multiple means of communication with families. In the most recent survey with stakeholders, almost 77% of parents agreed that they are contacted about low academic performance, behavioral issues, and attendance.  They also indicated that communication via phone, text, and email were preferred over mail and social media/webpage. This is consistent with previous years surveys, and as a result LMA uses both text messaging and emails as the primary means of sending information out to families. Direct calls are made to parents about their specific student by teachers, office staff, and administrators. Students and their families can also easily initiate communication with teachers and staff through email, Google Classroom, the Aeries portal, and the website.	The most recent survey results have provided some areas for LMA to improve in building relationships and opportunities for parents to engage.  Only 3 parents participated in the ELAC and School Site Council, and this was echoed on the survey as one of the least agreed items.  At the same time, 70% of parents confirmed that there were opportunities to get involved, share ideas, and provide input/feedback, and 55% were interested in participating in such opportunities. The availability of family activities at LMA also continues to be a low item on the survey.  Due to these results, there will be more focus on increasing family events/opportunities and on increasing the communication and outreach to families to participate in them.  Although communications are sent out in both English and Spanish and office staff fluent in Spanish assist with calls and meetings, translation is also an area for improvement according to the survey.  This could contribute to limiting engagement of underrepresented families (item 3 below).	Translation services are key to engaging underrepresented families whose home language is not English.  The low rating for translation services may be in part because families are not aware that translation or Spanish versions are available, or they are not able to participate as fully through the methods used.  This can be improved by increasing the message that translation is provided and including more means of translation (ex. audio and print).	Building partnerships with students and families begins at the first informational meeting with parents, when goals are discussed and families are oriented to the culture and environment at LMA. This establishes the partnership between LMA and the family to support the student’s success.  It is a strength because we are able to meet with individual families before enrollment and focus on that student’s specific circumstances (ex. credits, goals, questions, supports, etc.)  Parents and students are able to create portal accounts so they can access student scores and grades, attendance, and class links and 89% of parents agreed in the most recent survey.  This allows them to monitor student progress (outcomes) in real time.	The most recent survey indicated that although 89% of parents confirm there is access to student outcomes (ex. grades, attendance), only about 56% actually use the portal. This indicates that LMA can focus on improving parent portal registration and especially accessing the portal to see student outcomes.	Translation services are key to engaging underrepresented families whose home language is not English.  The low rating for translation services on the survey may also be because families are not aware that the portal can be accessed in Spanish and other languages.  Additionally, that may also be a barrier for non-English speaking families to register and/or use the parent portal.  This can be improved with more efforts to show parents how to register for accounts, adjust the language, and access their student’s outcomes.	The annual stakeholder survey is the most comprehensive tool for input and feedback on all of the state priorities.  In the most recent survey, parent participation increased by almost 38% for a total participation rate of 91%.  Also, of those parents, 79% confirmed that there were opportunities to get involved, share ideas, and provide input/feedback.	The most recent survey results show that LMA can improve on gaining input for decision making because almost 55% of parents in the survey were interested in participating in such opportunities.  However, only 3 parents participated in the ELAC and School Site Council, and parent participation in advisory committees was one of the least agreed items on the survey. LMA can focus on connecting the interested parents to the ELAC, School Site Council, and other opportunities.	LMA can improve engagement of underrepresented families by increasing their representation in advisory committees like the ELAC and School Site Council.   Based on the survey, more parents are interested than are already participating	4	4	3	4	4	4	3	4	4	3	3	3	Met		28JUN2023	2023
33103300125385	Imagine Schools, Riverside County	3	The LEA leverages relationships with families to determine the educational needs of individual students via a variety of cultural events and evening activities.	The LEA provides extended opportunities for conferencing with parents and families who work during the regular school day. The LEA provides daily communication via ParentSquare and Social Media, the weekly Principal's newsletter, and frequent teacher-generated communication via Class Dojo.	The LEA has prioritized communication between the school and under-represented families. This has created opportunities for parents to provide input and improved engagement.	The LEA communicates regularly with parents regarding student learning and individual goals for all students. The LEA offers a variety of avenues for parents to impactfully engage with staff concerning student outcomes.	Continued staff professional development and additional family supports would benefit the LEA.	The LEA has made significant efforts towards improving parent outreach, specifically to under-represented groups. As part of this outreach, parents have been encouraged to work alongside the LEA in the creation of plans to improve individual student outcomes.	The LEA provides numerous opportunities for educational partners to provide input and to engage in collaborative decision-making activities.	The LEA will continue to provide opportunities to parents from under-represented backgrounds to grow their impact and voice their concerns as stakeholders. The LEA will implement structures at all advisory groups and public meetings which will enable a greater variety of families to engage in the collaborative decision-making process.	The LEA will continue to provide opportunities to parents from under-represented backgrounds to grow their impact and voice their concerns as stakeholders. The LEA will implement structures at all advisory groups and public meetings which will enable a greater variety of families to engage in the collaborative decision-making process. For instance, the LEA will provide translation services at public meetings and childcare if necessary and limited transportation to and from the event.	5	5	5	5	4	5	4	4	5	4	4	5	Met		15JUN2023	2023
33103300128397	CBK Charter	3	CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable CBK Charter to engage in continuous improvement and determine next steps to make improvements in the areas identified. A group of stakeholders have responded and responded to indicate a recognition that CBK Charter is at full implementation.	CBK Charter is continuing to improve the building of relationships with families through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.	As part of our continuous improvement research, we have committed to offering parent support nights to students that are not native English speakers and will ensure that we are continuously reviewing our targeted assistance for students and families.	CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in fostering partnerships. This tool will enable CBK Charter to engage in continuous improvement and determine next steps to make improvements in the areas identified. Respondents have found our organization to be in full implementation in this area.	Many of our focus areas are the behavioral health needs of our students. Our LEA has brought in partner agencies and hired internal providers to come together to focus efforts through CAREspace facilities, Hazel Health, Hop Skip Drive, and online support providers.	CBK Charter will be focusing heavily this year on supporting the needs of English Learners and their families as part of our differentiated assistance work with other county office of education partners. We plan on leveraging our technology partners and educational partners to support this work.	CBK Charter uses this self-reflection tool to review its progress, successes, needs and areas of growth in our decision making. This tool will enable RCOE to engage in continuous improvement and determine next steps to make improvements in the areas identified. We have noted progress in growth towards full implementation status.	The area of focused improvement will be engagement in promoting our ELAC participation.	CBK Charter is continuing to improve the building of relationships with educational partners through the use of communication technologies that will eliminate language barriers as an obstacle to parental involvement in supporting learning.	4	4	4	4	4	4	4	4	4	3	4	4	Met		20JUN2023	2023
33103300128777	Gateway College and Career Academy	3	GCCA's strength in this area comes from a commitment to function as a small school with an outsized counselor team. Given our small student-to-counselor ratio, we are able to communicate frequently with parents and supporters. Aside from the counseling team, teachers, staff, and administrators also routinely make themselves available to reach out to families and accommodate their requests for communication.	GCCA is investing resources in facilitating the connection between families and local resources. Our recent award of the state's Community Schools Planning Grant will support our efforts to engage parents in a needs assessment so the school can focus on providing access to the resources most needed by our school community.	Partner input and local data have indicated that increasing opportunities for in-person campus based events will help better engage underrepresented families and build stronger relationships with school staff. The recent addition of an Assistant Director of Family and Community Partnerships is an additional commitment to further improving in this area. Additional focus will be given to providing opportunities for families to participate in on-campus events and provide feedback in focus group settings.	As an early college high school located on a community college campus, our major strength is our relationship with Riverside City College. Access to the wide range or courses and career technical education programs offered by the college gives us the ability to both engage and challenge our students. Moving forward, through the implementation of our K12 Strong Workforce Grant we are offering students the opportunity to complete a career technical education certificate while earning their diploma. Additionally, the process of executing the Community School Planning Grant workplan has allowed us to complete a full community/stakeholder needs assessment.	Ensuring that significant progress is made in our CTE programs so students can enter a career ladder upon graduation. We believe that improvements in this area will help improve engagement and academic achievement while students are completing their general high school diploma requirements. This effort will require closer partnerships with college CTE departments, regional apprenticeship programs, and local employers.	As anticipated last year, the the Community Schools planning grant has allowed us to closely consider and take stock of how we can improve engagement of underrepresented families. We have completed a thorough needs assessment with significant input from families (as well as all other stakeholders) which will be utilized for the implementation phase of the conversion to the Community School model.	Our strength has been the development of a consistent process for collecting partner input through our LCAP development process. Our process includes opportunities to provide input during all board meetings, during selected staff meetings, leadership team meetings, and several stakeholder surveys throughout the year.	The school will be focusing on collecting more input through small focus group sessions. The Community School work has led to the establishment of several standing committees tasked with providing input. This input has been incorporated into the school's cycle of continuous improvement.	As anticipated last year, the the Community Schools planning grant has allowed us to closely consider and take stock of how we can improve engagement of underrepresented families. We have completed a thorough needs assessment with significant input from families (as well as all other stakeholders) which will be utilized for the implementation phase of the conversion to the Community School model.	5	4	3	3	3	3	4	3	4	3	3	3	Met		22JUN2023	2023
33103300136168	Temecula International Academy	3	Teachers make available a variety of resources that parents can use to support student learning at home. Various links and other resources are made available to our families via Class Dojo, Parent Square, and Google Classroom. Parent/teacher conferences also provide the opportunity to share resources and have specific conversations with parents regarding their child/children’s progress. Email communications are another vehicle for the faculty/staff to share and support families with the learning and development of students. TIA maintains an open door policy; administration encourages the staff to remain available to parents when they are in need of clarification regarding their child/children's progress and/or need assistance with facilitating students' homework and other class assignments. Teachers are asked to respond to parent emails in a timely manner (within 24 hours of receipt) to assist in building mutual respect; this is directly in line with the school’s vision. At Temecula International Academy teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment.	Many efforts have been made to keep the lines of communication open between our families and the faculty/staff. Teachers have made every effort to regularly email, create newsletters and keep families informed. TIA holds annual parent/teacher conferences and have maintained an open door policy so parents can inquire about a student's progress. As an administrative team, we send out a weekly newsletter, zoom meetings, and phone conferences to reassure parents and keep them informed regarding school functions, activities, and updates regarding school happenings. TIA has two active parent and staff groups; Falcon Parent Committee (FPC) and SCC School Climate Committee (SCC). The formation of the School Culture Committee (SCC) came from the idea of partnering with the Falcon Parent Committee (FPC) for the goal of student enrichment. While the FPC focuses on festivals and highlights culture using their volunteer force, the SCC focuses on student enrichment through clubs and leadership. We also cross paths when doing clubs, for example, the Culture Club and the Gardening Club which will need FPC volunteers to help it along. Additionally, the SCC's aim is to enrich the faculty's life with such things as birthday cards, Bagel Thursday, and the planning of outings as a staff.	TIA offers opportunities that engage our community and seek the feedback of our parents and families. Each month parents have the opportunity to attend school board meetings where they can make a public comment and stay connected to the ongoing developments in the school. In addition, FPC monthly meetings are held to elicit input from parents/guardians to assist the school in moving forward with decision making and planning.	Temecula International Academy has made significant strides in Building Partnerships for Student Outcomes by engaging the community, diversifying partnerships, enhancing academic support, mobilizing resources, using data effectively, promoting parental involvement, and ultimately, positively impacting student success. These strengths and progress areas bode well for the continued growth and development of the school's educational partnership initiatives.	Temecula International Academy aims to improve on consistent communication, parent parterships, and students' social emotional learning. TIA focuses on communication and collaboration with parents to involve them in their child's education, including regular updates on progress, involvement in school activities, and opportunities for parent-teacher conferences. Established partnerships with local businesses, organizations, and community resources provide additional support and enrichment opportunities for students, such as after-school programs, clubs, and community events such as Falcon Fridays and Dinner Dine Out. Weekly newsletters, Parent Square and teacher communication are all effective ways to communicate and cooperate between teachers and parents. This intentional communication helps create a supportive learning environment both at home and in the classroom. Training and consistent use of the RULER social-emotional learning tool helps recognize and address students’ social and emotional needs in addition to academic ones. Parent training is ongoing to provide parents with the tools to use at home and collaborate with parents.   These focus areas aim to create a comprehensive approach to building partnerships that contribute to positive student outcomes at Temecula International Academy.	Temecula International Academy will improve engagement of underrepresented families through weekly newsletter communication, teacher contacts, and through the Falcon Parent Committee activities. Outreach will be intentional and specific to help engage families in all areas for Building Partnerships for Student Outcomes. The FPC helps to Involve parents in decision-making processes and school committees. TIA encourages parents to advocate for their children’s education and provide resources and information on how to be effective advocates. TIA also aims to recognize and celebrate the achievements and contributions of underrepresented families within the school community.TIA is focused on building long-term relationships with families rather than one-time interactions to help build trust and maintain a collaborative relationship.	TIA actively engages with diverse educational partners, such as students, parents, teachers, staff, and community members. The Board of Directors is very transparent in the decision making process at monthly board meetings, which are open to the public and posted on the website. Administration and teachers seek input and use data and evidence for decision making. The input that is received is vetted with TIA’s alignment with the mission and values, a commitment to continuous improvement, and the adherence to legal and ethical considerations.	Parent, student and staff surveys are usually used to collect information and data for decision-making. One area that TIA focuses on for improvement in seeking input for decision-making is enhancing stakeholder engagement and inclusivity. This includes efforts to involve a wider range of voices and perspectives in the decision-making processes. TIA recognized the importance of actively engaging stakeholders and fostering inclusivity in their decision-making processes. This focus area aims to create a more inclusive and participatory environment where all educational partners, including students, parents, teachers, staff, and community members, feel valued and heard. TIA strives to expand and diversify the engagement of stakeholders. This involves seeking input and feedback not only on major decisions but also on day-to-day matters that impact the school community. In addition to surveys, TIA strives to have intentional focus groups, town hall meetings, and digital platforms, to encourage participation.	TIA works on ensuring that traditionally marginalized or underrepresented voices are actively included in the decision-making process. This includes user-friendly digital platforms, suggestion boxes, open forums, and regular feedback cycles. TIA is focused on providing clear and accessible information about the decision making process, timelines, and outcomes. Board meeting minutes are posted and meetings are open to the public. Transparent communication helps all educational partners understand how their input influences decisions. In addition, TIA strives to communicate changes that are made as a result of stakeholder input, which demonstrates that input is valued and can drive positive change. To gauge the effectiveness of input by underrepresented stakeholders, metrics of participation rates and satisfaction levels are monitored and evaluated annually. By actively involving a broader range of voices, TIA aims to make more informed and equitable decisions that benefit the entire school community.	4	4	5	5	3	3	4	3	4	3	3	4	Met		22JUN2023	2023
33103300137836	Pivot Charter School Riverside	3	Building relationships is at the core of what Pivot Charter School does. Our goal at Pivot is to use these relationships to transform student’s experience in education. Training for Pivot staff centers on building consensus and culture around the belief that developing meaningful relationships with students and their entire support team is the most impactful action an educator can take. Pivot also focuses on helping our educators to continually develop tools to support in fostering these relationships. Teachers communicate weekly with parents and meet each month with the parents and students. Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students.	Pivot Charter School is working on getting more communications and documents translated into languages other  than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all  are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form. Additionally, several staff development sessions have focused on themes of diversity,  equity, and inclusion (DEI). A focus area has been increasing awareness of diverse backgrounds and identities, with the aim of improving the cultural inclusivity of relationships between families and school staff.	Recently Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English  Learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these  groups. Pivot will continue to build off of these positions so that families of these underrepresented students can  build a stronger relationship on understanding and trust. Pivot will be launching a program called Pivot PRIDE that is focused on building culture and community for all students. This will incorporate a monthly inclusive “caregiver”  connection that will provide a school to community connection surrounding Pivot’s core values and actionable steps that caregivers can take to support their students outside of school. These outreach efforts will include various resources and Spanish translation.	This year, Pivot has worked to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all stakeholders are on the same page and working for the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational  Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.	In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Furthermore, the LEA will be adding an administrator into the SST meeting process to improve outcomes for students.  The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.	The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a  student’s team to include their English Language Development teacher and Foster/Homeless Liaison, where  applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian supports will also be expanded in an ongoing skills program in multiple languages. Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.	Pivot works to engage families and student’s teams primarily through the regular communication by Educational  Coordinators (general education teachers), which typically includes all members of a student’s team on a weekly and sometimes daily basis. Pivot also communicates through Parentsquare, a schoolwide communication system that uses email, phone and text. To keep students and families/guardians aware of school events, policies, and to ask for their feedback through surveys. Parents also have the ability to attend every Governing Board meeting from the comfort of their own home through the online live feed of every Board meeting. Or, if they are unable to access the technology to do so, they may attend at the school site where staff will facilitate the streaming of the Governing  Board meeting and allow for anyone to participate. However, regardless of the multiple ways Pivot provides for  families and partners to engage with the decision making, very few engage. We have low survey response rates and minimal participation in Governing Board meetings. Families attend their students meeting with teachers so we  continue to rely on these meetings for primary feedback and communication.	The LEA has struggled to engage students, families, and/or guardians in input for decision making, due to low  engagement at the many events planned for their participation, including Governing Board meetings. The LEA can  improve by sending out surveys more regularly throughout the year, whereas currently most feedback is requested at the end of the year. The LEA could also improve by integrating a system for family/guardian/support person  involvement throughout the year, which build upon the current training when the student begins.	The LEA will improve by sending out more regular surveys for feedback, instead of feedback being limited to the end of the year. The LEA also plans to create weekly sessions for parents, guardians, or other team members to attend continued training for supporting their students and to provide input on program needs.	5	5	4	4	4	3	4	4	3	3	3	3	Met		15JUN2023	2023
33103300137851	Julia Lee Performing Arts Academy	3	JLPAA has established regular communication channels between school staff and families. Which includes newsletters via parent square, class dojo, emails, phone calls, or a school app. Parent-teacher conferences, meetings, or workshops are held to discuss student progress and share information about school programs and policies. JLPAA recognizes and respects families' cultural and linguistic diversity and ensures that communication is accessible to all, including providing translation services or bilingual staff to bridge language barriers. JLPAA has other forms of parent/family involvement with our Cafe with the principal, EL meetings, and other areas to support all students. JLPAA also provides information about community resources to help families with various needs, such as counseling services or tutoring programs. JLPAA ensures that the school environment is welcoming and inclusive for families. Display welcoming signage and provide comfortable spaces for meetings and events as needed. We also offer flexible meeting times and locations to accommodate working parents' schedules. JLPAA addresses conflicts and concerns promptly and professionally. Establish clear procedures for resolving issues. JLPAA keeps parents informed about their child's academic and behavioral progress. Share both positive and areas for improvement and provide suggestions for how parents can support their child's growth and development. JLPAA also collaborates with local community organizations to offer families support services, workshops, or resources.	JLPAA has established regular communication channels between school staff and families. Which includes newsletters via parent square, class dojo, emails, phone calls, or a school app. Parent-teacher conferences, meetings, or workshops are held to discuss student progress and share information about school programs and policies. JLPAA recognizes and respects families' cultural and linguistic diversity and ensures that communication is accessible to all, including providing translation services or bilingual staff to bridge language barriers. JLPAA has other forms of parent/family involvement with our Cafe with the principal, EL meetings, and other areas to support all students. JLPAA also provides information about community resources to help families with various needs, such as counseling services or tutoring programs. JLPAA ensures that the school environment is welcoming and inclusive for families. Display welcoming signage and provide comfortable spaces for meetings and events as needed. We also offer flexible meeting times and locations to accommodate working parents' schedules. JLPAA addresses conflicts and concerns promptly and professionally. Establish clear procedures for resolving issues. JLPAA keeps parents informed about their child's academic and behavioral progress. Share both positive and areas for improvement and provide suggestions for how parents can support their child's growth and development. JLPAA also collaborates with local community organizations to offer families support services, workshops, or resources. We will continue to provide resources to our families so that the school can foster strong partnerships between staff and families, leading to improved student outcomes and a more supportive and inclusive learning environment.	While JLPAA has not been identified for CSI, JLPAA has been identified on the Dashboard Student Group: ATSI for the following student groups- English Learners, Students with Disabilities, and Black African Americans. Each of these student groups have been identified in areas of Chronic Absenteeism, Academic (ELA & Math). During the 22-23 school JLPAA hired a dedicated Attendance Clerk. The Attendance Clerk provides targeted support for the student groups identified as needing support. The attendance clerk calls, texts, and emails to follow up with the parents and guardians as to student attendance and punctuality. JLPAA has a dedicated email line for parents to report absences for each day. Parent Square is an additional method of communication. The school regularly sends out communication about official school closures, the parents/guardians may also report absences or tardies as well. The telephone calls, tardies and communication via Parent square are monitored by the front office staff but specifically by the attendance clerk and monitored by the Office Manager. For Academic support, JLPAA started an Afterschool School program,” Rising Stars,” during the 2022-2023 school year. The first hour of the program is dedicated to homework and enrichment. The students are given more small-group instruction on concepts completed during the school day. JLPAA also, upon disaggregating the individual data, has instituted an enrichment program where credentialed classroom teachers focus on ELA and Math instruction.	JLPAA makes intentional efforts in engaging the educational partners in the school community. The student outcomes improve when the educational partners of parents/guardians, volunteers and others are involved in the school community. During the first semester 22- 23 school year, JLPAA held meetings via Zoom on various topics: CHYA, LCAP, & student group services. Three parents of the 39 eligible attended the ELAC meetings. There will be three ELAC meetings will take place this school year 2023-24. The principal held two parent education workshops during the fall semester. The topic was, CHYA; talking to your child about sex and healthy relationships.  JLPAA has great educational partners: parents/guardians, volunteers such as the Delta D.E.A.R.S, that is an integral part of the school community. JLPAA makes intentional efforts in engaging the educational partners in the school community. The school continues to have partnership outreach with businesses in the community.	Building partnerships for student outcomes at JLPAA will lead to improved academic performance, increased student engagement, and a more supportive learning environment. It also fosters a sense of shared responsibility for the success of every student.   Professional Development: • Offer professional development opportunities for teachers and staff on how to engage families and collaborate with community partners effectively. Community Partnerships: • Collaborate with local community organizations, such as libraries, museums, sports clubs, and nonprofits, to provide students with access to resources and extracurricular activities. • Develop partnerships that offer mentoring, tutoring, or career exploration opportunities for students. Student-Centered Programs: • Design programs and initiatives that focus on the specific needs and interests of students. Engage students in the decision-making process when possible. Assessment and Feedback: • Regularly assess the effectiveness of partnerships and gather feedback from all stakeholders. Use this feedback to make improvements and adjustments to the partnership programs. Resource Sharing: • Share resources, such as facilities, equipment, and expertise, with community organizations. This can help extend the reach of available resources for students. Cultural Sensitivity and Inclusivity: • Recognize and respect the cultural and linguistic diversity of families and community members. Ensure that partnership efforts are inclusive and accessible to all. Celebrate Achievements: • Recognize and celebrate the achievements and contributions of all stakeholders in supporting student success. This builds enthusiasm and commitment to the partnership. Regular Evaluation and Adjustment: • Continuously evaluate the effectiveness of the partnership in improving student outcomes. Be willing to adapt and refine strategies as needed. Sustainability and Long-Term Commitment: • Ensure that partnerships are sustainable over the long term. Building strong relationships takes time, and consistent effort is necessary to maintain and grow these connections.	Improving the engagement of underrepresented families in the partnership-building process for student outcomes is crucial for creating an inclusive and equitable educational environment. JLPAA will continue to build with engagement of underrepresented by the following;  Cultural Competency and Sensitivity: • Provide training and professional development for educators and staff to increase their cultural competence and sensitivity. Understanding diverse cultures and backgrounds is essential for building trust with underrepresented families. Create Welcoming Environments: • Ensure that JLPAA and related events have a welcoming and inclusive atmosphere. Display diverse and inclusive signage, materials, and imagery. • Consider the physical accessibility of the school and related facilities to accommodate all families. Multilingual Communication: • Offer information and communication in multiple languages to accommodate families who may have limited proficiency in the primary language of instruction. • Provide translation services for meetings and materials when necessary. Family Liaisons or Cultural Navigators: • Add a family liaison or cultural navigator who can bridge the gap between underrepresented families and the school system. • These individuals can serve as a point of contact, provide cultural context, and help families navigate the educational system. Community Outreach  • Conduct community outreach efforts to connect with underrepresented families where they live, work, and gather.  Flexible Meeting Times and Locations: • Offer flexible meeting times and locations for parent-teacher conferences, workshops, and school events to accommodate the schedules of working parents and caregivers. Collaborative Decision-Making: • Involve underrepresented families in decision-making processes related to school policies, programs, and initiatives. Seek their input and feedback on key issues. Culturally Relevant Programming: • Develop programs and initiatives that are culturally relevant and responsive to the needs and interests of underrepresented students and families. Peer Support and Mentorship: • Implement peer mentorship programs where families from underrepresented backgrounds can connect with experienced families who can provide guidance and support. Feedback Loops: • Establish regular feedback mechanisms that allow underrepresented families to express their concerns, provide input, and offer suggestions for improvement. Use of Technology: • Utilize technology to facilitate communication and engagement. This can include using apps, social media, and messaging platforms that are accessible to all families. Resources and Training: • Offer resources and training sessions that empower underrepresented families to understand the educational system and advocate for their children effectively. Celebrating Diversity and Inclusion: • Celebrate and honor the diverse backgrounds and experiences of all families through cultural events, celebrations, and rec	Seeking input for decision-making at JLPAA is critical to creating an inclusive and effective educational environment. JLPAA will continue to demonstrate the following:  Strengths: Increased Stakeholder Involvement:  • Seeking input from various stakeholders, including parents, teachers, students, and community members, ensures a broader range of perspectives and expertise in decision-making.  Transparency and Accountability:  • Involving stakeholders in decision-making fosters transparency and accountability. It demonstrates that decisions are made with consideration for the well-being of all parties involved. Enhanced Trust and Buy-In:  • When individuals feel that their voices are heard and valued, they are more likely to support and take ownership of decisions, leading to greater buy-in and commitment. Tailored Solutions:  • Input allows for solutions that are tailored to the unique needs and circumstances of the school, rather than relying on one-size-fits-all approaches. Culturally Responsive Decisions:  • Soliciting input from diverse stakeholders helps ensure that decisions take into account cultural and demographic factors, promoting equity and inclusivity.	JLPAA has numerous strengths, including increased stakeholder involvement, informed decisions, and transparency. However, there are areas where JLPAA can make continued progress, such as ensuring inclusivity, improving communication, and incorporating data-driven and evidence-based practices into the decision-making process. Continuous efforts to engage stakeholders effectively will lead to better educational outcomes and a more inclusive school community.  Inclusivity of Underrepresented Groups:  • JLPAA will continue to work on ensuring that underrepresented and marginalized groups, including low-income families and families from diverse cultural backgrounds, have equal opportunities to provide input and participate in decision-making processes. Effective Communication:  • While seeking input is crucial, JLPAA will also focus on improving communication to ensure that information about decisions and their rationale is effectively conveyed to all stakeholders. Training and Capacity Building:  • Providing training and support to stakeholders, especially parents and community members, of JLPAA can empower them to actively engage in the decision-making process. Balancing Input with Expertise:  • While stakeholder input is valuable, it should be balanced with the expertise and experience of educators and administrators to ensure that decisions are educationally sound. Data-Driven Decision-Making:  • JLPAA will continue to improve by incorporating data and evidence-based practices into their decision-making processes. This approach ensures that decisions are based on measurable outcomes and not just anecdotal input.	Annually, JLPAA holds several meetings to inform the educational partners (community, parents/guardians, board members) about the educational program, finances, and special programs. Decisions are a collaborative effort from teachers, parents, board members, and other staff members after needs assessments are concluded in various areas. Those meetings include the Principal’s Café, School Advisory Committee, Winter/Spring Productions, Harvest Festival, Classroom Volunteer Meeting, and JLPAA Board meetings. The meetings were held at different times of the day to meet the needs of the parent’s work schedule. When home and school are partners and can make sound, informed decisions, we will see a significant impact on all students with their academic achievement success.	4	5	5	4	3	3	4	5	4	4	4	4	Met		16JUN2023	2023
33103300137869	Excelsior Charter School Corona-Norco	3	Excelsior Charter Schools works together to provide the best education for the student. Excelsior offers a variety of methods for accomplishing this task. Students benefit most from having the entire family and school working together for the student’s education. Educational Team meetings consist of the student, parent/guardian and the facilitator (teacher) and are held at a minimum of once per month, or more frequently based on individual student needs. The goals of these educational team meetings are to first and foremost establish a professional and meaningful relationship and rapport with the student and their family. Educational team meetings also consist of reviewing academic progress, goal setting, Personal Life Plan driven focus, and facilitation of resources for both academic and social emotional support.	Educational team meetings have evolved post COVID to include the ability for parents to attend and participate through online conferences or via teleconference.  The increased flexibility in attendance offerings has demonstrated a lower level of participation overall than in prior years.  A ramp up effort is in effect to increase in-person meetings to ensure clear and constant communication amongst all stakeholders within these meetings.	Excelsior Charter Schools requires all students and guardians to participate in educational team meetings throughout the academic school year.  Additional targeted meetings are increased for any students or student populations where monthly meetings are not enough.  Flexibility for these meetings are allowed to occur through teleconference but only as a last resort.  Additional supports are available through dedicated support staff, translation, focus group meetings, and small-group focused workshops.	The educational team meetings that support family relationship building also carry over to building partnerships for student outcomes. The incorporation of the family, teachers, counselor, and facilitator provide an opportunity to tailor the student's Personal Life Plan for the future. Their academic plan is built upon enrollment and continuously reviewed and maintained to ensure positive student focused outcomes.  Excelsior Charter Schools has also created strong relationships with community colleges such that many students in grades 7-12 are now completing college credit classes both on campus and online.  Community college classes are taught at specific Excelsior campuses with both college and Excelsior staff.  These courses provide high school credit towards graduation and college credit towards their academic major.  The participation in these classes has continued to grow year over year.	Increasing student partnerships at additional community colleges is the primary focus tied to improving student outcomes.  Ensuring all Excelsior students have equitable access to their local community college is a priority for the school.	Reviewing semester enrollment and completion data by student group and demographic is the primary focus to ensuring equitable access and success within college classes.  Targeted support for underrepresented families through frequent check-ins and monitoring of attendance and grades happens throughout each academic college term.  Reviewing this data alongside the students academic performance with their Excelsior courses ensures the students are being successful within both sets of courses	Excelsior Charter Schools (San Bernardino County) and Excelsior Charter Schools Corona Norco (Riverside County) conducted a collaborative and inclusive WASC self-study process during the Spring and Fall of 2021 to prepare for the WASC visit in February of 2022. This process ensured a quality self-study involving all stakeholders to equitably support high quality student achievement, evaluate the effectiveness and measurement of the Schoolwide learner outcomes, ensure safety, analyze the California Dashboard and local indictors to impact the alignment of the schoolwide action plan, SPSA, LCAP and WASC goals.  Excelsior has a strategic advantage when conducting the self-study due to our strong, annual Strategic Planning Process. Under new leadership, Excelsior conducted our strategic planning process with the addition of Formal Site visits. These visits are the vessel to ensure inclusion and participation of all stakeholders in the strategic planning, LCAP, SPSA and WASC self-study process, simultaneously.  Each school site receives two Formal Site visitations annually (one per semester). The team for Excelsior’s Formal Site visits is comprised of the Superintendent, Area Director(s), the principal of the campus being visited, and a guest Principal to observe. The formal visitation team can also include Teachers, Cabinet members, Community members, Board members, Parents and other staff as appropriate.  During the Fall 2022 Formal Visits, the team conducted classroom and campus observations and formalized the feedback using DigiCoach. DigiCoach allows documentation of observable student/teacher behaviors and the ability to give timely, written feedback to the observed teacher to support effectiveness and job satisfaction. Following the observations, the team ate lunch with students to conduct the student focus group meeting. At the end of the day, the team met with the staff focus groups followed by the parent/community focus groups that evening via Zoom to encourage broader participation. Student and staff focus group meetings were held at separate times. During the focus group meetings, the team reviewed the WASC visiting committee critical areas for follow-up and asked for input and feedback on the school’s effectiveness in addressing these critical areas.  The Formal Visits were used to discuss Excelsior’s school program effectiveness, schoolwide learner outcomes, preliminary student learner needs, site safety, teaching/learning, professional development and overall strengths and areas of growth. The Formal Visits ended with asking each stakeholder to complete their respective survey (certificated, classified, student/parent). The surveys were sent to all stakeholders, even those who were not in attendance for the formal visit focus group meetings. This ensured equitable access and participation in the surveys among as many stakeholders as possible.	The frequency of the formal visits by site are not frequent enough.  Additional visits are necessary to respond and react to the needs of the site, students, and stakeholders.  Increasing these visits to once every 30 days is necessary to ensure timeliness of action necessary.	Frequent review of student achievement data is disaggregated to ensure equitable inclusion of all student group stakeholders.  Targeted advertising and recruitment of underrepresented families is a primary focus to ensure equitable participation in relation to Seeking Input for Decision-Making.	5	5	5	5	5	5	5	5	4	4	4	4	Met		15JUN2023	2023
33103300138024	Journey	3	At Journey, we want to make sure that students start their year with a great first impression and a welcoming environment. Before school starts, Journey hosts a “Meet the Teacher Night” where students are able to meet their new teachers, see their new classrooms, meet their new classmates, take pictures with our mascot, meet the counselor and PE teacher, get free books and supplies, and engage in fun family activities. This helps get students motivated and excited to start school for the year. Parent communication is also pivotal for Journey so we make sure to send weekly parent newsletters and use Class Dojo to communicate with parents and families about important events and school updates.  Through our School Site Council, African American Parent Advisory Council, and English Language Advisory Council, we are able to collaborate with families and collect parent feedback on how we can continue to improve our school.    Journey also hosts monthly Family Night Events that incorporate literacy and focus on family connection and relationships, such as Literacy Night, Princess Ball, Son Plus One, and others. Recently, we have been making more connections with community partners and agencies to help provide outside additional services for our families. Some of these community partners include Too Rise Up non-profit, The United States Army, DARE, and Moreno Valley High School.	Our administration and teachers do well with building relationships with parents and families by maintaining good communication and by being responsive to parent concerns. An area for improvement would be to better develop the capacity of our classified staff to build trusting relationships with our parents and families. Ongoing professional development and coaching are being implemented this year to help strengthen those relationships with our parents and families.	Based on analysis of educational partner input and local data, strategies for improving the engagement of underrepresented families include the incorporation of Solutions Teams to target areas of need. Journey has Solutions teams made up of staff members with the goal of engaging families and Building Partnerships for Student Outcomes. Journey has Solutions teams to focus on the following areas: Attendance, Cooperative Culture, Family involvement, and Community Involvement. Each of these teams has a goal of giving families the resources needed to address the needs of their students; however, the parent and family involvement committee specifically targets improving our communication with families as well as getting parents more involved within our school community. In addition to our Solutions Teams, we also hold family night events once a month with a high turnout each with a different focus. At these events, Journey addresses any updates and important information regarding the school that we want to relay to our parents.  In addition to family events and solutions teams would be to add other meeting opportunities for parents throughout the year such as Coffee with the Principal, Second Cup of Coffee, and the addition of a parent group/parent representatives to help build a more collaborative culture between school staff and families.	At Journey, teachers conduct quarterly ongoing assessments to continuously identify student needs. Teachers use this data to plan lessons that will cater to students’ areas of need. Parents and families are continuously informed on students’ progress and growth and resources are provided to families to help support student learning and development at home. Student learning is also supported through: best practices to support improved literacy and math skills via parent training at previous family nights, and walkthroughs of various platforms families can utilize to support their student at home (i.e. iXL Reading and Math, Swun Math fact fluency platform, etc.)    Additionally, Journey uses SFA and SWUN comprehensive school curricula that are evidence-based and focused to help improve student literacy and math levels. Teachers also engage in ongoing Professional Development Training throughout the year including: 2 weeks prior to the beginning of the school year, weekly and monthly Professional Development days that focus specifically on improving teaching and learning practices that will help our students achieve student outcomes, and Winter Institute Professional Development.	Journey would like to work on expanding out more to the community. This means involving the local business community and other members that can help support our families, students, and school staff. Journey would like to gain more resources from local county organizations to help improve the lives of our students and families.   Currently, we have been able to build partnerships with The United States Military, Too Rise Up Non-Profit, and SBX Youth and Family Services. Our goal is to branch out to more local agencies that will help support our families in other needs outside of the school.	Based on analysis of educational partner input and local data, strategies for improving the engagement of underrepresented families include the incorporation of Solutions Teams to target areas of need. Journey has Solutions teams made up of staff members with the goal of engaging families and Building Partnerships for Student Outcomes. Journey has Solutions teams to focus on the following areas: Attendance, Cooperative Culture, Family involvement, and Community Involvement. Each of these teams has a goal of giving families the resources needed to address the needs of their students; however, the parent and family involvement committee specifically targets improving our communication with families as well as getting parents more involved within our school community. In addition to our Solutions Teams, we also hold family night events once a month with a high turnout each with a different focus. At these events, Journey addresses any updates and important information regarding the school that we want to relay to our parents.  Additionally, Journey will focus on reaching out to local businesses and agencies that can help support our families outside of the school.	Current strengths of Journey around seeking input for decision-making are the frequency and multiple methods we utilize in order to engage our families and elicit their input and feedback. We regularly seek feedback and suggestions from our families through our monthly Parent Academy Groups: School Site Council, African American Parent Advisory Council, or English Language Advisory Council, to discuss school initiatives, provide feedback, and identify areas of need at our school. Additionally, Families are asked to complete surveys during family events and parent conferences, to provide feedback on where we can better improve as a school.	Our area of focus for improvement is to identify alternate opportunities for families to provide input on policies and programs in addition to the planning, design, and implementation of initiatives that require decision-making from all partners. In addition, consistent attendance from families to our school-wide council meeting as well as higher completion rates of parent surveys is also an area of focus for us.	In order to increase family input and decision-making on campus, we will begin to implement various incentives (i.e. raffles) to foster increased participation in completing surveys. In addition, we will award students of families who attend family events, council meetings, etc.   Journey will also focus on implementing a Parent Volunteer System, where parents may come on campus to volunteer their time, support in the classroom, and help with events.	5	5	5	5	5	5	5	5	4	4	4	4	Met		10JUN2023	2023
33103300138602	JCS - Pine Hills	3	Our school staff is strong in developing relationships with families and understanding their goals for their children. This is a core strength of our school as we strive to personalize education.	To continue to build our relationships with families, we should focus on increasing participation in family engagement activities that we host at our locations.	We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters so they have a larger capacity for personalizing education, and providing supports to those teachers in identifying strategies to engage families.	Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication to families one-two days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high quality resources for learning and development in the home.	Our school can focus on continuing to improve and update resources to support student learning at home; this is an ongoing focus, especially for our home study program.	We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters so they have a larger capacity for personalizing education.	Our school actively recruits participants in our School Site Council and promotes meetings for the public to attend. We often survey our families to seek feedback.	As an area of focus, our school can work more collaboratively with partners when implementing and evaluating family engagement activities.	To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth.	5	5	5	5	5	5	5	5	5	4	4	3	Met		09JUN2023	2023
33103300139428	Garvey/Allen Visual & Performing Arts Academy for STEM	3	Garvey/Allen STEAM Academy’s strengths and progress in Building Relationships Between School Staff and Families include: Parent Teacher Student Led Conferences are held three times a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). Administer annual survey to parents, staff, and students. Messaging tools are used to frequently communicate with families to build support for positive student outcomes and to encourage families to attend school events. Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. Provide consistent communication through Infinite Campus, Class Dojo, social media,  email, phone calls, and text notification.  The school also sends out 3 announcements weekly via Infinite Campus.  Sends out school newsletters Host family events: Harvest Fest, Black History/Founder’s Day Fest, Exhibitions, orientation, and Back to School Night. Parents participate on the School Site Council (SSC) to advise the Board.  Opportunities to volunteer at the school, school events or on field trips. Garvey/Allen’s website is updated regularly and includes the school’s calendar. School Counselor meets with students and families.  Garvey/Allen provided parent workshops How to Help your Child be Successful, Internet/Technology Safety, SEL Support, Using Educational Technology.  The school provides materials during parent workshops in English and Spanish(If needed).	Garvey/Allen STEAM Academy's focus areas for improvement in Building Relationships Between School Staff and Families include: Work with parents to encourage stronger communication to ensure that the above strategies are effective.   Ensure advertising about parent volunteer opportunities, parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, STEAM Night,  Using Educational Technology, and Transition from MS and HS Night. The school will provide materials during parent workshops in English and Spanish (If needed).	Garvey/Allen STEAM Academy will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families.  The school will continue to focus on English Learner, Cultural Relevance and Special Education training to empower families. Garvey/Allen STEAM Academy will continue to focus on student learning, increase fidelity with creating and addressing individual goals for the students, and invest in families to include translation services to parents who are English Learners if needed. Garvey/Allen will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community.  To support parents and families with disabilities, Garvey/Allen  provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events as needed. Garvey/Allen will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. To assist parents of migrant students, Garvey/Allen will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Garvey/Allen will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.	Garvey/Allen STEAM Academy’s strengths and progress in Building Partnerships for Achiever Outcomes is to continue to foster a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program (Ron Clark Academy House System)  and restorative practices, family communication through Infinite Campus, Class Dojo, social media, school website, school newsletter, and partnerships through conferences, parent workshops, and family events.  The school also hired a full-time school counselor to assist with Achiever’s social emotional needs along with parent education. Our strengths in building relationships between school staff and families stem from our open two-way communication and “family like” school environment. Garvey/Allen’s parents and families are welcome to provide input on all areas of the school program.  Parents are encouraged to be active participants in their child’s learning along with participating in school wide events.  One characteristic of our LEA that supports communication is our presence on social media.  Our social media conservatory class provided the space for Achievers, led by a teacher, to learn innovative skills as social media Influencers while updating families on school events.  We are constantly striving to build relationships between school staff and families.	Garvey/Allen STEAM Academy’s focus area for improvement in Building Partnerships for Student Outcomes includes building partnerships with families to support the school community by attending all Achiever Led Conferences, effective and timely communication including informing families on culturally responsive pedagogy, intervention strategies, SEL needs of middle learners, and STEAM focused Project Based Learning.	Garvey/Allen STEAM Academy will improve the engagement of underrepresented families in relation to Building Partnerships for Achiever Outcomes by continuing to build trusting relationships with families.  For families of English Learners, Garvey/Allen will continue to provide translation services as needed. For families of Achievers with disabilities, Garvey/Allen will engage with families during IEP  meetings and in planning activities and programs for Achievers.	Garvey/Allen STEAM Academy’s strengths and progress in Seeking Input for Decision-Making are our:  annual survey, monthly parent meetings, community Forums, School Site Council, digital polls, and overall climate development.	Garvey/Allen STEAM Academy’s focus area for improvement in Seeking Input for Decision-Making will include programmatic decisions through the Professional Learning Communities in regard to instructional strategies, curriculum, timing of events and assessments.  Furthermore, the families will have additional opportunities to share information through monthly parent meetings, School Site Council, and community forums.	Garvey/Allen STEAM Academy will improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making will continue to hold meetings for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to Achievers.	5	5	5	4	5	4	4	4	4	4	4	4	Met		29JUN2023	2023
33103300140780	Audeo Valley Charter	3	The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 97.5% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 89.7% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments.	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. AVCS regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Utilization of Parent Square further provides communication and engagement of educational partners with the school.	The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal to participate in at least 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.	Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed.	AVCS is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals.	The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2022-2023 the school received input from over 140 students and parents and used the results in the development of the 2023-2024 LCAP.	Educational partner input into decision making is actively sought through multiple venues. AVCS will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
33316250000000	California School for the Deaf-Riverside (State Special Schl)	3																						Not Met For Two or More Years			2023
33669770000000	Alvord Unified	3	In our ongoing journey to strengthen the connections between families and schools, we embarked on a mission to revamp our communication strategies. It all began with a renewed commitment to consistency in our parent communication systems, and at the heart of this effort was the adoption of a single platform: ParentSquare. To ensure that both parents and staff felt confident and empowered in using ParentSquare effectively, we rolled out comprehensive support and training programs. These sessions not only equipped our school community with the necessary skills but also fostered a sense of camaraderie among parents and staff who were learning and growing together. But awareness was equally crucial. We launched a dynamic campaign to promote ParentSquare, spreading the word about its potential to bridge the gap between home and school. The objective was clear: to make ParentSquare a familiar and indispensable tool for every family. In our parent engagement meetings, specifically within the District English Learner Advisory Committee (DELAC), the focus shifted towards valuing parent input and communication. Parents were not just invited to participate; their voices were actively recorded in real time, ensuring their insights and concerns were not lost or forgotten. Even questions that arose during these meetings found a place in the spotlight, getting answered either right then and there or carried over to the next gathering. In the pursuit of fostering deeper relationships and enhancing communication, we presented our administrative teams with a valuable resource: the data collected from students and parents during our rebranding campaign. This information served as a shared foundation for informed decision-making, demonstrating our commitment to collaborative efforts. Further fortifying our commitment to relationship-building, we joined forces with our community partners in the Community Engagement Initiative. This ambitious endeavor focused on bolstering the capacity of our staff and community partners alike. Through workshops and peer learning networks, we embarked on a collective journey to improve communication. The team assembled for this initiative was a diverse group, comprised of site staff, parents, and community partners, all working in harmony towards a common goal. And last but certainly not least, we wanted parents to have a say in what mattered most to them. To achieve this, we initiated parent workshops, driven by topics carefully chosen in consultation with advisory groups like DELAC and site-based parent organizations such as Parent University. These workshops provided a valuable platform for parents to not only learn but also actively engage within the educational community, reinforcing our commitment to nurturing strong family-school relationships.	In Alvord Unified School District's commitment to strengthening the connections between families and schools, several key focus areas will take center stage, each destined to play a pivotal role in our dedication to nurturing more robust relationships. First and foremost, our primary objective will revolve around amplifying the voices of parents. This won't be a fleeting thought; it will transform into a central pillar of our journey.  Parent voice is emphasized in our parent committees.  Our unwavering commitment will center on ensuring that parents not only feel heard but also deeply valued, actively participating in their children's educational journey. As we continue to evolve our approach, we will recognize the profound importance of cultivating partnerships that transcend conventional boundaries. It will transcend mere collaboration; it will revolve around forging genuine connections between our dedicated staff and engaged parents. To navigate this path of mutual growth and understanding, we will seek guidance from Mapp's Dual Capacity Framework, a trusted resource that will illuminate our way forward. Our endeavors extend beyond the boundaries of our school premises. We leveraged the benefits of our grant awards, including the Community Engagement Initiative (CEI), to strengthen our connections with the community. Our journey will take us deep into the heart of our community, propelled by the determination to fully grasp its distinct needs and aspirations. These initiatives and actions empower us to uncover the concealed strengths within our community, ensuring that our relationships with families are firmly rooted in trust, empathy, and a profound appreciation for the available resources. In these pursuits, these three core focus areas—amplifying parent voices, nurturing staff-parent partnerships through the Dual Capacity Framework, and community engagement activities and trainings—serve as the driving force behind Alvord Unified School District's unwavering commitment to establish enduring and meaningful connections between families and schools, while ensuring equity and inclusivity remain at the forefront of our mission.	Alvord Unified School District's dedicated efforts to enhance connections between underrepresented families and schools, several key focus areas have come to the forefront, each playing a pivotal role in our commitment to fostering stronger relationships. First and foremost, we've embarked on a journey of collaboration, working closely with our existing parent advisory groups while taking a proactive step in establishing the African American Parent Advisory Committee (AAPAC). This endeavor underscores our determination to ensure that the voices of underrepresented families are not only heard but also actively engaged in shaping the educational journey of their children. In our pursuit of equity and inclusion, we've initiated Equity Audits, which will serve as a compass guiding us towards a more just and equitable educational landscape. These audits will help us identify and rectify disparities, ensuring that every student, regardless of background, has an equal opportunity to succeed. Moreover, our commitment extends to the community at large. We've undertaken a series of community engagement activities, including in-person listening campaigns and diversifying our communication options. By doing so, we aim to break down access barriers that may have hindered underrepresented families from participating fully in the educational dialogue. But we recognize that our journey doesn't end within the confines of our district alone. We've forged partnerships with organizations such as CABE (California Association for Bilingual Education) to provide comprehensive support for both parents and staff members. Through Project2Inspire workshops and trainings, we're equipping our educational community with the tools and knowledge needed to bridge gaps, strengthen relationships, and ensure that every child's potential is nurtured and realized. In this narrative, these focus areas—collaboration with parent advisory groups and AAPAC, Equity Audits, inclusive community engagement initiatives, and partnerships with organizations like CABE—are the cornerstones of Alvord Unified School District's unwavering commitment to fostering lasting and meaningful connections between underrepresented families and schools.	Alvord understands the importance of building partnerships for student outcomes. Parent training workshops provided by school site personnel, and the Family Engagement Office, include topics directly related to supporting student learning and development at home and at school. Parents are provided training on utilizing learning tools to communicate directly with teachers to inquire about student progress. Many virtual options now accompany traditional in-person opportunities for parents. Committees and councils engage parents in dialogue that builds their understanding of their legal rights to advocate for their children, as well as builds their capacity to advocate for all students in the district. Parents are provided with multiple opportunities to share their perspectives on the betterment of our district and to ask questions on how to support student learning.	School site administrators, along with the Family Engagement Office, provide professional development to staff members on building partnerships for student outcomes. This continues to be an area of improvement for Alvord and through our partnership with site administrators and the Family Engagement Office, Alvord will continue to make progress in the development and implementation of professional learning to support teachers and principals to improve a school’s capacity to partner with families.	Alvord Unified School District is committed to improving engagement of underrepresented families through various avenues:  Offering home visits. Home visits are a powerful way to build relationships with underrepresented families and learn about their unique needs and perspectives. During home visits, Alvord staff can provide families with information about school resources and programs, and work with them to develop individualized plans to support their children's learning. Consulting with counselors, school and community consultation liaisons, and partnerships with community service providers. These professionals can provide valuable insights on how to best engage underrepresented families. For example, counselors can help identify and address any barriers that families may be facing, such as mental health challenges or financial difficulties. School and community consultation liaisons can help to connect families with community resources and programs. And partnerships with community service providers can provide families with access to additional support services, such as food assistance, housing assistance, and job training. Here are some specific examples of how Alvord can use these strategies to improve engagement of underrepresented families: Partner with the Wylie Center to offer free parenting classes and workshops in Spanish and English. These classes can help families to learn more about child development, effective parenting strategies, and how to support their children's learning at home. Work with McKinley Children's Center to provide mental health counseling services to students and families in need. These services can help to address any barriers to learning that may be caused by mental health challenges. Collaborate with Care Solace to provide families with access to community resources and programs. Care Solace is a non-profit organization that provides free navigation services to help people find mental health and social support services in their communities. By implementing these strategies, Alvord can create a more welcoming and inclusive environment for all families, and help to ensure that all students have the opportunity to succeed. It is important to note that these are just a few examples, and the specific strategies that Alvord implements will vary depending on the needs of the community. However, all of these strategies are grounded in the principles of cultural competency, relationship building, and shared responsibility.	Based on the analysis of educational partner input and local data, the LEA has made significant progress in seeking input for decision-making. The LEA has a variety of mechanisms in place to gather input from a wide range of community partners, including: LCAP Advisory Council: The LCAP Advisory Council is a diverse group of stakeholders, including parents, students, teachers, administrators, and community members, who provide input on the development and implementation of Alvord’s Local Control and Accountability Plan (LCAP). DELAC: The District English Learner Advisory Council (DELAC) is a group of parents and guardians of English learners who provide input on programs and services for English learners. PAC: The Parent Advisory Council (PAC) is a group of parents and guardians who provide input on school programs and policies. AAPAC: The African American Parent Advisory Council (AAPAC) is a group of African American parents and guardians who provide input on programs and services for African American students. Town Hall Meetings: Alvord holds regular Town Hall Meetings to gather input from the community on a variety of topics, including rebranding. School-Level Committees: At the school level, Alvord has School Site Councils (SSCs), English Learner Advisory Councils (ELACs), and Parent Teacher Associations/Parent Teacher Organizations (PTAs/PTOs) that gather input from parents, students, teachers, and administrators on school programs and policies. Online Platforms: Alvord also uses a variety of online platforms to gather input from stakeholders, such as ThoughtExchange, ParentSquare, and Google Forms. Leadership Committees: Alvord has a variety of leadership committees, such as the Superintendent's Leadership Team and the Principal's Leadership Team, that gather input from staff members on a variety of topics. Greatness Within: Greatness Within is a program that provides students with leadership training and opportunities to develop their voices. Alvord has used the input it has gathered from stakeholders to inform its decision-making process. For example, we used input from the LCAP Advisory Council to develop its LCAP, which outlines our goals and priorities for student achievement. Alvord also used input from the DELAC to develop its English Learner Master Plan, which outlines our programs and services for English learners. Alvord has made significant progress in seeking input for decision-making, but there is always room for improvement. We are committed to continuing to engage with stakeholders and gather their input on all aspects of its operations.	Parents' responses to the CHKS survey indicate that there is room for improvement in both of these areas. Only 68% of students indicated that they felt safe on campus, and only 57% indicated that they had caring relationships at school. Alvord can take a number of steps to improve school safety and school connectedness. First, we can work with schools to develop and implement comprehensive safety plans. These plans should include measures to prevent violence, bullying, and other safety threats. We should also work with schools to create a positive and welcoming school climate where all students feel safe and supported. Second, Alvord can support schools in developing and implementing programs that promote school connectedness. These programs can help students to build positive relationships with their teachers and classmates, and to feel more engaged in their school community. Alvord can also seek input from parents and students on how to improve school safety and school connectedness. We can do this through surveys, focus groups, and town hall meetings. Alvord can also use this input to develop and implement new programs and initiatives. By taking these steps, Alvord can help to ensure that all students feel safe and supported at school, and that they have the opportunity to succeed. Here are some specific examples of how Alvord can improve school safety and school connectedness: Implement PBIS. Bullying is a major safety concern for many students, and it can also lead to decreased school connectedness. Alvord can work with schools to implement the PBIS program that includes training for staff and students, as well as clear and consistent policies and procedures. Provide mental health support services to students. Mental health challenges can make it difficult for students to feel safe and connected at school. Alvord can work with schools to provide mental health support services to students in need. These services can be provided by school counselors, social workers, and other mental health professionals. Create a positive and welcoming school climate. A positive school climate is essential for school safety and student connectedness. Alvord can work with schools to leverage the PurposeFull People program in an effort to create a school climate where all students feel respected and valued. This can be done by promoting social-emotional learning, teaching students conflict resolution skills, and creating opportunities for students to get involved in extracurricular activities. Seek input from parents and students. It is important to get input from parents and students on how to improve school safety and school connectedness. Alvord can do this through surveys, focus groups, and town hall meetings. We can then use this input to develop and implement new programs and initiatives. By taking these steps, Alvord can help to ensure that all students feel safe and supported at school, and that they have the opportunity to succeed.	Alvord Unified School District can continue to improve its engagement with underrepresented families in a number of ways: Increase outreach to underrepresented groups to ensure that their voices are heard. Develop new and innovative ways to gather input from underrepresented families, such as through social media and focus groups. Use technology to make it easier for underrepresented families to provide input, such as through online surveys and polling tools. Provide more opportunities for underrepresented families to learn about Alvord's decision-making process and how their input is being used. By taking these steps, Alvord can continue to build a more collaborative and inclusive decision-making process.	3	3	3	4	3	3	3	3	4	4	3	3	Met		08JUN2023	2023
33669850000000	Banning Unified	3	One strength of Banning Unified is it makes an effort to reach out to parents/guardians if their child is struggling. Student Study Team meetings are held regularly at all schools. Elementary report cards have recently been revised with a view to increase the clarity of information that parents receive about their students progress. The district has also created a Differentiated Assistance Team, which includes all stakeholder groups. The responsibility of this team is to collect and analyze data with regard to student achievement. The goal being to define root causes of academic achievement issues. The group then develops actions to increase student achievement. The group will continue to analyze these actions and their effectiveness, making changes when necessary. Many of the schools also host curriculum-based family nights where they showcase the material that students are working on in class. Exposure to the curriculum helps parents understand the changes in the standards and teaching methods. Math, ELA, and AVID nights are examples of these types of events. An improvement that can be made is to provide staff with more training on how to hold successful meetings with parents. The meetings need to focus on the students’ needs and creating partnerships between the school and home. This will help students reach academic and social success. The district has expanded the number of parent engagement groups through the addition of a separate District English Language Learner Advisory Committee. In addition, the district has expanded opportunities for parent participation through the expansion of virtual meeting options for parents. The district has begun providing parent communications in 3 additional languages and creating opportunities for wider participation for these language groups. In addition, regular communications are sent to parents which include frequent social media posts. The frequency of communication has increased significantly due to the addition of a communications department.	Banning Unified has identified parent engagement as a critical factor in addressing chronic absenteeism. As a result, we will be focused on engaging parents with their child’s school and promoting daily attendance.	Personnel such as a Community and Family Liaison and Parent School Ambassadors are also included in this year's LCAP to support family outreach and engagement in order to proactively build a strong partnership with families that supports the child's education and promotes good attendance with a focus on English Language Learners, Foster Youth, and economically disadvantaged students. These positions will assist in both the design of the outreach programs and in solicting parent participation.   BUSD will continue to expand its social media presence and expand opportunities for parents to engage in languages other than English. Elementary reports have been translated into additional languages for the 23-24 school year.	Banning Unified has strengthened relationships with the families of our students. BUSD strives to make families feel welcome at the school sites. Principals and parent liaisons have been trained with Riverside County Office of Education (RCOE) Family Engagement Network (FEN). FEN has provided strategies that have helped increase family engagement within our school district. Banning Unified has begun improving relationships by providing staff with professional development on working with the emotional needs of the students and their families.Teachers communicate with families and welcome their participation in the schools. Meetings with parents are an opportunity for the staff to connect available resources with the parents on whatever things they may need, be it health care, counseling, or basic needs like food. Parents of English Learners are supported at District and all school sites in that all communications with parents are in English and Spanish, including Parent Square messages. In addition, the district has expanded opportunities for parent participation through the expansion of virtual meeting options for parents. A number of services are now available in a virtual format to accommodate families. These include virtual tutoring, virtual parent conferences, virtual IEP participation, virtual home instruction service, etc.	Banning Unified has identified community partnerships as a critical strategy in addressing chronic absenteeism. In addition, we have seen a significant increase in students qualifying as homeless. Building partnerships to help support these students is an area of focus.	Personnel such as a Community and Family Liaison and Preant School Ambassadors are also included in this year's LCAP to support family outreach and engagement in order to proactively build a strong partnership with families that supports the child's education and promotes good attendance with a focus on English Language Learners, Foster Youth, and economically disadvantaged students. These positions will assist in both the design of the outreach programs and in working with community partners.   The addition of a CWA coordinator funded through the LCAP will also allow us to expand partnerships with local agencies including the Riverside County District Attorney’s Crime Prevention Unit.	Banning Unified provides opportunities for parents to be involved in decision-making at the site and district level. Opportunities for involvement are available at the school sites which include School Site Council, English Language Advisory Council, and interactions with the principal in coffee sessions. These events allow the parents to give their input on what is happening at the sites. At the district level, parents can be involved in the District Parent Advisory Committee (DPAC). Every year in the fall, the district Parent Involvement Policy is reviewed and updated at DPAC and at each site’s School Site Council meeting. After the review, and if revisions are made, the district sends out a Parent Square message to all parents with the attached policy. The district also holds annual meetings where the stakeholders can give their input on the LCAP expenditures. The district has expanded the number of parent engagement groups through the addition of a separate District English Language Learner Advisory Committee. In addition, the district has expanded opportunities for parent participation through the expansion of virtual meeting options for parents. In addition, there was a significant increase in the number of opportunities and formats stakeholder input into the LCAP.	Banning Unified has identified community partnerships as an input critical component in conducting meaningful root cause analysis. Partners such as parents/guardians, labor partners, teachers, classified staff, community agencies, etc are all essential contributors to plans for strategic planning to address student outcomes.	Personnel such as a Community and Family Liaison and Parent School Ambassadors are also included in this year's LCAP to support family outreach and engagement in order to proactively build a strong partnership with families that results in increased participation in the shared decision making process. The addition of a CWA coordinator funded through the LCAP will also allow us to increase our services to homeless and foster youth, and build a proactive partnership with those families which ensures that they are able to fully participate in all all aspects of their students education including the shared decision making process	4	4	3	4	4	4	4	3	4	4	4	4	Met		14JUN2023	2023
33669930000000	Beaumont Unified	3	The District has many strengths and has continued to progress in building relationships with staff, students and educational partners.  The District's schools all have planned family engagement activities.  Specifically, school sites have properly constituted School Site Councils (SSC), English Learner Advisory Committees (ELAC), annual Title I parent meetings, and other opportunities for parent input.  At the District level, Beaumont USD has regular District English Learner Advisory Committees (DELAC) meetings, Instructional Material Review meetings, and advisory groups for parents to give input about their students' education.  During the 2021-22 school year, the District implemented several new educational partner advisory committees.  These committees include the Family and Community Engagement (FACE) committee, the District African American Parent Advisory Committee (DAAPAC), school site advisory committees, the Local Control Accountability Plan (LCAP) Advisory, Special Education advisory, Career Technical Education Advisory Committee (CTEAC) and student advisories.  These engagement opportunities are designed so that educational partners may come together to discuss how to increase student achievement and the well-being of students.	The District's focus for improvement in building relationships between school staff and families has been collaborative.  The objective is to continually provide meaningful opportunities for parents to give input.  The District provides many proactive opportunities for parents to get involved and give input about programs via District surveys and in-person.  The District also looks for new ways to allow educational partners to get involved and create opportunities for input.  Continued efforts between the Parent Engagement Coordinator, the Student Services Department and the community has improved.  The improvement consists of conducting more regularly scheduled meetings (monthly meetings) with parents and students to hear their input and to provide support for their areas of need.	The District constantly looks for ways to reach out to underrepresented families including families of students of English Learners (ELs), Foster Youth, Homeless, and Socioeconomically Disadvantaged (SED).  The District is proactive in creating opportunities for families to make their needs known so that the District may appropriately respond.  Additionally, the District is responsive to families via email, ParentSquare, surveys, in-person events and activities, social media, home visits or by phone.  The District has analyzed family response data through an online survey tool called Panorama.  Based on 2022-23 results, parents have responded more favorably from Fall to Spring on questions such as barriers to engagements, school climate, school safety and family engagement.	The District has made it a priority for educational partners to understand and engage in their students' growth.  Specifically, the District makes student academic data available to parents in the Student Information System (SIS), Aeries.  District schools provide meetings for family members to review student academic growth on a schoolwide and individual basis.  Parent and family conferences are available for students in grades TK-5 in the fall and spring of each year.  Parents of secondary students schedule teacher conferences on an as needed basis.	The District provides parents with opportunities to partner with schools to improve student outcomes by providing a Parent Engagement Coordinator who schedules regular meetings for parents to give input on supporting their children. The District works to provide support for parents to understand ways to help their students through parent trainings, parent university, parent events and creating welcoming school sites with a positive school culture.	The District will improve engagement with underrepresented families through outreach via ParentSquare, phone calls, home visits and in-person.  Beaumont Unified School District is committed to providing opportunities for parents and educational partners to connect with schools and teachers.  Through these outreach efforts, more parents and family members will be able to make their concerns known and will be able to address those concerns.	The District uses online surveys via Google Forms, Panorama and ThoughtExchange to give families and educational partners the opportunities to provide input and rate the input of others.  Additionally, families have the opportunity to provide input at school sites via School Site Council (SSC) meetings, parent events, parent trainings and informative workshops.  Educational partners also have the opportunity to engage in online video conferencing and in-person.  In the past, families would only be able to engage in dialogue or in-person.	The District has established several parent advisory committees to seek input for decision making.  These advisories include the Family and Community Engagement (FACE) committee, District African American Parent Advisory Committee (DAAPAC), District English Learner Advisory Committee (DELAC), Special Education advisory, student advisory and the Career Technical Education Advisory Committee (CTEAC).  District and site leaders as well as Board members attend these advisories to seek out and gather input.	The District has created more parent advisory boards to address underrepresented families and educational partners. These parent engagement opportunities provide underrepresented families to engage, provide input and feel part of the decision making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		06JUN2023	2023
33669930127142	Highland Academy	3	Fostering strong relationships between school staff and families is a key element of our educational philosophy. One of our main areas of focus is our commitment to transparency and community involvement.  Our public Board meetings provide a platform for parents and staff to collaborate, share ideas, and stay informed about school policies and decisions. Just recently our scheduled Board meeting day and time has been adjusted to allow more people to be able to attend.  Highland Academy’s ASB program and emphasis on school and community activities has been instrumental in bringing families closer to our learning community. These activities, ranging from award nights to cultural celebrations, not only promote a sense of belonging but also allow parents to engage in their children's education in a welcoming setting.  Our school’s open-door policy is another vital element of our success in building relationships. Parents and guardians are encouraged to schedule visits with teachers, speak with administrators, volunteer in the classroom, and actively participate in their child's learning journey when opportunities present themselves. This open and welcoming atmosphere has contributed to a stronger sense of trust and partnership between school staff and families.	Our review of educational partner input and local data has highlighted several areas of potential improvement. One identified area lies in our school-to-home communication, with some of our families indicating they were not consistently receiving school emails and texts. We have made changes to this area and are committed to ensuring that information is consistently and effectively communicated to parents and guardians moving forward. We understand that clear and timely communication is essential for building trust and engagement.  Another area of focus is the availability of parent volunteer opportunities. Our school values parent involvement and we recognize that we need to expand the range of volunteer opportunities, while at the same time making sure not to disrupt the learning going on in the classrooms. Providing these opportunities will provide parents with more ways to actively participate in their child's education and create a stronger sense of belonging within our school community.  We have also identified a need for increased involvement in community events. Building relationships between school staff and families should extend beyond the school gates and into the wider community. We need to work on forging partnerships with local organizations and hosting events that involve not just our school community but the community at large. This broader engagement will help strengthen our connections and demonstrate our commitment to being an integral part of the community.	We are continuing to build more opportunities for engagement for our underrepresented families. We continue to invest in training and structures for staff and teachers that focus on further utilizing our 2-way communication platform which translates messages and posts in their preferred language. We also offer translation services for all meetings and conferences so that families feel that they can fully participate in events. Our school also plans on hosting several community cultural celebration events during the course of the school year.	Our commitment to student success is intertwined in everything we do at Highland Academy. To support our students with their growth, we have implemented a range of personalized remediation strategies, including Personalized Learning Plans, small group instruction, the addition of a 7th period, and targeted intervention programs. These strategies can be tailored to individual student needs and learning styles, ensuring that every student receives the specific support they need to thrive.  Our comprehensive system of diagnostic assessments also plays a critical role in identifying areas of improvement. We conduct regular benchmark assessments and standardized diagnostic tests, allowing us to gather actionable data on student performance. This data-driven approach empowers us to adapt our curriculum and instructional methods in real-time, ensuring that our students receive the targeted support they need.  We engage parents in the assessment process, providing them with regular updates and guidance on how to support their child's learning based on diagnostic assessment results.	A review of educational partner input and data shows that parents want increased opportunities to celebrate student success.  Subsequently, we have increased the opportunities to do so and scheduled monthly award assemblies in our elementary program, and quarterly in our middle school program.  Both are open to the parents of students who are being recognized, with invitations going out beforehand.	We continue our efforts to translate our communications home into Spanish and have translation available at school for meetings and activities.	At Highland Academy Charter School, we prioritize our commitment to transparency and collaboration in decision-making processes. We seek input from our educational partners, including parents and staff members, and strive to foster a strong and inclusive school community.  We regularly solicit feedback from parents through surveys, which cover various aspects of our educational programs, teaching methods, and school climate. These surveys allow us to gauge parental satisfaction, identify areas of improvement, and make data-driven decisions. Our consistent response rates and the constructive feedback we receive attest to our effective communication with our parent community.  Our board meetings serve as another vital platform for input and decision-making. We ensure that our board meetings are open to the public, providing an opportunity for parents and community members to attend, observe, and participate. We actively encourage our board members to engage in meaningful discussions, ask questions, and share their insights, contributing to a well-rounded decision-making process. Additionally, we maintain open lines of communication between our board and the parent community, ensuring that concerns and suggestions are adequately addressed during these meetings.	One of our current areas of focus this school year is the engagement of parents during our school events and meetings.  Many of  these gatherings are meant to provide a platform for parents to voice their concerns and ideas and it is hoped that better communication and outreach strategies will ensure that parents are aware of these opportunities and feel empowered to participate.  We recognize that some parents may face barriers to attending in-person events, and we must explore alternative methods, such as virtual meetings, surveys, or online platforms, to ensure inclusivity and accessibility for all members of our school community.	Emphasis on home and school communication will be a continued goal of Highland Academy.   Individualized attention to families is a priority for our school as we serve a student population of: (a) 33.4 Low Income, (b) 9.3% English Learner, and (c) 13.6% Students with Disabilities. Our major ethnicity is Hispanic or Latino at 45.8% .  We will continue to improve engagement of families through: (a) personal outreach, (b) engaging activities, and (c) a culturally responsive environment.	4	4	4	3	4	4	5	4	4	4	4	4	Met		23JUN2023	2023
33669930139360	Mission Vista Academy	3	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Seeking Input for Decision-Making: Appropriately credentialed home school teachers (HST) assigned to each family facilitate direct communication of opportunities to participate in LEA decision-making. Additionally, we regularly communicate input opportunities such as our LCAP Advisory Committee meetings electronically.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making: We are focusing on improving input from families related to participation in state assessments.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making: We regularly strive to reach out to and include underrepresented families in our LEA wide-decision making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Building Partnerships for Student Outcomes: We assign each family an appropriately credentialed home school teacher (HST). The HST meets with families to collaboratively create an individual education that reflects a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. HSTs also schedule additional appointments and support as needed. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes: More than anything, we have focused on communicating to families and students the importance of participating in and making an earnest effort in state assessments.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes: We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Also, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Seeking Input for Decision-Making: Appropriately credentialed home school teachers (HST) assigned to each family facilitate direct communication of opportunities to participate in LEA decision-making. Additionally, we regularly communicate input opportunities such as our LCAP Advisory Committee meetings electronically.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making: We are focusing on improving input from families related to participation in state assessments.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making: We regularly strive to reach out to and include underrepresented families in our LEA wide-decision making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee.	4	4	4	4	5	4	5	4	4	4	4	4	Met		23JUN2023	2023
33670330000000	Corona-Norco Unified	3	Corona-Norco Unified values the relationships and partnerships it holds with the school staff and families. CNUSD has put into place systems to ensure timely and ongoing educational partner feedback that can be used for both validation and improvement. Feedback is gathered through empathy interviews at various parent advisory groups, as well as community engagement surveys. These groups include a sampling of partners that represent the diverse make up of our district. Each school holds family events such as back-to-school night, Open House and on-site Parent education nights to build and strengthen relationships with our educational partners to increase student outcomes.	Data gathered through a variety of systems from our Educational Partners have indicated various strengths to support increasing student outcomes such as:  1. Academic Interventions  2. Opportunity for Credit recovery  3. Paraeducator support for Transitional Kindergarten & Kindergarten classrooms  4. Parent Center - including tutors, academic events  5. Supports for Advanced Placement and International Baccalaureate students  6. Opportunities for students to take Dual enrollment classes	Engaging underrepresented families is of the highest importance to the district. CNUSD provides communication through multiple mediums such as newsletters that can be accessed through a click on their phone as well as access to paper copies.  The Parent Center has been present with a table at school sites for Back-to-School nights to provide outreach to families and connect them to services and events.  The Parent Center hosts events and outreach at the local apartment complexes and motels to support our families in connecting with the schools.  Through this outreach the district is also able to gather input from these families to guide decision making.	The Corona-Norco Unified School District continues to increase transparency and build trust with our community through clear and consistent messaging from the District to staff and parents. There are established weekly staff and community newsletters to help promote district initiatives, programs, and provide timely updates to our staff and all CNUSD families. Our Communications Office also continuously promotes school programs and information across our social media channels including a CNUSD TV Video Production YouTube channel with 3.82K subscribers.  Additionally, to increase community involvement and transparency, we are committed to livestreaming our Board of Education Meetings onto YouTube which has garnered 3.14K subscribers and 9,315 views in the 2022-2023 school year.	CNUSD values the input of our educational partners and continues to improve systems to meet the needs of our community. Data gathered through a variety of systems from our Educational Partners have indicated tools that are working and should be both sustained and scaled to be:  1.Consistent and open dialogue between Advisory Groups and CNUSD to provide critical feedback about successes and areas of improvement.  2. District level communication from our Communications Office to both staff and community through the bi-monthly newsletter. 3. The CNUSD Parent Center, located in the heart of the district boundaries, provides another vehicle for families to connect with CNUSD to support student achievement both academically and social emotionally. 4. All support and outreach is provided in English and Spanish with other languages needed.	Engaging underrepresented families is of the highest importance to the district. CNUSD provides communication through multiple mediums such as newsletters that can be accessed through a click on their phone as well as access to paper copies.  The Parent Center has been present with a table at school sites for Back-to-School nights to provide outreach to families and connect them to services and events.  The Parent Center hosts events and outreach at the local apartment complexes and motels to support our families in connecting with the schools.  Through this outreach the district is also able to gather input from these families to guide decision making.	Corona-Norco Unified values the relationships and partnerships it holds with the school staff and families. CNUSD has put into place systems to ensure timely and ongoing educational partner feedback that can be used for both validation and improvement. Feedback is gathered through empathy interviews at various parent advisory groups, as well as the community engagement survey. These groups include a sampling of partners that represent the diverse make up of our district. Family events such as back-to-school night, Open House and on-site Parent education nights have been offered to build and strengthen relationships with our educational partners to seek input for decision-making, as well as School Site Councils, active and engaged Parent Teacher Association at sites and district wide.	Data gathered through a variety of systems from our Educational Partners have indicated various strengths to support increasing student outcomes such as:  1. A forty-eight (48) member LCAP Advisory Committee met multiple times to identify needs and monitor programs. This group included representatives from community members and parents (representing foster youth, English learners, low-income students, students with disabilities, and gifted students) Corona Norco Teachers Association (CNTA) leadership and teacher representatives; California School Employees Association (CSEA) leadership and classified representatives; and site and district office administrators representing all district divisions. Each group numbered 12 members.   2. Parent Advisory Groups meet throughout the year to hear updates and garner feedback about progress toward district goals. These Parent Advisory Groups include the Superintendent's Parent Advisory Council (SPAC), the District English Learner Advisory Committee (DELAC), and the Special Education Local Plan Area (SELPA) administrator.	Engaging underrepresented families is of the highest importance to the district. CNUSD provides communication through multiple mediums such as newsletters that can be accessed through a click on their phone as well as access to paper copies.  The Parent Center has been present with a table at school sites for Back-to-School nights to provide outreach to families and connect them to services and events.  The Parent Center hosts events and outreach at the local apartment complexes and motels to support our families in connecting with the schools.  Through this outreach the district is also able to gather input from these families to guide decision making.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
33670410000000	Desert Center Unified	3	Eagle Mountain School is a single site school for Desert Center Unified School District.  With the small student population (25 students) and the few families (12) that make up the student population allows staff the ability to formally develop strong partnerships between school staff and the families of the school.  Supporting this are multiple opportunities for families to be involved in school activities/events:  This includes: Back to School Night, Fall Festival, Turkey Trot, Winter Program, Lake Tamarisk Library events, field trips, science fair, Parent/Teacher conferences, Lions Club Peace Poster Contest, weekly check ins, Spelling Bee, awards assemblies, Parent Breakfast.	Data demonstrates that our students are depicting an increase in absences.  High absences are impactful in students mastering grade level standards.  The LEA will be focused in the reduction of absences school wide.  This will require parent support as parents are a foundational part of this endeavor.	The school has a strong bond with all families and especially with the underrepresented families of the school.  Regardless of this strength the school will continue to be inclusive of all families.	The school has built several partnerships for student outcomes.  These partnerships include the ongoing work/collaboration with Riverside County Office of Education, the county of Riverside (aka Lake Tamarisk Library), California service agencies Lions Club, neighboring communities (Blythe Bowman, PALS swimming, and local businesses (California Women for Agriculture Coachella, Metropolitan Water District, solar plants).	Eagle Mountain Elementary will focus in improvement of parent attendance and involvement with its School Site Council.  Site Council has the foundation where all staff can meet with parents.  There are times that the participation rate of parents is good but this number will fluctuate from event depending on time of event. . Parent portal usage by parents. Letters/correspondence in family home language, ensuring evening events allowing for parent attendance, translators at meeting and events, and to ensure transportation is offered to families needing support in order to attend the event.	The advantage of a small school district allows the school to be inclusive of “all” represented families of the district. Programing allows access for “all” students including, specifically those underrepresented families.  With school initiatives (aka saving plans for qualifying students) the district was able to include all students specifically those from underrepresented subgroups.	As a single school site the school is able to incorporate its stakeholders into the decision making process.  This includes the weekly meetings of its instructional staff and key classified personnel.  In addition, is the monthly school site meetings which incorporates parents and staff to a very high percentage.  Letters/correspondence in family home language, ensuring evening events allowing for parent attendance, translators at meeting and events, and to ensure transportation is offered to families needing support in order to attend the event.	The school has built several partnerships for student outcomes.  These partnerships include the ongoing work/collaboration with Riverside County Office of Education, the county of Riverside (aka Lake Tamarisk Library), California service agencies Lions Club, neighboring communities (Blythe Bowman, PALS swimming, and local businesses (California Women for Agriculture Coachella, Metropolitan Water District, solar plants) Eagle Mountain Elementary will focus in improvement of parent attendance and involvement with its School Site Council.  Site Council has the foundation where all staff can meet with parents.  There are times that the participation rate of parents is good but this number will fluctuate from event depending on time of event	The advantage of a small school district allows the school to be inclusive of “all” represented families of the district. Programing allows access for “all” students specifically those underrepresented families.  With school initiatives (aka opening saving plans for qualifying students) the district was able to include all students specifically those from underrepresented subgroups.	4	4	4	4	4	4	4	3	4	4	4	3	Met		21JUN2023	2023
33670580000000	Desert Sands Unified	3	Our educational partners commend Desert Sands for good communication through Peachjar, School Messenger, and newsletters. Opportunities for families and teachers to interact are appreciated, including back-to-school nights, parent conferences, parent nights, ParentVue, Class Dojo, emails, phone calls, and newsletters. Families of our English learners expressed appreciation for multiple informative opportunities to engage in their child’s education. Our educational partners expressed that schools are trying their best to meet the needs of their communities and schools are now a hub for a greater range of services than ever before. Teachers are working hard to reach all students to fill the gaps all while creating a positive and safe environment. Parents appreciate  i-Ready  as a great opportunity to get involved in their child’s education.	Our teachers expressed that they would like more communication to keep up with changes and to better support their families. Families would like more opportunities for parents and educators to interact outside of advisory groups. It was expressed that staff may benefit from professional development opportunities to  understand better cultures, different family dynamics, and strategies to build consistent communication and trust with families.	Based on feedback from educational partners, DSUSD added a Coordinator of Equity, Diversity and Parent Engagement who will work with students, families and schools. Additionally, DSUSD added a Coordinator of Multilingual Programs to better address the needs of our English learners and their families. A great focus has been given to our families of English learners to engage them in their child’s education. These efforts will continue to grow.	Our educational partners commend the continued implementation of our Multi-tiered System of support and believe this is a step in the right direction of improving partnerships with families, especially for students with academic or behavioral challenges. Support for students' emotional health has increased and our educational partners are appreciative of this, however, educational partners expressed a need for additional behavioral specialists and counselors as well as additional administrative support at all elementary schools.	Teachers expressed a perception that students are not held accountable for their actions and additional behavior supports are needed. Our educational partners expressed that our school staff would benefit from professional learning to improve communication and a school’s capacity to partner with families.	Desert Sands is committed to ensuring families of our underrepresented students are involved in their child’s education. With the leadership of our new Coordinator of Multilingual Programs and Coordinator of Equity, Diversity and Parent Engagement, we are committed to engaging our underrepresented families.	Overall, our educational partners believe our advisory groups are a strength, providing opportunities for families to be part of the decision-making process. The State and Federal projects team do a wonderful job supporting families, bringing in guest speakers, providing data, and gathering input from our advisory district level groups. The Parent Institute for Quality Education (PIQE) is a strength for our district and should continue to expand. Our assistant principals are provided with professional development monthly to build their capacity. Additionally, the Desert Sands Leadership Academy provides all certificated staff with leadership training.	Our families are craving opportunities to be a partner with their child's school. For many families, the timing of the meetings often means they can not be involved. Just because a family does not engage does not mean they don’t care; we just need to be more creative in our efforts to engage. It was suggested that our school leaders could benefit from collaborative time to share best practices to build relationships, and reach out to families to bring our underrepresented families into the school community.	Although a strength, more work is needed to engage our families, especially from our unduplicated and Special Education populations. Although PIQE is a strength, it is limited to a few schools.	4	4	3	4	4	4	4	3	4	4	4	4	Met		20JUN2023	2023
33670586031959	George Washington Charter	3	Building relationships is at the core of who we are and what we believe in. Washington Charter School is committed to providing families a welcoming and nurturing school. When a parent calls the school they are greeted with a welcoming and respectful voice. The staff at Washington Charter School focuses on providing excellent customer service to each person we come in contact with. When a parent or student is valued, appreciated, and feels that their voice is heard, optimal learning occurs and educational partners are comfortable sharing their thoughts and opinions. As a Charter School, parents and staff are integral to the success of the school. Administration and staff have an open door policy. WCS has built trusting and respectful relationships by regularly communicating with parents, making it possible to volunteer on campus and in the classroom, greeting educational partners with a can do attitude, translating communication that is sent home, doing videos on important topics for families, responding to phone calls and emails in a timely manner and showing students and parents through our actions how much we care about their child. Parents have an opportunity to be involved at the school in a number of ways including:    • Serving on Governance Council   • Attending PCF meetings or serving on the board   • Attending ELAC meetings or serving on the committee   • Volunteering in the classroom or other school settings  The 2022-2023 school year was in so many ways a traditional school year.  Building meaningful relationships has been key as educational partners have navigated through the school year. Building , nurturing and sustaining trust has been important this year. Staff and families have faced many challenges.  Having open lines of communication has been so important. As a school we still have room for growth. This year, we are keenly aware of the need to reach out to families, community members along with school and district personnel as we strive for a more diverse and inclusive school that embraces individuality and tolerance	For the 2022-23 school year an increased number of parents were approved to volunteer on campus and or go on fieldtrips with fingerprint clearance. Washington Charter kept in place a policy that was implemented previously that required parents to be approved volunteers to be on campus. This year, to allow for a smooth transition from the playground to the classroom at the beginning and end of the school day a new policy was implemented in that volunteers are welcome in the classroom at 9 am and need to complete their time in the classroom by 2:30 pm. We felt it was important for teachers to have time at the beginning and end of the school day to build relationships with their students and have closure. Some parents were initially disappointed, but the feedback now is positive and all parties have adjusted. The Governance Council and staff know the importance of families feeling connected to the school so there are times throughout the school year that individuals who have not been volunteer approved can participate in school activities.	Having a multitude of opportunities for families to be involved will translate into a higher level of engagement. It is also important to survey families as to what they are interested in and would like to be a part of. Having events where there is little to no cost is important. It is also important that documents are translated and questions can be answered when a call comes in or an email arrives. Having a variety of activities is also beneficial when working toward a higher level of parent involvement and engagement. This year, we had a multitude of activities that allowed for parents to be onsite. Having a welcoming front office team is also beneficial.	TEAM - Together Everyone Achieves More  The collaborative spirit at WCS enables us to best meet the academic and SEL needs of our students. We effectively work together so that student success is maximized. Policies and procedures are in place so students can learn in a safe and secure environment. The WCS handbook is available on the school website and in print (if requested). The first week of school the principal meets with each grade level in the MPR to review school expectations. At the initial staff meeting we discuss the importance of relationships and ways in which home and school can work together. The school regularly communicates with families. We include information and resources to support student learning. An example is the monthly letter our school counselor sends home. The principal's newsletter often has links for families. WCS staff and administration use data from Panorama Education Surveys to guide decision making. Surveys continue to show a high level of parent satisfaction. Parents and staff comprise the majority of the WCS Governance Council. The council is the policy setting arm of the school.	Home and school working as one will yield favorable results. Some of our families are not engaged. It is important that we connect with these families and provide support and or services as needed. Once this occurs our educational partners will be more engaged which will lead to a favorable student outcome. The school continues to strive to provide excellent customer service. Ensuring that all communication for the school is translated has been helpful. If information presented via video was translated, it would be beneficial.	As noted previously, we need to break down barriers. Doing so successfully will lead to desired student outcomes. For the 2023-2024 school year WCS will be working to achieve a greater level of participation at ELAC meetings and Parent Club Foundation meetings.	As a Charter school this is an area of strength for WCS. Parents and staff are active participants in the decision making process. It begins with engagement. Parents have multiple ways and opportunities to share their thoughts, opinions and ideas. Administration has an open door policy and welcomes feedback from parents, community members, and staff. Students and parents are encouraged to let Mr Lehmann know how they feel. Mr. Lehmann makes it a priority to return emails and phone calls in a timely manner. The decision making body of WCS is the Governance Council. Parents are members of the council. They serve a two-year term and comprise three of the voting members. The Council meets monthly or as needed. As a governmental agency the council follows all provisions of the Brown Act, as such parents and community member are encouraged and have an opportunity to address board members on any topic in open session. Having warm and welcoming personnel opens up dialogue between families and staff. With bi-lingual staff members we are able to engage and meet the needs of families who speak a language other than English. School surveys, greeting families at exterior gates, being visible and approachable are ways in which underrepresented groups are more comfortable sharing their thoughts and viewpoints.	Gathering information and input from educational partners is important and necessary. Parents feeling welcome on campus, opens lines of communication and an open door policy all contribute to stakeholder input. With COVID this was more challenging. Panorama surveys are also key. I am heartened that 85 parents responded. Multiple outreach efforts were made so that parents would respond to the Panorama Education Parent Survey.	Engaging underrepresented families can be tough. It is important to have a multitude of options for families to provide input and share their thoughts. As noted above parents do respond to surveys, but there is always room for improvement. One option being considered for next year is an incentive for participation.	5	4	3	4	4	4	4	4	4	4	4	4	Met		12JUN2023	2023
33670586031991	Palm Desert Charter Middle	3	PDCMS receives tremendous support from families.  We have an active PTO, PDCMS Foundation, Band Boosters, PAWS (Panthers Advocating A Welcoming School), and ELAC groups.  Plus we have high attendance at all school activities such as concerts, performances, and games.	Continue with Friday letter outreach, be present at all events, encourage volunteers, start a Watchdog Dad group.	PDCMS has a culture where collaboration between families and teachers is emphasized.  Counselors go beyond school time to reach out to families in need.  A focus area for next year is targeting underrepresented families and inviting them to participate in a collaborative school success program such as the Linto Literacy program, Reclassification ceremonies, and ELAC meetings.	PDCMS offers faculty multiple opportunities to attend professional development workshops covering various topics such as SEL, technology, and diversity. In addition, counselors and faculty frequently meet with parents to offer support as needed. This year we offered extended learning opportunities such as summer school and after-school enrichment activities. We plan to continue iReady's individualized pathways.	To help improve building relationship to affect student outcomes, PDCMS plans to continue Homework Help, institute ELOP, and open a wellness room to help root out the cause of poor performance.	PDCMS plans to continue the positive steps to build an ELAC committee by offering meetings both online and in-person.  In addition, the ELAC President is active at Back to School Night and other events where parents are on campus.	PDCMS continues to hold regularly scheduled Governing Council Meetings and PTO meetings to encourage parents and community members an opportunity to participate in decision planning.	PDCMS's strength areas include communication between parents, teachers, and counselors, a strong PTO program, and a desire to include parents in the triad to student success.  PDCMS launches a Parent/Family Panorama survey to gather a large sample size of feedback on school programs.   Next year, we plan to continue to target underrepresented families by doing a targeted 6-week outreach program to help families feel a greater sense of community.	A Middle School Facilitator was hired to spearhead programs to reach out to our under representative groups via zoom, phone, in-person meetings, and celebrations.	5	4	4	4	4	4	5	5	4	4	5	4	Met		07JUN2023	2023
33670820000000	Hemet Unified	3	Parents and educational partners see strength in the extent to which parents feel welcomed at schools and student sense of connection to schools (70% and 76% respectively). The District sees an opportunity to grow in the sense of inclusion in decision-making opportunities.	The District has placed Parent Liaisons at all elementary and middle schools, and Community Outreach Liaisons at each high school, including our continuation school. All liaisons have been trained through the Riverside County Office of Education’s Family Engagement  Network where they were able to expand their knowledge of effective family engagement strategies, obtain free or low-cost parent resources, and share ideas with others actively working in the area of family engagement. Additionally, our Liaisons were trained through Riverside University Health Systems with Parent Engagement Training which provided our liaisons with knowledge about individual support to parents/caregivers, assistance for families in finding Behavioral Health & community resources, Community Outreach, County-wide resources, and more.  These trainings were offered to ensure that our schools had the tools to build relationships with families.	The Family Engagement Network was built around Equity Partnerships: A Culturally Proficient Guide to Family, School, and Community Engagement the intent behind using this book is to train liaisons to support underrepresented families, bridge cultural barriers and make warm, inviting schools.  The liaisons learned new concepts and strategies to engage families and communities?and reduce, if not eliminate, barriers--through four essential principles: communication, connection, collaboration, and community.  They also engaged in frequent opportunities to reflect on their own assumptions and values, then collaborated with colleagues to co-create systemic practices and policies for devising, implementing, and assessing family and community engagement actions in our schools.	The district celebrates the continued expansion of the District Wellness and Community Outreach Center as a key structure in facilitating partnerships for supporting student outcomes. This district-level structure integrates with site base parent liaisons to conduct outreach and facilitate improved parent interactions with sites.	The Wellness and Community Outreach Center has been working diligently with families to expand community partnerships to meet the needs of our community.  Our focus is improving partnerships for student outcomes to ensure the sustainability of our programs and outreach efforts.  Our services are tied to improving student outcomes, in particular in the area of student attendance.  Our goal is to remove barriers to learning and involvement in Hemet Unified, meeting families where they are at, providing direct service, and connecting families with resources within the community. We have created partnerships with more than 40 community partners to support our families in the area of basic needs, health needs, and engagement needs.	The District has a commitment to improving the engagement of underrepresented families through building partnerships which have been demonstrated by changing the types of engagement events offered, with the primary purpose of improving relationships and supporting their needs.  We offer skate nights, movie nights, parenting education, family outreach events (Resource Fair, Back to School Fair), Science Saturdays, Nature Days, and more.	The District identifies increased alignment of the district LCAP process with the site-based School Site Plan development process as a tangible structure where in student needs and related allocation of resources are collectively considered in the development of the LCAP. This systemic approach underpins an LCAP-delivered site allocation of resources. Conversely, the district plans to bolster school-to-home communication structures, including of installation of new digital communication structures, as a venue to then offer and engage parents in decision-making opportunities.	The District plans to expand the footprint of the LCAP Parent Advisory Group in addition to the creation of an LCAP Student Advisory Group.  In specific relation to the District LCAP goal regarding addressing disproportionate student outcomes, the District plans to add a Parent Advisory Group specific to each student group addressed in the LCAP goal.  This would augment a pre-existing parent advisory group for English Learners as well as students with disabilities.	In addition to the current LCAP Parent Survey that seeks student group-specific feedback, the District plans to (re)develop or maintain parent focus groups specific to student groups that have ongoing disproportionate outcomes.  These focus groups augment the LCAP Parent Advisory Committee, the District English Learner Advisory Committee, and the District Advisory Committee which are intended to be fully representative of the District’s Student body.	4	5	5	5	4	5	5	4	4	4	4	4	Met		20JUN2023	2023
33670820120675	Western Center Academy	3	We have increased opportunities for our parents to be able to communicate with us. We have a welcoming office with an open-door policy to all of our employees. We have a Contact Us form on our website that gets hundreds of contacts a year to allow direct access 24 hours a day. We have hundreds of parents meetings a year in regards to academics, behavior, graduation, etc. We run parent meetings for new, incoming parents for FAFSA completion, etc. Our Governing Council’s 6-member board has 3 parents and one parent of a graduate. Our Governing Council meetings have an open session for parents to comment on anything that they’re concerned about. We have very active social media with 2-way communication as well as several methods to send communications to parents electronically.  We survey parents multiple times per year.	In order to increase our direct, 2-way communication with educational partners, we will be increasing our focus group meetings next year for parents and students.	By far, our largest underrepresented subgroup are Hispanic students. At our parent information nights, parent meetings, and parent focus groups, we provide translation services. We schedule them at times that are convenient for as many parents as possible and we try to offer virtual options for attendance as well.	We have many opportunities for parents to partner with the school through focus group meetings, being a representative on our Governing Council, speaking at a Governing Council meeting, responding to surveys, parent meetings, chaperoning school events, and participating in PTSA as some examples. We are included in district LCAP parent meetings happening regularly as well.	As we are switching to Standards-Based Grading, Mastery-Based Learning methods in our courses, we need to continue to communicate with parents to understand how these strategies differ from what they’re used to and benefit their students.	We are improving the way that we hold our parent academic meetings to make them more valuable and effective. We have an SST Coordinator who is holding SST meetings earlier in the process and monitoring the effectiveness of interventions. We are increasing the frequency of our parent and student focus groups.	We make the process of setting up parent meetings easy for the teachers so as to encourage communication between teachers and families. We provide substitute teachers when these meetings happen so as to make them less stressful for the teachers.	We are increasing the frequency of our parent and student focus groups so as to improve our services and inform our LCAP and WASC processes.	We provide surveys, flyers, and meetings in multiple languages. We offer academic meetings at multiple times throughout the day to ensure that everyone has an opportunity to attend. We offer virtual options for meetings so more families have the ability to participate.	3	4	3	4	3	4	4	4	3	3	3	3	Met		16MAY2023	2023
33670900000000	Jurupa Unified	3	JUSD staff has a deep appreciation for the high levels of educational partner involvement. Staff at every school site and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners. High levels of attendance at teacher conferences, site- and district advisory committees, and other school and district events, as well as increased numbers of parents/guardians returning from COVID to volunteer at school sites each day, provide evidence of the effectiveness of this area. In addition, regular communication from the school and district leaders reinforces the importance of educational partner involvement. JUSD leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement. This messaging begins intentionally during orientation for new staff regarding parent/guardian communication. Additionally, site and district leadership partners with our parent/guardian groups to education staff regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff to improve educational services for all students.	JUSD is committed to continuing to improve relationships with school staff and families to ensure all families are connected to published school communications and have internet or a device at home. Based on the input from the LCAP Parent survey, one of the most identified areas that were a barrier to parents becoming involved with their child's school is their busy schedule. To help address this identified barrier, one focus area will be continued emphasis on providing flexible and varied options for parent involvement with school events.	JUSD is committed to improving strategies and structures that will increase underrepresented families' engagement. JUSD has provided numerous community input opportunities to garner input from families related to school improvement and extended intentional invitations to underrepresented families to be members of various site and district committees associated with MTSS. JUSD will continue to engage with and build relationships with individual families and provide necessary, personalized support to foster strong relationships between school staff and underrepresented families.	Multiple partnerships have been developed to address barriers to learning and support student outcomes. •Health Access: Lack of Health Access impacts student achievement due to poor health and missed school. In Jurupa, we have a strong partnership with Borrego Health and initiated a partnership with Neighborhood Health. The school-based community clinic closed this year due to staff shortages. However, mobile vaccination events continued with Borrego, Neighborhood Health, Kaiser Mobile Services, and RUHS - Public Health to vaccinate over 5,000 individuals throughout the year. The school-based dental program serves schools from Head Start / Preschool to 12th grade. •Behavioral Health: Years of building systems and relationships have led to a robust referral system and multiple partners providing mental health services throughout the school districts to over 2 million dollars in services annually from four different non-profit providers. Jurupa Unified continues to work with the county and community providers; however, it also expanded its contract with Riverside University Health Systems - Behavioral Health with an expanded contract of $800,000. •Mental Health Service Act: Services available through the Mental Health Service Act are provided directly to our students and parents by those grant-funded providers. Our district is also directly funded to provide treatment services for students exposed to and impacted by trauma. •Parent and Early Childhood: With LCAP as a launching point, parent and early childhood programs were launched. With grant funding, this department provides home visitation to over 230 families, center-based programs to over 200, and infant mental health consultation to Head Start and preschool families and teachers. These services exist through funding and partnerships with FIRST 5 Riverside and Riverside University Health Systems – Behavioral Health. •Graduate Universities: Our Student Assistance Program uses graduate-level social work interns to provide such student support as mentoring, counseling, and group support for social-emotional wellness. Interns are made available to every school campus. Jurupa Unified will continue to foster its relationship with Riverside University Health System - Behavioral Health to expand services under its EPSDT (Early and Periodic Screening, Diagnosis, and Treatment) / Medi-cal contract and the Mental Health Service Act. We fully expect our services/contract to increase EPSDT to over $1.5 million and to continue to apply and be funded for Mental Health Service Act services. We expect to continue with CBITS services and a new evidence-based “Peace 4 Kids” program targeting our middle school students and parents. We also continue to expand 0-5 services in partnership with FIRST 5 Riverside and Riverside University Health System - Behavioral Health by training additional clinicians for this specialty area and continuing the level of services for home visiting for ages 0-5.	The focus areas for improvement include helping parents/guardians to know how to help their students at home with their work; more information about timely topics such as fentanyl poisoning, vaping, and mental health; training teachers and school staff on family engagement strategies; and working on policies and processes to support families on how to advocate for their student.	Participation from all parents is solicited, including the engagement of underrepresented families. JUSD provides translated communication and documents to make information more accessible to our multilingual families. JUSD will continue to develop strategies to improve the engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing varied meeting options.	We are proud of the many opportunities we provide for educational partners to participate in decision-making. Each school site provides options for input for decision-making through their School Site Council (SSC), English Learner Advisory Council (ELAC), Parent Booster, and PTAs. As a district, we provide opportunities for decision-making through the District Advisory Council (DAC), District English Learner Advisory Council (DELAC), Educational Partners Equity Committee, Parents for Inclusive Education (PIE), Special Education Advisory, and numerous surveys.	To promote and inform parents and the community about district-wide programs and resources, the District provides frequent communication through various platforms and methods. Annually, administrators are trained on advisory committee regulations, implementation of School Site Councils, Roberts Rules and Greene Act regulations, use of survey and data results to impact decision-making, and development of Parent Engagement and Partnership policies and programs. We annually administer an LCAP survey that goes to all parents, staff, and students. We use the LCAP survey results to assist in identifying areas of strengths and weaknesses. An annual Department of health care services (DHCS) survey is also provided to all parents of students receiving EPSDT services and all students aged 13 and older.	Participation from all parents is solicited, including the engagement of underrepresented families. JUSD provides translated communication and documents to make information more accessible to our multilingual families. JUSD will continue to develop strategies to improve the engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing varied meeting options.	5	4	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
33671160000000	Menifee Union	3	Educational Partner input and local data indicate that Menifee Union School District's current strengths and progress in building relationships between school staff and families have been advanced through the intentionality of high-leveraged practices of a Multi-tiered System of Support. In order to build strong and positive school cultures we located methods of identifying ways for all staff to contribute. Educational partners have shared an appreciation for the support provided by community liaisons, site and district administrators, counselors, and teachers to connect families to resources and school events that provide support in advancing their child's academic achievement and well-being. We have seen an increase in attendance in our Special Education Parent Advisory Committee, District African American Parent Advisory Committee, and our District English Learner Parent Advisory Committee which provides feedback that promotes more inclusive and culturally responsive learning communities across our district. The MUSD Climate and Culture Survey results that measure the degree to which families become involved with and interact with their child's school demonstrate a 3 percentage point growth from the previous school year. Of the 1,094 responses conducted in the Spring survey, 84% responded favorably to the school creating a welcoming environment. Educational partner feedback indicates an improvement in communication through Parent Square and the added connectivity of virtual meetings has increased parent involvement.   Community liaisons have provided site-specific support to increase student and parent involvement and engagement in school events and activities. In addition, community liaisons connect students and families to resources to increase student attendance and engagement. Increased systems thinking has allowed community liaisons to provide additional services to our families in need, with a focus on foster and homeless students. Services include housing, groceries, clothes, shoes, toiletries, and community resources. Additionally, community liaisons are supporting SART meetings to ensure our chronically absent students are provided with the things they need to attend school. Community Liaisons provide academic support to parents to support their children in school. Community Liaisons attend parent engagement meetings to support school site engagement. Community Liaisons coordinated the Enrollment and Resource Fair by partnering with community services such as dental clinics, mental health, and local libraries. 24 events were coordinated with the assistance of the Community Liaisons. 350 students were served with Operation School Bell, 80 school backpacks and Chromebooks were provided to newcomers, 654 students were gifted at Santa's Workshop, 250 students were fitted with shoes, 72 gift cards were given, over 2000 food bags were provided to families, 55 home visits, 55 haircuts, and 636 students served through the VSS Dental truck.	"Based upon the analysis of educational partner input and local data, Menifee Union School District has identified the family's perception of school climate as an area of improvement in building relationships between school staff and families. Of the 1,094 family responses in the School Climate and Culture Survey, 56% responded favorably to the question ""How much does the school value the diversity of children's backgrounds? Educational partner feedback gathered during the LCAP annual update process also identified a need for honoring funds of knowledge from diverse cultural backgrounds to increase student engagement and academic outcomes."	Menifee Union School District will improve engagement of underrepresented families by expanding professional learning opportunities for staff to incorporate inclusive student and family events and communication that celebrate families' strengths, cultures, and languages and to increase the rate of participation in 2-way communication between families and educators. The Menifee Union School District Equity Committee is in the initial phase of developing an Equity Playbook to gain competency in how to have conversations about issues of race, ethnicity, and culture and best practices in building relationships with families.  Our District continues to identify and support areas for parent education that will improve opportunities for parents to provide input for decision-making and include opportunities such as Parent Portal training, IEP and educationally related service training, District English Language Learners Advisory Committee Book Club, Drug and Gang Awareness, Parent Power, Healthy Relationships, Internet Safety, Bullying Prevention for Parents, Positive Parenting, Strengthening Families, and Mental Health and Social Skills.	"The Menifee Union School District developed a Multi-Tiered System of Support (MTSS) through the creation of an MTSS District Leadership Team (MTSS DLT) inclusive of classified and certificated staff. The team developed a draft MTSS statement: ""Our Multi-Tiered System of support will be responsive to meet the needs of every student through a reflective use of data, considering diverse experiences, and building trusted relationships with all stakeholders to remove barriers to success."" Site administrators in collaboration with site leadership teams and school site councils developed and communicated site-based MTSS plans to meet the academic, behavioral, and social needs of our students with multiple tiers of support during School Spotlights at board meetings.  The aligned contributions of the Educational Services Department, Office of Communications, Site Administration, and Community Liaisons seek to connect families to the information, resources, and engagement activities of a Multi-Tiered System of Support through Parent Square, social media posts, and on our district website throughout the school year to build partnerships for student outcomes. Parent Rights and Parent Involvement Policies are communicated at the site level during parent meetings and district level on our District Website. Our progress in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes are student, parent, and teacher conferences, Back to School Night and Open House, School Site Councils, Parent Advisory Committees, and various communications such as Parent Square, social media and the Superintendent's Bulletin. We have also implemented a newly revised system for Student Success Team (SST) meetings that amplifies teacher voice and engagement with families around student outcomes.  The School Climate and Culture Survey indicated of the 1094 family responses, 87% responded favorably to having conversations about what his/her class is learning at school. Teacher survey responses indicated a 5% increase from Spring 2022 to Spring 2023 in perceptions of faculty and staff relationships with the families at their school."	The School Climate and Culture Survey revealed an area of improvement in engaging families more frequently in the academic success of their students. 11% of family responses indicated they meet frequently with their child's teacher. 76% of family responses indicate they meet once or twice per year or almost never. Teacher survey responses confirm the frequency of in-person visits with families. 65% of the family responses indicate they help their child understand the content he or she is learning at school, and 60% of the responses indicate they engage their children in activities that are educationally related outside the home. The 2022 chronic absenteeism rate of 29.07% also indicates an area of improvement in building partnerships for student outcomes. Given these data points, Menifee Union School District seeks to increase the frequency and specificity by which site administrators, educators, counselors, and families locate methods of improving student engagement and outcomes.	Menifee Union School District will support site administrators in developing comprehensive school attendance teams to analyze the root cause of chronic absenteeism and locate practical solutions with families to increase student attendance and engagement with parents as partners in advancing student outcomes. The Educational Services Department will expand opportunities to collaborate with site administrators, community liaisons, community partners, and educators to coordinate and provide resources for Family Education Events that nurture family and school partnerships in advancing student outcomes in the core subjects of math, science, and English Language Arts. We will analyze feedback from our educational partners to continuously increase our impact on student achievement with parents as partners.	"Menifee Union School District provides multiple opportunities for families to engage in advisory groups and decision-making through Strategic Planning Committees, Parent Advisory Committees, Listening Sessions with the Governing Board and Superintendent, and the ""Thriving in MUSD"" with the Superintendent and Guest Speakers discussing topics such as school safety, mental health, drug abuse, and cyber security as requested by our educational partners. We have seen an increase in attendance in our Special Education Parent Advisory Committee, and our District African American Parent Advisory Committee. Our District English Learner Parent Advisory Committee provides feedback that promotes more inclusive and culturally responsive learning communities across our district."	Menifee Union School District hosts four or more meetings per year with the District English Language Learner Advisory Committee, Parent Advisory Committee, District African American Parent Advisory Committee, and Special Education Advisory Committee to build partnerships for student outcomes and seek input for decision-making. Educational partners were also invited to participate in 4 structured opportunities to reflect upon district data to provide feedback and identify high-leverage actions for the 2023-2024 school year. At the site level, site administrators also hold 4 or more School Site Council Meetings and English Learner Advisory Committee Meetings to provide input for site-based decision-making as it relates to creating continuous improvement for our unduplicated students, site safety plans, and parent involvement policies and practices.  The opportunity for growth is to increase the participation rate for the parent advisory committees listed above to increase our effectiveness in building partnerships for student outcomes and seeking input for decision-making. Coordinated data analysis with our school site and district leadership teams will support the identification of targeted interventions in response to educational parent feedback identifying barriers to becoming more involved with their child's school and/ or district.	Menifee Union School District seeks to improve the engagement of underrepresented families by hosting Parent Orientation Events at school sites to advance participation in Parent Advisory Committees. In addition, professional learning opportunities will be provided for site administration and staff in methods of effectively engaging families in advisory groups to provide feedback for decision-making throughout the school year. The Educational Services Department will continue to support site administrators and staff to co-design and evaluate family engagement activities at the school and district level that is in alignment with educational partner feedback.	4	4	4	4	3	3	4	3	3	3	3	3	Met		15JUN2023	2023
33671160109843	Santa Rosa Academy	3	Although Covid affected parent participation in the 2021-2022 school year, during the 2022-2023 school year, parent volunteers returned to the campus. Parents volunteered in the classrooms and attended school field trips. Open house and Back to School night resumed in person. Parents participated in various school events, including Trunk or Treat, Freedom Run, and other school events. Parent surveys were sent out in which parents responded that 90% of families feel Santa Rosa provides community events to build parent/staff relationships.	The LEA's focus area for improving educational partner input is to plan multiple in-person town hall events and parent events with the Principals in the 2023/2024 school year to gather input and share information with educational partners.	Santa Rosa Academy offers several programs to cultivate parent relationships, which offers parents the opportunity to listen to the administration regarding new policies and procedures being implemented, and provides educational partners to share feedback. A target area for this 2023-2024 school year is to increase school events that strategically focus on incorporating a multicultural perspective. A new website was created, LCAP Goal 3 Action 2, to increase clear and concise communication with all stakeholders	Santa Rosa Academy affords many opportunities for parents to communicate with teachers regarding student progress and improvement of student outcomes. All teachers, K through 12th grade have email and respond to parents within 24 hours of the work week. Teachers in the full-time site-based program (Blue Track) K-8th grade, offer parent-teacher conferences twice a year. In the partial-site homeschool program (White Track) parents and teachers meet every month, and in the full homeschool program (Red Track) parents meet with their educational advisor every week to support student learning and discuss student progress. In addition, LCAP Goal 2 Action 1 (to monitor students through Safety Net and Student Study Team Meetings) occurs monthly and involves parents, teachers, and other support staff when a need is identified for more intense strategies to improve student outcomes. Parent training for incoming Transitional Kindergarten and Kindergarten is offered and provides parents with resources for school readiness. An area identified to improve is communication with our middle and high school families. We continue to use Parentsquare as a means of communication. Parentsquare allows teachers and staff to create classroom posts, newsletters, and reminders of upcoming events.	Educational partner engagement is the focus area for the LEA in the 2023/2024 school year. Several community events are planned with the outcome being to have the educational partners involved in on-campus activities in the coming year. The goal of this involvement is to boost relationships with teachers and educational partners to build relationships and improve student outcomes.	The LEA plans to improve the engagement of underrepresented families by offering community involvement events on multiple days and times to accommodate working parents and guardians. Communication for these events will be sent through email, phone calls, Parentsqure, or mail to increase communication and participation.	The LEA has a very involved Advisory Council that meets every month and offers input for a multitude of school-related decisions. The members of the advisory council also attend monthly board meetings and report back input and decisions that were made.	Santa Rosa Academy developed an Advisory Committee that consists of parents and staff members. This committee offers educational partners an opportunity to provide input on policies and programs school-wide. Members serve a two-year term with the ability to serve an additional two-year term. This ensures a diverse population and a variety of voices and opinions are part of the policies and procedures. Training for the committee is provided for new members by veteran members. In alignment with LCAP Goal 3 Action 2 (increase educational partner involvement), The Advisory Committee and administration meet monthly to plan family engagement activities for diverse populations, such as a Family Fun Run, STEM Expo, and other school events.  A focus area for this school year is to increase engaging communication methods with parents to expand awareness of school events. Additional social media posts and community forums have been utilized this year which has increased communication with families regarding events. Educational Partners with students who participate in Title 1 were invited to an annual meeting where student progress was discussed and resources given to families about how to support their students academically. A survey was given to these partners and feedback from the survey was utilized to create actions on the LCAP to increase and improve services.	The LEA plans to expand the Advisory Committee to include educational partners of underrepresented families. Educational partners can participate via Zoom in the evening to accommodate working schedules. Input on planning of community events is also a focus for the 2023/2024 school year.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
33671240000000	Moreno Valley Unified	3	Moreno Valley Unified School District is committed to building partnerships with parents and families for student outcomes, especially those that are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the following partnership strategies, with a focus on supporting families to understand and exercise their legal rights and advocate for their own students and all students.	- Practice Community and Content Circles at site, department, and community meetings as a means of strengthening connections between all educational partners and enhancing professional development.  - Participate in the Community Engagement Initiative through CCEE to develop connection and understanding of community engagement. Participants to include: county office, district staff, administrators, site staff, community members, parents and students  - Use Smore and Wakelet for increased communication. - Continue to revamp District and School websites - Increase social media communication (TikTok) - Develop and continue Head Start Parent Policy Council for increased parent engagement - Continue CTE Advisory Council which includes educational partners - Hold monthly parent trainings for parents of students with disabilities - Provide Summer Family Camps for parents of English Learners - Continue to make a set of copies of all flyers, presentations, other documents for our DELAC representatives once per month to share at their respective school sites - Continue sending the Superintendent’s weekly message to promote virtual and in-person workshops and events for families (Health and Resource Fair, Trunk or Treat, Bountiful Harvest for Thanksgiving, Spring Fest, Parent/Student Symposium, ongoing Vaccination Clinics, etc.) - Post a “Parent Workshop” link under the Wellness and Community Outreach tab promoting workshops Send information regarding meetings via email, texts, phone messages etc.  - Disseminate information in various languages to support our diverse community - Distribute bi-weekly food boxes to help support the nutritional needs of families - Continue the Weekend Meal Program for our McKinney-Vento students - Continue the Parent Ambassador Program to assist in identifying needs of families within the school community. Support includes: helping to access the Wellness Center Resources, understanding various curricular programs to assist in answering questions, and participating on various school and district committees  - All schools will continue to inspect their facilities using the FIT to guarantee they are in good repair for students and families. - Continuously update our parents and community in regards to all matters of college and career readiness (AP, AVID, CTE, Dual Enrollment, scholar program, Middle College, etc.) Continue growing dedicated parent advisory groups including: DELAC for parents of EL students, CAC for parents of students with disabilities, and AAPAC for parents of African American students - Continue various parent recognition programs - Dedicate funding for conference attendance of parents - Utilize Parent Square application to send messages to parents - Provide opportunities for parents to volunteer at schools or district events - Send parent surveys to ensure we are meeting the needs of parents - Continue Hearts YOUnited program to interface with community partners	- Practice Community and Content Circles at site, department, and community meetings as a means of strengthening connections between all educational partners and enhancing professional development.  - Participate in the Community Engagement Initiative through CCEE to develop connection and understanding of community engagement. Participants to include: county office, district staff, administrators, site staff, community members, parents and students  - Use Smore and Wakelet for increased communication. - Continue to revamp District and School websites - Increase social media communication (TikTok) - Develop and continue Head Start Parent Policy Council for increased parent engagement - Continue CTE Advisory Council which includes educational partners - Hold monthly parent trainings for parents of students with disabilities - Provide Summer Family Camps for parents of English Learners - Continue to make a set of copies of all flyers, presentations, other documents for our DELAC representatives once per month to share at their respective school sites - Continue sending the Superintendent’s weekly message to promote virtual and in-person workshops and events for families (Health and Resource Fair, Trunk or Treat, Bountiful Harvest for Thanksgiving, Spring Fest, Parent/Student Symposium, ongoing Vaccination Clinics, etc.) - Post a “Parent Workshop” link under the Wellness and Community Outreach tab promoting workshops Send information regarding meetings via email, texts, phone messages etc.  - Disseminate information in various languages to support our diverse community - Distribute bi-weekly food boxes to help support the nutritional needs of families - Continue the Weekend Meal Program for our McKinney-Vento students - Continue the Parent Ambassador Program to assist in identifying needs of families within the school community. Support includes: helping to access the Wellness Center Resources, understanding various curricular programs to assist in answering questions, and participating on various school and district committees  - All schools will continue to inspect their facilities using the FIT to guarantee they are in good repair for students and families. - Continuously update our parents and community in regards to all matters of college and career readiness (AP, AVID, CTE, Dual Enrollment, scholar program, Middle College, etc.) Continue growing dedicated parent advisory groups including: DELAC for parents of EL students, CAC for parents of students with disabilities, and AAPAC for parents of African American students - Continue various parent recognition programs - Dedicate funding for conference attendance of parents - Utilize Parent Square application to send messages to parents - Provide opportunities for parents to volunteer at schools or district events - Send parent surveys to ensure we are meeting the needs of parents - Continue Hearts YOUnited program to interface with community partners	Moreno Valley Unified School District is committed to building relationships with parents and families, especially those that are underrepresented. Paramount is the ongoing focused attention from our English Learner Parent Involvement Specialist (a position MVUSD has had for over 20 years), our African American Parent Involvement Specialist, and a Director of Wellness, Mental Health, and Community Outreach who was hired to support a more directed approach to increase parent engagement.  We will capitalize on our positive growth in this area by focusing on improving/increasing the frequency of the following engagement strategies (see subsequent responses):	- Continue with the annual Parent and Student Symposium for elementary students transitioning to middle school and middle school students transitioning to high school - Incorporate Mental Health Symposium over the summer - Continue with quarterly Parent Advisory Committee (PAC) meetings - Continue to send ongoing communication on the following resources:  - Paper - FEV Tutoring - Shmoop - Freckle - Imagine Learning - Continue encouraging Community and Content Circles to be practiced at site, department, and community meetings as a means of strengthening connections between all educational partners and enhancing professional development.  - Provide information at district events for underrepresented families send parents information regarding all meetings and events of specific interest to parents via weekly - --Superintendent’s messages - Attend and host clergy events (Hearts YOUnited) - Participate in the African American Family Reunion Community Event held annually  - Provide Chromebooks for all TK-12 students to support learning at home - Provide professional development opportunities for parents - Hold Wellness Center Events - Continue to provide opportunities for parents to join literacy/book clubs at district and site level - Continue our Yearly Book Club Celebration - Participate in the Family Engagement Network through RCOE - Participate in the Community Engagement Initiative through CCEE to develop   connection and understanding of community engagement. Participants included: county office, district staff, administrators, site staff, community members, parents and students	- Continue with the annual Parent and Student Symposium for elementary students transitioning to middle school and middle school students transitioning to high school - Incorporate Mental Health Symposium over the summer - Continue with quarterly Parent Advisory Committee (PAC) meetings - Continue to send ongoing communication on the following resources:  - Paper - FEV Tutoring - Shmoop - Freckle - Imagine Learning - Continue encouraging Community and Content Circles to be practiced at site, department, and community meetings as a means of strengthening connections between all educational partners and enhancing professional development.  - Provide information at district events for underrepresented families send parents information regarding all meetings and events of specific interest to parents via weekly - --Superintendent’s messages - Attend and host clergy events (Hearts YOUnited) - Participate in the African American Family Reunion Community Event held annually  - Provide Chromebooks for all TK-12 students to support learning at home - Provide professional development opportunities for parents - Hold Wellness Center Events - Continue to provide opportunities for parents to join literacy/book clubs at district and site level - Continue our Yearly Book Club Celebration - Participate in the Family Engagement Network through RCOE - Participate in the Community Engagement Initiative through CCEE to develop   connection and understanding of community engagement. Participants included: county office, district staff, administrators, site staff, community members, parents and students	Moreno Valley Unified School District is committed to continue seeking input for decision making from parents and families, especially those that are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the following strategies, with a focus on providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, measure/track, and evaluate family engagement activities at school and district levels.	88% of families responded favorably when asked about their school’s climate on the Spring 2023 Panorama survey.  93% of families indicated the school provides communication that is easy to understand.  56% of families indicated they are connected to other families at their school and they support each other.  We will maintain or improve these rates (as applicable) by: - Administering the Fall/Spring 2023-24 School Safety Survey to monitor growth. - Facilitating relationships between and among families of students during school site and district-wide meetings. - Increasing communication and parent engagement through our Parent Ambassadors. - Increasing parent engagement opportunities at the site and district level.  - Continuing to facilitate family input through District hosted LCAP Meetings (PAC) - Providing opportunities for families to provide input through school site meetings (SSC, ELAC, AAPAC) - Continuing to engage and connect parents through District Meetings (DELAC, AAPAC, LCAP, CAC)	88% of families responded favorably when asked about their school’s climate on the Spring 2023 Panorama survey.  93% of families indicated the school provides communication that is easy to understand.  56% of families indicated they are connected to other families at their school and they support each other.  We will maintain or improve these rates (as applicable) by: - Administering the Fall/Spring 2023-24 School Safety Survey to monitor growth. - Facilitating relationships between and among families of students during school site and district-wide meetings. - Increasing communication and parent engagement through our Parent Ambassadors. - Increasing parent engagement opportunities at the site and district level.  - Continuing to facilitate family input through District hosted LCAP Meetings (PAC) - Providing opportunities for families to provide input through school site meetings (SSC, ELAC, AAPAC) - Continuing to engage and connect parents through District Meetings (DELAC, AAPAC, LCAP, CAC)	3	4	3	5	3	5	4	3	5	5	5	3	Met		27JUN2023	2023
33671570000000	Nuview Union	3	Nuview Union School District has implemented effective communication channels, such as regular newsletters, parent-teacher conferences, and digital platforms, which have improved the flow of information between school staff and families. Our current golas and actions are to increase the amount of opportunities that parents of unduplicated students and community members can participate in district and school events.  Our Community Engagement Specialist and site Community Liasons support our sites to assist in communication with parents.	Nuview Union School District  intends to develop and expand family engagement programs and initiatives. These efforts will encourage active participation from parents and guardians in their child's education, including workshops, events, and opportunities for input into school decision-making processes. We have started a parent education series based on educational partner survey input.	Nuview Union School District will continue utilizing community liaisons. Community liaisons who share cultural and linguistic backgrounds with underrepresented families. These liaisons will bridge communication gaps, facilitate trust, and serve as a direct link between families and the school.  In addition, we have started a Parent Education Series  that have been designed, considering the unique needs and preferences of underrepresented families. This may include workshops, seminars, and events held at convenient times and locations.   All communication, including newsletters, emails, and school notices, will be available in multiple languages to ensure that language barriers do not hinder engagement.	Nuview Union School District  utilizes data to inform partnership strategies. They have successfully integrated local data to identify areas of improvement and align partnerships with the specific needs of students.  NUSD has efficiently allocated resources to support partnerships that directly impact student outcomes.  Through continuous assessment and feedback from partners, NUSD has been able to adapt and refine their partnership programs to enhance their effectiveness in improving student outcomes.  Equity and Inclusivity: The LEA has demonstrated a commitment to promoting equity and inclusivity within its partnerships, ensuring that all students, regardless of background or circumstances, have access to support and resources.	NUSD aims to enhance its engagement with the local community, including parents, community organizations, and businesses, to foster a more collaborative and supportive environment for student success.  NUSD recognizing the critical role of parents in students' education, the LEA intends to implement strategies to increase parental involvement in school activities and decision-making processes.  We have partnered with a company to provide a more comprehensive educational partner survey. In addition, we will continue to hold multiple committee meetings to engage our educational partners.	Nuview Union School District will continue utilizing community liaisons. Community liaisons who share cultural and linguistic backgrounds with underrepresented families. These liaisons will bridge communication gaps, facilitate trust, and serve as a direct link between families and the school.  In addition, we have started a Parent Education Series  That have been designed, considering the unique needs and preferences of underrepresented families. This may include workshops, seminars, and events held at convenient times and locations.   All communication, including newsletters, emails, and school notices, will be available in multiple languages to ensure that language barriers do not hinder engagement.	NUSD has demonstrated a commitment to fostering collaboration with educational partners.  Nuview has made significant strides in collecting and analyzing local data to inform decision-making processes, showcasing a data-driven approach to educational planning.NUSD has established effective channels for soliciting input, such as surveys, parent groups and DELAC.  This has  resulted in  diverse perspectives. This has also led to more inclusive and well-informed decision-making within the district.	NUSD is working to increase the number of parent, student and staff responses on our surveys.  We have changed our format in collecting data in an effort to see an increase in response from our educational partners.  We also are considering implementing focus groups that include students in order to seek additional input for decision making.	To enhance engagement with underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making, Nuview  to employ culturally sensitive outreach methods, including improving our translated materials and continuing with our community engagement specialist reaching out directly to families in their home language.  Nuview commits to equity-focused decision-making, allocates resources for outreach and staff training, and maintains transparent communication on decision outcomes, fostering an inclusive environment to improve educational outcomes for all students.	5	4	5	4	3	4	4	3	4	4	4	4	Met		08JUN2023	2023
33671573331014	Nuview Bridge Early College High	3	The LEA has been able to sustain historical practices as well as build additional opportunities for school staff and families to build relationships. While families have access to classes and workshops primarily at the district level, systems have been added at the site level that have increased our efficiency and capacity for family involvement/student support opportunities such as SST, 504, IEP, SART, and ELAC meetings. This is in addition to opportunities such as Coffee & Dessert with the Principal, Back-to-School Nights, Awards Nights, and student extra-curricular events involving parents and families on campus.	In addition to our transition to more frequent grading periods, we have moved toward greater implementation of a multi-tiered system of support for all students and families. It is our focus that students' families will play a vital and growing role in this system, which focuses on creating a proactive, systemic opportunity for monitoring student growth and need in the areas of academic progress, behavioral development, and mental health.	In addition to the areas noted above, our establishment of a Wellness Center, and we hope soon to be recognized School-Based Health Center, has provided an expanded opportunity to connect with students and families. This center has already led to not just to supporting students in various areas related to mental health, but has also connected families to school-based and community-based resources related to a variety of needs extending well beyond mental health support.	The LEA has historically maintained multiple opportunities and strong partnerships with educational partners to support student outcomes. Over the past year, we have expanded and strengthened those opportunities through increased student and parent involvement in SST, 504, and IEP processes, as well as monthly Coffee/Dessert With the Principal, ELAC, and Advisory Council meetings. We have also established a Mental Health Wellness Center that focuses on a multi-tiered system of support for all students, providing crisis intervention services when appropriate, but focusing more so on proactive tier one support for all students. The Wellness Center also relies heavily on the active involvement of students, parents, and community resources as educational partners. Parent resources in the areas of workshops and classes that have been successful in past years have also been expanded and shifted to the district level in order to maintain their support for site educational partners while also expanding those opportunities to all sites within the district.	As noted above, our newly establish Mental Health Wellness Center offers us significant opportunities to reach and support our educational partners in many ways that transcend academics alone, while also working to support student academic progress. These areas include direct mental health services, proactive, tier-one mental health education, tier-two and tier three differentiated services, and crisis management, all areas we have identified as contributing to or hindering overall student success. This center has also engaged in student and family support in other areas related to custody, foster, and homeless issues, as well as families facing financial challenges that impact students' ability to be successful in school. We will continue to expand the offerings of this center, in conjunction with other site resources including the counseling and academic departments, to create beneficial relationships between site-based, home-based, and community-based supports for all students.	Our analysis of the 2022-23 LCAP data revealed both strengths and challenges specific to our unduplicated students. While we have successfully expanded participation of this group in our early college program, we have also seen a decline in A-G completion among the same group. It is apparent that while we have been successful in expanding opportunities, we also need to be successful in expanding support for these and all students to be successful in these and all school-based programs. It is our intent that the various programs cited above, and in particular our Wellness Center, can provide the LEA with specific data and resources for ensuring necessary support for our unduplicated, underrepresented, and all students.	The LEA has continued past practices and opportunities for parent input through Coffee/Dessert With the Principal, Advisory Council, ELAC, and Board meetings. It has also expanded the SST, 504, and IEP processes in which parents are able to be more directly involved in the individualized school-based programs related to their own students. Input is also sought directly from educational partners in a variety of other areas through direct surveys sent to students and parents.	Two specific student groups that have demonstrated significant growth in the past 1-2 years, and that are expected to continue to grow significantly over the next 2-3 years, are our English Learner students and our students with IEPs. While we will continue to seek input in decision-making processes in all areas, it is in areas affecting these two student groups that will be areas of focus in coming years. Partner input is sought through ELAC meetings, parent involvement in certain professional development such as CABE, and greater opportunity for expanded support through the IEP process.	As noted above, two specific, and growing, student groups who will be areas of focus for us are English Learners and students with IEPs. This is in addition to our focus on our foster and homeless students. The LEA will continue to use the areas cited above, our Wellness Center, ELAC meetings, CABE, and the IEP process, to engage with parent and community resources and to expand the types and effectiveness of support offered through these programs.	4	4	4	4	4	4	5	5	5	5	5	4	Met		08JUN2023	2023
33671730000000	Palm Springs Unified	3	PSUSD continues to prioritize parent engagement, improving relationships through innovative and evolving relationship-building practices and resources. The district’s Family Center provides a wide variety of workshops and resources for parents and families, adjusting content based on educational partner feedback and input.  Family Center outreach spans multiple channels, including newsletters, direct connection at district events, and informal sessions for information sharing and input collection. Family and Community Engagement (FACE) Specialists continue to provide services at the school level, promoting active school engagement with parents through direct outreach and school based events. A FACE Specialist was added in 2022-23 specifically to support families of students with disabilities, tailoring support and resources to topics of specific interest and need for that group.  The Diversity and Racial Equity (DRE) team promotes equitable practices and encourages active engagement from educational partners via a culturally responsive methodology. Translation services are routinely provided in Spanish, removing a communication barrier and increasing participation opportunities for Spanish-speaking parents.  The addition of an IEP Specialist to each school site has provided improved translation services for technical IEP content and direct support to parents of students with IEPs. Educational partner input and feedback has been positive regarding building relationships with families, specifically noting the FACE Specialists and DRE team efforts across multiple settings. 2022-23 family survey data (2,503 responses) indicates high ratings of school connectedness in topics including school staff treating families with respect (96% favorable), responding to needs in a timely manner (93%), and that staff takes family concerns seriously (93%). Participants also indicated that they feel welcome to participate at their child’s school (93%) and that their child’s background (race, ethnicity, economic status, etc.) is valued at school (95%). PSUSD continues to solicit parent input regarding district and school relationship building and encourages parents to connect with their child’s school in as many ways as possible.	PSUSD continues to work to improve systems related to building relationships between school staff and families. Quality two-way communication between families, schools, and the district continues to present opportunities for improvement, with parents and families indicating a desire for a more aligned and accessible communication system across the district. Additional staff and a new communications platform will be onboarded in the 2023-24 school year in an effort to address this need. Relationship-building systems have been received positively per parent and family feedback, including the Family and Community Engagement (FACE) Specialists, the work of the Diversity and Racial Equity (DRE) team,  and the district’s parent advisory committee structures among other highlights. Although these systems have been positively received, continued focus on being responsive to addressing changing needs is an ongoing priority for these teams. High survey ratings related to providing welcoming environments at schools (93% favorable) continue to be counterbalanced with narratives from educational partners of interactions where families could be better welcomed and supported upon entering schools. The district will continue to refine systems to provide all families with a welcoming environment at all district locations, attending to each family's needs in a positive and timely manner.	As part of PSUSD’s ongoing commitment to community and family engagement, district teams consistently work toward developing collaborative and inclusive relationships with all members of our diverse local community.  The district has made positive strides in engaging and building relationships with underrepresented families, including the additions of the Diversity and Racial Equity (DRE) team and the significant number of Parent Advisory Committees (PACs) across the district.  2022-23 family survey results  indicate a continuation of high ratings of family backgrounds being valued at schools (95% favorable; 2,503 responses), representing an increase of two percentage points over the prior year’s survey results. These strong survey results combined with educational partner feedback indicate that overall efforts in engaging and supporting underrepresented families are having a positive effect. Continuing efforts to support parent voice and collaboration continue to be a focal point within the district.  The district’s African American Parent Advisory Committee (AAPAC), Native American Parent Advisory Committee (NAPAC), and Latino Parent Advisory Committee (LPAC) and other district PACs have worked collaboratively to build relationships between families and the district through promoting equitable practices. Positively received actions which continue to highlight and promote student successes will be refined, adjusted, and expanded to bring awareness to the needs and successes of underrepresented students across the district. The district’s 2022 Equity Conference was a huge success, creating a forum for discussions around equity and providing opportunities for underrepresented families to further connect with the district.  Each school has an Equity Lead Teacher working to build capacity in relationship-building with underrepresented families at each school site.  Continued services for English Learner families will also be provided, with additional English as a Second Language (ESL) classes and citizenship classes being planned for 2023-24 based on educational partner input.	PSUSD continues to develop and improve practices related to family partnerships in improving student outcomes.  The district continues to increase the number of Parent Advisory Committees (PACs), providing forums for families to provide input and feedback regarding possible improvements to district programs that would aid in supporting their children’s success in school. The Family Center supports school efforts building capacity in partnering with families through systems such as parent nights, PTA/PTG/PTO training, and parent workshops on topics focused on improving outcomes for students. The highly successful Parent Academy program through the Family Center expanded during the year, collaborating with parents to better understand the workings of schools and the district, how to support learning at home, and ways to aid other families in locating and accessing resources within the school community that lead to student success in school.  Offerings take place both virtually and in-person, allowing multiple access points for family attendance. Schools host parent-teacher conferences multiple times during the year to facilitate discussions around student progress and performance. Continued use of virtual meeting platforms for parent conferences have been identified as effective, increasing parent engagement rates and generating positive feedback from educational partners who benefit from the accessibility that the format provides. Tutoring and intervention services are available at both the district and school level, including using online tools and programs for improving student academic performance while in the home setting. The systems continue to be adjusted based on educational partner input to better serve the needs of students.  Expanded learning programs have provided students with a wide variety of enrichment and academic support opportunities after school and during school breaks.	PSUSD continues to refine and improve systems related to building partnerships with families to improve student outcomes.  Family Center workshops, training, and conference offerings are adjusted based on student performance measures and educational partner input to provide information and resources directed at improving student outcomes. The Family Center provides a wide variety of resources related to academic support, improving parent understanding of school resources and learning strategies, and topic-specific workshops designed to promote improvement of student outcomes.  Additional planning is underway regarding establishing workshops and resources related to parent legal rights and advocacy in the school setting, allowing for partnerships to develop for these purposes across the district. In the 2022-23 school year, the Executive Director of Student Services provided training to PACs within the district on topics related to legal rights and advocacy.  This presentation acts as a starting point for improving services in this topic area.  PTA, PTO, and PTG groups participated in training as part of the Parents In Action group.  Feedback from the sessions and analysis of the topics covered indicate that some restructuring is needed to better fit the needs of each of these similar-but-different parent organization structures.  These adjustments are being planned for implementation in 2023-24 to better support each of these groups in interacting with schools and collaborating on improving student outcomes.  A focus area in 2023-24 will also support families of students with exceptional needs, working to refine and improve systems of supporting this group of parents and families.  Adjustments are being planned for the Special Education PAC structure, additional parent workshops for special education related topics, and continuing to strengthen alignment between LCAP and CIM plan actions to better support families. PSUSD will continue to improve support for families in providing additional and effective resources to support student learning in the home that meet the needs of students and families.	PSUSD has many advisory groups and committees designed to promote underrepresented parent and family advocacy with a focus on improving outcomes for students.  These groups include the African American Parent Advisory Committee (AAPAC), Native American Parent Advisory Committee (NAPAC), Latino Parent Advisory Committee (LPAC), LGBTQIA+ Family Advisory, Special Education Parent Advisory Committee (SEPAC), and District English Learner Advisory Committee (DELAC) among others.  The district’s Diversity and Racial Equity (DRE) team works to promote equitable practices, including training and services designed to increase access and success in school for all learners. The DRE team, in collaboration with the Family Center, helps to support parents and families through the PAC meeting structures and through making direct connections with parents to provide support in improving student outcomes.  Educational partner input has been positive regarding these structures, and the district continues to review and refine practices to partner with underrepresented families in improving outcomes for students.  FACE specialists provide resources and engage with families at high needs schools to improve student outcomes, including expanding services in 2022-23 specifically for families of students with disabilities.  The second Historically Black Colleges and Universities (HBCU) tour continued to increase awareness of the need for improved student outcomes and college access for African American students.  The first Hispanic Serving Institutions (HSI) college tour was conducted in 2022-23, providing a similar service to Latinx students in the district.  Both of these experiences were implemented due in part to parent and family feedback in an effort to increase A-G completion rates and college readiness within the district.	PSUSD offers many opportunities for parent and family input on programs, policies, and plans.  Committee structures such as AAPAC, DELAC, SEPAC, and the Superintendent’s Parent Meetings continue to provide forums through which input is collected representing various perspectives that drive district decision-making.  The number of advisory groups within the district continues to increase, creating forums for more perspectives to be included in program and plan development.  The LCAP input process for 2023-24 included input sessions with every district PAC group, two community level meetings, and opportunities for all School Site Councils to provide input into the district plan.  This process received positive feedback from educational partners in both the 2021-22 and 2022-23 school years, indicating that participating families felt that their input was being heard and added to district plans.  Similarly, family survey results in 2022-23 indicate high favorability in school staff welcoming parent suggestions (93% favorable; 2,503 responses).  Access to these sessions has been provided through a combination of in-person and virtual meeting opportunities, providing families with the opportunity to attend sessions that may not be accessible through solely one meeting structure.  District parent support sessions are driven by a family engagement plan, monitored and adjusted through the work of the Family Engagement District Advisory Committee (FEDAC).  FEDAC functions as a collaborative structure between parents, family members, administrators, and teachers using educational partner input to drive changes in the engagement plan.  School sites have multiple input groups meeting regularly each year that provide input and participate in evaluating school level systems.  These groups include School Site Councils, English Learner Advisory Committees, and Parent-Teacher groups (PTA, PTG, etc.). The district’s Family and Community Engagement (FACE) Specialists assist their assigned schools in this work, often helping to connect parents with SSC, ELAC, and parent-teacher groups and clarifying how those groups function as part of school and district decision-making structures.	PSUSD continues to increase and improve opportunities to connect with families as part of collecting input for decision-making processes. Survey participation in 2022-23 have not yet resulted in response rates returning to pre-pandemic levels.  The district will continue to work on increasing family participation via survey completion, using input collected as part of the LCAP development process as part of refining systems.  Two-way communication and input systems is a continuing opportunity for improvement and development for the district, ensuring families have access to information and pathways to provide feedback. The launch of a new districtwide communications system and additional communications staffing will assist in creating improved two-way communications structures that respond to parent and family needs.  Although the district has expanded the number of parent advisory groups (PACs), attendance within these groups varied from meeting to meeting in 2022-23.  The district will continue to work with families to provide interactions and support structures that result in higher rates of consistent participation throughout the year, as the PAC structure provides a valuable avenue for two-way communication with parents across the district. The district’s Family Center continues to offer workshops and training opportunities regarding advocating for student needs, with additional opportunities related to English learners and students with disabilities in response to educational partner input.  The district will continue efforts related to building site capacity in the engagement of families to participate in decision-making in order to best serve the needs of families in the school community.  This includes working to increase participation in School Site Council meetings and English Learner Advisory Committees (ELAC).	PSUSD offers many opportunities for input on programs and policies specifically promoting the needs of underrepresented families and students.  Committee structures such as AAPAC, NAPAC, DELAC, SEPAC, and the Superintendent’s Parent Meetings continue to provide forums through which discussions are held across various perspectives to drive district decision making. These advisory groups assist in reviewing and providing input regarding multiple district plans and structures including the district’s Local Control Accountability Plan (LCAP) and the district’s family engagement policy.  Input from each PAC regarding training requests, discussion topics, and input collection is used to drive agendas and provide opportunities to inform district decision-making processes.  A mix of in-person and virtual meeting formats have been received well by parents. Parents in various advisory groups and committees were able to attend training sponsored through the Family Center and virtual conferences and workshops. The district’s Diversity and Racial Equity team promotes equity-related practices and aids parents in providing input for district decision making through an equity lens. School sites have various decision-making input groups meeting regularly, including School Site Councils, English Learner Advisory Committees, and Parent-Teacher groups (e.g. PTA, PTG).  The district’s Family and Community Engagement (FACE) Specialists assist parents in engaging in these school site level decision-making structures as part of supporting parent and family needs.	3	3	3	3	3	4	3	3	3	3	4	4	Met		27JUN2023	2023
33671736032411	Cielo Vista Charter	3	As a school site, we have a thriving Class Dojo community in which 95% of our parents are connected to. The site administrators post messages on an on-going basis and communicate with all parents/families. Each teacher hosts their own page in which they share important updates, classroom pictures, and homework help. CVC continues to build trust and respectful relationships with families by regularly communicating with parents, students, and other educational partners through one-on-one meetings, personal and frequent check-ins by staff members, emails, and monthly letter, which are written in English and Spanish. Our newly added Parent Engagement Specialist has strengthen our relationships with our parents by consistently reaching out, bringing outside resources to our ELAC meetings and monthly coffee chats. We host many special family nights, including cultural events, STEAM nights, and more. This outside of school events provide opportunities to invite our families into the school building to connect with staff and other CVC families.	CVC will continue to build a robust school website. The school site will continue to improve and provide multiple methods of family involvement. An area fro improvement is building the capacity of our families in regards to Leader In Me. CVC wants to see an increase in the number of our families are on and regularly using ParentVue to progress monitor their students as well as communicate with teachers.	CVC Staff will focus on our families assets, cultures and goals by providing opportunities for our underrepresented families to take on leadership roles within the school community. Our focus will be to identify the barrier for specific families and put a system in place in order  to strengthen relationships and build trust.	CVC has strong partnerships within the Palm Springs Community as well as Riverside County Office of Education. Our administration, teachers and counselors believe that building partnerships are essential for achieving positive student outcomes.  We work closely with our after school program, Think Together, as well as other community resources in order to provide dance, ceramics, and other experiences for our students and families.	CVC will continue to reach out to community resources; partner with grant writers so that we may provide more support and opportunities for our students and their families.	CVC FACE Specialist will focus on reaching, communicating, supporting, and working with our underrepresented families that we are not currently reaching. Personal phone calls and an increase in opportunities for our most vulnerable educational partners to be on campus learning while in the meantime, the school will gain their trust.	CVC calendars monthly events in which our educational partners are provided opportunities to provide input on policies and programs. These events are calendared and sent out to families via a variety of communication platforms. Some examples of a wide variety of how our community gives input is: CVC Coffee Chats CVC ELAC Meetings CVC PTG Meetings LIM Parent MRA (Measurement Results Assessment) LIM Student MRA (Measurement Results Assessment) Panorama Survey	The CVC new Advisory Board, which includes two parents, two staff members, and three community members met every other month to share updates and ask for feedback. These meetings are open to the public and will continue to happen the following school year.   CVC will focus on strengthening our student lighthouse teams by providing training and putting a system in place in which we are more regularly seeking student input.	CVC will continue to consult with parents on LCAP actions and services; broaden the focus of these meetings to include more student data, especially for our underrepresented families. Ensure that our advisory board represents the families of our school.	5	4	4	5	4	4	4	4	5	5	5	4	Met		27JUN2023	2023
33671810000000	Palo Verde Unified	3	Based on data reviewed from LCAP input from various educational partner groups, PVUSD finds its strength is in implementing programs that allow teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes.	PVUSD will continue to add multiple opportunities for the District and the school sites to engage in two way conversation in language that is accessible to all families.	PVUSD will continue to reach out to all families, including and especially those from underrepresented families, to receive their input through our self-reflection process.	Based on data reviewed from LCAP input from various stakeholder groups, PVUSD finds its strength is in implementing programs that allow teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes.	PVUSD finds that its weakness is in supporting families in understanding and exercising their legal rights and advocating for their own children and all children.	PVUSD is offering parent informational nights to address this area and other areas to educate and inform the families and the community.	Based on data reviewed from LCAP input from various groups, PVUSD finds its strength is in building the capacity of its principals in effectively engaging families in advisory groups with decision-making. PVUSD finds that its weakness is in providing opportunities to have various stakeholders work together to plan, design, implement, and evaluate family engagement activities at school district levels.	PVUSD is offering more opportunities to allow educational partners to work together to plan and evaluate family engagement activities.	PVUSD will continue to reach out to all families, including and especially those from underrepresented families, to receive their input through our self-reflection process.	3	3	4	3	3	3	3	3	3	3	3	3	Met		27JUN2023	2023
33671810138610	Scale Leadership Academy - East	3	SCALE Leadership Academy-East has made significant strides in establishing strong relationships between school staff and families. One of our key initiatives involves the implementation of the REMIND platform, which enables us to reach out to families via text messages and/or emails. This communication platform also offers the option of translating messages into the preferred language of the families, ensuring effective communication for all. In addition to leveraging technology, we provide multiple opportunities for families and staff to foster relationships. We organize orientation sessions, where families can familiarize themselves with the school environment and interact with the staff. These orientations serve as a foundation for building connections and establishing open lines of communication. Furthermore, we regularly hold conferences that bring together families and school staff. These conferences provide a platform for dialogue, allowing parents/guardians to discuss their concerns, share feedback, and collaborate with teachers and administrators. By facilitating these interactive sessions, we actively encourage a sense of partnership and mutual understanding between families and the school community. Through the combined efforts of utilizing the REMIND platform, organizing orientations, and hosting conferences, we have made significant progress in strengthening the relationships between our school staff and families. These initiatives reflect our commitment to effective communication, inclusivity, and collaborative engagement, ultimately benefiting the school community.	At SCALE Leadership Academy East, we are dedicated to enhancing the relationships between our staff and families. To achieve this goal, we have implemented a multifaceted approach focusing on three key areas: cultural sensitivity training, effective communication skills, and consistent communication on student progress. Firstly, we prioritize cultural sensitivity training for our staff members. We recognize the importance of understanding and respecting diverse cultural backgrounds within our school community. By equipping our staff with the knowledge and skills necessary to navigate cultural differences, we foster an inclusive and supportive environment for all families. This training enables our staff to effectively engage with families from various cultural backgrounds, promoting understanding and collaboration. Secondly, we emphasize the development of effective communication skills among our staff. We understand that clear and empathetic communication is crucial in building positive relationships. Through training and professional development opportunities, we empower our staff to communicate with families in a manner that is respectful, empathetic, and supportive. These skills enable our staff to establish trust, address concerns, and work collaboratively with families to support student success. Additionally, we recognize the significance of consistent communication on student progress. We believe that keeping families informed and engaged is essential for fostering a strong partnership between home and school. To achieve this, we maintain open lines of communication through regular phone calls and emails. We provide updates on student progress, highlighting their strengths in a positive and strengths-based manner. By focusing on the positives and recognizing students' achievements, we create a supportive atmosphere that encourages family involvement and celebrates student growth. Through our commitment to cultural sensitivity training, effective communication skills, and consistent communication on student progress, we are actively working to strengthen the relationships between our staff and families. These initiatives ensure that our interactions are respectful, collaborative, and focused on the success and well-being of every student in our school community.	At SCALE Leadership Academy-East, we recognize the significance of family involvement in a student's educational journey. Therefore, we are dedicated to enhancing the engagement of underrepresented families and building strong relationships between our school staff and families. To achieve this, we have implemented various communication strategies and provide support for school staff and families. To begin with, we understand that effective communication is crucial in fostering relationships. Therefore, we have implemented multiple forms of communication to ensure accessibility and inclusivity. For instance, we utilize various platforms such as phone calls, emails, and online tools to reach out to families and keep them informed about their child's progress, school events, and other relevant information. We also offer communication in different languages to accommodate diverse language preferences, ensuring that all families can engage comfortably. In addition to communication, we understand that support is essential for building relationships. We provide different levels of support for both school staff and families. For our staff, we offer professional development opportunities focused on relationship-building, cultural competency, and effective communication skills. By equipping our staff with the necessary tools and training, we empower them to establish meaningful connections with families. For families, we provide support through various means. We offer resources and guidance to help families understand the educational system, navigate school processes, and actively participate in their child's learning journey. We organize workshops, orientations, and parent-teacher conferences to facilitate open dialogue and collaboration. Additionally, we strive to create a welcoming and inclusive school environment that values and respects all families' diverse backgrounds and experiences.  Through our commitment to multiple forms of communication and support for both school staff and families, we aim to improve engagement and build strong relationships with underrepresented families. We believe that by actively involving families in their child's education and providing the necessary support, we can create a collaborative and empowering environment that enhances student success.	The Career Technical Education (CTE) program at SCALE Leadership Academy-East for students in grades 6th-12th is a cornerstone of our efforts to build strong partnerships and drive positive student outcomes. This program represents one of our greatest strengths and demonstrates significant progress in our pursuit of fostering productive collaborations. The CTE program at our academy is designed to provide students with practical skills and knowledge in various career pathways. We offer a diverse range of vocational courses and hands-on learning experiences that align with the interests and talents of our students. By engaging students in real-world applications of their learning, we prepare them for future career success and higher education opportunities. Crucially, the success of our CTE program relies on our partnerships with various stakeholders, including local businesses, industry professionals, and higher education institutions. These partnerships serve as a vital bridge between classroom learning and the real-world workforce. We collaborate closely with these external organizations to develop relevant curriculum, provide internships, apprenticeships, and mentorship opportunities, and create pathways for our students to gain practical experience in their chosen fields. By forging these partnerships, we ensure that our CTE program remains current, responsive to industry demands, and provides valuable opportunities for our students to connect with professionals in their desired fields. These collaborations also expose our students to a wide range of career options, helping them make informed decisions about their future pathways. Furthermore, our partnerships in the CTE program extend beyond the classroom. We actively engage parents/guardians and families in the process, providing them with resources, information, and support to understand the benefits of CTE and encourage their child's participation. We organize events, such as career fairs and informational sessions, where families can interact with industry representatives and gain insight into the opportunities available to their children. Through our CTE program, supported by robust partnerships with local businesses, industry professionals, and families, we have made significant progress in preparing our students for successful futures. By providing relevant, hands-on experiences and connecting them with the wider community, we empower our students to make informed career choices, develop critical skills, and achieve positive outcomes in their academic and professional lives.	At SCALE Leadership Academy-East, we are committed to continuously expanding our partnerships with organizations to provide a wider array of options and opportunities for our students through the Career Technical Education (CTE) program. Our focus is on forging new collaborations that enrich the program and enhance student outcomes. By partnering with organizations, we aim to broaden the scope of career pathways available to our students. These partnerships enable us to tap into a diverse range of industries, businesses, and institutions, ensuring that our CTE program reflects the current and emerging workforce demands. Through these collaborations, we can offer our students exposure to a multitude of career options and facilitate hands-on experiences in fields of their interest. By working closely with external organizations, we can provide our students with internships, apprenticeships, jobshadowing opportunities, and mentorship programs. These experiential learning opportunities allow students to apply their classroom knowledge in real-world settings, gain practical skills, and build professional networks. The partnerships also serve as a valuable resource for our students to receive guidance, advice, and mentorship from industry experts. Additionally, these partnerships play a crucial role in keeping our CTE program dynamic and relevant. By collaborating with organizations, we stay abreast of industry trends, technological advancements, and evolving skill requirements. This ensures that our curriculum remains up to date, equipping our students with the knowledge and skills that are in high demand in the job market. Moreover, expanding our partnerships in the CTE program is not limited to external organizations alone. We also prioritize collaboration with colleges, universities, and vocational training institutions to provide seamless pathways for our students to pursue higher education or advanced training in their chosen fields. These partnerships enable us to establish articulation agreements, credit transfer options, and dual enrollment programs, allowing our students to seamlessly transition from our CTE program to higher education or advanced training. By actively seeking out and cultivating partnerships with organizations, colleges, and training institutions, we can offer a wider range of options and opportunities within our CTE program. These partnerships not only enhance the educational experience for our students but also strengthen their prospects for future success in the workforce. We are dedicated to fostering these collaborations and continuously expanding the horizons for our students through our CTE program.	At SCALE Leadership Academy-East, we are committed to equipping our families and students with the necessary resources and opportunities to ensure access to a wide range of educational opportunities. We recognize the importance of providing support and fostering engagement, particularly for underrepresented families. To achieve this, we will continue to invest in resources and implement various initiatives. One of our key priorities is to offer ongoing training and professional development to our staff and educators. This training will focus on enhancing cultural sensitivity, effective communication strategies, and fostering partnerships with families. By equipping our staff with these skills, we aim to create an inclusive and supportive environment that promotes engagement and collaboration among all families, including underrepresented ones. Furthermore, communication plays a vital role in building strong partnerships. We understand that effective and consistent communication is essential for keeping families informed and involved in their child's education. Therefore, we will continue to enhance our communication efforts by utilizing multiple channels, such as phone calls, emails, newsletters, and online platforms. We will ensure that information is accessible and shared in a timely manner, accommodating the preferences and needs of all families. Through our self-reflection process, we have identified the need to focus on improving engagement with underrepresented families. To address this, we will dedicate specific efforts and resources to bridge any gaps and create a welcoming and inclusive environment for all families. We will provide additional support, resources, and guidance tailored to the unique needs of underrepresented families, ensuring that they have equal access to educational opportunities and are actively engaged in their child's educational journey. By continuing our commitment to training, communication, and targeted support, we aim to foster stronger partnerships with all families, including those who have been historically underrepresented. We believe that by working collaboratively and providing the necessary resources, we can create a more inclusive and equitable educational environment that promotes positive student outcomes and supports the success of every student at SCALE Leadership Academy-East.	At SCALE Leadership Academy-East, we value the input and perspectives of all our educational partners in our ongoing efforts to enhance student outcomes. We recognize that collaboration and engagement from various stakeholders are crucial for making informed decisions. To achieve this, we employ multiple channels for gathering input and feedback. One of the ways we seek input is through meetings and conferences. We actively organize and facilitate meetings that bring together school staff, families, community members, and other relevant stakeholders. These gatherings provide a platform for open dialogue, allowing participants to share their insights, concerns, and suggestions. By fostering a collaborative atmosphere, we ensure that decisions are made collectively and reflect the diverse perspectives of our educational partners. In addition to meetings and conferences, we also utilize surveys as a valuable tool to gather input from our educational partners. Surveys provide an efficient and anonymous way for stakeholders to express their opinions, provide feedback, and contribute to decision-making processes. We design surveys that cover various aspects of our school community, including curriculum, programs, support services, and overall school climate. The insights gathered through surveys help us understand the needs and aspirations of our educational partners, allowing us to make more informed decisions. Furthermore, we actively encourage ongoing communication with our educational partners. We maintain open lines of communication through various channels, such as email, phone calls, and online platforms. This accessibility enables stakeholders to share their thoughts, raise concerns, and provide suggestions at any time. We value the continuous feedback from our partners as it helps us shape our strategies and initiatives to best serve our students. By actively seeking input through meetings, conferences, surveys, and ongoing communication, we ensure that the decisions we make at SCALE Leadership Academy-East are informed, inclusive, and responsive to the needs and aspirations of our educational partners. We believe that by engaging all stakeholders in the decision-making process, we can collectively work towards improving student outcomes and creating a thriving learning community.	At SCALE Leadership Academy-East, we recognize the importance of increasing the representation of educational partners in our decision-making processes. We understand that diverse perspectives and input are vital for making informed decisions that truly reflect the needs and aspirations of our entire school community. To achieve this goal, we are implementing specific strategies to enhance educational partner representation in survey collections and committees. Firstly, in our survey collections, we are actively working to ensure that a wide range of educational partners, including families, community members, staff, and students, have the opportunity to provide input. We are committed to reaching out to underrepresented groups and ensuring their voices are heard. This may involve targeted outreach efforts, using multiple languages, providing accessible survey formats, and utilizing diverse communication channels to engage a broader range of participants. By intentionally seeking diverse representation, we can gather a more comprehensive and inclusive understanding of the perspectives and experiences within our school community. Secondly, we aim to increase educational partner representation in committees and decision-making bodies. This includes establishing committees that have a diverse composition, including representatives from various stakeholder groups. We actively invite and encourage participation from families, community members, staff, and students in these committees to ensure that decisions are made collaboratively and reflect the collective wisdom of our educational partners. By including a diverse range of voices, we can foster a more inclusive and equitable decision-making process. Furthermore, we are committed to providing training and resources to support the active engagement and representation of educational partners in our decision-making processes. This may include workshops on effective communication and facilitation skills, creating opportunities for networking and collaboration, and promoting a culture of inclusivity and respect within our committees and decision-making structures. By focusing on increasing educational partner representation in survey collections and committees, we aim to foster a more inclusive and participatory decision-making culture at SCALE Leadership Academy-East. We believe that by actively seeking input from a diverse range of stakeholders, we can make better-informed decisions that truly reflect the needs and aspirations of our school community, ultimately leading to improved outcomes for all our students.	At SCALE Leadership Academy-East, we are committed to improving the engagement of underrepresented families in our decision-making processes. We understand the importance of their input and perspectives in shaping the educational experiences of our students. To achieve this goal, we have identified several strategies that focus on communication, surveys, and providing flexibility. Communication plays a pivotal role in engaging underrepresented families. We will prioritize clear and effective communication channels to ensure that all families, regardless of their background or circumstances, have access to information and opportunities for providing input. We will make efforts to reach out to underrepresented families through various means, including multilingual communication, translated materials, and utilizing multiple platforms such as phone calls, emails, newsletters, and social media. By proactively communicating and making information easily accessible, we create a welcoming environment that encourages underrepresented families to engage and provide their valuable input. Surveys are an important tool for gathering feedback and input from our educational partners, including underrepresented families. We will design surveys that are inclusive and take into account the unique needs and perspectives of these families. This may involve providing options for anonymous responses, offering survey materials in different languages, and ensuring survey questions are culturally sensitive and relevant. By tailoring our surveys to be inclusive and respectful of diverse experiences, we create an environment where underrepresented families feel heard and valued. Flexibility is another key aspect of our approach. We understand that the circumstances and constraints faced by underrepresented families may vary. Therefore, we will strive to provide flexibility in the methods and timing of seeking input for decision-making processes. This could include offering multiple opportunities for input, such as attending in-person meetings or providing online options for participation. We will also consider alternative formats, such as focus groups or individual meetings, to accommodate the preferences and needs of underrepresented families. By offering flexibility, we empower these families to engage in a way that works best for them, ensuring their voices are heard and considered in the decision-making process. Through our commitment to improved communication, inclusive surveys, and flexibility, we aim to enhance the engagement of underrepresented families in the decision-making processes at SCALE Leadership Academy-East. We firmly believe that by actively involving these families and valuing their input, we can create a more equitable and inclusive educational environment that supports the success and well-being of all our students.	4	5	4	5	5	5	5	5	4	4	5	4	Met		17JUN2023	2023
33671990000000	Perris Elementary	3	Based on the educational partner data analysis, improvements have been made in building partnerships to improve student outcomes. LCAP survey results indicated that 86.0% of parents feel their school is a welcoming environment for all families in the community. 89.6% of parents and community members feel that they are treated with respect and are encouraged to participate in their child’s education. 88.7% of parents and community members are welcomed and greeted with respect in our front offices.	Upon reflection, the district recognized that there is new administration at most school sites. This has led to decreased and inconsistent implementation of FIAT practices which had been in place before the pandemic. The district TOSA will provide FIAT professional development to administrators and site teams at the beginning of the 2023-24 school year.	Six percent of students in the district are African American, the key underrepresented group. 94.4% of African American parents stated that they felt respected and encouraged to participate in their child's education. This generally exceeds parents, 88.7% of whom felt respected and encouraged to participate in their child’s education. The district will strive to continue improving African American families' engagement through African American Parent Advisory Committees (AAPACs) and other similar groups and activities.	LCAP survey results indicated that 96.2 % of the overall (parents, classified staff members, teachers, and administrators) respondents feel it is important for schools to offer opportunities for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes (parent conferences/communication).	96.2% of all respondents feel it is important for schools to offer opportunities for teachers to meet with families and students to discuss student progress. However, the parents rated this at only 94.6%, meaning this is an area for continued improvement. We will continue to work with educating parents on the value of collaborating with teachers and staff to build partnerships focused on student learning. During LCAP Educational Partner meetings, parents' feedback included recommendations for site-specific parent math classes to help them support increasing student academic outcomes.	Six percent of students in the district are African American, the key underrepresented group. The district will strive to continue improving African American families' engagement in relation to student outcomes through African American Parent Advisory Committees (AAPACs) and other similar groups and activities.	Strengths in seeking input for decision-making include holding regular DPAC and DELAC meetings at the district levels, SSC and ELAC meetings at all school sites, AAPAC meetings at most sites, and surveying educational partners regularly, including LCAP, Title I, and DELAC surveys, and district and site workshop surveys.	The district will continue to provide opportunities for seeking input for decision-making via DPAC, DELAC, SSC, AAPAC, and various surveys. The district will provide refresher training that includes strategies for engaging in advisory groups and decision-making	Six percent of students in the district are African American, the key underrepresented group. The district will strive to continue improving African American families' engagement in the decision-making process through African American Parent Advisory Committees (AAPACs) and other similar groups and activities.	4	4	4	4	4	4	4	5	4	4	4	4	Met		15JUN2023	2023
33671996105571	Innovative Horizons Charter	3	Based on the analysis of educational partner input and local data, IHCS current strengths and progress in Building Relationships Between School Staff and Families include:  IHCS provides multiple opportunities for parents to communicate with teachers and administrators.  Parents have opportunities to communicate in person, via email, classdojo/parentsquare communication system.  Parents also communicate through online surveys.  All information is provided in English and Spanish and translators are always available to parents at our school site for in person meetings, conferences and school events. Through the mentioned opportunities for parents, all parents are able to provide input, to be informed, and to build and strengthen relationships between school staff and families. Innovative Horizons Charter School seeks active Involvement from parents, students, employees, and community members. To meet statutory requirements for stakeholder engagement, including engagement with representatives from the community and parents as identified in Education Code section 42238.01, Innovative Horizons sought input through committee meetings (ELAC and SAC) and surveys.	Based on the analysis of educational partner input and local data, IHCS focus area for the improvement and  building of relationships between school staff and families are the following:    IHCS will focus on increased parent participation and input in order to increase positive relationships between school, staff and families.  1.   Schoolwide desired outcome is to increase by approximately 10% of parents and community members feeling they are treated with respect and are encouraged to participate in their child's education.  IHCS parents and staff will work together to identify area of need, create problem statements and solutions to areas of need.  For example, parents will have opportunity to provide input through surveys and offering solutions to concerns such as chronic attendance.  Opportunities will be provided to work together to find solutions and improve areas of need.  This collaboration between families and school staff will help to increase the building of relationships, when we build our school together.	IHCS will continue to increase opportunities for parent input throughout the 2023-2024 school year in order to gain insight from the underrepresented families identified during the self-reflection process.  IHCS will also improve engagement ATSI populations who qualify and need additional support.  Parent education opportunities, parent conferences,  will be provided with additional opportunities to survey all parents to gain input.   IHCS parents and staff will work together to identify area of need, create problem statements and solutions to areas of need.  For example, parents will have opportunity to provide input through surveys and offering solutions to concerns such as chronic attendance.  Opportunities will be provided to work together to find solutions and improve areas of need.  This collaboration between families and school staff will help to increase the building of relationships, when we build our school together.	Parents, teachers, and community members help in planning, evaluation, and providing direction for our program.  The School Advisory Council, English Learner Advisory Committee, and African American Parent Advisory Committee meet regularly to discuss and evaluate program effectiveness. SPSA is reviewed annually by SAC committee members. LCAP survey reveals that 87.5% of parents feel that Family activities at school will help to increase parent involvement. Increasing opportunities for family activities and increasing parent engagement is an area of need. ELAC, AAPAC, and SAC Dates will be scheduled once a month during the school year. Parent involvement and family engagement opportunities will be discussed at ELAC, AAPAC, and SAC each month.	IHCS will continue with strengths and progress in building partnerships for student outcomes, such as parents, teachers, and community members help in planning, evaluation, and providing direction for our program.  The School Advisory Council, English Learner Advisory Committee, and African American Parent Advisory Committee will continue to meet regularly to discuss and evaluate program effectiveness. SPSA will continue to be reviewed annually by SAC committee members. LCAP survey reveals that 87.5% of parents feel that Family activities at school will help to increase parent involvement. Increasing opportunities for family activities and increasing parent engagement is an area of need. ELAC, AAPAC, and SAC Dates will be scheduled once a month during the school year. Parent involvement and family engagement opportunities will be discussed at ELAC, AAPAC, and SAC each month. In addition, parents will continue to contribute input through school meetings, conferences, events and online surveys.  Parents will be included in the development of problem statements and working together with the school to find solutions to concerns such as chronic absenteeism.	IHCS will continue to improve engagement of underrepresented families identified during the self-reflection process IHCS will continue to administer LCAP surveys to students, staff, and underrepresented families, with the goal of obtaining feedback from all families, with an emphasis on hearing from our most underrepresented families, and connect responses/input to the measured goals established in the Local control Accountability Plan.	Strengths include surveying stakeholders on a regular basis. The surveys are provided by the district and IHCS. Some of the surveys include the LCAP Survey,Title I, Surveys, and district and site workshop surveys all for the purpose of increasing stakeholder participation in the decision making process.  Current strengths and progress in seeking input for decision-making is the work with staff, together with parent groups to conduct a root cause analysis, together with families and staff.  Working together to identify a concern, write a problem statement and develop solutions to address a specific need.  For example, we worked together as a School Advisory Committee, to develop our ATSI Plan:  In addition to resources listed above, the Every Student Succeeds Act (ESSA) requires state educational agencies to determine school eligibility for additional targeted support and improvement (ATSI). The two groups that are identified for targeted support at IHCS are:  Students With Disabilities and Black/African American Students. Students with Disabilities are 97.5 points below standard in ELA and 155.8 points below standard in Math, and have a Chronic Absenteeism rate of 42.9%.  Black/African American students are 135.2 points below standard in math and 57 points below standard in ELA.  Black/African American Students have a very high suspension rate of 13.5%, suspended at least one day, out of 37 students.  Black/African American students have a Chronic Absenteeism rate of 22.2 %.  Additional collaboration time will allow staff and parents to address strategies to provide additional targeted support for students with disabilities and our Black/African American student populations who are eligible for additional targeted support. This administration and counseling team will also work with staff on restorative practices, meaningful and appropriate consequences for student support,  and other means of correction to support students and decrease the amount of suspensions.  Root cause analysis was conducted with SAC participants for African American student group and Students with Disabilities.  Counselors, administrators and other site staff will conduct empathy interviews with students and parents to gain insight on how we can better support our African American Students and Students with Disabilities, and will do more frequent progress monitoring for our African American Students with Disabilities, conduct  empathy interviews with teachers and students to develop an effective tiered system of support.	Working with parents on a continuous basis to address areas of need is an area for improvement.  We have begun the process of working with our parent groups to address the following areas of need as described in our ATSI Plan:  In addition to resources listed above, the Every Student Succeeds Act (ESSA) requires state educational agencies to determine school eligibility for additional targeted support and improvement (ATSI). The two groups that are identified for targeted support at IHCS are:  Students With Disabilities and Black/African American Students. Students with Disabilities are 97.5 points below standard in ELA and 155.8 points below standard in Math, and have a Chronic Absenteeism rate of 42.9%.  Black/African American students are 135.2 points below standard in math and 57 points below standard in ELA.  Black/African American Students have a very high suspension rate of 13.5%, suspended at least one day, out of 37 students.  Black/African American students have a Chronic Absenteeism rate of 22.2 %.  Additional collaboration time will allow staff to address strategies to provide additional targeted support for students with disabilities and our Black/African American student populations who are eligible for additional targeted support. This administration and counseling team will also work with staff on restorative practices, meaningful and appropriate consequences for student support,  and other means of correction to support students and decrease the amount of suspensions.  Root cause analysis was conducted with SAC participants for African American student group and Students with Disabilities.  Counselors, administrators and other site staff will conduct empathy interviews to gain insight on how we can better support our African American Students and Students with Disabilities, and will do more frequent progress monitoring for our African American Students with Disabilities, conduct  empathy interviews with teachers and students to develop an effective tiered system of support.	IHCS provides opportunities for input and school program evaluation by providing surveys to all educatinal partners.  IHCS surveys include but are not limited to the following: All parents, students, and staff are surveyed at the beginning and end of each school year to determine the instructional and cultural needs of the school.  The Principal obtains feedback and input from parents at School Advisory Council meetings, Coffee with the Principal, and ELAC meetings to determine the school's instructional and intervention plans for students' academic and social success.  The principal obtains input from  Student Leadership to gather student input on needs to improve the learning environment for all students.  The principal collects input from staff about needs for the instructional program priorities, intervention program, professional development, instructional and school culture needs to improve student success. The results of these surveys/input demonstrated a need for additional staff training in the implementation of California State Standards in reading and math, science, and technology integration. In addition, parental involvement is an area of increased interest in supporting academic and extra-curricular programs. ELAC parents provide input and have the opportunity at every ELAC meeting to determine interest and monitor ongoing support for English Learner students at IHCS. IHCS will continue to survey parents and meet with parents in person and learn best practices through professional development, in order to improve engagement of underrepresented families and improve in seeking input for Decision-Making.	4	4	4	4	4	4	4	4	4	4	4	4	Met		05JUN2023	2023
33672070000000	Perris Union High	3	Perris UHSD offers trainings/workshops/courses for parents/community members to build capacity and connections that will empower, engage, and connect parents to support student academic achievement. Under the auspice of Parent University, parents will be recognized for their participation and completion of volunteer hours, Parent Pathway Leadership Series, and any completed trainings/conferences/courses.	Perris UHSD offers trainings/workshops/courses for parents/community members to build capacity and connections that will empower, engage, and connect parents to support student academic achievement. Under the auspice of Parent University, parents will be recognized for their participation and completion of volunteer hours, Parent Pathway Leadership Series, and any completed trainings/conferences/courses.	The LEA has an active District English Learner Advisory Committee, District African American Advisory Committee, and a Local Control Accountability Plan Parent Advisory Committee that analyzes student achievement data and self reflects to improve the relationships with School Staff and families.	Perris UHSD annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.	Perris UHSD annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.	The LEA has an active District English Learner Advisory Committee, District African American Advisory Committee, and a Local Control Accountability Plan Parent Advisory Committee that analyzes student achievement data and self reflects to improve partnerships for student outcomes.	Perris UHSD annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.	Perris UHSD annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.	The LEA has an active District English Learner Advisory Committee, District African American Advisory Committee, and a Local Control Accountability Plan Parent Advisory Committee that analyzes student achievement data and self reflects to improve the engagement of underrepresented families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
33672070101170	California Military Institute	3	California Military Institute annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement. Develop family-friendly board policies	California Military Institute offers trainings/workshops/courses for parents/community members to build capacity and connections that will empower, engage, and connect parents to support student academic achievement. Under the auspice of Parent University, parents will be recognized for their participation and completion of volunteer hours, Parent Pathway Leadership Series, and any completed trainings/conferences/courses.	California Military Institute annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement	California Military Institute annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement. Develop family-friendly board policies	Focus groups that were created specifically to provide feedback such as WASC Focus Groups comprising of parents, students, certificated and classified staff.	Stronger engagement with our parents by encouraging more robust partnerships with our parents through parent groups such as: African American Parent Advisory Council, English Language Advisory Council, Military Advisory Council, School Site Council as well as events such as Coffee with a Principal, Open House, Back to School Night and other parent events.	California Military Institute annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.	1. Stronger engagement with our parents by encouraging more robust partnerships with our parents through parent groups such as: African American Parent Advisory Council, English Language Advisory Council, Military Advisory Council, School Site Council as well as events such as Coffy with a Principal, Open House, Back to School Night and other parent events. 2. More frequent surveys that include all staff, students and parents. An example is the Healthy Kids Survey and other internal surveys and post-meeting surveys.  3. Focus groups that were created specifically to provide feedback such as WASC Focus Groups comprising of parents, students, certificated and classified staff.	California Military Institute annually conducts stakeholder surveys and evaluations to determine effectiveness of outreach efforts to build capacity with our parents/community and parent involvement programs. The following activities are designed and evaluated to ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement.	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
33672150000000	Riverside Unified	3	Riverside Unified School District (RUSD) values families and other educational partners in the educational process. Strong, respectful relationships between the sites, district, and families are crucial in cultivating effective partnerships. Providing leaders across the organization with opportunities to advance their abilities in developing relationships occurs at monthly district leadership meetings and the annual RUSD Leadership Symposium. Site and division leaders are provided with tools to build relationships with partners and are directed to share these tools with their teams at site/division-level staff meetings. This format allows all employees to learn relationship-building skills to use with their students, families, and employees. Furthermore, RUSD has created collaborative groupings that represent 5-6 elementary schools for 6 collaboratives, one middle school collaborative of 8 schools, and a high school collaborative of 8 schools.  The collaboratives meet 5 times annually to work in partnership to build capacity in utilizing MTSS to provide the necessary support and services to all students.  Annually, the RUSD Family Resource Center offers a family engagement institute that provides participants with research-based practices for building relationships with families, creating welcoming environments, increasing effective communication, and supporting student achievement.  The institute is available to classified personnel, including front office staff, school support staff, and instructional assistants.	The PTA National Standards for Family-School Partnerships offers a framework for how families, schools, and communities should work together to support student success.  As a component of our district Equity Initiative, we continue to work to establish a baseline for family engagement practices using the PTA National Standards for Family-School Partnerships. In addition, we use the Family Engagement Framework from the CA Department of Education.  Moreover,  RUSD’s  Equity and Community Engagement team has provided many outreach and support services to families through the district’s Family Resource Center or through coordinating and sponsoring community activities.  Opportunities for family engagement include student and family celebrations, recognitions, performances, information meetings, parent groups, and workshops to support learning and wellness.	RUSD has initially appraised family engagement site level activities to ensure that each school site has the resources required to provide equitable family engagement practices.  The goal is to systematize family engagement practices to ensure equitable treatment and access to resources for families. Schools develop, at minimum, one site goal to create school climates that welcome all families into the school community, communicate effectively, and support student success.  RUSD has partnered with the Riverside County Office of Education to coordinate professional development opportunities for administrators, teachers, and classified staff to create welcoming school climates for families and community, build relationships with students and families, and communicate effectively with families.  These professional development opportunities are offered through in-person and/or synchronous online training.	The RUSD Coordinator of State and Federal Programs provides site-level teams with guidance and training for increasing family engagement.  As part of our RUSD Equity Plan, an expanded focus has been placed on providing sites with training to increase the participation of families of underrepresented students.  RUSD has transitioned to use Panorama Education to facilitate a Culture and Climate survey where the results will be used to identify growth opportunities as it relates to family engagement, sense of belonging, building relationships and providing a positive climate . Activities such as Back to School Night, Open House, and site level parent education nights are seen as opportunities to open our doors to families and build relationships, leading to increased parent involvement.	Based on valuable educational partner input, RUSD is committed to connecting with our parents through our Family Resource Center (FRC), housed at multiple locations across the district. Post-pandemic, the FRC has been able to reconnect parents to the supports and services provided by the FRC.  The FRC team develops  meaningful partnerships with parents and caregivers to support student well-being, student learning, and pathways to college and career. With their mission to “improve student learning and development, strengthen family practices, and leverage school programs by integrating resources and services from the community”, the FRC provides comprehensive services for students and families to address and remove barriers to learning.  A whole child approach ensures that schools, families and communities work in partnership to support the health, safety, and engagement of students.  Parent workshops and family engagement academies are designed to empower families to access community resources and navigate the school system and are scheduled regionally throughout the district.	Through the district’s equity plan, all schools and district departments develop goals that will create welcoming school climates, build respectful and inclusive school communities, share information between schools and families, and support student success by sharing information about student progress and supporting learning by engaging families.  Through these actions, RUSD schools are increasing their capacity to partner with families to support student learning and development, increase communication to discuss student progress and support families in understanding their rights and becoming advocates for their student(s) and schools. Additionally, the RUSD Culture and Climate survey outcomes provide leaders with valuable information to shift and revise practices to meet the needs of all families, with particular attention to underrepresented families.	RUSD values parents and other partners as a vital part of the decision-making process.  The District is proud to partner with many parent committees such as the Riverside Council Parent Teacher Association (RCPTA), District African American Parent Advisory Committee (DAAPAC), Special Education Community Advisory Committee (SECAC), District English Language Advisory Council (DELAC), RUSD Equity Task Force, and the LCAP Parent Advisory Committee. School sites partner with Parent Advisory Committees (PAC), and School Site Councils (SSC). These groups have continued to be an important part of the decision-making process in RUSD.	One major area of focus is increasing the voice of parents of underrepresented students through enhanced, targeted communication about parent/community services and decision-making opportunities. RUSD conducted seven public town hall events this year;  five were held at the different comprehensive high schools in the district,  and 2 took place using a virtual format. However, the turnout was much lower than expected. In order to seek input and voice of parents of underrepresented students, the District will work to improve in this area of outreach by creating more targeted parent engagement events across all of the fifty schools in the district so more voices are heard and our underrepresented students and parents are included in decision-making opportunities.	The RUSD Communication Department has increased and improved services with the goal of reaching more families of underrepresented students. RUSD has created a newsletter that is published bimonthly. This communication tool is disseminated through many different methods - by email, text message, and on the District website - and is in both English and Spanish. Additionally, the District regularly produces communication toolkits for schools and departments to use to increase the reach of messages. These include parent messages for all social media platforms, school/district websites, and text message blasts encouraging parents to engage.	3	3	3	3	2	3	3	2	4	3	3	3	Met		29JUN2023	2023
33672150126128	REACH Leadership STEAM Academy	3	The LEA currently offers school-wide activities and support groups that promote family engagement: (1) parents meet the teaching teams, support staff, and learn about program and extracurriculars the week before school starts in our annual Meet and Greet and again during Back to School Night, and during Parent Teacher conferences in the fall; (2) event and communication updates are sent via ClassDojo which allows parents to translate postings into other languages. ClassDojo has allowed the administration to collect feedback on school policies and procedures that otherwise might not have been brought to their direct attention. (3) The governing board and parent committees, i.e., School Site Council, African American Parent Advisory Committee, and English Language Learner, are spaces for parents to connect with school administration and leadership.	Our African American student population is currently orange on the CA Dashboard for performance levels in mathematics and Yellow for performance levels in English language Arts. To increase participation and awareness from this parent group, (1) the LEA currently has an African American Parent Advisory Committee (AAPAC) composed of a diverse and dedicated group of parents that are concerned with the narrative data depicted; (2) School Site Council (SSC)  is another means by which parents are able to participate in school governance and decision making; (3) Parents of students who are learning English as a second language are invited to participate in quarterly ELAC meetings as a means to get connected, stay informed, and to voice concerns about their unique experiences in accessing teachers, school personnel and academic materials. The LEA has Spanish and Arabic speaking families, and as a result, ELAC translates its flyers and presentation materials in those languages.	As mentioned above, the LEA has parent engagement committees that aim to authentically engage all parents in the academic and social-emotional development of their children. The School Site Council (SSC) is currently in its third year of implementation and its primary focus is to engage their parent peers. The school administration has presented local assessment data, Local Control and Accountability Plan and LCFF funds, and a School-wide Action Plan. As a committee composed of a parent majority, the SSC (1) aims to utilize its public meetings as a space for parents to address the LEA’s academic offerings; (2) brainstorm school-wide activities that support all students especially our underrepresented/unduplicated population; and (3) brainstorm ways on how to support other committees.	The LEA addresses all parent grievances as a high priority, which can be detrimental to building relationships if left unattended. We want all parents, regardless of their background, to feel heard and supported, especially from our front office staff. A review of customer service techniques has been part of the front office’s team building meetings. The LEA currently has a homeless liaison that provides identified families with community resources and supplies families in need with nonperishable food items and clothing.	The LEA has several events and activities designed to effectively and authentically improve parent relationships, partnerships, communication and access to information. As a general rule, all on-site activities are well-attended by families. Two-way parent-to-school communication is regular and continuous. The LEA gathers parent feedback annually as a means to improve and strengthen ties. However, one identified area of improvement is parent involvement in the evolution and continuous improvement loop of the Local Control and Accountability Plan (LCAP) and its service to our student population. Parent feedback is solicited each year. Parents are strongly encouraged to attend planning meetings and to participate in surveys related specifically to LCAP goals, action, and service, yet the LEA continues to receive a minimal and tepid response from parents in comparison to other school-wide events, activities and initiatives. With a focus on equitable access, the goal in the 2022-23 school year shall be to improve parent participation by sharing LCAP goals on all communication channels, including social media, sharing meeting dates well in-advance of planned meetings, providing incentives for attending, child care, and food (dinner) as well as communicating information around the significance of the LCAP in more parent-friendly terms, reaching out to parents directly emphasizing the importance of their attendance drawing the correlation between individual parent involvement and its influence in how money is allocated within the organization.	An identifiable area of growth would be for staff to continue to seek opportunities to learn about the cultures of our families, especially since the school has attracted a large number of immigrant families. These families represent countries in Asia/Southeast Asia and the Middle East, which make up a small number of our minority demographics. In this current school year, the LEA has marked on the calendar monthly cultural celebrations in an effort to be more culturally aware and inclusive as it relates to highlighting the unique attributes contributions that every culture adds to our school community and beyond. The school site hosted a school-wide Hispanic Heritage and Black History Month that included a museum walk-through, historical figures, country facts, music, and other hands-on activities.	The LEA currently has parents on its governing board which adds knowledge and perspective to the decisions that affect our families. Other parent committees (SSC, AAPAC, & ELAC) also allow opportunities for parent voice and choice related to key financial decisions around curriculum and material purchases as well as other actions and services offered to students. The LEA also sends annual climate surveys to parents, staff, and students. The sections and questions have remained relatively unchanged in the last two years so that the administration can draw longitudinal conclusions for the Local Control and Accountability Plan and other plans.  The LEA understands that ample notice is needed for parents to secure time and childcare. Our event calendar is posted during the summer so parents can look at a glance and anticipate events. As the event gets closer, flyers and digital reminders are sent home. When event series are scheduled, such as, Coffee with the Director or LCAP, the LEA selects different times of the day to give our stakeholders flexibility.	The LEA shall continue to seek input for decision-making as identified in the sections above. As demonstration of that fact and proof of the LEA’s commitment to its education partners having a strong voice and taking part in the decision-making, four out of seven of its current school board members are parents of existing students which demonstrates the LEA’s commitment to school and home partnerships and parents having a voice at the table directly related to how the school is governed and how funds are allocated to improve student outcomes.	The LEA shall continue to seek input for decision-making as identified in the sections above. As demonstration of that fact and proof of the LEA’s commitment to its education partners having a strong voice and taking part in the decision-making, four out of seven of its current school board members are parents of existing students which demonstrates the LEA’s commitment to school and home partnerships and parents having a voice at the table directly related to how the school is governed and how funds are allocated to improve student outcomes.	4	5	4	4	4	4	4	4	4	3	4	4	Met		01FEB2023	2023
33672310000000	Romoland Elementary	3	Each school offers parent/guardian and family engagement opportunities based on parent/guardian feedback and needs. The district has invested in school site clerks to assist with community engagement and connecting families with resources. The district has additionally invested in communication upgrades, including website, mass communication methods, and digital marquees. A Communications Coordinator supports parent/guardian and community outreach and engagement.	The district and schools use a combination of in-person and virtual parent-teacher conferences, parent/guardian meeting options, and community engagement events. Educational partners expressed that the virtual options were beneficial since they provided families with flexibility for engagement, and thus, virtual options for parent/guardian and family engagement should continue.	Educational partners expressed a need to provide more professional learning opportunities for staff on the topic of family engagement and communication.	The district conducts annual professional development with all staff on the topic of parent/guardian and family engagement, which emphasizes an asset-focused approach, positive relationship development, and the benefits of strong school-community partnerships. Each school has a Parent/Guardian Engagement Plan that is reviewed and revised annually by the School Site Council. Each school offers a variety of parent/guardian workshops focused on improving student outcomes.	Areas for growth as identified by education partners are to offer more parent and family learning events in the areas of academics, social-emotional learning and behavior, and attendance.	The district will offer childcare (for school-age children) for a variety of parent learning events offered outside of school hours.	The district has an active District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), and Local Control and Accountability Plan (LCAP) school and district teams. All of these committees include parent/guardian members who provide input on the direction of the district LCAP annually. All schools have active School Site Councils (SSCs) and English Learner Advisory Committees (ELACs) with parent/guardian members who provide input on the direction of the School Plans for Student Achievement.	The district and schools use a combination of in-person and virtual sessions for LCAP teams, councils, and advisory committees.	Education partners expressed that the virtual options were beneficial since they provided families with flexibility for engagement, and thus, virtual options for parent/guardian engagement on LCAP teams, councils, and advisory committees should continue to be integrated into meeting options for participation.	3	3	3	4	3	3	4	3	4	3	3	3	Met		27JUN2023	2023
33672490000000	San Jacinto Unified	3	According to our most recent survey data with 891 families, 92% of families responded favorably to having effective communication with the school district.  This was a 2% improvement between the fall and spring survey.  Additionally, 93% of our families responded that school employees respond quickly when they have questions or concerns.  95% of our families responded that their school keeps them regularly informed of important dates and events.	Our focus area for improvement is to increase the overall percentage of our families that complete our fall and spring surveys.  This will allow us to have more accurate data about what is working and what areas we need to improve in to build relationships between school staff and families.  Additional feedback provided through our LCAP Family Advisory Council was to increase our Native American Family Liaison to full time and to provide additional case management services for our foster students.	Based on our analysis, our District is committed to continue engaging our families that are underrepresented by intentionally reaching out for participation in our parent advisory groups and councils and to offer support to complete our survey for both fall and spring.  Based on our current feedback, we plan to continue to offer both in person and hybrid options for the various parent engagement opportunities.	San Jacinto USD currently has 7 different family advisory groups that include Foster Youth/McKinney Vento, Native American, African American, Latino, Special Education, English Learner and LCAP.  The family advisory groups are very active and meet at least three times per year to review student data and provide feedback for improvement.	While some of our family advisory groups are currently led and facilitated directly by parents, our focus area is to support our families in a way that allows both increased participation and leadership of each meeting.  This is combined with a common goal of improving student outcomes based on dashboard data.	Our District will continue to offer multiple opportunities for underrepresented families to participate in our annual surveys, various family advisory groups and our LCAP Family Advisory Council.  Our District also has provided funding for each of our family advisory groups to support activities that will directly impact our students.	Our strength is that we solicit feedback through a variety of family engagement activities.  We also summarize the feedback that we receive from educational partners and identify the specific areas that are included in our LCAP based on their feedback.	Our focus area is to continue to increase educational partner participation and input, as well as improve relationships with our current partners so the input they provide is authentic.  We also intend to go beyond student focus groups and increase student voice by incorporating our students into our LCAP Advisory Council.	One of our efforts to improve the engagement of underrepresented families is to establish a target percentage of surveys to be completed by specific student groups so that our data is more accurate.	4	4	4	3	2	3	3	3	3	3	3	3	Met		15JUN2023	2023
33672496114748	San Jacinto Valley Academy	3	SJVA has a Learning Partnership Agreement in place for all students in grades TK-12. The LPA specifically states the expectations for staff, students, and parents/guardians in creating a shared responsibility for educational outcomes. SJVA also includes parents in all school wide events by allowing parents to volunteer by helping oversee projects, activities and supervise.  We also encourage our parents to become parent volunteers on field trips to help chaperone small groups. Weekly and monthly newsletters are also sent home to our families with current events taking place and highlights throughout the month.  SJVA provides multiple layers of support to promote the success of all students. SJVA has employed additional instructional aides and tutors to support struggling students. SJVA provides enrichment opportunities during and after school to ensure students are meeting and exceeding academic standards. SJVA conducts regular Student Success Team meetings to customize instruction and support to meet the needs of all students. SJVA has been active in expanding its Career Technical Education offerings to provide more education opportunities for students.	While SJVA has developed and maintained strong relationships with school staff and families, we also recognize that there are some areas for improvement.  Parent involvement remains a top priority of the school.  SJVA will create committees that will involve parents in providing input for things such as field trips, and events.  Parents are also encouraged to join our PTO ( Parent Teacher Organization) which helps fundraise for our school.  The PTO organization can use some more parent volunteers to help throughout the year.	SJVA recognizes the importance of strengthening and maintaining relationships with underrepresented families.   SJVA will continue to build and strengthen relationships with special populations such as Special Education, English Language Learners, and Low Income, Homeless and Foster families through regular communication concerning academic progress and school events..  SJVA will continue  increasing volunteer opportunities and school wide events for families to enjoy.  SJVA is also committed to providing workshops that provide information, support, and resources to families.	SJVA has a Learning Partnership Agreement in place for all students in grades TK-12. The LPA specifically states the expectations for staff, students, and parents/guardians in creating a shared responsibility for educational outcomes. In addition to the LPA, SJVA’s Student Success Team (SST) process includes all areas of concern: attendance, academic, social, and behavioral. The team includes, but is not limited to the following: counselors, teachers, parents/guardians, students (if appropriate), and administrators. To best support students who are in need of academic support in grades 6-12, SJVA has a designated staff member to work with students who have missing assignments or those who have a grade of D or F. Our staff member contacts the student and parents to discuss how we can best support the student to make up missed assignments and/or to retake a test. Elementary students who are identified as being at risk and not meeting grade level standards are invited to attend after school intervention.  They also receive targeted intervention throughout the school day in the form of small group instruction and working with instructional aides.   Enrichment: At the end of each school day, students are invited to attend Enrichment classes with teachers and/or tutors. Enrichment is an opportunity to work on missing assignments, work on projects with assistance, study for a test, or to retake a test.	SJVA staff will continue to focus on consistent and timely communication and feedback regarding student academic progress with families. SJVA will continue to utilize Aeries gradebook to keep parents/students informed on their academic progress. In addition, progress reports will go home with students every other week.  Staff will continue to make timely communication with parents and schedule meetings to address and support academic progress.	Staff will continue to track, monitor, and assess the academic progress of our underrepresented families. Staff will communicate and meet with these families regarding their academic progress and establish supports and resources to ensure their academic success and progress.	At San Jacinto Valley Academy, we actively involve and seek input from all stakeholders in school decision making by appointing representatives to our governing board, advisory committees, and a School Leadership Team. We currently have three parent representatives on our governing school board. The parent representatives attend all school board meetings and provide effective and meaningful input in the decision-making process. Parent representatives are also part of our Site Advisory Committee (SAC) and Parent Advisory Committee (PAC). These representatives provide input and feedback on multiple subjects including, effective school-to-home communication processes, school website and calendar, upcoming events, and updates on the LCAP goals and metrics. Parent representatives are appointed each school year to both the school board and advisory committees through an application and interview process. We believe the active involvement of parents is critical to student and school success. Our School Leadership Team is made up of administration, deans, learning community coordinators, grade level and department leads, counselors, and support staff. The Leadership team helps guide and direct the overall direction of the school and while also focusing on pedagogical leadership of the academy. Parents may also provide input and feedback through the annual LCAP survey. Parents participate in surveys to determine their contentedness and overall perception of the school.	San Jacinto Valley Academy is further developing the Parent Advisory Committee and School Advisory Committee to maximize the efficiency in receiving feedback and input on the local control and accountability plan,  athletic programs, school safety and climate, and clubs and extracurricular activities	SJVA’s Parent Advisory Committee will be made up of parents/guardians of current enrolled students representing special education, English language learners, socioeconomically disadvantaged, foster youth, and others.	4	5	5	5	4	4	4	4	5	5	5	5	Met		25MAY2023	2023
33736760000000	Coachella Valley Unified	3	Areas of strength include:   - Creating welcoming environments for all families: With parent centers and a Parent Liaison at each school, and on-going communication with parents and community in many different ways (social media, phone calls, email, texts, Radio and TV advertising and Billboards), CVUSD is committed to building relationships and collaborating with parents, students and community members. 50% of Parents rated this area favorable, and 71% of other participants gave it a favorable rating. The parent rating is a 25% increase, compared to the previous Local Indicator Survey in the Spring of 2022.   - Learn about each family’s strengths, cultures, languages, and goals for their children: This area scored a favorability rating of 57% from parents, which is a 7% increase over the favorability rating in the Spring of 2022 at 50%.   - Multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators: This area scored a favorability rating of 50% from parents, which is a 25% increase over the favorability rating in the Spring of 2022 at 25%.	Areas to improve include:  - Developing the capacity of staff to build trusting and respectful relationships with families - scoring 13% favorability from parents: The favorability of this area, at 17% from parents, is an 8% decline from the 25% favorability rating from parents in the Spring of 2022. This is the only area  of the Building Relationships survey section that we saw a decline in favorability from the previous year.	CVUSD parents shared that they would like to see an increase in parent training in general, and specifically on the reclassification process. They also suggested additional and ongoing training for the site parent liaisons, so they are well equipped to support parents.   The district also administered a School Climate Survey using the Panorama platform. Results showed that overall, the trend in Sense of Belonging (School Connectedness) ratings has decreased from the highest rating in 2019-20, and each year thereafter. Additionally, the number of respondents decreased from 3,088 in 2019-20 to 1,940 responses in 2022-23. This is an area that we will need to monitor closely in the coming school year, and investigate ways we can further engage our parents and families.  Similarly, the overall ratings for Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, and Rules and Norms decreased from 2019-20 and each year thereafter. CVUSD will need to determine why the number of respondents are decreasing steadily and the correlation between the decreased number of respondents and the decrease in the favorability scores. Additionally CVUSD’s Parent and Community Engagement Manager will work closely with site administrators and site Parent Liaisons to look for root causes related to the lower favorability scores.	Areas of strength include: Providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Professional development was provided weekly throughout 2022-23 to certificated and classified staff. In some cases, parent participation increased in meetings and workshops in 2022-23 because CVUSD continued to offer meetings virtually and in-person - in a Hybrid model. Virtual meetings eliminated the need for childcare or transportation.    CVUSD was also successful in providing families with the information and resources they needed to support student learning. Many departments worked collaboratively to ensure that students and parents had the tools they needed for students to be successful including, but not limited to: technology, transportation, facilities, education services, nutrition, expanded learning, English learner services, Student Support Services, Early Learners, Special Education Department, purchasing, fiscal services, etc.	Policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This area scored a 38% favorability rating from parents. While we have room to grow in this area, the favorability rating was a 13% increase over the previous year. Across the district, parents were able and encouraged  to participate in site level advisory meetings, back to school nights, parent-teacher conferences, or make an appointment to speak to their child’s teacher or school administrator.	Supporting families to understand and exercise their legal rights and advocate for students. This area scored a 38% favorability rating from parents. While we have room to grow in this area, the favorability rating was a 38% increase over the previous year, when the rating was 0%.	Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. This area had a favorability rating of 37% from parents, and an increase of 12% from the previous year.	Building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making. This area had a favorability rating of 24% from parents, a decline from 50% the previous year.   Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. This area had a favorability rating of 25% from parents, a decline from 50% the previous year.   Providing all families with opportunities to provide input on policies and programs, and seek input from any underrepresented groups in the school community.  This is an area where we did not see any change, one way or the other. Because the favorability rate did not increase, remaining at 25% this year and last year, we don’t consider it an area of strength.	Overall, what the 2022-23 Parent Engagement Reflection Tool is showing us, is that we have made progress in Building Relationships, with 3 of the 4 indicators increasing in favorability. We have also made progress in Building Partnerships for Student Outcomes, with all 4 indicators increasing in favorability. However, in the area of Seeking Input for Decision Making, 2 of the indicators had a decrease in favorability, one indicator had no change, and one indicator was positive. Clearly, our greatest area for improvement is in providing more opportunities for parent input in decision making, while continuing to increase favorability in Building Relationships and Building Partnerships for Student Outcomes.	4	4	3	4	3	3	4	3	3	3	3	3	Met		22JUN2023	2023
33736760121673	NOVA Academy - Coachella	3	The LEA's current strengths and progress in Building Relationships Between School Staff and Families lie in the growth of available offerings for parents and families to learn how to help their students better. The Parent University program has seen some positive growth in this respect.	The LEA’s focus area for improvement in Building Relationships Between School Staff and Families is in enhancing offerings so that translation between English-Spanish and Spanish-English is smoother and more accurate.	The LEA will improve the engagement of underrepresented families identified during the self-reflection process concerning Building Relationships Between School Staff and Families through finding tools and technology that can better support the language and translation needs of families who are not fluent in the language of the main presenter.	The LEA’s current strengths and progress in Building Partnerships for Student Outcomes are found in the number of opportunities for student success and growth available through the school's program.	The LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes include focusing on the connections between behavior and academics, and learning about Alternative Discipline Processes that can redirect students and their behaviors so students and their outcomes are stronger.	The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes through additional opportunities for specially formatted meetings in both English and Spanish for families and students in the underrepresented groups based on identified areas of need. Such opportunities and activities include, but are not limited to: School Site Council, Parent orientation, Parent University nights on various topics, FAFSA Night, Back to School Night, Open House, Parent Information Nights, and Parent-Teacher conferences. Parents have supported several school activities, including school dances and Family Feast. Parents are surveyed in the Spring of each school year. Feedback from these surveys has helped inform NOVA Academy practices to serve parents better. Additionally, NOVA Academy continues to communicate regularly with parents via our communication system integrated into our student management system. This communication portal provides emails, voice calls, and text messages in the family's home language.	The LEA’s current strengths and progress in Seeking Input for Decision-Making in sending families and students a climate survey each year in the Spring as well as open the Parent University meetings to questions, input, and requests.	The LEA’s focus area for improvement in Seeking Input for Decision-Making includes creating opportunities for small groups of parents to speak in a Focus Group to identify and express concerns and give help to other parents who might be where they have previously been in connection to their students' needs.	The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making through additional opportunities for specially formatted meetings in both English and Spanish for families and students in the underrepresented groups based on identified areas of need. Such opportunities and activities include, but are not limited to: School Site Council, Parent orientation, Parent University nights on various topics, FAFSA Night, Back to School Night, Open House, Parent Information Nights, and Parent-Teacher conferences. Parents have supported several school activities, including school dances and Family Feast. Parents are surveyed in the Spring of each school year. Feedback from these surveys has helped inform NOVA Academy practices to serve parents better. Additionally, NOVA Academy continues to communicate regularly with parents via our communication system integrated into our student management system. This communication portal provides emails, voice calls, and text messages in the family's home language.	4	4	4	4	4	4	5	5	5	5	5	5	Met		22JUN2023	2023
33751760000000	Lake Elsinore Unified	3	Strengths:  Over the past eight years, LEUSD has adopted Mathematics, English Language Arts/English Language Development, History/Social Science (Secondary) and Next Generation Science textbooks/materials, and some of these adoptions (Mathematics) may no longer be meeting students' needs based on teacher input from the Intervention and Math Think Tank committees held in 2022-2023, an outcome of the strong relationship between LEUSD and the Lake Elsinore Teachers' Association.  School sites continue to offer many family engagement evenings where students and families may interact with staff members to strengthen relationships.	Improvement Areas:  Through the Superintendent's Listening Tour, the Intervention Committee and the Math Think Tank Committee, teachers have requested additional training on First Best Instruction in curricular areas, especially Mathematics, Literacy and Science.  To support student achievement, instructional coaches and specialists will be hired for the 2023-2024 school year to ensure we are meeting the needs of students.  Establishing relationships continues to be a priority for LEUSD and in 2023-2024, a survey shall be implemented in each area listed above to verify progress in these areas.	LEUSD became a district-wide Title I district as of July 1, 2023.  As such, each school site will host their own Title I parent meeting, establish school-family compacts jointly with parents, establish a parent engagement policy jointly with parents and inform their community of ATSI/CSI status and/or student data through their Single Plan for Student Achievement (SPSA).  All families are encouraged to participate in school related meetings, activities and events as well as participate in surveys, feedback sessions and volunteer at the school sites.	"Strengths:  LEUSD values the relationships and partnerships it continues to hold with students, families, and staff members.  Feedback was gathered through the LCAP survey, committee involvement, and the Superintendent's Listening Tour. Parents rated the highest involvement statements having to do with ""Keeping the school updated on contact changes"" (99.2%), ""Monitoring Parent Square"" (98.3%) and ""Monitoring grades online"" (97.2%).  While parents rated their involvement on committees much lower (17%), involvement takes many forms and thus their commitment to keep the school up to date and monitor communication is noteworthy.  Eighty-six and a half percent (86.5%) of parents believe trusting relationships are created between staff and their student.  Eighty-six percent (86%) of parents believe trusting relationships are created between staff and parents/guardians.  LEUSD has continued to offer the Students and Families Essential Resources (SAFER) program which helps students and families in need - specific to homelessness and poverty."	Improvement:  LEUSD has continued to recognize the need to provide professional learning to teachers and principals on how to improve the school's ability to partner with families - to provide information and resources to aid student learning at home, and how to support families in their understanding of how to exercise their legal rights to advocate for their students.  To increase engagement with underrepresented families, six areas have been identified by the Superintendent's Listening Tour which has resulted in the following Board Priorities:  Increase Academic & Emotional Support for Students, Enhance Safety Protocols & Security Measures, Modernize School Facilities, Meaningful Professional Learning, Expand Community Relationships, and Increase Communication.	LEUSD will continue to involve all families in building partnerships for student outcomes through community meetings, building a Family Resource Center, utilizing community resources and leveraging surveys to gauge progress on student outcomes.	Strengths:  In 2022/23, LEUSD continued its partnerships with advisory groups, PTSA, the SPED Parent Power Network, the African-American Parent Advisory Committee (AAPAC), the English Language Advisory Committee (ELAC), Foster Youth Parent Advisory Council (FYPAC) and Title I Parent meetings at all sites to provide District staff the input from various groups, inclusive to underrepresented groups, in the school community.  Internal partnerships with District administrators were also developed in 22/23; specifically, to build their capacity on the knowledge and use of the LCAP Goals and Actions.  By building capacity in these groups, a better understanding of how parent advisory groups, district departments, and district sites can be more in alignment to the goals and actions outlined in LCAP Goal One:  Engagement.	Improvement:  Even though there has been a commitment to regularly engage with these groups, there remains much work in the areas of supporting principals to support underrepresented groups, supporting families to actively engage and participate in advisory groups, supporting families to become involved in policy making, and supporting school sites to partner with families to offer additional family engagement activities.  These areas will be addressed next year specifically to District staff to not only offer professional learning support, but also to survey families in these specific areas on progress made by the district.	LEUSD will continue to involve all families in seeking input for decision-making through community meetings, building a Family Resource Center, utilizing community resources and leveraging surveys to gauge progress on decision-making through partnership.	2	3	2	4	2	2	2	2	2	1	2	3	Met		15JUN2023	2023
33751760120204	Sycamore Academy of Science and Cultural Arts	3	Sycamore Academy places great importance on cultivating strong relationships between school staff and families to nurture a collaborative and supportive educational environment. Our achievements and ongoing progress in this vital domain, gleaned from the assessment of educational partner input and local data, are noteworthy.  Communication: One of our primary strengths lies in our unwavering commitment to transparent communication. We maintain consistent communication channels that encompass newsletters, parent-teacher conferences, and regular updates through digital platforms. These endeavors ensure that families remain well-informed about their child's progress, school activities, and opportunities for active participation.  Parent Engagement Initiatives: Sycamore Academy proactively encourages parent engagement through a diverse range of initiatives, including parent groups and workshops. These programs empower parents with valuable insights and resources to play an active role in their child's education  Collaborative Decision-Making: We actively engage families in decision-making processes that impact our school community. Platforms such as parent-teacher associations, advisory committees, and regular town hall meetings provide avenues for parents to contribute their perspectives, ideas, and feedback. This collaborative approach ensures that parents have a meaningful voice in shaping the educational experiences within our academy  Support Systems: We have established comprehensive support systems for families facing challenges. This includes facilitating access to counseling services, connecting families with community resources, and offering academic support to students who may require additional assistance. Our commitment to addressing the holistic well-being of our students and their families reinforces the bond between school staff and families.  Feedback: We actively seek input and feedback from families through various means, such as surveys, focus groups, and individual conversations. This data-driven approach aids our understanding of the specific needs and concerns of our families, enabling us to tailor our programs and services accordingly.  Local Data Validation: Our strengths in building relationships between school staff and families are substantiated by local data. This data indicates high levels of parent satisfaction, increased participation in school events, and enhanced student outcomes resulting from heightened family involvement Sycamore Academy has made significant strides in fostering strong relationships between school staff and families. Our commitment to transparent communication, parent engagement, collaborative decision-making, support systems, feedback mechanisms, and data driven improvements underscores our dedication to creating a supportive and inclusive educational community. We remain resolute in our pursuit of fortifying these relationships to further enrich the educational experiences and outcomes for all.	Following an extensive examination of educational partner feedback and local data, Sycamore Academy has identified key areas for improvement in establishing robust and meaningful connections between school staff and families. While we have made significant strides in this critical endeavor, we recognize the importance of continuous growth and enhancement to ensure that every family experiences full engagement and support throughout their child's educational journey.  Enhancing Communication Channels: Our foremost focus revolves around the refinement of our communication channels. Although we have been proactive in providing regular updates and information to families, we are committed to further streamlining and diversifying our communication methods. This includes exploring more accessible digital platforms, multilingual communication options, and ensuring information reaches all families, including those facing socio-economic or language-related challenges.  Strengthening Parent Engagement: Recognizing the significance of actively involving parents in the educational process, we are dedicated to expanding our range of parent engagement initiatives. This entails developing workshops, seminars, and interactive sessions that empower parents to take an active role in their child's learning. Our aim is to make these initiatives more accessible and tailored to the unique needs of our diverse parent community.  Cultural Competency and Sensitivity: Effective relationship-building between school staff and families demands a deep understanding of cultural diversity and sensitivity. We remain committed to providing ongoing training and professional development to our staff, ensuring they are well-prepared to engage with families from various backgrounds.  Feedback and Input Mechanisms: Our analysis revealed opportunities for improvement in our feedback collection and response mechanisms. We intend to refine and expand our feedback channels, simplifying the process for families to share their thoughts, concerns, and suggestions. Additionally, we will implement a systematic approach to respond to and act upon the feedback received.  Support Structures for Families: Sycamore Academy is unwavering in its commitment to providing comprehensive support structures for families facing diverse challenges. This encompasses strengthening connections with community resources and delivering tailored academic support for students requiring additional assistance. Our goal is to ensure that families feel genuinely supported and connected to the available resources.  In conclusion, Sycamore Academy remains dedicated to advancing strong relationships between school staff and families. We acknowledge the need for continuous improvement in communication, engagement, cultural competency, feedback mechanisms, and support structures to enhance the educational experience for all our students and families.	In light of a comprehensive analysis of educational partner input and local data, Sycamore Academy is wholeheartedly dedicated to enhancing the engagement of underrepresented families in the establishment of strong and meaningful connections between school staff and families. We recognize that promoting inclusivity and ensuring active participation of all families in their child's education are essential for achieving academic success and overall well-being. Targeted Outreach and Communication: To enhance engagement with underrepresented families, we will initiate specific outreach efforts. This involves identifying communities or groups currently underrepresented in our engagement initiatives. We will develop culturally sensitive and pertinent communication strategies to effectively reach these families. This may encompass translating critical documents into multiple languages and utilizing diverse communication channels, such as social media, to ensure accessible information for all. Tailored Student Support Services: Understanding that underrepresented families may encounter distinct challenges, we will customize support services to better address their needs. This could involve offering additional resources, including counseling services, mentorship programs, or academic support, to assist these families in navigating the educational system more effectively. Feedback Mechanisms: Recognizing the importance of providing underrepresented families with opportunities to express their concerns and suggestions, we will establish feedback mechanisms designed specifically to gather input from these families. This ensures their voices are heard, and their needs are promptly addressed. Sycamore Academy is unwavering in its commitment to enhancing the engagement of underrepresented families in building relationships between school staff and families. Our strategies encompass targeted outreach, cultural competency training, tailored support services, family liaisons, and robust feedback mechanisms. Through these initiatives, we aim to create a more inclusive and equitable educational environment where all families feel valued, supported, and actively engaged in their child's education.	"Following a comprehensive examination of educational partner input and local data, Sycamore Academy has made substantial advancements in establishing partnerships to support student outcomes. These achievements are reflected in our notable strengths and considerable progress in this crucial domain.  Effective Collaboration: Sycamore Academy has successfully nurtured robust collaborations with educational partners, encompassing parents, community organizations, and local businesses. These partnerships have yielded various enrichment programs, mentorship opportunities, and valuable resources that directly benefit our students. For instance, our affiliations with local businesses have provided support for events like ""Coffee with the Principal.""  Parent Engagement: Engaging parents as educational partners has emerged as a notable strength. We have established transparent lines of communication with parents through regular meetings, informative workshops, and effective feedback mechanisms. Our parents actively participate in school decision-making processes, ensuring their insights directly shape policies and programs impacting student outcomes.  Community Involvement: Acknowledging the significance of community involvement in bolstering student success, Sycamore Academy has actively collaborated with local organizations. Local data highlights the pivotal role of these community entities in offering after-school programs, tutoring, and extracurricular activities that complement our curriculum. These partnerships have led to increased student participation and academic achievement.  Data-Driven Strategies: Our approach is grounded in data-driven decision-making. We employ local data to identify areas where educational partnerships can exert the most significant influence on student outcomes. This approach enables us to allocate resources efficiently and target partnerships that address specific student needs.  Professional Growth: Sycamore Academy is committed to the professional development of our staff. We ensure they are well-prepared to leverage educational partnerships for improved student outcomes by providing training in collaboration, effective communication, and the integration of partner resources into the curriculum.  Student-Centric Philosophy: Our unwavering focus remains on the holistic development of our students. We actively engage with educational partners who align with our student-centered philosophy, ensuring that partnerships are customized to meet individual student needs and aspirations.  Sycamore Academy has demonstrated both current strengths and significant progress in cultivating partnerships to enhance student outcomes. Our effective collaboration, parent engagement, community involvement, data-driven strategies, professional development initiatives, and student-centered approach collectively contribute to the positive impact of these partnerships on our students' academic success and overall well-being."	Sycamore Academy has conducted a thorough analysis of educational partner input and local data, leading to the identification of specific areas requiring attention to further enhance our partnerships for student outcomes. While we have already made significant strides in this regard, we recognize the imperative of ongoing refinement and expansion of our efforts to better serve our students and the community.  Strengthening Parent Engagement: A pivotal focus area involves the enhancement of parent engagement within educational partnerships. Although we have established communication channels and parent involvement programs, our analysis indicates opportunities for improvement. Our aim is to create more inclusive and accessible platforms enabling parents to actively partake in shaping their children's education. This entails providing workshops and resources that empower parents to play a more direct role in their child's educational journey.  Expanding Community Outreach: Our analysis has revealed  groups within our community that could benefit from increased involvement with educational partners. To address this, we are planning to expand our community outreach initiatives. This may entail targeted outreach programs, collaboration with local community organizations, and improved communication methods to ensure that all families are informed about the available educational resources.  Data-Driven Decision Making: Recognizing the pivotal role of data in guiding our partnership strategies, Sycamore Academy is committed to strengthening our data collection and analysis efforts. This will better inform our understanding of the impact of partnerships on student outcomes. Consequently, we can make more informed decisions regarding the prioritization of partnerships, efficient resource allocation, and the measurement of success in our collaborative endeavors.  Professional Development: To maximize the benefits of educational partnerships, we prioritize the professional development of our staff. This includes training in effective collaboration, communication, and the seamless integration of partner resources into the curriculum. We firmly believe that well-prepared educators are indispensable for the success of any partnership aimed at enhancing student outcomes.  Alignment with Student Needs: Sycamore Academy remains unwavering in its commitment to ensuring that our partnerships closely align with the unique needs and aspirations of our students. Our analysis has identified specific areas where further customization and tailoring of partnerships are necessary to more effectively address individual student needs.   Sycamore Academy's focal areas for improvement in building partnerships for student outcomes encompass the strengthening of parent engagement, the expansion of community outreach, the emphasis on data-driven decision making, the provision of professional development for staff, and the alignment of partnerships with student needs.	Following a comprehensive analysis of input from our educational partners and local data, Sycamore Academy is steadfast in its dedication to strengthening the engagement of underrepresented families within our community, particularly concerning the cultivation of partnerships aimed at enhancing student outcomes. We hold the values of equal opportunity and inclusivity in high regard, particularly within the realm of educational collaborations, and are resolute in addressing any existing gaps in engagement levels.  Ensuring Equal opportunity: Our foremost commitment is to ensure that all families have equal access to resources and support. This commitment encompasses initiatives such as providing translated materials, hosting information sessions in multiple languages, and ensuring that technology and internet access are readily available to all families. Our objective is to eliminate any disparities arising from resource constraints.  Fortifying Community Partnerships: Sycamore Academy is dedicated to strengthening its relationships with local community organizations that have established connections with underrepresented families. Collaborating with these trusted community partners will enable us to reach families who may not be as engaged through traditional school channels. These partnerships may involve joint events, workshops, or support services, all aimed at increasing levels of engagement.  Listening and Valuing Input: We firmly believe that active listening is paramount for continuous improvement. Sycamore Academy is in the process of implementing dedicated feedback mechanisms designed to capture the perspectives and suggestions of underrepresented families. By genuinely valuing their input and taking concrete actions based on their feedback, our goal is to foster a sense of ownership and partnership within our educational community.  Celebrating Family Diversity: Our school community thrives on the rich tapestry of backgrounds and traditions that each family brings. To underscore our appreciation for this diversity, Sycamore Academy will actively promote events and activities that highlight and celebrate the unique qualities of our students and their families. This approach is instrumental in cultivating a profound sense of belonging and pride within our institution.  Sycamore Academy's commitment to enhancing the engagement of underrepresented families in our educational partnerships is unwavering. Through a combination of targeted outreach, culturally responsive practices, enhanced accessibility, community collaborations, feedback-driven improvements, and the celebration of our diverse community, our ultimate objective is to foster a more inclusive and equitable educational environment where all families actively participate in forging partnerships that elevate student outcomes.	Sycamore Academy has demonstrated remarkable strengths and made significant strides in soliciting input for decision-making, as evidenced by our analysis of input from educational partners and local data. This foundational element of our educational approach underscores our dedication to transparency, inclusivity, and collaborative governance.  Vibrant Stakeholder Engagement: One of our standout strengths lies in the vigorous engagement of stakeholders in our decision-making process. We actively seek input from a diverse array of educational partners, including parents, educators, community members, and students. Their insights and perspectives hold great value and have substantially contributed to more well-rounded and equitable decisions.  Transparent Communication: Sycamore Academy excels in transparently conveying our decision-making processes and outcomes. We ensure accessible information reaches all stakeholders through various channels, encompassing regular meetings, newsletters, and our school website. This transparency fosters trust and ensures that everyone is well-informed about critical matters.  Data-Informed Decision-Making: Our firm commitment to data-driven decision-making is manifest in our practices. We diligently collect and analyze pertinent local data to underpin our decisions. This encompasses academic performance data, attendance records, and feedback from our stakeholders. Insights gleaned from data guide us in pinpointing areas for improvement and making judicious choices that benefit our school community.  Student Involvement: We acknowledge the importance of involving students in decisions that directly impact their educational journey. Sycamore Academy has implemented strategies to directly solicit input from students via surveys, advisory groups, and the School Site Council. This inclusivity empowers students to take an active role in shaping their education.  Responsiveness to Community Needs: Sycamore Academy's decision-making processes are nimble and adaptable, tailored to the evolving needs of our community. We actively solicit input on emerging issues and challenges, allowing us to pivot and adjust strategies as needed to address the concerns of our stakeholders.  Inclusive Decision-Making Structures: Our school has established inclusive decision-making structures, such as school site councils and parent-teacher associations, which serve as platforms for diverse voices to be heard. These structures facilitate collaboration and ensure that decisions are reflective of the input from our entire school community.  Sycamore Academy's current strengths and progress in seeking input for decision-making are characterized by robust stakeholder engagement, transparent communication, data-driven practices, student involvement, responsiveness to community needs, and inclusive decision-making structures.	Sycamore Academy has conducted a thorough analysis of educational partner input and local data, leading us to pinpoint critical focus areas for enhancing our practices in seeking input for decision-making. While we have achieved significant progress in this realm, it is imperative to continuously refine and expand our processes to nurture greater inclusivity, transparency, and responsiveness in our decision-making procedures.  Fostering Diverse Perspectives: A primary area of concentration involves amplifying the diversity of perspectives integrated into our decision-making processes. Although we have actively engaged various stakeholders, we acknowledge the importance of ensuring that all voices, regardless of their community of origin, are consistently encouraged and valued. To address this, we will employ targeted outreach strategies aimed at fostering broader participation from all demographic groups.  Student Engagement: We aim to bolster our endeavors to directly involve students in the decision-making process. While we have established mechanisms for student input, our goal is to enhance the impact of these structures. We intend to explore opportunities for student-led initiatives, advisory roles, and regular surveys to capture the evolving needs and aspirations of our student body effectively.  Efficient Feedback Mechanisms: Streamlining and centralizing input collection processes represent another focal point to improve our feedback mechanisms' efficiency. By creating a more user-friendly and accessible platform for stakeholders to provide feedback, we aspire to increase both the quantity and quality of the input received.  Enhanced Communication: Transparent and consistent communication concerning decision-making processes is of paramount importance. Our focus will be on enhancing our communication strategies to ensure that stakeholders remain well-informed about opportunities to provide input, the status of decisions, and the impact of their contributions.  Utilizing Data: Acknowledging the value of data in decision-making, Sycamore Academy is committed to enhancing this aspect. We will invest in tools and training to improve data collection, analysis, and utilization in our decision-making procedures. This includes using data to identify emerging trends and evolving needs within our educational community.  Community Collaboration: Strengthening partnerships with local community organizations and agencies emerges as another key priority. Collaborative endeavors with these entities will enable us to tap into additional resources and expertise to inform our decisions, ultimately enhancing our ability to serve our students and families effectively.  Professional Development: The pursuit of continuous learning is vital for all stakeholders involved in decision-making. We are dedicated to providing professional development opportunities for staff, parents, and students to enhance their capacity to contribute effectively to the decision-maki	Sycamore Academy is fully dedicated to enhancing the engagement of underrepresented families in our decision-making processes, a commitment informed by the analysis of educational partner input and local data. We recognize the utmost importance of incorporating diverse voices to facilitate well-informed, equitable, and inclusive decisions that benefit our entire school community. Here are our strategies for elevating the engagement of underrepresented families:  Tailored Outreach: To ensure that underrepresented families feel acknowledged and listened to, we will implement responsive outreach initiatives. This encompasses translating communication materials into multiple languages commonly spoken by our diverse families. Furthermore, we will conduct information sessions and meetings that respect various cultural norms and accommodate different schedules.  Targeted Approach: We will identify specific underrepresented groups within our school community and customize our outreach efforts to cater to their distinct needs and preferences. This may involve forming focus groups, conducting surveys, or organizing meetings explicitly designed to gather input from these families.  Accessible Platforms: Sycamore Academy will maintain user-friendly and accessible platforms for input submission and feedback collection. Families will have multiple avenues for providing input, including online surveys, in-person meetings, and suggestion boxes. Our commitment is to ensure these platforms are accessible to all, irrespective of technological limitations.  Transparent Communication: We will provide underrepresented families with regular updates about the status of their input and the ways it has influenced decisions. Transparent communication will be pivotal in demonstrating the tangible impact of their contributions.  Inclusive Events: Sycamore Academy will organize family engagement events that not only seek input but also acknowledge the diverse talents and cultures of our families. These events will serve as opportunities for families to connect with school staff and fellow parents, fostering a profound sense of belonging and partnership.  Community Partnerships: Collaborating with local community organizations that possess established connections with underrepresented families will constitute a cornerstone of our engagement strategy. These partnerships will enable us to leverage existing networks and resources effectively to reach and engage underrepresented families.  Through the implementation of these strategies, Sycamore Academy aims to cultivate a more inclusive and inviting environment where underrepresented families actively participate in shaping the decision-making processes that influence our school community. We remain steadfast in our commitment to continually assess and refine our efforts, ensuring that the voice of every family is both heard and valued.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
33751920000000	Temecula Valley Unified	3	Based on parent/guardian survey results, 74% of TVUSD families believe the district builds trusting and respectful relationships, 76% believe TVUSD is creating environments that help children learn, while 74% believe TVUSD values the diversity of children's backgrounds. Parents responded favorably to the multiple platforms of communication the district uses: newsletters (district and site), social media, websites, and email/text.	TVUSD is working to improve the provision and accessibility of information and resources by improving the district and school site websites. Through the use of a newsletter platform all information sent to parents can be translated into most languages. Our survey identified family engagement as an area of need. To address this ongoing need, TVUSD will continue to increase opportunities for family engagement at both the district and site level. The district is working to better market and advertise ways parents can be involved in school decision making.	TVUSD intends to address the needs that have been identified to increase family involvement for the benefit of low-income students, foster youth, and English Learners. To encourage participation and parent connection to school as revealed in the Family Survey of Safety, Climate, and Connectedness and the Family Survey of Engagement, Support, and Efficacy, K-12 Insight will continue to be utilized to encourage families of unduplicated pupils to communicate with school sites and with the school district by providing them with an easy-to-access platform that can be found on the district's webpage and the webpages of every school site.	TVUSD’s current strengths and progress in this area can be attributed to the multiple opportunities that families have to interact with and provide input to site and district staff. Families are invited to participate in the site and district-level committees such as District English Learner Advisory Committee (DELAC) and English Learner Advisory Committees (ELAC); District Title I Advisory Committee (TAC), and School Site Councils; Community Advisory Committee (CAC); and Community Advisory Partners (CAP). PTAs are active in every school throughout the district. PTA regularly hosts family events at the elementary schools, and student programs at the middle and high schools. Each school site provides regular communication through newsletters which include embedded translations for over 100 languages. The Let’s Talk platform also provides access for individuals to contact site and district staff directly to provide ease of access to engage in 2-way communication.	TVUSD continues its commitment to building relationships with the LCAP goal to REACH OUT to family and community members, and ongoing professional development and site-specific support is provided by the district Coordinator of Equity, Access, and Inclusion as district and site staff continue to learn about each family’s culture, language, and goals for their children. TVUSD continues to promote opportunities for parent involvement at both the district and site level.	TVUSD utilizes Bilingual Clerks and District Translators to support families of English Learner students. Through interpretation and translation services, families have greater access to participate in their children's education. Parent meetings are scheduled at flexible times to coordinate with a variety of family schedules, and many meetings are offered via Zoom to maximize involvement. This will increase family engagement at meetings and activities across the district. TVUSD will promote parental participation in programs for all students through both translation services and the TK-12 Insight web-based communication program.	TVUSD’s current strengths and progress in this area result from the success of school site Community Advisory and School Site Council groups as well as our school site English Learner Advisory Committees. TVUSD annually provides professional learning for the engagement of these advisory groups and support in seeking input for the development of site allocation expenditure plans, School Plans for Student Achievement, and the District Local Control Accountability Plan. TVUSD continues to focus on reaching and seeking input from underrepresented groups as we build greater partnerships within the school community with the support of our Coordinator of Equity, Access, and Inclusion.	TVUSD will work to achieve the goal of encouraging families and community members to participate in meaningful ways.  Multiple platforms will be offered to parents to allow them to give valuable input and feedback in the decision-making process.	TVUSD recognizes the importance of parental involvement and the positive effects it has on a student’s academic performance and language development. It is also essential for high achievement in all students, especially English Learners, that families be active partners in support of their students. TVUSD seeks the input of underrepresented families through the Title I School Site Councils, the school site English Learner Advisory Committees, the District Title I Advisory Committee, and the District English Learner Advisory Committee.	4	4	4	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
33751923330917	Temecula Preparatory	3	Temecula Preparatory School utilizes a variety of resources and strategies to build relationships between staff and families.  As teachers become more adept at using our communication technologies and student information system, we have found that they use these technologies more frequently and effectively, thus providing parents with a greater amount of information about their children’s performance and growth.  In addition, school support of both our parent/teacher organization (PATS) and our fundraising foundation, which are both run by parents, have provided parents an important role at the school beyond the extensive classroom, field trip, and other volunteering opportunities provided to parents.  Combined, these opportunities have helped strengthen the relationship between staff and families.	With the pandemic restrictions behind us, this year the school was able to return back to holding in-person meetings and events including student award ceremonies, sports events, festivals, parent volunteers on campus, etc.  However, some of our events are being attended at rates below that of pre-pandemic times.  For this reason, the school is looking to see if providing alternative times for events and more opportunities for parents to attend virtually when work schedules and other obligations make it difficult for parents to attend in-person.	We will continue to engage all our families, and especially underrepresented families, in building partnerships to ensure the development of their children’s academic and social-emotional well-being.  This will include bringing back in-person parent information nights, events to meet with the school’s teachers and administrators, and opportunities to be an active part of our school community.	Temecula Preparatory School has continued to improve the information provided to families in how they can best support their children academically.  The presentations given by teachers on back-to-school nights have served as an important way for parents to understand what their children will be learning each year, their role in supporting their students, and how to reach out if they encounter problems.  In addition, our parent teacher meetings and emphasis on regular communication, build upon this information throughout the school year.	TPS continues to seek ways to strengthen our parents' understanding of our classical education program.  Because both the approach and content of our classical education program differs significantly from that of traditional public schools, we strongly encourage new families to our school to meet with our deans in order to understand our school’s philosophy and teaching practices.  For those families who do not attend one of these important introductory meetings, we are seeking alternative ways to communicate this information.	We believe providing alternative options to families who cannot attend in-person meetings will help improve engagement with all of our families.  In addition, we believe that enhancing our virtue education and re-emphasizing the need for mutual respect and understanding will help improve the sense of belonging for underrepresented families.	TPS is very fortunate to have a large number of highly engaged parents who appear more and more interested in participating in the school’s decision making.  In the past, for example, the school sometimes struggled to fill open positions on our board of directors.  In recent years, however, we have had upwards of 15+ parent and community applicants when seats open up.  The school’s consistent efforts to survey and solicit input from parents, students, and staff about important school matters has helped create an environment where people feel comfortable and empowered to share their thoughts and ideas.	With the lifting of pandemic restrictions, TPS was able to reinstate in-person “parent coffees” and have enjoyed returning to this more personal interaction with families.  While these informal meetings often generate great conversations and ideas, we are looking into more formally structuring some of these meetings so that certain topics can be explored in greater depth.	TPS will ensure that surveys and other communications are translated as necessary to reach our diverse population of families.  Further we are seeking to offer more meetings virtually when possible to improve participation with families that may have challenges getting to school due to transportation challenges or work/other obligations.	4	4	4	5	4	4	5	5	4	4	3	4	Met		21JUN2023	2023
33751926112551	Temecula Valley Charter	3	"The LEA has regular meetings (at least monthly) for the parents to come and dialogue with site administrators and staff. The LEA has regular ""family nights"" to increase school to family engagement. Administration practices an open door policy and can usually meet with parents expressing concerns within 24 hours. The school has 250 registered, trained and livescanned volunteers (out of 500 students). Parents are actively involved in all campus activities and support both core curriculum engagement and extra curricular activities. The school website and facebook pages are updated several times per week. The school has parent involvement in the LEA's Safety and Wellness Committee as well as the charitable foundation affiliated with the school."	The LEA is working to establish additional formal advisory groups to provide additional opportunities for parent feedback and engagement.	The school has recently seen an increase in unduplicated students from approximately 3% to 16%. The school is expanding its parent engagement opportunities, volunteer trainings, and family engagement events to target parents who may have difficulty with meetings and activities during the school day due to work or transportation issues. The school is expanding programs such as childcare during school meetings and parent conferences to reduce financial burdens on parents and allow greater family participation.	LEA teachers all utilize multiple ways to engage with parents including class Facebook pages, newsletters, and Parent Square. Teachers are given extra prep periods for the purpose of engaging with parents. The school facilitates partnering with parents to increase outcomes by creating opportunities for parents to regularly come to campus for engagement events, parent nights, family activity nights which create collaborative relationships between parents and teachers.	The school is currently planning for parent trainings specifically focusing on developing students competencies and skills in math curriculum and empowering parents to support their students in these areas.	The school is initiating communication with underrepresented families to offer more options for parent engagement meetings in the evenings or early in the morning to better accommodate working parents. Additionally, the LEA is expanding its parent education opportunities to better empower parents to support their students academic achievement.	Parents are actively involved in the decision-making processes of the school site. Given that the school has over 200 registered and trained volunteers, they participate in establishing school priorities for school-based activities, curriculum, enrichment activities (field trips) and creating a climate of high engagement and two-way communication between families and school staff. Parents participate in volunteer committees for events, fundraisers, family engagement nights and student leadership development. Parents participate in formal committees for safety, wellness, and the charitable foundation. Educational partners also participate in the development of the LCAP and revising the mission and vision of the LEA.	The LEA would like to create additional opportunities for parent engagement through parent input into continuous improvement processes for increasing academic rigor.	"Currently, most parent engagement opportunities are ""in person"" and require "" in person"" participation. We are expanding our virtual meeting opportunities to increase parents ability to ""log in"" from their worksites or from home if transportation is an issues for these families. Additionally, the school is increasing its offering of childcare during parent engagement meetings to facilitate greater participation for those families who have difficulty obtaining childcare for student's siblings."	4	4	3	5	3	4	4	3	4	3	3	5	Not Met For Two or More Years		11SEP2023	2023
33752000000000	Murrieta Valley Unified	3	Murrieta Valley Unified School District makes intentional efforts to authentically engage our educational partners including parents/guardians, students, staff, and community members.  Our schools provide a foundation for strong relationships between school staff and families. Schools host events that welcome families onto sites and showcase student work and extracurricular activities, building school community. When students have additional needs, school staff meet individually with families to develop plans of support together, building the relationship between home and school.  The district’s advisory groups are a strength of our district. We have developed numerous advisory groups including Council PTA, Special Education Parent Advisory Council (SEPAC), District English Learner Advisory Council (DELAC), African American Parent Advisory Council (AAPAC), Latino Parent Advisory Council (LPAC), Military Support Advisory, CTE Advisory, the LCAP Advisory Council, and Student LCAP Advisories.  Murrieta Valley Unified has also developed an umbrella organization called Partnership for Thriving Students and Families (PTSF) to bridge and assist with the collaboration amongst all these organizations to better serve our students and families.    There are regular meetings hosted by all the advisories that facilitate communication from the district and feedback from members of these groups. The advisories also host larger community events such as a Black History Month Celebration, a Special Education Resource Fair, and a Day of the Child Fair. These groups have now been in place for many years, and parent leaders have begun to lead the work. The advisories serve to build strong relationships between school staff and families by sharing information, addressing areas of concern, and partnering in the celebration of our students.	The district is currently taking part in the state’s Community Engagement Initiative (CEI) where we are learning about ways to improve relationships between school staff and families, particularly at the secondary level. As part of this work, the district will be piloting a model of parent liaisons this year to explore how this can enhance relationships with families. Additionally, the district is considering the development of a formal parent center, as well as platforms for providing more learning opportunities to families. These will all serve to engage families with staff and in their student’s learning experiences. Finally, there are plans to blend the LCAP Advisory Committee and the Partnership for Thriving Students and Families (PTSF) to enhance the feedback for the LCAP and build a greater partnership between staff and families.	The district will improve engagement of identified underrepresented families in order to build relationships between school staff and families through the continued enhancement of district parent advisories and through the development of more site-based parent advisories. There will be continued training of school leadership regarding the importance of this work and best practices for becoming more inclusive and hearing the voices of all families. The district will determine if the parent liaison positions are able to engage more underrepresented families and will expand the program to other sites if so. The expanded LCAP Advisory Committee will take part in a book study and reflection process around this topic and will make recommendations based on our findings.	Our educational partners share that our strengths in building partnerships for student outcomes include our district’s communication tools and quality of communication. There is also a lot of positive feedback regarding individual experiences with teachers, counselors, and administrators, including engaging with them and getting support from them. Educational partners also share that our staff is effective in working with families of students who have IEP’s and partnering to support these individuals.   The district continues to prioritize partnerships with parents and works to continuously enhance these efforts. The district’s parent advisories are the key initiative to support this, but we build on this foundation each year. Current plans to explore parent liaisons, a district parent center, and parent education opportunities are examples of how the district continues to look at new ways to support partnerships with families. Additionally, the effort to merge the LCAP Advisory and the Partnerships for Thriving Students and Families committee represents a focus on developing a more effective and meaningful space for these partnerships to occur.	The district acknowledges the need to continue building partnerships for student outcomes. While parent engagement in our schools is strong, we can continue to grow in our ability to bring parents alongside us as we support student achievement and growth. The district’s involvement in the Community Engagement Initiative is allowing us to reflect on this need and develop structures to support better partnerships, including practices for transitioning new students, particularly English Learners, into our schools, as well as practices that engage parents in the learning process of their students.   Additionally, our educational partners continue to identify key areas for focus in their input. While the district’s communication tools are identified as a strength, we also receive input regarding the need for the grade communication tools to be updated more regularly. Focusing on improving this will allow our families to partner with us more effectively for student outcomes. Another area of focus from our educational partners is supporting their students in math. Parents are concerned about how their students are doing in math and their own struggle to support them in this subject area. We need to develop ways to address this and provide better systems of support for learning in math. Finally, our educational partners share that they do not always know the variety of program offerings that their students can take part in and how to make decisions around course offerings. There needs to be a focus on strong communication regarding our district’s programs and opportunities, as well as how to access them.	The district will improve engagement of identified underrepresented families in order to build partnerships for student outcomes through the continued enhancement of district parent advisories and through the development of more site-based parent advisories. There will be continued training of school leadership regarding the importance of this work and best practices for becoming more inclusive and hearing the voices of all families. The district will determine if the parent liaison positions are able to engage more underrepresented families and will expand the program to other sites if so. The expanded LCAP Advisory Committee will take part in a book study and reflection process around this topic and will make recommendations based on our findings.	The district makes intentional efforts to authentically engage our educational partners and get their input for decision-making. The parent and student advisory groups are authentic opportunities for staff to collaborate with educational partners and get their input on current initiatives, as well as their overall needs. This feedback has led to the development of many district decisions and new services for our students. We continue to look for ways to maximize the opportunities to hear the voices of our educational partners and develop systems to respond to them. The development of site parent advisories is one way that we are seeing progress with this goal.  Another strength of our district when it comes to seeking input for decision-making is the active engagement of PTA/PTSA/PTO/PTC organizations and School Site Councils (SSCs) at all our school sites.  These teams provide a means for administrators and staff to work directly with families, hear their needs and ideas, and collaborate around solutions. This coming year, there are plans for district staff to visit School Site Councils as part of the LCAP engagement process in order to gain input regarding future decisions as a new LCAP plan is developed. Lastly, our educational partners report that our special education parents are very involved in their students’ IEP development and services. They identify this as a strength because parents are brought fully into the process and asked to contribute to decisions for their student’s success.	The district needs to expand opportunities for educational partners to provide input for decision-making. While there are structures in place, they are limited in terms of the scope of input and the structures for integrating the input into decision-making practices. The district’s participation in the Community Engagement Initiative will provide us with ideas for ways to enhance these practices in our district. Additionally, the district needs to continue emphasizing the importance of this with our school leaders and providing them with support in developing this practice for their schools. Based on survey results, only 48% of our families feel that the school values their opinions. This is cause for concern and indicates a need to improve our efforts to seek input into school-based decisions.	The district will improve engagement of identified underrepresented families in order to seek input for decision-making through the continued enhancement of district parent advisories and through the development of more site-based parent advisories. There will be continued training of school leadership regarding the importance of this work and best practices for becoming more inclusive and hearing the voices of all families. The district will determine if the parent liaison positions are able to engage more underrepresented families and will expand the program to other sites if so. The expanded LCAP Advisory Committee will take part in a book study and reflection process around this topic and will make recommendations based on our findings.	3	3	4	3	3	3	3	3	3	4	4	3	Met		13JUN2023	2023
33752420000000	Val Verde Unified	3	Our district continues to be committed to ensuring our families’ voices are heard. We have increased committees, attendance participation, and engagement. The voices of families are heard and valued; ideas that are shared are implemented.  We continue building strong, meaningful relationships based on trust. Our school administrators, teachers, and classified team members value our families and recognize that our parents/guardians are key partners in our concerted efforts to improve student outcomes. Our district works from a strength-based perspective, making sure our families feel supported, affirmed, valued, and know they belong. Their input is celebrated and taken seriously. Our district’s efforts to increase support staff at sites (site-based community liaisons, field supervisor, athletic tech) have proven to be a well-accepted and successful means to increase outreach and support and most importantly, strengthen our relationships with our families.	Our district has not only reincorporated traditional pre-pandemic in person events but have also included hybrid sessions to increase accessibility for families that would prefer online participation. We provide interpretation/translation services for all our offerings and have created culturally affirming committees in addition to legally required committees, such as DELAC. We continuously seek new ways to improve family engagement and encourage families to participate in and lead meetings, events, and co-champion their children’s educational journey.	Our District takes pride in strengthening the connection between school staff and families and continues to use many different tools to optimize communication between parents and teachers regarding student progress. In addition, parent/guardians’ input will continue to be encouraged during group meetings as well as committee meetings. Both surveys, as well as voice forms, will continue to be provided so parents can make their concerns and/or priorities heard and addressed. We continue to encourage our families to make their voices heard at Local Control Accountability Plan (LCAP) informational meetings, Parent/Teacher Conferences, in our ongoing effort to work together with families to improve student outcomes. VVUSD continues to provide information at the beginning of the school year to parents, i.e., Foster Families and families with children with exceptional needs. Informational sessions are to be offered throughout the year. Important information on rights and responsibilities will continue to be made available at informational sessions for Special Education and Foster families as well as meetings for families with English Learners. In addition, the District will continue to share information about its Uniform Complaint Policy on a regular basis. This information is disseminated via parent notifications that are mailed out in both English and Spanish, as well as at parent advisory committee meetings, and are easily found on the District’s website. The District continues to offer events that strengthen relationships and connections with families, i.e. the Family Engagement Reading Festival, the English Learner Listening Sessions, events such as the Day of the Dead at one of our high schools, informational sessions on creating safe and inclusive environments for our LGBTQ+ students, events that commemorate Black/African American History, Asian American Native Hawaiian Pacific Islander Heritage, and continues to encourage direct engagement and access of administrators with families.	Val Verde’s school sites continue to develop ongoing relationships with families where both teachers and administrators view parents as partners in improving student outcomes. The District encourages interested parents/guardians and community members to visit schools and participate in their children’s educational program. Our district continues to make it a point to offer quality professional development throughout the year to ensure that our VVUSD team members are committed to celebrating our families’ strengths and are working side-by-side to promote educational equity and success for our students. When our teachers are out for conferences, trainings, or any type of professional development, the District provides quality substitutes for students. The District also continues to offer translation and interpretation to our families, which enables meaningful collaboration with mutual understanding. Our district also offers literacy collaboration sessions to support family reading at the elementary level which are aimed at enhancing the success of learning at home and promoting literacy. In addition, other ongoing events are continuously being offered to support middle and high school-aged students. Our class for parents to promote college awareness through the Latino Family Literacy Program, Graciela’s Dream, has had a wide impact on our families. Our district added another level to this class by including field trips to a local college as well as a four-year university. It also includes visits from high school and college counselors. VVUSD also offers a College Kickoff, a Family Engagement Symposium, a Reading Festival and other significant district-wide events available to families. In addition, the district hosts a highly successful and well-attended HBCU college recruitment fair. VVUSD offers Free Application for Federal Student Aid (FAFSA) and California Dream Act workshops and informational sessions to assist our families in supporting their children in their postsecondary educational journey. VVUSD offers many events throughout the year to ensure our families have the necessary resources to assist their students’ learning and development at home.	Our district will continue to work on expanding our efforts to engage our underserved populations, i.e., Families and students who identify as African American, LGBTQ+, Asian American Native Hawaiian and Pacific Islander (AANHPI), among others. In addition to improving services for marginalized communities, we are also growing our Community Schools approach and serves to better meet the needs of the “whole learner.”	It is our district’s desire to further improve the engagement of underrepresented families to not only strengthen existing partnerships but build new ones to boost student outcomes. Our district will continue to do this by continuing to make relevant and useful materials available for at-home learning to support families with their students’ outcomes. The District plans to continue to offer Free Application for Federal Student Aid (FAFSA) and California Dream Act workshops and informational sessions to assist our families in supporting their children in their postsecondary educational journey. VVUSD will continue to host various events throughout the year to ensure our families have the necessary resources to assist their students’ learning and development at home. These include informational sessions on the California Assessment of Student Performance and Progress (CAASPP), English Language Proficiency Assessment (ELPAC), and the California School Dashboard, among others; as well as the Local Control Accountability Plan (LCAP) in order for families to help the district priorities budgetary actions needed for improvement in student outcomes.	Our district continues to implement a strong system to effectively support and build the capacity of our principals and VVUSD team members in engaging families in the decision-making process throughout the year. Ongoing and regular principal meetings are offered in the school year. Principals and school sites continue to receive training and materials to aid in the facilitation of their parent advisory committees, such as SSC and ELAC, and are able to successfully train their advisory committees officials and participants. In addition, clear and concise information continues to be available for sites (i.e. ELAC handbook with information available on our VVUSD EL Program website). VVUSD continues to strengthen advisory committee meetings in such a way that principals, support personnel, and parents are collaborating to create agendas and facilitate meetings in unison as equal partners focused on improving student achievement. VVUSD has sought to maintain its commitment to implement a unique model that strives to build family leadership and provide a voice to our community. At our African American Parent Advisory Council (AAPAC) and our DELAC and PAC meetings parents’ voices continue to be encouraged, valued, respected, and celebrated. Resources are invested in powerful research-based programs to empower and establish a parent/guardian leadership program where families are trained as experts who pass along tools and information to other families to support improved student outcomes. VVUSD has continued to provide opportunities to all families to provide input on policies and programs and implement strategies to seek input from underrepresented groups. At our advisory committee meetings such as DELAC and our African American Parent Advisory Council (AAPAC) meetings, not only are parent/guardian surveys provided, but voice forms as well, where parents can share their personal ideas, questions, and priorities and receive a personalized response.  In addition, our Special Education Informational Sessions, our LCAP discussion forums, and Parent Focus Groups continue to stand out by always encouraging input from our community. Our site leaders continue to take full advantage of our resources by reaching out to our Family Engagement Center to meet the local needs of the community and schedule classes or services from a wide array of options made available to them. For district-based events, courses, and services are centered on feedback provided from surveys and voice forms. Based on our families’ input, a variety of classes have been created and offered continuously throughout the year. This process is reflected on our List of Course and Service Offerings which is continuously updated to include new offerings. Input from the community has consistently been the driving force in determining our offerings and services as well as the allocation of funds for our LCAP adoption process. Thanks to this process, our families feel empowered and heard.	Our District will continue to make concerted efforts to encourage and increase participation at our various events as we had pre pandemic. Our focus remains on facilitating access, enhancing, and innovating the tools to encourage decision-making opportunities in every level of parent participation, whether it be at a single event or a parent committee.	Our district will continue to seek to improve efforts to strengthen relationships with underrepresented families and increase participation in focus groups, site and district level parent advisory committees and ensure that our families are engaged and moreover participate as change agents during decision-making opportunities in their students’ academic journey. Furthermore, our district will continue expanding event offerings that specifically speak to our underrepresented populations to encourage their participation and provide opportunities to make their voice heard and implement their ideas and priorities.	5	5	5	5	5	5	5	5	5	5	5	5	Met		20JUN2023	2023
34103480000000	Sacramento County Office of Education	3	The SCOE student programs have continuously invested in hiring employees who excel in building relationships with students and families and in on-going family and community engagement professional development for those employees. Our schools and programs are welcoming places for all parents. Each student and family participate in an enrollment meeting, where strengths, goals and the family culture are discussed and understood by our team. The detailed enrollment process ensures appropriate wrap-around services are assigned prior to the first day of attendance. Families are also connected with community resources to further support their needs and parents are actively engaged in the decision-making process through IEP meetings, student study team meetings, student-led conferences, and site council meetings. Students in our court school participate in a new student interview and families are invited to call or visit with school staff in the visitor center on any school day and on our formal visitation evenings once per month. During the academic year, SCOE invites families to campus to view exhibition projects, and for cultural celebrations.	SCOE's transition specialists (two per campus) engage in frequent outreach to families. Based on need, the initial outreach is often related to attendance, but these staff continue to build strong relationships as the year progresses. Students frequently express appreciation for the connection with transition specialists.  The enrollment of English learners, including some refugee students whose first language is other than English, is increasing for SCOE schools. While SCOE has a contracted translation agency and a master list of interpreters that work across our organization, we strive to recognize and understand the cultures and languages of our students.	Developing multiple opportunities for authentic two-way communication between families and school staff is ongoing. To improve engagement of underrepresented families, it is important that communication is systematic so that it includes everyone.	SCOE provides a Family and Community Engagement professional development program, which our administrators and staff participate in and we support all staff participation in additional outside professional development sequences. In 2021-22, a new position of Vice Principal for Family and Community Engagement was initiated for Colley and Hickey, and a second position added in 2022-23 to serve families at El Centro.  SCOE is in contract with multiple non-profit agencies that partner with our administration and staff to engage families with resources to support student learning and development in the home. Our teams consistently participate in student study team meetings with families and set goals and expectations for continued student success. Each family receives transition support and information for their student's transition back to mainstream, high quality school district programs and we ensure all families understand their right for legal representation, as we provide information on free legal services. Our teams are committed to advocating for our students and helping families develop advocacy skills as well.	To build partnerships with families of underrepresented students, when many families are disengaged and unhappy with the student's placement, consistency in communication is important. Every family and student should be informed about SCOE's academic programs, career preparation, credit recovery options, and the student's transition plan.	The Family and Community Engagement team will continue to make connections with families at enrollment and throughout the student's term. SCOE leaders are researching the options for app-based communication to simplify engagement in a non-intrusive way.	Leadership is invested in developing parent capacity. Relationships are strong, and SCOE leadership is seeing growing participation in advisory committees. SCOE's progress towards seeking input from parents/guardians in decision making and efforts to promote parental participation in programs is measured through a consistent annual survey that is translated for our non-English speaking families and administered electronically. The survey is designed to be accessible and specific to the issues that are most relevant to our non-traditional student populations. The survey included an assessment of whether parents feel their child's school offers activities to bring families onto campus, and whether parents would recommend SCOE’s programs.	A focus area is to sustain and grow participation in advisory committees.	Key to improving engagement of underrepresented families is systematic outreach and reflection of the needs communicated.	4	4	4	3	4	3	5	4	3	3	4	3	Met		27JUN2023	2023
34103480136275	Fortune	3	At Fortune, we have built strong connections between our non-teaching staff and families.  Non-teaching staff and parents reported feeling very safe on campus as well as connected to our school.	At Fortune, teachers were less likely than non-teachers to report feeling very safe on campus as well as connected to our school.  We continue to work to improve in this area so that all staff feel similarly safe and connected.	At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.	At Fortune, we have a robust partnerships with local organizations such as the Sacramento Observer and the Center for Fathers and Families.  We saw increases in the percent of our scholars who report feeling very connected to our school (77% to 81%) and safe at our schools (65% to 76%).	We would like the percentage of scholars who report feeling safe at out schools to be even higher.  We continue to make efforts to keep our campus safe and clean.	At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.	At Fortune, we have a robust School Site Council and English Learner Advisory Committee that enable staff and families to join our decision-making processes.  They learn about our LCAP and provide input for each annual update.	We hope to have more parent participation in our School Site Council and English Learner Advisory Committee.  It is difficult for parents to make the time to join the meetings given their jobs, children, and other commitments.	At Fortune, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
34103480140160	American River Collegiate Academy	3	At American River Collegiate Academy we have worked hard to build relationships between our school staff and families. We begin by creating a welcoming environment for all, starting before students step through the doors. Our staff greets students and families each morning at drop-off and continues to foster relationships throughout each day through informal conversations, more formalized meetings, phone calls, and emails. On a weekly basis, our teachers and staff share news and information through our weekly newsletter. Additionally, we schedule several opportunities throughout the year for our families to engage with our staff, including Back to School Night, parent/teacher conferences, LCAP engagement workshops, participating in surveys, committee work, Parent School Partnership (PSP) meetings, family nights, budget/facilities meetings, etc.  Rocklin Academy Family of Schools’ mission is to provide a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning. Focusing on this mission, American River Collegiate Academy encourages families and community members to participate in supporting students in a variety of ways which may include volunteering, participation on committees, providing input on surveys, attending field trips, school events, and various meetings.  American River Collegiate Academy is committed to engaging parents and other educational partners and incorporating their feedback in the decision-making process. A variety of programs and events have been planned to initiate outreach and make connections with parents, including Core Knowledge Night, Family Nights, docent programs, performances, etc. Opportunities such as these are an effective way of developing relationships which leads to a higher level of parent involvement. Because of the COVID-19 pandemic, many of these have had to be done in a virtual setting over the past two years, which allowed us to reach families. We now try to provide both in-person and virtual options to engage whenever possible. Other ways of providing meaningful input in the decision-making process for families have been serving on or participating in committee meetings such as the Parent School Partnership (PSP), Finance Committee, Board of Directors, Local Control Accountability Plan (LCAP) Committee, and English Learner Committee (ELC) meetings.  When surveying parents and guardians in the 2022-23 school year, 100% of American River families participated. Of those, 93% indicated an overall high level of satisfaction, 88% believe RAFOS seeks their input on decisions, 88% indicated that they have participated in school-related activities this year, and 100% intend to return in the 2023-24 school year.	We strongly believe that our educational program is strengthened by community and parent partnerships. Our focus areas for improvement in building relationships between school staff and families include: • Increase opportunities for volunteering • Increased community resources to be made available to families • Increasing the effectiveness and equity in the two-way communication between families and teachers	Building relationships between school staff and our families is a top priority at Rocklin Academy Family of Schools. We continually work to improve engagement and have identified areas of opportunity to strengthen these relationships, especially with our underrepresented families. We plan to increase the number of family engagement opportunities for our English learners and students with disabilities through increased frequency of outreach through email communication, meeting opportunities, and face-to-face connection on campus. We also plan to increase the number of times we reach out to low-income families to see if there is any additional support we may be able to provide or direct them toward.  We are utilizing the resource “Language Line Solutions” to communicate with families in their primary language for meetings.  As part of the California Collaborative on Educational Excellence Community Engagement Initiative, consisting of admin, teachers, parents, and county office of ed staff, we are working to increase opportunities for staff and families to engage in authentic communicative interactions that lead to trusting relationships.	At Rocklin Academy Family of Schools, we believe that our educational program is strengthened by strong partnerships with families. Communication is key to this being a success. Based on the analysis of educational partner input, the following were identified as strengths in building partnerships for student outcomes. • Communication from teachers, principal, and superintendent • Parent/teacher conferences or other collaborative meetings We send home weekly communication to all families as a way of keeping the informed of what is going on in the classrooms and on campus. Our superintendent also provides a monthly update, sharing important information and highlights across all sites. We also host several collaborative workshops and meetings throughout the year focused on student outcomes. Other, more individualized work is accomplished through SST, IEP, and LTEL meetings with teachers, principals, and families to review data and set student goals. Finally, our parent portal provides access to families on their child’s academic progress and other important information.	Based on the analysis of educational partner input, we have identified some areas for improvement in building partnerships for student outcomes. As a result of the COVID-19 pandemic and the restrictions that were put in place, opportunities for parent involvement on-campus have diminished. Families and staff are all eager for those to return to normal. In the 2022-23 school year we will be working to improve or increase the following areas to rebuild partnerships for student outcomes. • Volunteering opportunities on field trips • Volunteering opportunities in the classroom • In-person events • Communication The RAFOS mission states, “Rocklin Academy Family of Schools provides a distinct educational program strengthened by community and parent partnerships to achieve high standards, rich core content, and innovative learning.” This partnership is critical to the success of our students and we are committed to strengthening it.	Based on the analysis of educational partner input our school plans to improve the engagement of underrepresented families to build stronger partnerships for student outcomes by: • Increasing the number of workshops/meetings intended to support, inform, and collaborate with our families of English learners • Continuing to build upon the resources provided to support families • Reaching out to our foster youth and low-income families more frequently to determine what additional supports they need that we may be able to provide or help identifying assistance with	Based on the analysis of educational partner input and local data, current strengths for seeking input for decision-making that have been identified include the following: • Opportunities to provide input through surveys • Discussions with classroom teachers or other school staff • Opportunities to attend meetings such as board meetings, PSP meetings, OPS meetings, EL meetings, etc. • Opportunities to participate and provide input at meetings Although several strengths have been identified in the way we seek input from our educational partners for decision-making we are always working to improve this process.	Families are incredibly eager and willing to participate in the decision-making process and as an organization, we know that their input is crucial to the success of our students and schools. Based on the analysis of educational input and local data, we have identified the following trends as areas of improvement for seeking input for decision-making: • Increase the number of face-to-face interactions • Define and improve two-way communication • Add opportunity for Principal-Student Forum	We are always seeking ways to improve engagement with our underrepresented families. Areas identified that we are further looking into include the following: • Ensure that all groups are represented across committees • Provide an increase in the number of translated materials for our EL families • Provide multiple times (morning/afternoon/evening) for families to engage • Ensure that students from underrepresented families are included in the principal student forum	4	4	4	3	4	4	5	3	4	4	4	3	Met		20JUN2023	2023
34103480142091	Capital College & Career Academy	3																						Not Met For Two or More Years			2023
34672800000000	Arcohe Union Elementary	3	Over the past three years, the district has brought in outside organizations to instruct staff about the importance and ways to build relationships with families. The professional development activities are designed to create welcoming schools where students and families from multiple walks of life of recognized and celebrated. The goal of the program is create a safe space on campus and provide substantial support for those in needs. Examples include the creation of multiple mental health supports, providing multilingual communication opportunities, and ensuring there is equity in all programs.	Although systems are in place, the district must remain vigilant in identifying both individual instances of relationship breakdowns or systematic failures. To support this effort, open communication between staff and families is vital. In future years, the district is committed to continue to build relationships with families and sustain the culture of acceptance and belonging.	Based of surveys and interviews, it is apparent bilingual families and other underrepresented groups have appreciated the efforts staff has made to hear their voices and bring them into the conversations. Families feel more welcome across campus and know they have support of the staff for the benefit of their children.  To continue to foster this, the district will continue to offer opportunities for all families to attend meetings, take part in surveys, and be seen as educational partners.	Current strengths of the system include:  - Multiple translation services available for multiple languages  - Conferences with teachers are flexible in terms of being both in-person and/or online to provide open access to information  - Input is gathered for all educational partners is multiple forms (surveys, direct conversations, and open meetings)  - Strong community support of educational programs from both the public and families	To help support student outcomes, the district has added a number of opportunities to allow families to be informed. Some include the use of a singular communication system through our Student Information System (Aeries), movement toward a standards-based report card in grades TK - 3, increasing conference opportunities for families with the addition of online conferences, and directly informing families regarding student progress of standardized assessments.	As good as our systems have become, the district must remain aware of groups of families that do not have access to the systems we put in place. Limitations may include: a lack of access to technology, insufficient knowledge of how to use the systems put in place, perceived barriers to communication (time, language, feeling of belonging, etc.), and a general reluctance to engage based on other personal factors. The district must continue to be proactive and bridge these gaps to ensure all have equitable access to programs and information.	Current strengths include:  - Surveys made available to all families in multiple language   - Open meetings for families to attend and provide input  - Administration and staff are visible across campus and during other school events to have informal conversations	To continue to seek input, the district will continue to be proactive in asking for input and being available to all.  Local control and accountability is important to our school community and it is vital the community has an avenue to express their thoughts for the betterment of the students. The district will continue to provide multiple ways for families to be part of the educational conversation.	As noted, the district will provide multiple ways for families to be part of the educational conversation. These will include: surveys in multiple languages, formal and informal conversations, access to meetings and conferences, and opportunities for families to take part in community events.	4	4	4	5	4	4	4	5	4	4	4	4	Met		15JUN2023	2023
34673140000000	Elk Grove Unified	3	The district believes trusting and respectful relationships between the home and school serve as the foundation for shared learning and responsibility and is a key factor for student success. Parent Survey results show that 91% of parents agree that their school has been effective in providing a respectful and welcoming environment. The Department of Family and Community Engagement (FACE) provides trainings to help schools build trust, create welcoming environments, and develop two-way interactive communication by recognizing skills and knowledge that are part of families’ inner culture, work experience, or daily routine. The FACE department works closely with site leaders to ensure that all families feel seen and heard, and that sites are welcome and inclusive places for all families. FACE also works closely with the Department of English Learner Services to ensure interpretation and translation are available for families at various events.	Elk Grove Unified is dedicated to improving relationships between school staff and families. FACE will continue to offer a wide variety of professional development opportunities for administrators, teachers, and classified staff to support and enhance communication and partnering with families. In addition, EGUSD has also implemented the nationally recognized model of Parent/Teacher Home Visits and results show the relationship building strategy is helping families and students feel more connected and attend school on a regular basis. EGUSD offers both virtual bridge visits via Zoom as well as in person visits (when possible). During the summer of 2022, teachers conducted 4,693 positive relationship building bridge visits to welcome students and families to the new school year. In 2023-24, FACE will support wider implementation of this effective model.	Elk Grove Unified has adopted several different strategies to improve engagement of underrepresented families. The district purchased Talking Points, a two-way communication tool that allows home-school communication in over 100 different languages. Talking Points has allowed families who were disengaged due to language barriers to become connected to their teachers and schools. EGUSD continues to create welcoming environments for all families, especially those that are underrepresented. With recent additional staffing, FACE now has the capacity to provide support to all schools to ensure that families feel a part of the decision-making process and feel welcomed on all school campuses. EGUSD has also begun creating parent affinity groups. These affinity groups, like Families of Black Students United, allow parents and guardians to build community, make connections, and build capacity to be advocates for change in their community and schools.	Many of EGUSD’s departments and offices partner to provide a seamless array of trainings to improve a school’s capacity to achieve effective family-school partnerships for student outcomes. Trainings on cultural awareness and implicit bias support educators in better connecting with students and families. Trainings on social and emotional development are also supportive of and foundational to students’ academic success. Based on stakeholder requests, workshops in the Family and Staff Wellness Series include topics such as parenting while navigating social media, healthy behaviors, managing angst, and stress and resilience. The FACE Department hired two Mental Health Therapists who are creating tools and connecting families to resources to support their student's mental health and wellness. In Spring 2022, Parent Survey results showed that 84% of parents agreed that their school has been effective in providing parent involvement and parent education opportunities.	Parent survey data showed that parents were less satisfied with ideas and tips on how to support academics in the home. Based on this data, the FACE Department has hired three Family Resource Teachers to create tools, resources and training to help school staff improve partnerships with families and the community to help enhance learning at home. The FACE Department is also collaborating closely with both the Curriculum and Professional Learning Department and the English Learner Services Department to ensure high quality instruction includes tools for families to help enhance learning in the home.	EGUSD site staff often begin fostering engagement with underrepresented families by conducting relationship-building home visits and using the two-way communication tool, Talking Points. These serve as the building blocks for successful ongoing relationships, deeper engagement and partnership for student success. The district will continue to provide training and support for wider implementation of teachers and administrators use of these strategies to foster positive and effective connections with underrepresented families to support stronger student outcomes.	EGUSD understands the importance of parent and community feedback and continues to make progress in seeking input for decision-making. Through various parent committees, such as the District Advisory Committee, the District English Learner Advisory Committee, Partners Accountable and Responsible for Student Success, the Community Advisory Committee, Families of Black Students United, Latina Madres, and the Superintendent’s Parent Advisory Committee, parents routinely provide feedback and recommendations to district leaders in making decisions, including school and district LCAPs. On a wider scale, the district annually seeks parent/community feedback through a LCAP Needs survey and Parent survey. Survey responses inform efforts to improve instructional programs and engagement efforts. In Spring 2022, Parent Survey results show that 82% of parents agreed that the school has been effective in providing opportunity for parent input in making decisions for the school or district.	One focus area for improvement is making sure all families and principals have the opportunity to understand how to plan, design, implement, and evaluate family engagement activities. Efforts to systematically measure and monitor welcoming environments and family engagement activities at each site were paused during Distance Learning but have recently started up again. This will continue to create an expectation for continuous improvement. Coupled with additional staffing to support implementation efforts, great improvements are expected as well as great impact.	The district continuously seeks input on policies and programs, including the best way to reach and hear from underrepresented groups in our school communities. One approach is to directly ask families that are both new to the district and the country, what they need to support their transition, and the best ways to communicate with them. The district also utilizes other opportunities when parents are in the district office, for example during immunization clinics, to interact and obtain information on needed support. Information from these sources help staff identify additional support that could be provided through the district’s Newcomer and Refugee program. The district will continue to engage underrepresented families through the work of the Families of Black Students United, which focuses on improving school experiences of African American students and families. This group builds capacity of parents and employees and advocates for targeted supports for African American students.	5	3	3	5	3	3	3	3	3	5	5	4	Met		27JUN2023	2023
34673140111732	California Montessori Project - Elk Grove Campus	3	The CMP community encourages direct communication through regular parent-student teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Council” meeting opportunities to learn about and provide input into school activities. CMP also provides parent education opportunities to parents across our network of schools (i.e. Love and Logic, Social Media and Internet Safety, etc.).   In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication.	CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders.	In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. This year all CMP campuses completed a book study and drafted an Acceptance, Belonging, and Care Statement. The partnership will continue into the 2023-24 school year with the development of campus level Acceptance, Belonging, and Care teams that will be tasked with providing campus level professional development.	To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for  families who prefer to not receive electronic communications.	CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher  Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present.	CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.  CMP supports families that are dealing with housing scarcity and provides regular communications offering resources and support.	The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.   CMP encourages parent participation at school and sees parents as educational partners in their child’s learning.	The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Capitol Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.	In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. This year all CMP campuses completed a book study and drafted an Acceptance, Belonging, and Care Statement. The partnership will continue into the 2023-24 school year with the development of campus level Acceptance, Belonging, and Care teams that will be tasked with providing campus level professional development. In 2022/23 CMP also hired a Diversity, Equity, and Inclusion Outreach Coordinator. The Coordinator partners with CMP’s Student Services and Human Resources team to be more visible in areas of the community that CMP has historically not been present in. This work has improved our engagement and targeted outreach.  In 2022/23, CMP began offering the Expanded Learning Opportunity Program through our Club M program at all of its campuses. As a result, we have more families participating thanks to the scholarships we are able to provide.   In 22/23 CMP offered three, free after school enrichment offerings to families. In 23/24, we plan to offer six, free after school enrichment offerings.  CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities.	4	4	4	4	5	4	5	5	4	5	5	4	Met		12JUN2023	2023
34673140137281	SAVA - Sacramento Academic and Vocational Academy - EGUSD	3	SAVA creates a strong school culture that embodies a positive, welcoming, and supportive environment. The staff at SAVA strive to be significant adults in the lives of their students. The school exists to enable students to meet and exceed academic standards while striving to become college and career ready. However, the reality is that many students are hindered by their life circumstances which can make it difficult to stay consistently focused on academics. Acknowledging this, we have developed a clear intervention process and systems of support across all SAVA campuses. Staff strive to intervene with students before academic failure occurs. The support model in place at SAVA offers students wraparound services from Counselors, Student Support Specialists, School Social Workers, RSP Teachers, Teachers, Paraeducators, Campus Principals, and Principals to help fulfill their needs so that they can achieve success in school. Recognizing that many of SAVA’s students lack a stable connection with an adult, SAVA hopes to build these mentoring relationships with each student.  In the 2011-2012 school year, SAVA began implementation of Capturing Kids’ Hearts, or CKH. CKH is the core of all that we do and is a powerful process that transforms schools by building trusting relationships among teachers, staff, families, and students. Every staff member is trained in the use of CKH and CKH is practiced among all staff and students, in all classes, meetings, and events. Under this program, all staff are equipped with tools they can use to build meaningful relationships with their students and families, provide a safe learning environment, and develop a dialogue for team-building. At its core, CKH principles are designed to create self-managing systems and to pave the way for students to be able to use the skills they’ve learned with confidence and enthusiasm, both in and outside of school.  In addition to CKH training and implementation, SAVA annually identifies an equity goal and participates in related professional development. At SAVA, we believe that all students learn, achieve, and thrive when we love, teach, and guide. To this end, we have developed Professional Learning Communities in which all staff are engaged with a focus on data and continuous improvement. All of the work is viewed through an equity lens and focused on decreasing gaps for specific sub-groups where potential inequities have been identified. In addition, we incorporate equity and data discussions in all of our school improvement work, cycles of inquiry, site-based meetings, and in-house professional development.	The focus area for building relationships between school staff and families is to increase parent outreach and participation. SAVA serves a high percentage of socioeconomically disadvantaged students and families face barriers that keep them from being involved in school. SAVA provides supports and information to families and connects them to community organizations. The school will work to increase parent communication about general school information, specialized support information, and regular updates on their child’s individual progress. SAVA will plan activities and events that motivate students and families to be engaged with the school.	SAVA aims to enhance engagement among underrepresented families by implementing targeted family engagement initiatives, primarily focusing on 9th-grade, seniors and transfer students. To achieve this, SAVA will introduce specialized outreach programs, such as orientation sessions and workshops tailored to the unique needs of these students and their families. These activities will provide essential information and support during a critical transition period, fostering a stronger sense of belonging and connection within the school community. Additionally, SAVA will expand its Career and Technical Education (CTE) offerings across campuses. Research indicates that CTE programs can significantly increase student engagement and attendance. This will give options for underrepresented students the opportunity to launch into careers that they may not have known about or seen themselves in, such as Green Energy. Furthermore, SAVA will provide a variety of field trips and college tours to expose underrepresented students to real-life experiences and higher education opportunities. These experiences can be transformative, offering insights into potential career paths and motivating students to pursue higher education. By offering these opportunities, SAVA aims to inspire and engage underrepresented students, empowering them to envision brighter futures and take proactive steps toward achieving their goals. As part of the SAVA commitment to enhancing engagement among underrepresented students, SAVA will provide students with the opportunity to participate in dual enrollment programs. By offering this option, we empower underrepresented students to experience higher education firsthand, breaking down barriers and demystifying the college experience.	At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/ guardian is invited to be a member of their site’s School Site Council/DELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum.   Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed.  School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the Parent Square application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information, they can even use the “Let’s Talk”/Contact Us feature on the website to ask questions or get more information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home as well.	In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at school events.	SAVA will improve building partnerships of underrepresented families by: • Continuing to do home visits • Providing information and support for obtaining community resources • Making sure that families know that they can request and have interpreters for any meetings	SAVA has built up the capacity of families and staff to engage in School Site Council. We have seen an increase in parents/ guardians who want to attend and participate in SSC and DELAC. When we do have the opportunity to have advisory groups that involve our families, we always have a solid turn out to give input and talk about areas of strength and opportunities of our programs.  Student voice and choice are a very important part of the success of our program. Students are involved in planning events such as graduation and CTE Showcase. There is student inclusion in SST, 504, and IEP meetings, student participation in clubs, workshops, and School Site Council. We also have a student-led support group overseen by our school social worker, and weekly student participation in community time in their cohorts. Most importantly, many of our current live classes and clubs have been developed as a direct result of student interest and advocacy.	SAVA families give great input and feedback through targeted advisory groups, virtual meetings and phone calls. We do need to improve upon the participation in surveys that are sent out out and that require feedback.	SAVA will improve seeking input for decision making of underrepresented families by: • Targeting parent/guardians of underrepresented families for school advisory groups and decision making • Send surveys out in multiple languages that represent the SAVA demographic • Have staff attend targeted professional development around EL students and supporting families to effectively engage in decision-making	5	5	4	4	4	4	5	4	4	4	4	4	Met		20JUN2023	2023
34673146112254	Elk Grove Charter	3	The school’s structure for independent study requires all students and their parents/guardians to attend face-to-face meetings upon enrollment and the school’s Master Agreement defines that parents/guardian may be required to attend monthly upon request. EGCS has implemented multiple communication platforms that include email, phone, text. More specifically, Talking Points allows for translation as well. Lastly, as a small school site, EGCS teachers and staff are more accessible to families and students.	Parent/guardian connection to the school’s information system including the electronic gradebook (Synergy). Also, EGCS needs to build the capacity of staff to perform student intervention and include all education partners in the process and to effectively communicate and understand the array of challenges of our students and families.	EGCS will work to provide more activities for students on campus. EGCS historically offers limited activities as students/families participating in non-classroom-based programs typically do not participate in schoolwide activities. EGCS will assign a staff member to coordinate activities and promote activities to underrepresented families. EGCS will work to normalize the use of the Talking Points application for translation for those families who need it and increase communication from all EGCS departments (Admin, Counseling, ISP, Workshop) to build relationships. Also, EGCS will work to increase connection/log-in to Synergy by all families through standardized protocols and procedures.	EGCS has a strong on-boarding and initial appointment process for all students and families. They meet individually with the teacher and parents/guardians are required to attend. Transcript evaluation and course planning or paramount in the process. All students are informed of progress both past and present. The evaluation and planning process through the school’s Master Agreement development requirements builds connections between students, staff, and families. All 11th/12th grade students are scheduled and informed of grade level meetings with the counselor and complete college/career modules as part of the school’s curriculum. EGCS also has a strong intervention process that develops success plans for struggling students to prevent low performance and Master Agreement non-compliance. The intervention and success plan process has reduced the number of involuntary transfers over the years.	College and career training for teachers that will then be delivered to students and parents/guardians is a focus area at EGCS. Also, a-g and college going training is needed for staff so they can accurately promote and provide options for students to increase the school’s college-going rate.	EGCS has a small number of underrepresented families and students but will continue to improve communication with families through the use of Talking-Points application for translation services. Also, schoolwide documents and communications will be translated into the school’s primary languages. EGCS will also continue to work with district level support for foster, homeless, and economically disadvantaged students to provide support to inform and improve student outcomes. As well, the school has 2 EL coordinators who will receive training and then train the staff through the teacher-of-teacher model to identify and address the needs of EGCS small EL population.	EGCS has an advisory council made up of staff and parents/guardians to provide input and make recommendations to the school. Advisory council meetings are open to the public and promoted to all school staff and partners. The advisory council is promoted throughout the year during on-boarding of new students. . In addition, EGCS conducts weekly staff/department meetings where staff are engaged in decision making activities. Lastly, students are engaged in decision making opportunities through a bi-weekly leadership class and the ability to engage one-on-one with their ISP teacher.	Areas for improvement include building stronger connections with new and current families to address the needs of a succession of current council members. Also, there is a current open position for a student on the council. EGCS needs to improve activities designed to inform, promote, and seek participation on the council by all education partners. Administration needs to improve opportunities for students to engage in leadership opportunities through both formal and informal means. Over the years, EGCS has had inconsistent participation in the Principal’s Student Advisory committee. Also, yearly advisory council meetings need to adhere to a more consistent schedule and determine not only how to attract more people to the meetings, but also how the council can assist in meeting the school’s mission/vision.	EGCS has small numbers of underrepresented families and students but increasing awareness of decision-making opportunities is needed to improve both their connection with the school and the school’s ability to meet their needs. EGCS will need to conduct better analysis of the numbers and needs of underrepresented students through whole staff data analysis opportunities and increase both formal and informal connections between underrepresented students and administration and staff. EGCS will continue to work with district level departments to assess the needs of students and implement programs to meet those needs. EGCS transient population makes planning and engagement activities difficult. Improving the school’s on-boarding process will assist in greater engagement and participation of underrepresented families.	5	5	4	5	4	4	5	4	4	5	5	5	Met		27JUN2023	2023
34673220000000	Elverta Joint Elementary	3	As a school district, the Elverta Joint Elementary School District (Elverta JESD) will keep a clear vision on our mission and goals that work towards developing and implementing a culture that is welcoming, transparent, and supportive of families. Through open door policies provided by administration, teachers, and staff, families have the opportunities to connect with staff. This relationship building offers an open and collaborative environment that fosters communication and trust.	The Elverta JESD strives to identify and improve in all areas. Additional relationship building opportunities are focused upon and as a staff, we continue to work towards meeting the needs of families and their students. As the district continues to grow, our desire is to become a destination school district that provides value, support, social and emotional growth, and is welcoming to all families.	"The Elverta JESD continues to invest in the relationships between school staff and families. As the Spanish speaking population continues to grow within the district, meetings take place to offer support for the Spanish speaking families. This outreach demonstrates support and a welcoming environment that works to establish a collaborative environment. Also, newsletters, emails, voicemails and ""Red Folders"" that provide English and Spanish versions of communication, go out weekly to families."	The Elverta JESD works to identify opportunities that are specific to building partnerships with staff and families that provide academic and social-emotional supports for students. Administration and instructional staff work together with families to invest into identifying each student's needs for social-emotional and academic growth. Conferences, 1:1 check-ins, and additional supports from staff all work towards meeting student needs and increasing outcomes.	The Elverta JESD strives to identify improvement opportunities in partnering with families for increased student outcomes. To this end, the district invests into each student early on in the school year, the establishment of academic and social-emotional benchmarks. These benchmarks are revisited throughout the school year. Families are brought into to the process with the sharing of information, observations, and intended outcomes that can be achieved with a collaborative approach from staff and families.	As the Elverta JESD continues to grow, the needs of the community change. The staff at the district takes an assertive effort to identify needs of families as they enroll in the district. The district continues to invest in bilingual staff that support the communication process in a welcoming manner. Additionally, opportunities are identified and take place that work towards making productive relationships of caring and understanding towards the underrepresented families. For example, this takes place with townhall meetings for Spanish speaking  families and individual meetings that support and encourage communication and meeting the academic and social-emotional needs of students.	With a new Superintendent/Principal who came to the district in the  2021-22 school year, the Elverta JESD will work to identify opportunities to accelerate a robust communication, collaborative, and support environment between staff and families. A district-wide open door policy takes place to where educational partners can discuss decision-making and works towards better meeting the needs of all students. Additionally, a School Site Council has been established to garner support and influence from parents, staff, and community.	The Elverta JESD has focused on communication home to families that presents an open and willing-to-listen culture. Families are often times welcomed into the classrooms or administrative offices for discussions on ideas, opinions, and identifying opportunities for improvements. The district's goal of increased communication and involvement with families will make the organization better and more represented of the immediate needs of families and the community.	The underrepresented families are a focal point for the staff of the Elverta JESD. Seeking a higher level of understanding of the needs of these families and how the district can better support the students is a cornerstone of the continued success of the district. Being assertive early-on in the school year towards welcoming and meeting with the underrepresented families individually or in small group settings will set a tone of caring, relevance, and trust in wanting to include these families in our district culture and family.	5	5	4	4	4	4	5	4	4	4	4	4	Met		06JUN2023	2023
34673300000000	Folsom-Cordova Unified	3	Strengths: As an LEA, our strengths include the establishment of on-site parent summits, school site council, ELAC, DELAC, and DAC which have provided a space for parental/guardian voice. We facilitate multiple LCAP Data Walks and have active parent involvement. The Strengthening Families Program has been instrumental in supporting parents and families.  Most recently we received the Community Schools Grant which brings services to multiple schools.  Progress: It has been made to seek authentic feedback from marginalized family groups. FCUSD held a series of Virtual Parent Summits and received positive feedback. There is a strong interest in continuing the Parent Summits. Recently added Black Families Advisory group.	Focus areas: For improvement, FCUSD will include empowering the voice of parents and students with adverse educational experiences. This will be done by hosting ongoing parent summits, encouraging parents/families to engage at school sites, student fishbowls, and empathy interviews.	Improve: Continue to provide direct outreach to underrepresented groups, meet them where they are and build trust, allow authentic feedback, and create a safe space for honest dialogue and exchange of ideas through Parent Summits, ELACs, SSC, DAC, and CAC. Create a welcoming learning environment and provide translations and child care as needed.	Strengths: Minimum day provided for teachers to have Parent-Teacher Conferences centered on student progress. Parents and staff review standards and progress or needs to be met for their child. Additionally, sub-time and translation are provided to support bilingual parent conferences.  Progress: Renewed focus on ELAC and SSC parent participation. Make sure parents and staff understand the role and purpose of each committee.	Focus Area: Increasing opportunities for students and their families to understand their legal rights and develop advocacy strategies to support their children's success.	Improve: Continue focused and active participation in ELAC and SSC to build trust and understanding with school and families.  Develop ongoing training to build capacity and integrate resources and support to encourage active participation and meaningful engagement. The advocacy process needs to be developed with clear steps for parents and the community to understand and follow.	Strengths: In order to reach hard-to-reach families, direct outreach using translated email and text, as well as personal invitations, were used to encourage families to participate in ELAC, DELAC, Parent Summits, DAC, and School Site Council meetings. Implemented the 20-day Challenge to increase and improve attendance, increased focused efforts on collecting Income Verification data that helps us know where support is needed and best direct resources. Electronic Survey tools such as Google Survey, ThoughExchange, and communication with translation languages greatly increased Educational Partner feedback and overall engagement.   Progress: The 20-day Challenge has already been an effective process to increase and improve attendance.  The increased and focused efforts on collecting Income Verification data have helped remove stigma and target resources.	Areas of Focus: Increase opportunities for families to become engaged through targeted outreach and recruitment for participating in the School Site Council, District Advisory Committee, ELAC, and DELAC.  Parent Families Advisory has been added to amplify the voice of our Black families.  The Parent Summits have been successful and key to gathering parent voice and family voice and advocacy, especially for underserved populations.	Improve: Continued focused outreach and creating affinity group space for dialogue. Bridge resources and have staff reach out to parents. Provide data and create opportunities to show the progress their students have made. Identify with families what they think works, what doesn't, and what next steps make sense.	3	2	3	3	4	3	4	2	4	4	3	3	Met		15JUN2023	2023
34673300106757	Folsom Cordova K-8 Community Charter	3	As a homeschool charter we pride ourselves in building strong working relationships with students and families. Our teachers build strong working relationships with our families, by meeting with them every 10 to 20 school days for an extended period of time to discuss student progress and academic and socio-emotional needs.	An area of focus for building relationships is with our ELD students. We strive to continuously improve the quality of our teacher to family relationships and the quality of the support we provide for homeschool parent/guardians and students.  During our common planning time and professional learning community, teachers and support staff work collectively to improve how we build relationships with underrepresented families and how we can improve relationships with our families who do not speak English fluently.	Our staff and principal are in regular communication with our families, via email, phone calls and in person conversations.  Building trusting relationships is the cornerstone of our program.  Family engagement is high since the parents are the primary educator at home.  A focus for improvement would be to offer more ways for parents to connect with other parents in our homeschool program which would benefit all parents and especially our underrepresented families. We will offer more family social events on our Mather campus. We plan to improve our school messaging to include translated materials for families whose primary first language is not English.	As a homeschool charter, our educational consultants work closely with each parent/guardian homeschool teacher to tailor the curriculum to meet the individual student's academic and socio-emotional needs. Tailoring the curriculum and pacing to meet individual needs positively impacts student outcomes.Being a homeschool program, the partnerships we have with our families is key to successfully navigating the program.  More training can be done for our newest teachers to strengthen those partnerships for all and especially for our underrepresented families. We are messaging out earlier about the rationale and schedule for CAASPP testing and Renaissance Star assessments as we need more data to track student progress.	One area of focus is building the teaching capacity of our parent/guardian homeschool teachers, especially in the area of teaching math and reading instruction. Based on our assessment data, and parent surveys, math is an area of focus for all of our students, but especially for our underrepresented students. We are offering more math intervention workshops, adopting a new math curriculum and offering parent and teacher professional development  for math instruction and for our new math curriculum.	We are providing professional development opportunities for our parent/guardian homeschool teachers in the form of in-person parent/guardian workshops focused on teaching math and reading and homeschool success. In addition, we are offering one-on-one math and ELA tutoring for all students but focusing on the needs of underrepresented students by making the workshops more accessible in terms of locations, times and duration.	Our School Advisory Council will meet 5 times this year and includes 7 members, 3 of which are elected parent/guardian members, 2 educational consultants, 1 administrator and 1 district designee. The School Advisory Council meets to discuss policies, and seeks input from staff and parents. We send out parent surveys about our program offerings, as well as, parent exit surveys to understand why parents disenroll. The principal holds monthly Parent Meet & Greets to build family connections and discuss school issues directly with parents.	More can be done to advertise more opportunities for parents to have input in our program and especially for the underrepresented families.We can offer translated messaging when needed, and communicate with families on a variety of platforms, text messages, email and phone calls. One area we are focusing on is seeking parent/guardian input on curriculum adoptions, school contract and the family handbook.	We can find ways to improve engagement of underrepresented families by making all families understand that their input is valued and by reaching out to all families to invite their participation. One way we plan to improve engagement of underrepresented families is by utilizing a variety of messaging platforms like flyers which provide translation, in person invitations to provide input and through parent surveys.	4	5	5	4	4	5	5	4	4	3	3	2	Met		06JUN2023	2023
34673300142208	New Pacific School-Rancho Cordova	3																						Not Met For Two or More Years			2023
34673480000000	Galt Joint Union Elementary	3	"2023 CalSCHLS Parent Survey Percentage responding ""STRONGLY AGREE""  Elementary parent responses: 389 Middle School parent responses: 96  1. Indicators on the CalSCHLS survey identified the following areas of strength:  Elementary School goal = 50% This school... - Is a safe place for my child = 45% - Has adults who really care about students = 49% - Motivates students to learn = 47% - Treats all students with respect = 50% - Makes parents feel welcome to participate = 46%  Middle School Goal = 80%  This school... - Has parental involvement = 40% - Has teachers responsive to child’s social & emotional needs = 60% - Provides parents with resources to support my child’s social & emotional needs = 45%   Current strengths district- wide in the area of Building Relationships Between School Staff and Families include: • Every school has a Social Worker or Counselor that perform daily outreach to students and families. •       Bilingual Community Outreach Assistants have coordinated monthly parent meetings, provided technology support and training and supported communication at all schools • Every school site includes bilingual office staff to welcome families upon arrival to the office. • Grades PreK-8 meet with parents for individual conferences one or more times per year. • All communications are sent home in both English and Spanish. Interpreters are provided at all parent meetings. • The District website is available in multiple languages. • The District supports the funding of a full time School Resource Officer dedicated to its schools. The resource officer promotes safe positive safe school environment; meeting with parents and students. • Bilingual Community Outreach Assistants are available at each school to support great family engagement and increase two-way communication between teachers and parents. • Family engagement activities are implemented at all sites: School Picnics, Literacy Nights, Science Nights, Math Nights, Back-to School Nights, Open House, Fall Festivals, Movie Nights, Color Runs, etc."	The focus area for the District to improve is to continue developing staff capacity to learn about each family’s strengths, cultures, languages and goals for their children. Strengths-based practices, goal setting with students and families, and building a positive school climate will continue to be strengthened at each school site.	To improve engagement of underrepresented families in Building Relationships Between School Staff and Families, the District will continue to improve the outreach to families by - utilizing bilingual community outreach assistants and a bilingual coordinator to provide interpretation and translation at parent meetings/events - have an outreach table at school and community events - making personal phone calls to families for attendance at parent advisory committee meetings - maintain the School Readiness parent center at Fairsite with resources and services - provide parent education classes in English and Spanish: nutrition series, english classes, wellness groups	Current strengths district-wide in the area of Building Partnerships for Student Outcomes include: • ParentVUE in the District's student information system for parents to have daily access to student progress. • Technology trainings and live tech support for students and parents. • Parent Advisory Committees at the site and district levels (ELAC/DELAC, DAC, Migrant PAC, Special Education PAC, Preschool Advisory). • The examination of state and local data are presented at the site and district stakeholder meetings. •       Bilingual Community Outreach Assistant on staff to strengthen services for our migrant families  1. Indicators on the CalSCHLS survey identified the following areas of strength:  Supports student learning environment: Elementary: 43%  Has adults who really care about students. Elementary: 49%  Communicates with parents about school. Elementary: 53%  Treats all students with respect. Elementary: 50%   2. Areas to improve at Middle School:  Supports student learning environment: Middle: 13%  Has adults who really care about students. Middle: 11%  Communicates with parents about school. Middle: 22%	The focus area for the District to improve is to continue developing staff capacity by providing additional professional learning to teachers and principals to improve their schools’ capacity to partner with families. The role of the bilingual community outreach assistants and social workers is being expanded to provide support to families afterschool, into the evenings and through home visits.	To improve engagement of underrepresented families in Building Partnerships for Student Outcomes, the District will continue to improve the outreach to families by - utilizing bilingual community outreach assistants and a bilingual coordinator to provide interpretation and translation at parent meetings/events - maintain the School Readiness parent center at Fairsite with resources and services - provide English classes for parent who are learning English - increase attendance at parent advisory committee meetings	Indicators on the CalSCHLS survey identified the following areas of strength: •       School encourages me to be an active partner with the school in educating my child. 85%  Indicators on the CalSCHLS survey identified the following areas of improvement needed: •      School actively seeks the input of parents before making important decisions. 69%  Current strengths in the area of Seeking Input for Decision Making include: • Numerous Stakeholder Feedback sessions annually provide direction and feedback for the district to incorporate into the LCAP; sessions are presented in English and Spanish. • Numerous parent advisory groups include: District Advisory Committee (DAC), District English Learner Advisory Committee (DELAC), Listening Circles, School Site Council (SSC), English Learner Advisory Committee.          (ELAC), Special Education Parent Advisory Committee(PAC).  Parents actively play a role in the decision-making process at the site and district levels. The groups include information shared in English and Spanish. • Principals and teachers attend the District Advisory Committee meetings with parent representatives from each site. • LCAP progress updates and the examination of state and local data are included in quarterly District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) meetings. • The annual CalSCHLS survey is conducted with families to provide feedback in the following areas: Parent engagement, Communication, Facilities and School Safety. • Principals actively work alongside their Parent Clubs at each site to plan, design and implement a wide variety of family engagement activities.	The focus area for the District to improve is to continue encouraging school district administration to engage more families to provide input on policies and site decision-making processes. Increasing the number of families that participate in the English Learner Advisory Committees at schools will provide parents a greater voice. Increasing the informal parent- principal meetings or special school-wide events will also keep parents better informed and more able to participate in the decision making process. Articulation of Academic Parent Teacher Teams (APTT) strategies beyond PreKindergarten can strengthen this focus area.	To improve engagement of underrepresented families in Seeking Input for Decision-Making, the District will continue to improve the outreach to families by - utilizing bilingual community outreach assistants and a bilingual coordinator to provide interpretation and translation at parent meetings/events - maintain the School Readiness parent center at Fairsite with resources and services - provide English classes for parent who are learning English - increase attendance at parent advisory committee meetings - Offer virtual meeting options to families	4	5	4	5	4	4	5	5	5	5	5	5	Met		21JUN2023	2023
34673550000000	Galt Joint Union High	3	The district has been promoting ParentSquare as the primary means to send and receive communications between school and families. Both families and staff have embraced this platform and use it frequently to exchange important information. It has proved an invaluable resource to communicate with families regarding important news, updates, and upcoming events in the schools and across the district. Also, ParentSquare has increased two-way communication between teachers and parents. Most families report that they feel welcomed on our campuses and that they are respected and valued by staff.	The district needs to improve its efforts to recognize and honor the diverse cultures represented on our campuses and to encourage families to be active participants in school events and activities.	This year, the district and school sites will focus on recognizing and celebrating the diverse cultures represented on our campuses. Many teachers and administrators will participate in professional learning around cultural experiences and ethnic studies and throughout next school year a group of teachers will be engaging with the community to help develop a new Ethnic Studies curriculum. We also will work to increase the number of events that celebrate the diverse cultures in our community and encourage families to visit our campuses and participate in the culture of the school. The district will continue efforts to hire more staff who are bilingual and/or are familiar with the diverse cultures that make up the Galt community to better support the students and families of the district.	The district partnered with Paper Tutoring this year to provide 24/7 access to online tutors in all subject areas and in multiple languages and provided information to parents about how to promote use of this service with their students. Teachers use a variety of modes of communication to keep parents apprised of their child’s progress in class, including ParentSquare, PowerSchool, Canvas, email, and phone calls. In addition, parents or teachers can request a parent-teacher conference before or after school. The District also has a strong counseling and support staff that frequently reaches out to families about student progress and ways to support the student in the home, including specific staff to support foster youth, homeless youth, students with disabilities, English learners, and migrant students. Finally, the Multi-Tiered Systems of Support Team at each site meets weekly to review the needs of at-risk students. This team is responsible for reaching out to the families of these students to discuss the student’s progress and possible supports that are available to the student.	Feedback from parents suggests that the district needs to improve some systems, like discipline and grading, to be more consistent and equitable for students. Also, administration needs to better support our teachers with providing consistent communication with families about their students.	District staff will focus on clarifying discipline policies and developing appropriate interventions to identify and address inappropriate student behaviors proactively. Administration will work with teachers and departments to evaluate and align grading practices across the school sites and to develop clear expectations around communication with families.	District and Site Administration have worked hard to get input from our families in the decision-making processes of the District. The school sites have very strong advisory committees for the Agriculture and BEST Career Technical Education pathways. The English Learner Advisory Committees (ELAC) at the sites and the District English Learner Advisory committee (DELAC) , as well as the School Site Councils (SSC) and the District Advisory Committee, contribute greatly to the development of the School Plans for Student Achievement (SPSA) and the Local Control and Accountability Plan and the goals and actions therein. Annually, the District conducts family surveys using the Panorama Survey platform to provide another avenue through which families can inform the decisions made by the District.	District staff will focus on increasing participation in the various committees mentioned above to ensure that the voices of all stakeholder groups are being heard before decisions are made.	Specific efforts will be made to encourage underrepresented families to participate in committees and advisory groups and/or to provide input through surveys and other means as to decisions that are made at the district and in the schools.	4	4	3	4	3	3	2	3	2	2	3	3	Met		22JUN2023	2023
34674130000000	River Delta Joint Unified	3	RDUSD was able to successfully partner with families to improve student outcomes. Families of students were provided many opportunities to be involved in their child’s education including: School Readiness Home Visits,  the utilization of the First 5 Family Resource Center, Migrant Education Parent Advisory Council Parent Conference, Family Education Nights, Family Arena Nights, Senior Parent Nights and Financial Aid Information & Assistance Nights. Additionally, sites offered less formal opportunities for families to come together with school leadership at “donuts for grown-up” style events. LCAP stakeholder feedback meetings were well attended in the 2022-23 school year as were school bond information.	Our educational partner input and data have helped RDUSD know that more opportunities for two-way communication would improve the strength and number of positive school to family relationships. RDUSD is fully invested in understanding the needs and goals of our school community and partnered with CalSCHLS and completed the California Healthy Kids Survey, California School Staff Survey, California Parent Surveys to gather information from our school community. Currently we are using our established practices of engaging our community by inviting them to ELAC/DLAC, School Site Council, Board of Trustee's, Parent Advisory Committee, LCAP, and Bond Initiative meetings. Additionally, RDUSD implemented information sessions for parents to meet new Principals and facilitate question and answer sessions. RDUSD will continue to provide opportunities for our community to provide input on district initiatives and long-term plans.	RDUSD will continue to reach out to underrepresented groups and invite them to participate in the district and school governance processes and advisory groups.  We will use multiple modes to communicate with underrepresented groups including technology, paper flyer distributions and personal outreach by staff members to engage with our community.	RDUSD will continue to build partnerships with families to help them be a strong support for their students. Based on California Schools Parent Survey data 81% of respondents report being well informed about school activities, 75% report having attended a school or class event, 85% have attended a general school meeting, 85% have participated in school fundraising, and 46% have participated in a parent organization. However, parents who report having served on a school governance committee is only 16%.  Additionally, 74% of parents have received information about the role they can play at school but only 58% have received information about why their students is placed in a specific class.  Eighty-seven percent of elementary parents reported that the participated in a parent teacher conference but only 53% high school parents have met with a counselor. Based on these data RDUSD parent participate at a high level in many activities that directly benefit their student and the greater school community.	Parents and community members who participated in LCAP community input sessions expressed a desire to have more opportunities to have two way dialog with the site and district level leadership. The district and site level staff are investigating practices that can be effectively used to allow more dialog.  Currently the community is able to participate in dialog at District Language Acquisition Committee meetings (DLAC), site English Language Acquisition meetings (ELAC), Migrant Education Parent Advisory Counsel (PAC), and School Site Counsel (SSC) meetings.  The Board of Trustees regularly interacts in dialog with their constituents and receives public input at every School Board meeting. We will focus on leveraging our internal systems to better publicize opportunities for dialog and provide information to parents on the impact of committee participation.	RDUSD will publicize opportunities to engage in our LCAP local indicator reflection process at our PAC, DLAC, ELAC and SSC meetings and push information out to families via our information systems.  We will continue to provide in-person and remote engagement opportunities to address our unique geographic barriers to participation. RDUSD provides translation in Spanish for our families at our community information gathering events.	RDUSD is effectively using technology tools to gather stakeholder input for decision making. The district continues to facilitate hybrid Board of Trustee meetings to allow community members to participate where they are most comfortable. Additionally, community members can offer their public comment remotely during these sessions. Sixteen percent of RDUSD families report being involved is school governance and decision making events.  RDUSD continues to gather community input offering engagement opportunities such as our District English Language Advisory Committee meeting, English Language Advisory meetings, Meet the Principal events, Migrant Education Parent Advisory Council, Site Council meetings, and LCAP community input sessions.	RDUSD is committed to providing an opportunity for families and the community to provide input to help inform decision making.  The community expressed that surveys are an easy way for them to provide input on a variety of topics.  RDUSD will employ the use of surveys to gather information. Additionally, the community indicated that they would like more input on bond funded improvement projects in the district. The community attended site tours and information sessions to provide input on projects and the district will continue this strategy. We will focus on leveraging our internal systems to better publicize opportunities for dialog and provide information to parents on the impact of committee participation.	The district will continue to reach out to the community and invite them to provide feedback.   Sessions will be planned at times when our community can attend and be translated to allow all community members to participate.  RDUSD will publicize opportunities to engage in our LCAP local indicator reflection process at our PAC, DLAC, ELAC and SSC meetings and push information out to families via our information systems.  We will continue to provide in-person and remote engagement opportunities to address our unique geographic barriers to participation. The RDUSD Board of Trustees holds its regular monthly meetings at a different school site each year to provide an opportunity for members of the geographically broad region to attend meetings.	5	4	5	4	1	2	4	4	4	4	4	5	Met		13JUN2023	2023
34674130114660	Delta Elementary Charter	3	The LEA strengths are in connections with families through building strong relationships between teachers, administrators and parents.	The LEA is planning to provide additional afterschool and enrichment activities for students. The LEA is also focused on improving outcomes in ELA and Math.	LEA will continue to survey parents and meet with stakeholder groups regularly. LEA also makes its school board meeting available online and in person to gather information and feedback from stakeholders.	The LEA strengths are in connections with families through building strong relationships between teachers, administrators and parents.	The LEA is planning to provide additional afterschool and enrichment activities for students. The LEA is also focused on improving outcomes in ELA and Math.	LEA will continue to survey parents and meet with stakeholder groups regularly. LEA also makes its school board meeting available online and in person to gather information and feedback from stakeholders.	The LEA strengths are in connections with families through building strong relationships between teachers, administrators and parents.	The LEA is planning to provide additional afterschool and enrichment activities for students. The LEA is also focused on improving outcomes in ELA and Math.	LEA will continue to survey parents and meet with stakeholder groups regularly. LEA also makes its school board meeting available online and in person to gather information and feedback from stakeholders.	4	5	4	5	5	5	5	5	4	4	4	4	Met		19JUN2023	2023
34674210000000	Robla Elementary	3	Robla School District is striving to provide an environment where parents and families feel welcome. We understand that parents play a vital role in theirs child's education. We provide a number of services to parents to involve them actively in their child's education and to provide then with the knowledge and understanding they need to support their child. We have been successful in engaging parents in discussions on understanding the challenging state academic standards, state and local academic assessments and how to monitor their child's progress through yearly, in-person parent conferences. We have expanded our parent/family outreach by growing our Thursday morning walking program to include meal distribution and informational presentations.	We are committed to expanding our capacity for building relationships between school staff and families. Robla is working to transform how we interact with parents, specifically interacting with families of underrepresented students. We have embarked on a comprehensive professional learning plan for all staff with the goal of building a better response and understanding of our communities’ colors, cultures, and belief systems. We continue to work with educational partners to provide professional learning for all district staff on identifying cultural barriers and racial bias, building cultural understanding and identifying inequities.	As a district we will continue to strive to provide highly qualified personnel that is also representative of the community that we serve. We work with local educational partners to bring the existence of the Robla School District to the public and to potential personnel. We will continue to provide parent dinners that celebrate prominent cultural groups within our community as well as expand our staffs knowledge and understanding of diverse cultural and ethnic backgrounds through curricular materials, celebration events and integration into our art and music curriculum. We are expanding the parent professional learning events we offer to include more opportunities for the parents of students with disabilities and to address the social emotional needs of students and families.	Robla School District administered the Panorama Education Parent-School Relationship Survey. The parent survey measured school climate, school safety and how well the district engages with parents. Seventy-six percent of parents responded favorably in regards to their perceptions of the overall social and learning climate of the school. Seventy-eight percent of the parents responded favorably on their perceptions of student physical and psychological safety at school.	The Robla School District has recommitted itself to the implementation of Positive Behavior Intervention & Support (PBIS) district wide. The broad purpose of Positive Behavior Intervention & Support (PBIS) is to improve the effectiveness, efficiency, and equity of schools and other agencies. It improves social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups. We continue our work with district staff on cultural sensitivity and awareness in an effort to build a culturally responsive environment for our students and their families. We continue to strive to make our school campuses inviting and welcoming to all parents and guardians. The utilization of bilingual community outreach assistants, technological resources that provide translation to all school communications, social media to highlight positive school experiences and introduction to staff are all ways in which we are working to break down barriers and to promote a positive environment for parents and staff alike.	The Robla School District takes every effort to insure that all families, no matter their home language, racial or ethnic background feel welcome and supported. The district utilizes a yearly parent survey as well as School Site Council, ELAC and district parent committee meetings to seek input for providing other reasonable support for parent/guardian activities as parent/guardians shall request. We welcome and encourage family participation in our decision making process. We continually seek parent and staff input on ways to increase parent and family engagement in participating in decision making bodies. Community outreach assistants and bilingual personnel, are an integral piece of providing outreach and support to our families and helping us to bridge language barriers so all students and families can be a part of our community engagement.	The Robla School District current operates an active District Parent Advisory Committee and District English Language Advisory Committee. We hold at least three community events in which we invite our educational partners to participate on district level decision making committees as well as site level committees. We utilize our Title I Parent Meeting and Back to School Night events inform parents of their right and opportunity to participate on these committees. We also utilize our parent communication portal, Parent Square and social media to keep parents abreast of school and district events as well as committee convenings. In an effort to seek input and participate in decision making, each school site conducts a parent survey on school climate, school safety and barriers to engagement each academic year with the opportunity for participants to write in comments and give feedback.	When we asked parents about the barriers they faced in becoming involved with their child’s school, parent’s responded favorably with 90% felt they did not have a sense of belonging and/or felt culture and language was not a barrier. Parents having a busy schedule and/or childcare needs were the most commonly indicated barriers to engaging more actively with their child’s school. In response to analysis of educational partner input and local data collected the Robla School District has determined that flexibility in setting meeting days and times could help increase family engagement. Additionally, we will work to provide more opportunities for childcare or engagement of children in family activities to promote participation and a family focus. We will continue to focus our efforts on bridging cultural barriers and providing positive school experiences for our community is essential in bridging social and cultural gaps.	We will continue to provide outreach to our community through positive school experiences: site based family events, parent empowerment dinners, walking club and other welcoming events. The district will partner with community based organizations to provide resources to our families. The inclusion of community outreach and bilingual outreach personnel has been an effective program for addressing underrepresented families. We will continue to seek opportunities to expand in this area.	4	4	5	5	5	4	5	5	5	5	5	4	Met		29JUN2023	2023
34674210132019	Paseo Grande Charter	3	"Paseo Grande prides itself in building positive and lasting relationships with the community. The connection with our Educational Partners is a priority at PG. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. Data from our annual Survey shows that 100% of our parents feel the school is safe, 100% feel they are connected to the school and pleased with their student’s progress. In addition, 100% state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school is not only building relationships, the school is strengthening them. One of our parents recently commented, ""One of our parents recently shared that they feel confident and proud of their ability to complete work online. Another parent expressed their appreciation for the open communication. Moreover, parents who have students with IEP’s feel they are getting a more individualized approach to the online independent model. Additionally, parents believe the Parent Square program is friendly and easy to access communication towards teachers. One of our parents recently commented, “I feel it is much safer than district schools.” Another parent commented, “thank you for all the support you are giving my son,” and other parents have expressed how supportive teachers in helping their kids."	PG has gone to great effort encouraging Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore the school planned and scheduled events throughout the year at different times of the day for anyone to attend.  Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2 way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.  A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program.  In addition, PG understands that having an open line of 2 way communication will provide clarity and opportunity for students and families to access everything the school has to offer.	Understanding the various needs of the community PG will improve engagement of underrepresented families at every event. This will be accomplished by providing staff to communicate in the parents preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests. We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text and social media.  Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries and a variety of services. Students and parents can access the tools for educational success at any time of the day.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text and social media.	An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	The pandemic was a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how we had to continuously adapt and innovate to meet the needs of our students and families. Without missing a beat Paseo Grande was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this there was more participation and engagement with our Educational Partners. Parents were able to log in from their own devices and join the discussions.  Although parents attend meetings and events, an area of improvement for PG is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. PG plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.	PG will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.  In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Our underrepresented families of PG are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.  One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 75% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
34674210137950	Marconi Learning Academy	3	Marconi Learning Academy prides itself in building positive and lasting relationships with the community. The connection with our Educational Partners is a priority at MLA. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received.  Data from our annual Survey shows that 100% of our parents feel the school is safe, 98% feel they are connected to the school and pleased with their student’s progress. In addition, 96% state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school is not only building relationships, the school is strengthening them. One of our parents recently commented, “I receive 4 to 5 texts a day from parent square and make sure my daughter gets the message.” Other parents have commented, “I believe they are doing a great job with how available teachers are. Open communication is great. We appreciate your dedication. The reminders are very helpful, and they help me keep my child accountable regarding their assignments. My child's school treats all students with respect.” A former student shared, “this school has helped me become a better man and the teachers have helped me so I had to come back and visit.”	MLA has gone to great effort encouraging Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore the school planned and scheduled events throughout the year at different times of the day for anyone to attend.  Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2-way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.  A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program.  In addition, MLA understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer.	Understanding the various needs of the community MLA will improve engagement of underrepresented families at every event. This will be accomplished by providing staff to communicate in the parents preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests.  We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text and social media.  Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries and a variety of services. Students and parents can access the tools for educational success at anytime of the day.	Input and data analysis, confirm that the MLA would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	The pandemic was a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat MLA was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this there was more participation and engagement with our Educational Partners. Parents were able to log in from their own devices and join the discussions.  Although parents attend meetings and events, an area of improvement for MLA is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. MLA plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.	MLA will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.  In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Our underrepresented families of MLA are in need of translation in Spanish. We will improve services by hiring certified, bilingual staff with a focus on increasing our recruitment to members of the community to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.  One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 87% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, open houses, back-to-school nights, and parent-teacher-student conferences.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
34674210140178	New Hope Charter	3	We saw a significant increase in parent engagement and involvement from our first year of operation.  Last school year, we were still struggling with COVID restrictions and hesitation to be on campus, so we are very pleased with the level of family engagement and in-person communication that took place this year.   We successfully held our first Parent Empowerment Workshops that provided families with a rich evening of learning about other cultures and connecting parents with prominent educational and community figures. We continue to communicate with families in multiple ways to meet the needs of all our families.	Next year, we will focus on increasing our attendance for families at the various events throughout the year, inclusive of our Parent Empowerment Workshop, as well as our School Site Council (SSC) and English Learner Advisory Committee (ELAC).  We know the importance of high engagement and the impact it has on our student’s academic performance and sense of belonging at school.	Improving the engagement of underrepresented families in our school is crucial for building strong relationships and fostering a supportive educational environment. For the school year 23-24, we will focus our efforts on Culturally Responsive Communication.  This will include more intention around language accessibility for our families. We will ensure that all communication materials, including newsletters, emails, and school websites, are available in multiple languages spoken by the diverse families in your school community. This can help non-English-speaking parents or guardians feel more included and informed. Additionally, we will include more personalized outreach.  This will look like tailored communication strategies to meet the needs and preferences of individual families. Some parents may prefer face-to-face meetings, while others may prefer digital communication. By adapting your approach, you can make parents feel more valued and heard.	As we continue to build upon successes of this year in ensuring our families feel welcomed and involved in the school community, we heard from staff and families to continue our focus on establishing Family Engagement Committees and focus on our School Site Council and English Learner Advisory Committee.  By forming committees of parents, educators, and community members to collaborate on strategies and activities to increase family engagement allows families to provide insights into the unique needs of families and can help create a welcoming and inclusive school environment.	Next year, we will focus on increasing our attendance for families at the various events throughout the year, inclusive of our Parent Empowerment Workshop, as well as our School Site Council (SSC) and English Learner Advisory Committee (ELAC).  We know the importance of high engagement and the impact it has on our student’s academic performance and sense of belonging at school. In addition to focusing on building greater attendance at our family events and meetings, we will increase our focus during the SSC and ELAC meetings on student academic data and include more opportunities for viewing and interpreting data, while also creating enough space for families and school leadership to discuss strategies for improvement.	Improving the engagement of underrepresented families in our school is crucial for building strong relationships and fostering a supportive educational environment. For the school year 23-24, we will focus our efforts on Culturally Responsive Communication.  This will include more intention around language accessibility for our families. We will ensure that all communication materials, including newsletters, emails, and school websites, are available in multiple languages spoken by the diverse families in your school community. This can help non-English-speaking parents or guardians feel more included and informed. Additionally, we will include more personalized outreach.  This will look like tailored communication strategies to meet the needs and preferences of individual families. Some parents may prefer face-to-face meetings, while others may prefer digital communication. By adapting your approach, you can make parents feel more valued and heard.	New Hope Charter School’s leadership team has created a timeline to address the development and implementation of the 2021-2024 LCAP and to ensure all educational partners have the opportunity to engage in the development process. Our LCAP serves as our primary planning document and outlines our school’s goals, strategies, and budget, and including our educational partners in this process is our focus to ensure all families are included in the decision making process. The process has been designed to allow time for each advisory group (parent/community, advisory councils, English learner committee, special education advisors, teachers, principal, administrators and students) to provide input, review and approve the plan. This timeline includes a scheduled public hearing at least 30 days prior to the regular Board Meeting in which the Board of Trustees adopts the LCAP and school budget. In February, NHCS administrators began engaging stakeholders, including parent /community meetings scheduled quarterly to provide LCAP updates and current financial data.  The Executive Director and Business Manager will attend these meetings to address stakeholder questions and provide any additional clarification sought. Parent advisory committee meetings will be provided in English and in Spanish with Russian and Hmong translators available, as needed. Public meeting announcements are sent out via email and text messages to all staff and families and posted on social media. Access to the meetings are provided through a link made available in the announcement and on the NHCS website. Stakeholders are encouraged to provide feedback and comments regarding specific actions and expenditures at these meetings. In addition they can submit their comments and concerns via an email link provided on the NHCS website. Comments and concerns are responded to by the NHCS Executive Director.	Next year, we will focus on increasing our attendance for families at the various events throughout the year, inclusive of our Parent Empowerment Workshop, as well as our School Site Council (SSC) and English Learner Advisory Committee (ELAC).  We know the importance of high engagement and the impact it has on our student’s academic performance and sense of belonging at school. In addition to focusing on building greater attendance at our family events and meetings, we will increase our focus during the SSC and ELAC meetings on student academic data and include more opportunities for viewing and interpreting data, while also creating enough space for families to provide their input and feedback and school leadership to discuss strategies for improvement.	Improving the engagement of underrepresented families in our school is crucial for building strong relationships and fostering a supportive educational environment. For the school year 23-24, we will focus our efforts on Culturally Responsive Communication.  This will include more intention around language accessibility for our families. We will ensure that all communication materials, including newsletters, emails, and school websites, are available in multiple languages spoken by the diverse families in your school community. This can help non-English-speaking parents or guardians feel more included and informed. Additionally, we will include more personalized outreach.  This will look like tailored communication strategies to meet the needs and preferences of individual families. Some parents may prefer face-to-face meetings, while others may prefer digital communication. By adapting your approach, you can make parents feel more valued and heard.	4	4	4	4	3	3	3	4	4	4	4	4	Met		26JUN2023	2023
34674390000000	Sacramento City Unified	3	SCUSD strives to build the capacity of both school staff and families to develop positive relationships and collaboratively support the success of students. A number of ongoing district efforts reflect strengths in this area. The district’s Parent Teacher Home Visits (PTHV) is a model program that, beginning in 1998 as a pilot project, catalyzed the growth of a national network. There are now approximately 35 schools participating in PTHV. This research-based practice aligns to other SCUSD efforts to address chronic absenteeism, improve academic performance, and shift mindsets of both staff and families. Visits are voluntary on the part of staff and families and staff are provided training and compensated for their time. More information about the program can be found at pthvp.org.	While the above strengths are important to note, the district is aware that significant improvement is needed in this area. A focal area for improvement is the systematizing and scaling of efforts that are currently operating in isolation or in the early stages. At the school site level, administrators, staff, and parents need to be collectively supported in identifying key needs in the area of relationship building and translating these needs into actionable goals. These goals in turn need to be aligned to specific, district-supported strategies that will be effective in improving the quality of the overall relationship building on a district-wide scale. Opportunities to address this focus include multiple school site leadership structures such as School Site Councils, Parent Teacher Associations, and English Learner Advisory Committees. To increase the effectivity of any efforts in this area, SCUSD staff can benefit from additional parent engagement training. Such training should be aligned to both the State and National Parent Empowerment Dual Capacity Framework. An ongoing challenge in this area is the limited time in which professional development can be provided and the multiple forms of professional development of high priority.	To improve the engagement of underrepresented families the efforts at systematizing and scaling must take into account the specific needs of student/family groups. These needs might include translation, location/format of after school events, and efforts of staff that span multiple school sites. Individual school sites must balance the dual demands of district-wide initiatives with the specific needs assessed/identified in their local context.	SCUSD’s Family and Community Empowerment team works in partnership with various departments to provide parents/guardians an array of tools and resources to support student learning. Efforts are aligned with other district initiatives in the areas of SEL, Bullying Prevention, and Positive Attendance to ensure a holistic perspective in addressing student outcomes. In addition to the success of the PTHV program, there are several areas the district would like to highlight as strengths. The Parent Empowerment Pathway (PEP) Program is a site-based series of workshops. Key topics in the series include the core aspects of the educational system and factors that lead towards developing the skills to become leaders within their school community. Another strength of the district is the range of events/opportunities to educate and connect parents/guardians to community and post K-12 resources. The Parent Information Exchange brings together monthly parents, SCUSD staff, community organizations, and community-based partners to share and discuss programs/services available for families.	Efforts to build and engage in partnership with parents/guardians for student outcomes have yielded successes, but significant room for improvement had been indicated. To increase and improve communication about the available partnership, engagement, and support opportunities, FACE focused department efforts to ensure that messaging from the district and school site levels was accessible to all. As result, many SCUSD departments and programs work with the FACE department to create parent friendly, understandable materials and messaging in predominant languages with easy to understand visuals. Sites are provided individual support by FACE staff to identify and address specific parent engagement opportunities/activities in their parent engagement policies and other school plans. FACE supports district departments and parent advisory committees through outreach, workgroup participation and trainings. Examples include: LCAP PAC; SCUSD Scholarship Committee; SSC training; State Seal of Civic Engagement workgroup; CAC, DELAC and ELAC’s.	A key improvement in engaging underrepresented families will be increased and improved outreach/communication. This will ensure that underrepresented families can be fully included in capacity building opportunities and partnerships for improved student outcomes. FACE maintains ongoing contact and relationships with our SCUSD families through personal phone calls, parent chats, emails and texts. These prove invaluable in identifying areas of need and challenge, so that FACE could provide appropriate and timely supports and referrals. In addition, the weekly parent workshops (PEP) provide increased connection by creating a network of parent-to-parent contact and support.	SCUSD highly values stakeholder input when making program decisions and considers the voice of parents/guardians to be critical within this process. A strength of the district is the ongoing effort to broaden and deepen the range of opportunities parents/guardians have to providing input toward decision- making. All school sites operate formal School Site Councils (SSCs) and, where required, English Learner Advisory Committees (ELACs). The district maintains active groups including the LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), and Community Advisory Committee (CAC) that acts in an advisory capacity to the Special Education Local Plan Area (SELPA). Task Forces have been commissioned specific to identified issues or student groups. In 2017-18, the Graduation Task Force was created to study the impacts of low graduation rates on the Sacramento community and develop recommendations for improvement. In 2018-19, The African American Achievement Task Force (AAATF) was commissioned to create recommendations to significantly improve the student achievement and social emotional outcomes for African American students in SCUSD K-12. This taskforce is now a districtwide Black/African American Advisory Board (B/AAAB).	Though many opportunities exist for building capacity and directly engaging in decision-making, there is always room for improvement. Focal areas for improvement include: providing additional parent trainings specific to the work of SCUSD advisory committees at both the site and district level and ongoing collaboration with Community Based Organizations (CBOs) to increase outreach and engagement when seeking input.	In both of the above areas (training and collaboration with CBOs), an additional emphasis must be placed on outreach to, inclusion of, and capacity building for parents/guardians of underrepresented and marginalized families. Highlighting CBOs that currently work with and have connections to underrepresented student groups will increase the district’s ability to engage these families in the decision- making process. Focusing trainings to groups that represent school sites with high numbers of underrepresented groups will increase the capacity of such groups to engage in critical decision-making that impacts their students.	3	3	3	3	2	4	3	3	3	3	3	3	Met		23JUN2023	2023
34674390101048	St. HOPE Public School 7	3	We have established many activities that encourage families to come on campus and really be a part of the PS7 family. These include events such as: Summer Orientation for all families, Back to School Night, Fall and Spring Parent/Student/Teacher Conferences, and events such as Literacy Night, award ceremonies, and promotion ceremonies. These events are well attended.  In addition, we communicate with families regularly and through a variety of methods such as: email/text blasts, ClassDoJo, auto-calls, weekly communication packets, online grades and attendance via the school’s student information system, and parent-teacher conferences. Parents were surveyed in the spring of the 2022-23 school year.  Overall, the majority of parents feel that the school communicates frequently and consistently and provides a welcoming environment  for everyone  Specifically, parents responded to the following statements: “I have been contacted by my scholar’s teachers at least once this past quarter” (.61.1% agreed or strongly agreed); “This school provides a  welcoming environment for all families in the community” (69.4%), and “the school communicates frequently and consistently” (63.4%).  The majority of teachers/staff feel that the school is making progress in building relationships.  70.6% felt that “the school develops the capacity of staff/teachers to build trusting and respectful relationships with families”   In the 2022-23 review of the LCAP/SPSA, the School Site Council (SSC) discussed family engagement and reflected that the school provides ample opportunities for family engagement through events as well as ongoing, consistent communication.	We are constantly evaluating ways to encourage families to participate in the school’s parent survey to gain valuable parent feedback on the school, its programs, communication and services for scholars.   In reviewing the LCAP/SPSA, the SSC reported that we do a good job of planning and holding engagement events throughout the school year.  The SSC did note that teachers would like more time with families in formal conferences throughout the year and that new teachers/staff could use support in working with families.	To improve engagement of underrepresented families, We will improve on existing strategies by: - Continuing to utilize the school’s Homeless Liaison to engage homeless families and implement more options for identifying homeless youth, - Engaging staff and teachers in working with homeless youth through professional development, - Providing translations of key documents and working to implement more translations as necessary and requested (i.e., the parent survey), - Engaging teachers in English Learner development through professional development, - Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons.	We focus on partnering with families to support positive scholar outcomes. We frequently and consistently communicate with parents via a number of methods and offer multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night.  Part of this is giving parents the tools to support their scholar’s learning and development at home.  The 2022-23 parent survey indicated that most parents feel the school is working with families towards improving student outcomes.  62.5% of parents feel that PS7 is focused on students and their success and 56.9% feel that the school offers multiple opportunities for discuss progress and ways to work together for student success.  62.5% of parents feel that teachers at PS7 clearly communicate academic and behavioral expectations and 54.2% feel that teachers clearly communicate results and ways in which parents can help their child improve. The vast majority of teachers and staff, 94.2%,  indicated on the 2023 survey that “the school offers multiple and meaningful opportunities for teachers to meet with families and students to discuss student progress and ways to work together for student success.”  Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.  Every year, PS7 teachers receive professional development about the importance of communicating strengths and areas of growth with families and how to build relationships with students and families.	To continue to build partnerships for student outcomes we will continue multiple modes of communication with families, whether en masse or to address individual scholar needs.  Professional development on working with families will continue to be a focus as will addressing the challenges of communication such as finding ways to work with families that have difficulty meeting in-person or need translations to facilitate communication.	To improve engagement of underrepresented families, we will build on existing strategies by: - Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, - Engaging staff and teachers in working with homeless youth through professional development, - Engaging teachers in EL development through professional development, - Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. - Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons.	We have an active School Site Council (SSC) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school.  This group serves as the primary means for input from a variety of educational partners including administrators, staff, teachers, parents/guardians and students.  The SSC regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success.  The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in schoolsite review and planning.  We have also implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary, including focus groups.	We will continue to utilize the School Site Council and parent/guardian focus groups in order to gather input and continue to grow.  The annual parent survey is a valuable tool that has had moderate success in gathering responses from families.  We will continue to revise our survey process to garner valuable feedback from parents.	To improve engagement of underrepresented families, we will build on existing strategies by: - Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, - Engaging staff and teachers in working with homeless youth through professional development, - Engaging teachers in EL development through professional development, - Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. - Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons.	5	5	4	4	4	5	5	4	4	4	4	4	Met		22JUN2023	2023
34674390101295	Sol Aureus College Preparatory	3	We have scheduled monthly parent meetings.  All families are asked to attend.  We have reinstituted our Parent Committee to assist in developing 2-way communication between families and the school.	Areas that need improvement is consistent involvement from Staff and families..	The school continues to directly contact underrepresented families for engagement.  The outreach is completed by staff and administration	The school has been able to retain 98% of teachers and 96% of students since the return from the covid shutdowns.	Continued relationship building with families and providing more resources as they become available or the when the school is able to provide them.	We will continue to engage underrepresented families through direct contact with Admin and staff.	We utilize our monthly parent meeting and various surveys to gathering input for decision making.	Consistent participation from families and staff.	We are seeking to offer more opportunities to participate.	4	4	4	4	4	3	4	4	4	4	4	4	Met		28JUN2023	2023
34674390101881	New Technology High	3	New Tech has several student orientations and a Back to School Night for families. Monthly, during the Thursday Collaboration Time, parents make contact with families providing academic updates and positive messages about students’ performance. In addition, there are monthly Power Hour Sessions in which workshops are provided (ECHO, Infinite Campus, Education Support, College, Track, etc.) During this time, parents also are encouraged during Power Hour to bring their concerns to the principal. Parents of enrolled students also participate in 30 hours on volunteering for activities and events which increasing opportunities of engagement.	For the 2023-2024, New Tech has taken extending opportunities to further break down the language barriers and be more inclusive. There will also be a more intensive focus on increasing ELCAC and Steering Committee participation.	To improve the engagement of underrepresented families the efforts at systematizing and scaling must take into account the specific needs of student/family groups. These needs might include translation, location/format of after school events, and and activities.	There are number are inclusive practices in place to make sure that New Tech’s educational partners, the community, students, staff and parents are involved in the shared decision-making process. Together, we focus on social/emotional and academic gaps we see through data analysis. For example, as we analyzed our math data, we saw students needed additional support and purchased IXL .	New Tech will continue to expand community partnership that specifically focus on student outcome gaps, focused on our students social/emotional growth, as well as academics. More importantly, we recognize existing language barriers that need to be interrupted by increased translation services for our families. We want to ensure we provide ongoing opportunities for them to fully engage and their voices are heard as we seek to improve student outcomes.	New Tech’s underrepresented students will fully participate (i.e,. Special Education, African American, Latino) as we transition to early college program for all students, in partnership with Sacramento City College. Our goal is to make sure all students are enrolled in college with full support and engage in college experiences. The support students will receive include FAFSA, college applications, dual progress reporting with interventions when needed. Students will also have access to the Sacramento City College Student Resource Center.	The shared-decision making process is valued at New Tech and part of how determinations are made that directly impact student outcomes. Our Steering Committee, comprised of our parents, participates in data analysis and problem-solving strategies during our meetings to prioritize the necessary resources, in efforts to close achievement gaps.	New Tech will seek to continue with the shared decision-making process. There are plans to further expand engagement opportunities by involving the Principal's Student Advisory Cabinet. Students will review the LCAP goals, metrics and actions. A new process to have students engage in status reporting while developing fun and informative school activities and events to further support achieving LCAP goals. Our students are eager to offer their unique perspectives and provide innovative recommendations.	As students transition to early college, New Tech will examine the unique needs of underrepresented families and seek their feedback on identified actions. We hope that through continual, calendared feedback cycles, they will see their recommendations illuminated in our plans for improving outcomes for underrepresented families. Established supports, through the early college programming, will be communicated to our families so they are aware. In the event that they voice additional support is needed through the feedback cycles, there will be opportunities to reimagine resource allocation.	5	5	4	5	4	4	4	3	5	4	4	4	Met		08MAY2023	2023
34674390101899	George Washington Carver School of Arts and Science	3	The principal, one -two teacher representatives and one -two students meet with the Parent Guild the first Wednesday of every month. All stakeholders work together to send out a weekly newsletter and plan community events. The school offers translation services through the district.	The LEA is working on increasing engagement in the Parent Guild.	The LEA is considering other meeting structures for the parent guild.  The LEA is also sending out regular input surveys to allow for more asynchronous engagement.	Staff offer Zoom and in-person meetings for IEPs, 504s, SST, PTC and community meetings. The school newsletter and parent meetings provide information and opportunities to answer parent questions. We are currently in the process of updating our school website to assist with building more partnerships.	The LEA will continue to build on the strategies discussed above.	The LEA will continue to build on the strategies discussed above.	Through The Parent Guild and various committees, parents are informed of policies and programs. Parents provide input, volunteer their time and resources in researching, exploring strategies for implementation of projects and policies.	The LEA is considering other meeting structures for the parent guild.  The LEA is also sending out regular input surveys to allow for more asynchronous engagement.	The LEA is considering other meeting structures for the parent guild.  The LEA is also sending out regular input surveys to allow for more asynchronous engagement.	4	3	5	3	4	4	5	2	5	5	5	5	Met		22JUN2023	2023
34674390101907	The MET	3	Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.	Overall, the LEA's focus areas for improvement in building relationships between school staff and families revolve around communication, outreach and engagement, cultural competence, parental involvement in education, and providing family support services. By prioritizing these areas, the LEA aims to create a more collaborative and inclusive educational environment that promotes student success and well-being.	The goal is to ensure that these families feel valued, respected, and included in their children's education, leading to improved academic outcomes and overall student success.	The Met focuses on partnering with families to support positive scholar outcomes. The school frequently and consistently communicates with parents via a number of methods and offers multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Back to School Night. In addition, families receive regular communication from teachers and the school. Part of this is giving parents the tools to support their scholar’s learning and development at home. Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development.	Parent and Family Engagement: Recognizing the crucial role of parents and families in a student's educational journey, we will prioritize strategies to increase parent and family engagement. This may involve hosting workshops, parent-teacher conferences, and creating communication channels that foster meaningful dialogue between educators and families.Overall, the focus is our commitment to building robust partnerships that can provide students with a comprehensive support network, engage families, facilitate college and career readiness, empower educators, leverage technology, and utilize data effectively to drive improvements in student outcomes.	We will implement targeted communication and outreach initiatives to actively engage underrepresented families. This may involve utilizing various channels such as multilingual materials, translated documents, and culturally appropriate communication methods. Special attention will be given to reach families who have limited English proficiency or face other communication barriers.We plan to focus on improving the engagement of underrepresented families and build strong partnerships that contribute to positive student outcomes. The ultimate goal is to ensure that every family, regardless of their background, feels valued, supported, and actively involved in their children's education.	The Met has an active School Advisory Board (SAB) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school. As a single school LEA, this group serves as the primary means for input from a variety of stakeholders. The SAB regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success. The SAB also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in school site review and planning. The school has implemented a variety of other, less formal, parent/family groups to provide input into school planning as necessary, including focus groups.	We are committed to continuously improving its practices in seeking input for decision-making. It aims to regularly evaluate the effectiveness of its strategies, solicit feedback from stakeholders on their experiences with the input process, and make necessary adjustments. This iterative approach will ensure that the LEA's decision-making processes are responsive, inclusive, and reflective of the evolving needs of the educational community.	We will establish clear and accessible feedback mechanisms to collect input from underrepresented families. This could include online surveys, suggestion boxes, or designated staff members available to listen to concerns, suggestions, and feedback from families. This will contribute to more inclusive and equitable decision-making, ultimately leading to better educational outcomes for all students within the community.	3	3	3	3	3	3	3	3	3	3	3	3	Met		22JUN2023	2023
34674390102038	Sacramento Charter High	3	We have many opportunities that encourage families to come on campus and be a part of the Sac High family. These include Summer Orientation for all families, a Back to School Night, college going activities such as events to support families in completing the FAFSA, and parent conferences throughout the school year.  We also hold events such as Quarter Awards Ceremony, Signing Day and Graduation to celebrate the accomplishments of our senior class.   In addition, we communicate with parents regularly and through a variety of methods including: email/text blasts, auto-calls, weekly communication emails, online grades and attendance via the school’s student information system, and parent-teacher conferences as necessary.  Teachers/staff and parents/guardians were surveyed in the spring of the 2022-23 school year to provide input on the school’s progress in this area. The majority of teachers/staff did feel that the school is making progress in building relationships.  66.7% felt that “the school develops the capacity of staff/teachers to build trusting and respectful relationships with families”.  The School Site Council (SSC) discussed family engagement as part of the review of the Local Control and Accountability Plan/School Plan for Student Achievement (LCAP/SPSA) in the spring of 2023.  The council noted that we offer a wide-range of opportunities throughout the year for engagement with families from events to ongoing and consistent communication.  The SSC also noted that they feel that individual contact with families is yielding better results and outcomes, particularly for scholars who need additional academic and behavioral support.	In the SSC’s LCAP/SPSA review they noted  that areas of growth in building relationships include targeting families that have not historically engaged and capturing more data on contacts with families to help identify those families. In addition, we feel that we need to continue to revise our process for collecting survey data from parents/guardians as few families respond in 2022-23 and in previous years.	To improve engagement of underrepresented families, we will improve on existing strategies by: - Engaging staff and teachers in the MTSS process to identify interventions for  targeted  students needs. - Continuing to utilize the school’s Homeless Liaison to engage homeless families and implement more options for identifying homeless youth, - Engaging staff and teachers in working with homeless youth through professional development, - Providing translations of key documents (i.e., the SARC, assessment notices) and working to implement more translations as necessary and requested (i.e., the parent survey), - Engaging teachers in English Learner development through professional development. - Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons.	We focus on partnering with families to support positive scholar outcomes. We frequently and consistently communicate with parents via a number of methods and offer multiple opportunities for regular parent engagement including parent-teacher conferences and on-campus events such as Summer Orientation, Back to School Night, and Open House/Family Conferences.   In addition, families receive regular communication from teachers and the school. Part of this is giving parents the tools to support their scholar’s learning and development at home.  We sent out surveys to gather further input from parents/guardians, but did not receive many responses.   The majority of teachers/staff feel that the school is making some progress in working with families to affect positive student outcomes.  58.3% felt that “The school offers multiple and meaningful opportunities for teachers to meet with families and students to discuss student progress and ways to work together for student success”. Teachers receive professional development on analyzing data and making data-driven decisions and utilize this information directly with scholars, but also when communicating with parents on areas of strength and development. Teachers receive professional development on communicating with families to support partnerships with our families.	To continue to build partnerships for student outcomes we will continue multiple modes of communication with families, whether en masse or to address individual scholar needs.  Professional development on working with families will continue to be a focus as will addressing the challenges of communication such as finding ways to work with families that have difficulty meeting in-person or need translations to facilitate communication. The addition of a student services coordinator has increased the ability of the school to work with scholars and their families to address individual needs academically, behaviorally and in terms of attendance.	To improve engagement of underrepresented families, we will build on existing strategies by: - Engaging staff and teachers in the MTSS process to identify interventions for  targeted  students needs - Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, - Engaging staff and teachers in working with homeless youth through professional development, - Engaging teachers in EL development through professional development, - Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. - Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons.	We have an active School Site Council (SSC) that meets regularly and actively participates in a variety of activities aimed at assisting the school in making decisions regarding the school.  This group serves as the primary means for input from a variety of educational partners including administrators, staff, teachers, parents/guardians and students.  The SSC regularly looks at school data and outcomes as it reviews policies (i.e, the Parent Involvement Policy) and planning tools (i.e., the LCAP/SPSA) towards improving scholar and school success.  The SSC also serves as the schools DELAC/ELAC (District/English Learner Advisory Council) as necessary to ensure English Learner families are represented in schoolsite review and planning.  The school always considers the option of less formal focus groups as needs arise.	Sac High will continue to utilize the School Site Council and parent/guardian focus groups in order to gather input and continue to grow.  The school has successfully utilized parent focus groups for specific issues and areas of concern in the past and plans to implement these as necessary in the future.  We continue to struggle in obtaining parent input through the annual survey and will continue to revise our processes for this valuable input tool.	To improve engagement of underrepresented families, we will build on existing strategies by: - Continuing to utilize the school’s Homeless Liaison to engage homeless scholars, - Engaging staff and teachers in working with homeless youth through professional development, - Engaging teachers in EL development through professional development, - Meeting with teachers, staff, administrators, scholars and parents/guardians to target specific scholar challenges in behavior, attendance and academics. - Holding online or phone meetings with families that are not able to participate in-person for a variety of reasons.	5	5	4	4	5	5	5	4	4	4	5	5	Met		22JUN2023	2023
34674390102343	Aspire Capitol Heights Academy	3	We have re-launched SSC and PTA as well as monthly family events. These events allow us to create relationships with our families.	We are working on having our family communication as well as offering workshops around restorative justice and academic areas of support.	We will be including home visits and creating normed data on which families we are engaging and who is being left out to continue to refine our outreach programs. We will add a new role to take on this work: community director.	We have Student led conferences to allows scholars to lead the development of their goals as scholars. In addition, we hold monthly events to gather families and build community.	Create a system to communicate on a more regular basis around scholars' progress as well as create opportunities for families to see their scholars' work.	We will be including home visits and creating normed data on which families we are engaging and who is being left out to continue to refine our outreach programs. We will add a new role to take on this work: community director.	During the second semester, we relauched SSC and PTA to create opportunities for families to give input and reflect on data. We are continuing our surveys to gather data from scholars, teammates and families. We did include listening session this year.	Want to ensure we start the year with monthly opportunities for all families.	We will be including home visits and creating normed data on which families we are engaging and who is being left out to continue to refine our outreach programs. We will add a new role to take on this work: community director.	3	3	3	3	3	3	3	3	3	3	3	3	Met		22JUN2023	2023
34674390106898	The Language Academy of Sacramento	3	During the mandated school closures and implementation of full distance learning and into FY22/FY23 in-person return, LAS depended on its existing strong, well-established relationship with students and their families to keep the teaching and learning momentum.	Constant bilingual communication via: on-going surveys, REMIND app, LAS newsletters, daily 360 family outreach to ensure attendance, regular material distributions dates, and parent ZOOM meetings/orientation, families felt welcomed and connected during the year despite the distance learning context.	Families who needed an extra outreach received it in conjunction with the MTSS/IPT and office support and administrative staff. Lastly, LAS continues to develop its Anti-Racist professional development implementation where staff and families received on-going interactive workshop on the subject, including within the context of socio-emotional learning.	LAS ensured that it had a fully functioning Parent Council who reviewed the Parent Involvement Policy during the year and who was fully aware of the rapid changes in teaching and learning.	There is always room for improvement in ensuring families and students have functioning understanding of the basic metrics of student learning and effective strategies to implement in school and at home.	LAS utilized LLMF monies in the fall FY21 and additional ARPA funds in FY22 to develop concurrent teacher and parent professional development workshops via the Parents as Partners Program on the expectations of learning priority standards via various digital platforms: ZOOM, SeeSaw, Google Classroom, etc. as well as the importance of socio-emotional learning and parenting in the midst of a pandemic. Participation of families, particularly those at risk of disengagement, were prioritized.	LAS conducts annual stakeholder surveys: staff, families, and students. This system allows for constant system of triangulated reflection on what's working and what needs to be improved, including the lines of communication and connections among all members of the LAS community. (Refer to relevant data provided)  PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (May, 2023): 94% of families completed the annual school survey. Survey Data 2: 98% of families stated that they would recommend the school to others. PARENT VOLUNTEER HOURS (Pre-COVID closures, June, 2018): 4930.50 hrs/yr with 62% of families participating. GOVERNING BOARD ELECTIONS VOTER PARTICIPATION: FY15: 8/2015: 69% 10/2015: 47% FY16: Improved 5/2016: 70% 6/2016=74% FY17: 6/2017 = 62% FY18: 5/2018 = 57%, FY21: 10/2020 = *29% (Lowest Record due to COVID-19 Closure) 11/2021 = 80%, FY22: 11/2022: 82% (*Highest record).	LAS looks forward to having more in-person events post Covid-10 and resume tracking volunteer hours. PARENT VOLUNTEER HOURS (Pre-COVID closures, June, 2018): 4930.50 hrs/yr with 62% of families participating. GOVERNING BOARD ELECTIONS VOTER PARTICIPATION: FY15: 8/2015: 69% 10/2015: 47% FY16: Improved 5/2016: 70% 6/2016=74% FY17: 6/2017 = 62% FY18: 5/2018 = 57%, FY21: 10/2020 = *29% (Lowest Record due to COVID-19 Closure) 11/2021 = 80%, FY22: 11/2022: 82% (*Highest record).	LAS conducts annual stakeholder surveys: staff, families, and students. This system allows for constant system of triangulated reflection on what's working and what needs to be improved, including the lines of communication and connections among all members of the LAS community. (Note: Historical 94% or above survey participation.	5	4	4	4	4	4	4	4	5	4	4	5	Met		23JUN2023	2023
34674390111757	California Montessori Project - Capitol Campus	3	The CMP community encourages direct communication through regular parent-student teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Council” meeting opportunities to learn about and provide input into school activities. CMP also provides parent education opportunities to parents across our network of schools (i.e. Love and Logic, Social Media and Internet Safety, etc.). Each June, the campus holds a “Vision and Planning” meetings with staff and families. In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication. CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders.	Each summer, the CMP Capitol Campus held a parent volunteer fair with the intent of supporting families in obtaining their volunteer requirements (TB, Livescan, etc.) and to proactively recruit parent volunteers in to campus level roles.	In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. This year all CMP campuses completed a book study and drafted an Acceptance, Belonging, and Care Statement. The partnership will continue into the 2023-24 school year with the development of campus level Acceptance, Belonging, and Care teams that will be tasked with providing campus level professional development.	To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for  families who prefer to not receive electronic communications.	CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher  Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present.	CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.  CMP supports families that are dealing with housing scarcity and provides regular communications offering resources and support.	The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.   CMP encourages parent participation at school and sees parents as educational partners in their child’s learning.	The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Capitol Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.	In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. This year all CMP campuses completed a book study and drafted an Acceptance, Belonging, and Care Statement. The partnership will continue into the 2023-24 school year with the development of campus level Acceptance, Belonging, and Care teams that will be tasked with providing campus level professional development. In 2022/23 CMP also hired a Diversity, Equity, and Inclusion Outreach Coordinator. The Coordinator partners with CMP’s Student Services and Human Resources team to be more visible in areas of the community that CMP has historically not been present in. This work has improved our engagement and targeted outreach.  In 2022/23, CMP began offering the Expanded Learning Opportunity Program through our Club M program at all of its campuses. As a result, we have more families participating thanks to the scholarships we are able to provide.   In 22/23 CMP offered three, free after school enrichment offerings to families. In 23/24, we plan to offer six, free after school enrichment offerings.  CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities.	4	4	4	4	4	4	4	4	4	4	4	4	Met		12JUN2023	2023
34674390121665	Yav Pem Suab Academy - Preparing for the Future Charter	3	Through the analysis of the 2022-23 annual school climate survey, which includes the responses of 138 parents, 92.7% of all parent participants indicated that they feel safe and welcome when they come to the school.  Additionally, 96.9% of parents indicated they feel welcome attending parent meetings.  Furthermore, 95.5% of parents shared they have a good working relationship with their children’s teachers.  96.2% of parents indicated their child’s teachers are responsive to their concerns, and 95% of parents feel comfortable approaching teachers of their children’s progress.  These survey results are indicators that the school staff has a strong working relationship with parents and families.	Parents have shared a need to want parent access to school information such as grades, class activities, and school events.  A portal to access student information is available to parents in the 2023-24 school year.	Underrepresented families, such as English learners and students with special needs, are a part of the overall general communication (emails, automated messengers, notes and fliers, phone calls, and face-to-face).  Letters, notes, and automated recordings are also translated into Hmong (68%) and Spanish (18%) for parents.    Additionally, parents of students with special needs are on-boarded with a pre-briefing and post briefing before and after each IEP meeting.	One of the current strengths of the school is its implementation and practice of the Lifelong Guidelines and LIFESKILLS that align directly with the vision of the school.  Teachers use target talk and focus on strengthening the use of the 19 LIFESKILLS by intentionally teaching, practicing, and reflecting on each of the LIFESKILLS.  Furthermore, in Townhall Meetings, LIFESKILLS are used to create common ground, build a sense of belonging, and to empower students to come up with actionable ideas that can be implemented for change and growth.  The LIFESKILLS are an integral part of the school because they are used in every lesson and activity throughout the day.  97% of staff surveyed indicated they consistently model the use of Lifelong Guidelines and LIFESKILLs.    Additionally, grade level planning and teaching is based on a conceptual curriculum that integrates the four subject content areas. Instructional materials are ordered based on teachers’ conceptual curriculum maps to ensure that instruction is supported with materials.  96% of teachers surveyed indicated that curriculum materials, instruction, and assessments are aligned with teaching objectives.     The principal and teachers hold weekly collaborations and use data to drive planning and instruction, including instructional strategies.	An analysis of educational partner input and local data of the teacher-created assessments indicate 80% of students meeting grade level expectations and 20% not meeting expectations.  Further analysis of school programs shows that the Individual Learning Plan (ILP) process for students at Tier 2 and Tier 3 is also not fully implemented during the school year.  The implementation of the ILP needs to be a focus area between parents and teachers in the upcoming year with an emphasis on planning and design, collaboration between parents and teachers, follow-up meetings to review progress, and recalibration of strategies to meet the needs of students.	An analysis of educational partner input and local data indicates 87.7% of 138 parents feel valued by school staff.  Based on this information, 12.3% of parents feel otherwise or not valued by school staff.  Next school year’s focus is set to include an emphasis on the invitations to underrepresented families for the following parent engagement/educational nights: - Literacy, Math, and Science Night - School Informational Workshops  - Attendance  - Discipline  - HET  -Charter Petition	Based on the annual school climate survey results, the school staff have a great relationship with families (95.5%).  In addition, more survey results show 74.6% the school consults parents and other families before making important decisions.  However, 25% of the parents feel they have not been consulted.  The school plans to identify and work with these parents to include their input.	The focus area for the 2023-24 school year includes sending messages in English, Hmong, and Spanish as compared to English only messages this school year.	YPSA plans to include automated telephone and written communication messages in Hmong and Spanish, in  addition to English only.	3	4	3	4	3	3	4	3	4	4	2	2	Met		12JUN2023	2023
34674390123901	Capitol Collegiate Academy	3	In the 2022-23 Capitol Collegiate created a set of priorities and aligned strategies for how to increase three key areas aligned with our research-based 5Essentials school climate survey:  o Parent Connectedness: Parents feeling their voice is valued and that they are an important part of improving the school o Parent-Teacher Interactions: The degree to which teachers interact with parents to support their child's learning and development. o  Parent Assessment of Teacher Trust: The relationship parents feel they have with teachers in improving student learning.  We began the process of developing and investing staff a set of school-values aligned standards for instructional staff and leaders for communicating with families. It was a priority for us that all families, regardless of which teacher their child has, were receiving regular communication that makes them feel part of a team involved in their child’s education.  Through this process, and with input from teachers, families, and our partners at the Achievement Network, we have made significant progress in   At the end of 2021-2022 nearly 70% of families completed the survey which was available in multiple home languages.  Baseline data showed the following relative strengths:    - 77% of families agree that teachers hold space for students to voice concerns - 79% of families agree that teachers go out of their way to welcome and include them (family) at school  - 77% of families agree that parent -teacher relationships are valued at school - 77% of families feel they are given support and resources to understand curriculum / lessons to best support their child  As we begin the implementation of the newly created standards (in 2023-24), we look forward to re-surveying families and assessing progress in these areas.	A primary focus area is to continue rebuilding opportunities (post-pandemic) for formal and informal parent leadership.  Our families have long shown they are willing to get involved, and eager to help, and something we can even further leverage for the benefit of our students and school community.  This includes opportunities to lead or co-lead events, athletics, clubs, or to volunteer their time in a variety of ways. It also includes re-envisioning and developing a more formal parent leadership body (e.g., a PTO).	Capitol Collegiate uses several tools to communicate and engage with all families.  We consistently use Parent Square, a text-based app allowing families to communicate daily with teachers and staff in their home language, and to get reminders about classroom and schoolwide events and activities. We have ongoing, regular, data points to show families actively use this tool. Parents also have access to LiveSchool, an online platform where they can view their student’s behavior, and in-the-minute access via cellphone and Parent Square to the school’s two Deans. Finally, families have access to the school’s Student Information System to check their student’s academic progress. Over 85% of families attend our required ‘Welcome Back’ event (August), ‘Back to School Night’ (October) and Parent Conferences (November, March) where technical support in using all three of the above platforms is provided.  It is a priority that we engage the ~ 12-15% of percentage of families who don’t regularly use these tools. To do so, we are refining our systems and timelines / frequency for capturing this data from teachers. Having a clear picture, using multiple data points, of which families are least engaged is a critical first step. With this data, the school’s leadership team, which meets weekly, creates plans for specific outreach, leveraging adults in the school community who can best reach and engage the family (e.g., Expanded learning staff, school nurse, counselor, coach, club leader etc.). Having a weekly data-driven ‘pulse’ on family engagement, and a structure by which to review and problem-solve (leadership team), has increased our intentionality and ability to reach some of our historically least engaged families.	In the 2022-23 school year we opened access to the Student Information System for students and families (in middle school) to check academic progress information. We engaged with our 7th and 8th grade families and students regularly around high school matriculation for their student; hosting information nights, coordinating school visits, and providing individual student and family support for the high school application process. All families (TK-8) have access to the parent resources aligned with our ELA and math curricula.	We seek to re-envision and increase engagement in our English Language Advisory Committee (ELAC). With a significant increase in our student population of language learners, and a shared desire to even further develop our existing ELD programming, the input and deep engagement of our families here is critical.	It is a priority that we engage the ~ 12-15% of percentage of families who don’t regularly use these tools. To do so, we are refining our systems and timelines / frequency for capturing this data from teachers. Having a clear picture, using multiple data points, of which families are least engaged is a critical first step. With this data, the school’s leadership team, which meets weekly, creates plans for specific outreach, leveraging adults in the school community who can best reach and engage the family (e.g., Expanded learning staff, school nurse, counselor, coach, club leader etc.). Having a weekly data-driven ‘pulse’ on family engagement, and a structure by which to review and problem-solve (leadership team), has increased our intentionality and ability to reach some of our historically least engaged families.	Capitol Collegiate administers the 5Essentials School Climate survey annually to all families and use the data as a critical part of our annual strategic planning process. We also administer project-specific surveys around to get specific input on significant school initiatives, such as Expanded Learning or facility projects. We host regular open meetings with the Principal (and other school staff) to elicit input and feedback on issues that staff and families share, often related to our students’ social-emotional well-being.	While we make the above opportunities available, we would like to see a significant increase in the number of parents who participate. As we continue to put a significant amount of capacity toward building relationships with families and providing opportunities for their involvement (per our Family Engagement Plan), we create the trust and deeper engagement that will support parent’s desire to be part of decision-making.	We now offer all of our surveys in every home language and have an interpreter for all the home languages represented by our families present at all input sessions, conferences, and meetings. We have begun explicitly promoting this to our families who speak languages other than English or Spanish.	4	4	3	4	5	4	5	4	3	3	4	2	Met		21JUN2023	2023
34674390131136	New Joseph Bonnheim (NJB) Community Charter	3	Our strengths are infused with the Steering Committee's leadership providing parent voice.	Our focus area would be to continuously adapt to changing demographics and addressing African American students and their families.	We help students and families understand our learning in anti-bias and anti-racist training and inclusive practices.	The Steering Committee is strong and functional. We use Class Dojo. The school is open for parents to come in at any time. The school counselor builds relationships with parents.	Our focus area is increasing sense of belongingness and wellbeing.	We will continue to reach out through all methods. We also train families on how to support their students at home.	We have a very strong ELAC and connection with the district's DELAC.	A focus area will be to continue to monitor students and consult with our decision-making bodies.	We believe in personal outreach to build this capacityl	4	4	5	4	4	4	4	4	5	5	5	5	Met		22JUN2023	2023
34674390135343	Growth Public	3	We have spent the last two years redefining our relationships with families after two years of limited interactions. We held family update meetings, and requested families’ input throughout the year by using surveys for different decisions we have made. There is school wide communication that goes out weekly to all of the families to keep them aware of current and future events and changes. Through this communication and our invitation for family input, we have an overall positive community and a good amount of engagement.	We will continue to focus on building relationships with and increasing engagement of non-native English speaking families through more community building events with families and more opportunities for non-native English speaking families to provide input in a more intentional manner that meets their needs.	We will continue to focus on building relationships with and increasing engagement of non-native English speaking families through more community building events with families and more opportunities for non-native English speaking families to provide input in a more intentional manner that meets their needs.	This year, families received weekly communication from both the Assistant Principal for schoolwide communication and updates, as well as weekly newsletters or emails from their child’s classroom teacher. This kept families informed on the weekly instruction that was taking place within each class. Families were also given progress reports in the middle of each semester and  report cards at the end of each semester to reflect the students’ work and grades.	We will continue to focus on providing more teacher engagement with families about student progress, especially in the upper grades.	We will improve engagement of underrepresented families by providing parent workshops on topics such as how to help their students at home and understanding progress reports and report cards.	Through the partnership with the Family Advisory Group, the administrative team was able to gather input from a diverse representation of our families before presenting information, changes, or surveys to the whole school. This was helpful in developing plans and processes. Family input was also requested any time GPS planned to make a change that would affect them.  This year, GPS has more than doubled the response rate on the annual family survey ensuring that the majority of families are providing their input to support school decision-making.	We will continue to focus on getting more underrepresented families to participate in decision-making and planning to be more intentional about the best ways to gather input from families of underrepresented students.	We will continue to focus on getting more underrepresented families to participate in decision-making and planning to be more intentional about the best ways to gather input from families of underrepresented students.	4	4	4	3	3	3	3	3	3	3	3	3	Met		27JUN2023	2023
34674390137406	SAVA - Sacramento Academic and Vocational Academy - SCUSD	3	SAVA creates a strong school culture that embodies a positive, welcoming, and supportive environment. The staff at SAVA strive to be significant adults in the lives of their students. The school exists to enable students to meet and exceed academic standards while striving to become college and career ready. However, the reality is that many students are hindered by their life circumstances which can make it difficult to stay consistently focused on academics. Acknowledging this, we have developed a clear intervention process and systems of support across all SAVA campuses. Staff strive to intervene with students before academic failure occurs. The support model in place at SAVA offers students wraparound services from Counselors, Student Support Specialists, School Social Workers, RSP Teachers, Teachers, Paraeducators, Campus Principals, and Principals to help fulfill their needs so that they can achieve success in school. Recognizing that many of SAVA’s students lack a stable connection with an adult, SAVA hopes to build these mentoring relationships with each student.  In the 2011-2012 school year, SAVA began implementation of Capturing Kids’ Hearts, or CKH. CKH is the core of all that we do and is a powerful process that transforms schools by building trusting relationships among teachers, staff, families, and students. Every staff member is trained in the use of CKH and CKH is practiced among all staff and students, in all classes, meetings, and events. Under this program, all staff are equipped with tools they can use to build meaningful relationships with their students and families, provide a safe learning environment, and develop a dialogue for team-building. At its core, CKH principles are designed to create self-managing systems and to pave the way for students to be able to use the skills they’ve learned with confidence and enthusiasm, both in and outside of school.  In addition to CKH training and implementation, SAVA annually identifies an equity goal and participates in related professional development. At SAVA, we believe that all students learn, achieve, and thrive when we love, teach, and guide. To this end, we have developed Professional Learning Communities in which all staff are engaged with a focus on data and continuous improvement. All of the work is viewed through an equity lens and focused on decreasing gaps for specific sub-groups where potential inequities have been identified. In addition, we incorporate equity and data discussions in all of our school improvement work, cycles of inquiry, site-based meetings, and in-house professional development.	The focus area for building relationships between school staff and families is to increase parent outreach and participation. SAVA serves a high percentage of socioeconomically disadvantaged students and families face barriers that keep them from being involved in school. SAVA provides supports and information to families and connects them to community organizations. The school will work to increase parent communication about general school information, specialized support information, and regular updates on their child’s individual progress. SAVA will plan activities and events that motivate students and families to be engaged with the school.	SAVA aims to enhance engagement among underrepresented families by implementing targeted family engagement initiatives, primarily focusing on 9th-grade, seniors and transfer students. To achieve this, SAVA will introduce specialized outreach programs, such as orientation sessions and workshops tailored to the unique needs of these students and their families. These activities will provide essential information and support during a critical transition period, fostering a stronger sense of belonging and connection within the school community. Additionally, SAVA will expand its Career and Technical Education (CTE) offerings across campuses. Research indicates that CTE programs can significantly increase student engagement and attendance. This will give options for underrepresented students the opportunity to launch into careers that they may not have known about or seen themselves in, such as Green Energy. Furthermore, SAVA will provide a variety of field trips and college tours to expose underrepresented students to real-life experiences and higher education opportunities. These experiences can be transformative, offering insights into potential career paths and motivating students to pursue higher education. By offering these opportunities, SAVA aims to inspire and engage underrepresented students, empowering them to envision brighter futures and take proactive steps toward achieving their goals. As part of the SAVA commitment to enhancing engagement among underrepresented students, SAVA will provide students with the opportunity to participate in dual enrollment programs. By offering this option, we empower underrepresented students to experience higher education firsthand, breaking down barriers and demystifying the college experience.	At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/ guardian is invited to be a member of their site’s School Site Council/DELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum.   Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed.  School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the Parent Square application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information, they can even use the “Let’s Talk”/Contact Us feature on the website to ask questions or get more information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home as well.	In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at  school events.	SAVA will improve building partnerships of underrepresented families by: • Continuing to do home visits • Providing information and support for obtaining community resources • Making sure that families know that they can request and have interpreters for any meetings	SAVA has built up the capacity of families and staff to engage in School Site Council, we have seen an increase in parents/ guardians who want to attend and participate in SSC and DELAC. When we do have the opportunity to have advisory groups that involve our families, we always have a solid turn out to give input and talk about areas of strength and opportunities of our programs.   Student voice and choice are a very important part of the success of our program. Students are involved in planning events such as graduation and CTE Showcase. There is student inclusion in SST, 504, and IEP meetings, student participation in clubs, workshops, and School Site Council. We also have a student-led support group overseen by our school social worker, and weekly student participation in community time in their cohorts. Most importantly, many of our current live classes and clubs have been developed as a direct result of student interest and advocacy.	SAVA families give great input and feedback through targeted advisory groups, virtual meetings and phone calls. We do need to improve upon the participation in surveys that are sent out out and that require feedback.	SAVA will improve seeking input for decision making of underrepresented families by: -Targeting parent/guardians of underrepresented families for school advisory groups and decision making -Send surveys out in multiple languages that represent the SAVA demographic -Have staff attend targeted professional development around EL students and supporting families to effectively engage in decision-making	5	5	4	4	4	4	5	4	4	4	4	4	Met		20JUN2023	2023
34674396033799	Bowling Green Elementary	3	Bowling Green has invested money into the Student Support Center to keep full time Social Worker available for the increasing need of our students' social and emotional health needs. These investments have shown extreme value for our students, particularly following the return to school from closures during the pandemic. Students are receiving SEL curriculum as well as one one-on-one support through the center. Many others are receiving connections to counseling and community support with the aide of our SSC.	Administration worked closely with staff, community, Steering and ELAC to elicit feedback on prioritization of funding. Feedback overwhelmingly showed a need for increased instructional aides, full Student Support Center at each SLC, class size reduction to address learning needs, and materials and technology to support student learning in a more robust classroom environment.	With the return to full in-school learning and relaxed COVID health protocols we have been able to invite families back to campus. Community events have enabled staff to have increased personal interactions with families, assisting with seeking input.	Bowling Green incorporates two school communities within one school.  Each site has its unique strengths of building partnership.  The LEA is working on streamlining and unifying those.	The LEA is working on engaging its community in understanding student data and using it to inform instruction and at-home support.	The LEA will present ongoing data and local indicators to its community earlier each year and on a more regular basis.	The LEA has a parent-teacher governance group that meets regularly.	The LEA will work to add more parents and stakeholders to their regular meetings.	The LEA will work to add more parents and stakeholders to their regular meetings.	4	4	4	4	3	3	3	3	2	2	2	2	Met		22JUN2023	2023
34674470000000	San Juan Unified	3	San Juan’s Family and Community Engagement (FACE) team worked with schools, departments and community partners to provide multiple ways for families to engage by offering virtual and in-person family engagement opportunities. These opportunities included an increase in family workshops, community outreach events and staff professional development focused on supporting the whole child and family on a wide range of topics that include academic and social-emotional support as well as family enrichment opportunities. Some of the initiatives include a Family Leadership Camp, Families Matter Conference, FACE Mobile outreach events, etc. Virtual, in-person, and hybrid options were created for all workshops so that families can participate and learn together, no matter their location. San Juan Unified also increased the number of virtual and in-person professional development opportunities focused on creating a welcoming school environment, strengthening the school-home partnership, and partnering with families as an asset to support student achievement.   Another strength this year has been the continuation of the Neighborhood Learning Project to schools, which brings school and district staff, local community partners, district departments, academic and social-emotional resources to students and families. This partnership, across departments and with community agencies, has helped San Juan continue to strengthen the support provided to schools and families in order to improve student outcomes.  One of our greatest accomplishments in the area of Building Relationships Between School Staff and Families has been the launch of our FACE Mobile, a mobile family resource center on wheels that travels to all schools and helps connect families to their school, district departments, and community resources. By partnering with schools and community partners, we’ve been able to effectively help build and rebuild relationships between families and staff, while also building the capacity of school staff to help become more knowledgeable and aware of ways to provide support for families.	San Juan Unified’s key areas of improvement in Building Relationships Between School Staff and Families consist of continuing to offer staff development opportunities that assist in building capacity of staff to create a welcoming school environment, and creating ways for family and student voices to be elevated. Offering a variety of professional development workshops to diverse staff roles such as classified support staff, front office staff, administrators, certificated staff, new teachers, etc. will serve as a support for staff to gain knowledge and critical tools to help create a strong foundation in the school-home partnership, which will positively impact the building of relationships between school staff and families.    Additionally, during our FACE Mobile visits, we work closely with schools to involve them in the visit, learn about ways to support families with community and district resources, and help them to proactively build relationships with their families. This includes having them identify and personally invite specific families who may need additional supports to the FACE Mobile visit. They also are asked to have a staff member present for their site’s FACE Mobile visit so that we can help train the staff member on ways to complete intakes on families and offer them specific resources and support. By helping build the capacity of staff and connecting families with specific staff from the school, bridges are being built between school-home-community which positively support our students and help continue to build relationships.	Identifying barriers and creating opportunities for increased access to supports and resources is key to improving the engagement of underrepresented families. One idea to guide this work is to continue providing ways for families to receive school and district information in their native language, provide opportunities for families to have two way communication with their child’s school staff, and support school sites in creating ways to invite families of diverse backgrounds on campus for events, volunteer opportunities, or participating in school meetings. Additionally, continuing to work with local community partners and organizations allows us to create an environment that is culturally responsive and welcoming for underrepresented students and families.	San Juan Unified’s family engagement efforts strongly support an authentic partnership between school, home, and community. Our district provides many opportunities for families, schools, departments, and the community to build collaborative and trusting relationships in order to support student success. San Juan’s Family and Community Engagement (FACE) department offers family engagement workshops and educational classes every month to help families and staff build their skills and knowledge around effective school-home partnerships and best practices to support students. Topics include, but are not limited to: understanding the U.S. school system, effective two-way communication, cultural diversity and responsiveness, college-career readiness, positive behavior supports for home and school, social-emotional health, academic learning resources, and more. These workshops are presented in a variety of languages, days, and times to support the varying schedules of families. Additionally, workshops are offered both in-person and on Zoom so that families can choose what is safe and accessible for them.    Similarly, professional development opportunities are offered to district staff to help support progress in this area. Some of the professional development workshop topics that are available for staff include creating a welcoming school environment, engaging diverse populations, asset-mapping community resources, creating and maintaining partnerships with community based organizations, ways to implement high impact family engagement events, and more. Through these monthly professional development opportunities, staff in the district are able to build their knowledge and learn strategies to strengthen partnerships to support student outcomes.	Supporting the facilitation and increased access for two-way communication between families and school staff is an area of focus to support the improvement in Building Partnerships for Student Outcomes. Through staff development training focused on school-home communication, valuing families as assets to support student learning, and providing families with ongoing opportunities to be engaged in their student’s education are all examples of ways to support this effort. Continuing to build strong partnerships and communication with community based organizations, local non-profits, and local service organizations to increase access for student programs and opportunities is also crucial to the improvement of partnerships in school and in the community.	Increasing targeted efforts and communication is one way to help improve the engagement of underrepresented families in the district. Through the use of surveys, listening circles, and family education workshops facilitated in different languages, we can create an environment where underrepresented families feel included. Increased opportunities for families to learn about the education system, learn how to support their students learning at home, and creating opportunities to learn about resources and programs in the community are also key to improving the engagement of underrepresented families.	San Juan is committed to seeking ongoing input and involving families in the decision-making process, especially through opportunities to serve on formal and informal school and district committees. In partnership with parent advisory committee leadership, the FACE department and Equity department have helped increase the number of opportunities for families to participate in educational partner listening sessions, focus groups, Thought Exchanges, and surveys. Additionally, San Juan has been intentional in increasing engagement with diverse community partners to lead culturally- and linguistically- diverse input gathering sessions. One way in which this is done is through the Family Leadership Academy, which is a leadership development family education class that gives families the knowledge and skills to learn about the education system and be a part of school or district based committees.   Another way that we seek input for decision-making is through the FACE Mobile survey, which families, staff and community members can anonymously complete when they visit the FACE Mobile. Their feedback helps us determine what strengths and areas of opportunity exist to strengthen our supports for families, as well as what types of resources and supports are being requested and utilized.	A key area of focus to support the improvement in seeking input for decision making is creating ongoing communication to various audiences about the importance of family engagement and providing opportunities for families to share input in school and district plans. Specifically, working closely with school site teams to create family engagement teams will help build capacity in staff to better align family engagement strategies with student achievement goals.	Creating communication materials available in different languages and in terminology that is understandable can support the improvement of engagement of underrepresented families in relation to seeking input for decision making. Additionally, creating opportunities for families to learn about school and district committees, how they can increase their knowledge of ways to participate in decision making, and who they can contact to get more involved are key strategies to increasing engagement of underrepresented families. Lastly, implementing different ways to communicate and seek feedback from diverse families will help ensure that families have multiple ways to access information.	4	4	4	3	4	4	3	3	3	4	3	3	Met		27JUN2023	2023
34674470112169	California Montessori Project-San Juan Campuses	3	The CMP community encourages direct communication through regular parent-student teacher conferences. CMP also holds regular “Principal Cafes” and “Campus Advisory Council” meeting opportunities to learn about and provide input into school activities. CMP also provides parent education opportunities to parents across our network of schools (i.e. Love and Logic, Social Media and Internet Safety, etc.). Each June, the campus holds a “Vision and Planning” meetings with staff and families.  In addition, the school utilizes a Parent Communication app, ParentSquare, which reaches 99% of families as a vehicle to share information and respond to inquiries/requests between all parents and staff. Through ParentSquare, the school can message families through a preferred phone number, email, etc. The school’s website allows parents to translate content to a preferred language to ensure effective communication.  CMP administration meets with students, families and staff each year to inform the LCAP. Through an open discussion format, stakeholders are encouraged to share feedback, ask questions and make suggestions for improvement regarding any school related topic. CMP also provides an online survey available to all families and staff to share feedback on LCAP. The LCAP process provides for the opportunity to practice a shared level of decision making, increasing the voice of all stakeholders.	Each summer, the CMP Capitol Campus held a parent volunteer fair with the intent of supporting families in obtaining their volunteer requirements (TB, Livescan, etc.) and to proactively recruit parent volunteers in to campus level roles.	In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. This year all CMP campuses completed a book study and drafted an Acceptance, Belonging, and Care Statement. The partnership will continue into the 2023-24 school year with the development of campus level Acceptance, Belonging, and Care teams that will be tasked with providing campus level professional development.	To ensure parents stay informed of their child’s progress throughout the school year, CMP regularly communicates via ParentSquare, email and phone calls. Parents can log in to Aeries and/or Google Classroom to see student work and grades. Campus administration will send home campus and classroom newsletters as another means of communication for  families who prefer to not receive electronic communications.	CMP has placed a focus on increasing effective communication between the parent/guardian and teaching/administrative communities. Teachers meet with parents multiple times throughout the school year (Initial Parent Meetings and Parent/Teacher  Conferences) to provide an opportunity to discuss goals, objectives, progress on academic plans and discuss any issues or concerns that may be present.	CMP seeks to engage underrepresented families by first being present and visible in the school community. If campus administration feels that a family is not being reached through the normal modes of communication, direct phone calls, in-person meetings, and/or home visits will be made to ensure the family is receiving the support that is needed. CMP also provides on campus services for families in need, including computer access, translators, meals, etc.  CMP supports families that are dealing with housing scarcity and provides regular communications offering resources and support.	The CMP campuses have fully implemented the communications tool, ParentSquare. Through ParentSquare, CMP administration is able to reach 99% of the family community. CMP wants to ensure that communication is readily available to all families, including underrepresented families without access to computers and/or the internet.   CMP encourages parent participation at school and sees parents as educational partners in their child’s learning.	The California Montessori Project (CMP) seeks to improve and promote partner involvement and collaboration through various pathways. For our families, CMP hosts regularly scheduled “Capitol Cafes” in order to facilitate communication between families and school administration as well as an established Campus Advisory Council (CAC) composed of parent, teacher and administrative representation that is designed to provide a forum for stakeholder input. Additionally, CMP embraces an “Open Door Policy” in order to develop a culture of collaboration and common purpose.	In the fall of 2021, in alignment with its Strategic Plan, CMP partnered with Sacramento State University to provide Diversity, Equity, Inclusion, and Belonging professional development to all CMP schools. This year all CMP campuses completed a book study and drafted an Acceptance, Belonging, and Care Statement. The partnership will continue into the 2023-24 school year with the development of campus level Acceptance, Belonging, and Care teams that will be tasked with providing campus level professional development. In 2022/23 CMP also hired a Diversity, Equity, and Inclusion Outreach Coordinator. The Coordinator partners with CMP’s Student Services and Human Resources team to be more visible in areas of the community that CMP has historically not been present in. This work has improved our engagement and targeted outreach.  In 2022/23, CMP began offering the Expanded Learning Opportunity Program through our Club M program at all of its campuses. As a result, we have more families participating thanks to the scholarships we are able to provide.   In 22/23 CMP offered three, free after school enrichment offerings to families. In 23/24, we plan to offer six, free after school enrichment offerings.  CMP continuously seeks input from various groups of educational partners, especially as it relates to the LCAP process. LCAP meetings are held at each school, where students, staff, and families are encouraged to provide input as a guide to help set goals and priorities.	4	4	4	4	4	4	5	5	4	4	5	4	Met		12JUN2023	2023
34674470114983	Golden Valley River	3	The school has strong relationships with families, built over years of town hall meetings, parent surveys, parent-teacher conferences, class meetings, festivals, and Parent Circle (Parent-teacher organization).	The school focuses on parent-teacher conferences/meetings, parent evenings, parent engagement offerings, and regular communication. Feedback from educational partners continues to drive the types of parent enrichment offerings the school plans and implements each school year. Teachers and administrators will continue to work with families to ensure strong communication to help every student meet their learning goals.	The Golden Valley leadership team will analyze data to inform our planning and educational partner development. Through continued responsiveness to requested resources, support, and trainings with information gathered through surveys, parent leader feedback, and community school event evaluations, we will plan engagement opportunities that reflect expressed needs. The school will continue to expand supports available and will identify key partners to incorporate into our school communities in order to provide our families with the resources they need to support student success.	Ongoing phone calls, school-based events, student led conferences, Parent Circle, committees, and school reports provide opportunities for Parent Involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via parent-teacher conferences, class meetings, SST meetings, IEP meetings, ParentSquare, and teacher calls/emails to parents. Specific activities, workshops, training opportunities, and parent enrichment events included topics such as: Waldorf 101, Waldorf 202, and an alumni panel.	A focus area will be to increase communication on Parent Involvement activities, student progress, current research, available resources. Implementation of improvements to the student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress. Updating and expanding resources on our website will allow for further dissemination of information and resources.	We will continue to engage our families by offering school engagement activities, conferences, school reports provide opportunities for parent involvement and discussion of student progress. Additional opportunities for discussion of student progress occur in SST meetings, IEP meetings and teacher calls/emails/messages to parents. Our further work will include expanding opportunities for shared experiences through student exhibitions, community school events, and student/family feedback on the opportunities that are most engaging and successful from their perspective.	The school has many groups of parents to engage in around governance and community goals. Parent surveys, and town hall meetings are held on a regular basis to gain parent input and to help guide school priorities and decision-making.	A focus area will be to increase communication on parent involvement activities, student progress, current research, and available resources. Implementation of a student information system will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning which include our educational partners in the development and execution of events that highlight student growth.	In collaboration with the school’s parent groups and committees, Central Office staff, and the leadership team, the school will continue to engage families by providing multiple opportunities for input and feedback. Continuing opportunities for discussion and input will be available.	4	4	4	4	4	4	4	4	4	3	4	4	Met		07JUN2023	2023
34674470120469	Aspire Alexander Twilight College Preparatory Academy	3	We have been able to host  a number of in-person community engagement events that support building community, honor the cultures of the families that we serve, and help to build a partnership between families and staff members.	We can work to provide more informal meeting opportunities, such as coffee and snack before Town Halls or assemblies.	We can work to encourage additional parent education and parent input in our SPED program offerings.	We have a 93% family participation rate in Student Led Conferences. These meeting provide the opportunity for teacher and students to share about current academic and SEL progress as well as set goals for continued improvements.	We can continue to support families to participate in the school governance committee and have more input in oversite and accountability measures.	"We can support opportunities for translation in multiple languages by contracting with ""Language World"" for or making translation devices readily available."	We hold quarterly SGC/ELAC meeting that encourage parent input and feedback on our current education goals, frameworks, policies and procedures.	We can seek to increase attendance at these meeting to a wider audience.	We can further identify barriers to attendance (time of meeting, transportation, care needs for non-school aged children) and work to eliminate these barriers.	4	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
34674470121467	Aspire Alexander Twilight Secondary Academy	3	Lion-link up, Family council, family events, Pareqntsquare, ClassDojo, Saturday School, many opportunities for families to engage	More trainings for teachers on communicating with families around accountability of students	More events and opportunities to provide input, a push to reach out in additional ways to these families	Partnership with ARC for ECHS and ETS to provide life opportunities for students, many partnerships through ELOP	More workshops for students, possibly mentorship opportunities	Finding the right staff members to reach out specifically to target families/audience	Surveys, conferences, events and opportunities	Reaching target families	More targeted check-ins to reach out to these families	4	4	4	4	3	3	3	3	3	3	3	3	Met		22JUN2023	2023
34674470128124	Gateway International	3	The Capturing Kids' Hearts program has been a foundation in guiding GIS to build relationship with families. Throughout the school year, various in-person and virtual events were hosted giving families opportunities to visit in any form they choose. Every grade level had field trips for all students, school held special assemblies, and allowed parents to visit campus. GIS is currently offering MTSS training for all certificated and classified staff as another branch of relational capacity for all stakeholders.	The communication between staff and families could always use some refinement.  The focus is to build positive relationships early between teachers and families so that there is a strong relational capacity when it is needed. We have encouraged teachers to reach out to families more regularly to build the relationship instead of only calling when there is a concern.	GIS is intentional about staff diversity to better serve students including underrepresented families. The Parent Liaison has been involved in reaching out to families including refugee families. GIS has delivered materials to the underrepresented families to support their learning needs.  The Counselor has been involved in offering social-emotional support to all students, especially underrepresented families. The Vice Principal has reached out to the families of chronic absenteeism to discuss their absences and offered communities resources to support their needs.	GIS has a clear process in place to communicate with families. GIS utilizes the Parent Square app to send out all necessary information via phone calls, text messages, and emails.  Other forms of communication includes GIS social media apps such as Facebook, Twitter, and Instagram. GIS sends home mid-trimester progress reports and trimester report cards. At the end of first and second trimesters, parent and teacher conferences are held to review student progress. GIS supports students with Student Study Team (SST) meetings, 504 evaluations, and IEPs and by providing targeted intervention, accommodations and  modifications.	GIS plans to structure regular communication with students about their progress and reach out to families on a more regular basis. GIS has academic conferences with students to discuss student learning outcomes and goal setting for 3rd-8th grade.	Having a diversified staff allows students to relate to people from similar backgrounds.  This allows them to feel comfortable to attend school or ask for support when needed.  This also serves as reflection of our school to families as they see diversity in staff on campus.	GIS has a strong SSC and DELAC committee.  All of the members are very engaged and involved in the decisions made for their student's learning.	"As a LEA, GIS could work more on inviting the families to attend the board meetings, school site council meetings, District English Learners Advisory Committee meetings, and parent workshops offered by the school. A future goal is to improve parent collaboration and possibly provide monthly ""coffee with leadership"" so anyone can come, hang out and just chat with school leadership team."	We would like to be able to offer more parent workshops around supporting students with academics, social emotional, and physical well-being.	5	5	4	5	4	4	5	4	4	4	4	4	Met		20JUN2023	2023
34674470132399	Golden Valley Orchard	3	The school has strong relationships with families, built over years of town hall meetings, parent surveys, parent-teacher conferences, class meetings, festivals, and Parent Circle (parent-teacher organization).	The school focuses on parent-teacher conferences/meetings, parent evenings, parent engagement offerings, and regular communication. Feedback from educational partners continues to drive the types of parent enrichment offerings the school plans and implements each school year. Teachers and administrators will continue to work with families to ensure strong communication to help every student meet their learning goals.	The Golden Valley leadership team will analyze data to inform our planning and educational partner development. Through continued responsiveness to requested resources, support, and trainings with information gathered through surveys, parent leader feedback, and community school event evaluations, we will plan engagement opportunities that reflect expressed needs. The school will continue to expand supports available and will identify key partners to incorporate into our school communities in order to provide our families with the resources they need to support student success	Ongoing phone calls and Parent Square posts and communications, school-based events, student led conferences, Parent Circle, committees, and school reports provide opportunities for Parent Involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via parent-teacher conferences, class meetings, SST meetings, IEP meetings, ParentSquare, and teacher calls/emails to parents. Specific activities, workshops, training opportunities, and parent enrichment events included topics such as: Waldorf 101, Waldorf 202, and an alumni panel.	A focus area will be to increase communication on Parent Involvement activities, student progress, current research, available resources. Implementation of improvements to the student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress. Updating and expanding resources on our website will allow for further dissemination of information and resources.	We will continue to engage our families by offering school engagement activities, conferences, school reports provide opportunities for parent involvement and discussion of student progress. Additional opportunities for discussion of student progress occur in SST meetings, IEP meetings and teacher calls/emails/messages to parents. Our further work will include expanding opportunities for shared experiences through student exhibitions, community school events, and student/family feedback on the opportunities that are most engaging and successful from their perspective.	The school has many groups of parents to engage in around governance and community goals. Parent surveys, and town hall meetings are held on a regular basis to gain parent input and to help guide school priorities and decision-making.	A focus area will be to increase communication on parent involvement activities, student progress, current research, and available resources. Implementation of a student information system will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning which include our educational partners in the development and execution of events that highlight student growth.	In collaboration with the school’s parent groups and committees, Central Office staff, and the leadership team, the school will continue to engage families by providing multiple opportunities for input and feedback. Continuing opportunities for discussion and input will be available.	4	4	4	4	4	4	4	4	4	3	4	4	Met		07JUN2023	2023
34674473430691	Options for Youth-San Juan	3	For the 22-23 school year, OFY San Juan brought back all of our educational partner events, activities, and in person opportunities. The staff has worked hard to build our school community this past year. This effort is shown in our survey results with 73% of students saying they feel welcome in the center and 75% saying the center is a positive environment and inclusive. The charter has also continued monthly newsletters through our whole school communication system with important information regarding events, important dates, and resources.  We have also started texting in addition to emails due to 77% of our families preferring text over 74% email.   One success was the increase in participation in our Educational Partner Surveys. As for the charter progress with educational partner engagement for the fall, we had 404 total surveys taken by educational partners. In the spring, the charter had 785 surveys completed.  Overall, the feedback from these surveys is positive and very informative to guide our charter wide goals for the 23-24 school year.  OFY San Juan created opportunities for educational partners to be actively involved in our school community.  The school hosted center events, awards nights, and charter wide events throughout the year to engage parents and students.  Participation for events have been lower than pre-pandemic but in the 23-24 school year, we are looking for different ways to engage families post-pandemic.  The overall feedback from all events that were hosted were positive and families and students enjoy opportunities to engage with staff and celebrate students.  One of the barriers to participation is how busy schedules are with 79% of families. We asked on the spring survey what events students and families would like to participate in next year with: 52% Movie in the Park and 43% BBQ for students and 59% BBQ, 57% awards, 55% back to school night, 51% Movie in the Park for families (Goal 4 Action 1 - ed. Partner Connectedness). Staff Members have been completing Professional Learning Communities (PLC’s) to develop workshops, resources, or training for students and staff.  The PLC’s are based on the areas of need expressed by Educational Partners.  The staff has seen increased engagement in workshops with positive feedback from students. Some of the workshops included math strategies(Goal 2 Action 2 - Benchmark assessments/interventions), targeting reading skills(Goal 2 Action 2), mental health workshops (Goal 4 Action 4 - Mental Health Workshops), college and career workshops (Goal 3 Action 6 Workshops college/career), and graduation cohort activities (Goal 3 Action 1 - Postsecondary Supports).	Options for Youth San Juan, despite all of the offerings this year, is still seeing low engagement in our extracurricular activities. Many of our historically well attended Pathways trips and events have seen low participation.  One of the focus areas in how we advertise for events. Based on educational partner feedback, the charter has learned that text communication, choosing times that work for families, and early communication about the event will help with attendance.  We have also asked what type of events educational partners would like to participate in and will plan events for the next year based on this feedback (Goal 4 Action 1- Ed. Partner Connectedness).  Building a school community through strong relationships with educational partners is essential to our school. The school leadership will work with staff to learn about best practices for engaging students and families in extracurricular activities with a lens of learning how to engage families with diverse backgrounds and needs (Goal 1 Action 4 - PD).	OFY-SJ has identified several different areas of improvement to building relationships between staff and families of underrepresented families. The first area of improvement is ensuring all communication sent out on our school-wide messaging system is translated in English and Spanish with access to translation support in various other dialects.  77% of the families prefer text communication and staff can use google translate or other services to translate those messages.  74% of parents prefer email communication which is only translated in Spanish and English.  OFY San Juan has a large population of newcomers and the school is navigating how to best support them with tools and resources in their primary language (Goal 1 Action 3).  When meeting with the DELAC committee, they supported the idea of more training and support for newcomers and more translation support for documents sent out.  Another area of improvement is targeting events and field trips for underrepresented students and families.  For the 22-23 school year, each event the leadership team analyzed who attended the events based on demographics. Through analyzing these results, staff can offer more support to families who are underrepresented. Looking at the data from the 22-23 school year, the participation rates mirror the school demographics with 70-80% FRMP participating, 12-20% EL students/ families participating, and 7-12% SPED participating. Unfortunately identification of foster youth and homeless is hard to identify and we will work to adjust our tracking for FY/Homeless in the 23-24 school year.  This year, we took specific trips to community colleges to discuss Special Education services the colleges provide and resources available to students with IEP’s and 504 plans (Goal 3 Action 7). In addition, the charter did an English Learner specific field trip that focused on programs and resources for English Learners at the community college (Goal 3 Action 8). Several members of our SSC/PAC had students who attended these specific field trips and saw the value in how students were shown around a campus and put the future goal of college into reality by being on a tour.	OFY-SJ has many different platforms for families to track, monitor, and communicate student outcomes. Families can track and monitor student outcomes through our online curriculum platform and student information system.  Through these platforms, parents can check in on how much time students are working on their academic units and what progress they have made towards graduation.  Teachers also regularly check in with families if a student is excelling in their school work or if they are falling behind in their academic goals set forth in the achievement chats each semester.  43% of families stated they received enough communication about their student's progress while 19% stated they would like more frequent communication. At the achievement chats, families also have an opportunity to talk about how they can support their students at home and make goals for their students. Ultimately the goal is that partnership with all families is ongoing and does not just take place at any one event, but is constant and in both directions. 61% of students enjoy having one to one conversations with staff  and 46% stated their individual learning plan was the most effective intervention/ support available to them. One of the ways the school encourages communication is through every staff member having a google voice number so families and students can text and call and get in direct contact with the teacher.  We also have all staff on site with center phone numbers for general information.	OFY San Juan has several areas of improvement for building partnerships for student outcomes.  The first focus area is regularly looking at student data and continuously monitoring progress of LCAP metrics and goals throughout the year.  Through this monitoring the charter can adapt and change any implementation strategies. In addition, our PLC groups are constantly working to develop workshops, resources, and supports based on our areas of need for the charter. For the next year, the charter will work on making a greater impact on more students. The feedback we have received from educational partners is they would like to see more of mental health workshops (LCAP Goal 4 / Action 4), college and career workshops (LCAP Goal 3 / Action 1) , and family events (LCAP Goal 4 / Action 1 and Goal 4/Action 5) which are some of the focus areas for our PLC groups.  Lastly, as our school transitions from a SSC to a PAC, we would like to see greater participation in our parent advisory groups (DELAC and PAC).  The charter will work on better advertisement and information about what these groups are about and their purpose. With greater participation in our parent groups, more feedback and voices are heard and directly guiding our LCAP goals and actions.	OFY San Juan focuses on improving engagement for building partnerships for student outcomes for underrepresented families through achievement chats to develop a academic learning plan for english language learners and semester plans for special populations, meetings with students and families who have IEPs, and creating specific events and workshops to target barriers for underrepresented families.  Achievement Chats provide an opportunity for educational partners to discuss improving student outcomes. At achievement chats, academic learning plans and semester plans are created for students to improve communication and a time to collaborate with all educational partners to improve student outcomes through learning about tools and resources the school provides.  For students with individualized education plans, families have the opportunity to exercise student rights and advocate for their student needs.  Families are in consistent communication with Special Education Specialists to discuss accommodations and extra support and resources for IEP students.  Once the plans have been created at achievement chats, the staff can monitor the goals and student progress throughout the semester to plan any interventions or supports that would be effective in helping student outcomes.   Our DELAC and SSC/PAC meet between 6-10 times a school year to discuss LCAP development, SPSA monitoring, making recommendations for spending, and reviewing data to best inform our instructional practices. Both of these parent advising groups have members who are identified as underrepresented families.  Each meeting provides opportunities for members to discuss their concerns and feedback based on their experiences.	Educational Partner engagement provides the Charter with invaluable feedback to reflect on our current practices and adjust them to meet  the needs of all educational partners throughout the 2022-2023 school year; the charter asked for feedback to gain insight on LCAP goal development. We held Virtual District English Learner Advisory Committee (DELAC) meetings, which include English Learner parents,  students and staff members. Some of the topics covered include EL needs and learning outcomes by looking at data and  providing feedback on how to improve our Bilingual Scholars Program. During these meetings, participants were provided with updates on  progress toward LCAP and Comprehensive Support and Improvement (CSI) goals, and were able to provide feedback on what they wanted to see in future LCAP and CSI plans. Parents were also encouraged to provide ideas on ways to further engage the educational partners in our school community in the upcoming school year 23/24 to help increase parent participation in DELAC and other school events.   The School Site Council (SSC) consists of various educational partners such as students, parents, staff, teachers, and community members. During meetings, SSC meetings, training is provided with data that is reviewed and analyzed, budget overviews are presented and discussed, and updates are given regarding LCAP and SPSA. Members provide feedback on agenda items and updates to create a culture of collaboration to include educational partner input on the development of new plans such as SPSA/LCAP. For the 2023-2024 School Year our SSC will be transitioning to a Parent Advisory Committee (PAC) because the charter will be combining our Single Plan for Student Achievement and our LCAP into one plan instead of having two in previous years. The goal and mission of the PAC is to engage parents and students in providing feedback and advice on the LCAP and for the LCAP to reflect the diverse needs of our student population. Feedback was collected through anonymous educational partner engagement surveys during our Fall and Spring semester. In addition, staff  participate in quarterly in-services, which are developed around their feedback from the previous in-service. Teachers are also part of our DELAC and School Site Council Meetings, where they are able to provide feedback on upcoming initiatives and LCAP goals. Lastly, during  center and leadership meetings, all staff members are provided updates on charter wide goals and are able to collaborate on how to best  support students.    Parent feedback was collected through anonymous surveys given to all parents, in both English and Spanish, twice during the school year.  Survey links were provided, so that parents could access the survey at home. Informal feedback collection also took place at Achievement  Chats, DELAC meetings, SSC/PAC, and during other conversations throughout the school year.	OFY- SJ wants to continue increasing the participation of educational partners in decision making.  The number of educational partners participating in engagement surveys increased this year due to additional incentives and communication. Despite the increase, we would like to see more participation across the board with closer to 85% participation.  Engagement surveys are the primary source of seeking input from educational partners.  For the families that do complete the survey, 47% of families stated they had never been invited to any parent advisory meetings and 34% stated they were not interested.  This is an area of improvement for next year and how to inform families of the purpose of PAC(Parent Advisory Committee) and DELAC (District English Language Advisory Committee) and get consistent engagement in meetings. A lot of educational partners do not understand what the PAC and DELAC do to inform decisions for our schools and provide feedback on initiatives and goals.  The school will work to develop a better understanding of the parent advising groups throughout the next school year.	OFY-SJ wants to see an increase in the feedback from underrepresented families through surveys and parent groups (LCAP Goal 4 Action 1). First, we currently translate the survey and all communication to include families whose primary language is not english. In addition, we emailed and texted families and students to participate in completion of the survey through our school messaging system and staff emails and texts.  We asked for student and family demographics to see if our underrepresented families and students are providing feedback. For the parents, this is what they identified with for demographics: 39% FRMP, 5% EL, 26% SPED, 3% Foster Youth and 2% homeless. These numbers are close to our populations currently with exception to FRMP.  For students: 27% FRMP, 7% EL, 11% SPED, and 1% for Foster Youth and Homeless.  With this breakdown the charter can target what specific populations needs and feedback is (LCAP Goal 1 Actions 1-4).  For parent groups such as SSC/PAC and DELAC, the charter would like to increase capturing educational partners that represent underrepresented populations as part of the committee or council.  For example, on SSC/PAC we have many parents who have students with IEP’s and an SES teacher represented on the council.  We will continue to focus on ensuring our under-represented communities continue to learn about and participate in our parent advisory groups and let their voices be heard, this will be done via mailers, emails, one on one conversations and mass marketing pushes.	4	4	4	4	4	4	5	4	3	3	3	3	Met		23JUN2023	2023
34674473430717	Visions In Education	3	"As an independent study program, teachers work individually with students and families in their homes or mutually  agreed to local meeting places. Covid-19 has had an impact on the ability to meet with students and families over the  past two school years. With this one-to-one model, parents and students stay regularly informed of their progress. In  the 2022 LCAP survey 96.0% of parents responded that they felt that they were ""a partner"" with their teacher in  educating their child. Ninety five percent of students and parents felt that Visions was ""a fit"" for them. Strategic focus  with our various underrepresented groups is represented in our goals, actions, and services of our new LCAP for  2021-24. Furthermore, the school has initiated 90 in-person events for our students and families in the independent  study context to increase relationship building and connection to the school community."	Visions will continue to offer more in-person events, field trips, and connection opportunities for families. We will also  offer Parent Advisory teams and continue our Parent Educator Project. We will also continue to build relationship by  offering more translation opportunities.	Visions will improve engagement through the office of our Associate Director of Equity and Student Engagement.  This position will focus on leveraging newly acquired Title IV funds to serve underrepresented students who make up  a majority of the student population. Next year Visions will focus on building resources that support our multilingual  learners by developing a more robust ELD program that leverages each families strengths, cultures, and languages  as a cornerstone of the program development.	Visions In Education values educational partner input and engagement as we support student progress and  outcomes. Visions has established and English Language Advisory Committee, as well as engagement in the  Special Education Local Plan community advisory council, School Advisory Board, as well as individual meeting with  teachers, counselors, social workers, school administrators and other key staff to ensure support for student  outcomes. Two way communication with our partners is vital and many opportunities are provided for engagement in  a variety of different ways and forums for feedback	Visions maintains partnerships with families through the Master Agreement process which requires a partnership  with every family who Visions serves. Included in this Master Agreement process are the details of how the school  and family partner towards improved educational outcomes for students. Additionally, Visions builds partnerships  with enrichment partners to offer expanded learning opportunities to increase student outcomes.	This is an area of strength for Visions as there exists a department dedicated to Professional Learning and  Innovation. A main cornerstone of this strategy will be investing in the Professional Learning Communities strategy  that leverages collaborative relationships to support student outcomes. As families are critical partners in this work,  this will support closer partnerships based on student outcomes	Visions conducts an annual survey and gets ongoing feedback and input on a variety of items that are of interest and  support in school-wide decision making. Furthermore, through the ELAC and community advisory committee many  families, parents, and guardians are able to provide input in the school's decision making. The school's advisory  board is a body where parents regular provide feedback and input on the direction of the school.	The school will more actively solicit input by extending digital engagement offerings to allow for broader parent  participation across our nine-county region. Visions will continue to offer a broad array of surveys to solicit input.	Visions will offer in-person engagement opportunities in addition to our digital engagement offering to ensure that  families have a wide array of options for our families to engage and offer input.	4	4	3	4	4	5	5	4	4	3	4	4	Met		22JUN2023	2023
34674473430758	San Juan Choices Charter	3	Students feel safe, supported, and included at Choices.  Parents feel satisfied with their students' experiences and academic progress.  Survey data demonstrates that relationships between school staff and families are positive and strong.  School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. An internally-developed attitude survey is administered each year to Students with Disabilities. Graduates complete an internally-developed exit survey, reporting about their experiences while enrolled at Choices. These surveys have been administered for several years, allowing for the identification of trends in data over time.  Student and parent satisfaction with the Choices program has been consistently strong.  In 2023:  95% of students felt that their experience at Choices was positive during the previous year.  98% of students felt safe at Choices.  93% of students stated that their feelings about their education had become more positive since enrolling at Choices.  97% of students felt that the staff is caring and responsive to student needs. 95% of students stated that the CCS program serves all students in an equitable fashion. 94% of students felt accepted and included.  96% of parents stated that they have had opportunities to provide input about the school program. 100% of parents were satisfied with how the school keeps them informed about their students' academic progress.  (This percentage is an all-time high.) 100% of parents felt that the educational program at Choices met their expectations.  96% of parents stated that their student had made satisfactory progress in learning during the previous year.  100% of parents felt that Choices provides a positive educational experience.  91% of Students with Disabilities felt safe at Choices.  56% of Students with Disabilities reported that they have experienced less anxiety since attending Choices.  100% of graduates stated that they would recommend Choices Charter to other students.  52% of graduates reported that they believe that they would not have graduated if they had not attended Choices.  100% of graduates felt that there was a teacher or some other adult who really cared about them, listened to them when they had something to say, and wanted them to do their best.	Choices will continue to serve families effectively with its flexible personalized learning program, which meets each student where they are and guides them towards their long-term goals through consistent academic, technology, and social-emotional support.  Advisory Teachers introduce themselves as the family's main point of contact at school and provide assistance, as needed.  A new Community Outreach Representative position was recently created to support new students and their families as they transition to the independent study model.  The Assistant Director and Counselor work in tandem to provide intervention communication and services when students are struggling.  Free on-campus support classes, tutoring, and counseling provide students with additional help when needed.   School events, recognition programs, and extracurricular activities enhance relationships between staff and family, engaging students in their education at Choices.	Choices is able to effectively support a wide variety of students and families through its highly customizable educational program and thanks in large part to its dedicated Special Education Department, English Language Development team, and close working relationship with the on-site SJUSD Foster Youth Department.  School Satisfaction Survey data demonstrates that nearly all students at Choices feel that the program serves students in an equitable fashion (95%) and feel accepted and included (94%).  Communication with families occurs frequently and feedback is welcome; nearly all parents (96%) state that they have had opportunities to provide input about the school program.    The Advisory Council highlights the voices of students, parents, and community members.  An annual Family Focus Group meeting allows families to advise the staff on ways to most effectively meet their students' and families' needs.  The CCS staff will continue to communicate with families through a variety of means and venues, requesting frequent feedback. Technology resources will be provided to students/families in need to ensure access to curriculum and student data.  Translation of online curriculum and phone communications will support students and families who speak languages other than English.  Regularly scheduled IEP and 504 meetings will provide an opportunity for educational partners to communicate and carry out formal learning plans.	Families of students at Choices understand that their participation in their partnership with the school is essential to their students' success.  Upon enrollment, they learn to navigate the online curriculum and to support their students in meeting school requirements and deadlines.  Parents and students feel included and involved at Choices.  School survey data demonstrates that Choices families are highly satisfied with the partnership that they share with the school and the outcomes that the partnership produces.  School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. Graduates complete an internally-developed exit survey, reporting about their experiences while enrolled at Choices. These surveys have been administered for several years, allowing for the identification of trends in data over time.  Student and parent satisfaction with the Choices program has been consistently strong.  In 2023:  95% of students felt that their experience at Choices was positive during the previous year.  98% of students felt safe at Choices.  93% of students stated that their feelings about their education had become more positive since enrolling at Choices.  97% of students felt that the staff is caring and responsive to student needs. 95% of students stated that the CCS program serves all students in an equitable fashion. 94% of students felt accepted and included.  96% of parents stated that they have had opportunities to provide input about the school program. 100% of parents were satisfied with how the school keeps them informed about their students' academic progress.  (This percentage is an all-time high.) 100% of parents felt that the educational program at Choices met their expectations.  96% of parents stated that their student had made satisfactory progress in learning during the previous year.  100% of parents felt that Choices provides a positive educational experience.  91% of Students with Disabilities felt safe at Choices.  56% of Students with Disabilities reported that they have experienced less anxiety since attending Choices.  100% of graduates stated that they would recommend Choices Charter to other students.  52% of graduates reported that they believe that they would not have graduated if they had not attended Choices.  100% of graduates felt that there was a teacher or some other adult who really cared about them, listened to them when they had something to say, and wanted them to do their best.	At Choices, strong partnerships between students, parents, and staff are essential to students' success.  These partnerships are established and strengthened through frequent communication and the availability of supports.  During Information Sessions and again during the enrollment process, families are advised that their students' success depends largely on parent supervision of and involvement in the learning process.  The Master Agreement signed by families upon enrollment informs families of the rights and responsibilities involved in becoming a student at Choices.  Both students and parents are given login credentials for the online curriculum and receive demonstrations about navigating the system.  How-to videos reside on the school website and serve as resources when families feel unsure.  A Community Outreach Representative guides new families as they acclimate to the independent study model.  Advisory Teachers serve as main points of contact for the families in their care.  Parents are encouraged to contact the Advisory Teacher or classroom teachers with any concerns that they have.  Teachers and tutors support students on campus and from a distance and communicate with parents when students are struggling.  The Assistant Director and Counselor provide intervention services from an administrative point of view, modifying student schedules and providing counseling, when appropriate.  Choices will continue to refine its intervention process to respond to struggling students even more rapidly and consistently, preventing learning loss that can occur when students fall behind.	Choices is able to effectively support a wide variety of students and families through its highly customizable educational program and thanks in large part to its dedicated Special Education Department, English Language Development team, and close working relationship with the on-site SJUSD Foster Youth Department.  School Satisfaction Survey data demonstrates that nearly all students at Choices feel that the program serves students in an equitable fashion (95%) and feel accepted and included (94%).  Communication with families occurs frequently and feedback is welcome; nearly all parents (96%) state that they have had opportunities to provide input about the school program.    The Advisory Council highlights the voices of students, parents, and community members.  An annual Family Focus Group meeting allows families to advise the staff on ways to most effectively meet their students' and families' needs.  The CCS staff will continue to communicate with families through a variety of means and venues, requesting frequent feedback.   Technology resources will be provided to students/families in need to ensure access to curriculum and student data.  Translation of online curriculum and phone communications will support students and families who speak languages other than English.  Regularly scheduled IEP and 504 meetings will provide an opportunity for educational partners to communicate and carry out formal learning plans.	At Choices, all educational partners are involved in reviewing student data and providing insights and recommendations based on the data.  Data-based feedback from educational partners is the foundation on which school decisions are made.    Student data analysis is built into bi-weekly staff meetings and monthly collaboration meetings to help identify areas of strength, areas for improvement, and possible solutions. Staff members frequently meet in departments, as well as in focus groups, to review data and make recommendations.  The Advisory Council, comprised of students, parents, community members, staff, and a district representative meet three times a year to review data and all official school reports. All school community members are welcome to attend Advisory Council meetings. An annual Family Focus Group meeting provides additional insight.  Families are invited to ask questions and provide feedback at any time.    Nearly all parents (96%) stated in 2023 that they have had opportunities to provide input about the school program.  This figure has grown gradually since 2020, when just 91% of parents reported the same.	In 2023-24, a new Student Leadership club will enhance the student voice in decision making processes.  A Family Focus Group meets each spring and will provide new ideas about ways that Choices can more effectively meet the specific needs of its families.  Also in spring, a visiting committee from the Western Association of Schools and Colleges (WASC) will observe and evaluate the program.  In preparation for this visit, Choices will conduct a thorough and extensive self-study that will involve input from all educational partners.  WASC's visiting committee will also provide input and recommendations.  The School Wide Action Plan will be updated to reflect the program changes that will result from this process.	Nearly all parents (96%) state that they have had opportunities to provide input about the school program.  Choices will continue to communicate with all families frequently and through a variety of methods to ensure that all families are well-informed and feel welcome to provide feedback.	4	4	4	4	4	4	4	4	4	4	5	5	Met		27JUN2023	2023
34739730000000	Center Joint Unified	3	In the area of building relationships, the Center Joint Unified School District has shown its strengths through the following: Family events, active PTAs at sites, ELAC, Family Resource Back to School Fair, Site Councils, student advisory, parent advisories, communication including social media, interpreting services, and homeless/foster families service. Also, the Student and Family Support Services plays a pivotal role in assisting families through the building of healthy relationships.	The goal is to further develop open lines of communication and understanding between school staff and families to strengthen relationships.  This goal is being addressed through the work and partnership with WestEd.	The CJUSD is utilizing a new full-time English Learner Coordinator to further develop the relationship between school staff and families of our growing English Learner students.  Furthermore, through a continuing partnership with WestEd, the district is developing strategies to connect with underrepresented families in the district.	The CJUSD utilizes an MTSS Blueprint, which includes academic and social-emotional programs available to support student outcomes. In addition, the District has parent conferences, Student Study Team and IEP meetings, sharing of student outcome data through Aeries Parent Portal, PTA and Booster Clubs, Back to School and Open House Nights, regular communication through Catapult, Attendance/Engagement Coordinator, Panorama surveys, and a student and Family Support Services office.	The goal is to further develop open lines of communication and understanding between school staff and families to strengthen relationships.  This goal is being addressed through the work and partnership with WestEd.	The CJUSD is utilizing a new full-time English Learner Coordinator to further develop the relationship between school staff and families of our growing English Learner students.  Furthermore, through a continuing partnership with WestEd, the district is developing strategies to connect with underrepresented families in the district.	Parents, students, and staff can provide input through Panorama Surveys, the District Advisory Committee, the English Language Advisory Committee (site-based), District English Language Advisory Committee, PTA, Booster Club, LCP surveys, Superintendent's Advisory Committee, and Community Comments during Board meetings.	The goal is for more families to participate in the Panorama surveys and school site councils, ELAC, DELAC, and Booster meetings to provide input and decision making on important issues.	The CJUSD is utilizing a new full-time English Learner Coordinator to further develop the relationship between school staff and families of our growing English Learner students.  Furthermore, through a continuing partnership with WestEd, the district is developing strategies to connect with underrepresented families in the district.	4	4	4	4	3	5	5	5	5	4	5	5	Met		14JUN2023	2023
34752830000000	Natomas Unified	3	Improved and expanded opportunities to engage and involve parents/guardians in their child's education - from early learning through high school - has resulted in more students than ever in NUSD having access to college and career options and being college and career ready. Parents are able to be engaged and involved in multiple ways at NUSD schools, and staff continues to help parents navigate the choices and opportunities that exist in NUSD. During the pandemic and the resulting learning recovery plan that was implemented in Spring, 2021, adjustments were made to continue engagement opportunities through increased surveys, virtual meetings sessions, and teleconferencing.	NUSD provides staff multiple training opportunities to develop skills and knowledge to better partner with families, as well as workshops and videos for families on how to better partner with school staff on their child’s education in NUSD as well as preparing for college/career. Each year all of our schools host parent-teacher conferences, open houses, and back to school nights. NUSD is a Safe Haven District, and has provided training to staff on how to support families of immigrants. NUSD provides families information at the beginning of each year describing their rights and how to advocate for their children, as well as non-discrimination policies and information. NUSD teachers participated in an innovative research program that aims to identify specific ways to reduce disparity and disproportionality and behaviors that lead to suspensions. This initial research was done through a partnership with the University of California Berkeley. There was a delay in related professional development during 2019-20 and 2020-21 due to the pandemic and completion of the study. However, beginning in 2021-22 through 2022-23, NUSD launched a systemic professional development, support and collaboration series focused on Restorative Practices, Trauma-Informed Practices, Positive Behavior Intervention Supports, and related site programs, with an emphasis on Anti-Racist/Anti-Bias Training and Culturally Responsive Relevant Pedagogy and Classroom Management. This action is in alignment with the Theory of Action, Board Policy and Administrative Regulation 0100.	"When our families were surveyed in 2023, 81.8% said that ""staff are committed, collaborative, caring and exemplary;"" 82.2% said ""School staff welcome my suggestions;"" 82.4% said ""I feel welcome to participate at this school;"" 85.8% said ""My child's school keeps me well-informed about school activities;"" and 81.1% said, ""My Child's school encourages me to be an active partner in educating my child."	Natomas Unified has developed programs and supports to build relationships with parents and families including a Communication and Family Engagement Department and Parent University team. Schools and the district have expanded and improved engagement opportunities to build relationships with parents and families including: providing communication tools like Infinite Campus Messenger and Parent Portal; PTSA; School Site Councils; Principal Coffee Chats; weekly messages to families; ELAC and DELAC; support from the Constituent and Customer Services Department; Back-to-school Night; Open House; FAFSA night; College fair; Secondary Showcase; UCAN college fairs; College informational workshops with Office of Student Assistance and Relief (OSAR); Los Rios Educational Talent Search (ETS); Early Academic Outreach Program (EAOP) and more. Modified implementation of the aforementioned programs were conducted during the pandemic. The increased use of Zoom during the pandemic increased meeting attendance and engagement opportunities and has been extended where possible. In addition, the district piloted ParentSquare, a multilingual application for parents and students in 2021-22 and 2022-23 at one school site and a few departments, with full launch at all schools starting in 2023-24.	There are multiple tools for communicating in person, through telephone, and electronically. The district provides translation and interpretation services in multiple languages and our district website is available in four languages. Since 2018-2019 Linked to Learning is a tool used at our elementary schools that facilitates a math program for families to do with their children. Over-the-phone interpretation services by Language Link is available to Limited English Proficient families needing immediate interpreter assistance during meetings, phone conversations, and/or conference call (ie: IEP) when in-district supports are not available, or when the need is in a language our staff cannot provide. Language Link provides third-party interpreters in over 240 languages and dialects. Survey results provide feedback from our Parents and Families that reinforce the value of these efforts with people agreeing in very high numbers that our schools are effective at building relationships with our Parents and Families.	"When our families were surveyed in 2023, 81.8% said that ""staff are committed, collaborative, caring and exemplary;"" 82.2% said ""School staff welcome my suggestions;"" 82.4% said ""I feel welcome to participate at this school;"" 85.8% said ""My child's school keeps me well-informed about school activities;"" and 81.1% said, ""My Child's school encourages me to be an active partner in educating my child."	NUSD has a Constituent and Customer Services Department that gathers input, suggestions, and complaints from families and staff as a key part of our cycle of continuous learning and improvement. Each school site is represented on the Superintendent’s Parent Advisory Council. This diverse group of parents and family members includes people from multiple ethnic groups as well as representatives of English Learners, Students with Disabilities, and low-income families. NUSD principals each host parent advisory, PTSA, and/or School Site Councils to continually gather feedback from their families.	The Communications and Family Engagement department intentionally holds meetings, forums, and online surveys with underrepresented families and students throughout the year. The department's focus is outlined in BP/AR 0100 and is aligned with the actions outlined in the NUSD LCAP. Again, as part of the lessons we have learned during the pandemic, these meetings are offered in-person as well as virtually to engage as many families as possible.	"When our families were surveyed in 2022, 80% said that ""staff are committed, collaborative, caring and exemplary;"" 77% said ""School staff welcome my suggestions;"" 78% said ""I feel welcome to participate at this school;"" 83% said ""My child's school keeps me well-informed about school activities;"" and 80% said, ""My Child's school encourages me to be an active partner in educating my child."	4	4	3	4	3	4	3	4	3	4	4	3	Met		28JUN2023	2023
34752830108860	Westlake Charter	3	WCS leverages multiple measures to build relationships between school staff and families. The school’s mission opens with, “We demonstrate what is possible when school and community collaborate.” A portion of this opening phrase, “...when school and community collaborate,” is also the framework for Goal Area 2 in the school’s strategic plan. Goal Area 2 has five corresponding objectives, each of which is mirrored in the LCAP, and each speaks directly to Building Relationships between school and community. School leadership regularly qualitatively report progress made on each strategic objective. Each narrative captured which demonstrates progress is quantitatively captured in an attempt to report progress. The strategic goal dashboard shows that 111 narrative reports have been made regarding the five objectives aligned with building relationships between school staff and families. This demonstrates fully implemented and sustainable practices in this category.	The 2022-2023 Board Goal #3 is, “Board Goal 3: The WCS Board will make efforts to improve public access by greater  involvement at WCS functions, focusing on outreach and supporting  WCS’ efforts to help reconnect our community.” This goal in conjunction with the Executive Director’s Goals #1 which reads, “Executive Director Goal 1: Focus on reconnecting our community by onboarding new leadership to embrace our commitment that all voices are valued within the systems of Westlake Charter,” demonstrates the commitment of the school’s leadership to continually improve the connection between school and community. This is especially important because during the past two years the school has engaged in COVID mitigation efforts that have made it seemingly more challenging to foster these connections. Therefore, the school is focused on continuing to improve the feeling of connectedness between school and community. These efforts may be measured by our family survey which is proctored three times each year where we ask families to rate their feeling of connectedness to the school.	In early 2022 the school facilitated a survey directly targeting school and community connections. The sample size of the survey was significant and the responses diverse. Based on the responses from this survey the school has worked with community partners to design events and opportunities for school and community connection. Examples include offering free childcare during events such as Back to School Night, as well as working to increase the diversity of staff to better reflect the diversity of our community.	As a Tier I universal practice, the communication streams designed to create access for all families are well established. While these are typically one-way communication streams, they are incredibly consistent, reliable, and set families up to successfully collaborate with the school in discussing student outcomes. The family survey indicates that communications is one of our highest scoring area. In May 2022, the Executive Director reported to the Board of Directors, the results from the Spring, 2022 Family Survey. In response to the question, “How would you rate Westlake’s efforts to include your family through regular communications,” the mean scaled score on a scale of 1 to 10, with 10 being excellent, was a 9.5. Furthermore, the results in response to the question, “Rate Westlake’s efforts to create opportunities for your family to collaborate with the school,” produced a mean score of 9.2.  To foster authentic 2 way communication, Westlake hosts conferences for Kindergarten families in the first week of school, then again for all families in the fall, then again for all families again in the spring. During conferences, families are engaged in 2 way communications about student outcomes and progress. When in-class, teacher-designed, Tier II interventions are utilized with limited results, the school’s MTSS team assigns a case manager to the student and this case manager engages with the family as well as the teacher. As a team, the teacher, case manager, and family members work together to monitor progress. These partnerships are perpetual, ongoing, and can be leveraged for both academic and social-emotional outcomes. According to parent survey results, families indicate that the partnership and supports offered by the school regularly exceed expectations.	The LEA is actively seeking constituents who are interested in serving on the WCS Board and Board Committees. The 2022-2023 Board Goal #3 is: The WCS Board will develop processes to improve recruitment, retention, and onboarding of new committee and board members to ensure the long-term stability of the Governing Board. This goal is contextualized by the strategic plan Goal 2, Objective 2:” The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access.” These two areas of focus are critical because as the school grows, it is important to include more stakeholders in the oversight process. Ensuring that the members who sit on the WCS Board and Board Committees reflect the diversity of the community will create representation of multiple stakeholders when analyzing student outcome data. Furthermore, the 2022-2023 Executive Director Goal #1 reads, “Begin to develop academic and social-emotional monitoring systems that demonstrate student outcomes disaggregated to analyze growth toward readiness by student groups,” which will assist the board in meeting its Goal #1: Begin the process to regularly monitor and analyze student outcomes through the lenses of diversity, equity, and inclusion.  The collection of goals described above demonstrates a commitment by the LEA to broaden representation and deepen the commitment of the organization to analyzing outcomes through partnerships and participation with stakeholders. The one year board and executive director goals, in conjunction with the multi-year strategic plan goals, represent the LEAs commitment to a cycle of continuous improvement as well as building partnerships for student outcomes.	Each of the goals described above speaks to deepening the engagement of underrepresented families. Therefore, the LEA seeks to improve engagement of underrepresented families by, “recruit[ing] directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” while simultaneously, “monitor[ing] and analyze[ing] student outcomes through the lenses of diversity, equity, and inclusion.” These two goals are intentionally designed to work in partnership in an effort to engage families for historically underrepresented communities. Furthermore, these two goals are intended to help meet the LEAs Strategic Goal 2, Objective 4, “WCS will include student, staff and parent voices as key elements in strategic decision making.”	Each year the LEA sends out three family surveys. These surveys are aligned to the LCAP and Strategic Plan. Families are asked to quantitatively rank the school’s progress in each of the overarching strategic areas. Families rank the school’s performance on a scale of 1 to 10, with 10 being excellent. Furthermore, families are asked to offer narrative feedback in each area by responding to a prompt which reads, “How can we improve in this area?” This question is intentionally designed to imply that there is always room for improvement, demonstrating the school’s commitment to a cycle of continuous improvement. These qualitative responses are coded and reported to the board, along with the quantitative scores, then used to help shape the goals, practices, and indicators aligned with the LCAP and strategic plans.  Each month, the school hosts Coffee Talks with the parent community. These coffee talks are utilized as a two-way communication opportunity to include family input into decision-making. Several key improvements and decisions have been made due to the input offered at these parent meetings.  According to the bylaws which govern the LEA, the Board of Directors is made up of 7 - 11 directors and at least one must be a parent of a current student. Currently, three of seven have students served by the school. The recruitment of parents to serve as board members was done this year by launching a four part learning series about the school’s Governance structures. Eighteen parents signed up to participate in this learning series. At the conclusion of the series, participants were encouraged to apply to become a committee or board member. These committees act as advisory committees to the board in the areas of finance, governance, development, and academic impact. There are many committee positions, across the four committees that are held by parents. Furthermore, the LEA advertises its board, and committee meetings through all channels of communication in advance of the meetings. Board meetings are held in person, but simultaneously broadcast through YouTube. These practices help offer access to all stakeholders and allow for public comment to be made in person or virtually which opens another form of 2-way communication and shared decision-making.	In alignment with Board Goal #2, “The WCS Board will develop processes to improve recruitment, retention, and onboarding of new committee and board members to ensure the long term stability of the Governing Board,” the LEA has focused on recruiting more board and committee members from the families that are served by the school. These efforts have been made to continue to empower families from a broad range of stakeholder groups to become a part of the shared leadership structures which make decisions at the LEA. These recruitment efforts, as described above, have placed stakeholders into committees which discuss academic and social emotional student outcomes - intentionally seeking out gaps in performance between groups. This analysis has been improved because the committees are staffed with a diverse group of stakeholders. Furthermore, shared decision-making is improved because the committees are increasingly more reflective of the diversity of the community which the LEA serves.	In conjunction with Board Goal 2 described above, strategic plan Goal 2, Objective 2, “The WCS Board of Directors will seek to recruit directors and committee members who better reflect the diversity of the community in an effort to prioritize equity and access,” intentionally addresses recruitment to shared decision-making bodies through an equity and access paradigm. This goal is guiding the school in recruiting stakeholders and partners that reflect the broad diversity of the LEA.  Recent improvements to these processes include a commitment to improved practices in ensuring equity in the screening processes that lead to appointment and hirings. For example, in the screening process for committee and board candidates, as described in section 1 of 3 above, the Governance Committee now uses pseudonyms on applications to reduce bias. Furthermore, all screening and hiring teams engage in anti-bias training prior to each screening or interview engagement.  Continual improvement in this area is critical because the diversities of this community include, but are not limited to, ethnic, racial, linguistic, cultural, intellectual, and socio-economic. According to a report published in the New York Times in 2011, the zip code in which the LEA is housed is amongst the most diverse in the nation. It is for this reason that the school must continually strive to recruit shared decision-makers that represent the diversity of the community it serves.	4	5	4	4	5	4	5	4	4	4	4	4	Met		08JUN2023	2023
34752830112425	Natomas Pacific Pathways Prep	3	NP3 is committed to professional development and understands the critical role families play in the education of their children. NP3 teachers and staff have attended workshops and engaged in professional development around Professional Learning Communities, Trauma Informed Schools, and Restorative Justice. In all of these trainings, the importance of communication between home and school is stressed.NP3 is committed to professional development and understands the critical role families play in the education of their children. NP3 teachers and staff have attended workshops and engaged in professional development around Professional Learning Communities, Trauma Informed Schools, and Restorative Justice. In all of these trainings, the importance of communication between home and school is stressed.	NP3 communicates often with families to encourage continued student learning at home. Student led conferences are held twice a year to review and update progress on learning goals and advisory teachers reach out at least monthly to provide information about student learning. In addition, our website is updated with resources for parents and students, and parents have access to our student information system to track grades and attendance. In addition to our student led conferences, our counselors regularly meet with parents. Our counselors and teachers also coordinate Academic Intervention Conferences for students who need assistance. As a school we host an annual Academic Planning Night and College Fair, which allows parents to be actively involved in their student’s course selection. Families at NP3 also know their legal rights and are always provided with these rights during our IEP meetings. We have structures in place that allow parents the opportunity to address concerns with the principal, executive director, and board if necessary.	This year’s survey showed that 79% of families felt like their ideas are valued and included in school plans.  In addition 79% of staff and 89% of students also agreed with that statement.  Nearly all NP3 families (89%) feel confident that the school provides adequate support to students’ families to help their students succeed, with 86% of staff agreeing and 99% of students agreeing.	NP3 greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families.	NP3 plans to continue current and previous communication efforts that have been successful.	We have many staff members who are bilingual and we are able to reach out to our non-English speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships.	NP3 values our parent community and conducts surveys to ensure parent input in decision making and processes. NP3 allows opportunities for parents to address our Board at our regularly scheduled Board meetings. Parent advisory groups are gathered to discuss policy decisions and changes and the advisory groups reflect the diversity of the school.	NP3 plans to continue current and previous efforts that have been successful to include families and staff in decision-making efforts.	When planning and implementing family engagement activities, NP3 allows considers the makeup of our school community and works to create events that are meaningful to our families.	5	4	5	4	4	5	5	4	4	4	4	4	Met		06JUN2023	2023
34752830120113	Natomas Pacific Pathways Prep Middle	3	Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student-led conferences, evening events, parent nights, Leadership Day, celebrations, and parent surveys. The parent survey began seven years ago and the intention was to vary ways in which feedback was gathered. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning.	NP3 will continue previous successful efforts to build relationships between school staff and families.	Natomas Pacific Pathways Prep (NP3) greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community.  This year’s survey showed that 82% of families felt like their ideas are valued and included in school plans.  In addition 97% of staff and 93% of students also agreed with that statement.  Nearly all NP3 families (90%) feel confident that the school provides adequate support to students’ families to help their students succeed, with 97% of staff agreeing and 96% of students agreeing.	NP3 greatly values relationships with their students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3.	NP3 will continue previous successful efforts to build partnerships for student outcomes.	Examples of informal communication include regular contact between Advisors and Advisee families and volunteer opportunities. Formal communication includes: student led conferences, evening events, parent nights, academic planning evenings, celebrations, and parent surveys. In all communications and parent events, NP3 strives to create a welcoming environment for all families. We have many staff members who are bilingual and we are able to reach out to our non-English speaking families and include them in events. Our front office staff speaks five different languages and frequently translates information for our families. Our staff and teachers are very familiar with our family's languages, cultures and educational goals for their children. Regular parent conferences and counselor check-ins allow our staff to keep in contact with families and build strong and lasting relationships.	Natomas Pacific Pathways Prep (NP3) greatly values communication with and input from their students, families, and surrounding community. NP3’s relationships with their community, as well as opportunities to participate in various events and with different groups allow for the community to share their ideas about celebrations, areas of growth, needs, suggestions and more. Feedback and communication is highly valued and it has a special role within the reflection and decision making process of practices and programs of the school. NP3 embeds opportunities for such input and feedback, in more formal settings such as: Back to School Night, on parent surveys, family conferences, newsletters, and events such as Health and Wellness.	NP3 will continue previous successful efforts to seek input for decision-making.	The NP3 Board also represents its families and community members with a parent of a student as one of the Board Members. There is also an active parent volunteer group, Boosters, whose mission is to support students and brainstorming different ways to support those needs. Many of Booster ideas and actions are in the realm of helping create and contribute to the needs for a family engaging school activity. NP3 also encourages and ensures community members who participate in these events and opportunities represent the diversity of our school community.  P3 has several processes in place that are dedicated to reflecting on effectiveness of practices, input from the community and changes the school might benefit from. These processes are integrated into school-wide discussions and focused team meetings annually.	5	5	5	5	5	5	5	5	3	3	3	3	Met		06JUN2023	2023
34752830126060	Leroy Greene Academy	3	Leroy Greene Academy continues to have strong support from families for academic programs. We have an Advisory program, where teachers work with students and families surrounding academics, and setting up plans for the student to be successful. Advisory teachers also work to support the whole student and provide additional social-emotional support when necessary.	We are working as a school site to find more dynamic ways to engage all educational partners including parents, which continues to be an area that needs improvement.	There will be a larger focus on parent involvement, engagement and communication as well as more community engagement, partnerships, and supports for students to participate in service and internship programs.   The school is looking at revising the Advisory program to include more parent involvement and improve academics.  Yearlong support classes will be offered as well as work to strengthen and expand the CTE pathways. Additional distance learning and independent learning opportunities may be offered to support students who are off track to graduate and meet A-G requirements.  AVID was added in 2020-2021 with the goal of growing the program.  LGA may add community circles and may start a restorative justice program too.  Finally, the school will expand mental health supports for students and possibly staff.	According to a recent survey for all stakeholders, 79% of parents feel welcomed at school and 79% feel connected to school.  More than ?  feel that their input is respected, valued and reflected in school plans.  A continued focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families.	Creating opportunities for staff to get to know families on a more personal level.	An important vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully, and will continuously and proactively reach out to all families, including underrepresented families, for support.	This area consists of some of the lowest scores we have identified.	While we do reach out to families, overwhelmingly, we need to engage them more often. We began doing “Pride and Pastries” as an avenue to bring families into the fold with all decision-making, and have begun working well with our PTSA to begin looking at implementing family engagement activities at our school level. Different family engagement activities that we have created include our Powderpuff Football game, our cultural celebrations such as Dia de los Muertos, and our Multicultural Night - all of which are free events to attend. While we spend a decent amount of time advertising our policies and with our stakeholders, we don’t spend enough time seeking input from the groups to ensure that we can make growth with our stakeholders.	We plan to create parent focus groups to engage families on the progress and direction of our site.	3	4	3	3	4	3	3	2	2	2	2	3	Met		15JUN2023	2023
34752830134049	Natomas Pacific Pathways Prep Elementary	3	NP3 Elementary welcomes the school year with a Meet the Teacher Day. During this time, families are encouraged to meet their next year's teachers. New NP3 Families participate in a New Family Orientation. During this orientation, the principal welcomes the new families and shares pertinent school information. Every home room teacher calls their students before school. Not only does this help build a relationship, it allows families to start the year off in a positive direction. Within the first couple of weeks, NP3 will hold Back to School Night. During this time, the principal will share new school business with families. After, teachers will share the year long plan for teaching, essential grade level standards, school wide social and emotional supports, and field trips.	NP3 will continue previous successful efforts to build relationships between school staff and families.	Annually, NP3 Elementary's Leadership Team will identify school wide academic and school community goals. These academic and school community goals drive the year-long focus. Quarterly, NP3 students participate in student-led conferences. Students share learning goals and progress with families. They also set home goals and share with families how they can support their attainment. This allows families to work closely with NP3 Elementary. During these conversations, teachers share with families any important changes to academics or information that would assist a family's understanding of school and education. The year culminates with two NP3 traditions. Open House and Leadership Day are a time to learn more about NP3 and to celebrate learning. NP3 provides additional family supports in a variety of ways. NP3's counselor works with families on a variety of issues. Counseling is provided for individuals or groups. Parents can request counseling for their children (or families) at any time. Students who need more instructional support may work with an instructional assistant to fill gaps or to even extend their learning. Student Success Team Meetings are held for students who need more specialized instruction. The student's learning team comes together to identify ways to assist the student meet their learning targets. Kindergarten families participate in Kindergarten Round Up. Teachers work with students to assess their school readiness. Classes are created to ensure balance and equity. NP3 encourages families to participate in their students' classrooms and in the school. Although many parents get involved, there are parents who are not able to participate at school. One area NP3 would like continue to improve on is in our ability to include our working parents. NP3 is going to live stream and record P3 Booster Parent Meetings. Meetings can be posted to the school website. We are hopeful this will bridge any gap in communication those families might feel.	NP3 Elementary greatly values relationships with students and families. NP3 believes communication and interactions are the basis of forming relationships and allows for the opportunity of shared understanding for student learning, celebrations, areas of growth, and more. Likewise, both the amount of communication and the way in which NP3 communicates is highly valued by the parent community. Partnerships between school and home are carried out both formally and informally at NP3. Examples of informal communication include regular contact between classroom teachers with families and various volunteer opportunities. Emails, phone calls, and home visits occur regularly.	NP3 will continue previous successful efforts to build partnerships for student outcomes.	Our front office is able to speak, read, and write five prominent languages used by NP3 Families. Parents and students who need translation are provided a translator whenever possible. Formal communication includes: monthly principal communications, quarterly counseling newsletters, weekly grade level communications, student led conferences, evening events, parent nights, Leadership Day, celebrations, parent surveys, Friday take home folders. A weekly school wide communication, The Matey Message is delivered to each family electronically and in a hard copy. The NP3 Boosters are an integral part of our learning community. Families are encouraged to participate in community building activities. For example, our NP3 Booster organization hosts an annual Multicultural Fair for the Natomas community. This brings our diverse population together in a celebratory way. Our families are also responsible for the creation and the administration of our school library. A parent survey is administered annually with the intention to gather feedback about NP3 Elementary Educational Programs, student learning, and family communication. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. The survey also provided details on volunteer and school activity interests and feedback on other school opportunities. The survey questions are directly related to NP3’s LCAP goals, which directly impact the school and grade level goals. NP3 Staff has participated in professional development that supports the understanding of their diverse learning population. Guest parent speakers, book talks, and student perspectives are a regular part of weekly Professional Development meetings.	NP3 Elementary's consistent and on going communication encourages families to feel that they are part of the process. NP3 asks for and encourages parents to assist in their student's learning. Teachers encourage parents to come in and work with the students in a variety of ways. For example, families may assist in the classroom by working with small groups, teaching a lesson of expertise, eating lunch with their student, working in the library, chaperoning field trips, or working in the school garden.	NP3 will continue previous successful efforts to seek input for decision-making.	Twice a year families are asked to complete a survey about school academics, social and emotional supports, teacher instruction, administrative support, and school safety. The NP3 Leadership Team uses the survey findings to inform instruction and to make change. Every other month the P3 Parent Booster group meets to discuss ways in which families can support and participate in their students school experience. Bi-weekly, NP3 Elementary Administration meets with the P3 Booster Vice Presidents to discuss family wants and needs. This communication helps NP3 Elementary identify what is important to families. All families are welcome to join P3 and all families are encouraged to be a part of the learning community. NP3 has offered free finger printing to families in need. Whenever possible, NP3 Administration seeks input from the learning community. At the end of the school year, NP3 administers a survey to parents about family engagement opportunities. NP3 Administration and P3 work to identify ways that we can foster community. There are a couple of community building events that parents help to organize. The annual Multicultural Fair is an opportunity to celebrate all cultures and to foster relationships. Students count on the Book Fair twice a year. Parents work with teachers to ensure students are able to build their love of reading by providing books that are aligned with student interests and abilities. When NP3 opened in August of 2016 curriculum choices had been made. With the changes to the Science and Social Studies Standards, curriculum will be revisited for effectiveness. NP3 Elementary will reach out to the parent community to assist in those decisions.	5	4	5	4	5	5	5	4	4	4	4	4	Met		06JUN2023	2023
34752833430659	Natomas Charter	3	Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents. Teachers at the school use websites and the school’s learning management system as tools for communicating resources and information for parents to use in supporting their student’s learning and development. NCS continues to hold monthly board meetings, academy and whole school parent meetings to allow parents a venue for making community connections and share feedback. NCS continues to expand parent and student participation through our Inclusive Education, Diversity Equity and Inclusion Committee, and English Learner Advisory Committee.	All academies hosted on-site open houses and parent orientations with the goal of providing families the tools and information they need to adequately support students. The Student Services department held parent education sessions and shared many resources to support students in their social emotional development at home. For the 2023-2024 school year, NCS continues to refine its own independent special education department by providing greater opportunities for parents to be included in the decision making for students with exceptional needs as one of the outcomes.	While building partnerships is a strength of Natomas Charter School, the school community continues to refine its practices by ensuring all families are fully engaged in these partnerships and looking for opportunities to incorporate more parental decision making. A decrease in student and family connectedness resulted from the 2020-2021 year of distance learning and the community's hesitancy to attend in person meetings in 2022-2023. The focus for 2023-2024 is belonging and is steeped in rebuilding relationships and developing healthy social emotional learning strategies for students and staff. Families have indicated through our parent surveys that the most significant barrier to being fully engaged in school activities is their own personal schedules. Using this information, staff and administrators have been exploring different models for providing information, such as online videos and creating events that are more focused on specific topics or areas of interest. Overall, parents reported on surveys that they feel the communication level has been high over the course of the past year.	atomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents and students. The development of our multi-tiered systems of support (MTSS) over the past six years has grown to be a strength for building partnerships for student outcomes. NCS was awarded an MTSS grant that provides free MTSS strategies training for all staff, which has been a focus of professional development over the past four years. The MTSS strategies result in data focused discussions with staff as they focus on struggling students and partnering with families for student success. Through student success team meetings families partner with staff to support students in success strategies. In addition, the student services department holds Parent University nights to teach parents about common parenting and educational hurdles and how to support students at home.	For the 2023-2024 school year, NCS continues to refine developing the NCS community and rebuilding it after the pandemic. While we were able to reach many parents through the use of virtual meetings and live streaming on YouTube, our goal is to get more parents back on campus to be a part of the community. One element that was missing from virtual meetings were the connections that parents make in person while visiting the school. Additionally, staff and parent groups are working extra hard to bring families back on campus and communicating how families can volunteer and support the work at the school. Examples of this include the Welcome Back Family Picnic, Family Math Night, Back to School Night, and a school team for the local Race for the Arts 5K.	While building partnerships is a strength of NCS, the school continues to  place a focus on community development through more on campus activities and opportunities for parent involvement. Examples of this are the Open House, NCS Multicultural Celebration, and performances on campus. The parent committees (P4A, LEAP, EPIC, etc.) ramped up for a full year of in person events. Staff-led parent groups came back in person in the spring and will continue in the new school year: Inclusive Education and English Learner Advisory Committee (ELAC). Overall, parents reported on surveys that they feel the communication level has been high over the course of the past year.	Natomas Charter School demonstrates continued strength in the collaborative relationships we build with all parents and students. A strength is in our awareness that students and parents should have a voice in the process of decision making. Students are encouraged and educated on the proactive strategies to be active participants in the educational process and in sharing input through clubs, ASB, leadership, and senior projects. Students are encouraged to gather student voices and ideas to make changes to policies and procedures at the school. Parent committees are focused on gathering feedback and sharing ideas and planning for policies and procedures for the coming school year. Each year families, staff, and students are surveyed on school climate, academics, culture, and current topics. Surveys are used as a part of the data to determine the direction of policies and procedures.	For the 2023-2024 school year, NCS continues to ensure that a diverse cross section of the community is attending meetings and sharing input with the school. Ensuring all voices are heard is important to a healthy community and culture at NCS. A focus area is increasing the diversity and numbers of stakeholders that are engaged in sharing input and a part of the decision-making process.	The school’s three way compact with the family, student, and school has been a strength since the beginning in 1993.  The school is in the mid cycle review for Western Association of Schools & Colleges (WASC) accreditation process, which engages all stakeholders in reflective conversations and a review of goals, action plans, and data. The end goal is to revise strategic goals for success in the next three years.  In addition, in an effort to further this communication and reflect on needs for the coming years, NCS participated in strategic planning to reinvigorate the discussions around the mission, vision, and action plan for the coming years. This includes inviting community members from all groups to be a part of this discussion. The reflective discussion resulted in focus areas that will inform development at NCS for years to come.	5	5	4	4	5	4	5	5	4	5	4	5	Met		12JUN2023	2023
34765050000000	Twin Rivers Unified	3	Twin Rivers has a strong community across very diverse neighborhoods in the district boundaries. The greatest strengths are the community involvement with enrichment programs and attendance at events such as athletics, arts, academic recognition, etc. There is a growing group of parents and community members that is expanding organically to be involved in decision making input, learning about creating model parent engagement plans, and how to support district goals at home and in the community.	The focus of the coming years are rooted in our new Equity and Inclusion department. A cohort of community members was built this year to study and create more effective models of parent engagement across the district. The inclusion of new Family Liaisons committed to outreach for underserved or non-attending families in the district includes education for families regarding involvement opportunities including School Site Council, ELAC, Family and Community Engagement meetings and more. The team is working with sites on a data driven model to improve quality and quantity of engagement.	The 2022-23 school year continued to address the need to engage underrepresented families. Our Family and Community Engagement (FACE) department hosted a number of events and formed new groups of parents and community members with students in these subgroups. The 2023-24 school year has an expansion of events tailored for families of underrepresented groups as well as a Community Liaison and site based initiatives based on local data to increase parent involvement amongst all groups. Use of our improved communication tools have provided more families access to sharing input and partnering with the LEA to inform decision-making. Twin Rivers developed a parent cohort to attend training and create a district plan for the Community Engagement Initiative.	During the 2020-21 school year, parent access expanded with the implementation of 1:1 student: device ratio and emerging platforms for meeting with and engaging parents. The 2021-22 school year showed the continued benefit for 1:1 Chromebook access. Attendance at SST and IEP meetings was enhanced by technology, allowing for the more equitable distribution of information and resources. Professional learning was expanded across the year with a comprehensive menu of topics to meet the academic, social emotional and data monitoring needs of teachers and staff. Staff engaged in academies that consisted of multiple days of training. Providing staff with more in-depth professional development over multiple days help teachers plan for the implementation and develop greater expertise. The process and content will continue in subsequent years in order to maintain a robust professional learning catalog and the further development of high performing teachers.	Twin Rivers implemented additional training for families included modules that help families support the social and emotional learning of their students and others that help families navigate math curriculum and standards. There were multiple offerings of family and community learning sessions that ranged across topics such as technology, supporting early literacy, and more.	The district has identified the need to support sites in providing more family engagement centered around student outcomes and a system to track and improve the implementation of family and community engagement. This system will begin implementation in the 2023-24 school year and will include incentivizing families and reporting and sharing promising practices. The Community Engagement Cohort will support the implantation of an evaluation tool to look at the qualitative measures of family engagement at the district level and the site level as it applies to student outcomes.	During the pandemic, Twin Rivers made gains in the number of community and family members being reached. The connection to technology made a large increase across 2020-2023. This increase has plateaued this year. so a review of advisory and input meetings was done to provide a more streamlined but predictable schedule for advisory and input meetings. The strength of the district was that there were many departments improving the inclusion of community and family members in decision making input. Re-structuring and collaborating across departments is a new strength of the district.	Throughout the 2022-23 school year, Educational Partner input processes (such as LCAP)  were able to capture the ideas of 6,158 people including 2,479 unique parents, 5,171 thoughts, and 116,326 ratings. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work.  Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn.  Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone.  We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.	Twin Rivers has a new parent engagement plan and calendar that will involve multiple departments collaborating around the goal of gathering more input together. This will include the Equity Department, Family and Community Engagement Department, Budget and Fiscal Services, and Special Projects. In the 2022-23 school year, these departments worked separately, often competing for participants. Simplifying the process and gathering input together will improve analysis, outreach, and quality of information received by the community. A stronger marketing plan for events and impact will be part of this process as well.	4	4	3	4	3	4	3	4	3	3	4	3	Met		20JUN2023	2023
34765050101766	Community Outreach Academy	3	"Community Outreach Academy prides itself on student-parent-staff connection. The charter of the school was written based on the needs of the community. Over the years, COA has remained a tuition-free public charter, a school of choice, that families continue to enroll their students into because parents feel heard and feel like a part of the COA family. COA's team of Community Engagement Specialists and Parent Liaisons at the elementary and middle school sites, as well as the entire administration team, continuously work to maintain and improve student-parent-staff connections and address community needs on a daily basis. We provide regular parent workshops/""universities"", offer volunteer opportunities, put out an educational and informational weekly radio program as well as a monthly newsletter for parents, partner with community organizations and local businesses to disseminate information via local newspapers, partner with and provide resources for families in need of any additional support, hold monthly School Site Council and DELAC meetings with parents, and utilize parent survey results in decision making. COA believes communities are stronger together and we continue to work and grow together."	We recognize that no matter how much we do, there is always a way to do more and be better. In light of the recent war in Ukraine and the influx of refugees that have come to our school, we have increased our efforts to aid our students and families who need the additional support. We will continue to seek out additional community resources and build connections with organizations who can support us in this endeavor.	COA administration and staff have formed a committee and continuously gather information from all stakeholders to create an atmosphere of inclusiveness, diversity, and equity for all families and staff. The committee developed a Diversity and Equity plan, and has been working on the implementation of the agreed upon steps. COA is committed to including and serving all students, including those are disadvantaged or underrepresented.	COA administration works together with teachers to make sure that parents are made aware of every event, opportunity, educational process, homework assignment, etc. that will help students succeed. Teachers educate parents on how to track their child's progress online, actively communicate with parents via apps/messaging/emails about their students' progress, and hold parent-teacher conferences three times a year. The intervention team, which consists of parents, homeroom teachers, intervention teachers, specialists, counselors, and school administration, address the needs of students by providing additional support and connect parents and teachers to ensure they are working together. Additionally, parent workshops help educate parents and give them resources to support their students.	The school's charter was initially written with an emphasis on serving socioeconomically disadvantaged and underserved families, including refugees and students who speak little to no English. Since the opening of the school and still today, COA has a big emphasis on helping English Learners, as well as, providing the opportunity to grow in their native language through our World Language program. The ELD implementation at COA includes one-on-one support, small groups, additional bilingual paraeducators in every classroom, and specialized instruction.	COA administration and staff work together with parents to support students using parent and student survey input. COA Site Managers, Community and  Parent Liaisons, and teachers work together to address underserved and underrepresented families. The Student Support Specialists work at the elementary and middle school sites to address social-emotional learning for students and staff.	Through regular parent communication via social media, communication apps, events, regular School Site Council meetings, regular District English Learners Advisory Committee meetings, annual district-level meetings, bi-monthly district board meetings, and surveys, COA administration has a wealth of input from students, staff, parents, and the community in decision-making.	COA has been working on and aims to increase parental involvement, including more parent representation and input at School Site Council and DELAC meetings and district board meetings	COA  Administration, including Site Managers, Community Engagement Specialists, and Parent Liaisons on site, identify underrepresented families and students to intentionally engage them in the learning process. Teachers and admin send home letters and phone calls, and the school holds monthly bilingual meetings with the Principal and school administration team to allow for deeper and more effective communication.	5	5	5	5	4	5	5	5	5	5	5	5	Met		20JUN2023	2023
34765050101832	Futures High	3	Futures has a strong focus on creating a positive culture at the school for all students, parents, and staff.  The school has fully implemented the Capturing Kids' Hearts program and aligned policies, procedures, and instruction to ensure equitable and inclusive practices.  Regular feedback and input are sought from all stakeholders.	Based on our local data, families indicated a need for our school to continue to work on developing a welcoming environment for all families in our community.	To improve engagement for our underrepresented families, we will be holding parent family workshops, including adding a parent freshman orientation. We will also increase outreach to invite families to take an active role in school events, such as family nights, multi-cultural fairs, and sporting events.  Finally, we are in the beginning stages of exploring a booster club option for our parents.	Futures uses multiple platforms to communicate with families and provide resources to support students’ learning and engagement.  Policies and procedures are established to help families understand and exercise their legal rights and advocate for their children.  Regular professional development opportunities are provided for the staff to increase their understanding of the families’ needs.	Based on our local data, families indicated that there was not a need for our school to continue to work on meeting with families to discuss student progress and ways to work together to support improved student outcomes. However, there were very few families who completed the survey. Based on teacher input and conversations with parents throughout the year, this is an area we need to continue to improve upon.	To improve partnerships with families, we will implement trainings to give parents the tools they need to access their student's portal. In addition, teachers will regularly communicate to families on student progress and teacher parent conferences will be held.  Finally, the school is exploring a weekly student check-in to assist students with self-advocacy and management of their progress.  Students will be encouraged to share this information with their families.	Futures has established mechanisms and opportunities for the families and other stakeholders to be involved in decision making and evaluation.  The SSC, DELAC, leadership advisory committee, and parent-teacher committees are meeting regularly and have multiple opportunities to give input and feedback on the school’s program improvement, progress, and areas of strengths and weaknesses.  Regular two-way communication is utilized through various online platforms, as well as, in-person availability of the admin and staff to meet with parents, students, and community members.  Surveys are administered several times a year to gather additional feedback from the students and parents.	Based on our local data, families indicated a need for our school to continue to work on engaging families in advisory groups and with decision-making.	To improve engagement of underrepresented families, we will actively seek feedback by using different means of communication, including email, flyers, phone calls and teacher contact.	4	4	4	4	4	4	3	5	4	4	4	4	Met		20JUN2023	2023
34765050108415	Heritage Peak Charter	3	Heritage Peak Charter School understands the importance of feedback from educational partners. Teachers meet regularly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend ongoing community building events. During individual family meetings, teachers engage with families to learn about their unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Heritage Peak has an active website and social media that are used to  communicate with families. All families have access to their teacher and school administration via email, text and phone.	Based on feedback the analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessments during the 22-23 school year to increase knowledge of math standards and increase the use of math interventions. In addition, Heritage Peak piloted a writing assessment in the 22-23 school year, which will provide more information on students' writing strengths and areas for growth. HPCS is expanding its use of social media and acclimating to a new website. Both of these actions will allow parents greater access to information regarding school focus areas, events, and other valuable information including opportunities for participating in the decision-making process.	Reclassification ceremonies are hosted to acknowledge and celebrate our redesignated students and their families for their accomplishment in attaining an academic level of English equal to their English only counterparts.  Additionally, regular awards are given to highlight students making progress in specific content areas and are publicly recognized.  Our Outreach Coordinator has made countless connections to community resources for our families in need of basic needs such as food, shelter, and transportation.	Heritage Peak Charter School teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, Reading Eggs, Math Seeds, and Lexia. Parents/guardians are given access to curriculum to use in their homes to support continual improvement of academic growth. 2-3 times per year, all students K-11 are assessed using DIBELS (K-2) and mClass (K-2) or NWEA/MAP. These scores are reviewed and discussed with families. These conversations are used to align learning goals and progress on previous goals.	Teachers are being trained on how to share student data in a manner that helps families understand where there child is and where they need to be by the end of the school year without casting judgement or blame.  This is being modeled during our PLCs.	With the model of education set forth by HPCS, all families are met face-to-face in an equal and fair manner.  Student computers and Internet access are provided to help ensure that barriers are removed to access materials and support for all families.	Parents/guardians are asked to provide feedback on coursework and field trips. Families are encouraged to attend education nights and other community opportunities. Meetings are held prior to these events for parents/guardians to provide input on policies and procedures. Annually, parents/guardians are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school-wide decisions.	Based on feedback from educational partner input HPCS is expanding its use of social media and has created a new website. Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision-making process.	HPCS will improve engagement of underrepresented families by increasing staff training for the impacted groups, has hired an EL teacher, has a full-time Community Outreach Coordinator, and will continue professional development of the counseling team.	5	5	5	5	5	5	5	5	4	4	4	4	Met		08JUN2023	2023
34765050108795	Creative Connections Arts Academy	3	Based on the analysis of educational partner input and local data, Creative Connections Arts Academy (CCAA) in Sacramento has demonstrated significant strengths and progress in building relationships between school staff and families.  CCAA has made notable strides in developing the capacity of its staff, including administrators, teachers, and classified staff, to build trusting and respectful relationships with families. The school recognizes the crucial role of strong partnerships with families in supporting student success and has provided professional development opportunities focused on family engagement strategies and cultural competency. As a result, staff members have shown increased sensitivity and responsiveness to the diverse needs, cultures, and goals of families, fostering an environment of trust and respect.  THe school has also made remarkable progress in creating welcoming environments for all families in the community. CCAA has implemented inclusive practices that prioritize equity and embrace the diverse backgrounds and experiences of its students' families. Efforts have been made to ensure that school facilities, events, and communication materials reflect the cultural and linguistic diversity of the community, making families feel valued, respected, and comfortable in engaging with the school.  CCAA has shown commitment in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. The school recognizes that meaningful engagement requires an understanding of the unique backgrounds and aspirations of families. Through ongoing professional development, staff members have gained knowledge and skills in culturally responsive practices, actively seeking to build relationships that honor and leverage the assets and perspectives of each family.  CCAA has made significant strides in developing multiple opportunities for two-way communication between families and educators using language that is understandable and accessible to families. CCAA has implemented various communication channels, such as parent-teacher conferences, newsletters, digital platforms (Parent Square and Aeries), and community events, to facilitate open and transparent dialogue. Efforts have been made to ensure that communication is not only informative but also inclusive, considering diverse linguistic needs and providing interpretation and translation services when necessary.	Based on the analysis of educational partner input and local data, the focus areas for improvement in building relationships between school staff and families at Creative Connections Arts Academy (CCAA) in Sacramento have been identified. These areas require attention and targeted efforts to enhance the existing practices and further strengthen the partnerships with families.  One focus area for improvement is increasing the frequency and depth of engagement with families. While CCAA has made progress in establishing communication channels and facilitating two-way communication, there is room for improvement in the consistency and regularity of these interactions. The school could work towards returning to more frequent opportunities for family engagement, such as workshops, parent forums, or family events, to foster ongoing dialogue and collaboration.  Another area of focus is enhancing cultural competency among staff members. Although CCAA has made efforts to support staff in learning about each family's strengths, cultures, languages, and goals, there is a need for continuous professional development to deepen this understanding. The school can provide additional training and resources to ensure that staff members have the necessary knowledge and skills to effectively engage with families from diverse backgrounds and effectively address their unique needs.  Additionally, there is a need to improve accessibility and inclusivity in communication. While CCAA has taken steps to make communication understandable and accessible, there may be opportunities to further enhance these practices. The school could consider implementing strategies to ensure that communication materials are available in multiple languages, providing interpretation services during important school events, and exploring innovative ways to reach families who may face barriers to communication.  Finally, it is important to strengthen partnerships with families who are historically underrepresented or less engaged. CCAA could focus on targeted outreach efforts to ensure that all families feel welcomed and included in school activities. This may involve building relationships with community organizations or leaders who can help reach out to these families, as well as considering strategies to address any specific barriers to engagement they may face.	2021-22 school year presented great challenges. Improving communication using new tools, providing additional expanded learning opportunities, and providing the access to the arts daily for students. Parent and family engagement has been a cornerstone of CCAA and began to return to prior levels when the restrictions of COVID-19 began to ease. In-person services and opportunities for families will be the focus for continued improvement.	Relationship building and parent and family connection was a priority for CCAA in 2021-22. The challenges of the year shifted to more virtual engagement and less in-person. Partnering with families is a part of the culture with volunteer hours and opportunities advertised and emphasized. Based on educational partner input and local data, Creative Connections Arts Academy (CCAA) in Sacramento has shown strengths and progress in building partnerships for student outcomes. Key areas of strength include:  Professional Learning: CCAA provides teachers and principals with professional development to enhance their ability to partner with families effectively.  Information and Resources: CCAA equips families with information and resources to support student learning at home through workshops, newsletters, online resources, and family centers.  Collaborative Discussions: CCAA has implemented policies and programs for teachers to meet with families and students to discuss student progress and work together to improve outcomes.  Empowering Families: CCAA supports families in understanding and exercising their legal rights and advocating for their students and all students.  Overall, CCAA's efforts in professional learning, providing information and resources, promoting collaboration, and empowering families contribute to successful partnerships for student outcomes.	Based on educational partner input and local data, CCAA's focus areas for improving partnerships for student outcomes are:  Enhancing professional learning and support for teachers and principals in family partnerships. Improving accessibility and dissemination of information and resources to families. Increasing the frequency and quality of collaborative discussions between teachers, families, and students. Strengthening efforts to empower families to understand and exercise their legal rights and advocate for their students. Addressing these areas will enhance CCAA's partnerships and positively impact student outcomes.	To improve engagement of underrepresented families in building partnerships for student outcomes, CCAA will:  Implement targeted outreach efforts through community partnerships to reach underrepresented families.  Improve language accessibility by providing interpretation and translation services and offering communication materials in multiple languages.  Provide tailored workshops and resources addressing the specific needs and interests of underrepresented families.  Create welcoming and inclusive environments that respect and value the diversity of underrepresented families.	Based on educational partner input and local data, CCAA's strengths and progress in seeking input for decision-making are:  Building capacity of principals and staff to engage families in advisory groups and decision-making. Empowering and supporting family members to participate effectively in advisory groups and decision-making. Providing opportunities for all families to provide input on policies and programs, including underrepresented groups. Facilitating collaborative planning, implementation, and evaluation of family engagement activities.	Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.	To improve engagement of underrepresented families in decision-making, CCAA will:  Conduct targeted outreach to reach underrepresented families. Provide language accessibility through interpretation and translated materials. Adopt culturally responsive approaches to engage underrepresented families. Build trust through active listening and valuing their input. Empower family leaders from underrepresented communities. Establish convenient feedback mechanisms for input.	3	4	3	4	3	3	4	3	3	3	3	3	Met		20JUN2023	2023
34765050108837	Community Collaborative Charter	3	CCCS works to engage parents and families in a variety of capacities to facilitate the building of relationships between staff and families. According to results from our current year parent survey, a vast majority of parents responded that they feel the school-to-home communication is consistent and effective or highly effective. Over prior years, COVID-19 and related restrictions made it difficult, as CCCS was not able to consistently bring families onto campus as we have in prior years  We initially continued with virtual events such as assemblies, virtual education nights, and virtual coffee with the administration to maintain our connection with families and slowly transitioned back to in-person events at the end of the year. Our school uses Classdojo and Aeries Parentsquare to maintain regular communication with parents. Parents can message a teacher, the office, or an administrator directly with a need or question. For the 23-24 school year, CCCS looks forward to being able to continue and expand in-person events to enhance the relationship between staff/families such as live parent/teacher conferences, live assemblies, volunteer opportunities, field trips, indoor festivals, etc.	CCCS needs to increase the volume of activities and work more strategically to connect parents to events throughout the year. We are also looking forward to more opportunities becoming available for the school to have parents and community members volunteer on-campus and specifically in classrooms.	CCCS will improve parent engagement by increasing the number of parent engagement events and by having our Parent Liaison, Student Support Advisor and Student Support Specialist reach out to families to encourage participation.	CCCS works to prioritize building partnerships with parents and community partners to increase access to resources needed for students to achieve educational goals.	CCCS has a goal to increase the volume of opportunities for parents to engage with our school in the areas of community building, student recognition and professional school to home educational opportunities for parents. These events will be structured to provide resources and learning opportunities for families in important ways they can help their student academically and social-emotionally at home.	CCCS will improve parent engagement by increasing the number of parent engagement events and by having our Parent Liaison, Student Support Advisor and Student Support Specialist reach out to families to encourage participation.	CCCS continues to administer parent surveys to solicit feedback on the LCAP, school culture, academic programs, and other areas identified as a need within our student population. Our School Site Council and DELAC meet six times per year and provides input on all important decisions and documents produced by CCCS, including the Parent Involvement Policy, SPSA, CCCS Safety Plans, and LCAP.	CCCS will continue to encourage parents to respond to Classdojo and Parent Square surveys, as this is the best way to gather data from families and the community.	CCCS will improve parent engagement by increasing the number of parent engagement events and by having our Parent Liaison, Student Support Advisor and Student Support Specialist reach out to families to encourage participation.	4	3	3	3	3	3	4	3	3	2	3	3	Met		20JUN2023	2023
34765050113878	Higher Learning Academy	3	Higher Learning Academy (HLA) has a strong Parent-Faculty Organization (PFO) that works hard to support the school's goals while voicing the goals and concerns of the community. The PFO advocates for the school and our students while supporting HLA on a path of continuous improvement.	We plan to use our translation services more consistently to make sure our educational partners are all being engaged.  We will also offer parent workshops on a number of different topics.  We will continue our multi-cultural events but bring in more academics to educate our families about our IB programs as well as celebrate student work.	To build relationships with underrepresented families, HLA is planning a number of initiatives.  We believe that increasing our translation services, both in print and in-person will help our engagement with our EL families.  We are also planning a more systematic and support student attendance review process.  We are confident this will better support our foster youth, homeless, and low SED students.	We have increased parent engagement by hosting multiple multicultural events.  Now we need to leverage these events into conversations and relationships that can support our students' outcomes.	Moving forward, we need to improve our communication around academic outcomes.  Our report cards don't provide a lot of specific information, so we need to make sure we are consistently and frequently communicating learning goals and student progress.	ELPAC data can be a good starting point to communicate with our ELs around academic outcomes and English proficiency progress, but ongoing communication and assessment tools will be used, as well.  Our low SED students will benefit the most from report cards with clearer learning targets and progress information.	HLA always seeks input for decision making from educational partners, but we can do a better job of analyzing the barriers for families that do not engage and breaking down those barriers in an effort to engage all partners.	Higher Learning Academy plans to increase translation services to reach more EL families and boost DELAC participation.	Higher Learning Academy will conduct home-visits in an effort to engage more underrepresented families.	4	4	4	3	3	3	3	3	3	4	4	3	Met		20JUN2023	2023
34765050114272	SAVA - Sacramento Academic and Vocational Academy	3	SAVA creates a strong school culture that embodies a positive, welcoming, and supportive environment. The staff at SAVA strive to be significant adults in the lives of their students. The school exists to enable students to meet and exceed academic standards while striving to become college and career ready. However, the reality is that many students are hindered by their life circumstances which can make it difficult to stay consistently focused on academics. Acknowledging this, we have developed a clear intervention process and systems of support across all SAVA campuses. Staff strive to intervene with students before academic failure occurs. The support model in place at SAVA offers students wraparound services from Counselors, Student Support Specialists, School Social Workers, RSP Teachers, Teachers, Paraeducators, Campus Principals, and Principals to help fulfill their needs so that they can achieve success in school. Recognizing that many of SAVA’s students lack a stable connection with an adult, SAVA hopes to build these mentoring relationships with each student.  In the 2011-2012 school year, SAVA began implementation of Capturing Kids’ Hearts, or CKH. CKH is the core of all that we do and is a powerful process that transforms schools by building trusting relationships among teachers, staff, families, and students. Every staff member is trained in the use of CKH and CKH is practiced among all staff and students, in all classes, meetings, and events. Under this program, all staff are equipped with tools they can use to build meaningful relationships with their students and families, provide a safe learning environment, and develop a dialogue for team-building. At its core, CKH principles are designed to create self-managing systems and to pave the way for students to be able to use the skills they’ve learned with confidence and enthusiasm, both in and outside of school.  In addition to CKH training and implementation, SAVA annually identifies an equity goal and participates in related professional development. At SAVA, we believe that all students learn, achieve, and thrive when we love, teach, and guide. To this end, we have developed Professional Learning Communities in which all staff are engaged with a focus on data and continuous improvement. All of the work is viewed through an equity lens and focused on decreasing gaps for specific sub-groups where potential inequities have been identified. In addition, we incorporate equity and data discussions in all of our school improvement work, cycles of inquiry, site-based meetings, and in-house professional development.	The focus area for building relationships between school staff and families is to increase parent outreach and participation. SAVA serves a high percentage of socioeconomically disadvantaged students and families face barriers that keep them from being involved in school. SAVA provides supports and information to families and connects them to community organizations. The school will work to increase parent communication about general school information, specialized support information, and regular updates on their child’s individual progress. SAVA will plan activities and events that motivate students and families to be engaged with the school.	SAVA aims to enhance engagement among underrepresented families by implementing targeted family engagement initiatives, primarily focusing on 9th-grade, seniors and transfer students. To achieve this, SAVA will introduce specialized outreach programs, such as orientation sessions and workshops tailored to the unique needs of these students and their families. These activities will provide essential information and support during a critical transition period, fostering a stronger sense of belonging and connection within the school community. Additionally, SAVA will expand its Career and Technical Education (CTE) offerings across campuses. Research indicates that CTE programs can significantly increase student engagement and attendance. This will give options for underrepresented students the opportunity to launch into careers that they may not have known about or seen themselves in, such as Green Energy. Furthermore, SAVA will provide a variety of field trips and college tours to expose underrepresented students to real-life experiences and higher education opportunities. These experiences can be transformative, offering insights into potential career paths and motivating students to pursue higher education. By offering these opportunities, SAVA aims to inspire and engage underrepresented students, empowering them to envision brighter futures and take proactive steps toward achieving their goals. As part of the SAVA commitment to enhancing engagement among underrepresented students, SAVA will provide students with the opportunity to participate in dual enrollment programs. By offering this option, we empower underrepresented students to experience higher education firsthand, breaking down barriers and demystifying the college experience.	At SAVA, parents/guardians are involved from the minute a student enrolls in the program. SAVA enrollment personnel meet with each family and explain the program and also provide a site tour. SAVA staff work diligently to keep parents and guardians informed of their student’s progress and to involve families in any behavior, attendance, and academic intervention meetings that are held. Parents/ guardians are also invited to attend all SST, 504, and IEP meetings. Every parent/guardian is invited to be a member of their site’s School Site Council/DELAC, which allows them to have an active voice in the direction of the school. Parents/guardians are apprised of their student’s progress on a regular basis; school personnel are in contact with parents/guardians on a weekly basis, at minimum.   Parents are invited to several school events each year, including Orientations, Back to School Night, College and Career Fair, CTE Showcase, Student Appreciation events, and promotion/graduation. Parent workshops are offered to assist families in the financial aid process as well as to share CAASPP assessment information and other relevant topics, as needed.   School site newsletters are mailed home to inform parents of important school dates and events and to celebrate student and school successes. Each site utilizes the ParentSquare application which connects to student and parent emails and phones to communicate regular updates. SAVA also has a website where parents/guardians can access information about all of SAVA’s programs, events and information, they can even use the “Let’s Talk”/Contact Us feature on the website to ask questions or get more information. Mailers and all-calls are used to inform parents/guardians of important programs, dates and testing information and all standardized test results and report cards are mailed home as well.	In order to be highly effective, SAVA must continue to find ways to reach out to parents, community members and key stakeholders and increase support at  school events.	SAVA will improve building partnerships of underrepresented families by: • Continuing to do home visits • Providing information and support for obtaining community resources • Making sure that families know that they can request and have interpreters for any meetings held	SAVA has built up the capacity of families and staff to engage in School Site Council. We have seen an increase in parents/guardians who want to attend and participate in SSC and DELAC. When we do have the opportunity to have advisory groups that involve our families, we always have a solid turn out to give input and talk about areas of strength and opportunities of our programs.   Student voice and choice are a very important part of the success of our program. Students are involved in planning events such as graduation and CTE Showcase. There is student inclusion in SST, 504, and IEP meetings, student participation in clubs, workshops, and School Site Council. We also have a student-led support group overseen by our school social worker, and weekly student participation in community time in their cohorts. Most importantly, many of our current live classes and clubs have been developed as a direct result of student interest and advocacy.	SAVA families give great input and feedback through targeted advisory groups, virtual meetings, and phone calls. We do need to improve upon the participation in surveys that are sent out out and that require feedback.	SAVA will improve seeking input for decision making of underrepresented families by: • Targeting parent/guardians of underrepresented families for school advisory groups and decision making • Send surveys out in multiple languages that represent the SAVA demographic • Have staff attend targeted PD around EL students and supporting families to effectively engage in decision-making	5	5	4	4	4	4	5	4	4	4	4	4	Met		20JUN2023	2023
34765050130757	Highlands Community Charter	3	At Highlands Community Charter School community partnerships and building relationships are two of our greatest strengths. We gather educational partner input in a variety of ways. We use annual staff surveys to get feedback from employees. We also send out climate surveys to our adult students which are translated in eight languages. Last year we received over 4,0000 student responses to questions related to academic achievement, CTE and workforce readiness, student services, school and classroom climate, and curriculum. We also host educational partner lunches and dinners where we invite staff, students, and partners to give feedback on our LCAP and areas for improvement. During these events we have bi-linugal staff available to provide language support for our students and families who speak a language other than English to ensure their voices are heard.	The feedback we have received regarding educational partner events is simply to continue hosting them and provide even more opportunities for community members, staff, students, and families to continue building relationships. With a growing number of school sites we see the need to host neighborhood events to reduce the commute time for partners, students, and community members. We believe this will increase the number of participants and result and more specific feedback regarding individual sites.	We will continue to engage our underrepresented families by using bilingual teachers, paraeducators, and counselors to reach out to them, offer student services in many languages, and ensure that educational partner events are relevant to them and that their voices are heard. Our staff reflect our students, this is part of our commitment to diversity and eradicating educational inequity.	"At Highlands Community Charter School, one of our greatest strengths is providing students and their families with information regarding community resources, their rights, and access to student services available to them directly through our school or from our of our 29 community partnerships. One valuable resource we have been able to share with our students is a presentation from the District Attorney's Office in collaboration with code enforcement titled ""Know Your Rights."" This presentation is translated into students' native languages and is also available in English. It is an overview of student rights related to state and community laws, rental rights, personal safety, driving, search and seizure, etc. In this way we are always looking at our students' lives and their personal needs, all student outcomes, not just their academic and career outcomes."	Based on educational partner input we want to continue increasing the number of CTE programs available to students. We have received feedback that students would like to see CTE programs available at more locations and also online. Regarding student services, we have also received feedback that students would like to see early learning centers expanded with more childcare at night and available at more locations as well. The feedback is essentially that our partners really like what we are doing but they want to see more of it, at more times, in more locations, helping more students.	In the past we have hosted large events with 120-150 people each at single locations in Sacramento. Moving into the new school year we want to host smaller and more frequent events at more locations to reduce commute time. We want partners to be able to give feedback on the sites where they attend so that the feedback is more focused. We also believe this will continue to foster the relationships of the sites and lead to better student outcomes.	Overall our greatest strengths at Highlands related to educational input include: involving staff, students, partners, and community members in decision-making. Our student climate surveys are available in eight languages. Our community partners are very much involved in providing feedback as well. We have continued to make progress in this area.	While we have made a lot of progress in hosting events, we want to continue to improve by involving principals and more site staff in this process. In this way we are able to host more events in more locations. We will be able to use principals and their knowledge of their own sites to create events that are meaningful to each community and gather feedback, data, and input that's site specific. By having them involved in this process and involved in the collection of their own data it will also improve their connection to creating solutions.	We will continue to improve the engagement of underrepresented families by hosting more neighborhood-based educational partner events with more focus. We will work with principals and school sites to engage people within each community to get site based feedback. We will invite CTE students to participate in more CTE feedback. We will invite partners from each community to give feedback on the specific needs of each area, neighborhood, and school site.	5	5	5	5	5	5	4	5	5	5	5	5	Met		15JUN2023	2023
34765050139584	California Innovative Career Academy	3	At California Innovative Career Academy community partnerships and building relationships are two of our greatest strengths. We gather educational partner input in a variety of ways. We use annual staff surveys to get feedback from employees. We also send out climate surveys to our adult students which are translated in eight languages. Last year we received over 4,0000 student responses to questions related to academic achievement, CTE and workforce readiness, student services, school and classroom climate, and curriculum. We also host educational partner lunches and dinners where we invite staff, students, and partners to give feedback on our LCAP and areas for improvement. During these events we have bi-linugal staff available to provide language support for our students and families who speak a language other than English to ensure their voices are heard.	The feedback we have received regarding educational partner events is simply to continue hosting them and provide even more opportunities for community members, staff, students, and families to continue building relationships. With a growing number of school locations we see the need to host neighborhood events to reduce the commute time for partners, students, and community members. We believe this will increase the number of participants and result and more specific feedback regarding individual school sites.	We will continue to engage our underrepresented families by using bilingual teachers, paraeducators, and counselors to reach out to them, offer student services in many languages, and ensure that educational partner events are relevant to them and that their voices are heard. We will also expand to allow for online educational partner input for partners who cannot attend in person.	At CICA, one of our greatest strengths is providing students and their families with information regarding community resources, their rights, and access to student services available to them directly through our school or from our 29 community partnerships. In this way we are always looking at our students’ lives and their personal needs, all student outcomes, not just their academic and career outcomes.	Based on educational partner input we want to continue increasing the number of CTE programs available to students. We have received feedback that students would like to see CTE programs available at more locations and also online. Regarding student services, we have also received feedback that students would like to see early learning centers expanded with more childcare at night and available at more locations as well. The feedback is essentially that our partners really like what we are doing but they want to see more of it, at more times, in more locations, helping more students, especially our students who are enrolled in our independent study program.	In the past we have hosted large events with 120-150 people each at single locations in Sacramento. Moving into the new school year we want to host smaller and more frequent events at more locations to allow for less commute time. We want partners to be able to give feedback on the sites where they attend so that the feedback is more focused. We also believe this will continue to foster the relationships of the sites and lead to better student outcomes.	Overall our greatest strengths at CICA are related to educational input: involving staff, students, partners, and community members in decision-making. Our student climate surveys are available in eight languages. Our community partners are very much involved in providing feedback as well. We have continued to make progress in this area.	While we have made a lot of progress in hosting events, we want to continue to improve by involving principals, Lead Teachers, and more site staff in this process. In this way we are able to host more events in more locations. We will be able to use principals and their knowledge of their own sites to create events that are meaningful to each community and gather feedback, data, and input that's site specific. By having them involved in this process and involved in the collection of their own data it will also improve their connection to creating solutions.	We will continue to improve the engagement of underrepresented families by hosting more neighborhood based educational partner events with more focus. We will work with principals and school sites to engagement people within each community to get site based feedback. We will invite CTE students to participate in more CTE feedback. We will invite partners from each community to give feedback on specific needs of each area, neighborhood, and school site.	5	5	5	5	5	5	5	4	5	5	5	5	Met		15JUN2023	2023
34765056033336	Smythe Academy of Arts and Sciences	3	Dedicated school site staff that works directly with families across multiple languages. Communications sent home in family's preferred language choice. Multiple family/community nights and meets with administrative teams. SSC, ELAC, and LCAP Input Meetings.	Increase the number of families who regularly communicate and participate in school/community events. Increase participation across all subgroups. Increased collaboration between the Twin Rivers FACE Department and school site to align district resources with family needs.	Additional staffing for the 23-24 school year to include bilingual support staff to improve communications with Smythe families. Increase capacity of Family and Community Liaison to promote communication between non-English speaking families.	Smythe will continue to develop partnerships with families, local organizations, and Twin River resources to support student outcomes. Administration has identified needs, resources, and multiple ways to advertise.	Continue to build partnerships with local organizations and promote involvement to families.	Target specific underrepresented subgroups with direct communication in preferred home language. Continue to promote two way school and home communication with all families and advertise local resources.	Established plan to seek feedback from community members and stakeholders.	Throughout the 2022-23 school year, Educational Partner input processes (such as LCAP) were able to capture the ideas of parents and stakeholders through meetings and surveys. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our District LCAP work. Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone. We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.	Target specific underrepresented subgroups with direct communication in preferred home language.	4	4	3	4	3	3	3	3	3	3	3	3	Met		20JUN2023	2023
34765056112643	Westside Preparatory Charter	3	The LEA has made great progress over the years in building relationships between school staff and families. Through the implementation of several initiatives, such as parent engagement surveys, parent-teacher conferences, and home visits, the LEA has made efforts to foster positive working relationships between staff and families. Additionally, the LEA provides professional development on the importance of family engagement, ensuring that staff are equipped with the skills and knowledge needed to effectively engage and build relationships with families. These initiatives have resulted in more open and trusting staff-parent collaborations and partnerships that promote success in the classroom.	The LEA's focus area for improvement in Building Relationships Between School Staff and Families includes creating family-centric education, increasing family engagement strategies in schools, and embracing a shared understanding of cultural backgrounds and home languages. These focus areas emphasize developing an understanding of the importance of a school-family partnership, building trust among families and school staff, and developing policies and practices to support and strengthen family relationships. They also work to develop effective communication between school staff and families through strengthening administrative and classroom practices, utilizing technology, and providing culturally relative resources and supports.	Westside Prep is utilizing tools such as Parent Portal to connect with and build strong relationships with community and families. We have utilized tools such as Kelvin to monitor the progress of our site, staff and parent connection to school. Favorability rating this year as a whole community is 63.82% positive.	Westside continues to develop partnerships with the community with a goal of increasing the effectiveness of these partnerships.2021-22 was a challenging year to engage with community partners due to the continuing restricts around COVID-19. In 2022-2023 WPCS reached out to families via parent square, provided opportunities for families to join either on zoom or in person, so it was at the families convenience. WPCS created a partnership with families through PBIS. A Parent from one campus was asked to join as a PBIS team member to discuss the needs of the site and provide parent feedback.  Parents were also encouraged to participate in school site council and the behavioral committee team.	WPCS plan to have a parent representative from each campus on their PBIS Tier 1 team to discuss whole school supports and have parent voice. Parents will also have the opportunity to chat with administrators more often with Principal Coffee and chats which will happen bi-monthly next school year. This will help build communication as well as a partnership amongst schools and families.	The LEA's plan to improve engagement of underrepresented families will include several initiatives. First, create a parent and family advisory board to ensure that representatives of all backgrounds are able to weigh in on goals and improvements. The LEA could also provide training to staff in order to help build relationships with underrepresented families and understand their particular needs. Finally, the LEA could explore additional resources such as hosting family events and providing access to organizations and services that could better assist underrepresented families. Additionally, the use of data and research can help the LEA to identify areas in which they need to focus their attention, and create programs that target the specific issues facing underrepresented families. By making sure these initiatives address the specific needs of underrepresented families, the LEA will be able to ensure that everyone's voices are being heard in the school community.	Throughout the 2022-2023 school year, Educational Partner input processes (such as LCAP) engaged with 236 unique participants. From this feedback we were able to successfully identify critical trends, ratings, and input necessary to guide and support our  LCAP work.	Parents, staff and community members want the best for their children, and they value the learning opportunities and partnership that our school district provides. Parents value the hard-working staff and their dedication to helping students learn. Parents and community members appreciate the participation opportunities at the school site and district level and want us to continue to push for high levels of engagement. Parents, staff and community members want to be involved and they know that working together makes a positive difference for everyone.	We will continue to provide numerous opportunities at the school site and district level to facilitate and support the engagement of our parents, staff and community. We will also continue to collect and analyze the attendance and participation data to ensure we are reaching and supporting underrepresented families. We will create systems to support the engagement of parents, staff, and community members throughout our school district.	4	4	4	4	3	4	4	3	3	3	3	3	Met		20JUN2023	2023
35103550000000	San Benito County Office of Education	3	The survey data showed that 90.9% of students recognized that an adult at school noticed when they were absent from school. The teachers made individual phone calls home to parents to discuss student attendance and this helped create a better relationship between staff and parents. Parents realized that teachers really cared about their child. The LEA is making progress in this area, but much work is still needed.	Ensuring through parent/student community nights that students are recognized is one strategy that gets parents to attend after school events and provide their input. When students are recognized, parents enjoy seeing their child be successful and are more willing to show up.	By providing individual invitations to parents and recognizing students at evening celebrations that include food, the LEA has improved the engagement and input with families.	During the 2022–23 school year the San Benito County Office of Education Alternative Education Programs administered one Parent Survey to parents of students at each alternative education site (grades 7-12). The survey included questions about whether parents received effective communication from the school and whether they were satisfied with overall quality of the programs offered at the school. 94.7% of parents felt comfortable with the programs offered at the school and 100% of the parents felt satisfied with the communication they received from the school. These are strengths of our efforts and shows progress in this area.	Continuing to offer opportunities for parents and students to engage in the academic progress of the students was important, as well as providing career exposure and job opportunities for students was important to parents. Finding the right time to communicate and engage parents is critical, especially parents working multiple jobs	The LEA uses Aeries Parent Square to communicate information about the school as well as individual phone calls are made to parents to keep parents informed and connected. We have proposed to have additional parent/community nights to better engage parents throughout the year. Asking parents when and how they want to be communicated with has made a difference in the communication and engagement.	One of the strengths is 100% of the parents felt the communication was effective throughout the year. If we need input we make individual phone calls asking them to complete a short survey or to provide input on any school concerns. The parents are willing to provide feedback, although attending a meeting may be more challenging, but they will provide time over the phone when it is convenient for them. I would say that progress has been made in when to contact parents for their input and how to reach them.	Increasing the percent of parents who we get input from for decision-making.	Combining student recognition programs with topics at meetings that parents are interested in continues to improve the attendance and input received from parents.	4	4	4	5	4	4	4	4	3	3	3	3	Met		22JUN2023	2023
35674540000000	Bitterwater-Tully Elementary	3	One strength is that our school provides a warm and welcoming environment to all students.  Having a student in our class for multiple years, allows teachers to have a better understanding of a students’ strengths and weaknesses.	Covid has stressed our home-school communication.  We are in still in the progress of rebuilding the bond.	We plan to improve engagement of underrepresented families by offering a translator during meeting and providing Zoom link to meetings in case parents are not able to attend in person.  For the families not able to attend, we will send home the PTF(Parents, Teachers, & Friends) meeting agendas.	One strength we have is that we meet with parents on a regular basis.  We have parent-teacher conferences twice a year and monthly hot lunches where we can have informal conversations and discuss students’ progress.	An area that we are working on it promote student learning in the home setting.  In the 22-23 school year, we hosted two Parent Education events to support parents and students.	We will continue to meet with families both formally and informally.  We utilize the time before and after school to connect with parents and also during monthly hot lunches.  We will continue to send home flyers on the Remind app.  Periodically and for important events/information we will also send home printed materials.	We have multiple meetings throughout the school year where our  stakeholders can discuss  different aspects of the school.  From Board, PTF, SSC, Staff meetings to parent-teachers conferences, and monthly hot lunches, our stakeholders have  several opportunities to express their concerns and suggestions.	We are looking into providing translators at some of our meetings to improve engagement of underrepresented families and possibly provide food to encourage families to attend these meetings and provide input.	We plan to improve engagement of underrepresented families by offering a translator during meeting and providing Zoom link to meetings in case parents are not able to attend in person.  For the families not able to attend, we will send home the PTF(Parents, Teachers, & Friends) meeting agendas.  We will also create a calendar of annual events and functions to give parents more notice of our events/activities.	3	4	4	3	3	2	4	3	4	3	3	4	Met		28JUN2023	2023
35674620000000	Cienega Union Elementary	3	Due to Cienega's size, we are at a great advantage to learn about our families and get to know them on a personal basis. We also survey our families every year to see how they feel about safety and connectivity to our school site. We also meet with parents in the fall for parent-teacher conferences. We also hold special events throughout the year where families can come and celebrate their students as well as help their school community. In the fall we have a Halloween festival and haunted house. In the Spring we had a campus clean-up day. Both of these events were successful. As we move further away from Covid, Cienega plans on making more progress in this area.	Based on the data that we have received from our educational partners, it is important that we continue to make families feel safe sending their children to school as well as making sure they feel connected and heard when they come to us with concerns that they may have in regard to the school climate, education, or any other issue.	It is important that we take steps to make sure that all families at Cienega feel that their voice is being heard. We will continue to grow our outreach of communication with families in different formats. We currently have an in-print and electronic newsletter that is weekly. We are attempting to develop a website, as well as using different applications to communicate, including texting to reach out to the families. Due to our size, we are also able to meet with families at their cars at pick up and drop off to communicate immediately needed topics.	The LEA continues to grow in the area of building partnerships for Student Outcomes. Currently we hold parentteacher conferences in the fall to show the parent a base line in the students skill sets. Parents and teachers will also come together to discuss issues that need immediate resolution as needed, including academic concerns. LEA will continue to cultivate positive working relationships with families and parents to help discuss, set, and help students achieve goals.	One area that continues to be a topic of conversation with some of our families is while they feel safe sending their children to school, there is a concern surrounding student behavior and the effect that this is our could be having on student performance and outcomes. We continue to work with our families and students in a proactive way to ensure all behavior issues are resolved quickly and equitably for all involved.	As stated above, the LEA uses multiple modes of communication with families to help ensure that family needs are being met as well as ensuring that all students are reaching their desired outcomes.	Given the analysis of educational partner input and local data, the LEA currently is doing a great job in seeking input for decision-making from families and staff. One of the great strengths that the LEA has is its ability to communicate with the families, due to its small population size. The LEA continues to try to find new ways to communicate with its families. The LEA also has a strong connection with its families with its Site Council, which is comprised of two staff members, and two parents. This council meets three times a year to discuss issues at the school and to view important documents such as the SARC and LCAP before they are presented to the Board of Directors.	Due to our rural nature, we need to explore better ways to communicate with families. Many times emailing families is not enough. Resources such as print, calling, and texting are other options we have to communicate with families. When we survey our families, we will come to their car and hand them the survey for them to fill out in the parking lot. This is definitely an area in which we can improve. The school also needs to work on its interpersonal communication. Sometimes issues are delivered to one person, but the intended recipient does not always get the message.	According to our spring survey, families felt connected to the school and felt that there was at least someone that they could reach out to if they needed assistance or help with any issue that may arise at the school. Staff could benefit from professional development or a meeting about the importance of communication. The school will also continue to develop new and improve upon existing means of communicating with families.	4	4	4	4	3	4	4	4	4	4	4	4	Met		30MAY2023	2023
35674700000000	Hollister	3	The district has progressed in building relationships between staff and families in a variety of ways. Community forums were held at each school site throughout the year that included students, parents, staff, and community members. These educational partners engaged in discussions relating to student outcomes and the sharing of ideas and information. Additionally, school and district committee meetings, such as DELAC, SSC, and PAC were held to enlist input from these educational partners as well.	In response to educational partner interest, the district has committed to bolstering relationships and engagement opportunities between schools and families. This will be achieved by deepening the implementation of Capturing Kids Hearts, monthly parent engagement activities, and the placement of a full-time parent liaison at each of the five community schools. The district will host monthly family education nights to align families and staff in their initiatives and partnerships. Additionally,  students, parents, staff, and community members will continue to be provided opportunities to engage with one another. These activities will include forums, surveys, site and district committee meetings, parent nights, a robust parent communication platform, and intentional communication promoting parent awareness.	The district will leverage resources allocated by the Community Schools grant and other funding resources to recruit and increase the engagement of underrepresented families. Outreach at both the site and district levels will target this specific group in an effort to build relationships between underrepresented families and staff. Activities will include parent education nights, community meetings, and enlistment of advisory committee membership.	Hollister School District administers multiple surveys and hosts multiple forums to collect input from families and students about student outcomes. This well-received process affords the district to capture the voices of educational partners and consider their input when updating programmatic plans.  Input is also gathered from school and district committees such as the District English Learner Advisory Committee (DELAC), School Site Councils (SSC), and Migrant Parent Advisory Committee (PAC).	HSD has established specific areas of focus for improving partnerships for student outcomes. It is the goal of the district to ensure memberships of school and district committees are preserved. It is also a focus to further promote educational partnerships at community meetings, increasing responses to surveys, and monitoring the effectiveness of school and district communication platforms.	In an effort to increase the engagement of underrepresented families in relation to building partnerships for student outcomes, the district will implement and strategically monitor participation in surveys, attendance at community events, and access to the district communication platform. Parent education forums will strategically be held to inform and educate underrepresented parents about programs, services, curricula, and to invite their feedback on student-related topics.	The district is proficient in collecting a broad range of input from diverse groups of respondents. Accumulation and consideration of the input is a key piece in the planning and development of programs, including the LCAP. The district and individual schools recruit and elect parent representatives to fulfill critical input committees such as School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC). This diverse group provides oversight and guidance of programs pertaining to decision-making.	The district will continue to fortify the input collection process. Providing multiple platforms and avenues for educational partners to respond with input will broaden with more intentional monitoring of responses and participation. Also, the use of the parent communication platform, ParentSquare, and a communication liaison is intended to significantly increase parent and family awareness of opportunities to influence decision-making.	Underrepresented families are an intentional target when gathering decision-making input. The district will leverage resources from the Community Schools grant, parent liaisons, community outreach, parent education nights, and other engagement activities to enlist input from all educational partners particularly from underrepresented families.	5	4	4	5	5	3	5	5	5	5	5	5	Met		27JUN2023	2023
35674700127688	Hollister Prep	3	The last few years have provided numerous challenges for students, families, and staff including pandemic related losses, weather related damages and issues, and long term social emotional learning and academic losses. To address these hurdles and to provide necessary support to the greater Navigator family, numerous programs have been put into place with others ongoing. Support has included resources for flood victims, resource fairs, assistance for food and housing insecure families, after school intervention for students, home visits for chronically absent students, community events, and active ParentSquare communications. This multi-pronged system of support has evolved since students have returned to in person learning but the foundation of these relationships has led to families feeling more connected to the schools and organization.	Having community and family involvement back on campus has and continues to be an area of focus.  An acknowledged area of growth is the expansion of community celebrations and opportunities to highlight the incredible contributions, both current and historically, of our local community members. Navigator needs to be able to create pathways for simultaneous educational excellence and family engagement and support.	In addition to expanding outreach efforts to recruit more students who qualify for Free and Reduced Lunch, Navigator Schools is creating Community Schools to provide additional resources for families, especially underrepresented families. This process will allow Navigator to truly engage the community in efforts to provide extra services and support they need. The pandemic has highlighted areas of growth which center around opportunities for families to engage in on campus activities.	Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals.	Ensuring students are ready for the rigors of high school after they leave Navigator schools is an area of growth. In order for this activity to be successful, families, staff, and students will need to work together on a path forward. Site staff will work closely with the local high schools to provide reciprocal opportunities for students to both explore what is in store in high school while also continuing to access support from Navigator staff.	Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need. Navigator will continue to provide home visits for students who are not staying engaged or needing additional support. The transition to Community Schools will also provide tutoring centers, after school support services, and college counseling services for students.	Navigator has consistently been proactive in obtaining stakeholder input through surveys, family town hall meetings, staff meetings, Director and Chiefs weekly meetings, cross site meetings, and daily site huddles. Between formal feedback surveys to quick poll everywhere check-ins, Navigator employes numerous tools to solicit input.	Formalizing a plan for how to formally collect and share data with the leadership team is an area to improve.	Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.	3	3	3	4	4	4	4	5	5	5	3	4	Met		20JUN2023	2023
35674880000000	Jefferson Elementary	3	On the yearly surveys, 100% of parents and students rate Jefferson as a safe place to learn and that the teacher creates a welcoming environment at the school. This is due, in part, because the Teacher/Principal has completed five years of service at Jefferson, and she continues to teach the same group of students year after year in our small, multi-grade setting. She has in depth knowledge of the needs, strengths, and challenges of each family. The Teacher/Principal uses Google translate, bilingual students, and bilingual parents to communicate with parents in their home language, but speaks limited Spanish herself. To that end, she participates in a daily language study to build her proficiency in Spanish.	The Teacher/Principal will provide additional support and communication to the new families that move to the area to help them acclimate to the unique needs of the rural setting and give them a voice in school decisions.	A focus area of improvement is to ensure that the progress made with previous families under the administrator’s guidance continues. With new parents who are not as familiar with the background and needs of the bilingual and homeless families, the administrator will be working to find ways to assist the total parent population in continuing the engagement of underrepresented families.	"This year, the school-parent advisory board was not utilized due to the teacher to student/family ratio, however, regular communication occurs through texts, phone calls, ""parking lot chats,"" formal meetings, and Parent Teacher Conferences. One of the parents serves on the local School Board. this gives the parents a strong voice in the decisions that are made by the school. In addition, the Teacher/Principal regularly assesses the communication, student outcomes, etc. and adjusts practice as part of a ""continuous improvement"" model."	One focus area for improvement relates to hiring a new staff member for the 2023-2024 school year. Under the guidance and direction of the Teacher/Principal, this staff member will be given training in support in building student outcomes and forming partnerships with the families in the area to ensure a continuation of the strong, inclusive Jefferson community.	A focus area of improvement is to ensure that the progress made with previous families under the administrator’s guidance continues. With new parents who are not as familiar with the background and needs of the bilingual and homeless families, the administrator will be working to find ways to assist the total parent population in continuing the engagement of underrepresented families.	Parents are given regular opportunities to offer input for decisions made by the district. Input is sought through formal and informal means and every parent is given an opportunity to express their opinions and recommendations that impact decisions made by the schools. For example, parents offered input into ways to overcome the weather emergencies and their voice was utilized in planning for new playground to be purchased over the summer. While the parents often express satisfaction and appreciation for the education their children receive, when they do make such requests, the School Board diligently strives to utilize their input into decisions that are made.	The LEA's focus area for improvement in seeking input for decision-making is to continue the formal parent meetings at least 2-3 times each year for the purpose of planning, sharing information, and including parents in the decision making process.	Because Jefferson has only 2-3 families with students enrolled for the 2023-2024, the Teacher/Principal is able to directly communicate with every parent, including underrepresented families, in the decision-making process. The goal will be to provide additional support and time for any new families that might move into the area.	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
35675040000000	North County Joint Union Elementary	3	Based on staff input, the LCAP survey, School Site Council and the English Language Advisory Committee, strengths include the following: Community events- Back to School Night, Open House, 6th grade orientation event, New Student welcome, TK/K Meet and Greet, Parent/Teacher Conferences 2 times per year, Winter Program, Fall Festival, PTO activities, Parentsquare communication, class events with parents, field trips, classroom volunteers, ABC readers, and the 8th grade graduation.	Based on the LCAP survey with 22% response, School Site Council and the English Learners Advisory Committee, the suggestions for improvement include the following: More parent education nights in reading and math Family Math Nights Aeries and Parentsquare training Drug and alcohol awareness training	Based on feedback from the educational partners these are ways to improve engagement of underrepresented families:  translation at all meetings  all parent information translated Parent education nights	The follow are the strengths of the District in building partnerships for student outcomes: Sharing academic data with the Board of Trustees, staff, School Site Council. Strong Professional Learning Communities among all grade levels Focus on meeting standards at all grade levels  Parent/student access to Aeries for grades Parent/teacher conferences to review academics i-Ready diagnostic data shared with parents and students Information in monthly  Tiger Talks  Parentsquare communication weekly  After school interventions and tutoring  ELD teacher in 4th-8th grade  Intervention Support Specialists  Special Education Aides Summer School	Areas of improvement: More parent education events to train and support families Addition of an Intervention Teacher Professional development for staff More data sharing of student progress and needs.	To improve engagement of underrepresented families- Phone calls to encourage engagement and participation, Parent education events, Parent/Teacher conferences	The District has created small content area groups to support:  Math Science Writing  Professional development offered to support the Science of Reading  School Site Council participation in reviewing data from i-Ready, phonics assessments, and CAASPP assessments has resultsed in input and decision making.	Continue to consult with educational partners. Continue to educate educational partners and share data.	Share information at the English Learner Advisory Committees and Special Education meetings. Provide information and seek suggestions.	5	5	5	5	5	5	5	5	5	5	4	4	Met		22JUN2023	2023
35675200000000	Panoche Elementary	3	During the 2022-2023 school year Panoche School administered a Parent Survey to parents of all students. The survey included questions regarding the level to which parents felt encouraged to become involved in school-related activities, their satisfaction with school/campus safety, and the extent to which they felt the learning needs of their child were being met. Panoche’s very small enrollment allows for daily interaction between the teacher/principal and parents, increasing the strength of the relationship between parents and staff. 100% of families attended the Fall 2023 'Back to School Night'.	The LEA will research and implement a bilingual messaging system to strengthen home-school communication options for all families.	The reluctance of underrepresented families to engage is often informally reported as having to do with a language barrier. The LEA's LCAP details plans to educate staff in the Spanish language, as well as investing in a bilingual messaging program for home/school communication.	Panoche’s very small enrollment allows for daily interaction between the teacher/principal and parents, increasing the strength of the relationship between parents and staff. 100% of families attended the Fall 2023 'Back to School Night'.	Educational partner data identified the need for more frequent formal progress reporting to families. As such, formal mid-trimester progress reports will be generated in addition to regular end of trimester report cards.	Further outreach to engage underrepresented families includes research into a translation specialist and a bilingual school to home/home to school messaging system.	Stakeholder surveys and monthly board meetings were used as the main venue to solicit parent input for decision-making. In addition, Back to School Night was held to review school and LCAP goals and seek input from parents about the actions in the LCAP to meet those goals. Continuous outreach continues through daily conversation and bilingual home-school communication.	The LEA intends to focus on researching strategies to engage/encourage educational partners to increase attendance of monthly board meetings.	The LEA intends to focus on researching strategies to engage/encourage educational partners to increase attendance of monthly board meetings. The LEA is currently researching cost effective ways to provide a Spanish language translator at monthly board meetings.	4	4	3	3	4	3	4	4	4	3	4	4	Met		12JUN2023	2023
35675380000000	San Benito High	3	SBHSD Strategic Plan goal 2 is to create and maintain a trusting, collaborative, and communicative relationship that includes ALL stakeholders, in order to establish a safe, respectful, and responsible school community based on the culture of STRONG. In order to accomplish this goal, SBHSD's developmental idea is to partner with the community of San Benito County to establish an outreach of support for academics, athletics, cultural activities, and the social-emotional needs of our students. SBHSD has returned to offering various Strategic Plan meetings and Academic Taskforce meetings, since our closure due to COVID, to involve community members, staff, parents, and students in collaborating around the core values of STRONG (Scholarship, Teamwork, Reflection, Opportunity, Nurture, and Growth). Additionally, our weekly newsletter, quarterly fliers, and social media platforms work as constant communication to our stakeholders. The area of growth for the district would be to increase the two-way communication with families and specifically target our underrepresented groups since most communication is via email and parent square.			SBHSD has begun collaborating with our local community members and educational partners within our county through our Strategic Plan Meetings and other community walkthroughs of Hollister High School. Families and community members have had an opportunity to learn more about HHS and the courses we offer, how to reach counselors, and how to access Aeries with our community walkthroughs. Additionally, our student services team offers many information nights by grade level as well as coffee with counselors on a monthly basis.			SBHSD offers several ways for families to participate and make educational decisions for their student(s). Counselors meet one-on-one with students to build their 4-year Academic Plan. Families are invited to participate in the educational decisions and course selection for their students. Additionally, families are offered information during the parent information night which provides families with counselor contact information and dates for more events regarding educational decisions (college, FAFSA, post-secondary plans, etc.). Parents are also offered opportunities to participate in the district's DELAC, Migrant PAC, and School Site Council meetings.			4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
35675530000000	Southside Elementary	3																						Not Met			2023
35675610000000	Tres Pinos Union Elementary	3	Tres Pinos Union School has a PTO and DAC committee that includes parent involvement in the decision making of the school. The Parent Teacher Organization has a monthly meeting the 1st Monday of every month and the Principal attends each meeting to discuss the needs of the school and the areas of the LCAP that have been implemented.	Input from the PTO is that the LEA needs to focus on recruiting participatory parents and families. Holding events with included the whole family was discussed.	The LEA will actively recruit underrepresented families.	The LEA is increasing participatory levels in school wide events as evidenced by sign-in sheets for said events that improve student mental well-being and have a positive effect on student outcomes.	Partner input would like to see more events held at school.	The LEA will actively encourage underrepresented families to attend and participate in these events by providing translation as needed and bilingual support staff.	The LEA actively encourages through daily conversations, meetings, and surveys input for decision making.	Local data shows a need for a broader cross section of the families to be engaged.	The LEA will actively recruit and encourage participation by holding events on dates that are input driven.	5	5	5	5	4	4	5	5	4	4	5	4	Met		08JUN2023	2023
35675790000000	Willow Grove Union Elementary	3	Our conversations with parents is accomplished frequently in the parking lot or at designated meetings.  Being a very small school, enrollment of 23, our parking lot discussions with parents is a major avenue to keep good communication with our families.  The school used to have parent meetings as a whole group with discussions about various topics.  Since COVID, we have not been able to have those meetings.  Several of our parents have still been anxious to come and meet in large group meetings.  However, this year we will be trying to see if we can try these meetings once again at least a few times.  We will also be having a very good translator help with the meetings and with parent conferences.  The addition of the translations will allow the interaction to be more in-depth  and varied than our regular staff is able to translate.  We will also be starting to provide a monthly flier to parents, in both languages, for information on nutrition, education, health, child behavior and other topics.  These actions will lead the school and families in building stronger relationships to support the students at home.	Our two focus areas for improvement in building relationships between school staff and families will be the use of more translation services and the addition of some large group parent meetings.   As described in the first narrative, we previously had large parent meetings and now we are organizing and planning to have some of those meetings again as well as parent education evenings.  We will be working with the parents on the manner in which this can be done safely and comfortably for all involved.	Willow Grove School will improve the engagement of the underrepresented families by the translation services for meetings, parent conferences, and parent education nights.   The staff at Willow Grove School has a strong relationship with all of its families and this improvement will allow the relationships to grow and be even more supportive and productive.	Willow grove School has partnered with community-based mental health providers for support to students and related parental issues.   Additionally, social-emotional learning through professional development, classroom activities, discussion and informational sessions with students is building a community of care at Willow Grove School.  The surveys which students take indicate that they are more aware of the responsibilities they have for assisting one another in being caring as a school community.	The pandemic left many fears among students and adults regarding the well-being of people when near to other persons.  This is most true with our students in the classrooms.  Some students want to be free to just wear a mask if they feel they might be coughing or sneezing but are still wanting to come to school and learn.  These students will wear a mask and often will be the ones to ask for a mask.  Some parents do not want their student to wear a mask at all and would rather come to pick up their child if they're ill enough to wear one.  We honor both parents' concerns and beliefs.  This is all part of building partnerships with the parents and students. How well the school personnel communicates with the parents and students shows much about how they work together to make better students  outcomes.  Another manner in which this partnership has been developed is through the communication regarding some of the breaks in the calendar year.   Several of our parents need to travel to Mexico for extended visits and we have discussed the problem of absenteeism with them.  We found a way to mitigate this problem for many families by having a more year-round calendar so that there is more time for traveling families which don't entail being out of school.	The school staff will be working to engage the parents of our more underrepresented students through discussions concerning the needs of their students and involving the parents in the plans for improving the outcomes for their students.	Willow Grove School is small enough that we can meet our parents at pick-up or drop-off on any given day. We can, and very often do, touch bases with parents as to how things are going and take time to talk if there are any concerns or questions.  Our school also plans for formal parent-teacher meetings two times a year, minimum.  All of our staff is available in the afternoon for meetings or discussions.   This year, we are piloting  a program where the student will lead their own student-parent-teacher conference, in the upper grades.  This helps to facilitate the student with a more active role in accountability and improving achievement.	Since the pandemic, there have been fewer times for the parents to come to the school in the same relaxed manner as we did prior to the pandemic. Many families are uncomfortable with being around numerous people again.  The school has been holding events where parents are seeming to be more and more open to come together for certain moments of celebration.   This increased ability to come together will develop over the year and become the basis for our discussions for decision-making. This will assist in our development  in terms of programs and improvement for the students.  Until we are successful at the larger meetings, the informal and more individual or small group meetings with parents in the parking lot will be our main form of discussion, input gathering, education, and general or individual communication.	There will be more translation personnel hired to communicate with our parents who will be better able to communicate with that assistance.	5	5	4	5	4	3	4	4	4	4	4	4	Met		13JUN2023	2023
35752590000000	Aromas - San Juan Unified	3	The Aromas-San Juan Unified School District (ASJUSD) values partnerships with families to promote positive student outcomes. We offer various opportunities to engage and collaborate with families, such as Back to School Night, Open House, and Guardian-Teacher conferences. We also utilize communication applications, including ParentSquare, Class Dojo, and Remind101, to provide school notifications in both English and the families' native language, making access to information more accessible.	ASJUSD will continue the use of ParentSquare and Class Dojo for communication. In addition, sites will reflect on the timing of scheduled educational partner meetings to ensure maximum attendance. Letters and phone calls home will invite families directly to events, committee meetings, and school and district office discussions.	ASJUSD aims to involve educational partners, including parents and guardians of English learners (EL), foster youth, and low-income students, in the design and development of our parent education workshops. These workshops will be held both at school sites and the district office. Moreover, we will use a collaborative process to draft the district's EL Master Plan in the 2023-24 school year. This way, we can ensure that everyone's input is taken into account and that our programs are tailored to meet the needs of all students, regardless of their background.	"The Aromas-San Juan Unified School District uses various methods to communicate with families, such as the Apptegy website and app, ParentSquare, Remind, and ThoughtExchange. Family communications are sent out daily, weekly, or as needed. The communication is primarily in English and Spanish, but the ParentSquare program provides families with a choice of over 100 languages. Additionally, the schools offer a monthly ""Coffee Hour"" where staff, parents, and guardians can communicate with the Superintendent and Principal in a two-way conversation."	ASJUSD will focus on building an effective partnership between educators, families, and community members to develop the knowledge and skills to work together and purposefully integrate family and community engagement with goals for students' learning.	The district plans to implement a series of family workshops in 2023-24 focused on understanding legal rights, supporting student outcomes, and learning about available resources. The administrative team will work with school site leadership to build a partnership playbook for the upcoming year.	The Aromas-San Juan Unified School District recognizes the importance of seeking input from educational partners and participating in group decision-making. The district utilizes several tools, including Parent Square and other applications, to communicate with families and the community. The district regularly shares information and data at community meetings, including school coffee hours, District English Language Advisory Committee meetings, School Site Council meetings, Title I Parent meetings, and meetings of the Board of Education. Many of these events have embedded opportunities for community members to provide input. The Aromas-San Juan Unified School District is committed to welcoming students, families, and the community to our school facilities. We recognize the need to build the capacity of our faculty and staff members to engage, support, and welcome families to the district and individual school communities.	ASJUSD believes in and values the input from our educational partners when making decisions. Parents participated in surveys, town halls, and board meetings to voice opinions. Additionally, we formed a facilities planning committee and asked parents to participate in planning activities and analysis to help us guide our long-range plan. We plan to continue the vital work of engaging families to improve and expand on the opportunities we offer.	ASJUSD will be intentional about outreach to our underrepresented families and create a welcoming environment where participants can share input for decision-making.  The district plans to strengthen ELAC and DELAC meetings participation in the 2023-24 school year.	2	2	1	2	2	3	2	1	2	1	1	1	Met		14JUN2023	2023
36103630000000	San Bernardino County Office of Education	3	During the 2022-2023 school year, SBCSS continued to build upon the successes from the prior years by having designated staff members focused on maintaining and fostering new relationships with parents and helping to create an environment where students and parents feel safe.  Successes include maintaining the communication system to keep parents informed of services and events.  Parents shared the communications were informative, friendly, and positive.  We have also increased the availability to speak with families via multiple means such as zoom on campus, and telephone to answer questions, address concerns, and provide resources.  SBCSS also continued to develop building trusting and respectful relationships between staff and families with a 4-session parent support group to identify concerns, supports needed, and feedback of families. A separate parent engagement form was continued for parents to identify resources needed, request information or concerns, and provide information to help staff identify the best time to connect with families.	Educational partners continue to express the unique needs of our student population is a continual need to have positive interactions, timely communication, and community outreach.  They also express the importance of the student/teacher relationship to keep students engaged. SBCSS will continue to improve building relationships between school staff and families by implementing PBIS strategies and working toward creating a positive school culture.  SBCSS will continue to employ designated staff focused on building new relationships with and engaging parents, offer engagement activities focused on the expressed needs of families, offer parent training, authentic opportunities for involvement in the decision-making process, and building partnerships with local businesses and community resource centers to support the whole child.	Educational partner feedback continues to identify school climate, including parent involvement and student engagement as top current challenges for the 90% low-income population in the SBCSS Alternative Education (AE) programs. Educational partners expressed the unique needs of low-income students is a continual need to have positive interactions, timely communication, and community outreach and the importance of the student/teacher relationship to keep students engaged. SBCSS believes that providing designated personnel,  increasing opportunities for involvement, improving communication systems, and providing multiple opportunities for parents to engage in the decision making process, working together will provide the support and resources to expand the efforts of SBCSS to engage families, connect them to community resources, and continue building strong student/teacher and parent/teacher relationships to increase low-income student attendance, participation, and ultimately achievement. Parent and student surveys demonstrated that PBIS strategies are also successfully being implemented and contribute toward creating a positive school culture.  Implementation of PBIS strategies will be continued and connected to student achievement and parent involvement.	SBCSS staff attend various staff meetings to address and provide learning opportunities to improve capacity to partner with families.  Through staff surveys, staff feedback and comments are gathered to determine continuous improvement and equitable services. Site visits and online feedback and request forms for both families and staff assist to improve communication and build capacity to partner with families. SBCSS parent and family engagement staff meet with students and families to create an updated needs assessment to implement policies and programs for teachers to meet with families and improve student outcomes. This will remain a collaborative effort with principals and teachers. During LCAP educational partner meetings, parents are provided an opportunity for reviewing progress and provide families with the opportunity to share feedback, concerns, or questions. The LCAP meetings also outline and describe families legal rights and how families can exercise their rights and advocate for their children.	To build partnerships toward improving student outcomes, a focus area for improvement will be to increase parent/school contact via improved communications, frequent opportunities for involvement, and staff focus on meeting the unique needs of the student population served.  A family engagement website was developed and provides families information and resources to support student learning and development in the home. Continued parent training is scheduled throughout the school year to provide families with greater support, both in person and virtually. Parent trainings are provided in collaboration with various school site counselors, program specialists, school physiologists, SELPA, teachers, and principals. A yearly calendar provides families with updated and continuous information to support student learning and development in the home.	Educational partner feedback continues to identify school climate, including parent involvement and student engagement as top current challenges for the 90% low-income population in the SBCSS Alternative Education (AE) programs. Educational partners expressed the unique needs of low-income students is a continual need to have positive interactions, timely communication, and community outreach and the importance of the student/teacher relationship to keep students engaged. SBCSS believes that providing designated personnel,  increasing opportunities for involvement, improving communication systems, and providing multiple opportunities for parents to engage in the decision making process, working together will provide the support and resources to expand the efforts of SBCSS to engage families, connect them to community resources, and continue building strong student/teacher and parent/teacher relationships to increase low-income student attendance, participation, and ultimately achievement. Parent and student surveys demonstrated that PBIS strategies are also successfully being implemented and contribute toward creating a positive school culture.  Implementation of PBIS strategies will be continued and connected to student achievement and parent involvement.	SBCSS has provided a series of Parent Support Groups to support families and continues to build stronger and effective family engagement through providing available resources to families, such as food donations. SBCSS provides family workshops for families during the Parent Advisory Committees and has developed a continuous calendar of workshops for families throughout the school year. Through building relationships, parent participation has increased during the LCAP meetings, which provide families the opportunity to share feedback, opinions, and concerns regarding student achievement, safety, new programs and services.	An area of focus for SBCSS in the area of improvement in seeking input for decision-making continues to be a focus on increasing parent engagement participation and communication.  SBCSS will continue to provide family workshops to occur in conjunction with Parent Advisory Committee meetings and develop a continuous calendar of trainings and workshops for families focused on empowering parents and families during the 2023-24 school year.	To ensure trainings, opportunities, and resources meet the needs of parents and families, especially underrepresented families, SBCSS will continue to provide family workshops to occur in conjunction with Parent Advisory Committee meetings and is developing a continuous calendar of trainings and workshops for families focused on empowering parents and families.   A parent engagement form continues to be utilized for parents to identify resources needed, request information or concerns, and provide information to help staff identify what is needed to help improve parent and family engagement.	3	3	2	3	3	3	2	3	3	3	4	3	Met		05JUN2023	2023
36103630115808	Norton Science and Language Academy	3	The Norton Science and Language Academy believes that parents and families are an integral part of the decision-making of the school. Parents are invited to participate in a variety of activities and councils including:  1. School Site Council 2. English Language Advisory Committee 3. School Board Meetings (Parent Board Members)  4. Monthly Cafecito Meetings 5. Love and Logic Classes for Parents 6. Latino Family Literacy Project 7. CABE Project to Inspire 8. Parent Teacher Organization  All of these forums are led and attended by school staff.	NSLA will conduct an annual analysis of participation and attendance of engagement opportunities to ensure it’s reaching families. The school will be implementing a new texting app to further enhance its current communication outlets. This will provide an easier form of communication with families.	NSLA will use its annual analysis of engagement to measure the participation of underrepresented families. Barriers to communication will be addressed with families and communication outreach will adjust to meet the needs of families. The school will continue to correspond in both English and Spanish.	The Norton Science and Language Academy will continue to utilize a Multi-tiered System of Support (MTSS) in order to monitor student progress in meeting the academic standards through the integration of evidence-based instruction, interventions, and assessments to address the full range of student academic and behavioral needs. Parents and families will continue to work as partners to make the best decisions when supporting students' academic and behavioral needs. The school will also continue its efforts to engage families through various means including in-person, social media platforms, telephonically, and email.	Feedback from NSLA families has been positive in regards to the time of events and having a virtual option to join. NSLA will continue to work with all communication outlets, including the school's website and teacher newsletters, to inform all partners of upcoming engagement events and forums.	NSLA will continue to build its partnership with underrepresented families through multiple sources of communication in both English and Spanish. The school will continue to support teachers with communication in regard to student outcomes and engagement opportunities.	Families are an important component of Norton Science and Language Academy's (NSLA) governance process. Multiple opportunities are offered to engage all members of the school community in evaluations of programs and services. Student, parent, and staff surveys are used to gather input. Parents of NSLA students are invited to complete a climate survey annually to provide the school with subjective measures, including satisfaction levels with all aspects of NSLA and its programs. NSLA uses the survey results to foster positive learning and teaching environments and measure parent involvement, student achievement, health, and well-being. Parents are encouraged to make a difference in the governance of the school by participating in the School Site Council (SSC) and English Learner Advisory Committee (ELAC). The SSC and ELAC are actively involved in developing and approving the school's Local Control and Accountability Plan (LCAP) as well as related categorical expenditures. Its members regularly evaluate data and the progress made to raise the academic achievement of all students. Parents have access to the Lewis Center for Educational Research Board (LCER) to address concerns publicly at monthly Board meetings. The LCER Board meetings are held alternately at NSLA and the Academy for Academic Excellence (AAE) and streamed live to the other school site, increasing accessibility and participation for all partners at both schools. Principals and Directors provide reports and presentations at Board meetings. Following each Board meeting, the NSLA Principal reviews any Board presentations at a monthly Cafecito meeting. These include presentations on State test results, California School Dashboard, LCAP progress, and annual updates. All parents are encouraged to attend these regularly scheduled open forums where they have access to NSLA administration and representatives to ensure successful ongoing communication among parents, students, and the school. Cafecito meetings are streamed live on the school's Facebook page allowing hundreds of parents who are unable to attend to view the recordings at their convenience. Parents are reminded of all public school meetings through NSLA's mass messaging system, Infinite Campus, Facebook, email, in-person, telephonically, and social media. The NSLA administration actively works to continually improve academic performance, school climate, and operations through collaboration with its community partners. Increased frequency and opportunities, both in-person and online, to engage all members of the school community have resulted in significant gains in the levels of engagement between home and school.	NSLA will continue to actively seek input from its community partners. Using multiple opportunities to engage families to provide input for school decisions will continue through social media, student information system messaging, text messages, fliers, classroom newsletters, and the school's website. The school will use its annual analysis of engagement to determine participation in these decisions.	NSLA will continue to build its partnership with underrepresented families through multiple platforms of communication in both English and Spanish and will time events after school hours both in-person and virtually to accommodate the needs of families. The school will support teachers to help maintain communication with families and will reflect on participation annually.	5	5	5	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
36103630139147	Sycamore Academy of Science and Cultural Arts - Chino Valley	3	Sycamore Academy recognizes the importance of building strong relationships between school staff and families to foster a collaborative and supportive educational environment. Our current strengths and progress in this essential area, derived from the analysis of educational partner input and local data, are noteworthy. Open and Transparent Communication: One of our significant strengths is our commitment to open and transparent communication. We maintain regular channels of communication that include newsletters, parent-teacher conferences, and frequent updates through digital platforms. Our efforts ensure that families are well-informed about their child's progress, school activities, and opportunities for involvement. Parent Engagement Initiatives: Sycamore Academy actively promotes parent engagement through a variety of initiatives. These include parent groups and workshops. These programs empower parents with valuable insights and resources to actively participate in their child's education. Collaborative Decision-Making: We involve families in the decision-making processes that impact our school community. Parent-teacher associations, advisory committees, and regular town hall meetings provide platforms for parents to contribute their perspectives, ideas, and feedback. This collaborative approach ensures that parents have a meaningful voice in shaping the educational experiences at our academy. Support Systems: We have established robust support systems for families facing challenges. This includes providing access to counseling services, connecting families with community resources, and offering academic support for students who may need additional assistance. Our commitment to addressing the holistic well-being of our students and their families strengthens the bond between school staff and families. Feedback Mechanisms: We actively seek input and feedback from families through surveys, focus groups, and individual conversations. This data-driven approach helps us understand the specific needs and concerns of our families, enabling us to tailor our programs and services accordingly. Local Data Validation: Our strengths in building relationships between school staff and families are corroborated by local data, which indicates high levels of parent satisfaction, increased participation in school events, and improved student outcomes due to increased family involvement. In conclusion, Sycamore Academy has made significant progress in building strong relationships between school staff and families. Our commitment to open communication, parent engagement, collaboration, cultural sensitivity, support systems, and data-driven improvements underscores our dedication to creating a supportive and inclusive educational community. We remain steadfast in our pursuit of strengthening these relationships to further enhance the educational experiences and outcomes for all our students.	Based on a comprehensive analysis of educational partner input and local data, Sycamore Academy has identified several focus areas for improvement in building strong and meaningful relationships between school staff and families. While we have made considerable progress in this critical area, we recognize the need for continuous growth and enhancement to ensure that every family feels fully engaged and supported in their child's educational journey. Enhancing Communication Channels: One key focus area is the enhancement of our communication channels. While we have been proactive in providing regular updates and information to families, we aim to further streamline and diversify our communication methods. This includes exploring more accessible digital platforms, multilingual communication options, and ensuring that information reaches all families, including those facing socio-economic or language-related challenges. Strengthening Parent Engagement: We recognize the importance of not only informing parents but actively engaging them in the educational process. Our focus is on developing a wider array of parent engagement initiatives, including workshops, seminars, and interactive sessions that empower parents to actively participate in their child's learning. We aim to make these initiatives more accessible and relevant to the unique needs of our diverse parent community. Competency and Sensitivity: Building relationships between school staff and families requires a deep understanding of cultural diversity and sensitivity. We are committed to providing ongoing training and professional development to our staff to ensure they are well-equipped to engage with families from diverse backgrounds.  Feedback and Input Mechanisms: Our analysis has shown that while we actively seek feedback from families, we can further improve the mechanisms for collecting, analyzing, and responding to this input. We aim to refine and expand our feedback channels, making it easier for families to share their thoughts, concerns, and suggestions. Additionally, we will work on implementing a systematic process for responding to and acting upon the feedback received. Support Structures for Families: Sycamore Academy is committed to providing comprehensive support structures for families facing various challenges. This includes strengthening connections with community resources, and offering tailored academic support for students who require additional assistance. Our focus is on ensuring that families feel genuinely supported and connected to the resources available to them.	Based on a comprehensive analysis of educational partner input and local data, Sycamore Academy is fully committed to enhancing the engagement of underrepresented families in building strong and meaningful relationships between school staff and families. We recognize that fostering inclusivity and ensuring that all families are actively involved in their child's education is vital for achieving academic success and overall well-being. Targeted Outreach and Communication: To improve engagement with underrepresented families, we will initiate targeted outreach efforts. This includes identifying specific communities or groups that may be underrepresented in our current engagement initiatives. We will work on developing culturally sensitive and relevant communication strategies to reach these families effectively. This may involve translating important documents into multiple languages and using various communication channels, such as social media, to ensure information is accessible to all. Competency Training: Sycamore Academy acknowledges the significance of cultural competency and sensitivity in building relationships with underrepresented families. We will provide ongoing cultural competency training to our school staff to ensure they are well-prepared to engage with families from diverse backgrounds respectfully and empathetically. This training will focus on understanding and respecting cultural differences and addressing any potential biases. Student Support Services: Recognizing that underrepresented families may have unique needs or face specific challenges, we will tailor support services to better address these concerns. This could involve providing additional resources, such as counseling services, mentorship programs, or academic support, to help these families navigate the educational system more effectively.   Feedback Mechanisms: We understand that it's crucial to provide underrepresented families with opportunities to voice their concerns and suggestions. We will work on creating feedback mechanisms that are specifically designed to gather input from these families, ensuring their voices are heard, and their needs are addressed promptly. In summary, Sycamore Academy  is committed to improving the engagement of underrepresented families in building relationships between school staff and families. Our strategies include targeted outreach, cultural competency training, tailored support services, family liaisons, and robust feedback mechanisms. By implementing these initiatives, we aim to create a more inclusive and equitable educational environment where all families feel valued, supported, and actively engaged in their child's education.	Based on a thorough analysis of educational partner input and local data, Sycamore Academy has made significant strides in building partnerships for student outcomes, demonstrating both strengths and substantial progress in this critical area. Strong Collaboration: Sycamore Academy has fostered strong collaboration with educational partners, including parents, community organizations, and local businesses. These partnerships have resulted in various enrichment programs, mentorship opportunities, and resources that directly benefit our students. For instance, our partnerships with local businesses have provided support for events such as the Coffee with the Principal. Engaging Parents: The engagement of parents as educational partners has been a notable strength. We have established open lines of communication with parents through regular meetings, workshops, and feedback mechanisms. Our parents actively participate in school decision-making processes, ensuring their input directly influences policies and programs that impact student outcomes. Community Involvement: Sycamore Academy recognizes the importance of community involvement in supporting student success. Our local data indicates that community organizations play a vital role in offering after-school programs, tutoring, and extracurricular activities that complement our curriculum. These partnerships have led to increased student participation and achievement. Data-Informed Strategies: Our approach is data-driven. We use local data to identify areas where educational partnerships can have the most significant impact on student outcomes. This approach allows us to allocate resources effectively and target partnerships that address specific student needs. Professional Development: Sycamore Academy invests in professional development opportunities for staff, ensuring they are well-prepared to leverage educational partnerships for improved student outcomes. This includes training on collaboration, effective communication, and the integration of partner resources into the curriculum. Student-Centered Approach: Our focus remains on the holistic development of our students. We engage with educational partners who align with our student-centered approach, ensuring that partnerships are tailored to meet individual student needs and aspirations. Sycamore Academy has demonstrated current strengths and significant progress in building partnerships for student outcomes. Our strong collaboration, engaging parents, community involvement, data-informed strategies, professional development, and student-centered approach collectively contribute to the positive impact of these partnerships on our students' academic success and overall well-being. We remain committed to fostering even more robust partnerships to further enhance student outcomes in the future.	Based on the analysis of educational partner input and local data, Sycamore Academy has identified specific focus areas for improvement in building partnerships for student outcomes. While we have made significant progress in this regard, we recognize the need for continued refinement and expansion of our efforts to better serve our students and the community. Enhancing Parent Engagement: One key area of focus is to enhance parent engagement in educational partnerships. While we have established communication channels and parent involvement programs, our analysis suggests that there is room for improvement. We aim to develop more inclusive and accessible platforms for parents to actively participate in shaping their children's education. This includes providing workshops and resources that empower parents to become more directly involved in their child's learning journey. Expanding Community Outreach: Our analysis indicates that there are underserved segments of our community that could benefit from increased engagement with educational partners. To address this, we plan to expand our community outreach efforts. This may involve targeted outreach initiatives, partnerships with local community organizations, and improved communication to ensure that all families are aware of available educational resources. Data-Driven Decision Making: Sycamore Academy recognizes the importance of data in informing our partnership strategies. We aim to strengthen our data collection and analysis efforts to better understand the impact of our partnerships on student outcomes. This will enable us to make more informed decisions about which partnerships to prioritize, allocate resources effectively, and measure the success of our collaborative initiatives. Professional Development: To maximize the benefits of educational partnerships, we are focusing on professional development for our staff. This includes training in effective collaboration, communication, and integration of partner resources into the curriculum. We believe that well-prepared educators are essential for the success of any partnership aimed at improving student outcomes. Alignment with Student Needs: Sycamore Academy is committed to ensuring that our partnerships align closely with the unique needs and aspirations of our students. Through our analysis, we have identified areas where further customization and tailoring of partnerships are necessary to address individual student needs more effectively. Sycamore Academy's focus areas for improvement in building partnerships for student outcomes include enhancing parent engagement, expanding community outreach, emphasizing data-driven decision making, providing professional development for staff, and aligning partnerships with student needs. We are dedicated to continuous improvement in these areas to foster stronger partnerships that positively impact our students' academic success and holistic development.	Based on our analysis of input from educational partners and local data, Sycamore Academy is unwavering in its commitment to enhance the engagement of underrepresented families within our community, particularly in the context of nurturing partnerships for improved student outcomes. We deeply value the principles of equal opportunity and inclusivity within the realm of educational collaborations, and we are resolute in addressing any needs that exist in engagement levels. Ensuring Accessibility: Our first priority is to ensure equal opportunity for access to resources and support for all families. This encompasses initiatives such as providing translated materials, conducting information sessions in multiple languages, and guaranteeing that technology and internet access are readily available to all families. Our aim is to eliminate any disadvantages stemming from resource limitations. Fostering Community Partnerships: Sycamore Academy is committed to fortifying its relationships with local community organizations that have already established connections with underrepresented families. Collaborating with these trusted community partners will enable us to reach families who may not be as engaged through conventional school channels. These partnerships may involve joint events, workshops, or support services, all designed to heighten levels of engagement. Listening and Valuing Input: We firmly believe that active listening is paramount for continuous improvement. Sycamore Academy is in the process of implementing dedicated feedback mechanisms meticulously designed to capture the perspectives and suggestions of underrepresented families. By genuinely valuing their input and taking concrete actions based on their feedback, our goal is to foster a sense of ownership and partnership within our educational community. Celebrating Family: Our school community thrives on the rich tapestry of backgrounds and traditions that each family brings. To underscore our appreciation for this diversity, Sycamore Academy will actively promote events and activities that highlight and celebrate the unique qualities of our students and their families. This approach is instrumental in cultivating a profound sense of belonging and pride within our institution. Sycamore Academy's commitment to enhancing the engagement of underrepresented families in our educational partnerships is unwavering. Through a combination of targeted outreach, culturally responsive practices, enhanced accessibility, community collaborations, feedback-driven improvements, and the celebration of our diverse community, our ultimate objective is to foster a more inclusive and equitable educational environment where all families actively participate in forging partnerships that elevate student outcomes.	Sycamore Academy has demonstrated notable strengths and made substantial progress in seeking input for decision-making, as evidenced by our analysis of educational partner input and local data. This core aspect of our educational approach reflects our commitment to transparency, inclusivity, and collaborative governance. Strong Stakeholder Engagement: One of our significant strengths is the robust engagement of stakeholders in the decision-making process. We actively seek input from a diverse range of educational partners, including parents, teachers, community members, and students. Their insights and perspectives are highly valued and have contributed to more informed and equitable decisions. Transparent Communication: Sycamore Academy excels in transparently communicating our decision-making processes and outcomes. We provide accessible information to all stakeholders through various channels, including regular meetings, newsletters, and our school website. This transparency fosters trust and ensures that everyone is well-informed about important matters. Data-Informed Decision-Making: Our commitment to data-driven decision-making is evident in our practices. We collect and analyze relevant local data to inform our decisions. This includes academic performance data, attendance records, and feedback from stakeholders. Data-driven insights guide us in identifying areas of improvement and making informed choices that benefit our school community. Student Involvement: We recognize the importance of involving students in decisions that affect their educational experience. Sycamore Academy has implemented strategies to seek input directly from students through surveys, advisory groups, and School Site Council. This inclusion empowers students to take an active role in shaping their education. Responsive to Community Needs: Sycamore Academy's decision-making processes are adaptable and responsive to the evolving needs of our community. We actively solicit input on emerging issues and challenges, allowing us to pivot and adjust strategies as needed to address the concerns of our stakeholders. Inclusive Decision-Making Structures: Our school has established inclusive decision-making structures, such as school site councils and parent-teacher associations, which provide platforms for diverse voices to be heard. These structures facilitate collaboration and ensure that decisions reflect the input of our entire school community. Sycamore Academy's current strengths and progress in seeking input for decision-making are marked by robust stakeholder engagement, transparent communication, data-driven practices, student involvement, responsiveness to community needs, and inclusive decision-making structures. These strengths underscore our commitment to fostering a collaborative and inclusive educational environment where input from all stakeholders is valued and contributes to informed and equitable decision-making processes.	Sycamore Academy has carefully analyzed educational partner input and local data to identify key focus areas for improvement in seeking input for decision-making. While we have made significant strides in this regard, continuous enhancement of our processes is essential to ensure that we foster even greater inclusivity, transparency, and responsiveness in our decision-making practices. Enhanced Diversity of Perspectives: One primary focus area is broadening the diversity of perspectives included in our decision-making processes. While we have engaged a range of stakeholders, we recognize the need to ensure that all voices, including those from every community, are consistently sought and valued. To address this, we will implement targeted outreach strategies to encourage greater participation from all groups. Student Involvement: We intend to strengthen our efforts in involving students more directly in decision-making. While we have established mechanisms for student input, we aim to make these structures even more impactful. We will explore opportunities for student-led initiatives, advisory roles, and regular surveys to capture the evolving needs and aspirations of our student body. Streamlined Feedback Mechanisms: To enhance the efficiency of our feedback mechanisms, we plan to streamline and centralize input collection processes. By creating a more user-friendly and accessible platform for stakeholders to provide feedback, we aim to increase the quantity and quality of input received. Improved Communication: Clear and consistent communication regarding decision-making processes is crucial. We will focus on improving our communication strategies to ensure that stakeholders are well-informed about opportunities to provide input, the status of decisions, and the impact of their contributions. Data Utilization: Sycamore Academy recognizes the value of data in decision-making. To enhance this aspect, we will invest in tools and training to better collect, analyze, and leverage data in our decision-making processes. This includes using data to identify emerging trends and needs within our educational community. Community Engagement: Strengthening partnerships with local community organizations and agencies is another priority. Collaborating with these entities will allow us to tap into additional resources and expertise to inform our decisions and better serve our students and families. Professional Development: Continuous learning is vital for all stakeholders involved in decision-making. We will provide professional development opportunities for staff, parents, and students to improve their capacity to contribute effectively to the decision-making process.	Sycamore Academy is committed to improving the engagement of underrepresented families in our decision-making processes based on the analysis of educational partner input and local data. We recognize the vital importance of including diverse voices to make informed, equal opportunities, and inclusive decisions that benefit our entire school community. Here are our strategies for enhancing the engagement of underrepresented families: Family Responsive Outreach: To ensure that underrepresented families feel valued and heard, we will implement appropriate responsive outreach efforts. This includes translating communication materials into multiple languages commonly spoken by our diverse families. Additionally, we will hold information sessions and meetings that respect various cultural norms and schedules. Targeted Engagement: We will identify specific underrepresented groups within our school community and tailor our outreach efforts to their unique needs and preferences. This may involve forming focus groups, conducting surveys, or organizing meetings specifically designed to gather input from these families. Accessible Platforms: Sycamore Academy will maintain user-friendly, accessible platforms for input submission and feedback collection. Families will have multiple options for providing input, including online surveys, in-person meetings, and suggestion boxes. We will ensure that these platforms are accessible to all, regardless of technological limitations. Regular Updates: We will provide regular updates to underrepresented families about the status of their input and how it has influenced decisions. Transparent communication will be key in demonstrating the impact of their contributions. Family Engagement Events: Sycamore Academy will organize family engagement events that not only seek input but also celebrate the diverse talents and cultures of our families. These events will provide opportunities for families to interact with school staff and fellow parents, fostering a sense of belonging and partnership. Partnerships with Community Organizations: Collaborating with local community organizations that have established connections with underrepresented families will be a cornerstone of our engagement strategy. These partnerships will allow us to leverage existing networks and resources to better reach and involve underrepresented families. By implementing these strategies, Sycamore Academy aims to create a more inclusive and welcoming environment where underrepresented families actively participate in the decision-making processes that shape our school community. We are committed to continuously assessing and refining our efforts to ensure that every family's voice is heard and valued.	4	5	5	5	5	4	5	4	5	5	4	5	Met		13JUN2023	2023
36103630140012	Entrepreneur High Fontana	3	LEA has directed schools to send monthly newsletters to parents informing them of all activities and school updates. The school has monthly activities to build relationships with parents and students.	The current focus area for improvement is the sustainability of the monthly newsletter, activities, and communication with parents.	The school facilitates monthly and quarterly educational partner meetings specifically for our African American (AAPAC) and Latino (ELPAC) parents (our largest demographic). During these meetings, the council/committee reviews student achievement data and makes decisions and recommendations to improve practices. The LEA has implemented the following based on meeting outcomes:  - Adoption and implementation of Elevation a software program that will allow for greater support and teaching learning strategies to improve language acquisition and development of EL students.  - Adoption and implementation of student organizations that will focus on student leadership, SEL support, and college and career readiness activities and events  - Adoption and implementation of test preparedness course offerings during non-instructional blocks	75% of students passed all of their classes in the 22-23 school year, this is evidence that our strategy and attention to this outcome is primary in our focus. Parents' primary concern is that their students are successfully passing their classes.	We are constantly improving protocols for reaching the “unmotivated” student. We have many clubs and sports which students and parents attend. We have significantly improved the number of mental health professionals to support our students.	Our communication protocols - newsletters, parent meetings, texting with parents when students do not complete an assignment - have proven fruitful. 75% of all students passed all of their classes during the 22-23 school year and we expect the same or better for the 23-24 school year.	Administrators meet once to twice per month as a whole including weekly check-ins with LEA to gather data and include all in the decision-making process.	Improvement is made through our weekly check-ins and monthly meetings, principals are always asked, ‘What can we do better?”	The majority of our demographics are underrepresented families, attention to this group is always first and foremost in our strategic planning.	4	4	3	4	3	3	4	3	4	4	3	4	Met		10JUN2023	2023
36103633630761	Excelsior Charter	3	Excelsior Charter Schools works together to provide the best education for the student. Excelsior offers a variety of methods for accomplishing this task. Students benefit most from having the entire family and school working together for the student’s education. Educational Team meetings consist of the student, parent/guardian and the facilitator (teacher) and are held at a minimum of once per month, or more frequently based on individual student needs. The goals of these educational team meetings are to first and foremost establish a professional and meaningful relationship and rapport with the student and their family. Educational team meetings also consist of reviewing academic progress, goal setting, Personal Life Plan driven focus, and facilitation of resources for both academic and social emotional support.	Educational team meetings have evolved post COVID to include the ability for parents to attend and participate through online conferences or via teleconference.  The increased flexibility in attendance offerings has demonstrated a lower level of participation overall than in prior years.  A ramp up effort is in effect to increase in-person meetings to ensure clear and constant communication amongst all stakeholders within these meetings.	Excelsior Charter Schools requires all students and guardians to participate in educational team meetings throughout the academic school year.  Additional targeted meetings are increased for any students or student populations where monthly meetings are not enough.  Flexibility for these meetings are allowed to occur through teleconference but only as a last resort.  Additional supports are available through dedicated support staff, translation, focus group meetings, and small-group focused workshops.	The educational team meetings that support family relationship building also carry over to building partnerships for student outcomes. The incorporation of the family, teachers, counselor, and facilitator provide an opportunity to tailor the student's Personal Life Plan for the future. Their academic plan is built upon enrollment and continuously reviewed and maintained to ensure positive student focused outcomes.  Excelsior Charter Schools has also created strong relationships with community colleges such that many students in grades 7-12 are now completing college credit classes both on campus and online.  Community college classes are taught at specific Excelsior campuses with both college and Excelsior staff.  These courses provide high school credit towards graduation and college credit towards their academic major.  The participation in these classes has continued to grow year over year.	Increasing student partnerships at additional community colleges is the primary focus tied to improving student outcomes.  Ensuring all Excelsior students have equitable access to their local community college is a priority for the school.	Reviewing semester enrollment and completion data by student group and demographic is the primary focus to ensuring equitable access and success within college classes.  Targeted support for underrepresented families through frequent check-ins and monitoring of attendance and grades happens throughout each academic college term.  Reviewing this data alongside the students academic performance with their Excelsior courses ensures the students are being successful within both sets of courses	Excelsior Charter Schools (San Bernardino County) and Excelsior Charter Schools Corona Norco (Riverside County) conducted a collaborative and inclusive WASC self-study process during the Spring and Fall of 2021 to prepare for the WASC visit in February of 2022. This process ensured a quality self-study involving all stakeholders to equitably support high quality student achievement, evaluate the effectiveness and measurement of the Schoolwide learner outcomes, ensure safety, analyze the California Dashboard and local indictors to impact the alignment of the schoolwide action plan, SPSA, LCAP and WASC goals.  Excelsior has a strategic advantage when conducting the self-study due to our strong, annual Strategic Planning Process. Under new leadership, Excelsior conducted our strategic planning process with the addition of Formal Site visits. These visits are the vessel to ensure inclusion and participation of all stakeholders in the strategic planning, LCAP, SPSA and WASC self-study process, simultaneously.  Each school site receives two Formal Site visitations annually (one per semester). The team for Excelsior’s Formal Site visits is comprised of the Superintendent, Area Director(s), the principal of the campus being visited, and a guest Principal to observe. The formal visitation team can also include Teachers, Cabinet members, Community members, Board members, Parents and other staff as appropriate.  During the Fall 2022 Formal Visits, the team conducted classroom and campus observations and formalized the feedback using DigiCoach. DigiCoach allows documentation of observable student/teacher behaviors and the ability to give timely, written feedback to the observed teacher to support effectiveness and job satisfaction. Following the observations, the team ate lunch with students to conduct the student focus group meeting. At the end of the day, the team met with the staff focus groups followed by the parent/community focus groups that evening via Zoom to encourage broader participation. Student and staff focus group meetings were held at separate times. During the focus group meetings, the team reviewed the WASC visiting committee critical areas for follow-up and asked for input and feedback on the school’s effectiveness in addressing these critical areas.  The Formal Visits were used to discuss Excelsior’s school program effectiveness, schoolwide learner outcomes, preliminary student learner needs, site safety, teaching/learning, professional development and overall strengths and areas of growth. The Formal Visits ended with asking each stakeholder to complete their respective survey (certificated, classified, student/parent). The surveys were sent to all stakeholders, even those who were not in attendance for the formal visit focus group meetings. This ensured equitable access and participation in the surveys among as many stakeholders as possible.	The frequency of the formal visits by site are not frequent enough.  Additional visits are necessary to respond and react to the needs of the site, students, and stakeholders.  Increasing these visits to once every 30 days is necessary to ensure timeliness of action necessary.	Frequent review of student achievement data is disaggregated to ensure equitable inclusion of all student group stakeholders.  Targeted advertising and recruitment of underrepresented families is a primary focus to ensure equitable participation in relation to Seeking Input for Decision-Making.	5	5	5	5	5	5	5	5	4	4	4	4	Met		13JUN2023	2023
36103636111918	Desert Trails Preparatory Academy	3	Based on input from educational partners, most parents are happy with the communication they receive regarding their child's academic and behavioral progress. Most parents expressed that they are aware of our PBIS and SEL programs and feel the school is utilizing these to help scholars learn appropriate ways to resolve conflicts. They feel that our staff is friendly and that the teachers at DTPA care about their children’s well-being. Our parents are happy that they can meet with the teachers in person this year and are excited about more activities being included for scholars in which parents can participate and volunteer.	DTPA has taken strong consideration of the recommendations made by our educational partners for improving scholar learning, social-emotional support, and educational opportunities. Based on this feedback's analysis, DTPA will focus on the following aspects to improve the school climate and academic achievement. These goals include providing high-quality education and interventions, regular monitoring and analysis of data, ensuring a safe and welcoming learning environment, and supporting the social-emotional needs of staff and all learners. The school will continue providing opportunities for educational partners to be involved in school activities and keep open communications with school personnel.	At Desert Trails Preparatory Academy, we will continue to increase the involvement of educational partners in school activities. We will continue to provide in-person conference opportunities between parents and teachers. Family nights will also be held so that the school’s mission and vision can be shared with educational partners, and they can be informed about how they can support the school’s mission, vision, and goals for scholars. Parents will receive information about the PBIS and anti-bullying programs to be informed and help support these programs with their scholars at home.	Based on the input from educational partners, they feel that there is sufficient communication from teachers about their scholar's academic progress. They think that Desert Trails Preparatory Academy provides a high-quality educational program. The data suggests that the school appropriately challenges scholar and promotes success for all scholars.	At Desert Trails Preparatory Academy, we will continue to include educational partners in the education of our scholars by providing ample communication about academic achievement between the school and home.	The school will continue to provide quarterly reports for families, outlining the academic progress of scholars and providing parents with examples of how they can help their scholars be successful. Parents will continue to be able to communicate with their scholars' teacher as needed to monitor progress toward learning goals. In-person conferences will be held three times yearly (or more often as needed) to connect school and home and support underrepresented scholars and their families.	Educational partner input and local data indicate that the processes we have in place are adequate for gathering input for decision-making. Parent surveys and the school's open-door policy allown partners to be valuable in the decision-making process. Parents are aware of the opportunities available to them to provide input.	Educational partners are very involved in the decision-making process. More opportunities will be presented for educational partners to provide input through meetings with teachers and administration.	Desert Trails Preparatory Academy will continue to collect input annually from our educational partners, providing ample opportunities for families to voice their ideas, concerns, and constructive comments. Parent groups will also be invited to provide input through parent meetings.	4	5	5	5	5	5	5	5	4	4	4	5	Met		15JUN2023	2023
36675870000000	Adelanto Elementary	3	The district's LCAP goal number 3 is Parent, Family, and Community engagement. We have been working to strengthen our collaborative partnership for the benefit of our students. Each school also has this goal implemented in their school plans. We have increased the LCAP stakeholder meetings to monthly in addition to DELAC, DAC and school-based parent engagement meetings. All stakeholder meetings are held in a hybrid manner and in different Trustee areas.	Our goal is to increase attendance and participation of parents, families and community in all district events and surveys/feedback. We are increasing marketing, attention to in-person connections and contact by getting to the schools in the morning and afterschool to ask questions with ipads for ongoing and consistent feedback through the school year. We are investing in more formal parent engagement classes with PIQE and also increasing numbers for ESL classes.	AESD is being intentional about making sure stakeholder meetings are in all Trustee areas. We have invested in a districtwide communication tools, ParentSquare to reach out and make calls. We have additionally invested in ipads and going to all school sites throughout the year to ask parents at pick up and drop off for survey feedback.	AESD implemented monthly LCAP stakeholder meetings. This has allowed parent feedback all year long in all areas of academic achievement, culture and climate and also parent/family and community engagement. These meetings are in addition to DAC, DELAC and site-based meetings for parents. In addition, each site has a plan in which to engage families through the year.	Partnerships are vital to our district. We understand the need to work collaboratively with the students' parents and families to build a solid and robust foundation for success. Our focus area is to continue to foster relationships to support the whole child whether it is academic, social-emotional or resources for the family.	Our district will continue to market and reach out resources to families and work to continuously obtain the parents' voices throughout the year through our new parent engagement meeting calendar model. It is our intent to collaboratively work with parents to support the success of students and meet the needs of our entire community.	We have implemented a robust Parent Engagement Calendar and included this goal in our LCAP and school plans. Each site has a plan for parent engagement in their school plans, which must be submitted to the district. Additionally, we have implemented Google which allows us to have a master calendar that shows all parent and community events from a district level. Our cabinet team and superintendent, and the board attend as many events as we can. ParentSquare communication tool has allowed us to increase marketing and available resources and supports to families on an ongoing basis. The use of social media has also allowed us to increase our audience through Facebook, Instagram and Twitter.	Our goal is to continue to implement and reach out to parents, families, and the community, focusing on obtaining feedback to support our students to achieve academically and socially-emotionally. We intend to be creative to help in the obtaining of feedback and supports to our families whether in person, online, through surveys and other parent/family engagement events. We are also making sure times are in the evenings so that most families are able to attend.	We intend to continue to utilize ParentSquare, in-person meetings, and varying locations to include all trustee areas to make sure that all families are represented in the plans moving forward. We want to focus our work to make sure that all students and families see themselves in the plans moving forward from the district to the site level.	4	5	4	5	5	5	5	5	5	5	5	5	Not Met			2023
36675870128462	Taylion High Desert Academy/Adelanto	3	Taylion High Desert Academy believes that successful collaborative relationships with families have a positive impact on student learning and achievement. School-Family partnerships are a focus from the beginning of the year. Teachers reach out to all parents and families with letters and orientations before the start of the school year to welcome them back or to welcome them for the first time. Throughout the school year, families have several opportunities to engage in conversations with teachers regarding their child’s progress, strengths, and areas of need. Meetings with families and parents are translated when needed, as is written communication. One area for improvement is to continue to work to increase attendance at parent meetings so that all parents and families receive key information.	Efforts to build and engage in partnership with parents/guardians for student outcomes have yielded successes, but there is significant room for improvement. To increase communication with families, Taylion intends to invite parents/guardians to various student activities (i.e. student government, workshops) for their participation as well as input.  Additionally, Taylion will be hosting various awards ceremonies and other family events with the intention of engaging a stronger bond between all educational partners.	Taylion High Desert Academy is taking several steps to engage underrepresented families.  A closer look at Taylion’s website has been takes and upgrades are being done to provide a more user-friendly enrollment platform for all applicants.   Within the hiring process, bi-lingual applicants are being hired to ensure translators on site for EL families. A wider variety of field trips will be planned to offer students experiences not otherwise available.	Taylion’s staff has a deep appreciation for the importance of parent involvement. Opportunities for engagement occur at orientations, parent conferences, Back to School Night, as well as monthly meeting with all homeschooled families. Staff at each of our school sites provide welcoming environments for all families in our community. Student Success Coaches (SSC), lead teachers, administrators, and enrollment team staff communicate regularly with families. Parents/guardians are encouraged to ask questions they may have regarding what specific ways they can help support their child. Student Study Team meetings provide support for children who are not meeting expected goals. These meetings include parents and recommendations are provided to both the SSC and the parent for strategies specific to the demonstrated need. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared. Additionally, Taylion celebrates its students and families with Kindergarten and 8th grade promotions as well as High School Senior graduation.	Taylion High Desert Academy will continue to implement the effective strategies in place which support partnerships for student outcomes.	Feedback specific to underrepresented families is sought out via parent surveys. To ensure their active engagement, care is taken to ensure there is representation on the Taylion advisory committee (TAC). Throughout the 2023-24 school year, Taylion High Desert Academy will focus on increasing opportunities to hear their input as well as all families’ feedback.	Educational partners including teachers, students, parents, leadership, and board members engage in meaningful dialogue and provide input to Taylion’s strategic planning through groups including Board Meeting, Taylion Action Committee, staff meetings, and student government meetings. Parent input and involvement in the development and annual review of school wide objectives occurs via participation in scheduled meetings and surveys as well as focus group sessions.	During the 2023-24 school year, Taylion High Desert Academy will be engaging its educational partners as a new long-range strategic plan of inclusion and input is developed. During this process, Taylion will ensure feedback from all groups, including those that are underrepresented to inform the development of this plan.	Taylion High Desert Academy works with leadership and staff to discuss the purpose of advisory groups, topics to cover, and ways to empower families to be active participants in these decision making groups. Opportunities to give input on policies and programs will be provided to all families through meetings such as general parent meetings, school events, and committees. Taylion will continue to work on creative strategies to include parents and families directly to understand their role in decision making and school governance while also striving to increase the quantity of families that engage in this important feedback. These opportunities will be offered at both on site and virtual meetings as well as through surveys.	4	4	3	4	4	4	4	3	4	4	3	4	Met		15JUN2023	2023
36675950000000	Alta Loma Elementary	3	The data indicated that most of the perceptions of our educational partners in building relationships were positive. Amidst the trials of the pandemic, the Alta Loma School District has maintained strong relationships with staff, students, parents/guardians and the community. The District takes pride in providing various opportunities for educational partners to engage at the District and site levels. Beginning with the 2022-2023 school year, the District increased and expanded opportunities for parent/community communication and participation in areas such as Superintendent Newsletter, Superintendent Community Cabinet, Parent Leader Group, State of the District community events, Family Engagement Series, Student Advisory, Coffee with the Principal, GATE Parent Meetings, Math Festival Nights and continuing with others such as School Site Council, LCAP Advisory Committee and DELAC.  The District continues to utilize parent ambassadors at our Title I sites and intends to expand this opportunity to each school campus to strengthen partnerships. All schools have strong PTA support, and parent volunteers. Our schools take pride in working together to create family-friendly monthly activities that build a positive culture and climate within their communities.	Based on input and local data, there is always room for improvement when it comes to building partnerships and engaging with schools, staff, and families. The Alta Loma School District continues to be focused on increasing parent engagement attendance and ensuring that all demographics and student groups are represented in District and site meetings.	The Alta Loma School District recognizes the need to improve the engagement of underrepresented families. For the 2023-2024 school year, the District is working to ensure these families have the opportunity to provide input in decision-making that is equally and fairly represented in parent and community groups such as Superintendent Community Cabinet, LCAP Advisory Committee, and School Site Council. As mentioned in question 1 above, The District also intends to expand parent ambassadors at our Title I sites at each school campus to serve as a community liaison in efforts to strengthen partnerships and provide additional support to our families in need.  Furthermore, the district is committed to addressing a specific student group determined through the differentiated assistance process, which is to more effectively connect and support our foster youth families and those experiencing homelessness. The District is taking extra steps to monitor and support these students and families. For example, the District has developed a Foster Youth Support Committee, provided training for school staff on how best to work with and meet the needs of this population, and is developing a mentoring program to further support these students.	The Alta Loma School District and all school sites take pride in building partnerships with families, local businesses, communities and faith-based organizations. Each site provides various opportunities to engage with parents such as back to school nights, coffee with the principal, parent conferences and open house opportunities. Each site also has a strong and active Parent Teacher Association (PTA) who actively seeks community partnerships to support fundraisers and provide various student and family activities throughout the year.  In the summer, the District provided expanded learning opportunities and partnered with local agencies to enhance student learning opportunities in areas such as art, dance and music.  Furthermore, each year the District works with various community groups and local non-profit organizations, to provide students and families experiencing financial struggles or basic care needs. Together, we provide much needed resources such as access to food banks, shelters, clothing closets, health services and transportation.	The Alta Loma School District's next step is to continue to seek and build partnerships to develop a community schools/ collective impact approach where all educational partners work together and align resources for the greater good of students, families and community.	Furthermore, as part of the 2023-2024 community engagement plan, the District is providing relevant parent learning opportunities to families on a monthly basis. The District moved away from an annual Parent University event to a Family Engagement Monthly Series focused on building school and family relationships, as well as providing pertinent information and guidance to parents. These learning opportunities will support the broader community, specifically students with social-emotional, behavioral, and academic needs. Topics for each session vary based on local context, student needs, and parent requests. Topics include but are not limited to, accessing and monitoring grades, assisting students in the home academically, accessing Google Classroom, parenting in a digital world, and safety.	Providing students and educational partners an opportunity to voice and give input in the decision-making process is a priority for the Alta Loma School District.  The District values the opinion of students, parents, educators and the community  and provides a variety of ways, including in-person and virtual, to engage in the decision-making process.   These opportunities include:   - District: LCAP Community Engagement, District English Language Advisory Committee (DELAC), Superintendent Community Cabinet, Student Advisory, parent focus groups and digital surveys. -  Site level: School Site Council (SSC), English Language Advisory Committee (ELAC), Parent Teacher Association (PTA), Back to School Night, Coffee with the Principal, and student-led committees, clubs and organizations.  - Staff: Monthly collaboration meetings, surveys, focus groups and special committees including those listed above and others such as, but not limited to, Curriculum Council, Curriculum Adoption, Leadership and Safety Committees.	In terms of decision-making opportunities, the data revealed that  87% of elementary parents, and only 74% of junior high schools feel their school encourages parent involvement and 66% of elementary and 56% of junior high parents feel they have a say in the decision-making process. As a result of this data, junior high schools are focused on improving communication, engaging parents further and working to increase decision-making opportunities.	The Alta Loma School District is committed to reflecting, reviewing input and evaluating data in order to determine and improve areas of need.  The District recognizes the value of educational partners and will continue to strive in expanding opportunities to engage and seek not only input from those identified in our data as underrepresented, but ensure this population is fairly represented in our current committees and develop new and creative avenues to provide input.	5	5	4	5	5	5	5	5	4	4	4	4	Met		14JUN2023	2023
36676110000000	Barstow Unified	3	The strengths BUSD enjoys that are related to building partnerships for student outcomes include a robust Local Control Accountability plan that focuses heavily partnerships for student outcomes as well as fully functioning school site councils at all school sites along with free standing English Language Learner Advisory councils that each meet 5 times a year. These meetings consist of allocation of funds tied directly to student achievement, recognition of student achievement, parent/staff/student input on programs and long range planning, etc. BUSD schools have made steady progress in building these partnership with a renewed focus that is centered on data, program alignment, and accountability. Through the data disaggregation our educational partners have expressed a need for our district to focus on the needs of the whole child. This means that developing a fully functioning multi-tiered support system (MTSS) at all school sites is paramount. Because the MTSS model focuses on behavioral, academic, and social-emotional student progress, schools will begin developing the tools necessary to support the whole child during their learning experience at BUSD.	"BUSD's focus areas for improving Building Relationships Between School Staff and families includes Fall and Spring parent nights to invite parents to the school, Community building events through the Superintendent's office to highlight student achievement and solicit parent input, increased public information sharing through the Public Information office, and a new ""Parent Square"" software application that will enable increased communication across the entire district."	"The superintendent's office will hold regularly scheduled parent input meeting targeting at risk groups such as foster youth, African American, and low-socio-economic student groups.  School sites will utilize the ""Parent Square"" software application to communicate directly via a phone app to our underrepresented families with important student progress information, attendance information, and important dates at the school sites."	Barstow Unified School District's commitment to building relationships starts with a concerted effort to increase communication and transparency with the community. BUSD's has experienced progress in this area with the inception of our Public Information Officer position that can be noted in the LCAP. The PIO is tasked with maintaining all district-wide communications about school events, district news, and happening. This information is shared via social media, website postings, e-mails, phone calls, etc. Each school site is required to hold school site council meetings, English Language Learner Advisory council meetings, back to school nights, and other various family activities throughout the year. Each school has achieved each of the required metrics in this area as noted in the LCAP.	BUSD is committed to partnering with parents and guardians to ensure students are achieving and feel safe and comfortable in our school environments.  We will engage in many opportunities to support student outcomes such as  parent conferences, student study teams , Individualized Educational Plan meetings, School site councils, English Language Learner committees, School Attendance Review Board Meetings, School attendance review team meetings, live and automated phone calls home and utilization of Parent Square.  Parent Square is a one stop shop for all important information as it relates to school happenings, individual student progress, attendance, 2-way communication between school and home, and much more.	BUSD and each of its schools are launching district and school-wide Multi-Tiered Systems of Support (MTSS) models to support students in academic, behavioral, and social-emotional growth at school.  Through the MTSS process the district and each of the schools will look at data to make informed decisions about 3 levels of intervention that will be needed to address student outcomes.  Tier I supports which includes 85% of the student population will be addressed with interventions that will have an affect on most of the the student population achievement.  Tier II supports which includes 10% of the student population will be addressed with interventions that will have an affect on a smaller student group with more intense support.  Finally, Tier III supports will be addressed with interventions that will affect a very small group of students with individualized supports.  For the underrepresented families, the students who fall in one of the three categories of support, the MTSS team will design opportunities for input and collaboration on the types of supports that will best meet the needs of students.  The MTSS teams will include a parent representative to ensure decision for intervention supports include their input.	BUSD's strengths and progress in Seeking Input for Decision-Making includes a fully functioning LCAP Committee that meets to discuss data & trends as well as a Measure F oversight committee that reviews financials and gives input on our facilities bond projects, and fully functioning and robust school site councils, English Leaner Advisor Councils, and a District English Leaner Advisor Councils. BUSD has also made significant progress with the inception of a school climate and culture advisory council. This educational partner group has begun the work of supporting school based positive behavior support intervention teams with data filled discussion and guidance. Although this group is fairly new, it has already made great strides in offering insight and ideas for how to reach our students who are struggling with behavior issues.	BUSD's focus to improve seeking input for decision-making begins with a renewed effort to communicate with our families at opportune times during the school year.  These opportune times would include the early winter release of the California dashboard that launches the collaborative work of reviewing the current district LCAP and beginning conversations to develop the next LCAP.  At this time a parent survey will be released to all parents asking for input related to the 8 state outcomes required in the development of the LCAP.  Also. at the school level each site leadership team will solicit partner input to develop the Single School Plan for Achievement (SPSA) in late Spring.  The SPSA is required to address specific student needs at the school but also align with the goals and actions found in the district LCAP.  As the development of the 2024-2027 LCAP ensues, BUSD will be required to ensure that a goal for each school site, specific to its students is included in the plan.  As part of the SPSA development and Title I requirements, each school will administer a Title I survey to solicit partner input as well as hold an annual Title I parent meeting to inform partners of the results of student achievement for the previous year, the SPSA for the current year, and other pertinent information.	"Barstow Unified School District will improve the process for seeking input from underrepresented educational partners by revamping the parent advisory committee to include representatives from this group.  This parent group is vital to the development and monitoring of the BUSD Local control accountability plan.  This is a year long effort that includes educational partners from the district, each school site, and the community.  Also, this group includes student representatives from the secondary school sites.  Through a process of collaboration and data disaggregation, the LCAP is formed by addressing ""all student"" needs and ""unduplicated count"" student needs.  By reviewing Title I survey data, and LCAP survey data, this group will engage in discussion and decision-making activities to ensure underrepresented educational partners' voices are represented."	3	3	3	3	3	3	3	3	3	3	3	3	Met		27JUN2023	2023
36676370000000	Bear Valley Unified	3	BVUSD has always held to a policy that welcomes all educational partners to the table. Multiple opportunities are made available for input at LCAP Committee meetings, Parent Advisory groups (School Site Council, Booster clubs, District English Learner Advisory Committee [DELAC],  site English Learner Advisory Committee [ELAC]); educational partner surveys throughout the school year, as well an an open door policy at the site administration and district administration levels. Students are involved in adding input for the LCAP during classroom presentations. Listening to and accepting all input is a strength in BVUSD.	As our English Learner population continues to grow, that has become a focus area for the district.	To engage the underrepresented English Learner families, continued outreach is taking place at the sites. To better inform and engage our EL families, personal phone calls are made by bi-lingual aides to invite parents to the DELAC/ELAC meetings. A new element has been added to these meetings by providing a time when families can stay after the traditional meetings for more information on the educational process in schools in the United States, how to navigate the Student Information System, grading practices, classroom expectations etc. As well, a question and answer time is reserved for the end of the meeting. Every effort is made to provide core curriculum in their native language as well as professional development for teachers in how to meet the needs of English Learners. The personal touch of phone calls and one to one conversations appears to be the best route to increased engagement.	BVUSD offers multiple opportunities for partnerships with families to ensure positive student outcomes while giving families information and resources to support student learning at home. Quarterly English Learner Advisory Committee meetings (ELAC), District English Learner Advisory Committee (DELAC) meetings, and School Site Council Meetings are held at each site. Each site also has a Booster club made up of volunteer parents. At BBHS, there are two groups of parents, Parents in Support of Academics, and Bear Backers who support students on all athletic teams. On Financial Aid Night, scholarships, college finances, and the college application process are discussed to facilitate the partnership between counselors and students as they look at post secondary education. BBHS also offers “Freshman Orientation” to familiarize incoming freshmen with the staff and logistics of navigating high school. In the fall, Elementary and Middle School sites hold parent conferences to discuss the academic progress of students. These opportunities and support for our students serve to strengthen the parent and BVUSD staff partnership.	A challenge regarding parent involvement continues as many of our parents work outside the home and many jobs in Big Bear are seasonal causing certain levels of transiency within local families as well as several families having had difficulty maintaining their jobs and housing during COVID and therefore many had to relocate off the mountain. To continue to build these partnerships, teachers utilized Google Classroom to keep parents and students informed; parents can access a parent portal in our student information system, and many teachers use additional apps that communicate with parents online. Additionally, BVUSD has an app that can be downloaded on a cell phone for site and district updates. We currently have 4740 active users, up from 2792 active users at this same time last year.	To continue to improve the engagement of underrepresented families, multiple opportunities for involvement are offered as listed in prompt 1. Personal phone calls and invitations are extended. Open lines of communication continue to offer time and space for increased engagement of students and their families.	Areas of strength remain our open communication and the creation of welcoming environments. We welcome parent input but the challenge continues to be the direct involvement of parents in decision making. So many families have two working parents or single parent households it is difficult to find the best time and opportunity for involvement and the gathering of input.	The focus area for improvement is to engage and involve more parents in the decision making process. To that end, committees have been set up to gather input on the create of particular curricular decisions. A Parent Advisory meeting, with personal phone calls is scheduled to provide additional venues for input. Principals continue to solicit input during site meetings of School Site Council and Booster clubs.	"To improve the engagement of underrepresented families, personal phone calls are made to specifically invite their participation. As English Learner families are part of this population, interpreters are offered when requested. Multiple surveys are sent out through out the year to gather additional input as to their needs and concerns in both English and Spanish. The English Learner families were personally invited to attend an EL parent information night as well as offered Rosetta Stone. The outreach will continue via in person meetings, surveys, ""coffee with the principals"", and notifications in multiple languages."	4	4	4	3	4	4	4	3	4	4	4	3	Met		21JUN2023	2023
36676450000000	Central Elementary	3	"The results of the district's engagement with educational partners, LCAP surveys, and the CDE self-reflection tool were analyzed to determine the district's current stage of implementation in the area of 'Building Partnerships for Student Outcome.' In 2023, 93% of parent survey respondents 'strongly agree/agree' that parents and families are provided multiple opportunities to be involved in their child's educational experience, reflecting a 3% increase from the previous survey. This signifies significant progress in promoting family engagement within the district.  In 2023, 92% of parent respondents reported that ""parent input is welcomed and respected at Central Schools,"" showing another 3% increase from the previous year. This demonstrates a commitment to creating an inclusive and respectful environment where parents' perspectives are valued and integrated into decision-making processes. These positive trends indicate ongoing efforts to strengthen the partnership between school staff and families, ultimately benefiting the educational outcomes of students."	In order to build and improve communication channels and strategies to ensure that information flows between school staff and families. The following focus areas will support improvement in Building Relationships Between School Staff and Families:  Parental Involvement: Increasing parental involvement in school activities and decision-making processes to foster a sense of ownership and collaboration.  Family Support Services: Identifying and addressing the specific needs of families, such as access to social services, counseling, or academic support, to create a more holistic approach to supporting students and their families.  Data-Driven Approach: Using student data and parent feedback to continually assess the effectiveness of family engagement efforts, allowing the district to adjust strategies and initiatives as needed.  Community Partnerships: Collaborating with local organizations, community leaders, and resources to expand the support network available to families and connect them with valuable services beyond the school environment.  Parent Education: Offering resources to help parents and caregivers understand their child's educational journey, academic expectations, and how to support learning at home.  By addressing these focus areas, our district is working towards building stronger and more effective relationships between school staff and families, ultimately benefiting the educational experience and outcomes for our students.	Based on the analysis of educational partner input and local data, the district plans to improve the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families through the following strategies:  The district will provide administrators with training to enhance their understanding of the backgrounds, values, and needs of underrepresented families. Offering interpreter services to facilitate communication between school staff and families who may face language barriers. This ensures that important information is conveyed accurately. Schools will hosting inclusive community events and workshops that invite underrepresented families to participate and interact with school staff in positive settings, promoting relationship-building. Establishing regular feedback mechanisms, through surveys, parent meetings and advisory committees to solicit input from underrepresented families about their experiences and concerns. This feedback will guide ongoing improvements in engagement strategies.  By implementing these strategies, the district aims to create a more inclusive and welcoming environment for underrepresented families, strengthening the relationships between school staff and these families, and ultimately enhancing the educational experience for all students.	Based on educational partner input and local data, the district demonstrates significant progress in building partnerships for student outcomes. Recent survey results reflect parents' high satisfaction, with over 90% of respondents strongly agreeing or agreeing that they have multiple opportunities to be involved in their child's education.  The district has fostered effective collaboration with parents, community organizations, and local educational partners, creating a supportive network focused on enhancing student outcomes. The district actively engages parents and families in their children's educational journeys, offering multiple opportunities for involvement and ensuring that parent input is valued. Data analysis informs decision-making processes, allowing the district to tailor strategies and initiatives to meet the unique needs of students. The district has implemented Multi-Tiered Systems of Support to provide comprehensive academic and behavior/social-emotional assistance to all students, ensuring equitable opportunities for academic success. These efforts underscore the district's dedication to fostering robust partnerships for the benefit of student outcomes.	Based on the analysis of educational partner input and local data, the district's focus areas for improvement in building partnerships for student outcomes include:  Enhanced Engagement Strategies: Developing more effective strategies to engage parents, community organizations, and stakeholders in meaningful ways to support student success.  Communication Enhancement: Improving communication channels to ensure all relevant parties are well-informed about educational initiatives and can provide valuable input.  Data Utilization: Strengthening the use of data for decision-making, enabling more targeted interventions and support for students.  Teacher and Staff Training: Offering continued professional development to educators and staff to improve their capacity to partner effectively with families and community entities.  Specialized Support Services: Identifying and addressing specific needs within the community, such as access to social services or academic support, to provide a holistic approach to student well-being.	The district will implement targeted outreach efforts specifically designed to reach underrepresented families. This may include personalized invitations, translated materials, and relevant and timely communication to ensure these families feel welcomed and valued.  The district has a dedicated Director of Student and Family Engagement, and dedicated Parent Involvement Coordinators can bridge the gap between the school system and underrepresented families. These individuals will facilitate communication, build trust, and provide support where needed.  The district will ensure that resources and information are easily accessible to all, including underrepresented families. This may involve providing translated materials, offering assistance with paperwork, or outreach efforts working with community resources and organizations.  The district plans to establish feedback mechanisms, such as frequent surveys, to directly gather input from underrepresented families about their needs and concerns. This feedback will inform future initiatives and improvements. It also will be strengthening partnerships with local community organizations that have established trust within underrepresented communities. These partnerships can facilitate outreach and support services.  Curriculum at the school sites promote a cultural diversity and inclusivity within the school environment through events, inclusive education and activities that celebrate the rich cultural backgrounds of all families.  By implementing these strategies, the district aims to create a more inclusive and equitable partnership between the school system and underrepresented families, ultimately enhancing student outcomes and fostering a more welcoming educational environment.	The district's analysis of educational partner input, LCAP surveys, and the CDE self-reflection tool informs decision-making practices. In 2023, 92% of parents reported feeling valued in providing input, a 3% increase from the previous year. These positive trends indicate that parent input is not only welcomed but also actively sought and respected at all schools in the Central School District.  The district is committed to equipping school staff and parents/community members with the necessary training and support for School Site Council (SSC) responsibilities. Collaboration between the SSC and English Learner Advisory Committees (ELACs) at each school plays a pivotal role in shaping the educational program. They inform the development of the Schoolwide Plan for Student Achievement (SPSA) and provide support for English learner programs, ensuring that these initiatives align with the needs of the students.  In line with federal and state law, district-level advisory committees such as the District Advisory Committee (DAC) and the District English Learner Advisory Committee (DELAC) are actively engaged in the decision-making process, contributing to comprehensive planning.  Additionally, the district and school staff recognize the value of gaining insights directly from students. By working with 5th and 7th-grade students, they ensure that young learners have a voice in shaping programs that support their academic progress and social-emotional development.  The district's commitment to inclusivity extends to the LCAP Family Survey process, where the input of foster youth, English learners, and low-socioeconomic families is actively considered and identified. This multifaceted approach to seeking input underscores the district's dedication to making well-informed decisions that benefit all educational partners.	Based on the analysis of educational partner input and local data, the district's focus areas for improvement in seeking input for decision-making. The district is underway to improve communication channels, through Parent Square, making it easier for parents, community organizations, and educational partners to provide input and stay informed about decisions and policies. This ensures that decisions are well-informed by both evidence and community feedback.  Moreover, the district is actively focused on providing family resources to support school climate and attendance. They are creating multiple opportunities at both the site and district levels for families to provide input to support these focus areas. Additionally, a monthly newsletter and short survey is sent to all parents, offering ways to support their child and become involved in their child's education. This year, each school is collaborating with their School Site Councils and parent groups to review and update the Parent Involvement Policy, ensuring that parents feel engaged in the decision-making process. These efforts reflect the district's commitment to inclusive and informed decision-making that benefits the entire educational community.	Based on the analysis of educational partner input and local data, the district has outlined a comprehensive strategy to improve the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making. District and school-level staff and administrators actively participate in school and district-level meetings, ensuring their valuable input is incorporated into the development of programs that support students and families. This collaborative effort enhances the decision-making process. Families with students in Special Education and Gifted and Talented Education programs are consulted throughout the year to gather their insights and perspectives. This input informs how students can be better served in these programs.  In 2023, 93% of parent respondents report that they 'strongly agree/agree' they are provided multiple opportunities to be involved in their child's educational experience, underscoring the district's commitment to inclusive decision-making. The Director of Student and Family Engagement collaborates with Parent Involvement Coordinators at each school site to enhance outreach efforts to underrepresented student groups, including English learners, foster youth, homeless, and low-socioeconomic status families. This collaboration aims to ensure that these families are well-informed and engaged. Administrators are provided ongoing training, resources and support to improve the engagement of underrepresented families at their schools. The District Advisory Committee and District English Learner Advisory Committee consist of parent and community members who represent the rich cultural, racial, ethnic, and linguistic diversity of student groups. These committees contribute to a more inclusive decision-making process.  By improving engagement of underrepresented families, the district aims to create a more inclusive and equitable decision-making process, where the voices of underrepresented families are heard and valued, ultimately benefiting the entire educational community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
36676520000000	Chaffey Joint Union High	3	The District maintains policies and practices that invite and support parent engagement. Currently, Board Policy 1090.1 (School/Community Relations) serves as the District’s parent and family engagement policy. The Policy outlines how the Superintendent, Board of Trustees, and leadership are committed to the following: ? Helping parents develop skills to use at home to support students’ academic efforts and social development. ? Providing parents with techniques and strategies that they may utilize to improve their students’ academic performance and to assist their students in learning at home. ? Building consistent and effective communication between the home and the school, and training teachers and administrators to communicate effectively with parents. ? Integrating parental involvement programs into each school’s master plan for academic accountability. ? Eliciting input from community employers to ensure that current job readiness skills are integrated into the core curriculum. ? Providing regular reports to the community at large regarding the effectiveness of its programs and practices.  These policies lay the foundation for family and community engagement on all sites. To ensure that the District continues to fulfill its vision in ensuring all students graduate college and career ready, it collects valuable data and feedback from its community through a variety of measures. This data helps drive and inform all practices implemented on its sites in order to more effectively develop the capacity of staff, including administrators, teachers, and classified staff, to build trusting and respectful relationships with families; to foster supportive and inclusive school communities, and to create welcoming environments for all families in the community. The District intends for all its schools embrace diversity and provide inclusive spaces where families from various backgrounds feel valued and comfortable. The District commits to supporting staff to learn about each family's strengths, cultures, languages, and goals for their children, and to developing multiple opportunities for two-way communication between families and educators, using language that is understandable and accessible to families. The District is committed to enhancing these communication channels to ensure that all families can engage effectively with the schools.	Based on the analysis of educational partner input and local data, the primary focus area for improvement in building relationships between school staff and families centers on supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. While progress has been made, there is recognition of the importance of deepening the understanding of the diverse backgrounds and needs of families. To address this focus area, the District has implemented a District-wide Family and Community Engagement (FACE) Committee, led by the Director of Community Engagement, to expand the District’s understanding of engaging with its educational partners and creating communities on campus that reflect and value the diverse student populations it serves. The District is committed to equipping staff with the knowledge and skills necessary to forge meaningful connections with all families.Additionally, resources are being invested in facilitating ongoing family engagement and communication. This includes translation services, culturally sensitive materials, and workshops designed to empower families in supporting their children's education. Through these efforts, the District aims to bridge the gap in this crucial aspect of family-school relationships.	The District is fully committed to improving the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families. All families, regardless of background or circumstance, deserve to be active participants in their children's education. To address this, the District is taking several proactive steps: First, the disaggregation of feedback is crucial to understanding which groups are underrepresented in the feedback. Understanding which families and community groups the District is not yet reaching in its efforts to solicit feedback is critical to developing targeted actions. Additionally, outreach efforts will be conducted specifically targeting underrepresented families. This includes personalized invitations to school events, culturally relevant workshops, and dedicated support staff to facilitate communication. There is an understanding that meaningful engagement requires a deep understanding of the unique needs and concerns, and the District is committed to listening and responding effectively.  Furthermore, continuous assessment of policies and practices is necessary to identify and eliminate any barriers that may hinder the engagement of underrepresented families.  The goal is to create an inclusive and equitable environment where every family feels valued and empowered to actively participate in their child's education journey. Through these efforts, the District aims to ensure that all families have a voice in shaping the educational experience for their children.	The District remains committed to improving its partnerships for improving student outcomes – it recognizes that student achievement is most effectively impacted by a reciprocity between its schools and the families and communities they serve. In terms of providing professional learning and support to teachers and principals to enhance their capacity to partner with families, the District is committed to equipping educators with the skills needed to foster stronger connections between schools and families. The District continues to make strides in providing families with information and resources to support student learning and development in the home to ensure that families have access to valuable tools and knowledge that contribute to students' success. Finally, the District desires to support families in understanding and exercising their legal rights to advocate for their students and all students. The District seeks to empower families with the information they need to actively engage in their children's education. Currently, the District provides academic counselors for every student, with specific counselors targeted at supporting student groups who need specialized support, such as English Learners. Additionally, the Assistant Principal of Achievement on campus oversees parent training and information sessions to further enhance partnerships for student achievement. The District provides further trainings and workshops for parents centered on supporting students’ mental health and academic success. The District employs additional outreach staff to provide mentorship and support to foster students, students and families that are unhoused, and unaccompanied youth. The Director of Special Education works closely with families of students with IEPs to ensure that campuses are meeting effectively with these students and their families to ensure alignment of services and supports.	Based on the analysis of a variety of sources of data, the District 's primary focus area for improvement in building partnerships for student outcomes centers on implementing policies or programs on ways to collaborate for improved student outcomes. While the District has taken great strides in that there are ample trained personnel to help bridge these connections as a foundation, there is an acknowledgment of the need for growth in creating structured opportunities for meaningful communication between educators, students, and families. The District holds regular meetings, both in-person and virtually, with EL Families through various trainings held during ELAC, DELAC and school site meetings to provide families support to understand and exercise their legal rights and advocate for their own students and all students.  Topics include School Site Council, ELAC, DELAC bylaws, responsibilities and procedures, ELPACs, CA EL RoadMap Principles, EL Master Plan, Reclassification criteria, Newcomer Program, Path of the EL student, and digital-based parent communication platforms available to support their students.  To further address this focus area, the District is developing strategies and training staff to improve opportunities for outreach, communication, and collaboration across all student groups to ensure that students and their families are informed of how students achieve academically and the systems of support in place. The desire is to create a more collaborative approach to education, ensuring that all stakeholders are actively engaged in the student's growth and success.	Recognizing the importance of ensuring that all families, regardless of their background or circumstances, are active partners in their children's education, the District is fully committed to improving the engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for improving student outcome. The District aims to build trust and establish connections with these families, understanding that meaningful engagement requires a deep understanding of their unique needs and concerns. It will rely on its FACE Committee and other parent groups to further enhance its understanding and gather meaningful data that will allow the District to adapt its practices to more proactively target and engage with underrepresented groups. Furthermore, the District is working to identify and eliminate any barriers that may hinder the engagement of underrepresented families. The District utilizes language services and employs translators to ensure school personnel are equipped to communicate with families and partner. The District employs Community Health Education Workers to target students and families where community barriers are hindering students’ capacity to access the full scope of the educational resources provided.  The goal is to create an inclusive and equitable environment where every family feels valued and empowered to advocate for their students and all students. Through these efforts, the District intends to ensure that all families, especially those who have been underrepresented, have a voice in shaping positive outcomes for students.	The District has made notable progress in seeking input for decision-making. The District has focused on building the capacity of and supporting principals and staff to engage families in advisory groups and decision-making, underscoring the commitment to ensuring that school staff actively involve families in critical decision-making processes. There has been progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making to empower families to take an active role in shaping educational decisions. Finally, the District seeks to provide all families with opportunities to provide input on policies and programs and in implementing strategies to reach and seek input from underrepresented groups in the school community. The District  is actively working to foster inclusivity and gather diverse perspectives in order to provide opportunities for families, teachers, principals, and district administrators to collaborate on planning, designing, implementing, and evaluating family engagement activities at both school and district levels.	Using data across a variety of local sources, the District’s primary focus area for improvement in seeking input for decision-making centers on enhancing the capacity of and support for family members to effectively engage in advisory groups and decision-making. The District is wholeheartedly committed to expanding training and resources to support family members in understanding and navigating advisory groups and decision-making structures. With the arrival of a new LCAP and increased opportunity for comprehensive community engagement, the District aims to provide families with the knowledge and tools needed to contribute meaningfully to educational decisions. Thus, the District is focusing on outreach and communication strategies to ensure that all families, especially underrepresented groups, are aware of and encouraged to engage in advisory groups and decision-making processes.	Improving the engagement of underrepresented families in the collection of feedback is crucial for creating inclusive and equitable educational systems.  The District intends to take a variety of steps to foster engagement across all student groups, but particularly to seek out voices and input from underrepresented families:   Understand the Value of Diversie Input: The District will continue to develop its understanding of the diverse backgrounds and needs of its community, recognizing that different communities have unique cultural norms, languages, and communication preferences. Cultural Competency Training: The District will continue to provide cultural competency training to help build trust and improve communication. Language Access: The District will continue to provide communication materials and feedback mechanisms available in multiple languages to facilitate communication. Multiple Feedback Channels: The District will continue to offer a variety of feedback channels to accommodate different preferences, including meetings, online platforms, and inclusive surveys that are culturally sensitive and inclusive. Personalized Outreach: The District will continue to reach out to families individually through personalized communication, phone calls, or home visits. Inclusive Meetings: The District will continue to host meetings and events at times and locations that are convenient for underrepresented families. Offer childcare, transportation, and meals if possible to remove barriers to attendance. Family and Community Engagement Events and Committees: The District will expand the FACE Committee’s outreach to host events, assist with communication, provide support, and advocate for the families' needs. Feedback Action Plans: The District is committed to acting on the feedback received by sharing the results of surveys and feedback with the community and outline concrete steps the district plans to take in response. Celebrate Diversity: Celebrate and acknowledge the diversity within the district through cultural events, heritage months, and activities that promote inclusivity and respect for all backgrounds. Feedback Loop: The District will annually evaluate engagement efforts and make adjustments based on feedback and changing community needs.   High school districts have unique challenges with improving engagement with all community partners; the District recognizes, however, it is an ongoing process that requires dedication and a willingness to adapt. By taking these steps, the District will work toward creating a more inclusive and equitable educational environment for all students and their families.	3	4	2	3	3	3	2	3	4	3	3	3	Met		14JUN2023	2023
36676780000000	Chino Valley Unified	3	Chino Valley Unified School District (CVUSD) has created a strong connection with parents and families based on the results from the School Quality Survey. 76% of the families indicated that their school offers opportunities for family members to learn about programs and additional learning support for students. The Family Engagement Center (FEC) aligns its practices with Dr. Joyce Epstein’s Six Keys of Involvement and Karen Mapp’s Dual Capacity Framework. The FEC provides information and resources on the developmental stages of learning and the academic expectations for students that will support parents at home such as transitions between milestone grade levels, early literacy, foundational skills, and accessing technology websites that support reading comprehension, writing, and math skills. Each school site has an Action Team for Partnership (ATP) composed of parents, teachers, and administrators. The ATP meets with other school sites at the Family Engagement Center 3 times per year to continue the development of parent engagement and to evaluate the effectiveness of the family engagement programs.	Based on the 2022-2023 District parent survey results, 80% of parents agree and/or strongly agree that the school values input and builds trusting relationships with families. This is a gain of 6% from the previous year’s survey results. The District will continue to focus on developing the capacity of staff to build trusting and respectful relationships with families by improving avenues to offer two-way communication through interactive committees, which also includes student voices, and increase professional development around the use of Parent Square for classified and certificated staff.	1. Increase opportunities where bilingual support is utilized in both written and spoken communication.  2. Bilingual Clerks, Community Liaisons, and HOPE Center staff will reach out to underrepresented families individually to offer support and engage families to offer input into the LCAP. 3. Use Virtual and in-person platforms to accommodate more families.	CVUSD continually builds partnerships to strengthen student outcomes, providing families with information and resources to support student learning and development in the home. 84% of parents agreed with the level of family involvement offered. 95% of the parents agreed that families are encouraged to attend school sponsored activities and 90% of the parents agree that the school keeps families informed of their student’s academic progress, such as using the CVUSD Aeries Parent Portal. 85% of the families agree that the district is developing multiple opportunities to engage in 2-way communication between families and educators using language that is understandable and accessible to families. The District’s Community Engagement Initiative uses this data to target the other 15% by utilizing improvement science to strengthen district programs that will build relationships between staff and families. The District has increased the number of bilingual clerks and community liaisons who are available for families over the last 3 years.  Each year, Action Teams for Partnerships (ATPs) from each school site, consisting of families and school staff, come together to design a Home School Compact, the Parent Family Engagement Policy, and improve parent programs. These documents require collaboration between home-to-school and provide information on family engagement activities that impact student learning and social-emotional growth and development. Grade level teams and department teams at each school site collaborate to develop activities supporting school goals. School Site Councils monitor and provide feedback on the compacts to ensure goals are aligned with the School Plan for Student Achievement and Local Control Accountability Plan.	Based on the 2022-2023 District parent survey results, 73% of parents agreed and/or strongly agreed that students receive the support they need to prepare for the next grade level and/or life after high school. This is a gain of 13% from the previous year’s survey results. The District will continue to focus on implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.	The District will continue to offer families workshops that support transitions between grades. In addition to the District ATP meetings, school sites will hold site meetings to delve deeper into the areas of building partnerships and communication specifically as it pertains to their school site. Efforts will be made to increase the marketing of Homeless and Foster Resources available.	A strength for Chino Valley is the opportunities that exist for families to participate in a variety of advisory groups or decision-making committees such SSC, ELAC, LCAP, DELAC, Curriculum Council, Special Education, and GATE Advisory groups. Parent capacity is built through school and district trainings that promote effective ways for families to engage in decision making processes. All educational partners are welcomed and encouraged by parents and staff to advocate for all students. District survey results indicated that 71% of our families agreed that their school offered opportunities for parents to participate in decision making committees.	Based on the 2022-2023 District survey results, 71% of parents agreed and/or strongly agreed that schools offer opportunities for families to participate in advisory groups on decision making committees. This is a gain of 9% from the previous year’s survey. The District will continue to focus on building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making and implementing strategies to reach and seek input from any underrepresented groups in the school community.	The District will continue to provide school sites with School Site Council training and materials to support building the capacity of engaging families in decision-making committees. Materials and resources such as interpreters and translation services will be provided so that language will not be a barrier to participation in committees. School sites will use multiple platforms and translation services to seek input for decision-making committees. Other improvements will be to work with principals to consider underrepresented groups when choosing representatives to participate in committees and setting up mobile laptop carts in front of schools to encourage parent participation.	4	4	4	4	4	5	4	4	4	4	4	5	Met		15JUN2023	2023
36676780137547	Allegiance STEAM Academy - Thrive	3	Building relationships between school and families is a strength and substantiated by feedback provided by our families.	Increasing family engagement is an identified area of improvement.	Allegiance will improve engagement of underrepresented families through expanding opportunities for families as well as communicating in home languages.	Our families are informed about their student's progress and staff and families meet regularly to discuss student outcomes.	An area for improvement in Building Partnerships for Student Outcomes is in expanding partnerships with 100% of our families.	Allegiance will improve engagement of underrepresented families by communicating in home languages and offering opportunities to meet before, during, and after school hours both in-person and virtually.	Allegiance provides ample opportunities for partners to provide input for Decision-Making including School-Site Council, Principal-led Community meetings, and digital surveys.	An area for improvement is seeking and receiving input for Decision-Making from underrepresented families.	Allegiance will improve engagement of underrepresented families by communicating in home languages and providing families a variety of ways to provide input for Decision-Making.	4	4	4	4	3	3	4	4	4	4	4	4	Not Met For Two or More Years			2023
36676860000000	Colton Joint Unified	3	CJUSD promotes building relationships with parents through increasing opportunities for parent leadership, parent workshops, support for district initiatives, and through various communication efforts at the District and individual school sites. The District and school sites use Parent Square to communicate with parents during the school year. Although there are always minor struggles, we focus on consistent messaging at the district and school site level. In addition, parent meetings were held virtually using the WebEx platform, in-person or blended using both methods.  This allowed the district to continue to offer parent meetings throughout the year and provide much more opportunities for parent input through these blended meetings. CJUSD continues to provide access to parent portal, where parents can give and receive information regarding their student’s grades, attendance and demographic information which allowed for improved communication and better accuracy of data provided.  In addition, CJUSD dramatically increased the use of social media on Instagram, Facebook, and Twitter to provide information to parents and celebrate our successes on school sites and as a District.	The district has applied for Community School Grant and Initiative which will allow partnerships with local and community resources in the county to support parents and families.  Additionally, the Parent Professional Learning Team that began meeting 2nd Semester will make recommendations on how we can support parents and the community with further resources, educational and leadership opportunities.	Based on the analysis of educational partner input and local data CJUSD will work to improve parent engagement by focusing on our underrepresented populations of English Learners, Foster Youth, and Low-income students by implementing the results of our Community Schools Grant, providing for the needs identified from the Parent Professional Learning Team, and working to implement the results of our DELAC Needs Assessment that is conducted yearly.  We will also work to continue to improve communication with parents from both the District level and school site level through our social media platforms and through district approved software programs.	CJUSD promotes building partnerships for student outcomes through various programs and opportunities available to parents and students on sites and through district meetings and events. The District has begun implementing the CJUSD Design Plan where we included parents and community members to help with strategic planning, to rewrite the district vision and key areas of focus as we move forward. The work of the Design Plan includes opportunities for the community to participate including on Professional Learning Teams and other teams that are being developed.  The district supported work on cultural competency and equity through student voice meetings and parent and community meetings designed to provide an opportunity to listen and understand the experiences of our students, families, and employees and areas where we can improve. CJUSD has an extensive college and career readiness program which includes our career pathways and AVID programs to support students’ future success. We continued our career lab course at our middle schools to increase awareness and support for our pathways and continue to look for ways to improve our career pathways and make changes reflective of shifts in the local labor market needs. CJUSD hosts several district events each year to provide resources and opportunities for students and parents to engage in the educational program. We continued to providing opportunities online for parents and students to participate in virtual and in-person College and Career Fairs, Pencil Pen and Brush, Science Fair and Student recognitions. The district provides a nutrition program for all students to obtain meals at no cost. This year the District implemented Expanded Learning across all sites which includes our ASES after school program and 30 extra days during the year where we provide students enrichment and intervention support during non-school days. In addition, parents and community members participate in quarterly Community Cabinet meetings to support the vision of the district and provide feedback to our leaders.	"Based on the analysis of educational partner input and local data, one of the Colton Joint Unified School District's focus areas for improvement are bullying prevention and school safety. 59% of respondents on the LCAP Survey indicated that parents feel safe at school, while 60% of respondents indicate that students feel safe at school. The majority of discipline incidents, specifically suspensions, are related to fighting or physical aggression. Only about 30% of respondents agree that bullying is not a problem. Only 45% of student respondents indicate that students are comfortable talking to school staff. The relationship between students and school staff has lessened, with just 54% of respondents indicating that school rules are fair and 49% of respondents agreeing that students respect the teachers and staff. Continued Improvement of implementing PBIS across all 3 tiers is paramount to addressing positive school culture, preventing bullying, and increasing school safety. CJUSD sites have increased the fidelity of their PBIS implementation during the 2022-2023 school year as evidenced by increased scores on the PBIS Tiered Fidelity Inventory. Implementation of the PBIS framework's bullying prevention modules ""Stop, Walk, Talk"" (Elementary) and ""Expect Respect"" (Secondary) needs to continue to be taught to all students as a Tier 1 intervention. CJUSD will also focus on Restorative Practices and conflict resolution skills for students in order to promote a positive school culture. Finally, CJUSD will continue to focus on teaching and modeling RESPECT to address the concerns related to staff/student relationships and concerns related to safety on campus. The LCAP parent survey also showed the need to improve communication regarding pathway options and an overall understanding of our pathway programs. CJUSD is focused on increasing the career awareness opportunities for elementary and middle school students, and working on promotional and informational material on our high school career pathways to improve the participation of underrepresented families."	Based on the analysis of educational partner input and local data CJUSD will work to improve engagement of underrepresented families to build partnerships for student outcomes by working to improve attendance and engagement in our English Language Advisory Committees (ELAC) and establishing additional African American Parent Advisory Committees (AAPAC) at the site level, increasing participation in the District Parent Advisory Committee (DPAC) and AAPAC at the District level as well as continuing to increase partnerships with local community members at Community Cabinet meetings. In addition, we will work with the Parent Professional Learning Team to work on implementation of their recommendations when finalized.	CJUSD promotes seeking input from parents for decision making through our different parent and community committees. The District completed and has begun implementation of the CJUSD Design Plan where we included parents and community members to help with strategic planning, to rewrite the district vision and key areas of focus as we move forward. The Parent Professional Learning Team has started meeting and will provide recommendations to the District on how we can support parents and the community.  Parent committees at the District include the District Parent Advisory Committee (DPAC), District English Language Advisory Committee (DELAC), African American Parent Advisory Committee (AAPAC), LCAP Parent Committee, Dual Immersion Parent Network (DIPN), and Community Cabinet in addition to specific District parent meetings for GATE and Special Education. Each site seeks input through their School Site Councils and English Language Advisory Committees (ELAC). The LCAP Parent Committee offers parents the opportunity to have input in use of LCAP funds, writing of LCAP Goals and metrics, and review of the actions and services as well as CA Dashboard data as it relates to CJUSD and student success. The district employs a parent manager who has offers online and in-person workshops and webinars for parents to help support their students and to keep parents informed and provide information to the district as changes occur in education programs or options. A focus area for improvement will be to improve participation on parent portal to increase communication regarding enrollment, student information such as grades and the ability to develop processes for better input.	A focus area for improvement will be to improve participation on Parent Square and Parent Portal to increase communication regarding student information at school sites, specific student information such as grades, and the ability to develop processes for better input. The district began full implementation of parent portal a year ago as a way to provide better service for all parents and access to information so decisions can be made in a timelier manner.	The District will continue the efforts to improve engagement of underrepresented families through our Parent Engagement Manager, Community Liaisons, and our ASES/Expanded Learning Manager who partner with schools, parents, and the community.  As we continue to implement the CJUSD Design Plan the Parent Professional Learning Team will partner with our other parent and community engagement groups to support increased input into decision making for CJUSD.	3	4	4	4	3	4	3	3	4	3	3	3	Met		29JUN2023	2023
36676940000000	Cucamonga Elementary	3	CSD continues to work with parents to support student and family needs. Our district uses a variety of resources and tools to continuously build relationships between district/schools and families.  We continue to use Parent Square to communicate, develop and enhance our Parent Portal and, utilize Thought Exchange to survey and get feedback from our families .	CSD uses various methods of gathering input from our educational partners via online and paper surveys and in-person meetings. Our methods of communication are improving as we continue to use Parent Square and enhance our Parent Portal.	We continue to provide in school solution advisors at each of the school sites to help students create plans for improvement as necessary. Our district also provides parent liaisons that support our sites with connecting underrepresented families in need of resources that impact our students educational and emotional success.	CSD continues to work with teachers to build partnerships and support for student outcomes. Teachers continue to collaborate to create a structured reading program with strategic skills, technology, and diverse texts. Full Day TK/Kindergarten with early intervention and education will continue to be provided to support early literacy. The district continues to provide 30 minutes of additional instruction to the school day to provide our students with the opportunity to address learning gaps . The district also maintains intervention/extension classes for unduplicated students that focus on specific ELA and math standards and related skills identified through ongoing assessing and progress monitoring in professional learning communities.	CSD continues to focus on providing quality professional development to our faculty through our Personalized Professional Learning Model (PPLM). In addition, interventions and enrichment opportunities continued to be in place for students. We have continued the development and implementation of Multi-Tiered Systems of Support to ensure academic, behavior, and social emotional success of our students.	Through the use of Thought Exchange, which is used in the parents home language, parents/guardians are able to give input on district/site needs that impact the academic achievement of all students, mainly targeting our underrepresented families. In addition, our Parent Liaisons support our families/guardians during the school year to ensure their needs are heard and responded to in a respectful and meaningful manner.	CSD uses various methods of gathering input from our educational partners via online and paper surveys and in-person meetings. Our methods of communication are improving as we continue to use Parent Square and enhance our Parent Portal.	CSD will continue using various methods of seeking input from our educational partners in our decision-making process. We will focus on our communication through the use of our Parent Square platform and various district/site level parent meetings to ensure participation in the various district/site level decision-making meeting opportunities.	Through the use of Thought Exchange, parents/guardians are able to give input on district/site needs that impact the academic achievement of all students, mainly targeting our underrepresented families. These surveys are sent to all of our families in their home language to elicit meaningful responses.  CSD will continue gathering input from all of our families and make adjustments to ensure our families voices are an integral part of our decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
36677020000000	Etiwanda Elementary	3	According to the results of surveys, feedback from educational partners, and additional documents reviewed through the self-reflection process, the schools in Etiwanda maintain inclusive and welcoming environments. Furthermore, school staff members have established trustworthy and respectful relationships with families, which have been cultivated through various opportunities for open communication via email, websites, district app, parent conferences, two-way communication platforms, and school engagement events.	Based on the findings of the surveys, feedback from educational partners, and the additional documents reviewed through the self-reflection process, it is recommended that the Etiwanda community prioritize efforts to further enhance the cultural awareness and responsiveness of its staff. This will help ensure that all members of the community are able to receive equitable and inclusive support and services that align with their unique backgrounds and needs.	After analyzing educational partner input collected through surveys, Thought Exchanges, Community Forums, Advisory Committees, and additional documents reviewed during the self-reflection process, it has been identified that the Etiwanda School District needs to improve its engagement of underrepresented families. In order to address this issue, the district can implement various strategies to increase family engagement, such as organizing targeted outreach events and personalized outreach efforts. By prioritizing the engagement of underrepresented families through targeted events and personalized outreach, the Etiwanda School District can work towards building stronger relationships with families and improving student outcomes.	Analysis of survey results, educational partner feedback, and other documents reviewed through the self-reflection process reveals that the Etiwanda School District is committed to partnering with and supporting families to ensure that they are able to exercise their legal rights and advocate for their students effectively. The district understands that family engagement and involvement are critical components of student success, and therefore, it has established various initiatives and programs to support families in this area.	A focus in this area is to continue efforts to engage busy families through multiple pathways including campus engagement events and ongoing communication using a variety of methods.	The Etiwanda School District recognizes the importance of engaging underrepresented families and has taken steps to improve based on analysis of educational partner input collected through surveys, Thought Exchanges, and additional documents examined through the self-reflection process. The district is committed to creating a welcoming and inclusive environment for underrepresented families, ultimately leading to improved academic outcomes for their students. The district is committed to engaging all families and providing them with the support they need to be active partners in their children's education.	The comprehensive analysis of survey results, feedback from our valued educational partners, and the careful examination of the self-reflection tool has valuable insights in how Etiwanda seeks input from our educational partners. The collective findings reflect that Etiwanda schools are committed to providing welcoming environments for all students and families. One of the key factors contributing to this positive environment is the concerted efforts of our dedicated school personnel. They have taken proactive measures to foster trusting and respectful relationships with families, which have been built upon a strong foundation of open communication. We understand the importance of creating opportunities for meaningful engagement, where both school staff and families can actively participate in a two-way communication. These opportunities for engagement go beyond mere delivery of information; they are designed to encourage collaboration, cooperation, and mutual understanding with the student’s well-being at the forefront. Our school personnel have taken the initiative to create various channels and platforms that facilitate this two-way communication process. Whether it is through parent-teacher conferences, school events, family nights, websites, or social media, Etiwanda strives to ensure that families feel heard, valued, and supported. The family atmosphere in the district creates a caring educational environment where all students can thrive, families feel welcomed, and our community flourishes.	The findings gathered from surveys, feedback from educational partners, and thorough analysis of additional documents during our self-reflection process have shed light on an area of opportunity within the Etiwanda community. In response, we are committed to planning and designing family engagement activities and advisory meetings through various platforms. This approach will allow us to accommodate different preferences and ensure that all families have the opportunity to participate, regardless of their circumstances. By actively involving families in their child's education and decision-making process, we can create a collaborative partnership that enhances academic achievement and promotes a positive school culture.	Through a comprehensive analysis of input gathered from our valued educational partners, including surveys, Thought Exchanges, Advisory committees, and an examination of additional documents through the self-reflection process, the Etiwanda School District has identified an area for improvement: the engagement of underrepresented families. We are committed to taking proactive steps to bridge the gap and ensure that all families feel welcomed, involved, and supported in their children's education. Targeted outreach and personalized approaches will be implemented for our engagement events and advisory opportunities. As part of our commitment to inclusivity, we will be implementing engagement events that are specifically designed to reach out to underrepresented families. These events will provide a platform for open dialogue, enabling us to listen to their unique circumstances and collaborate on importance resources and programs that will enhance their child's educational experience. Through personalized outreach efforts, we will actively seek to build trusting relationships and ensure that underrepresented families have access to the resources, support, and information they need to actively participate in their child's academic journey.	4	4	4	5	5	4	5	5	4	5	4	5	Met		15JUN2023	2023
36677100000000	Fontana Unified	3	The LCAP Community Engagement Committee has recognized the efforts to hire bilingual staff as a strength for the district. This approach to hiring bilingual professionals highlights the district’s commitment to fostering effective communication with parents who primary language may not be English.  By having staff members who are proficient in other languages than English, the district not only breaks down language barriers but also creates a more inclusive environment where parents can readily access and engage with vital information about their children’s education.  Furthermore, the committee has commended the district for its ongoing efforts to establish stronger connections with the community through 2-way communication. Building robust community relationships is pivotal in ensuring that the school district remains a trusted and integral part of the neighborhoods it serves. Through various communication initiatives, such as city hall meetings, open forums, and outreach programs, the district has been successful in bridging the gap between school and community. Moreover, the district has employed multiple approaches to community involvement, leveraging technology to keep parents and community informed about school events, updates, and opportunities for involvement. By embracing modern communication tools, the district has made it easier for parents to stay engaged and connected.	The LCAP Community Engagement Committee has recognized the need for improvement in identifying ways to promote more cultural diversity and inclusion in schools. This area of improvement highlights the importance of creating an inclusive environment that is reflective of the diverse backgrounds and perspectives within the community. The identification of lack of resources and staffing shortages for cultural clubs and traditions is also a critical piece that highlights the need for a more inclusive and supportive school environment. Addressing this area for improvement is important to ensure that students from diverse cultural backgrounds have the opportunity to celebrate and share their heritage within the school community. Although, The LCAP Community Engagement Committee indicated the district efforts through a two-way communication is a strength, they also identified the need for better outreach for non-tech savvy parents. Recognizing that not all parents are comfortable or familiar with technology, the district can take proactive steps to ensure that these parents have equal access to information and resources.	To improve engagement of underrepresented families in relation to building relationships between school, staff, and families, FUSD will expand communication and outreach initiatives for targeted groups. To support the improvement of marketing, communication, and family engagement strategies for our students and families, the district will expand and provide additional operational budget to the Department of Marketing, Communication, and Family Engagement.  Additionally, the district will maintain and improve communication for recruitment of programs, personnel, services, and opportunities within the district. In order to expand outreach to our underrepresented families, workshops and resources on support programs to increase student attendance, engagement, and achievement will be provided.  To support sites with improving engagement of underrepresented families, the district will provide professional development to employees and stakeholders in order to maintain a quality Family and Community Engagement program for our targeted student groups through conferences, workshops, trainings, activities, recognition events, and auxiliary items to support these events.	The LCAP Community Engagement Committee determined that the availability of resources and outreach for students and families are areas of strength in Fontana Unified School District. This highlights the district's commitment to providing support for our students and their families. Additionally, it also reflects that all members of the school community have access to the tools and assistance they need to thrive. FUSD’s commitment to supplying students with the necessary learning materials, textbooks, and technology demonstrates a dedication to equitable education. The outreach initiatives signify a proactive stance in ensuring that families are well-informed about school programs, services and opportunities.  The district outreach efforts include partnerships with local community organizations and resources, such as after-school programs, counseling services, and health clinics. By collaborating with external entities, FUSD provides a holistic support system that addresses students’ academic, social, and emotional needs.	An identified area of need for building stronger partnerships with families included better communication about students’ progress for all students, especially in supporting struggling students. Providing regular and clear updates on a student’s progress, both academically and behaviorally, is essential to keeping parents and informed and engaged. Parents want more knowledge and tailored support to better help their children succeed academically.    Additionally, they noted a need to enhance parental involvement by providing more workshops, trainings, and resources. Workshops in supporting parents on navigating the education system and involving parents in decision-making would be helpful.  Some even suggested using alternative methods such as videos to educate parents on procedures and rights to support families to understand and exercise their legal rights.	FUSD will improve partnerships with underrepresented families by offering alternate learning programs for students, providing materials and support with basic needs, and offering a wide array of parent workshops with childcare services to increase participation. The district will provide childcare for parents to attend workshops that will help them be effective partners in helping to increase students’ attendance, engagement, and student achievement.   Additionally, funds will be allocated for additional interpretation and translation personnel to support communication with parents and other community educational partners regarding programs that support academic achievement and social emotional learning needs.  The district will maintain after school program matching grant to support student engagement and academic achievement for our targeted student groups. FUSD will provide workshops and training opportunities, above and beyond DELAC and ELAC, to involve and engage parent/guardian of targeted student groups that are enrolled in multilingual programs as part of their educational career.	The LCAP Community Engagement Committee noted the number of advisory opportunities as an area of strength. Meetings and platforms like coffee with the principal allow for parent voice to be heard. This highlights the importance of providing platforms where parent voice can be heard and valued. Some expressed support for outreach to parents and community members to participate in school decisions is a significant acknowledgement of the value of inclusivity and shared decision-making within the educational community.	The LCAP Community Engagement Committee expressed a need for increased opportunities for working parents to provide input for decisions and strengthening communications between families and school. Although, the LCAP Community Engagement Committee highlighted FUSD’s strength in providing multiple advisory opportunities for parents, they also noted and expressed concerns about the low attendance at meetings and the needs to remove barriers for parent participation. Additionally, there is the need to improve more communication and involvement from the district to improve education. This highlights the need to ensure that all parents have a voice in their child’s education and that communication is accessible and effective for everyone.	To improve engagement in decision-making processes, FUSD will continue to provide extensive translation services to support communication with parents and other community educational partners. This highlights the importance of involving parents to be effective partners in helping to increase student attendance, engagement, and student achievement.  Additionally, FUSD will review communication processes to increase outreach to a broader range of families about opportunities for providing input. It is important that FUSD offers working parents other avenues to provide input in for decision making. FUSD recognizes the importance of parent participation for effective collaboration with the school.	3	3	3	3	3	3	3	2	3	3	3	3	Met		21JUN2023	2023
36677100141952	Allegiance STEAM Academy - Thrive, Fontana	3																						Not Met For Two or More Years			2023
36677360000000	Helendale Elementary	3	Working hard on building relationships by regularly inviting parents to events at schools. Teachers regularly reach out to parents to update them on student progress. Parents also have access to see their student's grades online to find out how their student is performing.	The LEA is monitoring its current communication process with parents and students to work on best practices. Increasing the messaging coming from the schools, teachers, and district office through various channels to improve the ways parents and families can access the information.	The LEA is working to reach out more often to underrepresented families and have various ways they can connect through in person, phone, and teleconnection options.	Invitation for all stakeholders to be active in roles such as site council, school board committees, ASB, CSF, Site Governance, and Fund Raising.	The focus areas for improving partnerships are site council, school board meeting attendance, and fund raising. These areas help many different aspects of student outcomes.	The LEA is always looking to improve partnerships with underrepresented families. Requesting feedback on the process, timing, and format from these groups is part of how the LEA is working to improve access for underrepresented families.	Invitation for all stakeholders to be active in roles such as site council, LCAP Construction, school board committees, ASB, CSF, Site Governance, and Fund Raising.	The LEA is working to find new ways to communicate the desire for input from the community. Social media, local marquees, school and district websites, and Aeries communications are some of the ways that the LEA is working to improve on gathering input.	Increasing the forms, placement, and timing of communication that goes out while seeing input on how best to connect with underrepresented groups is how the LEA is working to improve engagement with these families.	4	4	3	4	4	3	4	3	3	3	3	4	Met		28JUN2023	2023
36677360116723	Academy of Careers and Exploration	3	Through Annual surveys it was determined that the current strengths are a centralized curriculum where parents are aware of what the curriculum is. The LEA is building a stronger Site Council this year with parent and student input opportunities happening on a monthly basis. Additionally, the LEA is focused on PBIS and connecting with families to support their child's success.	ACE will continue to reach out to parents to attend or give input on site council and school board issues. Parents will continue to be encouraged to attend meetings, give input to members of site councils and school boards. ACE is also working on improving PBIS implementation this school year in an effort to better connect with students and to connect with families on a consistent basis through the PBIS data.	In an effort to improve any feelings of detachedness that may have occurred ACE will continue to reach out to families to ask for input on how it can improve. ACE will be sending out additional communications to find way to connect with more families and build relationships between them and the school staff. All staff have been empowered to use the PBIS model of supporting students through positive reinforcement with the goal of communicating more positive messaging home to families. ACE hopes that this will help build relationships especially with the most underrepresented families.	By working with the community, volunteerism and community service are a component of the report card. Students must show progress in their school work before advancing to the next level or being able to provide community service.	A focus on continuing the existing partnerships while improving on the number of volunteer hours from students, the number of students participating, and working to grow the number of community partnerships.	Reaching out to underrepresented families on an individual basis will help bridge direct connections between the families and the schools, teachers, and staff.	ACE reaches out to parents to attend or give input on site council and school board issues. Parents are encouraged to attend meetings, give input to members of site councils and school boards in an effort to improve any feelings of detachedness that may have occurred.	ACE is looking at ways it can improve in engagement of parents for decision-making. Looking at the times of meetings for input and ways to give input. Additionally, looking at messaging and how it is going out to maximize the ways the information is delivered to help increase participation.	When it comes to underrepresented families, ACE is looking at ways it can improve communication to those families specifically.  Seeking feed back on meeting times and dates to see if there are challenges with schedules and having more one-on-one communication with families to find out more of their needs.	4	4	3	4	4	4	3	4	4	4	4	4	Met		28JUN2023	2023
36677360128439	Empire Springs Charter	3	One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, field trips, and school site council, and we communicate these opportunities to families.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals.	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference.	Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, weekly updates, and newsletters. All Springs caregivers are invited to take part in Parent Ignite! in which breakout sessions are offered on a variety of topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year.	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families. Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making.	We will increase our opportunities for family members to engage in advisory groups and decision-making, especially in seeking input from underrepresented groups in the community.	In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Pupil Services and Homeless Youth Liaison to develop this plan.	4	5	4	5	4	4	4	4	3	3	4	4	Met		08JUN2023	2023
36677360130948	Independence Charter Academy	3	Through Annual surveys it was determined that the current strengths are a centralized curriculum where parents are aware of what the curriculum is. The LEA is building a stronger Site Council this year with parent and student input opportunities happening on a monthly basis.	A Stronger School Site Council is one of the ways the LEA is improving relationships between school staff and families. This will allow for increased communication between both parties. The LEA is also working to increase connections between parents and teachers.	To improve engagement from underrepresented families the LEA is making sure to reach out to those parents more often.	By working with the community, documentation of work permits are a strength of the school. Students must show progress in their school work before being able to work outside the school in a job.	A focus on continuing the existing partnerships while improving on the number of volunteer hours from students, the number of students participating, and working to grow the number of community partnerships.	Reaching out to underrepresented families on an individual basis will help bridge direct connections between the families and the schools, teachers, and staff.	ICA reaches out to parents to attend or give input on site council and school board issues. Parents are encouraged to attend meetings, give input to members of site councils and school boards in an effort to improve any feelings of detachedness that may have occurred.	ICA is looking at ways it can improve engagement of parents for decision-making. Looking at the times of meetings for input and ways to give input. Additionally, looking at messaging and how it is going out to maximize the ways the information is delivered to help increase participation.	ICA is looking at ways it can improve communication to underrepresented families specifically.  Seeking feed back on meeting times and dates to see if there are challenges with schedules and having more one-on-one communication with families to find out more of their needs.	4	4	3	4	4	4	4	4	3	3	3	4	Met		28JUN2023	2023
36677360136069	Sage Oak Charter	3	To create a positive and supportive partnership with families, the school has developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input are communicated and available through surveys, school site council meetings, English learner advisory committee meetings, board meetings, and teacher/parent meetings. The school posts information on its website identifying the Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbook contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide a translation of the rights contained in the documents.	"In order to continue building positive relationships between school staff and families, the school plans to focus on addressing the social, emotional, and mental health needs of students, specifically those who are SED, English learners, and foster youth, as well as staff members. This plan includes preventive, responsive, and aftercare action plans, which are regularly reviewed for effectiveness and allocation of resources and professional development. By prioritizing the mental health and well-being of both students and staff, the school has created a safe and inclusive environment that supports academic and personal growth.  The school has added the following action item to its accountability plan, based on the historical average increase of our unduplicated count each year: ""The school will continue to encourage multiculturalism through professional development in cultural awareness and multicultural learning opportunities."""	The school will prioritize and encourage multiculturalism through professional development in cultural awareness and multicultural learning opportunities. This will be accomplished by providing regular training and development opportunities, such as Third Option, for staff members, and celebrating cultural events and traditions with students and families. By prioritizing multiculturalism, the school will create a community that values diversity, promotes inclusivity, and prepares students for success in an increasingly globalized world.	The school's commitment to encouraging parental involvement by developing a trusting and respectful relationship is important to building positive partnerships with families. The school develops a strong school-home relationship through the use of a variety of communication sources.  This connectivity provides parents with access to their student's teacher, current information about the school, access to their student's academic progress and information through a parent portal, and opportunities to participate in and give input in teacher-parent/student meetings, school site council and EL advisory committee meetings, and governing board meetings.	"The school has added the following action item to our accountability plan as a focus area, based on our historical average of increase in Title I students each year.: “To increase student academic achievement, we will strengthen parent, school, and community partnerships by providing parents and guardians of students participating in Title I-funded programs the opportunity to participate in a meaningful way in Title I information and input meetings and the development of the Parent and Family Engagement Policy and the School-Parent Compact."""	By strengthening our partnership with families of students who are Title I eligible, improved communication and resources utilized within the home environment will lead to increased engagement and will in turn lead to growth in student outcomes.	The school currently has two advisory groups: the School Site Council and the English Learner Advisory Committee. These groups meet regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback surveys throughout the year and hosts live and recorded trainings to seek input from all educational partners. Given the independent study model, teachers and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation and promotion ceremonies, parent training days, monthly professional learning committee (PLC) meetings, and social media and public relations campaigns.	"It is the school's goal to further focus on and develop ways to connect to all students and parents through social media and public relations accessibility. Additionally, it is the school's desire to further improve upon decision-making opportunities for educational partners by establishing a Parent Advisory Committee in lieu of a School Site Council for the 23-24 school year. The school has updated the following action item on its accountability plan: ""We will maintain a parent advisory committee and an English learner advisory council (when required) to increase stakeholder engagement with parents, teachers, and students."""	The school believes that a continuous, focused effort to keep all families informed of surveys, educational partner meetings, and the Board of Directors’ public meetings through emails, the school website, and other social media outlets is essential. This communication and support encourages students, families, and community members to actively participate in the decision-making process. Through continued effort, the school will further develop the participation and engagement of underrepresented families, thus providing an inclusive environment for all. A Parent Advisory Committee would provide a platform for parents to share their concerns, suggestions, and feedback on various school-related matters. This educational partner input approach would help create a sense of ownership and shared responsibility between the school and parents, thereby improving the school's overall performance.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
36677360136937	Vista Norte Public Charter	3	Overall, Vista Norte Public Charter School (VNPC) is doing well at providing opportunities for parent engagement. The TK-12 school has offered numerous opportunities for the parents to meet virtually (both individually and as a group) with school administration. Throughout the school year, school administrators offered virtual meetings and sent 2-way communication via text, email, and social media. The school also utilized L4L Connect to communicate flyers, notices, and school-wide messages. The connection with our educational partners is a priority at Vista Norte Public Charter School. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication our families express a sense of feeling highly connected to the school and their student’s progress. This evidenced by our data results, engagement at events and feedback received.	This school year, the school improved parent and student feedback through increased opportunities for feedback. The school held 4 PAC meetings and 4 ELAC meetings that were held in person at the school site. The increased feedback helped the school elicit input on LCAP, field trips, school events, and upcoming school activities. Feedback from one of our parents in Casa Blanca was “The staff is really good about communicating with parents on how our kids are doing and how to help them.” Future topics for PAC meetings will include feedback opportunities from our educational partners on topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.	VNPC made efforts to improve representation by all educational partners this year and we identified that underrepresented groups needed additional outreach for inclusion in school input and feedback loops. We made efforts to glean feedback in both English and Spanish this year, and 14.20% of our parents chose to complete the annual survey in Spanish form. One of the parents wrote, “Los maestros y los empleados de esta escuela son muu amables con los estudiantes y con nosotros como padres y guardiantes. estoy muy contento en todo lo que asen por los estudiantes para su educacion.” which translates to “The teachers and staff at this school are very kind to the students and to us as parents and guardians. I am very happy with everything they do for the students for their education.”  The school has a robust ELAC that is supported by multiple staff members who believe strongly in the importance of parent feedback as a cornerstone of providing academic support to students. Next school year, we plan to increase the amount of opportunities for educational partner feedback for input at PAC, ELAC, and school-wide meetings. We will also continue to offer meeting agendas and minutes in both English and Spanish with translation available at meetings for non-native English speakers.	Vista Norte Public Charter School is an independent study charter school. We work diligently to create positive relationships between the students and their families as a means of encouraging progress toward graduation. This school year, the COVID-19 pandemic waned and VNPC was able to offer more opportunities through in-person campus events and virtually hosted sessions than in prior years. Parents reported that they receive support for their students’ learning through teacher conferences, the personalized learning plan and progress updates. School staff and teachers meet with parents/guardians at the beginning of the year to plan out their students' courses for the year. Teachers communicate academic progress with students and parents monthly. Student participation in dual-enrollment and CTE programs is now on the upswing, as students benefit greatly from in-person instruction and academic support. One of our Rialto location parents noted on a survey, “They provided all the equipment my daughter needed to start classes. We had no chromebooks and they provided her one with hot spot because we had to be away a few days and no reception was available. They made it easy for her to continue school.” From the input received from our educational partners an area of strength is our flexibility in providing opportunities for our families to receive support.	Vista Norte Public Charter aims to improve student outcomes through a regular analysis of the partnerships and educational partners’ feedback. We have improved each year in our ability to gather meaningful feedback as we have provided more opportunities and then provided professional development for staff that interact with students. We have also been mindful of issues in greater society and provided training to our staff in advance of major issues, ranging from SEL crisis, individual crisis, and drug awareness trainings. We also ramped up tutoring supports through the hiring of additional tutors for academic support.	The school has identified underrepresented students in the Foster, African American, homeless, Special Education, and English Learner groups. To increase participation in student and family engagement, the school made efforts to expand our communication efforts. The school’s community liaison personnel continue to investigate community partnerships to increase parents’ knowledge and connection to resources. Educational partners in our underrepresented families have expressed a strong confidence in service and support to our students. One of the participating parents stated, “The front desk person was filled with information about the school. As well, she told me the process of my son [sic] schooling.” We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	Our strength at Vista Norte Public Charter School is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options for connection to the school. We offer PAC and ELAC meetings at different times throughout the school year so that parents and students are more likely to be able to attend. Other school events that we hold are award assemblies, Back to School Nights, Open House events, etc. We also distribute an annual survey to gather input from staff, students, and parents. One important data point from the survey this year is that 98.11% of parents felt that the school utilizes clear and effective communication. The results of that survey are shared at PAC and ELAC meetings near the end of the school year as part of the LCAP process.	Based on input and data analysis, Vista Norte Public Charter School would like to improve the number of students and families who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine social-emotional support, new courses, and academic support. This has been a multi-year effort and the extended survey reply window has helped slightly.  The school will continue to benefit from having regular quarterly meetings PAC/Parent Advisory Committee that can support with feedback and improvement of the school model. We have increased the number of meeting opportunities for PAC and ELAC, and also have communicated the meetings in numerous avenues. Our participation numbers have increased slightly.	The school can improve by engaging our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC and PAC meetings, and LCAP Educational Partner meetings. One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 81.13% responded that they agreed and strongly agreed. We are also ensuring that translation services are available at meetings, and co-hosting our meetings with remote Zoom or Google Meets so that families with transportation or other issues are still able to participate remotely.	5	5	5	5	5	5	5	5	5	5	5	5	Met		07JUN2023	2023
36677360139576	Excel Academy Charter	3	Excel Academy Charter School (EACS) believes in fostering strong educational partnerships between the school, parents, students, and stakeholders through continued communication, collaboration, and transparency. We value educational partner input to reflect on the school’s overall progress, successes, continuous improvement, and to identify and establish the next steps to drive instruction, school-wide goals, and student learner outcomes. Building strong connections with students and parents leads to increased student engagement and achievement. The dedication of the EACS staff has ensured consistent and valued communication between all educational partners. The number one priority of EACS is the success of its students academically, socially, and emotionally.  Through our systems in place, all students' individual needs are addressed and supported as each student is encouraged and guided to meet or exceed grade level expectations. Based on the input survey results, parents and students agree that EACS is dedicated to providing an education that denotes excellence.  Overall Satisfaction Report: Based on 304 parent/guardian responses   95.7% of survey respondents agree that the school has supported students attaining their academic goals.   96.1% of survey respondents overall agree that the school provides input opportunities for parents/guardians to participate in the school and their child’s education.   98.4% of survey respondents agree that students have access to rigorous curriculum and resources that allow them to access and master grade level standards in the core content areas.   Overall Satisfaction Report: Based on 97 student responses (grades 6-12)  99% of survey respondents agree that their teacher cares about their education and is committed to helping them succeed.  96.9% of survey respondents agree that the curriculum provides challenging grade level instruction and assessments of their academic progress, and students feel safe and welcome to discuss their progress with their teachers.   Meaning: Overall high satisfaction rate with the school program.   Use: EACS will maintain focus on student progress and success through transparency, consistent communication and collaboration with educational partners, and by providing resources, support, and opportunities for all students to continue to grow as lifelong learners. EACS  will survey educational partners for feedback and analyze the areas that we can maintain and improve upon.	EACS is focused on providing effective and meaningful communication that will provide all educational partners opportunities for input in decision making that concerns the education of our students and the quality of our school program. EACS will continue to focus on building community and relationships within the school, specifically between the school staff and families, through continuous professional development training for staff and parents, promoting attendance at all English Learner Advisory Committee (ELAC), Schoolsite Council (SSC), Parent Advisory Committee (PAC), and school-related meetings and events in order to provide the necessary platform to promote engagement, collaboration, and overall feedback.	EACS will improve engagement of underrepresented families by implementing parent workshops related to core curriculum and professional development training to build staff and family relationships by focusing on diversity, equity, and inclusion. EACS works diligently to encourage attendance and engagement at all school related meetings, specifically ELAC and SSC, by creating student focused opportunities to promote attendance (i.e. cultural celebrations, traditions, and heritage, sharing talents, etc.). Personalized emails are sent to families to promote attendance at ELAC and SSC meetings and to participate in the school’s self-reflection process.	EACS’ commitment to encouraging parental involvement, by developing a trusting and respectful relationship between the school staff and families is important to building positive relationships with families. EACS develops a strong school-home partnership through the use of communication tools that provide parents with access to the student's teacher, current information about the school, access to students' academic information through a parent portal, opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings. All applicable notifications are posted on the school website and in the parent handbook. A part of the role of the counselor includes communicating with educational partners about their legal rights. Our Intervention Coordinator shares Title I and Title III related parent rights, applicable policies, and encourages education partnership participation. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX/Uniform Complaint Procedure Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information about the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of the document.	EACS will increase the academic achievement of all students by evaluating student assessments through in-depth data analysis to provide effective instruction, a challenging and engaging curriculum, and aligned assessments in language arts and mathematics through a database system that collects individual formative and summative data. Data collection and analysis includes statewide and internal assessments as measured by the Dashboard and accountability systems.	"EACS will continue to implement frequent communication with parents/students to notify them of school events, opportunities, and resources through Beehively, email, the school website, and social media platforms. We will build partnerships for student outcomes by sending notification of surveys, parent meetings, and Board of Directors public meetings in a timely manner to all families through emails, website, and other social media platforms. EACS will monitor low-income pupils, foster youth, English Learners, and students with disabilities for proficiency on state and local assessments to review student learner outcomes and ensure academic success as well as social and emotional wellness, or refer to the RTI, SST, or IEP team. Lastly, EACS will continue to offer the ""What I Need"" WIN intervention program to provide instruction and resources to promote academic growth, in addition to social-emotional awareness classes, and character building."	Educational Partner Input data:  2020-21: 66 Educational Partner Input Survey Participants  2021-22: 220 Educational Partner Input Survey Participants 2022-23: 304 Educational  Partner Input Survey Participants  EACS is focused on providing effective and meaningful communication that will provide all educational partners opportunities for input in decision making that concerns the education of our students and the quality of our school program. Communication about opportunities to provide input is provided through social media platforms, including Beehively, as well as during SSC, ELAC, and PAC meetings. There were 304 participants in our LCAP Parent Input Survey with a 28% increase in survey respondents from the previous school year. 96.1% of survey respondents agree that EACS provides opportunities for parents to give input and participate in the school and their child's education. EACS shared the survey results with educational partners during meetings and within the monthly newsletters.  Meaning: There has been an increase of survey participants due to the ongoing efforts of the communication to educational partners to participate in providing survey input.   Use: EACS will continue to monitor the level of educational partner participation in input opportunities and continue to research strategies to encourage participation.	EACS is committed to providing opportunities for educational partners to give input in decision making. EACS works diligently to encourage attendance and engagement at all school related meetings, specifically ELAC and SSC, by creating student focused opportunities to promote attendance (i.e. cultural celebrations, traditions, and heritage, sharing talents, etc.). Personalized emails are sent to families to promote attendance at ELAC and SSC meetings.	EACS will improve engagement of underrepresented families by implementing parent workshops related to core curriculum and professional development training to build staff and family relationships by focusing on diversity, equity, and inclusion. EACS will continue to prioritize seeking input from all educational partners by offering various platforms to ask questions, seek guidance, share successes, and offer suggestions. Translators and translated materials are available upon request.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
36677770000000	Morongo Unified	3	Morongo USD has always been committed to building strong relationships between school staff and families. Recently, the district invested in strengthening the relationships by organizing regular family engagement events that provide a platform for open communication and collaboration. These events have significantly removed communication barriers and fostered a sense of community between families and staff.  In addition to these events, we have also increased our use of social media and other communication channels to keep families informed about important news and events. This has also helped MUSD build stronger and more transparent relationships with families and generate feedback from families on essential issues. Through our strong relationships between school staff and families, MUSD has created a more supportive and inclusive environment to contribute to student success.	Morongo USD is committed to enhancing positive relationships between school staff and families. As a result, the district has recently launched several initiatives to improve communication. One effort is the increased use of social media platforms to share updates and news with parents and other educational partners. Additionally, the district will execute a new district website and school websites that will feature more current information and be easier to navigate. This will make resources and information more easily accessible.	To improve the engagement of underrepresented families in relation to building relationships between school staff and families, MUSD will use professional development to ensure staff members use the appropriate tools and programs to communicate with families. This will help increase communication and inform our families and students of district and site events and news. In addition, MUSD will keep consistent communication with families and staff through ParentVUE, updated websites, and other methods to maintain constant contact to increase student success.	MUSD is currently making strides in its progress in Building Partnerships for Student Outcomes. The district’s strengths with regard to those partnerships include our ability to create welcoming environments for parents and community members, as well as our assurance of constant contact with families regarding school events, district events, and anything pertaining to students. Meanwhile, the district’s progress includes improving communication across the Morongo Basin by updating the district and school sites’ websites and improving the messaging service to ensure up-to-date and accurate information is being disaggregated appropriately.	One of the focus areas for improvement in Building Partnerships for Student Outcomes is providing additional academic opportunities for students, including electives, courses, etc. Moreover, additional funding will target recruiting more qualified educators to offer music and art courses, as well as STEAM opportunity integration in classes and after school, to provide a more well-rounded education for all students.	To improve engagement, MUSD will also focus on parental involvement and communication through social media, websites, and messaging/parent portal to alert students and families of events and information beneficial to student success.	MUSD’s strengths for seeking educational partner input for decision-making include our consistent interaction with social media, a weekly newsletter, and multiple opportunities for feedback through qualitative and quantitative surveys. We value the community’s perspective and ensure that their input regarding policies and programs is reviewed.	To improve our relationships with different educational partners and gather their input for decision-making, the district has set up multiple advisory committees (principals, district, staff, community, and students) that meet monthly regarding important issues. Additionally, the district attends rotary meetings to seek input about the Morongo Basin in general and what the district can do to help better serve the community.	The district will improve engagement in relation to seeking input for decision-making by providing professional development and events that families are interested in attending through continuous recommendations via surveys. From the feedback generated, the district will implement families’ input in their decision-making regarding programs and policies.	4	3	3	4	3	4	3	3	5	4	4	3	Met		27JUN2023	2023
36677850000000	Mountain View Elementary	3	Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), strengths include the district’s ability to create a welcoming environment for all families in the community.  All groups reported this as a district strength.   Also listed as a strength was the district's progress in developing the capacity of staff to build relationships with families and developing multiple opportunities to engage in two-way communication with families.  Common input included the addition of technology methods that include translation for parents.	Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), an area of focus, or continued implementation, would be in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of building relationships.  Parents serve on school site committees such as: School Site Council, English Language Advisory Council (ELAC), and Parent Teacher Associations. Parent Training and Workshops are offered such as: West End Counseling Parenting Classes, Back-to-School Night, Family Math Night, Literacy Night, Parent /Teacher Conferences, Coffee/Pastry with the Principal, Parent Seminars on current social issues and supporting/parenting middle school students, Volunteer Classroom Training, and California Schools Dashboard Meeting. Parents serve as volunteers in the following capacities such as: Classroom (instructional, individual tutoring, chaperones), supporting Academic Days (such as 4th Grade Gold Rush Day), Athletic Events, Band/Choir/Drill Team Programs and clubs. Parents are invited to attend various events such as: Back to School Night, Open House, Awards Assemblies, School Board Meetings, Volunteer Tea (volunteer recognition activity), Cultural Events such as Grade Level Programs, Concerts, Performances & Competitions, PTA Family Nights, Student Academic Presentations and PTA Meetings. Parent Communication includes: in-person, phone contact, virtual (via Zoom or Teams), ClassTag (email, SMS and App), School Newsletters /Notifications from the office, Teacher Newsletters, Report Cards/Deficiency Notices, Online grade books, Email, School Website, LCAP Educational Partner Survey and School Banners.  Principals will also be instructed to begin conversations with their staff and School Site Councils and work to insure underrepresented families are included in their committees.  Additional parent communication tools that provide the ability to translate in additional languages have been implemented as additional methods of communicating student progress and goals, specifically in the areas of English Language Arts and Mathematics.	Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), strengths include the district’s implementation of policies and programs to meet with families and students to discuss student progress, as well as the district's progress in supporting families to understand and exercise their legal rights and advocate for their own student.	Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), all areas within Building Partnerships, were strengths.  Although groups designate an area as full implementation, two areas were only listed as Full Implementation.  These areas include the district’s progress in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families, and the district's progress in providing families with information and resources to support student learning and development in the home.	Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of building partnerships.  To target this area the district is increasing methods of communication that allow school-teacher-parent communication that supports multiple languages.  The district has increased the usage of new technology accessible from home. This includes customized learning programs that allow students to work on specific learning objectives.  The district is also improving the availability of data available to parents as well as content standards and resources included on district websites.  In addition, Parent Nights are focused on supporting students both academically and socially.  The district held both Math and Literacy Nights to provide resources to families.	Based on input from our educational partners, which included the Educational Partner Advisory Committee (EPAC), District English Learner Advisory Committee (DELAC),and the District Curriculum Council (DCC), all areas within Seeking Input were strengths for the district and listed as Full Implementation and Sustainability.   This includes the district’s implementation of policies and programs to meet with families and students to discuss student progress, as well as the district's progress in supporting families to understand and exercise their legal rights and advocate for their own student.	Although all areas of Seeking Input were listed as a strength, and area of focus moving forward would be to insure our new families at our new school receive the high level of collaboration that has been realized at our other sites.  It has, and will be, a multi-year focus to increase stakeholder involvement during a time of geographical growth.	Based on the analysis of input and data the district will continue opportunities for engagement and involvement in the area of seeking input.  The district continues to reach out to new families for involvement and feedback.  The district has maintained open lines of communication via meetings, committees, and an available input form.  Methods to increase the number of languages supported is being implemented for district, school, and teacher communication that will increase the opportunity for parents to engage in school and district advisory groups.	4	5	3	4	4	4	5	5	5	5	5	5	Met		08JUN2023	2023
36677930000000	Mt. Baldy Joint Elementary	3	School climate is measured using a survey. Parent/guardian responses to questions about school climate administered in January 2023 indicate that 85% of family members favorably responded to questions related to perceptions of the overall social and learning climate of the school. The greatest gain indicated by the January 2023 survey was an 11 point increase in family engagement, or the degree families become involved with and interact with their child's school. The January 2022 survey, indicated 30% of parents/guardians (60-75 national percentile), responded favorably to family engagement questions whereas 41% of parents/guardians (80-99 national percentile) in January 2023, responded favorably to the same questions about family engagement. Additionally, the January 2023 survey indicated an increase from 16 parents responding in 2022 to 41 parents responding in 2023. 18% of respondents represented the underrepresented families as compared to the 13% that represented the underrepresented families in 2022.	"As a result of analysis of the most recent data, the LEA will continue to support building relationships between staff and families. Based on feedback identified from surveys and educational partner meetings, the focus area for improvement is to engage struggling families. While 75% of parents/guardians favorably responded to the question, ""In the past year, how often have you visited your child's school?"" only 28% favorably responded to questions about parent group involvement and helping out at school."	As mentioned above, the January 2023 survey indicated an increase from 16 parents responding in 2022 to 41 parents responding in 2023. 18% of repsondents represented the underrepresented families as compared to the 13% that represented the underrepresented families in 2022. Mt Baldy School (MBS) will continue to improve engagement with underrepresented families through parent/guardian outreach, relevant and timely communication in various mediums, and supporting staff in engagement families.	The LEA has identified strengths in building partnerships for student outcomes through educational partner input and local data. Educational partners rate MBS highly in implementing space for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. As addressed in Goal 3 of the LCAP, multiple forms of communication are used to provide and elicit information between MBS and the home. MBS send weekly digital school memos while teachers send home paper and digital weekly newsletters infomration shared include opportunities for involvement in classroom and school activities as well as student and family wellness resources and information. Surveys are distributed several times a year requesting input and feedback. Information from surveys are used to measure preogress as well as inform next steps.	As addressed in Goal 3 of the LCAP, MBS will increase communication, educational partner involvement, and parent education. Based on educational partner feedback and although classroom to home communication is responsive, providing information and resources to support student learning and development in the home was identified as an area of focus. Because of this need, parent education was added as an action to Goal 3 of the LCAP. Additionally, building staff capacity to partner with families through professional development is part of Goal 2 fo the LCAP.	In the Winter of 2023, survey respondents representing underrepresented families scored lower in the areas of family support and school fit. Due to this need, as addressed in Goal 3 of the LCAP, a new action was included for parent education. MBS will improve engagement of underrepresented families through opportunities for parent education as well as opportunities for families to engage in educational activities on campus.	MBS surveys students, teachers, and families multiple times a year. This allows MBS to be responsive to educational partners' input to inform decision-making. After an intentional focus on increasing parent/guardian survey participation, the information received has become much more reflective of the differing backgrounds MBS families bring to the school. Additionally, the data is aggregated to ensure the diverse needs of the MBS families are met. That aggregated data can be used to inform decision-making in a timely manner.	As addressed in Goal 3 of the LCAP, school climate and family engagement in an area of maintenance for MBS. Students, teachers, and families continue to highly rate MBS in the areas of school climate and family engagement. However, in order to ensure all families voices are heard, a focus area of improvement continues to be increasing survey participation for all families with an intentional focus on underrepresented families.	January 2023 survey data indicated 18% of respondents are considered socioeconomically disadvantaged, 8% of respondents were considered homeless, and 3% were families with children identified as English Learners. In order to improve engagement of underrepresented families, as addressed in Goal 3 of the LCAP, MBS will work to increase survey participation, communicate wtih families in timely, meaningful ways, and implement parent education opportunities.	2	3	2	4	2	2	4	2	2	3	3	3	Met		29JUN2023	2023
36678010000000	Needles Unified	3	Our current strength in this area is that we have all of our district and site decision making committees are 100% filled.  We also had an increase in parents attending conferences, events and workshops.  School sites also took advantage of the Parent Square app so parents can ensure they receive all school updates and news.	We experienced a decrease in parent volunteers this year due to TB test challenges.  We also want to keep increasing parents attending conferences, events, and workshops such as FASFA night.	We will continue to work with underrepresented families using all available resources.  We are fortunate to have excellent relationships with our American Indian liaisons who coordinate daily with our site principals.  Additionally, we are looking into providing more communication with a district app so parents are more connected to our website and communication. We also want to keep increasing parents attending conferences, events, and workshops such as FASFA night.	All parents are provided with their rights from the school sites.  Also, specifically at meetings with principals in regard to when consequences are issued to students.  Families of special education students are provided with rights at each special education meeting regarding their student.	We are looking into how we can sustain education learning opportunities in the summer.  Currently, it is year to year funding from the state.  Also, looking into how we provide families social services information to support student learning in the home.	Our American Indian liaisons provide support for our students with local cultural events and academic celebrations.  They also perform at our student promotion events.  When we have a lack of student transportation to or from school we coordinate with our American Indian liaisons to support student transportation to and from school.   We are looking into how we can sustain education learning opportunities in the summer.  Currently, it is year to year funding from the state.  Also, looking into how we provide families social services information to support student learning in the home.	With all school site council and district advisory committees fully filled our principals and our district office engage groups for support with decision-making.  We use their input to make better decisions for our students.	Continue to coordinate with our partners and use their input for decision making.	Continue to work with our underrepresented families and use their input for decision making.	5	3	4	4	3	3	4	5	5	5	5	3	Met		20JUN2023	2023
36678190000000	Ontario-Montclair	3	The District has a Family and Community Engagement Department with the goal of increasing family and community engagement with equitable opportunities for all our educational partners. A Parent Education Center (PEC) is preparing parent leaders to create a bridge between the District and the school sites. Through parenting classes, materials, resources, and training, the center helps parents to work with their children to improve their children’s achievement. The District also provides differentiated training based on school site needs at the Parent Educational Center and at school sites. Some of the topics offered at the PEC are technology, ESL, digital citizenship, academic preparation to support their children, health, nutrition, internet safety, reading literacy, math, positive parenting, social-emotional learning, and wellbeing. An Annual Parent Leadership Conference is provided annually to parents where they attend workshops designed to support them helping their child succeed academically, behaviorally and socially.	As part of the District Five Year Action Plan, the District is placing a focus on enhancing student, family, and community partnerships through culturally responsive practices. The District is working to develop parent leaders to help bridge the work being done between the school site and district in an effort to prepare parents to support the academic, social emotional, and behavioral needs of students. In addition to providing ongoing training and parent classes, an Annual Parent Leadership Conference is provided annually to parents where they attend workshops designed to support them helping their child succeed academically, behaviorally and socially.	The District has actively engaged in creating multiple engagement opportunities to connect with our underrepresented families. Each site has hired an Outreach Consultant to ensure families are provided with the information and resources they need to support in the academic, behavioral, and social-emotional success of their children. A school site mentor is also available to support the behavior and social-emotional wellbeing of children and connect with families. Additionally, various input platforms such as survey, site and district meetings, and outreach to families has improved the participation and engagement of underrepresented families.	The District educates teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. The district has hired two additional Teachers on Assignment (TOA) that provide workshops specific to English Language Arts and Math to provide parents with the tools and strategies they need to support their students at home.	The District provides training to administrators on supporting strong parent involvement at the school sites. The District prepares tools and resources for administrators to use with their staff to develop their ability to build strong connections between home and school. Further efforts to build relationships with parents are evident in parent participation in district and site advisory groups. Cultural proficiency learning is being built into professional development workshops for site and district leaders to increase awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of staff and families, in order to build stronger relationships with staff and families.	As part of the effort to provide tools and resources to administrators to implement with staff, the Director of Family & Community Engagement Department is working directly with school leaders, staff, and leader parents to design academic workshops and training around site specific needs for our underrepresented groups.	The District has consistency in the LCAP process by providing educational partners with resources, information and multiple opportunities to engage in the LCAP development process. LCAP resources include presentations, data sets, surveys, infographics, Superintendent communications, opportunities for engagement, the 'OMSD LCAP Season’ webpage, written Comments for the Superintendent forms, and meeting agendas are provided to educational partners and administrators for use in conducting input meetings.	Each year, the District contracts with “Thought Exchange”, a portal designed to provide participants a vehicle to give input and collaborate with one another, as they rate one another’s 'Thoughts.' As a result of this interactive process among educational partners that participate, the highest rated 'Thoughts' are highlighted and themes emerge giving the District critical and relevant information to inform the LCAP. Understanding that some of our families may need varying opportunities to engage in decision-making, other survey opportunities and communication in a variety of ways is being implemented to access more families. Continuing to expand marketing of existing efforts for parent engagement will further increase families’ participation in input for decision-making to be incorporated into advisory groups and LCAP and Schoolwide Plan for Student Achievement (SPSA) processes.	The District ensures it meets its responsibility to provide multiple opportunities to consult with educational partners and engage them in the LCAP development and Annual Update process in a transparent way at both the District and site levels. These meetings include information on the Local Control Funding Formula (LCFF), Local Control Accountability Plan (LCAP), LCAP Federal Addendum, District and Site Level student achievement, student and parent engagement data, and LCAP Annual Update. The District will improve engagement of underrepresented families by continuing to equip families with the tools and resources they need to become leaders and/or active and contributing members.	4	5	4	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
36678270000000	Oro Grande	3	One of the LEA's primary goals is to build connections between staff, students and families.  Sites also developed Plan Do Study Act (PDSA) goals to improve in this area.	The LEA has hired new school psychologists and social workers to support student and family connections with the school.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to foster a positive relationship for all families.  The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.	Principals hold regular meetings through Coffee with the Principal to build partnerships with parents.	Using the available resources to increase the amount of parent engagement in student outcomes.	The LEA will use the new social workers to improve the engagement of underrepresented families in developing student outcomes.	Parents and educational partners participate in decision-making during the development of the LCAP, School Site Council Meetings, Other Site Meetings, DELAC Meetings, and Board Meetings.	Getting more constituents to participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to have more involvement from all families.  The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
36678270113928	Riverside Preparatory	3	One of the LEA's primary goals is to build connections between staff, students and families.  Sites also developed Plan Do Study Act (PDSA) goals to improve in this area.	The LEA has hired new school psychologists and social workers to support student and family connections with the school.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to foster a positive relationship for all families.  The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.	Principals hold regular meetings through Coffee with the Principal to build partnerships with parents.  The site also elicits parent’s involvement on the student outcomes through the WASC accreditation process.	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders.	The LEA will use the new social workers to improve the engagement of underrepresented families in developing student outcomes.	Parents and educational partners participate in decision-making during the development of the LCAP, School Site Council Meetings, Other Site Meetings, DELAC Meetings, and Board Meetings.	Getting more constituents to participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to have more involvement from all families.  The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
36678270137174	Mojave River Academy - Gold Canyon	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates.  This is achieved through one-on-one appointments with teachers and ongoing communication with the student throughout the week.  The LEA also establishes a warm and welcoming environment.  In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator.	The LEA has hired new school psychologists and social workers to support student and family connections with the school.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to foster a positive relationship for all families.  The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.	The LEA holds regular school site council meetings and parent intake meetings to partner with families to develop and communicate student outcomes.  In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders.	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing student outcomes.	Parents and educational partners participate in decision-making during the development of the LCAP, School Site Council Meetings, Other Site Meetings, DELAC Meetings, and Board Meetings.	Getting more stakeholders to participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to have more involvement from all families.  The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.	5	5	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
36678270137182	Mojave River Academy - National Trails	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates.  This is achieved through one-on-one appointments with teachers and ongoing communication with the student throughout the week.  The LEA also establishes a warm and welcoming environment.  In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator.	The LEA has hired new school psychologists and social workers to support student and family connections with the school.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to foster a positive relationship for all families.  The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.	The LEA holds regular school site council meetings and parent intake meetings to partner with families to develop and communicate student outcomes.  In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders.	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing student outcomes.	Parents and educational partners participate in decision-making during the development of the LCAP, School Site Council Meetings, Other Site Meetings, DELAC Meetings, and Board Meetings.	Getting more stakeholders to participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to have more involvement from all families.  The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
36678270137190	Mojave River Academy - Oro Grande	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates.  This is achieved through one-on-one appointments with teachers and ongoing communication with the student throughout the week.  The LEA also establishes a warm and welcoming environment.  In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator.	The LEA has hired new school psychologists and social workers to support student and family connections with the school.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to foster a positive relationship for all families.  The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.	The LEA holds regular school site council meetings and parent intake meetings to partner with families to develop and communicate student outcomes.  In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders.	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing student outcomes.	Parents and educational partners participate in decision-making during the development of the LCAP, School Site Council Meetings, Other Site Meetings, DELAC Meetings, and Board Meetings.	Getting more stakeholders to participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to have more involvement from all families.  The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
36678270137208	Mojave River Academy - Route 66	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates.  This is achieved through one-on-one appointments with teachers and ongoing communication with the student throughout the week.  The LEA also establishes a warm and welcoming environment.  In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator.	The LEA has hired new school psychologists and social workers to support student and family connections with the school.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to foster a positive relationship for all families.  The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.	The LEA holds regular school site council meetings and parent intake meetings to partner with families to develop and communicate student outcomes.  In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders.	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing student outcomes.	Parents and educational partners participate in decision-making during the development of the LCAP, School Site Council Meetings, Other Site Meetings, DELAC Meetings, and Board Meetings.	Getting more stakeholders to participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to have more involvement from all families.  The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
36678270137216	Mojave River Academy - Rockview Park	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates.  This is achieved through one-on-one appointments with teachers and ongoing communication with the student throughout the week.  The LEA also establishes a warm and welcoming environment.  In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator.	The LEA has hired new school psychologists and social workers to support student and family connections with the school.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to foster a positive relationship for all families.  The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.	The LEA holds regular school site council meetings and parent intake meetings to partner with families to develop and communicate student outcomes.  In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders.	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing student outcomes.	Parents and educational partners participate in decision-making during the development of the LCAP, School Site Council Meetings, Other Site Meetings, DELAC Meetings, and Board Meetings.	Getting more stakeholders to participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to have more involvement from all families.  The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.	5	5	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
36678270137224	Mojave River Academy - Silver Mountain	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates.  This is achieved through one-on-one appointments with teachers and ongoing communication with the student throughout the week.  The LEA also establishes a warm and welcoming environment.  In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator.	The LEA has hired new school psychologists and social workers to support student and family connections with the school.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to foster a positive relationship for all families.  The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.	The LEA holds regular school site council meetings and parent intake meetings to partner with families to develop and communicate student outcomes.  In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders.	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing student outcomes.	Parents and educational partners participate in decision-making during the development of the LCAP, School Site Council Meetings, Other Site Meetings, DELAC Meetings, and Board Meetings.	Getting more stakeholders to participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to have more involvement from all families.  The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
36678270137232	Mojave River Academy - Marble City	3	The LEA has strong relationships with students and families, as the most recent student and parent survey indicates.  This is achieved through one-on-one appointments with teachers and ongoing communication with the student throughout the week.  The LEA also establishes a warm and welcoming environment.  In addition, the LEA has appropriate staff available to meet the needs of students, such as counselors, translators and family engagement specialists, social workers, and the center administrator.	The LEA has hired new school psychologists and social workers to support student and family connections with the school.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to foster a positive relationship for all families.  The school can also be strategic and intentional in providing special opportunities for underrepresented families to build connections with staff.	The LEA holds regular school site council meetings and parent intake meetings to partner with families to develop and communicate student outcomes.  In addition, counselors and teachers work with the student to develop the proper course of study for student success and achieving the established outcomes.	As the LEA expands the available college and career options for students, the LEA needs to ensure that student outcomes are properly communicated to all stakeholders.	The LEA will use the school’s social workers, counselors, and translator and family engagement (TFE) specialists to improve the engagement of underrepresented families in developing student outcomes.	Parents and educational partners participate in decision-making during the development of the LCAP, School Site Council Meetings, Other Site Meetings, DELAC Meetings, and Board Meetings.	Getting more stakeholders to participate in the available decision-making opportunities.	One of the district's goals is to have students and parents feel connected to our school.  By building this connection, the LEA seeks to have more involvement from all families.  The school can also be strategic and intentional in inviting underrepresented families to remove any hurdles families face in participating in the decision-making process.	5	5	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
36678430000000	Redlands Unified	3	87% feel that the school provides a welcoming environment for all parents. 87% feel that the school communicates how important it is to respect the practice of all cultures. 92% indicate that the schools use multiple ways to communicate with families.	The district understands that there are families who do not have technology at home to receive communications. Therefore, there is a concerted effort to reach out to all families through AERIES Parent Square to identify at home technology and wi-fi needs. Additionally, the Parent and Family Engagement Department is making on-going efforts to increase parent participation and involvement in school/district activities and stakeholder group opportunities.	Communication is of utmost importance. RUSD works to provide families with the technology that they need to have excellent 2 way communication. There is a concerted effort to provide families with information in their native language. Also, RUSD have Family and Community Support Liaisons that specifically focus their outreach to our underrepresented families.	82% of the families feel that schools keep parents well informed about how their student in progressing in school. 90% of the families feel that schools keep all families informed about important issues and events. 85% of the families feel that staff respond quickly to parent calls or emails.	RUSD uses Thought Exchange annually to provide families with a safe and convenient way to provide input about schools. Kelvin surveys are administered on a regular basis for families to provide input about parent involvement. Family Engagement department focused on outreach and support.	RUSD makes continual efforts to provide our ability to communicate with parents through multiple means. Additionally, RUSD has personnel such as FACE Liaisons who are dedicated to reaching out to our underrepresented populations- in the effort to increase parent communication and involvement.	84% of the families feel that they have opportunities to be part of the important decisions about the school through surveys and advisory groups. 86% of the families feel encouraged to share any concerns with the school or staff.	As mentioned earlier, RUSD has a focus on assisting families with needed technology and internet coverage for effective 2 way communication. Additionally, there is a concerted focus on improving parent attendance at focus groups and stakeholder meetings.	Similarly, RUSD will continue to use effective communication tools such as Thought Exchange, Parent Square, and surveys to provide parents with a method of providing input. Additionally, RUSD will use dedicated staff such as FACE Liaisons to reach out to our underrepresented families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
36678433630928	Grove	3	Parents/guardians indicated in the 2022 California Healthy Kids Survey (CHKS) that they felt the school was responsive to their students' needs, was doing a good job promoting parent/guardian involvement, and providing social emotional resources for their students.  Grove continues to host multiple events throughout the year to encourage educational partnerships with families, as well as develop relationships through Grove's mentor program.	Grove has focused on increasing family participation in parent/guardian education nights, and strengthening the Parents and Teachers of Grove’s (PTG) ability to share input regarding student academics. As the 2022 CHKS indicated, the area with room for the most growth was with volunteers for leadership positions.	Grove continues to reach out to underrepresented families through general means and personal invitations during school events.	Parents/guardians indicated in the 2022 CHKS that they felt the school was responsive to their students' needs, was doing a good job promoting parent/guardian involvement and providing social emotional resources for their students. Parents/guardians also indicated a more positive view of their students' academic motivation and indicated they had attended a Grove event.  All parents/guardians attend two Student-Led Conferences annually in which they provide input into students’ progress towards Student Outcomes.	Grove is working to provide better training and support for staff to reach out to families to help them feel included and encouraged to take on leadership roles. Grove is currently exploring best practices in providing staff with this training.	Grove will continue to reach out personally to underrepresented families and offer opportunities for them to participate in leadership roles.	Grove continues to have strong attendance at and receives input from educational partners through regular scheduled meetings, special events, and online surveys. The CHKS of 2022 indicated that educational partners had an overall positive view of Grove's attempts to include them in decision-making and keep them informed of opportunities.	Grove continues to work to include underrepresented families and provide opportunities for educational partners to fill leadership roles.	Grove will continue to reach out personally to underrepresented families and offer opportunities for them to participate in leadership roles.	5	5	5	5	2	5	5	5	4	5	5	5	Met		21JUN2023	2023
36678500000000	Rialto Unified	3	The Rialto Unified School District Community Engagement Initiative team aligned Dr. Karen Map’s Dual Capacity Framework for family and school partnerships to current family and community engagement initiatives. The Dual Capacity Framework is a lens to analyze the impact of attempts for family and community engagement events by analyzing four domains that include attendance, partnership, activity, and positive educational impact. As we work to increase the impact, we will use the Dual Capacity Framework analysis to increase academic outcomes and create effective family partnerships. The CEI team will continue to work with the San Bernardino County Superintendent of Schools, California Association of Bilingual Educators (CABE), and California Coalition on Education Excellence (CCEE)  during the 23/24 school year by engaging in Professional Leading and Learning Networks (PLLN).	During the 2022/2023, the Rialto Unified School District Education Services team joined the California Coalition for Educational Excellence - Community Engagement Initiative (CEI). During this time a CEI team was developed and composed of essential community partners. As a result, all Family and Community engagement efforts are being analyzed for impact. This is currently being done by a parent leadership team that is utilizing Karen Map’s dual capacity framework and identifying efforts that can be bolstered. The desired impact of this analysis is to use strategies that result in increased trust, partnerships, and impact on student achievement.    Using the dual capacity framework we will use a 2x2 impact analysis system to plot all family and community engagement events so we have a scope of the impact. In doing so, we will create a Community Engagement Team to debrief and discuss bi-monthly impact analysis of previous events. During such time we will also strategize around increasing partnerships and educational outcomes of one focus event.	During the 2022/2023 school year, our Family and Community engagement district-wide has focused on three of our most underperforming groups. As a result, the district hosted various community events that targeted the engagement of African-American Families, English Learner Families, and Families of students with disabilities. This resulted in major cross-district events that included; Festival Latino, Dia de Los Muertos, African American History Celebration, and Divergent Games. In addition, parent advisory teams have been developed to increase trust and provide recommendations on what effective support would look like in a post-pandemic educational program. These parent teams have included a District African-American Parent Advisory Committee, an Alianza Latina Parent Advisory Committee, a Special Education Equity Advisory Committee, an African-American Equity Advisory Committee, and a District English Learner Advisory team.	Current strengths include the consistency of family and community engagement opportunities. During the 2022/2023 school year, Rialto Unified provided over 360 parent workshops both in person and virtually. The district has increased capacity and abilities to bring all 30 school communities together to recognize student achievements as well as partner with families to support each student's individualized learning goals. This school year the district has also opened a district-wide parent institute for learning, resources, courses, and support. In addition, Rialto Unified has an adult education program in which adults in the community can earn a diploma or certifications in certificated trade programs.	Based on the data and past practices, one major reflection from our Community Engagement Initiative Team was that we do not spend enough time doing impact analysis of the various events, trainings, resources, and community-building activities. This awareness has challenged us to adopt an impact analysis framework and build a strong Community Engagement Initiative team that will be working to analyze the impact of each effort in the new school year. During this time, our goal will be to align all efforts to lasting partnerships and impact on educational outcomes.	Our district parent team conducted a family and community needs assessment to identify the resources, workshops, and supports that parents feel are most beneficial. After analysis, we have already developed an annual calendar and will continue to do a needs assessment mid-year and at the end of the year. During this next year, our data analysis will include ethnicity and identification of the school site.	All priority district plans and budgeting around plans include community partner participation. Our district-wide LCAP plan received input from over seven parent advisory committees (DAAPAC, Alianza Latina, DAC, DAAPAC, DELAC, SpEd Equity, EL Equity, & AA Equity). In addition, broader community and stakeholder meetings were held that included presentations from the various service areas, collaboration with negotiation teams, and attendance by various district staff members.  The district also revises its district-wide strategic focus every three years. This includes seven teams that are made up of various community partners (staff, students, parents, local businesses, and other partnerships) to develop each action and each action plan.  In addition, every school site will host a school site council and English learner advisory committee that assists in the development of school plans for student improvement. This plan is evaluated, bolstered, and presented to the school board for approval annually.	During the 2023/2024 the district will work to establish LCAP teams at each of our school sites. This will allow for cascading communication. In addition, virtual platforms will assist with the establishment of various partners' access to community meetings in person and virtually. In addition, recruitment will be done at each school site for focus groups around specific and targeted goal development with the LCAP plan.	The district will focus on a deeper analysis of family and community input. This deeper analysis will include ethnicity identification and school site of attendance so that a micro analysis can result in a direct impact.	4	4	3	5	3	5	3	5	4	5	5	4	Met		21JUN2023	2023
36678680000000	Rim of the World Unified	3	Rim of the World Unified School District is committed to engaging parents and other educational partners by building meaningful relationships. For the 22-23 school year, in addition to the state rubric, the district chose to administer parent engagement surveys through the Kelvin system. Kelvin’s “pulse” surveys are a quick way to provide teachers and education leaders with actionable data that allows them to understand where their students, parents, and schools are thriving, and what needs work. The “pulses” were administered 4 times throughout the year. These surveys help us measure progress in both state priorities three and six, Parent Engagement and School Climate. In 2022-23 the district had a 15% parent participation rate with 69% of the results favorable.  The three domains surveyed were: Sense of Safety, Instructional Environment, and School Participation/Relationships. Our strength was identified in the area of instructional environment where 77% of Rim parents indicated a favorable response in this domain.	On the KELVIN pulse, school participation/relationship had a lower favorable response percentage of 56%. ROWUSD has reached initial implementation by engaging with families through Parent Square, Class Dojo, Remind, Band, email, and other communication options as well as by supporting families through parent/guardian conferences and communication to support student needs. More opportunities to engage with parents/guardians and families will continue to be discussed with our LCAP Educational Partners, PTA, SSC, and ELAC teams as this is still an area of focus for the district.	The district will continue to focus on engaging parents of underrepresented families and continues the strategic use of personnel to focus on providing programs, support, workshops, and resources to the parents of our foster, English learner, and low SES students. Options for families to attend school events virtually are being continued to provide more access to families. Additionally, all school sites provide regular school site updates via Parent Square, inclusive of opportunities for parent/guardian/family participation in PTA, School Site Council, School Safety Committee, and other relevant parent and family engagement meetings. School Site Leadership Teams meet regularly to brainstorm ideas and plan the implementation of programs, policies, and practices that build relationships with our families. This is also achieved on our campuses as a part of our Positive Behavior Interventions and Supports (PBIS) initiatives on all campuses.	Rim of the World Unified School District is committed to engaging parents and other stakeholders and building partnerships for improving student outcomes. We utilized the state's parent engagement rubric to monitor progress in building partnerships for student outcomes. The self-reflection rubric generated ratings of 3 and 4 in this area. In addition to the state rubric, we utilized Kelvin pulse data. Our area of needed improvement as indicated on the Kelvin family/parent pulses was in the domain of School Participation/Relationships with a 56% favorable rating. 77% of district-wide parents expressed that schools have a positive instructional environment for their children.	Back to School Nights have been reorganized, based on feedback from parents, to make these events more meaningful and relevant to parent needs. Parent-teacher conferences throughout the year provide parents with information about learning expectations and ways they can support their students. The district also utilizes email, Class Dojo, the Parent Square communication platform, progress reports, report cards, and school committees to engage and inform families about student progress. The high school provides a series of parent workshops to prepare students for post-high school opportunities focused on both college and career. College application and financial aid resources are available to parents with school staff available to answer questions. The intermediate school continues to offer Steps for Success parent and family engagement nights including topics and resources specific to thriving in middle school as well as CAASPP practice and preparation.	In order to continue building partnerships with families, the district will continue to focus on engaging parents of underrepresented families and will continue to acquire feedback to strategically utilize personnel to focus on providing programs, support, workshops, and resources to the parents of our foster, English learner, and low SES students.	Rim of the World Unified School District is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. Our data indicated needed improvement in supporting English learners and foster youth parents to be a part of the decision-making process. Although committees and outreach have taken place to include underrepresented parent groups we continue to see low participation rates from these families. We will be looking at comparison data from 2020-21,  2021-22, and 2022-23 to determine areas of strength and needed improvement moving forward.  We have also utilized the state's parent engagement rubric to monitor progress in including parents in the decision-making process. Our scores for this section of the rubric range from 3 to 4 indicating beginning and initial implementation. It is Rim of the World's desire to utilize the information gathered from these parent surveys to focus on the needs and voices of our families and incorporate them into our district's LCAP.	The district has made progress in forming several parent and community forums to encourage parents to be a part of the decision-making process. Although we have created and scheduled these forums we have been struggling with participation rates. One of our barriers is inconsistent attendance which may be impacted by our weather patterns, particularly in fall and winter. As a mountain community, our weather plays a large role in the attendance of both parents and students. We have also seen a more pronounced decline in overall participation since the COVID-19 pandemic. Attendance continues to be an area of focus for the current year.	During the self-reflection process, it was apparent that many of our underrepresented families have become disenchanted with the educational system and feel disconnected. Our focus will be on building relationships and providing more options for families to engage. The district will continue to develop strategies for improving the engagement of our underrepresented families in the decision-making process encouraging participation in site and district committees like SSC, PTA, ELAC, DELAC, LCAP, and others. We are still providing options for in-person or virtual opportunities to attend which has increased participation in some areas.	4	4	3	4	3	3	4	3	4	3	3	3	Met		22JUN2023	2023
36678760000000	San Bernardino City Unified	3	SBCUSD’s current strengths and progress in building relationships between school staff and families includes 2-way communication between families and educators, multiple levels of participation at the school and district level, as well as working towards hybrid participation. In addition to working with program specialists across district departments, the district’s Family Engagement department hired 40 Parent Volunteer workers to serve as liaisons.  Two additional Program Specialists and 3 Community Relations workers have been hired to help build a bridge between the community and the school. The  focus is on helping staff support families to increase their children’s achievement and encouraging families to help close opportunity and equity gaps. Schools are also provided with English Learner Advisory Council (ELAC) and School Site Council (SSC) training at the beginning of the school year. This will increase EL and overall  parent involvement and allow parents to provide input into school matters. Parent advisory support is then provided on a monthly basis by various departments in the district, including Multilingual and Categorical Programs.	SBCUSD’s focus areas for improvement in building relationships between school staff and families are to build trust and welcome families back on campus. The district’s Family Engagement department plans to add additional Parent Volunteer workers, for a total of 73, as well as an Assistant Director. Two additional Program Specialists and 3 Community Relations workers will help to build a bridge between the community and the school. The department’s primary focus is to help schools develop effective working relationships to improve achievement, ensure equity, and support college and career readiness. Also, helping staff understand and overcome any cultural, ideological or other barriers for collaboration to improve student outcomes. The district will provide training and support in creating and facilitating School Site Council (SSC), African American Parent Advisory Committee (AAPAC) and English Learner Advisory Committee (ELAC) meetings at the school sites, in order to promote participation at the district level. As a result, parents will learn how to best support students, access resources, address school-community barriers, and be empowered to share their thoughts and ideas.	SBCUSD will improve engagement of underrepresented families by including them in all available communication platforms as well as connecting them to Parent Volunteer Workers (PVWs) to support the areas of need. In 2022, the Superintendent Parent Advisory Council (SPAC)  composed of parents from across the district (one per site and an alternate) was also created in order to continue to build relationships and include parent voice in the decision-making process. Our Family Engagement department helps engage these families by collaborating with the departments most closely aligned with an underrepresented group, such as Multilingual Programs, which works with families from various language groups, or Access to Learning for All Students (A.T.L.A.S.), which works with our foster and homeless families. To improve engagement, the district is working with district parent advisory groups and collaborating with clubs such as Black Student Unions at schools. Equity and Targeted Student Achievement (ETSA) is creating events to increase the engagement of African American students and families.  EL parents have opportunities to participate in conferences with district staff, addressing issues related to EL’s.	SBCUSD’s current strengths and progress is professional learning and resources for teachers and principals. The district focused on building staff capacity to engage and support families in student learning and has made significant progress establishing the foundational elements necessary for effective family engagement. ETSA and the Family Engagement Department  have worked with community partners to provide resources for all including, Socioeconomically Disadvantaged, Special Education,  Foster Youth, EL and African American (AA) students. Survey data and other objective measures are used to evaluate the impact of family engagement on student outcomes. Family engagement is now being embedded into the Single Plan for Student Achievement and is now a component in the evaluation of site administrators. Principals have also had the opportunity to analyze the Panorama Family Engagement Survey and have created a plan that encompasses their parent engagement goals aligned to student academic achievement as well as actionable items to meet their goals.	In order to continue to build partnerships that lead to successful student outcomes, in 2022, the Family Engagement Department in collaboration with our Superintendent, established the SPAC, composed of parents from across the district (one per site and an alternate). SPAC was created in order to continue to build relationships and include parent voice in the decision-making process. Subsequently, Parent Volunteer Workers were hired and  placed at respective sites to support and focus on building partnerships with all interested parties.  Various areas for improvements that have been covered include supporting families to understand the impact of family involvement on academic achievement and how to obtain positive student outcomes. Additional improvement areas continue to include attendance, specifically chronic absenteeism as well as connecting with our Socioeconomically Disadvantaged, Special Education, Foster Youth, EL and  African American families.  We will continue working with site leadership to connect families through the various committees available on campus. We will also continue to work on follow-through of ideas that parents share during meetings.	The SPAC was initiated in 2022 and is composed of parents from across the district (one per site and an alternate) in order to continue to build relationships and include parent voice in the decision-making process. Our Family Engagement department helps engage these families by collaborating with the departments most closely aligned with an underrepresented group, such as Multilingual Programs, which works with families from various language groups, or A.T.L.A.S., which works with our foster and homeless families. SBCUSD will improve engagement of underrepresented families by providing flexible options for participation through video, phone, or in person. Child care, translation services, and accommodating meeting times are additional strategies to increase engagement. The Family Engagement department works across the district to help these families support their students in achieving college, career and scholarship goals. The ETSA department will continue to connect African American families and parent advisory committees across the district with resources to support their diverse needs, which includes working with school staff and clubs to increase AA engagement.	SBCUSD’s strengths and progress in seeking input for decision-making includes active participation in all district advisory groups such as SSC, SPAC, DAAAC, DAC, CAC, and DELAC, with regular attendance from district departments with the goal of listening and responding to families. Parent opportunities designed to build capacity include family engagement events (planning and facilitating), school training, and PD opportunities including conference attendance. Feedback received from families is used to create workshops and PD to support families and staff in collaborating about joint decisions that are in the best interest of students. Surveys provided for educational partners are used to gather information in addition to receiving input through our SSC, SPAC, CAC, DAC, DAAAC, ELAC, DELAC, and Cafe de Padres meetings. Minutes are taken and shared with the group in order to promote follow through.	SBCUSD’s overall focus area for improvement in seeking input for decision-making is to increase family participation at the site level which may include input on policies. Our goal is to increase the number of families, including Foster Youth, African American and English Learner families who are actively participating in their school’s various parent advisory committee meetings and/or visiting our District School Board meetings when possible, to learn more about District governance. Hybrid Parent advisory meetings, including DELAC, DAAAC, DAC and CAC allow parents to receive information from home if they are not able to physically attend these parent advisory meetings. The Family Engagement Department is working with sites on micro-engagements to improve family involvement in decision-making. Micro-engagements are brief, 30-60 second, on-the-fly informational or feedback sessions wherever and whenever district and site staff connect with families in person, online or over the phone. The SPAC meetings also include various opportunities for interested parties to provide feedback and are able to share in the decision-making process.	The Family Engagement department is seeking to involve underrepresented families in decision-making using creative ways to reach families and collaborating with those most closely connected to those families (pastors, coaches, etc.). The department has partnered with the Loma Linda Health Education Workers (CHEWs) to serve underrepresented families and often seeks input for decision-making using a variety of survey methods. This work will help to capture family voices and develop relationships, while children are in preschool and Transitional Kindergarten. In doing so families will feel comfortable sharing their views and assisting with making decisions at the site and district level. Additional training for school staff is planned to help school leaders support and engage African American families. The Multilingual department will continue to provide multiple ELAC training opportunities and specific Cafe de Padres meetings for parents. Personal invitations to individual families will also be implemented via Parent Square.	3	3	3	3	3	4	4	3	3	3	4	3	Met		20JUN2023	2023
36678760107730	ASA Charter	3	ASA Charter School school is offering a fully implemented Well-ness Program that is being offered to staff, students and our families.  Each year we have increased our family activities and continue to reach out to our families in an effort to build a strong bond between our families and our school.	We continue to increase strategies to keep our parents fully informed.  Strategies implemented are Robo-call, text, letters home, teacher communication platforms, emails, our website and in person meetings.	We have hired additional staff members as part of our focus to improve engagement of underrepresented families.  Training continues in an effort to fully update the needs of these focus groups.	ASA Charter School has established partnerships with other local public schools and colleges.  In particular we have surveyed our high school students multiple times to establish data that will more directly affect positive outcomes.	We can improve in the areas of Dress for Success, interviewing skills and learning how work others.	We have improved engagement of underrepresented families by increasing translation services for EL students and families, inviting more community role models to our campus to meet with students for the underrepresented groups.	We continue to use surveys to collect data and educational partner input that is used for decision-making.	Each year we have increased our family activities and continue to reach out to our families in an effort to build a strong bond between our families and our school.  This year our increase in the use of social media has allowed us to reach more families and community members.	As part of our self-reflection we have reached to our students and families to determine what progress is made by seeking input for decision-making.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met For Two or More Years			2023
36678760109850	Public Safety Academy	3	Public Safety Academy’s current strengths and progress in Building Relationships Between School Staff and Families includes home to school communication regarding student progress, school events, and general school updates.	An area of improvement for building relationships between school staff and families is the need for more parent involvement in decision making at school at meetings such as SSC, ELAC, and board meetings. Additionally there is a need in supporting staff to learn about each family’s strengths, cultures, languages, and goals for students.	Public Safety Academy will increase the number of parent-involved meetings such as coffee with the principal and additional parent workshops to allow more underrepresented families more opportunities to participate in decision making.	Currently Public Safety Academy meets with any student and their parent/guardian who has maintained a GPA of less than a 2.0 for more than 4 weeks.  Academic supports are discussed and often the student is put on a watch to then formally begin the SST process.	An area of improvement for building partnerships for student outcomes is offering more collaboration opportunities for students with the community. Families and community members responded that they feel that students do not feel the connectedness to their school community.	Public Safety Academy will improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes by increasing opportunities for students to explore public safety career opportunities as well as opportunities to participate in the community.	The LEA has regularly scheduled parent involvement meetings that parents can participate in.  Parents and families are also opted into parentsquare which sends all families school-related notifications.	The LEA understands there is a need to increase parent participation.	The LEA will increase the number of opportunities for parents to participate in and feel included in the school culture.	4	4	4	5	4	4	5	4	4	3	4	4	Met		22JUN2023	2023
36678760117192	SOAR Charter Academy	3	Our parents are one part of a three part team; students, staff, and parents. We know it's important for them to partner with us to provide an excellent program and to support student performance. Various programs and events have been established to initiate outreach and make connections with parents, including the Parent GUIDES (Parent Lighthouse), student led conferences, various on campus and off campus volunteer opportunities, back to school events, open house, Family Engagement Nights, and Parent Workshops. Establishing these connections and developing relationships leads to greater parent involvement. We provide parent workshops on various topics of interest and need to our families. We also have Back to School Night in August to let parents know what the standards and expectations are for the current grade level. Progress reports go home to parents approximately every six weeks to make sure they are aware how their child is performing. We hold student led conferences twice a year to allow our student leaders to show accountability for their academic performance, behavior, community service, and goals.	We use all these methods to try and improve the engagement of our underrepresented families as well. We also translate when needed. However, even with all these efforts, we do not have the amount of participation we would like. We will continue to strive to get more families involved. We have found that some more participate with personal invitations like we did for our African American, English Learner, and SART/SARB meetings.	Our parents are one part of a three part team; students, staff, and parents. We know it's important for them to partner with us to provide an excellent program and to support student performance. Various programs and events have been established to initiate outreach and make connections with parents, including the Parent GUIDES, parent conferences, various on campus and off campus volunteer opportunities, school open house and back to school events, Family Engagement Nights, and Parent Workshops. Establishing these connections and developing relationships leads to greater parental involvement. We provide parent workshops on various topics of interest and need to our families. We also have Back to School Night in August to let parents know what the standards and expectations are for the current grade level; including community service. Progress reports go home to parents every six weeks to make sure they are aware how their child is performing and growth made. We hold student led conferences twice a year to allow our student leaders to show accountability for their academic performance, behavior, community service, and goals. Due to the pandemic, the 2020/21 school year did not offer our parents as many opportunities to support their children on campus but the majority of our parents have done an amazing job at supporting their students during distance learning. One of our goals for next year is to provide parent meetings designed specifically for our EL parents and our African American parents to communicate what we are doing to meet their students' needs and get feedback from them.	Approximately 57% of our 5th and 7th graders feel like there is at least one caring adult on campus. Our staff does a good job of using the Power of One to identify what students on campus may not have a connection with at least one adult. We also scored 74 on the MRA regarding supportive student environment which includes relationship building.	We will add a Reverse Power of One question to our monthly Culture survey to see if students feel what we feel as a staff. This will be one more data point to look at regarding relationships on campus. We are also going to implement 2-3 required cross grade level activities with their assigned class buddies.	All students will have the same opportunities at SOAR when it comes to relationship building. It is important that all students feel they have at least one trusting relationship with an adult.	SOAR Charter Academy is committed to engaging parents and other stakeholders and incorporating their feedback in the decision-making process. In addition to the aforementioned parent engagement opportunities, parents are able to provide meaningful input in decision-making when attending parent meetings about the LCAP process, serving as a GUIDE (Parent Lighthouse member), a Board member, School Site Council, and/or participating in the three surveys we give to gather feedback annually. All directors have an open door policy for parents when they need to express a concern. These surveys and their findings do relate to the goals established in our LCAP and drive the development of new actions to address the findings. SOAR takes the CAL-SCHLS California Healthy Kids Survey in 5th and 7th grade along with giving the Parent Survey and Staff Survey components. This survey gives a lot of information on many areas in the LCAP. We also give a local Stakeholder Survey to parents to gain additional feedback related directly to the 8 priorities in our LCAP and Charter. The third survey is our Leader in Me MRA. We choose to give these three surveys because they are comprehensive surveys that give us a lot of information across all state priorities and tie to our LCAP planning process very well.	We need to try to get more parents to give feedback by filling out the feedback form, completing surveys, and talking with us. If we can get more parents to participate in parent meetings, we are sure we can involve them in this process more.	By having meetings specific for English Learner parents and parents of African American students, we allow them to have a voice in a smaller venue. We provide translating when needed by our bilingual staff. One population that is often not heard from is our parents of SPED students.	5	4	5	5	5	4	5	4	4	4	4	3	Met		24MAY2023	2023
36678760120006	New Vision Middle	3	New Vision Middle School builds strong relationships between school staff and families through well-attended family and community activity nights, parent committees, and communication through text, email, phone calls, and class dojo.	New Vision Middle School's focus area this year is building broader participation in our parent involvement committees, School Site Council, English Language Learners Advisory Committee, and African American Parent Advisory Committee.	To improve NVMS’s engagement with underrepresented families, we are focused on increasing participation in parent-teacher conferences, increasing participation in parent advisory committees, and providing better service to parents through teacher, admin, and office contacts.	NVMS’s current strengths in building Partnerships for Student Success are parent-teacher conferences, teacher availability, and contact for students and parents. At NVMS, teachers email, text, Parent Square, and meet with parents. During the first quarter, all parents are contacted to meet about their students' academic performance and behavior. Follow-up meetings and contacts are set up by request from parents and/or teachers.	NVMS is focusing on more regular and meaningful collaboration between families and teachers, through regular contact to address challenges and celebrate student success.	NVMS will focus on underrepresented families through, support training for teachers, in identification, Parent Leadership Teams, Solutions Teams, and academic support.	NVMS currently holds quality activities for families and the community that are well attended.	NVMS needs to develop new ways to engage parents in activities that provide for review of educational plans, and goals. While parent activity nights are well attended, greater participation is needed in committees, we are addressing this need through our Parent Leadership team, and our Director of Parent Engagement and Student Success position.	NVMS will make individual contacts and invitations for underrepresented parents to participate in committees to build voice and representation.	4	5	4	4	4	4	4	4	3	3	3	3	Met		10JUN2023	2023
36678760120568	Options for Youth-San Bernardino	3	OFY San Bernardino continues to facilitate various opportunities to engage with families. Families are able to come into the school sites and speak directly to school staff to answer their questions or receive information. At orientation, families are given information regarding our program and meet several staff members that can help them throughout their time in our program. In the fall, the school hosts a back to school night where families have the opportunities to engage with the various school departments and learn how to take advantage of school offerings. The school holds parent-teacher conferences twice a year at the end of each semester. At each school, bilingual staff are available to translate for both staff and families in Spanish if needed. Families also have the ability to schedule more meetings to discuss their students' progress or concerns. According to survey data, 88% of parents feel part of the school community to some degree which can be attributed to engagement opportunities offered to families. The school’s post-secondary counselors also offer various opportunities for parents to engage by inviting families to Senior Signing Night, Senior information nights, Senior Social, FAFSA workshops and other events. Other events like Bilingual schools night, Sports Banquets and parent workshops to help parents support their students at home with academics and their social-emotional health. All of these opportunities offer parents the ability to engage and partner with the school. These efforts to build relationships between school staff and families have been included in our LCAP specifically in LCAP Goal 4, action 1 - Parental Involvement and Educational Partner Engagement.	According to the 2022-23 Fall LCAP Educational Partner feedback, 77% of parents feel that they have had the opportunity to contribute to any important school decision, while 23% reported that they didn’t have the opportunity to contribute to any important school decision and according to Climate survey data, our rating for School Connectedness/Engagement was a 4 (rating has remained the same for 2017, 2019 and 2023). The LEA has made efforts at the beginning of the school year to recruit for important advisory groups such as the LEA’s District English Learner Advisory Committee (DELAC) and School Site Council (SSC) soon to transition to a Parent Advisory Committee (PAC). The school will improve in this area by continuing to work with families to remove obstacles to participation in these advisory roles such as holding meetings outside of school and work hours and providing access to technology so parents can attend virtually if needed. These efforts to build relationships between school staff and families have been included in our LCAP specifically in LCAP Goal 4, action 1 - Parental Involvement and Educational Partner Engagement.	According to 2022-23 Fall LCAP Educational Partner feedback, 92.6% of parents reported as feeling part of the school community. According to Climate survey data, the LEA received a score of 4 in the area of social inclusion and a score of 4.14 in school connectedness and engagement. The LEA has committed to developing multiple opportunities to engage in 2-way communication with families. Two-way communication is sent to families from Counselors, Career Pathways Coordinators, and School Administration via, School Messenger, to increase engagement to underrepresented families and the school community as a whole. These communications include announcements for upcoming school events, newsletters, information regarding access to mental health resources and local food distributions and other valuable information. To provide families with translated copies of published school communications, we have increased the number of communications sent home in Spanish by allowing school staff to request translations for non-critical communication such as newsletters and fliers. These efforts to build relationships between school staff and families have been included in our LCAP specifically in LCAP Goal 4, action 1 Parental Involvement and Educational Partner Engagement.	The LEA remains committed to building partnerships to ensure student academic progress. According to School climate survey data for the 2022-23 SY, 89% of parents reported a positive school support of learning (rating of 4.13) ; defined as the use of supportive teaching practices, such as: encouragement and constructive feedback, varied opportunities to demonstrate knowledge and skills, support for risk-taking and independent thinking, atmosphere conducive to dialogue and questioning, academic challenge, and individual attention.  The school continues to provide opportunities for staff to communicate with students and families throughout the school year with semesterly Parent-Teacher conferences and additional meetings at the request of parents. Additionally, teacher and post secondary counselor email and phone contact information are shared at orientation.  The LEA partners with various service providers to support student outcomes. The LEA partners with school field trip organizer, Pathways Travels to provide experiential overnight field trips that support students Socio-emotional health. The LEA also partners with service provider Prep for Success to offer families workshops in the areas of Parent’s Rights, Social-emotional Health and special populations support.   The LEA also builds partnerships with our families via normally held DELAC and PAC meetings throughout the school year. The LEA continues to provide families with best practices to support student outcomes and achievement at regularly scheduled Parent-Teacher conferences. Time management, and other best practices are discussed at these meetings to equip parents with resources to support their students at home. These efforts to build relationships between school staff and families have been included in our LCAP specifically in LCAP Goal 4, action 1 (Parental Involvement and Educational Partner Engagement) and 3 (Social-Emotional Learning).	According to Spring LCAP Survey data, only 58.8% of parents felt included in the School Improvement Development Process. Parents gave the LEA a rating of 4.14 on the Climate survey.  The school will continue efforts to send out communication via school messenger in English and Spanish throughout the school year to remind parents what opportunities are available to them to participate in the SI development process such as Joining advisory committees DELAC and SSC/PAC. We will also utilize in person interactions at Parent-Teacher Conferences, Back-to-school nights, etc to communicate these school improvement opportunities. These efforts to build relationships between school staff and families have been included in our LCAP specifically in LCAP Goal 4, action 1 Parental Involvement and Educational Partner Engagement.	According to 2022-23 Fall LCAP survey data, 44% of parents felt that School/Home Communication and Supporting families with needs, should be priorities for the LEA to improve for next school year.  The LEA values participation and input from all stakeholders including underrepresented families. The LEA will continue to provide translation communication and documents to engage with our bilingual families. The LEA will continue to make virtual input and DELAC and PAC advisory meetings accessible to families by providing access to technology and internet access to ensure any family who wants to participate, can. The LEA will continue to send families resources for food banks and mental health offerings available through the school and school partners. These efforts to build relationships between school staff and families have been included in our LCAP specifically in LCAP Goal 4, metric 4 and action 1.  The LEA engaged with and supported families with needs by offering shared parent and staff workshops hosted by a third party service provider, Prep for Success. These workshops were held at each of our schools sites and covered topics relating to Parents Rights Advocacy for student with IEPs, Supporting their students with Social and Emotional Health, and providing support to their special population students. These efforts to provide PD and workshops for families and staff have been included in our LCAP specifically in LCAP Goal 1,  action 6.  To support our special needs population, the LEA offered a Supportive Expressive Art Group for students this school year and will continue these classes into the 2023-24 SY. These 12 week classes were led by school psychologists at each school site and taught students various ways to use art to work through emotions, obtain tools for dealing with anxiety and taking time to better understand themselves. This action has been included in our LCAP, specifically LCAP Goal 1, action 2.	The LEA works with leadership and staff to discuss the purpose of advisory groups and committees, topics to cover and ways to empower families to actively participate in advisory groups and decision making processes. Opportunities to provide input on policies and programs are provided to all families through meetings such as Parent-Teacher Conferences, Advisory Groups and engagement events. We continue to work with parents and families directly to understand their role in decision making and school governance as well as to increase the quantity of families that engage in decision making and input giving opportunities.  The LEA has shown growth in families feeling included in the school improvement process. According to Spring LCAP survey data, 26.1% of parents reported not feeling included in opportunities to participate in the school improvement process, which is down from 46% of parents last school year not feeling included in opportunities to participate in the school development process. According to School Climate Survey Data, the school received a rating of 4.14 in School connectedness and engagement, which has not changed over the previous two administrations. These efforts to build relationships between school staff and families have been included in our LCAP specifically in LCAP Goal 4, metric 4 and action 1 Parental Involvement and Educational Partner Engagement.	The LEA has determined an area for improvement as increasing attendance at parent meetings, and advisory groups so that all parents and families receive key information and provide valuable feedback. We continue to speak with and survey families to find the days and times that would produce high attendance and participation for these input and decision making opportunities. In the 2022-23 school year, all of our advisory group meetings were virtual, and took place after school and work hours to encourage high participation rates. Families were also provided access to a laptop and internet access if access to those were barriers to participating. Total attendance for students and parents at DELAC meetings were 1 parent and 1 student and PAC meetings 1 parent. These efforts to build relationships between school staff and families have been included in our LCAP specifically in LCAP Goal 4, action 1 to hopefully garner more interest to attend these meetings from parents across the student population.	The LEA can improve engagement with families by meeting them at the communication that best suits them. The school surveyed families as to which means of communication they prefer to receive and 48.3% prefer text messages, 21.3% prefer phone calls,20.4% prefer in-person meetings, and 10% prefer emails. According to School Climate Survey Data, the school received a rating of 4.14 in School connectedness and engagement, which has not changed over the previous two administrations.   This information has informed the school’s decision to include text, and phone call options in our communication out to families.  The LEA will continue to schedule Educational Partner engagement opportunities at times that are most convenient for families to promote high attendance rates and provide technology when available to remove that obstacle for family engagement . These efforts to build relationships between school staff and families have been included in our LCAP specifically in LCAP Goal 4, action 1.	5	5	5	5	4	4	5	5	4	4	4	4	Met		30JUN2023	2023
36678760121343	iEmpire Academy	3	Current strengths include ongoing communication with families using tools such as Class Dojo which have been deemed as the best method of communication per our families.  We utilize this tool to communicate information regarding school-wide events, community events, and/or available resources. In addition at the classroom level, teachers utilize this tool to communicate classroom-specific news and events, student celebrations, as well as 1-1 messaging in order to communicate student-specific information.   At IEmpire, we create welcoming environments for all families in the community through our monthly family nights as well as through the adoption of our various school councils on campus (i.e. School Site Council, African American Parent Advisory Council, English Learner Advisory Committee.) We know the impact of first impressions. As a school, we set expectations for what our classrooms should look like. When entering classrooms, students are welcomed with a nicely maintained classroom that consists of useful resources for them to be successful.	Our administration and teachers do well with building relationships with parents by maintaining good communication and attending family events that bring the community to our campus. An area for improvement would be to better develop the capacity of our classified staff to build trusting relationships with our families. We attribute this weakness to the fact that we continuously have new staff that require ongoing professional development needs.  Another area we would like to improve is to increase the amount of parent participation and attendance at our monthly family events. Now that we have begun implementing refined systems for collecting and tracking attendance rates of our families, we may now be able to begin to create goals and action steps in order to foster relationships between our families as a result of increased parent engagement in school events and activities.	Based on analysis of educational partner input and local data, strategies for improving engagement of underrepresented families include surveying our parents to gain a deeper understanding of what types of events would interest them, as well as what factors have impacted their attendance to said events in the past (i.e. day/time of the event, the topic was low interest, etc.). In addition, we have implemented a campaign on our campus aimed at increasing parent volunteerism opportunities on campus (as this has been an area of deficit since the Covid 19 pandemic) which kicked off during Meet the Teacher Night with the support of our Student Success Coordinator.	Based on the analysis of our data, we provide families with information and resources to support student learning and development in the home including but not limited to: best practices to support improved literacy and math skills via parent training at previous family nights, as well as walkthroughs of various platforms families can utilize to support their student at home (i.e. Unite for Literacy reading platform, Swun Math fact fluency platform, etc.     In addition, we hold parent-teacher conferences twice each school year where classroom teachers provide detailed information regarding student progress including areas of strength, growth, and possible resources families could utilize with students to improve on areas of growth.	One area for improvement would be to continue to increase the number of community partnerships with our school. To be able to improve this area, we would need to identify how we could create partnerships that are equitable and beneficial to all parties. As a result, we would hope there will be more meaning and impact derived from the school’s relationships with the community.	Based on the analysis of educational partner input and local data, we will continue to work towards improving the engagement of underrepresented families through the efforts of our Parent Involvement and Community Connections site team. Throughout the school year, the team will review goals and action steps aimed towards fostering increased school and parent collaboration, parent awareness around the information, and resources available to them to support student learning and development in the home. In addition, the specific policies and programs in place at the school site to support students and the steps families can take to advocate for said supports for their student.	The current strengths of iEmpire around seeking input for decision-making are in regards to the frequency and multiple methods we utilize in order to engage our families and elicit their input and feedback. We regularly send out surveys to families (both electronic and paper) regarding feedback on school-wide initiatives, programs/policies, and the action steps we have put in place to meet our LCAP goals. Requests for information from families are shared on Class Dojo, during family nights, parent-teacher conferences, and school council meetings.	Our area of focus for improvement is to identify alternate opportunities for families to provide input on policies and programs in addition to the planning, design, and implementation of initiatives that require decision-making from all stakeholders. In addition, consistent attendance from families to our school-wide council meeting as well as higher completion rates of parent surveys is also an area of focus for us.	In order to increase family input and decision-making on campus, we will begin to implement various incentives (i.e. raffles) to foster increased participation in completing surveys. In addition, we will award students of families who attend family events, council meetings, etc., and share input on decision-making initiatives with “points” toward their assigned House.	4	4	4	4	3	4	5	3	3	3	4	4	Met		10JUN2023	2023
36678760122317	Hardy Brown College Prep	3	At Hardy Brown College Prep, we have built strong connections between our non-teaching staff and families.  Non-teaching staff reported feeling very safe on campus as well as connected to our school, as did the majority of parents.	At Hardy Brown College Prep, teachers were less likely than non-teachers to report feeling very safe on campus as well as connected to our school.  We hope to improve in this area so that all staff feel similarly safe and connected.	At Hardy Brown College Prep, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.	At Hardy Brown College Prep, we have a robust partnerships with local organizations such as the Black Voice News and NAACP San Bernardino branch.  Many of our middle school scholars participate in an NAACP Youth Council.  Over three-quarters of our scholars report feeling very connected to our school.	Over two-thirds of scholars report feeling very safe on campus.  We would like that percentage to be even higher, which is challenging given our location in downtown San Bernardino.  We continue to make efforts to keep our campus safe and clean, and we are excited to be opening a preschool on campus this school year.	At Hardy Brown College Prep, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.	At Hardy Brown College Prep, we have a robust School Site Council that enables staff and families to join our decision-making processes.  They learn about our LCAP and provide input for each annual update.	We hope to have more parent participation in our School Site Council.  It is difficult for parents to make the time to join the meetings given their jobs, children, and other commitments.	At Hardy Brown College Prep, we will continue to reach out to our families of English Learners and students with disabilities to ensure that they feel safe and connected to our school.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
36678760126714	Woodward Leadership Academy	3	Parent and family engagement needs to improve to better support the overall learning of our students.  WLA will develop and implement opportunities where parents and families can participate and communicate effectively in order for students to reach their academic and social-emotional goals.	Maintain strong parent communication.  This communication will be measured by Aeries Communication/Parent Square. Data showes there was 88% contactibility.  Maintain an updated website.  WLA contracted services with a web designer to improve the effectiveness of information distribution to parents/guardians and to the community.	Staff communicated with parents through parent communication portals, direct communicaion, phone calls and emails which contributed to an increase  in parental participation in school wide events.	WLA fiscal staff, financial back office and WLA administration meet at a minimum every trimester to review new projects, grants and funding opportunities to build partnerships and increase student outcomes.	Data is reviewed for the specific needs of the site, resource inequity was clearly shown in several areas which led to adjustments to palns and the reallocation of funds,  Academically alll students were underperforming so we implemented an intervention reading and math program to address this need,	Workshops and conferences to build capacity in core subject areas.  Afterschool interventions/programs; conferences to build capacity in core subject areas,SEL programs and collaboration.  Project based learning.	A school site council which included representaiton of administration, teachers, classified staff, parents and student represntatives met monthly to review goals and implementaiton .	Teams will meet quarterly to share the results of their effort	By meeting quarterly.	4	4	4	4	4	4	4	4	4	3	4	3	Met		26JUN2023	2023
36678760133892	Ballington Academy for the Arts and Sciences - San Bernardino	3	Ballington Academy for the Arts & Sciences works hard to build and maintain relationships with student caregivers and families. This includes but is not limited to, events that address family wants and needs. For example, families have expressed appreciation for fun events that include food, so the school responded with “Burgers and Books” and “Donuts with Grownups.” In addition, staff members work to address individual student needs and the needs of the whole family. Working to connect families with community resources, vision care, or support for utilities are just a few ways the school supports the entire family. As partners, this commitment to individual students and families demonstrates Ballington’s strength and commitment to Building Relationships between Staff and Families.	Attendance and input surrounding “fun” events make it clear that families can participate in educational activities. However, the school has an important goal of increasing attendance and participation at events that are not as dynamic, such as LCAP meetings or parent training workshops. The school would like to increase attendance at these required meetings to close the circle of Building Relationships between Staff and Families.	The school has made demonstrable progress in this area, securing the partnerships described above and obtaining resources for underrepresented families. At the same time, the school still needs to improve the quantity of resources and continue to improve the attendance rate.  The school has received a grant for hiring a Community Schools Coordinator. This person will be responsible for visiting families at their homes, developing relationships with businesses and local agencies, and connecting families with needed resources.	The school partners with Southcoast Community Services, Feeding America, and Early Head Start, among others, to assist in providing our students with the resources and support they need to be successful. The school continues looking for new partnerships to benefit the students and increase student outcomes.	The school’s focus is to identify and create relations with community partners. The Community Schools Coordinator position will significantly increase the school’s ability to meet the needs of our students and families through the partnerships that will develop.	The school staff strives to meet the basic needs of the students and their families. By identifying and meeting those needs, the school will build relationships with those families to increase student achievement and parent engagement, leading to overall academic improvement.	The school provides multiple opportunities for all stakeholders to provide their input. These opportunities are offered throughout the school year. The school often ties these input-seeking opportunities to schoolwide, student-focused activities in order for staff, parents, and other stakeholders to participate in the life of the school and then give immediate feedback, offer suggestions, or ask questions.	The school focuses on increasing stakeholder participation, particularly parent participation, in decision-making. This would include but are not limited to, opportunities for participation through advisory committees, parent surveys, budget updates, and board meetings.	The school leadership will strive to increase the confidence of our stakeholders through parent education and building relationships with parents and other stakeholders. This will encourage parents and other stakeholders to participate by making them feel empowered and valued, allowing them to ask questions and express their opinions.	4	5	5	5	5	5	5	4	4	4	5	5	Met		20JUN2023	2023
36678760136952	Entrepreneur High	3	Based on the analysis of educational partner input and local data, our LEA’s current strengths and progress in building relationships between school staff and families are:  - Emphasizing academic success for all students by providing the students with the tools and resources necessary to help them propel their academic careers, graduate, and go to college. - The students are treated with respect by staff.  Our staff is all here because we love and really care about our students.  We all make sure to welcome our students by standing at the doors and checking on them and their well-being at all times.  As staff, we like to build relationships with our students to better support them in their journey to success and through high school.  Providing the students with a safe place where the students can learn.  Our teachers are trained regularly to provide an atmosphere with an entrepreneurial mindset where it is okay to make mistakes and learn from them.  By providing this sort of climate and support, students feel comfortable to venture out and learn.  Providing a welcoming environment to parents.  We like to provide our parents with a family-friendly environment.  Everyone from our front office staff to our counselors, to our teachers, creates relationships with all of our parents and families by having events such as Back to School Nights, College Kickoff Nights, Open House, School Site Council Meetings, etc.   This year will also have purchased Parent Square, a new extension to PowerSchool. This has made our parent, family, and staff communication more efficient and effective. Every Sunday the principal sounds out a recap of the activities and events of the prior week and what is happening for the upcoming week. Teachers have used this platform to send out newsletters to parents to keep them in the loop about what is happening in their classrooms.   To increase family engagement we have hired a Director of Student Success and Family Engagement. The director will help with parent outreach and creating a family leadership team. The goal is to get more families involved and bring new ideas to the school.	Based on the analysis of educational partner input and local data, our LEA’s focus area of improvement in building relationships between school staff and families is having move communication with our stakeholders. Our staff has improved in providing families with information about their classes and their learning expectations. However, we would like to increase our in-person family involvement. We would like more parents to be involved in our on-campus activities. We have lots of events happening that we want more parents to be involved in. We can also do a better job in encouraging parents to be more active partners with the school in educating their children by providing more workshops for the parents or maybe townhall meetings in which we can create those moments and that dialog across all stakeholders.	Based on the analysis of educational partner input and local data, our LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school and staff by providing more opportunities for us to support the community such as providing a food pantry, or support for our EL students and families to learn how to speak English or provide them with English language support after school for a few hours a week, etc.   Through our Director of Student Success and Family Engagement, we have been able to provide our underrepresented families with the appropriate support. We have been able to create a network of support and have been able to leverage community resources to support our students and families who are in need of assistance.	Based on the analysis of educational partner input and local data, our LEA’s current strengths and progress in building partnerships for student outcomes are:  - Our Career and Technical Education Pathways creates relationships with the San Bernardino Chambers of Commerce, along with several other industry partners that help strengthen our student outcomes. - Our Dual Enrollment program through Valley College, provides our students with ample opportunities to take advantage of different college courses after-school or online.  This year we created a college-bound pathway for our 9th grade students. The students who stay in this program for four years will grade high school with 43 college credits. We have created a strong partnership with Valley College. We have also articulated one course from every one of our CTE pathways.	We need to build more partnerships when it comes to programs that offer programs for our students on how to deal with restorative conversations and conflict resolution.  We also need to build more partnerships with entities that could potentially help mentor our students, our young men and young women here at the school, who can potentially be role models for our students.	Based on the analysis of educational partner input and local data, our LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by providing the families with different avenues in which they can share their wants and needs, by implementing town hall meetings, coffee with the principal meetings, etc.	Based on the analysis of educational partner input and local data, our LEA’s strengths and progress in Seeking Input for Decision-Making is collaborating with our different council groups such as School Site Council meetings, group discussions with teachers and staff during our PLC meetings, weekly meetings with our teachers and staff, coffee with the principal, back to school night, college kickoff nights.	Based on the analysis of educational partner input and local data, our LEA’s focus area of improvement in Seeking Input for Decision-Making is creating town hall meetings where parents, students, and teachers can voice their opinions and provide input in the areas that they feel the most passionate about.	Based on the analysis of educational partner input and local data, our LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision making we will work with our counseling staff to create workshops for our underrepresented families in which they can express and give us their input.	4	4	4	4	3	4	4	4	3	3	3	3	Met		10JUN2023	2023
36678760137935	Savant Preparatory Academy of Business	3	Savant Preparatory Academy of Business implemented a meaningful engagement process which solicited input from multiple educational partner groups. Teachers collect input and feedback from students and parents/guardians on an ongoing basis. In addition parent surveys are administered to educational partners at two points during the school year; one in the Fall and the second in the Winter. The responses from these surveys are analyzed to inform and develop the LCAP. The administration team continue to participate in multiple training and discussion opportunities to increase understanding of the LCAP process as well as to inform the creation of this LCAP. The entire staff participate in an ongoing engagement process as we conduct our self-study for accreditation. Meetings for this purpose are held once a month, with additional smaller group meetings and work occurring in between. Two LCAP listening sessions are held in March and April. SPAB School Site Council (SSC) meets to review and approve this LCAP.	The feedback from educational partner groups pointed to the need to continue to refine our academic interventions and support for scholars. Parents/guardians continue to express an appreciation for the level of attention teachers and instructional aides provide to students, and they also express a need for increased resources for scholars who are not meeting grade level standards and resources for parents to help assist their scholar with common core math. It was also noted that parents feel like there was a decrease in communication. According to a staff survey, consistent and effective communication between administration and staff can be improved as well.We need to reconnect and continue to develop programs and activities to increase community engagement. We need to continue to get the community more involved in our school and the students more involved with their community. We need to bring a focus back to our service learning and get our families reinvolved. We need to show appreciation to parents and the community agencies when they participate or donate to SPAB events and functions.	"Bases on the analysis of educational partner input and local data, a variety of communication tools such as email, unified home school connection, and handouts will be used to improve engage of underrepresented families identified during the self-reflection process in building relationships between school staff and families. Savant Prep have a very high at risk population.we will provide the following actions on a ""limited"" basis to meet the required percentage to increase/improve services. Low-income students face significant challenges in regular attendance due to transportation issues. Even more challenges exist for our foster and homeless students. To address the very specific needs of low-income students including foster and homeless, bus passes will be provided by the school for those that have a need. Another action aligned with this is ELD instruction through our intervention teacher, prioritizing EL, foster youth, and low-income students in our intervention programs, priority access to social and emotional supports, and providing a free after school program to all that need it.  This unduplicated group of students has high academic needs according to our needs assessments and these additional services should allow us to address these specific needs.  This coming year our professional development will focus on reviewing the English Language Development standards, teaching writing and engaging all students in the writing process, and other effective research-based techniques that address English Learners’ needs along with all at-risk students' needs. Our meal program, though not included in the LCAP, provides free breakfast, lunch, and snacks to all students which especially helps our low-income students."	Parents and students have several opportunities in the school year to meet with the teacher and discuss student progress. Student-led parent teacher conferences are held three times a year in which students discuss their performance, goals, grades, and attendance with the teacher and the parent. Additionally, teacher email and phone contact information are listed on the school website and shared with parents and guardians. In addition, the Parent/Student Handbook is provided at the beginning of the year and also posted on the website.	An analysis of educational partner input indicates that Savant Prep will build partnerships with parents and students by continuing current outreach opportunities to include: (1) surveys and (2) school site council. LCAP goal three outlines actions ad services intended to increase partnerships with parents.	An analysis of educational partner input and local data indicates that Savant Prep provides a pathway to communication for families. Emphasis on home and school communication will continue to be a continued goal for Savant Prep. Individualized attention to families is a priority for Savant Prep as we serve a student population of: (1) 79% low income and (2) 10% foster and homeless youth. Our major ethnicity is at 91% African American. We will continue to improve engagement of families through: (1) personal outreach, (2) engaging activities, and (3) a culturally responsive environment.	Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (1) continue current practice of outreach to families, (2) continue to train staff members on positive student and family communication, and (3) continue to promote parent participation in school site council meetings.	Savant Preparatory Academy of Business continuously works to build trust, respect, and professionalism. The outreach and collaboration with educational partners for inclusion, participation, and growth as a community influences the building of trust in out school and community. Weekly administration group meetings are scheduled to discuss best practices and communication with staff. Monthly staff meetings and professional development opportunities build staff participation and contribution to achieve building a positive atmosphere. Savant prep uses multiple methods to encourage parent communication and input, including monthly parent meetings, coffee with the principal, monthly Board Meetings, School Site Council meetings, as well as parent/student/staff surveys.	Analysis of educational partner input and local data did not reveal a perception of disproportionality in engagement of underrepresented families in regard to opportunities for decision making. Savant Prep will continue processes to include all parents in decision-making venues and surveys.	4	5	5	5	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
36678763630993	Provisional Accelerated Learning Academy	3	PAL Charter Academy (PCA) staff have engaged in Professional Development to learn how to continuously engage with families in order to build relationships. We have many community events such as football games, feed families with our IMPACT Program on Tuesdays, Back to School events that take place both semesters, awards to parents that volunteer their time, Holiday giveaways, IE Live which features local vendors and musical acts. Based on the analysis of educational and local data PCA is engaging parents and building strong relationships with them.	PCA can improve in building relationships between school staff and families by doing a needs assessment for families and creating more engagement opportunities based on the assessment.	Based on the demographics of our student body and families, PCA can create better relationships between staff and families by continuing to hire bilingual teachers.	PCA's current strength and progress in building partnerships for student outcomes is the implementation of the community Schools Model.	PCA is improving in its efforts to build partnerships for student outcomes by identifying and increasing strategies to reach out to educational partners on behalf of student outcomes as determined by the needs assessment.	PCA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by monitoring school enrollment data and creating strategies to meet any gaps in this area.	The board and the internal staff of PCA work together to ensure that our students and families are a priority in any decision-making.	The focus area for improvement in decision making is in creating more opportunities for feedback from all educational partners.	Provide more opportunities for underrepresented groups to share their experiences and needs with staff.	4	4	4	4	4	5	5	4	4	4	4	4	Met		29JUN2023	2023
36678920000000	Trona Joint Unified	3	We were affected by the earthquake and then the pandemic. Moving from a big building to a smaller one created confusion and gaps were to happen. The strong collaboration process is coming back, our students are the focus and our parents are part of the solution to our challenges. We are one family, we collaborate and input is provided by all stakeholders. Our School Site Council, parent nights, parent conferences, and constant communication through letters, social media, and meetings have allowed us to create stronger relationships with our families and community at large.	Our parents indicated that it was time for more parental involvement.  As a consequence, we develop a  timeline with meetings, conferences, and forums in order to collaborate with all stakeholders. We are open, and transparent and encourage the participation of parents and community at large.	It is the commitment of the Trona Joint Unified to support families, especially the underrepresented community. During our meetings, we have allocated time to reach out individually to these families and in addition, phone, email, and/or face-to-face meetings are scheduled.	We are continuing to work with our educational partners. Cerro Coso Community College offers dual enrollment for our High School students. In addition, we are working with Searles Valley Minerals allowing students to participate in an internship program and complete required courses to qualify for positions offered in the plant once they complete High School. We also offer Career Technical Education classes in coordination with the High Desert Mountain CTE department.	Our focus is to develop a whole-child approach. Our students deserve a chance and the different offerings from our partners are available to all students. Cerro Coso, SVM, CTE, etc. provide assistance to meet the needs of our students.	We provided childcare, and food and offered different times so our families could select the best time to meet their schedule. In addition, translation services were available when necessary. Our goal is to include every single stakeholder in this process to better serve our students.	Trona is committed to taking into account stakeholders' input: Strengths: We are back to school 100% and have amazing teachers working in our classrooms. We have new leadership that is eager and energetic to improve our educational services. As we are progressing through the stakeholders' implementation process, we are identifying the need to communicate weekly instead of monthly so we are adding weekly parent communication bulletins this has shown improvement in communication already.	An area of improvement was working with the Teachers' union. They have new leadership and we have new administrators so the improvement in collaboration between those groups is already visible. We work together as a team of one.	As part of the improvement plan, the underrepresented families have additional one-on-one support. Every family or underrepresented student can call, attend, or home visits are done accordingly.	3	2	1	2	2	1	2	2	2	2	1	1	Met		29JUN2023	2023
36679180000000	Victor Elementary	3	VESD has a Family Resource Center in the center of our city. All sites offer two opportunities for parent-teacher conferences, and at minimum two school-wide events for family engagement. All sites have a School Site Council and have progressive measures in place to enhance school-to-family engagement including coffee with the principal and awards assemblies.  VESD has established six community schools to provide resources and parent training.	Strategic Study is a group of representatives from our six LCAP committees. All LCAP committees include representation of parents, staff, and community members. The Strategic Study team made the following recommendations: Focus on health and wellness (specifically SEL strategies), expand Family Resource Centers (Community Schools), expand and make the child welfare attendance liaison (CWAL) program permanent.	VESD launched an African American Engagement Summit in June as well as continuing to host monthly African American Engagement Committee meetings. VESD holds multiple Foster Youth events throughout the year including monthly Foster Youth Committee meetings. The Pupil Services department prioritizes Foster Youth in the enrollment process to ensure engagement.	Building partnerships for student outcomes: VESD provides two weeks each year that are dedicated to parent conferences. Our Family Resource Center provides classes and networking for families. Our community is involved in our partnerships through our attendance/SARB processes and our LCAP committees which include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee.	Input from Strategic Study in tandem with other local metrics reveals the need to maintain our CWAL program as well as increase opportunities for training for parents at our school sites and the Family Resource Center.	Local data from our SEL screener helps site-level Multi-Tiered System of Support teams make informed decisions to provide students with interventions including counseling and other wrap-around services.	Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Parents are surveyed annually as well.	Some of VESD’s school sites continue to work through challenges in increasing parent participation in school site committees after returning to full in-person learning.	VESD launched the African American Engagement Summit to galvanize parental engagement and support for our African American students. With our county partners, VESD identified African American students as a focus within the context of our Differentiated Assistance status. VESD is also researching ways to identify these and other underrepresented students within our SST process to better address the needs of the students.	4	4	4	4	4	5	5	5	5	4	4	5	Met		28JUN2023	2023
36679186101927	Sixth Street Prep	3	VESD has a Family Resource Center in the center of our city. All sites offer two opportunities for parent-teacher conferences, and at minimum two school-wide events for family engagement. All sites have a School Site Council and have progressive measures in place to enhance school-to-family engagement including coffee with the principal and awards assemblies.  VESD has established six community schools to provide resources and parent training.	Strategic Study is a group of representatives from our six LCAP committees. All LCAP committees include representation of parents, staff, and community members. The Strategic Study team made the following recommendations: Focus on health and wellness (specifically SEL strategies), expand Family Resource Centers (Community Schools), expand and make the child welfare attendance liaison (CWAL) program permanent.	VESD launched an African American Engagement Summit in June as well as continuing to host monthly African American Engagement Committee meetings. VESD holds multiple Foster Youth events throughout the year including monthly Foster Youth Committee meetings. The Pupil Services department prioritizes Foster Youth in the enrollment process to ensure engagement.	Building partnerships for student outcomes: VESD provides two weeks each year that are dedicated to parent conferences. Our Family Resource Center provides classes and networking for families. Our community is involved in our partnerships through our attendance/SARB processes and our LCAP committees which include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee.	Input from Strategic Study in tandem with other local metrics reveals the need to maintain our CWAL program as well as increase opportunities for training for parents at our school sites and the Family Resource Center.	Local data from our SEL screener helps site-level Multi-Tiered System of Support teams make informed decisions to provide students with interventions including counseling and other wrap-around services.	Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Parents are surveyed annually as well.	Some of VESD’s school sites continue to work through challenges in increasing parent participation in school site committees after returning to full in-person learning.	VESD launched the African American Engagement Summit to galvanize parental engagement and support for our African American students. With our county partners, VESD identified African American students as a focus within the context of our Differentiated Assistance status. VESD is also researching ways to identify these and other underrepresented students within our SST process to better address the needs of the students.	4	4	4	4	4	5	5	5	5	4	4	5	Met		28JUN2023	2023
36679186118350	Mountain View Montessori Charter	3	VESD has a Family Resource Center in the center of our city. All sites offer two opportunities for parent-teacher conferences, and at minimum two school-wide events for family engagement. All sites have a School Site Council and have progressive measures in place to enhance school-to-family engagement including coffee with the principal and awards assemblies.  VESD has established six community schools to provide resources and parent training.	Strategic Study is a group of representatives from our six LCAP committees. All LCAP committees include representation of parents, staff, and community members. The Strategic Study team made the following recommendations: Focus on health and wellness (specifically SEL strategies), expand Family Resource Centers (Community Schools), expand and make the child welfare attendance liaison (CWAL) program permanent.	VESD launched an African American Engagement Summit in June as well as continuing to host monthly African American Engagement Committee meetings. VESD holds multiple Foster Youth events throughout the year including monthly Foster Youth Committee meetings. The Pupil Services department prioritizes Foster Youth in the enrollment process to ensure engagement.	Building partnerships for student outcomes: VESD provides two weeks each year that are dedicated to parent conferences. Our Family Resource Center provides classes and networking for families. Our community is involved in our partnerships through our attendance/SARB processes and our LCAP committees which include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee.	Input from Strategic Study in tandem with other local metrics reveals the need to maintain our CWAL program as well as increase opportunities for training for parents at our school sites and the Family Resource Center.	Local data from our SEL screener helps site-level Multi-Tiered System of Support teams make informed decisions to provide students with interventions including counseling and other wrap-around services.	Seeking input for decision making: VESD holds regular LCAP meetings with our stakeholders through 6 committees. Our LCAP committees include the Budget Advisory Committee, District Parent Advisory Committee, District English Language Advisory Committee, African American Engagement Committee, Quality Works, and Foster Youth Committee. Annually, we hold a Strategic Study with representation from the 6 LCAP Committees to provide feedback and collaborate as a team. Our school sites hold School Site Council meetings, Parent Teacher Organization meetings, and English Language Advisory Council meetings to seek input. Parents are surveyed annually as well.	Some of VESD’s school sites continue to work through challenges in increasing parent participation in school site committees after returning to full in-person learning.	VESD launched the African American Engagement Summit to galvanize parental engagement and support for our African American students. With our county partners, VESD identified African American students as a focus within the context of our Differentiated Assistance status. VESD is also researching ways to identify these and other underrepresented students within our SST process to better address the needs of the students.	4	4	4	4	4	5	5	5	5	4	4	5	Met		28JUN2023	2023
36679340000000	Victor Valley Union High	3	VVUHSD is developing staff capacity to build trust and respectful relationships with families by providing a variety of opportunities for staff to engage families and all other educational partners in soliciting feedback and input.  Some of those opportunities come through multiple stakeholder engagement meetings. These meetings are both informational and formal for staff, parents, families, students and community members. These meetings may include: LCAP Advisory Committee, District English Learner Advisory Committee (DELAC), English Learner Advisory Committee (ELAC), Superintendent Student Advisory Committee, School Site Council (SSC), Coffee with the Principal, LCAP advisory at each school site, etc. VVUHSD continues to work towards increasing family participation to create a stronger impact on the academic achievement of unrepresented students.  One area of strength for VVUHSD is the Student Services Department with Family Engagement Liaisons at every school site and a dedicated homeless and foster youth counselor.  The Director of Student Services continues to work with the Family Engagement Liaisons at the school sites to strengthen the comprehensive parent education program, and through use of our Learning Communities Student Success Grant, offer a wider variety of opportunities for families to be engaged with our district. Our parent Basic Computer Skills Workshop provided parents with a laptop once they completed the class which helped them develop skills to support job searches in addition to keeping in touch with their students’ academic progress.  Additionally, the district has staffed a mental health clinician (MHC) at every school with the larger comprehensive schools having two for the 2023-24 school year. The MHCs provide support for students and families through a referral process. They provide both 1:1 and small group counseling sessions. They also provide awareness and training for families on suicide prevention, strategies to cope with loss, appropriate technology use and knowing your surroundings.  Additionally the district foster youth counselor reaches out to our foster youth to provide support to ensure they have what they need to be successful in school.  These areas continue to be  a primary focus of VVUHSD.	The district is expanding the strategies used to connect with our families who do not speak English. This is a direct result of feedback from our families and community.  This is an area of growth as the district also realizes more frequent communication is important. The district also understands that families become disengaged when they cannot communicate with teachers and the school staff. The district is working to increase the capacity of our instructional leaders to support underrepresented families. This is addressed below.	As mentioned above, the Student Services Department is working to improve the engagement of underrepresented families.  This department has already made inroads into supporting students and families through the processes and procedures they have in place. This includes working directly with counselors and assistant principals to develop their capacity. Professional learning opportunities around current educational code, social emotional learning, transcript analysis and building an equitable master schedule all support the growth of our staff who work directly with underrepresented families.  Each school site uses a program to engage with parents of English Learners, typically the Parent Institute for Quality Education (PIQE). PIQE programs include speakers, college events and support with completing the FASFA. One Adult Education English Learner class is now held at one of the high schools. This supports the parents who do not have transportation and builds the connection to the school. The  In response to the parents who are not able to communicate with site and district staff, the district hired a second translator. In addition to translating meetings, the translators translate documents so that all school communications are in Spanish and English, including on social media, emails, phone calls and parent square. In an effort to increase Parent/District/School Site engagement, VVUHSD will continue with the Parent Book Club.  Developed over the past year by the Educational Services Department under the Student Services Division in collaboration with the Family Engagement Liaisons. It is a unique, hands-on, parent-focused club that provides a unique structure for parent engagement, support, and improving District/Parent relationships.  The VVUHSD Book Club meets monthly and discusses book content, the impact the book has on the reader, and real-life application. The club will also allow the opportunity to build community, share the challenges within the community, and learn something new.  The book club participation is free and the Student Services Division provides the books in both English and Spanish. Additionally, the district is working to better train our Family Engagement Liaisons so they are well equipped to support our families.	VVUHSD has supported the creation of Parent Centers at each school site staffed with a Family Engagement Liaison (FEL). We have also created a Family Engagement Center at the district office with a lead FEL who supports site FELs with establishing community partnerships. The district and school site family engagement centers’ primary purpose is to provide support for families of all students; however, their goal is to reach our underrepresented students such as foster, homeless, incarcerated, and migrant students and their families. One of the expectations of the FELs is to reach out and build relationships with the community to create a partnership between the district and support organizations. Once those partnerships are established, FELs bring guest speakers to the schools and invite families, community members and staff to participate in a variety of workshops and informational meetings, where resources available to the community are shared. For example, college and career awareness and strategies including filling out the FAFSA, book clubs in two languages, effective and appropriate use of cell phones and technology and staying safe in the community.  This is one of the strengths of the district, as the FELs work tirelessly on building those community and family relationships, to bridge the gap between the schools and the families. FELs also serve as a bridge between the families and the school staff to ensure information is provided to families and staff and ensure that communication is clear between the two when necessary. The FEL program is a finalist for the 2022 CSBA Golden Bell. One partnership the district is very proud of is its relationship with Victor Valley Community College (VVC). VVUHSD and VVC share, not only a Dual Enrollment (DE)  partnership, but also an articulated credits program through CTE for courses that share the same content in their syllabi.     VVUHSD and VVC are members of the Mountain Desert College Partnership (MDCP) which hold frequent advisory meetings.  At these advisory meetings each partner is required to bring a potential business partner to the meeting. The MDCP has the most industry partners in California. Some of these business partners become involved on a more permanent basis, and provide locations for student internships.	While VVUHSD is working closely with VVC, we can improve to streamline our CTE and DE programs.. For example, two areas that need improvement are working with all community partners to accurately track progress and to continue to grow the program.  The district and VVC are developing clear processes for DE to ensure that all students receive, not only community college credit, but also district credit. In addition, DE course schedules (site master schedule and college schedule) and school bell schedules restrict access to many students who would like to be part of this program.  VVUHSD is committed to finding solutions to increase the number of students participating which has increased by over 100 students each year.   One  additional area of growth for CTE is a plan to find more ways to place students in internships. This will require the development of additional partnerships with businesses that are dependable and safe.  Another area for growth regarding partnerships is creating space for intentional connections with parents who are important partners. The district needs to continue to develop systems, procedures and programs to improve these partnerships as we shift our mindset to parents as partners.	VVUHSD is improving our policies, programs and technology for teachers to meet with families and discuss students’ progress and ways to work together to support improved student outcomes. We have improved our communication through means of technology using the newly implemented ParentSquare, Remind and social media such as Instagram, Facebook and Twitter. The Aeries parent portal is being used more frequently as we have shifted to online registration which requires a valid parent email address and has greatly improved our ability to contact and communicate with families via email. The district will continue to focus on improving engagement through an intentional focus with site administrators, counselors, FELs and MHCs, including parent outreach, YouTube and improving the website. VVUHSD continues to improve its efforts in supporting families in understanding and exercising their legal rights and advocating for their own students. The district also shares the Parents’ Rights and Responsibilities Handbook annually to inform parents of their rights. In addition, extra measures are used to inform all parents of Special Education students, English Learners, incarcerated, Foster, and Homeless of their legal rights and are supported in their understanding of those rights. This is done through one-on-one meetings, IEPs, SSTs, group meetings and all other times when questions arise regarding what their parental rights are in VVUHSD. In addition to the improved outreach, the district trained site administrators, district office staff and counselors  the Outward Mindset. This training will provide strategies and tools for administrators and staff to increase their effectiveness as a partner with families. Regarding improving the systems and processes within the CTE department to develop new industry partnerships to increase the number of viable and safe internships for students in the VVUHSD district. The district will also strengthen its partnership with VVC and work on processes and procedures to ensure that all students earn district and college credit for DE courses.	Victor Valley Union High School District (VVUHSD) is committed to the involvement and feedback of all educational partners in the decision-making processes at site and district levels. The Local Control and Accountability Plan (LCAP), the VVUHSD Strategic Plan, and the VVUHSD Educational Master Plan reflect creativity, diversity and commitment to raise levels of student achievement. Parents and the community provided feedback during the creation of the Strategic plan and the LCAP.  An area of strength for the district was seeking input from families through DELAC meetings which were offered in a hybrid model, where families could attend either in-person or virtually. DELAC meetings had upwards of 70+ attendees at any given meeting.	Survey did reflect an increase of 40% to 75%  of students responding; however, the district would like to have all students participate. The responses to this most recent survey, administered in the Spring of 2023 are addressed in local indicator Priority 6. VVUHSD has administered a semi-annual climate survey for families from Panorama Education since the winter of 2017-2018, yet some semesters were missed. The most recent data was presented to the local governing board, as well as used by each school site, to plan for continuing professional learning for teachers and staff in the areas of social emotional learning and improving school culture and climate. The survey also informed each site’s single plan for student achievement (SPSA) goals and actions. The Panorama survey provides families an opportunity to help identify areas in which the district is able to improve school climate in the areas of connectedness, safety, and mental health support.	VVUHSD continues to build the capacity of the administration and staff to effectively engage families to provide input for problem solving through advisory groups. This is, however, a work in progress. The district anticipates a positive change and an increase in participation of parents and community members in the decision-making process as they continue to listen, ask questions and proactively provide opportunities for parents to engage with school sites. For example, the sites will look at what time of day they provide opportunities, such as coffee with the principal and advisory meetings, in order to make them accessible for the majority of the parent population.  Regarding increasing usage of the Panorama Survey, the district plans to develop a Panorama Campaign to include the community, including parents, students and staff to encourage participation through fliers, site visits, and social media.	5	5	5	5	5	4	4	5	4	5	5	4	Met		27JUN2023	2023
36679343630670	Options for Youth-Victor Valley Charter	3	OFY-VV provides multiple resources and opportunities for families to engage at the school-level and provides multiple opportunities for 2-way communication.  Families are welcome to walk-in and receive information or talk to a staff member that can help them at any time of the school day. School connectedness remains high on our 2023 survey results show a 4, indicating that families and staff continue to have strong relationships. However, the charter LCAP survey data indicates that 43% of parents feel included in the school improvement development process and 57% of students report feeling connected to the adults at their school. This survey data indicates that these are gaps the charter can focus on improving towards a rating of a 5 rather than a 4. The charter has started to focus on improving student voice in the classroom and teachers have been provided PD in this area. In addition, Coaches and administration have planned to observe classrooms specifically looking at where student voice is implemented in the classroom and IS appointments. In doing this, the charter is hoping to improve the connectedness between students and their teachers and school.  OFY-VV provides translation services through our Skyrocket ELD department to provide effective communication between the school and families.  Families and students are encouraged to participate in District English Learner Advisory Committee meetings which are held in both Spanish and English.  In addition, the school communicates to families via School Messenger which sends an email and robo call for any major announcements. In addition, Teachers communicate to both students and parents via Remind 101 application regarding assignments and attendance. At this time, OFY VV is meeting LCAP goal 4 action item 1 parental involvement and education partner engagement and action item 2 social emotional learning by providing our students various social and emotional experiences such as trips, SEL in the classroom, and various sports and after school activities.	OFY-VV plans to build relationships between staff and families by informing families of their student’s progress on Renaissance assessments. These engagements with parents include setting goals and establishing pathways to help improve their child’s success within the program and towards graduation based on the Renaissance data.This will reinforce the charter LCAP  goal 2 action item #3 benchmark assessments and interventions. Each center will develop action plans to address summative student data and strategies and protocol to support accountability for staff, students, and parents. OFY-VV also holds back to school nights,  parent teacher conferences, senior socials, and pathways trips orientations to keep parents and families informed. In addition, both Small Group and Independent study teachers have established protocols for communicating to parents regarding student progress and attendance issues. Studenttrac has also been utilized to address AB130 requirements. This has required that teachers communicate to parents and students about their attendance and that students meet physical in-class time requirements. Based on our LCAP parent surveys, parents do not feel we offer adequate activities and interventions for their students with a 39% and 65% respective response to these offerings. OFY VV plans to improve this area by better informing families what we offer which includes sports, various after school clubs (GSA and ASB for examples), tutoring, SGI support, and support from counselors and Intervention Specialists. We believe that informing more parents of these opportunities will connect them more to our staff and school.	Parental Involvement and Educational Partner Engagement.The charter will host various Educational Partner engagement events specific to unduplicated students, students with disabilities, and the general student population to seek feedback on the development and growth of our program. Our 2023 school climate survey indicated a 4 on School Connectedness and Engagement.  School climate survey for 2023 also indicated a 4 for Respect for Diversity.  Because of this, OFY-VV plans to continue to offer College information night focused on addressing underrepresented families.  OFY-VV plans to offer a FAFSA/College information night for English Learners.  Leadership plans to implement book study for staff members to improve culturally effective habits in the workplace. These efforts are captured in the following LCAP goal 1 action 3 - Foster Youth Services Support, Goal 1 Action 5 - Social Emotional Support for Students with Disabilities and LCAP Goal 4 Action 1 - Parental Involvement and Educational Partner Engagement.	The LEA’s current strengths include improving the relationship between our overseeing district-VVUHSD. The district’s oversight includes observations of our centers and Teachers in order to provide valuable feedback for improvement. This feedback has helped teachers directly support our students, especially in our core academic courses. In addition, our school vendors including both Skyrocket and Pathways have provided both curriculum and professional development in various areas of pedagogy, curriculum, technology, and social emotional learning. Additionally, a few of the science teachers have partnered with Amgen Biotech to offer Biotechnology labs in the biology classroom. Also,  Pathways provides our students opportunities to travel and gain experience outside their communities for a more holistic vision for their futures and social emotional development.The Parent Advisory Committee and District English Learner Advisory Committee meetings allow time for public input for any educational partner to provide any feedback to OFY-VV for school improvement. This will help the charter efforts to make decisions and improve outcomes for our students. OFY Victor Valley continues to provide families with best practices to support student outcomes and achievement at regularly scheduled Parent-Teacher conferences. Time management, and other best practices are discussed at these meetings to equip parents with resources to support their students at home.The LEA partners with various service providers to provide additional support for student outcomes. Ultimately these efforts can be reflected in goal 2 action item #6 STEM-Skills and goal 3 action item #1 CTE program, action item #2 Dual Enrollment, and action item #4 Post Secondary Events.	Efforts to improve and build partnerships for student outcomes are evident in LCAP Goal 1 Action 2 of Increasing academic support for  students, OFY-VV is looking to implement a Heritage and Legacy program to improve the post-secondary goals of African-American students and Hispanic and Latino students. To address Goal 4 Action 1 Parental Involvement and Educational Partner involvement, parents are invited to participate in DELAC meetings which are held two to four times per year.  In addition, we will continue our partnership with the district and continue to offer PD opportunities through both the district and on our own by Coaches. In addition, Victor Valley Community College will offer more dual enrollment opportunities for our students to take the courses they need. The charter also plans to strengthen our relationship with State Assembly Member Juan Carrillo. He plans to provide state resources to support our students for college and career readiness. OFY VV is looking to  improve our college and career indicator by offering additional CTE pathways through our partnership with Skyrocket. We are hoping to add construction, veterinarian science to our already offered nursing and information technology pathways.	OFY-VV plans to engage underrepresented families by offering opportunities for educational partner participation through Parent Advisory Committee and District English Learner Advisory Committee, allowing families to provide the charter with their own insights, preferences and review of student data.  These committees will allow time for public input for any educational partner to provide any feedback to OFY-VV in the area of school improvement.  In addition, every EL student that enrolls at OFY- Victorville works with the EL Teacher Specialist to develop an individual Academic Learning Plan that includes assessment scores, academic goals, intervention plans, and plans for the future (college/career). The EL teacher meets with the student and parents to complete the students' Academic Learning Plan within 60 days of enrollment. Engaging parents in this process allows for all stakeholders to work collaboratively to ensure the student’s needs are met. These efforts reflect goal 2 of the LCAP action item #1 parental involvement and educational partner engagement.	OFY-Victor Valley continues its commitment to partnering with families to ensure that school plans and initiatives are reflective of the needs of all students.  The School Leadership team attends monthly PD meetings with the school improvement team to ensure compliance with running our Parent Advisory Council (PAC), District English Language Advisory Committee (DELAC), WASC focus groups, and school safety committee.   Our PAC meetings consist of training to help members better understand our school and to be informed on the voting and recommendations being made by the council. The DELAC committee reviews data for English Language Learners and addresses any areas of improvement or feedback in order to provide recommendations for our charter administrators and staff.   Educational Partners have the opportunity to provide feedback in Fall and Spring semesters with our Local Control Accountability Plan (LCAP) surveys. The surveys ask questions about the following: school climate and connectedness; programs, interventions, and resources offered and provided; feedback and suggestions on any improvements that need to be made. Feedback collected from our Educational partners is incorporated into the LEA LCAP goals and actions. OFY-VV has addressed goal 4 action item #1 parental involvement and educational partner engagement. Ultimately, 43% of parents feel that they have been included or extremely included in the school improvement development process, 39% of parents feel that Options for Youth provides for enough student activities, 65% of parents feel that Options for Youth provides enough intervention opportunities, 51% of parents feel that they are satisfied with the CTE courses provided, and 57% of parents feel that enough college prep courses are offered.	According to the LCAP survey only 43% of parents feel involved or extremely involved in the school improvement development process. In order to improve this area the school in partnership with Skyrocket is looking to create a curriculum committee where decisions regarding curriculum can be decided. The committee will include school leaders, teachers, and Skyrocket personnel. In addition, the charter will participate in textbook adoption events that will allow staff, parents, and students to select from several choices of textbooks based on their preferences. The decision regarding textbook choice will involve all stakeholders in a more transparent process. In addition, our school will continue to organize structured and specific PLCs for various staff of the school facilitated by our Coaches. This gives ample time and opportunity for school staff to come together and collaborate in order to make sound decisions that impact our students. Lastly, the Victor Valley Union High School District (VVUHSD) provides significant feedback that helps our school leaders and staff improve in areas such as curriculum and pedagogy. Their oversight helps to influence decisions regarding classroom resources, PLC topics, school initiatives, and textbook adoptions.	As evidenced in the LCAP Goal 4 Action 1 Parental Involvement and Educational Partner Participation, OFY-VV offers Back to School Nights, Open Houses, FASFA Parent information nights, and parent/teacher conferences in order to better connect and engage with our parents/guardians.The needs of all our students is supported through our various staff members and programs offered at OFY- Victor Valley.  Through Parent Advisory Committee and District English Learner Advisory Committee meetings, educational partners are allowed time for public input to provide any feedback to OFY-VV for school improvement.  In addition, OFY-VV continues to provide  educational partners the opportunity for feedback by using LCAP surveys. The Special Education Specialist provides specialized academic instruction to students with disabilities as well as providing accommodations as determined in each student’s individual IEP. /All EL students are directly supported by the EL Specialist who provides designated instruction and supports students in progressing towards reclassification. To address and improve the engagement of underrepresented families  Goal 1 Action 5 of our LCAP Social Emotional needs are supported by the school psychologist and the School Counselor to ensure that the mental health and social-emotional needs of our students are being addressed.	4	4	4	5	4	4	5	3	3	3	3	3	Met		30JUN2023	2023
36679590000000	Yucaipa-Calimesa Joint Unified	3	In 2022-2023, every YCJUSD school held regular opportunities for parents and community members to meet with the principal and engage in dialogue concerning their school. This was not previously done at every school site and it represents a step forward in working to build relationships between school staff and families.	The data collected here suggests that a focus area of these event may be to gather input for use in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	YCJUSD will continue in its effort to improve engagement of underrepresented families by developing these opportunities for dialogue to be more accessible through a variety of meeting times and modalities.	A strength identified in the survey was providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	An area identified for improvement was implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.	The LCAP action steps of improving the engagement of underrepresented families included a bilingual parent engagement specialist, bilingual homeless and foster youth liaison clerk, and community liaison. YCJUSD intends to continue supporting the development of all staff to improve the engagement of underrepresented families through a series of professional development opportunities, building on our strength in this area.	A strength in this area identified in the survey was building the capacity of and supporting family members to effectively engage in advisory groups and decision-making.	While identified as a focus area for improvement, building the capacity of and supporting family members to effectively engage in advisory groups and decision-making was rated higher than in the previous year’s survey.	This reflects YCJUSD’s effort to continue bringing the LCAP development process into alignment with the development of each school’s Single Plan for Student Achievement. This process included increasing and diversifying opportunities for input from community partners at the school and district levels, including opportunities for input from underrepresented groups specifically.	4	4	4	4	4	4	3	3	4	4	4	4	Met		20JUN2023	2023
36679590114256	Inland Leaders Charter	3	Student feedback has been very strong with positive responses to curriculum/instructions questions, culture/safety questions and overall experiences in school as averaging in the 75% to 90% satisfied range. In 1st through 6th grades, 86% of students feel “engaged in the class lessons.” 78% of students like coming to school. 90% feel there is an adult they trust to help them with any issues. 90% feel the teachers treat them with respect. 94% agree that the adults at the school care about them. 91% know what they need to do in order to improve their grades/learning. 90% feel school is a friendly place for them.	Educational partners’ survey data indicates strong relationships between families and school staff. Survey results indicate very positive results. 95% of parents feel welcome at ILCS. 99% of parents are happy their child/ren attend ILCS. Current strengths include trust from parents in regard to their student’s safety at school and the efforts the school makes in creating an orderly environment. In addition, parents are extremely satisfied with the level of instructional quality delivered. Other strengths include the intentional positive leadership culture that parents feel are of great significance in the development of their student’s social-emotional skills.	ILCS has relied heavily on the feedback provided by our educational partners. Our spring season surveys demonstrate that 93% of responding parents feel “my voice or input matters at ILCS.” 90% of parent responders agreed that “ILCS does a good job with community building activities.” 94% responded, “ILCS gives me the opportunity to voice ideas that will enhance the school’s programs/procedures.” 93% indicated, “ILCS gives me the opportunity to voice ideas that will enhance my child’s success.” Staff surveys also demonstrate a strong sentiment that they are involved in decision-making at most levels and that their voices are valued.	Student outcomes reveal strengths of the school in building partnerships in the area of communication and opportunities for parents to be involved in the education of their students during the school day.  The school’s philosophy of “parents as partners” is evident through the various survey data.  In addition, parents indicated their “voice” in the decision-making process.	The focus areas determined from educational partner input and local data include a need to support parents with their own education to support their students with literacy, math, and writing skills.	ILCS will work to engage underrepresented families through the use of our Title 1 coordinator and more frequent family events that provide relevant topics of interest for families to engage with.	ILCS has relied heavily on the feedback provided by our educational partners. Our spring season surveys demonstrate that 90% of responding parents feel “my voice or input matters at ILCS.” Over 90% of parent responders agreed that “ILCS does a good job with community building activities.” 89% responded, “ILCS gives me the opportunity to voice ideas that will enhance the school’s programs/procedures.” Over 90% indicated, “ILCS gives me the opportunity to voice ideas that will enhance my child’s success.” Staff surveys also demonstrate a strong sentiment that they are involved in decision-making at most levels and that their voices are valued.	The most critical area of focus for ILCS to improve educational partner input is to implement a more effective School Site Council at each of our school sites.	ILCS will start the School Site Council recruitment efforts early in the new school year and will specifically recruit families of underrepresented students. In addition, the SSC will be provided with student outcome data to determine services and actions to support student needs.	5	5	5	5	5	4	5	5	5	4	4	4	Met		22JUN2023	2023
36679590124032	Competitive Edge Charter Academy (CECA)	3	Based on this community feedback, creating welcoming environments for all families in the community and developing multiple opportunities for the LEA and school sites to engage in two-way communication between families and educators using language that is understandable and accessible to families are both considered areas of strength.	Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children was an area identified for improvement.	To improve in this area, the CECA administration held consistent parent-engagement opportunities throughout the 22-23 school year including ELAC meetings, Muffins and Math, and Literature and Lattes.  Administration will be present during opportunities to respond directly to families.	Based on this community feedback, providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families is considered an area of strength.	Supporting families to understand and exercise their legal rights and advocate for their own students and all students was an area identified for improvement. To improve the engagement of underrepresented families in this area,	CECA utilized district supports such as a bilingual parent engagement specialist, and bilingual homeless and foster youth liaison clerk.	Based on this community feedback, providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels is considered an area of strength.	Providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community was an area identified for improvement.	CECA is improving the involvement of underrepresented families in this area by utilizing a public information and social media and Parent Square as  a means to relaying opportunities for parent involvement and  feedback.	5	5	5	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
36738580000000	Baker Valley Unified	3	• Open communication with all of our families, community members and educational partners • Ongoing family engagement activities (Conferences, Carnival, Turkey Trot)  • Administrative and staff visibility in the community	• Monthly Communication (news letters…)  • Family Support Nights (FASFA, College Application, Social Services…	• Because we are almost 90% unduplicated, all actions are focused on our underrepresented families.	• Parent Teacher Conferences twice a year for all schools  • Teacher – Parent communication throughout the year  • Office staff (secretary and administration) communication with students and families	• Parent workshop for student information system.  Show them how they can quickly identify potential issues.  • 100% use of classroom communication system (ClassDojo) at the elementary level  • Early intervention by administration for students who are not on track for passing classes or graduation	• Because we are almost 90% unduplicated, all actions are focused on our underrepresented families.	• The LEA uses multiple means to gather input from our educational partners (meetings, surveys, individual meeting…)  • Staff and administration are always willing to meet individually  • Board meeting dates and time are announced and posted	• Meetings attendance.  Meetings are not well attended.    • Adjust dates and times for meeting, conduct multiple meeting dates and times in the same week/month	• Because we are almost 90% unduplicated, all actions are focused on our underrepresented families.	4	5	4	4	3	4	4	4	3	3	3	3	Met		22JUN2023	2023
36738900000000	Silver Valley Unified	3	SVUSD school sites engage parents and families in many different ways. At the sites, teachers and administrators work with parents in one-on-one meetings all the time. These meetings are held to discuss student interventions, strategies to support academics and behavior, concerns and success, and any other topic as needed. School sites also provide parents and families opportunities to be involved through School Site Council, ELAC, PTO and family nights. Site Family Nights cover many different topics that include, but are not limited to, Math, ELA, STEM, and technology. This allows parents to ask questions and give input for other topics to be explored.	Based on input from our families, SVUSD will focus on improving the methods and timeliness of our communications. Making sure we use multiple forms of communication to notify parents/families of upcoming school events, deadlines and general information. As well as employing a marketing strategy to share the good things going on in our schools to parents within and outside our community.	Specifically advertising and communicating with underrepresented families will be a focus for SVUSD and its schools. This could include, but is not limited to, the following: phone calls and emails, translated communications, letters and fliers or home visits.	"SVUSD offers parents and families many different opportunities to support student outcomes. Two times during the year the elementary sites and high school hold parent/teacher conferences. This time allows parents/guardians to come in, ask questions, give suggestions and help build support plans for their students. Parents/Guardians also have the opportunity to schedule appointments throughout the school year to meet with teachers and/or administrators to discuss any concerns they may have.  Also, SVUSD ensures that parents know their rights when it comes to their children's education through the UCP process, through Title IX, MIC3, and the IEP/Section 504 Plan Process. Each of these are published on the district web site and in the parent handbooks. District and site administrators openly respond to parent requests for information or when they express concerns.  SVUSD school sites also hold different ""Family Nights"" that help and support parents in the areas of Math and ELA. Informative meetings also include information around STEM and technology and the ways parents can support their students at home. All of these help promote and support student success in the home. SVUSD began offering a parent class called, “Preparing Your Kids for Success”. This class helps parents understand the importance of regular daily attendance at school and gives them strategies to extend that support at home."	Based on input from our families, providing more information about district instructional programs (Read 180/System 44, PBIS, Math 180 etc.) and how they can use them to help support students at home would be beneficial. Also, providing meaningful opportunities for intervention in Reading, Math and social emotional skills will be a priority.	letters home to invite their input/feedback and to ask them if they have any questions or need any assistance. This would include the use of a translator to assist in those efforts. Holding “Town Hall” events for parents to hear information and ask questions.	Parents are encouraged and invited to be involved in the site’s PTO, School Site Council, English Learner Advisory Committee (where applicable), district strategic planning and site strategic planning teams. Throughout the year these various meetings are held and parent input is sought to help shape and direct school resources. Parents are also asked to work with sites to give input on the school’s vision and mission through the site strategic planning process.  Each year the individual sites invite parents and students to come and give feedback on the past year’s progress and input into the next steps the sites will take to meet the needs of all students. These meetings inform the district strategic planning meetings, held twice a year, to ensure the overall goals of the district are being met. Training takes place throughout the school year.	Based on input from our families, SVUSD will focus on improving the methods and timeliness of our communications. One specific example that was shared is creating QR codes with links to information on events, meetings, etc. on our school campuses. Engaging parents at local events and holding events in the community, outside the school site. Holding “Town Hall” events in the community as well.	Specifically advertising and communicating with underrepresented families will be a focus for SVUSD and its schools. This could include, but is not limited to, the following: phone calls and emails, translated communications, letters and fliers or home visits.	4	5	4	4	4	4	4	4	5	5	5	5	Met		20JUN2023	2023
36739570000000	Snowline Joint Unified	3	According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 72.0% of parents feel welcome at district schools; 64.0% believe that the teaching staff builds positive relationships with families; 62.0% also think that they have good working relationships with school staff and problems are resolved collaboratively. Regarding communication, 69.0% of parents feel that school staff provides consistent and accurate information (e.g., school events, announcements, policies) to all families; 68.0% believe that school staff listens to their concerns; 73.0% are satisfied with the responsiveness of school staff.	Building and promoting positive school climates remain a high priority within the District. Although the level of customer service continues to improve in all schools and departments, there is more work to do to ensure that all families' needs are addressed and met whenever possible.	"Increase parents' engagement in parent or community activities by providing more information on the opportunities via emails and text messages. Parents have participated in more activities in 2022-23 but indicated ""scheduling conflict"" as the main reason for not participating. Schools will use the methods most parents selected to increase involvement, including providing more information on involvement opportunities, more communication between schools and parents, more information on how to support students at home, more convenient times for participation, and more participation opportunities at the school level to encourage more parents to engage in parent and community activities. Specifically, the schools will use text messages and emails, the two most preferred communication methods, to provide information."	According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 72.0% of parents feel welcome at district schools; 64.0% believe that the teaching staff builds positive relationships with families; 62.0% also think that they have According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 64.0% of all parents understand what types of academic support are available to students; 66.0% of parents believe that students receive the resources and support they need; 65.0% of parents understand what types of social-emotional support are available to students.   English Learners: 75.0% of parents believe that schools provide enough academic support, while 92.0% feel that enough social-emotional support is offered. Special Education: 69.0% of parents state that enough academic support is provided, and 76.0% believe that enough social-emotional support is given to students. Foster Youth: Academic support has a 100.0% approval rating among parents, while social-emotional support is 100.0%. Low Income: 71.0% of parents believe there is enough academic support, and 66.0% feel there is enough social-emotional support.	Devote resources to enhance parents' awareness of the academic and social-emotional support available to students. Parents are significantly less likely than staff to think students receive the necessary resources and support. Meanwhile, compared to students and staff, parents are least familiar with what types of academic support and social-emotional support are available to students.	The LEA has prioritized making parents aware of academic and social-emotional support opportunities through several platforms, including reaching out to parents individually, hosting parent meetings at the school and district level, and providing information through the SJUSD website and social media platforms. Additional layers of communication and support are delivered through the District English Learner Advisory Committee (DELAC), each school’s English Language Advisory Committees (ELAC), and Parent Advisory Committee (PAC). These meetings include the sharing of student achievement data that includes but is not limited to, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Smarter Balanced Assessment Consortium (SBAC) interim assessments, California Assessment of Student Performance and Progress (CAASPP), and English Language Proficiency Assessments for California (ELPAC). These educational partner groups also play a vital role in LCAP development discussions.	According to the Hanover Research Local Control and Accountability Plan (LCAP) Survey Analysis, 54.0% of parents/guardians surveyed believe that they are offered a say in the decision-making process at their child's school. In comparison, 48.0% say they have a voice regarding decision-making at the district level.	Snowline JUSD and its schools will sustain current parent involvement forums that solicit feedback for decision-making and offer additional opportunities when applicable. District and school site leadership will partner and collaborate to improve department and school strategic planning alignment.	"Similar to the response to building relationships between school staff and families, increase parents' engagement in parent or community activities by providing more information on the opportunities via emails and text messages. Parents marked on the LCAP survey: ""Scheduling conflicts"" and ""Not sure how to participate"" as the top reasons for non-participation. Schools will provide more information on involvement opportunities, more communication between schools and parents, more information on how to support students at home, more convenient times for participation, and more participation opportunities at the school level. They will also use text messages and emails, the two most preferred communication methods, to provide information. Increased parental involvement will directly correlate with providing input for decision-making."	4	4	3	5	3	4	4	4	4	4	4	4	Met		27JUN2023	2023
36750440000000	Hesperia Unified	3	Schools have identified a specific goal on their school plans focused on increasing parent engagement. They strive to provide meaningful two-way communication with parents through various different platforms. Feedback from our educational partners has indicated that there is a need to continue to increase family engagement at all school sites by adding a Parent and Family Liaison at every school site in order to empower our parents to partner with us. As a result, this action was added to the LCAP and school with a coherent framework to support family engagement efforts districtwide. This is being accomplished through our Family and Community Engagement (FACE) team, which meets on a monthly basis with the purpose of implementing the National Standards for Family Engagement.	As we hire Parent-Community Liaisons at every school site, a focus area will be to provide sustained professional development for them in order to help them increase family engagement at their school sites. Another area of focus will be to ensure that all staff members at the school site level understand what family engagement entails and have the necessary tools to implement the National Standards for Family Engagement.	District and school site staff will make a concerted effort to reach out to families in an equitable manner. This means that schools will specifically target underrepresented families in order to build diverse advisory and decision-making bodies. Schools will also make meetings and documents more accessible to families by providing translation and interpretation services. In order to increase in-person engagement, the district and schools will consider offering child care to families to make it easier for them to attend meetings. In order to make meetings more accessible and convenient for families, some school sites have offered livestreaming and other virtual options to increase engagement and participation.	The Educational Services Division developed modules focused on strengthening our Integrated Multi-Tiered System of Supports (iMTSS) in all areas, including family engagement. These modules were conducted with site administrators throughout the school year. In addition, a Family and Community Engagement team, composed of Parent/Community Liaisons, met regularly to share best practices and identify ways to increase family engagement at their school sites.	As a result of the comprehensive needs assessment, it was identified that we need to have Parent/Community Liaisons at every school site. Therefore, plans to hire additional Parent/Community Liaisons will be included in the LCAP ensuring that all school sites have a staff member focusing on engaging families across our entire district.	During our Family and Community Engagement collaboration meetings, members continuously look for ways to reach all families in an equitable manner. Following the iMTSS framework, a tiered level of support for family engagement will be developed in order to grow the home-school partnership.	All school administrators have received ongoing training on the importance of including various educational partners in the decision-making process. Schools have established school site councils, English Learner Advisory Committees, and other parent decision-making groups. These groups are continuously involved in receiving information and providing input on school and district level decisions.	During our needs assessment process, it became evident that the district needed to increase student voice in the decision-making process. As a result, one area of focus for the district will be to include student voice in our district-wide committees, such as our District Advisory Committee.	As we seek input from educational partners through surveys and committees, the district will make a concerted effort to disaggregate data by subgroups in order to ensure that the specific input from each subgroup is heard.	3	3	3	5	4	5	5	5	5	5	5	5	Met		12JUN2023	2023
36750440107516	Summit Leadership Academy-High Desert	3																						Not Met			2023
36750440112441	Pathways to College K8	3	Strengths include the following related to communication with the school community: * newsletters translated into Spanish * monthly calendars with events * Year calendar with scheduled events * semi-annual parent/teacher conferences * report cards and progress reports * monthly coffee and tea with the principal * SSC/DELAC meetings monthly * parent real talk sessions for social-emotional learning	"The focus areas for building relationships between school staff and families will focus on ""Customer Service"" practices for all staff members beginning in the 2023/2024 school year."	The school will continue to meet with parents in subgroups in parent action committees. These meetings will be held monthly to engage parents of underrepresented families to help the school understand the needs of these groups more fully.	The school conducts semi-annual parent/teacher conferences at which time teachers and staff share with parents outcomes of students and ways in which partnerships can be developed to support student outcomes. the school also conducts SST meetings and IEP meetings at which parents are full partners in the process of building partnerships for student outcomes.	As stated above, parent advisory committees for the underrepresented will be organized to help the school understand how partnerships can be developed to promote better student outcomes. Building rapport through better customer service will create a warm welcoming and safe environment in which parents will feel more comfortable sharing their ideas.	See 2 above.	Strengths include monthly meetings with the SSC and DELAC wherein parent representatives are able to provide input through actions items for recommendations to the board. All parents additionally receive invitations to attend board meetings and provide public comment.	School will conduct quarterly surveys to assess input on various decisions that are coming up to the board. The main area of concern for parents is the content of the parent/student handbook. Survey results based on the handbook contents will allow the board to make decision regarding various policies that are included in the handbook.	The school will improve engagement through implementation of the parent advisory committees. These committees will provide topics of discussion for the SSC, that will then take action or not to make recommendations to the school board.	3	3	2	3	3	1	4	4	2	2	2	2	Met		20JUN2023	2023
36750440114389	Mirus Secondary	3	The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 91.6% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 98.4% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 97.9% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 89.5% of parents report that the school provides innovative and engaging learning environments.	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. Mirus regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Utilization of Parent Square further provides communication and engagement of educational partners with the school.	The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal to participate in at least 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.	Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed.	Mirus is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals.	The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2022-2023 the school received input from over 240 students and parents and used the results in the development of the 2023-2024 LCAP.	Educational partner input into decision making is actively sought through multiple venues. Mirus will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
36750440116707	Encore Jr./Sr. High School for the Performing and Visual Arts	3																						Not Met For Two or More Years			2023
36750440118059	LaVerne Elementary Preparatory Academy	3	Based on input from educational partners, most are happy with the communication they are receiving regarding their child's academic and behavioral progress. Most parents expressed that they are aware of our PBIS and SEL programs and feel the school is utilizing these to help students learn appropriate ways to resolve conflicts. They feel that our staff is friendly and that the teachers at LEPA care about their children’s well-being. Our parents are happy that they are able to meet with the teachers in person this year and are excited about more activities being included for scholars in which parents can take part and volunteer.	LEPA has taken strong consideration of the recommendations made by our educational partners for improving student learning, social-emotional supports, and educational opportunities. Based on the analysis of this feedback, LEPA will be focusing on the following aspects to improve the school climate and academic achievement. These goals include providing high-quality education and interventions, regular monitoring and analysis of data, ensuring a safe and welcoming learning environment, and supporting social-emotional needs of staff and all learners. The school will continue to provide opportunities for educational partners to be involved in school activities and communications with school personnel.	At LaVerne Elementary Preparatory Academy, we will continue to increase involvement for educational partners in school activities. We will continue to provide in-person conference opportunities between parents and teachers. Family nights will also be held so that the school’s mission and vision can be shared with educational partners and they can be informed about how they can be part of supporting the school’s mission, vision, and goals for scholars. Parents will receive information about the PBIS and anti-bullying programs so they can be informed and help support these programs with their children at home.	Based on the input from educational partners, they feel that there is sufficient communication from teachers about their student's educational progress. They feel that LaVerne Elementary Preparatory Academy provides a high-quality educational program. The data suggests that the school appropriately challenges students academically and the school promotes academic success for all students.	At LaVerne Elementary Preparatory Academy, we will continue to include educational partners in the education of students by providing ample communication about academic achievement between the school and home.	The school will continue to provide quarterly reports for families, outlining the academic progress of students and providing parents with examples of how they can help their child be successful. Parents will continue to be able to communicate with their student's teacher as needed to monitor progress toward learning goals. In-person conferences will be held 3 times yearly (or more often as needed) to assist in connecting school and home and providing support for underrepresented students and their families.	Educational partner input and local data indicates that the processes we have in place are effective for gathering input for decision-making. Parent surveys and the school's open-door policy allow for educational partners to be a valuable part of the decision-making process. Parents are aware of the opportunities available to them to provide input.	Educational partners are very involved in the decision-making process. More opportunities will be presented for educational partners to provide input through surveys and in-person meetings with teachers and administration.	LaVerne Elementary Preparatory Academy will continue to collect input annually from our educational partners, , providing ample opportunities for families to voice their ideas, concerns, and constructive comments.. Parent groups will also be invited to provide input through parent meetings.	4	5	5	5	5	5	5	5	4	4	4	5	Met		14JUN2023	2023
36750510000000	Lucerne Valley Unified	3	The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.	The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, etc.	Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input.	The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.	The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, etc.	Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input.	The district utilized a survey in the LCAP to gather parent input for decision making in the schools and help set direction for district goals.	The schools are expanding trainings or workshops for parents/guardians to include, science nights, math nights, college financial aid planning, high school graduation nights, etc.	Engaging parents at the site and district level is a key to future success. We recognize the importance of their input and will continue to work to gain their input.	4	4	4	4	4	4	4	4	4	4	4	4	Met		08JUN2023	2023
36750510115089	Sky Mountain Charter	3	We continually strive towards building valuable relationships with families. Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community.” In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school, and we have excellent two-way communication. We personalize the education for each of our students, and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and a governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family	An area of improvement is to increase participation in our ELAC and our communication with families whose primary language is other than English. We are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. Another area we are addressing based on educational partner feedback relates to mental health support. This year, we implemented a SEL program and increased our mental health staffing. We also want to improve on families being involved on a school-wide level.	Due to the personalized nature of our school, our underrepresented families are engaged in the learning of their child and have strong relationships where all families are involved in decision making related to their child’s education. We seek to bring their engagement to a school-wide level through participation in ELAC and parent council, as well as soliciting input from them on school-wide surveys and educational partner meetings. We are focusing our hiring efforts on increasing the diversity of our certificated staff so that students can see school staff that reflect their own unique characteristics.	We use Title II funding to support teachers with personalized professional development, school-wide training, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis, including a highly attended virtual Curriculum Conference. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.	The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments which leads to opt outs on testing which leads to penalization for the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing.	The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroups. We also proactively direct our families to A.P.P.L.E., Alliance for Parents of Personalized Learning Education to help improve parent-driven advocacy for their students.	In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school wide opportunities for parents to serve on the parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community service providers who provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings, and we host department-specific office hours and content area parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve what educational programs and services the school offers.	Though parents are heavily involved in their child’s individualized learning plan, parents tend to be less interested in school-wide decision making. This is an area for continued improvement.	An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. We continue to work towards our goal to improve parent participation in the ELAC by regularly asking for input surrounding curriculum and EL program development. Additionally, we are increasing our targeted supports for our homeless families through personalized support from our McKinney-Vento liaison.	5	4	4	3	5	4	4	3	4	4	3	3	Met		14JUN2023	2023
36750510136432	Alta Vista Innovation High	3	Overall, the school is doing well at providing opportunities for parent engagement. The school has offered numerous opportunities for the parents to meet virtually (both individually and as a group) with school administration. Throughout the school year, school administrators offered virtual meetings and sent 2-way communication via text, email, and social media. The school also utilized L4L Connect to communicate flyers, notices, and school-wide messages. The connection with our educational partners is a priority at Alta Vista Innovation High School. Through regular parent meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations, and weekly communication our families express a sense of feeling highly connected to the school and their student’s progress. This evidenced by our data results, engagement at events and feedback received.	This school year, the school improved parent and student feedback through increased opportunities for feedback. The school held 5 PAC meetings and 5 ELAC meetings that were remotely broadcast and also held simultaneously in person at multiple school sites. The increased feedback helped the school elicit input on LCAP, field trips, school events, and upcoming school activities. Feedback from one of our parents in Apple Valley was “I really appreciate the quarterly meetings talking [sic] about the school's goals and I also appreciate [sic] the text messages.” Future topics for PAC meetings will include feedback opportunities from our educational partners on topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.	AVIHS made efforts to improve representation by all educational partners this year and we identified that underrepresented groups needed additional outreach for inclusion in school input and feedback loops. We made efforts to glean feedback in both English and Spanish this year, and 14.20% of our parents chose to complete the annual survey in Spanish form. One of the parents wrote, “La escuela es muy buena en tener comunicacion con migo. La señorita de enfrente mi ayuao mucho y la maestra de mi hiko lo adua a mejorar.” which translates to “The school is very good at having communication with me. The lady across the street [sic] helped me a lot and my son's teacher helped him improve.”  The school has a robust ELAC that is supported by multiple staff members who believe strongly in the importance of parent feedback as a cornerstone of providing academic support to students. Next school year, we plan to increase the amount of opportunities for educational partner feedback for input at PAC, ELAC, and school-wide meetings. We will also continue to offer meeting agendas and minutes in both English and Spanish with translation available at meetings for non-native English speakers.	Alta Vista is an independent study charter school. We work diligently to create positive relationships between the students and their families as a means of encouraging progress toward graduation. This school year, the COVID-19 pandemic waned and AVIHS was able to offer more opportunities through in-person campus events and virtually hosted sessions than in prior years.  Parents reported that they receive support for their student’s learning through teacher conferences, the personalized learning plan, and progress updates. School staff and teachers meet with parents/guardians at the beginning of the year to plan out their students' courses for the year. Teachers communicate academic progress with students and parents monthly. Student participation in dual-enrollment and CTE programs is now on the upswing, as students benefit greatly from in-person instruction and academic support. One of our parents noted on a survey, “I love that my child has the opportunity to do other training outside the school in learning a trade. She enjoys the EMT training she's receiving.” From the input received from our educational partners an area of strength is our flexibility in providing opportunities for our families to receive support.	Alta Vista aims to improve student outcomes through a regular analysis of the partnerships and educational partners’ feedback. We have improved each year in our ability to gather meaningful feedback as we have provided more opportunities and then provided professional development for staff that interact with students. We have also been mindful of issues in greater society and provided training to our staff in advance of major issues, ranging from SEL crisis, individual crisis, and drug awareness trainings. We also ramped up tutoring supports through the hiring of additional tutors for academic support.	The school has identified underrepresented students in the Foster, African American, homeless, Special Education, and English Learner groups. To increase participation in student and family engagement, the school made efforts to expand our communication efforts. The school’s community liaison personnel continue to investigate community partnerships to increase parents’ knowledge and connection to resources. Educational partners in our underrepresented families have expressed a strong confidence in service and support to our students. One of the participating parents stated, “The school works diligently to provide supports for families and students.” We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	Our strength at Alta Vista Innovation High School is providing information and soliciting feedback from our educational partners in multiple opportunities and spaces that work with our parents' needs for flexible hour options for connection to the school. We offer PAC and ELAC meetings at different times throughout the school year so that parents and students are more likely to be able to attend. Other school events that we hold are award assemblies, Back to School Nights, Open House events, etc. We also distribute an annual survey to gather input from staff, students, and parents. One important data point from the survey this year is that 98.38% of parents felt that the school utilizes clear and effective communication. The results of that survey are shared at PAC and ELAC meetings near the end of the school year as part of the LCAP process.	Based on input and data analysis, Alta Vista Innovation High School would like to improve the number of students and families who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine social-emotional support, new courses, and academic support. This has been a multi-year effort and the extended survey reply window has helped slightly.  The school will continue to benefit from having regular quarterly meetings PAC/Parent Advisory Committee that can support with feedback and improvement of the school model. We have increased the number of meeting opportunities for PAC and ELAC, and also have communicated the meetings in numerous avenues. Our participation numbers have increased slightly.	The school can improve by engaging our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events like ELAC and PAC meetings, and LCAP educational partner meetings. One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 85.14% responded that they agreed and strongly agreed. We are also ensuring that translation services are available at meetings, and co-hosting our meetings with remote Zoom or Google Meets so that families with transportation or other issues are still able to participate remotely.	5	5	5	5	5	5	5	5	5	5	5	5	Met		06JUN2023	2023
36750510136960	Elite Academic Academy - Lucerne	3	Strength 1: Integration of Connection into Staff Onboarding As part of our commitment to fostering strong connections within our organization, we prioritize staff onboarding. Each year, staff contracts are renewed, and every staff member receives a comprehensive Staff Handbook outlining the school's safety protocols and expectations. Similar to the staff handbook, students and parents also receive their respective handbooks. These handbooks articulate the shared responsibilities of parents, teachers, and students to maintain regular communication. Furthermore, we facilitate both in-person and virtual professional development sessions for new staff, emphasizing relationship-building skills. Strength 2: Personalized Connection in Student/Family Onboarding Our Admission staff collaborates closely with our Onboarding team to ensure families receive personalized attention from the very beginning. Each new family is assigned an Onboarding coach who serves as their point of contact until they are matched with a Teacher of Record. The Onboarding coach guides them through the enrollment process, addresses inquiries, facilitates introductions to relevant staff members, and ensures they feel informed and supported. Families are equipped with an Onboarding packet to navigate our school and a link to a Welcome Survey, which is shared with the appropriate Elite team members for personalized engagement. Strength 3: Diverse Communication Channels We provide families with a multitude of communication avenues to connect with our Elite staff and offer feedback. These channels include email, the Parent Square application, Zoom meetings, scheduled appointments with teachers, phone calls, monthly newsletters, live synchronous sessions with teachers, LCAP workshops, Family Empowerment workshops, Parent Academy, ELPAC meetings, and our website. To accommodate diverse language needs, translators are readily available. Strength 4: Resources for Relationship Development Throughout the year, we offer webinars on relationship building and guidance on effectively supporting student development for both families and staff. Additionally, our Student Support Team is accessible to teachers, staff, and families, providing training, workshops, and valuable resources aimed at strengthening relationships. Strength 5: Ongoing In-person and Online Connection Opportunities Our commitment to fostering connections begins with the initial contact made with our Admissions office and the Onboarding Team. Once families are introduced to their teachers, they have the flexibility to schedule phone or Zoom appointments as needed. We also host a wide array of workshops, field trips, and school events.	We have identified several areas in which we aim to make improvements: Enhancing our online presence: We are committed to continuously revamping and maintaining our website and social media platforms to better serve our community. Strengthening parent engagement: We plan to increase our efforts in providing support and training to parents through Parent Square, our primary platform for disseminating schoolwide information to parents. Expanding community partnerships: Elite Academic Academy is dedicated to expanding its network of high-quality community partners across all counties we serve. These partnerships are carefully selected to offer enrichment services and products that align with our mission of personalized education. All partnerships are thoroughly vetted to ensure compliance with the California Education Code and Common Core Standards.	In order to enhance the interaction between our personnel and underrepresented families, we will undertake the following initiatives: Ongoing training for our educators and staff in effectively collaborating with diverse communities. Enhancing and expanding the provision of translated resources. Continuously educating teachers and staff on providing assistance to students with IEPs, 504 plans, and those who are English Language Learners. Organizing in-person gatherings at diverse public venues to broaden our outreach and accessibility.	Collaborative Efforts: Our administrators and staff work together to establish clear expectations and create effective measurement tools. Through productive discussions, we have defined the criteria for an exemplary graduate/learner, setting forth explicit goals and standards for our students. Additionally, we have carefully considered a range of schoolwide data and both internal and external assessment tools such as CAASPP, iReady, EasyCBM, IXL, and FastForWord to track and evaluate progress. Effective Communication: Our administrators are committed to fostering strong connections and open lines of communication with all educators. They employ various communication methods, including phone calls, text messages, Parent Square, online platforms, emails, and webinars. Moreover, in-person meetings and events are regularly scheduled. Weekly and bi-weekly staff meetings facilitate collaboration among faculty members, and our Academy Directors actively cultivate relationships with their teams, ensuring that every teacher receives the necessary support to tackle challenges. Google's G-Suite for Education plays a pivotal role in facilitating faculty collaboration, and mandatory workshops are held twice a month to provide training on essential tools. This year, our professional development focuses on student work, data analysis, and engagement. Our dedicated teachers meticulously assess their students, review their progress, and analyze CAASPP scores. This data is then used to craft individualized learning plans, all with the overarching goal of enhancing student proficiency. We have also formed focus groups comprising staff and administrators to address specific areas aimed at improving learning, including support for advanced learners (SOAR), addressing communication barriers (Birdseye), and providing Tier 2 supports through Learning Labs. Partnerships with Educational Vendors: To enhance student engagement and narrow the literacy gap among our English Language Learners (EL) and at-risk students, we have successfully implemented the Fast Forward Intervention program and the iReady diagnostic and personalized instruction tools. We have also introduced NXTLVL as part of our EliteX program, designed to bolster higher-level thinking and problem-solving skills. Training sessions, facilitated by Elite Fellows and developers of these tools, are offered to both teachers and students. Additionally, we have established a partnership with Ambassadors of Compassion to impart essential social and emotional learning skills to our students. Engagement with Families: Our staff host informative parent workshops focused on math and writing. Each academy provides monthly newsletters, offering parents practical tips for optimizing their child's independent study experience. All students meet with their teachers on a weekly basis. Furthermore, formal learning period meetings occur at least every 30 school days, involving parents, students, and teachers.	We remain committed to enhancing our teachers' and staff's understanding of diversity and MTSS through ongoing training and the provision of extra resources. These efforts are aimed at enabling them to identify and overcome barriers that hinder their ability to connect with underrepresented families. Simultaneously, we are dedicated to further expanding opportunities for advanced students and bolstering our support for English Language Learners as part of our ongoing initiatives.	Upon enrollment, students and their families convene either in person or via Zoom to discuss the school's expectations and devise a plan for the student's academic success. Student progress is meticulously tracked and thoroughly reviewed with families at regular intervals, approximately every 30 days. During these sessions, teachers equip families with tools and guidance to bolster their students' learning experience. Every student must undergo a reading and math diagnostic assessment to identify their strengths and areas in need of improvement. This data is presented to both the student and their family, and together, they establish and oversee academic objectives. Families are equipped with resources and workshops to help them decipher the data and effectively utilize progress monitoring tools to align with their individual academic goals for their student. In cases where a student encounters academic challenges, the Student Support Department collaborates with teachers to provide additional assistance. Our Multi-tiered System of Support (MTSS) team engages with educational partners to orchestrate comprehensive student support, encompassing social services, counseling, intervention strategies, 504 plans, Student Success Team (SST) interventions, Learning Lab (comprising tutoring and skill development programs), and Parent Empowerment workshops. These workshops empower parents by elucidating the support tools and school programs available, including graduation pathways, 504 accommodations, English Language Learners (ELL) support, LCAP (Local Control and Accountability Plan), career planning, and tutoring options. To address barriers hindering students from fully engaging in their educational journey, our social work and counseling departments establish multiple access points to their resources and services. Easily accessible phone, email, and calendar appointments are provided through email signature lines and our public-facing school website. We maintain a comprehensive array of resources to bolster our families' mental health, facilitate access to housing, provide food services, offer LGBTQ+ support and information, and deliver academic assistance. Elite's social worker and school counselor diligently update these resources each year, ensuring virtual accessibility to all staff and families. Families and students can arrange individual meetings with the social worker or school counselor for personalized support spanning course selection, college and career planning, mental health needs, and life skills development. Furthermore, we collaborate with CareSolace to connect families with external mental health support. Elite conducts workshops that foster an inclusive and welcoming environment for families, promoting connections among families and offering practical tips to enhance overall well-being and support their students' academic endeavors.	Parents/Families We actively encourage and appreciate feedback from parents and partners. Parents have direct channels for communication with teachers and school leadership, including email, the school's website, social media, and our Parent-Square app. Families are also encouraged to participate in LCAP meetings and Parent Workshops, providing valuable input on school goals and interests. To enhance transparency, we hold monthly board meetings that are open to the public and prominently posted on our website. We employ various means to reach out to families, such as text messages, phone calls, Academy newsletters, and social media updates. Additionally, we distribute a monthly Elite-wide newsletter to all families, containing information about upcoming events and available services. Throughout the year, Elite hosts multiple Family Nights where students and their families can engage in enjoyable and meaningful projects while receiving important updates from the institution. We actively seek family feedback during these events and share surveys to gather insights. We utilize Panorama surveys for two to three formal family surveys annually, focusing on school culture, engagement, and identifying barriers to engagement. In addition to these formal surveys, we regularly distribute brief check-in Elite Care surveys to gauge the immediate needs of our families. As part of the onboarding process, new families are invited to complete a survey to ensure their voices are heard. Students For our students, we distribute brief check-in Elite Care surveys to gauge their well-being and promptly address any concerns. We also established an Elite Student Leadership team, offering students the opportunity to provide feedback and actively participate in school meetings.  Teachers and Staff Monthly board meetings are held to maintain transparency, open to the public, and accessible through our website. Formal Panorama surveys are administered annually to allow staff to provide feedback. As part of the formal evaluation process, staff are encouraged to suggest areas of improvement within the organization to their supervisors. Furthermore, we collect feedback through surveys at the conclusion of staff and professional development meetings. To address specific school-related issues or concerns, we form focus groups consisting of teachers and staff.	Diverse Feedback Channels for Parents/Families: While EAA offers multiple channels for parent and family feedback (email, website, social media, app), it's important to ensure that these channels are user-friendly and easily accessible for all demographics, including those with limited technology access or language barriers.   Staff Feedback Integration: To improve staff engagement and satisfaction, not only should feedback be collected but there should be transparent mechanisms for addressing concerns and implementing actionable changes based on staff input. We regularly share updates on how staff feedback has influenced decision-making and improvements within the organization.  Inclusivity: Strive to make all engagement efforts inclusive and accessible to diverse cultural and socioeconomic backgrounds. This includes translating materials into multiple languages, considering various time zones for meetings, and providing support for families and students with special needs.  Data Utilization: Surveys are conducted regularly to ensure that the data collected is effectively analyzed and acted upon in department tactical planning. We use the feedback received to drive meaningful changes in school culture, engagement, and the removal of barriers to engagement.	By strengthening our bonds with underrepresented families, we aim to enhance their engagement. To achieve this goal, we have expanded our in-person interaction opportunities for families, facilitating connections with our staff and fellow families. We will harness the potential of our upgraded website, social media platforms, and an array of in-person events to foster these connections and extend invitations to parents and guardians for participation in workshops and advisory groups. We will also employ multiple concise surveys, easily accessible to all families, to gather valuable feedback and suggestions. These survey findings will serve as discussion points in our monthly meetings with families, which will be scheduled at various times throughout the day to accommodate different schedules. Our commitment to promoting equity and inclusiveness will persist as our MTSS staff and teachers continue their professional development in this crucial area.	4	4	4	3	4	4	4	4	3	3	4	4	Met		14JUN2023	2023
36750510137794	Gorman Learning Center San Bernardino/Santa Clarita	3	According to the GLC Satisfaction Survey, communication with parents is a relative strength. 98.3% of respondents agree that educators and staff communicate clearly with parents throughout the school year.	The focus area for improvement is ensuring effective outreach to and meaningful input from parents and guardians in subgroup:  English Learners and Life English Learners.	During EL parent seminars LEA will use a translator to minimize language barriers. LEA has a Designated EL teacher to provide support and daily interaction with the EL population. Our homeless and Foster Youth have a liaison that provides services and resources to this population.	SBSC 2023: According to the GLC SBSC Satisfaction Survey, 96.4% of respondents agree that GLC communicates effectively with parents on how to support their child’s learning. Key strengths of the program are continued parent seminars, increased Title I Targeted Services, and providing synchronous instruction opportunities.	The focus area for improvement continues to be supporting PLTs and parents in assessing student progress based on the state standards and making changes to personalized learning plans to address needs in terms of progress towards mastery. LEA will also continue to focus on educational partner engagement in Advisory Council and Advisory Team activities.	Continue to provide professional development and training to teachers, parents, and staff in regard to our UP population. Use data to reflect on areas of need and growth. Continue to implement a multiple-tiered support system for all students to provide instructional strength.	Satisfaction Survey expanded to include over 100 questions. Participation rate doubled to nearly 2,000 participants network-wide.  Each school had its own Advisory Council consisting of staff, parents and students. The school's Advisory Council continued to collaborate with educational partners to provide valuable insights into the direction and goals of the school. The addition of a Homeless and Foster Youth Liaison has brought support to this population of students and families.   Areas of Improvement: Increased parent awareness of and engagement with the Council  and ELAC. Based on the feedback provided by parent members of the Advisory Council/ELAC, the LCAP will address Parent Involvement as a Focus Goal, Student Achievement, Student Engagement, and other pupil outcomes, Implementation of Standards, School Climate, and Course Access and Maintenance Goals. Based on the feedback of educational partners broadly, the school is continuing to address and add options for college- and career readiness together with academic achievement through multiple services and actions.  Plan to Improve Engagement: Continue Parent Engagement Councils, events, and teams for decision-making in collaboration with staff, teachers, students, and administrators.	The focus area for improvement is increased parent awareness of and engagement with the Council and ELAC.	Families and students have the opportunity to during the yearly home survey and during the year with at advisory council meeting. The school allowed for educational partners to participate in TEAM meetings focused on areas of interest.	5	5	5	5	4	5	5	5	4	4	4	4	Met		29JUN2023	2023
36750510138107	Southern California Flex Academy	3	At Southern California Flex Academy, our student success coaches serve as liaisons between our teaching staff and our families. These coaches facilitate conversations between the teacher, the student, and the family. They also track student progress and provide intervention as needed. Additionally, our student success coaches provide school-based and community-based resource information to families as needed.	Our focus area for improving relationships between school staff and families is in creating additional professional development opportunities for staff around forming and cultivating strong relationships with families.	At Southern California Flex Academy, we intend to improve engagement of our underrepresented families by increasing the touchpoints these families have with our student success coaches.	At Southern California Flex Academy, we have two skilled teams whose purpose is making sure that students experience both academic and social-emotional success. Our student success coaches track student's social and emotional success and provide resources as necessary. Our intervention team tracks students' academic progress and provide tiered support as needed.	Our focus area for building partnerships for student outcomes will be providing our teaching staff with additional professional development opportunities around tracking student progress and utilizing the data to create individualized plans for students.	We plan to increase the number of touchpoints that our underrepresented students have with our student success coaches and intervention team.	At Southern California Flex Academy, we encourage our families and our staff to actively participate in the decision-making of our school. We have bi-yearly climate surveys that are administered to our teachers, students, and families to gather decision-making input. We hold a space for public discussion and input at each monthly board meeting. Additionally, teachers and staff have a standing monthly meeting with admin to discuss any suggestions or input they have to improve the school.	We plan to offer additional professional development opportunities to our teachers and staff around becoming more involved in the decision-making process at our school. Additionally, we plan to engage our families further in the decision-making process by adding additional classroom climate surveys throughout the year.	At Southern California Flex Academy, we plan to increase the collaboration with our special education teachers and foster youth/unhoused youth liaison in the creation of our climate surveys.	5	5	4	5	5	5	5	4	5	4	5	5	Met		14JUN2023	2023
36750510139188	Granite Mountain Charter	3	One of our core strengths lies in maintaining a welcoming environment for our educational partners. We have established various educational platforms and interventions to cater to the needs of our diverse population, including sub-groups and underrepresented families. At GMCS, we strongly believe in nurturing relationships between staff members and families. To ensure we are meeting their needs effectively, we frequently seek feedback through surveys and parental groups such as Parent University and TrailBlazer Community Group meetings to name a few. Our Senior Directors make themselves available to educational partners by hosting coffee chats quarterly and through a weekly invitation in our Trailblazer newsletter by providing their contact information. In terms of academic support, we use  Academic Learning Plans for all students and Four Year Plans for high school students. These plans serve as a framework for teachers, students, and families to review progress and set individualized goals during each learning period. Through these plans, we engage in detailed discussions about students' strengths, areas of improvement, and overall development. They also allow us to assess the efficacy of our curriculum in aligning with students' learning objectives. In addition to the learning period meetings, we maintain two-way communication throughout the school year. We hold Student Study Team meetings, Individualized Education Program (IEP) sessions, and various educational partner meetings and groups. These channels ensure that we address students' needs effectively and provide comprehensive support.	Based on educational partner feedback and as a part of our WASC self study, Granite Mountain has identified the need to streamline communication using digital tools, such as virtual platforms, among educational partners.  In addition, GMCS plans to continue and improve its parent engagement initiatives to include hosting additional workshops, seminars, or information sessions that empower parents to support their child's learning at home and engage in meaningful conversations with teachers.  We plan to implement additional structured feedback mechanisms, using surveys and focus groups, to enable families to express their opinions and suggestions regarding the school's practices and policies. Actively seeking and incorporating feedback demonstrates the school's commitment to continuous improvement and helps build trust between staff and families. By focusing on these areas of improvement, Granite Mountain can strengthen the relationships between school staff and families, leading to increased collaboration, support, and ultimately, enhanced student success.	GMCS continues to work toward improving engagement and building personal relationships of underrepresented families. Our efforts will include: Increasing regular communication of county resources and supports through emails and the school’s weekly Trailblazer newsletter for all underrepresented families, as well as working with the instructional team to ensure our Low SES population students are receiving needed academic and social emotional supports. Our Special Populations Administrator will be available for learning period support and will offer bimonthly meetings for our Special Population students to facilitate and build personal relationships. These meetings will target McKinney Vento, Foster, Migrant, and Military families. Increasing personal contact between the EL staff and families through Destination Days, Monthly EL Newsletter, phone calls, texts and emails from the Multilingual Team, ELAC meetings offer a forum for collaboration between all educational partners.	In an effort to analyze educational partner input and local data, GMCS has seen several strengths when building partnerships for student outcomes. This past year we increased participation at our Parent Community groups and LCAP surveys to elicit feedback from our families. We used that feedback to analyze our programs and offerings. Our staff also completed various surveys throughout the year to target specific programs we offer families, as well as our LCAP goals. Through all of the feedback we received, our programs were evaluated to ensure they are meeting the needs of all educational partners. We strive to provide an environment centered on collaboration and assure our educational partners that their voices are heard. This year we provided Parent University workshops to families and Trailmixer staff training to ensure our educational partners are equipped with the skills to be successful in assisting students in their academic journeys. We have emphasized the provision of social emotional support for families, students and staff to ensure those needs are also met. We believe our human capital is our number one resource to support students, thus we have poured a great deal of resources into supporting them. We have grown our positive school culture and special populations departments to specifically focus on the needs of our educational partners and have targeted GAME TIME sessions to support students in their various content areas as a Tier 1 intervention opportunity. It is our hope that these support sessions engage, connect and serve our various educational partners by meeting their specific needs throughout the year.  GMCS continues to provide targeted instruction and academic learning plans for all students to ensure the learning plan is specifically designed to meet the students’ individual needs. With an emphasis in academic achievement, we craft learning plans that utilize a variety of curriculum, tutoring support, intervention classes, and support groups to meet our student personalized needs. The learning plans allow us to target the needs of each student so we can focus on their specific academic achievement. It is then through a series of local benchmarks assessments, and the SBAC assessment that we then utilize data to inform our instruction. Data conversations have been at the forefront of our monthly staff Professional Learning Communities and we allow staff a forum to identify student needs and work together to provide support to all students. Data is shared with learning coaches, and together with their HSTs students needs are evaluated and action plans are formed.	Through the analysis of our educational partner feedback through local survey data, we have seen there is a continued need to improve participation in all activities, programs and surveys. We  understand the importance of meeting the needs of our students and are working to expand our offerings to offer more virtual and in person opportunities to increase student outcomes. We strive to grow these areas school wide, and have a plan in place to expand our online platforms that target outreach for all educational partners. With an emphasis in targeting families and staff needs, our new online platform is designed to increase awareness of our programs, offerings, and surveys to all educational partners. It is our hope that by increasing awareness, we will in turn increase our participation rates in all areas as well. We understand that our educational partners' voice will allow us to target growth areas for our school, and we strive to maintain an honest temperature assessment of the needs of all educational partners so that we can grow our programs to meet their needs.	GMCS continues to improve engagement of underrepresented families throughout our self -reflection process in a variety of ways.  Our Assistant Director of Special Populations and Crisis and our Special Populations Administrator share school and county resources with our unduplicated students, special populations and other underrepresented students.  They also work directly with families to bridge the relationship between underrepresented families and county workers who can assist them.  GMCS collects input from these educational partners through formal surveys and informal anecdotal data.  This input and data helps to drive programming, such as continuing to offer 1:1 tutoring, with underrepresented students having priority sign ups, offering our Student Wellness classes, offering 1:1 general education consultations and counseling.  The Social Emotional Learning and Special Populations Department collaborates with Positive School Culture and Community Engagement to help reach all underrepresented families in a variety of ways. Finally, we also use our ELAC committee to help guide decision making that positively affects student outcomes in our English Learners.	GMCS strives to elicit educational partner feedback through meetings and surveys. A strength in this area is our continued focus on gathering data and educational partner feedback. GMCS understand the value of their input and consider this a strength. We value their input as it drives decision making conversations. In an effort to continually grow the success of our programs, we seek out input from all educational partners. We recognize the voice behind our surveys is vital to making positive changes, and we need to increase the participation of our educational partners. We have continued to provide our educational partner surveys, ELAC meetings, parent community groups, and parent U workshops to engage educational partners and elicit their feedback. We also strive to ensure there are unduplicated families present at all of these meetings as we understand the importance of targeting their needs so we can continue to successfully serve them. We continue to strive to increase attendance and participation in each area.	GMCS continues to see the need for increased educational partner participation as a growth area because we see low parent participation at our programs and within our survey completion. We recognize how vital it is to receive their input and we need to engage more people and increase attendance and completion in all areas.	GMCS continues to seek feedback from educational partners, including students, families, learning coaches and HSTs to seek input for decision-making that affects our underrepresented families.  We will continue to implement 1:1 meetings with Foster Youth, English Language Learners, McKinney-Ventor and Military.  We invite all EL families to participate in our ELAC.  We send surveys out to seek feedback on our available supports and programs. We will increase our invitation for feedback through surveys and HST anecdotal feedback with our low SES students.	4	5	5	4	4	4	5	4	3	4	4	4	Met		08JUN2023	2023
36750690000000	Upland Unified	3	Upland Unified School District has fully implemented Wednesday Webinars that occur 2 to 3 times a month for the entire school year focused on a variety of topics and providing families with tools to support their students at home both academically and social-emotionally. Some key topics related to social-emotional learning, differentiated instruction, and future college and career options, which included sessions on how to apply for the FAFSA and the Dream Act options were enjoyed by families throughout the district. Additionally, through family advisory committees (DELAC and DFAC) the district keeps families apprised on the progress of our LCAP goals by both sharing data and soliciting their feedback on our goals and actions as we develop our LCAP. Every school in the district operates a functioning School Site Council, PTA, and where applicable, and ELAC to foster a strong home-to-school partnership.	Based on feedback from our educational partners, there is one focus area that has emerged: opportunities for students to get involved after school. In response to this feedback, the district has expanded our after school athletics program for both elementary and junior high schools, as well as increased access to after school visual and performing arts programs such as folklorico and theater.	Upland Unified School District has instituted fully functional School Site Councils at all fourteen schools and English Learner Advisory Committees at each school with over 21 English Learners. Regular family and student surveys specific to LCAP and SPSA goals that help administrators, teachers, and classified staff plan how to effectively and efficiently serve this essential group of educational partners. Although the collection of data, the capacity building of staff to engage families, and the systematic recruitment of family leaders to serve on site and district committees has been successful, what continues to be a focus and is a definite are of focus and improvement, is to incorporate families into the goal setting process with their students by learning and appreciating their individual cultural and linguistic backgrounds. This work has begun with student goal setting in the classroom from K-8th grade and needs to expand to include a family goal setting opportunity and an extension into high school levels in connection with the career pathways.	Based on feedback from our educational partners the district has several strengths as they relate to building partnerships for student outcomes. Some of these strengths include regular communication with families about school activities and student academic progress, opportunities for families to be involved, and full access to a standards-based curriculum and supplemental materials. One additional highlight that has arisen is that our families feel they have someone they can reach out at the moment they might have a concern about something.	From our educational partners we have learned that a focus are for us as a school district is to increase student access to counseling services at the secondary level.	To improve engagement of our underrepresented families our efforts have been focused on increasing our family participation in ELAC at the school sites and DFAC/DELAC at the LEA level. These are important committees that give families a voice to express both concerns and ideas about how to best service our students.	The district's strength in seeking educational partner input for decision-making is that every school site and the district office have at least two groups of family/community members that allow for a genuine dialogue around decision-making as it relates to student support and learning outcomes, whether that be in regards to the SPSA, LCAP, or English Learners.	To increase the input we receive from our educational partners the district has increased outreach efforts to increase participation in committees both at the site level and at the LEA level.	To improve engagement of our underrepresented families our efforts have been focused on increasing our family participation in ELAC at the school sites and DFAC/DELAC at the LEA level. These are important committees that give families a voice to express both concerns and ideas about how to best service our students.	3	4	4	3	3	4	3	4	4	3	4	4	Met		21JUN2023	2023
36750770000000	Apple Valley Unified	3	After evaluating local parent survey data and discussing this with our district advisory committee members, we found progress in the area of 2-way parent communication.  Parents report feeling that the school district is in full implementation in that area.  We have structures and systems that allow for easy message development, delivery, and response.	Our focus area for improvement is in the area of building welcoming environments at school.  In the Post-Covid setting, it is important that we rebuild our volunteer ranks.  We are bringing our returning parents as well as new volunteers into our schools through our board-approved volunteer approval process.	Apple Valley Unified School District will be intentional about inviting parents of underrepresented families, particularly African-American/ Black families as called for in LCAP goal #6.  There will be a series of events at many school sites as well as at the district office.  A representative group of these families will be invited to serve on the larger district advisory committee to represent the needs of this student group in the development of the ongoing plan.	Our analysis of educational partner survey data and other input shows that parents feel supported in understanding their legal rights and how to advocate for their own students and all students.  Our partners feel that we are in full implementation of that important measure of partnership development.	Our area of focus will be on providing training to staff to partner with families.	Our LCAP goal #1 is focused on staff development and will include our work with Safe and Civil Schools to build staff capacity to partner with parents to build a culture of partnership and shared understanding.  This work will be characterized by site leadership teams working throughout the year	Our educational partners report progress in building the capacity of families to effectively engage in advisory groups.  Through explicit invitations and family center outreach, we have built capacity in our families to engage with school leadership committees and councils.	We intend to focus on continued outreach to include parent input on the policies and programs intended to reach those families that are underrepresented in our system.	The regional family centers are supported through LCAP goal 4 to increase parent access to training and high-level engagement with school leadership and decision-making.	3	3	3	4	3	3	3	4	3	3	3	3	Met		08JUN2023	2023
36750773631207	Academy for Academic Excellence	3	AAE will continue to engage families with 2-way communication through multiple means including in-person, multiple social media platforms, email through the student information system, and telephonically. The school provides translation services in Spanish and correspondence in both Spanish and English.	AAE will conduct an annual analysis of participation and attendance of engagement opportunities to ensure it’s reaching families. The school will be implementing a new texting app to further enhance its current communication outlets. This will provide an easier form of communication with families.	AAE will use its annual analysis of engagement to measure the participation of underrepresented families. Barriers to communication will be addressed with families and communication outreach will adjust to meet the needs of families. The school will continue to correspond in both English and Spanish.	AAE actively works to build positive relationships with all members of the learning community. Multiple forms of engagement are used to ensure all families have access to their child's teacher(s) and school administrators. Forums for engagement about student progress are available both in-person and virtually, late in the day to accommodate working families and ensure greater participation. The school's Student Information System provides up-to-date student progress for families to view grades and attendance.	Feedback from AAE families has been positive in regards to the time of events and having a virtual option to join. AAE will continue to work with all communication outlets including the school's website and teacher newsletters to inform all partners of upcoming engagement events and forums.	AAE will continue to build its partnership with underrepresented families through multiple sources of communication in both English and Spanish. The school will continue to support teachers with communication in regard to student outcomes and engagement opportunities.	Families are an important component of AAE's governance process. Multiple opportunities are offered to engage all members of the school community in evaluations of programs and services. Student, parent, and staff surveys are used to gather input. Parents of AAE students are invited to complete a climate survey annually to provide the school with subjective measures, including satisfaction levels with all aspects of the AAE and its programs. AAE uses the survey results to foster positive learning and teaching environments and measure parent involvement, student achievement, health, and well-being. Parents are encouraged to make a difference in the governance of the school by participating in the School Site Council (SSC) The SSC is actively involved in developing and approving the school's Local Control and Accountability Plan (LCAP) as well as related categorical expenditures. Its members regularly evaluate data and the progress made to raise the academic achievement of all students. Parents have access to the Lewis Center for Educational Research Board (LCER) to address concerns publicly at monthly Board meetings. The LCER Board meetings are held alternately at Norton Space and Language Academy (NSLA) and AAE and streamed live to the other school site, increasing accessibility and participation for all partners at both schools. Principals and Directors provide reports and presentations at Board meetings. Following each Board meeting, the AAE Principal reviews any Board presentations at a monthly Parents and Pastries meeting. These include presentations on CAASPP results, the California School Dashboard, LCAP progress, and annual updates. All parents are encouraged to attend these regularly scheduled open forums where they have access to AAE administration and representatives to ensure successful ongoing communication among parents, students, and the school. Parents and Pastries meetings are streamed live allowing parents who are unable to attend in-person to participate.  Parents are reminded of all public school meetings through the AAE's mass messaging system, Infinite Campus, and social media outlets. AAE's administration actively works to continually improve academic performance, school climate, and operations through collaboration with its community partners. Increased frequency and opportunities, both in-person and virtually, to engage all members of the school community have resulted in significant gains in the levels of engagement between home and school.	AAE will continue to actively seek input from its community partners. Using multiple opportunities to engage families to provide input for school decisions will continue through social media, student information system messaging, surveys, text messages, fliers, classroom newsletters, and the school's website. The school will use its annual analysis of engagement to determine participation in these decisions.	AAE will continue to build its partnership with underrepresented families through multiple platforms of communication in both English and Spanish and will time events after school hours both in-person and virtually to accommodate the needs of families. The school will support teachers to help maintain communication with families and will reflect on participation annually.	5	5	5	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
37103710000000	San Diego County Office of Education	3	Parent and Family Liaisons (PFL), parents, and administrators worked jointly to support families with multiple learning opportunities, social emotional supports and hybrid options for parent involvement. The Student & Family Engagement (SAFE) team meets monthly and includes School Counselors, School Social Workers, PFLs, Student Transition, and interns. Parent involvement and participation is a standing agenda item and is discussed at every meeting. Parent involvement is also discussed at monthly leadership team meetings, where opportunities and initiatives are reviewed for further dissemination throughout our schools. Trainings are provided to the following teacher/staff committees: Special Education, Independent Study teachers, English Language Development Assistants, Attendance Clerks, Registrars, Student Support Specialists, and Office Assistants. Expansion of resources in regional office Parent Centers will extend to all school sites.	A focus for improvement will be to continue to explore multiple methods of family involvement based on family feedback while also expanding opportunities for on-site resource opportunities and community events that include participation by teachers and other school staff. More Social Emotional Learning (SEL) and Restorative Practice (RP) opportunities have been requested by families, and we will continue to expand these offerings. School social workers and school counselors closely collaborate with parent and family liaisons to develop SEL/RP workshop content for families. School exhibitions provide spaces for family engagement with school staff and other educational partners. We will continue to expand our exhibitions and other extended learning opportunities. Families are viewed as a resource to our schools, and we are working collaboratively to develop learning options taught by parents with families and schools staff as the learners.	The Student and Family Engagement team, along with our leadership and District Equity Leadership Team will analyze regional, program wide, and county data to inform our planning and educational partner development. Through continued responsiveness to requested resources, support, and trainings with information gathered through enrollment surveys, parent leader feedback, and community school event evaluations, we will plan engagement opportunities that reflect expressed needs. We will continue to offer in-person, virtual, and hybrid events to create flexibility for family participation as parents have indicated that while they enjoy gathering at school sites and engaging in restorative field trips, virtual events can be easier to join. Community schools will continue to expand supports available at school sites and identify key partners to incorporate into our school communities in order to provide our families with the resources they need to support student success.	"Ongoing phone calls, school-based events, student led conferences, ""Design Jams"" and school reports provide opportunities for Parent Involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via transition planning, IEP meetings and teacher calls to parents.  Both in-person and virtual workshops and trainings are available during the day and evening. Parent support, including translation and information, is provided for IEPs, transition meetings (both from a custodial setting to home and from community schools to home district), parent-teacher conferences, student exhibitions of learning and school open houses.  Specific activities, workshops, training opportunities, and “Coffee with the Principal” meetings included topics such as: academic success (A-G Requirements, graduation requirements, and local and state assessments among others), transition opportunities, attendance, financial aid and scholarships, restorative practices, human trafficking and CSEC, drug, tobacco use and vaping, use of technology, Career Readiness and Technical Education (CRTE), Visual and Performing Arts (VAPA) information was provided."	A focus area will be to increase communication on Parent Involvement activities, student progress, current research, available resources, in-person and distance opportunities. Implementation of improvements to the student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress. Improvement of our notification system through daily reports and staff training will support increased accuracy and will alert staff when further outreach is required. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through Student Led Conferences and Design Jams which include our educational partners in the development and execution of events that highlight student growth in academics, Career Technical Education, and Visual and Performing Arts.	"We will continue to engage our families via our identified areas of strength: school engagement activities, student led conferences, ""Design Jams"" and school reports provide opportunities for Parent Involvement and discussion of student progress. Additional opportunities for discussion of student progress occur via transition planning, IEP meetings and teacher calls to parents. Our further work will include expanding opportunities for shared experiences through student exhibitions, community school events, and student/family feedback on the opportunities that are most engaging and successful from their perspective."	Parent trainings and workshops shifted to a hybrid format with offerings provided both in-person and virtually based on parent request. Parent feedback at outreach events,  LCAP Community Forums & stakeholder surveys were used to guide the creation of the 2022-23 LCAP Goals & actions and services which align with our SPSAs goals and WASC action plans. DPAC & DELAC members have been active leaders in contributing to the engagement of additional parents. Information regarding the PFEP is continuously provided via workgroups, at parent meetings & via the district website. Parent feedback on SPSA development and LCAP goals is solicited, encouraged & has been a key element in the development of our LCAP. Parents provided feedback and planning support for the development of workshops, parent trainings, Social Emotional Learning activities and educational book clubs via surveys, request at district meetings, feedback during “Coffee with the Principal” and small group discussion.	A focus area will be to increase communication on community school implementation, parent involvement activities, student progress, current research, available resources, in-person and distance opportunities. Implementation of a new student information system and related training materials and workshops will provide families with the tools to access the parent portal, further increasing accessibility of information on student progress. Improvement of our notification system through daily reports and staff training will support increased accuracy and will alert staff when further outreach is required. Expansion of the notification system to include additional texting features will improve communication with our parents in their preferred method of outreach. Updating and expanding resources on our website will allow for further dissemination of information and resources. We will also continue to expand opportunities for student exhibitions of learning through Student Led Conferences and Design Jams which include our educational partners in the development and execution of events that highlight student growth in academics, Career Technical Education, and Visual and Performing Arts.	The Parent and Family Liaisons, in collaboration with the Student and Family Engagement team along with our leadership and District Equity Leadership Team will continue to engage our families via multiple opportunities for input and feedback. Surveys upon enrollment will provide us information on immediate family needs. Continuing opportunities for discussion and input will be available via community school advisory, School Site Council, district and school specific English Learner Advisory Councils, and our District Parent Advisory Council. We will continue to utilize empathy interviews to provide more in-depth responses to guide and shape our decision-making. Data will be provided to families to assist in our cycle of continuous improvement.	5	5	4	4	3	5	4	4	4	4	4	4	Met		14JUN2023	2023
37103710108548	Iftin Charter	3	Iftin has created a positive and supportive relationship with all stakeholders. Administration and staff have worked hard to build the necessary trusting relationships which allow for good communication. Much focus has been put on welcoming the immigrant families and creating a stable environment for students and families to live and grow. Over the past few years, the demographics have seen growth with our Haitian newcomer families and students from a variety of other cultures. Iftin now 13 boasts two liaisons to ensure that family and student needs are communicated appropriately. Classroom teachers make great efforts to learn about their students and connect with the families, although more work in this area is desired, particularly as it relates to student goals.	Iftin makes great efforts to seek input from multiple stakeholder groups, including parents and students. Parent involvement in school programs is important to the fluid operation of the school, but to participate in the local governing board and advisory committees is key for providing critical feedback to the school.	Parents are given key information on the impact of students, families and community through scheduled board and parent meetings and special parent nights and activities. Iftin has identified an Outreach coordinator and Parent Liaison to encourage parent attendance and participation at critical and informational meetings.	This is an area of strength for Iftin. Using the Outreach coordinator and Parent Liaison, parents are encouraged to participate in all meetings and conferences. Parent conferences are held 8 times a year, and additional times are scheduled as needed. Bi-weekly report cards are sent home to keep parents up-to-date with student achievement and progress. The PowerSchool parent portal is used to send home special invites and messages from the classrooms and from the school, along with Class DOJO for student citizenship. Parent education events are scheduled on a regular basis on topics selected by the parents and the staff, addressing common core, homework help, use of technology, home/school communication, use of digital programs to support student learning, school procedures, school safety and LCAP goals, which are well attended and provided positive feedback for connection to the school. A focal point for the 2023 LCAP continues be enhancing efforts to increase parent engagement and participation. Training will be offered to staff to support this goal, and input will be taken from parents as to their areas of interest.	See previous response	See previous response	This is a strength for the school, parents/guardians have, and will continue to have opportunities to attend Committees that are linked to both student learning and student development, along with school culture. Currently there is an active SSC committee and an ELAC Committee, both of which are comprised of 50% parent members and 50% staff. These committees will be used to review new or changed plans, policies and procedures before adoption by the Board. Included in this list is Budget development and LCAP. Along with parent and staff surveys, student surveys will be used this year as an additional way to get input on major decisions and issues facing the school and Board.	The Board wishes to increase parent and community attendance at board meetings in order to form a connection between families and board members. Iftin will use the identified Outreach coordinator and Parent Liaison to further encourage parent attendance and participation at all critical and informational and Board meetings.	See the above response	5	5	5	5	5	5	4	5	5	5	5	4	Not Met For Two or More Years		28SEP2023	2023
37103710124321	Howard Gardner Community Charter	3	At HGCS, we excel at making parents and guardians feel welcome and heard when they interact with staff. Administration communicates proactively with parents and exhibits an open-door policy that is welcomed.	At HGCS, we excel at collaborating with our partners and coming together to improve policies and practices.	At HGCS, we are committed to partnering with our parent liaison to reach our underrepresented families. In addition, the Executive Director will establish a Community Engagement committee that she will lead to personally recruit guardians, organizations and families and engaging in dialogue so that needs can be met.	Strengths for student outcomes at HGCS are in the partnership with our students who receive special services support. We have received great feedback from their involvement and appreciation of attention to detail.	Hiring a part time Community Liaison to assist with garnering parent and community participation. Establishment of a staff committee to facilitate growth potential and more community events.	Staff will participate in home visits to assist families and build rapport and support.	Coming off of COVID restrictions, parent involvement has increased. HGCS set record attendance numbers at the Fall Festival and Showcase events.	HGCS will ask families to participate in more surveys and one on one interactions.	The Community Liaison will be an integral part of building capacity and rapport in our community.	4	4	4	4	3	4	4	4	3	3	4	4	Met		15JUN2023	2023
37103710134577	Audeo Charter II	3	The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments.	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. Audeo II regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Utilization of Parent Square further provides communication and engagement of educational partners with the school.	The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal to participate in at least 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.	Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed.	Audeo II is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals.	The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2022-2023 the school received input from over 70 students and parents and used the results in the development of the 2023-2024 LCAP.	Educational partner input into decision making is actively sought through multiple venues. Audeo II will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
37103710136085	Scholarship Prep - Oceanside	3	Building relationships with families is a definite strength for Scholarship Prep. Attendance rates at major events are very high, family education classes have strong turnout, and our advisory groups are fully implemented. We have made progress through offering more relevant family trainings, providing more flexibility in scheduling major events, expanding our advisory groups’ roles, and offering more opportunities for families to be a part of the educational process (especially through now offering virtual attendance at most events)	An area of focus for us will be in engaging reciprocal relationships with our families to actively identify their cultures for more inclusion in the classroom. The process of engaging families will be done through the annual survey, providing explicit time during conferences to discuss culture and background, and providing culturally relevant training to staff members. There will be a specific focus on underrepresented families who traditionally have not engaged in the feedback loop. We will elicit their input through offering relevant meeting topics, direct phone calls, and home visits as needed. The expected outcomes of these efforts are to see higher levels of parental engagement and attendance, more culturally relevant texts, and student projects and presentations that are infused with cultural currency.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	The only way Scholarship Prep has been able to achieve the scores we have so far is through collaborative partnership with our families.  Our student outcomes, from CAASPP performance to attendance rate, have only been possible because of the partnership. Therefore, it is self-evident that strong partnerships have been built. Key among our strengths in this area are our programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. This is embedded in our calendar and procedures, from discussing ELPAC scores and reclassification with every English Learner’s family, promoting active parent attendance and input at multiple school events, and holding regular ELAC and Pep Squad meetings.	The focus area for this component is married to the focus area for Building Relationships. We need to ensure that all staff members are appropriately trained and supported to engage in reciprocal relationships with our families despite language, background, ethnic, and other differences. These trainings will be especially vital for supporting connections to our underrepresented families who are often years into a disenfranchisement process with the public education system. We will continue to build those partnerships through offering relevant meeting topics, direct phone calls, and home visits as needed.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	We have been able to engage our core families in advisory groups and decision making. Our ELAC, Pep Squad, and key parent groups meet frequently and discuss pertinent, high-level, engaging items. Members from the respective groups also engage with our governance body at the Board meetings as applicable.	The focus area for this component is that we must ensure that we engage all families in the decision making process. We need to focus on expanding our pool of families that are serving on or interested in advisory groups. We will be intentional in identifying underrepresented families for participation and supporting their participation through direct phone calls and home visits as needed.	We will improve engagement through providing culturally relevant offerings, events and trainings geared specifically towards their wants and needs, and individual outreach.	4	5	4	4	4	4	4	4	4	4	3	4	Met		13JUN2023	2023
37103710137695	Community Montessori	3	Every child and parent gets to meet with their teacher before the school year starts. This helps create a strong working relationship and sets the tone for the year. Regularly scheduled Student Led Conferences that allow families to discuss their child's social and academic progress. Every Learning Center has a Parent Group that provides support to staff and pupils and works on creating events that help build up the community. Parents and Staff are invited to join the Advisory Council to help inform the School Director about the needs of families at our school. Every Learning Center will hold a Montessori Journey event, this will help parents better understand the Montessori philosophy and be better equipped to support their child Parents are invited to attend Positive Discipline Parent Seminars to help them build better relationships with their child. Monthly Directors Digest to help keep parents informed of events and happenings at all our Learning Centers	Create more informal opportunities for parents to meet with the school leadership, example coffee mornings. Schedule 2 parent workdays a year to provide opportunities for families to volunteer and help.	Continue the work of the Multilingual Learners' Advisory Council to create more opportunities for these families to be involved in our school. Give these families the opportunity to share issues and concerns as well as solutions.	Community Montessori does an annual survey of students, staff and parents. Parts of these surveys are specific to gathering data on student outcomes and ways to improve these. Community Montessori is considered a safe and supportive learning environment by a vast majority of our educational partners, where the needs of the whole child are taken into consideration.	The LEA is looking to bring more SPED services inhouse to help ensure our students get the regular and consistent support that they need. We continue to beef up our Student Support Services team and support all learners through a robust and carefully constructed Multi Tiered System of support.	Proved professional learning opportunities for staff to help them build the skills needed to work with these students and their families, for example Crucial Conversation workshops. Through the Multi Learners Advisory Council ensure that we are building agreements on the desired outcomes for these families and on ways to meet these outcomes. Continue to provide translations and translators and sharing resources with these families.	Staff meet monthly in both regional and all staff meetings. Leadership team also meets monthly and Directors meet weekly. Parents and Staff are invited to join the Advisory Council to help inform the School Director about the needs of families at our school. Multi Learners Advisory Council Regular surveys of staff, parents and students	Focus on helping build the leadership capacity of our school leaders to include creating more opportunities for staff and parents to provide ideas and input on decisions.	Through regular meeting with the Multi Learner Advisory Council.	4	4	3	3	4	3	4	4	4	4	4	3	Met		28JUN2023	2023
37103710137752	Dimensions Collaborative	3	As an independent study charter school, Dimensions provides a great deal of support to student learning and development in the home. Parenting classes are provided to support positive discipline in the home based learning environment. Teachers meet with the student and parent every 20 school days to support improved student outcomes. School admin is working to ensure underrepresented families are identified and supported in a proactive manner. Workshop[s are offered to support parent/guardian in independent study, technology, curriculum, and more.Staff are trained in using learning styles, positive discipline, and social emotional learning standards to support all families.	Dimensions is focused on communicating in multiple languages based on need of our community.	Dimensions has a growing community of English Learners and has created an English Learner Management position on staff, implemented MLAC meetings, trained staff in McKinney-Vento giudelines.	Dimensions creates welcoming environnments for all families through regularly scheduled meetings with parents every 20 school days. Staff are trained in using learning styles, positive discipline, and social emotional learning standards to support all families.	More training on empathy and equity is needed.	Multi-lingual communication is being implemented.  Families arfe being made aware of their rights.	Staff has worked hard to develop skills in effective engagment strategies. Parenting classes have been provided and staff is trained in poisitive discipline strategies as well as social emotional learning standards. Parents are involved in decision making through the school advisory council. Adding additional advisory council meeting opportunities could help strengthen parent engagement.	Dimensions is working on developing student and parent agency in developing and imlementing policiesand programs to support all learners.	MLAC and Parent Advisory will provide feedback in the development of the LCAP.	4	4	4	4	4	4	4	4	3	3	3	3	Met		28JUN2023	2023
37103710138016	Pacific Springs Charter	3	One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, field trips, and school site council, and we communicate these opportunities to families.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals.	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference.	Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, weekly updates, and newsletters. All Springs caregivers are invited to take part in Parent Ignite! in which breakout sessions are offered on a variety of topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year.	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families. Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making.	We will increase our opportunities for family members to engage in advisory groups and decision-making, especially in seeking input from underrepresented groups in the community.	In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Pupil Services and Homeless Youth Liaison to develop this plan.	4	5	4	5	4	4	4	4	3	3	4	4	Met		08JUN2023	2023
37103710138404	Classical Academy Vista	3	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At The Classical Academy Vista, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment.	General comments on the most recent survey covered a wide range of topics with the following two common themes for improvement: 1. Increase campus culture of community and parent involvement through events, communication, and volunteer opportunities. 2. Increased academic support to close any achievement gaps.	Underrepresented families expressed the same two areas for improvement: increased culture of community on campus and academic support to close achievement gaps.	Classical Academy Vista measures parent engagement by seeking input from parents through a survey as well as frequent parent meetings at each school campus. The survey results are reported to the community and local governing board. In the most recent survey, the following questions were asked. Please rate your overall satisfaction with Classical Academy Vista. Parents gave us an overall satisfaction rating of 94%.  Please rate your overall satisfaction with the academic program at Classical Academy Vista. Parents gave us an overall satisfaction rating of 94%.	Parents support goal number one of the LCAP, ensuring all students including reported subgroups demonstrate academic growth and proficiencies so they leave TK-8 ready for high school.	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s academic outcomes.	Classical Academy Vista measures parent engagement by seeking input from parents through a survey as well as frequent parent meetings at each school campus. The survey results are reported to the community and local governing board.	The bi-annual parent survey asked the following question:   Please rate your overall satisfaction with the Classical Academy Vista's customer service. Parents gave us an overall satisfaction rating of 97%, which indicates parents are satisfied with the processes used for decision making.	When parents have concerns with any aspects of the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.	5	5	5	5	5	5	5	5	5	5	5	5	Met		23MAY2023	2023
37103710138594	Dual Language Immersion North County	3	The school's strengths in Building Relationships Between School Staff and Families are the following: Back to School night, twice yearly parent conferences, a thriving Parent Teacher Organization and weekly communications between teachers and families as well as the administration and families.  This year DLINC has made progress in this area by offering three upper grade orientation sessions for students in grades 5-8 before school began.	DLINC has recently welcomed a higher number of students with disabilities, increasing our total number to 40 students, out of 270. Students are coming to us with a wider variety of special needs. We are pleased to increase our diversity in this way.	This year DLINC aspires to hold 2-3 meetings for parents of students with disabilities to allow them to provide feedback on our processes, to help guide them through our procedures and to ensure that they are comfortable with the services their children receive.	Current partnerships include Vista Athletic Club, Classical Academy, Palomar College, Ki's, and Top Notch Catering. We are building a relationship with a local high school and a Biotech company.	In the case of the local high school and the biotech company, our intended outcome is to receive support in tutoring and more extensive STEM activities in our after school enrichment program.	DLINC is committed to frequent, bilingual communications to convey the equitable opportunities available to underrepresented students.	DLINC regularly seeks educational partner input in the following ways: -LCAP Planning Meetings -Monthly Coffee with the Principal meetings -Quarterly PTO meetings -Student Satisfaction Surveys -Parent Satisfaction Surveys -Parent Conferences -Student Success Team Meetings -IEP meetings	Parents have indicated that they feel included in the decision making process. They see the results of their feedback often and they know that we are always open to hear their ideas.	The school is committed to frequent, bilingual communications about opportunities to provide input for decision-making.	5	5	5	5	4	3	5	4	5	3	4	5	Met		19JUN2023	2023
37103710138792	JCS - Manzanita	3	"Teachers and administrators communicate with families through the communication platform ParentSquare. Teachers send weekly updates on what students are learning in class. Administrators send monthly or weekly newsletters to specific programs and the entire school.  Parent feedback on a recent survey rates ""Partnership with Families"" as one of the top three reasons they chose JCS Manzanita. Educational Facilitators meet monthly in person or virtually to discuss assignments and progress. Academy programs host parent/teacher conferences 1-2 times per year."	More opportunities for families to connect with one another including field trips and program events areas of improvement.	Our school staff is strong in developing relationships with families and understanding their goals for their children. This is a core strength of our school as we strive to personalize education. We can improve the engagement of underrepresented families by providing supports and additional staff to teachers in identifying strategies to engage those families.	Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication to families one-two days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high quality resources for learning and development in the home. An area of focus for improvement would be in identifying additional strategies to connect and engage with underrepresented families.	Additional training for new home study students and parents to help them understand the intricacies of learning at home.	Provide additional training and/or videos that help families access all of the different platforms and websites available to them.	"We have a robust School Site Council that includes parents in our home study program and high school students who provide excellent feedback and input. We seek the opinions of all of our families through surveys and an ""open door policy."" Parents report that they are pleased with our responsiveness to their concerns."	Our school actively recruits participation in our School Site Council and promotes meetings for the public to attend. We often survey our stakeholders to seek feedback. To improve the engagement of underrepresented families, we plan to develop small group and individual meeting times to plan for individual student needs for our ELs and Homeless/Foster Youth.	We will actively seek out underrepresented families to join our School Site Council and attend our school events.	5	5	5	5	5	5	5	5	5	5	5	4	Met		09JUN2023	2023
37103716119119	Literacy First Charter	3	At Literacy First, weekly communication is sent home via classroom newsletters as well as a school newsletter bi-weekly. This includes dates, and information on current deadlines, sporting events, breakfast and lunch menus and any other special school events. our classroom teachers provide information to their families and help support student learning by providing resources such as sight word lists, websites, educational games, reading and homework support, both in school and at home. Our language support programs, progress reports and student-led parent conferences inform parents of their child's progress and how they will work together to support the needs of the child. Our events, such as math nights, read the night away, standards based field trips, and parent connections bring our parents into our community and inform them of ways to support their student both in and out of school. Social media informs parents of the political climate, and provides them with information regarding their rights as parents and the need to be advocates for them. The notice of Parental rights regarding their role in decision making on behalf of their student are also presented at every IEP meeting. At LFCS, we believe parents must be advocates for their children, so we empower them to be a part of all of these opportunities. Our underrepresented families, if needed, have the option to have any items translated as needed. They are encouraged and given opportunities to be active in their child's education and our school community. DELAC targets our underrepresented families, providing support and translation to every family. Similarly, our Parent Team Leadership Council (PTLC) and Patriot Legacy Education Foundation (PLEF) boards were established to support the needs of our students and their families.	At Literacy First we believe parent engagement is critical to student success. For that reason, it is goal number 3 in our LCAP strategy. We see communication in a variety of ways as imperative to that end. The methods we employ to do this are through weekly newsletters, phone calls, emails, parent conferences, social media, and specific gatherings targeted to bringing parents in and educating them on issues that relate to their children and our school. Additionally we make an effort to translate information into languages our parents speak when important information needs to be communicated, we also hold targeted meeting for our second language population parents so that critical information can be communicated in their language. We purpose to provide translators whenever parents need it, or at parent conferences. Our ongoing goal is to bring parents into the classroom and find meaningful ways our upper grade parents can participate in our community. Our focus is to have parents on campus.	At LFCS we continually work to partner with our underrepresented families to bring them into our program daily. We will continue to work to that end by sending home letters with school information translated for them. DELAC meetings ensure deliberate attention is given tp the needs of this population. We will continue to establish relationships through cultural events  that connect families.	At Literacy First, our program is built on building relationships and connections with families via providing information to their families that support student learning. This might include resources such as sight word lists, websites, educational games, reading and homework support, both in school and at home. Our language support programs, progress reports and student-led parent conferences inform parents of their child's progress and how they will work together to support the needs of the child. Our events, such as math nights, read the night away, standards based field trips, and parent connections bring our parents into our community and inform them of ways to support their student both in and out of school. Social media informs parents of the political climate, which provides them with information regarding their rights as parents and the need to be advocates for their children. The notice of Parental rights regarding their role in decision making on behalf of their student are also presented at every IEP meeting. Our underrepresented families have the option to have any items translated as needed. We encourage and give opportunities for parents to be active in their child's education and our school community. DELAC targets our underrepresented families, providing support and translation to every family. Similarly, our Parent Team Leadership Council (PTLC) and Patriot Legacy Education Foundation (PLEF) boards were established to support the needs of our students and their families.	Our intervention team is specifically focused on student improvement. Students may be assessed using AIMS Web, ESGI, and other informal reading and writing assessments. The intervention team works to collaborate with classroom teachers to ensure adequate academic support is provided for our underrepresented students.	LFCS will continue to improve engagement of underrepresented students by sending home progress reports and holding student-led parent conferences to inform parents of their child's progress. They will work together to support the needs of the child. We will continue to hold events that provide engagement opportunities for families, from grade level activities, to all school events.  At LFCS, we believe parents must be advocates for their children. Our goal is to empower our parents to be a part of all of these opportunities. LFCS will continue to offer translation services, as needed to our underrepresented families. DELAC, our Parent Team Leadership Council (PTLC) and Patriot Legacy Education Foundation (PLEF) boards were established to support the needs of our students and their families and will continue to operate to that end.	Our parents are our strength. They are actively engaged and on campus daily. Our volunteer hours are in the thousands each year because every culture and every economic group is welcomed and encouraged to participate in school. Our parents know that they can visit any of the administrator's offices with concerns they have at any time. Our PTLC- supports and encourages parent engagement, the DELAC committee's specific mission is to make sure we are serving the needs of the underrepresented families and PLEF exists to raise funding for our students and their programs specifically.	Our focus is to continually engage our families in the status of our school. We will focus on growing the attendance of our parent connections and DELAC meetings, as well as any of our school events. We will continue to welcome parent input on things related to our school and political climate. Our parents are the heart of our school, so we are always working to include them in what we are doing for their children. In an effort to connect more parents, we host a podcast, LFCS Talks, to find new ways to engage and intrigue parent connections.	We will improve participation and attendance to our parent connections and DELAC meetings, as well as to our school events. We will continue to welcome parent input on things related to our school and political climate. Our parents are the heart of our school, so we are always working to include them in what we are doing for their children. In an effort to connect more parents, we host a podcast, LFCS Talks, to find new ways to engage and intrigue parent connections.	5	4	4	5	4	4	5	4	4	4	4	4	Met		22JUN2023	2023
37679670000000	Alpine Union Elementary	3	"Alpine Union School District actively involves all of its Educational Partners through a variety of approaches, both at the site and District levels, thus enriching the decision-making process and fostering input. Paramount among these efforts is the District's dedication to engaging the voices of parents, encompassing those within the English Language Learners, socio-economically disadvantaged, American Indian, and students with disabilities communities. Across all school sites, the personnel strive to cultivate a nurturing and inclusive school environment.  Evidently, the substantial turnout at school events such as Back to School Night, Open House, Parent/Teacher conferences, Lunch on the Lawns, and the Fall Festival and other activities, alongside the impressive number of parent volunteers, serves as a testament to the sense of inclusion and connection our parents experience with their child's school.  Along with its commitment to comprehensive engagement, AUSD remains resolute in adopting diverse communication avenues to interface with its Educational Partners, including social media, principal newsletters, emails, and school websites. Notably, the introduction of the ""Around Alpine Videos"" during the 2022-2023 academic year has proven to be yet another profound mode of engaging families, showcasing the multifaceted dimensions of Alpine schools and deepening the connections with our valued parents."	One of AUSD's areas of improvement for the academic year 2023-2024 revolves around the unwavering commitment to further elevate and fortify our connections with underrepresented families. This encompassing effort extends to English Language Learners, those from socio-economically disadvantaged backgrounds, American Indian parents, as well as parents of students with disabilities. Integral to this mission is the implementation of diverse communication channels to effectively reach out to these families, ensuring their receipt of and comprehension of all communications from by the District. Concurrently, our emphasis remains directed towards actively involving underrepresented families in our decision-making procedures, actively seeking and valuing their invaluable input.	AUSD acknowledges the imperative to enhance the involvement of our underrepresented families. In the upcoming academic year of 2023-2024, we are committed to a focused initiative aimed at extending personalized invitations to these families for school-related events and gatherings, including School Site Council meetings, ELAC/DELAC sessions, AIPC meetings, family nights, and parent-teacher conferences. Drawing from the valuable insights provided by our DELAC, we will continually follow up with parents of English Language Learners, ensuring their comprehensive understanding of all student reports, such as i-Ready scores, ELPAC scores, and CAASPP scores, that are shared with them.	"AUSD employs a diverse array of methods to ensure that our families possess a grasp of academic expectations. These encompass a range of initiatives such as ""Coffee with the Principal"" sessions, ELAC/DELA meetings, American Indian Parent Committee gatherings, and School Site Council Meetings hosted at various school sites. Moreover, parents receive essential information during events like Back to School Night and parent-teacher conferences, equipping them with the tools to effectively support their child's educational journey and success.  Furthermore, the communication of assessment outcomes, including those from tools like i-Ready, by school sites bolsters parents' understanding of their child's current performance. AUSD's commitment to collaborative decision-making extends to the inclusion of educational partners in shaping student outcomes. This is evident through initiatives like the establishment of a Homework Committee and Portrait of a Learner, both endeavors designed to glean insights and perspectives on homework and the key attributes our students should attain while in our schools. AUSD's dedication to inclusivity is underscored by the administration of surveys to all AUSD parents, soliciting their valuable input."	In response to feedback from our educational partners, the Alpine Union School District has identified key areas that warrant enhancement. These areas, as highlighted by our partners, include: preparing students effectively for progression to the subsequent grade levels or high school, cultivating personalized learning experiences, addressing students' social and emotional needs comprehensively, and elevating academic achievement for all learners.  Taking this valuable input into account, the District is taking proactive steps to address these priorities. One notable measure involves the recruitment of an additional social worker, whose presence will play a pivotal role in providing dedicated support to students' social and emotional well-being.  A second measure will include the creation of wellness centers at each school.  Recognizing the significance of collaborative communication, the District is set to host various platforms where the incorporation of the newly devised competencies from our Portrait of the Learner Process into the curriculum will be shared. This effort aims to seamlessly integrate these competencies across different educational domains, thereby enriching the learning experience.  Furthermore, the district remains committed to its ongoing partnership with the homework committee. The objective is to formulate new board policies that center on equitable and inclusive homework practices, aligning with our broader commitment to fostering an inclusive educational environment.  To further reinforce interventions for students in need, the district is expanding its array of tutoring opportunities, available both during the academic year and during the summer break. This expansion seeks to provide targeted support, ensuring that students receive the assistance required to succeed.	AUSD is committed to enhancing the engagement of our underrepresented families, recognizing the vital importance of their involvement. In the upcoming 2023-2024 academic year, a dedicated initiative will be implemented to personally extend invitations to these families for participation in various school events and meetings. These include significant gatherings such as the School Site Council, ELAC/DELAC sessions, AIPC meetings, family nights, and parent-teacher conferences. Furthermore, their valuable input will be actively sought in the decision-making processes, ensuring their perspectives are incorporated into the fabric of our educational community.  Drawing from the insights shared by our DELAC, a proactive approach will be taken to engage with parents of English Language Learners. This proactive outreach seeks to ensure their comprehensive understanding of student reports, including i-Ready scores, ELPAC scores, and CAASPP scores, that are communicated to them.  To foster a more inclusive school environment, our school site with the highest number of English Language Learners, Shadow Hills Elementary, has taken a notable step. They have welcomed a Spanish-speaking principal for the upcoming 2023-2024 academic year. This strategic appointment aims to create a more welcoming atmosphere, allowing these families to feel truly integrated within the school setting.	AUSD deeply acknowledges that the active involvement of parents and guardians in their students' education significantly contributes to their academic and socio-emotional success. This recognition underscores the District's unwavering commitment to fostering comprehensive parental engagement in their children's learning journey.   To realize this commitment, AUSD orchestrates a series of meetings that encompass a wide spectrum of topics. These gatherings are thoughtfully designed to inform and engage our educational partners. The subjects covered span a diverse array of areas, including the goals and actions outlined in the LCAP (Local Control and Accountability Plan), curriculum insights, the evolving homework policy, matters concerning safety and school culture, the specific needs of our English Language Learner families, the intricacies of district budgets, and visionary planning for our students' future trajectories.  Through this comprehensive approach, AUSD ensures that parents are well-informed, empowered, and actively engaged in the educational journey of their children. By providing a platform for meaningful dialogue and sharing vital information, the District strengthens the vital bridge between home and school, creating an environment that fosters both academic achievement and holistic growth.	AUSD has taken significant strides in expanding avenues for educational partners to contribute their valuable insights. A primary emphasis lies in assessing the efficacy of tools that effectively engage families, both within individual schools and at the District level. This evaluation process aims to identify the tools that have proven successful in fostering meaningful connections and interactions with families.  Furthermore, AUSD is committed to taking proactive measures to further enhance the accessibility of opportunities for engagement. By identifying areas where improvements can be made, the District seeks to amplify the range of avenues through which parents and other educational partners can provide their input. This underscores AUSD's dedication to fostering an environment of open communication and collaboration, thereby ensuring that families' perspectives are genuinely integrated into the educational decision-making processes.	AUSD is committed to guaranteeing that every family receives comprehensive communications and invitations to partake in vital committees such as the School Site Council, PTA, DELAC meetings, and American Indian Parent Committees meetings. Understanding the diverse needs of families, the District extends its support through various means, such as offering translation services, arranging individual meetings at convenient times, and even conducting home visits when necessary.  Dedicated to fostering consistent attendance, AUSD meticulously monitors student attendance on a daily basis. In cases where a history of poor attendance exists, the District maintains a proactive approach by initiating timely and frequent communication with families. This approach underscores AUSD's commitment to ensuring students' consistent presence in school and the resulting positive impact on their educational journey.  Recognizing the exceptional challenges posed by the pandemic, AUSD acknowledges the rise in incidents of absenteeism. The District remains resolute in its commitment to continually enhancing its strategies for communication and engagement with students and families. This ongoing effort is aimed at addressing the unique circumstances brought about by the pandemic while strengthening relationships and involvement within the educational community.  Through these comprehensive measures, AUSD reinforces its commitment to promoting consistent attendance, effective communication, and meaningful engagement with families, all of which play pivotal roles in students' academic success and holistic development.	5	5	5	5	5	5	5	5	5	5	5	5	Met		21JUN2023	2023
37679830000000	Borrego Springs Unified	3	Being a small school and close community, Borrego excels in building relationships between staff, parents, and community.	BSUSD is focused on building relationships through the community schools grant and the Borrego Families First initiative.	No families are underrepresented.	BSUSD builds and maintains multiple partnerships with parent and community groups. These partnerships are designed to support students in their academic and social progress.	The focus of BSUSD is to maintain our current partnerships and to develop partnerships outside of Borrego Springs.	BSUSD will continue its efforts to reach all families, including through the home visit program.	As shown in the district's LCAP, BSUSD holds multiple sessions each year seeking input from all stakeholders.	The district will focus on seeking more parent input for career choices as part of our career literacy program.	The district will continue to reach out to all families, providing ample opportunities and transportation to input meetings.	4	5	5	5	5	3	4	4	4	4	4	4	Not Met		13SEP2023	2023
37679830134890	San Diego Workforce Innovation High	3	San Diego Workforce Innovation High School (SDWIHS) engages its educational partners during the quarterly PAC and ELAC, where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.	Based on input and data analysis, SDWIHS would like to improve the number of participants who attend the ELAC meetings. One way this can occur is by providing educational partners with focused topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.	To engage underrepresented families, SDWIHS plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. SDWIHS has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves.	Through the analysis of input from SDWIHS's educational partners, the strengths include students being supported in rigorous coursework, encouraged to graduate, and feeling connected to the staff. Student relationships are built on face-to-face interactions, virtual classroom experiences, and during small group instruction classes.	Based on input and data analysis, SDWIHS would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	To engage underrepresented families and students, SDWIHS plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. SDWIHS has seen when students are continuously engaged with communication from school-home, they are more engaged in their coursework, their attendance improves, and student-school relationships are strengthened.	SDWIHS engages its educational partners during the quarterly PAC and ELAC, annual surveys, and parent-teacher conferences where feedback is garnished, and local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.	Based on input and data analysis, SDWIHS would like to improve the number of students and families who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine social-emotional support, new courses, and academic support.	To engage underrepresented families, SDWIHS plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. SDWIHS has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves. Based on a family's preferred form of communication, SDWIHS will seek input for the decision-making process.  One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 83% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, Parent University workshops, open houses, back-to-school nights, and parent-teacher-student conferences.	5	5	5	5	5	5	5	5	5	5	5	5	Met		06JUN2023	2023
37679910000000	Cajon Valley Union	3	The Cajon Valley Union School District (CVUSD) Family and Community Engagement (FACE) Department formally began in the Fall of 2015. Within our diverse district of over 40 languages, our bilingual liaisons speak English, Arabic, Spanish, Farsi, and Pashto, which are the primary languages in the district. Additionally, we have an advisory council that supports our leadership team consisting of a CVUSD school board member, a school principal, a school counselor, a San Diego County Office Education representative, a community member, and a parent.   The departmental mission of the FACE team is focused on helping school staff and families build meaningful, authentic relationships with one another to improve students’ academic and social-emotional well-being, ensuring that every student is happy, in healthy relationships, and on a path to gainful employment.   In 2022/2023, family liaisons facilitated 25 different parent education workshops in our four primary languages spanning from “ how to access email” to “ understanding district assessments.” In total, FACE held 530 virtual workshops serving over 1,700 families. Community Liaisons supported over 1,500 families with new enrollment and re-enrollment, making over 840 phone calls, and 660 parents met in person. In addition, our team helped support and increase participation in our District’s Annual Gallup Survey.    Based on a local survey provided to families during the 2022/2023 school year, an area of strength for Cajon Valley is the ability to create welcoming environments for all families in the community.   Over the past four years, our FACE department has been acknowledged by California, and on national and global platforms. The CVUSD FACE Department was one of six school districts in California selected to participate in a 5-year legislated initiative funded by a fifteen million dollar grant to help build Family and Community Engagement Learning Networks in school districts across California. Most recently, we were awarded a Community School planning grant for the next two years. We will be planning with our local community, school staff, families, and students to build a vision for how  CVUSD can bring the idea of Community School to life by enhancing our already robust Family and Community Engagement Department.  The heart of our FACE Department is our 17 community liaisons from Iraq, Syria, Afghanistan, Puerto Rico, Mexico, and the United States. Our liaisons support families that speak English Arabic, Spanish, Pashto, and Farsi. Their number one goal is to bring the community into our schools and introduce them to our school staff, allowing them to further the relationship with our families. The goal of our FACE Community Liaisons is not primarily to translate and interpret, that is a bonus. Their number one responsibility is to help build authentic relationships between school staff and our families.	Based on a local survey provided to families in the 2022/2023 school year, an area of focus continues to be building the capacity of staff to build trusting and respectful relationships with families. As a result, strategies that Cajon Valley has in place that we would like to enhance and sustain at all sites include targeted site FACE professional development, family teacher teams, and positive home visits.  Targeted Site FACE Professional Development  We set FACE goals with all site principals throughout the year. We would like to broaden these meetings to include site staff to help establish a FACE committee to help further FACE at our sites. The FACE Department can provide multiple FACE Professional Development based on the listed strategies above. However, we would like to focus our support on three FACE Professional Development opportunities:  Family Teacher Teams  This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Instead of parents attending Back to School Night and listening to the teacher talk “at” them for 30 minutes, we desired to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point. The teacher holds a similar event during Parent Conferences and at Open Houses to include a celebration centered around data growth.   Positive Home Visits  The purpose of Home Visits is to develop meaningful relationships between teachers, parents, and students.  Hopes, dreams, and aspirations are discussed in every home visit, leading to parents being more open to working with schools in a way that best supports their children. Each site has a Home Visit Teacher Lead that encourages other teachers to make positive home visits.  Visits are conducted after school in teams of two, and a cross-section of students is selected.  As necessary, visits include FACE Community Liaisons for interpretation service and building upon the trust they have already developed with parents.	The goal of our FACE department is to serve all families. However, the department was initially created and funded to serve our underrepresented families who arrived as Newcomers from the Middle East. The strategies we provide, the training we offer, and the staff we hire serve all families with a focus on our underrepresented populations. We hired 17 staff who speak up to four languages in addition to English, a FACE Director, a FACE Supervisor, and a FACE Teacher Facilitator who design strategies and train staff to better support all families with a focus on the needs of our underrepresented students and their caregivers.	Based on a local survey provided to families in the 22/23 school year, a strength of Cajon Valley is implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. In order to support this area, Cajon Valley works on the following: Newcomer Welcome Meetings  Our FACE Community Liaisons meet with every family who are newcomers to the United States. Our Liaisons learn about the student and their family through a casual and welcoming conversation. Liaisons share with the student's teacher or other school personnel information to assist in making the student’s and family’s transition as smooth as possible. Our goal is to welcome each family by ensuring they have an initial point of contact who speaks their language. The Community Liaison develops a relationship with the family, provides each family with school and community resources, and encourages them to participate in Parent University, parent workshops and Parent Leader groups.   Parent University/Reading Roads  Reading Roads is a no-cost, reading and literacy skill-building class offered to parents that include weekly parent group sessions, and each session is approximately two hours.  Groups are provided home or dual-language books and activities in one of our four primary home languages: English, Spanish, Arabic, and Farsi.  Parents are provided with culturally and linguistically responsive materials within each language group. Parents are taught strategies for building specific literacy skills at home, such as story re-telling and making inferences. Parents also learn about positive reinforcement as a technique for creating stronger bonds and relationships with their children. Sessions are co-facilitated by our curriculum-trained Community Liaisons and school site teachers.  During sessions, babysitting and a light meal are provided to parents and their children.    Additionally, an area of continued growth for Cajon Valley is Supporting families to understand and exercise their legal rights and advocate for their own students and all students. To continue growing in this area, FACE Community Liaisons provide hour-long workshops throughout the day for parents in Arabic, Spanish, Farsi, and English. These workshops offer a variety of subjects that were generated from parent input.  Liaisons receive training on various school-based and community-based initiatives to support these workshops, such as Positive Discipline, Social and Emotional Learning, World of Work, Strength Assessments, and working with community organizations, such as the San Diego Career Center, Barrio Logan College Institute, Rady Children’s Hospital, the San Diego Police Department Task Force, and others. We partner with Child Protective Services and our Special Education Department to train and provide additional workshops on these topics.	One powerful way to involve parents and teachers in building connections, empathy, and understanding of one another and their children’s needs is through Family Teacher Teams, as described below.   Family Teacher Teams  This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Instead of parents attending Back to School Night and listening to the teacher talk “at” them for 30 minutes, we desired to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares a piece of academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point. The teacher holds a similar event during Parent Conferences and at Open House to include a celebration centered around data growth.   Our goal is that all schools will conduct these events regularly throughout the year. Pre-Pandemic, the level of implantation was high. It has decreased during the Pandemic, and we will get further participation at sites after the Pandemic. This will be accomplished by our FACE Site Committee Meetings and Principal Goal Setting.  World of Work Curriculum  Our district's mission is to have happy kids in healthy relationships who are on a path to gainful employment. Our district created the World of Work curriculum to help students understand their strengths, interests, and values. Once they begin to explore who they are as a person, we then expose them to 86 jobs in eight years (Kindergarten thru 8th grade) to discover their place in the world based on their strengths and interests. One of the many roles of the FACE Office is to help parents understand this critical idea for their children. The following video showcases a workshop that helped parents learn about the World of Work for themselves.  The end goal was to deepen parents' understanding of this concept so that they could, in turn, support and reinforce their child’s understanding.	The goal of our FACE Department is to serve all families. However, the department was created and funded to serve our underrepresented families first. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations.   Through the FTT experience, the expectation is that all students and families attend. School staff go above and beyond to invite parents with personal invitations from the teachers and students. Reminder phone calls from the teacher and Community Liaisons are conducted as well. Electronic invitations using ParentSquare are regularly sent out. As always, all communication is distributed in multiple languages. Sites also utilize their marquees to advertise. Finally, our Community Liaisons host multiple Pre-FTT meetings with parents to help prepare them for the event and explain the purpose and expectations. Most importantly families attend because teachers that host FTT’s have authentic relationship with their parents and their parents want to attend based on those relationships	We have worked diligently in these past two years to empower our DELAC parent group. Our goal is to help the committee see themselves as an example of parent empowerment so that they can lead the ELAC parent groups at the site to do the same. Our DELAC board members have taken an active leadership role in and out of the DEALC meetings. They are in the process of creating a parent involvement video to inspire other parents to become engaged. They are active ELAC members at their sites. They have discussed how they will go out to support other ELAC committees that are less involved. They set the DELAC agenda based on their needs and frequently, the required agenda items are tabled for later meetings so that we can meet their requests.   To increase parent engagement and empower our parents that attend our LCAP meetings. We started a Pre-LCAP meeting before the official LCAP meeting. We found that many parents were frustrated coming to the LCAP meeting because they either did not get their needs met, understood the content, or did not feel heard. By holding a meeting two days before the meeting, we provided opportunities for our parents to provide as much feedback on the topics they felt they needed to provide. This helped to address the three main concerns.	As a district, in collaboration with the California Engagement Initiative, we developed a Problem of Practice. A Problem of Practice is a situation or gap that exists in a place of work such as a school, college, or nonprofit organization.  It is cared about and would make a difference in student learning if it was improved. We took one school through this process and will be taking three more through this process in the coming year. The goal is to directly work with actively disengaged parents to support our underrepresented families and students.   CVUSD Problem of Practice Based on the CVUSD Parent Gallup Survey, 48% of families are indifferent about their child’s school education, not necessarily negative but neutral towards it and 12% are actively disengaged, with 39% of families fully engaged. That being said, 39% for CVUSD  is excellent, but we can keep pushing the needle forward.)  Based on the CVUSD Parent Gallup Survey, 48% of families are indifferent about their child’s school education, not necessarily negative but neutral towards it and 12% are actively disengaged, with 39% of families fully engaged.   To increase family engagement and build relationships with our families, we would like to increase the percentage of engaged families by focusing on the first Gallup question in the Parent Survey. My child’s school always delivers on what it promises.   The Plan: Principal, Liaison, a teacher, and Counselor schedule 1-2 small group listening meetings with 3-6 parents (2-3 of the parents should be EL and/or Newcomers) These meetings should be held after school. During “Coffee with the Principal,” a regular event allows parents to build a relationship with each principal.  If the Liaison, teacher, or counselor needs compensation, we can pay them through our CalNew funds. To pay with CalNew funds, make sure the groups have EL and Newcomer families in the mix. Invite families that might feel disengaged  Students with attendance issues Parents that are currently not involved in the school Try to avoid your PTA or parents that volunteer every day. We provided a script to help facilitate the meeting. Please, do not read the script word for word but use it as a guide and make the meeting as authentic as possible. Authenticity and genuine relationships go hand in hand. After the meeting, someone from the school team follows up on the questions or concerns that parents generated. Even if your follow-up is not what the parent wants to hear. Honesty still builds relationships and trust.  Again, the goal of this meeting is to build real relationships by directly delivering on promises.	The goal of our FACE department is to serve all families. However, the department was created and funded first to serve our underrepresented families. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations.    When effectively addressing our Problem of Practice, our goal is to make sure we directly involve our unrepresented families. We do this by making sure the Principal and Community Liaisons invite underrepresented families to our “Coffee with the Principal,” where they build authentic relationships, hear from, and communicate with our parents. The work described above to solve our Problem of Practice occurs during these events.    These more frequent, less formal events are where real relationships with parents are forged, and genuine information facilitates real change. The deeper the relationship between home and school becomes, the research shows that student achievement and outcomes are directly affected.	4	5	5	5	4	5	5	5	5	5	5	5	Met		13JUN2023	2023
37679910108563	EJE Elementary Academy Charter	3	Parents  have shared their appreciation and gratitude in how we are constantly doing what we can to keep them up to date with school events and their child’s progress. They primarily receive this information at Coffee with the Principal, our school’s monthly newsletter, grade level weekly newsletters, Parent Teacher Conferences, through ParentSquare and PowerSchool. Parents have expressed that having home visits, volunteering, grade level nights, and events has made them feel part of the community.	Although there are committees on campus for parents to be part of or coming to Coffee with the Principal, we are looking for other ways to get families involved such as having meetings at different times of the day (morning/evening) or through Zoom. Parents have suggested incentivizing grade levels and personal invites from the child themselves. Parents continue to ask for more resources to be sent home such as websites or applications that they can use at home to support with academics. Parents would also like to know more about the standards by the end of the year or be able to set up in person meetings more frequently with their child’s teacher(s).	We recognize that many of our families are not able to come in during the school day to support or even take part in school wide events. We want to engage our families by giving them multiple ways to access meetings in person or virtually and at different times of the day (morning/evening). We also want to ensure our all information is accessible on our school website and sent through ParentSquare.	We as a collective recognize that we are continuously in a process of finding meaningful ways to build partnerships for students outcomes at school and at home. Our teachers are sharing what they are working on in the classroom that are standards based on ParentSquare to families with how to support them at home. Parents also have access to Powerschool so they are able to see how their child is doing academically every two weeks. To this extent, teachers recognize that not all home environments are alike and want support on how else to accelerate student outcomes within the school day.	Many of our families are working families who are limited in their ability to support at home. Some families have voiced that they would like to see their children get additional academic resources that are specific to what they are working in class. With the Community Grant, we have hired a community liaison to support our partnership in building with parents in support of student outcomes so families know what to ask for and advocate for their children.	As a school, we plan to have more opportunities where parents can support in the classrooms as well as attending events that are at different times of the day to accommodate their schedules. We will continue to work with our assessment coordinator and parent liaison on ways to connect with families with students who are ELLs, SED, and SpEd. We will also look for other opportunities for our families to engaged in workshops and institutes to support in student outcomes.	As a school we have Staff PD and parent meetings at least once a month to ensure we have opportunities for staff and parents to share their input through surveys. Parents have shared that through Coffee with the Principal, EL-PAC and Parent committees they are able to share their thoughts. Since we have an open door policy, they feel they can get a hold of someone quickly to get things resolved. Teachers are given opportunities to share their input every trimester as well.	We recognize that our at school events only give us a  small percentage of representation of our families in giving their input. We will continue to find ways to get families input by having parent surveys accessible during parent teacher conferences and/or other events where we have more parents attend. We want to continue to find other methods and ways of getting their input more periodically.  Also, parents have shared that they would like to have more follow up on their suggestions or be acknowledge that we are working on it or what other options are being done instead.	In order to meet the time needs of our families we will work towards ensuring we have a representation of our underrepresented families on our parent committees so that we can regularly seek their input. We will also think of ways in which we can reach more families in the decision-making process through other highly attended school events such as family nights and parent conferences.	5	5	5	5	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
37679910119255	EJE Middle Academy	3	Parents  have shared their appreciation and gratitude in how we are constantly doing what we can to keep them up to date with school events and their child’s progress. They primarily receive this information at Coffee with the Principal, our school’s monthly newsletter, Parent Teacher Conferences, through ParentSquare and PowerSchool. Parents have expressed that having home visits, volunteering, and events has made them feel part of the community.	Although there are committees on campus for parents to be part of or coming to Coffee with the Principal, we are looking for other ways to get families involved such as having meetings at different times of the day (morning/evening) or through Zoom. Parents have suggested incentivizing grade levels and personal invites from the child themselves. Parents continue to ask for more resources to be sent home such as websites or applications that they can use at home to support with academics. Parents would also like to know more about the standards by the end of the year or be able to set up in person meetings more frequently with their child’s teacher(s).	We recognize that many of our families are not able to come in during the school day to support or even take part in school wide events. We want to engage our families by giving them multiple ways to access meetings in person or virtually and at different times of the day (morning/evening). We also want to ensure our all information is accessible on our school website and sent through ParentSquare.	We as a collective recognize that we are continuously in a process of finding meaningful ways to build partnerships for students outcomes at school and at home. Our teachers are sharing what they are working on in the classroom that are standards based on ParentSquare to families with how to support them at home. Parents also have access to Powerschool so they are able to see how their child is doing academically every two weeks. To this extent, teachers recognize that not all home environments are alike and want support on how else to accelerate student outcomes within the school day.	Many of our families are working families who are limited in their ability to support at home. Some families have voiced that they would like to see their children get additional academic resources that are specific to what they are working in class. With the Community Grant, we have hired a community liaison to support our partnership in building with parents in support of student outcomes so families know what to ask for and advocate for their children.	As a school, we plan to have more opportunities where parents can support in the classrooms as well as attending events that are at different times of the day to accommodate their schedules or virtually. We will continue to work with our assessment coordinator and parent liaison on ways to connect with families with students who are ELLs, SED, and SpEd. We will also look for other opportunities for our families to engaged in workshops and institutes to support in student outcomes.	As a school we have Staff PD and parent meetings at least once a month to ensure we have opportunities for staff and parents to share their input through surveys. Parents have shared that through Coffee with the Principal, EL-PAC and Parent committees they are able to share their thoughts. Since we have an open door policy, they feel they can get a hold of someone quickly to get things resolved. Teachers are given opportunities to share their input every trimester as well.	We recognize that our at school events only give us a  small percentage of representation of our families in giving their input. We will continue to find ways to get families input by having parent surveys accessible during parent teacher conferences and/or other events where we have more parents attend. We want to continue to find other methods and ways of getting their input more periodically.  Also, parents have shared that they would like to have more follow up on their suggestions or be acknowledge that we are working on it or what other options are being done instead.	In order to meet the time needs of our families we will work towards ensuring we have a representation of our underrepresented families on our parent committees so that we can regularly seek their input. We will also think of ways in which we can reach more families in the decision-making process through other highly attended school events such as family nights and parent conferences.	5	5	5	5	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
37679910139394	Kidinnu Academy	3	#NAME?	#NAME?	-100% of our families were connected to our school's communication system and 91% of our families participated in our annual survey -Continue to use multiple methods to communicate with parents and encourage parent involvement -Continue to employ multi-lingual individuals who can engage parents in their home language	-98.2% of parent/guardian respondents (91% of parents/guardians responded) shared that they learned new skills, strategies, or approaches to support their children this year -100% of families engaged with their child’s teacher through Class Dojo -100% of families engaged with their child’s teacher at our Fall Parent Conferences–accommodations were made if parents were unable to attend the meeting in person, all parents who needed an interpreter were provided with a staff member -Systems and schedules are in place that allow all families to get support and maintain contact with their child’s teacher	Continue exploring what professional development for teachers and administrators exist	Our data did not show that underrepresented families were less engaged.  Our parent conference data and annual survey data showed that over 91% of families are involved.	91% of our students’ parents provided us with input on various multiple choice questions as well as provided narrative to open-ended questions about our schools strengths and next steps.  Additionally, our parent leadership groups had great attendance and participation.	This year we would like to be able to host more parent coffees and informal in-person gatherings.  While we were able to increase these opportunities in 22-23, we would still like to increase the frequency of these engagement opportunities.	All families, including underrepresented families, are very important in helping us make informed decisions about next steps for the school.  To continue supporting their involvement, we will employe various communication systems and provide multiple opportunities for parents to get involved at the school.	5	5	4	5	3	4	4	4	4	3	5	4	Met		20JUN2023	2023
37679910140558	Bostonia Global	3	As an in-district charter, Bostonia Global is supported by the Cajon Valley Union School District FAmily and Community Engagement Department. Within our diverse school of over 40 languages, our bilingual liaisons speak English, Arabic, Spanish, Farsi, and Pashto, which are the primary languages in the district. Additionally, we have an advisory council that supports our leadership team consisting of a CVUSD school board member, a school principal, a school counselor, a San Diego County Office Education representative, a community member, and a parent.   The departmental mission of the FACE team is focused on helping school staff and families build meaningful, authentic relationships with one another to improve students’ academic and social-emotional well-being, ensuring that every student is happy, in healthy relationships, and on a path to gainful employment.   In 2022/2023, family liaisons facilitated 25 different parent education workshops in our four primary languages spanning from “ how to access email” to “ understanding district assessments.” In total, FACE held 530 virtual workshops serving over 1,700 families. Community Liaisons supported over 1,500 families with new enrollment and re-enrollment, making over 840 phone calls, and 660 parents met in person. In addition, our team helped support and increase participation in our District’s Annual Gallup Survey.    Based on a local survey provided to families during the 2022/2023 school year, an area of strength for Bostonia Global is the ability to create welcoming environments for all families in the community.   Over the past four years, our FACE department has been acknowledged by California, and on national and global platforms. The CVUSD FACE Department was one of six school districts in California selected to participate in a 5-year legislated initiative funded by a fifteen million dollar grant to help build Family and Community Engagement Learning Networks in school districts across California. Most recently, we were awarded a Community School planning grant for the next two years. We will be planning with our local community, school staff, families, and students to build a vision for how  CVUSD can bring the idea of Community School to life by enhancing our already robust Family and Community Engagement Department.  The heart of our FACE Department is our 17 community liaisons from Iraq, Syria, Afghanistan, Puerto Rico, Mexico, and the United States. Our liaisons support families that speak English Arabic, Spanish, Pashto, and Farsi. Their number one goal is to bring the community into our schools and introduce them to our school staff, allowing them to further the relationship with our families. The goal of our FACE Community Liaisons is not primarily to translate and interpret, that is a bonus. Their number one responsibility is to help build authentic relationships between school staff and our families.	Based on a local survey provided to families in the 2022/2023 school year, an area of focus continues to be building the capacity of staff to build trusting and respectful relationships with families. As a result, strategies that Cajon Valley has in place that we would like to enhance and sustain at all sites include targeted site FACE professional development, family teacher teams, and positive home visits.  Targeted Site FACE Professional Development  We set FACE goals with all site principals throughout the year. We would like to broaden these meetings to include site staff to help establish a FACE committee to help further FACE at our sites. The FACE Department can provide multiple FACE Professional Development based on the listed strategies above. However, we would like to focus our support on three FACE Professional Development opportunities:  Family Teacher Teams  This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Instead of parents attending Back to School Night and listening to the teacher talk “at” them for 30 minutes, we desired to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point. The teacher holds a similar event during Parent Conferences and at Open Houses to include a celebration centered around data growth.   Positive Home Visits  The purpose of Home Visits is to develop meaningful relationships between teachers, parents, and students.  Hopes, dreams, and aspirations are discussed in every home visit, leading to parents being more open to working with schools in a way that best supports their children. Bostonia Global encourages teachers to make positive home visits.  Visits are conducted after school in teams of two, and a cross-section of students is selected.  As necessary, visits include FACE Community Liaisons for interpretation service and building upon the trust they have already developed with parents.	The goal of our FACE department is to serve all families. However, the department was initially created and funded to serve our underrepresented families who arrived as Newcomers from the Middle East. The strategies we provide, the training we offer, and the staff we hire serve all families with a focus on our underrepresented populations. We hired 17 staff who speak up to four languages in addition to English, a FACE Director, a FACE Supervisor, and a FACE Teacher Facilitator who design strategies and train staff to better support all families with a focus on the needs of our underrepresented students and their caregivers.	Based on a local survey provided to families in the 22/23 school year, a strength of Cajon Valley is implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. In order to support this area, Cajon Valley works on the following: Newcomer Welcome Meetings  Our FACE Community Liaisons meet with every family who are newcomers to the United States. Our Liaisons learn about the student and their family through a casual and welcoming conversation. Liaisons share with the student's teacher or other school personnel information to assist in making the student’s and family’s transition as smooth as possible. Our goal is to welcome each family by ensuring they have an initial point of contact who speaks their language. The Community Liaison develops a relationship with the family, provides each family with school and community resources, and encourages them to participate in Parent University, parent workshops and Parent Leader groups.   Parent University Bostonia Global provides parents with parent universities focused on teaching strategies for building specific literacy skills at home, such as story re-telling and making inferences. Parents also learn about positive reinforcement as a technique for creating stronger bonds and relationships with their children. Sessions are co-facilitated by our curriculum-trained Community Liaisons and school site teachers.  During sessions, babysitting and a light meal are provided to parents and their children.    Additionally, an area of continued growth for Cajon Valley is Supporting families to understand and exercise their legal rights and advocate for their own students and all students. To continue growing in this area, FACE Community Liaisons provide hour-long workshops throughout the day for parents in Arabic, Spanish, Farsi, and English. These workshops offer a variety of subjects that were generated from parent input.  Liaisons receive training on various school-based and community-based initiatives to support these workshops, such as Positive Discipline, Social and Emotional Learning, World of Work, Strength Assessments, and working with community organizations, such as the San Diego Career Center, Barrio Logan College Institute, Rady Children’s Hospital, the San Diego Police Department Task Force, and others. We partner with Child Protective Services and our Special Education Department to train and provide additional workshops on these topics.	One powerful way to involve parents and teachers in building connections, empathy, and understanding of one another and their children’s needs is through Family Teacher Teams, as described below.   Family Teacher Teams  This is an opportunity to repurpose three traditional school events: Open House, Parent-Teacher Conferences, and Back to School Night. Instead of parents attending Back to School Night and listening to the teacher talk “at” them for 30 minutes, we desired to build relationships with parents by asking them to share their hopes and dreams for their children with all the parents in the room. The teacher then shares a piece of academic data about the student with the parent. Finally, the teachers show the parent one activity to do at home to improve that data point. The teacher holds a similar event during Parent Conferences and at Open House to include a celebration centered around data growth.   Our goal is that all schools will conduct these events regularly throughout the year. Pre-Pandemic, the level of implantation was high. It has decreased during the Pandemic, and we will get further participation at sites after the Pandemic. This will be accomplished by our FACE Site Committee Meetings and Principal Goal Setting.  World of Work Curriculum  Our district's mission is to have happy kids in healthy relationships who are on a path to gainful employment. Our district created the World of Work curriculum to help students understand their strengths, interests, and values. Once they begin to explore who they are as a person, we then expose them to 86 jobs in eight years (Kindergarten thru 8th grade) to discover their place in the world based on their strengths and interests. One of the many roles of the FACE Office is to help parents understand this critical idea for their children. The following video showcases a workshop that helped parents learn about the World of Work for themselves.  The end goal was to deepen parents' understanding of this concept so that they could, in turn, support and reinforce their child’s understanding. Link to Parent WOW Workshop	The goal of our FACE Department is to serve all families. However, the department was created and funded to serve our underrepresented families first. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations.   Through the FTT experience, the expectation is that all students and families attend. School staff go above and beyond to invite parents with personal invitations from the teachers and students. Reminder phone calls from the teacher and Community Liaisons are conducted as well. Electronic invitations using ParentSquare are regularly sent out. As always, all communication is distributed in multiple languages. Sites also utilize their marquees to advertise. Finally, our Community Liaisons host multiple Pre-FTT meetings with parents to help prepare them for the event and explain the purpose and expectations. Most importantly families attend because teachers that host FTT’s have authentic relationship with their parents and their parents want to attend based on those relationships.	We have worked diligently in these past two years to empower our DELAC parent group. Our goal is to help the committee see themselves as an example of parent empowerment so that they can lead the ELAC parent groups at the site to do the same. Our DELAC board members have taken an active leadership role in and out of the DEALC meetings. They are in the process of creating a parent involvement video to inspire other parents to become engaged. They are active ELAC members at their sites. They have discussed how they will go out to support other ELAC committees that are less involved. They set the DELAC agenda based on their needs and frequently, the required agenda items are tabled for later meetings so that we can meet their requests.   To increase parent engagement and empower our parents that attend our LCAP meetings. We started a Pre-LCAP meeting before the official LCAP meeting. We found that many parents were frustrated coming to the LCAP meeting because they either did not get their needs met, understood the content, or did not feel heard. By holding a meeting two days before the meeting, we provided opportunities for our parents to provide as much feedback on the topics they felt they needed to provide. This helped to address the three main concerns.	There are many issues that a site might feel are too large to take on. However, if we work together as an entire district community, we can affect real and lasting change one relationship at a time. At several sites this year, we are encouraging site staff to focus on developing “Just One” relationships. Creating a relationship takes time. It is also overwhelming and often paralyzing to develop relationships with everyone that might need one. However, suppose everyone in a school developed just one solid relationship with a family member that might be less engaged. In that case, we as a school and district community can positively impact 30+ families per school site. The positive benefits from that relationship will manifest into better attendance, an improvement in the Gallup Parent Survey, enhanced Family Engagement, and a healthier school community. Sites can be intentional about who they select, for example, choosing a family whose child might have mediocre attendance.  The heavy-lift of selecting families with the worst attendance also needs to be done, but for this project, supporting the families with mediocre attendance can be a quick encouraging win for the teacher and provide support to families before they are overwhelmed.	The goal of our FACE department is to serve all families. However, the department was created and funded first to serve our underrepresented families. Every strategy we provide, every meeting we offer, and every staff we hire is done to serve our underrepresented populations.    When effectively addressing our Problem of Practice, our goal is to make sure we directly involve our unrepresented families. We do this by making sure the Principal and Community Liaisons invite underrepresented families to our “Coffee with the Principal,” where they build authentic relationships, hear from, and communicate with our parents. The work described above to solve our Problem of Practice occurs during these events.    These more frequent, less formal events are where real relationships with parents are forged, and genuine information facilitates real change. The deeper the relationship between home and school becomes, the research shows that student achievement and outcomes are directly affected.	4	4	4	4	3	3	4	3	4	4	3	4	Met		13JUN2023	2023
37680070000000	Cardiff Elementary	3	Cardiff Schools believes that successful collaborative relationships with students and families have a positive impact on student learning and achievement. A portion of our start up meetings each year is dedicated to the value and importance of parent participation and engagement in our academic and social emotional programs. All teachers and staff complete online training modules and we will be adding anti-biased training to the course list next year.    Cardiff Schools is fortunate to have a supportive and engaged community of active parent and community involvement. Our parent advisory group, The Cardiff SEA, welcomes incoming kindergarten families throughout the summer with a series of playdates and a kinder parent night event.  Office managers at both sites welcome new families with tours of the school and teacher/staff introductions. Cardiff School and Ada Harris Elementary host Back to School Nights and have close to 100% attendance each year.  Cardiff Schools, in collaboration with the Cardiff SEA hosts several parent engagement and family friendly events including monthly SEA meetings, Family Fit Night, Science Night, Family Art Night, Monster Dash and After Bash, Ice Cream Social, and movie nights.    Cardiff Schools hosts Cardiff Way Awards Assemblies each month and parents are always invited to attend.  Each class seeks parent volunteers to help with reading and math groups, art lessons, field trips, garden activities, cultural events and class celebrations.  We seek parental support for the jog-a-thon, read-a-thon, book fairs and the family events listed above.  Each grade level invites parents and community members to partake in and observe student projects, reports, performances, speeches and other culminating student works. Our two schools held a total of 74 special events and/or activities for families to attend.	Each school sends out a weekly parent newsletter.  This year the newsletter was reformatted which has resulted in higher reader engagement and attendance at school events. In order to continually improve building relationships between staff and families, we will provide additional communication through the newsletter, phone calls and emails in Spanish.	Our leadership team attended the 2023 SDCOE Equity Conference, the team gained knowledge and resources to bring back to our SEL and Cultural Awareness committee.  We will use these resources  to continue our work toward improvement in building relationships between school staff and families districtwide.  Our bilingual office assistants serve as the direct liaison to our Spanish speaking families, offering support, assistance and translation.  Our bilingual office assistants collaborate with the office team to provide outreach to families of chronically absent students which has led to improved attendance rates. We will continue this practice and provide attendance contracts with incentives to help improve attendance for families of chronically absent students. Additionally, we have provided further training and explorations of our Independent Study Agreement for teachers so that they can utilize this tool for students/families who require extended absences for personal or health reasons.	All classroom teachers communicate and share classroom activities with parents using a Learning Management System. K-2 parents are able to view their students weekly assignments or activities via video communications through SeeSaw. Grades 3-6 parents are able to view students current assignments and monitor their progress through Google Classroom and Schoology. We are fortunate to serve a close knit community with low student attrition, which allows us the opportunity to build strong connections with families over time. Therefore, teachers (including intervention and impact teachers) provide ongoing direct communication with families on a consistent basis.   The district provides a bilingual office assistant at each school site to support English Learner families in their understanding of achievement data, intervention services and home school connections and communications.  Parents were invited to participate in parent teacher conferences twice during the school year and 98% of parents of English Learners, students with disabilities, and unduplicated students participated in parent teacher conferences.	Our educational partner feedback indicates the importance of our SEL counselor supporting both schools with classroom lessons, small group support and counseling services.  The feedback suggests that more SEL counselor support is needed at both sites to support student needs.	During the self reflection process in relation to building partnerships for student outcomes we found that improvement was needed in increasing attendance at ELAC/DELAC meetings and creating opportunities for non English speaking parents to learn how to navigate classroom Learning Management Systems.  In order to meet this need, Cardiff Schools will survey parents of English Learners in an effort to determine the best day and time for DELAC/ELAC meetings.  A training opportunity for parents of English Learners will be provided to guide them in navigating the district issued iPad and Learning Management Systems.	A LCAP Survey Link to collect input on District Priorities was sent to all educational partners, including certificated and classified staff and all parents, including parents of students with disabilities and EL students. Student focus groups were conducted at both sites and input was collected and is reflected in our LCAP. Feedback was collected and reflected in the LCAP. A LCAP draft was sent to all parents, classified staff and certificated bargaining unit (CETA) members and posted on the website. Feedback was collected and input responded to. In addition, the following groups were provided opportunities to provide LCAP input: School Site Council was consulted and reviewed the LCAP Draft The local SELPA (NCCSE) discussed the LCAP and the LCAP process District English Language Advisory Committee was consulted and reviewed LCAP draft District Parent Advisory (SEA)/Community was consulted and reviewed the LCAP draft Certificated Staff was consulted and reviewed LCAP draft Classified Staff was consulted and reviewed LCAP draft Administrative Leadership were consulted and reviewed LCAP draft Board of Trustees was consulted and reviewed LCAP draft Public Hearing was held on June 8, 2023 Board Approval on June 13, 2023	During the self reflection process in relation to seeking input for decision making we found that improvement was needed in increasing input from parents of English Learners.	Cardiff Schools will move the DELAC/ELAC meetings to a preferred day and time so that decision making input can be provided by more families. We will survey parents of EL students in an attempt to determine the best day and time for ELAC/DELAC meetings.  At these meetings we will continue to seek input from underrepresented families.	5	5	4	5	5	5	5	5	4	5	4	5	Met		13JUN2023	2023
37680230000000	Chula Vista Elementary	3	CVESD has a long-standing history of building strong relationships with our parent community.  Educational partners report that CVESD schools are welcoming environments, and staff and teachers are friendly and supportive.  Based on the Hanover Survey, parent participation in  parent-teacher conferences is high, and parents are aware that they can be elected to advisory councils such as School Site Council (SSC) and English Learner Advisory Committee (ELAC).  Continuous progress in building positive home-school relationships include ensuring that parent leaders from across the District provide input into the District Parent and Family Engagement Policy.  This policy is jointly developed with parents and reviewed and updated annually.  Specifically, our District Advisory Council (DAC) parents and District English Learner Advisory Committee (DELAC) collaborate with each other and with school leaders to provide input into this policy.	Feedback from the Hanover Survey, DELAC Needs Assessment and the joint development of the District’s Parent and Family Engagement Policy identified the need to provide a variety of times and means for parents to participate in school meetings and activities that build positive relationships between home and school.  Hanover data shows that 41% of parents report that scheduling conflicts as a reason for not participating in parent activities.  Parents of English Learners that took the DELAC Needs Assessment report that not being aware of meetings or not being able to attend due to work schedule as a reason for not participating in ELAC.  The District Parent and Family Engagement Policy outlines how barriers will be addressed, to include ensuring that parent family meetings and events consider the schedule of working parents, that virtual, hybrid and pre-recorded forms of participation are provided, and that events are well advertised in advance.	To build stronger relationships with underrepresented families, barriers to greater participation will be addressed by improving access to parent meetings and events both at the District and site level by providing childcare, translation services in multiple languages, holding meetings and events at times convenient for parents, offering virtual and hybrid options for engagement, providing pre-recorded presentations available online, and providing various and timely forms of communication and reminders. CVESD ensures that communication, information and participation is accessible to our parent community, and when possible, a calendar or schedule of parent meetings and events are provided in advance so that parents can plan accordingly.	Yearly, CVESD engages parents/guardians in multiple ways to understand their perceptions and opinions about?District efforts with decision making. Parent/guardians?provide feedback around multiple questions, including their?opinions about the ability to contribute to the school policy?related decision-making process and the budget process at?individual school sites. A major strength of CVESD is the use of monthly DAC/DELAC?meetings to educate and engage the learning community. Each of our schools elects two parent representatives to participate along with their site principal, and each meeting is?focused on the school - parent partnership that drives student?learning.  These monthly meetings provide District leadership the opportunity to engage parents in providing input and feedback on state and federally funded programs and plans.  CVESD also continues to build partnerships through our?Safety Committee, Black Learner Advisory Council (B-LAC),?Budget Advisory Council and School-Site Councils (SSC) which?are all in support of positive student outcomes.?	District staff support site administrators in planning and implementing parent and family engagement activities that support academics.? Support includes Title I training and specific toolkits that provide resources to implement and conduct successful and effective engagement in School Site Council (SSC), English Learner Advisory Committee (ELAC), and DAC/DELAC. In collaboration with Instructional Services, the District provides parent workshops, both live and pre-recorded, that support parents in knowing how to improve academic achievement for their student.? Site level events family events and workshops are encouraged, and support and resources for training materials can be requested. School specific parent and family engagement activities are described in the school level Parent and Family Engagement Policy, School-Parent Compact and included in the School Plan for Student Achievement (SPSA).?	To build partnerships with families to improve academic outcomes for underrepresented students, the District will increase opportunities for education on academics and assessments in ways that all parents can access and understand.  Multiple opportunities for parent workshops and events will be held both at the District and site level.  Ensuring that parents are    trained on how to access their child’s assessment scores and how to interpret them will be provided, and continued parent education on the English Learner Proficiency Assessments of California (ELPAC) and Reclassification will be presented to ensure that parents of English Learners understand how to support their child’s language development.	Collaboration with staff, parents and community is a critical component of our District’s Decision-Making process, which is outlined on our District’s website along with our vision. CVESD annually surveys and engages parents and family members to gather feedback necessary for the development and revision of the LCAP, the LCAP Federal Addendum, and other state and federally funded programs. At each of our schools, Educational Partner feedback is also gathered at SSC and ELAC meetings for the development of the school SPSA. This collaborative effort ensures that all educational partners have a voice when it comes to how funds are spent to support students at both the District and school level. CVESD has a strong DAC/DELAC and Executive Board, and parent leaders from across the District gather in person monthly to participate in meetings around topics relevant to their child’s learning, engage with other parents, and collaborate with their site principal on how to how to increase parent engagement and input around school plans and policies that impact their child’s education and learning.	CVESD values educational partner input and understands that joint decision making is key when it comes to the development of District and school level plans that affect student achievement.  Parents expressed the need for District and site level parent training on development of the District LCAP and school level SPSAs.  Based on this feedback the District will provide parent training in the understanding of the purpose, goals, actions and expenditures of these plans.? Trainings and tutorials will be provided in a variety of formats for parents to access, including DAC/DELAC presentations, parent workshops, pre-recorded trainings accessible on the District website, as well as site-level trainings presented by administration.  During these trainings parents will gain an understanding of the importance of their input regarding state and federally programs that support academic achievement for their child.	Including input from families of underrepresented students is essential, and barriers are addressed by ensuring that childcare and translation services are provided at input-seeking events and forums.  Gathering feedback, opinions and recommendations from families of specific populations will be intentional to ensure that programming decisions provide equitable experiences and opportunities for all students.  Specifically, input from ELAC will be gathered and documented in each school’s SPSA, ensuring that voices from parents of English Learners are prioritized.  Engaging our B-LAC will continue to be another way to ensure that diverse voices are heard and represented.	5	4	5	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
37680230119594	Leonardo da Vinci Health Sciences Charter	3																						Not Met For Two or More Years			2023
37680230138073	Learning Choice Academy - Chula Vista	3	Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.	We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students.	Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.	The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.	A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).	The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.	The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).	A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.	The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met		21JUN2023	2023
37680236037956	Feaster (Mae L.) Charter	3	Feaster Charter School perception data shows that staff connect with students and that strong positive relationships with students increase student achievement. Parents/guardians and students feel welcome and safe at school. Students report teachers care about them but could do a better job knowing them as an individual and understanding their individual needs. Data results from our last Hanover survey in particular with our stakeholders, show that 88% of respondents agree that school rules and expectations keep kids safe at school. Close to eighty percent of respondents also share that there are abundant school supplies and classrooms are set up as comfortable learning environments.	Current efforts to improve are a larger, more involved group of educational and community partners, including parents/guardians, students, and staff. These partners will have a more direct role and impact on the review of data and recommendations for improvement. Feaster Charter School is increasing efforts to directly connect with students and parents/guardians of underrepresented groups to increase their involvement and awareness of school programs and opportunities.  Feaster will continue to engage staff and families in learning experiences that support our school's vision and mission.	Feaster has migrated to PowerSchool and Jupiter, which is synced with our student information system and allows the school to send emails and text messages to students and families in an accessible format. PowerSchool and Jupiter have a built-in translation tool that allows easy access to our families in numerous languages. The school uses ClassDojo as a two-way communication tool for teachers to communicate with students and parents via text messaging. The Lead Team, one teacher per grade level and department, with representation from across all schools, gives feedback on curriculum and professional development. The school is engaging a variety of educational and community partners through our parent outreach efforts and Parent committee meetings to gather input on how to attain more involvement of parents/guardians in participating in surveys, parent educational workshops, and other educationally related activities that the school or district might offer. One area of focus for improvement would be to offer more family engagement nights where families learn to support their children more at home or provide more opportunities to volunteer at the school site.	The strengths include Feaster Charters, including parents/guardians in various school committees, ELAC, DAC/DELAC/Parent Advisory Committees, Feaster Charter Board, etc., to attain feedback. Feaster Charter shares information with parents and students regarding options for attending college and career readiness after 8th and then high school graduation and events at the school, such as the Middle School Career Fair. Parents/guardians, students, and staff are invited to attend districtwide meetings and participate in various ways.	The focus areas for improvement include helping parents/guardians and students to have more information regarding early literacy and career and college readiness and other options after graduation and information on volunteering at school.  Our California Community Schools Partnership Program grant will facilitate the opening of a Community School program with the primary goal of providing services and support to enhance the learning opportunities for all students, staff, and community members. Over all the aim is to enhance differentiated learning opportunities for students in the classroom, increase parent learning/workshops, and differentiate professional development for our staff.	To improve the engagement of underrepresented families, Feaster Charter School will continue to invite educational partners in multiple ways intentionally. Educational partners may not be able to attend all meetings; however, we will tailor the engagement opportunities using various strategies regarding time, location, purpose, etc., to engage them in one or more ways. The use of Zoom has helped tremendously with family communication. We will continue to use this tool to communicate with parents/guardians, especially for those who do not have transportation or may have to take a meeting at work.  All meetings are recorded and shared with the community on our Weekly messages to parents.  Feaster Charter School is partnering with community groups and parents to increase the awareness of middle school, high school, college, and career options and increasing efforts to market and inform parents of the programs at our school. Parents/guardians report that they support their children at home, and we could do more to help them understand how to support their student’s learning at home. The school is working on increasing communication with parents and students through our website and social media. School staff will share information on the website, weekly messages, ClassDojo, and email on how parents/guardians can access the teacher for additional questions and support. The annual school Career Fair incorporates College pathways as well. This year’s fair will showcase a variety of careers, apprenticeship opportunities, and other related options for after graduation. Staff will work in partnership with the Linda Vista Innovation Center at the SDCOE to showcase pathways that are available as opportunities. We will continue to find opportunities for College and career pathways in 2023-2024, as this was one of the requests from the LCAP feedback student and parent participants. To increase participation for our English Learner students in College and Career, the District English Learner Advisory Committee (DELAC) will be tasked with sharing more of this information at the meetings.	Strengths include educational partners being invited to and participating in Feaster Charters school activities such as LCAP and Parents Advisory Committees (ELAC, DELAC), steering committees, and other committees. Based on the data from the current year, 2022-2023 Hanover Survey of Staff and Parents, eighty-one percent of respondents it was stated that they contribute to overall student-related decision-making.  This same data also confirms that sixty percent of staff and parents feel they have access to and active participation in school leadership.	Streamlining and building the capacity of each of our Feaster Charter School Board and its members to align with the School LCAP goals and intentional relationship-building through monthly Board Meetings has been a focus area for improvement in seeking input for decision-making. Staff have intentionally and continually supported us in inviting parents and students to complete school-wide surveys to garner feedback so we may be valued and respond to their feedback. We continue to seek ways to involve interested partners to provide additional input. Continuing with this desire to bring in more partners, we plan for increased family engagement next year through our recent grant to start our California Community School Program.	We plan to use our Community School Coordinator, ELOP Coordinator, and Principals to intentionally invite underrepresented families to our Family Engagement events here at school so that they feel welcomed and valued for what they contribute. As with our parent advisory committee meetings and parent workshops, we will have daycare and interpreters to ensure everyone's voice can be heard. The theme of each meeting will vary according to current issues, and the purpose of each evening will be to have respectful dialogue in a safe and supportive environment. Feaster Charter School currently ensures parents of  Title I students are being engaged to co-create an engagement policy that utilizes suggestions from the stakeholders to have more underserved families participate in their child’s school. The school has and will be engaging various stakeholders for LCAP feedback to gather input on how to attain more involvement of parents/guardians in participating in surveys, family events, and other educationally related activities that the school might offer. One area of focus for improvement would be to offer more family engagement nights where families learn to support their children more at home on academics or provide more opportunities to volunteer at the school site. Our Continuous School improvement efforts will engage their families through surveys, the School Board, ELAC, PTO, and additional at-large meetings to gather input from families on how to increase graduation rates, lower suspension rates, and increase academic achievement.	4	4	4	4	4	4	5	4	4	3	4	4	Met		31MAY2023	2023
37680236037980	Mueller Charter (Robert L.)	3	Mueller/Bayfront Charter School is committed to developing and sustaining partnerships with families to ensure student success. Home visits are conducted by teachers for every student once each year and staff conferences with families two additional times throughout the year to provide updates on student progress. Workshops, trainings, and family nights are provided throughout the year for families to learn more about supporting their children’s school success. Student Led Conferences have been added at Bayfront this year for students in need of academic support.	Mueller Charter School provides opportunities for parent participation and input through Parent Council, Community Council, Input Sessions, and surveys. Families have been messaged to join us in reviewing various reports and plans through Jupiter, Remind 101, School Messenger Calls, teacher communication, Peachjar flyers, texts, and by emails. There continues to be a need to recruit more input from families to provide a larger representation of all families.	Mueller/Bayfront Charter School is committed to creating strong home and school connections with our students and their families. Home visits are conducted for every student at the start of every school year. Mueller Charter School believes that ongoing, two-way communication with all educational partners is critical. Important school information is sent weekly to parents through Peachjar, an online forum to post flyers and school-related information, a digital marquee, the Remind 101 app, and our websites. Mueller continues to identify additional ways to communicate with families to ensure all educational partners are informed and given opportunities to provide input.	Mueller/Bayfront Charter School continue its commitment to sustaining partnerships with families to ensure student success. As previously mentioned, Home visits are conducted by teachers for every student once each year and staff conferences with families two additional times throughout the year to provide updates on student progress. Workshops, trainings, and family nights are provided throughout the year for families to learn more about supporting their children’s school success. Student Led Conferences have been added at Bayfront this year for students in need of academic support.	Mueller and Bayfront continues to identify additional ways to communicate with families to ensure all educational partners are informed and given opportunities to provide input.	As previously, mentioned Mueller/Bayfront Charter School is committed to creating strong home and school connections with our students and their families. Home visits are conducted for every student at the start of every school year. Mueller Charter School believes that ongoing, two-way communication with all educational partners is critical. Important school information is sent weekly to parents through Peachjar, an online forum to post flyers and school-related information, a digital marquee, the Remind 101 app, and our websites. Mueller/Bayfront Charter School is committed to creating strong home and school connections with our students and their families. Home visits are conducted for every student at the start of every school year. Mueller Charter School believes that ongoing, two-way communication with all educational partners is critical. Important school information is sent weekly to parents through Peachjar, an online forum to post flyers and school-related information, a digital marquee, the Remind 101 app, and our websites. Mueller continues to identify additional ways to communicate with families to ensure all educational partners are informed and given opportunities to provide input.	Mueller/Bayfront gathered input through various modes including parent input sessions, multiple surveys throughout the year, during conferences, home visits and parent engagement opportunities.	As previously mentioned, Mueller/Bayfront continues to identify additional ways to communicate with families to ensure all educational partners are informed and given opportunities to provide input in shared decision -making.	Mueller/Bayfront will continue to engage parents by providing ease of access and the opportunities to be involved in their child's education.	4	4	4	4	4	4	4	4	4	4	4	4	Met		11MAY2023	2023
37680236111322	Discovery Charter	3	Admin meets regularly with parents in various formats: monthly meetings, office meetings, before and after school greeting.  Teachers communicate with parents regularly through Class Dojo.  Relationships are established before and after school at pick up and drop off.  Parents meet with teachers a few times in the year in person at Discover Discovery Night, Curriculum Night, parent conferences, IEP meetings, and at meetings requested by the parent.	Improve the consistency among all teachers' communications with parents through Class Dojo, phone calls, report cards, and availability to meet with parents.	Making additional efforts to improve attendance of underrepresented families at information meetings and being available at different times and in different ways depending on parents' availability.  Surveying families of their needs and interests in being a part of our school community.  Providing tours of the school to our new students and their families and providing more meetings in families' home language of Spanish.	We communicate with all our educational partners regularly seeking their input, their support, and their feedback.  Depending on students' needs this helps us determine what next steps are to improve student outcomes.  We are regularly surveying our students to understand their social-emotional needs, academic needs, and extra-curricular interests and using that data to make improvements to our services and programs.	Surveying our students and families sooner and multiple times throughout the year to determine their needs and wants.	We will reach out more to underrepresented families to understand better how to best support the student and the family by giving them information, supports, services, and access to their education.  We will look for additional ways to increase their participation at school and at school events.	Discovery actively seeks input from our educational partners for decision making when possible.  We are transparent about our data, our budget, our thought process in coming up with new plans and their implementation.	Trying to reach more of our underrepresented families to get their input as well.  Trying to get input from our partners in different ways to reach more community members.	Seeking the input of underrepresented families whenever we see them, for example at pick up and drop off before and after school.  Offering them multiple ways to give us their input.  Giving teachers more PD and time to build relationships with these families and on getting to know their cultures and customs.	5	5	4	5	4	4	4	4	5	5	5	5	Met		16JUN2023	2023
37680236115778	Chula Vista Learning Community Charter	3	The Chula Vista Learning Community Charter School strongly believes in the full potential of each and every individual within the organization and values their integrity to create their own knowledge to transform their current community. Therefore, strong professional development in thinking and learning is essential to meet our vision. By engaging all educational partners in the process, we establish the foundations to improve conceptual development, meta-cognitive skills, and multimodal awareness.	The Chula Vista Learning Community Charter School continues to focus on building relationships with families by increasing the amount of in-person meetings and events at each school site.	The Chula Vista Learning Community Charter School continues to implement advisory committees and councils for all underrepresented families to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.	The Chula Vista Learning Community Charter School promotes parent engagement by providing a robust learning experience related to language development, social justice, global perspectives and community engagement. Parallel articulation with all educational partners builds strong relationships that center on student academic outcomes and social emotional learning practices.	The Chula Vista Learning Community Charter School continues to focus on building educational partnerships to support student outcomes through community service projects and career pathway internships.	The Chula Vista Learning Community Charter School continues to implement advisory committees and councils for all underrepresented families to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.	The Chula Vista Learning Community Charter School through its annual needs assessment identifies key components in strengthening input for decision-making. The school has created and implemented advisory committees and councils for all targeted and underrepresented subgroups (this includes families) to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.	The Chula Vista Learning Community Charter School continues to focus on improving educational partner input for decision-making by providing in-person, virtual and electronic communication opportunities for family and community members to share their thoughts and opinions on social-emotional, academic and enrichment programs.	The Chula Vista Learning Community Charter School continues to implement advisory committees and councils for all underrepresented families to actively engage in the process of planning, designing, implementing, and evaluating structures that increase family engagement and student academic achievement.	5	5	5	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
37680236116859	Arroyo Vista Charter	3																						Not Met For Two or More Years			2023
37680310000000	Coronado Unified	3	CUSD staff has deep appreciation for the high levels of educational partner involvement.  Staff at every school site and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners.  High levels of attendance at teacher conferences, principal coffees, and other school and district events, as well as high numbers of parents/guardians returning from COVID to volunteer at school sites each day, provide evidence of the effectiveness in this area.  Regular communication from school and district leaders reinforce the importance of educational partner involvement. CUSD leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement.  This messaging begins intentionally during orientation for new staff regarding parent/guardian communication.  Additionally, site and district leadership partner with our parent/guardian groups to educate staff regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff in order to improve educational services for all students.	CUSD is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to published school communications and have internet and/or a device at home.  One focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families about educational progress of students, especially when there is a concern about student progress.  CUSD adopted a new LMS for this school year.  The new LMS has supported streamlining individual class pages through the use of an universal template and foundational expectations for course learning pages, making it easier for students and families to access and digest the information.	CUSD is committed to improving strategies and structures that will result in increased engagement of underrepresented families.  CUSD has held numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to  underrepresented families to be members of various site and district committees related to MTSS. CUSD will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.	CUSD provides assistance to our families in understanding academic expectations through several strategies.  These include regular principal coffees at all school sites, including our targeted assistance school and district community forums.  These meetings address various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences.  The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children.  Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provide valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community.  Information and questionnaires are posted on the district and school websites.  Annual surveys for educational partners are given throughout the year via ThoughtExchange software.  Requests for feedback and participation is sought through email communications and newsletters.	Educational partner input shows a desire to have more in depth knowledge of the local assessments, curriculum and instructional strategies utilized to improve and accelerate student learning.  CUSD has held numerous community forums surrounding these topics and the local improvement cycles used to ensure all students are at or above grade level, especially coming out of the pandemic.  CUSD is implementing and refining a comprehensive, balanced assessment plan and provided the community with graphics of this plan/cycle that is easy to understand for a non-educator.	Participation from all parents is solicited, including the engagement of underrepresented families.  CUSD has continued to translate communications and documents to make information more accessible to our multilingual families, even though CUSD does not meet the 15% threshold to make this a requirement.  CUSD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.	Referring to CUSD Board Policy and Administrative Regulation 6020, CUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment.  Additionally, CUSD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education.  CUSD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled PAC, DELAC, LCAP, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. CUSD communicates with families on an annual basis regarding the CUSD Parent Involvement Policy at the beginning of each school year.  The policy is included in the CUSD Registration Handbook.	As a result of the pandemic, CUSD increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input.  An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps CUSD can take to improve the design and implementation of engagement activities.	CUSD ensures ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc.  CUSD closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. CUSD has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families.	4	4	3	4	4	4	4	4	4	4	4	4	Met		08JUN2023	2023
37680490000000	Dehesa Elementary	3	Dehesa maintains current community partnerships (ie Sycuan Learning Center) and seek out new opportunities as well, especially those that would motivate and engage unduplicated students. Cultural awareness and connectedness will help embrace and target unduplicated students to the school and community. With the support of our School Committees (Safety, Instructional Leadership team and PBIS/MTSS meetings and family surveys Dehesa strengthens their relationships between school staff and families.	Dehesa needs to focus on having more parent participation in school events and other community involvement.	Dehesa will focus on improving engagement of underrepresented families through collaborative sub committees such as working with the Sycuan Learning Center.	Dehesa continues to work with the Sycuan Education Department in building relationships and identifying student needs to better support students that attend the school and later attend the learning center. Students with IEPs and underrepresented are our focus.	Additional culture surveys, parent meetings, education with educational partners.	Additional engagement activities are planned with the Sycuan learning center, cultural center and other students with special needs for next year and beyond.	Dehesa maintains current community partnerships (ie Sycuan Learning Center) and seek out new opportunities as well, especially those that would motivate and engage unduplicated students. Cultural awareness and connectedness will help embrace and target unduplicated students to the school and community. Through School Site Council meetings and family surveys Dehesa strengthens their relationships between school staff and families and values their input.	Encouraging parents and community members to become more involved.	Dehesa will implement more community events targeted to underrepresented families.	5	5	3	4	4	3	4	4	3	4	4	4	Met		28JUN2023	2023
37680490127118	The Heights Charter	3	Ongoing school/family engagement events  Site and classroom bulletins/newsletters sent home to families  Fall and Spring Back to School and Open House Events Parent Association Meetings	Phone calls and emails home to reinforcement the positive things the students are accomplishing, not just when corrective actions are needed.  Continue to encourage volunteer activities.	Train teachers to work with underrepresented families. Reduce distrust and cultural barriers. Address language barriers. Evaluate parents' needs. Accommodate families' work schedule. Use technology to link parents to the classroom. Make school visits easier.	Ongoing school/family engagement events  Site and classroom bulletins/newsletters sent home to families  Parents feel welcome when visiting onsite	Developing multiple opportunities for the school to engage in two-way communication between families. Making sure that positive communication about students goes home, not just when corrective action is needed.	Providing families with information and resources to support student learning and development in the home. Supporting families to understand how to advocate for their own students and all students.	We have provided all families with opportunities to give input on policies and programs as well as feedback regarding school activities. Our parent association meetings are offered during the day and also during the evening to help encourage working parents' participation. We respect the varying opinions of all the educational partners.	Continue to provide opportunities to obtain input from educational partners to plan, design, implement, and evaluate families engagement activities at school.	Continually encourage communication with underrepresented families and foster two-way communication. Using multiple modes of communication, let these families know that we value their input while we make a concerted effort to understand these families views on involvement.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
37680490129221	MethodSchools	3	Method Schools promotes strong channels of communication between school, staff, students, and parents. Instructional and developmental coaching as well as professional development calendars and systems that support school staff to improve the capacity to partner with families. In its first year, Method doubled its Parent Advisory Committee from two members to start and ended the school year with four members opening up channels for parents to voice their wants from the school.	Through stakeholder surveys from staff, students, and families, Method has identified the need to provide more opportunities for education and training to parents. Method will create more resources, events, and opportunities for parents to become more involved and feel they have agency over their child’s education.	Method will improve engagement of underrepresented families by expanding the regions in which in-person opportunities are available.  In addition, Method created a learning pod program which allows families to create pods that are supported by Mobile Student Success Managers.   In addition, programs such as the Meal Assistance, loaner technology, and instructional funds program help to make learning accessible for all families.	Method Schools recognizes that family engagement and parent involvement are a key ingredient to student success. It is expected that all students meet with their homeroom teacher weekly to discuss progress and concerns. In 2022-23, Method expanded its event and field trip offerings and expanded the areas reached. These events include field trips, experiential learning, and community service opportunities that build a sense of community throughout a widespread network of students, parents, and staff. Finally, Method organized a Parent Advisory Committee at the end of the 2021-22 school year. The Parent Advisory Committee will serve as a crucial liaison between parent voice and Method Schools in the 2022-23 school year and beyond.  These additional engagement opportunities are well-attended and receive positive feedback from families and students.	Based on local survey data, Method Schools will put a strong emphasis on preparing staff and families as instruction and curriculum will move toward a Competency Based Learning approach.  Further, Method still finds need for parent education especially to better support students in an independent learning environment. Method plans to further engage underrepresented families through building a designated role designed to work directly with parents through education and parent support.	Method Schools will improve engagement of underrepresented families to build partnerships for student outcomes by continuing to refine its tiered re-engagement system that identifies students who are disengaged and its Multi-Tiered System of Supports.	Method Schools regularly collects survey data and uses its results to make data informed decisions on how to better serve its families and improve its services.  Further it collects input through groups and committees such as the Associated Student Body and Parent Advisory Committee.	Based on its data, Method Schools' focus areas for improvement in seeking input for decision making are to create a more diverse Parent Advisory Committee that better reflects its student population.  Additional channels that promote informal conversation rather than surveys should also be added.	Method Schools will improve engagement of underrepresented families by increasing staff awareness and professional development to address and better implement best practices in serving the underserved.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
37680490132506	Cabrillo Point Academy	3	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Building Relationships Between School Staff and Families:  We have established positive and fruitful relationships with families and staff. Our yearly family and staff engagement survey results demonstrate positive relationships with both families and staff.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families: We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our communication/support infrastructure for them.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families: We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Building Partnerships for Student Outcomes: We assign each family an appropriately credentialed home school teacher (HST). The HST meets with families to collaboratively create an individual education that reflects a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. HSTs also schedule additional appointments and support as needed. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes: We have focused on communicating to families and students the importance of participating in and making an earnest effort in state assessments.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes: We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Also, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Seeking Input for Decision-Making: Appropriately credentialed home school teachers (HST) assigned to each family facilitate direct communication of opportunities to participate in LEA decision-making. Additionally, we regularly communicate input opportunities such as our LCAP Advisory Committee meetings electronically.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making: We are focusing on improving input from families related to participation in state assessments.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making: We regularly strive to reach out to and include underrepresented families in our LEA wide-decision making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee.	5	5	5	4	5	4	5	4	4	4	4	4	Met		30JUN2023	2023
37680490136416	Pacific Coast Academy	3	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Building Relationships Between School Staff and Families:  We have established positive and fruitful relationships with families and staff. Our yearly family and staff engagement survey results demonstrate positive relationships with both families and staff.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families: We have a positive relationship with our non-English-speaking parents/guardians, and we continue to focus on refining our communication/support infrastructure for them.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families: We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Beyond that, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Building Partnerships for Student Outcomes: We assign each family an appropriately credentialed home school teacher (HST). The HST meets with families to collaboratively create an individual education that reflects a combination of optimal learning approaches. Their role is similar to that of a case manager teacher within an exceptional needs education environment. During regularly scheduled meetings, HSTs collaborate with families to provide needed support and review student performance and progress. HSTs also schedule additional appointments and support as needed. We ensure students are engaged in appropriate educational activities on instructional days and assess independent work quality and time value.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Partnerships for Student Outcomes: More than anything, we have focused on communicating to families and students the importance of participating in and making an earnest effort in state assessments.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes: We will continue to analyze the results of family engagement surveys to identify areas of focus and discuss improvement strategies with them. Also, we will continue to explore areas of needed improvement with our underrepresented families during various engagement meetings, including our Title 1 meeting and English Learner and LCAP Advisory Committees.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Seeking Input for Decision-Making: Appropriately credentialed home school teachers (HST) assigned to each family facilitate direct communication of opportunities to participate in LEA decision-making. Additionally, we regularly communicate input opportunities such as our LCAP Advisory Committee meetings electronically.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Seeking Input for Decision-Making: We are focusing on improving input from families related to participation in state assessments.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making: We regularly strive to reach out to and include underrepresented families in our LEA wide-decision making. For example, we communicate opportunities to participate in decision-making in our parent communications, our Title 1 meetings, and our English Learner Advisory Committee.	5	5	5	4	5	4	5	4	4	4	4	4	Met		28JUN2023	2023
37680490136614	Diego Hills Central Public Charter	3	Diego Hills Central (DHC) engages its educational partners during the quarterly PAC and ELAC, where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.	Based on input and data analysis, DHC would like to improve the number of participants who attend the ELAC meetings. One way this can occur is by providing educational partners with focused topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.	To engage underrepresented families, DHC plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DHC has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves.	Through the analysis of input from DHC's educational partners, the strengths include students being supported in rigorous coursework, encouraged to graduate, and feeling connected to the staff. Student relationships are built from face-to-face interactions, virtual classroom experiences, and during small group instruction classes.	Based on input and data analysis, DHC would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	To engage underrepresented families and students, DHC plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DHC has seen when students are continuously engaged with communication from school-home, they are more engaged in their coursework, their attendance improves, and student-school relationships are strengthened.	DHC engages its educational partners during the quarterly PAC and ELAC, annual surveys, and parent-teacher conferences where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.	Based on input and data analysis, DHC would like to improve the number of students and families who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine social-emotional support, new courses, and academic support.	To engage underrepresented families, DHC plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DHC has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves. Based on a family's preferred form of communication, DHC will seek input for the decision-making process.  One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops, and meetings, 93% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, Parent University workshops, open houses, back-to-school nights, and parent-teacher-student conferences.	5	5	5	5	5	5	5	5	5	5	5	5	Met		05JUN2023	2023
37680560000000	Del Mar Union Elementary	3	At DMUSD, we highly value our relationships with families and recognize the importance of these partnerships in ensuring success for children. We are fortunate to have a strong level of parent participation, as evidenced by their active involvement in parent conferences, principal coffees, and various school and district events. Many parents also volunteer at our schools on a daily basis, which further demonstrates the effectiveness of our efforts in building and maintaining positive and productive relationships.  As new staff, including administrators, teachers, and support staff, join our district they are provided with professional learning opportunities in alignment with our district’s commitment to involving parents as equal partners in their children’s education. During these sessions, staff members learn about the benefits of adopting an assets-based perspective and are encouraged to appreciate the strengths that each family brings to our district. Additionally, these sessions emphasize the importance of effective communication methods as a key component in developing strong home-school partnerships.  Each of our schools creates a welcoming and nurturing environment for students and parents.  We prioritize ongoing two-way communication with our community, engaging in various activities such as parent education evenings, strategic plan development, surveys, principal coffees, and site and district committee meetings. Our superintendent plays an active role in sharing information through regular videos called Take 2, which highlight district-wide activities that support student learning. Furthermore, quarterly Superintendent's Messages and the DMUSD Annual Report provide a comprehensive overview of the instructional program, student performance, capital projects, and other significant activities. To foster genuine and accessible dialogue, the superintendent and members of the executive cabinet conduct open discussions through focus group sessions, allowing for valuable insights that help identify areas of strength as well as areas that need attention. These insights, combined with other methods of gathering information, enable our district to collaborate effectively with parents and directly influence decision-making.  We assist our parents in understanding academic expectations through several strategies. Principal coffees at school sites and district-level parent education evenings provide opportunities to share strategies for supporting children's academic achievement and emotional well-being. Information is also provided via Back-to-School Sessions, Open Houses, and one-on-one conferences with parents held two times during the year. Parents are provided a report card companion that uses parent-friendly language to describe the academic goals for each trimester in English language arts and mathematics.	Building upon the existing positive relationships between school staff and families, a focus for the upcoming 2023-24 school year will be to expand opportunities for all educational partners, including parents, to contribute their input regarding the support they require to ensure success.	The district remains committed to its efforts in diversity, equity, and inclusion. This includes the ongoing implementation of a multi-year equity plan, which is facilitated by a district-level advisory committee. Site-level diversity, equity, and inclusion teams will continue to provide professional learning opportunities to staff and community members at each site. These initiatives have the objective of promoting equity and inclusion for all students and their families, including those who are underrepresented.	Our strong and positive relationships with families play a crucial role in ensuring the academic success of our students. Teachers and site administrators maintain regular communication with families, fostering a collaborative partnership. Principals at each school send out weekly communications and organize regular principal coffees and parent education sessions. These sessions provide valuable opportunities for parents to stay informed and engage with the school community. Additionally, welcome events are organized specifically for incoming kindergarten students, creating a warm and inclusive atmosphere from the start.  Back-to-school sessions are conducted to give teachers the chance to outline grade-level goals and provide guidance on how parents can support their children throughout the year. Parent conferences are held twice a year, offering dedicated time for teachers to share specific information about each child's academic progress and social-emotional well-being at school. These meetings also encourage parents to ask questions and seek guidance on how they can best support their child's development.  For students who require additional support, Student Study Team meetings are held. These meetings involve parents and provide recommendations for both the classroom teacher and the parent on strategies tailored to address the identified needs. In the reclassification process for English learners, parents are actively consulted for their input as to their readiness for their students to be considered English proficient. IEP meetings are held for students with assessed learning disabilities, where parents are informed about their legal rights and encouraged to ask any questions they may have. Translators are provided when needed to ensure clear communication and understanding of the information being shared.  Overall, we strive to create an inclusive and supportive environment where parents are actively involved in their child's education and provided with the necessary resources and opportunities to contribute to their success.	We will maintain and build upon the effective strategies we have in place to foster strong partnerships for student success. Based on parent feedback, we recognize the need to provide more detailed information on specific curricular programs to better support student learning. In response to this, we will offer a parent information series focusing on conceptually based mathematics and the development of districtwide cultures of thinking. These sessions aim to empower parents with knowledge and strategies to enhance their involvement in their child's education.   Furthermore, we understand the importance of nurturing the home-school connection to support student well-being. To address this, we will provide a learning series for parents in Second Step, a program designed to promote social-emotional development in students. This series will serve as a bridge between home and school, equipping parents with tools and insights to reinforce social-emotional learning at home.	Feedback specific to underrepresented families is sought out via parent surveys.  We take special care to promote their active engagement by ensuring representation on various district advisory committees, including the District Equity Advisory Committee, site-based equity teams, District English Learner Committee, and site-based English Learner Advisory committees. This ensures that diverse perspectives are considered in decision-making processes.   We are excited to reinstate parent English language development classes, which have been highly popular in the past, especially for our newest families. These classes provide valuable support and resources to parents who are learning English, helping them navigate the education system and actively engage in their child's education.   In addition, we are updating our English Learner Family Support Handbook, a comprehensive resource that offers helpful information about our district and key contacts for families. This handbook aims to support students' transition into our schools and facilitate active parent engagement. It serves as a valuable tool for families to navigate resources and foster a strong partnership between home and school.	Stakeholders, including students, parents, and district staff, engage in meaningful dialogue and provide input to the district strategic planning through formal groups such as the School Board, Parent-Teacher Association (PTA), President's Advisory Council, English Language Advisory Committee (ELAC), District English Language Advisory Committee (DELAC), School Site Council (SSC), Del Mar California Teachers Association (DMCTA), Classified Advisory Committee, District Wellness Advisory Committee, District Design Team, District Leadership Group, District Cabinet, District Equity Advisory Committee, and Facility Master Planning Committee. These groups serve as important channels for collaboration and decision-making  To gather valuable input and insights, focus group sessions were conducted at each school site. These sessions were facilitated by the superintendent and other members of the executive cabinet. Their purpose was to engage with the community and collect diverse perspectives on various topics related to the district's plans and initiatives.   Throughout the school year, the district developed a new long-range strategic plan. To ensure inclusivity, all educational partners from the community were invited to attend development meetings. This resulted in a robust and diverse group of individuals representing all student groups participating in the planning process. To further refine the plan, multiple surveys were distributed to all staff members and parents in the district. These surveys played a vital role in gathering feedback, insights, and suggestions, which helped shape and improve the strategic plan. By actively involving our school community, seeking input, and engaging in a collaborative planning process, the district has created a strategic plan that reflects the needs, values, and aspirations of all educational partners	We will be creating a step-by-step sequence of actions designed specifically to support and integrate new families from other countries. This process will provide them with information about how our school system operates, including key policies, procedures, and resources available to support their children's education. By focusing on increasing engagement and communication with our newest families, we aim to foster a sense of belonging and empower them to actively participate in their children's educational experience.	We will continue existing practices that have been effective in ensuring we receive input from under-represented families to inform decision-making	5	5	5	5	5	4	5	5	5	5	5	5	Met		21JUN2023	2023
37680800000000	Encinitas Union Elementary	3	EUSD provides community and site newsletters, webinars, and principal chats for regular communication with the community, with translation and interpretation available. School and district leaders continue to work on new strategies to engage unrepresented families through SSC, ELAC, PTA and EEF. Additionally, EUSD added three community liaison positions for a total of four. The liaisons are assigned to two school sites where they actively communicate build relationships with families and school staff members in order to bridge communication.	EUSD has a culture of close communication and collaboration with educational partners and is proud of the regular communication and collaboration structures built into district and site schedules. There are multiple structures in place for parents and staff to collaborate on site and district needs and improvements. EUSD continues to work to build in outreach structures to engage underrepresented families.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families, our Local Education Agency (LEA) is adding 3 additional site community liaisons. This strategic approach is informed by a thorough analysis of educational partner input and local data, ensuring that we are addressing the specific needs and concerns of our underrepresented families.	All nine EUSD schools have a Multi-Tiered Systems of Support (MTSS) Teacher on Special Assignment (TOSA), who collaborates with teachers, school staff, and parents on monitoring student progress, communicating educational needs and ways to support at home, and working together to improve student outcomes.	Throughout our feedback methods, we heard the following themes: - Social Emotional Learning: A continued desire to ensure that all of our students have access to on-going SEL within the school day, and that staff have supports to handle any SEL needs that come up, and the importance of creating a welcoming community and a sense of belonging for all students and staff (TRAC+) - Academics// Instructional Supports: The need to continue to support the diverse learning needs of all students with a well-rounded curriculum that supports and challenges learners and includes more visual and performing arts in Enrichment  - Communication: Consistent communication between school and home from the site and the district	We will improve engagement of underrepresented families through: *Additional support from now 4 Community Liaison for family community making personal phone calls to families to determine their needs and to encourage them to give feedback and participate on various school committees. * Continue the weekly All Calls from principals which are very informative. * Continue the regular emails from school and district.	Families have opportunities to serve on formal committee, to participate in informal opportunities such as Principal/ Superintendent Coffees, to participate with our PTA, Encinitas Educational Foundation, and School Site Council. In addition, families are invited to attend parent workshops. Underrepresented families are invited personally by school principals, teachers and community liaisons. EUSD engages with our educational partners in the following outreach efforts: - Management Team (principals and district leadership/ administrators) and Board - Parent Advisory Committee meetings - Local Bargaining Units (TOE and COE) - regular informal meetings, formal negotiations - PTA Presidents' meetings - Encinitas Educational Foundation (EEF) meetings - DELAC meetings - Equity Committee meetings  - Special Education Parent Advisory Meetings - EUSD Green Team meetings  - Principal meetings - PTA, SSC, and ELAC meetings at sites - SELPA - monthly collaboration  - Superintendent's weekly podcast to the Board - Regular Board and Executive Cabinet classroom walkthroughs - Regular Superintendent newsletter to staff and community and biannual Superintendent chats for each school and family community  - Bimonthly Educational Services staff newsletter - Weekly Principal/ PTA newsletters  - Emails, phone calls, and individual meetings with staff members, parents, and community members - Social Media updates - Community partnerships and meetings (i.e., Green Schools Network, North Coastal district collaborations)	Our focus areas for improvement include: *We are providing structured collaboration time for teachers with site-based Enrichment schedules. *We are providing monthly collaboration time for principals.  * We will enhance community liaison support by shifting from one District Community Liaison to four site-based community liaisons that will collectively support all 9 schools and any district-wide events, to provide more direct support where it is needed in our school communities.	We will improve engagement of underrepresented families by enhancing community liaison support by shifting from one District Community Liaison to four site-based community liaisons that will collectively support all 9 schools and any district-wide events, to provide more direct support where it is needed in our school communities.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
37680980000000	Escondido Union	3	The Escondido Union School District (EUSD) truly values and practices relationship-based family engagement, and has dedicated resources to ensure every family member feels connected to their child’s education. At the district level, the Coordinator of Community Outreach oversees all aspects of family engagement districtwide so that each family, regardless of the school their child attends, is welcomed to serve as a true partner in their child’s education. This includes providing ongoing training for school administrators, and developing and implementing cohesive and consistent programs available at all school sites focused on family engagement. Dialogue and reflection about practices that are culturally responsive, equitable, and accessible to all families are the focus in meetings with administrators and other district leaders throughout the year.  In addition to the district-level support, every EUSD school operates a family engagement program, coordinated by a full-time family liaison, to facilitate volunteer opportunities, parent leadership groups, workshops, and activities on their school campus. The Family Liaisons provide individual support to families in need, coordinate community resources, and assist with communication between families and school staff. They also work closely with the school administrator and front office staff to implement welcoming practices – to ensure every parent, family and community members feels welcome and connected to the school—and to support ongoing two-way communication between school staff and families. This includes parent-teacher conferences, school newsletters, weekly school phone calls and emails, posting of event flyers, and individual parent communication both by phone and in person.	The district continues to work to ensure ALL staff, from classroom teachers to support staff, adopt practices that reflect the district value of relationship-based family engagement. During the 2023-2024 school year, school administrators and family liaisons will continue this focus by providing staff workshops on family engagement, with a focus on the development of building school-site agreements on ways to connect, honor, and partner with families on the school campus.	Staff will be regularly reminded of their agreements and will be celebrated for their efforts to build even stronger relationships with families in the year ahead.	EUSD encourages collaboration between students, families, school staff, and community members in the vision of actualizing the potential of every learner. To ensure school staff are engaging with parents as partners, the Coordinator of Community Outreach provides regular training to administrators and provides ongoing support and oversight of the development and implementation of a menu of family activities, leadership, and educational opportunities to meet the school’s diverse family needs. The trainings include presentations at administrator meetings as well as the convening annual site meetings with the school principal and family liaison to identify and monitor specific site annual family engagement goals and activities.  In addition to training on a district-level, principals and family liaisons share information on family engagement with staff at their school sites at least annually. Family liaisons provide an overview of the services offered through their family engagement program at the beginning of the year, and communicate on an ongoing basis with staff about upcoming meetings and events. The family liaisons also share how they can be utilized to foster better communication and relationships between school staff and parents.  Families receive weekly family communications at the district level. The district has also implemented a new communication system to make it easier for parents to receive communications from the district, their student's school and teacher in a language that they understand.	The EUSD Family Liaison team recognizes that many family members who want important information to support their child’s success are unable to get to the school site to participate in regular workshops and trainings.	To address this barrier to learning and partnership, the team has developed online resources and offers workshops in person and via Zoom. Each school is making an effort to offer workshops and meetings at times that parents can attend.	The Escondido Union School District is committed to offering opportunities and building the capacity of parents to provide input into the design of educational programs at all of our schools. The Coordinator of Community Outreach, in partnership with the Director of Curriculum and Instruction, train and support school administrators and family liaisons in ways to engage parents in decision making and in serving in leadership capacities on all EUSD campuses. This includes participation in site-level leadership groups such as the English Language Advisory Council (ELAC), School Site Council, and Parent Teacher Association/Foundations and in district level committees such as the Design Team, District English Language Advisory Council (DELAC), District Advisory Committee (DAC), Escondido Council of PTAs, District Calendar Committee, the CARE Youth Advisory Committee, and School Wellness Committee. Family members involved in leadership committees on school campuses receive further training/guidance from the school’s family liaison on all aspects of their roles and responsibilities.  In addition to leadership committees which provide opportunities for family members to participate in the ongoing design of programs on school campuses, all EUSD schools offer the Coffee with the Principal program at least three times a year for families. Attendees at Coffee with the Principal are encouraged to provide feedback to the principal and school team on current issues at the school.  Once a year, the district offers more directed opportunities for family members to provide direct input into priorities for the district’s Local Control Accountability Plan (LCAP). The district has gathered this input through site and district leadership committees, specific LCAP Community Input Meetings, parent survey and through the Thought Exchange online forum.	The district continues to work to collaborate more directly with parents in the planning, design, and implementation of programs at the district and site level. Administrators and school teams were trained and continue to be encouraged to integrate parents into site Positive Behavior Interventions and Supports (PBIS) teams. These teams are responsible for the development and implementation of a multi-tiered system of support - ensuring a safe, positive school climate and ongoing student and family engagement. In addition, parents are invited to participate in district-level program design teams such as the CARE Youth Advisory and Calendar Committee.	More efforts will be made to reach out to parents and encouraging them to attend both school and district decision making meetings and activities.	4	4	4	5	4	4	4	4	4	4	4	3	Met		22JUN2023	2023
37680980101535	Heritage K-8 Charter	3	At Heritage K-8 Charter School (HK8), diligent efforts have been invested in cultivating trusting and respectful relationships with students and their families over the years. The school places great importance on timely and relevant communications to create an atmosphere characterized by openness and inclusiveness.  The institution utilizes various platforms, including the Heritage Elementary Notes, Heritage Junior High Notes, and Heritage Flex Notes, to keep families informed about forthcoming events, significant activities, and crucial messages pertaining to their students' educational experiences. When specific or time-sensitive communications are necessary, outreach is conducted via email to all parents through Constant Contact.  In addition to one-way communication, there is a strong encouragement for teachers to maintain regular contact with parents to provide updates on their students' progress. This proactive approach involves the use of emails and phone calls to keep parents well informed and to foster a robust partnership between home and school. Invitations are extended to parents to attend Back-to-School night, which offers an opportunity to acquaint themselves with their students' teachers and review academic expectations for the year.  Administrative personnel are easily accessible and actively engage with parents by personally greeting students in the morning and being present as students depart in the afternoon. Furthermore, collaboration with parent volunteers is a fundamental aspect of advancing the school's mission. Dedication to creating a welcoming environment is evident through practices such as maintaining small class sizes (with no more than 26 students per class) and ensuring clean and inviting classrooms. The school also offers campus tours to parents considering enrolling their students. Additionally, a variety of enjoyable activities, including Family Fun Day at Heritage Elementary and dances for students at Heritage Junior High and Heritage Flex Academy, are organized to enhance the overall school experience.  At HK8, there is a strong commitment to engaging families through clear, impactful, and family-friendly means. Parent Education Seminars empower parents by providing insights into how they can actively participate in their students' education. Informal Coffee Chats offer parents the opportunity to meet with educators in a relaxed and friendly setting, facilitating open communication. The school also employs a safety text messaging system to ensure swift communication with all families via cell phone in the event of a safety issue occurring on campus.	Heritage K-8 Charter School (HK8) has identified specific areas of focus for enhancing the building of relationships between school staff and families. Currently, these areas include hosting Parent Education Seminars to empower parents with insights into active participation in their students' education. Additionally, HK8 is committed to the continual improvement of its foreign language support services, ensuring that language barriers do not hinder effective communication.  Moving forward, HK8 will continue to invest energy in gaining deeper insights into our families. This includes understanding their unique strengths, embracing diverse cultures, and collaborating to better realize their aspirations for their students' educational journey.	At HK8, the commitment to enhancing engagement with underrepresented families remains steadfast. The school dedicates significant energy and resources to gain a deeper understanding of families, including their unique strengths, diverse cultures, and aspirations for their students.  Current engagement initiatives at HK8 include hosting informative Parent Education Seminars, empowering parents with insights into active participation in their students' education. Additionally, the school continually works to improve its foreign language support services to ensure effective communication.  As Heritage K-8 Charter School moves forward, it remains dedicated to fostering an environment of openness, cultural sensitivity, and collaboration. The school aligns with families' aspirations for their students' educational journey, aiming to build stronger and more meaningful relationships between the dedicated staff and the diverse family community.	HK8 believes that parents play a central role as the primary educators of their children. The school forms strong partnerships with parents, aiming to provide quality teachers, materials, and resources, empowering parents to confidently support their students' learning and holistic development.  HK8 continuously seeks ways to bolster these partnerships and help parents in finding the ideal learning options for their students. The school offers a comprehensive range of educational choices, from the Traditional Learning Option at Heritage Elementary and Heritage Junior High to the Flex Learning Option at Heritage Flex Academy.  Through various policies and programs, HK8 equips families with information and resources to facilitate student learning and development within the home environment. Students receive planners at the start of each school year, and all homework assignments are posted online and updated daily, ensuring clarity for parents and students alike.  The 2022-2023 school year marks the culmination of a two-year focus on science and engineering across all programs, driven partly by parent input and facilitated through the adoption of Project Lead the Way curriculum.  Heritage Junior High School offers academic tutorials after school for students who need additional support, enhancing their learning experience. At Heritage Flex Academy, Academic Advisers collaborate with student services, students, and parents to develop and implement tailored educational plans that align with state requirements and family goals. All Independent Study curriculum is accessible online, enabling remote learning opportunities.  HK8 promotes meaningful teacher-family-student interactions, providing multiple avenues for discussing student progress and enhancing learning together. These avenues include New Parent Orientation meetings, parent/teacher conferences (mandated at Heritage Flex Academy), and online access to the school's real-time grade book system. The grading system's three periods in each semester enable parents to monitor student progress and address potential issues proactively.	As Heritage K-8 Charter School (HK8) aims to enhance its collaboration with parents and improve student outcomes, its communication framework will continuously evolve, ensuring exceptional parent-school connections. Furthermore, the school is actively developing extended tutorial and enrichment options before and after school to further support student growth.	As the school strives to enhance its partnership with parents and boost student outcomes, its communication framework will continue to evolve, ensuring exceptional parent-school connections. An area of focus, designed to support underrepresented families, involves hosting community events for parents, covering topics of interest to our educational partners.	At HK8, family engagement serves as a cornerstone of the decision-making process. The school actively involves families through various advisory bodies and ensures parent representation on the school's Governing Board. The Parent Volunteer Organization collaborates with the school's administration, providing valuable input on activities and projects.  In the development of the school's Local Control Accountability Plan (LCAP), parents play a vital role by serving on a committee to review and make recommendations for the draft document. The draft LCAP is made readily available to all families for review, both online and in print upon request. Parents are encouraged to submit comments before the noticed public hearing, and they have the opportunity to provide input directly to the Board during the hearing.  To ensure inclusivity, HK8 has implemented strategies to actively seek input from all families, including underrepresented groups within the school community. The use of online parent surveys facilitates information sharing and feedback collection throughout the year. Additionally, the communications team is planning to expand its use of social media to reach all families, including those from underrepresented groups.  At Heritage Flex Academy, parents play an integral role in the decision-making process. As part of an independent study program, parents actively participate in shaping their student's education program. They also contribute input on the enrichment activities they would like to see the school offer, collaborating closely with their student's academic advisors.  HK8's commitment is to work collaboratively in planning, implementing, evaluating, and improving family engagement activities. The school consistently seeks input from parents on ways to enhance existing activities, diversify offerings, and ensure inclusivity, especially for the underrepresented population.  Moving forward, the focus remains on simplifying the process for family members to engage in advisory groups and the decision-making process, with particular attention to those from underrepresented families.	HK8 is currently implementing strategies to seek input from all families, including underrepresented groups in the school community. The school is using online parent surveys to provide information and seek feedback on issues throughout the year. In addition, the communications team plans to continue and expand its use of social media to reach all families, including underrepresented groups in the school community.  At Heritage Flex Academy, parents are fully involved in the decision-making progress. As an independent study program, parents participate in all decisions about their student’s education program. They also provide input on the types of enrichment activities they would like to see the school offer, and they work hand-in-hand with their student’s academic advisors.  Hk8 collaborates with parents to plan, implement, evaluate, and improve family engagement opportunities. The school remains dedicated to consistently seeking input from parents on methods to enhance current activities, expand the array of activities, and ensure inclusivity, especially for the underrepresented population.  Moving forward, HK8 will continue to focus on ways to make it easier for family members to engage in advisory groups and the decision-making process, particularly those from underrepresented families.	The school cultivates a collaborative environment for planning, implementing, evaluating, and enhancing their family engagement activities. Continuous improvement remains their objective, with an active commitment to seeking parental input to refine their current activities, diversify offerings, and ensure inclusivity, particularly for the underrepresented population.  The Heritage Flex Academy program (HFA) serves as evidence of this collaborative ethos. HFA parents play a significant role in the decision-making process, a vital component of the independent study program. Parents are actively engaged in all decisions related to their students' education programs, effectively mitigating factors that might lead to underrepresentation. HFA families also contribute their perspectives on the enrichment activities they wish to see the school offer, collaborating closely with their students' academic advisors.  Looking ahead, the school's efforts will continue to focus on streamlining the process for family members to participate in advisory groups and the decision-making process. This emphasis is particularly crucial for individuals from underrepresented families, as they aim to further facilitate their involvement in shaping the educational community.	5	5	4	5	4	5	5	4	4	4	4	4	Met		07JUN2023	2023
37680986116776	Classical Academy	3	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At Classical Academy, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment.	General comments on the most recent survey covered a wide range of topics with the following two common themes for improvement: 1. Increase campus culture of community and parent involvement through events, communication, and volunteer opportunities. 2. Increased academic support to close any achievement gaps.	Underrepresented families expressed the same two areas for improvement: increased culture of community on campus and academic support to close achievement gaps.	Classical Academy measures parent engagement by seeking input from parents through a survey as well as frequent parent meetings at each school campus. The survey results are reported to the community and local governing board. In the most recent survey, the following questions were asked. Please rate your overall satisfaction with  Classical Academy. Parents gave us an overall satisfaction rating of 94%.  Please rate your overall satisfaction with the academic program at the Classical Academy. Parents gave us an overall satisfaction rating of 94%.	Parents support goal number one of the LCAP, ensuring all students including reported subgroups demonstrate academic growth and proficiencies so they leave TK-8 ready for high school.	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s academic outcomes.	Classical Academy measures parent engagement by seeking input from parents through a survey as well as frequent parent meetings at each school campus. The survey results are reported to the community and local governing board.	The bi-annual parent survey asked the following question:   Please rate your overall satisfaction with the Classical Academies’ customer service. Parents gave us an overall satisfaction rating of 97%, which indicates parents are satisfied with the processes used for decision making.	When parents have concerns with any aspects of the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.	5	5	5	5	5	5	5	5	5	5	5	5	Met		23MAY2023	2023
37681060000000	Escondido Union High	3	EUHSD Educational Partners and local data identified the following as a district strength:  Bilingual Parent Liaison Communication Social Workers/Caregivers	EUHSD Educational Partners and local data identified the following as areas of improvement:  Restorative Practices  Collaborative ideas how to engage staff and parents	Based on EUHSD Educational Partners and local data feedback, the district will engage underrepresented families through the following:  The district will create opportunities for staff to learn more about home/life environments which are impacting academics.	EUHSD Educational Partners and local data identified the opportunities for parents to participate in decision making, specifically in developing the LCAP, site level SPSA, and ELAC/DELAC, as a strength. Educational Partners also highlighted additional strengths which include:  - mentorship programs - Business partnerships - Resources for SEL	Educational Partners and local data suggested that the district continue to make efforts to recruit more parents and students to participate in district and site level meetings. Additional suggestions to consider include:  - Flexible meeting times and locations - Create partnership with the local Chamber of Commerce - Create a stronger media presence	Based on the feedback received from Educational Partners and local data, EUHSD will continue to support school sites and bilingual parent liaisons in working with their families to offer workshops around topics that reflect student/family/community needs. The district will continue to offer Educational Partners opportunities to participate in the decision making process, specifically as it pertains to developing the LCAP.	EUHSD Educational Partners and Local data identified the following as overall district strengths: Parent Liaisons Sharing out information Counselors ELAC/DELAC Messaging to families Social Media presence	EUHSD Educational Partners and local data suggested that the district continue to develop the following: Partnering with parents Centering on family experiences Ongoing information on available supports	Based on the feedback received through Educational Partners and local data, the district will continue to work on creating public facing parent events where parents can access information on how to support their students and access resources on campus. Additional suggestions to improve engagement of underrepresented families include the following:  - Child care - Kiosks - Transportation - Resource Center - Community Hub meetings.	3	4	3	4	3	4	3	2	3	3	4	4	Met		20JUN2023	2023
37681060111195	Classical Academy High	3	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At Classical Academy High School, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment.	General comments on the most recent survey covered a wide range of topics with the following two common themes for improvement: 1. Increase campus culture of community and parent involvement through events, communication, and volunteer opportunities. 2. Increased academic support to close any achievement gaps.	Underrepresented families expressed the same two areas for improvement: increased culture of community on campus and academic support to close achievement gaps.	Classical Academy High School measures parent engagement by seeking input from parents through a survey as well as frequent parent meetings at each school campus. The survey results are reported to the community and local governing board. In the most recent survey, the following questions were asked. Please rate your overall satisfaction with Classical Academy High School. Parents gave us an overall satisfaction rating of 94%.  Please rate your overall satisfaction with the academic program at the Classical Academy High School. Parents gave us an overall satisfaction rating of 94%.	Parents support goal number one of the LCAP, ensuring all students including reported subgroups demonstrate academic growth and proficiencies so they leave  9-12 ready for college or career.	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s academic outcomes.	The Classical Academy measures parent engagement by seeking input from parents through a survey as well as frequent parent meetings at each school campus. The survey results are reported to the community and local governing board.	The bi-annual parent survey asked the following question:   Please rate your overall satisfaction with the Classical Academy High School customer service. Parents gave us an overall satisfaction rating of 97%, which indicates parents are satisfied with the processes used for decision making.	When parents have concerns with any aspects of the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.	5	5	5	5	5	5	5	5	5	5	5	5	Met		23MAY2023	2023
37681060137034	Audeo Charter School III	3	The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 100% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 100% of parents report that the school provides innovative and engaging learning environments.	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. Audeo 3 regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Utilization of Parent Square further provides communication and engagement of educational partners with the school.	The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal to participate in at least 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.	Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed.	Audeo 3 is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals.	The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2022-2023 the school received input from nearly 100 students and parents and used the results in the development of the 2023-2024 LCAP.	Educational partner input into decision making is actively sought through multiple venues. Audeo 3 will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
37681063731023	Escondido Charter High	3	Escondido Charter High School (ECHS) places a consistent and substantial effort into cultivating trusting and respectful relationships with both our students and their families. We acknowledge the pivotal role of timely and relevant communication in fostering an atmosphere of openness and inclusiveness within our school community. To achieve this, we utilize various communication methods.  The Charter Notes serve as one of our primary communication channels, distributed to parents via email. These notes serve as an invaluable tool for keeping families well-informed about upcoming events, essential activities, and critical messages directly related to their students' experiences at school. In cases where special or time-sensitive communications are necessary, ECHS ensures swift contact with all parents through email, utilizing the Constant Contact platform. Additionally, several of our dedicated teachers play a crucial role by consistently providing families with informative class newsletters, further facilitating the flow of information.  At ECHS, we recognize the significance of nurturing robust relationships among teachers, parents, and students for both academic success and personal development. We actively encourage our teachers to engage with parents on a regular basis, ensuring that parents remain well-informed about their students' progress. This commitment to communication includes regular emails and phone calls, which not only keep parents involved but also foster a productive working relationship between the home and the school.  To offer parents a comprehensive understanding of their students' educational journey, we strongly encourage parents to attend our Back-to-School night, where they can meet teachers and understand academic expectations for the upcoming year. Furthermore, our administrative personnel are readily available during morning drop-off and afternoon pick-up times, ensuring accessibility for any necessary discussions with parents. We also collaborate closely with the Parent Volunteer Organization to involve parents in advancing our school's mission.  At ECHS, we go beyond traditional communication methods, organizing user-friendly special events. Our Parent Education Seminars empower parents with a deeper understanding of active involvement in their students' education. Timely topics range from expanding Student Services to provide social and emotional counseling, vaping, substance abuse, and addictive behaviors, and age-appropriate active shooter training.  Beyond direct communication, ECHS hosts on-campus events for family involvement. History Night showcases student work and engaging historical presentations. Our Arts Festival celebrates students' artistic talents and achievements. These special events strengthen our school community and enhance family engagement in our mission.	The school's current focus includes parent education seminars and enhancing foreign language support. Moving forward, ECHS will continue investing effort in understanding our families, their strengths, cultures, and goals for their students.	Escondido Charter High School (ECHS) is committed to increasing engagement with underrepresented families. To achieve this goal, we are channeling our energy and resources towards gaining a deeper understanding of these families. This includes recognizing their strengths, celebrating their diverse cultures, and understanding their aspirations for their students. Our ongoing efforts to foster engagement involve hosting parent education seminars and continuing to enhance the school's foreign language support.	At ECHS, we hold the belief that parents play a pivotal role as the primary educators of their children. We embrace this partnership and work collaboratively with parents to ensure that they are equipped with quality teachers, materials, and resources. This collaborative approach instills confidence in parents, empowering them to actively contribute to their students' learning and holistic development.  The school is committed to strengthening family-school partnerships, beginning with assisting parents in finding the most suitable learning options for their children. In pursuit of this goal, the school offers a comprehensive range of educational choices including the Traditional Learning Option, Flex Classical Learning Pathway, and Flex Personalized Learning Pathway.  Our school employs well-structured policies and programs to provide valuable information and resources to families, supporting student learning. Before students join Escondido Charter High School, we hold New Parent Orientation meetings to introduce academic expectations and policies, addressing any queries they may have. New students attend a welcoming New Student Orientation a week before the school year begins, which includes campus tours, book distribution, and locker orientation. We provide daily planners and maintain updated online homework assignments for easy access. For additional support, academic tutorials with classroom teachers are available after school.  Our Student Services Department plays a vital role in guiding students and their families on their educational journey. Our dedicated counselors engage in annual individual meetings with students to craft personalized educational plans aligned with their unique needs and aspirations. Furthermore, we offer a range of college seminars for both students and parents, facilitating a deeper understanding of post-secondary options and developing effective strategies for success. Recently, we expanded our seminar offerings to encompass community colleges, ensuring students are well-informed about all their possibilities. These seminars are continually updated and enriched, now including comprehensive guidance on college applications, scholarships, and financial aid. Additionally, we actively invite colleges to our campus, where they provide the latest information about their programs directly to our students.  In addition to in-person interactions, we offer parents access to our online grade book system, ensuring real-time access to critical student performance data. With three grading periods in each semester, parents have the tools to monitor student progress effectively and identify any potential challenges at an early stage. This multifaceted approach to communication and support underscores our commitment to fostering a collaborative learning environment for the benefit of our students and their families.	ECHS aims to enhance its partnerships with parents and boost student outcomes, we are committed to clear communication. We will utilize interpreting services whenever necessary to facilitate effective parent-school communications. Furthermore, we are in the planning stages of expanding the Wooden Wins initiative, which focuses on character development and enhancing students' emotional intelligence.	As the school seeks to improve its partnerships with parents and improve student outcomes, the communications framework will continue to evolve to provide exceptional parent/school communications, inclusive of all. An area of emphasis, designed to support underrepresented families, will include hosting community events for parents on topics of interest to the school’s families.	At ECHS, our commitment to involving families in decision-making is evident through the numerous opportunities to provide input and timely, clear communication. Parents actively participate in various advisory bodies and hold positions on the school's Governing Board, where they provide valuable input on a wide range of activities and projects. Notably, during the development of our Local Control Accountability Plan (LCAP), parents take part in a dedicated committee tasked with reviewing and making recommendations for the draft document. To ensure transparency and accessibility, the draft LCAP is readily available both online and in print upon request, and parents are actively encouraged to submit their comments either prior to the public hearing or directly to the Board during the hearing itself.  Our dedication to inclusivity has been a particular strength over the past two years, with a sharp focus on timely communication with non-English-speaking parents and guardians. These efforts have resulted in increased access and input from these families. To further enhance our engagement and gather valuable insights, ECHS consistently utilizes online parent surveys throughout the year, inviting feedback on a wide array of issues. Looking ahead, our communications team is poised to expand the use of social media as a platform to connect with all families, including those from underrepresented groups. Additionally, we are actively working to create more opportunities for family engagement through initiatives such as mini presentations, coffee talks, and various small group activities.	In response to the insights gained from our educational partners and the analysis of local data, the LEA has identified specific areas for improvement in our input-seeking processes regarding decision-making. Our primary focus centers on engaging all families, with particular attention to underrepresented groups within our school community.  Over the past two years, we have placed significant emphasis on ensuring timely communication with parents and guardians whose primary language is not English. These dedicated efforts have yielded substantial improvements in accessibility and input from these families.  Continuing our commitment to nurturing strong partnerships with parents, ECHS employs online parent surveys as a valuable tool to gather information and elicit feedback on a wide range of issues throughout the year. Furthermore, our communications team is actively planning to expand our use of social media platforms to reach all families, with a specific focus on ensuring that underrepresented groups are included in these outreach efforts.  Additionally, the school is proactively working on creating more avenues for families to interact with the administrative team in meaningful ways. These initiatives encompass hosting mini presentations, coffee talks, and various other activities in smaller groups. Looking ahead, our primary objective remains to make it more convenient for family members, especially those from underrepresented backgrounds, to actively participate in advisory groups and the decision-making process.	At ECHS, our collaborative efforts are dedicated to thoughtfully planning, executing, evaluating, and enhancing our family engagement initiatives. We employ a wide array of strategies, including language translation services, targeted surveys tailored to reach underrepresented populations, and a warm and welcoming approach by our administrators who greet all individuals as they enter and exit the campus, both before and after school hours.  Our commitment extends to actively seeking input from parents to not only refine our existing activities but also to expand the range of offerings available to our diverse community. We are dedicated to ensuring inclusivity for our underrepresented populations.  Looking ahead, the school will remain dedicated to streamlining the process of facilitating family engagement in advisory groups and the decision-making process. We are particularly committed to increasing the involvement of underrepresented families in shaping our educational community.	5	5	5	5	4	5	5	3	4	4	4	4	Met		07JUN2023	2023
37681140000000	Fallbrook Union Elementary	3	"Fallbrook Union Elementary School District annually surveys all TK-8th grade parents.  The survey assesses seven criteria and includes an open-ended comment section.  Key findings from the survey include input on school climate and culture, parent engagement and communication, parent education topics, and parent perception of the academic program and school safety.  FUESD's analysis of survey results highlighted the following, which were commensurate with LCAP Parent Forum input:  There was an 11% increase in feelings of having a voice and input, a 14% increase in positive responses to workshops offered for parents, an increase in positive feelings related to sufficient instruction in math, reading, writing, science, history/social science, English language development, and physical education, and 96% of parents reported students feeling safe at school.  Overall, our parents and community felt ""welcome on campus.""  The increase in survey responses and attendance at school events and workshops has demonstrated progress in building relationships between schools and our families."	FUESD's self analysis suggested the need to continue working on building relationships between parents and the administrative teams and other classified staff members, such as playground supervisors, assistants, etc.  While we saw a percentage increase, the overall positive responses in these two areas were at 83% and 88%, while office staff and teacher responses were over 90%.	The District has identified staff training as our area of focus to support relationship building.  FUESD identified a need to support our staff with learning more about our families and our community.  We would like to focus on leveraging family's strengths, cultures, and languages to support students, as well as helping to understand parents' goals for their children.  We believe continuing the focus of creating supportive and positive school cultures and climates, along with providing our staff with additional training and support in understanding families, we will improve the engagement of underrepresented families.	FUESD's strength continues to be building partnerships with parents through strong regular communication, inviting parents to participate in leadership roles at our sites and the district level, as well as providing parents with learning opportunities through parent nights and family workshops.  Annually, all schools provide families with a calendar of workshops and events included within their Parent-Family Engagement Policies.  Parent advisory committees make recommendations as to events and recommendations that would benefit parents.  Annually, the district has two designated Parent-Teacher-Student Conference windows for review of student progress, as well as provide other means for regular communication between home and school including, but not limited to, Teacher Classroom Google Sites, and access to staff email addresses and work phone numbers.  Back to School Night and Open House are well attended.	While our schools and district have strong committees and offer a variety of workshops and events for families, we did identify that building partnerships that focus on student outcomes beyond individual committees (ELAC, SSC, PTA, Lighthouse Teams) is an area of growth.  We would like to see cross participation among our committees, and we would like to see higher attendance with events such as Coffee and Conversations and academic topic focused education nights.  All schools will conduct a minimum of three Coffee and Conversations in which the principal invites families to attend a meeting to discuss specific topics throughout the year and they will offer up to three family education nights.	An area of improvement will be providing professional learning that supports teachers and administrators to improve the schools' capacity to partner with families.  While we have systems that support regular communication, support with a variety of parent committees, we believe professional development is how to connect and build trust with our underrepresented families would support stronger partnerships.	"Our school sites and district offer a variety of ways to engage families in advisory groups and with decision-making.  Active advisory groups include Parent Advisory Councils at our district preschool center and for our districtwide Migrant Education Program, school Lighthouse teams, PTA/PTSO at all of our school sites, including the preschool, School Site Councils (all school sites), English Learner Advisory Committees at all in-town school sites, as well as a District Advisory Committee and District English Learner Committee made up of teacher and parent representatives from all schools sites.  Each year our Director of Curriculum and Instruction hosts individual advisory group boot camps to review with principals and staff ""how to involve families in advisory groups and decision making"" at the site and provides training materials for SSC/ELAC.  In addition, we illicit parent feedback in an Annual Needs Assessment developed by DELAC/DAC, offering other Parent Surveys through Panorama and Google forms and offering multiple dates and times for parent input into the district LCAP.  The schools/district ensures that all meetings (committee/engagement activities) are provided in both English/Spanish and that meeting times vary to support the engagement of working families.  Outreach for activities is done in various ways; for example, all-calls, texts, emails, paper flyers, digital flyers, and personal phone calls to ensure that all families, including our underrepresented families, are notified.  Finally, parent committees use the data and feedback from parent surveys and the Needs Assessment to plan, implement, and evaluate family engagement activities.  As a district, we are committed to ensuring high levels of involvement and communication. We will continue to improve participation levels by recruiting various parents to participate in leadership roles and committees.  FUESD has active parent committees that participate in providing authentic input."	As we continue to look to improve our Seeking Input for Decision-Making, we will be seeking ways to increase parent participation at the school sites, specifically in the area of LCAP Input sessions and our Title Parent Information Nights.  This year, we experienced low attendance at the school sites for these two input events.  While our parent committees are strong, we would like to broaden involvement and input beyond committees.	As we continue to look to improve our Seeking Input for Decision-Making, we will be exploring ways to increase parent participation in ELAC meetings beyond committee members. We would like to increase interest and attendance to EL parent opportunities, Title Parent Information Nights, and survey responses.  We would like to continue to grow participation in meetings by offering in-person and virtual options, as well as provide a bilingual community liaison or receptionist at each school to support parents who may need help responding to questionnaires and input surveys.	4	4	3	5	3	4	5	4	5	4	5	5	Met		20JUN2023	2023
37681220000000	Fallbrook Union High	3	One of the LEA's areas of strength is the employment of a district bilingual liaison who serves as a parent and community liaison for the school site. The bilingual liaison works in the Parent Welcome Center, where parents can come and access computers to look up students' grades, confirm and check their data in the system, inquire about resources, and have a work space if they are parent volunteers. Our bilingual liaison also runs a parent leadership workshop in which he provides support and education to parents who want to learn how to navigate the school system. During the 2022-2023 school year the district employed in conjunction with our existing College and Career Personnel, a bilingual College and Career Community Liaison.  This position has served to support and develop trusting relationships between the school and parents.    New staff members are required to participate in a two day ELD Standards training in which they participate in a student panel to learn more about student and they participate in either home visits or parent empathy interviews to learn  more about families in the district.   The LEA also has a strong PTSA and works with families through a variety of different programs such as the Global Village, CTE, Band, ASB, and athletics	The LEA has demonstrated progress with a strong ELAC and DELAC committee who inform strong School Site Councils at school sites. Additionally underrepresented parents are supported through the Saturday Academy and through the Parent Leadership Workshops, Mano a Mano Parent Workshops, and PIQE workshops offered by the LEA. Parents are also involved in individual school sites through Coffee with the Principal, Coffee with the Counselor, the Global Village, ASB, band, and athletics.   A focus area for improvement would be providing opportunities for families, teachers, principal's and district administrators to work together to plan, design and implement family engagement activities at both the school and district levels.	One of the LEA's strengths in this area is the Mano a Mano and/or PIQE Parent Workshop and the parent leadership workshops that are offered to parents throughout the course of the school year.  There will also be college and career readiness workshops provided to both English and Spanish speaking families in regards to College and Career Ready Milestones to adequately prepare students for either Career and/or College.   The LEA offers a Saturday Academy in which both represented and underrepresented parents have access to courses such as computers, ESL, Citizenship, Ballet Folklorico, and INEA. Parent Leadership and the Saturday Academy both serve all parents but focus on underrepresented parents.   Other areas of strength are the School Site Councils, Coffee with the Principal, Dinner with the Counselor, ASB, Band, Dual Immersion, and athletics. Parents are interested, involved, and invited to support these programs on school sites.	The LEA’s strength’s for building partnerships for student outcomes are the implementation of ELAC, DELAC, School Site Council, Coffee with the Principal, and Local Control Accountability Plan Educational Partner meetings, Trimester implementation meetings and Freshmen Showcase. Parents during the 2022-2023 school year were continuously invited to participate in a variety of ways at the school site.    Mano a Mano was well attended with 85 parents participating in the workshops in 2021-2022.  PIQE was well attended with 20 parents duringt he 2022-2023 school year.   Saturday Academy is also an excellent opportunity for parents to be involved at the school and participate in classes alongside their student.  The inclusion of a bilingual College and Career Community Liaison further strengthens and expands the partnerships being built between schools and parents.	The LEA continues to focus on a variety of ways in which parents and educational partners can provide input and support student outcomes.  The district has implemented a ThoughtExchange platform for parents to voice thoughts and ideas on topics of interest.  This has given voice to a new and wider demographic of parents.	The LEA currently engages underrepresented families during ELAC and DELAC meetings and via Thought Exchange.  As the impacts of the pandemic subside, the LEA is looking at opening the Parent Welcome Center to more parents who would like to serve as volunteers.  Similar efforts are occurring during the Saturday Academy as the LEA identifies community partnerships and additional classes that can be added for students and parents.	The LEA has a process in place to seek input for decision making via a variety of methodologies. All ELAC, DELAC, School Site Council, Coffee with Principal meetings provide input in decision making and information shared is disaggregated and considered in the development of the LCAP.  In addition to committees, parents are also offered the opportunity to provide input on Thought Exchange.   In person and virtual meetings are also offered to parents to engage in the LCAP development and provide input.	The LEA continues to focus on a variety of ways in which parents and educational partners can provide input and support student outcomes.  The district has implemented a ThoughtExchange platform for parents to voice thoughts and ideas on topics of interest.  This has given voice to a new and wider demographic of parents.	The LEA currently engages underrepresented families during ELAC and DELAC meetings and via Thought Exchange.  As the impacts of the pandemic subside, the LEA is looking at opening the Parent Welcome Center to more parents who would like to serve as volunteers.  Similar efforts are occurring during the Saturday Academy as the LEA identifies community partnerships and additional classes that can be added for students and parents.	3	4	3	4	3	2	2	4	4	3	4	4	Met		28JUN2023	2023
37681300000000	Grossmont Union High	3	The Grossmont Union High School District (GUHSD) maintains a variety of ways to build productive relationships with students and their families. The GUHSD has conducted training for teachers, administrators, and staff on multiple online platforms (for example: ThoughtExchange and Talking Points) to provide two-way, multi-lingual options for parent and family communication. The District regularly holds public meetings and forums on everything from grant opportunities and initiatives to strategic planning to IEP nights and CTE career fairs.	The Grossmont District continually reviews options for improving the school-family relationship. We are continuing to build the infrastructure needed to communicate with parents in real-time. One area of targeted improvement is in increasing the use of Parent Portal. In 2022, the Parent Portal became our primary means of delivering CAASPP and ELPAC test scores.	The Grossmont District has expanded its ability to provide translations for school-generated correspondence and documents in addition to in-person events and meetings. Language support is available by District translators in Spanish and Arabic. Translation services are provided for other languages. Support for underrepresented families is a central item to the District’s LCAP plan and a variety of options are available for families with English Learners (EL), students with disabilities (SWD), as well as foster and homeless youth.	One of the biggest areas of improvement in the District’s progress at building partnerships is the adoption, integration, and use of Schoology. Schoology is a web-based learning management system (LMS) that allows teachers to create and assign tasks. This provides parents and students with a robust connection to classroom assignments, homework, and course content.	The GUHSD is focused on expanding opportunities for partnership building and increasing parent involvement in events such as school site council meetings, advisory meetings, and events that promote parent engagement.	The GUHSD is focused on expanding efforts to involve students and parents/guardians of underrepresented groups to increase involvement and awareness of school programs that affect student outcomes.	The District maintains a number of avenues for parents to get involved in decision-making. These include: school site councils, parent nights, IEP nights, Parent Access nights, the English Learner Advisory Council (ELAC), the District English Learner Advisory Council (DELAC), the District Advisory Committee (DAC), school site council meetings, APT meetings, Community Advisory Committee (CAC) offered through the SELPA, multiple opportunities to participate in WASC accreditation, the Parent Teacher Student Association (PTSA), booster clubs, the CTE Advisory Committee, and various community-based strategic planning sessions. We have used ThoughtExchange to gain insight from our students, parents, and community members in District decision-making.  As well, each school site offers a number of opportunities for parents to get involved.	The GUHSD continues to work on increasing parent and community engagement by expanding access and opportunities for involvement in district decision-making.	The District has more broadly advertised the availability of parent involvement forums and has made specific requests for getting parents more involved. Combined, these efforts correspond to the priorities contained in the District’s Local Control and Accountability Plan (LCAP) where parent engagement is a high priority.	3	2	2	3	2	4	3	4	4	4	3	3	Met		12JUN2023	2023
37681300139063	The Learning Choice Academy - East County	3	Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.	We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students.	Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.	The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.	A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families. Another focus area for improvement is to support families to understand and exercise their legal rights and advocate for their own child(ren).	The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.	The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).	A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.	The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met		21JUN2023	2023
37681303731262	Steele Canyon High	3	Steele Canyon provides families with information and resources to support student learning and development in the home through events like Cougar Parent 101, Math Night for freshmen, along with Curriculum Nights that are hosted each term. Steele Canyon has SST meetings for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The Steele Canyon Parent Handbook is designed to communicate policies and procedures to all of our families. It is updated annually and can be found on our website. Additionally, Steele Canyon provides information regarding their legal rights at 504 meetings, IEP meetings, expulsion referrals, and formal complaints to understand and exercise their legal rights and advocate for their students.	Steele Canyon prides itself on establishing positive relationships with our families. We invite our families on campus throughout the year to make them feel welcome, showcase our programs, and provide information. Steele Canyon staff is accessible to our families through email, phone callsl, and grades are communicated regularly through our student information system. We regularly keep families informed through website updates and Parent Square communications.  As our demographics are shifting, we continue to focus more on educating our staff about each family's strengths, cultures, and languages. As an area of focus, we will continue to increase opportunities for our community to provide feedback (in multiple languages) on how we can best meet the needs of our students and we are doing this through regularly scheduled Coffee with the Principal events both in-person and virtually.	Steele Canyon provides multiple opportunities to include families in the decision-making process including Cougar Council, School Site Council, ELAC, PIQUE, Si Se Puede, interviewing potential staff members, and governing board. We have plenty of events and opportunities to communicate with families and we will make a greater effort to solicit their input at these events to use when making site-based decisions. Our area for improvement is to build the capacity for our families to engage in the decision-making process.	Steele Canyon provides families with information and resources to support student learning and development in the home through events like Cougar Parent 101, Math Night for freshman and Curriculum Nights. Steele Canyon has SST meetings for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The Steele Canyon Parent Handbook is designed to communicate policies and procedures to all of our families. It is updated annually and can be found on our website. Additionally, Steele Canyon provides information regarding their legal rights at 504 meetings, IEP meetings, expulsion referrals, and formal complaints to understand and exercise their legal rights and advocate for their students. Our focus area of improvement is to provide professional learning and support to staff to improve our school’s capacity to partner with families.	Steele Canyon provides multiple opportunities to include families in the decision-making process including Cougar Council, School Site Council, ELAC, interviewing potential staff members, and governing board. We have plenty of events and opportunities to communicate with families and we will make a greater effort to solicit their input at these events to use when making site-based decisions. Our area for improvement is to build the capacity for our families to engage in the decision-making process and our focus area for improvement is to host our Monthly Coffee with the Principal both in-person and virtually for easy access for our families.	Steele Canyon prides itself on establishing positive relationships with our families. We invite our families on campus throughout the year to make them feel welcome, showcase our programs, and provide information. Steele Canyon staff is accessible to our families through email and phone calls, and grades are communicated regularly through our student information system. As our demographics are shifting, we need to focus more on educating our staff about each family's strengths, cultures, and languages. Additionally, we plan to continue to increase opportunities for our community to provide feedback (in multiple languages) on how we can best meet the needs of our students.  The LCAP process also provides many opportunities to assist parents with understanding expectations for their students. Participation from all parents is solicited, including parents of English Learners, students receiving Special Education services, foster children, and families whose children receive free or reduced-price lunch.  Technology is a tool often used to both communicate information and request feedback about the LCAP goals and actions. Annual surveys and Thought-Exchanges will be administered to interact with various stakeholders.	Steele Canyon recognizes that parents and guardians are the most influential stakeholder in a student’s life.  SCHS seeks to partner with our parents and guardians and provides multiple opportunities to include families in the decision-making process including Cougar Council, School Site Council, ELAC, interviewing potential staff members, and governing board	We have plenty of events and opportunities to communicate with families and we will make a greater effort to solicit their input at these events to use when making site-based decisions.  Our area for improvement is to build the capacity for our families to engage in the decision-making process.	SCHS also closely monitors student attendance daily and communicates with families in a timely manner, especially families of migratory, foster, or homeless youth, in order to minimize disruption to educational services.	4	4	3	4	3	4	4	4	4	3	3	3	Met		23MAY2023	2023
37681303732732	Helix High	3	HCHS staff has an appreciation for the importance of parent involvement. High levels of attendance at Summer Conferences, Back to School Nights, Parent Shadow Days, and other school based events, provide evidence of effectiveness in this area. All staff members place a high value on including all parents/guardians as equal partners in the education of their children. Communication plays an essential role in building and maintaining positive productive relationships between families and our school. This year we have added the addition of Community Relations and Event Coordinator to focus on improved communication and community engagement through family first events and updated website and social media channels. As well as the Grade Level Principal on Special Assignment position to improve community feedback on items such as the Local Control Accountability Plan.  Helix is proud of the collaborative relationship and work to provide a welcoming and supportive environment for students and their families.  We engage in ongoing two-way dialogue with our community via parent education evenings, strategic plan development, surveys, activities on site and virtual.  Our Leadership Team provides ongoing information through our InTouch phone caller system, monthly newsletters highlighting student learning/activities and direct communication via email. We assist our parents in understanding academic expectations through several strategies. Summer Conferences, Monthly GLT meetings and Family First Thursday Info nights provide opportunities for parents to learn strategies for supporting their children's academic achievement and emotional wellbeing. Information is also provided via Back-to-School Nights, Open House, and via quarterly Progress Reports of academic progress.	In addition to maintaining the effective elements in place to sustain the positive relationships which already exist between school staff and families, the focus area for the 2022-23 school year will be to implement an ongoing Family Engagement Council to monitor the effectiveness of existing communication structures and refine them as necessary.  Helix added two new roles to our administrative team: a Community Relations and Engagement Coordinator (CREC) and a Grade Level Principal (GLP) on Special Assignment. The CREC focuses on optimizing the Helix website and social media channels as primary methods of communication. The GLP on Special Assignment helps with many behind the scenes programs on campus, which also helps to free up the Grade Level Principals to focus more time with students.	Helix is dedicated to work focused on diversity, equity, and inclusion, which includes the development of a multi-year equity plan facilitated by a partnership with San Diego County Office of Education and National Center for Urban School Transformation.  A primary objective of this work is to ensure equity and inclusion of all students and their families, including those that are underrepresented. Our parent email software now allows for families to select one of ten different home languages, which we hope will allow for more accessibility.	Staff at Helix work to provide welcoming environments for all families in our community. Teachers, Student Support and Administrators communicate regularly with families. Grade Level Teams send out regular communication and have monthly Grade Level Coffee Talks and/or Family First parent education sessions. We provide Back-to-School Nights twice a year to allow teachers to give an overview of the goals for that course and also share ways in which parents can partner with teachers during the year.  Summer Conferences are held each year.  These meetings are an opportunity for the Grade Level Team to provide specific information on academic progress, their four-year plan and social-emotional status at school.  Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child.   Student Intervention Team (SIT) meetings provide support for students who are not meeting expected goals or are presenting with attendance or behavior concerns.  GLTs hold SIT meetings to facilitate and support parents, teachers, and students to collaborate on how to implement strategies and accommodations to support student success in all classes. Students with an Individualized Education Plan have annual meetings to review progress and review their plan.  Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have.  Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared.	We will continue to implement the listed effective strategies which support partnerships for student outcomes. During the current school year, we are focused on proactive, early interventions by the Grade Level Teams.  Additionally, we are refining  and communicating our Multi-Tiered System of Supports MTSS and Multi-Tiered Multi-Domain Supports to the entire school community.	Feedback specific to underrepresented families is sought out via parent surveys.  To ensure their active engagement, care is taken to ensure there is representation on Advisory Committees. Our MTSS/MTDS works to ensure that no subgroups of students fall through the cracks.We are looking forward to reinstituting Family First parent information meetings, where we are able to connect with our underrepresented families.	Stakeholders including students, parents, and staff engage in meaningful dialogue and provide input to Helix strategic planning through formal groups such as the Charter Board, Parent-Teacher Student Association (PTSA), English Language Advisory Committee (ELAC), Helix Teachers Association (HTA), Helix Classified Association (HCA), Restructuring Committee, Department Chair Council, Leadership Team, Professional Development Team and Staff Equity Team. Parent input and involvement in the development and annual review of schoolwide objectives occurs via participation in scheduled meetings and surveys as well as focus group sessions. The strategic planning and annual goal-setting process provide opportunities to assist parents with understanding expectations of the plans and how it impacts their children. Continued refinement of focus group sessions will contribute authentic stakeholder input, including students and families from underrepresented groups,  and including methods for participation among families who speak a language other than English.	During the 2022-23 school year Helix will be engaging our educational partners as we continue to refine our strategic plan, the Local Control Accountability Plan, based on our current findings. During this process, we will ensure input from all groups, including those that are underrepresented to inform the development of this plan, including methods for participation among families who speak a language other than English.	We will continue existing practices that have been effective in ensuring the input from under-represented families is included and informs decision-making and we will ensure their participation in the strategic planning process.Helix added roles to our administrative team: a Community Relations and Engagement Coordinator (CREC) and a Grade Level Principal (GLP) on Special Assignment. The CREC focuses on optimizing the Helix website and social media channels as primary methods of seeking input. The GLP on Special Assignment helps with many behind the scenes programs on campus, which will aid in gathering input.	5	5	4	5	5	4	4	5	5	4	4	5	Met		26JUN2023	2023
37681550000000	Jamul-Dulzura Union Elementary	3	Based on the analysis of educational partner input and our local data, JDUSD’s current strengths and progress focus around the rejuvenation of our on campus Family Nights.  JDUSD hosts our traditional Family Nights such as Family Financial Literacy Night which was sponsored by the San Diego Council of Economic Education, PTO events, and other opportunities for parents and the community to come to our campuses to celebrate student learning. A Dance Team recital, National History Day, Open House, Back to School Nights, Spring Fling, and McTeachers Night are a few of the opportunities.  JDUSD has also ensured that families are involved in our Strategic Planning, School Site Councils, ELAC/DELAC, and Parent Advisory Groups.  JDUSD will continue to host a Parent IEP Education and Networking event with the East County SELPA. We have also begun planning our annual Family Literacy Night, Pi Night, Movie Night, Night at the Museum (for National History Day), and other community events. In addition the Jamul Community Church brought their Common Thread clothing exchange to the elementary school Back to School Night.	Based on the analysis of educational partner input and our local data, our focus for improvement is to ensure that we have representation from all our student groups when our parents are involved. This means that we actively seek out parents that represent our unduplicated pupils along with our largest racial groups in order for everyone's voice to be heard.	Based on the analysis of educational partner input and our local data, during the 2022/23 school year we focused on improving representation on our Strategic Planning team of families of students with disabilities, low social economic, and homeless youth. We had concentrated in the past on including families who represented English Learners and continue to do so. We will continue to strive to include homeless families as this was the groups that we did not successfully have represented on the team.	Based on the analysis of educational partner input and our local data, JDUSD’s strengths for building partnerships for student outcomes are that we have multiple committees for families to serve on, that we offer as many meetings as possible at multiple times in order to facilitate participation, we translate meetings and materials, and we offer parent/teacher conferences to all families twice a year.	Based on the analysis of educational partner input and our local data, our focus for improvement is to ensure that we have representation from all our student groups when our parents are involved. This means that we actively seek out parents that represent our unduplicated pupils along with our largest racial groups in order for everyone's voice to be heard.	Based on the analysis of educational partner input and our local data, during the 2022/23 school year we focused on improving representation on our Strategic Planning team of families of students with disabilities, low social economic, and homeless youth. We had concentrated in the past on including families who represented English Learners and continue to do so. We will continue to strive to include homeless families as this was the groups that we did not successfully have represented on the team.	Based on the analysis of educational partner input and our local data, JDUSD has multiple strengths for seeking input for decision making. Frist we have a strong Strategic Planning Team made up of staff, school board, families, and community members. The Strategic Planning Team is the group who looks at data and gives direct input to the LCAP. In addition, JDUSD offers multiple opportunities for other groups to give feedback for decision making by having meetings take place at different times throughout the day, by offering the option to zoom in, and by having translators available for input meetings throughout the year.	Based on the analysis of education partner input and our local data, our focus area for improvement in Seeking Input to to find a way to ensure that all families realize that they are being given the opportunity to give input and that they then take that opportunity to do so.	Based on the analysis of educational partner input and local data, we will continue to work to improve engagement of underrepresented families through the use of our website, social media, principal all calls, emails, personal phone calls, teacher communications, committees, survey and events where families want to be on campus and then we ask them for their input while they are here.	4	4	3	4	4	4	5	5	5	4	4	5	Met		22JUN2023	2023
37681556117303	Greater San Diego Academy	3	Due to the nature of GSDA's personalized learning homeschool program, the area of building partnerships for student outcomes is an overall strength. Educational consultants meet monthly with parents to discuss student progress and provide information and resources to support student learning and development at home. GSDA educational consultants communicate with families via email and text regularly to support student learning and address family needs.  GSDA office staff also engage in regular communication with current and prospective families to provide support regarding the GSDA program.	Overwhelming feedback from parents showed that they are happy with the personalization, flexibility, and support provided by GSDA teachers. Some have requested building a network for the students, teachers, and parents to be able to support each other and socialize.	GSDA has had limited success in engaging underrepresented subgroups.  During recent educational partner meetings, we received feedback that offering both virtual and in-person options for all parent meetings may result in a higher participation rate.  It was also noted that offering food at the in-person meetings is a big draw.	As a homeschool program that focuses on personalized education, GSDA's foundation is built on the ability of staff to build relationships with families. Monthly professional development builds on the staff's capacity for fostering strong relationships with the families they support. GSDA administers a parent survey for students in grades K-12 annually. As part of our school mission, we seek to provide a safe and supportive learning environment for all students. The annual parent survey along with an annual survey for students in grades 7-12 helps to ensure that we are succeeding in providing that environment. In addition to our school mission, our annual LCAP also seeks to provide a safe and supportive learning environment for all students. Many of the specific steps taken each year as listed in our annual LCAP were derived from suggestions and feedback from our annual parent and student surveys.	Based on educational partner feedback, GSDA's focus area for improvement is related to playground improvements.  Overall students are satisfied with the level of support they receive and the resources provided by GSDA.	Since all teachers meet parents and students at least monthly to discuss academic progress, social-emotional supports, and available resources, all families are equally represented in regards to building partnerships for student outcomes.	GSDA provides opportunities for families to provide input on policies and programs and to engage in advisory groups and decision-making. Parents can attend parent workshops, serve on Charter Council, and provide input on annual surveys. Parents may also provide input via monthly consultations.	Participation in on-campus events such as workshops and Charter Council has been inconsistent over the years. GSDA recognizes that an area for improvement is in parent involvement for English Learners. The population of English Learners is extremely small at GSDA. While the parents are highly engaged in their child's education due to the nature of our program, more work needs to be done on the overall involvement of parents of English Learners in the school community. GSDA seeks to include representatives from this population through invitations to participate on Charter Council and attend schoolwide events.  Although parent meetings began to be offered in a virtual format, GSDA is still struggling to engage parents in schoolwide advisory groups.	During recent educational partner meetings, we received feedback that offering both virtual and in-person options for all parent meetings may result in a higher participation rate.  It was also noted that offering food at the in-person meetings is a big draw.	5	5	5	5	5	5	5	5	4	3	3	3	Met		20JUN2023	2023
37681630000000	Julian Union Elementary	3	We meet with parents through our LCAP committee and through other groups including: English Language Liaison parent group, Pathways community outreach meeting, and Indian advisory meeting. We continue to work to gather more input from our parents and community members.	We have some amazing families and several families participate in a lot of planning and decision making process. It has been difficult to include some of our other families. These families are very busy and live a long distance from school. Our goal is to provide Zoom and other technology options for families as we move forward in planning and decision making meetings.	Many of our families who are underrepresented live farthest from our school campus.  We plan to offer flexible times for families to attend meetings and send information and resources to our most remote communities.	Our school has been established as the center of our community.  Our district covers a large geographic area, so the school is the place our community comes together.	Our families have asked for more updates and the use of technology resources.  We have a new website, multiple instagram accounts, and weekly phone messages to connect families.	Our Julian Pathways program allows us to work with many local groups and agencies to bring resources to connect our families and staff to ensure our student's success.	Most of our staff is or was also a parent here so everyone has a real interest in student success.  This allows for quick and easy feedback from a lot of our families.	Outreach to our families that live farthest from the school is a focus and an area we want to improve.  Digital options and flexible schedules allow these families to participate more.	Our Julian Pathways program offers many programs and community partnerships that allows for better partnerships and engagements with our underrepresented families.	5	4	4	5	4	4	4	4	4	4	3	4	Met		15JUN2023	2023
37681630128421	Harbor Springs Charter	3	One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, field trips, and school site council, and we communicate these opportunities to families.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals.	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference.	Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, weekly updates, and newsletters. All Springs caregivers are invited to take part in Parent Ignite! in which breakout sessions are offered on a variety of topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year.	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families. Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making.	We will increase our opportunities for family members to engage in advisory groups and decision-making, especially in seeking input from underrepresented groups in the community.	In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Pupil Services and Homeless Youth Liaison to develop this plan.	4	5	4	5	4	4	4	4	3	3	4	4	Met		08JUN2023	2023
37681630137109	Diego Valley East Public Charter	3	Diego Valley East (DVE) engages its educational partners during the quarterly PAC and ELAC, where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.	Based on input and data analysis, DVE would like to improve the number of participants who attend the ELAC meetings. One way this can occur is by providing educational partners with focused topics such as college planning, English classes for families, gang prevention, drug/alcohol abuse, etc.	To engage underrepresented families, DVE plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DVE has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves.	Through the analysis of input from DVE's educational partners, the strengths include students being supported in rigorous coursework, encouraged to graduate, and feeling connected to the staff. Student relationships are built on face-to-face interactions, virtual classroom experiences, and during small group instruction classes.	Based on input and data analysis, DVE would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	To engage underrepresented families and students, DVE plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DVE has seen when students are continuously engaged with communication from school-home, they are more engaged in their coursework, their attendance improves, and student-school relationships are strengthened.	DVE engages its educational partners during the quarterly PAC and ELAC, annual surveys, and parent-teacher conferences where feedback is garnished, local data is shared, and input is requested. In addition, the communication between the staff and educational partners is continuous by the use of multiple communication platforms such as parent-teacher-student conferences, L4L Connect Posts, phone calls home, text messages, emails, Data and Design, and updates posted in the school lobby.	Based on input and data analysis, DVE would like to improve the number of students and families who complete the annual survey to help inform the decision-making process. The rate of completion, if improved, would help determine social-emotional support, new courses, and academic support.	To engage underrepresented families, DVE plans to make additional contacts home in the form of L4L Connect Posts, phone calls, emails, text messages, Data and Design, and home visits. DVE has seen when families are reached out to in multiple formats, their attendance at school events increases, and the school-home relationship improves. Based on a family's preferred form of communication, DVE will seek input for the decision-making process.  One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops, and meetings, 100% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, Parent University workshops, open houses, back-to-school nights, and parent-teacher-student conferences.	4	4	4	5	4	5	4	5	4	4	4	4	Met		05JUN2023	2023
37681630138156	JCS - Mountain Oaks	3	JCS Mountain Oaks utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal setting conferences, conferences throughout the year, and end of the year Scholarly Presentations of learning.	JCS Mountain Oaks plans to increase our face-to-face regular contact with parents during daily contact with teachers at drop-ff and pick-up times. Providing regular monthly Director chats where parents will be able to be present to discuss topics with the director(s).	JCS Mountain Oaks utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal setting conferences, conferences throughout the year, and end of the year Scholarly Presentations of learning. The way in which we tried to engage underrepresented families was through personal phone calls and personal emails. Directors will take time to personally meet with families in need and provide assistance when needed.	JCS Mountain Oaks provided professional learning opportunities to teachers and principals, such as Nancy Fetzer writing training and Cognitively Guided Instruction in mathematics training. In terms of resources for parents, teachers provided curriculum, activities, and lessons to be worked on in the home during home study days. JCS Mountain Oaks staff regularly met with families & students to discuss progress during student-led goal setting conferences, regular parent teacher meetings, and end of year Scholarly Presentations. JCS Mountain Oaks provides a Parent Handbook that addresses their legal rights and how to advocate for their own children.	JCS Mountain Oaks plans to increase our face-to-face regular contact with parents during daily contact with teachers at drop-ff and pick-up times. Providing regular monthly Director chats where parents will be able to be present to discuss topics with the director(s).	JCS Mountain Oaks utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal setting conferences, conferences throughout the year, and end of the year Scholarly Presentations of learning. The way in which we tried to engage underrepresented families was through personal phone calls and personal emails. Directors will take time to personally meet with families in need and provide assistance when needed.	JCS Mountain Oaks has regularly scheduled School Site Council meetings composed of parents, classified staff, certificated staff, and students. During these meetings stakeholders provide input into the development of policies and programs. JCS Mountain Oaks actively engages the whole community by surveying all stakeholders. JCSMO regularly gathers data from stakeholders through surveys, School Site Council meetings, and PTO meetings.	JCS Mountain Oaks has regularly scheduled School Site Council meetings composed of parents, classified staff, certificated staff, and students. During these meetings stakeholders provide input into the development of policies and programs. JCS Mountain Oaks actively engages the whole community by surveying all stakeholders. JCS Mountain Oaks plans to increase our face-to-face regular contact with parents during daily contact with teachers at drop-ff and pick-up times and providing regular monthly Director chats where parents will be able to be present to discuss topics with the director(s).	JCS Mountain Oaks has regularly scheduled School Site Council meetings composed of parents, classified staff, certificated staff, and students. During these meetings stakeholders provide input into the development of policies and programs. JCS Mountain Oaks actively engages the whole community by surveying all stakeholders. Personal phone calls and emails to underrepresented families to improve engagement.	5	4	5	5	5	5	5	5	5	5	5	5	Met		09JUN2023	2023
37681630138628	JCS - Cedar Cove	3	JCS-Cedar Cove partners with parents to build relationships focused on the support and success of students. We also care about providing opportunities for family to feel connected to the community through social gatherings and school events. In the Home Study program, teachers, students, and parents create personalized learning profiles (PLPs) that outline learning targets, goals, strengths, challenges, and interests. Within the Academy, teachers see their students regularly for instruction and facilitating interest and personality inquiries to get to know them better. Academy teachers also meet with parents at via a before school Meet & Greet event, Back-to-School night, parent-teacher conference in the fall and the spring, daily at school pick-up, IEPs, and other meetings based on request. Communication among the school staff and parents is facilitated via weekly newsletters, phone calls, email, text messages, in-person conversations and meetings. Authentic relationships are also built via field trips and family events at the school.	"Via survey, parent partners have expressed appreciation for community events facilitated by the school and organizations affiliated with the school (ex. PTO). In general, parents would like more opportunities to socialize with the community and build quality relationships that would result in higher retention from year-to-year. Additionally, some parent partners want to see more consistency among staff members for communicating about ongoing student learning in our Academy program. This will be addressed with weekly classroom ""newsletter"" expectations and goalsetting conferences in the fall."	JCS-Cedar Cove utilizes ParentSquare for communication to build relationships with families, along with weekly newsletters, student-led goal setting conferences, conferences throughout the year, and project week presentations of learning. The way in which we tried to engage underrepresented families was through in-person conversions at pick-up/drop-off, personal phone calls, and personal emails.  Our school staff is strong in developing relationships with families and understanding their goals for their children. This is a core strength of our school as we strive to personalize education. We can improve the engagement of underrepresented families by decreasing the roster size of the teachers with the highest rosters and providing supports to those teachers in identifying strategies to engage those families.	JCS-Cedar Cove provides professional learning opportunities to teachers and principals such as formative assessment training, writing PLCs, Whole Brain Teaching, and researched-based reading practices. In terms of resources for parents, teachers provided curriculum, activities, and lessons to be worked on in the home during home study days. JCS-Cedar Cove staff regularly met with families & students to discuss progress during student-led goal-setting conferences, regular parent-teacher meetings, and project Presentations. JCS-Cedar Cove provides a Parent Handbook that addresses their legal rights and how to advocate for their own children. Our school provides the capacity for teachers to partner with families through our hybrid model, where teachers can personalize communication with families up to four days per week, or our home study model where teachers meet individually with families once every 20 days. Our school also provides high-quality resources for learning and development in the home.	JCS-Cedar Cove will continue to provide professional learning opportunities for using data and formative assessment in ELA and Math to drive lesson design and student learning activities. We will also increase the number of staff members with specialized training in research-based reading programs such as Orton-Gillingham. In our home study program, we will increase the standards-based curriculum options for middle school core subject areas. In our Academy program, we will create a system for utilizing outdoor learning, including gardening, to enhance learning opportunities.	JCS-Cedar Cove will ensure members of the next school site council group represent underrepresented students including students with disabilities, low-income students, and English-Language learners.	JCS-Cedar Cove has regularly scheduled School Site Council meetings composed of parents, classified staff, certificated staff, and students. During these meetings, stakeholders provide input into the development of policies and programs. JCS-Cedar Cove actively engages the whole community by surveying all stakeholders. Our school actively recruits participants in our School Site Council and promotes meetings for the public to attend.	JCS-Cedar Cove would like to increase the number of parent partners who complete school surveys and attend school meetings, such as the School Site Council meetings. We will attempt to do this with direct messaging from teacher to parent or by incentivizing participation.	JCS-Cedar Cove will utilize bilingual features of communication channels such as ParentSquare or google docs when language is a barrier between the school and the parent. We will also utilize Spanish-speaking members of our school staff to translate when possible. Teachers will identify individuals on their rosters who represent marginalized populations and increase communication with them. The JCS-Cedar Cove principal will recruit School Site Council member who represents underrepresented students including students with disabilities, low-income students, and English-language learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		09JUN2023	2023
37681630139402	Brookfield Engineering Science Technology Academy	3	Staff utilizes a variety of tools to communicate with families continuously.  Parent workshops are developed based on educational partner input and local data.  Input from SSC, ELAC, Healthy Kids survey, and teacher observation data.	The school is focused on increasing parent and student engagement.  This includes a family liaison connecting local agencies to parent workshops that align with the local needs of families.  Increasing in-person activities for families to engage with staff in a non-school-based setting.	Staff will implement various online clubs and workshops that engage students and families in STEAM-based activities to create a collaborative learning environment in the home.  Increase the type of parent workshops to engage a more diverse population.	We currently schedule a one-on-one meeting with every student and family on a monthly basis.  There, progress is reviewed, reading is practiced, and relationships are built.	We want to increase parent/student engagement at home to empower parents to be advocates for their student's learning.   We want to increase parent and student engagement at home by implementing STEAM-based projects that are club-based and not grade-based.	We will increase the type of workshops to allow a more diverse population to attend the workshops.  We will create opportunities for families to become actively engaged in STEAM activities at home with their students.	Our committees are active and regularly provide input on policies and local data.	We want to move our committees from providing input to also providing training and leadership in their respective roles.	We want to increase our in-person activities to provide opportunities to build stronger relationships with educational partners.  We would strategically develop activities in regions to bring families together from that region and connect them to a staff member.  That staff member would be their point of contact and advocate in the school.	4	4	3	3	3	3	3	3	5	5	4	4	Met		13JUN2023	2023
37681633731239	Julian Charter	3	Last year we established a Parents as Partners group to bridge the gap between school and parent communication. Although its first year was less successful than we had hoped, the parents who did attend found the workshops and community involvement to be very helpful. We intend to continued with our efforts to build a strong community through Parents as Partners. Our Parent Teacher Organization is also trying to assist us in building a strong culture. They have held some great events for our scholars and parents, and we hope to see membership grow next year. We have found it to be a challenge to build a community ince we are a fully virtual school. We have attended forums with other virtual schools to get ideas on how to strengthen this area for JCS-LIVE.	Parents and students indicated that they would like more activities both in person and virtually. During the 2022-23 school year, we planned many field trip opportunities and virtual events. Unfortunately, although parents and students relay that they want these opportunities, they are poorly attended. We intend to work harder to provide opportunities that parents and students truly desire, and have a calendar of events at the start of the school year to try and mitigate some of the losses we experienced due to non-attendance of these events.	We use ParentSquare as our primary communication with parents. ParentSquare can also be viewed in Spanish for our Spanish-speaking population. In addition, we have bi-weekly meetings with parents/guardians, as well as dates with the director each month to review growth mindset and build a community. We also have a PTO that supports all families. Parents are an integral part of our community and we work together as a team to support each student.	All JCS-LIVE teachers participated in leading edge certification relating to teaching online and supporting all students and families. In addition, JCS-LIVE teachers continue to develop strategies for working with all parents in a virtual environment. Creating these relationships is paramount to our success as a thriving school. We maintain an updated parent and student handbook to help all parents understand and their role and how to advocate for their student or themself (student). We are members of the Aurora Institute and are working on competency-based education. We also attended the DLAC Conference this year to glean information from other digital schools on best practices in this area.	We have broadened our scope of internship opportunities for high school students and will continue to build opportunities for students outside of the virtual setting. We will continue to provide kits and materials to students who want experiential learning opportunities. This year we had a digital photography and a video production class for 6-12th grade. We purchased new software and digital cameras and the classes were well attended. Ten students' art work was entered into the SD County Fair. For the 23-24 school year we are setting up more college and career readiness programs and opportunities for all of our students.	We have discussed this area in length and determined that our administrative assistant will make more phone calls to parents and students to determine how to best build this area of our school. We currently receive very little feedback from our parents, which makes it difficult to discern what they truly need in this area. We desire to engage parents as much as possible since they are our partners in education.	We truly have a desire to obtain input from our parents and students. We continue to provide surveys (at least once, sometimes twice per semester) and review the data to determine what we can do better. We actively listen to our stakeholders and make appropriate changes to successfully build a program that suits the needs of our student population.	JCS-LIVE maintains a School Site Council, which meets three times per year. During these meetings we review, discuss, and vote on policies and procedures that impact the school. All parents and students are invited to the SSC via ParentSquare and Google Calendar. In addition, parents and students are invited to the JCS-Family Board Meeting, which occurs each month. Parents and students are also encouraged to participate in the JCS-LIVE PTO.	We will continue to reach out to families through a multitude of ways, including telephone calls, text messages, ParentSquare emails, and direct emails to gain more data in this area. We will also continue to provide workshops through Parents as Partners to engage parents and enable them to see that they are a big and necessary part of our decision-making process. We will continue to seek input from all of our stakeholders to ensure we are meeting the needs of underrepresented families.	5	5	5	4	4	4	5	4	4	4	4	4	Met		09JUN2023	2023
37681710000000	Julian Union High	3	the SSC was not reestablished during the 2022-2023 SY. Parent of enrolled students for the 20232024 SY have been identified and contacted to invite them to sit on the SSC.	Parent participation has improved significantly over the past year. We have created incentives for parents to participate in most of our activities. Parents are feeling more welcomed on campus and are involved in decision making at a much higher level than in previous years.	Parents have asked for more resources for parents to support their students learning and use of technology, an  increased connection to staff and peers and sense of belonging at school,	JUHSD continue to improve Parental participation. Parents feel more welcomed on campus and feel that there input is valued. JUHSD continues to build strong relationships with all of our educational partners.	The Superintendent has implemented monthly townhall meetings including coffee with the Superintendent during the morning and desserts with the superintendent in the evenings to accommodate parents that work during the day.	JUHSD has made it our responsibility to meet with our underrepresented families in the areas where they reside. The administration meets quarterly with our families that live in areas that are quite a distance away from the school. Our goal is to ensure that all families have equal access to our leadership team throughout the year.	conversations and decision- making meetings involving their child’s education in order to increase student achievement for students whose parents participate in programs. The JUHSD LCAP is a plan that is strengthened by the input of all stakeholders, most importantly, students. The LCAP helps concentrate everyone's attention to the achievement and well-being of all students. It also helps provide a target for improvement. The parents attending the meeting suggested that more parents need to get involved in the LCAP process.	In Parent Surveys, 84% indicated that “the school encourages parental involvement and participation.” Parents report that their opinions and input are valued. A clear indicator of parent connectedness to the school is the number of generations of families who have graduated or currently send their children to JUHS. These invested parents see a positive change in the new superintendent/principal, and have expressed that they now will keep their children in Julian for high school rather than send to Ramona High School, a larger comprehensive high school.	Parents and community members report many ways to be involved at JUHS, including cheer, fundraising, booster clubs, scholarships, and supporting class field trips. However, parents and teachers report that the relationship with the feeder school is improving and that, along with the Cedar Fire of 2003, has affected the school’s enrollment, which has remained small and is expected to drop for 2021-22. The School Site Council is vital and necessary in the development and approval of the Local Control Accountability Plan and Annual Update. The administration and counselor meet regularly with parents, to review college and career information and answer any questions about below “C” notices or Drug Education, attends 504’s and IEP meetings, and they have a drop-in open-door policy. Parents are also provided a FAFSA Parent Information and Assistance Night. In addition, teachers encourage parents to contact them with questions and concerns about their student(s).	5	5	5	5	5	4	5	4	4	5	5	4	Met		08JUN2023	2023
37681890000000	Lakeside Union Elementary	3	LUSD staff are engaging in both virtual and in-person professional learning sessions with SDCOE and other organizations to build their capacity around areas such as trauma-informed practices, restorative practices, social emotional well-being and mental health of both staff and students, as well as managing behavior in the classroom to help them work more effectively with students and their families to build trusting and respectful relationships with them.	LUSD will continue to partner with community organizations (i.e. Alliance for African Assistance) to assist with providing translation services in various languages as the District continues to observe an increase in the newcomer student population the last few years. We will also continue to offer parent education workshops with the Parent Institute for Quality Education (PIQE).	Work more closely with the community to develop an understanding of diversity and all families. Utilize technology to provide more avenues of access for all families. Organize family nights, and community resource fairs to provide information and the necessary resources to increase engagement of underrepresented families in the district. LUSD has also assigned three (3) community liaisons to different school sites to assist school staff in supporting families with various needs.	Teachers and administrators have participated in professional learning opportunities around the alignment of ELA curriculum, implementation of the newly adopted Science curriculum, ELD instruction, Equity, high-quality instructional strategies, MTSS, student engagement, and development of performance tasks to assess student learning.   In addition, teachers and administrators have also engaged in the Kidwatch process which entails identifying students who need additional support and/or interventions in the classroom based on academic, behavioral, and SEL data.	Provide information in multiple languages, more staff diversity, and focus on staff training in how to build partnerships with families. More parent trainings around supporting Special Education and EL students at home.	Reinstate parent education classes that leverage positive relationships with families, and implement more student advocacy. Encourage parents from underrepresented families to join parent advisory committees such as SSC, ELAC, and PAC to provide input on how to improve student outcomes.	DAC/DELAC meetings occurred on a quarterly basis that welcomed input from staff, and parent/guardians.  SSC/ELAC meetings were also conducted at the site level to obtain input in developing goals for their SPSAs.    Management meetings composed of district and site administrators were held on a weekly basis to obtain input regarding policies and programs before they were implemented districtwide.    Various advisory committees composed of students, staff, parents and/or administrators met throughout the school year to provide input/feedback on districtwide initiatives and policies to improve student outcomes and achievement.	More focus on parent involvement that emphasizes the importance of the school-to-home connection and the development of strong partnerships with families.	Establish family engagement events at the site level and increase the use of community liaisons and counselors to help ensure more engagement of underrepresented families.	4	4	4	4	4	4	4	4	4	3	4	4	Met		22JUN2023	2023
37681893731072	River Valley Charter	3	River Valley Charter School is successful in providing opportunities for families and staff to collaborate in all aspects of school life.  From serving on our school board or participating in our PTO, the families have opportunities to connect with school staff.  While the opportunities exist, though, increasing the participation in these opportunities is a continual work in progress.  There are some events where we draw a large number of families to participate, and there are others events where participation is low.  We continually work to find new and innovative ways to reach our families. Based on prior year input, RVCS spent the last year on outreach to build strong ties with families.  At the start of the 2022-23 school year, the school hosted multiple events that were geared specifically towards strengthening these ties.  RVCS staff and families worked together to run a community kid's zone at Oktoberfest, an event spanning six days plus the lead-up time to make the event successful.  The RVCS PTO recruited families and students to work together towards helping to support the school.  School administration and the PTO spent time collaborating to ensure opportunities existed for families and staff to interact, mingle, and spend time together.  Community (internal and external) events are one of the strengths of RVCS, as students, educators, and families work together toward the common goal of providing the best possible education for students, as well as a positive experience for the all educational partners.	Through educational partner input and local data, RVCS has identified more efficient communication of school wide events such as community engagement activities, athletic events, on campus non-academic activities,  and off campus educational activities  as a priority for improving and building relationships between school staff and families.	River Valley Charter School strives to engage all  students and families in the educational and relationship building process.  Based on the self-reflection process, and  input from  educational partners,  RVCS  is strengthening outreach to underrepresented families  through access to on campus resources (personnel,  technology,  and counseling),  as well as through more accessible and open lines of communication about school-wide events, academic concerns and accolades, and general community activities.  By providing free counseling with a licensed MFT,  River Valley  has already seen enhanced engagement  of underrepresented students, and increased engagement in underrepresented families through resources that  specifically benefit underrepresented families in the  school community.	Through surveys and forums for discussion with educational partners, River Valley Charter School’s  strengths and progress in Building Partnerships for Student Outcomes  can be seen in both parents’ and students' positive reaction to the amount of transparency and communication surrounding  academic as well as social emotional student outcomes. Regularly updated grade books available to students and parents, as well as access to extracurricular activities and Community College courses  help to maintain, strengthen, and progress partnerships with the school community  regarding student outcomes.	River Valley Charter School’s focus areas for improvement in Building Partnerships for Student Outcomes are centered on two main points.  First, RVCS aims to improve  understanding of secondary and post-secondary  graduation requirements and learning outcomes for both students and parents.  An example of implementation of this improvement is a new graduation plan template and meeting schedule that  educational partners will have access  to upon enrollment, and throughout their high school experience at River Valley.  The second main area of focus for improvement  comes at the course level, as RVCS instructors and support staff  continually reevaluate teaching methods and the rigor of courses available both through  on-campus and online courses, as well as available Community College courses for our students to attend via dual enrollment.	Improved engagement for underrepresented families in Building Partnerships for Student Outcomes will be accomplished through teacher requested parent-teacher conferences for all students, grade level informational meetings for families held on campus and through online platforms, and through a multi-tiered re-engagement plan that both teachers and support staff will implement when it is felt that  there is a risk that the student is not receiving the necessary support for success.	RVCS is strong when it comes to informing stakeholders of information and seeking feedback, but families have stated that they receive so many emails from the school that it makes it difficult to stay atop the information that comes to their inboxes.  Email is the main method of communication for the school, and as an independent study school, email is relied upon to convey important information, upcoming events, and general school notifications since students do not attend school every day.	RVCS has diversified how it disseminates information to stakeholders.  Email is still relied upon as the primary means of communication, but the school has started using social media as well.  Additionally, the school partners with the PTO, and the primary communication method for the PTO is an app called Parent Square, which is a tool the school used in 2021, but this tool was too costly for the school to purchase again in 2022-2023.  Now that the PTO is using this tool, the school benefits because this tool provides critical information relating to the percentage of parents and students who are seeing posts and messages sent by the school as well as the method by which stakeholders are viewing each post and message (via email, text, or the ParentSquare app). It also provides information detailing how many people within the school community are contactable and non-contactable. The data will assist the school in targeting the non-contactable people to ensure we obtain contact information for all students and families.	The primary step RVCS will take this year to improve engagement of underrepresented families as it relates to Seeking Input for Decision-Making is to work on building relationships between the school and families.  One way the school has increased the communication home is by having teachers and staff members call families as this is not only a more immediate opportunity to reach out to families, but it is more personable than other means of communication.  RVCS employees have also made a concerted effort to also ensure that these phone calls are not only occurring during the scope of the work day.  Staff members make phone calls in the evening and on weekends as it is recognized that families are not always available to talk during school hours.  Additionally, staff members make home visits, and these visits have helped to open lines of communications between home and school.	4	5	4	5	4	4	5	5	5	4	4	4	Met		21JUN2023	2023
37681896120901	Barona Indian Charter	3	BICS recognizes that building relationships between school staff and families is crucial for a positive educational experience. Effective communication is key to achieving this. BICS staff reaches out to families with a multi-prong approach. Teachers connect with parents through our Infinite Campus software and other teacher -to-parents apps. Parents and teachers can communicate one-on-one or to classes as a whole. Parents can get information about curriculum and student progress. The school office communicates with families about various family events or important school-wide information in several ways: all-school messages (emails, voice calls and text messages) are utilized. In addition, printed newsletters keep families and students informed on a monthly basis. Finally, BICS holds family information events, such as Back-to-School Night, parent-teacher conferences and monthly “Coffee with the Principal” meetups, which give parents face-to-face opportunities to get information, ask questions or share concerns with the BICS Staff. Parents deserve the opportunity to be involved and knowledgeable about their child’s learning environment. BICS will continue to build this partnership between our school and our families.	here is always room for improvement when seeking to build relationships between school staff and families. A challenge that many families face is time. Most of the families at BICS are working families. This is a challenge when trying to balance the availability of staff and parents. BICS will try to bridge this gap by offering a variety of times for events, and teacher meetings, to accommodate our working families. In addition, we will work towards increasing fun, family-centered activities for the whole school	BICS recognizes and respects the diverse cultural backgrounds of our students and families. We strive to make sure our communication and events are respectful of various cultural traditions. BICS is unique in that it is located on a Native American Indian reservation. It is important that our school staff is knowledgeable of different perspectives and traditions of our native families in both their communication and actions. BICS holds cultural training each year for all staff, led by the curator of the Barona Indian Cultural Center. We are extremely grateful for the special perspective and great contributions of the native people to our school and community	Building strong partnerships between our school and student outcomes is crucial for fostering academic success and personal growth. At BICS, all of our teachers and staff prioritize nurturing positive relationships with all of our students. Teachers are very familiar with the individual needs of each of their students, and work to create an individual pathway for academic success. In addition, our school participates in a leadership program, called Leader in Me. This program trains both students and staff to develop skills to become leaders at school and in the community. This year BICS will complete our Core 3 (Year 3) training. We have already witnessed the confidence and growth of our students and the team building approach in the school at large. While leadership training is essential for the personal growth of our students, we have also added extra-curricular activities. BICS provides a variety of after-school activities to spark the interest and creativity of all of our students.	Building strong partnerships between our school and student outcomes is crucial for fostering academic success and personal growth. At BICS, all of our teachers and staff prioritize nurturing positive relationships with all of our students. Teachers are very familiar with the individual needs of each of their students, and work to create an individual pathway for academic success. In addition, our school participates in a leadership program, called Leader in Me. This program trains both students and staff to develop skills to become leaders at school and in the community. This year BICS will complete our Core 3 (Year 3) training. We have already witnessed the confidence and growth of our students and the team building approach in the school at large. While leadership training is essential for the personal growth of our students, we have also added extra-curricular activities. BICS provides a variety of after-school activities to spark the interest and creativity of all of our students.	Building strong partnerships between our school and student outcomes is crucial for fostering academic success and personal growth. At BICS, all of our teachers and staff prioritize nurturing positive relationships with all of our students. Teachers are very familiar with the individual needs of each of their students, and work to create an individual pathway for academic success. In addition, our school participates in a leadership program, called Leader in Me. This program trains both students and staff to develop skills to become leaders at school and in the community. This year BICS will complete our Core 3 (Year 3) training. We have already witnessed the confidence and growth of our students and the team building approach in the school at large. While leadership training is essential for the personal growth of our students, we have also added extra-curricular activities. BICS provides a variety of after-school activities to spark the interest and creativity of all of our students.	Seeking input from educational partners such as teachers, parents, students and community members, is a valuable approach to making informed and inclusive decisions in education.  BICS has worked hard toward increasing the involvement of stakeholders, specifically parents. Monthly gatherings with administration and parents give a platform for questions to be answered and trust to be built. We work hard to include stakeholders input through various stakeholder surveys and open forums.	BICS will continue to build trust and improve accountability to include stakeholders more when making decisions. When there is greater accountability, and increased input, the responsibility for student success is shared.	BICS will continue to create opportunities for inclusivity. Engaging a broad range of stakeholders ensures decisions consider the needs of all students, including those from underrepresented groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
37681970000000	La Mesa-Spring Valley	3	The teaching, classified, and administrative staff in La Mesa-Spring Valley, along with parents, provide a vital support system to help students flourish. When parents and school staff communicate and work together effectively, building long-lasting partnerships, it can significantly impact each student’s long-term success.  On the district level, we offer many resources to families to support student learning and development in the home. We have increased our work on addressing chronic absenteeism to help parents understand the importance of daily attendance. This year we hired parent-community liaisons to specifically support families of our unduplicated students (English Learners, Foster Youth and low income students).  Our parent liaisons connect with families, provide training, conduct home visits, and help families navigate the school system. We also continue to offer support and education to parents through our district-led workshops and meetings on special education issues and English learner trends, and through our annually distributed Parent Handbook.   Our district website has additional resources and updated information for parents, as does our parent portal, available through the student information system.  Translated fliers, available in Spanish, and a translation function on the district website provide assistance for parents who speak languages other than English. We have increased our use and access of Lingualinx, an on-demand translation service, to help facilitate communication for all staff members and families, and hope to continue to expand its use in the future.    Social workers at each school site do outreach to all parents, but focus on the needs of unduplicated pupils (English learners, Foster Youth, and low-income students).  The social workers assist parents in navigating the school system. These employees also support parents to find community resources, hold parent workshops, and gather information about community needs.  Each of our 22 schools offer parent education workshops, specifically requested by the parents in the community. Topics include social and emotional needs of children, bullying prevention, and math and reading development strategies. Teachers and staff often attend parent meetings and district-sponsored parent trainings as partners, learning alongside one another.  La Mesa-Spring Valley has implemented policies and programs for teachers and school staff to meet with families to discuss student progress and ways to work together to support improved student outcomes. Examples include our yearly parent-teacher conferences, home visit protocols, and the student study team process.  Our partnership with NCUST this year has helped lay a foundation for evaluating and ensuring equitable practices for instruction and support for each of our students and their families.	With the disruptions that the pandemic and pandemic-related absences continued to cause our students, families, and staff this year, an area of continued improvement for 2023-24 will be connecting and reconnecting our families with their school campuses and staff, through the lens of continuing to open doors for all students and families.	While district teachers and administrators regularly attend staff development which often focuses on best practices for building relationships and working as partners with parents, we want to scale up and strengthen this work to enhance our educators’ knowledge and skills. In addition, the district will continue to develop resources and to build the capacity of teachers and staff in strengthening trusting and respectful relationships with families, specifically with our underrepresented families. We will also continue to provide professional development for all staff, certificated and classified staff, on social emotional strategies to connect with students and families. Our Social Workers at each school site will continue to support this work in the coming year. At the district level, we will continue to examine systems and practices that might be barriers in this process, and will work to address those barriers collectively with our district and community partners.	Employees of La Mesa-Spring Valley are dedicated to building positive partnerships with our students’ families. As we have worked to build the capacity of our staff, we conducted numerous professional learning sessions for both our classified and certificated staff to help them work more effectively with students and their families and to build trusting and respectful relationships with them. Such opportunities include both district-led and web-based (Insights to Behavior) instruction/information on trauma-informed care, restorative practices, and mental health.   We offer a robust selection of both in-person and online professional learning opportunities for all employees. In the coming year we intend to offer even more opportunities to help develop our staff as they learn about each family’s strengths, cultures, and languages. As our educators work to ensure each and every student reaches high levels of achievement, they will engage in courageous conversations regarding race and social justice for historically marginalized groups. We are eager to continue our professional learning focused on equity.    We firmly believe that strong two-way communication between families and schools is necessary for students' success. The more parents and teachers share relevant information with each other about a student, the better equipped both will be to help that student thrive. Some avenues for two-way communication include: • Parent conferences (in-person or virtually via Zoom, based on parent preference) • Parent Communication Portals • Teacher communication systems • Parent-teacher organizations and school community committees  Although the district translates district-wide notices for events into Spanish, as required, notices are also translated into other languages when needed. We have partnered with LinguaLinx, a company which completes translations for families in real-time into any language. This has helped with communication to all parent groups who speak another language. When other barriers to informed participation exist, the district provides childcare, transportation, sign language, and other support services, as needed.	The district implemented the Parent Portal of our Student Information System (AERIES) and continued to expand the use of the parent portal in the 2022-2023 school year. The implementation of this program maximized engagement and provided parents critical access to timely information and data pertinent to their child. In the 2023-24 school year, the district will continue to leverage the Parent Portal at the beginning of the year to update emergency information and residency verification.  Parent Portal will also be used to share statewide assessment results.	To improve the engagement of our underrepresented families in relation to building partnerships for student outcomes, we are engaging in ongoing collaboration specifically with families of students with disabilities (Special Education Parent Advisory Committee), families of English learners (District Parent Advisory Committee), those representing the needs of the students in our district experiencing homelessness and in foster care (SchoolLink committee meetings), and our underserved students (Spring Valley Collaborative, SAY San Diego); these are the organizations present and partnering with our district in service of our students.   While past and current efforts have yielded success in building positive partnerships between our staff and families, room for improvement remains. To increase and improve communication about the available partnerships, engagement, and support opportunities, we will ensure that messaging from the district and school site levels is accessible to all. This includes collaboration to create parent friendly, understandable materials and messaging in predominant languages with easy to understand visuals.	The La Mesa-Spring Valley School District seeks parent and guardian input into school and district decision-making throughout the year. Our parents are surveyed and brought together regularly for input on community priorities and decision-making in the school district, including the development of the LCAP, in the following ways through the following groups: • Superintendent’s District Parent Advisory Group (DPAC) which includes our District English Learner Advisory Committee meets six times per year • English Learner Advisory Committees meet four times per year at schools • SELPA Community Advisory Committee meets five times per year to advise the East County SELPA • School Site Councils (SSC) meet five times per year at each school • School Safety Committees meet two to four times per year at each school to revise their safety plans • PTA Boards meet monthly and provide principals with input • PTA Presidents meet monthly with the Superintendent and School Board representative  Parent members of advisory committees (ie: ELAC, SSC) annually receive training on their roles and responsibilities as members, and their suggestions are always considered and incorporated into our plans whenever possible.  We also gain valuable input from our District Parent Advisory Committee (DOAC), which is composed of one to two parent representatives from every school site, including one parent of an English Learner.  Amongst the different parent surveys we conduct throughout the year, there is one that is specifically aimed at soliciting feedback to help direct the district and schools sites related to the goals outlined in the LCAP. This survey is offered annually to all parents and guardians. The survey is translated into Spanish and was designed to include a range of questions to provide insight outside our traditional parent meetings including SSC, ELAC, DELAC, parent-teacher conferences and various action committees. We partner with Qualtrics - an industry-standard platform that specializes in creating and distributing surveys that make it easy to analyze results and increase responsiveness. Through this partnership, we expect to increase the number of responses we receive each year.	The impact of the pandemic highlighted the need to increase the collaboration and communication between families and schools in order to effectively make an impact in our student’s lives. Although the district continues to prioritize increasing parents’ capacity to participate in decision making pertaining to their child’s education, we know that we must continually work on effectively engaging families in our school programs, councils, and family events.	Though many opportunities exist for building capacity and directly engaging families in decision-making, there is always room for improvement. Providing additional parent training, specific to the work of our advisory committees at both the site and district level may be pursued. In addition, collaboration with our community-based partner organizations will continue, but an additional emphasis will be placed on increasing outreach to, inclusion of, and capacity building for parents/guardians of underrepresented and marginalized families. Highlighting the support that our community-based partner organizations can offer will increase the district’s ability to engage families, specifically from our underrepresented student group families, in the decision-making process. Focused training provided to groups that represent school sites with high numbers of underrepresented groups will increase the capacity of such groups to engage in critical decision-making that impacts their students.	4	5	4	4	4	5	4	5	5	5	3	3	Met		20JUN2023	2023
37681970136408	Sparrow Academy	3																						Not Met For Two or More Years			2023
37682050000000	Lemon Grove	3	In order to build relationships between school staff and families, the Lemon Grove School District continues to use various avenues to keep families informed about the school/district community and their children. Families receive written communication in various formats through letters, emails and texts via the SIS system, voice messaging, family newsletters, and Class Dojo posts from the school and the teachers. In the 22-23 school year, the District also had a Parent and Family Engagement (PAFE) team consisting of the PAFE Specialist TOSA, Parent Volunteer Coordinators (PVCs, part-time classified staff), and Parent Engagement Lead (PEL, stipend role for teachers). The District comprises seven schools plus an Early Childhood Education Center. Each school is also equipped with a Parent Center with resources for parents such as computers, internet access, printing access, parenting and children’s books, child’s play area, seating/lounge area, coffee-makers, desks, and a smart board. Families are welcomed to the parent centers where they can receive assistance with creating their Infinite Campus Parent Portal, online registration, access to local resources like Cal-Fresh, Medical, etc. The Parent Centers are staffed by the PVCs.  PVCs play an integral role in family outreach and recruitment. They phonebank to invite families to parent committee meetings such as the School Site Council (SSC), English Learner Advisory Committee (ELAC), Parent Teacher Association (PTA), etc. They also assist their site with family engagement based on the school’s needs. They also do outreach/marketing for school events. PVCs are an integral part of building relationships at their school. They meet with the assistant principal to plan workshops and events for families. Some of the events they organized in 22-23 included Lunch with a Loved One, Family Bingo Night, STEAM Night, toy drives, Cinco de Mayo Celebration, Day of the Dead Celebration, Color Run, Math Nights, Literacy Nights, and more. To strengthen relationships with families, PVCs and principals work together to offer a gratitude/recognition event for parents/guardians that volunteer throughout the school year. Families are usually served breakfast or lunch at these events. PELs focus on the classroom aspect of family engagement. They draft messages for all staff to share with families via Class Dojo and also attend PTA meetings. Some of the projects PELs have completed are Culturally and Historically Responsive Teaching Showcases for each grade level, Open House Activities, Spring Festivals, Parent Nights to learn more about the 7 Habits of Highly Successful Families, 8th Grade Parent Night, and more.  Virtual events provide simultaneous Spanish interpretation and some meetings also provide Somali and Creole interpretation. This allows accessibility for some of our underserved families. Written communication is also provided in English and Spanish.	One main area of improvement is to focus on recruitment and retention for parent committees. Membership in SSC, ELAC, DELAC, and District Advisory Committee (DAC) has been lower than desired. A focus is for PVCs and PELs is to build relationships with families and make phone calls to invite them to the various committees. The District was able to meet its goal of increasing participation in the DELAC, and District Advisory Committee (DAC). DELAC participation went up by 94.74% (from 19 to 37 parents, and DAC by 128.57% (from 7 to 16 parents)  Some of the feedback we received from families was that they would like to see an improvement in parent/guardian workshops. Families voiced wanting workshops that teach them how to use technology, how to implement SEL strategies at home, and how to help their MLL children and non-Spanish speaking children in our dual immersion program. Families have also suggested that more extracurricular activities be available for students such as art, dance, STEAM opportunities, etc.	In order to improve engagement with underrepresented families, schools in the district offered more in-person events for families to play and learn with their children. This included Back to School Nights, Open House, Math Nights, Literacy Nights, STEAM Night, field trips to museums and the zoo, Spring Festivals, and more. This year, the 2023 Local Performance Indicator Self-Reflection for Lemon Grove School District Page 10 of 18 Expanded Learning Program offered a music program for students. Students borrowed musical instruments at no cost to their family. Various music concerts were performed for families. Additionally, the district provides simultaneous interpretation during DAC & DELAC meetings in Spanish, Somali, Vietnamese and Creole. Written information is shared in English, Spanish, Somali, Vietnamese and Creole for DAC & DELAC meetings. Moreover, families can translate communication with teachers into their native language throughout the Class Dojo app. The district continues to hold meetings for the Committee on African American Student Achievement and Success (CAASAS, district committee composed of elected parents, teachers, staff, and admin), Black and Pan-African Student Excellence (B&PASE, committee of parents/guardians of children who identify as Black, African-American, or Pan-African), and the District SPED Advisory committee. This year, we held the first Shaw-CAASAS Awards Ceremony which recognized Black, African-American, and Pan-African students for their genius and excellence inside and outside of the classroom.	Building partnerships for student outcomes is one of the District’s priorities. To do so, the district continues to implement Culturally and Historically Responsive Teaching (CHRT) in all classrooms. Teachers and classroom staff are coached and trained by site leaders, instructional coaches, and the district to create environments and lessons that are inviting and inclusive of our diverse students. Other initiatives include having a Multi-tiered System of Support (MTSS) Team at the district-level and at each school site. The District MTSS Team created an MTSS Playbook in order to guide and support all sites in the development of a 3 tiered system to support student outcomes. This plan also includes accommodations for students who are MLL and/or have an IEP.  The District also provides various opportunities for professional development within the district, and also shares information about workshops offered outside the district, for administrators, teachers, and staff that help them grow and better support families. In addition, families receive direct support from teachers/staff through events like Math Night, Literacy Night, STEAM Night, parent workshops, Coffee with the Principal, Parent-Teacher Conferences, CHRT Showcases, meetings with social workers and PVCs, and more. When creating school events, the principal and assistant principal work in collaboration with the school’s PTA (parent/guardian input/engagement) and PVC to organize and make each event happen.  Schools provide parent conferences at least twice a year to discuss student progress and ways to work together to support improved student outcomes. Families are encouraged to do book check-ins with their teacher throughout the school year.  Lastly, the district adopted new curriculum in history and science for the 2023-24 school year. Letters about this update and contact info was shared with families to support transparency and two-way communication with families.	In response to teacher/staff input, the District plans to strengthen its support of staff, especially with MTSS strategies, by providing more site and district-level trainings. Moreover, instructional coaches and social workers will be trained to better support teachers/staff with implementing MTSS, SEL, and restorative practices at their site. Furthermore, school sites will receive more direct support from members on the district MTSS Team.  The District understands that supporting the whole child results in improved student outcomes. Any interventions and support given to students will be recorded through the Panorama (SEL Survey tool) website and will also be communicated with families. The District understands that transparent communication between school and home results in better outcome for students.	This year, sites were able to provide more in person support for families in order to support student outcomes. At events such as Math Night, Literacy Night, STEAM Night, Spring Festivals, and, 7 Habits of Highly Successful Families, and others, families were taught games and activities that they can implement directly with students at home. At each site PVCs and the Engagement TOSA teamed up to provide in-person workshops to families on the following topics why attendance matters (info about ADA), creating strong school-home relationships, what constitutes bullying, and a community circle for African-American families during Black History Month. In addition, the engagement TOSA and the intern in Educational Services visited each site ELAC to inform families about the EL Roadmap and how the district plans to implement it district-wide. The District will continue its partnership with La Fuerza de Familias Latinas, a literacy program for Spanish-Speaking families. There are five workshops that focus on an asset-based approach to literacy in Spanish. Families are encouraged to read to their children in Spanish and are given various strategies to engage/connect with their children emotionally and academically. For the 2023-24 school year, the district plans to implement the new La Fuerza STEAM, a new series of workshops where Spanish speaking families will learn how to support STEAM learning with items they already have at home. The District SPED Advisory Committee continues to run Parent Nights on various topics that inform parents to understand and exercise their legal rights and advocate for their own students and all students. In person and virtual meetings provided simultaneous interpretation for non-English speaking families. To improve engagement with underrepresented families, the District will continue to work with the organizations above and will increase efforts of outreach and recruitment with African-American, Multilingual, and SPED families, in particular.	An LCAP survey was sent district-wide to families to receive feedback/input on various topics and decision making to help improve engagement and student outcomes. There were nearly 150 responses. The data was then organized by school site and shared with each site’s leadership and PVC. In addition, the Engagement TOSA visited DAC and DELAC meetings to gather input/feedback in order to update the district’s Parent and Family Engagement Policy. After the policy was updated, it was again presented in the DAC and DELAC meetings for approval from families. Input for each site’s engagement policy was gathered at the sites’ SSC meetings. Assistant principals were given a training on how to better support outreach and recruitment for parent committees at their site. In SSC meetings families give input on various decisions made by the school such as the budget, engagement policies, events, and more.  Throughout the year various surveys are sent home to gain families’ input regarding events, academic programs, needs, school performance, LCAP, etc. Families are also welcomed and encourage to provide feedback at the various parent committees, workshops, events, and through their child’s teacher.	One of the focus areas for seeking input for decision-making is to ensure that there is consistent attendance and membership in parent committees (SSC, ELAC, DELAC, DAC, CAASAS, B&PASE, etc.). Families gave feedback that incentives would encourage them to participate. Therefore, opportunity drawings are offered at various events or for families who complete feedback forms.	In order to improve engagement of underrepresented groups in relation to seeking input for decision making, all communication is offered in both English and Spanish. Creole, Vietnamese, Tagalog, and Somali interpretation is also offered when needed. Teachers and staff are also aware of the translation services the District has access to through African Alliance. Whenever needed, teachers/staff can dial a number and get a live interpreter on the phone to help support families. The District will increase communication about parent committees and the importance of family engagement and involvement in their child’s school. The Engagement TOSA created a one-pager sheet that outlined committee dates and times for the site. It also provided a QR code and URL to a series of videos that explains what each committee does and why parent/guardian participation matters in each. The one-pager and videos were also created in Spanish.	4	4	4	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
37682130000000	Mountain Empire Unified	3	MEUSD provides opportunities for parent/guardians to engage in trainings, workshops and activities related to student learning and social-emotional development and growth and continues to seek ways to involve families of underrepresented students.	Based on the analysis of educational partner input and local data, it is evident that there is a critical need for improvement in the areas of culturally inclusive communication to address families from diverse backgrounds may not feel fully included or understood within the school environment.  Additionally, MEUSD will continue to work on resource sharing and support services by improving the dissemination of this information through school websites, pamphlets, or outreach events to ensure families can access the support they need. Many families are unaware of the various resources and support services available within the community and school.	MEUSD understands from the local educational partner input and data, that effective feedback mechanisms are vital for continuous improvement. We will continue to create avenues for parents to provide feedback on their experiences with school staff and the education system. Regular surveys and focus groups can be utilized to collect this valuable input.	MEUSD seeks to provide families with information and resources to support student learning and development in the home and work with families and students to discuss student progress and ways to work together to support improved student outcomes.	Based on the analysis of educational partner input and local data, MEUSD will focus on the development and implementation of Community Schools. The coordination of the community schools model will allow for MEUSD to align the current resources, supports, and funding to address student and family needs to provide a whole-child comprehensive program within our school communities.	MEUSD recognizes the diversity within the community and will implement culturally sensitive outreach programs. This involves hiring community liaisons who understand the cultures and languages of underrepresented families. These liaisons will facilitate communication, ensuring that all families feel heard and understood. To bridge the communication gap between schools and underrepresented families, MEUSD will organize workshops and training sessions to educate parents about the educational system but also provide them with tools to support their children's learning at home. Topics will include navigating the curriculum, homework assistance, and understanding the college application process. Additionally to foster parent teacher collaboration and open communication, online platforms and regular newsletters will be employed to keep parents informed about classroom activities and academic expectations. Lastly, through the Community Schools programs MEUSD will foster collaboration with local community organizations, religious institutions, and non-profits will be fostered. By working together, these entities can provide additional resources and support to underrepresented families, creating a network of assistance beyond the school environment.	MEUSD seeks opportunities for parents to provide input on policies and programs, and implements strategies to reach and seek input from underrepresented groups in the school, through both school based committees, union representation, English Learner Advisory Committees, Title VI Indian Education Advisory Committees, Special Education Local Plan Area (SELPA) committees, and district advisory committees.	Many families expressed a desire to have a more active role in school decision-making processes. To improve relationships, the LEA should explore ways to involve parents and guardians in committees, advisory boards, or surveys that inform important decisions about curriculum, policies, and school improvements.	To ensure that parents are well-prepared to participate in decision-making processes, the LEA can offer training sessions on relevant topics. This may include workshops on school governance, policy analysis, and effective advocacy. By building the capacity of parents, they can engage more meaningfully in discussions. Additionally, MEUSD is committed to ensuring that parent advisory committees and boards are diverse and inclusive, reflecting the demographics of the student population. Encourage the participation of parents from various cultural, linguistic, and socio-economic backgrounds to ensure a broad spectrum of perspectives. Lastly, by increasingly recognizing and appreciating the contributions of parent volunteers and representatives. Celebrate their efforts through events or awards, and publicly acknowledge their valuable role in shaping the school community.	4	4	4	4	3	3	3	3	4	4	4	4	Met		27JUN2023	2023
37682130123224	San Diego Virtual	3	San Diego Virtual has conducted Coffee with the Principal meetings every month and used ParentSquare to send invitations to all  stakeholders. In these meetings, we have also instituted a segment where we specifically talk about the LCAP goals and how we are working to achieve  success for our students. We also hold space for questions, comments, and concerns at the end of each meeting and supply contact information for our  stakeholders to reach out at their own convenience. Additionally, the meetings are all recorded and sent to stakeholders so they can still participate if they  are not able to attend the meeting as scheduled.   Next, SDVS sends parent/guardian, student, staff, and stakeholder surveys via ParentSquare, email, and text to ensure we are using every medium possible  to receive feedback. In the surveys, we ask stakeholders for feedback on the effectiveness of our program, how stakeholders are receiving important  information, how SDVS is providing services to help the whole student, and how effective we are in helping all students reach their goals and progress  academically. With this survey, we received great feedback from our parents and families.	San Diego Virtual analyzed the data regarding communication and building relationships between staff and families, and found that more opportunities to include parents is imperative. With this data, SDVS has developed many Webinars that are specific to family interests; ie. Webinars on Engagement, how to help the student, drug awareness and prevention, as well as many SEL opportunities involving families. At SDVS, we pride ourselves in treating the student holistically, as families and staff come together to support the students' success.	In an effort to improve engagement of underrepresented families identified during this self-reflection and through local benchmark assessments, and other forms of data such as teacher observations,  meetings with the counselors, and meetings with the Student Success Coordinator. We have developed a multi-tiered system of support to ensure we are  teaching the whole student, identifying barriers to learning, and providing support for students to succeed academically and emotionally. The MTSS team  works with all members of staff, students, and families to provide the best services and to reduce barriers to learning, while continuing to build a relationship between staff and families.	San Diego Virtual's strengths in continuing to build partnerships for student outcomes include students and families feeling cared for, connected, welcomed, appreciated, safe, and secure.  Both students and parents report knowing who to contact for help, both academic and social emotional, and they are satisfied with services offered to help our students succeed.    Based on feedback in the 2021-22 school year, SDVS was able to offer more in person events in the 2022-23 school year including science labs, educational field trips, and student club meets.	Stakeholders see a need for Social Emotional Learning (SEL) support during the COVID-19 pandemic and beyond, and our sixth goal focuses on  SEL support, complete with individual and group counseling, virtual community groups for students, workshops, seminars, and student wellness panels  that focus on mental health and well-being. SDVS believes that in order for a student to be academically successful, the whole student must be considered,  and with that, our MTSS framework guarantees a student-first approach.	One of the aspects of the LCAP that were influenced by parents and students is to continue offering Social-Emotional Learning support for  all students. This will include the Virtual Community Groups that are currently being implemented, as well as one-on-one counseling where needed.	At San Diego Virtual School, it is very important to us to listen to the needs of our stakeholders. We strive to give our students, parents and guardians,  staff, and community many opportunities for engagement throughout the school year.   In the 2021-2022 school year, we have conducted Coffee with the Principal meetings every month and used ParentSquare to send invitations to all  stakeholders. In these meetings, we have also instituted a segment where we specifically talk about the LCAP goals and how we are working to achieve  success for our students. We also hold space for questions, comments, and concerns at the end of each meeting and supply contact information for our  stakeholders to reach out at their own convenience. Additionally, the meetings are all recorded and sent to stakeholders so they can still participate if they  are not able to attend the meeting as scheduled.   Next, SDVS sends parent/guardian, student, staff, and stakeholder surveys via ParentSquare, email, and text to ensure we are using every medium possible  to receive feedback. In the surveys, we ask stakeholders for feedback on the effectiveness of our program, how stakeholders are receiving important  information, how SDVS is providing services to help the whole student, and how effective we are in helping all students reach their goals and progress  academically.	San Diego Virtual School would like to have more in-person events for parents to participate.	San Diego Virtual School first considers our students who are homeless and foster youth, low-income, or English Language  Learners. In order to provide equal access to all students, efforts have been made to ensure that the homeless and foster youth are given the resources and  opportunities to achieve success both academically and socially. Even more, our Foster Youth Liaison provides resources and information on external  needs, and our counselors monitor these students closely to ensure they are engaged and receiving the support. Lastly, the Business Office monitors all  homeless and foster youth monthly to ensure that the students are identified appropriately, that their transcripts are evaluated, and that any and all  documentation is completed. This is effective in ensuring that our services for foster and homeless are looked over closely.	5	5	4	4	4	4	5	4	4	3	5	3	Met		15JUN2023	2023
37682130127084	Compass Charter Schools of San Diego	3	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass conducted a schoolwide planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated strengths and great progress in the following areas: Communication (weekly Monday Morning Updates, ParentSquare, Workplace, Monthly Town Halls), Engagement (Learning Coach Academy, Virtual Scholar Workshops, field trips and scholar clubs), and monthly connection meetings between our supervising teachers and families.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass identified the following as focus areas for improvement in building relationships between school staff and families: Community Involvement (i.e. community service projects) and increasing field trips. We received feedback that our families would like to get back to more in-person activities, and we are scheduling more in the upcoming school year.	Compass Charter Schools has developed the Compass Framework for the Future as well as the Compass Blueprint for Success. This is based on work and feedback from our Parent Advisory Council, Scholar Leadership Council, Leadership Team, Staff Advisory Committee, and Board of Directors, with support from our partner, the LearnerCentered Collaborative. The framework is designed to align the world we live in, develop scholars who will become engaged and productive citizens, and to enable our community to codify the Gold Standard in Virtual Education. Compass will also provide a variety of extracurricular and enrichment activities to include community service opportunities, field trips, virtual scholar workshops and scholar-led clubs which will include the National Honor Society (NHS). The framework and blueprint encompasses our underrepresented families and special populations as well.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools demonstrated strengths and great progress in the following areas for scholar outcomes: Multi-Tiered System of Supports (MTSS), English 2023 Local Performance Indicator Self-Reflection for Compass Charter Schools of San Diego Page 10 of 16 Learner Support, Tutoring, Social Emotional Learning and Well Being, and our synchronous and asynchronous instruction.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the planning survey results, Compass Charter Schools identified the following areas for improvement in building partnerships for scholar outcomes: Summer Session availability, and curriculum options, more Community Provider options for the Options Learning Program.	Compass Charter Schools is now offering a summer session that utilizes online courses and/or academic subscriptions to increase scholar engagement and outcomes. Compass will also ensure all scholars have access to a-g approved courses, either through a preferred curriculum provider or through internally developed courses.	Compass Charter Schools takes great pride in our ongoing process for seeking input for decision-making. Compass collaborates with all of our educational partners consistently throughout the year via monthly Leadership Team meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory Council meetings; and Parent Town Halls and survey administrations throughout the year. During these opportunities, all educational partners review and discuss the progress we are making, make recommendations for improvements, and are equally involved in the decision-making progress.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools identified the following areas for improvement in seeking input for decision-making: a need for an increase in participation on state and local assessments.	Based on input and local data, we will continue to work on providing opportunities for engagement that are accessible to our underrepresented families. The addition of a full time McKinney-Vento Liaison provides a conduit for ensuring that some of the most underrepresented families have a voice. We are also looking at our engagement activities for our scholars and looking to find additional in-person opportunities in accessible areas. We continue to refine our live learning sessions to provide meaningful educational content. Additionally, we partnered with Wellness for Educators to offer wellness resources for our scholars, families, and staff. These live workshops are recorded and made available asynchronously for those who are unable to attend them live. We continue to refine our supplemental subscription offerings, such as Freckle, for example, for academic support, in addition to expanding our Multi-Tiered System of Supports tutoring hours.	4	4	4	4	4	5	4	4	4	4	4	4	Not Met		07JUL2023	2023
37682130129668	Motivated Youth Academy	3	MY Academy has increased participation in the School Site Council (SSC) and Educational Partner Advisory Committee (EPAC) throughout the school year. We increased participation and feedback on the EPAC Parent Input Survey. The increased participation resulted in more data points for analysis to drive meaningful student outcomes. We also effectively implemented our weekly email communication system that shares important information and learning with parents.	MY Academy outreach toward building relationships between school staff and families includes the use of social media that provides updates on upcoming board meetings, educational partner advisory committee meetings, and school site council meetings. Teacher, parent and student meetings provides opportunities for teachers to give student updates on student progress and opportunity for input on how to best support students educational progress. As needed, translation is provided and translated documents are provided.	As needed, MY Academy will provide written and audio messages to families translated into their home language. The Student Success Coordinator works as a liaison to connect families to resources that support student learning and connect the school to the assets these families bring to the learning process. MY Academy will provide intensive professional development to all staff regarding the lived experiences and street data that each student and family bring to the school environment. This data will be combined with all other data points currently used to develop each student's MY PLAN, which is their customized learning plan.	MY Academy continues to develop relationships with community partners that support the basic needs of students and families. The Student Success Coordinator connects the MY Academy community with organizations and programs such as One Safe Place, The Possibility Project, The YMCA, the Respect Project, the San Diego Housing Commission, The San Diego Re-Entry Roundtable, The Metropolitan Area Providers of Social Services (MAPSS), The Alliance for Regional Solutions, The San Diego County Office of Education, The County of San Diego Office of Equitable Communities, and The Campo Kumeyaay Nation. Our commitment to encouraging educational partner involvement, by developing a trusting and respectful relationship, is important to building positive relationships with our families. We develop a strong school-home partnership through the use of communication tools that provides parents with access to their student's teacher, current information about the school, access to their students academic information through a parent portal, and opportunities to participate and provide input in teacherparent/student meetings, parent meetings, and governing board meetings.	Collect and Disaggregate the street data from each student and family's lived experiences. Integrate that data into each student's MY PLAN. Create a way for parent involvement in assessing student growth	Based on the analysis of educational partner input and local data, specifically the impact the Student Success Coordinator had on student outcomes, we will add an additional Student Success Coordinator to allow for more frequent contact and communication with families so they can be connected with community resources and provide a pathway for student and family assets to be built into the school community and student success.	MY Academy seeks input from educational partners in several different ways. One-on-one student meetings with Teachers of Record are the centerpiece for data collection and decision making at MY Academy. We use our School Site Council and Educational Partner Advisory Committee to receive feedback from educational partners. We also gather data from staff, students, and educational partners using an EPAC parent input survey.	Including parents and educational partners in actions that result in positive, measurable student growth Continuing to increase educational partner and parent participation in school activities, including School Site Council Meetings and Educational Partner Advisory Committee Meetings	Underrepresented families will continue to be invited and included in the SSC and EPAC meetings. Our weekly newsletter has translation tools built into the newsletter, which supports families of English Learners. In addition, all documents that the school distributes will be translated into the student's home language. Lastly, in alignment with MY Academy's individualized approach, real-time communications including personalized emails, texts, and phone calls will be made to the educational rights holders of underrepresented students.	5	5	5	5	5	5	5	4	5	5	5	4	Met		22JUN2023	2023
37682130136978	Elite Academic Academy - Mountain Empire	3	At Elite, we deliver a tailored educational experience to every student, achieved through the cultivation of strong bonds with both families and students. The significance and potency of these connections are interwoven into the very fabric of our program, influencing every facet of our approach.  Strength 1: Integration of Connection into Staff Onboarding As part of our commitment to fostering strong connections within our organization, we prioritize staff onboarding. Each year, staff contracts are renewed, and every staff member receives a comprehensive Staff Handbook outlining the school's safety protocols and expectations. Similar to the staff handbook, students and parents also receive their respective handbooks. These handbooks articulate the shared responsibilities of parents, teachers, and students to maintain regular communication. Furthermore, we facilitate both in-person and virtual professional development sessions for new staff, emphasizing relationship-building skills. Strength 2: Personalized Connection in Student/Family Onboarding Our Admission staff collaborates closely with our Onboarding team to ensure families receive personalized attention from the very beginning. Each new family is assigned an Onboarding coach who serves as their point of contact until they are matched with a Teacher of Record. The Onboarding coach guides them through the enrollment process, addresses inquiries, facilitates introductions to relevant staff members, and ensures they feel informed and supported. Families are equipped with an Onboarding packet to navigate our school and a link to a Welcome Survey, which is shared with the appropriate Elite team members for personalized engagement.  Strength 3: Diverse Communication Channels We provide families with a multitude of communication avenues to connect with our Elite staff and offer feedback. These channels include email, the Parent Square application, Zoom meetings, scheduled appointments with teachers, phone calls, monthly newsletters, live synchronous sessions with teachers, LCAP workshops, Family Empowerment workshops, Parent Academy, ELPAC meetings, and our website. To accommodate diverse language needs, translators are readily available.  Strength 4: Resources for Relationship Development Throughout the year, we offer webinars on relationship building and guidance on effectively supporting student development for both families and staff. Additionally, our Student Support Team is accessible to teachers, staff, and families, providing training, workshops, and valuable resources aimed at strengthening relationships. Strength 5: Ongoing In-person and Online Connection Opportunities Our commitment to fostering connections begins with the initial contact made with our Admissions office and the Onboarding Team. Once families are introduced to their teachers, they have the flexibility to schedule phone or Zoom appointments as needed. We also host an array of workshops, field trips, and school events.	We have identified several areas in which we aim to make improvements: 1. Enhancing our online presence: We are committed to continuously revamping and maintaining our website and social media platforms to better serve our community. 2. Strengthening parent engagement: We plan to increase our efforts in providing support and training to parents through Parent Square, our primary platform for disseminating schoolwide information to parents. 3. Expanding community partnerships: Elite Academic Academy is dedicated to expanding its network of high-quality community partners across all counties we serve. These partnerships are carefully selected to offer enrichment services and products that align with our mission of personalized education. All partnerships are thoroughly vetted to ensure compliance with the California Education Code and Common Core Standards.	In order to enhance the interaction between our personnel and underrepresented families, we will undertake the following initiatives: 1. Ongoing training for our educators and staff in effectively collaborating with diverse communities. 2. Enhancing and expanding the provision of translated resources. 3. Continuously educating teachers and staff on providing assistance to students with IEPs, 504 plans, and those who are English Language Learners. 4. Organizing in-person gatherings at diverse public venues to broaden our outreach and accessibility.	1. Collaborative Efforts: Our administrators and staff work together to establish clear expectations and create effective measurement tools. Through productive discussions, we have defined the criteria for an exemplary graduate/learner, setting forth explicit goals and standards for our students. Additionally, we have carefully considered a range of schoolwide data and both internal and external assessment tools such as CAASPP, iReady, EasyCBM, IXL, and FastForWord to track and evaluate progress. 2. Effective Communication: Our administrators are committed to fostering strong connections and open lines of communication with all educators. They employ various communication methods, including phone calls, text messages, Parent Square, online platforms, emails, and webinars. Moreover, in-person meetings and events are regularly scheduled. Weekly and bi-weekly staff meetings facilitate collaboration among faculty members, and our Academy Directors actively cultivate relationships with their teams, ensuring that every teacher receives the necessary support to tackle challenges. Google's G-Suite for Education plays a pivotal role in facilitating faculty collaboration, and mandatory workshops are held twice a month to provide training on essential tools. This year, our professional development focuses on student work, data analysis, and engagement. Our dedicated teachers meticulously assess their students, review their progress, and analyze CAASPP scores. This data is then used to craft individualized learning plans, all with the overarching goal of enhancing student proficiency. We have also formed focus groups comprising staff and administrators to address specific areas aimed at improving learning, including support for advanced learners (SOAR), addressing communication barriers (Birdseye), and providing Tier 2 supports through Learning Labs. 3. Partnerships with Educational Vendors: To enhance student engagement and narrow the literacy gap among our English Language Learners (EL) and at-risk students, we have successfully implemented the Fast Forward Intervention program and the iReady diagnostic and personalized instruction tools. We have also introduced NXTLVL as part of our EliteX program, designed to bolster higher-level thinking and problem-solving skills. Training sessions, facilitated by Elite Fellows and developers of these tools, are offered to both teachers and students. Additionally, we have established a partnership with Ambassadors of Compassion to impart essential social and emotional learning skills to our students. 4. Engagement with Families: Our staff host informative parent workshops focused on math and writing. Each academy provides monthly newsletters, offering parents practical tips for optimizing their child's independent study experience. All students meet with their teachers on a weekly basis. Furthermore, formal learning period meetings occur at least every 30 school days, involving parents, students, and teachers.	We remain committed to enhancing our teachers' and staff's understanding of diversity and MTSS through ongoing training and the provision of extra resources. These efforts are aimed at enabling them to identify and overcome barriers that hinder their ability to connect with underrepresented families. Simultaneously, we are dedicated to further expanding opportunities for advanced students and bolstering our support for English Language Learners as part of our ongoing initiatives.	Upon enrollment, students and their families convene either in person or via Zoom to discuss the school's expectations and devise a plan for the student's academic success. Student progress is meticulously tracked and thoroughly reviewed with families at regular intervals, approximately every 30 days. During these sessions, teachers equip families with tools and guidance to bolster their students' learning experience.  Every student must undergo a reading and math diagnostic assessment to identify their strengths and areas in need of improvement. This data is presented to both the student and their family, and together, they establish and oversee academic objectives. Families are equipped with resources and workshops to help them decipher the data and effectively utilize progress monitoring tools to align with their individual academic goals for their student.  In cases where a student encounters academic challenges, the Student Support Department collaborates with teachers to provide additional assistance. Our Multi-tiered System of Support (MTSS) team engages with educational partners to orchestrate comprehensive student support, encompassing social services, counseling, intervention strategies, 504 plans, Student Success Team (SST) interventions, Learning Lab (comprising tutoring and skill development programs), and Parent Empowerment workshops. These workshops empower parents by elucidating the support tools and school programs available, including graduation pathways, 504 accommodations, English Language Learners (ELL) support, LCAP (Local Control and Accountability Plan), career planning, and tutoring options.  To address barriers hindering students from fully engaging in their educational journey, our social work and counseling departments establish multiple access points to their resources and services. Easily accessible phone, email, and calendar appointments are provided through email signature lines and our public-facing school website.  We maintain a comprehensive array of resources to bolster our families' mental health, facilitate access to housing, provide food services, offer LGBTQ+ support and information, and deliver academic assistance. Elite's social worker and school counselor diligently update these resources each year, ensuring virtual accessibility to all staff and families. Families and students can arrange individual meetings with the social worker or school counselor for personalized support spanning course selection, college and career planning, mental health needs, and life skills development. Furthermore, we collaborate with CareSolace to connect families with external mental health support.  We host workshops in English and Spanish that foster an inclusive and welcoming environment for families, promoting connections among families and offering practical tips to enhance overall well-being and support their students' academic endeavors.	Parents/Families We actively encourage and appreciate feedback from parents and partners. Parents have direct channels for communication with teachers and school leadership, including email, the school's website, social media, and our Parent-Square app. Families are also encouraged to participate in LCAP meetings and Parent Workshops, providing valuable input on school goals and interests. To enhance transparency, we hold monthly board meetings that are open to the public and prominently posted on our website. We employ various means to reach out to families, such as text messages, phone calls, Academy newsletters, and social media updates. Additionally, we distribute a monthly Elite-wide newsletter to all families, containing information about upcoming events and available services. Throughout the year, Elite hosts multiple Family Nights where students and their families can engage in enjoyable and meaningful projects while receiving important updates from the institution. We actively seek family feedback during these events and share surveys to gather insights. We utilize Panorama surveys for two to three formal family surveys annually, focusing on school culture, engagement, and identifying barriers to engagement. In addition to these formal surveys, we regularly distribute brief check-in Elite Care surveys to gauge the immediate needs of our families. As part of the onboarding process, new families are invited to complete a survey to ensure their voices are heard.  Students For our students, we distribute brief check-in Elite Care surveys to gauge their well-being and promptly address any concerns. We also established an Elite Student Leadership team, offering students the opportunity to provide feedback and actively participate in school meetings.  Teachers and Staff Monthly board meetings are held to maintain transparency, open to the public, and accessible through our website. Formal Panorama surveys are administered annually to allow staff to provide feedback. As part of the formal evaluation process, staff are encouraged to suggest areas of improvement within the organization to their supervisors.  Furthermore, we collect feedback through surveys at the conclusion of staff and professional development meetings. To address specific school-related issues or concerns, we form focus groups consisting of teachers and staff.	Diverse Feedback Channels for Parents/Families: While EAA offers multiple channels for parent and family feedback (email, website, social media, app), it's important to ensure that these channels are user-friendly and easily accessible for all demographics, including those with limited technology access or language barriers.   Staff Feedback Integration: To improve staff engagement and satisfaction, not only should feedback be collected but there should be transparent mechanisms for addressing concerns and implementing actionable changes based on staff input. We regularly share updates on how staff feedback has influenced decision-making and improvements within the organization.  Inclusivity: Strive to make all engagement efforts inclusive and accessible to diverse cultural and socioeconomic backgrounds. This includes translating materials into multiple languages, considering various time zones for meetings, and providing support for families and students with special needs.  Data Utilization: Surveys are conducted regularly to ensure that the data collected is effectively analyzed and acted upon in department tactical planning. We use the feedback received to drive meaningful changes in school culture, engagement, and the removal of barriers to engagement.	By strengthening our bonds with underrepresented families, we aim to enhance their engagement. To achieve this goal, we have expanded our in-person interaction opportunities for families, facilitating connections with our staff and fellow families. We will harness the potential of our upgraded website, social media platforms, and an array of in-person events to foster these connections and extend invitations to parents and guardians for participation in workshops and advisory groups. We will also employ multiple concise surveys, easily accessible to all families, to gather valuable feedback and suggestions. These survey findings will serve as discussion points in our monthly meetings with families, which will be scheduled at various times throughout the day to accommodate different schedules. Our commitment to promoting equity and inclusiveness will persist as our MTSS staff and teachers continue their professional development in this crucial area.	4	4	4	3	4	4	4	4	3	3	4	4	Met		14JUN2023	2023
37682130138636	JCS - Pine Valley	3	We host several family nights per year in an effort to build relationships with families. We offer parent trainings throughout the year to help support them monitor their student's academic growth and help them teach English and Math. Monthly field trips are offered to help build a sense of community.	We plan to offer more parent trainings next year. We are working to create more opportunities for families to participate in school events next year to help build relationships between staff and families.	Building relationships is a strength for JCS-Pine Valley. With small classes and student teacher ratios, our teachers get to know students and families well and build trusting and respectful relationships. Communication with families happens daily either in-person, over the phone, or via email. Parent surveys are sent out via Google Forms. We utilize Parent Square to push out information to families. Our focus area will be in developing multiple opportunities to engage in meaningful communication with our families especially our Spanish-speaking families. We would like to see even more participation in our School Site Council.	JCS-Pine Valley has varied curricula and support resources to support student learning. Assessments are in place to inform decision-making strategies when meeting with families and students in order to support improved student outcomes. Families are integral to student learning and partners in education. Families are aware of their rights and advocate for students.	One area of focus for next year is that we will use the data tracker to inform parents of MAP scores in an effort to monitor growth and create goals.	We will improve the access for hot spots and continue to provide and expand our food pantry and clothing exchanges to support our low income and unhoused population.	We actively pursue parent participation both in the School Site Council and in decision-making opportunities through surveys and parent nights. We have high participation in our school surveys and will continue to encourage participation in School Site Council through communication with parents.	Although we have developed routines and opportunities for staff and families to engage in decision making, numbers of participants are low. We struggle to have multiple parents on our School Site Council. In an effort to increase participation, we will provide snacks and childcare for parents who attend meetings. We will offer meetings at multiple times with both in-person and virtual options. Meetings will be kept to shorter times with clear goals and targets.	In an effort to include underrepresented families, we will provide transportation if needed, and offer childcare and virtual options. We will provide information in both English and Spanish as needed.	5	5	5	3	4	5	5	5	3	3	3	4	Met		09JUN2023	2023
37682210000000	National Elementary	3	The 2022-2023 school year provided the National School District with an opportunity to strengthen our relationships between the schools and families. Schools were able to open their doors to families and hold in person events such as Back to School Night, Coffee with the Principal, and other family events.  Parent turnout at these events grew over the course of the year as parents and caregivers became aware of the events on campus.  Parent-teacher conferences were well attended this year as well as events such as fall festivals and family-student learning sessions for math.  Based on the data, there are a few steps that the National School District will implement to increase family engagement and relationships with staff.  Families would like to have the opportunity to learn more about topics such as assessment, identification and support of English learners, social-emotional learning, career paths, and special education. In addition, families shared that they would like meetings at both the school and district level, that meetings are streamed, and that meetings are held in the mornings and evenings to accommodate working parents’ schedules.	Family and community partnerships continue to be a priority for the National School District.  With a return to in-person meetings, the district is committed to bringing our partners back to the schools for meaningful collaboration regarding school decision-making, learning opportunities and for family engagement activities.  We were excited to be able to have parents back on campus this past year to volunteer and participate in school events.   Our goal is to have an increase in the percentage of parents attending committee meetings, workshops and school events. School sites in our district have regularly scheduled meetings for parents such as school site council meetings, English learner  advisory meetings, PTA meetings, and coffee with the principal. In addition, schools invite parents to join in family activities such as literacy, math or science days or nights.  They also have student performances and class presentations.  Finally, the PTA at each school also holds family engagement events such as fall festivals, winter celebrations, family dances and athletic events such as jog-a-thons. Through these activities, our district is committed to building relationships between families and school staff.	The district is committed to engaging all of our families, especially underrepresented families in school and district activities.  One action the district has committed to in order to support the engagement of underrepresented families is through collaboration with outside agencies that have the resources to reach these families and encourage their participation in school and district events. One partnership is with SBCS (formerly known as South Bay Community Services) that oversees the district Family Resource Center.  Not only do they provide services to families that help with their daily living, but they also stress how important it is for families to be engaged with their child’s school.    In addition, the district has employed a family engagement resource teacher to provide opportunities and coordination for workshops, resources, events, and home-school communication with a specific focus on supporting English learners and their families. Furthermore, the district continues to offer translation services to provide extended services to our families who do not speak English as their primary language. As stated in the LCAP, resources will be principally directed to support the specific needs of unduplicated students and their families.	Research over the past five years concludes that parents are the most influential factor on their child’s academic success and social achievement in school. High parent involvement is associated with increased school performance in school. The National School District is committed to empowering parents with participation opportunities aligned to meet parent needs and interests, with particular emphasis on supporting parents of unduplicated students and special education needs.   A continued strength of the district is the employment of a family engagement district resource teacher who provides opportunities for families to learn more about supporting their child’s academic and social achievement.  In the 2022-2023 school year, NSD offered a number of workshops to build parents’ capacity in these areas including the following: Family Leadership Academy, UC San Diego Parent University, Olivewood Gardens Kitchenistas, and Triple P: Positive Parenting Program.  This year many of these events were offered both in person and online, during different times of the day, and in different languages to engage the greatest number of parents possible. In addition, each month a Family Empowerment Newsletter was sent to our families via the school’s messaging system providing tips for building a strong family and for ways to support children’s development in academics, social-emotional health and behavior.	NSD is committed to building the capacity of parents to be able to support their children academically and socially.  This year, we were able to hold meetings in person and we saw an increase in the percentage of parents, including underrepresented parents, in school and district committees, workshops, and school events. Parents participated in all types of meetings, but were the most active in meetings at their schools with topics such as learning about and participating in lessons with their child for math and academic language, learning about safety from the District Attorney's Office, and hearing about the different types of assessments students take. NSD’s Student Services Department held a series of three meetings for parents that addressed topics concerning students with disabilities. In addition, the parent engagement resource teacher surveyed parents to get a sense of what they were interested in learning about in order to best serve and engage them.     The district has implemented a number of specific actions to address this goal.  One action is seeking a continued partnership with the National City Promise Neighborhoods collaborative to provide resources and community support to improve educational opportunities for students in targeted schools across the community. Another action is the parent engagement plan outlined in each school’s School Plan for Student Achievement.  Finally, there is a focus on building outreach programs and communication with the parents of students enrolled in the district's preschool program to ensure smooth transitions to the TK through sixth grade setting. NSD is also working with outside agencies to develop a program to support students who are recent arrivals to the U.S.	NSD is invested in the engagement of underrepresented families in school meetings, committees, and events. The district is cognizant of the effects of parent involvement on the academic achievement of students and therefore has actions in place to address the representation of all families in school events. Nearly 54% of the district’s students are English learners. Therefore, in order to engage parents who may have limited English skills, the district will continue to offer translation at all parent meetings and offer workshops such as the UC San Diego Parent University in Spanish and English. Furthermore, the district translates all school/district-home communication into Spanish so that parents can access the information regarding workshops or meetings.   On the district website, there is a section for Parent and Community Resources.  There are a variety of academic resources and wellness resources for families along with engagement activities for parents.  The site and all resources are available in English and Spanish. Furthermore, there is a video to show parents ways to access websites in a variety of languages.   The superintendent has a parent roundtable with representatives from underrepresented families. This group offers input into the needs of families and how to engage more families in school. They speak to the specific needs of underrepresented parents and specific actions the district can take to engage them in school and district events.	The district values the input of families and community partners in decision-making including:  Superintendent Parent Roundtable with representatives from underrepresented families, which meets three times a year and allows for diverse representation from the district to offer insights and suggestions directly to the superintendent.  Parent Leadership Committees at all sites and at the District level focused on student achievement through categorical funding and policy implementation. Stakeholder Survey and Town Halls where ideas for decision making at the district level, comes from sessions for input into the LCAP and other community issues. All of these meetings have been on-going for a number of years which is a strength of the district.  Parents and community members have provided input every year on the LCAP.  There was an increase in parent turnout this year due to the return to in-person meetings and extensive advertisement of the event.	The focus of the district continues to be increasing the engagement of families at meetings and events. The parent engagement resource teacher holds meetings at the schools to welcome families back to campus and to encourage participation in these important meetings this year. Principals and teachers are also encouraging parents to get involved at school and to join meetings such as Coffee with the Principal, volunteer at the school, and to attend school-wide events.  Furthermore, all schools in the district are working with the PTA to plan more events for families throughout the school year.  The district will continue to hold in-person meetings for district level committees.  The site principals, the district parent engagement teacher and the district leadership team will continue to communicate and invite all stakeholders to join meetings.  In addition, the district will offer online surveys to families so they may provide input to decisions even if they are unable to attend in-person meetings.  Furthermore, there will be opportunities for parents to participate in simultaneous virtual meetings to provide favorable options for our parents and maximize parent engagement for input.	The voice of underrepresented families is important to the district and parents are therefore encouraged to attend meetings where they will be able to give input. By way of ELAC and DELAC, the district ensures that parents of English learners are on committees that give input regarding school and district plans and budgets.  Parents of students in special education are also part of the SSCs, Parent Roundtable and the District Parent Advisory committee where input is given for the LCAP, SPSA and increasing inclusionary practices. NSD will continue to engage parents on these committees whether in person, virtually or via surveys to ensure they can provide input regarding decisions.	4	4	3	4	3	4	4	4	5	4	5	4	Met		28JUN2023	2023
37682210101360	Integrity Charter	3	Per our parent LCAP survey, given twice this school year, families feel engaged in the school community. 97.8% of families feel their children receive a good education at Integrity. Also, this school year, we reintroduced many in-person family events that had large numbers of families return. This year, we changed the format of Family Friday to include guest speakers from the community to share resources and we added a component for feedback and celebrations. Our turn out for every Family Friday event was a packed room with all seats taken (sometimes standing room only left). On top of that, our parent group grew in numbers. We developed an Integrity Parent Group (IPC) which started halfway through the year. They helped with events, fundraising, and have started working on plans for the upcoming school year. Other data shows that 95.6% of families say that Integrity Charter School works with them to help their children do their best in school. 95.6% of families feel that their child's teacher communicates with them about their academics; 60.9% of families attended Back to School Night; 87.4% of families attended Parent/Teacher conferences; 70.1% attended Family Fridays; 62.1% attended Fall Festival; and 74.7% attended the Winter Concert.	Based on input we've received this school year, we believe that our areas for improvement are better organization regarding communication about events as well as spacing events out. On top of that, having a room parent would be a benefit for families and staff to coordinate communication and events. We are going to add more parenting classes next school and find more connections with community services for our families.	We will make every effort to reach out to all families that we do not receive input from. We will continue to offer a variety of ways to gather information/input that include: classdojo with survey links and information, paper surveys and posters with event information, texts/emails, phone calls, online surveys and information, and will post Family Friday meetings on the website for families who were not able to attend.	Per our survey and input from stakeholders, Integrity offers many opportunities to build partnerships. 95.6% of families say that Integrity works with them to help their children do their best at school. Also, 95.6% of families believe that staff communicate with them about their child's progress. Therefore a strength would be that families feel connected to their child's learning. We will continue being transparent about the academic and social emotional growth and needs of students.	An area for improvement would be consistency among every classroom around communication. There were some comments on the survey indicating more communication from teachers and also more advanced communication about events in advance. We will work on a master calendar and advanced notice reminders for parent conferences, school wide events, etc.	We will work to ensure that all families have the same opportunities for parent conferences, ways to communicate academic information through various means including parent meetings, videos, offerings of parent classes, information in preferred languages, and various means of reaching out.	A strength of our LEA in seeking input from families is that we have family surveys at least twice a year, elicit feedback from families during Family Friday and after school wide events, during Integrity Parent Committee meetings, School Site Council meetings, and English Learner Advisory Committee meetings.	A focus area for improvement is reiterating the Local Control Accountability Goals consistently throughout all meetings with families to gather in the moment feedback.	A goal for the LEA will be to do more targeted outreach for feedback from families that represent underrepresented groups. That will look like personal phone calls to those families, in person communication during arrivals/dismissal, etc.; communications in various ways.	5	5	4	5	4	4	5	4	4	4	4	4	Met		12JUN2023	2023
37682960000000	Poway Unified	3	The Poway Unified School District actively engages our students and their families with strategies and programs to build relationships. We pride ourselves in establishing welcoming school environments and positive school climates. Each site encourages parents to be active partners in their child's education. Parent volunteers can be seen regularly at our sites, supporting the school in various ways. Our district and individual school sites share specific school-related information via various sources, including emails, social media, school and district websites, principal chats, and calls to home. We welcome feedback from our families and utilize the ThoughtExchange platform yearly as a means to share thoughts and prioritize the thoughts most important to them.  In our professional development work with our staff, we will continue to create strategies that staff can utilize to enhance their interactions with families. We have a robust Response to Intervention program, which includes student Success Strategies teams that involve the parents throughout the process of identifying needs and action plans for individual students.  The Caring Connections Center offers support for our families districtwide. This resource includes access to a counselor to develop family action plans and a large variety of parent workshops to provide information and resources. Those parent education offerings are often produced from feedback from our parent community. The Caring Connections Center also serves as the home to our Youth in Transition homeless program, which assists students and their families with needs to support their educational experience. Due to the case management approach, families in the program develop relationships with staff at the Center and school site of attendance. Finally, our families identified as newly immigrated to the United States share their experiences and find support at the Center’s Family Learning Center.  Our District continues a  Parent Ambassador program, established during the 2021-22 school year, to strengthen the bridge between the school and the parents of students in special education.	Our focus area for improvement in building relationships between school staff and families is to create a sense of belonging at every site for families to feel valued.  We will build capacity in our administrators and staff to ensure that we design family events through the lens of equity and inclusion so that all feel welcome and supported.  The local data will be used to create parent education events such as 'Safety Summits' and 'What I wish My Parents Knew.'  We plan to continue to refine our RTI process at every site with the Student Success Strategies teams, which involve parents in a collaborative effort to ensure a student’s success in school. Additionally, we will create a campaign to communicate with families about the importance of regular attendance and expand the resources and strategies to support those who struggle with attendance.	Focus on uncovering barriers that exist for our families in regards to their participation and involvement by intentionally reaching out to our underrepresented families.  Outreach will include convening several district-sponsored events specifically for historically underrepresented family members to listen deeply about their experiences in our district and to get feedback on the work we have implemented such as initiatives and new policies.  Target outreach by the Youth in Transition staff to remove barriers to engagement with the site staff.  Provide scholarships for our Parent Education courses for families identified as low-income.	The Poway Unified School District values and encourages parent input and participation. In order to garner parent viewpoints concerning our schools and district, we utilize the results of the WestEd 2022 District Parent Perception Survey that was developed to align with the Student California Healthy Kids Survey to yield a comparative analysis of parent and student perspectives. 87% of responding parents agreed that Poway Unified encourages parents to be an active partner in their child’s education. 85% of parent respondents agreed that their school welcomes their participation.  In February of 2023, we continued the use of Thoughtexchange - 8,870  adults (79% of those adults were parents) and 4424 students shared comments, ideas, and opinions. The results guide the establishment of goals and priorities as reflected in the LCAP reports, which shape the district’s goals and guide our budgeting priorities for the school year.	Regular student school attendance is extremely important and we need to work proactively with families to partner in identifying and reducing barriers to the students’ attendance.  This will include creating plans with families that are positive and supportive to their needs. These plans will allow us to connect families with local resources and tap into our community partners.  Additionally, by expanding our understanding of and commitment to Restorative Practices we will work closely with parents to ensure that all students feel heard and supported.	Every school site has an Equity Team and their work will include the Liberatory Design Process (cycle of inquiry) to design actions to further equity at sites. The novel thing about this is, sites will be having student equity advisory teams to work alongside as we design for equity. Furthermore, those student teams will have voices at the margins centered as the teams will be intentionally including historically underrepresented students on the team.  Families of our historically underrepresented students will also be invited to give input into the liberatory design process as needed.   Seek additional outreach methods to engage our underrepresented families in our teams, systems, and events such as the Family Learning Center for tutoring and support, Community Advisory Committee, Youth in Transition, and immigrant family support events.  Evaluate our communication systems to employ the most effective translation services for our families.	Seeking parent input from families is highly valued and supported in our district and at our sites and is an important area we continue to refine.  Parents have opportunities to serve on site-level advisory committees such as the School Site Council, Safety Committee, and the English Learner Advisory Committee.  Engaging our parents as partners is important to our district. Each year, as part of our Local Control Accountability Plan (LCAP) process, we seek input through the ThoughtExchange platform. Here, parents, students, staff, and community members share their thoughts and ideas on our district goals and initiatives. This feedback informs those actions and services outlined in our LCAP.  At the district level, you will find our parents involved in the Community Advisory Committee, District Advisory Committee, District English Learner Advisory Committee, Equity Advisory Committee (established in 2021-22), and Inclusive Practices Advisory. Based on input from parents, a new program was developed during 2021-22 school year - the Special Education Parent Ambassador program.	Examining district systems and structures to determine how to increase opportunities for parent input.  One example: to allow for increased input from the parents in the Single Plan for Student Achievement (SPSA) process at sites, we have shifted from a fall timeline to a spring timeline for SPSAs at all school sites to create additional time for each School Site Council to dive deeper into data and goals.	Increase the number of underrepresented families in different representative bodies such as our School Site Councils and PTA organizations through intentional outreach and personalized invitations.    Create opportunities for underrepresented families to engage in conversations in order to listen to their distinct needs to increase our understanding and to use the input to guide our systems and practices.	4	4	4	4	4	4	5	5	4	4	4	3	Met		15JUN2023	2023
37683040000000	Ramona City Unified	3	Building positive and meaningful partnerships and relationships between school staff and families is a general strength for our district based on our LCAP Survey. According to the 2022 and 2023 LCAP Parent/Family Survey, we saw an 11.17% increase in building trusting and respectful relationships and a 14.88% increase in providing a welcoming school environment. While not as significant, we saw gains in building trusting and respectful relationships within our Classified and Certificated staff as well.	Dashboard and LEA data that includes our LCAP Survey indicate we had high rates of suspension and absenteeism in our schools in the 2021-22 and 2022-23 school years. To address these concerns, we continue to focus on building meaningful and positive relationships with students, families, and between staff members/teammates. We continue to develop our Collective Teacher/Staff Efficacy district-wide. This is evident in our LCAP actions, district leadership collaborations, within site collaborations, and with our school and district advisory groups.	"For years, parents and families provided feedback in our annual LCAP survey asking we hire biligual staff to facilitate and foster building parnterships with our families requiring a langauge other than English. It has been a challenge to hire biligual staff. To be responsive, in the 2023-2024 school year, RUSD is providing a course in  ""Conversational Spanish"" to all Title I schools staff. This course is paid and outside of the work day to not impact regular school operations. RUSD has also transitioned the English Leaner Parent Liaison from part time to full time status. Additionally, we ensure representation of all student groups in our District Advisory Committee, and we call all new English learner families and personally invite them to our DELAC to encourage their participation and engagement."	According to our parents/families on the 2022 and 2023 LCAP Surveys, we saw a 16.37% increase where families felt our schools provided them with information and resources to support their child's learning and development at home. Additionally, we saw a 15.09% increase where families felt schools provided opportunities for family and student conference to discuss students' progress and goals.  Overall, 3/4 of our families feel that RUSD partners with families to improve student outcomes at school and in the home.	Our parents asked for more parent-centered learning opportunities for them to help their students learn from home. As a learning partner with our families, we want to respond in a way that is effective and helpful. For a third consecutive year, we have partnered with Fresno State University to offer our families courses that improve parent skills around how to support Social- Emotional Wellness, Health and Well-being, Digital Literacy, and Conversational English in the home. In the 2023-2024 school year, expanded courses will include Pathway to College, Business Development, and Conversational Spanish or English. In the 2022-2023 school year, 17 families completed 31 courses! Over the three years, 168 parents earned course completion certificates from FSU, no small task considering each course consists of 16 hours of learning! We have opened up the Conversational Spanish course to staff at Title I schoools to facilitate meaningful partnerships with families to improve student outcomes.	We bring our district data, including our local measures to our District Advisory Committee which consists of parents/families from every school in our district, and we ensure there is representation from our EL, Students with Disabilities, Socio-economically Disadvantaged, White and Hispanic ethnic groups. We also will seek feedback from our Homeless and Foster Youth student groups through surveys, sharing ratings, and regular meetings to gain insight and to offer support.	School Site Councils (SSC) consist of parents/families that mirror that of the school's make-up within our district, and this flows into our District Advisory Committee (DAC) including students. In our DAC collaborations, we hold a SSC training annually so that representatives can take this information back to SSCs. Our District LCAP Committee consists of no less than 50% Parent/Student/Community member participation that reflects the demographic make-up of our school district.  This committee reviews the comprehensive needs assessments for our district, reviews our goals, actions, and services for how we spend our funding to support students, families, and staff to improve student outcomes, making final recommendations to our district governing board after input from our DAC and DELAC has been gathered. We feel our community and family engagement in decision-making is a relative strength. Data from our DAC surveys also support this conclusion.	Our focus will continue to be gathering feedback and input from all families within Ramona Unified. Whether it is through School Site Councils, School directed ELACs, or our district led DAC,  DELAC, and LCAP Committee, we offer access on our district website, we actively recruit, and we call families to ask the for their engagement.	In an effort to improve engagement and participation, we have increase our district family liaison from 5.0 hours on a 9.5 month work calendar to 8.0 hours on an 11 month work calendar. Our family liaison is very impactful, personally calling and making connections with parents of our English learner student population and our homeless student population. During our LCAP Survey time, she calls and encourages our families to participate. In our DELAC meetings, we consistently have 25-40 families represented and she takes time to show families how to access and take our survey in a language they can understand EL families are encouraged to be part of our DELAC leadership as well.	5	5	4	5	3	4	3	4	3	4	4	4	Met		29JUN2023	2023
37683120000000	Rancho Santa Fe Elementary	3	"We had many family engagement/community building events and activities. We began the year with a new ""Back to School Bash"". We were able to hold our traditional events, e.g., Father/Daughter Dance, Mother/Son Kickball, Grandparents' and Special Friends' Day. Parents joined us for Friday on the Field weekly, for performances, and for classroom activities and events.    We had the following participation in events this year:  • Back to School Bash - Over 1,000 people in  • attendance; 14 parent volunteers, Student Council volunteers  • Movie Night - 200 Families in attendance; 3 parent volunteers  • Mother/Son Kickball - 153 mothers and sons in attendance; 2 volunteers  • Father/Daughter Dance - 248 fathers and daughters in attendance; 8 volunteers  • Science Discovery Day - 12 parent volunteers  • Field Day - 35 volunteers  In addition, room parents coordinated events for every classroom and we had many classroom volunteers throughout the year.   The District also provided opportunities for parental participation in parent education programs. We ran a workshop on raising resilient children, on Cyber Safety, and on parenting adolescents."	An identified need for all students, families, and teachers is support for social and emotional needs. Over the three years of this LCAP plan, we have identified a need for explicit curriculum to teach the SEL competencies in grades K-8, training for all teachers and paraprofessionals on all components of the plan, implementation of class meetings/restorative circles for conflict resolution, parent education and resources, and more training and materials for the district's counselor.   Though we began a review of curriculum in the 20-21 school year, we have not identified a curriculum for adoption at this time. This is a priority in the last year of this LCAP plan.   In addition, we have identified a need to provide more opportunities for parents to learn about and experience the District's curriculum and instruction in order to support their children with academic and social and emotional needs. The District will also needs to promote parental participation in programs for unduplicated pupils and individuals with exceptional needs.   We have begun work on refreshing the district's website and will continue that work next year.	Parent Workshops: Parent workshops will be provided to all parents of English learners, low income students, SWD, and students at risk of not meeting grade level standards to assist them with relevant parenting topics.   Website: With English learners, low income, SWD, and students at risk of not meeting standards in mind, we would like to review our website and ensure that it is meeting the needs of our families.	The District made progress on providing more opportunities for parents to serve on decision-making committees. We began an SSC in year 1 of the plan and continued it this year. We also added an ad hoc committee, the Safety Committee.	Through input received from educational partners through the LCAP process, the District has identified a continued need for more opportunities for parent and family engagement. The District would like to provide more opportunities for parents to serve on decision-making committees, to assist in classrooms, to share their knowledge and resources, and to run special events. Though we have made some gains in this area, we will keep it as a continuing need throughout this LCAP plan. We began having parents serve on decision-making committees, instituting our first SSC, and doing some ad hoc committees such as the Comprehensive Sexual Health Education Committee, the District Safety Committee, and the Strategic Design Committee.   In addition, we have identified a need to provide more opportunities for parents to learn about and experience the District's curriculum and instruction in order to support their children with academic and social and emotional needs. The District will promote parental participation in programs for unduplicated pupils and individuals with exceptional needs.	The District will identify families of unduplicated students, ensure that we are communicating with them in their preferred method of communication, and that they are personally invited to participate in programs and opportunities at the school and district level. The parents of unduplicated students will also be given opportunities to offer input on curriculum, programs, and district initiatives. Our middle school principal will have the responsibility of communicating individually with each family, conducting meetings with our unduplicated families, and surveying them to determine their needs.   The District will run special programs and services for families of students with exceptional needs and will ensure that all families are personally invited to participate. Our Director of Special Education is responsible for these programs and communication.	Parents attended focus groups for the Superintendent's Search instead of an annual parent survey this school year. The superintendent also met with parent groups to gain input on the plan.   The District continued with the SSC this year and began a School Safety Committee and a Parent SEL Committee. The District has increased the number of members on the Education Foundation Board and has additional parents who volunteer in classrooms and to run events. In addition, the afterschool robotics program was started last year with an all-parent volunteer group of about 25 parents. The number of parent participants on other decision-making teams: • Education Foundation - 19 parent volunteer members  • SSC - 5 parent volunteer members  • School Safety Committee - 6 parent volunteer members  • Parent SEL Committee - 4 parent volunteer members	Through input received from educational partners through the LCAP process, the District has identified a need for more opportunities for parent and family engagement. The District would like to provide more opportunities for parents to serve on decision-making committees, to assist in classrooms, to share their knowledge and resources, and to run special events. In addition, we have identified a need to provide more opportunities for parents to learn about and experience the District's curriculum and instruction in order to support their children with academic and social and emotional needs. The District will promote parental participation in programs for unduplicated pupils and individuals with exceptional needs.	Committee Work: We would like to involve parents of English learners, low income, SWD, and students at risk of not meeting standards in more committee work, e.g., School Site Council, Social and Emotional Learning Committee. We would like to see them involved in volunteer work as well, e.g., volunteering in their child's classroom.	3	3	3	3	3	3	4	3	3	3	4	3	Met		15JUN2023	2023
37683380000000	San Diego Unified	3	Current Strengths: SDUSD is committed to partnering with families through learning opportunities to support student learning development in the home by creating High Impact Home Strategies and continue to nurture parent leadership across our system that is responsive to individual student populations. The Family Engagement Team has been requested by schools to attend and facilitate Family Fridays to provide families with specific supports indicated by parent feedback. These sessions will continue as pandemic safety conditions allow. In addition, family leadership opportunities and ongoing communication/information has been provided to families regarding instructional supports, access to technology, basic needs, community resources, instructional strategies as well as health and safety guidelines.	An area of improvement to focus on in this area would be the connection between parent involvement and efficacy to improved student academic outcomes. The plan of implementation is to build opportunities for meaningful engagement, provide clarity and examples of the legal responsibilities of the educational system, and to collaborate with schools to examine student progress.	Parent trainings will include school-based programs (e.g., the Integrated Multi-Tiered System of Supports or other options for academic support like tutoring or community academic supports). In addition, the Family Engagement team will continue to update the list of local community resources that can assist students academically for each Neighborhood Center.	San Diego Unified School District (SDUSD) currently has strengths in the areas of creating welcoming environments for all our families in the community. The district has made extensive efforts for all schools and site personnel to create environments that are friendly and welcoming. Schools typically host various events to welcome and involve parents in aspects of the school culture, and these events will continue as pandemic safety concerns allow. Many schools provide regular communication in multiple languages to provide families with timely information.	Another strength is the Family Engagement team members have been invited to schools to provide trainings and interact with school families on a regular basis. We provide translation services at any Family Engagement Team sponsored event. These events were curtailed during the pandemic but will be resumed/expanded as community safety allows.	An area for improvement would be to create culturally responsive trainings. Cultural trainings would include collecting data from families about key aspects to highlight their culture, cultural contributions, and identify key figures that are known. Other improvements include meeting with community partners to engage in learning, collaboratively develop and design trainings (establish process, structures), and facilitate training sessions for and seek feedback from parent groups.	Current Strengths: The Family Engagement Team effectively supports participation and capacity building with families with all district advisory groups. We hold monthly meetings with the Advisory chairs to build capacity, engage in effective decisionmaking regarding LCAP, and to seek input. The team ensures that a Family Engagement representative attends each meeting and provides families with updates on academic strategies, workshops for parents, and school/community events.	Our improvement plan will include developing an annual program evaluation survey. The survey will allow families, teachers, principals, and district administrators the opportunity to evaluate the activities provided for parents at school and the Neighborhood Centers. The data gathered from the evaluations will guide decisions for adjusting and refining the work of the Family Engagement Team.	Our improvement plan will include developing an annual program evaluation survey that collects information that will enable us to identify underrepresented families. The survey will allow families, teachers, principals, and district administrators the opportunity to evaluate the activities provided for parents at school and the Neighborhood Centers. The data gathered from the evaluations will guide decisions for adjusting and refining the work of the Family Engagement Team.	3	3	3	3	3	3	3	2	3	3	3	2	Met		27JUN2023	2023
37683380101204	High Tech Middle	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37683380101345	KIPP Adelante Preparatory Academy	3	KIPP SoCal continues to build relationships between staff and families at each of our schools. To provide the most support to families, our organization offers home visits to families before students begin their academic careers with KIPP SoCal. The goal of these home visits is to lay the foundation of the partnership and demonstrate how KIPP SoCal values family relationships. During these home visits, a school team member will educate the family about the school and learn about each student's family and individual needs. We build upon his foundation by hosting multiple family engagement opportunities in a virtual and in-person format throughout the school year. For example, we hosted mental health workshops for families. Certain engagement events are offered in-person, such as community health fairs to provide local resources to our families and community members to help meet the needs of the communities we serve. Engagement events like these allow us to not only connect with our families but also to provide them with the resources they need to thrive.  Since the relationships at each school site may vary, we provide organization-wide professional development to align and improve our ability to build relationships with families. This professional development provided specific training for team members on how to identify and address family needs. Team members learned specific strategies to individually and immediately contribute to this goal by increasing engagement and improving relationships with underrepresented families.	KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families. In the upcoming school year, we look to build and improve upon this Family Leadership Academy foundation by providing more opportunities for participants to have an impact on their school and community.	KIPP SoCal continues to offer resources that meet the needs of our underrepresented families, such as information related to immigration rights and mental and physical health resources. We provide these resources and advertisements in a language accessible to families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal understands the impact family partnerships have on increasing student outcomes, so our schools have developed regular communication systems with families through virtual and in-person family-teacher conferences to share student progress and to maintain two way communication throughout the school year. These conferences discuss both student work and ways parents and families can collaborate to support students.  KIPP SoCal has developed a Family Ambassador program that works with our Family Leadership Academy to support families across all schools. Each Family Ambassador member will learn about legal rights, develop leadership skills through self-agency, learn about state and federal accountability programs for their school, and be ultimately empowered and equipped to advocate for all students and their community. Family Ambassadors will convene every two months to explore essential topics to families; this event provides workshops, tools, and resources for families to support their children. Each of these convenings is developed by parents for parents to provide the most benefit, relevance, and gives opportunities for them to provide input on school decisionmaking and events. To continue building upon this program, we are exploring and developing systems that will bridge the Family Ambassador program to our overall family engagement, providing more families with these resources and this knowledge.  KIPP SoCal educates families on strategies and resources to support students during distance learning in the English Learner Advisory Committee and Family Leadership Academy meetings. These meetings review each school's instructional programs and provide strategies for how families can best support their student's learning. KIPP SoCal also provides families with English Learner specific resources and strategies for building English Language proficiency.  We understand that family partnerships enable our students to accelerate their learning. We continue to find ways to educate families and provide them with the agency to support their students outside of the classroom.	KIPP SoCal's Advocacy and Community Engagement team is dedicated to advocating for families and connecting them to resources. Resources, including those for physical health, mental health, financial stability, and more, can impact student outcomes. KIPP SoCal has significantly increased the size of its regional Advocacy and Community Engagement team. The positions of this team have been assigned to clusters of KIPP SoCal schools based on geographic region, enabling team members to improve the quality of services provided. Our team continues to build upon this programming to increase the number of families served in the coming school year.	KIPP SoCal continues to offer resources and engagement opportunities that meet the needs of our underrepresented families, such as English Learner Advisory Committees, Family Leadership Academy, and Coffee with the Admin. These meetings are also held in languages that are accessible to our school families. KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	KIPP SoCal has family advisory groups, such as English Learner Advisory Committee and Family Leadership Academy, each with high-quality compliance. During meetings for these groups, we focus on member development so families can be informed and provide quality input; therefore, topics include California School Dashboard, Local Control and Accountability Plan, EL Master Plan, and Reclassification Policy. We have designed these programs to build families' knowledge on all aspects of our schools' programming at each subsequent meeting so that families can provide meaningful input during our spring LCAP development meeting. Meetings are inclusive to all families and are open to the public.  The Family Leadership Academy, which acts as our School Site Council, focuses on engaging and informing families and team members on how charter schools work, how to use their voice to advocate for their school and community, school and student group outcomes, and state and federal accountability for school and student group outcomes. In these meetings, they provide input on school initiatives, programs, and decision-making. Participants are also informed about opportunities at the school and/or community to apply what they learned in these meetings.  To provide the highest quality during these meetings, KIPP SoCal provides extensive regional training, resources, and technical support to school-based leaders of these advisory groups. KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers for attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (eg. bulletins, emails, phone calls, etc.)	In an effort to increase and improve on opportunities for educational partner input we have provided an additional avenue for participation. This school year, KIPP SoCal has launched a region-wide parent advisory group at each school, Family Leadership Academy. The Family Leadership Academy acts as our School Site Council and in these meetings our families learn how charter schools operate, review and provide feedback on plans and policies, and receive training on advocating for their students and school. By empowering families to become leaders in their school and community, we will be able to strengthen relationships between school staff and families.	KIPP SoCal is committed to engaging underrepresented families however possible and reducing barriers to attendance: meeting times and dates are flexible to accommodate family schedules, English Learner Advisory Committee's meeting materials are provided in multiple languages as needed, and meetings are provided in a virtual format to increase accessibility, and advertising meetings and other family engagement activities are offered in multiple formats and/or venues (e.g. bulletins, emails, phone calls, etc.) KIPP SoCal has also implemented a Change Team, a committee of staff members, family members, including those from underrepresented backgrounds, and students, who are actively reviewing and implementing diversity, equity, and inclusion. This school year, our Change Team drafted our organization's Anti-Racist Standards. These standards were distributed across our regional and school network for feedback and comment from team members and all school families. This feedback and comments were important for furthering our engagement process of creating guidelines and values for becoming a more anti-racist organization.	4	4	4	4	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
37683380106732	High Tech High International	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37683380106799	Learning Choice Academy	3	Parents and guardians are encouraged and welcomed to become involved in the formal education of their children. Educational research validates that support at home is critical to a child’s academic success. TLC provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, fundraising events, parent organizations, in classrooms, and by participating in advisory committees, and special events. Parents are encouraged to support their children at home by making their expectations about school clear and creating a positive learning environment at home.	We are committed to communicating with and engaging parents as partners in their children’s education. Most communication to parents and families is in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our school and invite all members of our community to assist us in the education of our students.	Parents have many opportunities to be involved at their children’s school site (i.e., school site council, special events, fund raising events, field trips, and in classrooms). We encourage parents to support their children at home by making their expectations about school clear and creating a positive homework and learning environment.	The mission of The Learning Choice Academy focuses on building relationships with students and parents. The Learning Choice Academy works hand in hand with parents, teachers and students on an ongoing basis. Parents have ample opportunities to participate in school programs through surveys, School Site Council (SSC), ELAC, parent workshops and monthly meetings with teachers.	A focus area for improvement for Learning Choice Academy is the need to increase school to family’s communication through the Parent Square app to increase the various methods on how we communicate to families.	The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.	The Learning Choice Academy has a Family and Parent Engagement policy. The policy has been developed jointly with, and agreed on with, parents, family members, SSAs, teachers, administration, and community stakeholders at The Learning Choice Academy. Parents have many opportunities to be involved at their children’s school site (i.e., advisory committees, special events, fund raising events, parent organizations, and in classrooms).	A focus area for improvement is that TLC would like to see an increase of parents attend and participate in the School Site Council (SSC), and English Language Advisory Committee (ELAC) as well as continue to grow our partnerships in the community. The SSC and ELAC meet quarterly.	The Learning Choice Academy will continue to engage the underrepresented families through personal phone calls in their primary language and invite families to meaningful decision-making events such as the ELAC and LCAP stakeholder meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met		21JUN2023	2023
37683380107573	High Tech Middle Media Arts	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37683380108787	High Tech High Media Arts	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37683380109033	King-Chavez Arts and Athletics Academy	3	KCAA administered surveys to stakeholders from all grade levels. A key finding was that 100% of parents felt the school has adults who really care about students.  98% of school staff agree adults have close professional relationships. These high rates have been consistent year over year.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  We have also expanded our evening parent offerings to accommodate working families.	"The Healthy Kids Student Survey indicates 69% of students report high degrees of caring adults at school. This marks a 15% decrease from last year, and is a focus area due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school has offered daily mindfulness practices, after school programming, and class meetings (i.e. Restorative Circles) to promote this connection.  Staff was trained in trauma-informed practices to further connect with all students, especially those undergoing challenges in and out of school."	Underrepresented families will be targeted via direct communication in a language they can understand.  We build relationships and promote home/school communication across a variety of media: the King-Chavez website, social media, learning platform,  phone calls, conferences, Coffee with the Directors meetings, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation. We also provide multiple parent training opportunities, as well as referrals for services based on the needs of students and their families.   Since the pandemic restrictions have eased, the school has resumed in-person parent meetings and home visits to underrepresented families. Face-to-face interaction helps staff to learn about each family’s strengths, challenges and goals/expectations for their children.	KCAA prides itself on serving our families. Surveys show 100% of parents feel staff go out of their way to help students.   97% of parents agree the school provides information about how to help their child with homework. 90% of staff agree the school encourages parents to be active partners.  KCAA will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate. These include parent conferences, Student Success Team meetings, and teacher professional learning community meetings.	A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We will be conducting a needs assessment  as part of the California Community Schools Partnership Program (CCSPP) planning grant.  We hope to identify high-value community partnerships and resources that meet the needs of our families.	KCAA staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes.  This includes efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families.	Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, lead teachers, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. 100% of parents agree the school seeks input before making decisions.	A focus area for improvement is to provide additional, relevant training for members of advisory groups so they can more effectively participate in decision-making.	KCAA makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family engagement initiatives during regular meetings with parent groups.	4	4	4	5	4	4	4	4	4	3	4	3	Met		07JUN2023	2023
37683380109157	Magnolia Science Academy San Diego	3	MSA-San Diego builds trusting and respectful relationships with parents through activities/events, including Summer Welcome Back Picnic, Student/Parent Orientation, Back to School Night, home visits, parent dinner nights and student led conferences to promote parental participation in programs. Administrators greet all students and parents in the mornings during student drop off and have an open door policy welcoming all parents. Our staff connects with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of  the important features of its education program to improve student and school performance. The School holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings,  ELAC Meetings, and parent workshops.	The school conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement. Overall feedback was confirming that we have strong relationship between school staff and families. Based on the survey results and educational partner input school will offer more parent workshops to help them provide meaningful support for their students both academically and social emotionally.	The school staff connects with families through home visits, learning about students’ outside interests, families, and home routines, and then using that information to connect in meaningful, individualized ways that can have huge rewards in helping to create happier, healthier, and smarter kids. The school uses home visits as one of  the important features of its education program to improve student and school performance. The School holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings,  ELAC Meetings, and parent workshops.	MSA-San Diego staff is trained on MTSS expectations and school culture model during summer inservice. As part of our program, MSA-San Diego supports student learning through multi tiered support systems , parent meetings, online tools shared by teachers on a weekly basis, weekly newsletters and voice messages and grade level specific communications. Also student specific feedback and resources  given to parents during home visits, student-led conferences and  parent meetings.  MSA San Diego’s communication system Parent Square keeps parents and staff in constant communications through multiple mediums such as texts, private messages and voicemail. Parent Square has also broken language barriers between staff and families through its automatic language translation. Finally our teachers use Kickboard positive behavior point system and Infinite Campus SIS  to share student success and progress both academically and socially-emotionally on a daily basis.	The school conducts a family and student experience survey with specific questions on Climate of Academic Learning and Knowledge and Fairness of Discipline, Rules and Norms. 94 % of the families shared that they are in favor of the academic learning opportunities and outcomes and 93% of the families shared that they are in favor of the systems in place when it comes to  social emotional learning  and behavior support systems.	MSA San Diego’s communication system Parent Square keeps parents and staff in constant communications through multiple mediums such as texts, private messages and voicemail. Parent Square has also broken language barriers between staff and families through its automatic language translation. Teachers offer in person and virtual meetings to accommodate parents so that all the parents are actively involved in their students education.	MSA-San Diego holds periodic meetings to gather input from our families. These meetings include PAC/PTF meetings, MTSS meetings, ELAC Meetings, and Community meetings. During these meetings parents have the opportunity to review the school's draft budget, MTSS plan, LCAP, WASC, Health and Wellness plan, Safety plan and provide input for our administration team. The school also conducts a family and student experience survey with specific questions on the sense of safety and school connectedness, school culture and climate, and other areas of school improvement.	Based on the survey results educational partners confirm that they are part of the decision making process through surveys and various meeting.	All the families are offered translation services and virtual/in person meeting accommodations to ensure that they are part of the decision making process. The school shares all the resources through the student/ parent handbook and weekly communications.	5	5	4	5	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
37683380111898	Albert Einstein Academies	3	Creating home/school relationships is essential to the success of AEA and is an evident piece of our school culture. Staff is made aware of expectations around family communication, volunteering, and participation opportunities through an annual review of our mission, norms, and practices done at the start of every school year. Although not required, AEA invites all families to volunteer to support their child's learning either in the classroom, at running club, middle school athletics, on field day, on field trips, or other opportunities that are created to support our IB PYP & MYP Units of Inquiry. Our school works closely with our parent organization, Friends of AEA, to create multiple opportunities for parent engagement that include regular meetings and many family events throughout the year.As COVID protocols have relaxed, we are continuing to increase the number of in-person events and volunteer opportunities. Our DELAC and SSC groups provide additional opportunities for staff and families to collaborate on important work that impacts the programs that support our most vulnerable students.	Some areas of improvement include understanding each family's specific needs. We need to onboard families as effectively in the middle of the year as at the start of the year. Some ideas to achieve this include having not just one orientation but having it several times a year and encouraging new families to watch past Parent Universities. We believe this will also lead to improved student attendance by having a strong connection to every family at our schools. We also want to improve how student-created goals are communicated to families. In addition, we work to analyze any cultural divide potentially felt by our Spanish-speaking families and provide a plan to ensure they feel supported and included.	To improve the engagement of underrepresented families, AEA has surveyed parent interests and developed a variety of Parent University offerings to allow parents to be engaged with the academics and culture of AEA. These Parent Universities include: Supporting Your Beginning Reader, Safety Net (Internet Safety), How to Support German at Home, Introduction to the IB PYP & MYP, Parent Use of the Canvas Learning Management System, and Sexual Health Education: What students learn. All events provide Spanish and ASL interpretation. As COVID protocols have relaxed, events are now available in a hybrid format, both in-person and virtually via Zoom which has increased access, participation, and accessibility. All are recorded and accessible via our website for parents to access anytime or place. When in person, dinner and childcare are provided, all locations are wheelchair accessible, and any special accommodations are met for families.	Several strengths were identified as part of the data collected during internal and external assessments (surveys), Parent Universities, and “Evenings with Admin.” The assessment data and input received from the various stakeholders serve to align our school’s LCAP and IB Self Study all of whose primary focus is to improve student achievement. We also provide Professional Development for teachers on intervention strategies and instructional practice for 21st Century Learners. We utilize benchmark assessments to ensure high-quality teaching and learning. There is ongoing monitoring of students in the SST process and through MTSS intervention when struggling students are identified and create a learning-centered culture. Partnerships have been established with the SDSU nursing department that develops grade-appropriate sexual education for our students, with SDCOE for our MTSS implementation, and Cornerstone and Logan Heights CDC for free counseling services for students and families on and off site.	Although we have made significant improvements in translating our events into Spanish, it is still an area of improvement to make all families feel welcome, supported, and connected. We also want to incorporate designated ELD instruction for ELL students through a more systemized approach to English Language development.	To improve the engagement of underrepresented families, we are expanding parent opportunities and workshops in multiple languages to support a child’s academic progress, as well as expanding student choice and voice to increase student engagement. We are strategically managing data to align resources to maximize the impact on student learning.	AEA allows for input on decision-making through many avenues. Families are updated weekly by teachers and bimonthly by the administration through an email newsletter called the “AEA Friday Leadership Message” which is provided in three languages (English, Spanish, and German). Monthly board meetings provide public comment opportunities for all stakeholders. The Principals and Superintendent have monthly parent meetings to provide an opportunity for discussion and questions. Our DELAC and SSC groups provide additional opportunities for staff and families to collaborate on important work that impacts the programs that support our most vulnerable students. In addition, families are welcome to meet with learning community members upon request. We’ve implemented a process to provide Spanish translation during all meetings that families are in attendance at, including student conferences, student performances, and family events.	One growth area is to ensure the School Site Council has a fair representation of members that reflect our diverse community.	To improve engagement of underrepresented families, we need to ensure technology is provided as needed so all can access school-related content. We’ve identified a need to survey families after events to get direct feedback on what needs improvement, what works well, etc.	5	5	4	4	5	5	5	4	4	3	4	4	Met		20JUN2023	2023
37683380111906	King-Chavez Preparatory Academy	3	KC Prep administered surveys to educational partners from all grade levels. A key finding was that 87% of parents indicated caring relationships at the school. High positivity rates for parent responses to this prompt have been consistent year over year. 58% of students reported caring relationships, a small increase over the previous year. The school will monitor this metric going forward and invest in socio-emotional programming. The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school. Prep also hosted a variety of parent nights, open houses, and an exhibition night during the school year.	"Healthy Kids Student Survey rates around caring relationships increased from last year’s baseline, but remains an area of growth due to this indicator’s connection with our mission statement, “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school plans to provide socio-emotional support and expanded learning time opportunities to increase school connectedness."	Underrepresented families will be targeted via direct communication in their preferred language. The school currently uses its website, social media, phone calls, fall/spring conferences, automated messaged, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation. The school will resume in-person home visits to underrepresented families as needed. This will help staff to learn about each family’s strengths, challenges and goals/expectations for their children. In addition, KC Prep will continue to host a series of parent workshops, resource fairs, and parent nights to increase parent and community engagement.	KC Prep prides itself on serving our families.  KC Prep offers after school tutoring and a variety of clubs before and after school. 79% of parents agree the school provides information about how to help their child with homework. 78% of staff agree the school encourages parents to be active partners.The school will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate.	A focus area for improvement is to reintroduce volunteers and broaden extra-curricular offerings. The school works with parents and community organizations to offer additional academic programming and enrichment opportunities. These opportunities have been limited due to a restriction on in-person volunteers during the pandemic.	KC Prep staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  The school is also refining communication procedures between classroom teachers and intervention staff in support of student outcomes. This includes efficient scheduling, use of data and technology to monitor progress, and regular opportunities for collaboration. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve the school’s capacity to partner with families.	Parents have multiple opportunities to provide input on policies and programs.  The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. The process of seeking staff/ parent input for the LCAP is now well established. Educational partners report the LEA is doing a better job of sharing data/ gathering feedback in our priority areas over the course of the year.  79% of parents agree the school seeks input before making decisions.	A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making. KC Prep plans on offering more in-person opportunities to seek and gather input from families for decision-making.	KC Prep makes efforts to reach and seek input from all parents, especially underrepresented families. Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups. Many of these meetings will be held and/or broadcasted virtually to remove some of the barriers that may prevent parents from attending.	3	4	3	4	2	3	4	4	3	3	3	3	Met		07JUN2023	2023
37683380114462	Health Sciences High and Middle College	3	To ensure stakeholder presence in decision making and to build relationships between school staff and families, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications are offered to parents in a format and language they are able to understand. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities. In addition, HSHMC is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website. To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities.	HSHMC has a strong focus on community engagement. Both in-person and virtual strategies are used to provide programs and activities to families that offer resources, trainings, and materials related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities to support student outcomes.	With more than 70% of HSHMC students coming from families who speak another language other than English, HSHMC is focused on improving communication to families by using translation services, and investing in software programs that enable communication via email, text, or voice in the student's primary home language. To further maximize relationships between school staff and families, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities.	To ensure stakeholder presence in decision making, outreach for membership in the Principal's Parent Advisory Group is conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications are offered to parents in a format and language they are able to understand. The Parent Advisory Group meets at least quarterly each school calendar year to review the school’s budget and progress towards LCAP goals, objectives, activities and expenditures. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. Resources, trainings, and materials are offered to families related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities. In addition, HSHMC is committed to effectively communicating with families in a multitude of ways, such as a weekly voice bulletin sent out to families in multiple languages with the same information about what is happening at school each week posted on our website and on our Parent Portal through PowerSchool. To further maximize parental involvement and participation, school meetings are arranged at a variety of times, or home visits are conducted, to accommodate working parents or other limitations that may prevent families from involvement. Staff reaches out, communicates, and works with parents as equal partners to build ties between parents and the school, and encourages involvement in parent programs and activities.	HSHMC has a strong focus on community engagement. Both in-person and virtual strategies are used to provide programs and activities to families that offer resources, trainings, and materials related to academic standards, state and local academic assessments, monitoring student progress and communicating with teachers to improve achievement and attendance, college and career readiness, and other parent training opportunities to support student outcomes.	With more than 70% of HSHMC students coming from families who speak another language other than English, HSHMC is focused on improving communication to families by using translation services, and investing in software programs that enable communication via email, text, or voice in the student's primary home language.	HSHMC measures parent participation and input in school decision making with the LCAP family survey. The survey indicated that parents are included in school decision making through the Principal's Parent Advisory Group and two parent trustee positions on the HSHMC governing board. In addition, parents are invited and encouraged to attend quarterly School Board meetings to offer feedback and provide input. The parent leadership team meets formally, no less than quarterly, to increase parent voice and participation. Activities include providing input and review school calendar; reviewing and expanding parent engagement strategies and opportunities; reviewing and providing input on LCAP goals, objectives, activities and expenditures. HSHMC has established and met goals in our LCAP that includes increased parent participation and capacity by continued development, planning, and advertising a year-long, school-wide calendar of events and activities that includes parent academies, volunteer opportunities, special events, and board meetings.	To ensure stakeholder presence in decision making, outreach for increased membership in the Principal's Parent Advisory Group will be conducted using a variety of social media forms such as phone calls, emails, texts, and mailings. All communications will be offered to parents in a format and language they are able to understand. Parents are encouraged and invited to attend quarterly School Board meetings to offer feedback and provide input. The ongoing need to effectively communicate with families in a multitude of ways, is necessary to maximize parental involvement and participation	With more than 70% of HSHMC students coming from families who speak another language other than English, HSHMC is focused on improving communication to families by using translation services, and investing in software programs that enable communication via email, text, or voice in the student's primary home language.	4	4	5	5	5	4	5	5	4	4	4	4	Met		14JUN2023	2023
37683380118083	Innovations Academy	3	Innovations Academy communicates with parents about whole school information including school philosophy, social emotional resources, school activities, due dates, board meetings and more on a platform that is accessible to all of our families on a consistent weekly basis. All teachers also communicate with parents on a weekly basis about classroom learning and upcoming activities as well as how to get information about their child’s progress in school.  All families participate in student-led conferences, two exhibition nights, can review portfolio work throughout the year, and view student presentations of learning. The teachers hold office hours available to parents who would like to meet and are friendly and welcoming. Parents are invited to volunteer in a variety of ways. Our director also takes a very hands-on approach to partnering with our families to elevate student outcomes. One area she has targeted is meeting with families of students with chronic absences to see how we can support these students in attending school.	Innovations Academy is responding to parent needs by holding a Parent Symposium this school year with topics from a survey of parent needs. Beginning in November, monthly parent information meetings will be held covering topics that will help parents support their children academically and socially.	Several ways that we can support our families is to provide  a children welcome policy for our meetings. We can hold meetings at a variety of times on different days to help meet the varying schedules of our parents. Additionally, we can offer video content, articles and a variety of information on the weekly message.	We are still settling into a new reality of student and family needs and connections after the pandemic and our move to a new facility altering our student and teacher population. Our educational partners express satisfaction with our progress towards recovery. They have expressed that our director’s weekly communication and teachers’ weekly communications are both informative and contribute to a feeling of being included in their child(ren)’s education. This year we were also able to bring back more of our in-person schoolwide events that contribute towards our goal of building relationships between school staff and families. We were able to host the following in-person events in the 22-23 school year: back to school night, student-led conferences, Halloween Carnival, book fair, High School Info Night, two Exhibition Nights, two school drama performances, talent show, and in person student presentations. We  hold monthly field trips and utilized parent drivers and our bus, which was relaunched this year for these, which also contributed to strengthening relationships between staff and families.	Innovations Academy has a goal of continuing to empower parents as the primary educators of their children. Based on partner input we plan to hold a Parent Symposium in the 23-24 school year as well as focus two of our activities (creating math and science parent nights) towards supporting parents to help their children academically.	Based on input, Innovations Academy will add a new section to our parent weekly message template that includes board meeting dates and parent group meeting dates on an ongoing basis, giving time enough for planning. We will also improve communication with our after care program so that information can be consistent and available for parents with later schedules.	Being a charter school means that our families are inherently giving input in our decisions by choosing to send their children here. Families send their children to our school because they support our pedagogy and philosophy, so they often don’t have as much input when we send out surveys regarding decisions like the LCAP. We held three LCAP meetings, sent one survey per LCAP goal with explanations accompanying each goal and allowed parents open comments on the document via google drive. Additionally, the director makes herself very available to anyone with questions or feedback and welcomes drop ins to accommodate tricky schedules and immediate needs.  She also includes information about upcoming decisions in our weekly communications and gives her cell phone number for those who are interested in giving feedback. The active parent association interacts regularly with the director to engage in decision making about use of volunteers, activities, fundraising and field trips.	It is important to us to provide a lot of avenues for parents to share in the process of decision making. We have a parent member on the board, we have an open door policy and we send out surveys to solicit ideas. On all surveys there is an open ended question that parents can utilize to ask or insert ideas regarding decision making and every other aspect of the school.	Innovations Academy has a goal of improving attendance by decreasing absences and tardies. Those families with a high absence and tardy rate tend to be the same that are underrepresented in other areas. Our focus is engage these families in bringing their child to school and helping them solve the issues that get in the way of continuous attendance.	4	5	5	5	4	5	5	5	5	5	5	5	Met		27JUN2023	2023
37683380118851	King-Chavez Community High	3	KCCHS administered surveys to educational partners from all grade levels. A key finding was that 100% of parents indicated caring relationships at the school, an improvement over last year. The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  After pandemic restrictions were lifted, parents were able to come on site for meetings, questions, and support with enrollment/paperwork.	"While parent survey results improved, Healthy Kids Student Survey rates around caring relationships stayed relatively flat at 61%.  This remains an area of growth due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The school plans to provide socio-emotional support and expanded learning time opportunities to increase school connectedness."	Underrepresented families will be targeted via direct communication in a language they can understand.  The school currently uses its website, social media, phone calls, emails, text messages through PowerSchool, fall/spring conferences, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation.  School administrators conducted in-person home visits to families as needed. This helps staff to learn about each family’s strengths, challenges and goals/expectations for their children.	KCCHS prides itself on serving our families. 94% of staff agree the school encourages parents to be active partners.  KCCHS will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate and celebrate student learning/achievement.	A focus area for improvement is to broaden extra-curricular offerings by broadening the number of community organizations.  Towards this end, the school secured a California Community Schools Partnership Program planning grant to map needs and assets.	KCCHS staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  The school is refining communication procedures between classroom teachers and intervention staff in support of student outcomes.  This includes efficient scheduling, use of data and technology, and regular opportunities for  collaboration. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families.	Parents have multiple opportunities to provide input on policies and programs.  The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. The process of seeking staff/ parent input for the LCAP is now well established. Educational partners report the LEA is doing a better job of sharing data/ gathering feedback in our priority areas over the course of the year.  90% of parents agree the school seeks input before making decisions.	A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making.	KCCHS makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated into languages families understand. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.  Many of these meetings will be held and/or broadcasted virtually to remove some of the barriers that may prevent parents from attending.	4	3	4	5	4	4	3	3	3	3	3	4	Met		07JUN2023	2023
37683380119610	Gompers Preparatory Academy	3	? Gompers Preparatory Academy is committed to communicating with and engaging parents as partners in education. Parents have many opportunities to be involved at GPA. GPA parents are active members in the mission to accelerate academic achievement. ? Involvement opportunities included the following: Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC), School Site Council (SSC), academic events: open house, book fairs, financial aid workshops, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, and student assessment data presentations. Additionally, GPA offers regular “Coffee with the Director” events every year where parents can learn about and give input on school programs, take campus tours, and engage in the mission/vision of GPA. These parent meetings are heavily promoted via autodialer, parent emails, website announcements, and GPA social media, and are very well attended by our families. ? GPA holds week-long parent teacher conferences two times per year which provides more time for connecting with families and working as a team for student success. ? In addition, parents are surveyed annually to provide feedback on our schoolwide programs. Data from surveys are used to help develop our LCAP goals. ? Parents also have access to our Family Support Center that includes counseling support, health support and additional wrap-around services.	? Relationships between school staff and our families has always been part of our school’s mission and is a founding principle for GPA. Improvements in this area include continuing to ensure this critical foundation to our work is implemented in a culturally responsive manner. GPA’s continued goal is that our families receive timely, thoughtful, accurate information, have access to their child’s teachers, have access to the learning environment their child engages in, and feel their voices are heard in through meetings, surveys, and ongoing school-wide events.	? As a school that serves many students whose parents/guardians are primarily Spanish speakers, Spanish translation is provided for all parent communication and events, including 9 but not limited to: autodialer messages to parents/ guardians, print material sent home, parents/ teacher conferences, trainings/ workshops for parents/ guardians that are linked to student learning and/or socio-emotional development/ growth, etc. GPA staff receive numerous informal and formal training on effective parents/ guardian engagement as part of our ongoing professional development. ? Parent involvement opportunities include: Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC), School Site Council (SSC), academic events: open house, reading nights, STEM fairs, book fairs, financial aid workshops, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, student assessment data presentations, WASC surveys, and development of WASC Student Learning Objectives. Additionally, GPA offers several “Coffee with the Director” events every year where parents can learn about and give input on school programs. These parent meetings are heavily promoted via autodialer, parent emails, and GPA social media, and are very well attended by our families. ? In an effort to improve engagement for our underrepresented families, GPA staff will continue to make direct contact with those affected through phone calls, teacher-parent conferences, emails, and auto-dialers to increase their participation in our school community.	? Collaborating with our educational partners has been at the core of the decision making process and growth for Gompers Preparatory Academy (GPA). The Board of Directors for Gompers Preparatory Academy is composed of several members of each of the following educational partner groups: teachers, staff, parents, leaders from our community, local businesses, and education. The Board of Directors meets every other month, with an active Finance subcommittee to fulfill goals that have been designed by parents, students, teachers, staff, Board of Directors and school leadership. The school implements strategies and processes for the regular involvement of parents and the community, including being active partners in the teaching/learning process. Additionally, GPA cultivates community partnerships with organizations such as:Union of Pan Asian Communities (UPAC), MCC - Multicultural Community Counseling, Rhombus Education (Former New Vision), Logan Heights SDC, Vista Hill, Care center, San Diego Youth Services, Kickstart, San Ysidro Health, Manhood Adolescent Behavior Challenge, Kaiser Permanente, Urban Collaborative Project, SafetyNet, and San Diego County Office of Education.	? GPA is focusing on moving forward with its educational partners through increased communication, increased surveys to gauge current needs, and increased focus on learning loss as well as social emotional needs of our students, families, and staff. Based on the results, additional community partnerships will be cultivated to create more resources to fill the ongoing needs of our learning community with a focus on SPED, EL, Discipline, Attendance, ELA and Math achievement.	? GPA will continue to engage with our underrepresented families through ongoing communication, increased surveys to gauge current needs, home visits when needed, auto-dialer, phone calls, emails, and parent conferences.	?During the 2022/23 school year, shared decision making opportunities were evident through Parent Student Teacher Connections (PTSC) meetings, English Language Advisory Committee (ELAC), School Site Council (SSC), parent conferences, academic events: open house, AP course information sessions, financial aid trainings, presentations of learning, parent education courses, 12 student assessment data presentations. Additionally, GPA offers ongoing “Coffee with the Director” events where parents learn about and provide input on school programs, take school tours, and share feedback. These parent meetings are heavily promoted via autodialer, parent emails, and GPA social media, and are very well attended by our families.	? GPA conducts annual surveys regarding various programs in order to gauge the ongoing needs of students, families, staff and the greater community. Survey data is analyzed to determine areas of need and current goals are evaluated and aligned accordingly with a focus on SPED, EL, Discipline, Attendance, ELA and Math achievement.	? GPA will continue to assess our processes and procedures for communicating, providing access, and culturally responsive approaches to ensure our underrepresented families have ample opportunities for providing their valuable input. GPA staff will seek information directly from this target group.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
37683380121681	San Diego Global Vision Academy	3	Strengths include ensuring all parents/guardians attend 2 in-person or virtual report cards conferences each school year, utilizing ParentSquare for two way communication, monthly coffee with the principal meetings, parents/guardians invited for Awards Ceremony, Open House, and Talent Show, hosted 3 Family Fun weekend events, host Family dinner nights, include 100% family participation in SST and IEP meetings, providing translated documents and translators during meetings, ELAC meetings held twice a year with school staff and parents/guardians, communication to families of students enrolled in response to intervention programs, family engagement in 6th-8th Intramural programs through game attendance.	Areas for improvement include offering Parent University sessions for families to gain skills and tools in supporting their children at home, implementing Family STEAM Night, inviting parents/guardians for classroom events.	Communicating in multiple methods like email, ParentSquare, and printed paper copies; personal reach out to underrepresented families to ensure communication is received, ensuring families of English Learners understand how to read and interpret ELPAC scores and EL program logistics, offering in-person and virtual options for report card conferences and IEP meetings, reviewing academic and SEL/behavior data and communicating with school staff and families regarding how best to support the students’ growth and progress.	Professional Learning session offered to general educators in how best to facilitate report cards conferences including differentiated support for emerging educators, offering Chromebooks for families with students who need additional support at home, offering online programs like IXL and Imagine Learning for home practice, implementation of the Student Success Team (SST), sharing procedural safeguards before IEP meetings, sharing yearly EL program updates and policies, providing multiple ways in which families can provide feedback like Google Surveys, Healthy Kids survey, ParentSquare, and in-person/virtual coffee with principal.	Building stronger relationships and connections between English Language Development teachers and families, including EL teacher in SST meetings and report card conferences, implementing Parent University sessions which offer families tools and strategies to support their children at home in academics and behaviors.	Offer translated documents and meetings, personal reach outs to underrepresented families to ensure survey completion, invitations to meetings, and to ensure communication is received, inviting parents/guardians to facilitate activities in the classroom.	Strengths include SDGVA taking in family feedback during report card conferences at coffee with the principal, during ELAC meetings, and through yearly family surveys, input is taken during 1:1 family meeting with the executive director, feedback is also taken in during IEP meetings, SDGVA administers targeted surveys for families of students ELs and families of students with IEPs.	Regularly elicit feedback from families at the classroom and school level, take in family feedback after SST meetings, increasing the number of families that complete the family feedback surveys.	SDGVA can track family engagement and conduct personal reach outs to underrepresented families, offer a variety of ways for families to share input, ensure translated materials and representatives are available.	4	4	4	5	4	4	5	4	4	4	4	4	Met		20JUN2023	2023
37683380122788	School for Entrepreneurship and Technology	3	SET High uses technology as a tool to connect with students and families, through Core Competency, a full-service portal that allows parents to stay abreast of all things happening at school.  They can check their student's assignments and grades, input community service hours, reserve school lunches, see how their student's passion project is outlined and so much more. This aids our teachers in building trusting relationships with students and their families.  To keep parents in the loop about all school activities, the Principal sends out a bi-weekly informational email that also points them to our Master Calendar.  That calendar is on our website and contains all school activities, athletic games, meetings, etc., with details for each event.  A new outreach that SET intends to restart next year is SET Connects, a night for parents and their students to come to the school and participate in a fun and educational event.  SET's first event, a painting and chat night with our art teacher, was very successful in bringing families together for a night of 2-way communication, and opening up the school as a welcoming environment.  However, rather than putting more on our teachers, we hope for the SET Connect events to be led by parents in our community.  To extend that environment to the whole community, we host several events, family picnics and our annual Halloween Fright Night, to which all are welcome and encouraged to attend.	To improve upon what SET is already doing, we will try to flesh out the SET Connects nights to include some classes that might be interesting and/or educational to our families, such as a Life Skills class or Computers 101.  In addition, our parents started an official SET Parent Association that will fundraise for the school and help give voice and a sense of belonging to the school.	SET High will continue to use and improve CoreCompetency, our online portal that provides a parent view into everything that happens at SET.  This especially helps the parents who may be working multiple jobs stay connected with their student’s education. We will continue to provide laptops to all students that the students can keep in their possession for their entire time at SET.  This evens the playing field for all families, ensuring that all students have access to the tools they need to be successful at SET.	SET High's teachers and staff work in concert with the SPED department to try to assess and help every student, on an individual level.  This includes connecting students and their families with programs like DOR, to assist in finding jobs, and partnering with SAY San Diego to utilize their aid and services.  SET also has an agreement with Mesa College, part of the San Diego Community College District, through which students can take up to 3 college classes per semester, for free as a senior, and up to 2 classes per semester as a junior.  We help our students through that registration and selection process, thus providing a head start on their higher education.	SET High has a partnership with Northrup Grumman that helps connect students with engineers while working on BattleBots.  This year we hope that the easing COVID restrictions will help us resume the in-person activities that allow the engineers to have a hands-on role in our robotics program.  We also hope to resume the annual Lunch with an Engineer panel discussion.	Northrop Grumman is working to increase the number of underrepresented individuals who enter into the engineering field.  The programs that we do with them are specifically designed to help excite our underrepresented students about the engineering field.	SET High board meetings are public and students and their families are encouraged to attend.  Agendas are made public 72 hours in advance so families can assess if they'd like to attend to give input on the slated topics.  We have events regularly, such as Exhibition, Back to School Nite and SET Connects, where students and parents can engage in open dialog with teachers, staff and administration.	SET High board meetings are public and students and their families are encouraged to attend.  Agendas are made public 72 hours in advance so families can assess if they'd like to attend to give input on the slated topics.  We have events regularly, such as Exhibition, Back to School Nite and SET Connects, where students and parents can engage in open dialog with teachers, staff and administration.	All of the above answers apply to underrepresented families as well, but we do specifically make sure that the LCAP advisory committee has representatives from each of the key demographic identifiers.	5	5	5	5	5	5	5	5	5	5	5	5	Met		21JUN2023	2023
37683380123778	Old Town Academy K-8 Charter	3																						Not Met			2023
37683380124347	City Heights Preparatory Charter	3	A major strength of City Heights Prep has in building relationships is the communication skills between administrators and teachers with families in regards to student progress and behavior. All staff have access to a translation app that gives them instant access to a translator in 120+ languages. This allows teachers to have meaningful conversation to all our families. We also partner with local non-profits in the community to provide in person translation and community resources. We also have a very diverse staff and many of the major languages spoken by the students and families are spoken by our staff. We have a potluck each year that allows students to bring food and celebrate their culture. Last year, we had a school wide science fair and invited families. They were able to see the work their students are doing and it allowed them to celebrate with us. Our goal is to provide staff with professional development that helps them learn new ways to connect with our families.	A major strength of City Heights Prep has in building relationships is the communication skills between administrators and teachers with families in regards to student progress and behavior. All staff have access to a translation app that gives them instant access to a translator in 120+ languages. This allows teachers to have meaningful conversation to all our families. We also partner with local non-profits in the community to provide in person translation and community resources. We also have a very diverse staff and many of the major languages spoken by the students and families are spoken by our staff. We have a potluck each year that allows students to bring food and celebrate their culture. Last year, we had a school wide science fair and invited families. They were able to see the work their students are doing and it allowed them to celebrate with us. Our goal is to provide staff with professional development that helps them learn new ways to connect with our families.	A major strength of City Heights Prep has in building relationships is the communication skills between administrators and teachers with families in regards to student progress and behavior. All staff have access to a translation app that gives them instant access to a translator in 120+ languages. This allows teachers to have meaningful conversation to all our families. We also partner with local non-profits in the community to provide in person translation and community resources. We also have a very diverse staff and many of the major languages spoken by the students and families are spoken by our staff. We have a potluck each year that allows students to bring food and celebrate their culture. Last year, we had a school wide science fair and invited families. They were able to see the work their students are doing and it allowed them to celebrate with us. Our goal is to provide staff with professional development that helps them learn new ways to connect with our families.	City Heights Prep has shown strengths in providing families with resources to support student learning at home. This includes providing students with materials such as laptops, portable wifi’s, and any other school supplies needed. Other resources given out to families often include mental health resources, hygiene products, online burnout resources, community medical assistance, parent support services, and multiple student learning platforms. We host a yearly back to school night and this year we are hosting our first parent/teacher conferences. In addition to providing free translation, we have times for parents to come in the evening and during the day to accommodate all lifestyles and work schedules. We also collect parent contact information so they can be added to our LMS, parent communication app and behavior tracking system. We have a 504 process that allows parents and teachers to recommend services to students in need. We post our student handbook and different policies and notices on our parent communication app. Our goal will be to continue our parent/teacher conferences and offer professional development to our staff to increase family partnerships.	City Heights Prep has shown strengths in providing families with resources to support student learning at home. This includes providing students with materials such as laptops, portable wifi’s, and any other school supplies needed. Other resources given out to families often include mental health resources, hygiene products, online burnout resources, community medical assistance, parent support services, and multiple student learning platforms. We host a yearly back to school night and this year we are hosting our first parent/teacher conferences. In addition to providing free translation, we have times for parents to come in the evening and during the day to accommodate all lifestyles and work schedules. We also collect parent contact information so they can be added to our LMS, parent communication app and behavior tracking system. We have a 504 process that allows parents and teachers to recommend services to students in need. We post our student handbook and different policies and notices on our parent communication app. Our goal will be to continue our parent/teacher conferences and offer professional development to our staff to increase family partnerships.	City Heights Prep has shown strengths in providing families with resources to support student learning at home. This includes providing students with materials such as laptops, portable wifi’s, and any other school supplies needed. Other resources given out to families often include mental health resources, hygiene products, online burnout resources, community medical assistance, parent support services, and multiple student learning platforms. We host a yearly back to school night and this year we are hosting our first parent/teacher conferences. In addition to providing free translation, we have times for parents to come in the evening and during the day to accommodate all lifestyles and work schedules. We also collect parent contact information so they can be added to our LMS, parent communication app and behavior tracking system. We have a 504 process that allows parents and teachers to recommend services to students in need. We post our student handbook and different policies and notices on our parent communication app. Our goal will be to continue our parent/teacher conferences and offer professional development to our staff to increase family partnerships.	City Heights Prep strength in decision making would be the implementation of parent advisory groups and asking for input about school policies, providing board meeting updates, funding, programs, and re-opening updates/procedures. We are currently collecting emails from parents to increase communication and add parents to our various communication apps and LMS. We make families aware that they can schedule a meeting with the staff anytime they want to speak to them. The areas of growth and improvement can be seen by engaging more families to attend advisory meetings and reaching out to families who are underrepresented. The staff could meet more regularly to discuss improvements and evaluate family engagement activities at the school level. Opening communication with families more, in order to ensure all families are aware of meeting times and information is also an area of improvement.	City Heights Prep strength in decision making would be the implementation of parent advisory groups and asking for input about school policies, providing board meeting updates, funding, programs, and re-opening updates/procedures. We are currently collecting emails from parents to increase communication and add parents to our various communication apps and LMS. We make families aware that they can schedule a meeting with the staff anytime they want to speak to them. The areas of growth and improvement can be seen by engaging more families to attend advisory meetings and reaching out to families who are underrepresented. The staff could meet more regularly to discuss improvements and evaluate family engagement activities at the school level. Opening communication with families more, in order to ensure all families are aware of meeting times and information is also an area of improvement.	City Heights Prep strength in decision making would be the implementation of parent advisory groups and asking for input about school policies, providing board meeting updates, funding, programs, and re-opening updates/procedures. We are currently collecting emails from parents to increase communication and add parents to our various communication apps and LMS. We make families aware that they can schedule a meeting with the staff anytime they want to speak to them. The areas of growth and improvement can be seen by engaging more families to attend advisory meetings and reaching out to families who are underrepresented. The staff could meet more regularly to discuss improvements and evaluate family engagement activities at the school level. Opening communication with families more, in order to ensure all families are aware of meeting times and information is also an area of improvement.	5	5	4	4	2	4	3	4	3	3	3	3	Met		02JUN2023	2023
37683380126730	Kavod Charter	3	School leadership has always been open to making adjustments, even mid year,  on how it can continue to improve relationships. One of the most insightful recommendations that came from parent feedback was for the school to undertake smaller cohort-specific town hall sessions where parents can express concerns and get insight that is more skewed to their child’s grade. The implementation has been successful and will be a continued practice to better connect with families. Other concerns/recommendations identified in these sessions have been implemented and/or adjusted to allow parents to better engage in their child’s education.	Analysis of local data and partner input has identified the continued need for on-going professional development, community building and connecting our everyday actions to Kavod’s mission of teaching modern-day Hebrew and developing socially responsible, respectful, global citizens.	Data collected via the Housing Questionnaire, Foster Youth CALPADS report, child find flags, Home Language Survey,  immigrant/refugee data and anecdotal information collected from staff alongside on-going administrative follow up of said data will help us identify and support underrepresented families.   Additionally, recommendations provided from School Site Council (SSC) and the English Learner Advisory Committee (ELAC) were incorporated into the 2022-2023 Local Control and Accountability Plan (LCAP).	Students have an annual opportunity to express their experience at Kavod via the Healthy Kids Survey. Additionally, they are given the space to choose their own service learning projects so that it is meaningful to them. They are able to vote on election day on something impactful for Kavod. This year, they voted on what the new Kavod pledge would be. Additionally, students in middle school grades are able to meet their community service requirement on causes that were meaningful to them and vote on enrichment events such as school dances and other afterschool activities. Lastly, the governing board decided to have studnet presenters as an board item to hear about their experience.	There was an identifiable need to reintroduce students to Kavod’s world language-centric mission of learning Modern Hebrew, being respectful and community building. As such we took a pronounced approach on how to further incorporate Hebrew in our daily activities; such as on daily greeting or referring to learning spaces by their Hebrew names. We felt that doing so would better position students to be successful.	Having two counselors on staff, ensuring morning meetings are being conducted, a Director of School Culture to assist with behavior and disciple concerns, an extra Education Specialist, an extra differentiation teacher to lead Student Success Teams (SST), an extra Hebrew instructor, two additional (total of 4) ShinShin to further engage students with language acquisition, an additional itinerant teacher to support English Language Learners, an itinerant teacher on assignment to serve as the on-call substitute teacher and aligning core blocks (reading, writing and math) in the elementary grades to ensure targeted intervention all helped in identifying and supporting traditionally underrepresented students.   Lastly, Kavod established the Expanded Learning Opportunities Program (ELOP) partnering with our before/after school care program on campus to further assist vulnerable populations.	Administration is composed of the Executive Director and of department directors; all of whom have specific oversight. The team’s primary strength is how often we communicate and negotiate through challenges collectivley. Since all directors speak for the cohorts which they represent, all decision-making is representative of what is best for students.	Staff have expressed the need for the administration to “close the loop” or report out and contextualize why and how decisions were made to better understand the process so they do not feel their concerns were ignored or forgotten. Administration decided the best approach was to meet more often with the Instructional Leadership Liaison Committee (ILLC) so that they are able to report out to their cohorts and provide a space at board meetings to report out directly to the governing board.	School leadership has decided the best way to engage with underrepresented families is to further promote community building and the importance of adhering to Kavod’s mission. We believe by creating a stronger community, families would feel more confident in reaching out and engaging with staff and would also be on staff’s radar should we need to refer them for services.	5	5	5	5	5	5	5	5	5	5	5	5	Met		20JUN2023	2023
37683380127647	e3 Civic High	3	e3 Civic High continues to demonstrate an investment of time, energy and resources in strong partnerships with the goal of promoting positive student outcomes. During the height of the disruption of the COVID-19 pandemic and in the aftermath, we learned how to work even closer with parents, scholars, staff (i.e. Learning Facilitators, Learning Associates, Counselors, Deans, the Principal, Office Staff, and so on), and local community members, including Governing Board members. This has resulted in an improved schoolwide action plans such as LCAP and WASC, understanding of current needs and possible solutions, more informed decision-making, greater trust among parties, and stronger, enduring partnerships.	e3 Civic High is completely committed to building positive, interdependent, and lasting relationships with all stakeholders. It is through these relationships that our scholars achieve their greatest success. Each stakeholder contributes a special type of resource, encouragement and level of support, be it mental, emotional, social, academic, financial or physical. Relationships are fostered by means of constant and dynamic two-way communication from e3 Civic High: weekly electronic and phone messages; invitations to participate in school and community committees like DELAC/ELAC, SAC/SSC, Coffee with the Principal, Parent University and other special forums and events; systematic and scheduled outreach events like Data Days and Annual Home Visits.  Furthermore, e3 parents, teachers, school staff and community partners were involved in the development of 2023-24 Local Control and Accountability Plan (LCAP) through a series of stakeholder meetings. Each meeting was grounded in a clear agenda and vision, presentation slides, breakout sessions for small group discussion, and actions developed using shared files of Google Docs and Sheets. The use of special federal and state funds were determined through these partner stakeholder meetings to help with implementation of the LCAP.	e3 Civic High regularly consults with our educational partners, which consists of families (including those that speak languages other than English and advocate for underserved students), students, school administrators (including special education), teachers, other educators, school staff for their input and feedback into the direction of the e3’s Mission and Vision and the use of federal funds. Throughout the planning and decision-making process we have engaged with our educational partners and this continues to be an on-going practice as a part of LCAP planning.	e3 Civic High's current strength is the ability to work hand in hand with our educational partners to develop and implement actionable schoolwide plans, both the LCAP and WASC interrelated strategic plans, that focus on rigorous yet achievable student outcomes in the areas of academics, college and career readiness, and social-emotional wellbeing. We are open to feedback and suggested priorities, are transparent with our current reality and educational landscape, and value the differing voices in shaping our direction, use of resources and actions. Our school administration is committed to connecting our educational partners to our school vision and mission centered on real-world attainable outcomes for scholars.	e3 Civic High has strong partnerships in place for ensuring positive student outcomes. We work with over 100 organizations to provide our scholars with opportunities for internships, job shadowing, mentoring, mental health and wellness resources, tutoring, and more. We will continue to add to our growing list of partners based on needs and opportunities as they arise.	e3 Civic High is committed to the quality engagement of our traditionally underrepresented families. We hold various parent engagement meetings and committees where scholar outcome data is shown at the schoolwide, department, and subgroup level and input and suggestions are elicited from our education partners in response. Our families enjoy the opportunity to discuss this data in small groups and to learn each other's perspectives on these topics.	e3 Civic High believes in shared decision-making. As such, our strength is that we elicit feedback in multiple modes and at different times in order to gather as much information as possible from our diverse learning community about how best to address our current and future challenges and opportunities.	e3 Civic High is working to increase scholar voice with respect decision-making. We have including scholars on are School Site Council and integrate scholar presentation into our monthly board meetings.	e3 Civic High is aware that many of our families have constraints around their ability to attend all in person meetings and school engagement opportunities. To support these efforts, we have introduced virtual meetings, have options for child care support where requested, and provide various times and dates where parents with different schedules can attend and participate. Additionally, we have translation services available so parents can express their ideas and recommendations more comfortably in their home language, which helps to facilitate their engagement in the decision-making process.	5	5	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
37683380129387	Empower Language Academy	3	Data from stakeholder surveys indicate that Empower has built strong relationships with families. 94% of parents reported they were treated with respect and 93% felt welcome to participate at the school.  89% indicated the school communicates the importance of respecting all cultural beliefs and practices.	An ongoing area of improvement is to maintain personal connections with students and families who do not regularly attend school functions. We will continue to offer flexible communication options based on their preferences and availability. These include ParentSquare notices and flexible meeting times, as well as social media posts and video conferencing to keep all families connected via 2-way communication.	Educational partner input indicated the need to offer additional parent workshops and opportunities to visit the campus in order to strengthen the relationship between home and school.  These will be implemented in accordance with the school safety plan.	Empower builds partnerships by providing clear, consistent communication to families about school events and ways to become involved in their children’s education.  The data shows these efforts are successful.  94% of parents report the school encourages them to be active partners, and 87% say the school keeps them informed about school activities.	Before the pandemic, two out of three parents reported they participated in school programs/events/volunteer opportunities.  These opportunities were limited due to a restriction on in-person volunteers during the pandemic.  As a result, the number of parent volunteers decreased to one in five in 2021-2022.  In 2022-2023, these numbers improved to one in two.  We look forward to returning to our regular event schedule and fully reestablishing our volunteer program.	The school will continue to work with external organizations and partners to offer additional academic programming and enrichment opportunities. Empower will reach out to underrepresented families to highlight these resources. Teachers will also facilitate sessions to help parents understand the academic program and how to support their students. The school will host regular events and meetings where parents and teachers can discuss academic progress and ways to collaborate.	Empower has established advisory committees made up of families, administrators, and teachers in the development of the school plan and programs. Family engagement opportunities are discussed at regular meetings with parent groups. Information is disseminated through electronic and written means, and translated whenever possible. These meetings are held during days and times that a majority of parents (including underrepresented families) indicated they were available.  92% of parents agree the school allows input and welcomes parents’ contributions.	An ongoing focus area of improvement is the recruitment and training of parent advisory committee members. We will also continue to promote consistent attendance at Parent/Teacher Organization meetings.	The Parent/Community Liaison is responsible for conducting parent and community outreach and coordinates school events and distribution of school news/school data to all stakeholders. This outreach aspect is a critical piece of ensuring that underrepresented families are engaged in decision-making opportunities at the school.	5	5	5	5	5	4	5	5	5	4	5	4	Met		20JUN2023	2023
37683380129395	Elevate	3	Elevate’s strengths this year were the return of more parent involvement to support students through volunteering opportunities both in the classroom and out of the classroom. Parents support teacher multiple times a year by showing appreciation in various ways - during conference weeks and Teacher Appreciation week. Parent board members bring the parent perspective on the Elevate School Board. We also included campus Deans to be involved in Dessert with the Directors, to share information on campus procedures around Restorative Practices. Elevate was also recognized as a Purple Star School for our work with and support of military families.	Areas for growth are encouraging more parents/caregivers to attend meetings and events, and having more events for families to connect that are less structured.	Elevate will ensure that there are opportunities for all families to provide feedback through Equity Task Force, ELAC, and parent meeting involvement. Our school-wide focus for next year is serving students and underserved students and families. Professional development will focus on our Special Education students and English Learner students and how to support students and families better.	Strengths for Elevate this year were the return of more parent involvement to support students through volunteering opportunities both in the classroom and out of the classroom. Parents support teacher multiple times a year by showing appreciation in various ways - during conference weeks and Teacher Appreciation week. Parent board members bring the parent perspective on the Elevate School Board. We also included campus Deans to be involved in Dessert with the Directors, to share information on campus procedures around Restorative Practices. Elevate was also recognized as a Purple Star School for our work with and support of military families.	Our Special Education parents would benefit from more communication from  the Education Specialists on a more frequent basis, which will align with our Special Populations Professional Development focus for the 23-24 school year.	During the pandemic, Room Parents were not able to be on campus, so we will return to having Room Parents in the 23-24 school year, which will create more parent opportunities to support students at each grade level. We will encourage staff members to be more actively involved with parent events to develop more trusting relationships.	Elevate has created a Parent Advisory Committee to receive input from them on areas of decision-making. The committee meets 3 times per year. Parents were invited to share their input through surveys in the fall and spring. We also increased our ELAC attendance participation this year by holding the meetings right after student led assemblies, and alternated when parent meetings were held.	We have high parent involvement from a core group of parents. We need to have involvement from more parents of all backgrounds, not just the core group.	Having more Zoom meetings will allow more participation from parents of all backgrounds, and having designated parents connect with families from each class will help all parents have more voice.	4	4	4	4	4	4	4	4	4	4	4	4	Met		19JUN2023	2023
37683380131565	High Tech Elementary	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:  HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.  Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37683380131979	Ingenuity Charter	3	The LEA partners with Harmonium and other community organizations to provide wrap around services to families. Counseling services are provided, including mental health services, and assistance with resources, such as food, to families in need. Teachers meet with the student and parents/guardians at least once a year to discuss academic progress. If the student is falling behind, additional meetings are held with the family to discuss strategies to help the student succeed. Students are informed of their legal rights and how to advocate for their own students with information provided on the LEA’s website. The LEA can improve on the area of student achievement by increasing the amount of interventions held with struggling students, academic goal setting based on MAP testing, and increased family meetings. The school provides professional development to all staff systematically each school year. Professional development is provided to staff on conducting these meetings and strategies to communicate effectively with families. At these meetings, a family needs assessment is conducted and both socio-emotional and academic support plans are written for students and carried out with responsibilities on the school, family, and student. Teachers meet quarterly (or more often, as needed) with students considered to be “at risk” to create supportive learning plans with them and their families. Progress is monitored throughout the remainder of the school year.	The LEA is focused on ensuring strong relationships with all families, especially those who have had negative experiences with school, and can appear disengaged. Outreach efforts, personalized meetings, and other communication strategies will be developed and employed.	The LEA hosts Family Forums at least twice per year. These meetings are held to build connections with all families. Beginning in the 2023-2024 school year, additional meetings and events will be held, both in person and virtually, which are aimed at ensuring culturally relevant and responsive topics are provided. These meetings serve as both family education and opportunities for family voice. Topics for these events will be generated through feedback from students and families.	"The LEA provides a minimum of four parent workshops and two Open Houses (Family Forums) annually to increase the number of parents trained in academic initiatives. The LEA also implements parent nights focused on academics, college preparatory advising, and access to post secondary options (including HiSET Study Prep books, AP Prep Guides, and ASVAB Test Prep Guides). The LEA subscribes to a Learning Management System that helps to implement a text alert/reminder system for upcoming events to increase communication with parents.   The LEA has identified ""two-way communication between families and educators"" as its focus area for improvement. The LEA creates its family engagement policies in conjunction with families, holds meetings in English and Spanish, and asks for parental input at stakeholder meetings, but can do a better job at facilitating an exchange of dialogue between school staff and families during meetings. The LEA wishes to create an environment in which parents feel equipped with the knowledge to provide regular input and fully participate through two-way communication and planning with staff. The LEA will work on facilitating small group review sessions during stakeholder meetings to discuss programmatic recommendations and to review and revise school documents. In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets monthly to review and provide input on the LEAs LCAP. Unfortunately, due to the pandemic, the family engagement activities were limited to virtual meetings, and the LEA will seek to offer additional activities when restriction guidelines are lifted. The LEA will increase the support and professional learning given to staff."	The LEA can improve by increasing the amount of parent workshops, and Open Houses, to reach more families. These events should also be culturally relevant and responsive.	The LEA holds monthly School Site Council and District English Language Advisory Committee meetings, and all students and parents are invited to attend to share any thoughts and ideas they would like to see at the school. During these meetings, there have been several suggestions and feedback provided about various clubs that students suggested, and the LEA was successful in creating and running the clubs. Also during these meetings, parents review the school's LCAP and provide educational partner input. They also provide input school programs. These documents are summarized and presented in “parent friendly language” at the next meeting and through school communication tools. Parent education is included as a vital part of these events, so parents can understand the school's programs and give input about their implementation and success.	Staff are fully supported by the LEA to hold meetings and create structures that enhance communication between families and the school that result in decision making. The LEA engages families and staff regularly in advisory groups. Survey data is used to gauge the effectiveness of programs, and programs are discussed at meetings. Recommendations for policy revisions are made, shared out with all educational partners, and given to school leadership teams. The LEA provides all parental correspondence in English and Spanish and provides translation services at all parent meetings. To reach out to parents of ELL students, ELL assistants, along with the ELL coordinator, call to personally invite families to attend DELAC, SSC, and LCAP advisory meetings. Dial outs and text messages are also sent to all families prior to meetings and events. The LEA provides opportunities for this at all parent meetings and advisory committee meetings, which occur on a monthly basis. At the start of the academic year, the LEA conducts a needs assessment with families to evaluate areas of need and develop its family engagement activities for the school year. Teachers, principals, and families discuss activities openly at stakeholder meetings and notes are archived for future reference.	It is the LEA's goal to better provide professional learning for staff on this topic though, to implement its improvement efforts in this area. In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets monthly to review and provide input on the LEAs LCAP. The LEA educates its parent groups (DELAC, SSC, LCAP Advisory) on budgetary and programmatic initiatives at the school. Input is sought from parents throughout the school year after the school presents its SPSA and LCAP documents in small, comprehensible chucks and summarizes program efforts in “parent friendly language.”	To improve the engagement of underrepresented families, the LEA will provide additional professional learning to administrators/staff on how to actively engage non-English speaking parents and underrepresented families. The LEA will then, in conjunction with community organizations, sustain several family friendly parent meetings and activities throughout the school year to involve parents at school and in its decision-making processes. this will include resource fairs, family education, and engagement events.	5	4	4	5	4	4	5	4	5	4	4	5	Met		12JUN2023	2023
37683380135913	Urban Discovery Academy Charter	3	As a small school, personalized relationships with students and families has always been a strength and remains a strength. There are many avenues for participation as well, including: Network volunteer opportunities, School Advisory Council, ELAC, community exhibitions, and ongoing school events.	Re-strengthening the parent volunteer network and SAC, including increased opportunities for meetings and volunteerism. Increased communication, parent conferences, parent workshops, in support of the academic success of our students.	Workshops for all families, with specific attention to the needs of underrepresented families (and with translation provided). Increased school-family communication around attendance, academic performance, and student behavior. Representatives of subgroups of SAC, ELAC.	Strengths: families demonstrate in surveys that they feel we have a welcoming and safe environment. Policies, programs, and communication tools support parents with information and resources.	Communication was not as strong in recent years or since the pandemic. In surveys and meetings, parents noted a need to increase communication efforts. There is also a need for enhanced sharing or resources and educational forums for parents (workshops).	The school will utilize multiple communication systems (technology and other forms) along with Spanish translation on a weekly basis across sites to improve communication and engagement. Parent workshops will continue and be strengthened. The principal will focus on in-person parent meetings and home visits for students in need, with a particular focus on supporting underrepresented students/families.	Strengths: relationships with families help us understand their needs as there is frequent informal dialogue.	There is a need for more frequent and better attended ELAC, SAC and Network meetings, along with enhanced focus on regular formal/informal surveys and feedback systems to keep families engaged and providing input.	The ELAC and SAC will specific target underrepresented families as outlined in the bylaws. In addition, multiple points of engagement and communication (such as Spanish translation, print vs. digital distribution of surveys, etc) and will be utilized in attempts to reach and garner feedback from varying families.	3	3	4	4	4	3	4	4	3	3	3	4	Met		21JUN2023	2023
37683380136663	America's Finest Charter	3	At America’s Finest Charter School, technology is utilized to increase home-school communication. Teachers use Class Dojo to regularly stay in contact with families regarding academic progress, as well as social-emotional supports. To further engage families in the school’s program and strengthen relationships, we also have meetings, teachers and parents conferences, and activities include but are not limited to: Open House, Math Night, Parent-Teacher Conference, Flyers and School-Related Information, and Monthly Letters Communication. In the coming academic year, we also will be providing workshops and webinars to teach families how to use the Parent Portal for statewide testing and the school grading system.	Based on the survey data for 2022-2023 the families have requested more assistance with learning English and workshops to increase their capacity to help their child(ren) be successful in school. In response to these requests, in the coming year we will offer ESL classes to parents/guardians, increase the number of schoolwide parent conference events, and hold more workshops on supporting their children in the home.	Our community consists of Spanish, Amharic, Russian, Somali and Vietnamese speaking parents which creates a language barrier to the active participation of these families. To address this, AFCS offers live translation for non-English speaking parents for both one-on-one and schoolwide gatherings of parents.	America’s Finest Charter School (AFCS) is committed to building strong relationships with parents as partners in education. Parents have many opportunities to be involved at AFCS. AFCS has formed a group called “Friends of AFCS” including administrators, teachers, classified staff and parents to provide after school activities and fundraising events.  The school has an “open door” policy where school administrators meet regularly with parents (scheduled and unscheduled), and encourages feedback during our ELAC and other parent meetings. AFCS families also have opportunities to provide feedback when they complete the Annual LCAP Survey. Translation services are provided in all parents communications and events, including on-site translation, monthly newsletters in different languages, school messenger-an autodialer messages system to parents/guardians in English and Spanish. Parents fill out volunteer interest forms and are invited to help in the class and with outside class assignments.	Based on the survey data for 2022-2023, the families have requested more assistance workshops to increase their capacity to help their child(ren) be successful in school. In response to these requests, in the coming year we will increase the number of schoolwide parent conference events, and hold more workshops on supporting their children in the home. We also will be engaging in targeted outreach to our AAPI community to build relationships and increase their representation in the student body enrollment.	According to our population data, we need to reach out more to our Asian families and communities in order to improve their engagement and representation by placing ads in cultural/ethnicity-specific newspapers and inviting more local businesses to our events.	Parent involvement has been at the core of decision-making processes for America’s Finest Charter since its opening in 2011. The Board of Directors for America’s Finest Charter is composed of several members of each of the following stakeholder groups: staff, parents and leaders from the community. The Board of Directors meets monthly to fulfill the goals of the Board and school leadership. America’s Finest Charter School involves English speaking and non-English speaking parents. Involvement opportunities include: English Learner Advisory Committee (ELAC) parents meetings and School Site Council (SSC). Parents participated in school events: Curriculum Night/Open House, Math Night, International Fair, and Arts in the Afternoon Gala.	AFCS needs to increase the capacity of parent leaders to engage in outreach and serve on various school committees. The AFCS leadership will be seeking more opportunities to raise the profile of the school in the surrounding community, provide additional parent training to increase and sustain engagement.	The 2023-2024 academic year will mark a renewed commitment to targeted outreach for our underrepresented communities so they may become active participants in the decision-making structures currently in place. We will be having more opportunities on campus for our families to interact with their child’s teacher to learn better how to support their child at home.	4	5	5	5	4	4	4	3	4	4	5	4	Met		21JUN2023	2023
37683383730959	Charter School of San Diego	3	The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 99.7% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 100% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 99.3% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 99.7% of parents report that the school provides innovative and engaging learning environments.	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. CSSD regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Utilization of Parent Square further provides communication and engagement of educational partners with the school.	The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal to participate in at least 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.	Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed.	CSSD is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals.	The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2022-2023 the school received input from over 650 students and parents and used the results in the development of the 2023-2024 LCAP.	Educational partner input into decision making is actively sought through multiple venues. CSSD will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
37683383731189	Preuss School UCSD	3	Returning from the pandemic, The Preuss School has made returning to campus the theme for all of our parent groups.  The end of the 2022-2023 academic year marked some of the first fully parent-participating activities held since the onset of the pandemic.  Moving forward, we will build our active PTA group and use this connection to reestablish our Saturday Parent Workshop Series.  During our PTA general meetings, frequent short questionnaires will provide the school with timely feedback on various areas of operation.  This information and our CAHKS will provide excellent direction for our work.	Areas for opportunity -increase the size of the active PTA members  -increase the number of scholars interacting with the PTA in support of the school -reestablish the school's iCLEAR instructional framework through the Spring Learning Showcase -Continue to improve the communication efforts of the school - parent square, website management, newsletters, and fliers	The Preuss School UC San Diego works with all of the scholars with the fame of being underrepresented or traditionally denied access to college success.  The school's advisory program assigns scholars to advisory teachers when they enter the school as 6th graders.  The advisory teachers, families, and scholars spend the next seven years building trust, determination, and inspiration relationships.  With the support of these relationships, each scholar designs their college path.    Providing the support needed to continue the advisory program remains one of the highest priorities for school administration.	The Preuss School UC San Diego has added a College and Career Coordinator, a Literacy Specialist, and a Numeracy Specialist position.  The addition of these three positions has enabled the school to diver deeper into data and provide direction based on trends that are found.	Moving forward, The Preuss School would like to redesign our elective pathway to tie closer to the career focus areas in San Diego.  Biotechnology, Engineering, Computer Science, and Multimedia broadcasting are just some areas being investigated.	The Preuss School will reimplement our Parent Workshop Series this school year.  We anticipate this program to grow and become a mainstay in our offerings to all parents to provide support and guidance in various areas supporting their scholars.	The Preuss School's working LCAP is referred to as the F4ST (Foundation 4 Scholar Transformation).  This strategic planning document allows all stakeholders to join the conversation.  Each department goes over departmental goals and aligns funding to accomplish goals.  Parents and scholars are provided with the plan during forums where they can ask questions and make decisions.  Revisions are made after considering the departmental progress and feedback from forums.	Currently, the alignment of when events occur is not aligned with the due dates for producing the updated LCAP document.  Having these align will make the flow of information more understandable.	By capitalizing on the return of the PTA meeting to campus and the re-establishment of the Parent Workshop Series, we anticipate F4ST forums to be well attended.	5	5	5	5	5	5	5	5	5	5	5	5	Met		26JUN2023	2023
37683383731247	High Tech High	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37683383731395	Audeo Charter	3	The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 96.2% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 98.7% of parents and 98.4% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 93.7% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 96.2% of parents report that the school provides innovative and engaging learning environments.	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. Audeo Charter school regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Parent Square will be introduced further providing communication and engagement of educational partners with the school.	The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal to participate in at least 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.	Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed.	Audeo Charter is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals.	The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2022-2023 the school received input from over 140 students and parents and used the results in the development of the 2023-2024 LCAP.	Educational partner input into decision making is actively sought through multiple venues. Audeo Charter will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
37683386039457	Darnall Charter	3																						Not Met			2023
37683386039812	Keiller Leadership Academy	3	KLA has developed a culture that is characterized by trust, professionalism, equity, and high expectations for all students.  KLA has developed a culture that makes students accountable for their learning and actions. Students are referred to as “KLA Leaders” with the reminder that “everything you say and do sends a message.”  KLA has developed and implemented a list of 14 school rules and expectations. Some classrooms have these visibly posted in their classrooms. While conducting observations, it was apparent that students are aware and following the school rules and expectations. A Behavior Intervention Plan has been developed in response for students failing to follow the rules and meet the expectations. Part of this plan includes the students completing a “Think Sheet.” KLA implements Restorative Justice practices when working with students to address behavioral concerns and a conflict resolution process that is based on building and maintaining positive relationships between school staff and families.  KLA has developed and implemented a Respect, Enthusiasm, Achievement, Citizenship, and Hardwork “REACH” class that is a 45 minute character development class where students are given the support and tools to hone in on their leadership, academic, and citizenship skills. The classes take place at the end of each day. Students in the secondary grade levels also complete SMART goals that are reviewed every three weeks. Their REACH teacher reviews the student’s goals and progress in reaching them and works with each student to develop a new SMART goal at the end of the third week. This work is the on going basis of communication between all partnerships for Student Outcomes.	At the beginning of each year, families are provided with both a Student and Parent Handbook. The Student Handbook includes the school rules and expectations, dress code, attendance policy, the Schoolwide Learner Outcomes Rubric, grading policy, Academic and Citizenship Expectations, Health and Wellness Policy, the Behavior Intervention Plan, Internet Safety Policy, Acceptable Use Policy and Contract. Students are required to carry their Handbook with them at all times and can be asked to show any adult who may ask to see it. KLA continues to focus on building relationships between all stakeholders by using this handbook as a means to establish clear expectations so that communication is transparent.	The school leadership team employs a wide range of culturally sensitive strategies to encourage family and community involvement especially with the learning and teaching process. Numerous opportunities for parent involvement are in place and communication between school and families is frequent and consistent. KLA is working towards maintaining it's systems and strategies in place so that they can continue to uphold positive relationships between school staff and families.	KLA’s self-study indicates various activities, events, and committees that provide opportunities for parent and community engagement. Such activities include: monthly Parent Series, Parent Conferences, ELAC Parent Group, Open House, Back to School Night, and the Parent Volunteer Team (PVT). Parents also volunteer to support breakfast supervision and in the lab, as well as help with reading and Friday activities. Additional opportunities include participation in the school book fair and serving as chaperones for school field trips.	KLA meets monthly with the School Site Council to discuss various school-wide initiatives, the budget, LCAP, SPSA, and such. In interviewing the parent group, the VC determines that the school provides adequate opportunities for parent involvement and input. Parents complete a “Needs Assessment” in the spring of each school year, the school then analyzes the data to determine areas of improvement to be addressed the following school year.	KLA utilizes Parent Square to communicate regularly with parents. This platform also allows parents to access their child’s grades through Infinite Campus. Parents are encouraged to participate in a yearly school climate survey where data is gathered for the school to determine areas for improvement. The school leadership team employs a wide range of culturally sensitive strategies to encourage family and community involvement especially with the learning and teaching process.	The KLA Action Plan/SPSA is driven by the analysis of student achievement data. School leadership and staff demonstrate shared-decision making and self-reflection and accountability for programs that support student learning.  Community partners are involved in the review of the long-range financial plan and that the school engages in a yearly audit of its finances to ensure appropriate and legally required reserves are in place. KLA has contracted with a 3rd party organization to manage its financial reporting to the Board of Directors and to track the fiscal health of the school in coordination with the Board of Directors.	KLA continues to focus on stakeholder feedback from a variety of surveys that is measurable so that data drives all decision-making. Vertical Alignment has been at the forefront of all school wide goals and decision making outcomes. In the Summer of 2022, all stakeholders were involved in vertically aligning schoolwide  assessments	The five year strategic plan 2016-2022 has evolved into our yearly LCAP which aligns the mission, vision, core values, and ESLRs with current educational research and student needs. The action plans were created in collaboration with all staff members and community members based on student data. The goals derived from the strategic plan are revisited yearly and monitored throughout the year by leadership and departments using the LCAP revision process. Community members revisit the strategic plan at the Fall and Spring Assembly and an annual update of the plan is completed each spring. All evaluations and surveys are based on the strategic plan to assist the school in monitoring progress toward goal achievement.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
37683386040018	Harriet Tubman Village Charter	3	Harriet Tubman Village Charter School is proud of the strong relationships we have built with families.  Our new Community Schools Coordinator has successfully built relationships with families this year.	The successes of the Community Schools Coordinator need to be built upon in the coming year with the maintenance of existing family relationships and by building new relationships. Our intervention team reaches out to the family and schedules home visits to determine how to best support the student. The wrap-around service of Tubman staff/parent/student home visits are a necessary replicable strategy for engaging families, educators and students as a team that coincides with our Village mentality. These home visits have been successful at maintaining student engagement, but we need to be able to increase the number of these visits to ensure all students/families get the support they need.	We held a Focus Group meeting with families in June to discuss needs of the school community.  The Community Schools Coordinator will develop and maintain partnerships with families with focus on improving the engagement of underrepresented families.	Prior to the pandemic, HTVCS purchased and implemented the Leader in Me program to address development of student leaders and engagement in the school community.  As we come out of this pandemic, the need for social and emotional well-being is unprecedented. HTVCS has resumed our Leader in Me program to engage families and students in successful leadership strategies.  There has been a lot of staff collaboration about development of best practices for partnering with families and our Community Liaison has been building relationships with families in order to create partnerships for student outcomes.  The school hosts a number of opportunities for families to learn about the progress of their child and how to support their child’s learning at home.  The school hosts parent and teacher conferences twice a year, a Back to School Night,  Literacy and Math Nights, in addition to Read Across America Week and College and Career Readiness Week.	Our Community Schools Liaison will continue to work to build partnerships with families next year and ensure those partnerships are maintained and solidified over the course of the school year.	We have frequently communicated with parents over the course of the past year to ensure they were informed about programmatic updates and available resources. We utilized School Messenger, Class Dojo, and PowerSchool’s parent portal to provide regular communication with parents about school events, information, opportunities to provide feedback, and student progress. We surveyed families and had regular meetings where all stakeholders could receive information and provide feedback on our plans. All communications and parent resources are provided in the appropriate language.	Harriet Tubman Village Charter Academy values the input of all educational partners in the decision-making process.  Our School Site Council and the ELAC met regularly throughout the year with a high number of parents participating in these groups and providing valuable feedback this year.	Continue to encourage family participation in the School Site Council meetings and provide food for family members who attend these meetings. Coffee with the Principals have also occurred regularly and the school plans to do a better job promoting those meetings next year to encourage more parents to attend and provide feedback.	A component of our Leader in Me program is about engaging families in the process of creating student leaders and we are looking forward to continuing our focus on this work next year.	3	3	3	3	3	3	3	3	3	3	4	3	Met		21JUN2023	2023
37683386040190	King-Chavez Primary Academy	3	A key finding from educational partner surveys was that 100% of parents feel the school has adults who really care about students.  100% of school staff agree adults have close professional relationships.  These high positivity rates for parent and staff responses have been consistent year over year.  The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  We have also expanded our evening parent offerings to accommodate working families.	Last year’s focus area, positive student perceptions around caring relationships, rebounded from 70% to 85%.  However, the rate of students with a high level of connectedness decreased slightly from 79% to 76%.  The school has offered daily mindfulness practices, after school programming, and class meetings (i.e. Restorative Circles) to promote this connection.  Staff was trained in trauma-informed practices to further connect with all students, especially those undergoing challenges in and out of school.	Underrepresented families will be targeted via direct communication in a language they can understand.  We build relationships and promote home/school communication across a variety of media: the King-Chavez website, social media, learning platform,  phone calls, conferences, Coffee with the Directors meetings, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation. We also provide multiple parent training opportunities, as well as referrals for services based on the needs of students and their families.   Since the pandemic restrictions have eased, the school has resumed in-person parent meetings and home visits to underrepresented families as needed. Face-to-face interaction helps staff to learn about each family’s strengths, challenges and goals/expectations for their children.	KCPA prides itself on serving our families. Surveys show 96% of parents feel staff go out of their way to help students and 85% of parents agree the school provides information about how to help their child with homework.  100% of parents agree the school encourages parents to be active partners.  KCPA will continue to build partnerships with families by hosting regular events where parents and teachers can discuss academic progress and ways to collaborate. These include parent conferences, Student Success Team meetings, and teacher professional learning community meetings.	A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We will be conducting a needs assessment  as part of the California Community Schools Partnership Program (CCSPP) planning grant.  We hope to identify high-value community partnerships and resources that meet the needs of our families.	Staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes.  This includes new assessment resources, efficient scheduling, use of data and technology, and regular opportunities for collaboration.  The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve the school’s capacity to partner with families.	Educational partners have multiple opportunities to provide input on policies and programs.  These include a team-based organizational structure: teams include partner teachers, grade levels, lead teachers, support staff, enrichment and RTI teachers, assessments, and instructional leadership. The school also supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. 91% of parents agree the school seeks input before making decisions.	A focus area for improvement is to provide additional, relevant training for members of advisory groups so they can more effectively participate in decision-making.	KCPA makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family engagement initiatives during regular meetings with parent groups.	4	4	4	4	4	3	4	4	3	3	4	3	Met		07JUN2023	2023
37683386061964	The O'Farrell Charter	3	Staff participate in training each academic year on effective communication with families and parents through PAL meetings conducted in September.  These are one-on-one conferences with all students and families in their homebase. During these meetings, strengths and background information are discussed and goals are created for the school year. Parents and teachers are partners in these meetings to build a plan for the child in which both share responsibilities for implementation.  Additionally, students are assigned a homebase teacher who is the primary contact for the family at school. In the secondary schools, this teacher “loops” with students to build lasting, positive relationships with them, enabling them to focus on fully supporting the student academically and socio-emotionally.    The school holds several parent meetings in addition to parent events and education nights. At PTO, DELAC, and SSC meetings, parents review the school's LCAP, SPSA, and school programs, and give input in the language of their choice. These documents are summarized and presented in “parent friendly language” at the next meeting. Parent education is included as a vital part of these events, so parents can understand the school's programs and give input about their implementation and success.	"The previous school year, the LEA identified ""two-way communication between families and educators"" as its focus area for improvement. The LEA creates its family engagement policies in conjunction with families, holds meetings in English and Spanish, and asks for parental input at educational partner meetings, but felt that it could do a better job at facilitating an exchange of dialogue between school staff and families during meetings. Thus, the LEA created family advisory committees to ensure that families had a voice and a way to engage in dialogue with school staff.  Built with the need for representation from every student group in mind, these committees met throughout the school year to discuss school issues, programs, and improvement plans.  The LEA would like to continue its momentum in this area and work to expand these groups with additional participants and expand the scope of their work to include discussions about the school's identified areas of need per the California School Accountability Dashboard."	To build relationships between school staff and families with a focus on improving engagement with underrepresented families, the LEA plans on continuing its family advisory committees and has dedicated funds for this purpose in its LCAP for the upcoming school year.  Additional funds have been allocated for professional development in the area as well.	The LEA has focused on providing professional learning to leadership teams and teacher leaders with the intent that they disseminate information to their respective teams.  With the addition of a coaching program for teachers and principals provided by the National Center for Urban School Transformation, the school has made this a focus area and has conducted professional learning in this area for all staff, which will continue into the next school year.  All teachers conduct PAL (Partnership for Academic Learning) meetings with all families at the start of the school year to set goals for students and develop a plan of action to support students in meeting those goals. Professional development is provided to staff on conducting these meetings and strategies to communicate effectively with families.  At these meetings, a family needs assessment is conducted and both socio-emotional and academic support plans are written for students and carried out with responsibilities on the school, family, and student. Teachers meet mid-year with select students to create supportive learning plans with them and their families. Progress is monitored throughout the remainder of the school year.  The LEA holds educational partner meetings throughout the school year (DELAC, SSC, LCAP Advisory Committee, etc.) during which school topics and programs are discussed. In addition, at all IEP and 504 meetings, parents are given and explained their rights as they pertain to educational access for their child. At SST meetings, parents are asked to discuss their concerns for their children and to be a part of the problem-solving discussion for students if/when they demonstrate need. An LCAP advisory group is made up of parents and staff members, which meets monthly to review and provide input on the LCAP.	The LEA will continue to increase the support and professional learning given to staff specifically in the area of partnering with families for the upcoming school year through a continued partnership with the National Center for Urban School Transformation and partnerships with the San Diego County Office of Education. While ongoing and targeted professional development will continue for staff in the areas of relationship building and communication, the LEA is still working on providing professional learning that will lead to a measurable increase in parental involvement and educational partner engagement in advocating and planning for students' education and the school's programs.	To improve engagement of underrepresented families, the LEA will continue strong communication protocols in the implementation of its family advisory committees.  These include creating a safe and inclusive environment to establish strong partnerships through the use of translation services, focus groups, and frequent meetings/workshops with parents and administrators to establish trusting relationships and partnerships.	Principals and staff are fully supported by the LEA to hold meetings and create structures that enhance communication between families and the school that result in decision making. The LEA engages families and staff regularly in family advisory committees. Survey data is also used to gauge the effectiveness of programs throughout the year, and programs are discussed at family and staff meetings. Recommendations for policy revisions are made, shared out with all educational partners, and given to school leadership teams.  The LEA educates its parent groups (DELAC, SSC, PTO, LCAP Advisory) on budgetary and programmatic initiatives at the school. Input is sought from parents throughout the school year and the school presents its LCAP documents in small, comprehensible chunks, then summarizes program efforts in “parent friendly language.”  The LEA provides all parental correspondence in English and Spanish and provides translation services at all parent meetings. To reach out to parents of ELL students, ELL assistants, along with the ELL coordinator, call to personally invite families to attend DELAC, SSC, and LCAP advisory meetings. Dial outs and text messages are also sent to all families prior to meetings and events.  The LEA provides opportunities for development and planning of family engagement activities at parent meetings and advisory committee meetings, which occur on a monthly basis (DELAC - every other month). At the start of the academic year, the LEA conducts a needs assessment with families to evaluate areas of need and develop its family engagement activities for the school year.  Teachers, principals, and families discuss activities openly at educational partner meetings.	The LEA’s focus area for the 2022-2023 school year was establishing a parent advisory committee in which families and school staff can meet and come together to discuss timely topics, plan, and work together to improve student support services.  The LEA believes that this goal was achieved and that it provided an additional opportunity for family involvement and decision making.  Additionally, it helped to provide a safe and inclusive environment for educational partners to work together throughout the school year in meaningful ways.  The LEA will maintain this as its focus area in the 2023-2024 school year as it hopes to expand the size of this group as well as the scope of its work and discussions.	Members of the advisory committee are empowered to engage in reflection alongside school staff and are included in decision making processes.  The LEA plans on increasing its professional learning with members of its family advisory committees to help create strong practices among members of the group and to increase its agency.	5	5	5	5	4	4	5	5	5	4	5	4	Met		12JUN2023	2023
37683386113211	McGill School of Success	3	McGill has hired a parent liaison on staff to help with ensuring that our parents have access to in school resources and community resources as well. McGill will continue to inform parents of engagement opportunities through flyers, email, website, social media, and word of mouth. The LEA will continue to ensure that the parents are given access to ongoing parent/teacher conferences and will provide translation support if needed. McGill will also commit to providing access to before and after school programs so that they can have a safe and adequate place to being their children for enrichment opportunities.	McGill will continue to create ongoing opportunities for parent/teacher conferences, access to math nights, open houses, continue to ensure that staff is sending out daily, weekly, monthly correspondence to the families via email, flyers, report cards, progress reports, voice mails and etc.	McGill will continue to ensure that we have a bridge/parent liaison on staff to help with ensuring that our parents have access to in school resources and community resources as well. McGill will continue to inform parents of engagement opportunities through flyers, email, website, social media, and word of mouth. McGill will also commit to provide access to before and after school programs so that they can have a safe and adequate place to being their children for enrichment opportunities.	McGill has developed a family engagement committee to address and sustain underrepresented families. We continue to send out electronic messengers, update the website, send out monthly newsletters and updated calendar of events, provide staff/parent conferences, coffee with the principal, school wide performances, special events e.g., muffins with mom and donuts with dad.	McGill is committed to continuing to inform parents about the implications of ongoing assessments, their meaning and future implications of results. We send out progress reports and semester report cards to inform parents of their student’s progress. We also invite our parents to attend our awards assembly where students are acknowledged for their great academic work as well as their character education. We also give parents and students the opportunity to conference with the teachers and a big part of our conferences, is to allow students to present how they are currently doing and what their goals are to improve.	McGill has explored the option of creating a PTO where families can be a part of the bigger school picture and developing programs that impact their students in a positive way in their academics, social emotional and other parts of their makeup. McGill is committed to continuing to open the doors for board positions and or other school governing committees.	McGill currently has a robust number of parents who sit on the school board, the ELAC (English Language Acquisition Committee, and the SSC (School Site Council) committee. Our goal is to continue to grow that number of families who represent our school in various capacities.	McGill will continue to seek to engage more families in our decision-making process by properly informing them of these opportunities in a timely and accessible manner.	McGill is open to holding town hall meetings to give parents the training and awareness of what it takes to become a part of the decision-making process.	5	5	4	5	4	5	5	5	5	5	4	5	Not Met For Two or More Years		20JUL2023	2023
37683386115570	Museum	3	As a small charter, Museum School has thrived in having a community of parent engagement and collaboration. Parents play a key role in the school finances donating over $100,000 annually thanks to the non-profit Families of Museum School (FOMS). The staff knows students on a first-name basis, creating a familial atmosphere for children and stakeholders. This year, Museum School created the Special Education Parent Advisory Committee (SEPAC) to engage families with exceptional children. It also continued its monthly Coffee with the Director, shifting the later year to afternoon sessions to allow for greater participation of families. Parent surveys were also sent to gather data on the school calendar for 23-24, updated student information, and LCAP goals.	COVID and administrative changes have created a challenge in maintaining Museum School culture of open and trusting relationships. Greater communication is needed to rebuild confidence and trust with administration. In response, School Messenger was implemented as a communication tool. There is a need to reestablish and increase activities that engage parents on campus to rebuild the solid relationship that has exemplified Museum School. Museum School's needs have expanded, leading to greater urgency for staff to provide timely communication to families.	Museum School recognizes the importance of engaging underrepresented families. Having Spanish-speaking staff in the office has been of great assistance in supporting our English Learner families. Our newly purchased parent communication tool, School Messenger, is able to deliver messages in multiple languages to families. We currently do not have Foster Students, and our Title I demographic is low. Museum is also looking to publicize enrollment in communities with a high number of underrepresented families in our region to increase the number of families we serve.	Museum School has a long history of building positive partnerships with parents and community members. One vital partner is the Center for World Music, which provides music to our students throughout the year in weekly 1-hr sessions. Friends of Museum School (FOMS) and the Special Education Parent Advisory Committee (SEPAC) are two other partners who are crucial in supporting student outcomes.	An area that still needs to be developed is the parent organization. An English Learner Advisory Committee may also support student outcomes as is the case with SEPAC.	During the 23-24 school year, Museum School will be undergoing the Multi-tiered System of Support certification that supports staff in building positive supports and engagement of all parties to improve student outcomes. Museum is also looking to hire a family liaison or administrative support to help with the communication and engagement of families/partners.	Museum School has incorporated various opportunities to capture input on school-wide decisions. As mentioned previously, there are monthly opportunities to provide input on school decisions during the Board of Directors meeting, Coffee with the Director, staff meetings, staff and family surveys, etc. Parents also have the opportunity to contact the Director and meet about their concerns/recommendations.	This year, LCAP surveys, Board Meeting Public Comments, and Coffee with the Director indicated the need for a separate parent/staff/admin collaborative group will be created to support stakeholder input for the 2023-2024 school year. Families appreciated the parent surveys but requested more input opportunities over school-wide decisions.	To improve engagement of underrepresented families, Museum School will utilize School Messenger to seek family input in communication in their native language, initiate a site-run ELAC, and build the capacity of family representatives via parent training opportunities (eg MiniCABE in November, county ELAC training, etc.)	4	4	4	4	4	3	4	4	4	4	3	3	Met		26JUN2023	2023
37683386117279	Holly Drive Leadership Academy	3	Holly Drive Leadership Academy views parents as partners in the education process.  We are a small school and strive to create a welcoming environment where parents can actively participate in the school, help celebrate our cultural diversity, and be part of the decision-making process.  More specifically, parents are involved in their student’s learning by volunteering in student classrooms, acting as a resource for projects, joining field trips, presenting during career day, and attending SSTs when applicable.  We communicate with parents specifically about their student’s progress with monthly, sometimes weekly, updates, parent conferences, and report cards/progress reports throughout the year.	We ask for parent feedback and receive that informally as well as formally through our parent-teacher organization and school committees.  We are proud to say that 98% of our families gave HDLA an A or a B on our spring 22-23 LCAP survey.  96% of respondents reported they felt strongly connected and engaged with the school.  Based on the survey data, we feel we are strong in building relationships between school staff and families.  As described below we can do more to build partnerships for student outcomes.	Almost all of Holly Drive's students are non-white and qualify for free or reduced-price lunch.  As a result, our engagement efforts are the same for everyone.  We celebrate the cultures of our mostly African American and Latino students through our educational program and invite parents to participate in our culminating black history and Hispanic heritage events.  In addition, we also bring parents together for fun family events (e.g., trunk a treat, winter wonderland, boxcar movie, and family game nights).  We had four fun family engagement activities in 22-23.	Parents are involved in their student’s learning by volunteering in student classrooms, acting as a resource for projects, joining field trips, presenting during career day, and attending SSTs when applicable.  We communicate with parents specifically about their student’s progress with monthly, sometimes weekly, updates, parent conferences, and report cards/progress reports throughout the year.	Holly Drive Leadership Academy is focused on improving its math performance in the 23-24 school year.  We are implementing a new math curriculum and will work to make sure parents both understand our new curriculum and can monitor their child's math performance.	"Given that almost all of Holly Drive's students are non-white and/or qualify for free or reduced-price lunch, almost all of our families are from ""underrepresented"" groups.  We work to engage all of our families in their student's progress and growth,  As stated above, we are going to work to ensure all of our families have updates after each i-Ready diagnostic assessment indicating their students' progress and end-of-year scores."	Holly Drive seeks parent input in decision-making, particularly school improvement priorities, in its official LCAP and PTO meetings.  Parents also provide their input in our annual parent survey.  Informally, parents also have the opportunity to share their thoughts as part of parent-teacher meetings (twice a year) and family nights (3 to 4 times a year).   We are proud that 98% of our families gave HDLA an A or a B on our spring 22-23 LCAP survey.  96% of respondents reported they felt strongly connected and engaged with the school.	In general, parents report being very happy with Holly Drive Leadership Academy.  We will add a question in our annual survey asking specifically about parent input on decision-making.	"Given almost all of Holly Drive's students are non-white and/or qualify for free or reduced-price lunch, almost all of our families are from ""underrepresented"" groups.  We seek input into decision-making from all of our families through our LCAP and PTO meetings and annual survey.   Note Holly Drive is a very small charter school serving approximately 100 students."	4	4	4	4	4	4	4	4	4	4	4	3	Met		29JUN2023	2023
37683386117683	High Tech Elementary Explorer	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37683386119168	San Diego Cooperative Charter	3																						Not Met For Two or More Years			2023
37683386119598	King-Chavez Academy of Excellence	3	KCAE administered surveys to stakeholders from all grade levels. An identified  strength was that 97% of parents feel the school has adults who really care about students. 98% of school staff agree adults have close professional relationships. These high positivity rates for parent and staff responses have been consistent year over year.	"Healthy Kids Student Survey rates around caring relationships improved from the 2020-2021 baseline, but remain an area of growth due to this indicator’s connection with our mission statement “We seek excellence in Academics, the Arts and Athletics from the Foundation of Love.""  The rate of students reporting caring adults in the school increased in the elementary grades but decreased in middle school.  The school plans to provide socio-emotional support and expanded learning time opportunities to increase school connectedness."	Underrepresented families will be targeted via direct communication in a language they can understand.  The school currently uses its website, social media, phone calls, fall/spring conferences, and paper notices to engage families and keep them informed about upcoming school events and opportunities for participation. The school continues to make progress in leveraging the increased availability and usage of technology to promote 2-way communication between home and school.  Now that pandemic restrictions have eased, the school has resumed in-person home visits to underrepresented families as needed. These visits will help staff to learn about each family’s strengths, challenges and goals/expectations for their children.	KCAE prides itself on serving our families. 88% of parents agree the school provides information about how to help their child with homework. 94% of staff agree the school encourages parents to be active partners.  KCAE will continue to build partnerships with families by scheduling regular events where parents and teachers can discuss academic progress and ways to collaborate.	A focus area for improvement is to work with community organizations to offer additional academic programming and enrichment opportunities. We will be conducting a needs assessment  as part of the California Community Schools Partnership Program (CCSPP) planning grant.  We hope to identify high-value community partnerships and resources that meet the needs of our families.	KCAE staff will reach out to underrepresented families to highlight on-campus partnership opportunities, ways to support student learning, and available resources in the community.  We are also refining communication procedures between classroom teachers and intervention staff in support of student outcomes.  This includes efficient scheduling, use of data and technology, and regular opportunities for collaboration. We also host parent workshops to engage underrepresented families. The school will continue to work with external organizations, including other King-Chavez Academies and the County Office of Education, to provide additional staff development to improve a school’s capacity to partner with families.	Parents have multiple opportunities to provide input on policies and programs.  The school supports advisory groups composed of families, administrators, and teachers in the development of the school plan and programs. The process of seeking staff/ parent input for the LCAP is now well established. Educational partners report the LEA is doing a better job of sharing data/ gathering feedback in our priority areas over the course of the year. 90% of parents agree the school seeks input before making decisions.	A focus area for improvement is to provide additional, relevant training for members of advisory groups so members can more effectively participate in decision-making.	KCAE makes efforts to reach and seek input from all parents, and especially underrepresented families.  Information is disseminated through electronic and written means, and translated whenever possible. The LEA will improve engagement by discussing opportunities to provide input and collaborate on family initiatives during regular meetings with parent groups.  Many of these meetings will be held and/or broadcasted virtually, as well as scheduled at different times, to remove some of the barriers that may prevent parents from attending.	4	5	4	4	3	4	5	4	4	4	4	4	Met		07JUN2023	2023
37683460000000	San Dieguito Union High	3	SDUHSD educational partners report that SDUHSD is committed to supporting all students and continues to focus on providing a positive school climate where students feel that they belong, are included, and are supported in academic learning. SDUHSD has developed and shared a survey for all educational partners, providing an opportunity for continued feedback on the district’s current progress related to building relationships between school staff and families.	SDUHSD continues to refine and reflect on how we can listen to feedback from parents and the community. In the first month of the 23-24 school year, SDUHSD developed and shared a survey with all district educational partners, providing an opportunity for feedback on SDUHSD’s mission, vision, and values. Additionally, SDUHSD organized two Parent / Family Listening Circles for district multilingual learner parents and families to increase our partnership with families and to engage in conversations about the strengths and needs of the multilingual learner community. In addition, SDUHSD continues the evaluation of committees at the district and school site, focused on building relationships between school staff and families.  Finally, school sites will continue to offer opportunities to participate in Coffee with the Principals and provide families with an ongoing method to connect with their child’s school site leadership.	SDUHSD celebrates the hiring of the third Bilingual Parent Community Liaison (Spanish). These liaisons continue to be a direct conduit between underrepresented families and building relationships between school staff and families.  Additionally, SDUHSD continues valuable partnerships with SDCOE and NCRC. To address the needs of our multilingual learners and families, SDUHSD is supporting over 50 teachers, counselors, and administrators (school site & district) with participation in the year-long Culturally Sustaining ELD Collaborative (6-12), supported by SDCOE and WestEd.  Work in this collaborative has focused on student empathy interviews and parent/family listening circles. In partnership with SDCOE and NCRC, SDUHSD will continue to review parent feedback and data; in addition, host listening circles throughout the district focused on building trust and positive relationships between our underrepresented families and school staff.   SDUHSD continues to partner with local community businesses, parents, and local industry professionals to collaborate with CTE teachers throughout the district  Finally, district and school site administrators will continue to be provided with professional learning focused on analyzing student empathy interviews and listening circle data to continue supporting future offerings.	SDUHSD teacher professional learning is designed in alignment with the following: 1. department-specific three-year goals, 2. current updates as related to curriculum and framework. 3. work related to instructional materials pilots and adoptions  All professional learning is designed collaboratively, including teacher input and support (when needed) from external resources (i.e. SDCOE). SDUHSD offers professional learning in a variety of formats, including in-person learning opportunities, virtual after-school opportunities, book-study format, and attendance at external PD. Teachers receive opportunities to provide feedback and to collaborate on professional learning outcomes and learnings. Professional learning opportunities for the 23-24 school year were identified and communicated with all district teachers, counselors, and administrators before the end of the 22-23 school year.	Professional learning focused on multilingual learners and students with disabilities continues to be a top priority. SDUHSD continues to work collaboratively with SDCOE, WEstEd, and other educational partners to support learning focused on positive student outcomes for targeted student groups. Additionally, SDUHSD continues to focus on communication and building a district culture to promote educational access for all students.	SDUHSD continues to utilize the role of the Bilingual Parent Community Liaison (3), providing outreach and interpretation for families in Spanish and Chinese. Parent / Family Listening Circles were held in September with questions focusing on student outcomes to best support our multilingual learner families and students. Student voice continues to be valued and collected via student empathy interviews and student listening circles for our underrepresented students. SDUHSD continues to partner with community organizations to support district families, and professional learning for school site leadership will continue to focus on improved capacity to partner with families focused on positive student outcomes for all students.	SDUHSD continues to partner with parents and families in decision-making by leveraging various advisory committees including: Parent Curricular Advisory Committee (PCAC), Superintendent's Parent Advisory Committee, School Site Councils (SSC), English Learner Advisory Committees (ELAC), District English Learner Advisory Committee (DELAC), Special Education Parent Advisory Committee. Families can also get involved by attending school activities and meetings, including Principal's Coffee. SDUHSD will continue to seek participation from underrepresented families to ensure membership on advisory committees more closely reflects the district's demographics. Yearly empathy interviews have been implemented where school social workers speak directly with students and families experiencing homelessness so that SDUHSD can provide support and remove any boundaries to their education. This year, the district has hosted Parent / Family Listening Circles as a component of the Culturally Sustaining ELD Collaborative to increase participation from multilingual learner families.	SDUHSD continues to focus on increasing parent participation/input in both the English Learner Advisory Committee (ELAC) and the District English Learner Advisory Committee (DELAC) through targeted outreach by our Bilingual Parent Community Liaisons and promotion through district and site communication. SDUHSD continues to increase the opportunity for the inclusion of interpretation services to allow all educational partners the opportunity for involvement and feedback. SDUHSD has implemented individual yearly empathy interviews where school social workers speak directly with students and families experiencing homelessness.	SDUHSD continues to seek ongoing input from educational partners and provide district-wide support for families. Each SDUHSD Title I school and the District revised the Title I Parent and Family Engagement Policy to improve the engagement of underrepresented families. SDUHSD will further utilize school-based advisory committees and parent information events to gather targeted input on priorities to inform the development of the Local Control and Accountability Plan and other District strategic and grant plans. SDUHSD will continue to utilize information from direct interviews with families experiencing homelessness to respond to changing circumstances.	5	4	4	4	4	4	4	3	5	4	3	3	Met		29JUN2023	2023
37683530000000	San Pasqual Union Elementary	3	"The District has strong relationships with families and the community.  Per the most recent California Healthy Kid Survey, 93% of parents and 100% of staff ""agree"" or ""strongly agree"" that the school promotes and encourages meaningful parent involvement.  Similarly, 86% of parents are ""satisfied"" or ""very satisfied"" with school communications while 75% (up 17% from the prior year) served as a school volunteer."	The District intends to extend its positive social media presence while improving upon communications with Spanish-speaking families.	San Pasqual Union School prides itself on building positive relationships with parents and guardians.  Parent-teacher conferences provide time for parents and teachers to converse about students' strengths, needs, culture, and goals.  Teachers work with students to set individual learning goals and maintain open communication with parents on progress toward those goals.      San Pasqual Union School sustains great strides in two-way communication between families and educators by upgrading the school website so that it can easily translate content in multiple languages and integrates with a mass communications system.  Additionally, the PeachJar flyer system makes it easier for parents to access relevant school and community information from various platforms in multiple languages.         As reflected in the 2023 LCAP, a full-time EL/Intervention Teacher leads efforts to engage with Spanish-speaking families.  Additionally, for the upcoming school year, the District plans to reinstate programs like Mano-a-Mano and the Latino Family Literacy project to further engage and connect with non-English speaking families.	Engaging with families and community partners remains one of the District's top priorities.  As reflected in the District's 20223 LCAP, Goal #4 specifically seeks to Promote Family and Community Partnerships that Enhance Student Outcomes and Opportunities.  Part of this work focuses on the re-engagement of parent groups, including the Parent-Teacher Organization (PTO), SP School Foundation, Red Barn Arts (RBA), and SAGE (Students are Growing Everyday) garden.  Additionally, the District maintains its focus on initiatives that improve upon community partnerships, including those established with the San Diego Zoo Safari Park, California State University-San Marcos, and Palomar Health.	During the 2023/24 school year, the District will re-assess exploratory course offerings to more closely align with career pathways.	The District will continue to expand outreach efforts through the District English Language Advisory Committee (DELAC) to build partnerships in support of positive outcomes for students.	During the 2022-23 school year, the District engaged in extensive efforts to engage all educational partners.    Engagement meetings were conducted as follows:   -Staff (certificated, classified, administrative, San Pasqual Elementary Teachers' Association, Principal, Assistant Principal): 8/15/22, 9/8/22, 10/31/22, 2/1/23  -School Improvement Committee: 8/8/22, 9/6/22, 10/3/22, 10/24/22, 11/7/22, 12/12/22, 2/6/23, 3/27/23, 5/1/23  -School Site Council (SSC)/Parent Advisory Committee (PAC): 10/4/22, 12/6/22, 2/7/23, 5/2/23  -District English Language Advisory Committee (DELAC): 9/15/22, 1/24/23  -School Board: 8/9/22, 9/13/22, 10/11/22, 11/8/22, 12/13/22, 1/17/23, 2/14/23, 3/14/23, 4/18/23, 5/9/23  -Community Input Meetings (Coffee with the Principal, PTO, School Foundation): 8/30/22, 9/2/22, 10/27/22, 11/4/22, 11/8/22, 12/2/22, 1/10/23, 1/13/23, 1/26/23, 2/7/23, 3/3/23, 4/6/23, 4/27/23   -Parents of SWD students were engaged via the above opportunities in addition to their IEP participation.    -The District regularly consults with the North Inland Special Education Region (NISER) Special Education Local Plan Area (SELPA) for guidance and to facilitate training for staff.   -Guardians of Foster Youth were engaged via the above opportunities, as well as guardian/teacher conferences, Student Study Teams, and IEPs, as appropriate.  Additionally, surveys were distributed to parents, guardians, community members, staff, and students as follows:  -LCAP Parent/Guardian/Community surveys distributed in English and Spanish via email and paper copies (50 responses)  -LCAP Student Survey distributed to 4th (grade 56 responses), 6th grade (49 responses), and 8th grade (47 responses) students via Google GSuite  -LCAP Teacher Survey distributed via email and staff bulletin (22 responses)  -LCAP Classified Survey distributed via email and staff bulletin (10 responses)  -CA Healthy Kids Parent Survey distributed via email (126 total responses)  -CA Healthy Kids Student Survey was administered in the classroom to 5th grade (43 responses) and 7th grade (52 responses) students.  -CA Healthy Kids Staff Survey distributed via email and staff bulletin (34 responses)  As set forth below, stakeholder input was key in determining progress toward goals and refining action steps.	"Since the San Pasqual Union School District is a single-school school district, all decisions are made on the school site.  The school actively engages parents in the decision-making process.  As reflected in the 2023 California Healthy Kids Survey, 85% of parents reported that the school actively seeks the input of parents before making important decisions.  Further, in that same survey, 90% of parents agree that school staff takes parent concerns seriously.  As noted above, the principal/superintendent facilitates multiple survey opportunities and hosts frequent parent engagement sessions, including meetings with School Site Council, SP School Foundation, SAGE Garden, and ""Coffee with the Principal"" sessions."	The District will continue to expand outreach efforts through the District English Language Advisory Committee (DELAC) to build partnerships in support of positive outcomes for students.	5	5	4	5	4	5	5	5	4	5	5	4	Met		14JUN2023	2023
37683610000000	Santee	3	Family engagement is a cornerstone of the Santee School District. The District's measures of parent involvement continues to improve with a slight increase in the number of parents serving on District and site committees. We have seen a strong involvement with our parents using a technology-based method of parent involvement, especially with parents supporting their child during the pandemic. We have provided numerous trainings at both the site and district level. The Positive Parenting Program (Triple P) has been proven to increase strong and resilient behavior in children and improves parents' well-being and parenting skills. This program uses a hierarchical linear modeling. Parents of children with Autism Spectrum Disorders using Stepping Stones Triple P report they are more satisfied as parents, their children's behavior has improved, and their relationship with their partner is better. Other programs offered are Military Family Parenting, Conflict Resolution Training, and Mental Health support and providing a financial literacy workshop to assist parents with planning for college and beyond. Sessions are offered at various times (mornings, evenings and weekends) to accommodate multiple schedules. Based on Speak Up and California Healthy Kids Survey data from 2022, 88% of parents felt well informed by the Santee School District, 92% felt academic excellence was available to all students, and 92% also felt that students were respected by Santee School District staff. We offer trainings through Microsoft Teams and webinars to support family engagement and provide training opportunities.   Our Director of Community Collaborative analyzed the results of our annual parent survey to identify the greatest needs for our families. Results showed that parents were concerned with being able to afford to live in the Santee community, paying for student loans, as well as training for teachers around addressing mental and social-emotional concerns. To address these concerns, the Santee School District offered assistance from more than 50 different community resources. Families primarily requested assistance with basic needs (housing, food, bill payment, and employment), mental health, insurance and access to care. Home visits were completed for families with greater resource needs in order to make acquiring these services easier for families. In order to help support our teachers with Social-Emotional learning, Santee School District has implemented a research-based curriculum and teachers will be engaging in on-going professional learning on trauma informed care practices and other training to support the culture and climate for students.	To strengthen relationships between staff and families, the District employs a Director, Community Collaborative to focus on helping parents to support their child(ren)'s learning and well-being. The Director provides parent workshops and serves as a liaison to inform and connect parents to various community and school resources. In February 2022, the District added a Director, Communication and Community Engagement to increase and improve communication with parents and the community. This work involves re-designing the District's web site, developing and implementing regular staff and parent newsletters, increasing the District's presence on social media, improving school and District apps, and making more resources available to parents through electronic means.	* Continued funding of Director of Pupil services, counselors, and bilingual assistants.  * Increase resources for translation services.   * Increased monitoring and support for Foster Youth, Homeless, low socio-economic students, and students with disabilities.   * Offering of Rosetta Stone (English) accounts for parents of ELs. * Language Arts Specialist/Intervention Resource Teachers (spear-heading efforts for on-site services and serve as liaison for parents.)	Based on the review of the district local and state data and our educational partners' feedback in 2022-23, we did maintain student achievement in English Language Arts (ELA) and mathematics due to our commitment to in-person instruction since September 2020 and our offering of independent study to families who requested this option. Data from the Spring 2022 CAASPP was analyzed to understand overall and student group performance. Our local data demonstrates that we are maintaining good student outcomes post pandemic and this has continued into the 2022-23 school year.	Educational partner input and surveys were analyzed, and the following categories emerged: 1. ACCELERATING LEARNING: Provide instructional materials focused on accelerating learning, reduce class size for more individualized attention, and employ intervention teachers, provide technology devices for all students, including TK students. 2. PROFESSIONAL DEVELOPMENT: Increase/sustain professional learning for staff in specific areas and provide more choice; instructional strategies for accelerating learning; focused professional learning for English Learners, Special Education, and other student groups 3. SOCIAL-EMOTIONAL LEARNING SUPPORT: Increase counseling services, increase mental health support, better implementation of the social-emotional learning curriculum (Second Step) 4. STRENGTHENING STUDENT CONNECTEDNESS: Reduce class size and caseloads, reduce/eliminate combo classes, emphasize personal relationships with students, provide more extracurricular activities and electives 5. STRENGTHENING FAMILY ENGAGEMENT: Provide more opportunities for parents to engage in meaningful partnerships within the school community and at the district level and improve and increase communication.	Provide workshops, coordinate community resources, and expand use of electronic and face-to-face methods for parents to connect and engage within the school community including parents of low socioeconomic students, Foster Youth, English Learners, and students with disabilities: ? 0.50 FTE of Director Community Collaborative to oversee improving and increasing parent involvement ? Provide 1.0 FTE Director, Communication and Community Engagement to improve parent engagement ? Continue use of District APP to improve parent communication and engagement ? Design at least four parent outreach programs that incorporate each school's instructional program for delivery to parents and families	The District employs a Director, Community Collaborative to focus on helping parents to support their child(ren)'s learning and well-being. The Director provides parent workshops and serves as a liaison to inform and connect parents to various community and school resources. In February 2022, the District added a Director, Communication and Community Engagement to increase and improve communication with parents and the community. This work involves re-designing the District's web, developing and implementing regular staff and parent newsletters, increasing the District's presence on social media, improving school and District apps, and making more resources available to parents through electronic means. The Communication Director also provides principals content to include in their weekly newsletters, sends out a monthly staff newsletter, and organizes a central district event calendar to streamline communication for families and staff. In response to additional input, the District is also working on texting and app solutions for partner communication as well as live streaming of Santee Board of Education meetings.	Our educational partners identified the importance of the following areas when considering the development of learning goals with a focus on the whole child:  • Increase parent participation in programs and volunteer activities as measured by the number of parent volunteers and volunteer hours • Seek parent input for the decision-making process at the district and site level for all students, including unduplicated students and students with exceptional needs, as measured by number of parents participating in district and site committees and meeting minutes • Strengthen home to school connection • More parent education workshops on how to support their children • Increase and improve communication with parents and the community • Communicate more regularly with staff	The District currently provides translation services for the two primary foreign languages, Spanish and Arabic. Based on educational partner input, the District provides additional translation services as needed. Participation in the following committees is also promoted to underrepresented families: ? District English Learner Advisory Committee (DELAC) ? District Advisory Committee (DAC) ? English Learner Advisory Committees (ELAC at school sites) ? Special Education Advisory Committee (SEAC) ? LCAP annual input and update process	5	5	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
37683790000000	San Ysidro Elementary	3	"Our metrics include the California Healthy Kids Survey--Parent Survey and Input Gathered through School Site Councils, District Parent Advisory Committees and District English Language Advisory Committees.    The Parent Survey Indicates the following data points: ""The School Encourages me to be an active partner with the school   Strongly Agree/Agree   86% ""Parents feel welcome to participate ""   Strongly Agree/Agree  84%"	"Educational Partner ""Street Data"" surveys and feedback indicate the following areas for growth: 1. Need for additional supports for after school 2. Expanded arts/music programs after school 3. Mental health supports for students in Tiers 2 and 3"	As the district transitions to the Community Schools Model, the parent educational partners will play a vital and significant role as we identify support and services that align with our Multi Tiered Systems of Support. We will continue to commit to parent engagement development so that we can further identify systems of supports in both academic social emotional Tiers.  We will partner with Community Partners and contracted parent education professional development service providers.  We have included this action in our California Community Schools Implentation Grant	CHKS Parent Survey and parent advisory committee feedback revelaed that parents are satisfied with improvements in school-home communication.  There is a clear need to increase parent learning opportunities to help their children navigate to A-G completion when they enter high school from our district.	"SYSD Focus areas of improvement: 1. Offering more parent online training and education opportunities which allow working families to participate  2. Empowering parents to advocate for thier students as they progress though the grades in order to prepare for college/career readiness. 3. Expand our current ""Parent University "" offerings at all all 7 district schools."	"SYSD has recently received a Calfornia Community Schools Planning Grant.  This opportunity will require us to find many different ways to engage parents :  1. Expanding our Parent University opportunities though South Bay Community Services 2. Expand family mental health services at our prospective community school sites. 3. Establish homework help hotlines and virtual tutoring for families 4. Offer training to families on the importane of ""balanced literacy"" and to show families how to help develop reading foudations and vocabulary building 5. Offer training in mathematical concept fundamentals"	"The CHKS Parent Survey indicates the following parent/caregiver responses: ""Schools actively seeks the input of parents before making important decisions    Strongly Agree/Agree  76% Parents in advisory groups have indicated that they would like to see our district find different ways to reach out to parents who are not always able to participate.  They would like to see more virtual opportunities and options for participation in parent advisory groups."	SYSD focus areas for improvement in Seeking Input for Decision-Making: 1. Solicit feedback through Google Surveys 2. Conducting empathy interviews with different cross sections of the parent population 3. Administer the CHKS Parent Survey earlier in 2024 to seek more participation 4. Offer online partiicpation options for parent adisory groups.	In addition to our parent surveys and the CHKS Parent Survey, we will conduct more empathy interviews and schedule more home visits to improve parent voice and to increase meaningful participation.	4	4	4	3	4	4	4	3	3	3	3	3	Met		22JUN2023	2023
37683870000000	Solana Beach Elementary	3	Solana Beach School District values the partnership with parents/families. The District and each school site have systems and structures set up to optimize communication and gather input from families. This may include: two-way communication platforms such as ParentSquare (families opt into the manner in which they wish to receive communication and may also send communication - e.g. text, phone call, email), district and site websites, surveys, phone calls, email, and meetings (virtual and in-person). In addition, structures are established to communicate student progress through Family/Teacher conferences, progress reports, local communication structures determined at the site level, School Site Council, ELAC, PTA/PTO meetings. Our Community Liaisons also support translation and outreach to families, as well as our site Counselors and Guidance Assistants in supporting home/school connections, which include supporting engagement of underrepresented families. The feedback from the climate surveys both districtwide and by school site yielded positive results from families regarding communications to support positive relationships.	SBSD will continue to refine venues for sharing and gathering information and the volume of information sent to families. SBSD continues to work on streamlining communications, especially as the volume of digital communication continues to saturate individual inboxes. SBSD will also continue to implement climate surveys to gather feedback from families on how best to improve relationships to support positive student outcomes.	SBSD continues to seek feedback from underrepresented families on ways to best gather information and share information. SBSD partners with PTA/PTO/SBSF/families of underrepresented populations have tried creative ways to reach all families, including translation of information into a family’s primary language spoken, connecting families with other families that may be able to support, and outside resources. SBSD and school sites also host meetings both virtually and in-person, with the goal of convenience to the times of families, offering childcare and translation services, when available. The District Community Liaisons, principals, and staff will continue outreach and feedback to better partner with families in gathering information on types of parent/family education, venues for communication, resources, and services that could support families to partner with schools to strengthen positive student outcomes.  In addition, SBSD is offering two Multilingual Learner evenings to connect resources to families and foster relationships between families to families and families to schools. A Parent Advisory Committee to support families of students with IEPs was also expanded this past school year.	SBSD’s two-way communication with families foster support in communication around student outcomes. Venues include progress updates of student performance, Family/Teacher conferences, and when needed individualized conferences. In addition, there are multiple venues where educational partner input occurs, including School Site Council meetings, PTA/PTO meetings, ELAC, and opportunities where families can volunteer within the school. During most of the venues listed above, site and district goals and action steps are discussed and feedback is gathered to support refinements to action steps that support positive student outcomes.	Areas to continue to focus on are the best venues to continue to communicate student progress.	SBSD will continue efforts to gather specific feedback from underrepresented families through direct communication from the classroom teacher and other SBSD staff through multiple communication venues (phone, email, letter, potential visitation). In addition, SBSD will continue to gather feedback on optimal meeting time(s), format(s), and location(s) for families to match the needs of families to the degree possible. District Community Liaisons will also continue to provide outreach to families in the family’s primary language whenever possible and support families in connecting to resources that may support their child.	Solana Beach School District values the partnership and input of our parents/families. The District and each school site provides opportunities for input and decision making through various committees and venues such as: School Site Council, PTA/PTO meetings, English Language Advisory Committee (ELAC) and District English Language Advisory Committee (DELAC) - where every site has representation, Parent Roundtable Advisory, Parent Advisory Committee (Special Education) School Climate Surveys, Board Meetings, and the SELPA. In addition to committee opportunities, climate and LCAP surveys have been utilized to provide additional forums for input and decision-making, as well as our District Community Liaisons who support gathering input and disseminating information to families, including parents/families of underrepresented students.	SBSD will continue to seek venues and creative ways to increase participation and input from educational partners. SBSD continues to reach out and survey families to gather feedback, with slight increases in participation, however, SBSD would like to continue to gather broader input and higher participation rates.	An area of focus to continue to refine policies and practices is the enhancement of building capacity of and supporting family members to effectively engage in advisory groups and opportunities where decision-making input can be gathered. This will be supported through accessible meeting structures with clearly outlined outcomes and the purpose of the meeting in collecting feedback. In addition, analysis of the data shows that when information is sent directly from the classroom teacher or staff member where direct support to a child may occur, the likelihood of response, participation, and feedback from families increases. Therefore staff is working together to support bridging opportunities for input and decision-making to come from staff that works most closely with student(s).	4	5	4	5	4	5	5	5	4	3	4	2	Met		22JUN2023	2023
37683950000000	South Bay Union	3	As a District, educational partner engagement and input are critically important to the overall LCAP development, as well as identifying specific actions and services. Input from educational partners is highly valued and increasing volunteering opportunities and educational partners' voices on District and school-level committees is desired. Since the return from distance learning to in-person instruction, we have once again implemented our volunteer programs at all school sites. Each school site has initiated the process of organizing in-person school events that promote community building. Listening tours with each school community led by our Superintendent are scheduled to take place in person as well. Our DELAC, ELAC, SSC, IEPs, Coffee with the Principal, Back to School Night, and Parent/Teacher Conferences have also been held in person. We have organized Community Resource Fairs which all district families were invited as well as hosted a celebration for our families as a welcome to the new start of the school year and to recognize the 100 years of service that the district has provided to our communities. The event had resources for our families and parent sessions were provided as well. We have also hired a Parent Engagement and Support Coordinator who oversees the 6 Family Engagement Support Liaisons that are each supporting 2 school sites.	There is a need to improve and build relationships with our families since the return following the pandemic. We need to ensure that we are addressing and meeting the needs of our families on an ongoing basis. On the CA Healthy Kids Survey, 48% of parents strongly agree that school motivates students to learn. As a district, our desired outcome is to increase this percentage to demonstrate our ability and build strong foundations for learning through partnerships with our families. There is also a need to increase community members on our LCAP Parent Committee to a desired outcome of a minimum of 15 community members per meeting. We currently have an active DELAC with an average of 25 total participants at each meeting. We would like to increase parent participation on DELAC to 2 parents per school site which would amount to 24 in total as a minimum for just parent participation. Our current baseline data is 88% of families attending IEP meetings. We also would like to increase our parent attendance at IEP meetings to 100%.	All staff both at the district and site levels have partnered to help reach and communicate with our underrepresented families. The various methods include phone calls, home visits, emails, paper copies of letters with information sent home with students, during SST and IEP meetings, during arrival and dismissal of students at the drop-off and pick-up locations at each school site, during parent-teacher conferences and at Principal or school-related events to be able to start a conversation and build on it to form a strong relationship with the families. The staff that have partnered to improve the engagement of underrepresented families are certificated and classified staff, administrators, social workers, counselors, Directors, Principals, Assistant Principals, School Psychologists, classroom teachers, Education Specialists, Parent engagement and support coordinators, Family engagement and support liaisons.	We implemented last school year's qualitative data cycles that were focused on street data. The protocols were implemented for empathy interviews and fish bowls that were focused on chronic absenteeism, students' sense of belonging, and academics. We also participated in equity walks with our administrators and classroom teachers last school year. Last school year, we had a total of 351 Empathy Interviews, 167 Student Fishbowls - 6 schools, and 18 classroom teachers joining the equity walks. Our goal is to continue expanding the number of student participation in all qualitative data structures.	We would like to improve by having all of our staff participate in empathy interviews, fish bowls, and equity walks with their classroom students. We would also like to provide the opportunity for our families to participate in these qualitative structures as well. Through the collection of qualitative data with all educational partners and the collection of quantitative data, we will be able to improve in building partnerships that are in the best interest of our students and that will ensure their success.	All staff both at the district and site levels have partnered to help reach and communicate with our underrepresented families. The various methods include phone calls, home visits, emails, paper copies of letters with information sent home with students, during SST and IEP meetings, during arrival and dismissal of students at the drop-off and pick-up locations at each school site, during parent-teacher conferences and at Principal or school-related events to be able to start a conversation and build on it to form a strong relationship with the families. The staff that have partnered to improve the engagement of underrepresented families are certificated and classified staff, administrators, social workers, counselors, Directors, Principals, Assistant Principals, School Psychologists, classroom teachers, Education Specialists, Parent engagement and support coordinators, Family engagement and support liaisons.	As a District, educational partner engagement and input are critically important to the overall LCAP development, as well as identifying specific actions and services. To ensure consistency District-wide, District staff developed an input protocol for all educational partners. The protocol included a reflection tool to identify successes, challenges, and suggestions moving forward. In addition, educational partners were asked to give input on professional development needs for the future. District-wide input protocols were used for the following groups: All staff LCAP Input Session, District Leadership Team comprised of Principals, Directors, Coordinators, Supervisors, Confidential, and Executive Team members. We met with the LCAP Parent Advisory Committee which includes parents of students with disabilities. We had our  SWTA Working Together team members complete the input protocols. Our Certified bargaining unit and classified staff also provided input. Our DELAC met regularly throughout the school year and also provided input throughout the year. The District Director of Special Education met with the SELPA Director to consult on the LCAP. An LCAP Survey was also sent out via email to all families. Student participation in empathy interviews and fishbowls increased student voice. 351 student empathy interviews were conducted and 167 students participated in Fishbowls. Leadership teams conducted Equity Walks at six school sites, within 18 classrooms. Students, families, and staff participated in the California Healthy Kids Survey as a means of educational partner engagement and input. A parent survey was sent to all parents of students with disabilities from the Special Education Department. The survey was provided by the South County SELPA. Opportunities for public comment and written feedback were provided through the District website. All protocols that we have implemented as a district to illicit input for decision-making have required all Principals to implement the same protocols at their school sites with all parents through SSC, ELAC, Principal Meetings, and other gatherings whether in person or electronically to receive input from all families.	Our Area for improvement in seeking input for decision-making is to increase the number of educational partners that are contributing and participating in the protocols to elicit feedback and input. In order to increase participation for our staff, we have required all protocols to be completed during the contracted work day, and Administrators facilitate the conversation and process of the protocols in order to assist staff with answering questions and to provide staff with the purpose and importance of being able to have each staff member give their input as part of the decision-making process. For families, we would like to increase participation as well in all platforms so that every family has a voice and that every family feels like they are being heard. Therefore, we have also used student and family school events where family participation is high compared to an official meeting to be the venue to garner input for families. We have also sent out surveys that ask families what the best time and day of the week would be for them as another way to offer multiple sessions all focused on the same topic to increase parent participation so that they can provide their input at these sessions.	All staff both at the district and site levels have partnered to help reach and communicate with our underrepresented families. The various methods include phone calls, home visits, emails, paper copies of letters with information sent home with students, during SST and IEP meetings, during arrival and dismissal of students at the drop-off and pick-up locations at each school site, during parent-teacher conferences and at Principal or school-related events to be able to start a conversation and build on it to form a strong relationship with the families. The staff that have partnered to improve the engagement of underrepresented families are certificated and classified staff, administrators, social workers, counselors, Directors, Principals, Assistant Principals, School Psychologists, classroom teachers, Education Specialists, Parent engagement and support coordinators, Family engagement and support liaisons.	4	3	3	4	4	4	4	3	4	4	4	4	Met		22JUN2023	2023
37683956040505	Imperial Beach Charter	3	IBCS has worked with parents and families in many on-campus events in order to include them in school and student success. With in-person events, our families have been able to feel more connected to the site and have had an abundance of support with parent volunteers, events on campus, Coffee with the Principal, after-school events, and the inclusion of extracurricular athletics for our middle school students. This has led to an increase in family participation, and also connections between staff and families as well.	In order to improve and expand our relationships between staff and families, we are working on creating learning opportunities for our families over different subjects. This will be in the form of parent/family workshops, informational sessions on the technology and curriculum our students are using, walkthroughs of classrooms for our families, and other events planned in conjunction with our PTA.	We will be providing many of our parent/family engagement opportunities at different times of day with language support for our families that need translation services.	With the return from distance learning, we are improving on our connections to improve student outcomes. This means that we have had to re-establish certain expectations for learning and data analysis to improve student outcomes. Staff is ready and willing to increase these partnerships and in working with our district staff and leadership, these opportunities have been provided last school year and continue to be accessed by staff this school year as well.	The focus of continuing to improve in our areas of partnerships for student outcomes is continuing to implement the learning in the classroom and including families in these partnerships as well. The staff will also be focused on data analysis and using those data to improve results for students within the classroom and on statewide assessments.	Families have stated that they are not aware of what our students have to do during assessments, and many times during classroom instruction. The plan is to create a learning session for our families to learn about the assessments, and to allow families the ability to do walkthroughs of classrooms and be brought into the learning experiences of our students.	We have provided several opportunities for families and staff to give input into decisions on campus; this includes virtual meetings, in-person events, staff meetings, online surveys, meeting with families as they enter the office and asking for their input in those instances, emails, voicemails, social media, and through a school messaging system.	While there are several different ways in which we seek input, we still do not have a high percentage of our families and community members providing their input. In order to gather more of this data we will work with our PTA to get more responses from our families, and will be working with the city and their different departments to gather input from our community partners. We will also be holding events at different times to gather input from our families who perhaps, cannot access the meetings and informational sessions at the times we have held them.	We will be providing more of these opportunities in the languages that our families need in order to access the information. We will also be doing more home visits to our families that may have difficulty in accessing the school site.	3	4	4	5	3	3	3	3	4	4	4	4	Met		22JUN2023	2023
37683956040513	Nestor Language Academy Charter	3	We host a variety of parent engagement opportunities through our school site council, parent feedback surveys, class dojo as a parent/teacher communication platform, monthly coffee with the principal events, open house, back to school night, spring festival and many other school events that provides parents with the opportunity to volunteer and engage.	We are focused on consistent communication with families regarding their child's performance, curriculum and homework needs, sharing academic & attendance data, upcoming school events, implementing a set of customer service standards from the office to the classroom, welcoming parents daily and being accessible and visible.	We currently have a system of support to engage families. Our Tier 1 approach is to reach out to families through a variety of communication methods: phone, email, blackboard messages (phone & email) and our weekly parent newsletter. All communication methods are translated in English and Spanish. We also utilize our school counselor, site social worker and our community volunteer coordinator to support families that are missed during our tier 1 approach.	We have clear academic and social emotional goals to ensure we are meeting the needs of the whole child. We are focused on academic achievement through language acquisition, implementing designated and integrated ELD, common assessments, teacher collaboration through PLC's, extending the school day through before and after school tutoring, after school clubs based on student interest, hiring 3 tutors,1 impact teacher and 4 bilingual instructional assistants. In regards to social emotional learning, we have implemented consistent time, space and curriculum to allow students to express themselves, be in a welcoming environment and team build with their classmates. This school year, we enrolled in the Improving Chronic Absence Network (ICAN) through the SDCOE to improve our chronic absenteeism rate by focusing on a tier 1 approach: creating and establishing a welcoming environment. Finally, we have implemented a positive behavior interventions and support team to establish common school wide expectations and a system of support for students.	We have partnered with the San Diego County Office of Education to implement a system of support for students through Positive Behavior Intervention and Support (PBIS) and Improving Chronic Absenteeism Network (ICAN). We have also partnered with parents through our School Site Council to make decisions that will improve student outcomes.	We currently have a system of support to engage families. Our Tier 1 approach is to reach out to families through a variety of communication methods: phone, email, blackboard messages (phone & email) and our weekly parent newsletter. All communication methods are translated in English and Spanish. We also utilize our school counselor, site social worker and our community volunteer coordinator to support families that are missed during our tier 1 approach.	We currently host monthly coffee with the principal events, parent workshops hosted by the district psychologist, school site council, parent feedback surveys after school events (ex. back to school night) and parent communication platforms such as Class Dojo or our weekly parent newsletter where families have the ability to comment or provide feedback.	To continue providing multiple opportunities for input through surveys, live events/workshops, school site council, partnering with the San Diego County Office of Education for ongoing support and hosting walkthroughs at our site through SDCOE, NCUST or any other Dual Immersion sites.	We currently have a system of support to engage underrepresented families. Our Tier 1 approach is to reach out to families through a variety of communication methods: phone, email, blackboard messages (phone & email) and our weekly parent newsletter. All communication methods are translated in English and Spanish. We also utilize our school counselor, site social worker and our community volunteer coordinator to support families that are missed during our tier 1 approach. This may include additional phone calls, text or home visits.	5	5	4	5	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
37684030000000	Spencer Valley Elementary	3	Spencer Valley has increased the ways that the school communicates with families.  Currently, families receive a Sunday evening phone call with all pertinent information needed for the upcoming week.  All school communication is sent home on Monday in a school folder.  This folder contains a school newsletter with key dates and information for all families.   According to our data, our staff, families, and students feel comfortable and safe at school.	During the 23-24 school year, Spencer Valley found it challenging to get our families and community members at school for Educational Partner meetings and for other community events.  All meeting and community events were poorly attended even with the ways that the information was communicated.  For the 23024 school year, Spencer Valley will continue to work on finding the best ways that the community and families want to participate in the Educational Partner meetings and any community events.	Even though Spencer Valley offered our Educational Partner meetings in English and Spanish on different days, there were very few to 0 families that attended.  Spencer Valley will continue to communicate and offer different ways to participate in the languages spoken by all of our families.	Monthly meetings were scheduled for the 22-23 school year, two meetings each month, one in English and one in Spanish.  The first couple of months one or two parents came to each meeting.  In November there ws no participation.  Spencer Valley surveyed the families and families overwhelmingly chose to participate and provide input through surveys.  The majority of our families participated in our climate survey and another school survey that was sent out.  Both of these surveys provided valuable input into our LCAP process.	Spencer Valley's focus will be on the best ways to get families and the community to participate with the school in order to receive input from them but also in order to build better partnerships.	Spencer Valley will continue to offer ways for all families to participate in the language that they are most comfortable using.  All information is sent out in English and Spanish and families and community members will be able to participate in either language.	Monthly meetings were scheduled for the 22-23 school year, two meetings each month, one in English and one in Spanish.  The first couple of months one or two parents came to each meeting.  In November there ws no participation.  Spencer Valley surveyed the families and families overwhelmingly chose to participate and provide input through surveys.  The majority of our families participated in our climate survey and another school survey that was sent out.  Both of these surveys provided valuable input into our LCAP process.	Spencer Valley's focus will be on the best ways to get families and the community to participate with the school in order to receive input from them but also in order to build better partnerships.	Spencer Valley will continue to offer ways for all families to participate in the language that they are most comfortable using.  All information is sent out in English and Spanish and families and community members will be able to participate in either language.	5	5	5	5	2	5	5	1	5	1	3	3	Met		14JUN2023	2023
37684030125401	Insight @ San Diego	3	Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.	Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. For the 2022-2023 school year, Insight contracted with the Cook Center to provide families supports with difficult topics/situations that they may be experiencing with their high school students. These sessions were offered in both English and Spanish and were scheduled on a monthly basis.	Insight brought in a new position for the 2022-2023 school year, an English Language Development Coordinator, who provided additional supports for our EL student and family population. The program will continue to grow and provide additional resources based on need for the 2023-2024 school year.	Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.	The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.	Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported.	Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.	The consistency in the live session scheduled continues to be successful for the 2022-2023 school year based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are all held at times that do not conflict with a student’s live session content schedule.	Insight continues to provide opportunities for outings, however, after COVID we are providing both virtual and in-person events. Insight will continue to offer this as an option due to its success this year. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight provides times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.	4	4	4	4	4	4	4	4	4	4	4	4	Met		12JUN2023	2023
37684036120893	California Virtual Academy @ San Diego	3	The school focuses on building meaningful relationships to support student success in the virtual learning environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, how to request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly connection calls and academic conferences, and provide standards-based, synchronous (live) instruction. During monthly connection calls teachers discuss students’ strengths and goals, teacher expectations, as well as build relationships with students and parents, leading to improved engagement and academic outcomes. Teachers and staff use platforms such as Newrow allowing face-to-face virtual interaction with students and parents.  Teachers and staff focus on building relationships with  every student in the school. Through daily connections, relationships between students, teachers, and families are built. Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being, with a focus on self-awareness and self-management. In addition to classroom connections, we provide in-person and virtual outings, clubs, and parent/learning coach (LC) support sessions, some offered in English and Spanish. We provide support to families throughout the calendar year, including summer. Administrators host online parent, student, and staff feedback sessions throughout the year. Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support.	The school involves parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title I meetings, Partner Engagement Meetings, English Learner Advisory Committee (ELAC), Local Control Accountability Plan (LCAP) feedback and planning, and WASC (Accrediting Commission for Western Association of Schools and Colleges). These provide feedback to the leadership team on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings.	CAVA has utilized a team of support staff to ensure the engagement of underrepresented families through the Compass program (approx. 12% of students participate in the Compass support program). CAVA has added bilingual engagement support for Spanish speaking families during the onboarding process to provide additional support throughout the calendar year and will offer expanded opportunities for the LEP families in the 23-24 SY. Schoolwide forms and documents have been translated into Spanish. Document translation and interpreting services are available, on demand.	An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and the school intentionally involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectation, along with provide assessment results.  Parents have access to student grades and online school activities including curriculum assessments. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. The school has graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students.	CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensure high levels of learning for every student.	The school has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. The school also offers Stride Career Prep (SCP), a career readiness education program, allowing students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. Sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit.  Through the schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, LC Community (social platform for CAVA parents/learning coaches), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for students. The Family Teacher Organization (FTO) meets monthly with the goal to strengthen student support by increasing partnership between home and school.	Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions.   The following is a summary of the trends and feedback from various parent surveys from the 22-23 SY, including responses to the LCAP survey, Title I feedback survey, and Fall and Winter Partner Engagement Meeting feedback survey.   Overall parents indicate satisfaction with the school, finding it beneficial for their students and appreciate teacher and staff support and the communication the school provides to students and families. They value access to review their student’s progress to see if their student is behind in a subject and also access to preview curriculum. They appreciate the versatile and robust curriculum and that their students have access to a broad course of study. Parents indicate they appreciate that the school offers a variety of opportunities for high school students and socialization activities for all grade levels. They appreciate that the school rewards students who excel and succeed. They are happy that a group for Spanish-speaking parents exists.	CAVA's area of focus for seeking input for decision making: • Streamline scheduling of classes and assignments to better balance the school day and reduce the feelings of being overwhelmed. • Not enough time for all the responsibilities/tasks of learning coach.  • Reduce emails to parents/learning coaches. • Additional staff and language support to non-English speaking parents.  • Provide additional opportunities for parents and families to connect with school administrators to discuss concerns.   • More opportunities for in-person connections, and social activities including on the weekends and by grade bands.  • More peer-to-peer interaction with ways to connect with other students.  Additional tutoring for students. In response to feedback, the following have/will be implemented:  • A summer plan to engage students, providing interaction and connection for students and families who are continuing with the school, new to the school, and students who need additional academic/SEL support. • Additional opportunities for peer-to-peer interaction/connection in Class Connect (CC) sessions, clubs, and other activities. • Increase in-person events offered to students. • Revised onboarding procedures to support new students and additional support staff to help onboard families.   • Messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.	CAVA has implemented Spanish-speaking parent sessions and continues to send parent communications in both English and Spanish. We are increasing our English Language Development (ELD) program meetings. CAVA provides internet reimbursement for low-income families.	4	4	4	4	5	5	5	5	4	4	4	4	Met		12JUN2023	2023
37684110000000	Sweetwater Union High	3	For the 2023-2024 school year Sweetwater leadership is focused on  improving relationships. While we are proud of the historical connections between Sweetwater staff and the community, the pandemic and distance learning have increased the distance both literally and figuratively between our school communities and the families we serve.	Every school is focused on developing stronger ties with families through improved communication and flexible meetings.    Parents have consistently asked that parent meetings continue to be offered in both in person and video conference format and we are adhering to those requests.  Parents also explained that communication needs to be tailored to the specific channels of communication favored by parents.	While some families are immersed in email and text communication, others still rely on the mail, therefore our schools should be sure to include elements of all of these different avenues to stay connected to the families we serve.	Based on the feedback from parent groups such as DPAC and DELAC, we have provided training from our Chief Compliance Officer, Bob Hughes, to underscore the processes that exist to address concerns and the legal safeguards that all parents and students enjoy.  These presentations have been very well received.   Another repeated request from parents is that we provide more frequent and higher quality training to all teachers.  The pandemic and distance learning environment made this task difficult as substitutes were in short supply.  However, the 2023-2024 school year finds us with many more opportunities to provide the training that teachers need to better serve students’ social, emotional, and academic needs.	Training around textbook adoption, and literacy (writing) are the primary initial focus for this school year.	Finally, parents have stated that they strongly support the hybrid option for all meetings, whenever possible.  We eagerly agree and have ensured that school leaders include a hybrid option for meetings and that schools vary their meeting times to accommodate the variety of family schedules.	Sweetwater has strong parent leadership in our DPAC And DELAC committees and the partnerships forged through those committees has helped the district modify and adapt practices to better serve all Sweetwater families, including those that are typically underrepresented.	Parent concerns this year have focused on alternatives to suspension and our District and site teams are working to implement Multi Tiered Systems of Support which consider way sto support all students with a welcoming and supporting school climate as well as diverse reponses to student misbehavior that don’t inlde suspension.  Each school partners with their staff and community to develop a behavior plan that is unique to that school community.	Also, last year, parents requested tutoring, a service that we invested in during the 2022-2023 school year and will augment in 2023-2024 as it has been well received by students and parents and evidence is that student learning outcomes are positively impacted by the tuttorin programs that have been provided.	4	4	3	4	4	5	4	4	4	5	4	4	Met		26JUN2023	2023
37684110126086	Hawking S.T.E.A.M. Charter	3	Although a gradual process, Hawking is now at a place where our doors are reopened to the public and we can safely allow parents on campus on a regular basis. We host regular face to face events for families. These events include public board meetings, Coffee with the Principal, ELAC and PAC meetings along with all other community events like expos,  student-led conferences and festivals.	Our LEA’s focus area is to develop opportunities for stakeholders to to be involved in the decision making process as it relates to school function. Our return to on site, in person activity is allowing us to foster connections between staff and families through whole school events and regular meetings.	Hawking will continue to provide communication via email and social media channels. Front office will continue to be staffed with bilingual representatives to address and support underrepresented families. Parent meetings will be made accessible in English and Spanish. In addition, we will involve our parents in our school culture and attendance initiatives. We are also looking into partnering with an organization called Parent Teacher Home Visits (PTHV) to assist us in training our teachers to conduct home visits that promote relationship-building and connections with families and students.	Hawking distributes annual staff surveys to determine teacher interest and needs regarding professional development. We have created processes that allow teachers to request needed professional development. Additionally, we have offered a variety of learning opportunities geared towards equipping teachers to address academic and social emotional needs of our students.	As our staff continues to grow, Hawking will continue to monitor professional learning needs. This year our focus will in the implementation of the CA-MTSS framework. In addition, we are looking at offering training for Parent Teacher Home Visits as well as engagement strategies for all students, including English Learners and Students with Disabilities.	Required parent participation in Student Led Conferences, and beginning of year orientations provide us opportunities to engage with underrepresented families and provide resources and tools for families to support their student throughout the school year. In addition, we provide bilingual interpretive services, as needed.	We continue to seek parent input by way of in person meetings as well as survey data collection. We continue to involve parents as our education partners by ensuring that their voice is represented in our governing board and other decision-making committees on our campuses.	The implementation of Panorama Family and Student Surveys provide us detailed and regular feedback regarding our school needs. Planned parent meetings will provide families with a better understanding of the purpose and function of these surveys and the steps we are taking to meet those needs. These survey results also allow for parents to provide input on solutions.	Hawking will focus on improving communication regarding survey timelines, as well as important parent meetings through mass communication channels, as well as teacher-parent communication channels. These include Messenger and ClassDojo.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
37684113731304	MAAC Community Charter	3	MCCS has taken every step to make sure that any handouts or communications are shared with families in both English and Spanish. We use Infinite Campus regularly to make phone calls and send home emails and notices about school events, opportunities for parent and family participation, testing, and other communications. We hosted several Cafecitos in the fall to continue in person communications with our families. Teachers and staff are also in communication with families about student progress and those needing extra support are contacted weekly regarding attendance, academics, behavior and mental health through phone calls and emails.	MCCS consistently continues to try to find more support for our students who are struggling with their mental health and are abusing substances to cope. Staff is working on creating more open communication with student’s families to provide services both on site and off site. Substance abuse through the use of vape pens has become a huge issue this year, and more work needs to be done towards forming relationships with parents which will support our efforts in solving this issue.	MCCS has plans to add a parent of an EL student to our Steering Committee next year that could provide continuous feedback on our instructional program.	MAAC has been able to partner with stakeholders to develop a comprehensive and Multi-tiered System of Supports and a successful Student Success Team (SST) system to monitor student outcomes and provide communication throughout the school community and with educational partners. Issues that present in regard to student progress or outcomes can be addressed daily in the classroom through core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success. In addition, the SST team consisting of Administrators, counselor, psychologist, SPED teacher and department heads, meets weekly to address additional resources, services and supports that support student success in the classroom (Psychological Therapy, counseling, groups, community services, substance abuse programs) based on input and information from all classroom teachers. There is weekly communication with families of students to provide information on how families can best provide support for students at home.	Focus on providing Quarterly and weekly communication to all families and not just families of students requiring extra services and support.	MCCS will provide more frequent communications of upcoming opportunities for involvement with multiple communications with partners through multiple means including phone calls, emails and flyers going home with students. School will use social media (Facebook and Instagram to communicate and advertise opportunities for involvement.	MCCS strength is in seeking input continuously from staff and students. When we are looking at schedule changes to better accommodate students or curriculum purchases, we always seek input before moving forward with these big decisions.	MCCS biggest focus area for improvement for Seeking Input for Decision-Making is getting even more parent and family input. We have traditionally struggled to get more than a handful of parents to participate in the decision-making process.	MCCS will add a parent to our Steering Committee that will meet bimonthly to provide input on our program.	3	4	3	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
37684370000000	Vallecitos Elementary	3	During the last year, Vallecitos administration and staff worked diligently to improve our campus culture and create a warm and inclusive environment for our stakeholders.  We hosted a number of events to engage our families and community partners, which include open house events, lunch on the lawn, student performances, and similar kinds of activities to engage our parents, guardians, and other community partners.  As a part of this process, we also surveyed our stakeholders to determine the kinds of supporting events that we should hold in addition to the timing of those events to ensure for the highest levels of participation.	As a result of the efforts described above, Vallecitos administration was able to generate increased levels of parent participation on campus.  However, the more successful efforts centered around the students, whether that be a performance or parent conference event for example.  However, when the District hosted parent engagement events that focused on items related to parent training, school business, or general compliance items, generating the support proved to be more difficult.  During the current year, Vallecitos administration expects to make significant improvement in this area and increase engagement in these areas.	As we planned for the current year, we made a deliberate effort to reach out to our underrepresented families and encouraged their participation in our stakeholder groups.  As a result of this effort, our School Site Council includes parent representatives that represent our cultural composition and we also included parents of Special Education and English Learner students.  As opportunities to participate arise during the current school year, we will ensure that underrepresented families feel seen, heard, and invited to share their experiences on campus.	One of our greatest strengths in this area is our ability to respond quickly to concerns that could adversely affect student outcomes.  Over the course of SY 22-23, our MTSS team worked closely with faculty and staff to create systems that allow our teams to look at each child in a holistic way and determine the most appropriate response to support their needs.  We also created criteria that triggers a specific action plan depending on what the students needs are.  These responses include interventions for core subject areas, social emotional development, school safety, and attendance achievement.  In addition to working with parents and guardians, the plans include contingencies for when to involve our community based educational partners.  These partners include, but are not limited to Care Solace, the Fallbrook Regional Health Care District, the San Diego County Sheriff's Department, the San Diego County Office of Education, Lifeline Community Services, and the San Diego County Fire Department.	Our efforts in this area are primarily focused on strengthening the relationship with many of the partners listed above. Given that our administrative staff is relatively new, we intend to work diligently this year at making personal connections with the key players of each agency so that we can systematize our responses in an effort increase efficiency within this area of our work.	Last year, Vallecitos administration created and distributed a survey that solicited data for this specific outcome.  Based on the results of those surveys, our administration team utilized the data to help us determine our priority topics for engaging under-served families and also the dates and times that we host parent engagement activities to gain the highest level of participation possible.  In the current year, we plan on using our diverse School Site Council team to improve further in this area.	In terms of strengths, Vallecitios administration demonstrates that it values the input and voice from ALL of its educational partners.  However, we can improve in the area of identifying our most disengaged educational partners and making a deliberate effort to let them know that we notice that they are missing from our conversations and communicate that we are willing to create opportunities that are designed specifically for them to participate so we can meet them where they are.	Our focus area for the 23-24 school year is to improve engagement and participation from our underrepresented families.	Our focus area is to determine which of our educational partners are absent from these important conversations and make deliberate efforts to accommodate for their schedules, communication styles, and address the issues that are most important to them.	4	4	3	4	3	3	4	4	4	4	4	4	Not Met		10OCT2023	2023
37684520000000	Vista Unified	3	Based on the analysis of our educational partner input and local data, Vista Unified has made significant strides in building relationships between school staff and families. One notable strength lies in the district’s commitment to transparent communication. Through initiatives such as the Superintendent's Community Update, regular updates on district-wide initiatives, achievements, and challenges are provided to parents and families.   Vista Unified is strongly committed to involving parents and families in decision-making processes. Through avenues such as parent advisory councils, committees, forums, and surveys, the district actively seeks input from families.  Family engagement events also play a crucial role in fostering relationships. The district and individual school sites host various events such as back-to-school nights, open houses, family STEM nights, and the annual Vista Unified Festival of the Arts. These events provide opportunities for families to connect with each other and build relationships with school staff and offer insights into the district and school’s educational programs and initiatives.  Providing workshops and training sessions for parents on various topics, such as understanding curriculum, supporting learning at home, or navigating educational resources, helps empower our parents and families to actively participate in their child's education. These workshops also create supportive learning environments for parents and allow for meaningful interactions with school staff.  Additionally, the use of technology tools, such as Aeries (our student information system) and various mobile applications and platforms facilitate communication between school staff and families by providing access to student progress reports, assignments, and school site information. The use of technology ensures easy and convenient information sharing, further strengthening the connection between school staff and families.	Based on the analysis of educational partner input, Vista Unified has identified two focus areas for improvement in building relationships between school staff and families. One of those areas is enhancing two-way communication between schools and families. While we have made strides in providing regular updates and information to parents, there is a need to establish more effective channels for receiving feedback and input from families. Creating mechanisms for open dialogue will help strengthen the relationship between school staff and families.    While workshops and training sessions have been implemented, a focus on identifying specific areas where parents could benefit from additional resources and guidance is our second focus area. Providing targeted support on topics such as navigating the education system, understanding assessments, or supporting special education needs can help create new avenues for engagement between our school staff and families.	Recognizing the importance of inclusion and equitable participation, Vista Unified is committed to addressing the specific needs and challenges faced by underrepresented families.  To enhance engagement, the district will focus on fostering cultural responsiveness among school staff. This will include opportunities for staff to enhance their cultural competency and understanding of diverse backgrounds.  These efforts will support effective communication and engagement with our underrepresented families in an inclusive manner.	Vista Unified utilizes data-driven decision-making to identify and address disparities in student outcomes. By analyzing local data with our educational partners, particularly parents and families of our underrepresented students, we gain insights into areas where potential inequities exist and can target our efforts to provide additional support and resources to students who may face barriers to success. This data-driven approach ensures that our educational partnerships are tailored towards promoting equitable outcomes for all students, closing opportunity gaps, and fostering an inclusive learning environment.	Vista Unified recognizes the importance of understanding students' cultural backgrounds, languages, and experiences and is working on an initiative that includes supporting culturally responsive teaching and learning.  The aim is to incorporate diverse perspectives, promote cultural understanding, and ensure that instructional practices are inclusive and meaningful for all students. These efforts will also create avenues for meaningful participation with families that will strengthen the connection between home and school, promoting equitable student outcomes.	Vista Unified has developed strategies to improve the engagement of underrepresented families, guided by principles of equity and inclusion. These strategies aim to address the unique needs and challenges faced by underrepresented families and create an environment where their voices are heard, valued, and included. These strategies include utilizing multiple communication channels, such as translated materials, multilingual staff, our community liaisons, and culturally sensitive messaging, to ensure that information and resources are accessible and relevant to the diverse backgrounds of our families.	Vista Unified has done significant work in seeking input from our educational partners in the review and development of federal, state, and local funded programs and initiatives, including the development of our 2023-24 LCAP.  Included in our engagement opportunities are parents of English learners, foster youth, students with disabilities, and students from socio-economically disadvantaged backgrounds.   We offer various engagement opportunities such as focus groups, surveys, and presentations that involve a wide range of participants, including students, parents and families, community members, teachers, and administrators.  Recently, each of our schools conducted student focus groups led by a team of dedicated educators, including teachers on special assignment (TOSA), district coordinators, directors, and executive directors, over a span of three weeks. These collaborative sessions yielded valuable feedback on our programs and initiatives, with a remarkable 526 students contributing their insights.	Based on the analysis of educational partner input, Vista Unified has identified a key focus area for improvement in seeking input for decision-making. This involves increasing the frequency at which input is gathered. This focus area reflects the district's commitment to ensuring that decision-making processes are responsive to the evolving needs of our educational community.	Vista Unified will implement more frequent opportunities for underrepresented families to provide input for decision making. Our strategy includes implementing more frequent community forums specifically tailored to underrepresented families. These gatherings will provide opportunities for open dialogue, allowing families to share their perspectives, concerns, and suggestions. This will ensure that underrepresented families have regular and meaningful opportunities to contribute their input.   We will also establish an ongoing feedback system that enables underrepresented families to provide input at their convenience. This can be accomplished through digital platforms where families can share their thoughts, ideas, and concerns regarding various aspects of the educational system.  By increasing the frequency of these input-gathering activities, we can capture a broader range of perspectives and ensure that the voices of underrepresented families are consistently heard and valued.	4	4	4	5	4	4	4	4	5	5	5	4	Met		22JUN2023	2023
37684520106120	SIATech	3	SIATech strives to include families and community partners in the decision-making process. SIATech solicits input from families and community partners to develop programming for students and families in the continuous improvement process. SIATech formed its DELAC and ELAC committee in the 2020-21 school year. The DELAC and the ELAC steering committee include parents, adult students, community partners, teachers, principals, and district leaders. SIATech’s DELAC and ELAC meetings are held quarterly to address mandated requirements and updates and showcase EL student outcomes.	SIATech established its Family and Community Engagement (F&CE) Steering Committee in the 2020 -21 school year. The F&CE  Steering Committee utilized numerous data sources (i.e., equity audit, parent survey, staff survey, & asset mapping)  to assess and determine areas of improvement. Based on the qualitative and quantitative data, the F&CE Steering Committee determined that establishing school-to-home connections is essential to student development.  In the 2023-24 school year SIATech will establish a Parent Advisory Committee to work alongside the F&CE committee to connect families to community resources that support their students' goals, interests, and needs.  In the 2022 -2023 school year SIATech developed a Mental Health & Wellness Resources website to provide students and families with support and resources to address food assistance, housing, mental health and wellness, and other support services. SIATech will adopt Edgenuity in the 2023-24 school year. From this platform, families can access current information about their student's progress and performance and communicate with school staff.	SIATech is committed to improving strategies and structures to increase underrepresented families' engagement. SIATech has held advisory committee meetings to garner input from families related to school improvement and extended intentional invitations to underrepresented families to be members of various site and district committees. SIATech will continue to engage with and build relationships with individual families and provide necessary, personalized support to foster strong relationships between school staff and underrepresented families.	SIATech assists our families in understanding academic expectations through several strategies. These include mentor-teacher meetings at all school sites to discuss student progress and support needed to ensure success. These meetings address various topics to help parents understand state academic standards, the instructional program, and how they can best support their student’s achievement in school. The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their students. Technology is also used to communicate information and request feedback about LCAP goals from the community. Information is posted on the district and school websites. Annual surveys for educational partners are given throughout the year. Requests for feedback and participation are sought through surveys.	Recent educational partner (DELAC/ELAC) input shows a desire for more in-depth knowledge of the local assessments, curriculum, and instructional strategies to improve and accelerate our EL student learning. SIATech developed the Wellness Industry School Home (WISH) comprehensive framework to assess and implement an action plan to build and strengthen partnerships that we anticipate will lead to greater student outcomes and provide students with educational stability.	Participation from all parents is solicited, including the engagement of underrepresented families. SIATech has continued translating communications and documents to make information more accessible to our multilingual families. SIATech will continue developing strategies to improve underrepresented families' engagement, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.	Referring to the SIATech Strategic Plan, SIATech recognizes that parents/guardians are their student's first and most influential teachers and that sustained parent/guardian involvement in the education of their students contributes greatly to student achievement and a positive school environment. Additionally, SIATech works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles, and activities to support learning at home. This is achieved through regularly scheduled DELAC/ELAC meetings, surveys, and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed.	SIATech increased the number of opportunities, using various engagement tools, for educational partners to provide input. In 2023- 2023 SIATech began using the Panorama platform to gather educational partner input. An area of focus is to evaluate what tools successfully engage families at the school and district levels and what steps SIATech can take to improve the design and implementation of engagement activities.	SIATech ensures all families receive communications and invitations to participate on committees and forums through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. SIATech monitors student attendance daily and communicates with families in a timely manner, especially families of migratory, foster, or homeless youth, to minimize disruptions to educational services. SIATech partnered with Wellness Together and Justice for Youth programs to improve attendance and address students' mental health and wellness needs.	3	3	3	3	3	3	3	3	3	3	3	3	Met		01MAY2023	2023
37684520114264	North County Trade Tech High	3	The LEA organizes and supports a variety of events that encourage families to visit campus and engage with the school staff. We utilize a variety of communication platforms to ensure all families receive timely messages in their preferred format.	We rely on the School Site Council, advisory student surveys, and Healthy Kids Survey to determine areas for improvement. Our current focus areas are creating mechanisms for supporting positive behavior for our students. Another focus area is increasing family engagement.	Advisory teachers ensure all families are engaged in their students' learning by personally reaching out to them and creating channels  of communication. We also hold parent-teacher conferences.	Through our advisory program students do weekly grade checks to ensure they are succeeding in all classes, and plan accordingly if they are not. The advisor is a single point of contact for parents regarding student progress and outcomes which makes it easier for families to keep track of and support student progress.	We have recently implemented iReady and are using the diagnostic results to communicate with families regarding specific areas of need for student skill development.	We are collaborating with our special education department to ensure families of students with disabilities understand the resources available to them to support their student's success both through school-based opportunities and beyond. We are also increasing the access to Spanish language resources.	The LEA relies on surveys, multiple platform communications, and personal outreach by advisors to invite and engage families in the decision making process. Families have options for how to provide input.	Create more opportunities for families to engage in the decision making process by holding workshops to explain the process in both English and Spanish.	Advisory teachers will reach out personally to solicit family input from underrepresented families. The LEA will hold low stakes activities to invite families on campus as a first step to increase family comfort with engaging with school staff.	5	4	3	4	4	3	5	5	4	3	3	3	Met		13JUN2023	2023
37684520124917	Guajome Learning Centers	3	Our current strength is our ability to meet one on one with the families.  It allows for us to build relationships with the students and families that are not always prevelant in a traditional classroom setting.	An area for growth for us will be focusing on connecting families so they can be a resource of support for each other.	We will continue to provide access to the internet for families who need it, we will work to build relationships amongst the families, and we will continue to analyze data to discover cultural and academic shifts that are taking place within the school community.	Guajome continues to look for ways to partner with the community to help support student outcomes.  One of the key areas of focus has been supporting our English Language Learners and low income students.  We have developed partnerships with MANA, the Vista Community Clinic, the Mexican Consulate, Vista Teen Outreach, and other organizations that help provide economic, educational, and social emotional support for families that reduce barriers to students' basic needs and help them to access their expected outcomes.	We can continue to find available supports for our low income students.  Partnerships with foodbanks, childcare providers, and health care providers can continue to provide a better environment that will lead to improved student outcomes.	We will continue to communicate and collaborate with our stakeholders to identify barriers to improving their academic outcomes.  Once problems are identified, we will continue to reach out to the members of the community to become partners and support families when it comes to helping them achieve higher outcomes.	The school takes part in the Healthy Kids Survey, yearly LCAP Surveys, WASC surveys, and families participate in one on one meetings on a weekly basis.	Continuing to increase the opportunities for families to meet on campus.	The school takes part in the Healthy Kids Survey, yearly LCAP Surveys, WASC surveys, and families participate in one on one meetings on a weekly basis.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
37684520128223	Bella Mente Montessori Academy	3	Every spring, Bella Mente administers a Parent/Guardian Survey in order to seek input and feedback from parents/guardians in school and district decision-making. Additionally, every month Bella Mente administration meets with its Parent Advisory Council (PAC) seeking input and feedback from parents/guardians. The school also has participation from parents in the development and review of the school’s Local Control Accountability Plan (LCAP). The school offers a parent training/workshop during the year in order to get parents involved in their child’s education and train them in ways to support their scholar. Bella Mente selected the annual survey as one measure of our progress on this local indicator because it is one of the measurements. The finding relates directly to our charter goals and established measurable goals and our Local Control Accountability Plan (LCAP)T, Goal 3. The survey is altered and revised every year in order to gather additional input from our stakeholders.	"All parent communication is presented to families in both English and Spanish. Additionally, BMMA has translators available for one-on-one communication with Spanish speakers. Parent events and presentations are presented in English and Spanish. BMMA provides parent events to build community and parent education nights throughout the school year. These focus on a variety of topics that are relevant to social-emotional support, academic support and more. This year, parent information nights will include ""Suicide Awareness"" and ""Restorative Practices."" Parent Education nights are presented by qualified staff, including the School Psychologist, School Counselor, Executive Director, and Director of Compliance, and our goal is to increase the number of these scheduled events for families."	DELAC meetings are held six times per year, and our Community Liaison reaches out to families of our English-learner population to participate in these meetings. Interpretation is provided. Our Special Education Director provides quarterly workshops to engage our families whose children have Individualized Education Plans. Additionally, Bella Mente plans to increase it's frequency of parent workshops on topics such as health education, social media awareness, and other appropriate human development topics.	"Teachers are provided and maintain a large amount of data to track progress of individual students to communicate with families. Teachers work with students to inform them of their progress, and middle school students, during a course called ""Advisory,"" track their own progress to teach them to ""own"" their learning. Students and teachers, during parent conference days, showcase their growth to families."	"Fall and Spring Parent Conferences are crucial to our teachers to communicate to families the progress of their students. This year, Bella Mente plans to implement student-led conferences when appropriate so that students ""own"" their learning and can communicate that learning to their families."	One priority agenda item at both DELAC and Special Education meetings will be to discuss and solicit feedback from our families on how to improve their engagement with the school. Based on that feedback, Bella Mente will create a plan to address those needs.	"Bella Mente Montessori Academy's strength in soliciting partner input is based on the administration of an online parent survey to gather input and feedback from parents in the areas of decision-making; promoting parental participation in programs; and measure school safety, and parent connectedness and overall satisfaction. Every spring, Bella Mente administers a Parent/Guardian Survey in order to seek input and feedback from parents/guardians in school and district decision-making. Moving forward, every month, Bella Mente administration will hold a ""Coffee Mingle,"" seeking input and feedback from parents/guardians. The school will also seek stronger participation from parents in the development and review of the school’s Local Control Accountability Plan (LCAP). Bella Mente has previously undergone the WASC accreditation process, involving all stakeholders, including parents, in developing the direction and decision making of the school. Our renewal process is being completed this current school year, and will Bella Mente will continue to have parent participation. In our annual Parent Survey, results show that approximately 87% of parents responded that they are satisfied with their child's development at Bella Mente and feel that Bella Mente is meeting the learning needs of their students. The findings serve to make modifications to our school's program and improve communication with parents. However, our school has realized the importance of researching and administering a comprehensive research-based survey for parents. In previous years, Bella Mente has administered it's own school-created surveys and WestEd's California School Parent Survey. The Leadership Team shares results with students, parents, and the governing board and uses findings to improve our school’s approach to parent engagement."	Bella Mente will continue to have monthly Coffee Mingle's with Leadership to provide a voice for parents who wish to share their views.  With Covid restrictions lifted, Bella Mente plans to hold quarterly meetings for parents to not only inform them of various topics, but also allow a closing time for them to vocalize any areas of needed school growth.	One focus of the DELAC and Special Education meetings is to allow families to provide input for decision-making. This will be an ongoing agenda item at these two meetings held throughout the year.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
37684523730942	Guajome Park Academy Charter	3	We have made dramatic progress in the promotion of parental participation in school programs. Parents are now notified of upcoming events via email, text message, and mobile app in their preferred language through ParentSquare. Families can also access information and events through weekly newsletters, automated calls, flyers, the school website, Guajome’s social media (Facebook, Twitter, Instagram), and the school marquee. All notifications are available in English and Spanish.   Parents are offered classes through our Parent University. Our Parent University includes multiple offerings for parents and classes are provided in English and Spanish. Parents are informed about all classes via email, personal calls home, automated calls, and the weekly parent newsletter. All information on parent classes is also posted on our website and in the main office.   Guajome Park Academy has created a Family and Community Resource Center on campus and a corresponding web page. The purpose of this center is to provide information for parents about upcoming parent events, as well as provide academic, safety, and community resource information for parents and families. Our Family and Community Resource Center on campus provides access to computers, flyers on school and community resources, as well as bilingual books for parents and families.    In 2018-19 we began the process to implement the Guajome Home Visit Project. Working with the Sacramento Home Visit Project, we identified a team of teacher leads and began working with those leads to implement home visits. In the Spring of 2019, the Sacramento Home Visit Project lead a training for our Home Visit Leadership team. In August 2019, we began home visits for our incoming kindergarten students and completed 32 home visits out of a possible 48 families.	Guajome has created a Family and Community Resource Center on campus and a corresponding web page. The purpose of this Center is to provide information for parents about upcoming parent events, as well as provides academic, safety, community resource information for parents and families. Our Family and Community Resource Center on campus provides access to computers, flyers on school and community resources, as well as bilingual books for parents and families.  Parents are offered classes through our Parent University. Our Parent university includes multiple offerings for parents. Parenting Partners is an 8 week program where parents learn how to be active participants in their child’s education. Parents build parenting skills, explore ways to better communicate with their child, and learn how to become more engaged in their child’s academic success. English and Spanish classes are available. The Latino Literacy Elementary Program is a 10 week program where parents and their children learn how to read together as a family. Books are provided in English and Spanish. In our Latino Literacy Middle School/High School Program parents and their children read Graciela’s Dream to learn how to prepare for college while building English language skills. In addition, we offer Computer Classes every Monday in October. Parents are taught basic computer skills such as how to send an email, how to navigate the Guajome website, and how to navigate the internet. Classes are provided in English and Spanish. Parents are informed about all classes via email, personal calls home, automated calls, and the weekly parent newsletter. All class information is also posted on our website and in the main office.  We have established a Home Visit program, for all of our new kindergarten families. Before the school year begins, teachers visit each incoming kindergarten family to make connections and begin building relationships.	Parents are offered classes through our Parent University. Our Parent university includes multiple offerings for parents. Parenting Partners is an 8 week program where parents learn how to be active participants in their child’s education. Parents build parenting skills, explore ways to better communicate with their child, and learn how to become more engaged in their child’s academic success. English and Spanish classes are available. The Latino Literacy Elementary Program is a 10 week program where parents and their children learn how to read together as a family. Books are provided in English and Spanish. In our Latino Literacy Middle School/High School Program parents and their children read Graciela’s Dream to learn how to prepare for college while building English language skills. In addition, we offer Computer Classes every Monday in October. Parents are taught basic computer skills such as how to send an email, how to navigate the Guajome website, and how to navigate the internet. Classes are provided in English and Spanish. Parents are informed about all classes via email, personal calls home, automated calls, and the weekly parent newsletter. All class information is also posted on our website and in the main office.	Guajome continues to look for ways to partner with the community to help support student outcomes.  One of the key areas of focus has been supporting our English Language Learners and low income students.  We have developed partnerships with MANA, the Vista Community Clinic, the Mexican Consulate, Vista Teen Outreach, and other organizations that help provide economic, educational, and social emotional support for families that reduce barriers to students' basic needs and help them to access their expected outcomes.	We can continue to find available supports for our low income students.  Partnerships with foodbanks, childcare providers, and health care providers can continue to provide a better environment that will lead to improved student outcomes.	We will continue to communicate and collaborate with our stakeholders to identify barriers to improving their academic outcomes.  Once problems are identified, we will continue to reach out to the members of the community to become partners and support families when it comes to helping them achieve higher outcomes.	We continue to grow in our focus in engaging the parents of Guajome Park Academy both in the offerings of programs that are available to them as well as the decision making processes within the school. Parents are a key stakeholder group within GPA, and their involvement within the organization is highly encouraged. Parent’s feedback is key and sought after in analysis of the climate and culture of the school through parent surveys, as well as through LCAP surveys to create a voice in the direction of the organization. In addition, the makeup of our Governing Board specifically includes Parent Representatives in establishing parent voice in the decision making of the organization. Parents have the opportunity to be a part of the Friends of Frogs, the PTA-like group of Guajome Schools. Parents of elementary students are encouraged to join the Friends of Tadpoles, a support organization tailored towards the elementary program.   Our School Site Council has been established for the purpose of ensuring GPA is meeting the needs of all populations, including under-represented students, by looking at assessment data and developing a plan to address the needs/gaps identified by the data. They review the budget and programs provided to students.  After implementation, they look at student achievement to determine if the programs are effective.  They also develop ideas for future programs that could better benefit the student populations who are underachieving. Our Community Advisory Committee also has provided parent education opportunities that focus on student and family wellness.   In addition, GPA has an established ELAC committee. ELAC responsibilities include: advising administration and school staff on the programs and services provided to English Learners, advising SSC on the development of the school plan, assist the organization's needs assessment, assisting with the school's annual language census, and assisting the school's effort to make parents aware of the importance of regular school attendance.    The Guajome Schools Foundation serves as a parent and community organization designed to coordinate fundraising and volunteer efforts to further the school’s vision and purpose. The Foundation is governed by a volunteer Board of GPA parents and community members. All GPA parents are encouraged to attend the monthly Foundation meetings.	Guajome has focused on developing positive relationships with all of its stakeholders.  This in turn has allowed for us to create a number of avenues for those stakeholders to provide input in the decision making process.  These avenues include school site council, ELAC, our PTA groups, our grade level and subject area teams, and our governing board all provide feedback and have input in the key decision making processes here at Guajome.  Additionally, every five years Guajome implements a strategic plan that is put together with the feedback from all of its stakeholders as well.  This strategic plan provides a roadmap for the organization as it continues to grow as an educational institution.	"We have established a  Family and Community Liaison for Guajome Schools.  As Community Liaison, their role is to to serve as a link between families, school and the community. They work with parents and families in the Family Resource Center located in the Main Office.  The Family Resource Center provides parents with access to Chromebooks, assistance with community and educational resources, and an emergency food pantry. Various workshops are also presented at the Center for parents throughout the school year.  In addition they lead our GPA Parent Group ""Friends of Frogs"" which helps with student events and supports teachers in grades 6-12.  A couple of new parent groups we would like to put together include ""GPPA Parent Helpers"" for grades K-5, and a ""New to Guajome"" parent group to welcome and support new families.     They have worked to broaden community and family engagement at Guajome by offering families' parent workshops, hosting family events, and providing academic and community resources. Parents have been provided workshops on topics such as how to utilize Parent Portal and ParentSquare to check grades and communicate with teachers; how to prepare for parent conferences. Events are held throughout the school year to help foster family involvement. We have hosted a Family Expo to celebrate National Family Engagement Day. Families were invited to enjoy free family activities; learn about volunteer opportunities and parental involvement."	4	5	4	5	3	5	5	4	5	5	5	5	Met		15JUN2023	2023
37735510000000	Carlsbad Unified	3	Carlsbad Unified schools hold various events to engage families in the educational process. This includes informal coffee with the principal, family information nights,  parent-teacher conferences, and other activities. In addition, families are invited to participate on site/district committees as well as asked to provide feedback and input on a variety of topics through surveys. CUSD uses a home-school communication tool, which allows families to select their preferred language and method for receiving messages.	Families indicated it was important to continue to provide interpretation and translation services. There is also a need to continue to offer Parent University workshops on various topics, based on family interest.	Continue the Community Liaison position to connect families with the school.	CUSD continues to provide information and resources to families to assist them with helping their students at home. This includes information on the website, ideas shared at parent conferences, and access to online learning platforms throughout the year and summer. Information is also provided through a variety of Parent University workshops offered throughout the year based on parent/family interest and requests.	Continue to provide parents/families with ideas on how to help their students at home, including how to support academic and social emotional development. Topics are offered through Parent University workshops, site-based meetings and activities, as well as topics and resources posted on the websites.	Utilize the Community Liaisons to assist with outreach to underrepresented families.	Carlsbad Unified offers multiple avenues for parents/family members to provide feedback and input on decision-making throughout the school year, including families of English Learners and Students with Disabilities, through informational meetings, district/site parent advisory committees, and surveys, including the annual LCAP survey.	Providing interpretation and translation services as needed, sharing information in family-friedling language, offering topics and workshops of interest to families, and utilizing Community Liaisons to connect with and support families.	Support sites with strategies for engaging families of English Learners and Students with Disabilities, including utilizing the Community Liaisons for family outreach.	4	4	4	5	4	4	4	4	4	5	5	4	Met		28JUN2023	2023
37735690000000	Oceanside Unified	3	OUSD provides multiple opportunities throughout the year for staff and families to work together, both at the site and district levels. Interpretation is provided for Spanish speaking families during all district engagement opportunities. Engagement activities were held virtually and in person.  These include:  -Parent Academies: Multiple sessions offered throughout the year on various topics. Each session was recorded and posted on the district website for families unable to attend in person.   -Mano a Mano parenting workshops (presented in Spanish w/ English interpretation available). -Monthly newsletters for elementary, middle school, and high school families, focused on age-appropriate topics. Available in both English and Spanish. -Community Outreach; -Parent/teacher conferences at elementary schools; -Back to School Night; -Open House; -Opportunities for families to connect with school staff over video chat. (OUSD returned to in-person meetings, but we continued to offer virtual options.) -Oceanside created six Community Schools to build stronger relationships with the community and community resources. Maximize community strength and improving accessibility to site based leadership.	There has been an effort to help families advocate for their legal rights; however, in some areas, there is additional need to continue building self-efficacy in families. In some instances, it can be difficult for teachers to schedule translation and interpretation services during parent conferences.	OUSD will continue to offer multiple opportunities for staff to engage with the community. Our schools are also using multiple social media platforms to include our families in events. In addition, Oceanside has expanded our Community Schools model to two additional schools.	-Contacting families of students who were not present for learning -Ensuring all students had a computer and wifi -Providing staff to support families and foster the school home relationship including:      Bilingual office assistants at all sites;      School Community Advisor at all sites;      Access to counselors at every school      Increased assistant principal staffing at elementary sites      Six Community Schools -Family Engagement Teacher on Special Assignment to coordinate events and share information with the community -Community Relations Liaison -Translation and interpretation offered at educational partner meetings -Learning opportunities offered to our families -Community Schools Coordinators	There is a need to further develop staff capacity in relationship building. Parent participation remains low at many school events, especially among our underrepresented families.	Oceanside is continuing to work on developing cultural proficiency to facilitate better connections to families of diverse backgrounds. We completed a yearlong equity audit and will be improving our inclusive practices in the coming years.	There are many committees across the district which seek family and educational partner input/feedback for decision making. These include: -District Parent Advisory Committee (DPAC) -District English Learner Advisory Committee (DELAC) -Special Education Task Force -Preschool Parent Advisory Committee -Migrant Parent Advisory Committee -CTE Advisory Board -Wellness Committee -Local Control and Accountability Plan Committee -School Site Councils (school level) -English Learner Advisory Committees (school level) -Listening circles	There is a need to continue building capacity in our school staff. Oceanside Unified School District will continue improving engagement for our underrepresented families. We completed a portrait of a graduate work with the community. We look forward to implementing these suggestions focusing on our areas of need.	Oceanside Unified School District will provide opportunities to provide input with surveys and on social media.	2	3	2	4	2	5	3	3	2	3	3	3	Met		13JUN2023	2023
37735690136267	Coastal Academy Charter	3	As an Independent Study program, parent engagement is key to the success of the student. Since partnering with parents is a key value, we consistently provide professional learning on ways teachers can improve their communication and connection with parents. Also as an Independent Study program parents are providing instruction within the home environment every week. Parents are provided with the resources they need to meet those academic goals through our LMS system. At Coastal Academy, teachers meet regularly with families to engage in a two-way conversation on the student’s academic progress and overall well being in the school environment.	General comments on the most recent survey covered a wide range of topics with the following two common themes for improvement: 1. Increase campus culture of community and parent involvement through events, communication, and volunteer opportunities. 2. Increased academic support to close any achievement gaps.	Underrepresented families expressed the same two areas for improvement: increased culture of community on campus and academic support to close achievement gaps.	Coastal Academy measures parent engagement by seeking input from parents through a survey as well as frequent parent meetings at each school campus. The survey results are reported to the community and local governing board. In the most recent survey, the following questions were asked. Please rate your overall satisfaction with Coastal Academy. Parents gave us an overall satisfaction rating of 94%.  Please rate your overall satisfaction with the academic program at Coastal Academy. Parents gave us an overall satisfaction rating of 94%.	Parents support goal number one of the LCAP, ensuring all students including reported subgroups demonstrate academic growth and proficiencies so they leave TK-8 ready for high school and 9-12 ready for college or career.	When parents have concerns with the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s academic outcomes.	Coastal Academy measures parent engagement by seeking input from parents through a survey as well as frequent parent meetings at each school campus. The survey results are reported to the community and local governing board.	The bi-annual parent survey asked the following question:   Please rate your overall satisfaction with the Coastal Academy's customer service. Parents gave us an overall satisfaction rating of 97%, which indicates parents are satisfied with the processes used for decision making.	When parents have concerns with any aspects of the school they are directed to the school site principal who works to resolve the issues.  All school administrators are well versed in the processes in place for parents to advocate for their student’s rights.	5	5	5	5	5	5	5	5	5	5	5	5	Met		23MAY2023	2023
37735693731221	Pacific View Charter	3	Relationship building is a key to success at Pacific View Charter School. The weekly meetings between student, parent and teacher provide a designated time for families to engage with the school directly and build a strong partnership to ensure student progress through the curriculum. Each year, survey results indicate that parents of PVCS students continue to be satisfied with the education that their child is receiving. In the Spring 2023 survey 97% of parents rated themselves as satisfied and very satisfied with the school in general and 96% rated their child’s experience with their Supervisory Teacher as Good or Great. 86% of families believe that PVCS is preparing their students for life beyond high school.	An area of focus for the school would be the engagement of Spanish speaking families and the school has targeted actions in the current LCAP to address this including increasing translation services. A DELAC committee was established in the 2022/23 school year and next years focus will be on getting further participation from parents in the committee.	An area of focus for the school would be the engagement of Spanish speaking families and the school has targeted actions in the current LCAP to address this including increasing translation services. A DELAC committee was established in the 2022/23 school year and next years focus will be on getting further participation from parents in the committee.	The personalized learning model at Pacific View requires that teachers meet weekly or biweekly with parents and students to track progress, review grades and conduct assessments. Families are supported in aiding their childs’ progress through courses during these meetings and this is also an opportunity for families to voice suggestions and concerns with the program. Parents are also encouraged to review student grades and assignments in real time through their parent accounts in the school’s learning management system, Schoology. Families are supported in the knowing of their legal rights through the IEP and 504 processes. Further, all families are informed of their due process rights at enrollment.  In addition, the school has a robust set of interventions when students struggle, including an SST process that requires meetings between administration, teachers, parents and students to help students get back on track. The school is also open for any and all students who choose to enroll and no family is discouraged from enrollment or turned away.	A focus for improvement in building partnerships with parents is the need for additional training for teachers to engage Spanish speaking families in weekly meetings using the school’s translation services. The school is also working on expanding designated ELD courses to provide additional language support to students. Both of these items are addressed in 2021-2024 LCAP.	A focus for improvement in building partnerships with parents is the need for additional training for teachers to engage Spanish speaking families in weekly meetings using the school’s translation services. The school is also working on expanding designated ELD courses to provide additional language support to students. Both of these items are addressed in 2021-2024 LCAP. (this is the same as item 2 as the school's are of focus is engaging underrepresented families)	Parent input is sought in a variety of ways. Parents are encouraged to serve as school board members, bi-annual surveys for families are conducted and a variety of social activities are offered to encourage family participation including: Winter festival, Back to School Night and Open House. Parents have also been essential in helping to get the school club sports teams operational. In the spring 2023 survey, parents  requested more information on college and financial aid applications and to bring back the college field trips, these items are addressed in Goal 1 of the 2021-2024 LCAP.	Although parents have many avenues for input in school activities, the school has struggled to create and maintain parent committees in the past. One of the goals for the next school year is to continue to use the Marketing and Communications Specialist position to work with families to encourage more committee representation.	Marketing and Communications Specialist position to work with families to encourage more committee representation including the expansion of an EL parent committee to support English Language Learners and to increase the number of parent volunteers on campus.	5	5	4	5	5	4	5	5	4	3	4	4	Met		20JUN2023	2023
37737910000000	San Marcos Unified	3	Based upon 2022-23 locally administered surveys, SMUSD has demonstrated strength and progress in building relationships between school staff and families in the following areas: 73% of parents/guardians  agreed that they are “highly involved” in their child’s school. 69% of parents/guardians  agreed that their child’s school “effectively communicates with parents” 69% of parents/guardians  agreed that their child’s school “encourages parent involvement” 87% of parents/guardians indicated that they “have participated in 1 or more activities” at their child’s school.  80% of parents/guardians  indicated that they “feel welcome” at their child’s school.  76% of parents/guardians agreed that they “feel communication is timely and up-to-date”.  69% of Emergent Bilingual parents/guardians indicated that their child’s school/district provides “enough resources for parents.”  89% of parents/guardians indicated that the school values their input and involvement in “school committee or councils”  76% of survey respondents indicated that they valued their participation and/or input in the “Parent Teacher Association (PTA)”  89% of survey respondents indicated that they valued their participation and/or input in the “School committees or councils”	Based upon  2022-23 local administered surveys, areas of improvement in building relationships between school staff and families includes: 51% of parents/guardians indicated that their child’s school “offers parents a say in the decision-making process.”  63% of parents/guardians indicated that their child’s school offers them “ways to be engaged in their child’s education” 53% of parents/guardians indicated that their child’s school offers them “valuable workshops and trainings” 13% of parents/guardians indicated that they participated in a “Parent Teacher Association” last year. 9% of parents/guardians indicated that they have participated in a “school committee or council” last year.	Based upon an analysis of educational partner input and local data, the San Marcos Unified School District will continue to improve building relationships between our staff and our students' families and guardians. Specifically, SMUSD will ensure implementation of the following: -To strengthen two way communication with parents/guardians whose primary language is other than English, SMUSD shall continue to provide foreign language translation and interpretation through on site stipend employees, District Translator staff, and through agreements with outside organizations that provide this service.  -Schools identified for Title I Schoolwide Program (SWP) shall be allotted resources to provide resources to conduct parent/family training and engagement activities to support student achievement.  -The SMUSD Special Programs department shall Provide ongoing workshops to parents based on areas of interest, utilizing Title I Part A resources.  -Monthly meetings shall be held through  the District Parent Advisory Committee, as a means for feedback and input to be provided by parents/guardians to District personnel.  -To facilitate communication, the SMUSD Superintendent shall continue to provide a monthly update and spotlight newsletter to all district families. This communication shall include information regarding District events and activities, Governing Board meetings, official school business, and opportunities to become involved in programs and decision making at San Marcos Unified School District.  -To facilitate educational partner feedback and input, SMUSD shall continue to provide a variety of community and family surveys such as the LCAP annual survey, Panorama survey, Speak-Up survey and District English Language Advisory Committee (DELAC) survey.  -All SMUSD schools shall maintain a legally compliant School Site Council (SSC). Each school shall conduct monthly SSC meetings, and the members shall have oversight and approval of the School Plan for Student Achievement.	Our District’s strength in building partnerships for student outcomes is evident in our local measures and various Educational Partner surveys, such as: 77% of parents/guardians indicated they agree that the District “provides a well-rounded curriculum” 71% of parents/guardians indicated they agree that the District “sets high expectations for student achievement” 90% of parents/guardians indicated they agree that their child’s school “wants students to succeed” 77% of parents/guardians indicated they agree that the District “provides a well-rounded curriculum” 93% of parents/guardians indicated they agree that the District uses “technology to teach” 84% of parents/guardians indicated they agree that their child’s teacher “encourages collaboration among students” 82% of parents/guardians indicated they agree that their child’s teacher “encourages critical thinking” among students.  82% of parents/guardians indicated they agree that their child’s teacher tries to “make class interesting” 79% of parents/guardians indicated they agree that their child’s teacher “listens to students” 90% of parents/guardians indicated they are able to communicate with their child’s teacher 82% of parents/guardians indicated they are kept “well informed about events and activities at school.”	Based upon local surveys and student outcome data, areas of improvement in building partnerships for student outcomes include: 63% of parents/guardians indicated that school “prepares students for success in college or career.”  62% of  parents/guardians indicated that they participated in District committees and councils.  63% of  parents/guardians indicated that their school provides ways for me to  be engaged in their child’s school.  54% of parents/guardians indicated that their child’s school “encourages special education students to participate” in class and school activities.	Based upon an analysis of educational partner input and local data, the San Marcos Unified School District will work to improve building partnerships with our Educational Partners for student outcomes through the following: -The SMUSD LCAP provides for expanded outreach to parents, guardians, and caregivers of homeless and foster youth.  -SMUSD shall maintain an Assistant Principal on Special Assignment in charge of English language development and other support for our Emergent Bilingual students.  -To support outreach and support of our Foster and homeless students, SMUSD has hired a Foster Youth/McKinney Vento District Coordinator.  -SMUSD provides Trauma informed care professional development for teachers and administrators to train them on how to support our at-risk youth.  -SMUSD provides opportunities and outreach to families and guardians of students with disabilities through our Special Education Department.  -The District provides training and support to all site personnel on equity and cultural proficiency to support parental partnerships for positive student outcomes.	Based upon locally administered surveys, SMUSD has demonstrated strength and progress in seeking input for decision-making in the following areas: -The Special Programs department and District Community Liaison provides a variety of parent/guardian workshops to improve overall community engagement and input. These include internet safety training, positive parent training, supporting college and career planning, and drug, alcohol, and other safety training.  -89% of parents/guardians responded in feedback surveys that they feel their child’s school values their participation in school and district committees and councils.  -88% of parents/guardians responded in feedback surveys that they feel their child’s school values their participation in parent teacher conferences.  -87% of parents/guardians responded in feedback surveys that they have participated in one or more activities at their child’s school.  -71% of parents/guardians responded in feedback surveys that they agree that the district values their feedback and participation in family or school community forums.  -73% of survey respondents indicated that they are “satisfied with general communication from the district.”	Based upon local administered surveys, areas of improvement in seeking input for decision-making  includes: -Survey results indicated that only 63% of parents/guardians indicated that the school provides ways for them to be engaged in their child’s education. -53% of parents/guardians agreed with the statement “My child’s school offers valuable workshops and training for parents.”  -43% of parents/guardians agreed with the statement “My child’s school offers parents a say in the decision-making process.”	In 2022-23, SMUSD shall work to improve engagement in seeking input for decision-making through: -The SMUSD Public Information Officer provides weekly newsletters to SMUSD parents, families, and guardians through the online SMORE digital program.  -All SMUSD site Principals have been trained on the legal requirements and best practices of the School Site Council (SSC) process. This includes parents and guardians' role in providing feedback and input on school and district decision making.  -To ensure appropriate SSC composition, all school sites are required to submit sample ballots and election results for parent, classified, and certificated membership.  -To increase parent participation in SSC decision making, all SMUSD schools must hold a minimum of 11 committee meetings a year.  -The District Parent Advisory Committee meets monthly with the SMUSD Superintendent to provide feedback and input related to District and school policies. This committee consists of representative members from each school site.  -All SMUSD middle and high schools have implemented Student Advisory Committees that meet monthly to provide a forum for student input and feedback on school governance, programs, and culture.  -SMUSD maintains monthly District English Language Advisory Committee (DELAC) meetings that include representatives from all SMUSD schools.	4	4	3	5	4	4	4	4	4	4	3	3	Met		22JUN2023	2023
37737910138222	Pivot Charter School - San Diego II	3	Building relationships is at the core of what Pivot Charter School does. Our goal at Pivot is to use these relationships to transform student’s experience in education. Training for Pivot staff centers on building consensus and culture around the belief that developing meaningful relationships with students and their entire support team is the most impactful action an educator can take. Pivot also focuses on helping our educators to continually develop tools to support in fostering these relationships. Teachers communicate weekly with parents and meet each month with the parents and students. Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students.	Pivot Charter School is working on getting more communications and documents translated into languages other  than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form. Additionally, several staff development sessions have focused on themes of diversity,  equity, and inclusion (DEI). A focus area has been increasing awareness of diverse backgrounds and identities, with the aim of improving the cultural inclusivity of relationships between families and school staff.	Recently Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English  Learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these  groups. Pivot will continue to build off of these positions so that families of these underrepresented students can  build a stronger relationship on understanding and trust. Pivot will be launching a program called Pivot PRIDE that is focused on building culture and community for all students. This will incorporate a monthly inclusive “caregiver”  connection that will provide a school to community connection surrounding Pivot’s core values and actionable steps that caregivers can take to support their students outside of school. These outreach efforts will include various resources and Spanish translation.	This year, Pivot has worked to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all stakeholders are on the same page and working for the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational  Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.	In the past school year, the LEA developed staff training focused specifically on the philosophies related to the  connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Furthermore, the LEA will be adding an administrator into the SST meeting process to improve outcomes for students.  The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.	The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a  student’s team to include their English Language Development teacher and Foster/Homeless Liaison, where  applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian supports will also be expanded in an ongoing skills program in multiple languages.	Pivot works to engage families and student’s teams primarily through the regular communication by Educational  Coordinators (general education teachers), which typically includes all members of a student’s team on a weekly and sometimes daily basis. Pivot also communicates through Parentsquare, a schoolwide communication system that uses email, phone and text. To keep students and families/guardians aware of school events, policies, and to ask for their feedback through surveys. Parents also have the ability to attend every Governing Board meeting from the comfort of their own home through the online live feed of every Board meeting. Or, if they are unable to access the technology to do so, they may attend at the school site where staff will facilitate the streaming of the Governing  Board meeting and allow for anyone to participate. However, regardless of the multiple ways Pivot provides for  families and partners to engage with the decision making, very few engage. We have low survey response rates and minimal participation in Governing Board meetings. Families attend their students meeting with teachers so we  continue to rely on these meetings for primary feedback and communication.	The LEA has struggled to engage students, families, and/or guardians in input for decision making, due to low  engagement at the many events planned for their participation, including Governing Board meetings. The LEA can  improve by sending out surveys more regularly throughout the year, whereas currently most feedback is requested at the end of the year. The LEA could also improve by integrating a system for family/guardian/support person  involvement throughout the year, which build upon the current training when the student begins.	The LEA will improve by sending out more regular surveys for feedback, instead of feedback being limited to the end of the year. The LEA also plans to create weekly sessions for parents, guardians, or other team members to attend continued training for supporting their students and to provide input on program needs.	5	5	4	4	4	3	4	4	3	3	3	3	Met		15JUN2023	2023
37754160000000	Warner Unified	3	We have historically sought out parent feedback to ensure student success. We have identified a missing piece in our academic program and that is active involvement of parents on campus.  When we do communicate about our on-campus events,  without fail our parents show up in large numbers.  Next year, the district will identify ways to actively and intentionally invite parents onto campus to participate in the educational day in order to foster the relationships between staff and families.  Teachers have been tasked in the coming year with creating opportunities for parent volunteers and inviting parents to volunteer at our back-to-school night and throughout the year.	Based on survey data that showed 37.5% of parents were satisfied or very satisfied with communications from the district, while 75.3% were satisfied or very satisfied with communications from school staff, our focus for 2023-24 will be improving communications from the district.	Whatever plans are made to improve district communications will take into account barriers that families may have to communication, such as not having internet at home.  These barriers disproportionately affect families of underrepresented students.	Warner has an open-door policy. We encourage parents and students to come to us with their issues and needs. We have increased our surveys to gather more input.  This year we have conducted a Transportation Survey and several Parent Satisfaction surveys.  We also do an annual facilities survey for staff to identify issues with their workspaces. Warner USD is supporting our local Community Center as they expand their offerings to include added food deliveries, cultural courses, and a community garden through a building lease.	The District is taking a new approach to our management and administration structure in the coming year.  As the administrative and compliance burden on the Superintendent role has grown exponentially over the past decade, the time and attention available for the Principal portion of the Super/Principal position has lessened. The District needs to refocus attention on academics and instruction as evidenced by our Dashboard and Parent and Staff Satisfaction surveys.  Moving forward, the District will hire a full time Principal to increase expectations and move us forward academically.	The District continues to engage the Native American Community through liaison and the Indian Advisory Council.  We have a full scale communication plan in which Native Families and the tribes are provided opportunities to weigh in on school academic matters.   The District has had a tougher time engaging ELL families and will put better effort into dual language communications and engagement moving forward.  This year we have added a stipend position of ELL Coordinator who’s job is to increase parent participation in meeting ELL goals set for the students.	The administration tries to include input from all stakeholders involved. At times a decision needs to be made with urgency and the input will need to come later to adjust the decision. Input is always sought.	The district’s new Principal will have a primary goal of encouraging engagement and input from parents.  We believe this increase in visibility and time and attention to these matters will help the district move in a positive direction.	With an Unduplicated Count of nearly 80%, most of our families fall into the category of potentially underrepresented in decisions that affect the Academic environment.  It is the district’s responsibility to reach out to these families and to facilitate engagement and input.  We have been successful with our Native American community, but we need to do better with other groups.	4	4	4	4	4	4	4	3	4	4	4	4	Met		13JUN2023	2023
37754160122796	All Tribes Elementary Charter	3																						Not Met For Two or More Years			2023
37754160132472	California Pacific Charter - San Diego	3	Strengths CPCS successfully engages in pupil and family outreach. CPCS offers two way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings. Parents agree that the school communicates community resources that are available to their family. In data collected from stakeholder surveys, 98.3% of parents feel satisfied with opportunities to provide input and participate in their child's education. 96.4% of parents indicate that they feel their input is valued. 98.5% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 99.3% of students agree that their teacher cares about their education and helps them succeed. 97% of students report that they feel safe at school. 92.6% of students report that they know they have someone at school to talk to for support if they have a problem. 98.2% of parents are satisfied with their child's school overall. 94.1% of students express an overall satisfaction with their school.	CalPac plans to continue to expand the parent university program which provides resources and information to parents on various educational, social emotional, academic, and safety topics regarding supporting their children and their children's best interests.	Focus Area To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English.	Strengths CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strenths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their chilld in successfuly engaging in school and reaching success. In data collected from stakeholder surveys, 81.3% of parents stated that they participate in meetings with their child's teacher to discuss and set education goals for their child. 95.5% of students responded that they agree that their teacher is available to help them and support them with their school work. 95.5% of students agree that their teacher helps them to set goals to be successful in school. 100% of students stated that their teacher cares about their education and helps them to succeed. 90.9% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 97.7% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to unserstand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the unform complaint form available to school stakeholders.	Focus Area CPCS launched a Parent University program in the 22-23 school year. Parent University is used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS plan to continue to expand this program with additional resources to better support student outcomes.	CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population is engaged in school and has every opportunity to be successful.	Strengths CPCS is currently engaged in this work as outlined in LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement. Effective and meaningful transparent communication will provide all stakeholders opportunities for input in decision making at the program and charter levels. Support for engaging families in advisory groups for the purpose of providing meanful input on decision making, policeis and programs, and family engagement activities are embedded in action items 3.1, 3.2, and 3.6. Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, school site council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education.	Focus Area The school will involve the School Site Council members (SSC serves as Parent Advisory Committee) to seek input regarding decision-making.	The school will offer translation of written and verbal communication when needed to support students, families, or other education partners whose primary language is a language other than English.	5	4	4	5	4	4	5	5	5	5	4	4	Met		20JUN2023	2023
37754160138651	San Diego Mission Academy	3	The support we receive from our educational partners is critical in strengthening our program. To communicate with educational partners, we offer school updates, student recognitions, and provide community resources for our families on a regular basis via email, through the student’s Academic Adviser, and through mass messaging. Parents, guardians, and community mentors are invited to semi-annual conferences, as well as quarterly ELAC and PAC meetings. At these times, we formally request feedback. A parent stated that the student was extremely moved with the support we are providing her daughter while she goes through treatment. She relayed that no other school could personalize education like this for her student. We regularly evaluate our program and communication tools to provide support to our staff to build and maintain positive relationships within the community.	San Diego Mission Academy will continue to solicit education partner input via surveys, student/parent/caregiver conferences, and through PAC and ELAC. As the school grows, we will continue to make informed decisions as a result of feedback from educational partners and in partnership with educational partners. A parent sings our praises and loves the positive support, communication, and forward thought to plan effectively for her student. This is her second student with us and feels her girls are in the best school.	San Diego Mission Academy will improve the engagement of our underrepresented families by providing more translation services for educational partner communications and by disaggregating data to identify areas of need for underrepresented families. ELAC Parent President stated that she was appreciative of our program because of how much it has helped her daughter with her anxiety.	San Diego Mission Academy continues to work collaboratively with our families and communities to provide support for all students. The SDMA team works in conjunction with our Community Liaison, counselors, and community partners to provide relevant local and state resources for families and students that provide the knowledge of their rights and tools for educational success. A parent stated that it was great hearing other parents' experiences of the positive effects of the school and how much it has helped their kids.”	San Diego Mission Academy has made great strides in the development of partnerships within our communities. Our counselors and community liaison will continue to work to increase participation in workshops and events. Our goal is to work collaboratively with our educational partners to increase student participation and thereby advance student achievement. A student stated, “he was proud to learn English now, I can communicate quite well and I can understand people.”	As a result of our educational partner input and local data analysis, we will continue our commitment to identify, inform, and provide necessary resources to our underrepresented families. We will do this through continued data analysis and targeted feedback from those groups. A parent stated that “I'm so happy we are at your school and all of your teachers are amazing and the support you provide is outstanding. Thank you and know you're appreciated Go TEAM!!!! and you're doing such a good job and I'm proud of all your success(es).”	Participation in our ELAC, PAC, and Annual Surveys has given the families the opportunity to provide meaningful feedback to help inform the decision-making process. The LEA has invested in the capacity of staff and principal to effectively engage families in advisory groups and with decision-making, but San Diego Mission Academy is currently re-grouping its PAC and ELAC Advisory Committees to create a more regular and representative body for consultation. A parent stated that “You made my student’s dreams possible, and have changed lives by making this place so much better!”	San Diego Mission Academy will continue to show improvement in this area. During our ELAC, PAC, and parent conferences, families have made suggestions and provided input on our school and services. We had the opportunity this year to have our students and parents provide input and feedback during our WASC Accreditation process as well. A student stated that, “I'm proud of myself because I can do a lot of things when I think I can't.”	San Diego Mission Academy will continue to improve the experience of our underrepresented families. We are analyzing more data for sub-groups and special populations to target improvement in these groups. We already incorporate the use of translation services to communicate with our families and have hired additional support staff who are bilingual and can directly communicate with families including those who are Spanish-speaking and Armenian. A parent stated “I’m so tickled about our academies and our growth! Keep up the good work, fearless leader!”	5	5	4	4	4	4	5	4	3	3	4	4	Met		07JUN2023	2023
37754160139378	Sage Oak Charter School - South	3	To create a positive and supportive partnership with families, the school has developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, teachers partner with families to guide and support the academic development and learning of students. Opportunities for families to participate and provide input are communicated and available through surveys, school site council meetings, board meetings, and teacher/parent meetings. The school posts information on its website identifying the Title IX Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbook contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide a translation of the rights contained in the documents.	"In order to continue building positive relationships between school staff and families, the school plans to focus on addressing the social, emotional, and mental health needs of students, specifically those who are SED, English learners, and foster youth, as well as staff members. This plan includes preventive, responsive, and aftercare action plans, which are regularly reviewed for effectiveness and allocation of resources and professional development. By prioritizing the mental health and well-being of both students and staff, the school has created a safe and inclusive environment that supports academic and personal growth.  The school has added the following action item to its accountability plan, based on the historical average increase of our unduplicated count each year: ""The school will continue to encourage multiculturalism through professional development in cultural awareness and multicultural learning opportunities."""	The school will prioritize and encourage multiculturalism through professional development in cultural awareness and multicultural learning opportunities. This will be accomplished by providing regular training and development opportunities, such as Third Option, for staff members, and celebrating cultural events and traditions with students and families. By prioritizing multiculturalism, the school will create a community that values diversity, promotes inclusivity, and prepares students for success in an increasingly globalized world.	The school's commitment to encouraging parental involvement by developing a trusting and respectful relationship is important to building positive partnerships with families. The school develops a strong school-home relationship through the use of a variety of communication sources.  This connectivity provides parents with access to their student's teacher, current information about the school, access to their student's academic progress and information through a parent portal, and opportunities to participate in and give input in teacher-parent/student meetings, school site council meetings, and governing board meetings.	"The school has added the following action item to our accountability plan as a focus area, based on our historical average of increase in Title I students each year: “To increase student academic achievement, we will strengthen parent, school, and community partnerships by providing parents and guardians of students participating in Title I-funded programs the opportunity to participate in a meaningful way in Title I information and input meetings and the development of the Parent and Family Engagement Policy and the School-Parent Compact."""	By strengthening our partnership with families of students who are Title I eligible, improved communication and resources utilized within the home environment will lead to increased engagement and will in turn lead to growth in student outcomes.	The school currently has one advisory group: the School Site Council. This group meets regularly to focus on making decisions based on the needs of the students and the school. The school also sends out parent feedback surveys throughout the year and hosts live and recorded trainings to seek input from all educational partners. Given the independent study model, teachers and parents work together consistently through academic planning, field trips, Sage Oak socials, college tours, graduation and promotion ceremonies, parent training days, monthly professional learning committee (PLC) meetings, and social media and public relations campaigns.	"It is the school's goal to further focus on and develop ways to connect to all students and parents through social media and public relations accessibility. Additionally, it is the school's desire to further improve upon decision-making opportunities for educational partners by establishing a Parent Advisory Committee in lieu of a School Site Council for the 23-24 school year. The school has updated the following action item on its accountability plan: ""We will maintain a parent advisory committee and an English learner advisory council (when required) to increase stakeholder engagement with parents, teachers, and students."""	The school believes that a continuous, focused effort to keep all families informed of surveys, educational partner meetings, and the Board of Directors’ public meetings through emails, the school website, and other social media outlets is essential. This communication and support encourages students, families, and community members to actively participate in the decision-making process. Through continued effort, the school will further develop the participation and engagement of underrepresented families, thus providing an inclusive environment for all. A Parent Advisory Committee would provide a platform for parents to share their concerns, suggestions, and feedback on various school-related matters. This educational partner input approach would help create a sense of ownership and shared responsibility between the school and parents, thereby improving the school's overall performance.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
37754160139386	Excel Academy Charter	3	Excel Academy Charter School (EACS) believes in fostering strong educational partnerships between the school, parents, students, and stakeholders through continued communication, collaboration, and transparency. We value educational partner input to reflect on the school’s overall progress, successes, continuous improvement, and to identify and establish the next steps to drive instruction, school-wide goals, and student learner outcomes. Building strong connections with students and parents leads to increased student engagement and achievement.The dedication of the EACS staff has ensured consistent and valued communication between all educational partners. The number one priority of EACS is the success of its students academically, socially, and emotionally.  Through our systems in place, all students' individual needs are addressed and supported as each student is encouraged and guided to meet or exceed grade level expectations. Based on the input survey results, parents and students agree that EACS is dedicated to providing an education that denotes excellence.  Overall Satisfaction Report: Based on 304 parent/guardian responses   95.7% of survey respondents agree that the school has supported students attaining their academic goals.   96.1% of survey respondents overall agree that the school provides input opportunities for parents/guardians to participate in the school and their child’s education.   98.4% of survey respondents agree that students have access to rigorous curriculum and resources that allow them to access and master grade level standards in the core content areas.   Overall Satisfaction Report: Based on 97 student responses (grades 6-12)  99% of survey respondents agree that their teacher cares about their education and is committed to helping them succeed.  96.9% of survey respondents agree that the curriculum provides challenging grade level instruction and assessments of their academic progress, and students feel safe and welcome to discuss their progress with their teachers.   Meaning: Overall high satisfaction rate with the school program.   Use: EACS will maintain focus on student progress and success through transparency, consistent communication and collaboration with educational partners, and by providing resources, support, and opportunities for all students to continue to grow as lifelong learners. EACS  will survey educational partners for feedback and analyze the areas that we can maintain and improve upon.	EACS is focused on providing effective and meaningful communication that will provide all educational partners opportunities for input in decision making that concerns the education of our students and the quality of our school program. EACS will continue to focus on building community and relationships within the school, specifically between the school staff and families, through continuous professional development training for staff and parents, promoting attendance at all English Learner Advisory Committee (ELAC), Schoolsite Council (SSC), Parent Advisory Committee (PAC), and school-related meetings and events in order to provide the necessary platform to promote engagement, collaboration, and overall feedback.	EACS will improve engagement of underrepresented families by implementing parent workshops related to core curriculum and professional development training to build staff and family relationships by focusing on diversity, equity, and inclusion. EACS works diligently to encourage attendance and engagement at all school related meetings, specifically ELAC and SSC, by creating student focused opportunities to promote attendance (i.e. cultural celebrations, traditions, and heritage, sharing talents, etc.). Personalized emails are sent to families to promote attendance at ELAC and SSC meetings and to participate in the school’s self-reflection process.	EACS’ commitment to encouraging parental involvement, by developing a trusting and respectful relationship between the school staff and families is important to building positive relationships with families. EACS develops a strong school-home partnership through the use of communication tools that provide parents with access to the student's teacher, current information about the school, access to students' academic information through a parent portal, opportunities to participate and provide input in teacher-parent/student meetings, parent meetings, and governing board meetings. All applicable notifications are posted on the school website and in the parent handbook. A part of the role of the counselor includes communicating with educational partners about their legal rights. Our Intervention Coordinator shares Title I and Title III related parent rights, applicable policies, and encourages education partnership participation. In conformity with Senate Bill 1375, the school posts information on the school website identifying the school’s Title IX/Uniform Complaint Procedure Coordinator, the rights of students and the responsibilities of schools, and a description of how to file a complaint. The school website and the parent/student handbooks contain information about the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards is provided to parents of students with an IEP on an annual basis. The notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting. If the parent is a non-native English speaker, a translator is present to provide translation of the document.	EACS will increase the academic achievement of all students by evaluating student assessments through in-depth data analysis to provide effective instruction, a challenging and engaging curriculum, and aligned assessments in language arts and mathematics through a database system that collects individual formative and summative data. Data collection and analysis includes statewide and internal assessments as measured by the Dashboard and accountability systems.	"EACS will continue to implement frequent communication with parents/students to notify them of school events, opportunities, and resources through Beehively, email, the school website, and social media platforms. We will build partnerships for student outcomes by sending notification of surveys, parent meetings, and Board of Directors public meetings in a timely manner to all families through emails, website, and other social media platforms. EACS will monitor low-income pupils, foster youth, English Learners, and students with disabilities for proficiency on state and local assessments to review student learner outcomes and ensure academic success as well as social and emotional wellness, or refer to the RTI, SST, or IEP team. Lastly, EACS will continue to offer the ""What I Need"" WIN intervention program to provide instruction and resources to promote academic growth, in addition to social-emotional awareness classes, and character building."	Educational Partner Input data:  2020-21: 66 Educational Partner Input Survey Participants  2021-22: 220 Educational Partner Input Survey Participants 2022-23: 304 Educational  Partner Input Survey Participants  EACS is focused on providing effective and meaningful communication that will provide all educational partners opportunities for input in decision making that concerns the education of our students and the quality of our school program. Communication about opportunities to provide input is provided through social media platforms, including Beehively, as well as during SSC, ELAC, and PAC meetings. There were 304 participants in our LCAP Parent Input Survey with a 28% increase in survey respondents from the previous school year. 96.1% of survey respondents agree that EACS provides opportunities for parents to give input and participate in the school and their child's education. EACS shared the survey results with educational partners during meetings and within the monthly newsletters.  Meaning: There has been an increase of survey participants due to the ongoing efforts of the communication to educational partners to participate in providing survey input.   Use: EACS will continue to monitor the level of educational partner participation in input opportunities and continue to research strategies to encourage participation.	EACS is committed to providing opportunities for educational partners to give input in decision making. EACS works diligently to encourage attendance and engagement at all school related meetings, specifically ELAC and SSC, by creating student focused opportunities to promote attendance (i.e. cultural celebrations, traditions, and heritage, sharing talents, etc.). Personalized emails are sent to families to promote attendance at ELAC and SSC meetings.	EACS will improve engagement of underrepresented families by implementing parent workshops related to core curriculum and professional development training to build staff and family relationships by focusing on diversity, equity, and inclusion. EACS will continue to prioritize seeking input from all educational partners by offering various platforms to ask questions, seek guidance, share successes, and offer suggestions. Translators and translated materials are available upon request.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
37754160139451	Pathways Academy Charter School - Adult Education	3	To create a positive and supportive partnership with our families of minor students, PACSAE has developed opportunities for two-way communication for parent support and student learning. To expand and enhance connectedness, our teachers partner with our minor families to guide and support the academic development and learning of students. Opportunities for students and families to participate and provide input is communicated and available through surveys, parent meetings, board meetings, and teacher/student/parent meetings. In conformity with Senate Bill 1375, PACSAE posts information on the school website identifying the Title IX Coordinator, the rights of students and the responsibilities of schools, and instruction on how to file a complaint. The school website and the parent/student handbooks contain information pertaining to the Annual Notice of Uniform Complaint Procedures. The Notice of Procedural Safeguards are provided to parents of students with an IEP on an annual basis. This notice is provided electronically by email in English or Spanish and is also offered to parents at every IEP meeting.  A translator is present for non-English speakers.	Our focus on the continuation of improvement of the engagement of our Educational Partners is reflected in the number of participants in our school input opportunities: LCAP Annual Review Input Survey Participation:  2019-20 - 7 participants 2020-21- 19 participants (171% increase) 2021-22 - 35 participants (84% increase)  2022-23- 63 participants (80% increase)	DataQuest data 2022-23: Enrollment of 38.5% socio-economically disadvantaged, 4.5% English Learners, 5.6% Special Education, and 6.1% Homeless Youth student groups; and, 15.6% African American, 1.7% American Indian, 1.1% Asian, 1.1% Filipino, 50.8% Hispanic, 0.6% Pacific Islander, 19.0% White, and 8.4% Two or More student ethnicities, 1.7% Not Reported.   2022-23 Input participant data: Educational Partner Participation: 63 Educational Partner Participants by %: English Learner (EL) 15.4%, Low Socioeconomic (LI) 9.2%, Student with Disability (SWD) 7.7%,  Homeless 6.2%, Community Member 16.9%, Parent 12.3%, Student 72.3%, PACSAE team member 9.2% To continue to support and engage all of our students and families, to include our 38.5% socio-economically disadvantaged and 5.6% Special Education, we will continue to ensure access and engagement through teacher meetings and professional development and provision of wifi access as needed. To continue to support and engage our 50.08% Hispanic or Latino student group and our 4.5% English Learner student group we will ensure translation is provided as needed in communication.	PACSAE strengths in building partnerships: 100% feel safe and welcome to meet with the teacher to discuss their progress 100% feel their input is valued and respected when collaborating with the teacher or school staff and administration 100% feel their input and welcome to meet with the teacher to discuss their progress and that their input is valued and respected when collaborating with the teacher or school staff and administration. 94.4% reported that their teacher inquired about their well-being and provided information on accessing community coordinator services (health, mental health, public assistance, housing). Meaning: Overall high satisfaction rate with educational partner partnership with the school. Use: Continue the teacher collaboration and training to maintain and continue to improve the overall satisfaction with the engagement of our educational partners and their satisfaction with the school educational program.	We will continue to seek Educational Partner input and assess our level of engagement through community participation and WIOA and/or other supported partnerships. We will identify our level of meaningful and transparent communication through direct community engagement, regular input meetings, and surveys. Notices, reports, statements or records sent to a student, parent or guardian will be translated as needed. Support provided by Classified staff to increase student engagement and performance; and, parent involvement.	DataQuest data 2022-23: Enrollment of 38.5% socio-economically disadvantaged, 4.5% English Learners, 5.6% Special Education, and 6.1% Homeless Youth student groups; and, 15.6% African American, 1.7% American Indian, 1.1% Asian, 1.1% Filipino, 50.8% Hispanic, 0.6% Pacific Islander, 19.0% White, and 8.4% Two or More student ethnicities, 1.7% Not Reported.  To continue to support and engage all of our students and families and our 38.5% socio-economically disadvantaged students, we will continue to ensure access and engagement through teacher meetings, and provision of wifi access as needed. To continue to support and engage our 50.8% Hispanic or Latino student group and our 4.5% English Learner student group we will ensure translation is provided as needed in communication.	2022-23 Input participant data: Educational Partner Participation: 63 Educational Partner Participants by %: English Learner (EL) 15.4%, Low Socioeconomic (LI) 9.2%, Student with Disability (SWD) 7.7%,  Homeless 6.2%, Community Member 16.9%, Parent 12.3%, Student 72.3%, PACSAE team member 9.2% 100% indicated they feel a genuine connection with the teacher and that she/he really cares about their success in school 100% indicated they feel safe and welcome to meet with the teacher to discuss their progress 100% indicated they feel their input is valued and respected when collaborating with the teacher or school staff and administration 100% indicated they feel welcome to meet with the teacher to discuss their progress and that their input is valued and respected when collaborating with the teacher or school staff and administration. 94% of survey participants reported that their teacher inquired about their well-being and provided information on accessing community services (health, mental health, public assistance, housing).  Meaning: Overall high satisfaction rate among students with their partnership with the school and the opportunity to provide input.   Use: Continue to develop opportunities for student-teacher collaboration to encourage rewarding educational outcomes for students.  Continue to offer multiple avenues for educational partners to provide relevant input and participate in decision making.  Continue the Educational Partner Advisory Committee meetings to gain input into LCAP school planning.	Continuing our focus on increasing education partner participation in providing input through input surveys and communication through social media is ongoing. The Educational partner input survey participation rate has steadily increased throughout the years demonstrating a remarkable increase in parent engagement, partnership and participation in the Pathways Academy school program. Effective and timely communication to ensure all Educational Partners have an opportunity to participate and provide their input in school planning has included the use of social media as a method to reach and engage our adult students and parents.	DataQuest data 2022-23: Enrollment of 38.5% socio-economically disadvantaged, 4.5% English Learners, 5.6% Special Education, and 6.1% Homeless Youth student groups; and, 15.6% African American, 1.7% American Indian, 1.1% Asian, 1.1% Filipino, 50.8% Hispanic, 0.6% Pacific Islander, 19.0% White, and 8.4% Two or More student ethnicities, 1.7% Not Reported.   Input participant data: Educational Partner Participation: 63 Educational Partner Participants by %: English Learner (EL) 15.4%, Low Socioeconomic (LI) 9.2%, Student with Disability (SWD) 7.7%,  Homeless 6.2%, Community Member 16.9%, Parent 12.3%, Student 72.3%, PACSAE team member 9.2%  There is a strong focus by administration, teachers, and staff to encourage and provide opportunities for all educational partners to participate in school surveys and the Educational Partner Advisory Committee.  Meetings are shared with all students during teacher meetings, and on the school Instagram page. As a result, a steady increase in participation has been noted:  2019 - 7 input participants 2020 - 19 input participants (171% increase) 2021 - 35 input participants (84% increase)  2022 - 63 input participants (80% increase)	5	5	5	5	5	5	5	5	4	4	5	5	Met		06JUN2023	2023
37754166119275	All Tribes Charter	3																						Not Met For Two or More Years			2023
37756140000000	Valley Center-Pauma Unified	3	Family engagement is an essential strategy for building pathways to college and career readiness for all students and is an essential component of a systems approach to improving outcomes for all students.  VCPUSD reflects on its progress in (1) building relationships with parents and families (2) building partnerships with parents and families for student outcomes, and (3) seeking input from parents and families in decision making.  The measures for this include the data obtained from local surveys, communication with families, participation in parent workshops and site events, and participation in parent advisory meetings.  VCPUSD staff sees the value for the high levels of educational partner involvement. Staff at every school site and our district office contribute to welcoming environments dedicated to serving to all educational partners. Participation at teacher conferences, parent workshops, and other school and district events, provide evidence of the effectiveness in this area. Regular communication from schools and district reinforce the importance of educational partner involvement. We continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement. This messaging begins intentionally during orientation for new staff regarding parent/guardian communication. Additionally, site and district leadership partners with our parent/guardian groups to education staff regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc.	While parents who are actively involved feel like there is good relationships, they also shared that an area of growth is to implement a strategy where even parents who might not be a part of an advisory group, DELAC, or School Site Councils can receive information and provide input.  VCPUSD is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to published school communications and have internet and/or a device at home. One focus area is streamlining and communicating in a timely way and a focus on the format of communication with families about educational of students, especially when there is a concern about student progress in the areas of attendance, behavior, and academics.	VCPUSD is committed to improving strategies and structures that will result in increased engagement of underrepresented families. Parent advisory meetings are clearly communication so that input from families related to school improvement can be gathered. VCPUSD will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.	VCPUSD provides assistance to our families in understanding academic expectations through several strategies. These include a high level of access to administrators and staff at all school sites. This access addresses various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP development process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provide valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community. Information and questionnaires are posted on the district and school websites.	Recent educational partner input shows a desire to have more in depth knowledge of the curriculum and instructional strategies utilized to improve student learning. VCPUSD has been increasing its number of parent workshops and learning nights  surrounding these topics.	Participation from all parents is solicited, including the engagement of underrepresented families. VCPUSD has continued to translate communications and documents to make information more accessible to our multilingual families.  VCPUSD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.	VCPUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. The district and school sites ensures that parents/guardians and family members work with staff to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning. This is achieved through regularly scheduled DELAC/ELAC meetings, Title VI Advisory meetings, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement is discussed and jointly developed. School sites communicates with families at the beginning of the school year and throughout on how they can be actively involved at the school site and provide input for decision-making.	VCPUSD has worked to increase the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps can be taken to improve the design and implementation of engagement activities.	VCPUSD ensures all families receive communications and invitations to participate on committees and in meetings, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. VCPUSD closely monitors student attendance on a daily basis at each school site and those sites communicate with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. VCPUSD has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families.	4	4	3	3	4	3	3	4	4	4	4	4	Met		22JUN2023	2023
37764710000000	SBC - High Tech High	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37764710114678	High Tech High Chula Vista	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37764710114694	High Tech High North County	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37764710119271	High Tech Middle North County	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37764710123042	High Tech Middle Chula Vista	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37764710123059	High Tech Elementary Chula Vista	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37764710127605	High Tech Elementary North County	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37764710137067	High Tech High Mesa	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37764710138768	High Tech Middle Mesa	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37764710138776	High Tech Elementary Mesa	3	Parent and family engagement is a core practice at HTH. Parents are children’s first teachers, and know their children best. Engaging with families is not only a legal mandate, but philosophically important to HTH. Research continues to support that academic achievement is bolstered when schools engage families in a meaningful way.  “When schools use effective family engagement practices, students in those schools were ten times more likely to improve their mathematics performance and four times more likely to improve their reading performance than students attending schools that did not implement meaningful engagement practices” (Wood & Bauman, 2017). Deeper engagement by HTH families is likely to feed a virtuous cycle of improved academic outcomes and higher quality student work.   HTH  uses the YouthTruth parent survey at elementary, middle, and high schools annually to gather family engagement data and seek feedback from families about their experience with our schools. The YouthTruth parent survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how parents at schools across the country have responded in comparison to parents’ responses at a particular school site. For example, the YouthTruth family survey given during the 2022/23 school year indicated deep relationships between students and teachers. HTH schools were at the 80th national percentile for families believing teachers and students care about each other according to this survey.  One specific method of family engagement at HTH is the Student Led Conference (SLC). Families, teachers, and students in grades k-12 participate in SLCs two times per school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. Teachers participate in professional development focused on SLC preparation and implementation at least once per school year. For Spanish-speaking families, translation into the home language is available. HTH recognizes an opportunity to more deeply engage with underrepresented families who speak languages other than English and Spanish by providing additional translation services at family events.  Wood, L., & Bauman, E. (2017, February). Retrieved May 11, 2018, from https://www.nmefoundation.org/getattachment/67f7c030-df45-4076-a23f-0d7f0596983f/Final-Report-Family-Engagement-AIR.pdf?lang=en-US&ext=.pdf	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey which represented a 10 percentage point improvement from the prior year.	HTH plans to implement the following practices to deepen the engagement between HTH families and HTH schools:    HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.    Advisors in HTH middle and high schools visit new families to HTH through “home visits.”  During this time, advisors get to know students/families in their own spaces and neighborhoods, in an effort to build relationships and partnerships in service of student success.	HTH schools offer parent workshops on subjects such as: supporting literacy at home, appropriate use of technology, state academic standards, state and local assessment, positive discipline, and navigating the college application process. These workshops allow for collaboration between the school and family and facilitate alignment in the ways that adults are supporting students. Two methods of building family partnerships to improve student outcomes employed by HTH is the Student Led Conference (SLC) and Presentations of Learning (POL). Families, teachers, and students in grades K-12 participate in SLC and POLs each school year. The SLC provides an opportunity for collaboration and communication between families, teachers, and parents, and an opportunity to discuss student strengths, growth areas, and ways that families can support their students at home. At POLs students reflect on their learning in front of families and teachers.   Each HTH school sees parents as partners and provides families with rich opportunities for involvement in their children’s education. HTH seeks input from families when making decisions. For example, the YouthTruth family survey given during the 2022/23 school year reported a positive partnership between families and teachers. Specifically, the YouthTruth family survey given during the 2022/23 school year indicated that HTH schools were at the 79th national percentile for families believing that families and teachers care about each other.	HTH is focused on deepening engagement between HTH families and HTH schools. The YouthTruth family survey given during the 2022/23 school year indicated an opportunity for growth. HTH schools were at the 61st national percentile for families being engaged in school according to this survey.	HTH schools engage families through exhibitions of student learning. At bi annual exhibitions students present artifacts of their learning to their families and the broader community. The percentage of families in attendance often exceeds 95% and offers an opportunity for families to connect with school staff and students about meaningful learning.	HTH schools solicit parent feedback on HTH’s service and goals through community LCAP/Title I meetings. The meetings are offered at various times to allow more people to participate. Families are invited to attend these meetings through email, weekly newsletters, and phone calls in English and Spanish. At these meetings, K-12 families learn about LCAP spending and the progress that is being made to achieve LCAP goals. Information about 22/23 LCAP goals, budget, and relevant aggregate student data was also shared. Parents are invited to share their reactions to the data, identify opportunities to best support students for the 22/23 school year, and provide input on future LCAP/Title I funding. Many participating families are Spanish-speaking. To facilitate participation of all families in attendance, the slides as well as the presentation were translated into Spanish. Feedback from these meetings informed this year’s LCAP. Additional opportunities for family involvement at HTH schools include: -ELAC and DELAC meetings -Monthly coffee and conversation events with directors  -Volunteer opportunities available in classrooms and buildings -Weekly newsletters from teachers and the schools, which include information about assessments, curriculum, and standards -Parent access to student information through the Parent Portal on Powerschool, to stay up to date with school records on their child In addition, family and student surveys developed by Youth Truth provide further opportunities for families to give input on the school’s strengths and opportunities for growth. The YouthTruth family survey, which was administered at each HTH school, is developed by educational researchers and provides a national percentile ranking allowing HTH to interpret survey results in the context of results realized by other schools nationally. For example, HTH families reported an understanding of school wide goals and suggested they would recommend the school to others. In addition, this survey includes open-ended questions where families provide feedback to HTH including how to address barriers to greater family participation. HTH staff work to address these barriers with the goal of continually increasing parent access and engagement.	HTH families completing the Youth Truth family survey during the 22/23 school year indicated an opportunity for stronger family engagement programs.	HTH has supported families to develop ELAC/DLACs across all of our sites.  High Tech High is committed to supporting these committees to continue to share recommendations regarding programming and budgetary decisions.  HTH will continue to hold our HTH Board meetings in a manner that allows for high turnout, transparency and the opportunity for feedback.  Over the course of the pandemic, we moved to an online setting via Zoom during the evening hours.  Currently, HTH schools are holding board meetings in person, with a zoom option for remote participation in order to comply with Brown Act regulations and accommodate as many participants as possible. We hope to be able to provide opportunities for our families to consistently share their experience, insights and brilliance at our Board Meetings.	4	5	4	4	4	4	5	4	4	4	4	4	Met		21JUN2023	2023
37768510000000	Bonsall Unified	3	Community and educational partner engagement is a high priority for the Bonsall Unified School District. We strive to create mutually respectful, supportive, and collaborative environments for ongoing dialogue to achieve academic success for all students. Strengths relate to the willingness between our staff and our families to create partnerships in support of student learning. Each school ensures we hold evening events to educate parents on each teacher's and the school’s plan to improve learning for all students, in addition to programs and resources available for all families. School sites communicate on a weekly basis with newsletters (with translation available). Sending weekly newsletters to student families provides an effective means of communication, keeping parents informed about school events, activities, and important updates, fostering a strong school-home partnership. These newsletters also serve as a valuable resource, offering parents insights into their child's academic progress, achievements, and opportunities for involvement in the school community. BUSD schools administer the Panorama survey to students, staff, and families three times per year to gain valuable insights into student well-being and family engagement. Site and district administration also foster strong relationships through our parent/guardian groups and committees, such as ELAC, DELAC, SSC, PTA, BUSD Design Team, Superintendent's Advisory Committee, etc. School sites and the district utilize input to enhance student success and create a more inclusive and supportive educational environment.	Building strong relationships and engaging educational partners are high priorities for the Bonsall Unified School District. We continue to strengthen our structures and systems that support family engagement and involvement in the school and district community. An area of improvement relates to further developing the collective capacity of teachers and staff to utilize best practices in soliciting and incorporating parent input and in effectively partnering with our families. Both the BUSD ELD Team and the BUSD Equity Team have identified next steps, including further training for ELAC and DELAC members and school staff, the formation of a Native Learner Advisory Committee, and the development of a professional development plan that includes an emphasis on culturally responsive instruction and practices.	The addition of a district Family and Community Liaison has increased communication and engagement with families in our community. The BUSD Family and Community Liaison has provided individual parent-to-parent support, parent workshops, bilingual newsletters, support with ELAC and DELAC, and assistance with referrals and requests for resources. The formation of a Native Learner Advisory Committee and increased professional development on culturally responsive practices will improve engagement with our underrepresented families, along with continued personalized supports and outreach from our school sites.	Strengths relate to a strong commitment to two-way communication using a variety of communication methods. Bonsall is continuing to engage all educational partners meaningfully and regularly. In addition to various methods of communication, Bonsall affords parents the opportunity to give input through school and district committees, such as SSC, PTA, ELAC, DELAC, BUSD Design Team, and other parent advisory committees. These opportunities foster meaningful dialogue that helps us to collectively determine goals and actions that lead to academic success for all students. Parents are encouraged to offer parent input on the LCAP goals and actions. Site administration offer numerous opportunities for families to gain further understanding of student progress and to learn new methods for supporting students at home. These include Coffee with the Principal, Back-to-School Night, Open House, parent- teacher conferences, and informational evening events. BUSD schools administer the Panorama survey three times per year to students, staff, and families. Analysis of this survey data, including narrative responses, guides site leadership teams in identifying strengths and areas for improvement for strengthening partnerships with our families.	Areas of Improvement relate to seeking more input from families and community members and providing more support for our underrepresented groups. Bonsall has one community liaison this year who is Spanish speaking, and has developed an Equity Team with teachers, district admin, parent, and student representatives to deepen understanding of the needs of our underrepresented families and to develop strategies to maximize outreach, engagement, and support for our families.	BUSD is committed to creating a welcoming and inclusive environment that respects and celebrates diverse backgrounds. We will continue to focus on establishing effective communication channels, such as translated materials and interpreters, to ensure information is accessible to all families. Additionally, we will continue to build strong partnerships with local community organizations and further implement family engagement programs that can empower underrepresented families to actively participate in their child's education and contribute to school improvement efforts. We are strengthening systems for outreach and engagement for our ELAC, DELAC, and DPAC to increase committee involvement. In addition, we are developing a TK-12 Native Learner Outcomes Team to develop plans for improving academic and student engagement outcomes for our Native American students.	Engaging educational partners is a high priority for the Bonsall Unified School District. Ongoing engagement is crucial to create mutually respectful, supportive, and collaborative environments. This engagement fosters meaningful dialogue that helps us collectively to determine goals and actions that lead to academic success for all students. A significant effort this year to increase educational partner engagement and to deepen communication and collaboration has been the formation of our BUSD Design Team. During the 2022-2023 school year, BUSD formed a Design Team, a diverse group of educational partners, to help define our BUSD Framework for the Future. The Framework for the Future will provide a north star that defines the learner outcomes, learning experiences, and enabling conditions to inform decision-making and prioritization. Educational partner engagement for this work began with student forums conducted at each school site in September of 2022. Following these forums, the Design Team met on October 17, November 14, January 9, February 7, April 11, and May 9 to reflect on student voice and learner experience, define learner profile outcomes, finalize the BUSD Learner Profile, and prototype the BUSD Learning Model. In addition, feedback sessions were held at each school site in March and April to gather more input. In addition, throughout the 2022-2023 school year, BUSD has also provided numerous public venues for educational partners to convene and provide additional input, and educational partners were invited to participate in various surveys.	BUSD will maintain an intentional focus on supporting all students, parents, and staff through improved engagement and involvement so that we can seek more meaningful input for decision-making. An area of improvement is further implementing inclusive and transparent processes that encourage diverse perspectives. BUSD administers regular surveys and offers opportunities for families, students, and community members to voice their opinions, concerns, and suggestions. Participation in these opportunities should be more reflective of all of our underrepresented families and student groups.	BUSD has formed an Equity Team to increase our collective understanding of cultural diversity and issues of equity that our students are facing. We aim to determine steps we can take together to mitigate these equity issues and ensure that all students are included, valued, and supported. In addition to attending the SDCOE Equity Conference, our Equity Team has met to reflect on data and the impact of belonging on our students and our culture. BonsallUnified is honored to serve a significant population of students from the Pala Band of Mission Indians, and BUSD continues to foster a strong relationship with tribal leadership and with our families and students from our native population. We have collaborated with Tribal Council, SDSU, SDCOE, and CSUSM to seek new ways to support our American Indian students. Our team is working now to develop a professional development plan for our staff and to form both a TK-12 Native American Student Success PLC and a Native Learner Advisory Committee, in partnership with representatives from Pala Tribal Council, to support us in investigating equity perspectives for continuous improvement.	4	4	4	5	3	4	4	4	3	3	3	4	Met		28JUN2023	2023
37768516113468	Vivian Banks Charter	3																						Not Met For Two or More Years			2023
37770990000000	SBE - Grossmont Secondary	3	The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 99% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 97.9% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 97.7% of parents report that the school provides innovative and engaging learning environments.	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. GSS regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Utilization of Parent Square further provides communication and engagement of educational partners with the school.	The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal to participate in at least 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.	Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed.	GSS is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals.	The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2022-2023 the school received input from over 180 students and parents and used the results in the development of the 2023-2024 LCAP.	Educational partner input into decision making is actively sought through multiple venues. GSS will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
37770990136077	Grossmont Secondary	3	The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 99% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 97.9% of parents and 100% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 100% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 97.7% of parents report that the school provides innovative and engaging learning environments.	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. GSS regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Utilization of Parent Square further provides communication and engagement of educational partners with the school.	The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal to participate in at least 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.	Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed.	GSS is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals.	The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2022-2023 the school received input from over 180 students and parents and used the results in the development of the 2023-2024 LCAP.	Educational partner input into decision making is actively sought through multiple venues. GSS will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
37771070000000	SBE - Sweetwater Secondary	3	The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 99.2% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 98.5% of parents and 98.8% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 97.7% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98.5% of parents report that the school provides innovative and engaging learning environments.	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. SSS regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Utilization of Parent Square further provides communication and engagement of educational partners with the school.	The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal to participate in at least 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.	Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed.	SSS is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals.	The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2022-2023 the school received input from nearly 300 students and parents and used the results in the development of the 2023-2024 LCAP.	Educational partner input into decision making is actively sought through multiple venues. SSS will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
37771070136473	Sweetwater Secondary	3	The school engages educational partners in meaningful participation of the school’s programs and systems of continuous improvement. The school partners with families to create a Pathways Personalized Education Plan (PPEP) for each student that reflects their strengths, learning style, interests, and post-secondary goals. In partnership with parents, school staff monitor student progress towards PPEP goals and systematically adjust throughout the school year. This process is built on an established trusting relationship between school and family whereas parents are provided with opportunities to provide input into their student’s education plan and into the school’s overarching goals, actions, and services. Results from the school’s annual survey indicate that 99.2% of parents report being able to provide input and feedback to the school through multiple ways. Based on stakeholder Needs Assessment, the school has identified that a primary requirement of students and parents is a safe and supportive learning environment. Survey results indicate that 98.5% of parents and 98.8% of students report that their school is safe and supportive. Additionally, the school values the partnership between school staff and families as the foundation of parent and family engagement. Over 97.7% of parents report that they have a high satisfaction rate with their student’s teacher. To further engage parents and families in the instructional program, the school has prioritized providing learning environments that are innovative and engaging. 98.5% of parents report that the school provides innovative and engaging learning environments.	Engaging educational partners is an ongoing and sustained process focused on designing an educational program to meet student and community needs to ensure opportunities and outcomes are improved for all students. SSS regularly consults with educational partners throughout the school year to understand the academic, social-emotional and physical needs of students and families. The school utilizes multiple methods to conduct meaningful engagement, including school events, trainings, meetings, committees and surveys. Additionally, the school’s educational model is centered on a strong school-to-home partnership. This partnership allows school staff to consult with students, parents and family members on a regular basis to discuss individual needs. All information received from educational partners is organized and analyzed to determine if existing programs and services are effective in meeting the needs of the school community and if new approaches are needed.	To improve the engagement of underrepresented families the schools will address needs on several fronts. School materials will be translated and of interpreters made available for calls and meetings. The school will issue continue to Chromebooks and internet data plans to households in need of home technology. Increased Family Learning Series offerings to families focused on how to best support their child in academics, college/career interests, instructional support and health and safety for parents and families will be available.  Utilization of Parent Square further provides communication and engagement of educational partners with the school.	The school provides professional learning and support to teachers, support staff, and leadership to improve the school’s capacity to partner with educational partners and provide a high-quality education for every student. Currently, 100% of teachers have exceeded the school’s goal to participate in at least 60 hours of professional learning. The school establishes formal partnerships with community-based organizations and non-profit organizations to provide services and support for students and families in the areas of family, food, housing, health, mental health, and college and career. The school has several formal partnerships providing services and support to families throughout the school year.	Based upon information collected from students, the school will maintain or expand the existing list of CTE Pathways and Early College Credit partnerships to provide a broad and rigorous course of study while preparing students for post-high school pathways. In addition, the school is focused on providing students with additional counseling services to support and plan for post-high school pathways. The school will issue Chromebooks and internet data plans to households in need of home technology through the school’s connect program, managed by the school’s Equity and Inclusion Department which is focused on increasing opportunities for all students to succeed. In addition, a partnership with a local non-profit tutoring organization will provide additional academic tutoring opportunities for their students – particularly focused in Mathematics and ELA. To better facilitate school to home two-way communication and input with English Learner households, school materials will be translated as translators provided when needed.	SSS is fully committed to continuously improving the engagement of underrepresented families with our partnerships supporting student outcomes.  This includes working to increase community-based partnerships that support the needs of our educational partners. These include resources for academic, physical, and social emotional needs of students to eliminate barriers to each student successfully achieving their Personalized Pathway Educational Plan goals.	The school engages educational partners in its processes for continuous improvement and prioritizes building capacity of staff and families to engage in advisory groups and decision making. The school provides training for School Site Council members annually and holds regular meetings to develop, refine, and update the LCAP Federal Addendum. The school provides training for English Learner Advisory Committee members annually and holds regular meetings to develop refine and update the English Learner Plan. The families of students in Special Education are engaged through the Community Advisory Committee that provides trainings, resources, supports, and feedback opportunities throughout the school year. The school holds a variety of Resource Center events that focus on family engagement and provide opportunities for input into the school’s programs. Additionally, the school seeks input into the Local Control Accountability Plan (LCAP) through an annual survey. In 2022-2023 the school received input from nearly 300 students and parents and used the results in the development of the 2023-2024 LCAP.	Educational partner input into decision making is actively sought through multiple venues. SSS will continue to seek to improve input into decision making from our educational partners through the implementation of parent square as a communication tool, soliciting input and educational partner feedback through annual engagement surveys, opportunities to participate in Parent nights, Senior nights, Family Learning opportunities, representation on the School Council, the English Language Advisory Committee, and involvement in College/Career week.	School staff will provide opportunities for students, parents, and family members to receive school information and resources at Open House and Senior Night Events. The school has also enhanced the Family Learning Series, which is ongoing and sustained training for parents and family members focused on their individual needs. The Family Learning Series is also committed to empowering parents and family members to be part of the school planning process – which includes reviewing schoolwide student engagement, achievement, and college/career readiness data. Instructional staff utilize ParentSquare to engage and communicate with students, parents and family members regarding the educational program and opportunities for input and engagement. Interactive?English Learners?Advisory Committee (ELAC) meetings will seek to increase?parent participation and input into the English Learner Plan, including an annual Needs Assessment. The school will provide translated materials and resources for parents and family members of English Learners.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
37771560000000	SBE - Vista Springs Charter	3	One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, field trips, and school site council, and we communicate these opportunities to families.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals.	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference.	Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, weekly updates, and newsletters. All Springs caregivers are invited to take part in Parent Ignite! in which breakout sessions are offered on a variety of topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year.	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families. Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making.	We will increase our opportunities for family members to engage in advisory groups and decision-making, especially in seeking input from underrepresented groups in the community.	In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Pupil Services and Homeless Youth Liaison to develop this plan.	4	5	4	5	4	4	4	4	3	3	4	4	Met		08JUN2023	2023
37771560137323	Vista Springs Charter	3	One of the LEA's pillars of personalized learning is to create a caring community. This is an area of strength for the LEA and we prioritize creating welcoming environments and open communication with all of our educational partners. We believe it is essential to know the whole child and this includes knowing and supporting their families. Teachers and leaders use a variety of assessments and assignments to help us do so. For example, we give parents and students learning/educating strengths finders assessments, and learning styles assessments, along with other ways to evaluate and identify interests, strengths, and areas of need. We provide opportunities for families across programs to engage in the school community in a multitude of ways such as math nights, parent education, field trips, and school site council, and we communicate these opportunities to families.	Our focus area continues to help staff learn more about every student's whole family, including cultures and languages, to ensure that there are ample opportunities for celebrating varied cultures, traditions, and rituals.	We provide opportunities for parents and families to connect with school leaders and other families through targeted events including our Parent Ignite Conference.	Our pillars of personalized learning and core values are embedded in the school culture which supports family relationships. We believe that the community is the classroom and we partner with parents in the education of their students. We support and train families in strategies to support student learning through professional development opportunities, parent/student education workshops, and our parent education courses and student center signature events. We provide information through parent information handbooks, online platforms, weekly updates, and newsletters. All Springs caregivers are invited to take part in Parent Ignite! in which breakout sessions are offered on a variety of topics of interest. Personalized learning goals for every student are established in partnership with their families so that students work on goals in the school and home settings. Student centers have open forums such as coffee with the principal, open house, email, and newsletter communication in place to provide parent input and access to resources for home-to-school connections. The school policies and procedures are outlined in our Springs parent handbook and parents are made aware of their legal rights to provide input, appeal decisions, and advocate for their students. Parents can also provide input in surveys that are given two times a year.	Survey data is used to make positive changes in our learning communities. We provide ongoing professional learning and support to strengthen teachers' and leaders' abilities to partner with families. Our area of focus will continue to improve the development of teachers and leaders in understanding specific ways to engage families including underrepresented families. Our focus will be on providing training and support for understanding social and emotional needs and the increased need for support in this post-pandemic time.	Supporting healthy SEL in the home and the school is essential to learning. Areas of need are more prevalent in underrepresented families and we will increase support in those areas of the school. Professional development will include understanding how to create more opportunities for underrepresented families to participate in the learning community whether online or at a student center. We will seek input from our leaders who are doing this well.	The LEA's strengths are in soliciting parent feedback through a variety of surveys and providing family engagement activities at the school and district levels. We involve families in our WASC visits as well as in visits from our authorizers. We included parents on our literature review committees and those groups included parents of underrepresented students from within the school community. We have established advisory groups and have created opportunities for parent input. Student centers and online programs host various parent-teacher events, provide parent courses (based on parent-designated needs), and host monthly parent forums. We have improved the engagement of underrepresented families by increasing opportunities for families to work in advisory groups including DELAC and School Site Council to collaborate with leadership for decision-making.	We will increase our opportunities for family members to engage in advisory groups and decision-making, especially in seeking input from underrepresented groups in the community.	In part, we will ensure that parent forums/town hall meetings include topics that will be geared toward underrepresented families and ensure that they have a voice in decision-making. We will collaborate with our Pupil Services and Homeless Youth Liaison to develop this plan.	4	5	4	5	4	4	4	4	3	3	4	4	Met		08JUN2023	2023
37771640000000	SBE - College Preparatory Middle	3	Building trusting relationships with our students and their families is just as important as building an effective academic program. Now more than ever, instruction should also focus on building connections and avenues for student and family engagement. When schools and families work together-students achieve! We fully believe it is the relationships that we have with our families that make our school so successful, and as we are able to return back to our campus-we do it with a renewed focus on fostering opportunities for meaningful engagement. 92% of our families state that they feel welcomed on campus and 88% state they are invited/encouraged to attend school activities and functions. 89% say they receive regular communications and are well informed about what is going on at school.	We continue to look for ways to establish processes by which families can become actively engaged in their student’s educational progress and support their academic learning at home. Our goal is to establish opportunities to foster communication, strengthen the home-school connection, and create opportunities for meaningful family engagement. We plan to explore and develop more avenues to increase communication and parent participation in our school activities.	Increasing our outreach to individual families. Addition of staff to make those individual contacts.	Building trusting relationships with our students and their families is just as important as building an effective academic program. Now more than ever, instruction should also focus on building connections and avenues for student and family engagement. When schools and families work together-students achieve! We fully believe it is the relationships that we have with our families that make our school so successful, and as we have been able to return back to our campus-we do it with a renewed focus on fostering opportunities for meaningful engagement.	We continue to explore ways to engage families with the various departments on campus and will strive in the 23-24 year to offer more curriculum based opportunities for parents to become engaged in their student’s learning. Now that some of the COVID-19 health restrictions have been lifted, we are looking forward to more “in person” meetings to engage with families and strengthen the home-school partnership.	Our goals and actions are aimed toward increasing the academic achievement of all CPMS students and engaging parents and community partners through education, communication and collaboration that promote student success. We will continue to develop ways to deliver meaningful engagement activities-including via personal family invitation to promote increased participation.	2. 90% of our families believe their student is receiving a quality education at CPMS. 88% agree that they are invited and encouraged to attend school functions. We meet monthly with our parent advisory committee (PTSA) and look for their input/opinions on how to best serve the needs of all students on campus.	We have recently developed our ELAC on our campus and look forward to developing it with our families to help increase engagement and participation.	While designed with our special populations of students at the forefront, all students at CPMS fully participate in every aspect of our daily school program with the expectation that every student enrolled in CPMS receives a rigorous academic program that meets grade level standards.  In order to support strong academic gains for all of our students, we rely on our families to provide feedback as to the quality of their children’s progress and learning. 90% of our families believe their student is receiving a quality education at CPMS. 88% agree that they are invited and encouraged to attend school functions. We will strive to increase that percentage and increase participation.	5	5	5	5	5	5	4	5	4	3	4	4	Met		14JUN2023	2023
37771640137356	College Preparatory Middle	3	Building trusting relationships with our students and their families is just as important as building an effective academic program. Now more than ever, instruction should also focus on building connections and avenues for student and family engagement. When schools and families work together-students achieve! We fully believe it is the relationships that we have with our families that make our school so successful, and as we are able to return back to our campus-we do it with a renewed focus on fostering opportunities for meaningful engagement. 92% of our families state that they feel welcomed on campus and 88% state they are invited/encouraged to attend school activities and functions. 89% say they receive regular communications and are well informed about what is going on at school.	We continue to look for ways to establish processes by which families can become actively engaged in their student’s educational progress and support their academic learning at home. Our goal is to establish opportunities to foster communication, strengthen the home-school connection, and create opportunities for meaningful family engagement. We plan to explore and develop more avenues to increase communication and parent participation in our school activities.	Increasing our outreach to individual families. Addition of staff to make those individual contacts.	Building trusting relationships with our students and their families is just as important as building an effective academic program. Now more than ever, instruction should also focus on building connections and avenues for student and family engagement. When schools and families work together-students achieve! We fully believe it is the relationships that we have with our families that make our school so successful, and as we have been able to return back to our campus-we do it with a renewed focus on fostering opportunities for meaningful engagement.	We continue to explore ways to engage families with the various departments on campus and will strive in the 23-24 year to offer more curriculum based opportunities for parents to become engaged in their student’s learning. Now that some of the COVID-19 health restrictions have been lifted, we are looking forward to more “in person” meetings to engage with families and strengthen the home-school partnership.	Our goals and actions are aimed toward increasing the academic achievement of all CPMS students and engaging parents and community partners through education, communication and collaboration that promote student success. We will continue to develop ways to deliver meaningful engagement activities-including via personal family invitation to promote increased participation.	2. 90% of our families believe their student is receiving a quality education at CPMS. 88% agree that they are invited and encouraged to attend school functions. We meet monthly with our parent advisory committee (PTSA) and look for their input/opinions on how to best serve the needs of all students on campus.	We have recently developed our ELAC on our campus and look forward to developing it with our families to help increase engagement and participation.	While designed with our special populations of students at the forefront, all students at CPMS fully participate in every aspect of our daily school program with the expectation that every student enrolled in CPMS receives a rigorous academic program that meets grade level standards.  In order to support strong academic gains for all of our students, we rely on our families to provide feedback as to the quality of their children’s progress and learning. 90% of our families believe their student is receiving a quality education at CPMS. 88% agree that they are invited and encouraged to attend school functions. We will strive to increase that percentage and increase participation.	5	5	5	5	5	5	4	5	4	3	4	4	Met		14JUN2023	2023
37771720000000	SBE - Baypoint Preparatory Academy San Diego	3	To build relationships between school staff and families, BPA-SD elicits substantial representation and meaningful members’ engagement of all educational partners to communicate in a variety of ways, including surveys, text messaging, school website posting, and on-site/video conferencing meetings throughout the academic year.  Resources are introduced and communicated in English and Spanish to all families during student orientation. Invitations and notifications to school and local community events are sent out in both languages throughout the year and are communicated through various methods, including email, social networking sites, class/school website postings, monthly newsletters, phone calls, etc.  Communication with families is timely and clear throughout the year to provide resources, elicit feedback, and share further improvements. Each communication method invites families to reach out and/or schedule an appointment to address any concerns they may have in addition to regularly scheduled Student/Parent/Teacher Conferences.	BPA-SD references the California Dashboard and internal i-Ready results to address areas needing improvement per Local Control and Accountability Plan goals (LCAP). All data gathered is used to inform educational partners of student progress and shared during parent/teacher conferences.   Further, the Parent Advisory Committee (PAC), as well as the Educational Partners Committee: School Site Council, Wellness Committee, English Learners Advisory Committee, and District English Learner Advisory Committee (ESWED), meet monthly/quarterly to work collaboratively with school staff to review, develop and recommend new strategies in support of students’ academic goals and students’ social-emotional well-being. Further, BPA-SD educational partners engage and collaborate to cultivate academic and social experiences (educational school events on and off campus: cultural events, parent workshops, etc.).  It is a joint effort of educational partners to build and shape working relationships among the community members to ensure that all students succeed.	BPA-SD designated PAC and ESWED committees to build educational partners' knowledge on all aspects of BPA-SD programs to provide meaningful input. These committees support BPA-SD to establish a strong partnership and foster empathetic, transparent, and resilient relationships with families. BPA-SD continuously strives to establish trust by maintaining positive communication to create an environment for underrepresented families so that all students have an opportunity to thrive academically and socially.	Looking holistically, BPA-SD’s educational model and its educational programs allow instructional staff to be involved in a targeted investigation of each student’s immediate and long-term needs, this provides instructional staff the opportunity to address individual student needs, leaving no margin for inequality amount students' subgroups, including at-risk students. BPA-SD actively partners with educational partners to support students' academic success and personal goals.  BPA-SD has adopted and implemented processes and procedures to involve staff in shared decision-making and self-reflection and has encouraged staff to take accountability for supporting student learning throughout all programs. This involves staff meetings, training sessions, and professional development. Instructional staff qualifications are further developed through ongoing professional development. Feedback from staff regarding professional development and effectiveness of the training further provides the administration with valuable insights to best assist instructional staff in catering to the BPA-SD students and families' diverse populations.	BPA-SD improvement in Building Partnerships for Student Outcomes is ongoing. BPA-SD strives to ensure that students and staff have a clean, safe, and positive learning environment. Of equal importance is the growth and support of students' social and emotional skills as they matriculate various grade levels. While the blended learning model stresses individualized student growth, the engagement with the entire school allows for prolonged student success. The commitment to promoting the entire school community as a whole provides advancement to students beyond the borders of the school.	BPA-SD leadership and instructional staff continually examined quantitative and qualitative assessment data to drive and improve the instruction aligned with the CCSS. Blended Learning models and station rotations were developed to ensure individualized learning paths and outcomes for at-risk students.  BPA-SD has an effective system to determine and monitor at-risk students’ growth and progress where instructional staff, with the support of academic coaches, implements targeted intervention time. Instructional staff members have weekly meetings to verify student progress in the standards taught, in order to ensure that all grade levels are working towards meeting their targeted goals. Instructional staff used rubrics from the published curriculum programs and online resources, which play a role in the teachers’ determination of the student’s progress toward mastering the CCSS. Throughout the year, benchmark student achievement data is analyzed among the instructional staff during meetings and professional development days. Analysis of assessment results assists instructional staff in providing a personalized education experience, communicating effectively with underrepresented families, and providing resources to meet the set goals for their students.	Families and school community engagement and progress in seeking input for decision-making are vital to the success of all students. BPA-SD is committed to shaping authentic family-school partnerships in meaningful ways that systemically involve families across all grade levels. This partnership requires the commitment of all educational partners to contribute to the success of the organization. The accountability of all members increases BPA-SD students’ performance in the area of test scores, building self-esteem, and consistent daily student attendance and families’ attendance and participation at PAC and ESWED meetings and school events.  Further, full attendance for each instructional day is vital to student academic success. BPA-SD strives to unify students, families, and instructional staff to support student learning. To achieve this, BPA-SD leadership offers support and resources to students and families to eliminate obstacles and ensure that students are engaged and meeting academic goals.	BPA-SD leadership provides students, staff, families, and the community with the opportunities for engagement that is essential to the success of all students, including at-risk students. Welcoming environment, volunteering opportunities, classroom culture, extracurricular activities, school-wide projects, and school events are ongoing and encouraged to contribute to BPA-SD students’ performance in the area of test scores, building self-esteem, and consistent daily attendance.	The school-wide implementation of revised and additional programs, services, and staff professional learning opportunities are intended to, and will continue to, foster a positive and inclusive learning environment, especially for at-risk students. Further, the data and feedback on programs and services from underrepresented families increase educational partners’ knowledge and opportunities to engage in decision-making (Parent/Teacher conferences, Surveys, PAC and ESWED meetings, etc.).  To help identify students’ areas of need, all educational partners are given an opportunity to engage in discussions to help identify support strategies for all BPA-SD students, including at-risk students. BPA-SD students, underrepresented families, and staff conveyed that social-emotional well-being, opportunities for school-wide engagement, the need for targeted academic support in the area of foundational skills as well as innovative and engaging curriculum are vital to students’ success.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
37771720138099	Baypoint Preparatory Academy - San Diego	3	To build relationships between school staff and families, BPA-SD elicits substantial representation and meaningful members’ engagement of all educational partners to communicate in a variety of ways, including surveys, text messaging, school website posting, and on-site/video conferencing meetings throughout the academic year.  Resources are introduced and communicated in English and Spanish to all families during student orientation. Invitations and notifications to school and local community events are sent out in both languages throughout the year and are communicated through various methods, including email, social networking sites, class/school website postings, monthly newsletters, phone calls, etc.  Communication with families is timely and clear throughout the year to provide resources, elicit feedback, and share further improvements. Each communication method invites families to reach out and/or schedule an appointment to address any concerns they may have in addition to regularly scheduled Student/Parent/Teacher Conferences.	BPA-SD references the California Dashboard and internal i-Ready results to address areas needing improvement per Local Control and Accountability Plan goals (LCAP). All data gathered is used to inform educational partners of student progress and shared during parent/teacher conferences.   Further, the Parent Advisory Committee (PAC), as well as the Educational Partners Committee: School Site Council, Wellness Committee, English Learners Advisory Committee, and District English Learner Advisory Committee (ESWED), meet monthly/quarterly to work collaboratively with school staff to review, develop and recommend new strategies in support of students’ academic goals and students’ social-emotional well-being. Further, BPA-SD educational partners engage and collaborate to cultivate academic and social experiences (educational school events on and off campus: cultural events, parent workshops, etc.).  It is a joint effort of educational partners to build and shape working relationships among the community members to ensure that all students succeed.	BPA-SD designated PAC and ESWED committees to build educational partners' knowledge on all aspects of BPA-SD programs to provide meaningful input. These committees support BPA-SD to establish a strong partnership and foster empathetic, transparent, and resilient relationships with families. BPA-SD continuously strives to establish trust by maintaining positive communication to create an environment for underrepresented families so that all students have an opportunity to thrive academically and socially.	Looking holistically, BPA-SD’s educational model and its educational programs allow instructional staff to be involved in a targeted investigation of each student’s immediate and long-term needs, this provides instructional staff the opportunity to address individual student needs, leaving no margin for inequality amount students' subgroups, including at-risk students. BPA-SD actively partners with educational partners to support students' academic success and personal goals.  BPA-SD has adopted and implemented processes and procedures to involve staff in shared decision-making and self-reflection and has encouraged staff to take accountability for supporting student learning throughout all programs. This involves staff meetings, training sessions, and professional development. Instructional staff qualifications are further developed through ongoing professional development. Feedback from staff regarding professional development and effectiveness of the training further provides the administration with valuable insights to best assist instructional staff in catering to the BPA-SD students and families' diverse populations.	BPA-SD improvement in Building Partnerships for Student Outcomes is ongoing. BPA-SD strives to ensure that students and staff have a clean, safe, and positive learning environment. Of equal importance is the growth and support of students' social and emotional skills as they matriculate various grade levels. While the blended learning model stresses individualized student growth, the engagement with the entire school allows for prolonged student success. The commitment to promoting the entire school community as a whole provides advancement to students beyond the borders of the school.	BPA-SD leadership and instructional staff continually examined quantitative and qualitative assessment data to drive and improve the instruction aligned with the CCSS. Blended Learning models and station rotations were developed to ensure individualized learning paths and outcomes for at-risk students.  BPA-SD has an effective system to determine and monitor at-risk students’ growth and progress where instructional staff, with the support of academic coaches, implements targeted intervention time. Instructional staff members have weekly meetings to verify student progress in the standards taught, in order to ensure that all grade levels are working towards meeting their targeted goals. Instructional staff used rubrics from the published curriculum programs and online resources, which play a role in the teachers’ determination of the student’s progress toward mastering the CCSS. Throughout the year, benchmark student achievement data is analyzed among the instructional staff during meetings and professional development days. Analysis of assessment results assists instructional staff in providing a personalized education experience, communicating effectively with underrepresented families, and providing resources to meet the set goals for their students.	Families and school community engagement and progress in seeking input for decision-making are vital to the success of all students. BPA-SD is committed to shaping authentic family-school partnerships in meaningful ways that systemically involve families across all grade levels. This partnership requires the commitment of all educational partners to contribute to the success of the organization. The accountability of all members increases BPA-SD students’ performance in the area of test scores, building self-esteem, and consistent daily student attendance and families’ attendance and participation at PAC and ESWED meetings and school events.  Further, full attendance for each instructional day is vital to student academic success. BPA-SD strives to unify students, families, and instructional staff to support student learning. To achieve this, BPA-SD leadership offers support and resources to students and families to eliminate obstacles and ensure that students are engaged and meeting academic goals.	BPA-SD leadership provides students, staff, families, and the community with the opportunities for engagement that is essential to the success of all students, including at-risk students. Welcoming environment, volunteering opportunities, classroom culture, extracurricular activities, school-wide projects, and school events are ongoing and encouraged to contribute to BPA-SD students’ performance in the area of test scores, building self-esteem, and consistent daily attendance.	The school-wide implementation of revised and additional programs, services, and staff professional learning opportunities are intended to, and will continue to, foster a positive and inclusive learning environment, especially for at-risk students. Further, the data and feedback on programs and services from underrepresented families increase educational partners’ knowledge and opportunities to engage in decision-making (Parent/Teacher conferences, Surveys, PAC and ESWED meetings, etc.).  To help identify students’ areas of need, all educational partners are given an opportunity to engage in discussions to help identify support strategies for all BPA-SD students, including at-risk students. BPA-SD students, underrepresented families, and staff conveyed that social-emotional well-being, opportunities for school-wide engagement, the need for targeted academic support in the area of foundational skills as well as innovative and engaging curriculum are vital to students’ success.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
38103890000000	San Francisco County Office of Education	3	A district wide Coordinated Care Team implementation guide was co created with students and families through an advisory group model. The Coordinated Care team model draws from the SFUSD Family Partnership model and focuses on Tier 1 action for all students and families by centering coordination and thoughtful partnership with students and families at the  table. School site staff are provided asynchronous  resources to support family partnership.  Progress: The training and support for school sites to launch their coordinated care teams began in September 2021 and schools have been supported since then in developing and supporting their coordinated care team to include participation by families: SFSD Student Support Programs Coordinated Care Team Implementation Guide Crisis Response Resources The Family Partnership Team has developed Toolkits, which include checklists, rubrics, and tipsheets to support school sites in having effective Family Teacher Conferences. The toolkits are accessible through the SFUSD website. The SFUSD Family Partnership Planning & Implementation Process best practice area of Support Navigating SFUSD provides families with resources to advocate for their children. Participation and use is not mandatory. Provided lunch and learn to school site administrators on L&L Coordinated Care for Truancy- Tier 3 focusing on supports for families.	Our Parent Advisories have tirelessly worked to respond to, reach out to and connect with our family and caregiver communities. Their efforts have been nothing short of heroic over the past three years of the ongoing Covid 19 pandemic. It is worth naming that the majority of these efforts have come from the “coalition of the willing,” family members who go above and beyond often without recognition and certainly without compensation in service of each and every student, irregardless of whether their own children are within those efforts. SFUSD has a robust group of family councils and committees (https://www.sfusd.edu/advisory-councils-committees) and we plan to implement 3 additional advisory bodies reflection of our community:  a Latinx Parent Community Committee (LPCC), Queer Trans Advisory Council (QT PAC) and Asian American Parent Advisory Committee. There are multiple district level committee where we will partner with families to ensure consultation and collaboration on our plans:   Board of Education Community Conversations LCAP Advisory Committee Guardrail 1: District Advisory Committee (in development) Guardrail 1: High School Task Force Guardrail 1: Academic Calendar  Guardrail 1: Math Policy Citizens' Bond Oversight Committee (CBOC) Student Success Fund (led by Department of Youth and Family Services)  Our current advisory groups and such committees have been instrumental in gathering family voice. Further, this work has helped amplify both specific and collective areas of feedback for how we as a district must do better on behalf of the students and families we serve. Our parent advisory groups illuminate the bright spots in our communal work and celebrate the achievement of our focal students.	We aim to strengthen the engagement of underrepresented families by strengthening our current structures for school/district- family partnership and building new ones to better partner with parents and caregivers in order to achieve our Goals and Guardrails. We plan to re-imagine our current LCAP Task Force so that it is more representative of parents/caregivers across our PK-13 district and county. Representation on the LCAP Advisory Committee is an opportunity for parents and guardians to actively contribute to the formation, growth, and development of San Francisco Unified School District’s and San Francisco County Office of Education’s Local Control and Accountability Plan. LCAP Advisory Committee members will play a key role in developing a new three year plan for school years 2024-2027.   We also intend to build capacity for our family liaisons by re-establishing a monthly PLC for them to come together, learn from one another and share best practices locally as well as align with efforts at the district level. This will be the first time in four years that such a PLC for this key role will be held.	Anchoring in a collective vision for our instructional goals and our guardrails has helped our community on a singular focus around student achievement.   On Oct. 15, 2022, the San Francisco Board of Education took part in a 6-hour workshop to update our draft vision, values, goals, and guardrails; these components will serve as the district’s compass for the next five years. We anticipate approving the final versions at our Oct. 25 board meeting.  The board of education’s primary role is to represent the community’s vision and values for public education. Because San Francisco is a diverse community with many different perspectives, no single board member can understand the community’s viewpoints. Rather, it takes all seven board members collectively to represent the community.  So, we did something unprecedented in San Francisco’s recent history–over the course of six weeks, all seven board members conducted an extensive community listening campaign to better understand the community’s vision and values.  Supported by the board office staff, we facilitated 20+ in-person and virtual listening sessions, conducted an online survey, and  reviewed recent advisory council and committee recommendations. Overall, we collected almost 4,000 pieces of input across 988 individuals. Most importantly, parents, grandparents, guardians, staff, students, and community members took time to share their perspectives. We are incredibly grateful for everyone’s time and input.  We then asked the Council of the Great City Schools to independently analyze the community’s input. Using this analysis, we refined our proposed vision, values, goals, and guardrails. You can find a recap of our Oct. 15 workshop online. At our Oct. 25 board meeting, we will share more about our proposed vision, values, goals, and guardrails.	We must continue to make strides in our efforts to build trusting relationships between school staff and families. While it remains true that school sites are not mandated to implement best practices as captured in the family partnership toolkits, many of our sites are doing amazing work that we need to lift up, celebrate and share as examples for other sites to learn from. We are focused on strengthening our systems for 2 way communication, specifically around the use of ParentVue as a tool for such efforts. We must continue to build the capacity of our staff to ensure our systems for family engagement are running effectively and efficiently- everything from school site SSCs and ELACs to district Advisory Committees and the LCAP Task Force.	As an LEA, we need to create more systems and structures that are implemented with fidelity across all schools so that school sites build their capacity to engage with all families - particularly underrepresented families. This continues to be a struggle to resource given the ongoing budget deficit and competing priorities. We plan to strengthen outreach by both convening families to join various advisory groups and district committees but also go to the places that families are already gathering (schools) and working more closely with community stakeholders to partner in this effort.	We engage and partner with our community in a variety of ways. We have made progress by better aligning around the type of end-user experience we want our families and educational partners to experience and thus have been developing a common set of practices, using a common set of resources to connect, collaborate and gather feedback for ongoing improvement.	We aim to design our community engagement strategies and meeting agendas to be inclusive of the following these 4 steps: Frame the Project, Gather Input, Communicate the Decision, and Ongoing Review. Sharing the information identified in each step will help us develop common expectations with our community and educational partners and provide valuable information about educational partners’ involvement and the impact of their input. We must do a better job of framing the type of engagement we are asking of the community:  Hierarchical (independent)- Leader makes a decision for a group with little or no input.  Consultative - Leader seeks input and advice from the group before making a decision for a group, but then makes the final decision himself or herself.  Consensus - Decision is reached by the group as a whole.  Majority (democratic) - Decision is made by voting or a show of hands.   Further, we must then return to the community to follow up and share what direction we are going based on their feedback and input.	Specifically, by adhering to our guardrails of:  Effective Decision-Making: The superintendent will not make major decisions without utilizing a process — that includes meaningful consultation with the parents/guardians, students, and staff who will be impacted by those decisions — at the inception, adoption, and review. and Strategic Partnerships: The Superintendent will not impede collaboration with the City of San Francisco, state and federal agencies, community based organizations, philanthropic organizations, and the business community to advance the District’s goals and values. ...will enable us better enact our LCAP actions of two way communication (3.01, 3.03) and family capacity building and support (3.02, 3.04) by and not limit to strengthening our parent advisory engagement for our African American, American Indian/Alaskan Native, Latinx, Native Hawaiian/Pacific Islander, families of students with IEPs, Foster and Homeless Youth and our English Learner and Newcomer focal student populations.  Ensuring that we live our guidelines as outlined in Guardrail 1, the superintendent will not make major decisions without utilizing a process – that includes meaningful consultation with the parents/guardians, students, and staff who will be impacted by those decisions – at the inception, adoption, and review, we can better ensure that we are aligned in creating a cohesive experience for how we engage our SFUSD community.	3	3	2	3	3	3	3	3	3	3	3	3	Met		20JUN2023	2023
38684780000000	San Francisco Unified	3	A district wide Coordinated Care Team implementation guide was co created with students and families through an advisory group model. The Coordinated Care team model draws from the SFUSD Family Partnership model and focuses on Tier 1 action for all students and families by centering coordination and thoughtful partnership with students and families at the  table. School site staff are provided asynchronous  resources to support family partnership  Progress: The training and support for school sites to launch their coordinated care teams began in September 2021 and schools have been supported since then in developing and supporting their coordinated care team to include participation by families: SFSD Student Support Programs Coordinated Care Team Implementation Guide Crisis Response Resources The Family Partnership Team has developed Toolkits, which include checklists, rubrics, and tipsheets to support school sites in having effective Family Teacher Conferences. The toolkits are accessible through the SFUSD website. The SFUSD Family Partnership Planning & Implementation Process best practice area of Support Navigating SFUSD provides families with resources to advocate for their children. Participation and use is not mandatory. Provided lunch and learn to school site administrators on L&L Coordinated Care for Truancy- Tier 3 focusing on supports for families.	Our Parent Advisories have tirelessly worked to respond to, reach out to and connect with our family and caregiver communities. Their efforts have been nothing short of heroic over the past three years of the ongoing Covid 19 pandemic. It is worth naming that the majority of these efforts have come from the “coalition of the willing,” family members who go above and beyond often without recognition and certainly without compensation in service of each and every student, irregardless of whether their own children are within those efforts. SFUSD has a robust group of family councils and committees (https://www.sfusd.edu/advisory-councils-committees) and we plan to implement 3 additional advisory bodies reflection of our community:  a Latinx Parent Community Committee (LPCC), Queer Trans Advisory Council (QT PAC) and Asian American Parent Advisory Committee. There are multiple district level committee where we will partner with families to ensure consultation and collaboration on our plans:   Board of Education Community Conversations LCAP Advisory Committee Guardrail 1: District Advisory Committee (in development) Guardrail 1: High School Task Force Guardrail 1: Academic Calendar  Guardrail 1: Math Policy Citizens' Bond Oversight Committee (CBOC) Student Success Fund (led by Department of Youth and Family Services)  Our current advisory groups and such committees have been instrumental in gathering family voice. Further, this work has helped amplify both specific and collective areas of feedback for how we as a district must do better on behalf of the students and families we serve. Our parent advisory groups illuminate the bright spots in our communal work and celebrate the achievement of our focal students.	We aim to strengthen the engagement of underrepresented families by strengthening our current structures for school/district- family partnership and building new ones to better partner with parents and caregivers in order to achieve our Goals and Guardrails. We plan to re-imagine our current LCAP Task Force so that it is more representative of parents/caregivers across our PK-13 district and county. Representation on the LCAP Advisory Committee is an opportunity for parents and guardians to actively contribute to the formation, growth, and development of San Francisco Unified School District’s and San Francisco County Office of Education’s Local Control and Accountability Plan. LCAP Advisory Committee members will play a key role in developing a new three year plan for school years 2024-2027.   We also intend to build capacity for our family liaisons by re-establishing a monthly PLC for them to come together, learn from one another and share best practices locally as well as align with efforts at the district level. This will be the first time in four years that such a PLC for this key role will be held.	Anchoring in a collective vision for our instructional goals and our guardrails has helped our community on a singular focus around student achievement.   On Oct. 15, 2022, the San Francisco Board of Education took part in a 6-hour workshop to update our draft vision, values, goals, and guardrails; these components will serve as the district’s compass for the next five years. We anticipate approving the final versions at our Oct. 25 board meeting.  The board of education’s primary role is to represent the community’s vision and values for public education. Because San Francisco is a diverse community with many different perspectives, no single board member can understand the community’s viewpoints. Rather, it takes all seven board members collectively to represent the community.  So, we did something unprecedented in San Francisco’s recent history–over the course of six weeks, all seven board members conducted an extensive community listening campaign to better understand the community’s vision and values.  Supported by the board office staff, we facilitated 20+ in-person and virtual listening sessions, conducted an online survey, and  reviewed recent advisory council and committee recommendations. Overall, we collected almost 4,000 pieces of input across 988 individuals. Most importantly, parents, grandparents, guardians, staff, students, and community members took time to share their perspectives. We are incredibly grateful for everyone’s time and input.  We then asked the Council of the Great City Schools to independently analyze the community’s input. Using this analysis, we refined our proposed vision, values, goals, and guardrails. You can find a recap of our Oct. 15 workshop online. At our Oct. 25 board meeting, we will share more about our proposed vision, values, goals, and guardrails.	We must continue to make strides in our efforts to build trusting relationships between school staff and families. While it remains true that school sites are not mandated to implement best practices as captured in the family partnership toolkits, many of our sites are doing amazing work that we need to lift up, celebrate and share as examples for other sites to learn from. We are focused on strengthening our systems for 2 way communication, specifically around the use of ParentVue as a tool for such efforts. We must continue to build the capacity of our staff to ensure our systems for family engagement are running effectively and efficiently- everything from school site SSCs and ELACs to district Advisory Committees and the LCAP Task Force.	As an LEA, we need to create more systems and structures that are implemented with fidelity across all schools so that school sites build their capacity to engage with all families - particularly underrepresented families. This continues to be a struggle to resource given the ongoing budget deficit and competing priorities. We plan to strengthen outreach by both convening families to join various advisory groups and district committees but also go to the places that families are already gathering (schools) and working more closely with community stakeholders to partner in this effort.	We engage and partner with our community in a variety of ways. We have made progress by better aligning around the type of end-user experience we want our families and educational partners to experience and thus have been developing a common set of practices, using a common set of resources to connect, collaborate and gather feedback for ongoing improvement.	We aim to design our community engagement strategies and meeting agendas to be inclusive of the following these 4 steps: Frame the Project, Gather Input, Communicate the Decision, and Ongoing Review. Sharing the information identified in each step will help us develop common expectations with our community and educational partners and provide valuable information about educational partners’ involvement and the impact of their input. We must do a better job of framing the type of engagement we are asking of the community:  Hierarchical (independent)- Leader makes a decision for a group with little or no input.  Consultative - Leader seeks input and advice from the group before making a decision for a group, but then makes the final decision himself or herself.  Consensus - Decision is reached by the group as a whole.  Majority (democratic) - Decision is made by voting or a show of hands.   Further, we must then return to the community to follow up and share what direction we are going based on their feedback and input.	Specifically, by adhering to our guardrails of  Effective Decision-Making: The superintendent will not make major decisions without utilizing a process — that includes meaningful consultation with the parents/guardians, students, and staff who will be impacted by those decisions — at the inception, adoption, and review. and Strategic Partnerships: The Superintendent will not impede collaboration with the City of San Francisco, state and federal agencies, community based organizations, philanthropic organizations, and the business community to advance the District’s goals and values. ...will enable us better enact our LCAP actions of two way communication (3.01, 3.03) and family capacity building and support (3.02, 3.04) by and not limit to strengthening our parent advisory engagement for our African American, American Indian/Alaskan Native, Latinx, Native Hawaiian/Pacific Islander, families of students with IEPs, Foster and Homeless Youth and our English Learner and Newcomer focal student populations.  Ensuring that we live our guidelines as outlined in Guardrail 1, the superintendent will not make major decisions without utilizing a process – that includes meaningful consultation with the parents/guardians, students, and staff who will be impacted by those decisions – at the inception, adoption, and review, we can better ensure that we are aligned in creating a cohesive experience for how we engage our SFUSD community.	3	3	2	3	3	3	3	3	3	3	3	3	Met		20JUN2023	2023
38684780101337	KIPP Bayview Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.   KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.   KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted 20+ virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 66% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent- teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	3	3	3	4	3	3	3	3	2	Met		06JUN2023	2023
38684780101352	KIPP San Francisco Bay Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent- teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	3	4	3	3	4	3	3	2	3	3	Met		06JUN2023	2023
38684780101774	Five Keys Charter (SF Sheriff's)	3	Students and families regularly state that the staff’s focus on relationship-building is one of the overall strengths of the program as a whole. Everyone who works for Five Keys is committed to creating a welcoming environment for all students and families.	Where Five Keys can improve is around 2-way communication, making sure to provide access to all students and families in their native languages.  Additionally, to move from full implementation to sustainability, Five Keys needs to ensure that all practices are implemented equitably across all sites and for all students.	To improve the engagement of underrepresented families, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive of all families.	Five Keys has made progress in ensuring that school site staff (teacher, leaders, and administrative support) participate in professional development which had increased their capacity to create better partnerships by focusing on social-emotional learning and identifying biases that impact our ability to build partnerships for student outcomes.	Building partnerships is a continued focus for Five Keys.  As a school that started serving adults, many of these practices are in place for working with our adult students but need to be better implemented in working with our minor and TAY students and their families. COVID has taught us that we need to do a better job of utilizing multiple modalities for communication to ensure that all students are equitably getting all information.	To improve the engagement of underrepresented families in relation to building partnerships for student outcomes, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive for all families.	This year, Five Keys greatly expanded the number of stakeholders who responded to surveys and other requests for feedback. By making the opportunities for feedback available in multiple languages and modalities (i.e. paper and online, more educational partners were able to provide their input.	To improve input for decision making, the input that is requested needs to be done on a more regular basis, rather than only 1-2 times a year.  This will ensure that Five Keys is getting educational partner feedback in more real time to allow for more timely adjustments to the program.	To improve engagement with underrepresented families, Five Keys needs to continue to expand the ways that stakeholders can provide feedback.  Additionally, while continuing to allow people to provide feedback anonymously, we do need to collect demographic information to get a better understanding of who is responding and how the underrepresented are represented within the feedback	4	4	4	3	4	3	3	4	4	4	3	3	Met		29JUN2023	2023
38684780107300	City Arts & Leadership Academy	3	We work to create inclusive environments where students can be successful and parents know that we see them as critical partners in their child’s educational journey. From monthly parent meetings, including school-site and ELAC meetings, to trimester parent conferences led by their students, and advisor communication to parents throughout the school year, we keep parents informed about their child’s progress and events happening at school.  In support of the multiple touch bases with families, we work to be thoughtful about how our communication is taking into account the language needs of families. This is something that we have made strong strides in by doing things such as simultaneous translation at school meeting events. This is an area that we will continue to be mindful of and work on as we communicate with our families.	We are creating more opportunities for families to come back to campus and join in celebrations of student work, student athletic and performance events, and join in meeting with students and their teachers in person for progress updates. One thing we know will also be important is more clearly supporting our teachers who serve as student advisors to be in bi-monthly or more communication with families about their child’s academic and social progress. This way we can have families know they are welcome in our schools, able to connect with a wide range of staff and leaders at events and meetings, and have a personal connection with one adult that is directly supporting their child’s wholistic progress at school.	Almost all of our students and families come characterized as underrepresented (e.g. non-white and qualifying for free or reduced price lunch).  We will continue to engage in our proactive strategies to build relationships with our families.	We provide multiple professional development sessions with our teachers and staff around the importance of family communication and how to do it successfully. We reach out via email, text, by sending home letters, having in-person or remote meetings, and also make phone calls to ensure that we are keeping families involved. Families also have access to see their child’s grades in real time so they can support their child’s success and partner with teachers and administrators when they have any questions.	Using short family surveys as a way to check in with our families and what questions they may have for us is something that we want to do more regularly.  We have also invested in partnering with different outside organizations to support student wellness and culture initiatives at the school.	Almost all of our students and families come characterized as underrepresented (e.g. non-white and qualifying for free or reduced price lunch).  We will continue to engage in our proactive strategies to build partnerships with our families.	Parent involvement and feedback is important to us. We gather family feedback during School Site Councils as well as during our monthly whole school parent meetings. We also engage families in a review of our LCAP and gather their feedback about our needed focus areas and the strengths they have observed.  We will continue to be thoughtful about ensuring that we have supports for the different language needs that our families may have during these meetings and touchpoints.	This year we will be deepening our use of our monthly parent meetings to gather family input about a myriad of topics and activities. We will also be providing more opportunities for student ambassadors and delegates to share feedback, come up with innovative ideas, and join us in making decisions about things that will enrich the school experience for our student body.	Almost all of our students and families come characterized as underrepresented (e.g. non-white and qualifying for free or reduced price lunch).  We will continue to engage in our proactive strategies to gather input for decision-making with our families.	4	5	5	5	4	4	5	4	4	3	4	3	Met		15JUN2023	2023
38684780118141	Five Keys Independence HS (SF Sheriff's)	3	Students and families regularly state that the staff’s focus on relationship-building is one of the overall strengths of the program as a whole. Everyone who works for Five Keys is committed to creating a welcoming environment for all students and families.	Where Five Keys can improve is around 2-way communication, making sure to provide access to all students and families in their native languages.  Additionally, to move from full implementation to sustainability, Five Keys needs to ensure that all practices are implemented equitably across all sites and for all students.	To improve the engagement of underrepresented families, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive of all families.	Five Keys has made progress in ensuring that school site staff (teacher, leaders, and administrative support) participate in professional development which had increased their capacity to create better partnerships by focusing on social-emotional learning and identifying biases that impact our ability to build partnerships for student outcomes.	Building partnerships is a continued focus for Five Keys.  As a school that started serving adults, many of these practices are in place for working with our adult students but need to be better implemented in working with our minor and TAY students and their families. COVID has taught us that we need to do a better job of utilizing multiple modalities for communication to ensure that all students are equitably getting all information.	To improve the engagement of underrepresented families in relation to building partnerships for student outcomes, Five Keys will be more explicit with outreach to these families, using multiple modes of communication to ensure they are receiving the information.  Additionally, Five Keys will improve the site culture by making the signage more welcoming and inclusive for all families.	This year, Five Keys greatly expanded the number of stakeholders who responded to surveys and other requests for feedback. By making the opportunities for feedback available in multiple languages and modalities (i.e. paper and online, more educational partners were able to provide their input.	To improve input for decision making, the input that is requested needs to be done on a more regular basis, rather than only 1-2 times a year.  This will ensure that Five Keys is getting educational partner feedback in more real time to allow for more timely adjustments to the program.	To improve engagement with underrepresented families, Five Keys needs to continue to expand the ways that stakeholders can provide feedback.  Additionally, while continuing to allow people to provide feedback anonymously, we do need to collect demographic information to get a better understanding of who is responding and how the underrepresented are represented within the feedback	4	4	4	3	4	3	3	4	4	4	3	3	Met		29JUN2023	2023
38684780123265	Gateway Middle	3	At Gateway Middle School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong relationships with them.   In order to ensure that all families experience Gateway as welcoming and inclusive, we increased interpretation that was available at family events, as well as for materials that were sent home.  We also held events for our families that were aimed at ensuring they feel welcomed, valued, and safe in our school community, as well as ensuring they feel effective as partners on behalf of their students such as ongoing affinity groups for parents.  In as heterogeneous of a school setting as ours, we felt that it was important to specifically set goals related to better engaging families of historically marginalized students.	See above	See above	At Gateway Middle School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning.   One goal that we set for last school year related to parent engagement was to expand and deepen engagement and communication strategies with families, especially of historically marginalized students including workshops, seminars, etc. including through the use of technology.  In order to meet this goal, we held a variety of types of meetings and forums designed to further engage, involve and support families, especially of historically marginalized students including immigration rights forums, political candidate forums, workshops for supporting mental health needs, workshop related to impact of technology on students, and meetings related directly to students’ academic progress.	See above	See above	At Gateway Middle School, 100% of faculty and staff participated in professional development related to better engaging our families in decision-making.   We hold monthly Family Association meetings that are open to all; we have “Coffee Drop Ins” with our principals; we have parents on our Board of Trustees, and we survey families about school and student progress.  Families serve on key advisory groups related to LCAP, hiring, school culture, and programmatic advancement.	See above	See above	4	4	3	5	4	4	5	4	4	4	4	4	Met		24MAY2023	2023
38684780123505	Mission Preparatory	3	Relationships between teachers and parents are critical to our work. Mission Preparatory School actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. Virtual talks with the Executive Director have been held all year.  Our family engagement committee has met the second Tuesday of every month and we have held a state of the union address each quarter.  Additionally six LCAP meetings have been held both online and in-person.  We have hosted four parenting classes as well and provided meal boxes for families to address food scarcity in our community.  We have been able to have parents join classrooms for field trips again this year and we have many parents volunteering in classrooms and for school events.  Parents came and participated as Mystery Readers during Read Across America Week where they read books in other languages or books about their cultural traditions.  Families enjoyed sharing their culture through literature.	Mission Preparatory School has very strong relationships between school staff and families.  In terms of areas for improvement, we will continue to focus on providing more welcoming opportunities post-COVID protocols. We have planned for a 75% increase in the activities for 23-24, including a combination of academic and cultural events.	In order to improve engagement of underrepresented families, Mission Preparatory School staff will prioritize parent advocacy and outreach. As part of the Community Schools grant, we sent parents to the national conference to bring back learnings, and we surveyed parents on their ideas for what a community school looks like.  In response to feedback, we have taken several steps to improve engagement of underrepresented families.  We have an EL Parent Coordinator for the first time this year.  We added awards specifically for our English learners who reclassify.  We added cultural events for Black History and the AAPI community to bring more cultural awareness and sense of belonging to our school community.  We will continue to seek and respond to feedback as we seek to engage all of our families.	Mission Preparatory School has developed multiple practices that foster partnerships between families and staff in support of student growth. We have also been able to connect with organizations in the community to offer additional support for parents.  Our Community and Extended Learning Time Liaison conducts family outreach and supports families with information and support completing applications for after school and summer programs. We also share school-based, standardized, and state assessment data as part of individual student progress discussions with parents at parent-teacher conferences.  We held three parent-teacher conference events in 2022-23, and all had over 90% attendance.	In terms of building partnerships for student outcomes, Mission Preparatory School will continue to focus on providing learning and engagement opportunities, information, and resources for our families in support of the school-family partnership for student outcomes. In 2022-23 we held family nights devoted to English Language Arts, Math, and Science, plus a Literacy day and a variety of cultural events.  We supported families through family orientation. We held a Step Up Ceremony celebrating student success and introducing the focus for summer studies.  We also offer our parents the option of afterschool and summer opportunities for our students.   We are using technology and iReady to track student progress through the summer.  Parents get a weekly report through the summer that shows student progress.  We also provide 1:1 math tutoring with Step Up for any student 2 or more levels below grade level in math.	Mission Preparatory School plans to improve communication with underrepresented families by continuing to strengthen its outreach by increasing the amount of information we provide, expanding the way in which we communicate, and adding staff to conduct outreach. In addition to our messaging systems which are provided in parents’ preferred language, we are using more flyers and conversations at car lines and during drop off and pick up. Some parents, even with translation, may struggle to understand the messages, so these in-person opportunities help.  We also added a Community Liaison (for a total of two) to our staff to support our parents.	Mission Preparatory School values family input into decision-making about policies, programs, and events.  Each year, parent representatives are elected to our School Board and we have parent representation on our School Site Council.  We also administer a family survey each Spring to solicit feedback from families.  There is a high level of parent participation in these events and many parents are vocal about their preferences.	Mission Preparatory School is a small charter school, and as such does not have many formal advisory councils or systems in place.  There are many informal opportunities for parents to provide feedback before and after school events, during pick up and drop off, or through response to email communication from the school.  We will continue to focus on building out our advisory groups and committees.  We are working with Innovate Education to provide professional development for parent advocacy.  The school supported parents to attend the national Community Schools conference. There they received information and resources on engagement and advocacy.  We added two more parent/caregiver positions on our Board for a total of 4.  We will add a student council position as advisory on our Board for 23-24.	To meet the needs of parents who are not as vocal, we will prioritize providing many and varied opportunities for engagement.  We have held our meetings at differing times and via Zoom as well as in person.  We have increased advertising of engagement opportunities.  We have also applied some practices gleaned from our work with Innovate, including leading small discussion groups, “Listen and Learn” opportunities, with some led by parents.  Our Family Engagement Committee had 12 meetings in 2022-23, with half online and half in person, and six specific to LCAP engagement.  We plan to continue these engagement efforts.	4	5	4	4	4	4	5	3	3	3	3	4	Met		15JUN2023	2023
38684780127530	KIPP San Francisco College Preparatory	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 50% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 50% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent- teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	3	3	3	3	3	3	3	4	2	2	2	2	Met		06JUN2023	2023
38684783830429	Life Learning Academy Charter	3	We have frequent communication between the Principal, Dean, and head of Workforce Development and families with regards to attendance, employment, and general well being. We also have consistent communication between families of students living in the dorm in all areas.	LLA is starting a shared decision making model where families are more engaged in leadership decisions about the future of the school. We plan on using parental and student leadership to help with the engagement of underrepresented families. We are also working on increasing access to materials in Spanish.	At LLA we use an individualized approach to working with students and we plan on using that same approach to engaging families. We secured a grant that allows us to fund a community liaison position that will take the lead on increasing parental engagement of underrepresented families.	We piloted Hybrid model in response to parent and student feedback about challenges. Continued to provide individualized levels of familial support. Increased communication with families regarding educational options when LLA wasn’t working out. Supported families who wanted additional help having their child in therapy or connecting them with a drug counselor. Revised our attendance policy and intervention plan to help support students and their families with improving attendance.	We plan on using the community schools model to increase parental engagement and better communicate the options of support available to families.	We plan on using the community schools model to increase parental engagement and better communicate the options of support available to families.	We have had student council leaders for the past two years surveying students to get feedback on our programming and with their help we have made some improvements. We hired a community liaison to help support authentic parent engagement and to support students and families engage with the decision making processes at LLA and provide input on policies and programming. We have hired some family members to help support transportation and dormitory supervision and look forward to finding more ways to hire family members.	To develop a formalized process for shared decision making that engages families, community members, staff, and students. We have identified a core group of parents to start the engagement process and are planning a similar processes for building student engagement and leadership practices at LLA.	We secured a grant that allows us to fund a community liaison position that will take the lead on increasing parental engagement of underrepresented families.	4	4	3	4	4	4	4	4	3	2	1	1	Met		27JUN2023	2023
38684783830437	Gateway High	3	At Gateway High School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong relationships with them.   In order to ensure that all families experience Gateway as welcoming and inclusive, we increased interpretation that was available at family events, as well as for materials that were sent home.  We also held events for our families that were aimed at ensuring they feel welcomed, valued, and safe in our school community, as well as ensuring they feel effective as partners on behalf of their students such as ongoing affinity groups for parents.  In as heterogeneous of a school setting as ours, we felt that it was important to specifically set goals related to better engaging families of historically marginalized students.	See above	See above	At Gateway High School, 100% of faculty and staff participated in professional development related to better engaging our families and building strong partnerships with them on behalf of student learning.   One goal that we set for last school year related to parent engagement was to expand and deepen engagement and communication strategies with families, especially of historically marginalized students including workshops, seminars, etc. including through the use of technology.  In order to meet this goal, we held a variety of types of meetings and forums designed to further engage, involve and support families, especially of historically marginalized students including immigration rights forums, political candidate forums, workshops for supporting mental health needs, workshop related to impact of technology on students, and meetings related directly to students’ academic progress.	See above	See above	At Gateway High School, 100% of faculty and staff participated in professional development related to better engaging our families in decision-making.   We hold monthly Family Association meetings that are open to all; we have “Coffee Drop Ins” with our principals; we have parents on our Board of Trustees, and we survey families about school and student progress.  Families serve on key advisory groups related to LCAP, hiring, school culture, and programmatic advancement.	See above	See above	4	4	3	5	4	4	5	4	4	4	4	4	Met		24MAY2023	2023
38684786040935	Thomas Edison Charter Academy	3	TECA staff have developed the capacity to build relationships with our community and continue to make this a priority, and to sustain this engagement organization. Nearly all parents feel welcome at the school and believe it to be a safe place for their family as indicated by our most recent Community Survey.	TECA will be launching a new Student Information System (SIS), which contains new methods to communicate with both families and students. We hope to expand communication through these new services and hope to reach more families and increase our capacity to communicate quickly. Additionally, with the launch of our status as a formalized Community School approaching, TECA is reviewing community partner input to identify additional needs that can be supported with this additional program funding.	The school ensures communications go home in organized weekly folders and regularly scheduled SIS blasts to provide families time to plan and prepare for school events and celebrations. With parents back on campus throughout the year we are also utilizing other forms of communication including morning meetings and announcements to ensure more families are reached. Last, as we are in progress with our development as a formal Community School, parents and community members have been participating in deeper level surveys, which we look forward to reviewing and analyzing to better understand the current needs of our community and plan to implement services to meet those needs.	Our Parent Liaison has developed great resources for families to support student learning at home and general local resources, however these have mostly been utilized by our Spanish-speaking families. We are learning how to expand the offerings available to parents, and how to support all our families in accessing these resources. A parent resource center has welcomed small groups of families in the 2022-23 school year and will be a great place for parents from all backgrounds to work together, learn together, and support each other and the school in the 23-24 school year. Teachers conference with families twice a year to share student progress and achievement, in addition to other school academic events where parents can see their child’s work and hear from their teacher and the student themselves about their projects, which are now presented in person following a period of remote gatherings due to the pandemic.	As part of our work in becoming a formal Community School and utilizing data provided from the deeper-level needs assessment process, TECA staff will be working on new learning in the area of family partnerships, where we look forward to improving even further in this area that is already a strength for our community. In addition, as mentioned above our texting system has already been successful in providing families with information on demand, however some families have additional feedback on how this communication can continue to improve and we look forward to making more improvements with our new SIS.	Our focus on continuing to develop our Parent Center with families invited on campus at pre-pandemic levels and the new incorporation of being identified as a Community School will allow TECA to continue to forge strong relationships with our community and provide wrap-around services to those in need to become partners with our families in their success, health, and overall well-being. Finally, we intend to better support parents in creating and sustaining an active PAC for shared-decision making processes.	Shared-decision-making continues to be an integral part of TECA’s systems. Quarterly parent meetings serve to inform parents of new developments from the district side of the school, student data, or other information of interest to families, and then to seek feedback on new decisions. In addition to these parent community sessions, parents can participate in an active ELAC, PAC, African American Parent Advisory Committee (AAPAC). They may also attend planned Principal Chat and Parent Café sessions, and have regular communication with the principal, superintendent, and parent liaison, who are all dedicated to the engagement and empowerment of TECA parents. Our Parent Cafés serve as a community resource, where our Parent Liaison provides information and resources on housing, food scarcity, diet and wellness, and immigration. The ELAC committee is fully implemented and has developed over the last year into a decision-making unit to support ELstudents. Committee members fully embrace their leadership roles and analyze data trends to support budgetary decisions for the benefit of TECA students. The African American Parent Advisory Council (AAPAC) has become a thriving organization that continues to provide helpful feedback to the school as well as organize school-wide events to support our community’s development.	We are working to increase the participation of our PAC and will be actively recruiting new members to commit for the 23-24 school year in order to have a sounding board to provide feedback on school plans, new procedures, and general operations. While we are very proud of the opportunities provided for parent information, communication, and decision-making powers, as previously mentioned TECA would like to expand the reach of these meetings and advisory groups. Currently we have a very active body of participants, however this doesn’t always reflect our entire community’s thoughts and needs. This is where we would like to go next in our development of parent involvement. We have provided surveys to increase accessibility and input provided, however would like to ensure information is provided in a way that is accessible to all community members to provide an authentic opportunity for input.	The shift in meeting style from in-person to online in the past few years has created some interesting shifts in parent involvement. We have observed that in some ways, online meeting has created an increase in involvement in groups such as the ELAC, however less participation in groups such as AAPAC. We would like to continue to explore how meetings are conducted to best meet the needs of each community group.	5	4	4	4	4	5	5	4	5	5	4	3	Met		28JUN2023	2023
38684786112601	Creative Arts Charter	3	Creative Arts Charter School provides multiple opportunities to build partnerships with families and guardians to ensure positive student outcomes. Some traditional methods of communicating about the classroom include Back to School Night and Family/School conferences. Due to lingering effects of the pandemic, we offered many events in-person but we also held Back to School Night through Zoom. Zoom was provided as an option for Family/School conferences. Those in-person and virtual options were appreciated by families who could had the option of being able to attend the conference based on their preference. Our teaching staff posted biweekly curriculum updates so that families knew and understood specifically what their students were learning about in different subject areas. Families receive progress reports if their child is not meeting standards in a particular subject area, and report cards are sent home to all families twice per academic year. We ran in-person Community Meetings by grade level right from the start of the school year. We also held in-person Fall and Spring Exhibitions of Learning, 5th grade step-up and 8th grade graduation in-person because students and families appreciate those opportunities to mingle and because those are important traditions on our campus that everyone looks forward to.	Creative Arts implemented a weekly newsletter to families that supported whole-school communication more than in previous years. We did this to consolidate the number of messages coming through multiple mediums, and this was a response to community feedback that our messages were coming from too many sources. The school would like to explore options for a similar platform that can streamline communication going forward. Families asked us for more workshops and we held both in-person and Zoom workshops this year. They wanted those workshops to learn about topics like raising anti-racist children and being anti-racist families.	The Creative Arts leadership team continued to use the Essential Question developed in 20-21 in an attempt to close the achievement gap for our Black & African American students and our students who qualify for IEPs. Our EQ is, “What will it take for us – individually and collectively - to remain urgently, relentlessly committed to interrupt adult-centered and Eurocentric (or white supremacy cultural) practices in our school and hold ourselves and each other accountable for anti-racist, art-centered classrooms rooted in love that insist on the success and sense of belonging of our black students and our students with IEPS?” The EQ is used alongside our Mission and our Portrait of a Graduate to guide our work. This includes curriculum development, schedules, professional development, family education, social-emotional learning, arts integration, hiring, and both short and long term planning. During the 2022-23 school year, Creative Arts offered regular translation services at all virtual community events. All our written communication on our internal school learning management platform is written in both English and Spanish.   In 2022-23, the Director of the African American Achievement Initiative had monthly meetings with African American and BIPOC families and guardians. The school continued to partner with Dr. Kathy Gonzalez who supported our work around communication and conflict resolution across differences. We also continued to partner with consultant Verta Maloney, who supported teachers and staff with practicing Anti-Racism in the classroom and we believe those practices support building positive relationships with families.   Creative Arts will continue our family engagement initiatives led by our Director of African American Achievement. We will also continue to partner with Verta Maloney in support of our work with families. Our leadership team is closely partnering with our family association to find more ways to meaningfully engage underrepresented families. We look forward to providing a family education night about tiered levels of support for students both academically and social-emotionally in the new school year led by our Director of Inclusion and Student Services and supported by our Wellness Team.	Creative Arts Charter School provides multiple opportunities to build partnerships with families and guardians to ensure positive student outcomes. Some traditional methods of communicating about the classroom include Back to School Night and Family/School conferences. Teaching staff also provide curriculum updates to families/guardians on a regular basis. In addition, families receive progress reports if their child is not meeting standards in a particular subject area, and report cards are sent home to all families twice per academic year.	Creative Arts plans more targeted work in communicating with families of students with IEPs, 504’s, and going through the Student Success Team (SST) process. The school continues to search for a Director of Inclusion and Student Services to support this work. We look forward to providing a family education night about tiered levels of support for students both academically and social-emotionally. We want families to be aware of the support that is available for students at school.	The Creative Arts leadership team developed an essential question for 20-21 that we will carry on through the coming years until we close the achievement gap for our Black & African American students and our students who qualify for IEPs. Our EQ is, “What will it take for us – individually and collectively - to remain urgently, relentlessly committed to interrupt adult-centered and Eurocentric (or white supremacy cultural) practices in our school and hold ourselves and each other accountable for anti-racist, art-centered classrooms rooted in love that insist on the success and sense of belonging of our black students and our students with IEPS?” The EQ is used alongside our Mission and Portrait of a Graduate to guide our work. This includes curriculum development, schedules, professional development, family education, social-emotional learning, arts integration, hiring, and both short and long term planning.   Creative Arts will continue our family engagement initiatives led by our Director of African American Achievement. We will also continue to partner with Verta Maloney in support of our work with families. Our leadership team is closely partnering with our family association to find more ways to meaningfully engage underrepresented families. We look forward to providing a family education night about tiered levels of support for students both academically and social-emotionally in the new school year led by our Director of Inclusion and Student Services and supported by our Wellness Team.	Creative Arts regularly asks families, staff, and students for feedback to guide decision making. Below are some of the opportunities for input:   ? Family Association (our version of a PTA) leadership roles  ? Board membership  ? Participation in a family survey each year  ? Participation at Board Meetings each month  ? LCAP public hearing participation	The school would like to do more to promote the engagement of families of students with IEPs, 504’s, and going through the Student Success Team (SST) process. We recently hired a Director of Inclusion and Student Services to support this work.   We would like to resume Director’s Coffees and Executive Director Office Hours to provide families with additional opportunities to provide feedback.	During the 2022-23 school year, much of our efforts as it relates to recruitment of Board Members and FA leadership has been to diversify both organizational bodies and continue our work of ensuring we center the voices of our underrepresented families. When the Director of Inclusion and Student Services begins their role and the African American Achievement Initiative outreach hits full swing, we will be able to solicit more feedback from families and students.	4	4	4	4	5	4	4	3	3	3	4	3	Met		20JUN2023	2023
38769270000000	SBE - The New School of San Francisco	3	Family engagement continues to be a school priority and strength. The school’s move to North Beach in 2020 (which is more challenging to access) combined with pandemic restrictions strained engagement. The school has focused on building connections with families within this new context.   - 100% of families attended at least two family-teacher conferences this year to support the growth of their child.  .  - In our mid-year survey, 83% of families surveyed believe in the vision and leadership of the school. - 79% of those surveyed feel valued at New School of San Francisco.  - Under-represented families (ie families of color and lowest-income groups) have some of the highest score in climate survey: 92% believe in mission and vision; 93% feel valued.  For the 2022-2023 school year, family involvement increased from the previous year with greater volunteerism on campus, attendance at family meetings, and participation in school-wide events.   Other strategies, in both English and Spanish, to ensure family involvement include: - Weekly school wide communications.   - Family/student orientation prior to the beginning of the school year.  - 6 in-person expositions of student learning. - 10 Coffee Chats and or information sessions with school leadership about school planning and topics important to families.   - 3 cultural celebrations organized by families and staff: Latinx Heritage, Lunar New Year, and Black History & Futures  A focus for the 2022-23 school year is to ensure that there is diversity and equity of voice, which will be measured in the following ways:  1. Mid-year and end-of-year climate surveys.   2. Participation of underrepresented groups in Home and School Council and committees.  Additionally, we have a continued focus on a strong (>80%) retention rate of families and students that are low-income, English Language Learners, and students with IEP’s. We have a 95% retention rate for the 2023-24 school year as of June, 2023.	We continue to focus on the following:  1. Ensuring all families have opportunities to participate in their student’s school experience, with a focus on an increased understanding of academic and socio-emotional progress.  2. Creating spaces for families to come together in both formal (sports, traditions, celebrations) and informal (family organized activities) ways in order to build trust and relationships.  3. Improvement of school facilities to enrich programming and improve climate;  4. Broad representation of families in all committees focused on school improvement.	The LEA is continuing to focus on improving the engagement of underrepresented families:   1. Establishment of parent advocacy and affinity groups, including AAPAC.  2. Targeted outreach and recruitment of families to join and lead schoolwide committees.  3. Intentional school-wide events highlighting underrepresented groups.  4. Hiring and retaining staff of color and bilingual staff members to ensure strong connections and communication with families.	We provided 3 family-teacher conferences for K-5 students and 2 family conferences for middle school students  in the 2022-2023 school year. These serve as touchpoints for families and teachers to set student goals and review progress and outcomes. Individual Learning Plans (ILP) are created for all students at the beginning of the year and reviewed twice with families. ILPs are translated into the home language of the family and interpretation is provided when needed to ensure families are able to access conferences.   In the 2022-2023 school year, the LEA continued to hold spaces for monolingual Spanish speaking families to come together, receive information, and ask questions, in their home language rather than in an interpreted environment. This has led to increased trust (and some of the highest climate survey scores) amongst Spanish speaking families.   An area of growth for the school would be to provide regular and frequent information and resources regarding student progress, school curriculum, and social emotional learning, with a particular focus on being culturally responsive. Resources will be provided in families’ home language in order to be most impactful in the home.	Focus areas for improvement as as follows;   1. Creation of accessible resources for families to both understand student academic and socio-emotional progress and support their children at home in core content areas; 2. Family education on parent rights in the public education system, the process of identifying different learning needs in students, the COST [Coordination of Services Team] process.	The LEA will improve the engagement of underrepresented families in the following ways:   1. Ensuring underrepresented families understand their rights within the public education system;  2. Accessible materials on core content areas for families to support student learning at home;   3. Provide interpretation and translation during family-teacher conferences to ensure two-way communication between families and school staff.	The New School of San Francisco has both family and staff, school-wide committees including but not limited to:  -Room Parents  -Staff Sustainability  -Emerging Bi-Linguals and Literacy -Inquiry -School Culture and Climate -Family Communications  -Fundraising  -Latino Family Affinity Group  -African American Parent Advisory Council   During the 2021-2022 school year, the New School of San Francisco engaged committees and hosted several all-school forums to review our priorities and budget with staff and families. Feedback from our committees, climate surveys, coffee chats, staff office hours, and family conferences were used to inform priorities and budget. All materials were made available in English and Spanish, in both electronic and hardcopy formats.	The focus area for the 2023-2024 school:   1. Increasing the Sustainability and Effectiveness of Our Team 2. Improving School Community & Culture 3. Addressing Disparities in Academic Outcomes 4. Addressing the Increase in Students’ Academic, Emotional and Behavioral needs  In addition, we will continue to focus on the participation of underrepresented groups to ensure we hear from all our families, and create school committees that are representative of our diverse community.	For the 2023-2024 school year the LEA will continue to improve engagement of underrepresented families:   1. Set and communicate explicit intentions and goals around underrepresented groups and school performance; 2. Continue to create spaces of trust and safety for families to feel empowered to provide input in decision making (spaces will be created both in affinity and across difference);  3. Ensure that both in person and virtual meetings regarding school priorities and budget are widely communicated, and accessible for underrepresented families. This is included but not limited to:  - meeting times  - materials  - interpretation and translation  - recording and posting of meetings for all families to access frequently.	4	4	4	4	3	3	4	3	4	3	3	4	Met		23JUN2023	2023
38769270132183	The New School of San Francisco	3	Family engagement continues to be a school priority and strength. The school’s move to North Beach in 2020 (which is more challenging to access) combined with pandemic restrictions strained engagement. The school has focused on building connections with families within this new context.   - 100% of families attended at least two family-teacher conferences this year to support the growth of their child.  .  - In our mid-year survey, 83% of families surveyed believe in the vision and leadership of the school. - 79% of those surveyed feel valued at New School of San Francisco.  - Under-represented families (ie families of color and lowest-income groups) have some of the highest score in climate survey: 92% believe in mission and vision; 93% feel valued.  For the 2022-2023 school year, family involvement increased from the previous year with greater volunteerism on campus, attendance at family meetings, and participation in school-wide events.   Other strategies, in both English and Spanish, to ensure family involvement include: - Weekly school wide communications.   - Family/student orientation prior to the beginning of the school year.  - 6 in-person expositions of student learning. - 10 Coffee Chats and or information sessions with school leadership about school planning and topics important to families.   - 3 cultural celebrations organized by families and staff: Latinx Heritage, Lunar New Year, and Black History & Futures  A focus for the 2022-23 school year is to ensure that there is diversity and equity of voice, which will be measured in the following ways:  1. Mid-year and end-of-year climate surveys.   2. Participation of underrepresented groups in Home and School Council and committees.  Additionally, we have a continued focus on a strong (>80%) retention rate of families and students that are low-income, English Language Learners, and students with IEP’s. We have a 95% retention rate for the 2023-24 school year as of June, 2023.	We continue to focus on the following:  1. Ensuring all families have opportunities to participate in their student’s school experience, with a focus on an increased understanding of academic and socio-emotional progress.  2. Creating spaces for families to come together in both formal (sports, traditions, celebrations) and informal (family organized activities) ways in order to build trust and relationships.  3. Improvement of school facilities to enrich programming and improve climate;  4. Broad representation of families in all committees focused on school improvement.	The LEA is continuing to focus on improving the engagement of underrepresented families:   1. Establishment of parent advocacy and affinity groups, including AAPAC.  2. Targeted outreach and recruitment of families to join and lead schoolwide committees.  3. Intentional school-wide events highlighting underrepresented groups.  4. Hiring and retaining staff of color and bilingual staff members to ensure strong connections and communication with families.	We provided 3 family-teacher conferences for K-5 students and 2 family conferences for middle school students  in the 2022-2023 school year. These serve as touchpoints for families and teachers to set student goals and review progress and outcomes. Individual Learning Plans (ILP) are created for all students at the beginning of the year and reviewed twice with families. ILPs are translated into the home language of the family and interpretation is provided when needed to ensure families are able to access conferences.   In the 2022-2023 school year, the LEA continued to hold spaces for monolingual Spanish speaking families to come together, receive information, and ask questions, in their home language rather than in an interpreted environment. This has led to increased trust (and some of the highest climate survey scores) amongst Spanish speaking families.   An area of growth for the school would be to provide regular and frequent information and resources regarding student progress, school curriculum, and social emotional learning, with a particular focus on being culturally responsive. Resources will be provided in families’ home language in order to be most impactful in the home.	Focus areas for improvement as as follows;   1. Creation of accessible resources for families to both understand student academic and socio-emotional progress and support their children at home in core content areas; 2. Family education on parent rights in the public education system, the process of identifying different learning needs in students, the COST [Coordination of Services Team] process.	The LEA will improve the engagement of underrepresented families in the following ways:   1. Ensuring underrepresented families understand their rights within the public education system;  2. Accessible materials on core content areas for families to support student learning at home;   3. Provide interpretation and translation during family-teacher conferences to ensure two-way communication between families and school staff.	The New School of San Francisco has both family and staff, school-wide committees including but not limited to:  -Room Parents  -Staff Sustainability  -Emerging Bi-Linguals and Literacy -Inquiry -School Culture and Climate -Family Communications  -Fundraising  -Latino Family Affinity Group  -African American Parent Advisory Council   During the 2021-2022 school year, the New School of San Francisco engaged committees and hosted several all-school forums to review our priorities and budget with staff and families. Feedback from our committees, climate surveys, coffee chats, staff office hours, and family conferences were used to inform priorities and budget. All materials were made available in English and Spanish, in both electronic and hardcopy formats.	The focus area for the 2023-2024 school:   1. Increasing the Sustainability and Effectiveness of Our Team 2. Improving School Community & Culture 3. Addressing Disparities in Academic Outcomes 4. Addressing the Increase in Students’ Academic, Emotional and Behavioral needs  In addition, we will continue to focus on the participation of underrepresented groups to ensure we hear from all our families, and create school committees that are representative of our diverse community.	For the 2023-2024 school year the LEA will continue to improve engagement of underrepresented families:   1. Set and communicate explicit intentions and goals around underrepresented groups and school performance; 2. Continue to create spaces of trust and safety for families to feel empowered to provide input in decision making (spaces will be created both in affinity and across difference);  3. Ensure that both in person and virtual meetings regarding school priorities and budget are widely communicated, and accessible for underrepresented families. This is included but not limited to:  - meeting times  - materials  - interpretation and translation  - recording and posting of meetings for all families to access frequently.	4	4	4	4	3	3	4	3	4	3	3	4	Met		23JUN2023	2023
38771310000000	SBE - KIPP Bayview Elementary	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.   The school hosted 12 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted 12 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings  KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops.  The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.   The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent- teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	3	3	3	3	3	3	3	3	3	2	Met		06JUN2023	2023
38771310137307	KIPP Bayview Elementary	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted 12 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. The school hosted 12 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 72% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee. KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement. Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent- teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP  stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture. KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	3	3	3	3	3	3	3	3	3	2	Met		06JUN2023	2023
39103970000000	San Joaquin County Office of Education	3	Staff believes in the importance of building relationships. Sites go above and beyond to secure translation services for seamless communication between families and school sites. Staff utilizes restorative practices and trauma-informed care strategies to create inclusive environments focused on strong relationships with families and students. Staff consistently use home visits to connect with families and build relationships. In 2022-2023 the One. Program began using Language Link which helps bridge language barriers with families through on demand interpretation services in multiple languages. Sites also have a site celebration week at the beginning of each month highlighting students of the month, perfect attendance, academic achievement and contribution to positive site culture. The family engagement team assists school sites with providing resources and support for families. The family engagement team also provides parenting classes to help create opportunities for parents and families to learn strategies and techniques to build positive relationships with their children. Family conferences are held quarterly for teachers to meet with parents to discuss their student's progress in school. Conferences are held midway through the quarter to allow students the opportunity to improve during the current quarter if needed.	The One. Program will focus on explicit diversity, equity, and inclusion professional learning to help increase staff’s ability to build relationships across lines of difference. The consistent truancy sweeps and home visits support this work by helping staff better understand each student's home life and background. During the 2022-2023 school year, sites continued to create site-based re-engagement plans that created opportunities for the community to participate in hands-on learning activities with the students. The One. Program also needs to improve the consistency and percentage of family participation at conferences.	The One. Program will continue to use home visits as a way to connect with families that are underrepresented. The One. Program will also expand translation services by providing training for on demand translation service and contracting with in person translation services. The One. Program will increase education on the importance of English learner reclassification and the importance of local assessment participation. Each site will also create opportunities for families to access basic resources through community partnerships.	Staff values the input of families. Staff highlights that having the input and perspective of family members can help connect a student to the right resources quicker. Feedback from parents on the LCAP survey indicated that the majority of families feel welcomed at schools and the majority of families indicated that they attended at least one family conference. 77% of families indicated that they receive information on what they can do to help improve their student's attendance and engagements at school. 80% of families indicated they receive information on what they can do to establish positive relationships between the school, students, parents and the community. This is an increase from previous years and is an area to build upon. During the 2022-2023 school year, staff established instructional norms for all school sites. Teams of administrators participated in instructional rounds to find evidence of implementation. Administrators debriefed and noted the evidence found at each school site visited. The program also established “Learning Labs” during the 2022-2023 school year for students to get extra tutoring time with their teacher. During this time students can also work on their learning path in Exact Path. The Learning Labs are available before school and after school. Communication with parents was a strength. Parents felt they were notified in a timely manner when school staff had a question, comment or concern arise at school. 76% of responses to the family survey agreed that they received information on what they can do to help their student improve or advance their learning.	The One. Program can continue to focus on sustaining and increasing participation in site based events and program-wide opportunities. A student awards night was held in May 2023, which honored over 150 students and had over 120 people in attendance. This event illustrated that families show up when students are celebrated. This is true for site based events as well. Feedback from parents of English learners indicated that they want more information on the various English learner procedures. The One. Program can create a strategic plan to better communicate the process for reclassification.	The One. Program will rotate SSC and ELAC meetings at school sites to engage different groups of families. There will also continue to be a virtual option for meetings. The One. Program began to utilize on demand translation services and will continue to educate staff on how to use the program to increase staff usage.	During the 2022-2023 school year, families and students were able to attend educational partner meetings at their local school site with an additional virtual option. This hybrid option created the opportunity for more families to provide input for decision making. In 2022-2023 the One. Program focused on increasing family community and involvement during the enrollment process. Families were encouraged to provide input on their student’s school site placement and access to CTE opportunities.	The feedback from staff on the California Healthy Kids Survey (CHKS) showed a need to increase opportunities for students to make decisions with 38% of staff at community schools and 43% of staff at court schools feeling like students have the opportunity for meaningful participation and decision-making. On the CHKS, 31% of students at community schools shared that there is meaningful participation in school. This student and staff feedback indicates a need and desire for students to be challenged academically and to help make decisions in their educational experience.	The One. Program uses the weekly enrollment process to make a connection with each family. Staff at enrollments ensure that each underrepresented family connects with each booth at enrollment, including the mental health clinicians, the foster youth and homeless services staff, and the health services staff. This direct and immediate connection will provide underrepresented families with a positive first impression of the services provided by the program.	5	4	4	4	3	4	4	4	4	4	4	3	Met		23JUN2023	2023
39103970120717	one.Charter	3	one.Charter staff and family strongly believe there is a process in place that allows for trusting and respectful relationships to be built.  This belief is based on the use of strategies such as PBIS and Restorative Practices, opportunities to meet individually with staff and families, and the overall commitment to helping students and their families be successful. 96% of respondents on a survey given to students and parents state they feel welcomed at the school site.  90% state they have a trusting relationship with staff and 94% responded that they are happy with how the school communicates with them.	The main area of focus for one.Charter in regards to building relationships between school staff and families is providing more direct  mental health services to our students.  This area of focus will help students  learn skills that will help them grow social-emotionally and then feel more confident and safe when interacting with staff and there own families. The following information is from the most recent CHKS and is the main reason for this focus:  37%  of students reported feeling chronically sad or hopeless, 20% seriously though about suicide, 53% of students are dissatisfied with their lives, 30% of students are dissatisfied with themselves, 40% have a hard time relaxing, 40% feel sad or down.  Anecdotally, when our teachers are engaging with students, they report they have to support students with social-emotional issues before beginning instruction in academic content.  This is another reason for this focus on mental health.	one.Charter staff are in a district improvement process that has as part of the focus, developing and creating more meaningful relationships with families.  Part of the training will directly involve staff and administration on the “how-to” of doing this.  There is a fundamental belief amongst staff that this work is critical as is the desire to help the student and families improve their overall access to learning opportunities.  Given that over 90% of our students report as low socio-economic income students, this approach will benefit all of our students.	In regards to current strengths in seeking feedback and input to improve partnerships for improving student outcomes, from a recent parent/student survey, 80% said I attended at least one family/teacher conference this year.  94% said they receive information on what I can do at home to help my student improve and/or advance their learning.  one.Charter believes strongly in seeking input from their educational partners and our level of direct communication with them is strong.	An area of focus is our continued need to develop formal educational partner meetings with parents/students.  This need was called out specifically in the recent WASC review.	Based on feedback that was solicited from direct questioning of students and staff, the decision to hire an Outreach Specialist to support home visits to underrepresented families was made.  The early feedback and other engagement data shows it has made a strong impact on supporting student learning outcomes and an additional Outreach Specialist will be hired.  To date, four outreach specialists have been hired.	From a recent student/parent survey 95% of respondents stated I am invited to meetings (in person or virtual/online) so that I can learn more about what is going on at the school.  80% said they attended at least one family/teacher conference this year.  This is a reflection of staff making a concerted effort to communicate directly with our parents and students.	Staff at one.Charter have a fundament belief that working with students and families is critical to the overall success of the student.  The logistics of creating opportunities for families to engage in effective planning meetings on a continual basis has been the challenge.  Multiple opportunities for families to engage with staff are offered in LCAP meetings and surveys, but there has been limited participation. Barriers to this have included transportation issues, schedules, and “faith” in the system. An area of focus will be to continue creating effective opportunities for families to meet with the school staff so they can help us design family engagement activities.	Based on feedback that was solicited from direct questioning of students and staff, the decision to hire an Outreach Specialist to support home visits to underrepresented families was made.  The early feedback and other engagement data shows it has made a strong impact on supporting student learning outcomes and three additional Outreach Specialists will be hired.  To date, there are now four Outreach Specialists.  Additionally, the Charter Board made the decision to hold two board meetings at local school sites for the 2023-24 school year to make it easier for parents and other educational partners to attend these meetings.	5	5	4	5	5	5	5	4	4	4	4	4	Met		22JUN2023	2023
39103970124958	TEAM Charter	3	TEAM staff has a deep appreciation for the growing levels of educational partner involvement.  Staff at every school site and our district office contribute to warm, welcoming environments that provide exceptional customer service to all educational partners.  Regular communication between school and district leaders reinforces the importance of educational partner involvement. TEAM leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement.  This messaging begins intentionally during orientation for new staff regarding parent/guardian communication.  Additionally, site and district leadership partners with our parent/guardian groups to educate staff regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff to improve educational services for all students.  TEAM teachers are in regular contact with their student's families.  Teachers communicate with parents through phone, email, and face-to-face conversations at drop-off and pick-up.  The school clinician makes personal phone calls to parents to get them involved in the parent groups we have offered at our campuses.  We are intentional about developing relationships with community organizations that can support our student population.	An area of improvement will be adding a new portal so that parents can access their student's grades and more easily participate in two-way communication with the school.  Another area of improvement will be updating our school's website as well as investing in Parent Square, a platform that promotes and improves communication between the school and families.  TEAM is committed to improving relationships with school staff and families to ensure all families are connected to published school communications and have internet and/or a device at home.  One focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families about students' educational progress, especially when there is a concern about student progress.  TEAM recently added a new feature available on our Student Information  System as well as a new Learning Management System, and this will make it easier for families to access and digest the information.	TEAM administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in grades 3-5, and reports the results to our local governing board at a regularly scheduled meeting of the local governing board and to educational partners and the public through the Dashboard. TEAM also uses the Measurable Results Assessment (MRA) to survey staff, parents, and students on how to improve leadership, culture, and academics within our school. We get feedback from parents about TEAM programs through surveys and parent meetings such as School Site Council, DELAC, PTO, and advisory committees. TEAM communicates with families annually regarding the Parent Involvement Policy at the beginning of each school year. The policy is included in the TEAM Registration packet and Student-Parent Handbook.	TEAM recognizes the importance of building partnerships to better our student outcomes. The LEA has actively engaged stakeholders, including parents, teachers, administrators, and community members, in the process of building partnerships for student outcomes. The LEA has utilized partnerships to implement targeted interventions aimed at improving student outcomes. These interventions may include tutoring programs, in-school intervention, or specialized services for students with specific needs. By analyzing student achievement data, attendance rates, and other relevant metrics, the LEA has been able to identify areas of improvement and target partnerships accordingly.	Areas of Identified Need or Desired Improvements based on recent educational partners' input and feedback for TEAM Charter School included more extracurricular activities for students.  Educational partners want TEAM to provide more extracurricular activities and additional resources for students needing academic support. We will expand our partnerships with community mental health services to provide additional support for students and families. TEAM aims to broaden its partner network by seeking out new collaborators, including organizations, businesses, and community groups that can contribute valuable resources and expertise to our students, staff, and families. This expansion will allow for a more diverse range of partnerships and increased opportunities for student success. We recognize the importance of improving communication and collaboration among partners. This includes enhancing our regular communication channels, promoting information sharing among families, and fostering a culture of collaboration. By enhancing these aspects, TEAM aims to strengthen the coordination and effectiveness of partnerships.	The LCAP Needs Analysis process supported additional resources and wrap-around services for needy students (homeless, foster, low income, special education).  TEAM will continue employing a school psychologist, nurse, and counselor to work with students with extra needs.  We will also expand our partnerships with community mental health services to provide additional support for students and families.  We will prioritize developing culturally responsive outreach strategies to connect with underrepresented families. This involves understanding and respecting the cultural backgrounds, languages, and traditions of these families to ensure effective communication and engagement. The LEA will actively seek input from community leaders and cultural organizations to inform their outreach efforts. The LEA recognizes the importance of providing parent education programs that are relevant and responsive to the needs of underrepresented families. These programs may address topics such as navigating the education system, supporting academic success at home, understanding college and career pathways, or advocating for their children's needs.	TEAM administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in grades 3-5, and reports the results to our local governing board at a regularly scheduled meeting of the local governing board and to educational partners and the public through the Dashboard. TEAM also uses the Measurable Results Assessment (MRA) to survey staff, parents, and students on how to improve leadership, culture, and academics within our school.  We get feedback from parents about TEAM programs through surveys and parent meetings such as School Site Council, DELAC, PTO, and advisory committees.  TEAM communicates with families annually regarding the  Parent Involvement Policy at the beginning of each school year.  The policy is included in the TEAM Registration packet and Student-Parent Handbook.	As a result of the pandemic, TEAM increased the number of opportunities, using various engagement tools, for educational partners to provide input.  An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps TEAM can take to improve the design and implementation of engagement activities.	The LEA will prioritize developing culturally responsive outreach strategies to engage underrepresented families effectively. This involves understanding and respecting the cultural backgrounds, languages, and traditions of these families. TEAM will actively seek input from community leaders and cultural organizations to inform our outreach efforts and ensure that engagement approaches are tailored to meet the specific needs and preferences of underrepresented families. Using the MRA survey, we will measure parent needs and adopt improvements based on their feedback.	4	4	4	5	4	5	5	5	4	4	4	4	Met		26JUN2023	2023
39103973930476	Venture Academy	3	"Analysis of educational partners input and local data point to the effort made by the LEA to increase communication and relationships with our second language student's families, specifically Venture Academy's Spanish speaking population. Venture Academy's regularly reaches out to these families and has multiple community meetings to encourage parent participation. This was noted by many parents that they felt there was attempts to engage this specific population. A large percentage of Venture Academy's clerical staff is bilingual, specifically Spanish speaking. Parents noted that they felt they always had someone to communicate with when they had questions or needed information in their home language. Communication was sent home regularly using the School Messenger system, survey results noted that educational partners felt that the amount information coming home was 'consistent""."	Venture Academy needs to provide more opportunities for parents to be involved in the activities of the school. Survey results showed a desire for educational partners to be more active in the school's activities and felt that it had decreased in recent years. Much of this can be attributed to COVID-19 and the restrictions placed on parent volunteers and guests coming onto campus, and large community events, such as the Fall Festival, were placed on hold. Venture Academy began to offer these opportunities and events this past school year and are looking to increase them even more in the upcoming year.	Venture Academy teachers act as Teacher of Record (TOR) for a group of students enrolled in their academy. Their responsibilities include ongoing communication with students and their parents/guardians regarding students' academic progress, emotional well-being, and behavior. Survey data indicates that this has been an effective tool for building positive, trusting relationships with families. Venture Academy plans to further develop the TOR role to provide consistent services for all students and families, regardless of the individual TOR. Venture Academy will continue to improve development of accessible two-way communication with families through collaboration with the School Advisory Council in their outreach strategies to engage underrepresented families.	Teachers in Venture Academy communicate regularly with parents regarding student progress and performance, and provide resources to support learning in the home. Additionally, Venture Academy offered systemized parent/teacher conferences twice this past school and parent(s)/guardian(s) felt that was a supportive action on the part of the school. Venture Academy will continue to improve parent partnerships to collaborate to support student outcomes. The Language Development Leader will continue to provide outreach to EL families to encourage participation, with an emphasis on holding regular meetings of the ELAC and Viva Venture parent group.	Educational partner and local data demonstrate a continued need for academic support and extra-curricular opportunities for all students, but specifically in the K-8th grade. Feedback from partners specifically requested more opportunities for after-school support and activities for students in the K-8th grade. Venture Academy has developed plans to support after school activities and developed planned actions within the LCAP to address these concerns Planned actions were also developed to provide ongoing academic supports and programs, specifically tutoring and interventions supports after school.	Venture Academy will continue to reach out and provide engagement opportunities for underrepresented families through parent contact meetings, home visits, and other planned actions. Venture Academy will look to implement an exit survey for all students withdrawing from the school to better ascertain any concerns by parents who might not have felt comfortable coming onto campus to express concerns. Surveys will continue to be sent out in as many home languages as possible to offer opportunity for underrepresented families to provide input.	Venture Academy consistently seeks input from educational partners through multiple formats. More importantly, Venture Administration has an open door policy and works hard to make partners feel welcome and open to express concerns for the school. The open and consistent communication and the use of home-language translators in the School Messenger system provide opportunities and information for parents. Venture Academy administration and counselors have also begun to hold focus groups with students to solicit their input and ideas for what they would like to see improved or built upon at the school. Venture Academy also utilizes the Advisory School Council parent group to advise and make decisions on allocating resources to students, school safety, and the LCAP.	Venture Academy consults with educational partners in the development of the annual LCAP and has an active Advisory School Council and English Language Advisory Committee (ELAC). Venture Academy will increase participation in both these groups by providing information and outreach to families in the beginning of the 2023-24 school year.	Venture Academy will continue to actively seek out input from underrepresented families. Parent surveys and outreach through school counselors and site administrators will be used to try to engage these families throughout the school year.	4	4	3	3	3	3	3	3	3	3	3	3	Met		20JUN2023	2023
39685020000000	Escalon Unified	3	EUSD is committed to building strong relationships between staff, families, and students. The district and site’s primary mode of communication is through the utilization of Parent Square. This Parent Square communication platform allows communication with families via multiple means including phone calls, text messages, and emails. It provides the ability to communicate in multiple languages including Spanish and English (the two primary languages spoken within EUSD). The district continues to utilize social media platforms such as Facebook and Instagram in addition to district and school site webpages. The utilization of these platforms has contributed to increasing family participation in parent nights such as math, literacy, and science nights as well as school performances and award ceremonies. These events coupled with other family-oriented events such as music concerts, sporting events, and family fun nights promote school community. Additionally, targeted events also provide families with information on best instructional practices and available supports they can utilize for their student’s success. When these means are added to communication strategies employed by individual classroom instructors the result is stronger relationships and families that are more aware of student academic, behavioral, and social-emotional progress. Advisory committees, such as English Learner Advisory Committee (ELAC), School Site Council (SSC), District English Learner Advisory Committee DELAC), Parent Advisory Committee (PAC), and LCAP town halls, provide input that validates these efforts as important.	Although educational partners reported satisfaction with the use of the Parent Square communication platform, several suggestions were provided for improved relationships. Some educational partners shared a desire to see improved communication regarding upcoming events. Some educational partners shared concerns about information not being shared regarding upcoming events from specific school sites in a timely manner. Suggestions to improve this included better use of the school site and district calendars which indicate details of future events. Furthermore, educational partners indicated the need to build relationships with parents and families early in a school year to increase parent attendance and participation in school and district-sponsored events, as well as within parent advisory committees. Educational partners noted this was especially an area of need when engaging with underrepresented families. On a positive note, over 75% of the parent responders in the LCAP survey indicate that they understand what the school expects of their child. Additionally, 93.5% state that they are able to communicate with teachers and staff when they need to.	The district maintains the goal of building capacity to create and maintain stronger partnerships with our families. The need to focus on engaging our historically underrepresented families, such as families of poverty and second language learner families remains a top priority. Input from educational partners revealed that school sites and district office staff need to work on building relationships early in the school year. This can be accomplished by building trust and welcoming school environments. The district will work to identify staff members who can continue supporting these roles. The district will continue to provide supports that facilitates active parent and family participation. An example is access to translators during educational partner events, ELAC and DELAC committees and the like. The district will continue to communicate with families in multiple languages to build relationships and encourage parent and family involvement. Relatedly, the district will continue to seek input from educational partners who comprise underrepresented families to better determine their needs.	As part of its efforts to build stronger school-family relationships, the district routinely seeks parent and educational partner input through various means including surveys, input from school site meetings such as English Learner Advisory Committees (ELAC), School Site Council (SSC) meetings, and Parent Teacher Organization (PTO) meetings; as well as through other committees, such as District Learner Advisory Committee, Parent Advisory Committee, and Wellness Policy Committee. The district uses various forms of communication linked to Parent Square including phone calls, emails, and text messages. Posts on school and district websites, as well as posts on social media outlets (including Facebook and Instagram) also facilitate communication. Educational partner feedback through district-developed surveys indicates that community members prefer to receive information via phone calls, text messages, and emails. The use of social media outlets has also been well received, especially when used to share relevant information. The district will continue to use all means of communication and will maximize the functionality of Parent Square to better communicate and engage with educational partners. Strong communication is important as it will ultimately support strong partnerships which lead to better student outcomes. The district has continuously sought input from educational partners to support improved student outcomes. Input provided by our educational partners has been instrumental in developing targeted programming which supports the needs of our community. This has included access to intervention teachers who can assist in supporting individual student needs, broader access to mental health supports and services, and access to additional credit recovery opportunities.	The district continues to seek increased participation of educational partners in events intended for improved student outcomes. This may include creating opportunities for input during well-attended school events. The district will continue to monitor student academic, behavioral, and social-emotional progress and will work with families to improve student outcomes. This may include holding Student Study Team (SST) meetings as appropriate and involving families in the decision-making process to support individual student needs. The district School Attendance Review Board (SARB) works collaboratively with families of chronically absent students to support improved attendance. School sites will continue working with advisory committees and parent-teacher organizations (PTO's) to determine individual school site needs and subsequently develop action plans which support the unique needs of each school site.	The district will continue to implement strategies that support improved engagement of under presented families in relation to building partnerships that support student outcomes. One way the district will accomplish this, is by offering parent information nights on relevant topics including post-secondary planning, a-g requirements, the impact of summative state assessments on overall school performance and an in-depth review of reclassification criteria (for English learners).	The district obtains parent and stakeholder input while also providing opportunities for advisory and decision-making. All school sites within the district facilitate parent meetings and committees (ELAC, SSC, PTO etc.) that not only provide information but also empower families to make informed decisions (re: academic, behavioral, and socialemotional programming). The district office facilitates meetings and committees (DELAC, PAC, Wellness Committee, LCAP town hall meetings etc.) that involve families and engage them in the decision-making process (e.g., LCAP actions, expenditures, Title III expenditures, policies etc.) The district’s mission is to: serve and connect with all students. This can be accomplished by meeting the needs of the whole child while seeking input from parents and educational partners, which ultimately helps shape program offerings. Therefore, the district will continue to actively seek input and participation from all educational partners with an additional focus on underrepresented families. Current efforts to increase participation and engagement include personal invitations to attend meetings and join committees, as well as offering meetings during the most convenient times for educational partners In addition, results from needs assessments are used to create and offer training specific to identified areas of need in order to increase participation.	The district will work on improving increased participation in the advisory and decision-making process. This action will be supported by providing increased opportunities to build capacity within principals, staff, and family members to engage in advisory groups and decision-making. The district will continue to provide training for site administration on the rights and responsibilities of advisory groups. This training will include explaining these roles and 2023 Local Performance Indicator Self-Reflection for Escalon Unified School District Page 12 of 17 responsibilities to respective educational partners. A goal of the district will be to expand on these opportunities. Relatedly, the district will support school sites in their efforts to recruit members of underrepresented families to join advisory groups both at the site and district levels.	As noted above, the district will work with school sites to facilitate and support in the recruitment of members of underrepresented families for advisory groups and relatedly to engage them within the decision-making process. This will be supported by early and improved communication, individual and personal outreach, as well as through the use of translators as needed and appropriate.	4	3	3	3	3	3	4	3	3	3	3	3	Met		22JUN2023	2023
39685020126011	Escalon Charter Academy	3	ECA is committed to building strong relationships between school staff and families. During the 2022-2023 school year, ECA utilized the Parent Square platform allowing the charter to communicate with families via multiple modalities including phone calls, text messages, and emails. Additionally, the charter continued the use of social media including Facebook and Instagram. The same communication platform was used to communicate with educational partners in multiple languages, including English and Spanish (the two main languages spoken within the charter). The use of Parent Square is appreciated as families, staff and students alike are able to receive immediate communication. Improved communication has supported active parent and family participation in school site sponsored events. These events are intended to provide families with information on best instructional practices and instructional support strategies that support at-home learning. Relatedly, ECA was successful in offering additional school-sponsored family events to further develop relationships. Classroom teachers used additional communication systems, including home visits, to build and maintain relationships with families. Improved communication through various methods and platforms supported stronger relationships as families were more aware of student academic, behavioral and social emotional progress.  The charter continued efforts to build relationships through school site and charter-level advisory committees including Parent Leadership Team, School Site Council (SSC), Charter English Learner Advisory Committee (DELAC), Parent Advisory Committee (PAC), and Wellness Committee. Input provided by educational partners who are members of these advisory groups acknowledged the importance of parent involvement and participation in these groups.	Although educational partners reported satisfaction with the use of the Parent Square platform, several suggestions were provided for improved relationships. Educational partners shared a desire to see improved communication regarding upcoming events (both at the charter and school site levels). Some educational partners shared concerns about information not being shared regarding upcoming events from specific school sites in a timely manner. Suggestions to improve this included better use of school site and charter calendars which indicate details of future events. Educational partners indicated the need to build relationships with parents and families early in a school year to increase parent attendance and participation in school and charter-sponsored events, as well as within parent advisory committees. Educational partners noted this was especially an area of need when engaging with underrepresented families.	The charter maintains the goal of building capacity to create and maintain stronger partnerships with our families. The need to focus on engaging our historically underrepresented families, such as families of poverty and second language learner families remains a top priority. Input from educational partners revealed that school sites and district office staff need to work on building relationships early in the school year. This can be accomplished by building trust and welcoming school environments. The district will work to identify staff members who can continue supporting these roles. The district will continue to provide supports that facilitates active parent and family participation. An example is access to translators during educational partner events, ELAC and DELAC committees and the like. The district will continue to communicate with families in multiple languages to build relationships and encourage parent and family involvement. Relatedly, the district will continue to seek input from educational partners who comprise underrepresented families to better determine their needs.	ECA continues to invest energy and resources into building stronger school-family relationships. The charter routinely seeks parent and educational partner input through various means including surveys, input from school site meetings such as Parent Leadership Team, School Site Council (SSC) meetings and Parent Teacher Organization (PTO) meetings; as well as through other committees. Additionally, charter facilitates monthly meetings between student/family and instructional staff as well as providing parent training classes, 3-4 times per year, focused on Math and ELA instruction. The charter uses various forms of communication including robo-dialer calls, emails, text messages, posts on school and charter websites, as well as posts on social media outlets (including Facebook and Instagram). Educational partner feedback through surveys indicates that community members prefer to receive information via phone calls, text messages, and emails. The use of social media outlets has also been well received, especially when used to share relevant information. The charter will continue to use all means of communication and will maximize the functionality of Parent Square to better communicate and engage with educational partners. Strong communication is important as it will ultimately support strong partnerships which lead to better student outcomes. The charter has continuously sought input from educational partners to support improved student outcomes. Input provided by our educational partners has been instrumental in developing targeted programming which supports the needs of our community. This has included access to intervention teachers who can assist in supporting individual student needs, and broader access to mental health supports and services.	Although the charter has seen an increase in the participation of educational partners in events which seek input for improved student outcomes (e.g., LCAP townhall meetings) there is room for improvement. The charter will focus on identifying additional means of obtaining educational partner input which supports improved student outcomes. This may include creating opportunities for input during well attended school events. In addition, the charter will continue to monitor student academic, behavioral and social emotional progress and will work with families to improve student outcomes. This may include holding Student Study Team (SST) meetings as appropriate and involving families in the decision-making process to support individual student needs. The charter will re-institute the School Attendance Review Board (SARB) to work collaboratively with families of chronically absent students to support improved attendance when needed. The charter will continue working with advisory committees and parent teacher organizations (PTO's) to determine individual school site needs and subsequently develop action plans which support the unique needs of each school site.	The charter will continue to implement strategies that support improved engagement of under presented families in relation to building partnerships that support student outcomes. One way the charter will accomplish this, is by offering parent information nights on relevant topics including post-secondary planning, a-g requirements, the impact of summative state assessments on overall school performance.	The charter obtains educational partner input while also providing opportunities for advisory and decision making. All school sites within the charter facilitate parent meetings and committees (SSC, PTO etc.) that not only provide information but also empower families to make informed decision re: academic, behavioral, and social emotional programming. The charter’s mission is to: serve and connect with all students. This can be accomplished by meeting the needs of the whole child while seeking input from parents and educational partners, which ultimately helps shape program offerings. Relatedly, charter facilitates meetings and committees (PAC, Wellness Committee, Parent Leadership Team, LCAP townhall meetings etc.) that involve families and engage them in the decision-making process (e.g., LCAP actions, expenditures, Title III expenditures, policies etc.) The charter will continue to actively seek input and participation from all educational partners with an additional focus on underrepresented families. Current efforts to increase participation and engagement include personal invitations to attend meetings and join committees, as well as offering meetings during the most convenient times for parents and stakeholders. In addition, results from needs assessments are used to create and offer training specific to identified areas of need in order to increase participation.	The charter will work on improving increased participation in the advisory and decision-making process. This action will be supported by providing increase opportunities to build capacity within principals, staff, and family members to engage in advisory groups and decision-making. The charter has facilitated training for site administration on the rights and responsibilities of advisory groups. This training however can be expanded to support administrators 2023 Local Performance Indicator Self-Reflection for Escalon Charter Academy Page 12 of 16 explain these roles and responsibilities to respective educational partners. A goal of the charter will be expanded on these opportunities. Relatedly, the charter will support school sites in their efforts to recruit members of underrepresented families to join advisory groups both at the site and charter level.	As noted above, the charter will work with school sites to facilitate and support in the recruitment of members of underrepresented families for advisory groups and relatedly to engage them within the decision-making process. This will be supported by early and improved communication, individual and personal outreach, as well as through the use of translators and needed and appropriate.	4	3	3	3	4	5	5	5	4	4	4	4	Met		22JUN2023	2023
39685440000000	Jefferson Elementary	3	"Based on the analysis of educational partner input and local data, participating families responded that they are able to communicate with teachers and staff when they need to. A high percentage of families indicated the emails and text messages from Parent Square communication from the district and schools was ""just right"" and many appreciated the weekly school newsletter communication. Using Aeries Parent Square allows families to select their message preferences and language settings. Second Step SEL curriculum program and Peaceful Playgrounds are also utilized to encourage positive behavior and interactions."	While survey data shows families feel welcome and have positive relationships with school and district staff, a focus area is to provide educational partners more opportunities to be involve in the site/district decision making process.	JESD administers the CA Healthy Kids Survey to parents biannually and added an additional survey for all families to complete to increase participation this year. The survey data is used to complete this self-reflection tool to reflect on progress, successes, needs and areas of growth in family engagement policies, programs, and practices. This tool will enable the district to engage in continuous improvement and determine next steps to make improvements in the areas identified. JESD will share the results with all educational partners to inform the LCAP and the development process, to assess prior year goals, actions and services as well as to plan or modify future goals, actions, and services in the LCAP.  JESD will continue to work on building relationships with diverse families. The LEA will engage and encourage families to participate in the self-reflection process in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students.	JESD current strengths include PBIS Training for school teams. Staff engage students and families with lessons on preventing bullying and harassment behaviors early on in the school year to make schools a welcoming place where all students know their rights and how to help others.	Parents would appreciate more information on how to help their child at home, more information on their expected role. Families would also like to see increased programs for children with special talents, gifts, or special needs. A focus area of improvement would be to continue to increase communication regarding all of the programs and training in place at the school and increase opportunities for teachers and principals to partner with families.	JESD will continue to work on building partnerships with diverse families. The LEA will engage and encourage families to participate in the self-reflection process in order to ensure input from all groups of families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students.	JESD current strengths include family participation in established advisory groups: LCAP Parent Meetings, School Site Council, ELAC, DELAC, and GATE Parent Advisory. The District will focus on increasing diversity and participation from unduplicated student groups.	The JESD continues to explore ways of improving parent input for decision making. A focus area of improvement is to increase participation on all  groups.	JESD will continue to work on improving engagement with diverse families. The LEA will engage and encourage families to participate in the self-reflection process in order to ensure input from all educational partners are represented: families, staff and students in the LEA, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students.	4	4	3	3	3	3	3	4	3	3	3	4	Met		13JUN2023	2023
39685690000000	Lincoln Unified	3	Lincoln Unified excels at fostering positive relationships between school staff and partners, as evidenced by input from educational partners and local data analysis. Feedback from the YouthTruth survey and stakeholder input highlight the friendly demeanor of teachers and staff, and the diverse family engagement and extracurricular programs available at Lincoln further support this strength.	Despite Lincoln Unified's strengths in building relationships between school staff and partners, educational partner input and local data analysis suggest some areas for improvement. Specifically, stakeholders have suggested that Lincoln consider diversifying their communication methods beyond digital correspondence, with a desire for more phone communication and print notices to better engage with parents.	Lincoln Unified's Educational partners expressed desire to improve engagement of families and students where Spanish is the primary home language. Specifically, the request was for all infographics shared by the district and school sites to be shared in Spanish as well as English. The district is working with our Media Communications Specialist to make that happen. Educational partners also expressed interest in forming parent programming specifically for parents of African American students and for students with disabilities. Data shows that both subgroups need additional support and the district will be looking for additional ways to engage them.	Lincoln Unified Schools have resumed the process of providing in-person parent engagement and school community activities that was put on hold during and immediately post pandemic. Many of the on-campus events such as Family Math Nights and Literacy Fairs are aimed to support families with helping their students learn thereby boosting student outcomes.	The main focus for improvement is attendance. The district and sites are working to improve partnerships and provide supports to ensure all students come to school each and every day.	Attendance is lowest amongst our underrepresented families. The district will be providing more home-to-school transportation to support student attendance. We will also be continuing the social-emotional supports and restorative justice practices on our campuses.	All Lincoln Unified schools have fully functioning School Site Councils and PTA groups for parents to participate in decision making. Each site has an active English Language Advisory group and the District facilitates a Districtwide English Language Advisory group. Each school has a leadership class. All of the aforementioned organizations encourage educational partner participation in the decision-making process. Lincoln Unified participates annually in the YouthTruth survey to obtain insight and input from our educational partners: Staff, Students, and Families.	Educational Partners asked for advertisement for parent group meetings to more consistently be available in both English and Spanish.	In order to maximize Educational Partner input and opportunities for participation in school-related events and decision making, all publicity and invitations will be made available in both English and Spanish. In addition, YouthTruth survey administration will become part of the mid-year Parent-Teacher Conference check-ins to further increase participation in the annual survey.	4	4	4	5	4	4	5	5	5	5	5	5	Met		28JUN2023	2023
39685690132415	John McCandless Charter	3	John McCandless excels at fostering positive relationships between school staff and partners, as evidenced by input from educational partners and local data analysis. Feedback from the YouthTruth survey and stakeholder input highlight the friendly demeanor of teachers and staff, and the diverse family engagement and educational programs available at John McCandless further support this strength.	Despite John McCandless's strengths in building relationships between school staff and partners, educational partner input and local data suggests some areas of improvement. Specifically, stakeholders have suggested that John McCandless hold more evening events for families to mingle and get to know each other. This would allow parents to play a more meaningful role in educational decisions made at John McCandless.	John McCandless's educational partners expressed desire to improve engagement of families and students where Spanish is the primary home language. To meet this goal, John McCandless has been arranging translators for events such as Board Meetings and PTSA Association Meetings. Additionally, the John McCandless Administration has been actively encouraging participation in our ELAC group that meets once a trimester. Lastly, John McCandless will focus on strengthening our efforts to recruit a more diverse staff when employment decisions are made.	John McCandless Charter School has resumed its practice of providing in-person parent engagement activities such as Tie-Dye Night, STEM Fest, Owl-o-ween, many volunteer opportunities, Force Museum, and Field Day. These events, in combination with the activities sponsored by our PTSA, School Site Council, and ELAC, are helping students learn thereby boosting student outcomes.	The main focus for improvement is attendance. John McCandless is working to improve partnerships and provide supports to ensure all students come to school each and every day.	Attendance is lowest amongst our underrepresented families. John McCandless is increasing its support for high-engagement strategies such as Project-Based Learning and Technology Integration in order to increase student motivation for daily attendance. John McCandless will also be continuing the social-emotional supports and restorative justice practices on our campuses.	John McCandless has a fully functioning School Site Council and PTSA group for parents to participate in decision making. Additionally, we have an active English Language Advisory Group which collaborate with Lincoln Unified's Districtwide English Language Advisory Group. John McCandless has a Leadership class. All of these organizations encourage educational partner participation in the decision-making process. John McCandless also participates annually in the Youth Truth survey to obtain insight and input from our educational partners: Staff, Students, and families.	John McCandless Educational Partners have asked for more activities such as Coffee with the Principal and more evening events for students and families.	In order to maximize Educational Partner input and opportunities for participation in school-related events and decision-making, all publicity and invitations will be made available in both English and Spanish. In addition, YouthTruth survey administration will become part of the second Academic Parent-Teacher Team Conference to further increase participation in the annual survey.	5	5	4	4	4	5	5	4	5	4	4	5	Met		27JUN2023	2023
39685770000000	Linden Unified	3	Strengths:  School cultures are strengthening relationships with parents through various ways of communication and through technology.  School site staff are building trusting and respectful relationships with families through various family activities.	Focus area:  Progress in supporting staff to learn about each family’s strengths, cultures, languages and goals for their children.  Continue to conference with families regarding student goals and support.	Professional development that will build capacity in diversity, parent conference and support meetings, utilize staff (translators/interpreters) to provide outreach and support to families.	Strengths:  We have systems in place for families to meet with teachers to discuss student progress (parent/teacher conferences, SSTs).  Communication providing resources and information through technology, parent nights, ELAC, and SSC is another strength.  We have parent education nights at each site to educate parents on how to advocate and empower students.	Focus area:  More specialized professional learning and support to teachers and principals to improve a school’s capacity to partner with families.  Opportunity to provide families with more focused parent events and parent education to promote partnerships for student success.	Utilize staff (translators/interpreters) to provide outreach and support to Spanish speaking families.  Utilize social workers and foster youth liaison to provide outreach and support for underrepresented students and families.	Strengths:  School sites provide collaborative opportunities to implement and evaluate family engagement events through School Site Councils, Parent Teacher Clubs, English Learner Advisory Committees, and various parent nights.	Areas of focus:  Providing all families opportunities to seek input on policies and programs, implementing strategies to reach and seek input from any underrepresented groups in the school community.	Forming a District Advisory Committee that will include unrepresented groups, family representation for all school sites, including teachers, administrators, and classified staff to provide opportunities for feedback to the district Local Control Accountability Plan.	4	4	4	4	3	4	5	4	3	3	3	4	Met		23JUN2023	2023
39685850000000	Lodi Unified	3	Communications are provided in parents’ primary languages for the groups which represent 15% or more of the district’s total population. Communication is provided in other languages when possible. Care is taken to make the language understandable and accessible to families. In addition to traditional forms of communication, i.e., flyers and newsletters, the district uses several new applications to support two-way communication with parents. Some examples include email, PeachJar notifications, and Aeries parent portal.	The district continues to abide by its communication plan, which is posted online. The purpose of the plan is to present a clear and concise framework for engaging and communicating with both external and internal audiences within the school communities, incorporating new social media channels to reach the public	The district is working hard to improve the engagement of our underrepresented families through activities such as Parenting Partners, Jump Into English, and Parent Project. School sites are seeing improved parent involvement in site-based activities, such as the District English Learner Advisory Committee, School Site Council, and other similar site meetings. District staff is working collaboratively with site staff to encourage those parents to participate in district-level parent involvement opportunities. Foster Youth/ Homeless liaisons work with those community groups to maintain positive relationships with these families. The English Learner Department has been working with families whose primary language is not English to foster and develop relationships with these families. The district is also currently implementing Comprehensive Coordinated Early Intervening Services (CCEIS) plan to strengthen relationships with its African American communities.	The district supports parents in the knowledge of their rights and advocating for their students through the site and district committees, School Site Council (SSC), Student Advisory Committee (SAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) and Local Control Accountability Plan (LCAP). The district is in the third year of implementation of Parenting Partners. Parents and staff work together to provide classes to other parents at each school site. Sites offer these classes at least twice a year. Workshop topics include Positive Parenting- Success Starts at Home, Creating Confident Kids, Communications that Works, Creating Structure for Achievement, Discipline- Practice for Success, and What Children and Teens Need to Succeed. English learner parents have requested classes on learning English. The district has been very successful with Jump Into English. This program continues to grow by parent request. The district has also provided a Trainer of Trainer series of Parent Project, which is geared towards high school students that are challenged by their lack of school attendance. In addition, teachers and parents meet at least once a year to discuss every student in their class and share strategies parents can use to help support their child in all academic content areas and other areas.	The district has redesigned its administrative structure and hired additional staff to support the facilitation of committee meetings such SAC, SSC, DELAC, ELAC mentioned previously. The district has reorganized into two regions to better serve the communities, which involves the increase in staffing to better meet the needs of the school sites and the families they serve in those regions.	The district has begun its implementation of locally developed data visualizations allowing district and site administrators the ability to easily disaggregate student enrollment into various groups to better address specific needs of underrepresented students and communicate accordingly to parent/guardians of those specific groups as needed. Foster Youth/ Homeless liaisons work with those community groups to maintain positive relationships with these families. The English Learner Department has been working with families whose primary language is not English to foster and develop relationships with these families. The district is also currently implementing Comprehensive Coordinated Early Intervening Services (CCEIS) plan to rebuild relationships with its African American communities.	Parents are encouraged to participate in site and district level advisory committees such as School Site Council (SSC), Student Advisory Committee (SAC), English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC) and its yearly School Climate Parent Survey for parent/guardians of all students in grades TK/K-12.  Parents are asked to provide input and recommendations on the Parent Compact and Parent Involvement Policy at both the site and district level. The district, along with parents, uses the district level committee as a vehicle to communicate successes and challenges parents encounter at the site or district office.  Jump Into English workshops are another way the district encourages and provides parents with information on district policies and encourages their input. Workshop topics include Positive Parenting- Success Starts at Home, Creating Confident Kids, Communications that Works, Creating Structure for Achievement, Discipline- Practice for Success, and What Children and Teens Need to Succeed.  Parent Project provides highly effective, affordable strategies for parents raising children with challenging behavioral issues. Its mission is to change destructive adolescent behavior.	The district has redesigned its administrative structure and hired additional staff to support the facilitation of committee meetings such SAC, SSC, DELAC, ELAC mentioned previously. The district has reorganized into two regions to better serve the communities, which involves increases in staffing to better meet the needs of the school sites and the families they serve in those regions.	The district also continues utilizing technology such as Blackboard Connect to target communication to specific groups as needed, as well as the ThoughtExchange program which facilitates online community forums for qualitative input. Foster Youth/ Homeless liaisons work with those community groups to maintain positive relationships with these families. The English Learner Department has been working with families whose primary language is not English to foster and develop relationships with these families. The district is also currently implementing Comprehensive Coordinated Early Intervening Services (CCEIS) plan to rebuild relationships with its African American communities.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
39685850101956	Aspire Benjamin Holt College Preparatory Academy	3	Families have easy and direct access to BHA staff and administration. We partner in Saturday Schools, Student Led Conferences, Parent nights, ELAC and Site Council.	Additional Parent-focused information nights, specifically dedicated to health (vaping) and digital citizenship.	BHA will continue to invest in family surveys, oversite councils such as ASC and ELAC, and parent-facing engagement events.	BHA family partnerships are strong and continue to be proactive and highly engaged. Student Led Conferences are a direct way that families engaged in detailed plans regarding student success, as well as regular meetings and updates from BHA's academic counseling team.	Families often wonder about additional resources to support students from home. BHA is developing a menu of supports for families to access, including direct access to teachers, online resources, and free tutoring services.	BHA will continue to lean into our ASC and ELAC oversite committees for input on programming and engagement; additionally every student and family is encouraged to give twice-yearly feedback about their BHA experience.	BHA offers student, family, and staff surveys multiple times per year.	BHA is committed to strengthening our ELAC oversite committee, as this is BHA's first year of implementation with that committee.	BHA is committed to hosting parent observation days, surveys, oversite committees, parent-facing information events, and one-on-one conferencing.	4	5	5	5	4	5	5	4	4	4	5	4	Met		22JUN2023	2023
39685850122580	Rio Valley Charter	3	At Rio Valley Charter School, our teachers and administration are dedicated to providing unwavering support and establishing collaborative partnerships with all families. One of our primary approaches is through comprehensive professional development programs designed to equip our educators with the skills necessary to effectively engage parents in all academic programs, encompassing but not limited to Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, and Rosetta Stone.  We prioritize fostering a strong home-school connection by ensuring parents have access to curriculum materials that can be utilized at home to continually enhance academic growth. To assess student progress and facilitate meaningful discussions with parents, we administer NWEA/MAP assessments twice a year for students aged 3-11, while students in grades K-2 undergo reading assessments (Dibels) and math assessments (mClass) three times per year. These assessment scores are thoroughly reviewed and thoughtfully discussed with parents, enabling us to align learning goals and monitor progress in relation to previous objectives.  In our independent study model, where teachers regularly meet with each family and student, we strive to actively engage all stakeholders. These ongoing conversations and collaborative efforts ensure that all parties are fully involved in the educational journey, promoting a comprehensive and holistic approach to student development.	Rio Valley Charter School places great significance on receiving feedback from our esteemed educational partners, recognizing its crucial role in our planning and decision-making processes. To establish a foundation of trust and respect from the very first day of school, our teachers regularly meet with families on a weekly, bi-monthly, or monthly basis, fostering strong and meaningful relationships.  We extend a warm invitation to families to attend our Back to School events, as well as science, math, and ELA showcase nights, where we showcase the accomplishments and progress of our students. Through individual family meetings, our teachers actively engage with parents and students, gaining valuable insights into each family's unique culture, as well as their academic and socio-emotional goals for their children. To ensure effective communication and documentation, teachers diligently maintain a family communication log, where detailed notes are recorded for future reference.  Rio Valley Charter School maintains an active website and Facebook page, serving as essential platforms for transparent and timely communication with our families. We firmly believe in accessibility and provide all families with the means to contact their teachers and school administration through email, text, and phone, ensuring open lines of communication at all times.	With the model of education set forth by RVCS, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub-groups, have equal access to engagement opportunities.	Rio Valley Charter School teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed  three times per year through DIBELS. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.	The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.  In addition, RVCS is piloting a writing assessment in the 22-23 school year, which will give parent teachers more information on their students' writing skills and weaknesses.	With the model of education set forth by RVCS, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub-groups are properly engaged.	Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase. Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make school wide impact decisions.	Based on feedback from educational partners RVCS is expanding its use of social media and creating a new website.  Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision making process.	RVCS will improve engagement of underrepresented families by increasing its services for English Learners and increasing site hours and availability to school staff.	5	5	5	5	5	5	5	5	5	5	5	5	Met		08JUN2023	2023
39685850133678	Aspire Benjamin Holt Middle	3	We hold the following events to support with fostering relationships between school staff and families: -Student Led Conferences (twice a year),   -Saturday School (twice a year), - Town Halls in which families are invited too, -Family Lunches -ELAC -SSC	Continue all the family engagement listed above.  I want to start: -Coffee with the Principal -Offer more opportunities for Volunteer work. -Family Workshops -Family Engagement Coordinator	With the family engagement we've had this year, our turnout has been great and well attended.  One of the opportunities for me to engage in more with is personally reaching out to families (calls vs. emails) and invite them to attend events/meetings.  If I move forward with bringing on a family engagement coordinator, this could very well be some he/she can support with.  This has been the second year that we have been implementing a co-teaching model (one Gen Ed and one Ed Specialist).  In addition, we had our first in-person Black Excellence Celebration and about 50% of African American families were present.	We currently have two mental health therapists who are engaging with both students and families on Social Emotional Support.  One of the counselors is currently working on a resource for both students and families called BHM Wellness Room.  In addition, students have the opportunity to start any club of interest afterschool with the guidance of an adult on campus.  Teachers also provide an hour of Office Hour support 1 day a week.  Our SPED department also has a couple of events and invite families onto campus.  These events are like an open forum to provide feedback and suggestions on how we can better support students with an IEP.	Continue working on building our ELAC Committee as well as our SSC committee.	As mentioned in a previous question, working alongside a Family Engagement Coordinator to make some personal communication and invitations to families.  We tried this strategy this year with ELAC but that didn't seem to help engagement at all.	For the upcoming year, I want to increase the number of meetings I have with parents.  I want to have quarterly Coffee with the Principal, more SSC meetings and increase the number of parents involved in SSC.  Our California Dashboard indicates that as our LEA, we are 5.3 DFS for ELA and -26 points for math.  We also send families frequent surveys asking for feedback.	An area of focus is mathematics and Social Emotional Learning.	As mentioned previously, I want to make sure all of our families are represented, especially when it comes to decision making.  In addition, I would like to have more opportunities in which families are on campus having conversations with teachers/BHM staff.	4	4	4	4	3	3	4	3	3	3	3	3	Met		22JUN2023	2023
39685856116594	Aspire Vincent Shalvey Academy	3	VSA has made building relationships between school staff and families a priority this school year by encouraging school wide events that include children and family members as well as dedicated time to connect with staff and families. The staff and administrators have reached out to families and students to get their point of view and feedback about our school community.	VSA continues to review family and community engagement opportunities and make adjustments that fit the needs of our school community.  We continue to listen to student and family requests and the types of events and opportunities for building relationships	VSA administrators and staff continue to have an open door policy and reach out to families to improve relationships and engagement.	VSA has made building partnerships for student outcomes a priority this year.  Making connections and providing opportunities for all departments, office staff and families to work together to support the whole child and provide recommendations and provide supports for students during the school day and after school.	Although student outcomes have been a priority, we continue to make this a focus and will continue to build our MTSS team and make adjustments to fit the needs of our current students.	Data analysis on a regular basis is an important component to improve engagement of underrepresented families. An open door policy and reflection of school site policies and practices will enhance the engagement and allow for adjustment to be made when needed.	Having pre-planned events and survey opportunities for all educational partners to provide input allows for consistent data and reflection of our staff.	We have implemented this system this year  and a focus area would be to schedule events with more notice and options for Zoom and in-person meetings as well as small groups and surveys to try and reach as many educational partners as possible.	Being mindful of the educational partners that we are reaching and leaning in and welcoming individuals or groups that are underrepresented.	4	5	3	5	5	5	5	5	4	4	4	4	Met		22JUN2023	2023
39685856117675	Joe Serna Jr. Charter	3	Joe Serna Jr. Charter School (JSJCS) does provide regular communication with parents to ensure they are being informed of essential activities that enhance building relationships between the staff and families. All communications are provided in English and Spanish. Care is taken to make the language understandable and accessible to families. In addition to traditional forms of communication, including flyers and newsletters, in alignment with the district, we use several new applications to support two-way communication with parents. Some examples include email, robo calls, and text messages via BlackBoard Connect. We also communicate using Class Dojo and Aeries parent portal.	JSJCS is working hard to improve the engagement of our underrepresented families through activities such as recruitment and participation in PTA, Jump Into English, ELAC meetings, Principal Chat with Parents, and Honor Roll assemblies. Bringing back science, math and reading nights with parents. We will also host on site events to build relationships with parents and staff which include the Fall Festival, Family Movie night, a winter festivity, student dance performances, and many more. Additionally, we will continue to encourage parent participation in principal meet and greets, Back to School Night, and Open House.	JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities.	During the 2022-2023 school year, we had 115 out of 253, 45.45%, parents complete the parent survey. There were 82.4% positive responses. JSJCS will continue to focus on communicating and partnering with families to build partnerships for student outcomes. Parents participated in parent engagement activities throughout the year along with participating in Advisory Committee meetings, Principal Chat with Parents meeting, ELAC meetings, and PTA meetings which brought events that supported building partnerships on site. Staff reached out to parents to encourage participation in PTA events which included a fall festival, winter parade of lights, Spring Picnic, family movie nights, and other events. Our English learner parents have requested classes on learning English. We have been very successful with Jump Into English and also providing access to Rosetta Stone. These programs continue to grow by parent request. In addition, teachers and parents met quarterly throughout the year during parent conferences to discuss every student in their class and shared strategies with parents so that they can use to help support their child in all academic content areas and other areas.	JSJCS supports parents in the knowledge of their rights and advocating for their students through the site by providing committees for them to join which include the Advisory Committee, PTA, ELAC, and Monthly Principal Chats with the Parents. We will continue to partner with Jump into English to provide families the opportunity to learn English. We will also provide access to Rosetta Stone so that parents can learn English and Spanish. JSJCS will also continue its collaboration with PTA and identify events and activities where we can build partnerships with parents with student outcomes.	JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities.	Parents are encouraged to participate in the Advisory Committees, PTA meetings, ELAC meetings, Principal Chat with Parents meetings, and parent surveys. Parents are asked to provide input and recommendations on the Parent Handbook and other information. Parents use the advisory committee, Principal Chat with Parents meetings, and monthly PTA meetings to communicate successes and challenges parents encounter at the site. During Principal Chat with Parents meetings, an overview of past and upcoming information was shared and input was received. Jump Into English workshops are another way JSJCS encourages and provides parents with information on district policies and encourages their input.	Based on educational partner input, JSJJC has increased staffing to serve underrepresented students to achieve proficiency.	JSJCS will work in identifying underrepresented families and encourage participation in meetings and other related activities.	4	4	4	4	4	4	4	4	4	4	4	4	Met		17MAY2023	2023
39685856118921	Aspire River Oaks Charter	3	"River Oaks offers multiple opportunities for families to get involved. Saturday Schools, Family Nights, Lunch With a Loved One, book fairs, volunteers, Community Council, ELAC, SSC committees. We have Student-Led Conferences twice a year and an ""open door policy"" for families to visit the classroom whenever they would like. We also invite all parents to our Friday Town Halls where classes perform what they are studying. ROCS honors students monthly who are nominated by staff for Student of the Month Awards."	#NAME?	#NAME?	Our school and staff are commited to student success. We provide teachers and staff with on-going professional development, communicate often with familes on how students are performing and offer information to families on how to best support their children.	We will continue to use surveys to ask our community how we can improve. Some families indicated that due to work schedule conflicts, it is challenging to volunteer or interact with the school, therefore,  have engagement opportunities after school hours.	We will continue to explore the best way possible for communicating with our underrepresented families.	Surveys are conducted with staff, families and students throughout the year to provide input and suggestions for improvement. We have an ELAC, SSC & ROCC available for families to be involved with.	Reaching out directly to families for input.	Reaching out directly to families for input and providing translators.	5	5	4	4	4	5	5	4	4	4	4	4	Met		22JUN2023	2023
39685930000000	Manteca Unified	3	Creating welcoming environments for all families in the community was the greatest noted strength.  MUSD continues to work with staff to create a student-focused approach and a welcoming atmosphere for all families in the community.	Manteca Unified School District (MUSD) is focused on creating 2-way communication avenues, soliciting and implementing appropriate suggestions to improve relationships between school staff and families. The Parent/Family engagement policy is reviewed and updated at all advisory committees and follows board policy to build relationships between school staff and families. Individual sites also maintain a parent/family engagement policy which is reviewed and implemented annually.	MUSD seeks to improve engagement of underrepresented families by utilizing programs such as Remind, which allows for two-way communication between the school and home, increasing the availability of language alternatives when sharing and seeking  information regarding students, and increasing the number of in-person offerings to connect families and students with the school leading to improved relationships.	Teachers, families and students in the 20 TK-8 schools in MUSD meet two times/year to discuss student progress and determine ways support improved student outcomes.  Resources are shared and discussed both at the school site and available in the home setting.	Parenting Partners is contracting with MUSD and any school who wishes to work to improve the school's capacity to partner with families.  Trainings are provided and support is ongoing for creating a culture where families are an integral part of the student's education.	Digital resources, available through devices assigned to each student, and in various languages, are available in the home and allow for extension of learning opportunities and practice/support for increasing understanding of state standards and key learning concepts. Community meetings will be held in neighborhood schools so that underrepresented families can attend without having to travel longer distances.  Surveys will be utilized to build partnerships that improve student outcomes.	Supporting family members to effectively participate in advisory groups such as School Site Council and English Learner Advisory Committee and Supporting principals/staff to effectively engage families in advisory groups were noted as strengths. MUSD site administrators continue to work with their advisory councils and seek valid input and help make decisions regarding student need.  This was evidenced by their comments and rating scales.  Minutes from meetings indicate greater participation in decision making for the site.  MUSD seeks to continue to increase parent engagement with decision-making.	Implementing strategies to reach out and seek input from any underrepresented groups in the school community is our focus area.  An on-going focus for MUSD is hearing from more varied and diverse voices, especially underrepresented groups.  Publicized meetings at identified individual school sites to seek valid input and respond to community voices have been scheduled for the 23-24 school year.	In the upcoming year, MUSD intends to reach out by going to the community, and identifying and soliciting missing voices.  The outreach will include digital communication, surveys, in-person opportunities and site-specific interactions.	3	4	3	3	3	3	4	3	4	4	3	3	Met		20JUN2023	2023
39686190000000	New Hope Elementary	3	NHESD takes pride in creating an environment that is welcoming to parents and the community. There was an  intentional effort made this year to provide opportunities to welcome parents on campus. Such events included a  movie night where close to 100- attended as well as the annual Cinco de Mayo celebration hosted by the After School Program. Parents and the community joined us to honor and celebrate the Hispanic culture. There were several parent meetings in which attendance was positive.	Educational partners want to continue to finds way strengthen the partnership with families through developing the capacity of staff.	NHESD office staff and Counselor made intentional efforts to call parents, speaking in their primary language, to  explain processes, invitations, etc.	Being a small school and many students attend New Hope from Kindergarten until 8th grade, relationships are built and long lasting. Nevertheless, as a site we can all improve to build stronger relationships with our students and families.	Our focus area will be to strengthen the relationships from staff to students in which we will continue learning and practicing the principles of Capturing Kids Hearts.	We will be consistent in our communication and support.	NHESD worked to provide additional opportunities for parents to provide input in decision making.	Family input is always encouraged through SSC and DELAC meetings held throughout the school year on the development of all school plans. Parent participation and input is requested at all SST and IEP meetings.	NHESD needs to provide more opportunities to seek input from families.  Staff will make personal phone calls to families and use email and text to invite them to various opportunities in which their input can be provided.	4	3	3	3	3	3	3	2	3	3	3	3	Met		20JUN2023	2023
39686270000000	New Jerusalem Elementary	3	New Jerusalem has several strengths with regard to building relationships between school staff and families. New Jerusalem provides multiple community building events throughout the year for students and staff to develop relationships, such as: Meet the Teacher Night, Winter and Spring Programs, our STEAM Event, and Open House. New Jerusalem seeks to build relationships through its Parent Teacher Club where monthly meetings are held to discuss fundraisers such as our annual Walkathon, organization of fun events like our Boo Bash, Teacher Appreciation Week, Student College Scholarship, and ways to support and enhance our students experiences through the use of the money earned from fundraisers. New Jerusalem also has a very active Multicultural Club, and ELAC community who partner with our Parent Teacher organization to host community events, fundraisers, and provide fun activities for staff and students.	New Jerusalem’s focus area for improvement in building relationships between school staff and families will be to continue to partner, gain input, and support though thoughtful collaboration opportunities with our staff and families during school organization meetings such as our Parent Teacher Club, Multicultural Club, and ELAC. This will enhance relationships by creating open and honest dialogue through mutual interest and engagement.	New Jerusalem will improve engagement of underrepresented families by engaging more with our Multicultural club parents. Staff and administration will actively participate in their meetings and encourage parent participation on our campus. We will continue to support ELAC and Multicultural Clubs fundraisers and promote events.	New Jerusalem has several strengths in building partnerships for student outcomes. Staff and administration attend multiple professional development sessions yearly to support educators and improve our school’s capacity to partner with our families. New Jerusalem works to ensure all communication is translated in the family’s home language, and is also communicated through ELAC meetings, site office, and social media to support student learning and development in the home. New Jerusalem provides parent teacher conferences to discuss student progress and ways to work together for all students several times a year, as well as, on as needed basis to support improved student outcomes.	New Jerusalem’s area of focus for improvement in building partnerships for student outcomes will be to provide more opportunities to meet with families and explain their legal rights and avenues available to them to advocate for their own students. These opportunities can be wrapped into ELAC, Parent Teacher Club meetings, parent teacher conferences, and coffee with the Principal meeting in the form of guest speakers.	New Jerusalem will improve engagement of underrepresented families by equipping teachers with additional resources to support student learning and development in the home. Additionally, we will continue to provide translated parent teacher conferences, meetings, and communication.	New Jerusalem’s has several current strengths in seeking Input for decision-making. We actively build the capacity of staff to engage with families in advisory groups such as ELAC, Parent Teacher Club, and Multicultural Club. Meeting notices are advertised and translated, so staff and families can attend and support decision making. During the meetings translators are present, so all participants can effectively engage in the advisory groups. Our parent teacher club, multicultural club, and ELAC groups work collaboratively to plan, design, implement and evaluate our family’s engagement activities at school. Their collaborative efforts have raised funds to support student programs in the areas of the arts, music, sports, college scholarships, and STEAM education.	An area of focus for improvement in seeking input for decision-making will be to create additional opportunities for underrepresented groups to engage in providing input on policies. We will look to provide guest speakers who will inform, engage families in dialogue, and gain their input regarding polices in Parent Teacher Club, Multicultural Club, and ELAC meetings.	New Jerusalem will improve engagement of underrepresented families in relation to seeking input for decisionmaking by intentionally communicating programs and policies to our families with the purpose and intent to gain their input during advisory group meeting held in person and by zoom. Additionally, we will work to create annual surveys regarding programs, and polices, which will be translated, with the purpose of gaining input from families that cannot attend meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
39686270117796	New Jerusalem	3	New Jerusalem has several strengths with regard to building relationships between school staff and families. New Jerusalem provides multiple community building events throughout the year for students and staff to develop relationships, such as: Meet the Teacher Night, Winter and Spring Programs, our STEAM Event, and Open House. New Jerusalem seeks to build relationships through its Parent Teacher Club where monthly meetings are held to discuss fundraisers such as our annual Walkathon, organization of fun events like our Boo Bash, Teacher Appreciation Week, Student College Scholarship, and ways to support and enhance our students experiences through the use of the money earned from fundraisers. New Jerusalem also has a very active Multicultural Club, and ELAC community who partner with our Parent Teacher organization to host community events, fundraisers, and provide fun activities for staff and students.	New Jerusalem’s focus area for improvement in building relationships between school staff and families will be to continue to partner, gain input, and support though thoughtful collaboration opportunities with our staff and families during school organization meetings such as our Parent Teacher Club, Multicultural Club, and ELAC. This will enhance relationships by creating open and honest dialogue through mutual interest and engagement.	New Jerusalem will improve engagement of underrepresented families by engaging more with our Multicultural club parents. Staff and administration will actively participate in their meetings and encourage parent participation on our campus. We will continue to support ELAC and Multicultural Clubs fundraisers and promote events.	New Jerusalem has several strengths in building partnerships for student outcomes. Staff and administration attend multiple professional development sessions yearly to support educators and improve our school’s capacity to partner with our families. New Jerusalem works to ensure all communication is translated in the family’s home language, and is also communicated through ELAC meetings, site office, and social media to support student learning and development in the home. New Jerusalem provides parent teacher conferences to discuss student progress and ways to work together for all students several times a year, as well as, on as needed basis to support improved student outcomes.	New Jerusalem’s area of focus for improvement in building partnerships for student outcomes will be to provide more opportunities to meet with families and explain their legal rights and avenues available to them to advocate for their own students. These opportunities can be wrapped into ELAC, Parent Teacher Club meetings, parent teacher conferences, and coffee with the Principal meeting in the form of guest speakers.	New Jerusalem will improve engagement of underrepresented families by equipping teachers with additional resources to support student learning and development in the home. Additionally, we will continue to provide translated parent teacher conferences, meetings, and communication.	New Jerusalem’s has several current strengths in seeking Input for decision-making. We actively build the capacity of staff to engage with families in advisory groups such as ELAC, Parent Teacher Club, and Multicultural Club. Meeting notices are advertised and translated, so staff and families can attend and support decision making. During the meetings translators are present, so all participants can effectively engage in the advisory groups. Our parent teacher club, multicultural club, and ELAC groups work collaboratively to plan, design, implement and evaluate our family’s engagement activities at school. Their collaborative efforts have raised funds to support student programs in the areas of the arts, music, sports, college scholarships, and STEAM education.	An area of focus for improvement in seeking input for decision-making will be to create additional opportunities for underrepresented groups to engage in providing input on policies. We will look to provide guest speakers who will inform, engage families in dialogue, and gain their input regarding polices in Parent Teacher Club, Multicultural Club, and ELAC meetings.	New Jerusalem will improve engagement of underrepresented families in relation to seeking input for decisionmaking by intentionally communicating programs and policies to our families with the purpose and intent to gain their input during advisory group meeting held in person and by zoom. Additionally, we will work to create annual surveys regarding programs, and polices, which will be translated, with the purpose of gaining input from families that cannot attend meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
39686270126755	ABLE Charter	3	Building relationships with students and parents is a cornerstone of ABLE Charter’s instructional model and professional development program.  Teachers, staff members, and administrators are encouraged to build and maintain relationships from the moment they come on board.  Relationship building strategies are introduced during professional development sessions before every school year, and throughout the year.  The front office staff is of key importance in maintaining strong relationships.  Our office staff is excellent at helping families of all demographics feel welcome and supported.  They are integral in the communication chain between the school and our community. ABLE teachers, staff and administrators use a variety of communication tools including: robo-calls, all calls, emails, SMS text messages, school website, school newsletter, Remind App, Class Dojo, social media, etc.	Based on input from our educational partners, we created an on campus, Parent Resource Center.  This center is a central hub for parents to access additional resources they, their students, and their families need.  This center employs a Parent Resource Director and a Family Engagement Specialist.  These individuals serve the needs of families who come to the center on their own, but more importantly, they will perform outreach to raise awareness of the center and bring families to the center.  The Parent Resource Center is working to increase its programming and to do more to connect our parents and families with resources in our local community.	The Parent Resource Center is working to increase its programming.  One specific area of focus is on underrepresented groups.  We are also working on implementing additional methods of communication to and from parents.  We know that there are some parents who do not respond as frequently to our regular messaging, and this is a major barrier for their participation in their students’ education.	ABLE partners with families to improve student outcomes.  Across all grade levels, TK-12, teachers and administrators monitor student progress and schedule meetings with the parents of students who are behind or struggling.  These meetings are designed to better understand the student’s outside of the classroom setting, to identify any barriers to their success, and to plan and implement strategies to improve student outcomes.  Parents are full participants in these meetings, and also have the ability to ask for such a meeting to occur.  Parents also have access to PowerSchool to monitor grades and attendance, and are regularly informed on their students CAASPP and ELPAC scores to see their progress.  Additionally, our counseling team regularly meets with students and families about academic progress, particularly towards the end of middle school and throughout high school.	Based on input from our educational partners and local data, we have identified a need to better provide parents access to Renaissance data.  Renaissance is the platform we use to periodically assess our students mastery and growth (Star 360), provides students with a digital library (MyOn), and has systems for targeted instruction to fill in gaps (LaLiLo and Freckle.)  Parents have always been able to access their student’s progress, but we have room for improvement in early we provide access and the extent to which we publicize that access is available and why it is important.	At the beginning of each school year we will mail Renaissance login instructions and an explanation of how to use Renaissance to the family of each student.  This will go along with a beginning of the year newsletter that covers how parents can use this system to support their students.  We will publicize this information prominently in our Back to School Night, parent nights throughout the year, and through our Parent Resource Center.	Parents are sought for their input in school decisions on a regular basis. This includes formal and informal responses to outreach, such as through our school website, monthly newsletters, WASC self-study meetings, coffee with administrator events, and frequent meet and greats. Administrators, teachers, and staff members also enjoy regular interactions with parents and community members on a one-on-one basis which produce ideas, suggestions, and criticism that helps drive change on campus. ABLE also seeks input from educational partners through our English Language Advisory Committee, Charter Advisory Council, and through the Superintendent’s Liaison Group.	ABLE will continue to seek new ways to seek and incorporate input from our educational partners in school decision making.  We have recently partnered with Panorama Education as a tool for collecting school climate and other information from teachers, parents, and students.  We will use information collected from this source and share it with our educational partners when making decisions.	ABLE will continue to seek new ways to seek and incorporate input from our educational partners in school decision making.  We have recently partnered with Panorama Education as a tool for collecting school climate and other information from teachers, parents, and students.  We will use information collected from this source and share it with our educational partners when making decisions.	5	5	4	5	4	4	5	4	5	5	5	5	Met		28JUN2023	2023
39686270127191	California Virtual Academy @ San Joaquin	3	The school focuses on building meaningful relationships to support student success in the virtual learning environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, how to request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly connection calls and academic conferences, and provide standards-based, synchronous (live) instruction. During monthly connection calls teachers discuss students’ strengths and goals, teacher expectations, as well as build relationships with students and parents, leading to improved engagement and academic outcomes. Teachers and staff use platforms such as Newrow allowing face-to-face virtual interaction with students and parents.  Teachers and staff focus on building relationships with  every student in the school. Through daily connections, relationships between students, teachers, and families are built. Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being, with a focus on self-awareness and self-management. In addition to classroom connections, we provide in-person and virtual outings, clubs, and parent/learning coach (LC) support sessions, some offered in English and Spanish. We provide support to families throughout the calendar year, including summer. Administrators host online parent, student, and staff feedback sessions throughout the year. Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support.	The school involves parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title I meetings, Partner Engagement Meetings, English Learner Advisory Committee (ELAC), Local Control Accountability Plan (LCAP) feedback and planning, and WASC (Accrediting Commission for Western Association of Schools and Colleges). These provide feedback to the leadership team on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings.	CAVA has utilized a team of support staff to ensure the engagement of underrepresented families through the Compass program (approx. 12% of students participate in the Compass support program). CAVA has added bilingual engagement support for Spanish speaking families during the onboarding process to provide additional support throughout the calendar year and will offer expanded opportunities for the LEP families in the 23-24 SY. Schoolwide forms and documents have been translated into Spanish. Document translation and interpreting services are available, on demand.	An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and the school intentionally involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectation, along with provide assessment results.  Parents have access to student grades and online school activities including curriculum assessments. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. The school has graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students.	CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensure high levels of learning for every student.	The school has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. The school also offers Stride Career Prep (SCP), a career readiness education program, allowing students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. Sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit.  Through the schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, LC Community (social platform for CAVA parents/learning coaches), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for students. The Family Teacher Organization (FTO) meets monthly with the goal to strengthen student support by increasing partnership between home and school.	Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions.   The following is a summary of the trends and feedback from various parent surveys from the 22-23 SY, including responses to the LCAP survey, Title I feedback survey, and Fall and Winter Partner Engagement Meeting feedback survey.   Overall parents indicate satisfaction with the school, finding it beneficial for their students and appreciate teacher and staff support and the communication the school provides to students and families. They value access to review their student’s progress to see if their student is behind in a subject and also access to preview curriculum. They appreciate the versatile and robust curriculum and that their students have access to a broad course of study. Parents indicate they appreciate that the school offers a variety of opportunities for high school students and socialization activities for all grade levels. They appreciate that the school rewards students who excel and succeed. They are happy that a group for Spanish-speaking parents exists.	CAVA's area of focus for seeking input for decision making: • Streamline scheduling of classes and assignments to better balance the school day and reduce the feelings of being overwhelmed. • Not enough time for all the responsibilities/tasks of learning coach.  • Reduce emails to parents/learning coaches. • Additional staff and language support to non-English speaking parents.  • Provide additional opportunities for parents and families to connect with school administrators to discuss concerns.   • More opportunities for in-person connections, and social activities including on the weekends and by grade bands.  • More peer-to-peer interaction with ways to connect with other students.  Additional tutoring for students. In response to feedback, the following have/will be implemented:  • A summer plan to engage students, providing interaction and connection for students and families who are continuing with the school, new to the school, and students who need additional academic/SEL support. • Additional opportunities for peer-to-peer interaction/connection in Class Connect (CC) sessions, clubs, and other activities. • Increase in-person events offered to students. • Revised onboarding procedures to support new students and additional support staff to help onboard families.   • Messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.	CAVA has implemented Spanish-speaking parent sessions and continues to send parent communications in both English and Spanish. We are increasing our English Language Development (ELD) program meetings. CAVA provides internet reimbursement for low-income families.	4	4	4	4	5	5	5	5	4	4	4	4	Met		06JUN2023	2023
39686270129890	Delta Home Charter	3	Our teachers and staff will continue to receive professional development for the various curriculums we provide to families. Teachers understand all aspects of the curriculum to effectively support student learning in the home with the support of the professional development opportunities throughout the year. NWEA MAP Test results are utilized to discuss student’s progress in English Language Arts and Mathematics. Teachers can utilize the data resulting from the MAP tests to pinpoint areas for growth for each student. We offer supplemental materials to help support students by providing extension and enrichment. Improvement could be made in making sure that all families know their rights in order to advocate for their students. This year we recently added a Spanish Speaking translator to our staff to help in building relationships with our Spanish speaking families.	An area for improvement is in working with our families who are not native English speakers. We will host regular ELAC in- person meetings or zoom meetings to help support our English Language Learner families in the upcoming school year. We will also be hosting a series of support meetings to better help all families support their children’s learning in the home. These support meetings will give our families tools and teaching strategies to use in the home.	We will host our ELAC meetings periodically to help support our English Language Learners. Families of our English Language Learners can attend and hear about our programs, sports, curriculum, etc. Parents can provide input and feedback at our ELAC meetings to better help us in our decision making. Also, providing student data conferences will allow our students, families and teachers to discuss MAP testing results and build stronger relationships with our underrepresented families.	Delta Home prides itself on developing the capacity of our staff, administrators, teachers, and classified staff, to build a trusting and respectful relationship with families. Open lines of communication between families and teachers are very important for our program to run effectively. Delta Home teachers have face-to-face meetings with families once a month which helps build personal relationships between teachers and families. Teachers check in with families at least once a week through email, phone, or text to encourage continued communication, progress monitoring, and goal setting. The school principal has face-to-face meetings with every family that enrolls at Delta Home. The principal also checks in with families through email, phone, or text to help encourage student engagement, set goals, and praise students’ achievements on a regular basis. The office and classrooms are clean and inviting. A “home” atmosphere has been created to help families feel comfortable. We could improve on supporting the various cultures of our families. Students have the ability to come on site for enrichment to get teacher support. We also offer tutoring sessions once a week for Math, Science and ELA.	In order to improve student outcomes, we will be implementing data talks and data conferences with families periodically throughout the school year. Data talks will provide a way for our credentialed teachers to pinpoint areas of need for each student in order to create positive student outcomes. Teachers will meet as a PLC to discuss and analyze student data. From our Data PLC meetings, teachers will then inform parents of their child’s results during our student data conferences and provide strategies and tools to implement in the home to improve student outcomes.	The principal will continue meeting with all of our families who desire to enroll at Delta Home. Teachers will continue to meet with families at every learning period. Teachers will have their own weekly tutoring sessions for their students to attend as needed. Through the use of ELAC meetings and parent events we will build positive relationships with our families to impact student outcomes.	An area for improvement is engaging families in decision-making on policies and programs. Historically, parent participation has been very limited in this area. When meetings are held to allow family participation in decisionmaking at the school, attendance of parents is low or not available. Family engagement events have been held and will continue to be held to better engage underrepresented families. Parent feedback from these events is measured using parent surveys and feedback forms. Delta Home continues to explore and find new ways to help with parent involvement.	We will be offering a series of parent support meetings and Coffee with the Principal events to engage families. These meetings will serve as a way for us to make informed decisions using parent input/feedback to improve our programs. We will also provide strategies and tools for parents to use in the home when teaching their child. These meetings will serve as an open forum for parents to ask questions and get answers regarding supporting their child in the home school setting.	Delta Home will improve engagement of underrepresented families through the use of ELAC meetings. During these meetings, we can seek input and utilize the feedback given to better support our underrepresented families. At student data conferences, parents/students/teacher can provide input for decision making.	4	5	4	4	3	4	4	2	3	3	3	3	Met		27JUN2023	2023
39686270129916	Valley View Charter Prep	3	Valley View Charter Prep understands the importance of feedback from educational partners and utilizes this  feedback in planning and decision-making. Teachers meet weekly, bimonthly, or monthly with families establishing  trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend  Parent Fairs events, as well as Park Day. During individual family meetings, teachers engage with parents and students and learn about the family's unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a log for reference. Valley View has an active website and Facebook Page that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone.	Based on feedback from educational partners VVCP is expanding its use of social media and creating a new website. Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision-making process.	With the model of education set forth by VVCP, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented subgroups are properly engaged.	Valley View Charter Prep teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO, Rosetta Stone and district adopted curriculum. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.	The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during  the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.  In addition, VVCP is piloting a writing assessment in the 22-23 school year, which will give parent teachers more  information on their students' writing skills and weaknesses.	With the model of education set forth by VVCP, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub-groups are properly engaged.	Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are  encouraged to attend parent park days and parent fairs. Meetings are held prior to these  events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an  annual satisfaction survey. The results from the survey are used to make school wide impact decisions.	Based on feedback from educational partners VVCP is expanding its use of social media and creating a new website. Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision making process.	VVCP will improve engagement of underrepresented families by offering Direct Instruction through our K-12 intervention program.	5	5	5	5	5	5	5	5	4	4	4	4	Met		08JUN2023	2023
39686270132050	Astronaut Jose' M. Hernandez Academy	3	Our School, Astronaut Jose M Hernandez was converted from a dependent School to an independent Charter School on July 1, 2023. We are still in the planning stages of developing teacher, student and family surveys which will be ready for the 2023-2024 school year. We began our school site council and held our first meeting in August 2022. We encourage parents to attend our monthly school site meetings, participating in data review, suggestions. Our families also participate in our bi-annual student led conferences. The student led conferences involve both the parent and student, and it provides an opportunity for families to see the progress of their child(ren) in coordination with their teacher and their child's goals for the year. A Literacy night was planned for all families, with activities, which included students performing readers' theater. The principal also implements coffee chats once a month  that allowed parents to address questions and explore topics of interest. Teachers and administrators interact with parents daily with the use of ClassDojo, where they can record and track student behavior, facilitate classroom activities, curate student profiles and  engage in school/home communication. ClassDojo brings school communities together with one place for all to connect, communicate and share learning experiences. Parents also have access to their child's attendance, report cards, internal assessments, state tests, and grade books through Aeries. Areies is an easy to use platform for schools to power everything daily operations to student/parent portals to communications.	AJMHA focus area for improvement in building relationship between staff and family will be to increase the diversity of parents coming to our events. We  parents from our unduplicated (EL, foster youth, and low income) students tend to have less representation. We are actively working to increase their voice in our meetings. We plan to hold a parent workshops before the school year begins, at the beginning of the next school year, as wells as in the middle of the school year.	Our LEA worked directly with parents of our students, at Coffee with Admin, parent information meetings, and sought input from the through these meetings. Our school worked with parents and students to develop written family engagement ideas to support our school and community. Our Educators reached out to parents through the Student Led Conferences. These are a series of two weeks throughout the school year where school staff partner with parents on academic, behavioral, and social issues, goals, and improvements so families can gain an understanding of such topics, and how to monitor a child's progress and work with educators to improve the achievement of their children. As an LEA, we provide professional development four to five times per month by having a professional development schedule every Wednesday of the month where students are released early so all staff (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the effectiveness of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and organize parent support programs, and build ties between parents and the school. These professional development activities are determined by input from parents and students. Educators reviews state academic standards, state and local academic assessments, and how to monitor a child's progress and work with parents on how to improve their children's achievement during these activities. Parental input is received through discussions on how funds reserved for parental involvement activities should be utilized. In addition, parents are included on our LCAP advisory board, so we can work jointly with them to enhance our family engagement policy. Our LEA provides information and school reports in a language such parents understand by purchasing software that automatically translates messages to the home language identified by the parents on our student information system.	As an LEA, we recognize the value and need for family engagement. This allows for us to seek feedback and gain insight into the needs of our students outside of the academic perimeter. We use coffee with admin meetings, LCAP meetings, Student Led Conferences, as well as student/staff/parent surveys to pursue feedback about student needs and our academic programs. The LEA has developed a written family and parent engagement policy. Our needs assessment is driven by our family engagement feedback and the California Dashboard. It is very clear to us that our students are struggling with social and emotional issues. We have contracted with an outside counseling agency to provide social and emotional counseling to our families. We are partnered with the El Concilio of Stockton Ca.	Parent feedback indicated they wanted more frequent updates and the ability to reply to emails and messages sent out by the school. The preferred method of communication varied. Most parents want to be involved, but many are unable do so because of work agenda conflicts. It has been recommended that more opportunities for interacting with the school occur after school is out and via zoom. The LEA will continue to use feedback from parents, students, and staff to better adapt engagement prospects to best fit the needs of the most parents to the extent possible.	The LEA will continue to discover new advanced methods to reach all parents, specifically focusing on underrepresented families. This can include engagement opportunities hosted in the community where our families live. Feedback from parents will be collected early in the school year to support developing plans that best fit the needs and capacity of parents to be involved in their child's education.	Our LEA frequently communicate with staff and parents regarding the decision-making that occurs in our schools. We have opportunities in Coffee wit Admin meetings, public postings comment on our communication platform. We also have similar opportunities in our school board meeting for parents, teachers, and community members to give feedback on school and district decisions. We welcome input from all educational partners. Parents were invited to learn about the LCAP, which was delivered in both English and Spanish. Parents gave put on the three broad areas of the LCAP: Learning Conditions, Student Achievement, and Engagement (school culture and parent involvement).	Our LEA worked directly with parents of our students, at Coffee with Admin, parent information meetings, and sought input from the through these meetings. Our school worked with parents and students to develop written family engagement ideas to support our school and community. Our Educators reached out to parents through the Student Led Conferences. These are a series of two weeks throughout the school year where school staff partner with parents on academic, behavioral, and social issues, goals, and improvements so families can gain an understanding of such topics, and how to monitor a child's progress and work with educators to improve the achievement of their children. As an LEA, we provide professional development four to five times per month by having a professional development schedule every Wednesday of the month where students are released early so all staff (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the effectiveness of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and organize parent support programs, and build ties between parents and the school. These professional development activities are determined by input from parents and students. Educators reviews state academic standards, state and local academic assessments, and how to monitor a child's progress and work with parents on how to improve their children's achievement during these activities. Parental input is received through discussions on how funds reserved for parental involvement activities should be utilized. In addition, parents are included on our LCAP advisory board, so we can work jointly with them to enhance our family engagement policy. Our LEA provides information and school reports in a language such parents understand by purchasing software that automatically translates messages to the home language identified by the parents on our student information	The LEA will be working with site administration to come back to the accomplishments as well as the desired improvements for including all families in the decision-making process. We will be responsible for evolving a plan that aligns with the school's specific needs and challenges.	4	4	3	3	3	3	4	3	4	4	3	3	Met		22JUN2023	2023
39686270133116	Insight @ San Joaquin	3	Met: Academic Advisors make Cougar Connections with families every month to learn about each family/student and provide any additional supports needed.  The increased attendance rates and satisfaction rates from our students and families are due to the relationships built by the staff at Insight.	Learning Coach University sessions are held monthly with families and each session visits topics that support parents and students.  Insight created a peer support group for new families to be linked with a successful Learning Coach/parent who provides additional support for questions and concerns. For the 2022-2023 school year, Insight contracted with the Cook Center to provide families supports with difficult topics/situations that they may be experiencing with their high school students. These sessions were offered in both English and Spanish and were scheduled on a monthly basis.	Insight brought in a new position for the 2022-2023 school year, an English Language Development Coordinator, who held school ELAC meetings and provided additional supports for our EL student and family population. The program will continue to grow and provide additional resources based on need for the 2023-2024 school year.	Met: Insight holds professional development as well as attends conferences with staff to learn new strategies in working with families and students who are at-risk.	The school utilizes its Academic Advisors, RAISE Team, Family and Student Champion and a Trauma Counselor to support student learning and development in the home as well as address family needs.	Insight has also increased its counseling staff in order to lower ratios and ensure that all students feel supported.	Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety.  The virtual aspect of our school allows for students to feel safe within their homes while completing their school day.  This is noticeable throughout our surveys.  While the virtual environment allows for students to feel safe, it makes school connectedness difficult.  Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization.	The consistency in the live session scheduled continues to be successful for the 2022-2023 school year based on our live session attendance as compared to previous years.  Our attendance in live sessions continues to be higher than previous years without the consistent schedule. Special education support classes, intervention and ELD support sessions are all held at times that do not conflict with a student’s live session content schedule.	Insight continues to provide opportunities for outings, however, after COVID we are providing both virtual and in-person events. Insight will continue to offer this as an option due to its success this year. The outings include college/vocational school tours and community service projects that the students are able to participate in as a high school group.  Insight provides times for clubs to be included within the school day on a weekly basis, where the club does not interfere with any live session courses.  This has allowed for more students to have the ability to attend.	4	4	4	4	4	4	4	4	4	4	4	4	Met		12JUN2023	2023
39686270136028	Delta Keys Charter	3	The site administrator meets with the new incoming families who desire to enroll in the LEA to build relationships between her and the families. Teachers communicate via phone, text, email, and zoom at least twice a week to build relationships them and families. Families are included in the group email and group texts as needed. Teachers meet with the families every twenty (20) days or less to build relationships between school staff and families. Regular ELAC and DELAC in-person or digital meetings are organized to include families in the school events and student progress to build relationships between school staff and families. The LEA Padlet includes information about sports, schedules, new student-help, Edgenuity help, field trips, graduation information etc.	Provide additional space on campus for teachers to meet with the families during in-persons meetings. Organize Coffee with Administrators to engage families to allow parents the opportunity to learn about upcoming school events and student progress. Update LEA’s Padlet on weekly basis, and post as much information in multiple languages as possible. Regular ELAC and DELAC in-person meetings are organized to include families in the school events and student progress.	The site administrator will keep meeting with the new incoming families who desire to enroll in the LEA to build relationships between her and the families. Keep providing space on campus for teachers to meet with the families during in-persons meetings. Keep organizing Coffee with Administrators to engage families to allow parents the opportunity to learn about upcoming school events and student progress. Keep updating LEA’s Padlet on weekly basis, and post as much information in multiple languages as possible. Keep holding ELAC and DELAC in-person meetings to include families in the school events and student progress. Keep the LEA Padlet updated with information about sports, schedules, new-student-help, Edgenuity help, field trips, graduation information etc.	The site administrator meets with the new incoming families who desire to enroll in the LEA, discusses the expectations and build partnerships for student outcomes. Parents are enrolled in Edgenuity Family Portal to support and supervise the students in-person or digitally. The Edgenuity program offers the Portal in 28 languages. Parents also receive daily/weekly progress emails about the student grades and progress in the desired language. Teachers keep the guardian updated with students’ outcomes via phone, text, email, and zoom at least twice a week. Regular Professional Development (PD) days are organized to empower the staff on the areas of the need. School counsellor meets with each student to discuss graduation and post high school plans and creates a Matriculation Plan as needed. LEA Padlet includes ‘Shout Out’ column to reward the students. LEA offers Vendor program and sports to reward students and build partnerships for student outcomes. Benchmark MAP testing twice a year to assess student outcomes. Teachers discuss the MAP scores with the students, families, and with other staff members and brainstorm ways to improve the student outcomes.	A student and a staff survey has been done and analyzed to know their respective needs to improve the student outcomes. PDs organized after the survey analysis have been planned keeping the needs of the staff and students in mind. Resources are provided to empower the staff and to build partnerships for student outcomes as needed. Teacher created small videos are provided to students to improve concepts and skills for basic math, reading and writing. Expand the Vendor program and sports to reward more students and build partnerships for student outcomes. The in-person monthly staff meetings discuss and brainstorm on improving the student outcomes.	The site administrator keeps meeting with the new incoming families who desire to enroll in the LEA, discusses the expectations and build partnerships for student outcomes. Keep enrolling guardian in Edgenuity Family Portal to support and supervise the students in-person or digitally in their desired language. Parents keep receiving daily/weekly progress emails about the student grades and progress. Teachers keep the guardian updated with students’ outcomes via phone, text, email, and zoom at least twice a week. Keep taking regular survey from staff and students to support and provide the resources needed for student outcomes. Keep organizing PDs for staff to build partnership for student outcomes. Organize live in-person or digital workshops for building partnerships for student outcomes. Keep rewarding the students in the LEA Padlet through the ‘Shout Out’ column. Keep expanding the Vendor program and sports to reward maximum students and build partnerships for student outcomes. Keep testing students with the benchmark MAP testing twice a year to assess student outcomes. Teachers keep discussing the MAP scores with the students, families, and with other staff members and keep brainstorming ways to improve the student outcomes.	Annual survey about school vision and mission is taken from the students and families. Parents and students have a say on how the students want to go through the credits. Based on the needs, students may complete one course at a time if its beneficial. Climate surveys are taken from students, guardian and staff to seek their input for decision making. Parents and guardian provide input during the monthly LP meetings. Parents and guardian seek input during the 30-day, annual, and triennial meetings for the students with IEP.	Coffee with Administrators are organized to engage families to allow parents the opportunity to learn about upcoming school events, student progress and give their input to improve the LEA.	Keep taking the annual survey about school vision and mission from the students and families. Keep taking parents and students input on how the students want to go through the credits. Based on the needs, students may keep completing one course at a time if its beneficial. Keep taking the anonymous Climate surveys from students, guardian and staff to seek their input for decision making. Keep taking parents and guardian input during the monthly LP meetings. Keep taking parents and guardian input during the 30-day, annual, and triennial meetings for the students with IEP.	4	5	5	4	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
39686270136135	Delta Charter Online	3	The site administrator meets with the new incoming families who desire to enroll in the LEA, discusses the expectations and build partnerships for student outcomes. Parents are enrolled in Edgenuity Family Portal to support and supervise the students in-person or digitally. The Edgenuity program offers the Portal in 28 languages. Parents also receive daily/weekly progress emails about the student grades and progress in the desired language. Teachers keep the guardian updated with students’ outcomes via phone, text, email, and zoom at least twice a week. Regular Professional Development (PD) days are organized to empower the staff on the areas of the need. School counsellor meets with each student to discuss graduation and post high school plans and creates a Matriculation Plan as needed. LEA Padlet includes ‘Shout Out’ column to reward the students. LEA offers Vendor program and sports to reward students and build partnerships for student outcomes. Benchmark MAP testing twice a year to assess student outcomes. Teachers discuss the MAP scores with the students, families, and with other staff members and brainstorm ways to improve the student outcomes.	A student and a staff survey has been done and analyzed to know their respective needs to improve the student outcomes. PDs organized after the survey analysis have been planned keeping the needs of the staff and students in mind. Resources are provided to empower the staff and to build partnerships for student outcomes as needed. Teacher created small videos are provided to students to improve concepts and skills for basic math, reading and writing. Expand the Vendor program and sports to reward more students and build partnerships for student outcomes. The in-person monthly staff meetings discuss and brainstorm on improving the student outcomes.	The site administrator keeps meeting with the new incoming families who desire to enroll in the LEA, discusses the expectations and build partnerships for student outcomes. Keep enrolling guardian in Edgenuity Family Portal to support and supervise the students in-person or digitally in their desired language. Parents keep receiving daily/weekly progress emails about the student grades and progress. Teachers keep the guardian updated with students’ outcomes via phone, text, email, and zoom at least twice a week. Keep taking regular survey from staff and students to support and provide the resources needed for student outcomes. Keep organizing PDs for staff to build partnership for student outcomes. Organize live in-person or digital workshops for building partnerships for student outcomes. Keep rewarding the students in the LEA Padlet through the ‘Shout Out’ column. Keep expanding the Vendor program and sports to reward maximum students and build partnerships for student outcomes. Keep testing students with the benchmark MAP testing twice a year to assess student outcomes. Teachers keep discussing the MAP scores with the students, families, and with other staff members and keep brainstorming ways to improve the student outcomes.	The site administrator meets with the new incoming families who desire to enroll in the LEA, discusses the expectations and build partnerships for student outcomes. Parents are enrolled in Edgenuity Family Portal to support and supervise the students in-person or digitally. The Edgenuity program offers the Portal in 28 languages. Parents also receive daily/weekly progress emails about the student grades and progress in the desired language. Teachers keep the guardian updated with students’ outcomes via phone, text, email, and zoom at least twice a week. Regular Professional Development (PD) days are organized to empower the staff on the areas of the need. School counsellor meets with each student to discuss graduation and post high school plans and creates a Matriculation Plan as needed. LEA Padlet includes ‘Shout Out’ column to reward the students. LEA offers Vendor program and sports to reward students and build partnerships for student outcomes. Benchmark MAP testing twice a year to assess student outcomes. Teachers discuss the MAP scores with the students, families, and with other staff members and brainstorm ways to improve the student outcomes.	A student and a staff survey has been done and analyzed to know their respective needs to improve the student outcomes. PDs organized after the survey analysis have been planned keeping the needs of the staff and students in mind. Resources are provided to empower the staff and to build partnerships for student outcomes as needed. Teacher created small videos are provided to students to improve concepts and skills for basic math, reading and writing. Expand the Vendor program and sports to reward more students and build partnerships for student outcomes. The in-person monthly staff meetings discuss and brainstorm on improving the student outcomes.	The site administrator keeps meeting with the new incoming families who desire to enroll in the LEA, discusses the expectations and build partnerships for student outcomes. Keep enrolling guardian in Edgenuity Family Portal to support and supervise the students in-person or digitally in their desired language. Parents keep receiving daily/weekly progress emails about the student grades and progress. Teachers keep the guardian updated with students’ outcomes via phone, text, email, and zoom at least twice a week. Keep taking regular survey from staff and students to support and provide the resources needed for student outcomes. Keep organizing PDs for staff to build partnership for student outcomes. Organize live in-person or digital workshops for building partnerships for student outcomes. Keep rewarding the students in the LEA Padlet through the ‘Shout Out’ column. Keep expanding the Vendor program and sports to reward maximum students and build partnerships for student outcomes. Keep testing students with the benchmark MAP testing twice a year to assess student outcomes. Teachers keep discussing the MAP scores with the students, families, and with other staff members and keep brainstorming ways to improve the student outcomes.	Annual survey about school vision and mission is taken from the students and families. Parents and students have a say on how the students want to go through the credits. Based on the needs, students may complete one course at a time if its beneficial. Climate surveys are taken from students, guardian and staff to seek their input for decision making. Parents and guardian provide input during the monthly LP meetings. Parents and guardian seek input during the 30-day, annual, and triennial meetings for the students with IEP.	Coffee with Administrators are organized to engage families to allow parents the opportunity to learn about upcoming school events, student progress and give their input to improve the LEA.	Keep taking the annual survey about school vision and mission from the students and families. Keep taking parents and students input on how the students want to go through the credits. Based on the needs, students may keep completing one course at a time if its beneficial. Keep taking the anonymous Climate surveys from students, guardian and staff to seek their input for decision making. Keep taking parents and guardian input during the monthly LP meetings. Keep taking parents and guardian input during the 30-day, annual, and triennial meetings for the students with IEP.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
39686276119309	Delta Charter	3	Delta Charter Elementary, a public charter school located in Tracy, California, has made significant progress in building strong relationships between the school, staff, and families. The school's commitment to promoting collaboration and communication among all stakeholders has helped to create a supportive and inclusive learning environment. One of Delta Charter School’s strengths is its emphasis on family engagement. The school recognizes that parents and guardians play a critical role in their children's education, and has implemented a range of strategies to encourage family involvement. For example, the school hosts regular parent-teacher conferences, offers events such as Family Literacy Night, Science Night, and provides opportunities to participate in school events. Delta Charter School also uses technology to keep families informed about school news and their child's progress, with online portals and communication apps that allow parents to easily access information and communicate with teachers. In addition to its focus on family engagement, Delta Charter School has also prioritized building positive relationships between staff and students. The school's faculty and staff work to create a welcoming and supportive atmosphere, and are committed to getting to know each student as an individual. Teachers use a variety of instructional strategies to meet the diverse needs of their students, and regularly communicate with families to ensure that students are receiving the support they need to succeed. Overall, Delta Charter School’s strengths in building relationships between school, staff, and families have helped to create a strong sense of community and a culture of collaboration. By working together, the school and its stakeholders are able to provide a high-quality education that supports the success of all students.	DCHS staff has deep appreciation for the high levels of educational partner involvement. Staff at every school site and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners. High levels of attendance at teacher conferences and other school and district events, provide evidence of the effectiveness in this area. Regular communication from school and district leaders reinforces the importance of educational partner involvement. DCHS leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement. This messaging begins intentionally during orientation for new staff regarding parent/guardian communication. DCHS uses InTouch at all school sites to help DCHS have a universal template for communication. DCHS also emails and posts a weekly newsletter, making it easier for families to access and digest a variety of pertinent school information.	To improve engagement of underrepresented families, Delta Charter School will implement the following plan: 1. Conduct a survey to identify the barriers that prevent underrepresented families from being engaged in school activities. 2. Develop a communication plan that is culturally sensitive and provides clear and consistent information to families. 3. Offer family events and activities that are culturally relevant and reflect the diversity of the community. 4. Develop partnerships with community organizations that serve underrepresented families. 5. Train staff and teachers to be culturally responsive and aware of the needs and perspectives of underrepresented families. 6. Monitor and evaluate the effectiveness of the plan regularly and make adjustments as needed.  By implementing this plan, Delta Charter School will improve engagement of underrepresented families and create a more inclusive and supportive learning environment for all students. DCHS is committed to improving strategies and structures that will result in increased engagement of underrepresented families. DCHS has held numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various site and district committees related to WASC and DELAC. DCHS will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.	school has established relationships with a variety of community organizations, businesses, and higher education institutions to provide students with diverse learning opportunities and resources. Delta Charter School has developed partnerships with Tracy Tree Foundation and Golden Valley Nursey to allow students the opportunity to plant trees, and also participate in the design of their campus. For example, Delta Charter Elementary has partnered with the San Joaquin County Office of Education to offer scholarships for Summer Art Camp to provide students opportunities to learn and create with like-minded people, along with Modesto Junior College to offer classes to our families of EL students. This partnership allowed our families to develop their English speaking and writing skills. These partnerships have helped to create a more holistic learning environment that supports the academic, social emotional, and career development needs of students. Delta Charter School's commitment to building partnerships has contributed to its success in promoting safe, kind and fair outcomes. DCHS helps our families in understanding academic expectations through several strategies. These include student forums with the principal, parent forums with the principal and WASC/LCAP community forums. These meetings address various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school. A strength of DCHS is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently provided at the school site. Counselors consistently inform students and parents about college and career expectations. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the DCHS website. Parents of Students with Disabilities and English Learners are given regular notices of their legal rights. Classroom-specific information is provided via “After 5” Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children. Technology is also used to both communicate information and request feedback about LCAP goals from the community. Information is posted on the district and school websites. Annual surveys for educational partners are given throughout the year via Google. Requests for feedback and participation is sought through email communications.	Delta Charter Elementary understands the importance of providing inclusive and equitable education for all students. To improve services for English Learner students, partnerships can be forged with community organizations, businesses, and higher education institutions to provide language development programs, cultural exchange opportunities, and mentorship support. Foster Youth may benefit from partnerships with local government agencies, non-profits, and private sector companies to provide access to counseling services, tutoring, and financial assistance. Integrating Career Technical Education (CTE) opportunities into the curriculum can also be achieved through partnerships with industry leaders, and vocational schools. These partnerships can provide students with hands-on experience and training, preparing them for future careers while increasing academic performance. By establishing strong partnerships, we can provide comprehensive support to our students, foster a sense of community, and create a more diverse and inclusive learning environment. DCHS- Recent educational partner input shows a desire to increase rigor in our local assessments, curriculum and instructional strategies utilized to improve and accelerate student learning. PLC data cycles are used to ensure all students are making progress towards being at or above grade level, especially coming out of the pandemic.	Delta Charter Elementary recognizes the importance of engaging underrepresented families in the education of their children. To improve engagement, Delta Charter Elementary plans to implement several strategies that focus on building partnerships for student outcomes. One strategy is to provide more opportunities for families to get involved in their child's education. Delta Charter School will organize events such as parent-teacher conferences, open houses, and information sessions to give families a chance to connect with teachers and learn more about their child's progress. Another strategy is to provide resources that are accessible to all families. Delta Charter School will make sure that all families have access to important information about the school and their child's education, regardless of their language or literacy level. This includes providing materials in multiple languages and offering translation services. Delta Charter Elementary also plans to partner with community organizations to better understand the needs of underrepresented families and to provide support. This includes partnering with organizations that serve immigrant families, low-income families, families with disabilities, and our foster youth families. Finally, Delta Charter Elementary will work to create a welcoming and inclusive environment for all families. This includes training staff and teachers to be culturally responsive and creating a school culture that values diversity and inclusion. By implementing these strategies, Delta Charter School aims to build strong partnerships with underrepresented families and improve student outcomes.  Participation from all parents at the High School is solicited, including the engagement of underrepresented families. DCHS has continued to translate communications and documents to make information more accessible to our multilingual families. DCHS will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options. In addition, we will continue to pursue increasing our A - G completion rate so we can transition more students to college upon graduation. Adjustments to our programs are made based on input we receive during our family engagement process. We will evaluate the effectiveness of these changes by surveying our students and parents and by reviewing National Clearinghouse, California Dashboard and MAP data.	Delta Charter School is a community that initiates stakeholder input through a variety of student and parent committees. Student government (ASB) is active and provides input and support to school leadership in developing a positive culture. The Parent Teacher Club (PTC) meets regularly with teachers and administration to provide feedback and support in planning events, fundraisers, academic enrichment, and maintain a safe, kind and fair culture. Teachers and staff meet regularly with school administration to plan, and support in decisions made regarding best practices regarding curriculum and instruction, any activities that need planning or adjustments to our PBIS matrix. Overall, Delta Charter Elementary School’s commitment to involving stakeholders in decision-making has been instrumental in developing a transparency, which has been essential to its success. With that said, the LEA continues to look for ways to improve and grow its inclusivity with regard to decision making. DCHS that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, DCHS ensures that parents/guardians are provided with opportunities to be involved in their child's education via college and career counseling, FAFSA workshops, surveys, teacher conferences and a variety of other workshops and meetings. DCHS works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled DELAC, LCAP, WASC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed.	While Delta Charter Elementary has made significant strides in involving stakeholders in the decision-making process, there is still room for improvement. One area that the school is focusing on improving is the diversity of perspectives in decision-making. Despite the school’s commitment to democratic decision-making and involving all stakeholders, there is a recognition that some voices may be underrepresented. As a result, Delta Charter School is actively working to increase the diversity of perspectives and voices involved in decision-making. This includes efforts to engage with underrepresented communities, as well as providing training and resources to stakeholders to help them better understand how to effectively participate in the decision-making process. By continuing to focus on this area of improvement, Delta Charter School can ensure that stakeholders have a voice in shaping the school’s direction. As a result of the pandemic, DCHS increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps DCHS can take to improve the design and implementation of engagement activities.	Delta Charter Elementary School is actively working to increase the diversity of perspectives and voices involved in decision-making. This includes efforts to engage with underrepresented communities, as well as providing training and resources to stakeholders to help them better understand how to effectively participate in the decision-making process. By continuing to focus on this area of improvement, Delta Charter School can ensure that stakeholders have a voice in shaping the school’s direction. Examples of opportunities include inclusion of our ELAC and DELAC, school site council and parent/teacher club input in the development of the LCAP. DCHS ensures ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. DCHS closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services.	4	4	4	4	4	3	3	3	3	3	3	4	Met		27JUN2023	2023
39686350000000	Oak View Union Elementary	3	The District has strong relationships with families and will continue to provide opportunities both in person and digitally to connect and engage with families, seek their feedback and share information.	The District will continue to focus on timely communication with families about academic progress, behavior goals as well as events and activities available to families to become involved in their child's education experience. The goal for the end of the 23-24 school year is to open up the Parent Portal to Aeries which will allow parents real-time access to their child's grades.	The District will continue to communicate with families in multiple forms to reach the underrepresented including providing for translation services when necessary.	The District has implemented a new student information system which includes an SST section to actively engage parents in the process of improving student outcomes. The District also has 100% participating in student IEP meetings.	The District will continue to focus on increasing participation in Parent Teacher Conferences.	The District will continue to provide translation services, modified scheduling and alternative forms of meetings to engage with underrepresented families.	The District reports that 100% of families are actively connected to the District's communication tool and access it to provide input to surveys and questionnaires that are sent out.	The District will continue to focus on increased participation in the Parent-Student Annual Survey.	The District will continue to provide alternative forms of communication, flexible schedules and translation services to engage underrepresented families.	5	5	5	4	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
39686500000000	Ripon Unified	3	Professional learning has been ongoing in the area of reaching all students and families.  Relationships continue to grow as programs and services increase for students, such as counselors at each elementary site, and the annual student leadership workshop.  Strengths for Ripon Unified include an active parent community.  There is good participation in regularly scheduled educational partner meetings.  Parents stated how much they enjoy and learn at the parent advisory committee meetings. The local indicator survey involved 320 parents.	Progress in supporting staff to learn about family's strengths, cultures, languages and goals for their children is an area that needs continued focus. This area has been woven into goal 2 of the LCAP and will continue to be an area we expand.  Progress has been made as a parent noted that lessons including various cultures are being woven into daily class activities.	Ripon USD provides multiple ways for parents and schools to communicate.  Bilingual staff provide communication assistance on a daily basis.  Educational partners take part in ongoing conversations at all the site and district stakeholder meetings and events. A current focus is to increase cultural competence activities at school sites providing more opportunities for families and students to share their assets, backgrounds and cultures. More multi-cultural events have occurred allowing parents to participate, feel welcomed and share their knowledge and experiences.  Harvest High hosts meet and greet times with families, instead of back to school night, creating a more personalized experience.  Outstanding events such as our English Learner Family Night, when we brought in Astronaut Jose Hernandez to speak to families, the speech contest and more, give families enjoyable and educational experiences and memories.	Boxes marked represent the highest percentage of parent responses. 320 parents responded to the LCAP survey. The survey shows teachers meeting with families to discuss student progress supporting student outcomes as a strength.  Districtwide, teachers are taking a deep dive into English learner development standards to improve learning for students, and to be able to discuss student strengths and areas for growth with parents.  Each English learner has an ELD standards folder that allows teachers to monitor progress and focus on areas for growth.   Teachers are focusing on both designated and integrated instruction for English learners, in order to improve learning.  Parent outreach is strong, as is parent participation.	Ripon High School continues to focus on outreach to parents of English learners, low-socio economic students and foster students to achieve better participation in A-G classes with the intent of increasing readiness for college with these student groups.  A multi-cultural lens will be applied to teacher's work with Universal Design for Learning and is making a difference in classroom activities.  Ripon USD has partnered with SJCOE math department for inservice and workshops to improve instruction in math and will work with other educational partners to continue to strengthen our program and improve outcomes for students.	Counselors and/or teachers will be scheduling times to meet with high school parents and students to discuss A-G classes.	Meetings with educational partners are back in-person.  Parents are participating and regularly share what they believe is working and what needs improvement.  LCAP input and changes are shared at all meetings and with all stakeholder groups.	320 parents responded to the LCAP survey.  Due to CSI and ATSI, information is shared with educational partners about suspension and chronic absenteeism.  Groups affected are the all student group, English learners, students with disabilities and homeless students.  Ideas are brainstormed with stakeholders to help students make improvements in these areas.	Counselors and/or teachers will be scheduling times to meet with high school parents and students.  Site administration and bilingual paraprofessionals will reach out to families for site committees and activities.  Date taken to local governing board: June 26, 2023	4	4	4	4	4	4	4	4	4	4	4	4	Met		26JUN2023	2023
39686500125849	California Connections Academy Northern California	3	We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.	We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.	We will continue to find ways to better communicate with our families in their home language through verbal and written communication.	We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.	We work hard to partner with caretakers and assist them in taking an active role in their students’ education.	We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.	We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.	It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.	We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.	5	5	5	5	5	4	5	4	5	4	4	4	Met		21JUN2023	2023
39686760000000	Stockton Unified	3	The LEA has created a number of site-based and LEA wide opportunities for educational partners to provide input. The LEA has continued increase the number of spaces available for educational partners to provide input.	The LEA continues focus on expanding opportunities for educational partner input. In particular the LEA is focused on increasing opportunities for input from underrepresented educational partner groups including students, students with disabilities, English Learners students and families and ethnic minorities.	The LEA will develop and implement a stakeholder engagement plan which focuses on increasing opportunities for educational partner input and feedback.	The LEA has created a number of site-based and LEA wide opportunities for educational patronship. The LEA continues to increase the number of spaces available for educational partnership.	Based on the analysis of partner input and local data the LEA will continue to focus on expanding opportunities for partnership with local partners and LEA student groups.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by expanding opportunities for partnership with traditionally underserved target groups and communities.	The LEA has created a number of site-based and LEA wide opportunities for educational partners to provide input in LEA decision making. The LEA continues to increase the number of spaces available for educational partner to provide input in decision making.	Based on the analysis of partner input and local data the LEA will continue to focus on expanding opportunities for partners to provide input on decision making. These efforts will focus on increase access for traditional underrepresented groups such as students.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by expanding opportunities for input in decision making with traditionally underserved target groups and communities.	4	4	5	2	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
39686760108647	Aspire Rosa Parks Academy	3	This year we began our ELAC and SSC much more effectively.  We were able to recruit 5-7 parents for each committee and held regular meetings.  Additionally we held multiple family events on campus which brought our families and staff together.	We heard from our educational partners that we need to provide more instruction and explanation to our families regarding attendance requirements and the impact on learning when scholars are absent; resources made available and training provided to families regarding how to assist their children at home with homework and extra practice on skills they are struggling with; additionally, we need to provide training to families regarding SEL by using CASEL support materials	We will continue our current practices and couple it with specific outreach to our underrepresented families through personal contacts.	We have a solid plan to move forward with into the 23-24 school year.  We will be utilizing our Mental Health Counselor, Business Manager, Parent Resource Coordinator and Dean of Instruction to provide resources and support using the Parent Coffee hour meeting.	Our main for focus area for 23-24 is to focus on attendance both unexcused as well as excused and to focus on our families in TK-2 to inform them of the negative effects of missing school during these foundational years of school.	Many of our families speak Spanish here at Rosa Parks and we are planning on hiring a Parent Resource Coordinator for the 23-24 school year who speaks Spanish.  This will provide another layer of support for our largest underrepresented subgroup here at RPA	We have held multiple SSC and ELAC meetings this year, administered parent surveys, student SEL surveys (x2), and staff surveys every other week.	We are working to move more parents into our advisory groups as well as continue to seek input from families through quarterly school-administered surveys	Personal invitations and reaching out to individuals that we know are a part of our underrepresented groups will help us to lift their voices into the spaces we have set up for feedback.	4	4	3	3	3	3	4	3	3	3	3	4	Met		22JUN2023	2023
39686760111336	Pittman Charter	3	Pittman maintains a welcoming environment, meetings, committee meetings, social events, etc., has shifted to an online platform	Pittman continues focus on expanding opportunities for educational partner input. In particular the LEA is focused on increasing opportunities for input from underrepresented educational partner groups including students, students with disabilities, English Learners students and families and ethnic minorities.	Pittman will develop and implement a stakeholder engagement plan which focuses on increasing opportunities for educational partner input and feedback.	Pittman has created a number of site-based and LEA wide opportunities for educational patronship. The LEA continues to increase the number of spaces available for educational partnership.	Based on the analysis of partner input and local data the LEA will continue to focus on expanding opportunities for partnership with local partners and LEA student groups.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by expanding opportunities for partnership with traditionally underserved target groups and communities.	Pittman has created a number of site-based and wide opportunities for educational partners to provide input in  decision making. Pittman continues to increase the number of spaces available for educational partner to provide input in decision making.	Based on the analysis of partner input and local data Pitman will continue to focus on expanding opportunities for partners to provide input on decision making. These efforts will focus on increase access for traditional underrepresented groups such as students.	Based on the analysis of educational partner input and local data, Pittman will improve engagement of underrepresented families by expanding opportunities for input in decision making with traditionally underserved target groups and communities.	4	3	4	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
39686760114876	Aspire Port City Academy	3	Strengths this year surrounded school culture and our celebrations of the members of our community this year.  During town halls we had family presenters during Hispanic Heritage Month and Black History Month. In addition we added celebrations around Asian New Year and Ramadan. Students learned about these various cultural events and communication was sent to families so they could know what their scholars were learning. Families voiced that they appreciated their individual students being celebrated in a way that had not previously been done at school. Thus, increasing the sense of belonging on campus for our family  community as well.	Our focus for improvement is increasing opportunities for family involvement and input by solidifying our school site counsel and ELAC groups as presence on campus has diminished post COVID.  In addition to these basic goal we are planning to provide family education sessions quarterly in order to increase time families are on campus with staff and focused on how to best support scholars together.  Topics will include advocating for your child, supporting learning at home, understanding assessment data, and school safety.  Greater communication systems are also a target next year in advising families of student learning throughout the school year.  This will be completed on monthly cycles by grade level teams. We will continue to host student led conferences twice yearly.	The primary goal for the next school year is to increase parent numbers on campus during school events so that we can reach more families so that we can enable them to be active members of the school community.  We will continue to host school site council and English Language Advisory Council, but will increase our marketing of such events to increase engagement.  To garner more involvement we will ask teachers to engage directly with families in an effort to bring them in and help them feel welcomed, and that their voice matters.	Current strengths include student led conferences for all students to help develop relationships between teachers and families.  These in particular are centered on student academics as well as overall well being.  We also maintain an open door policy around communicating with administrators should concerns arise.	The focus area for improvement in Building Partnerships for Student Outcomes will be family learning events quarterly so that families can develop their skills in student advocacy, supporting student learning at home, understanding assessment results and how to support students in areas of need, and school safety.  The school safety activities will occur early in the year so that students and families have a greater sense of safety so the focus can be on learning while scholars are at school.	In order to improvement engagement of underrepresented families we will directly community with subgroups of families to ask for them to be a greater part of our school  community.  These communications will be via Parent Square, but we will also be making phone calls to specific subgroups that have less of a presence on campus currently.	We consistently seek feedback from families, staff, and students multiple times through the year to identify areas to improve our school practices.	The focus area for improvement is to increase the number of parents that are involved with both our School Site Council and our English Language Advisory Council.  Additionally, we hope the addition of family education events, and celebratory events will help increase the numbers of families willing to come and be part of our decision making groups.  By combining decision making sessions with celebratory events, we hope to increase the number of family participants to garner greater feedback for decision making.	To improve engagement of underrepresented families we will reach out directly to identified families to provide invitations for engagement opportunities both in formal  and informal settings in the coming year.	3	4	4	4	3	3	4	3	3	3	3	3	Met		22JUN2023	2023
39686760117853	Dr. Lewis Dolphin Stallworth Sr. Charter	3	Stallworth Charter has highly attended Parent Teacher Organization and English Learner Advisory Committee (ELAC) Meetings. Bi-annual climate surveys, and zoom, as well as on-campus opportunities, are provided for parents to meet and discuss concerns with staff. Stallworth Charter is also implementing student-led conferences to increase parental involvement and ensure their participation in the development of student goals. The PTO President is an active part of the Parent Advisory Board for the California Charter School Association.	The four focus areas to improve partnership between the LEA and families are 1. parent involvement in school decision; 2. parent involvement in setting academic goals for their child during student led conferences; 3. Parent participation in the PTO and other community advisory groups 4. Parent involvement in the school culture and climate.	Stallworth Charter utilized interpreters to to help underrepresented families that struggle with reading and writing in English or Spanish. Parents were supported with not only school documents but with other official documents that parents needed to complete for the success of their student.	The LEA has partnered with the San Joaquin County Office of Education to provide profession development for teachers for reading and writing to increase the students writing skills and reading comprehension.	The LEA analysis of the educational partner input was update from group training to individualize coaching to monitor the pedagogy of teaching reading and writing.	The LEA will improve engagement of underrepresented families by involving them in training and educational supports which helps them to read and write in English.	The LEA's strength in acquiring input for Decision-Making is forming committee that provide recommendations to strengthen the school culture.l	The LEA focused on assisting partners understand the educational process for students. And encouraged the partners to be forthcoming with ideas to better serve all students.	The LEA will work on meeting partners at their specific needs and provide training to help support the families with limited reading and writing skills.	4	4	3	4	3	3	3	3	3	3	4	3	Met		26JUN2023	2023
39686760118497	Aspire Langston Hughes Academy	3	Educational partners including parents, students, and staff have seen a significant increase in the relationship between staff and families. This year we have held monthly coffee chats with the principals that have given families the opportunity to learn more about what is going on at LHA. We also hosted lunch on the lawn which have allowed our parents to come eat lunch with their scholars and experience our campus culture. Going into next year we hope to create even more opportunities that allow our parents to engage with staff members.	The biggest focus for next school year is communication, communication, communication. Stakeholders have expressed that they appreciate the updates sent home by the principal but wish they were more frequent. The goal next year is to have weekly  communication going out to families to inform them about what is going on at LHA and their scholar.	It is the hope that next year at LHA we can create a Black Parent Coalition, LatinX Parent Coalition, and Asian/Pacific Islander Parent Coalition. This will help us give voice to our underrepresented families who are often marginalized. These groups can support us in strengthen our relationship with families and create space to voice concerns or grow ideas.	A strength that was expressed by stakeholders was our Student Lead Conferences. These are meetings led by the scholar discussing their academic progress. They allow for the parent to not only engage with the teacher but hear from their scholar as an owner of their learning. In turns of professional development for our teachers next year we are looking to move toward professional learning communities PLC. This will allow a consistent space for teachers to review student data and teacher bias to guide instruction. We plan to partner with and receive professional development from the San Joaquin County Office of Education in order to.	This year the greatest area of need was professional development with the massive teacher shortage we faced. Many stakeholder expressed the want for their scholars to be taught be highly qualified teachers opposed to subs who were not as skillful or supportive in the classroom. Our stakeholders have every right to demand so and we have worked diligently to make sure that we have highly qualified teachers in front of our scholars for the upcoming year. This is the greatest need in order to truly improve student outcomes.	It is the hope that next year at LHA we can create a Black Parent Coalition, LatinX Parent Coalition, and Asian/Pacific Islander Parent Coalition. This will help us give voice to our underrepresented families who are often marginalized. These groups can support us in strengthen our relationship with families and create space to voice concerns or grow ideas.	One of the greatest strength uplifted like previously stated were our coffee chats. This allowed for parents of all background to have personal time with the principal and other staff to air grievance and learn about what was going on at LHA.	The biggest focus for next school year is to strengthen our SSC and ELAC. With this being a rebuilding year and completely new leadership many things needed to get in place. As we continue to learn and grow one of our main areas of focus is improving the ways that we illicit input from all stakeholders.	It is the hope that next year at LHA we can create a Black Parent Coalition, LatinX Parent Coalition, and Asian/Pacific Islander Parent Coalition. This will help us give voice to our underrepresented families who are often marginalized. These groups can support us in strengthen our relationship with families and create space to voice concerns or grow ideas. We also have hopes of strengthen our SSC and ELAC parent groups so that we can gain their perspectives as well.	4	3	3	3	3	4	4	3	2	3	3	3	Met		22JUN2023	2023
39686760119743	Stockton Early College Academy	3	Stockton Early College Academy (SECA) utilizes multiple pathways of communication to reach out and generate two-way communication between the School and student/families. SECA has very strong sustainable engagement and relationships with families. Families are involved in decision making and continuously express their satisfaction with the school and the support it provides them and their goals for their children. That said, it is an ongoing focus to continue building the kind of engagement where parents and families regularly to participate in advisory groups.	SECA continues focus on expanding opportunities for educational partner input. In particular the LEA is focused on increasing opportunities for input from underrepresented educational partner groups including students, students with disabilities, English Learners students and families and ethnic minorities.	SECA will develop and implement a stakeholder engagement plan which focuses on increasing opportunities for educational partner input and feedback.	Stockton Early College Academy (SECA) utilizes multiple pathways of communication to reach out and generate two-way communication between the School and student/families. SECA has very strong sustainable engagement and relationships with families. Families are involved in decision making and continuously express their satisfaction with the school and the support it provides them and their goals for their children. That said, it is an ongoing focus to continue building the kind of engagement where parents and families regularly to participate in advisory groups.	SECA continues focus on expanding opportunities for educational partner input. In particular the LEA is focused on increasing opportunities for input from underrepresented educational partner groups including students, students with disabilities, English Learners students and families and ethnic minorities.	SECA will develop and implement a stakeholder engagement plan which focuses on increasing opportunities for educational partner input and feedback.	Stockton Early College Academy (SECA) utilizes multiple pathways of communication to reach out and generate two-way communication between the School and student/families. SECA has very strong sustainable engagement and relationships with families. Families are involved in decision making and continuously express their satisfaction with the school and the support it provides them and their goals for their children. That said, it is an ongoing focus to continue building the kind of engagement where parents and families regularly to participate in advisory groups.	Based on the analysis of partner input and local data Seca will continue to focus on expanding opportunities for partners to provide input on decision making. These efforts will focus on increase access for traditional underrepresented groups such as students.	Based on the analysis of educational partner input and local data, SECA will improve engagement of underrepresented families by expanding opportunities for input in decision making with traditionally underserved target groups and communities.	5	5	5	5	4	5	5	5	5	5	5	5	Met		27JUN2023	2023
39686760120725	Stockton Collegiate International Elementary	3	Stockton Collegiate offers multiple avenues for school staff and families to engage in interactions that build understanding of the school's program, mission, and avenues of academic and social-emotional support.	Stockton Collegiate recognizes opportunities to add new and reorganize some existing formats for providing information and building relationships in group settings.	Stockton Collegiate offers multiple avenues for school staff and families to engage in interactions that build understanding of the school's program, mission, and avenues of academic and social-emotional support. Stockton Collegiate will continue to work to engage underrepresented families individually and in groups in order to support underrepresented students.	Stockton Collegiate offers ongoing access to student progress and performance to students, parents/guardians, teachers, and counselors. In additions, regularly scheduled student-led parent conferences provide a specific time for progress updates. Student Success Teams provide time for assessing progress at any time during the year.	Stockton Collegiate recognizes that families benefit from up-to-date training and assistance in taking full advantage of the progress reporting platform.	Stockton Collegiate recognizes that underrepresented families benefit from up-to-date training and assistance in taking full advantage of the progress reporting platform.	Stockton Collegiate seeks and gathers input from stakeholders -- staff, families, students -- through avenues such as IB authorization cycles of reflection and action, surveys, conferences, individual meetings, and open-door policies.	Stockton Collegiate recognizes there are additional avenues to utilize that will make all stakeholders aware of the opportunities of involvement.	Stockton Collegiate seeks and gathers input from stakeholders -- staff, families, students -- through avenues such as IB authorization cycles of reflection and action, surveys, conferences, individual meetings, and open-door policies that are designed to meet the needs of all families, including traditionally underrepresented families.	4	4	4	3	4	4	4	3	4	3	3	4	Met		15JUN2023	2023
39686760120733	Stockton Collegiate International Secondary	3	Stockton Collegiate offers multiple avenues for school staff and families to engage in interactions that build understanding of the school's program, mission, and avenues of academic and social-emotional support.	Stockton Collegiate recognizes opportunities to add new and reorganize some existing formats for providing information and building relationships in group settings.	Stockton Collegiate offers multiple avenues for school staff and families to engage in interactions that build understanding of the school's program, mission, and avenues of academic and social-emotional support. Stockton Collegiate will continue to work to engage underrepresented families individually and in groups in order to support underrepresented students.	Stockton Collegiate offers ongoing access to student progress and performance to students, parents/guardians, teachers, and counselors. In additions, regularly scheduled student-led parent conferences provide a specific time for progress updates. Student Success Teams provide time for assessing progress at any time during the year.	Stockton Collegiate recognizes that families benefit from up-to-date training and assistance in taking full advantage of the progress reporting platform.	Stockton Collegiate recognizes that underrepresented families benefit from up-to-date training and assistance in taking full advantage of the progress reporting platform.	Stockton Collegiate seeks and gathers input from stakeholders -- staff, families, students -- through avenues such as IB authorization cycles of reflection and action, surveys, conferences, individual meetings, and open-door policies.	Stockton Collegiate recognizes there are additional avenues to utilize that will make all stakeholders aware of the opportunities of involvement.	Stockton Collegiate seeks and gathers input from stakeholders -- staff, families, students -- through avenues such as IB authorization cycles of reflection and action, surveys, conferences, individual meetings, and open-door policies that are designed to meet the needs of all families, including traditionally underrepresented families.	4	4	4	3	4	4	4	3	4	3	3	4	Met		15JUN2023	2023
39686760121541	Aspire APEX Academy	3	We frequently listen to celebrations and needs from families. W often have 1-1s with our families, provide resources and simply go above and beyond. We provide parenting  courses and affinity groups for our Latinx, Asian/Indian and families with children who have IEPs.	Our focus area of improvement will be to enhance our wrap around services. Some of the root causes can be solved if we support the whole child and families through resources.	Same here, wrap around services will be implemented through a company we have contracted using our Community Schools Grant.	Our staff fosters growth mindset when it comes to provided equitable practices and compassionate support and resources to families. They want to do the work.	In regards to improving, we will share our new plan to support families and provide PD opportunities to teachers and other staff on how to best support and communicate with families.	We will plan more opportunities to guide families on our new structures and parenting along with resources.	We plan and communicate listening sessions, group meetings and advisory sessions. We also have an open door policy.	We can improve on getting our families to the sessions we are offering.	We can improve on getting our families to the sessions we are offering.	4	4	5	4	3	3	3	3	4	3	4	4	Met		22JUN2023	2023
39686760123802	Health Careers Academy	3	HCA has created a number of site-based and LEA wide opportunities for educational partners to provide input. The LEA has continued increase the number of spaces available for educational partners to provide input.	HCA continues focus on expanding opportunities for educational partner input. In particular the LEA is focused on increasing opportunities for input from underrepresented educational partner groups including students, students with disabilities, English Learners students and families and ethnic minorities.	The LEA will develop and implement a stakeholder engagement plan which focuses on increasing opportunities for educational partner input and feedback.	HCA has created a number of site-based and LEA wide opportunities for educational patronship. The LEA continues to increase the number of spaces available for educational partnership.	Based on the analysis of partner input and local data the HCA will continue to focus on expanding opportunities for partnership with local partners and LEA student groups.	Based on the analysis of educational partner input and local data, the HCA will improve engagement of underrepresented families by expanding opportunities for partnership with traditionally underserved target groups and communities.	HCA continues to provides families valuable opportunities for providing input in decision-making through School Site Council, Parent Coffee Hour, Student/Parent Conferences and Parent information nights(FAFSA, college information, 8th grade recruitment). These events also provide parents and community partners to give input and feedback regarding Health Careers Academy.	Based on the analysis of partner input and local data HCA will continue to focus on expanding opportunities for partners to provide input on decision making. These efforts will focus on increase access for traditional underrepresented groups such as students.	Based on the analysis of educational partner input and local data, HCA will improve engagement of underrepresented families by expanding opportunities for input in decision making with traditionally underserved target groups and communities.	5	5	3	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
39686760124248	Pacific Law Academy	3	The LEA has created a number of site-based and LEA wide opportunities for educational partners to provide input. The LEA has continued increase the number of spaces available for educational partners to provide input.	The LEA continues focus on expanding opportunities for educational partner input. In particular the LEA is focused on increasing opportunities for input from underrepresented educational partner groups including students, students with disabilities, English Learners students and families and ethnic minorities.	The LEA will develop and implement a stakeholder engagement plan which focuses on increasing opportunities for educational partner input and feedback.	The LEA has created a number of site-based and LEA wide opportunities for educational patronship. The LEA continues to increase the number of spaces available for educational partnership.	Based on the analysis of partner input and local data the LEA will continue to focus on expanding opportunities for partnership with local partners and LEA student groups.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by expanding opportunities for partnership with traditionally underserved target groups and communities.	The LEA has created a number of site-based and LEA wide opportunities for educational partners to provide input in LEA decision making. The LEA continues to increase the number of spaces available for educational partner to provide input in decision making.	Based on the analysis of partner input and local data the LEA will continue to focus on expanding opportunities for partners to provide input on decision making. These efforts will focus on increase access for traditional underrepresented groups such as students.	Based on the analysis of educational partner input and local data, the LEA will improve engagement of underrepresented families by expanding opportunities for input in decision making with traditionally underserved target groups and communities.	4	4	4	5	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
39686760136283	Team Charter Academy	3	TEAM Charter Academy (TCA) understands the need for our educational partners to be actively engaged with our school community. We begin our school year out with each teacher making personal phone calls to each family introducing themselves to the families and providing contact information for the families to contact them directly. TCA hosts a Back to School Night early in the year to give our families an opportunity to meet the instructional staff as soon as possible. Staff at every school site and our district office contribute to warm, welcoming environments that provide exceptional customer service to all educational partners. Regular communication between school and district leaders reinforces the importance of educational partner involvement. TEAM leaders continually model and provide ongoing messaging regarding actions needed to support active educational partner involvement. This messaging begins intentionally during orientation for new staff regarding parent/guardian communication. Additionally, site and district leadership partners with our parent/guardian groups to educate staff regarding specific parental/guardian needs, preferred modes of communication, critical information that educational partners want to know, etc. This information is shared with staff to improve educational services for all students. TCA teachers are encouraged to regularly contact their student's families. Teachers communicate with parents through phone, email, and face-to-face conversations at drop-off and pick-up. The school counselor makes personal phone calls to educate parents around the specialized high schools many of our students attend after middle school. parents to get them involved in the parent groups we have. We are intentional about developing relationships with community organizations that can support our student population	One area of improvement was having access to students missing assignments/grades at any given time. TCA had an initial implementation of provided seminars to parents teaching them how to gain and sustain access to their students missing assignments through Google Classroom. Additionally, TCA has worked to move to a more streamlined reporting practices that will allow our educational partners access to their students grades at their requests.	TCA will improve engagement of underrepresented families by offering more opportunities for parents to engage in school activities. The opportunities for engagement are: Back to School Night, Open House, Math Night, Student Recognition Ceremonies and parent training/seminars on programs that guide the principles of TCA, such as Leader in Me and the Ron Clark Academy House System. The engagement that will strengthen relationship between the school and our families.	TCA has provided seminars and one-on-one meetings with parents on current technology to track student achievement (Google Classroom), understanding of progress reports, current standards, and assessment. TEAM staff members reach out to targeted populations (special needs, English language learners, low-income, and foster youth) through phone calls and home visits. TCA partners with local community agencies to offer extra support to parents who need mental health support (C.A.R.E.S. program). TCA also hosts a parent class, Parent Café, with a parent specialist from the Child Abuse Prevention Center. The school counselor meets with families one-on-one with special circumstances or needs to ensure access to school. TCA staff members also meet with families when they are leaving and returning to school to help provide transportation (Bus Passes), translation, basic school supplies, and other needs that may arise.	Areas of Identified Need or Desired Improvements based on recent educational partners' input and feedback for TCA included more extracurricular activities for students including a coed basketball team. On surveys, and in-person meetings parents and students have expressed a desire for after-school activities. We have implemented a plan to increase the number of activities offered after school for student engagement. Educational partners have requested tutoring to be expanded from ELA to include math.	The Needs Analysis process showed support for additional resources and wrap-around services for needy students (homeless, foster, low income, special education). TEAM will continue to employ a school psychologist, school nurse, and school counselor to work with students with extra needs. We will also expand our partnerships with community mental health services to provide additional support for students and families.	TCA administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, and reports the results to our local governing board at a regularly scheduled meeting of the local governing board and to educational partners and the public through the Dashboard. TCA also uses the Measurable Results Assessment (MRA) from our Leader in Me social emotional learning curriculum, a tool to survey staff, parents, and students on how to improve leadership, culture, and academics within our school. We receive feedback from parents about TCA programs through surveys and parent meetings such as School Site Council, DELAC, and advisory committees. TCA communicates with families annually regarding the Parent Involvement Policy at the beginning of each school year. The policy is included in the TCA Registration packet and Student-Parent Handbook.	TCA increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps TCA can take to improve the design and implementation of engagement activities	TCA ensures that ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, phone conferences, etc. TCA closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. TEAM has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families.	4	4	4	5	3	3	4	4	4	3	3	3	Met		26JUN2023	2023
39686760139865	Aspire Stockton 6-12 Secondary Academy	3	Families have reported in ELAC and SSC that the school provides an opportunity for their voices to be heard and the school does what they say they are going to do which helps foster trust.	Families would like increased opportunities to learn how to support their children's academic needs at home. Families have also expressed they would like field trip opportunities for their children and more books.	It is the hope that next year we can create a Black Parent Coalition, LatinX Parent Coalition, and Asian/Pacific Islander Parent Coalition. This will help us give voice to our underrepresented families who are often marginalized. These groups can support us in strengthen our relationship with families and create space to voice concerns or grow ideas.	Student data for SBAC and Iready was shared with families at ELAC & SSC. Families expressed gratitude for the opportunity to see school wide academic data and talk about how that data impacts our school wide plan.	Families would like increased opportunities to learn about how to support their children with academics at home.	We are currently supporting families with the volunteer requirements in order to get more families on campus. We will also offer more opportunities for families to learn about how to support their children with academics.	We input from all stakeholder groups through surveys and during ELAC & SSC meetings. Additionally we have an open door policy for families and staff.	Survey response data is lower than we would like it to be. We would like to offer more incentives for completion and for attending family meetings.	This answer is the same as answers above.	4	4	3	4	2	3	3	3	3	2	3	3	Met		22JUN2023	2023
39686760139907	Voices College Bound Language Academy at Stockton	3	Voices Academy at Stockton (Voices Stockton) knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. Throughout the year, Voices Academy has ELAC meetings, and Cafecitos planned, giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected. Given staff bandwidth, workshops did not start until the last months of school.	Voices Academy at Stockton will continue to focus on increasing attendance at Cafecito, pushing out invites through ParentSquare, having principals and Deans make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents with updates regularly.	Voices Academy at Stockton will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc.	Voices Stockton started this year with needing to address student behavior and with several new teachers which meant new relationships were needed with parents/guardians. The Principal, Parent Liaison and Parent Organizer made efforts to connect with parents/guardians to update as needed.  Families felt updated and happy.	Voices Stockton will start the year with a Parent/Guardian Education Workshop calendar to provide families with resources and guidance on how to support their student and partner and collaborate with the school.  Families would like more opportunities for enrichment activities outside of what is currently offered. Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and an  SEL curriculum. Voices will also provide additional academic support for students to mitigate learning loss.	Voices Stockton will focus on different outreach approaches when reaching out to our families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc. Voices will also use these various communication channels to convey information on resources and support families with connecting to these resources.	In addition to our stakeholder engagement, where feedback is collected, Voices conducts Network-wide staff and family surveys utilizing  Panorama, a third party. These surveys are conducted twice a year and are used for planning. We  will continue to use these surveys in the 23-24 year.	Voices Stockton  will focus on seeking family input regarding enrichment activities and ways in which parents/guardians can support these activities Voices Stockton  will also seek family input in ways to motivate parent/guardian participation and engagement at school including participation in the Family-schools relationship survey conducted twice a year.	Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, creating a different schedule for meetings including alternate times.	2	3	2	3	3	2	4	4	3	3	3	2	Met		29JUN2023	2023
39686760139923	Aspire Arts & Sciences Academy	3	Based on survey data 83% of families feel there are no problems becoming involved with the school. Our Celebrations of Learning and student conferences offer opportunities for engagement and discussion between staff and families. 80% of families feel the school is welcoming.	"Our focus for increasing our relationships with our educational partners will be to open the school to classroom volunteers, which had been postponed due to COVID and continue with our ""Celebrations of Learning  and open or continue with SAC, ELAC, fundraising teams, yearbook team and such."	Growing our ELAC group is one way we plan to address our MLLs, which are predominately Latinx, Indian and Pakistani . Adding our Pro-Black programing to our curriculum will support our African-American families, with the culminating event of Black Excellence Celebration.	Our student conferences which are twice a year are one of the best ways we engage families in building academic partnerships, secondly are  Celebrations of Learning, SST's and if necessary engaging families over attendance.	We need to increase parent involvement through SAC, ELAC and attendance.	Our site is 61% Latinx, while this population is generally underrepresented, here is is the majority of the student population. We'll continue to grow our ELAC and designated language block.  Adding our Pro-Black programing to our curriculum will support our African-American families, with the culminating event of Black Excellence Celebration.	We are a very young school. This is our third year of instruction and we have slowly rolled out ways to engage in the decision making process with ELAC and community meetings.	Next year, we'll increase the number of ELAC, SAC meetings, add groups for families and parents to support the school and continue with surveys for parent feedback.	For our Latinx, Indian, Pakistani and African American families, we will need to recruit families through face to face invitation to increase participation.	3	4	3	4	3	4	4	4	4	3	3	3	Met		22JUN2023	2023
39686760140616	KIPP Stockton	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 87% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children.  • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  • Invite parents or guardians to share information about family cultures and traditions.  • Recognize and respect differences in family structures.  • Recognize the role that identity and background may play in shaping relationships between teachers and families.  • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 87% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP will assist parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents will be given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents will be involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school will also be invited to participate in the School Site Council and English Language Advisory Committee.  KIPP will provide parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents will receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques.   During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision-making at KIPP will be demonstrated in multiple ways.  The parent and family engagement policy will be developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents will include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy will be sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process will be aligned with the school’s LCAP stakeholder involvement process, and the school will make every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader will present to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents will record their feedback on a survey in real time and online. This parent input will influence all aspects of school culture.  KIPP will assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	3	3	3	3	3	3	3	3	3	3	3	4	Met		06JUN2023	2023
39686760141358	KIPP University Park	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We will communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards will be sent home throughout the year to keep families informed about their student’s academic success. Families will be encouraged to set up conferences with teachers and the school will provide multiple opportunities to connect with parents/guardians. Any student who is in danger of retention will be required to meet with teachers and administrators to identify additional supports. Each year the school will begin forming relationships with families during orientation, prior to the start of the new year. This early welcome will allow students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) will have active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians will be the primary drivers of KIPP’s KFA. The school leader will meet regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 88% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP will assist parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents will be given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress.   Parents will be involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school will also be invited to participate in the School Site Council and English Language Advisory Committee.  KIPP will provide parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent- teacher conferences, weekly newsletters, parent workshops, and data reports. Parents will receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision-making at KIPP will be demonstrated in multiple ways.  The parent and family engagement policy will be developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents will include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy will be sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process will be aligned with the school’s LCAP stakeholder involvement process, and the school will make every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader will present to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents will record their feedback on a survey in real time and online. This parent input will influence all aspects of school culture.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	3	3	3	3	3	3	3	3	3	3	3	3	Met		06JUN2023	2023
39686766042725	Nightingale Charter	3	Nightingale Charter works diligently to ensure that Parent and Family Engagement via- Building Relationships, Building Partnerships for Student Outcomes, Seeking Input for Decision Making   Research indicates that students whose parents are actively involved in their education are more successful in school. To help students reach their full potential, parent involvement is not only necessary, but highly encouraged at Nightingale School. Parents of Nightingale students are encouraged to volunteer at least 10 hours during the school year. The contact person for parent involvement at Nightingale School is the principal, Ms. Machuca. Parent opportunities at Nightingale include opportunities for building relationships, student outcomes, and input for decision making via:  Volunteer- Need TB and Fingerprint Clearance School Site Council Fall Festival English Learner Parent Advisory Committee – (4x/ Year) Parent Coffee Meetings- (Monthly) Nightingale Academic Teams- NAT Parent Conferences Fundraising- (Student Council, Science Camp, 8th grade activities, field trips and school wide activities) Academic Awards Ceremonies- (every trimester) Character Awards Ceremonies- (every trimester) PBL showcase- annually   Nightingale Charter believes that parents and guardians can support the learning environment of the school and their children by: Monitoring student attendance Monitoring completion of homework Volunteering in the classroom Planning and participating in activities at home that support classroom learning- (Nightingale Academic Teams) Attending award/character assemblies, literacy night, math night, Project-Based Learning presentations, family movie night, family dance, and other family events	Nightingale continues focus on expanding opportunities for educational partner input. In particular the LEA is focused on increasing opportunities for input from underrepresented educational partner groups including students, students with disabilities, English Learners students and families and ethnic minorities.	Nightingale will develop and implement a stakeholder engagement plan which focuses on increasing opportunities for educational partner input and feedback.	Nightingale has created a number of site-based opportunities for educational patronship. The LEA continues to increase the number of spaces available for educational partnership.	Based on the analysis of partner input and local data Nightingale will continue to focus on expanding opportunities for partnership with local partners and student groups.	Volunteer- Need TB and Fingerprint Clearance School Site Council Fall Festival English Learner Parent Advisory Committee – (4x/ Year) Parent Coffee Meetings- (Monthly) Nightingale Academic Teams- NAT Parent Conferences Fundraising- (Student Council, Science Camp, 8th grade activities, field trips and school wide activities) Academic Awards Ceremonies- (every trimester) Character Awards Ceremonies- (every trimester) PBL showcase- annually	Nightingale has created a number of site-based opportunities for educational partners to provide input in decision making. Nightingalse continues to increase the number of spaces available for educational partner to provide input in decision making.	Based on the analysis of partner input and local data the Nightingale will continue to focus on expanding opportunities for partners to provide input on decision making. These efforts will focus on increase access for traditional underrepresented groups such as students.	Based on the analysis of educational partner input and local data, the Nightingale will improve engagement of underrepresented families by expanding opportunities for input in decision making with traditionally underserved target groups and communities.	5	4	5	4	4	4	4	4	4	4	3	4	Met		27JUN2023	2023
39754990000000	Tracy Joint Unified	3	Tracy Unified School District continues to work diligently to engage with all families. TUSD uses multiple methods of communication including automated phone/text messages, social media, district/site webpages and the Aeries Parent Portal. In addition, TUSD has Bilingual Parent Liaisons to provide outreach to families in English and Spanish. TUSD Prevention Services Department works individually with our students who are experiencing homelessness and or are foster youth to provide needed resources to the families. School sites work closely with their School Site Council and English Learner Advisory Committee (ELAC) members to review and refine school plans to reflect the needs of the individual school. Survey feedback indicates parents and staff feel TUSD is making strides in the area of building relationships between school staff and families.	TUSD will focus on improving to deliver more 2-way communication between families and educators using language that is understandable and accessible to families.	All TUSD school sites work closely with their School Site Council and English Learner Advisory Committee (ELAC) members to review and refine school plans to reflect the needs of the individual school. To further engage our underrepresented families and improve parent engagement, all TUSD school sites will host a separate ELAC to increase access to up to date information and further build relationships. Additionally, TUSD Prevention Services Department works individually with our students who are experiencing homelessness or are foster youth to provide needed resources to the families.	TUSD strongly values positive relationships with the community. TUSD has invested in Parent Liaisons to help communicate the academic and social-emotional resources available to students and families to improve school success. TUSD Prevention Services Department works with school site staff and individually with our students who are experiencing homelessness and or are foster youth to provide resources to ensure students have what they need and are successful in school. School sites work closely with their School Site Council and English Learner Advisory Committee (ELAC) members to review and refine school plans and budgets to reflect the needs of the individual school, to improve student outcomes.	With the addition of an ELAC (English Learner Advisory Committee) at each school site, and the district-wide SAC (Student Advisory Committee), the intention is to build and meet with our partners regularly to improve student outcomes.	TUSD staff will improve engagement of underrepresented families at each school site by personally inviting them to attend parent meetings and school-related activities. TUSD has invested in Parent Liaisons to help communicate the academic and social-emotional resources available to students and families in order to improve student outcomes. Often Parent liaisons are seen outside of the school office talking to families and/or making telephone calls home to our underrepresented families.	TUSD continues to increase the number of parent and family engagement opportunities for decision making. Some opportunities for collaboration and decision making include School Site Council, District and site ELAC, Title I Parent Advisory, LCAP Surveys and LCAP Community Engagement Meetings.	New this upcoming year, TUSD will host a new (SAC) Student Advisory Committee to engage our students with the latest information and seek input for decision making.	TUSD will host an ELAC (English Learner Advisory Committee) at each individual school site to seek more input from underrepresented families. Additionally, in reviewing applications for SAC (Student Advisory Committee), students who represent our diverse population, including those from underrepresented groups at each school site, will be selected.	4	4	3	2	3	3	3	3	3	3	3	3	Met		27JUN2023	2023
39754990102384	Primary Charter	3	Primary Charter School holds monthly School Improvement Meetings where all stakeholders discuss items of importance. Feedback is heard and school leaders report on progress toward the year's action plan goals. Additionally, the EL department holds monthly meetings for parents where they discuss strategies on how to help their children be successful at school.	Primary Charter School is committed to building relationships with families. There are opportunities for families to participate in school activities, volunteer in classrooms and help around campus. The EL department outreach efforts continue to improve year to year.	Underrepresented families are contacted and given opportunities to meet with staff and they are also offered an opportunity to participate in the after school program, Champions. The Chronic Absenteeism Task Force provides support to families facing obstacles towards school attendance.	Student outcomes are a top priority for Primary Charter. Attendance at the monthly EL parent meetings and SIC meetings have steadily increased year after year. More and more families are participating in our outreach efforts.	We will continue to provide support for our underrepresented population and EL students. This effort is based on the increased in enrollment of EL students. The focus this year is to provide designated ELD support to all EL students for 30 minutes during the school day.	The EL specialist is dedicated to supporting EL students and families. She makes regular contact with parents and provides support in the classroom. The Absenteeism Task Force has a tiered system in place for supporting attendance, including home visits and parent contacts. The designated ELD class provides students and parents with additional supports for their growth in core curriculum classes.	The school improvement committee meetings offer all stakeholders an opportunity to engage in the decision making process. Our small school structure allows for more access to decisions and gives stakeholders a voice in the education of their students.	We have a weekly newsletter that is emailed to all parents with important information regarding school issues. That newsletter has links for parents to access information, calendars and contact staff. We continue to improve our outreach efforts including utilizing social media.	We are dedicated to engage underrepresented families in decision making. Outreach efforts will continue to be evaluated to improve connections with families. The EL specialist and the Task Force will work to contact families on a regular basis.	5	5	5	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
39754990102392	Millennium Charter	3	Millennium Charter School holds monthly School Improvement Meetings where all stakeholders discuss items of importance. Feedback is heard and school leaders report on progress toward the year's action plan goals. Additionally, the EL department holds monthly meetings for parents where they discuss strategies on how to help their children be successful at school.	Millennium Charter School is committed to building relationships with families. There are opportunities for families to participate in school activities, volunteer in classrooms and help around campus. The EL department outreach efforts continue to improve year to year.	Underrepresented families are contacted and given opportunities to meet with staff.  The Chronic Absenteeism Task Force provides support to families facing obstacles towards school attendance.	Student outcomes are a top priority for Millennium Charter. Attendance at the monthly EL parent meetings and SIC meetings have steadily increased year after year. More and more families are participating in our outreach efforts.	We will continue to provide support for our underrepresented population and EL students. This effort is based on the increased in enrollment of EL students. The focus this year is to provide designated ELD support to all EL students for 30 minutes during the school day.	The EL specialist is dedicated to supporting EL students and families. She makes regular contact with parents and provides support in the classroom. The Absenteeism Task Force has a tiered system in place for supporting attendance, including home visits and parent contacts. The designated ELD class provides students and parents with additional supports for their growth in core curriculum classes.	The school improvement committee meetings offer all stakeholders an opportunity to engage in the decision making process. Our small school structure allows for more access to decisions and gives stakeholders a voice in the education of their students.	We have a weekly newsletter that is emailed to all parents with important information regarding school issues. That newsletter has links for parents to access information, calendars and contact staff. We continue to improve our outreach efforts including utilizing social media.	We are dedicated to engage underrepresented families in decision making. Outreach efforts will continue to be evaluated to improve connections with families. The EL specialist and the Task Force will work to contact families on a regular basis.	5	5	5	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
39754990139949	Tracy Independent Study Charter	3	Tracy Charter School has made continuous efforts to enhance the relationships between school staff and families. Based on our program model, we have successfully fostered a culture of collaboration and engagement. Tracy Charter has smaller class sizes in order to meet the minimum of one hour per week in person support offered by our classroom teachers with each student. This provides a built in time for the teacher and the student to communicate, build a trusting and respectful relationship, and come together to support their success.  School staff actively reach out to parents, caregivers, and/or families, creating open lines of communication and trust.  Tracy Charter school uses multiple communication channels, including regular newsletters, phone calls, the AERIES information system, and social media, to engage with parents and caregivers.	Based on educational partner input and local data analysis, Tracy Charter School's focus on continuing to build relationships between school staff and families include enhancing communication by ensuring clarity and consistency, fostering inclusivity and cultural competence through staff training and cultural awareness initiatives, and reaching out to hard-to-engage families with tailored strategies.   Additionally, there's a need to establish more effective feedback mechanisms to act on family input and increase parental involvement in school decision-making processes. These areas aim to strengthen collaboration between school staff and families, improving the educational experience for students.	Tracy Charter School's focus is the importance of improving the engagement of underrepresented families, as identified during the self-reflection process in relation to building relationships between school staff and families. We will continue to have an advisory committee where educational partners can give feedback to refine our engagement practices.  Additionally, we will continue provide resources and information in multiple languages, and strive to ensure accessibility for families with various communication preferences. We will actively seek feedback from underrepresented families through our advisory committee, surveys, and focus groups to continuously refine our engagement strategies.	Tracy Charter School places an emphasis on cultivating positive relationships within both the school and local communities, actively involving its administrator, academic counselor, teachers, and office staff in the communication of available resources, programs, and services to students and their families. Additionally, the school collaborates with the TUSD Prevention Services Department to provide individualized support to students experiencing homelessness or in foster care, ensuring that necessary resources reach these families. Tracy Charter actively invites its families to participate in various parent outreach events, including opportunities to provide feedback and input on district initiatives.	Tracy Charter School's focus for improving Building Partnerships for Student Outcomes include enhancing communication strategies to ensure effective dissemination of resources, programs, and services. Additionally, Tracy Charter School aims to broaden its outreach efforts to engage a more diverse range of educational partners and stakeholders within the community.  Furthermore, Tracy Charter seeks to strengthen its collaboration with external organizations and agencies, mirroring their successful partnership with the TUSD Prevention Services Department, especially in addressing the unique needs of students facing homelessness or foster care situations. To create a more inclusive environment, Tracy Charter School is committed to actively involve families in initiatives and decision-making processes, promoting greater parent engagement.	Tracy Charter School is committed to improving engagement with underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes. To achieve this, they will expand outreach efforts to cater to diverse backgrounds and communication preferences, continuously gather feedback through surveys and focus groups, and collectively aim to establish stronger partnerships with underrepresented families and advance equity in student outcomes.	Based on the analysis of educational partner input and local data, Tracy Charter School continuously seeks input for decision-making, not only from parents and students but also by involving all educational partners. Staff, parents and students have actively contributed to the decision-making process through their participation in the TUSD LCAP process, which featured multiple opportunities for review and comment.	Based on the analysis of educational partner input and local data, Tracy Charter School has identified focus areas for improvement in seeking input for decision-making. During the initial WASC accreditation process in the 2021-2022 school year, a specific point of improvement emerged: the need to increase the frequency of parent advisory meetings. Tracy Charter School is committed to addressing this area of improvement, reflecting its dedication to fostering a more inclusive and collaborative approach to decision-making that actively engages diverse educational partners.	Tracy Charter School is focused on enhancing engagement with underrepresented families identified during the self-reflection process related to Seeking Input for Decision-Making. To achieve this, the school will establish more accessible and culturally sensitive communication channels, offer multiple opportunities for input, and prioritize outreach efforts tailored to the unique needs of underrepresented families. Through surveys, focus groups, and personalized outreach, Tracy Charter School aims to create a more inclusive decision-making process that values diverse perspectives and promotes equity within the school community.	4	4	4	5	4	5	4	5	4	5	4	5	Met		27JUN2023	2023
39754996118665	Discovery Charter	3	Discovery Charter School holds monthly School Improvement Meetings where all stakeholders discuss items of importance. Feedback is heard and school leaders report on progress toward the year's action plan goals. Additionally, the EL department holds monthly meetings for parents where they discuss strategies on how to help their children be successful at school.	Discovery Charter School is committed to building relationships with families. There are opportunities for families to participate in school activities, volunteer in classrooms and help around campus. The EL department outreach efforts continue to improve year to year.	Underrepresented families are contacted and given opportunities to meet with staff and they are also offered an opportunity to participate in the after school program, Champions. The Chronic Absenteeism Task Force provides support to families facing obstacles towards school attendance.	Student outcomes are a top priority for Discovery Charter. Attendance at the monthly EL parent meetings and SIC meetings have steadily increased year after year. More and more families are participating in our outreach efforts.	We will continue to provide support for our underrepresented population and EL students. This effort is based on the increased in enrollment of EL students. The focus this year is to provide designated ELD support to all EL students for 30 minutes during the school day.	The EL specialist is dedicated to supporting EL students and families. She makes regular contact with parents and provides support in the classroom. The Absenteeism Task Force has a tiered system in place for supporting attendance, including home visits and parent contacts. The designated ELD class provides students and parents with additional supports for their growth in core curriculum classes.	The school improvement committee meetings offer all stakeholders an opportunity to engage in the decision making process. Our small school structure allows for more access to decisions and gives stakeholders a voice in the education of their students.	We have a weekly newsletter that is emailed to all parents with important information regarding school issues. That newsletter has links for parents to access information, calendars and contact staff. We continue to improve our outreach efforts including utilizing social media.	We are dedicated to engage underrepresented families in decision making. Outreach efforts will continue to be evaluated to improve connections with families. The EL specialist and the Task Force will work to contact families on a regular basis.	5	5	5	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
39767600000000	Lammersville Joint Unified	3	Healthy Kids Survey {HKS} results indicate 83% of 5, 7 and 9 grade parents believe LUSD schools prepare students academically for success. 86% of the students in grades 5, 7 and 9 believe LUSD sets high standards for academic performance {HKS}. 79% of families believe school encourages them to be an active partner with the school {HKS}. 98% of families prefer school and district communications come via email or other digital delivery system. Student progress is communicated to parents via AERIES parent square, Canvas parent portal and reports from the school and Educational Services division.Learning in the home is supported through parent trainings and online opportunities. Students who do not have WiFi in the home are provided WiFi by LUSD. Learning in the home occurs regularly as LUSD is a 1 to 1 District in grades K-12. Counselors at the high school meet with and provide all students/parents with an individualized four-year plan to graduate. Underrepresented families are provided additional academic and social-emotional counseling	LUSD actively engages the community through established sub-committees, foundations, parent nights, safety meetings, parent portals and other outreach. These activities encompass all schools, with a focus on bridging the gap between academics and student activities.  LUSD community committees include District Advisory Committee (DAC), District English Language Advisory Committee (DELAC), Wellness Committee, Safety Committee, Education Committee, Facilities Committee, and Citizens Bond Oversite Committee.	LUSD actively engages the community through established sub-committees, foundations, parent nights, safety meetings, parent portals and other outreach. These activities encompass all schools, with a focus on bridging the gap between academics and student activities. Outreach is provided by the Director of Student Services to specific underrepresented students and families, as well as, student services counselors.	LUSD actively engages the community through established sub-committees, foundations, parent nights, safety meetings, parent portals and other outreach. These activities encompass all schools, with a focus on bridging the gap between academics and student activities.  LUSD Student Services counselors and director reach out to underserved and families with needs.	The primary focus of LUSD is on bridging the gap between academics and student activities to develop well rounded students who are academically and socially prepared.	LUSD actively engages the community through established sub-committees, foundations, parent nights, safety meetings, parent portals and other outreach. These activities encompass all schools, with a focus on bridging the gap between academics and student activities.  LUSD utilizes parent portals, meetings and Parent Square to communicate with parents and educational partners, while the high school supports parent informational meetings for black/African America parents.	LUSD seeks input related to policies, LCAP, expenditures, programs and parent engagement from stakeholders through DELAC, ELAC, DAC, Education Committee, Facilities Committee, Safety Committee, Wellness Committee, Citizens Bond Oversight Committee, parent foundations, booster groups and open houses. CTE pathway nights and curriculum fair engage parents in two-way communication related to the academic pathway and program. 83% of families feel the school keeps them well informed about school activities {HKS}.	LUSD seeks input on educational decisions from educational partners, from underrepresented groups and others.	Underrepresented families are specifically encouraged to participate in academic and non-academic committees and parent groups.  The Black/African American parent group meets monthly.  Counselors-academic and social-emotional support mechanisms are reviewed, as are other facets of school access.	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
39773880000000	Banta Unified	3	Banta Unified School District was successful in building relationships between school staff and families by improving parent communication which includes two digital marquees, a digital monthly district newsletter (with 500 hits per month), and the parents club has been reorganized with new members bringing in more parent/family participation and input in decision making. New events geared toward community, fun, and volunteering are being created. Communication with families is very frequent, information and resources to support student learning are provided through newsletters, emails, conferences, and website in both English and Spanish. 84% of parents feel the school keeps all families informed about important issues and events and 84% of parents feel that the school has made an effort to build a relationship with their family. We have added actions/services in our LCAP that support increasing Parent/Family Engagement.	The district will address parent engagement, focusing on building our Parent Club membership/participation as members tend to be more involved in their child's education by participating in school events and decision making.	The district will improve engagement of underrepresented families with additional support of internet HotSpots, technology support, online technical support, and translators to increase communication throughout the school year. Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences.	Banta Unified School District administration believes children come first and Parent/Family engagement is vital to supporting student learning. We are working as a staff, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook, monthly newsletters go home to parents in English and Spanish, and the district and school website (both in English and Spanish) are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students well-being and student learning.	Although regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences additional information and professional development on family engagement, including supporting families to understand and exercise their legal rights, need to be provided to all administrators, teachers, and staff so they have the capacity to support all students.	The district continues to consider different methods of communicating with underrepresented families when distributing school information concerning student learning and outcomes.	Banta Unified School District is committed to including families in decision-making. Through out the year the district and school annually consulted with parents and families at PFA (Parent/Faculty Association), LCAP Parent Advisory Committee, English Learner Parent Advisory Committee (ELAC), Disability Advisory (DAC), site parent committees, parent surveys in English and Spanish, and through the LCAP stakeholder engagement process to gather input on policies and programs. 92% of parents feel they were provided with multiple opportunities to be part of decisions about the school through surveys and advisory groups.	The district's focus is to increase the percentage of parents involved in decision-making so that all of our students benefit from having parent/family input to better support their education.	The district is actively recruiting and seeking parents from all targeted subgroups to be members of committees, including ELAC and DAC, to improve parent and family participation rates in the decision making process.	5	5	5	5	5	5	5	4	5	4	4	5	Met		23JUN2023	2023
39773880127134	River Islands Technology Academy II	3	Building relationships between school and families and community is a priority for River Islands Technology Academy. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.	One area that we have not formally created processes or procedures is with families who need support for school/home communication in languages other than English.	We have several staff members who speak Spanish, and are able to translate for staff and families as needed, but we do not necessarily have someone on staff that can assist with every language spoken by families that attend our school. We meet federal/state regulations in terms of translating materials, but we know the importance of school/home relationships and would like to be able to provide translation whenever needed as best as we can. This is an area that we will continue to explore as we grow. Additionally, it is a goal of our school community to promote and increase participation of our Parent Booster Club. Our Booster Club not only allows opportunities for parents and school staff to build relationships but to plan community building events that allow all to come together.	In our 2022-23 LCAP Survey, 81% of parents responded Full Implementation or Full Implementation and Sustainability to the prompt “RiTechA implements programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcome”. Parental volunteer participation,  including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. This school year, over 150 parent volunteers were cleared to volunteer in classrooms and/or participate in school field trips. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, Coffee and Chats, Parent/Teacher conferences, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, and Science and Technology Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.	River Islands Technology Academy is always looking for ways to encourage and increase parental involvement/participation, creating and modifying events to best meet the needs of our students and families.	From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families.	River Islands Technology Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bi-monthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children.	An area that we will continue to explore, as mentioned before, is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.	One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
39773880131789	NextGeneration STEAM Academy	3	Building relationships between school and families and community is a priority for STEAM Academy. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.	One area that we have not formally created processes or procedures is with families who need support for school/home communication in languages other than English.	We have several staff members who speak Spanish, and are able to translate for staff and families as needed, but we do not necessarily have someone on staff that can assist with every language spoken by families that attend our school. We meet federal/state regulations in terms of translating materials, but we know the importance of school/home relationships and would like to be able to provide translation whenever needed as best as we can. This is an area that we will continue to explore as we grow.  Additionally, it is a goal of our school community to promote and increase participation in our Parent Teacher Organization. Our PTO not only allows opportunities for parents and school staff to build relationships but to plan community building events that allow all to come together.	Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. This school year, over 150 parent volunteers were cleared to volunteer in classrooms and/or participate in school field trips. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, Coffee and Chats, Parent/Teacher conferences, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, and Science and Technology Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.	STEAM Academy is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.	From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families.	STEAM Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bimonthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children.	An area that we will continue to explore, as mentioned before, is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.	One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
39773880140392	Banta Charter	3	Banta Charter was successful in building relationships between school staff and families by improving parent communication which includes two digital marquees, a digital monthly district newsletter (with 500 hits per month), and the parents club has been reorganized with new members bringing in more parent/family participation and input in decision making. New events geared toward community, fun, and volunteering are being created. Communication with families is very frequent, information and resources to support student learning are provided through newsletters, emails, conferences, and website in both English and Spanish. 84% of parents feel the schoolkeeps all families informed about important issues and events and 84% of parents feel that the school has made an effort to build a relationship with their family. We have added actions/services in our LCAP that support increasing Parent/Family Engagement.	The charter will address parent engagement, focusing on building our Parent Club membership/participation as members tend to be more involved in their child's education by participating in school events and decision making.	The charter will improve engagement of underrepresented families with additional support of internet HotSpots, technology support, online technical support, and translators to increase communication throughout the school year. Regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences.	Banta Charter administration believes children come first and Parent/Family engagement is vital to supporting student learning. We are working as a staff, to include communication and involve staff and parents in decisions that directly impact students, student learning and the Mustang community. We are maintaining a regular, positive presence on Facebook, monthly newsletters go home to parents in English and Spanish, and the district and school website (both in English and Spanish) are updated regularly to keep the community informed of up-coming events and pertinent information related to improving their students well-being and student learning.	Although regular staff development is provided as it relates to both academics, instruction, parent engagement and cultural differences additional information and professional development on family engagement, including supporting families to understand and exercise their legal rights, need to be provided to all administrators, teachers, and staff so they have the capacity to support all students.	The charter continues to consider different methods of communicating with underrepresented families when distributing school information concerning student learning and outcomes.	Banta Charter is committed to including families in decision-making. Through out the year the district and school annually consulted with parents and families at PFA (Parent/Faculty Association), LCAP Parent Advisory Committee, English Learner Parent Advisory Committee (ELAC), Disability Advisory (DAC), site parent committees, parent surveys in English and Spanish, and through the LCAP stakeholder engagement process to gather input on policies and programs. 92% of parents feel they were provided with multiple opportunities to be part of decisions about the school through surveys and advisory groups.	The charter's focus is to increase the percentage of parents involved in decision-making so that all of our students benefit from having parent/family input to better support their education.	The charter is actively recruiting and seeking parents from all targeted subgroups to be members of committees, including ELAC and DAC, to improve parent and family participation rates in the decision making process.	5	5	5	5	5	5	5	4	5	4	4	5	Met		23JUN2023	2023
39773880141234	EPIC Academy	3	Building relationships between school and families and community is a priority for EPIC Academy. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.	One area that we have not formally created processes or procedures is with families who need support for school/home communication in languages other than English.	We have several staff members who speak Spanish, and are able to translate for staff and families as needed, but we do not necessarily have someone on staff that can assist with every language spoken by families that attend our school. We meet federal/state regulations in terms of translating materials, but we know the importance of school/home relationships and would like to be able to provide translation whenever needed as best as we can. This is an area that we will continue to explore as we grow. Additionally, it is a goal of our school community to establish a Parent Teacher Organization to increase opportunities for parents and school staff to build relationships and plan community building events.	Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by volunteer logs, attendance at school events, Parent Teacher Conferences, and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. This school year, over 100 parent volunteers were cleared to volunteer in classrooms and/or participate in school field trips. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, Coffee and Chats, Parent/Teacher conferences, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as; music concerts, awards ceremonies, sporting events, and Science and Technology Night. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.	EPIC Academy is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.	From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families.	EPIC Academy provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents, and feedback is sought through surveys and open forms. Bi-monthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher conferences and IEP meetings are held regularly that involve parents in decision making for their children.	An area that we will continue to explore, as mentioned before, is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.	One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.	4	4	4	4	4	4	4	4	3	3	3	3	Met		21JUN2023	2023
39773880141242	River Islands High	3	Building relationships between school and families and community is a priority for River Islands High School. We work as a staff to learn how to best support students/families and on how best to communicate with families on an on-going, regular basis. We receive formal and informal verbal and written feedback from families on events and programs that they thought were successful or ways they can be improved and use that to tailor future events.	One area that we have not formally created processes or procedures is with families who need support for school/home communication in languages other than English.	We have several staff members who speak Spanish, and are able to translate for staff and families as needed, but we do not necessarily have someone on staff that can assist with every language spoken by families that attend our school. We meet federal/state regulations in terms of translating materials, but we know the importance of school/home relationships and would like to be able to provide translation whenever needed as best as we can. This is an area that we will continue to explore as we grow.	Parental volunteer participation, including unduplicated student parents and parents of students with exceptional needs, continues to be strong. This is verified by attendance at school events and meeting sign-in sheets. The large parent involvement component is vital to our school program. Parents are encouraged to volunteer 5 hours per child, per month at our school. In addition to on-going work in the classrooms, there were many committees and activities where parent involvement plays a large role: Governing Board Meetings, LCAP Advisory Committee, beginning of the year orientation, planning and executing Homecoming and Spirit Weeks, committee meetings, and IEP meetings. Many family events were held throughout the year to encourage parent involvement and participation such as music concerts and sporting events. Regular emails and monthly newsletters verify ongoing efforts to seek/encourage parent participation in school events and offer input in school decisions.	River Islands High School is always looking for ways to encourage and increase parental involvement/ participation, creating and modifying events to best meet the needs of our students and families.	From the feedback we received in our survey and during meetings, we will change the times of events in an attempt to increase parent participation and figure out what will work best for a majority of our families.	River Islands High School provides various ways for parents to provide input and advise administration. School wide meetings, focus groups and committees, and one-one with classroom teachers and administration are just a few ways parents can provide input. Opinions of parents and feedback is sought through surveys and open forms. Bimonthly open conversations are held with the community and school administrators where parents are free to provide input, make suggestions for improvement or ask questions. There are advisory groups that are comprised of staff and parents that change annually, giving anyone the opportunity to participate in school planning. Parent/Teacher communication and IEP meetings are held regularly that involve parents in decision making for their children.	An area that we will continue to explore, as mentioned before, is providing translation services for all languages spoken by families who attend our school to enable them to better participate in their child's learning and school environment.	One way we have begun to engage the families of students who are English Language Learners is to increase the frequency of our ELAC meetings and use that time to inform parents of events, meetings, and committees that they might not have been aware of. Based on our survey responses to our annual LCAP survey, we will continue our outreach to engage parents in meaningful ways and on a timely basis.	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
40104050000000	San Luis Obispo County Office of Education	3	Over the 2022-23 school year, 100% of families and caregivers had online access to student achievement and attendance data through the LEA student information system and 100% of the families and caregivers were invited to participate in parent-teacher conferences and/or student meetings. A new two-communication format, ParentSquare, was implemented.	The school staff is continuing to explore more efficient and effective ways to facilitate ongoing two-way communication between families and staff.	The school sites will ensure they communicate in a mode that works best for each family whether it be personal call, text, email, in-person, virtually or via ParentSquare. Ongoing professional development will be provided to all staff with regard to implicit bias and trauma informed practices.	Over the 2022-23 school year, 100% of families and caregivers were communicated to in their home languages and 100% of parents/guardians, as appropriate, were involved in the IEP/504/SST processes. Staff are explicitly encouraged to prioritize student and family relationships as the foundation for student success. Staff have been trained in building intentional relationships, which includes making contact with each individual family to establish and maintain relationships with the intent of better student outcomes.	Continued implementation of a multi-tiered system of support, including PBIS, with the goal of full and sustainable implementation meeting the needs of all students.	The school sites will ensure they communicate in a mode that works best for each family whether it be personal call, text, email, in-person, virtually or via ParentSquare. Ongoing professional development will be provided to all staff with regard to implicit bias and trauma informed practices.	Over the 2022-23 school year, the School Site Councils have had parent and student representation along with full staff participation. Each year both students and parents are surveyed regarding school climate and LCAP input. While the LEA has been able to receive some input from students, family input remains low. All teachers have been provided cell phones and are encouraged and provided with strategies to seek family input in a communication mode that works best for the family. Families meet with administration at enrollment and are provided opportunities to participate in decision-making through school site council, conferences and surveys. Administration and staff attend training and conferences that specifically address SLOCOE student demographics and school settings.	While the LEA has been able to receive some input from students, family input remains low. Increasing parent engagement remains an ongoing priority.	The school sites will ensure they communicate in a mode that works best for each family whether it be personal call, text, email, in-person, virtually or via ParentSquare. Ongoing professional development will be provided to all staff with regard to implicit bias and trauma informed practices.	5	5	5	5	5	4	5	5	3	3	5	5	Met		22JUN2023	2023
40104050101725	Grizzly ChalleNGe Charter	3	Parent Engagement at Grizzly is high. While most families live outside the county, we work with all families and gather their input as often as possible. Still, while students are enrolled in the Charter School, the National Guard is their legal guardian. The charter school engages with the National Guard for input in all circumstances including planning/calendaring, health and social-emotional issues, academic needs and students' future needs.	Grizzly Challenge Charter School is working to expand the ability of families and the school to communicate with one another and present information in the users' preferred language using online platforms.	As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families.	Grizzly has developed strong partnerships with its families, especially in the area of communicating and supporting the future plans of our students once they complete the residential component of the program. Students are given assignments to complete with their families centered around the necessary next steps for students to remain on a path toward their individual successful path. These assignments and plans are discussed with families and monitored for an additional 12 months after the students complete the residential phase.	Grizzly Challenge Charter School is working to increase the ease and frequency in which it communicates with families and for the families to communicate with the school site. As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families. GCCS also invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.	As previously mentioned, GCCS invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.	Grizzly Challenge Charter School is working to increase the ease and frequency in which it communicates with families and for the families to communicate with the school site. As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families. GCCS also invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.	As previously mentioned, GCCS invites families to participate in School Site Council and English Language Advisory Committee meetings to share concerns, celebrate successes and gather input.	As mentioned above, online platforms with built in translation services are being utilized at GCCS to allow for communication and information presentation in the home languages of our families.  The ability to allow families to attend various meetings online and with language support allows for improved engagement of underrepresented families in the decision making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		01JUN2023	2023
40104050125807	Almond Acres Charter Academy	3	Almond Acres’ educational partner feedback indicates that post COVID 19 Pandemic and now that the school is settled in its own facility, it is returning to practices on campus that engage and build relationships between school staff and families.  The following events were highlighted as events that have helped to further develop the relationships between staff and families: -       Campus Grand Opening -    Meet the Teacher Picnic -    Back to School Night -    Parent Volunteer Opportunities on Campus -    Parent Participation in Shared Start -    Growing Great Families Meetings -    Personal Learning and Goal Setting Conferences -    Parent Square School to Home Communications	Almond Acres continuously strives to improve and partner with families.  The school has 100% of families connected to ParentSquare (the communication portal).  The effort this year was focused on the consistency of communication.  The office via the Administrative Assistant communicated activities, dates to remember, meetings, and other events in a weekly post.  The Executive Director communicates to families weekly on the school operations, including but not limited to Administration, Finance, Safety, Facilities, and Logistics. The PSC (Parent Site Council) also sent monthly updates.  Additionally, middle school teachers sent a collaborative monthly newsletter, and all teachers communicated bi-monthly on curriculum and instruction.  The intent is that families consistently receive information about school life and know who to expect who it is being delivered by.	Almond Acres continuously strives to improve and partner with families.  One area for improvement continues to include communication with diverse family groups. Therefore, communications from the school administration and teachers are sent through ParentSquare, which  allows all communications to be translated by the family into their home language. Additionally, Almond Acres staff has been diversified and the 9 staff members are bilingual and able to provide interpreter services for meetings and specialized materials.	Almond Acres’ strengths are in building relations between school staff (administration, faculty, and school personnel) and families.  Almond Acres staff focuses on relationship building through a variety of avenues: school to home communication, teacher/family goals and personal learning profile conferences with every family, informational events inclusive of Meet the Teacher Picnic, Back-to-School Night, Open House, and Growing Great Families weekly meetings.	The school enrollment has grown significantly and as result, there is a more diverse school community.  One area of improvement is making sure that families understand that home to school communication is available in their home language preferences, along with specifically providing classroom communications, meetings, and conferences with home language options. In addition, AACA needs to determine the best way to provide outreach to these families.	Almond Acres uses a School to Home communication portal (ParentSquare) that provides families to fluidly determine communication in their home language on each communication at home.  Conferences and meetings have a school provided translator available for families who prefer to communicate in their home language.	Almond Acres seeks to engage all educational partners in the Decision-Making Process.  The areas of strength include multiple avenues to solicit feedback from parents, students, and teachers and an involved and accessible Board of Directors. These educational partner groups are not only accessible but value opportunities to provide input so participation in family surveys, climate surveys, and participation in focus groups are high.  Due to the addition of Panorama, sending surveys, receiving feedback, and analyzing results, has been streamlined this year with all educational partner groups.	While Almond Acres has sent out more surveys this year and some educational partner groups participated in providing feedback more than once this school year, there still needs to be a regular schedule, including both the fall and spring, for educational partner feedback, that is added to the School’s master calendar.	Almond Acres will specifically seek out underrepresented groups and establish opportunities to solicit feedback directly from them (i.e. focus groups with families of English Learners, surveys and focus groups for English Learners).	5	4	3	4	5	5	5	4	4	4	4	4	Met		21JUN2023	2023
40687000000000	Atascadero Unified	3	Atascadero Unified School District has made great efforts to create a welcoming environment for families and creating 2-way communication between the district and families.  AUSD annually administers a local survey to parents, teachers and students in grades 4-12.  Results showed an increase in the positive perception of all areas surveyed.  AUSD chose to give a local survey that aligned with the California Healthy Kids Survey in order to provide annual information across all students, staff, and parents in grades 4-12 to gather more information on a more regular basis than the semi-annual survey that only surveys 4 grades of students within the district.  The questions and findings directly relate to the three goals established within our Local Control and Accountability Plan and the data from the survey is represented in the LCAP.	Supporting staff in learning about family’s culture, languages, and goals for their children is an area needing to be developed.  This is information we have not gathered and professional development we have not provided.  AUSD is exploring effective resources to support administrators and staff in this area	Our survey responses from our families of identified subgroups continues to be high, though some parents of English Learners feel their communication coming directly to their school site is not as strong as the communication coming from the school district. This information was gathered through a DELAC meeting rather than our annual survey, but the information was equally as valid and deserving of action.  Efforts will continue across existing platforms to maintain our relationships with our educational partners, while increasing the occurrence of ELAC meetings and communications from sites to our EL parent group.	Over recent years AUSD has invested time and efforts to provide multiple parent nights to inform parents about our academic endeavors and provide parents with resources to support their children at home.  We have hosted parent nights around Thinking Maps, Zearn, and multiple Next Generation Science Nights.  Events have been supported for families speaking both English and Spanish, the two primary languages in our community.	Our focus area within building partnerships for student outcomes lies in our need for additional professional development with administrators and teachers.  AUSD is exploring effective resources and programs to support administrators and staff in this area.	To further build partnerships for student outcomes, AUSD will expand our parent resource nights, building on the academic nights to parent informational events around Positive Behavior Interventions & Supports in the schools, and parent/family practices that support from the home.  We anticipate similar success as seen in our academic nights and hope to build partnerships towards student behaviors school climate, and school culture through family partnerships.	AUSD continues to place a high priority on seeking input from parents/guardians in school and district decision making and parental participation in programs. Two parent groups utilized to engage our underrepresented families.  These include our site based English Learner Advisory Committee (ELAC), feeding into our District English Learner Advisory Committee (DELAC), and a district-wide Special Education Advisory Committee (SEAC).	In addition to the committees above targeting our underrepresented groups, we have multiple other groups to engage stakeholders and seek input. These additional committees include: Budget Advisory, LCAP Steering Committee, PTA/PTO, booster groups, Student Ambassadors, and the Superintendent’s Parent Group.  As we seek to improve in this area, we will be working to better evaluate the success of these groups in staying informed and providing input.	AUSD has seen high levels of involvement from parents and families in our school and district level decision making committees.   To improve our engagement in these groups, we will be working to ensure our educational partner involvement is from partners who equally represent our school/district demographics and needs.  This will support in ensure all needs and groups are represented and are able to participate in decision making.	4	4	3	4	1	4	5	4	3	4	4	4	Met		13JUN2023	2023
40687260000000	Cayucos Elementary	3	Multiple parent and staff surveys were sent throughout the 2022-23 school year. 94% of parents agree that Cayucos School has a safe, welcoming, and connected climate in our school and classrooms. Additionally, 94% of parents believe that Cayucos School empowers parents and caregivers as equal parents in the education of their children. Lastly, 96% of parents agree that Cayucos School maintains, fosters, and strengths community partnerships. We have worked very hard this past year to invite input from parents. We now have a monthly newsletter, increased social media presence, increased use of parentsquare communication, greater participation in School Site Council and LCAP committee work, and increased staff and parent attendance a our monthly PTA meetings. We also have had 4 coffee with the staff events inviting parents to come and connect in a casual setting at our school site.	Our major area of improvement comes in the communication around behavioral expectations and discipline. 21% of our parents disagree that CESD handles behavioral issues by addressing them through restorative practices and positive behavioral interventions, and an additional 11% do not know how to answer this survey question. This data demonstrates to use that we need to further our communication and transparency around behavioral expectations and student discipline. CESD has committed to the creation and development of a behavioral matrix guide and parent partnership manual as well as parent training in this area.	CESD made sure to send the LCAP survey in all identified home languages and continued to use translated parent communication from the school. CESD also offered varying times for parent meetings including early morning and late evening to accommodate work schedules.	Multiple parent and staff surveys were sent throughout the 2022-23 school year. 94% of parents agree that Cayucos School has a safe, welcoming, and connected climate in our school and classrooms. Additionally, 94% of parents believe that Cayucos School empowers parents and caregivers as equal parents in the education of their children. Lastly, 96% of parents agree that Cayucos School maintains, fosters, and strengthens community partnerships. We have worked very hard this past year to invite input from parents. We now have a monthly newsletter, increased social media presence, increased use of parentsquare communication, greater participation in School Site Council and LCAP committee work, and increased staff and parent attendance a our monthly PTA meetings. We also have had 4 coffee with the staff events inviting parents to come and connect in a casual setting to our school site.	Our major area of improvement comes in the communication around behavioral expectations and discipline. 21% of our parents disagree that CESD handles behavioral issues by addressing them through restorative practices and positive behavioral interventions, and an additional 11% do not know how to answer this survey question. This data demonstrates to use that we need to further our communication and transparency around behavioral expectations and student discipline. CESD has committed to the creation and development of a behavioral matrix guide and parent partnership manual as well as parent training in this area.	CESD made sure to send the LCAP survey in all identified home languages and continued to use translated parent communication from the school. CESD also offered varying times for parent meetings including early morning and late evening to accommodate work schedules.	There are many ways for parents to give input to CESD: School Site Council/LCAP Advisory, multiple surveys, parent conferences and/or meetings, daily greeting by the principal in front of the school, daily send-off, weekly email communication from the superintendent and correspondence, coffee meetings quarterly, and available scheduled meetings. Our data indicates these are successful in seeking input. 96% of parents agree that Cayucos School maintains, fosters, and strengths community partnerships.	An area of continued work would be: 21% of our parents disagree that CESD handles behavioral issues by addressing them through restorative practices and positive behavioral interventions, and an additional 11% do not know how to answer this survey question. This data demonstrates to use that we need to further our communication and transparency around behavioral expectations and student discipline. CESD has committed to the creation and development of a behavioral matrix guide and parent partnership manual as well as parent training in this area.	Continue to offer varying time and hybrid offerings for meetings and plan development. Providing of multiple language communication and attendance at community outreach events.	4	4	4	4	4	4	4	4	4	4	4	3	Met		20JUN2023	2023
40687590000000	Lucia Mar Unified	3	California School Parent Survey (CSPS) was given to parents of 5th, 7th, 9th, and 11th grade parents in February of 2022. The Expanded Learning Opportunities (2022), Universal Pre-kindergarten (2022), and the Local Control Accountability Plan (LCAP) Funding Feedback (2023) surveys were all given to parents and staff.  These surveys aim to raise awareness of how well schools are doing in their parent involvement efforts and what are the needs and concerns of parents that should be addressed. The results are used as metrics in the Lucia Mar LCAP. The surveys are a means to confidentially obtain parent perceptions about learning and teaching conditions, school climate, and parent-school involvement and relationships, including whether the school environment is academically challenging, caring and welcoming, participatory, safe, and fair. Surveys were anonymous, and questions allowed disaggregation by ethnicity and school site/level. 389 responses were collected on the CSPS which is an improvement from the 128 collected on this same survey in 2020. The 2023 LCAP survey received 658 parent responses which is a substantial increase compared to the 564 parent responses received in 2022. More information about the CSPS survey is available on its website: csps.wested.org.  Key findings from CSPS survey: To gather feedback from all parents irrespective of school model, parents had the opportunity to respond to questions specific to their child’s schooling model (in person or remote). Responses to the Remote model survey were limited with only 18 total responses.  76% agreed that their school encourages them to be an active partner with the school in educating their child. (-5)  60% agreed that their school actively seeks the input of parents before making important decisions (+3)  65% felt welcome to participate at their school (-15)  86% felt that school staff treats parents with respect. (-7)  71% felt that school staff takes parent concerns seriously. (-10)  Key findings from LCAP Survey: Supporting the social-emotional needs of our students was perceived as the biggest challenge we face as we look ahead to the coming year.  More counseling support ranked highest among the types of support that would be best to support our struggling students.	Improving participation rates in district administered surveys continue to be an area of focus. Additionally, anonymous surveys must include additional demographic questions so that data is able to be disaggregated. Unfortunately longer surveys are less likely to be completed.	We will give multiple short surveys throughout the school year instead of long ones to improve participation and give us a better picture of how we are engaging our families.	California School Parent Survey (CSPS) was given to parents of 5th, 7th, 9th, and 11th grade parents in February of 2022. The Expanded Learning Opportunities (2022), Universal Pre-kindergarten (2022), and the Local Control Accountability Plan (LCAP) Funding Feedback (2023) surveys were all given to parents and staff.  These surveys aim to raise awareness of how well schools are doing in their parent involvement efforts and what are the needs and concerns of parents that should be addressed. The results are used as metrics in the Lucia Mar LCAP. The surveys are a means to confidentially obtain parent perceptions about learning and teaching conditions, school climate, and parent-school involvement and relationships, including whether the school environment is academically challenging, caring and welcoming, participatory, safe, and fair.  Surveys were anonymous, and questions allowed disaggregation by ethnicity and school site/level. 389 responses were collected on the CSPS which is an improvement from the 128 collected on this same survey in 2020. The 2023 LCAP survey received 658 parent responses which is a substantial increase compared to the 564 parent responses received in 2022. More information about the CSPS survey is available on its website: csps.wested.org.  Principals and school leadership teams continue to brainstorm and implement parent education opportunities, including Family Math Nights, various trainings on opioids, vaping, and drug use, evenings focused on appropriate technology use, and more.  Additionally, the district added a partnership this year with Fresno State University, offering free classes to parents on a variety of topics, including supporting their students in school. All classes are offered in multiple languages, which is a help to our parents.	We will continue to develop additional opportunities over the coming years for parents to participate in their child’s learning, including homework evenings, read-aloud events, and more.	We will give multiple short surveys throughout the school year instead of long ones to improve participation and give us a better picture of how we are engaging our families.	California School Parent Survey (CSPS) was given to parents of 5th, 7th, 9th, and 11th grade parents in February of 2022. The Expanded Learning Opportunities (2022), Universal Pre-kindergarten (2022), and the Local Control Accountability Plan (LCAP) Funding Feedback (2023) surveys were all given to parents and staff.  These surveys aim to raise awareness of how well schools are doing in their parent involvement efforts and what are the needs and concerns of parents that should be addressed. The results are used as metrics in the Lucia Mar LCAP. The surveys are a means to confidentially obtain parent perceptions about learning and teaching conditions, school climate, and parent-school involvement and relationships, including whether the school environment is academically challenging, caring and welcoming, participatory, safe, and fair.  Surveys were anonymous, and questions allowed disaggregation by ethnicity and school site/level. 389 responses were collected on the CSPS which is an improvement from the 128 collected on this same survey in 2020. The 2023 LCAP survey received 658 parent responses which is a substantial increase compared to the 564 parent responses received in 2022. More information about the CSPS survey is available on its website: csps.wested.org.  Our survey methodology has improved over the years, allowing us to access parent feedback for shared decision-making throughout the year. The addition of ParentSquare has been an important evolution, as well as routine phone calls home.	Improving participation rates in district-administered surveys continues to be an area of focus. Additionally, anonymous surveys must include additional demographic questions so that data is able to be disaggregated. Unfortunately, longer surveys are less likely to be completed.	We will give multiple short surveys throughout the school year instead of long ones to improve participation and give us a better picture of how we are engaging our families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
40687910000000	Pleasant Valley Joint Union Elementary	3	To ensure full educational partner involvement, the district engaged in a number of practices to ensure full involvement between families and staff.  Two surveys are implemented each year. One was designed for parents and staff (classified, certificated, and administrator), and it addressed the overall programs and effectiveness of the school's staff and programs. A similar, kid-friendly survey was created for students in grades two through six.  Communication about these surveys is sent out to staff during our monthly staff meetings and to parents both in an email and in a ParentSquare post in January and March. In addition, during the January PTA meeting in the principal's report, parents are encouraged to participate in the survey. Both surveys will be posted to the school website beginning in January. The adult survey was offered in both English and Spanish. Based on the feedback from these surveys and from informal conversations with parents during student pickup times, the district is doing a good job using all of its communication tools to reach out to parents and encourage them to participate actively in the school programs and process.	The district uses the ParentSquare program as well as the district website to share information with parents. We also use paper flyers for some events. Based on feedback from the survey, we have increased the number of events for which we send paper flyers home.	For many underrepresented families, we have to reach out to them on a more personal level as they do not tend to attend the more formal meetings. Teachers and staff take time to talk to individual parents at the end of the day when they come to pick up their children. The school has no transportation, so all parents have to come to the school.  The teachers and staff also use the ParentSquare program to reach out to families as well.	Teachers meet with parents formally twice per year to discuss student academic outcomes. For students with IEP's, they meet more often. Teachers and staff also meet as needed often with parents to discuss their child's outcome in informal meetings at the end of the school day when the parents come to pick up their children from school. The school community is so small that this is usually the best way to share information for both staff and parents.	A district goal has been to have more attendance at district meetings and workshops. Parent workshops have been offered in the past, but attendance is minimal to none at all. We must find a way to make this easier for parents living in our rural district to attend.	We will attempt virtual parent workshops this year as one of the options for our sessions to help parents to understand their child's learning.	This has been an area of growth for many years. With only a small handful of exceptions, the parents have been reluctant to attend any gathering that discusses the decision-making of the district.  When surveyed, the parents have said (70%) that they prefer meetings that occur at the end of the school day, so they do not have to drive to the school for a second time. However, unless the meeting is about one of the school's events, attendance to decision-making meetings is very minimal.	We need to help more parents understand that their participation in decision-making meetings is very important.	Personal invitations to these families may encourage them to attend.	4	5	4	4	3	3	4	3	3	3	4	3	Met		21JUN2023	2023
40688090000000	San Luis Coastal Unified	3	Family communication is a board goal this year. Sites will provide a weekly newsletter to keep parents informed. In addition, the district office provides a community newsletter on an every other week basis for increased communication.	Staff regularly report student outcome data to parents and communicate in regards to participation in supports and interventions at sites. Student data is regularly shared with parents at site meetings and at board meetings.	San Luis Coastal USD has worked hard to engage parents and the community and give opportunities to provide input and participate in decision making. We have organized parent/community forums, sent out weekly communication both at district level and site level, and held staff forums to keep people engaged and involved. We scheduled meetings with DELAC, Student Senate, District Equity Team, and other groups to elicit feedback. We recorded a presentation on LCAP and provided links to the video and the LCAP survey. Through this multi faceted approach we have reached more families and engaged different stakeholders in the process.	One highlight is the district's ongoing Parent Education Series (EDI, Family Guides, Social Media Safety, Civil Dialogue, California Laws pertaining to:  the Fair Act, Seth's Law, Family Life Education, etc.).	Collaboration and Engagement is one of SLCUSD Board priorities for the 2023-24 school year.  This includes building community awareness around District programs, innovations, and success.  Another focus area is collaboration and engagement around the process and use of Proposition 28 funds for the arts.	Latino Family Literacy classes will continue for English learner families both at elementary and secondary sites, based on parent interest and positive parent feedback on classes held during the 2022-2023 school year.   Our homeless liaison provides services, support and resources to our homeless population of families.  He will meet with community agencies and our two Family Advocates to link families to needed supports.  Our experience and data have shown this to be an effective way to make resources available to our families.	Current structures and district-wide groups include multiple and diverse student and family voices, including:  DELAC, Parent Leader Group, Student Senate.	Family engagement and parent education opportunities are embedded within the LCAP, including academic and social-emotional programs.	Parent leaders from DELAC will continue to attend regional or state CABE conferences to learn ideas, strategies, and programs that will assist English learner students and families.	5	5	5	5	5	5	5	5	5	4	4	4	Met		30MAY2023	2023
40688096043194	Bellevue-Santa Fe Charter	3	BSFCS has a Governing Board with a community member, two staff representatives, an administrative representative, and three parent/guardian representatives. Meetings are held monthly (in accordance to the Brown Act regulations). The agenda items are school focused with community input. A Town Hall meeting is also held. BSFCS supports the PTO through collaboration and communication.	As parent climate survey is currently provided every other year through the California Healthy Kids Survey.	Climate Survey results show that stakeholders indicate that BSFCS stakeholders are satisfied with the education at BSFCS. Climate Survey results indicate BSFCS is safe, teachers are highly qualified, and students are meeting or exceeding standards. BSFCS is working to utilize educational partner input to update current practices. We are working to improve community connection and understanding of our design, pedagogical practices, budget, and legal obligations.	Student goal setting conferences are held in the fall in which parents and teachers meet individually to discuss each individual's needs.	We continue to grow parent involvement programs through monthly parent meetings with the principal, a newcomers group and PTO.	All families are met with one on one with teachers.	BSFCS has a Governing Board with a community member, two staff representatives, an administrative representative, and three parent/guardian representatives. Meetings are held monthly (in accordance to the Brown Act regulations). The agenda items are school focused with community input. A Town Hall meeting is also held. BSFCS supports the PTO through collaboration and communication.	Our goal is to increase attendance at Governing Board meetings.	Through the newcomer committee share school culture information and promote inclusion.	5	5	5	5	5	4	4	3	4	4	4	4	Met		23MAY2023	2023
40688250000000	San Miguel Joint Union	3	The district has developed strong partnerships with community agencies to support student success. We are very proud of our California Wheat Grant project which is bringing hands-on agricultural learning to our students at both of our sites. We have a strong partnership with San Luis Obispo Public Health Department and they provide us with Nutrition Education at Lillian Larsen along with many other services for families and children. We work with the County of San Luis Obispo to provide counselors at both of our sites.	The district is working towards increasing parent involvement on campus. We have opportunities for parents to participate on DELAC, PTO, SSC, and the Wellness Committee. We are working to add parents to our PBIS Tier One teams. We are also back to offering many fun events for families both during the school day, such as family barbeques, as well as in the evening. Both sites are implementing PBIS assemblies to which families will be invited.	The district has Spanish interpretation at all events. We have added Mixteco interpretation to most of all school events. The district has added a Mixteco Family Liaison position for the 2023/24 school year. As we have not filled this position to date, we continue to contract with the County Office of Ed to offer interpreting for Mixteco speaking families.	Both of our schools have Teacher/Parent Committees on which staff encourages parents and community members to volunteer. We work with our families using surveys and conversations to identify areas of interest as well as how we can best facilitate parental involvement on the committees. We have implemented bi-annual meetings for parents of students with disabilities to increase parental awareness about opportunities both at school and in the community as well as to seek their input on district decision-making. We provide interpreters in Spanish for all meetings as needed. A challenging area at Lillian Larsen is providing interpreters for our Mixteco-speaking families. We were able to find Mixteco interpreters for the 2022/23 school year. They attended our DELAC meetings, Migrant PAC meetings, and Open House. The district will work with the County Migrant Education department to continue to focus on ways to help our indigenous parents feel more connected to the school.	The district is working with teachers on best practices for analyzing data and sharing results on our local assessments as well as statewide assessments.	The district ensures that all parents have access to interpreters for parent conferences. We work with families to schedule meetings at times they can attend. This is especially important in the fall as many of our underrepresented families are migrant farm workers in the vineyards and fall is extremely busy for families due to harvest.	Our district administers surveys annually for LCAP educational partner input. We receive high marks in the areas of parent communication and opportunities for parents to collaborate. We offer many committees that our educational partners report to be helpful ways to provide input.	The district is working on having more parents sit on our advisory committees such as DELAC, LCAP, and School Site Council. While we receive excellent feedback from our parents on surveys, we would like parents to be a bigger part of the conversation when making decisions that impact students.	The district is exploring holding meetings at a variety of times to help parents who work different schedules. We always make sure that we have interpretation for parents so that they may be fully engaged. We are often combining meetings with other types of assemblies honoring children and show casing their talent because we know parents enjoy seeing their children's successes and are more willing to participate in meetings where their students are being celebrated.	4	4	2	4	3	4	3	3	4	3	3	3	Met		29JUN2023	2023
40688330000000	Shandon Joint Unified	3	All rating scores for Building Relationships are ranked as 4-Full Implementation.  The district has worked hard to build home to school relationships by providing parent education nights and health fairs. We have also recently opened a Wellness Center to help support the mental health needs of our students and families. All parent correspondence is done in the families primary language through an all call system and bilingual support staff.	The district had a large turnover in staff, so our focus this year is to educate our new staff on our families and the community of Shandon to help build a trusting rapport for all staff, students and families.	The district is now working with a community liaison to help reach and support underrepresented families. The community Liaison assists families with health and welfare services, counseling, academics and communication between the community and school.	SJUSD understands that training all staff to work collaboratively with parents is essential to building a successful learning environment. Staff are trained in Trauma Informed practices and additional trainings are scheduled for this school year. All staff members are also participating in monthly training and instructional coaching to improve ELD instruction for second language learners. Formal parent meetings are help twice a year to discuss student achievement, assessments, and classroom progress.	The focus are for the district in Building Partnerships for Student Outcomes includes training in ELD, guided reading and writing. Parent education nights will be utilized to inform parents on teaching strategies being used in the classroom and how parents can practice these strategies at home to support their children's academic achievement.	The district will continue to use bilingual support and our community liaison to engage underrepresented families in partnering for student outcomes. Home visits, parent education nights, parent conferences, community forums and surveys will be utilized to give families a platform to voice their concerns and ideas to improve students outcomes.	The district has hosted parent nights, community forums, DELAC and ELAC meetings, and distributed surveys designed to gather information relevant to planning and decision making.  All meetings and surveys are available in the families primary language to maximize understanding and opportunity to participate.	The district needs to focus on building capacity of and supporting family members to effectively engage and participate in advisory groups and decision making. Parent attendance for advisory and community forum groups is relatively low with the same few parents at every meeting. Parent suggestions are generally minimal at these meetings. More work needs to be done to help encourage parent attendance and build parent confidence to voice their suggestions in an open forum. Parents do seem more willing to share in a one on one meeting or in an anonymous survey.	The district is planning to partner with county mental health and wellness to provide parenting classes for our families. It is our goal to build strong relationships with our families and build their confidence and understanding of the school system so that they will feel more comfortable sharing their thoughts and offering their guidance during decision making opportunities.	4	4	4	4	4	4	4	3	3	3	4	4	Met		12JUN2023	2023
40688410000000	Templeton Unified	3	Based upon feedback from California Healthy Kids Survey and the Culture and Climate Survey with district parents, TUSD demonstrates strengths in building student’s connectedness with schools and building trusting relationships with parents at school. (71% and 62% respectively.) Another strength appears to be the district’s ability to seek direct, meaningful input from educational partners, with more than 60% of respondents agreeing or strongly agreeing.	While this area was rated as a strength the district is still actively seeking opportunities to increase parent involvement and family connectedness to the district and sites. Using quality communication tools such as Parent Square, multiple committee opportunities, and community forums to get the district messages out to the community, but also to meet the community and solicit their feedback on our initiatives, and goals. This is also viewed in the governing boards approach to agenda items, in which the public is encouraged to give comment on each board item individually, rather than a generic statement at the start of the meeting.	The district is actively recruiting translators to assist in bilingual conversations that occur regularly throughout the district. The district has also added SEL counselors to assist students in overcoming challenges and learning coping mechanisms to the challenges of school. SEL counseling benefits students at schools, but also acts as a conduit to community based services, which provide benefits to families.	The district is working diligently to make this area a strength, given the commitment to community partnerships, additional counselors, and SEL counselors, along with the variety of forums and committees designed to elicit feedback and input from Educational Partners. (DELAC, LCAP, Safety Forums, Two-way communication on Parent Square, etc.)	TUSD is attempting to create a true Broad Course of Study, including options to extend to the upper limit of the educational potential to our highest achievers, while also creating programs that serve the needs of our struggling learners, students at risk, and all other unduplicated students. These options also need to be available across the entire spectrum of the district’s educational programs, including CORE subjects, STEM, CTE, etc.	The district is focused on getting more, and more meaningful engagement in the DELAC committee, as well as crossover between the DELAC and the LCAP committee. More authentic input from underrepresented educational partners will improve the district’s programs and student outcomes. It is our belief that the ‘return to normal’ after the pandemic, allowing in-person committee meetings, will increase participation in our committees. In conjunction, the district is making a significant recruitment drive to get participants in these committees.	The district has strengths in the area of opportunities for educational partner input, given the high number of committee, forum, and parent input items. We also believe it’s a strength in the area of the integration and generalization of the input we do receive. Parent input, particularly from underrepresented groups is taken seriously internally, and when appropriate, leads to direct action.	The district believes that we have a sufficient number of opportunities for parents to voice their opinions, give meaningful input, and answer questions. We believe the area for improvement is the advertisement and recruiting process to get educational partners to these opportunities, and to feel comfortable and connected enough to provide meaningful input. To that end the district is closely examining how items are advertised and structured to solicit input.	The district has significantly improved its ability to engage with underrepresented families through the use of a renewed DELAC committee, improved coverage of ParentSquare, and with the addition of an ELD TOSA for the 23-24 school year. Further, with the addition of an assessment calendar and centralized student data monitoring in the Ellevation program, the district will have more accurate data to address specific issues within the underrepresented communities of students.	4	5	2	4	3	3	2	2	3	5	5	3	Met		29JUN2023	2023
40754570000000	Paso Robles Joint Unified	3	PRJUSD continues to build increased partnerships with the community to serve schools and students in the academic, behavioral and social-emotional realms. As a part of the ELOP grant, we have partnered with local Boys and Girls Clubs and YMCA to support with afterschool tutoring and childcare. Additionally, we are working with our local LINK resource center to provide community support and service to students in the community. We partner with local agencies for anger management and drug/alcohol counseling to support students who demonstrate a need in these areas. Lastly, we have hired additional family advocates, counselors, and yard duty to ensure a sense of safety and promote a sense of connection to school and, ultimately, improve student outcomes.	One area of improvement for PRJUSD includes increased translation services to support family collaboration with school staff and engagement with school activities.   We are also working to increase ELAC participation and representation across campuses to provide responsive information and education in the areas that families identify would be helpful.	Based upon the analysis of educational partner input and local data, PRJUSD is incorporating more opportunities on school campuses to invite families to be a part of activities on campus.  Additionally, we have increased translation supports in both Spanish and Mixteco to support our efforts in building relationships between our school staff and families. Our bilingual family advocates at every school site have been instrumental in building relationships with families as well especially in meeting the basic needs of students to access their education.	Currently, sites use Parent Square, Aeries email systems, PIQE (Parent Institute for Quality Education), Literacy nights, science nights, parent conferences, athletics, parent information nights, and college nights to invite families to their school sites. Additionally, we have added staff including counselors and family advocates K-12 to support access and communication for all families to participate and engage with their child's school site and learning. We have added counselors, family advocates and a bilingual Communication Specialist this year to support with the bridge in building relationships between our school sites and families.  Additionally, we have expanded opportunities to access afterschool care for unduplicated families in partnership with our local Boys and Girls Clubs, YMCA, and People's Self-help Housing using the Expanded Learning Opportunities Grant for students in grades TK-6.	PRJUSD continues to seek input to continually improve practices which will build partnerships for student outcomes through annual surveys of students, staff, and families.	One area PRJUSD would like to improve engagement of underrepresented families is through the ELAC and DELAC Committees.  Additionally, we plan to offer parent education classes based upon input and requests from our school advisory committees related to child development.  Lastly, we are launching the Latino Literacy project at our elementary schools to partner with our families in the opportunity to share the joy of literacy with our students through formal literacy partnerships with families at school.	The development of the 2021-2024 LCAP was a very involved process which involved the evaluation of data for a variety of subgroups in multiple areas and input collection from student, teacher, staff, and parent surveys. The feedback compiled from this process supported the design of our current LCAP as well as our ESSER expenditure plan.	PRJUSD plans to continue utilizing multiple data measures to receive input for decision making.  One area we plan to focus is the use of text surveys in addition to email as families have expressed preference for this structure, particularly families who may not have computers at home.	PRJUSD plans to use our family advocates at the site level to help engage with underrepresented families and receive input from them to inform district decision efforts, particularly related to the best way to support students and families. Additionally, we will use surveys in English and Spanish to seek input from our spanish speaking families. We plan to offer the surveys through email and text as this was feedback received this year as one way to increase response rates from families.	4	4	3	4	4	4	4	4	4	3	4	3	Met		27JUN2023	2023
40754650000000	Coast Unified	3	"Relationship building between school staff and families continues to be an area of strength for the Coast Unified School District.  The CGS PTA and CUHS Boosters are very involved in our schools and have significant, positive parent and staff involvement.  School events like parent-teacher conferences, sports events, and Open Houses are very well attended. Coast Unified School District has sought parent and educational partner input. The district employs one translator (Spanish) at the district level and the front offices of each school site have bilingual support staff.  The CA Healthy Kids Survey was given to parents in our district. Approximately 10% of our parents took the survey in 2022. The results of Agree or Strongly Agree to the question, ""Does the school encourage me to be an active partner with the school in educating my child?"" were 100% for both CGS and SLMS and 73% at CUHS. The results of Agree or Strongly Agree to the statement, ""Parents feel welcome to participate at this school"" were 90% for CGS, 80% at SLMS, and 91% at CUHS. Very high approval results were also seen in the areas of the schools responding to emotional needs of students, staff / parent respect, and school to home communication. We expect these areas of strength will continue to grow even more now that we have even more family attendance than previous years at school events and more parents interested in volunteering in our classrooms."	"A focus area is more authentic family involvement in our schools.  This is emphasized at school board meetings, a PTA, at Boosters, and throughout the year at conferences and school events.  The district uses Parentsquare as a primary communication tool, and messages are routinely provided in English and Spanish. We recognize that not all families read all the information provided on these Parentsquare messages and posts, so we add communication in other ways including face to face contact, emails, personal phone calls, mailings, and posters on our welcome boards as families enter school grounds. There is recent successful collaboration between our parent group (Boosters at the high school and our PTA at the Grammar School) which led to events like ""Meet the Broncos"" which connects families with students of all ages to each other and our staff at our athletic events.  We plan to continue this collaborative partnership, leading to even more successful events where families and staff are working positively together."	Coast Unified School District (CUSD) has a high percentage of low socioeconomic students (76.8%) and English Learners (43.1%). Almost 16% of the students at CUSD are considered homeless.  One of the successful additions to CUSD was adding the Champions after school care program at no cost to families.  This addition was influenced by parent input regarding the need for quality after school care. This not only provides the care families need for their employment, it gives students a place to get homework completed with adult support.  Our sites frequently meet with underrepresented families during conferences, DELAC, PTA, and School Site Council.  Our last DELAC meeting of the 2022-23 school year was the highest attended DELAC meeting we have had in years.  DELAC meetings are having an increased level of information regarding outside resources and family advocacy.  We offered the LCAP needs survey in multiple formats and in both English and Spanish, and the information gathered from these surveys indicate that our increased level of bilingual staff and enhanced homework club offerings are elements that stongly address needs communicated from underrepresented families. A revised ELD Family Needs Survey has been drafted and will be discussed at our next DELAC meeting and promptly and widely distributed.	"An area of strength, based on parent responses on the 2022 CA Healthy Kids Survey, is that the school is a supportive and inviting place for students to learn (Agree or Strongly Agree: 100% CGS, 80% for SLMS, 70% CUHS). Other strong areas are: ""Adults at this school really care about students"" and ""My child is receiving adequate instruction from teachers to support assigned work."" We expect these results will continue to be high (and improve).  Parent-teacher conference attendance at Cambria Grammar School is close to 100% annually.  All school sites have bilingual staff in our offices.  CUSD employs a full time district translator."	A focus on presenting student data in a clear manner has been successful at school board meetings and LCAP informational sessions.  This deeper dive into data and getting input from educational partners as to what is working and what needs improving are focus areas.  Another focus area is getting more parent attendance at meetings like DELAC, PTA, and LCAP input sessions where the data and program discussions are taking place.	As noted above for looking at ways to improve engagement for underrepresented families in building relationships, we have similar strategies to improve engagement for underrepresented families to assist building partnerships for student outcomes. Elements like our after school program and homework club enhancements were put in place as a result of input from families and staff.  We communicate to families that their input matters and has been the reason programs that improve student outcomes are put in place. DELAC meetings are having an increased level of information regarding student performance and specifics of student assessment data.  Parent teacher conferences are including an increased amount of recent student assessment data now that the NWEA is being given K-12 (and has been for a few years now).  We offered the LCAP needs survey in multiple formats and in both English and Spanish, and the information gathered from these surveys indicate that our increased level of bilingual aides and enhanced homework club offerings are student outcome elements that stongly address needs communicated from underrepresented families. A revised ELD Family Needs Survey has been drafted and will be discussed at our next DELAC meeting and promptly and widely distributed.	CUSD has multiple committees, meetings, groups, and organizations where input for decision making is currently happening. Some of these include: Shared School Site Council Meetings, DELAC and Site ELACs, CGS PTA Meetings, LCAP Educational Partner Input Forums, Site Staff Meetings, and Administrative LCAP Meetings. An LCAP input survey (in English and Spanish) was developed and presented in mulitple formats (digital, paper, through Parentsquare, emails, and through a QR code).	The main focus areas for improvement in seeking input for decision making is increasing attendance at input meetings and improving communication that successfully motivates families to attend input sessions.	We are looking at where we are most successful regarding educational partner input for decision making and will duplicate some of the strategies that worked in the past.  This does include making sure we have child care and an interpreter at our input sessions.  We plan to include more details about how input sessions work and that parent input actually makes change happen and benefits their students in the communcation that advertises the sessions.	4	5	4	5	4	3	5	4	5	4	4	4	Met		22JUN2023	2023
41104130000000	San Mateo County Office of Education	3	SMCOE’s Bilingual Family Counselor supports the transition from the Court Schools to the Community School or other District Schools for all English Learners and their families. The Bilingual Family Counselor also supports students and their parents at the Court Schools, Gateway, and Canyon Oaks with monitoring students' progress, school and work issues. The Bilingual Family Counselor is a liaison between the district, schools, students, parents and guardians, behavioral health providers, and probation staff. She supports communication and troubleshoots issues that arise in the day-to-day operations of the Court and Community Schools.	To increase parental involvement, SMCOE CCS has focused on improving communication and outreach so parents have keen input on their child’s progress, goals, and social-emotional well-being. We continue to use Blackboard Connect, but to equitably serve families that speak multiple languages and prefer to text we have piloted and implemented the Talking Points Platform. Families can message back in real-time in over a hundred languages so any staff can correspond with a guardian regardless of home language. Parents can also receive announcements and documents via text message.	SMCOE Schools will continue to build relationships with families by ensuring translation is available at events and meetings. We will continue to utilize data to monitor progress on building relationships between school staff and families. SMCOE will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	Parents and Caregivers report that the school meets the need for parent/guardian communication. SMCOE school programs host parent nights one to two times per semester to assist parents, get input regarding our school programs, and answer family questions about transitioning their students on to college, careers, or returning to their home-district-of-residence.	SMCOE Schools is creating professional learning for teachers and staff to focus upon partnering with families and extending communication opportunities, including providing information and resources to support student learning and development at home.	SMCOE Schools will continue to build relationships with families by ensuring translation is available at events and meetings. Formal meetings with families will be organized. We will continue to utilize data to monitor progress on building relationships between school staff and families. Continue to utilize DELAC to engage with families of English Learners. SMCOE will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	Parents may participate on the School Site Council and/or the Court and Community Advisory Committee which both offer regularly scheduled meetings throughout the school year. Parents also actively participate in the PTA (Parent Teacher Association). The Bilingual Family Counselor is available to support bilingual families by bridging families with the school community and with helping families access needed resources. The 17th District PTA provides support to Court and Community students and staff. Effective School Solutions and Behavioral Health Recovery Services offer parent counseling.	SMCOE Schools aims to empower families to play a meaningful role in decision making at their school by encouraging more active participation in PTA, ELAC, SSC, and events and activities at the school sites.	SMCOE Schools will continue to build relationships with families by ensuring translation is available at events and meetings. We will continue to utilize data to monitor progress on building relationships between school staff and families. SMCOE will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	5	3	4	5	3	3	1	3	3	3	4	2	Met		28JUN2023	2023
41104130135269	Oxford Day Academy	3	Relationships between teachers and parents are critical to our work. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school by providing consistent, frequent communication through regular communication from each student’s Social Emotional Learning Coach (SELC). The SELC is the liaison between parents, teachers, and students to ensure everyone works as a team to ensure students stay on track.  The SELC is pivotal to parent engagement work and parents appreciate this level of support.  The SELC facilitates meetings between teachers and students, and parents often reach out to the SELC as the first point of contact.	Oxford Day Academy has very strong relationships between school staff and families.  We will continue to focus on building relationships with families who cannot attend in-person meetings and/or events.	Oxford Day Academy staff will actively reach out to families who are not able to participate in on campus events to build relationships. SELCs continue to focus on increasing engagement with all families.	Oxford Day Academy has developed multiple practices that foster partnerships between families and staff in support of student growth. ODA hosts parent conferences with all its families to inform families of student progress. ODA also hosts parent teacher conferences at any time during the year for students who need additional support, as determined by either the teacher, the parent or the Social Emotional Learning Coach (SELC).   Oxford Day Academy hosts monthly informational meetings and provides parents with training on the Oxford instructional model to ensure families know what is expected of their student.  Families are invited to observe the Oxford instructional model, especially the tutorials and written information on the model is available upon request.	Oxford Day Academy is committed to ensuring that students are supported by prioritizing partnerships with families and the local community.  We will continue to focus on expanding parents’ understanding of the college process  and courses needed for college eligibility, as well as building family capacity to support students in navigating the college process. We also plan to continue to focus on building parents' understanding of the instructional model, and how to support bilingual students and ensure consistent attendance.	Oxford Day Academy plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend parent conferences or school meetings.	Oxford Day Academy values family input into decision-making about policies, programs, and events.  Each year, parent representatives are elected to our School Board and we have parent representation on our School Site Council.  ODA also administers a family survey each Spring to solicit feedback from families.   Additionally, ODA has a parent student teacher organization that has contributed significantly by fundraising for student activities, field trips, and other events. Parent Teacher Student organization helps with decision-making and communicating about decisions made.  They also help with recruiting other parents to participate in the group.	Oxford Day Academy is a small charter school, and as such does not have many formal advisory councils or systems in place.  There are many informal opportunities for parents to provide feedback before and after school events, during pick up and drop off, or by calling the school.  We will continue to focus on increasing the number of parents to provide input on the decision-making process.	To meet the needs of parents who are not as vocal, the Social Emotional Learning Coaches (SELCs) reach out to build relationships and encourage involvement.	4	5	4	5	4	3	4	4	3	3	4	4	Met		05JUN2023	2023
41688580000000	Bayshore Elementary	3	Current strengths include our multiple pathways of communication bewteen staff and families, opening up campus to allow for parent volunteers in classrooms and increased attendance at PTO events.  in 2023-2024 we will be implementing an additional parent/teacher conference in the spring and starting a monthly district newsletter to be disseminated to our community partners.	Through a strategic planning process, the Board has chosen communication and relationships as a priority, and the district/site has made communication and connection a focus area for 2023-2027.  We are at the start of implementing a 3-year plan for improvement in this area.	We are at the point of being able to offer more parent engagement and education opportunities during and after school hours for our parents/guardians.  These events will include translation services so that access to this information is more consistent.  In addition, our community schools planning grant will include targeted engagement so that the input of our underrepresented families is an integral part of that process.	Current communication pathways are effective but we are adding an additional parent/teacher conference in the spring so that there is more frequent opportunity for parents/guardians to get updates on student progress.  We are also implementing more consistent practices of principal/parent/guardian communication to address behavior needs.	Through a strategic planning process begun in the srping of 2023, we have determined 3 areas of focus for the next 3 years: communication & connections, curriculum & assessment and aligned social emotional learning.  Within each of these areas, goals are being developed and systems are being created to support growth in each of these areas.	We will increase the opportunities to gain input from our underrepresented families through surveys, parent enducation events and parent/teacher conferences.	Surveys and parent meetings have been successful at getting partner input.  We are expanding this progress so that our surveys occur more often throughout the year.  We're also increasing committee opportunities and being intentional about having diverse perspetives on these committees.	Community and connections is a focus area of our strategic plan over the next 3 years.  In addition to our PTO and SSC committees, we will also be creating a community schools advisory committee which will also enable opportunities for input that will be shared with staff and leadership.	Improving communication about school/district goals to the community partners through newsletters, meetings and parents events will help to increase the opportunities for input we receive from our underrepresented families.  Translation access in all three areas will also help with any language barriers.	4	5	3	4	3	3	3	4	3	3	3	3	Met		08JUN2023	2023
41688660000000	Belmont-Redwood Shores Elementary	3	The LEA consistently provides feedback opportunities for our families, both in person and through virtual means.  Our sites run effective community stakeholder conversations, and work hard to be accessible to all.  It continues to be a challenge to involve greater diversity of voice at our site-based advisory meetings.	The LEA continues to work on providing more translation services, more two-way feedback opportunities, and more options for participation.	One of our revised strategic plan goals for the 2023-2026 timeframe is to foster and improve collaboration with families to encourage effective communications.  Specifically, we will identify opportunities to enhance consistent communication and outreach, and proactively expand upon our existing partnerships to reach the broader community.	One area of opportunity to focus on is the professional development the LEA provides to staff to increase our capacity to partner with families, and in parallel, providing families with information and resources to support student learning.  Our staff monitor progress and communicate needs with families, but we can all do better at identifying in-school interventions and helping families identify appropriate home supports that are aligned with school goals and state standards.	We are fortunate to have a very involved parent community that cares deeply about student outcomes.  There is ample support for academic development, both in school during the day and after school at home.  As indicated in our revised strategic plan, it is a priority for the LEA to provide students with a high quality education that encourages the holistic development of well-rounded learners.  We are working to ensure that our programs, our staff, and our community collaboratively support the development of the whole child - academically, behaviorally, and social-emotionally.	Our Principals are highly focused on improving outcomes for all students, and particularly so for under-represented families.  This comes in the form of increased, strategic outreach; consistent screening and progress monitoring; and, professional development to build cultural competence.	Over the 2022-2023 school year, we revised our strategic plan and involved the broader community over multiple months and via multiple modalities.  Our community continues to voice their desires, and we feel that seeking input is a strength of the LEA's.  We review all feedback to determine patterns, we elicit feedback in myriad modalities, and we offer translations for two-way feedback.	While we have worked hard to make it easy for community members to share their perspective, we recognize that we are still not hearing from our entire population, and we will continue to provide strategic outreach to underrepresented populations.	Our principals are actively working to recruit more representative voices for their site-based advisory groups.  Our principals are also actively working to make community events more accessible by varying the time, the day, and the location (in person vs. virtual vs. hybrid).  Additionally, we continue to partner with community organizations to provide parent education both in content (supporting ELs, learning about CASEL competencies, etc) and in structure (PIQE - teaching families to be self-advocates and understanding how the school system works).  We strongly believe that an informed public is our best tool for encouraging a diversity of voice.	3	4	3	3	3	3	4	3	3	4	3	3	Met		15JUN2023	2023
41688740000000	Brisbane Elementary	3	The Brisbane School District Board of Trustees, administrators and staff are proud of our regular communications with families. Our communication system keeps families informed and invites them to be more engaged in our classrooms. Families receive communicated in any of 10 language translations.	BSD continues to reach families with limited technology skills and limited English-language skills.	BSD has increased the use of translators and translation services. Parent/guardians who have limited technology skills or access to technology are offered personal assistance.	Parents/guardians have real-time access to student attendance, grades, and standardized test scores in our Parent Portal. They may communicate with their child's teachers from directly within the application.	The Parent Portal currently only offers instructions for its use in English or Spanish.	We are working with the developers of our Parent Portal to add more languages as well as looking at other means of providing access to families with limited English skills.	Parents/guardians have a multitude of ways to be involved in decision-making, all of which are communicated frequently to parents. Parent involvement continues to increase at each school site.	None at this time.	We continue to ask underrepresented families how we can improve engagement.	4	4	4	4	4	4	4	4	4	4	4	3	Met		28JUN2023	2023
41688820000000	Burlingame Elementary	3																						Not Met			2023
41688900000000	Cabrillo Unified	3	Cabrillo Unified School District has demonstrated strengths and progress in the area of Parent Engagement. We have structured district and site professional development opportunities for both classified and staff members. Professional Development opportunities support topics such as building on the Parent Engagement pillar of the Multi-Tiered System of Support (MTSS). For the 2022-23 school year, we have systematically engaged in district-wide training around MTSS, in particular, parent engagement and cultural competence. Our leadership teams visit classrooms, attend parent meetings, and local parent organizations (Ex: ELAC/DELAC, PTO). All documents are translated into Spanish to ensure access for our families in the 2nd largest language represented in our district. At our school sites, newsletters are being created by students and staff which are easily accessed by our families via email, website, and text. We also provide information to families more frequently than the typical student progress and report card periods and communicate via phone calls, home visits, and text messages. Community Liaisons at our Title I sites are trained to provide families with support and resources to improve their child's academic and social success.	Cabrillo Unified School District has defined the following focus areas for improvement in building relationships between school staff and families. Through the development and implementation of our Strategic Planning process, we have engaged various educational partners in order to obtain valuable input that will guide our Local Control Accountability Plan (LCAP).  Input included online surveys, in-person focus groups, and remote focus groups. After a thorough analysis of this input, our Strategic Plan Priorities have been defined as follows: Focus on Equity, Academic Improvement, Whole Child, and Sustainability.	After a thorough analysis of educational partner input and local data, Cabrillo Unified School District (CUSD) will improve the engagement of underrepresented families identified during our equity audit and self-reflection process in relation to building relationships between school staff and families.  We will increase the engagement of our underrepresented families through additional parent engagement events aligned with topics of interest and increased in-person, phone call, and text outreach.	Cabrillo Unified School District (CUSD) has demonstrated strengths and progress toward building partnerships to support positive student outcomes. At the site level, various parent and staff committees engage with data meetings using a Response To Intervention/Instruction Pyramid in order to support students with academic and social interventions. As part of our Multi-Tiered System of Support (MTSS) framework, we have engaged in a focus on measuring literacy PreK-12th grade. We review local assessment measures, not limited to Fountas and Pinnell, Dibels 8, Brigance, Literably, and Lexia Rapid Assessment in order to obtain data that will define site and district-based intervention programs. Our data meetings also include a review of our English Learner student data not limited to English Language Proficiency Assessment for California (ELPAC) data and Reclassification data which determines services for our English Learners. These processes are communicated at various educational partner engagements not limited to parent-teacher conferences, 1:1 meetings with parents, PTO meetings, site meetings, and DELAC/ELAC meetings.	Cabrillo Unified School District has defined the following focus areas for improvement in building relationships between school staff and families. Through the development and implementation of our Strategic Planning process, we have engaged various educational partners in order to obtain valuable input that will guide our Local Control Accountability Plan (LCAP).  Input included online surveys, in-person focus groups, and remote focus groups. After a thorough analysis of this input, our Strategic Plan Priorities have been defined as follows: Focus on Equity, Academic Improvement, Whole Child, and Sustainability.	After a thorough analysis of educational partner input and local data, Cabrillo Unified School District (CUSD) will improve the engagement of underrepresented families identified during our equity audit and self-reflection process in relation to building relationships between school staff and families.  We will increase the engagement of our underrepresented families through additional parent engagement events aligned with topics of interest and increased in-person, phone call, and text outreach.	Cabrillo Unified School District (CUSD) has demonstrated strengths and growth toward seeking input from stakeholders to support decision-making impacting student achievement. Each Title I school site currently has a full-time community liaison to help support the school with effective family engagement efforts that will increase the presence of educational partners within various advisory groups. Community Liaisons support both site and district initiatives to increase parent involvement, which in turn, allows for a community that supports collaborative decision-making.	Cabrillo Unified School District has defined the following focus areas for improvement in building relationships between school staff and families. Through the development and implementation of our Strategic Planning process, we have engaged various educational partners in order to obtain valuable input that will guide our Local Control Accountability Plan (LCAP).  Input included online surveys, in-person focus groups, and remote focus groups. After a thorough analysis of this input, our Strategic Plan Priorities have been defined as follows: Focus on Equity, Academic Improvement, Whole Child, and Sustainability.	After a thorough analysis of educational partner input and local data, Cabrillo Unified School District (CUSD) will improve the engagement of underrepresented families identified during our equity audit and self-reflection process in relation to building relationships between school staff and families.  We will increase the engagement of our underrepresented families through additional parent engagement events aligned with topics of interest and increased in-person, phone call, and text outreach.	3	3	4	4	3	3	3	3	3	3	3	3	Met		22JUN2023	2023
41689080000000	Hillsborough City Elementary	3	HCSD continues to show strength in policies and programs that allow teachers to meet with families and students to discuss progress and work together to support improved student outcomes. HCSD provides two conference periods and three report card periods throughout each school year. Additionally, K-5 students have Personalized Education Plans that help students, teachers, and parents set and track goals for each elementary student. Translation services are provided during conferences and any other meetings (ex. IEP, 504, Child Study Team meetings) where language may be a barrier.	Focus areas for this year, based on the data, are supporting staff to learn about family strengths, cultures, languages, and goals for their children.	The LEA will continue to identify underrepresented families and seek their input in decision making through school site coffees, surveys, and superintendent chats.	HCSD continues to show strengths and progress in building trusting relationships, creating welcoming environments, and using language that is understandable and accessible to families. HCSD continues to have high levels of family engagement. Many family engagement opportunities are offered, including conferences twice per year, welcome back activities, parent group meeting and coffees, and school-based activities across the year.	Focus areas this year, based on the data, are to support educators and staff to improve the schools’ capacity to engage and partner with families. We will continue to work on educating the public on their legal rights to advocate for their own and all students.	The LEA will continue to identify underrepresented families and seek their input in decision making through school site coffees, surveys, and superintendent chats.	HCSD continues to show particular strength in supporting principals and staff to engage families in decision making and advisory groups and in providing staff opportunities to work alongside families to plan, design, implement and evaluate family engagement activities at the school and district levels. School sites have robust parent groups and information is shared with families during parent group meetings, principal coffees, and at Board of Trustees meetings. Parents and the community are also engaged in decision-making and planning. Families are also included in school site councils and help in developing the School Plan for Student Achievement.	HCSD will focus on providing families with additional opportunities to provide input on policies, programs, and to seek input from those underrepresented groups in the community.	The LEA will continue to identify underrepresented families and seek their input in decision making through school site coffees, surveys, and superintendent chats.	5	4	3	5	3	4	4	3	5	5	3	4	Met		20JUN2023	2023
41689160000000	Jefferson Elementary	3	We offer:  Parent / Teacher conferences, Parent Affinity Groups, PTA, Site Council, ELAC\DELAC, Parent Involvement Advisory Committee meetings.	We continue to offer meetings both in person and virtually, yet still struggle to have broad parent engagement.  We also offer meetings with translators and translated materials.  We continue to reach out to engagement partners to best understand how to ensure more interaction with our families.	One key area is a focus on Parent Affinity Groups.  We have three that have started:  LGBTQ+, African American and Spanish Speaking.  Our goal is to support and expand these groups so that all caretakers know of and can participate in a safe space.	School Sites offer a variety of opportunities for families to be a part of their child's education through conferences, parent education nights, performances, and community events.  Our Program Director of Student Services connects families to needed resources such as counseling, social services, housing supports and food banks.	We are working through a Community Schools grant which has allowed us to hire a Coordinator to interface with our community to gain insight into needed supports.	We are working through a Community Schools grant which has allowed us to hire a Coordinator to interface with our community to gain insight into needed supports.	We seek input through School Site Councils and other parent engagement groups.	Our challenge continues to be engaging a broad group of parents so we continue to focus on offering multiple pathways for families to opt in.	Our challenge continues to be engaging a broad group of parents so we continue to focus on offering multiple pathways for families to opt in.	4	4	3	5	3	3	5	5	2	4	4	3	Met		14JUN2023	2023
41689160112284	California Virtual Academy San Mateo	3	The school focuses on building meaningful relationships to support student success in the virtual learning environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, how to request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly connection calls and academic conferences, and provide standards-based, synchronous (live) instruction. During monthly connection calls teachers discuss students’ strengths and goals, teacher expectations, as well as build relationships with students and parents, leading to improved engagement and academic outcomes. Teachers and staff use platforms such as Newrow allowing face-to-face virtual interaction with students and parents.  Teachers and staff focus on building relationships with  every student in the school. Through daily connections, relationships between students, teachers, and families are built. Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being, with a focus on self-awareness and self-management. In addition to classroom connections, we provide in-person and virtual outings, clubs, and parent/learning coach (LC) support sessions, some offered in English and Spanish. We provide support to families throughout the calendar year, including summer. Administrators host online parent, student, and staff feedback sessions throughout the year. Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support.	The school involves parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title I meetings, Partner Engagement Meetings, English Learner Advisory Committee (ELAC), Local Control Accountability Plan (LCAP) feedback and planning, and WASC (Accrediting Commission for Western Association of Schools and Colleges). These provide feedback to the leadership team on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings.	CAVA has utilized a team of support staff to ensure the engagement of underrepresented families through the Compass program (approx. 12% of students participate in the Compass support program). CAVA has added bilingual engagement support for Spanish speaking families during the onboarding process to provide additional support throughout the calendar year and will offer expanded opportunities for the LEP families in the 23-24 SY. Schoolwide forms and documents have been translated into Spanish. Document translation and interpreting services are available, on demand	An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and the school intentionally involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectation, along with provide assessment results.  Parents have access to student grades and online school activities including curriculum assessments. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. The school has graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students.	CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensure high levels of learning for every student.	The school has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. The school also offers Stride Career Prep (SCP), a career readiness education program, allowing students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. Sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit.  Through the schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, LC Community (social platform for CAVA parents/learning coaches), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for students. The Family Teacher Organization (FTO) meets monthly with the goal to strengthen student support by increasing partnership between home and school.	1 Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions.   The following is a summary of the trends and feedback from various parent surveys from the 22-23 SY, including responses to the LCAP survey, Title I feedback survey, and Fall and Winter Partner Engagement Meeting feedback survey.   Overall parents indicate satisfaction with the school, finding it beneficial for their students and appreciate teacher and staff support and the communication the school provides to students and families. They value access to review their student’s progress to see if their student is behind in a subject and also access to preview curriculum. They appreciate the versatile and robust curriculum and that their students have access to a broad course of study. Parents indicate they appreciate that the school offers a variety of opportunities for high school students and socialization activities for all grade levels. They appreciate that the school rewards students who excel and succeed. They are happy that a group for Spanish-speaking parents exists.	CAVA's area of focus for seeking input for decision making: • Streamline scheduling of classes and assignments to better balance the school day and reduce the feelings of being overwhelmed. • Not enough time for all the responsibilities/tasks of learning coach.  • Reduce emails to parents/learning coaches. • Additional staff and language support to non-English speaking parents.  • Provide additional opportunities for parents and families to connect with school administrators to discuss concerns.   • More opportunities for in-person connections, and social activities including on the weekends and by grade bands.  • More peer-to-peer interaction with ways to connect with other students.  Additional tutoring for students. In response to feedback, the following have/will be implemented:  • A summer plan to engage students, providing interaction and connection for students and families who are continuing with the school, new to the school, and students who need additional academic/SEL support. • Additional opportunities for peer-to-peer interaction/connection in Class Connect (CC) sessions, clubs, and other activities. • Increase in-person events offered to students. • Revised onboarding procedures to support new students and additional support staff to help onboard families.   • Messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.	CAVA has implemented Spanish-speaking parent sessions and continues to send parent communications in both English and Spanish. We are increasing our English Language Development (ELD) program meetings. CAVA provides internet reimbursement for low-income families.	4	4	4	4	5	5	5	5	4	4	4	4	Met		08JUN2023	2023
41689240000000	Jefferson Union High	3	JUHSD prioritizes fostering strong relationships between staff and families by establishing welcoming environments. One noteworthy aspect is the intake process for students who are new to the District and learning English. We have dedicated bilingual staff members who are readily available to assist families and guide them through the online registration process. Our staff also engages in conversations with families to gather information about the students' educational background, strengths, and needs. This valuable information is then shared with school site staff members and teachers to ensure that appropriate support is provided to the fullest extent possible.  Furthermore, our Superintendent's weekly communication serves as a platform for families to stay informed about district events and initiatives. Additionally, we utilize social media posts to promote awareness and familiarity with our schools and the District as a whole. To accommodate our Spanish-speaking community, the board meetings are interpreted in Spanish, and one of our schools piloted simultaneous interpretation during graduation. In collaboration with our elementary school district, we organized an Immigration Resource Night, which attracted over a hundred families. This event aimed to provide information and connect families with local organizations offering services.  At the school site level, principals regularly send out newsletters to keep families updated. We also organize various school events throughout the year, specifically designed to encourage family involvement and participation. These events serve as opportunities to bring families into the school community and strengthen the bond between school staff and families	The District takes pride in its emphasis on the intake process for students learning English, as well as the staff's commitment to understanding the strengths and cultures of families. However, there is a desire to expand these efforts to encompass a wider range of student groups and families. While implementing a 1:1 intake process for all new students may present challenges in the upcoming year, a group intake process could serve as an effective alternative to gather valuable information about our students and their families.  Moreover, it is important to enhance the professional learning opportunities available to staff members, with a specific focus on increasing their understanding of diverse family backgrounds and cultures. By providing additional resources and training, we can better equip our staff to engage with and support families effectively. Strengthening our collaboration with partner organizations is also crucial, as it enables us to coordinate resources and deliver services that benefit our staff and the families we serve.  Another area of focus is coordinating and facilitating informational events specifically tailored for parents and the wider community, particularly in the realms of college and career planning. These events aim to empower families by equipping them with the knowledge and guidance necessary to navigate the education system and plan for their children's future success. By actively addressing these areas, we can enhance our support and engagement with families, ultimately fostering a more inclusive and supportive educational environment.	directly reaching out to these families, we can establish a personal connection and address any concerns or questions they may have. These phone calls provide an opportunity to listen to their perspectives, understand their unique needs, and build trust.  In addition to direct phone calls, we have implemented various other methods to enhance engagement with our underrepresented families. Focus groups offer a valuable platform for open dialogue and collaboration. By gathering a diverse group of families, we create a supportive environment where they can share their experiences, insights, and suggestions. This approach allows us to gain a deeper understanding of their specific challenges and develop targeted solutions that address their concerns effectively.  Surveys also play a crucial role in engaging underrepresented families. By utilizing surveys, we can collect feedback and input on various aspects of our programs, services, and initiatives. These surveys provide a convenient and accessible way for families to voice their opinions, share their experiences, and contribute to the decision-making process. Through survey data, we can identify trends, preferences, and areas of improvement to tailor our offerings to better meet the needs of underrepresented families.  Furthermore, in-person meetings offer a valuable opportunity for face-to-face interactions. By organizing meetings and gatherings, we create a welcoming space where families can engage directly with school staff, administrators, and other community members. These meetings foster a sense of belonging and enable families to establish connections with each other. They provide an avenue for families to ask questions, receive personalized support, and actively participate in shaping their children's educational experience.  By employing a combination of direct phone calls, focus groups, surveys, and in-person meetings, we are able to create a comprehensive framework for engaging and involving our underrepresented families. These multifaceted approaches ensure that we are reaching families through various channels, accommodating different preferences and circumstances. Through these efforts, we strive to build stronger relationships, promote inclusivity, and ensure that the voices	The communication from the principals have included ways to build partnershop for student outcomes. However, this has not been consistent and a regular reminder to site and district leaders is needed throughout the year.	Professional learning and support to staff to improve a school's capacity to impove partnerships for student outcomes is an area that District can focus on for the upcoming year. In addition the District needs to review and potentially update its policies or programs from teachers to meet with families and students.	Direct phone calls and outreach have helped engage our underrepresented families. Also, providing various ways to engage like focus groups, surveys, in-person meetings, have also been helpful.	One of the District's notable strengths in Seeking Input for Decision-Making lies in its commitment to soliciting feedback directly from students. Recognizing the importance of student voices, the District has implemented student focus groups as a valuable means of gathering insights and perspectives. These focus groups provide a platform for students to express their opinions, share their experiences, and contribute to the continuous improvement of their schools. By actively involving students in this process, the District gains valuable firsthand knowledge about what is working well and what areas can be further enhanced in each school.  By actively engaging students through focus groups and seeking input from advisory committees such as the District Advisory Committee, District English Language Advisory Committee, and Special Education Parent Advisory Committee, the District ensures that decision-making processes are informed by multiple perspectives. This inclusive approach fosters transparency, collaboration, and meaningful participation from various stakeholders, ultimately leading to more informed and student-centered decisions.	Improving understanding of the District and school plans among parent advisory committees is essential. Clear communication and regular updates on accountability measures changes are crucial. Training sessions and open dialogue opportunities can enhance committee members' knowledge and engagement. By prioritizing effective communication and fostering collaboration, the District can strengthen its partnership with parent advisory committees and ensure their meaningful contribution to decision-making processes.	Direct phone calls and outreach have helped engage our underrepresented families. Also, providing various ways to engage like focus groups, surveys, in-person meetings, have also been helpful.	3	3	3	3	2	2	1	2	3	2	2	2	Met		20JUN2023	2023
41689240127548	Summit Public School: Shasta	3	Summit Shasta has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.	Focus Area for Improvement: Summit Shasta has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.    Summit Shasta is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.  Summit Shasta utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	One focus area is improving student attendance and reducing truancy, in particular for students from historically marginalized or disadvantaged backgrounds, and specifically how we can build partnerships with families to impact these outcomes.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	At Summit Shasta, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.   In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and to plan, design, implement and evaluate family engagement activities.	Summit Shasta has made great strides in seeking input for decision making. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	5	4	4	4	4	5	5	4	4	3	4	4	Met		08JUN2023	2023
41689320000000	Pacifica	3	Due to the comprehensive academic monitoring system, teachers and school staff have been able to identify progress on student outcomes academically three times a year. It has also allowed teachers to collaborate with families more frequently about student progress. Along with the new SEL Program that has a family engagement part embedded in the program, families are more frequently and in real time seeing the level of progress their child is making both academically and social emotionally.	Providing multiple opportunities for families and school staff to connect on and partner in the school-wide initiatives. Specifically attendance campaigns to improve attendance and reduce chronic absenteeism. This includes	Through new opportunities for students in underrepresented families to have access to after school enrichment programs, schools will have closer connections and opportunities to engage with these families. School staff will also be reaching out to underrepresented families through wellness checks which will improve relationships between school staff and these families.	Progress has been made in building relationships between school staff and families due to the increased ways and use of different tools to communicate between school and families. Along with the weakly newsletters from the school and the parent teacher conferences, school admin and staff have utilized parent square and social media platforms to communicate both from the school to families and also from the families to schools. The use of zoom meetings and text alerts has allowed for more engagement both ways. Schools have also put together engagement plans with an academic and or social emotional learning focus that has strengthened relationships between School staff and Families	Focus area of improvement is having data driven parent teacher conferences in which teacher and families develop planns for improvement based on individual goal setting. The data is drawn from iReady results, classroom performance and individual student progress metrics.	Our underrepresented families will be actively engaged through a collaborative approach that is inclusive, supportive and recognizes and values the diverse contributions of all students and their families. One way will be to organize workshops and training sessions specifically designed for underrepresented families. Topics may include navigating the education system, understanding academic expectations, and supporting their children's learning at home.	Pacifica School District maintains required groups including District English Language Advisory Committee (DELAC), Parent Advisory Committee, Special Education Parent Advisory Committee. In addition, Pacifica School District support sites with guidance to engage families in with their School Site Councils, PTA and othe school based committees	A focus area of improvement is to strive for a diverse membership on these decision making committees/groups and seek input from a wider group of families by providing a more comprehensive survey that focusses on decision around initiatives.	Pacifica School District will improve engagement of underrepresented families by ensuring their representation on decision making groups and seeking input in a way that respects diverse perspectives by conducting surveys and /or forming advisory committees focused on school initiatives	4	4	5	5	4	4	4	4	3	4	4	4	Met		14JUN2023	2023
41689400000000	La Honda-Pescadero Unified	3	LHPUSD has policies and practices to support teachers and families build partnerships to support students. Practices include parent-teacher conferences at all grade levels, family engagement workshops, interpretation at meetings, community liaison and engagement staff.	LHPUSD focus area is to deepen opportunities to engage authentically with families outside of the school setting. District staff has developed a program aimed at visiting common areas where families live on a rotating basis to provide information regarding school programming and areas of interest for families.	LHPUSD focus on home visiting at central sites where families live will improve engagement of underrepresented families, families who do not typically participate in school activities.	LHPUSD advisory groups are in place but our not well attended. Surveys, focus groups and individual interviews are used to gather input from parents and community members. Greater numbers of parents will participate in a conversation or survey and this data is used by advisory groups and school site leaders.	1. Providing opportunities for authentic family engagement around student outcomes.  2. Implementation of newly adopted Instructional Framework focused on student-centered learning outcomes.  3. Improved strategies for communicating student outcomes with families in a collaborative manner.	LHPUSD's home-visiting program will improve engagement of underrepresented families.	LHPUSD provides the traditional opportunities for partners to engage in decision-making including advisory councils, group and individual meetings.	LHPUSD provides the traditional opportunities for partners to engage in decision-making including advisory councils, group and individual meetings. LHPUSD staff needs to innovate and provide targeted and authentic opportunities for partners to participate in decision making.	1. Home visiting program 2. Community Schools Partnership planning process will actively seek underrepresented voices to guide program outcomes.	3	3	3	3	4	3	3	3	2	3	2	2	Not Met		21SEP2023	2023
41689570000000	Las Lomitas Elementary	3	"LLESD connects with all new English Learner Families in the district to understand their needs and expectations. We will continue to provide meaningful and robust Parent Education in core curricular areas, including Social Emotional Learning and Parenting topics. Our goal is to identify the needs of our English Learner Families to develop the best educational program for the children. We also aim to create as many opportunities for parent engagement and events like ""Coffee with the Principal and Superintendent"" to solicit feedback and address concerns our students and their families face. We utilize our registration platform to create a ""family buddies"" bank of parent and student volunteers to help new families assimilate into the school community. Such new families are often English Learners. We hold special lunch gatherings for students to connect with each other and the school.  Parental input is an essential component of the culture of this District. Each site has a PTA and Site Council. A Joint Committee on Priorities (JCOP) serves as the LCAP Parent Advisory Committee (PAC). It comprises representatives from both schools’ PTA leadership and Site Council leadership. Representatives from the foundation leadership, DELAC leadership, parents of students with an IEP, school board members, site administrators, and district administrators also attend monthly meetings. The District English Learner Advisory Committee (DELAC), our LCAP English Learner Parent Advisory Committee (ELPAC), meets throughout the year, with representation from Las Lomitas and La Entrada. All parents were offered multiple opportunities to participate in surveys, focus groups (special education and general education), and interactive video conferences with the teachers, principals, and the superintendent.  As part of our LCAP, the District sought input for the equity audit and from parents on the District decision-making process and how the District has promoted parent participation in programs. The online survey included Parent Engagement, School Climate, and Learning Recovery questions."	LLESD will identify a process to ensure that the District Equity Team (DET) is comprised of key District educational partners at all levels of the organization to co-lead equity work as indicated in LCAP Goal 1. We also plan to purchase a new inclusive communication platform for the website’s content management system, newsletters, and emergency communications. In addition we will develop a communication plan that outlines expectations for consistent implementation at each site to ensure we are communicating in a manner that is inclusive of all members of the school community. Finally, we plan to offer parent involvement opportunities in multiple languages and settings to increase parent engagement as indicated in LCAP Goal 5.	In the 2022-2023 school year, the district conducted an equity audit to determine areas of need, particularly areas of need from our underrepresented students and families. The equity audit results and recommendations are seen throughout the 2023-2024 LCAP. As evidence of our commitment to racial competence, all District and site plans require teachers and leaders to have an asset-based approach to educating and serving students and families of color. This lens means that diversity is viewed as a strength, and individuals are valued for their unique contributions to the school and district Community.  LLESD is committed to creating a supportive environment focused on equitable experiences and outcomes for all students and a sense of belonging and agency among all educational partners and prioritizes steps to mitigate gaps in experience and sense of belonging between student subgroups. This includes dedicating time to creating a vision, action plan, and accountability process for the implementation of DEIAB in all aspects of the District's work. The District will review processes, policies, and other data revealing disproportionality in students’ opportunities, access, and outcomes and develop specific planning processes at the District office and each site to mitigate the disproportionalities discovered.  LLESD works with our parent groups to build trusting and respectful relationships. Participation in our Parent Teacher Association (PTA) is an integrated platform for the collaboration between parents, teachers, and site and district administration. The Las Lomitas Education Foundation is another volunteer organization that plans several events throughout the year to build community and increase the parent, teacher, and administration interface. The parents regularly participate in PTA and Foundation events throughout the year. In a non-pandemic year, both parent organizations and the school sites provide transportation to and from school events for underrepresented families as a way to increase participation and strengthen relationships and provide equitable access to parent engagement opportunities. We also reached out to our underrepresented families to serve on a number of Diversity, Equity, and Inclusion workgroups and professional development, notably Courageous Conversations and DEI focus groups.	In 2022-2023, LLESD strengthened its strategic communications and educational partnership engagement to support student success. All levels of the organization worked to deliver consistent, timely, and culturally responsive communications that promote family and staff engagement. Some highlights were: * Implementing the communication plan to communicate (via newsletters) to parents on Thursdays, with consistent, bi-weekly, aligned principal newsletters and consistent, monthly, district newsletters distributed on Thursdays * Plan was shared with LLESD families so they knew what to expect * Partnered with Living Strategy to create a new tool to track progress made toward our strategic goals, soliciting feedback from parents and staff on a monthly basis, one goal per month.  At Las Lomitas and La Entrada, parent communication was shared with staff first for feedback and input to the degree possible. Principal’s coffees in the spring were held on a dual platform to make them more accessible. New family tours were held in person in the spring to welcome families into the school community. La Entrada prioritized student voice and engagement in developing ways for students, staff, and families to engage with the school community. The format of the 4th and 6th-grade orientations is student-facilitated with the support of the principal vs. adult-oriented and presented by the principal to the parents. The Gay-Straight Alliance Club of middle school students (GSA) hosted multiple schoolwide events to ensure a sense of belonging and engagement. Working groups such as the PTA, students, parents, and staff partners shared throughout the year to plan and organize events that have benefited the school community.	All levels of the organization worked to deliver consistent, timely, and culturally responsive communications that promote family and staff engagement. A communication plan was created for the school year with an established communication cadence: once monthly from the district and bi-weekly from the schools. The district coordinated schedules with the PTA to ensure alignment and synergies. The PTA messages were shortened based on the district and principal messaging. The District newsletters included updates on strategic goals, events, initiatives, and school board meeting highlights. Spotlight articles highlighted curriculum and programs to increase awareness and connection. Visuals were created to communicate specific issues. The bi-weekly communication at the school sites focused on site-specific programs, schoolwide relevant events, 4th and 6th-grade orientations via Zoom, parent/teacher conferences, and Principal’s Coffees. As a result, there was an increase in students, staff, and families who feel engaged and successful at the school sites, and the communication plan and timing will be continued.  In addition, LLESD partnered with two outside organizations to offer additional afterschool opportunities for students. One of the programs offers afterschool enrichment courses, team sports, and music to our students. Another program is an online tutoring system where students can get assistance in math and English-Language Arts with assistance geared to meet the individual needs of the students.	After assessing our low-income and multilingual families’ needs (English Language Learners families), conditions, and circumstances, we learned that the barriers to engagement of our multilingual families (English Language Learners families) continue to be lower than the other families in K-8. To address this condition of our multilingual families (English Language Learners families), the new Communications Coordinator will lead efforts to implement a new inclusive communication platform for the website’s content management system, newsletters, and emergency communications and update the implementation plan for the transition to the new vendor. The team will develop a communication plan that outlines expectations for consistent implementation at each site to ensure we are communicating in a manner that is inclusive of all members of the school community and so that the families have an increased comfort level at the schools and access information. These actions are being provided on an LEA-wide basis, and we expect/hope that all families will benefit. However, because of the higher barriers to engagement of multilingual families (English Language Learners families) and because the actions meet needs most associated with multilingual (English Language Learners) needs, we expect that the engagement data for multilingual learners (English Language Learners) will increase more than the achievement of all other students.  Increased attention and support for the families of multilingual students (English Language Learners) in 2023-24 is the most effective use of the funds to meet these goals for its unduplicated pupils based on the information gathered through formal and informal focus groups and surveys in 2022-23 and the increased participation by all families in events held in spring 2022-23.  LLESD partnership with outside organizations provide outreach and the afterschool opportunities at no cost to our underrepresented families and students. In addition, the district covers the cost of the tutoring program for those underrepresented families who would not normally be able to afford afterschool tutoring services. These services are based on student need and our regular assessment data in math and ELA.	LLESD works with our parent groups to build trusting and respectful relationships. Participation in our Parent Teacher Association (PTA) is an integrated platform for the collaboration between parents, teachers, and site and district administration. The Las Lomitas Education Foundation is another volunteer organization that plans several events throughout the year to build community and increase the parent, teacher, and administration interface. The parents regularly participate in PTA and Foundation events throughout the year. In a non-pandemic year, both parent organizations and the school sites provide transportation to and from school events for underrepresented families as a way to increase participation and strengthen relationships and provide equitable access to parent engagement opportunities. We also reached out to our underrepresented families to serve on a number of Diversity, Equity, and Inclusion workgroups and professional development, notably Courageous Conversations and DEI focus groups.  Input received from educational partners through the LCAP development process indicates a desire to improve parent engagement and communication. We plan to improve performance through actions that increase and improve parent engagement and communication and will measure progress towards our goal using the metrics identified below.	"The district partnered with Living Strategy to create a new tool to track progress made toward our strategic goals, soliciting feedback from parents and staff on a monthly basis. Feedback was provided via discussion, meeting notes, shared Google documents, and survey data. The District piloted a software program to gather evidence of progress on the Strategic Plan and LCAP. The accumulated evidence was presented to the parent committees and at multiple school board meetings. In the Spring, the District began to use Thought Exchange, a software program, to conduct interactive online ""exchanges,"" where educational partners confidentially share their input. This new program will be used in 2023-2024. In general, the ideas the staff and community provided aligned with the strategic plan's efforts and the 2022-2023 LCAP. The emphasis on diversity, equity, inclusion, access, and belonging continues the efforts over the last nine years, so there was District-wide support for DEIAB. In 2022-2023, the District gathered baseline data on ""Perceptions of the quantity and quality of equity-focused professional learning opportunities available to faculty and staff."" 57%-67% of the teachers and staff value the equity-focused professional development opportunities offered throughout the summer and year. Although the data shows increased opportunities to learn about, discuss and confront race, ethnicity, and culture issues, the teachers and staff are looking for more opportunities to learn how to promote equity in their practice.  In 2022-2023, Insight Education Group conducted a comprehensive equity audit in LLESD. The Insight Education team met with educational partners from the district and the larger community to gain as many perspectives as possible and to confirm trends identified by examining multiple data sets. The audit included analyzing district student achievement data, graduation and discipline data, district staffing, professional development, and educational partners’ perceptual data. The equity audit team developed a report in alignment with an Equity Framework. It includes recommendations aligned to each domain in the framework for consideration by the superintendent and her team. This report addresses the current district landscape pertaining to equity. It presents an important opportunity for district leadership to develop a plan to implement the recommendations in an aligned, coherent and intentional manner."	LLESD will identify a process to ensure that the District Equity Team (DET) is comprised of key District educational partners at all levels of the organization to co-lead equity work as indicated in LCAP Goal 1. We will purchase a new inclusive communication platform for the website’s content management system, newsletters, and emergency communications and develop a communication plan that outlines expectations for consistent implementation at each site to ensure we are communicating in a manner that is inclusive of all members of the school community. In addition, we will offer parent involvement opportunities in multiple languages and settings to increase parent engagement as indicated in LCAP Goal 5.	5	4	4	4	4	4	5	4	4	4	4	4	Met		07JUN2023	2023
41689650000000	Menlo Park City Elementary	3	Menlo Park City School District recognizes the importance of a strong District-School-Family connection. We are committed to increasing the underrepresented parent participation in school programs and district events to create opportunities for learning, feedback, and governance as measured by parent participation. This happens at Parent Cafes, DELAC, LCAP advisory, SSCs, and other school specific groups	As a part of parent support, it is important that our families understand and know how to access district resources to best support their children at home. This requires district staff to maintain and strengthen relationships between our schools and families. Our Family Engagement Coordinators prioritize outreach to our underrepresented families in order to increase the connection between home and school. Outreach can include phone calls, meetings,  individual needs assessment, parent events, and parent education.	Relationship building is one of our priorities. School site counselors continue to provide that bridge to school, students, and families to ensure that our families feel connected as well as supported. Additionally, our bilingual Family Engagement Coordinator continues to connect and is regularly in contact with our most at-risk students’ families about student learning and parent ed opportunities.  We would like to continue to increase the number of underrepresented families at school and district meetings by continuing to develop ways to promote their voice and leadership.	MPCSD prioritizes partnering with families for student outcomes. One of our strengths is the well-attended forums parents have to engage and participate in parent education and leadership opportunities that elevate their voice (such as Feedback February parent survey, Speaker Series, DELAC and Family Cafe).	As an approach for improvement in building partnerships for student outcomes, district leadership takes time to review all of the feedback from the district’s annual Panorama from families. Their input helps us reflect and  understand our underrepresented student and parent experiences on our campus. The feedback we have received has been positive. Our families feel connected to our schools.	Our Family Engagement Coordinator’s top priority is to reach out to our underrepresented families so that they feel connected to our schools. Through parent groups such as Parent Cafe/DELAC, staff can solicit ideas and strategies to improve engagement of underrepresented parents.	MPCSD’s strength is ensuring that we provide governance opportunities for our under-represented families through a variety of channels. These include our Feedback February parent survey, DELAC, Parent Cafes, LCAP committees, and other site related groups such as School Site Councils and ELAC.	We continue to work on improving parent leadership in DELAC as well as LCAP by scaffolding roles and responsibilities in a way that encourages parent participation.	We provide LCAP education and input at a variety of forums throughout the district (LCAP advisory, DELAC, Parent Cafe).	5	5	5	5	5	5	5	5	5	5	5	4	Met		08JUN2023	2023
41689730000000	Millbrae Elementary	3																						Not Met For Two or More Years			2023
41689810000000	Portola Valley Elementary	3	Close collaboration with parents and community members is a big part of PVSD’s success. PVSD has been able to gather input from a variety of Educational Partners through virtual and in-person meetings, chats, and surveys. In addition, parent-teacher conferences that incorporate joint goal setting for students helps to build relationships with families.  Some highlights with regard to input include: End of Year Parent Survey - 92% are satisfied or very satisfied with the academic achievement of the district overall; 87% are satisfied or very satisfied with the level of instruction provided; 94% felt PVSD’s schools have a safe and positive learning environment; 88% felt comfortable with communicating with the district.  As noted in the LCAP, this year, PVSD engaged staff, parents and students in conversations to identify shared aspirations for PVSD graduates, answering questions such as, ‘What are the hopes, dreams, and aspirations that the PVSD community has for its students?’ and, ‘What are the skills and mindsets PVSD children need for success in order to succeed in high school, college, career, and life?’ The different partner groups brought diverse perspectives to the conversation. The Leadership team is still in the process of collating and analyzing this data and discussing how best to iterate a shared vision so as to (1) communicate this vision clearly to the PVSD community and (2) so we can better align school operations and pedagogy around a collective vision for student success. A preliminary review indicates that the goals and action items in the 2023-2024 LCAP mirror the aspirations of the PVSD community.  Finally, in order to promote our Spring Break camp and after school program, all parents/guardians of our unduplicated students were individually called to invite their child/children to participate.  This has increased participation for this group of students in these programs.	Participation in in-person meetings has been limited; leadership is therefore exploring options such as having meetings at different times of the day to meet varied partner requests, in the hopes of improving engagement.  PVSD also continues to explore different mediums for communication, including those listed above as well as social media such as Instagram and Facebook and Parent Square. During the 2023-2024 school year the District’s website will be updated so as to make navigation easier for our educational partners thus improving access to information.	As noted above, each family identified as unduplicated was personally contacted to encourage participation in expanded learning opportunities. This resulted in strong participation from this cohort. PVSD will continue to reach out to each of these families going forward to maintain engagement. We want to continue to make sure that all our support systems are in place so that all our students and families feel safe and a part of the community.	As mentioned earlier, families have multiple forums through which they can communicate with the school district including parent surveys, principal chats, and superintendent chats. The 2022-2023 end-of-year parent survey showed that 92% of the respondents are very satisfied with the overall academic achievement of the district. 81% of the respondents feel that they are well informed about issues and school news.  Communication and building relationships is a high priority for our Superintendent and Cabinet. The district is using parent-education to support student’s social-emotional well-being and academic needs.  Parents have an opportunity to volunteer in the classrooms at both sites. This personal connection is helping to build stronger parent-school relationships.  Our district participates in the San Mateo County Office of Education Volunteer Transfer Program (VTP). The VTP Family night in the Fall was well attended and very productive and informative for both VTP parents and district staff. The rich and honest conversations at this Family night elicited increased interest from parents with regard to engaging with the district.  The topics covered include: Portola Valley School Foundation (PVSF) Update District Updates Construction Lunch Program Parent Square Portrait of a Student: Academics, Social-Emotional, Disposition School Bulletins Gain input for the LCAP This year we were fortunate to have increased VTP parent participation in our Superintendent Advisory Committee which serves as our LCAP Parent Advisory Committee.	Most aspects of the 2021-2024 LCAP have been influenced by feedback and input via surveys and discussions with the various educational partners over the past two years. A great deal of input was received over the course of this year as well. Overall, there is an apparent high degree of satisfaction with the majority of Portola Valley School District programs. There continues to be a need for more in-depth work on the goals and action items. As stated in the District’s LCAP the Portola Valley School District will continue to provide high core instruction, a safe, healthy and respectful learning environment, and opportunities to develop 21st century skills.	PVSD will continue to make personal connections with our underrepresented families, by continuing our efforts on improved communication including phone calls, emails, and offering transportation to critical meetings or expanded learning opportunities.	Our district affords many opportunities for parents and community members to provide input about decisions. We have very active participation in our Parent Teacher Organization and our Portola Valley Schools Foundation.   We use a variety of ways to communicate and ask for input from our educational partners: District website and five different social media platforms Superintendent and Principal Chats Superintendent Advisory Committee which serves as the LCAP Parent Advisory Committee  San Mateo County Special Education local plan area administrators (SELPA) Superintendent’s Construction Progress Committee Safety/Emergency Preparedness Committee Parcel Tax Advisory Group Budget Oversight Committee  The district also receives input from a variety of Surveys that include: End of Year Parent Survey End of Year Student Surveys (grades 2-8)  Staff Professional Development Interest Survey Superintendent’s Staff Relations Evaluation Superintendent Community Relations Evaluation Using all of these input sources from our educational partnerships helps PVSD make a more informed decision about the student achievement, wellness and parent involvement.	PVSD’s focus on seeking input for decision-making needs to include more opportunities for educational partners from the entire community to provide input, especially parents of students with disabilities and English language learners and VTP parents.  Family nights, Back to School night, coffee chats and meet and greet events are ways to create opportunities for educational partners to provide input. 81% of parents stated that they feel that they are being informed on issues and school news.	PVSD will continue with VTP family nights which help connect the district to this unique population. PVSD will focus on providing families of English learners and students with disabilities additional opportunities for providing input via specific targeted surveys and focus group meetings.	4	4	3	4	3	4	4	4	4	4	4	4	Met		15JUN2023	2023
41689990000000	Ravenswood City Elementary	3	Overall Ravenswood has made a lot of progress in continuing to build relationships with families, and developing welcoming environments. In general ParentSquare has been extremely valuable for communication, including reminders for completing application documents, the ability to send text messages with auto-translation, and the promotion of school site/district/community events. All of our schools also offer multiple methods and opportunities for communication with teachers, school staff, and administrators. We have Spanish Translator/Interpreters available for our non-Spanish speaking staff, and Outreach Coordinators at each school who are supported by the district Family & Community Engagement Coordinator. Some specific teachers/staff are more engaged with their student’s families, so our Coordinators work to ensure all families are supported. They have found it very valuable to spend time at the gate during pick-up/drop-off times, just connecting with students and families, and answering questions as they come up. Based on data collected from specific schools, we have made progress in building relationships as more families feel comfortable sharing their stories, ideas, and concerns with school staff throughout the week. At the moment these are often limited to specific staff, but we hope to encourage more of these interactions system-wide, across the district. Some examples of events or opportunities for relationship building include “Earth Day” where families from the different schools all went to one campus, “Cafecito”, “Safe Routes to School” partnership with SMCOE, “Parent University” which has included presentations from the Diversity Equity and Inclusion Coordinator, “SSC/ELAC” or “DAC/DELAC” meetings with our families as community leaders, and “Family Workshops” which often includes content from community organizations. We encourage families to request topics that they are interested in and would like to hear more about. A popular event is when the cafeteria managers share their knowledge with parents, talking about nutritional information, the high quality standards of food preparation, and also sharing what the students enjoy and don’t like! When events are held in-person, there is a high level of interaction between school staff and families, but when events are held virtually it is challenging to connect on a personal level. Ravenswood typically has a relatively high turnover of staff, so it is always challenging for families to continually reestablish new relationships. As a district we are working towards increased staff retention, which will hopefully also support long-term relationship building with families.	While we have so far put a lot of effort into ensuring that a range of opportunities are available for engagement, a significant area of improvement for us will be connecting more personally and more individually with our families, to truly understand the underlying reasons why so few of our families are attending events. Families do respond when it is about their individual student, but we want to work towards creating community.  Another key point here is that we need to ensure that all vacancies are filled, having an Outreach Coordinator/Director of Culture, or other similarly student- and family-focused role we have found is beneficial to overall school and community culture. As a district, we also want to identify specific needs for specific families, in order to help overcome these barriers and connect families with relevant support services. For example, there is not always one single reason why students are absent from school. It could be related to transportation, needing to stay home to care for younger children or elders, not having appropriate clothing to wear, or any number of other reasons. Some of the reasons for limited family involvement in school are due to the ongoing stressors and extended impacts of the COVID-19 pandemic. We have found that those who do attend, and who do engage are fully involved and committed to forming strong relationships with school staff. The challenges are focused on those families and individuals who we haven’t yet reached - and predominantly virtual communication has only made this more difficult, as school staff are less likely to be able to match names and faces of families, and also identify the student they are connected to.	Throughout our LCAP engagement and Local Indicator self-reflection processes this year, we have worked to focus on hearing from families who are traditionally underrepresented. In particular, our Outreach Coordinators and Family and Community Engagement Coordinator continue to reach out to families who are struggling, checking in with them regularly, and in some cases specific staff have even made home visits. It’s also important that all school staff notice and identify students and families who need any sort of additional support. We know we have challenges making connections between the district, school sites, and families. We are working at increasing the presence of school staff at after school events such as middle school sports games, and music concerts. By simply increasing the presence of staff in situations where families are already attending and supporting their children, we can increase the interactions and contact points that staff and families have. This allows for more authentic conversations and with more opportunities for relationship building.	Some examples of events or opportunities for partnership building include “Cafecito”, “Parent University” which includes presentations from the Diversity Equity and Inclusion Coordinator, “SSC/ELAC” or “DAC/DELAC” meetings with our families as community leaders, and “Family Workshops” which often includes content from community organizations. We encourage families to request topics that they are interested in and would like to hear more about, and we emphasize what families can do to support student learning at home. A popular event is when the cafeteria managers share their knowledge with parents, talking about nutritional information, the high quality standards of food preparation, and also sharing what the students enjoy and don’t like! It is very valuable for both teachers and families when they can get to know each other at these events which are focused on student successes. There are always a number of super involved and engaged families who are just amazing, and will show up to everything! We’d like to continue increasing the percentage of our families that fit into this category. We also try to ensure that families have sufficient resources at home to support student learning, particularly in partnership with the Boys & Girls Club of the Peninsula (BGCP) and the 49ers Academy. Both of these community partners support our students and families with tutoring, homework time and space, and case worker support. Conferences are held three times per year, and it is a great opportunity for teachers and families to work together to support their students. We have found that increased text/ParentSquare communication between families and teachers often leads to increased attendance at these conferences. In some cases, families do not feel confident in approaching the teacher about an issue or to request support, but they have spoken with the site Outreach Coordinator, who has been able to provide assistance in bridging any communication or comfort barriers.	A key focus area for Ravenswood is to truly work together. Building strong, collaborative connections with families has been challenging, particularly during these pandemic-impacted years. We are looking into how we can provide more direct staff support - for example, only having one counselor per school means that we either have to focus on either a shallow breadth of service or narrow depth of service, but not both. It is also challenging to support students and their families, when the solution is unclear. By focusing on more personal conversations and connection points to truly know our families and their students, we hope that some of these challenges can be addressed. We already attempt to convey large volumes of information, but the follow-through and implementation of the actions themselves can sometimes be inconsistent across school sites, or don’t quite meet the actual needs. We need to continue to work on establishing strong feedback loops, and encouraging true engagement from our families, that has a visible impact in our students’ educational experience at Ravenswood. Our Outreach Coordinators are supporting these efforts, but this is a new role that was established, so it will take time for the impact to be more widely felt. Additionally, we need to show across the board representation of our teachers, district staff, and school staff at events and activities, particularly supporting students outside of the classroom setting, and being present at community meetings and gatherings.	When students and families are not aware of the resources and support available to them, it is extremely difficult for them to request these services. As a district, we are working on ensuring that all families, especially those whose voices and experiences are typically underrepresented, are fully aware of all options. As mentioned previously, additional personal connection, conversations, and interactions are extremely valuable in hearing from our families - and this is extremely important for families and students who are underrepresented in our engagement processes. We are always striving to improve these experiences, knowing that both staff and families are always working towards the same goals of success for all students.	We have been working on building staff skills in building strong relationships with families and students, and also working on developing the capacities and skills of families. We have had some participation from families, but the ongoing impacts of the pandemic have significantly influenced everyone’s capacity for engagement. Providing materials and holding meetings in both English and Spanish is important for our community events to be inclusive. We have also found it useful to go outside of the traditional “meeting” format, to gather input through conversations and at times when families are already interacting with school staff (such as at pick-up and drop-off times). We are also starting to have more conversations with families about how activities are prioritized and funded, and hearing what their preferences are for future adjustments!	We would love to receive more input from families, however input thus far has often been relatively minimal, even with many opportunities provided. This is possibly because it is difficult to visibly see the impact that family feedback has at schools and in our processes, or because the ongoing impacts of the pandemic have contributed to decision and engagement fatigue. We are working on improving our feedback and communication, building stronger relationships, and demonstrating that we hear and respond to the requests and suggestions of our families and students.	This is an area of development for Ravenswood. We are focusing on hearing from families through more authentic conversations, rather than through manufactured and formal meetings and surveys. This focus on conversational connection certainly includes all families in our community, including those who are typically underrepresented, particularly in decision-making processes. It is important that we reduce any barriers to engagement, and come together as one group, without the traditional hierarchical structures. This might look like involving students and inviting them to share their opinions, or eating together and sharing thoughts over a meal. We want to focus on all people working together for the betterment of our entire community, rather than perpetuate the type of expert participant engagement that continues to exacerbate the underrepresentation of voices from some families and students.	3	3	3	3	3	3	2	3	2	2	2	2	Met		22JUN2023	2023
41689990134197	Aspire East Palo Alto Charter	3	The LEAs strengths include being community based and in service of the East Palo Alto community for 25 years. Additional strengths include annual family events like our Latin American Celebration and Black History Month Celebration, along with quarterly family conferences, events that celebrate identity, joy and academic progress. We are in compliance of holding School Site Councils and ELAC Meetings, but can continue to grow in family participation and engagement through/post COVID.	The main area of improvement is supporting our families of Multi Language Learners and increasing engagement in ELAC. We can also target lowering our chronic absenteeism through increased education around importance of student attendance.	The LEA will continue to support our Black Student Union and create more opportunities for Black families to get involved in our school community. We also can continue to grow in targeting families of MLLs to engage in ELAC.	The LEAs strengths are in systemic progress reports, compliance in report cards and SPED progress reports and IEP meetings, and providing translation for families that need support.	An area of growth includes expanding the number of families that feel connected to the school community, specifically targeting families of students in Grades 5-8.	The LEA can continue to share out data of MLL reclassification in ELAC and getting input from marginalized identities to inform LCAP and Strategic Planning.	Strengths include a willingness to collaborate and families who deeply care about our school community. We also ground in student and family data that is both quantitative and qualitative.	Areas of growth include family participation in input sessions especially through and post COVID, where family engagement has dropped. Additionally, we want to aim to provide multiple opportunities for feedback, including in person, online, survey, and informal chances in multiple languages.	The LEA will share back data and school trends through the continuation of a weekly newsletter. WE can improve on sharing achievement and disproportionality data. For example, sharing out suspension data that is disaggregated by SPED status, FRM status, etc.	4	5	4	5	4	4	5	4	4	3	3	3	Met		22JUN2023	2023
41689990135608	KIPP Valiant Community Prep	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 75% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  Assume good intentions, and approach all families as partners who want the best for their children.  Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles.  Invite parents or guardians to share information about family cultures and traditions.  Recognize and respect differences in family structures.  Recognize the role that identity and background may play in shaping relationships between teachers and families. Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions.  View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 75% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively.  KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented.   Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	4	4	4	3	4	3	3	3	Met		06JUN2023	2023
41690050000000	Redwood City Elementary	3	RCSD has standards based grading and ask teachers to give evidence for student learning. Teachers communicate the learning progress being made throughout the year and in general have been pretty open to discussion and dialogue. This school year, parents of students in grades 3 - 8 will have online access to the digital Parent Portal that provides up to date information on student assignments and learning progress. Open discussions and dialogues are encouraged, fostering a collaborative environment.	"Based on the survey percentage results, it appears that the district's weakness in building relationships between staff and families lies in the area of ""Family Engagement."" The survey indicates that the average response for family engagement is 20%, which is relatively low compared to other categories. Additionally, this response has decreased by 2% since the last survey, suggesting a decline in favorable perceptions of family engagement. 36% of parents responded that they are at all involved in parent group and only 6% of indicated extremely involved in parent groups"	These results suggest that the district might need to focus on strategies to improve parent-teacher communication, increase involvement in parent groups, and foster more frequent discussions about the school among parents. RCSD fosters this by hosting monthly Superintendent Advisory Council meetings that span across the district. Additionally, each school site regularly communicates with families through weekly newsletters, actively engages them in school activities, involves them in the School Site Council, English Learner Advisory Committee and hosts informative parent nights.  At the six community schools, coordinators outreach to families to offer a variety of resources and build relationships between school and families.	Based on our survey results, parents are often more connected to the school when they do get to speak to school leaders. The transition to community schools at several RCSD sites has brought a lot of services to RCSD campus that help connect the school with families. Principal's Newsletters, teacher & principal emails and strong communication channels with automatic translation help with communicating information to parents. The District has also been successful in having open forum conversations regarding large decisions.	LCAP Page 24  RCSD is committed to have student voice in its decision making process.  Students from each of the eleven school participated in several student  interview as well as the MTSS implementation of administrators interviewing students to provide students opportunities to share ideas in regards to school site implementation as well as foci for LCAP	RCSD continues to reach out to our underrepresented families by providing support in order to build positive relationship with families.  Outreach to update yearly information has allowed families to come to the welcome center at the district to support families in updating online forms as well as supporting families at the school sites at Maze Days in August.  Throughout the year parents are invited to participate in various district committees so that they can be part of the division making process.  Our Panorama Survey shows an increase in parent participation.	RCSD promotes meaningful interactions and partnerships between educators and the school community. Parents and community members are provided many opportunities for input on goal setting for RCSD. Parents/guardians are provided regular updates on the actions of school board meetings via newsletter, email updates, and website postings. Public comments are received at board meetings and all committee meetings. RCSD used multiple strategies to engage in the development of the 2023-24 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, and determine priorities on how to use supplemental funds using the California State Dashboard data.	While public comments are received at board meetings and committee meetings, the percentage of parents who participate in these meetings and provide input may not be as high as desired. We continue to offer online meets in order to have parents participate in district and school meetings so that families are able to join from their homes.	Proactively communicate with parents and community members about opportunities to provide input. This involves sending out regular reminders, ensuring that information is accessible and well-publicized. District also will provide various avenues for input including regular email communication from Superintendent,, Facebook site and Superintendent’s advisory council monthly meeting that allow parents and community members to express their opinions conveniently.	4	4	4	4	4	4	4	3	4	4	4	4	Met		28JUN2023	2023
41690050127282	Connect Community Charter	3	The Charter School’s strengths and progress in Building Relationships Between School Staff and Families include: -Parent Teacher Conferences are held twice a year to ensure families can fully understand their students’ progress and how parents can support student outcomes (translation is available). -Administer annual survey to parents, staff, and students. -Messaging tools are used to frequently with families to build support for positive student outcomes and to encourage families to attend school events. -Host meetings for families of students with disabilities with special education team, school psychologist, and school counselor who build partnership with families to ensure goal attainment. -Provide consistent communication through Parent Square email, phone calls, and text notification.  Send weekly announcements.  Post notification on Facebook. Send newsletters home every other week. -Host family events like Bingo Night and Back to School Night. -Parents participate on the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) to advise the Board. -Teachers will utilize an application like Parent Square for daily/weekly to communicate with parents about their child.  -Opportunities to volunteer at the Charter School or on field trips. -The Charter School’s website will be updated regularly that will include the school’s calendar. -School Counselor to meet with students and families.  -Charter School provides parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.  -The parents celebrate the presentations (Project Presentations, Music Assembly, etc.) to witness their child sharing their academic hard work and achievement. Parents also serve on committees, lead community activities and initiatives throughout the year, and parents serve on the Charter School Board of Directors.	The Charter School’s focus areas for improvement in Building Relationships Between School Staff and Families include:  -Work with parents to encourage stronger communication to ensure that the above strategies are effective.    -Ensure advertising about parent workshops on Understanding State Standards and assessments including SBAC and ELPAC, Title I Parent Rights Meetings, How to Help your Child be Successful, How to Prepare for Parent Conferences, How to be an Educational Partner, Literacy Night, Math Night, Using Educational Technology, and Transition to MS and HS Night. Charter School provides materials during parent workshops in English and Spanish.	The Charter School will continue to focus on improving the engagement of underrepresented families in relation to Building Relationships Between School Staff and Families.  The Charter School will continue to focus on ELAC with training and having parents reach parents to empower families. The Charter School focuses on student learning, individual goals for the students, and investing in families to include translation services to parents who are English Learners. The Charter School will continue to host events for parents at various times throughout the day to ensure that families can actively participate in the school community.  To parents and families with disabilities, Charter School provides reasonable accommodations such as sign-language interpreters, accessibility to online systems with audio or visual enhancements, and physical access to school events. The Charter School will make special accommodations for communicating with parents or families with accessibility needs or other special needs like conducting home visits. For parents of migrant students, the Charter School will meet with the parents to develop an Individualized Learning Plan so students have the opportunity to continue their education. The Charter School will meet with the family when they return to incorporate any interventions needed. The process of addressing requests from parents of Title I students for additional supports includes a parent conference to review the supports currently being provided to the student, what additional supports are necessary to address the student’s specific needs and developing an Individualized Learning Plan to support the student.	The Charter School’s strengths and progress in Building Partnerships for Student Outcomes are developing a strong and supportive school culture through a Positive Behavior Intervention and Support (“PBIS”) program and restorative practices, family communication through Parent Square, the website, and the newsletter, and partnerships through conferences, parent workshops, and family events.  The Charter School has developed partnerships with Healthy Cities Tutoring, the ASES grant After-School Program where the paraprofessionals work in intervention and homework and STEAM programs, the Public Library that provides library cards, Science from Scientists, Reading to Shelter Animals, and County Office of Education.  The Charter School also uses buddy teachers, hired a full-time school counselor, gardening, music, and art enrichment, and PBIS.  Our strengths in building relationships between school staff and families stem from open two-way communication. One characteristic of our LEA that supports communication is our staffing. We have multiple bilingual employees at all levels of our school: administrators, teachers, support staff. This is essential at a school site with a large number of families who have limited English. Our employees help with translation/interpretation of all written material, IEPs, community gatherings, curriculum, parent conferences, etc. For families, being able to comfortably interact with our LEA helps strengthen our relationships. Another key element in our communication plan is the use of digital tools such as Google Voice and Parent Square. Because these tools allow for text messaging, we can deliver important information to parents in their preferred mode and they can easily communicate with us. Additionally, these tools include translation support, thus making the information accessible. Finally, we host many events for parents to connect with school such as monthly community meetings, project presentation nights, and a winter craft fair. We are constantly striving to build relationships between school staff and families.	The Charter School’s focus area for improvement in Building Partnerships for Student Outcomes includes building the After-School Program to include tutoring, intervention programs, and enrichment programs.  Building partnerships with families to support the school community will continue with culturally responsive pedagogy, intervention teachers, school counselor, Project Based Learning, and part-time Parent Outreach position.	The Charter School will improve engagement of underrepresented families in relation to Building Partnerships for Student Outcomes will continue to build trusting relationships with families.  For families of English Learners, the Charter School will continue to provide translation services,  invite families to better understand the acquisition of the English language, and how to engage with the school.  For families of students with disabilities, the Charter School will engage with families during IEP  meetings and in planning activities and programs for students.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, monthly community meetings, School Site Council, English Learner Advisory Committee, digital polls, and overall climate development.  Hiring includes several educational partners to ensure that future employees meet the qualifications and align to the Charter School’s mission.  Being able to gather that information in families' home language strengthens our work in this area.	The Charter School’s strengths and progress in Seeking Input for Decision-Making are seeking input from educational partners through an annual survey, monthly community meetings, School Site Council, English Learner Advisory Committee, digital polls, and overall climate development.  Hiring includes several educational partners to ensure that future employees meet the qualifications and align to the Charter School’s mission.  Being able to gather that information in families' home language strengthens our work in this area.	The Charter School will improve engagement of underrepresented families in relation to Seeking Input for Decision-Making will meeting for parents of English Learners and parents of Students with Disabilities to provide information about the programs provided to the students.	5	5	5	4	5	5	5	4	4	4	5	4	Met		22JUN2023	2023
41690050132068	KIPP Excelencia Community Preparatory	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 73% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 73% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	4	4	4	3	3	3	3	3	Met		06JUN2023	2023
41690050132076	Rocketship Redwood City	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
41690130000000	San Bruno Park Elementary	3	Based on the parent family surveys and community meetings, SBPSD data indicates a continued need to increase family and school relationships.  Successful relationships come in the form of Parent 2 Parent (Padre a Padre) Meetings, PTA,  School Site Council, DELAC, ELAC, PIQE CEI Team, Parent Liaisons and ELL Support Staff.	The LEAs focus area for improvement include in increasing the number of families attending meetings, streamlining and increasing the communication platform in multiple languages for families, building trust and increased resource support for families.	Based on the analysis from our local community data underrepresented families indicated the need for additional resources and support, continued communication, parent meetings that include more applicable support in primary language.	Based on the analysis of local data, the current strengths and progress in building partnerships for student outcomes includes increased partnerships in the local community to provide more family resources, parent education, increased student resources for intervention and mental health.	Based on the analysis of local data SBPSD will continue to focus on increased and streamlined communication with the community to build partnerships for increased student support services in mental health and before and after school services.  Increase support and training for parent Liaisons and ELL Support.	Based on the analysis of local data SBSPSD will continue to ensure underrepresented families are accessing additional services and support via before and after school services, increased access to mental health services and parent educational programs.	Based on the analysis of educational partner input and local data the SBPSD's strengths comes in the form of implementing its first phase of Communities of Practice across the District, new family groups, and new forms of communication.	Based on the analysis of data, evidence indicates the need for continued areas for gathering input.  Improvement such as  increasing the number of voices at meetings and continued training for building capacity amongst Communities of Practice.	The SBPSD will continue to increase local partnerships in the community, deepen our understanding of the community we serve and to increase the level of inclusion of ALL students and families.	3	3	3	3	2	3	3	2	2	2	2	2	Met		07JUN2023	2023
41690210000000	San Carlos Elementary	3	Please Note: The responses in the first three narratives in each section are meant to be read as one response that will address all 3 sections that make up the three separate priority areas.  Part 1 of 3:  SCSD is committed to meaningful stakeholder engagement as an integral part of developing and implementing our vision as described in the SCSD Strategic Plan. A variety of meetings and activities are held to involve all stakeholders in the continuous improvement process. Feedback from the District and site level committees (LCAP Parent Advisory Committee (PAC), District English Learner Advisory Committee (DELAC), Special Education District Advisory Council (SEDAC), School Site Councils and PTA) is incorporated into the development of the District LCAP, Strategic Plan and communications to all stakeholders. To this end, SCSD engaged in a comprehensive LCAP engagement process beginning in January 2023. The LCAP provides continuous focus to our district goals, LCAP goals, and efforts to further learning for all students.   The District’s annual web-based family engagement survey (California School Climate, Health, and Learning Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families during February 2023. The surveys were focused on culture and climate, mental health, resources, and family engagement.	Overall, 1328 responses were collected (45%) on the 2023 Family Engagement Survey. The survey of families revealed the a variety of results/needs and actions, which were included in the following sections of the SCSD 2023 SCSD Local Control Accountability Plan, which can be found here: https://drive.google.com/file/d/1FdEtw85T9vG5niO4qxRgGDxD-rqbZxc0/view.  “Reflections” Section: Pages 7-13  Goal 3 Metrics Section: Pages 44-45  Goal 4 Metrics Section: Pages 50-52 Goal 4 Analysis Section: Page 54  Goal 5 Metrics Section: Pages 56-61 Goal 5 Analysis Section, Pages 64-66	Please see above	Part 2 of 3:  The District’s annual web-based engagement survey (California School Climate, Health, and Learning Survey) was conducted to gather feedback from students in Grades 3-8, staff/teachers and families during February 2023. The surveys were focused on culture and climate, mental health, resources, and family engagement.       Overall, 1,404 responses were collected (81%) on the 2023 Student Survey (California Healthy Kids Survey). The survey of students revealed the a variety of results/needs and actions to improve building partnerships for student outcomes, which were included in the following sections of the SCSD 2023 SCSD Local Control Accountability Plan, which can be found here: https://drive.google.com/file/d/1FdEtw85T9vG5niO4qxRgGDxD-rqbZxc0/view. “Reflections” Section: Pages 7-13 Goal 3 Metrics Section: Pages 44-45  Goal 4 Metrics Section: Pages 50-52 Goal 4 Analysis Section: Page 54  Goal 5 Metrics Section: Pages 56-61 Goal 5 Analysis Section, Pages 64-66	Based on data analysis of parent input, there is a need to increase parent education for underrepresented populations in their native language. Parent engagement is also a high priority for the District’s DEIB Committee, in order for our offerings to fit the needs of our community and be accessible to all caregivers. Analysis of data identifies students and families participating in the Tinsley transfer program as a continued area of need. Therefore, the District will continue holding engagement meetings in East Palo Alto this school year to further engage these families in their community. The Community Liaison (described below) will be crucial in helping to provide these services, and participating in the family engagement activities.	Through both qualitative and quantitative data collection and analysis, SCSD has identified areas of need in underrepresented populations and addressed them aggressively over the past two school years. The primary student groups identified as needing further intervention are English Learners, Students Experiencing Poverty, and Students with Disabilities.  Each of these areas has been addressed with the hiring of new staff and increased training for all staff.   For the 2022-23 school year, SCSD hired a Literacy/ELD Coordinator to address issues facing students learning English, and to provide increased training and curriculum for English Language Development.    For the 2023-24 school year, SCSD has added a Program Specialist to provide further support for Students with Disabilities, and to provide ongoing support and training for teachers working with these students.  In addition, this position is providing support for early intervention in preschool and primary grades.	Part 3 of 3: SCSD offers high-interest Parent Information and Engagement (PIE) events to support learning/education for parents around a wide variety of topics related to the Strategic Plan. SCSD partners with The Parent  Venture to offer families high quality parent education in virtual and hybrid formats. These events are very well attended and followed up with links to resources that are housed on the District and or school websites.  Given the unique structure and configuration of SCSD (schools for grade levels TK-3, 4-5 and 6-8, for just 2,750 students), staff seeks input at the site level (PTA, Site Council, staff meetings, leadership teams, ELAC etc.) as well as from parent partners at both the district level (e.g. DELAC, Foster Youth Liaison, SCTA/CSEA, SEDAC, Wellness Committee, DEIB Committee, etc.). This process is embedded in the day-to-day culture of the District and naturally extends into other district-wide processes for continuous improvement.	As described previously, SCSD is also well into an initiative in Diversity, Equity, Inclusion and Belonging, and, as part of this effort, has placed increased emphasis on engaging underrepresented families. While there has been some progress in this area with regard to student achievement, there continues to be a need in this area, with data showing increased rates of chronic absenteeism for all underrepresented student groups. There is a need to engage families so that a root cause of this issue can be identified, so that the District can begin addressing the issue further.	The awarding of a California Department of Education Antibias grant has provided financial resources that have allowed SCSD to hire a bilingual Community Liaison.  Under the direction of the Director of Student Services, the community liaison will work directly with underrepresented families to provide support with reengagement in school, educational and mental health needs, connection with community resources and social services, and other related issues that may affect student achievement and attendance.	4	3	4	3	4	4	4	3	4	4	3	3	Met		15JUN2023	2023
41690216112213	San Carlos Charter Learning Center	3	The San Carlos Charter School is committed to a multi-pronged approach when it comes to building partnerships for student outcomes. At the heart of this approach is the empowerment of students through self-advocacy. We believe that when students are given the tools and confidence to advocate for their own needs and goals, they become more engaged in their education and take ownership of their learning journey. In addition, our school fosters strong connections between parents, educators, and learners through individual conferences. These personalized meetings provide a platform for open and constructive communication, ensuring that each student's unique strengths and challenges are recognized and addressed. Moreover, our commitment extends to weekly classroom newsletters that highlight the curriculum work being undertaken. This transparent communication keeps parents informed about classroom activities, enabling them to actively support their child's education. Through these initiatives, San Carlos Charter School is dedicated to nurturing a collaborative environment where every stakeholder plays a vital role in shaping the educational outcomes of our students.	school staff and families through dedicated parent education evenings and community events. These gatherings serve as invaluable platforms for enhancing mutual understanding and collaboration. Our focus areas for these events encompass a range of topics, from workshops on effective communication strategies between parents and educators to sessions that provide insights into our curriculum and teaching methods. We also host community events and encourage families to come together in a relaxed and enjoyable atmosphere. Through these initiatives, San Carlos Charter School is committed to fostering a strong sense of community and partnership, ensuring that every family feels welcomed, valued, and actively engaged in their child's educational journey.	San Carlos Charter School is dedicated to improving the engagement of underrepresented families, a commitment identified during our self-reflection process in relation to building relationships between school staff and families. To address this important goal, we are implementing inclusive scheduling practices that take into account the diverse needs and preferences of our families. This ensures that all parents, regardless of their work schedules or other commitments, have the opportunity to actively participate in school events and meetings. Additionally, we are increasing cultural celebrations within our classrooms, promoting an environment that not only acknowledges but also celebrates the rich diversity of our school community. Through these initiatives, San Carlos Charter School is taking significant strides toward fostering inclusivity, equity, and strong partnerships with all families, ensuring that everyone feels valued and welcomed within our educational community.	San Carlos Charter School boasts several current strengths and notable progress in building partnerships for student outcomes. First and foremost, our successful community events have brought together families, educators, and learners, fostering a sense of unity and shared purpose within our school community. Additionally, our dedicated Parent Resource Team (PRT) plays a pivotal role in building community connections at multiple levels throughout the entire school, ensuring that everyone feels included and engaged. Furthermore, our incredibly strong volunteer program has been instrumental in supporting learner success and enriching the overall educational experience. These strengths collectively demonstrate our commitment to collaboration and partnership, which are key drivers in enhancing learner outcomes at San Carlos Charter School.	San Carlos Charter School has identified two primary focus areas for improvement in building partnerships for student outcomes: addressing chronic absenteeism and closing the achievement gap for learners with disabilities.  Chronic Absenteeism: Recognizing the critical importance of regular attendance in academic success, we are actively working to reduce chronic absenteeism. We are implementing targeted strategies to engage families and students in understanding the significance of consistent attendance and providing support when attendance challenges arise. Collaborative efforts with parents and guardians are being made to identify and address the root causes of absenteeism, ensuring that students are present and engaged in their learning.  Closing the Achievement Gap for Learners with Disabilities: Another key focus area is closing the achievement gap for learners with disabilities. We are committed to providing inclusive and tailored educational experiences that meet the unique needs of each student. Our school is working closely with special education teams, parents, and students to develop Individualized Education Plans (IEPs) that are effective in addressing specific learning challenges. Additionally, we are continuously investing in professional development for our educators to enhance their ability to support students with disabilities and promote an inclusive and equitable learning environment.  Through these focused efforts, San Carlos Charter School is dedicated to ensuring that every student, regardless of their circumstances, has the opportunity to succeed and thrive academically, and that our partnerships with families play a pivotal role in achieving these goals.	San Carlos Charter School is taking proactive steps to improve the engagement of underrepresented families, a critical goal identified during our self-reflection process in relation to building partnerships for student outcomes. Our approach involves a multifaceted strategy:  Cultural Sensitivity and Inclusivity: We are committed to creating a welcoming and inclusive environment that respects and celebrates the diverse backgrounds of all families.  Translation and Communication: Clear and accessible communication is vital. We are expanding our efforts to provide information in multiple languages and ensuring that important school updates and announcements are easily accessible to all families. We implemented the use of a digital tool that enables the user to select the language in which they receive communication, for example.  Culturally Relevant Curriculum: Our curriculum is being reviewed and adjusted to include diverse perspectives and voices. This not only enhances the educational experience for all learners but also sends a message of inclusivity to underrepresented families.	San Carlos Charter is governed by a board of directors composed of 5 parent members, 1 staff member and, currently, 1 community member. The Board of Directors votes on school policy presented by the administration of SCC. In addition, the board will have several working groups such as the finance committee and the anti-racism at SCC group. Family participation is a core value of the San Carlos Charter School and as such SCC engages parents in decision making processes.	San Carlos Charter School has identified a significant focus area for improvement in seeking input for decision-making, and that is the implementation of a regular family survey. Recognizing the importance of involving parents and guardians in shaping the direction and policies of the school, this initiative aims to establish a structured and recurring process for gathering valuable feedback from families within the school community.	San Carlos Charter School is committed to ensuring that the implementation of our family survey is inclusive for underrepresented families. We recognize that different families may have unique barriers or challenges to participating in surveys, so we are taking several steps to make this process accessible and equitable. These efforts include providing surveys in multiple languages to accommodate diverse linguistic backgrounds, offering flexible response options such as online and paper surveys to cater to varying access to technology, and actively engaging with community liaisons and support networks to reach families who might otherwise be less likely to participate. Our goal is to create a welcoming and supportive environment where underrepresented families feel empowered to voice their opinions and contribute to shaping the educational experiences of their children.	4	4	4	4	4	4	4	4	4	4	3	4	Met		07JUN2023	2023
41690390000000	San Mateo-Foster City	3																						Not Met			2023
41690470000000	San Mateo Union High	3	One of the SMUHSD's strengths is in providing strong family engagement staff at each school site, providing multiple venues for families to engage and the outreach that is done to ensure equitable engagement across the various communities the District serves.	Based on input from the District's English Learner Advisory Committee (DELAC), we continue to need to increase out outreach efforts to the families/guardians of our multilingual learners. We have added new staff this fall to hopefully address those ongoing concerns.	We will continue to staff each school with a Family Engagement coordinator as well as District staff to engage in outreach to families/guardians to ensure that we build effective relationships between the schools and the families/guardians of our students.	The District has real strengths in supporting families/guardians as partners in student outcome attainment. We have effective staff who provide high-quality service. We have a strong technology infrastructure that supports communication with families and provides them with multiple venues to understand the progress of their students. Finally, we have strong administrative and teacher teams who engage with families regularly in formal and informal ways.	The District continues to need to develop strategies for ensure that all families/guardians have access to the wealth of digital tools that the District provides related to student progress and other critical information. We have hired a new outreach staff person in the fall to do the necessary outreach to support family access to digital tools	The District will continue to invest in outreach to ensure that families/guardians are able to support their students as effectively as possible.	The District and schools of the SMUHSD provide a variety of venues for all educational partners to inform decision-making. Through formal bodies like the Equity Advisory, District EL Advisory School Site Councils, English Learner Advisory Councils and other informal bodies, stakeholders have multiple ways to engage and inform.	The District looks to continue the ongoing work and to expand its outreach and engagement to begin to engage the schools and districts that feed into the SMUHSD - so that support and intervention for students can be coordinated and aligned earlier.	We will continue to engage in outreach efforts to ensure the representation of historically underserved families/guardians is included in our decision-making processes.	3	3	3	4	3	3	4	4	5	3	3	4	Met		22JUN2023	2023
41690470129759	Design Tech High	3	Based on the data from the year, it was clear that people felt disconnected from the school.  Our strength is that we have a dedicated, committed, and extremely insightful staff.  Our families recognize this and always point out  how great our teachers are, so we need to lean into this more.	Our goals for this school year center on building community and a sense of belonging.  We have hired a school   leader with a strong background in building up our advisory period.  We are also hosting more events for families on campus.	We have established a school advisory council made up of two parents, two students, and two staff members.  This group meets monthly with the school director to discuss progress on the school priorities and share other strengths and concerns with the school director.  These meetings will help create a direct line of communication between key educational partners and the school leadership team.  In building this advisory committee the school will do outreach to families who may be underrepresented in school partnerships.	Incoming families have a clear understanding of Competency-Based Learning and how the intersession program supports important student outcomes.	We need to build a common understanding of a meaningful and challenging academic experience and the partnership between school and educational partners needed to support the experience, as well as communicating all of the opportunities available to students at Design Tech.  We can also work to improve knowledge of the concurrent enrollment process.	The advisory council identified in the previous section will focus on the school’s priorities, two of which tie directly to student outcomes.  These are making content classes challenging and meaningful, and supporting student in taking advantage of the opportunities at Design Tech.	We take feedback from our educational partners very seriously, and we survey students once each semester.  In addition, we seek feedback from our partners during monthly town hall meetings, so there is considerable access.	We need to build a better system for gathering data from all of our educational partners and how we can disseminate the information to all of the partners.	The newly formed school advisory council will focus on underrepresented families.	3	3	2	3	3	4	3	4	2	2	3	3	Met		17MAY2023	2023
41690620000000	Sequoia Union High	3																						Not Met			2023
41690620112722	Summit Preparatory Charter High	3	Summit Prep has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results.   We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold periodic parent engagement nights throughout our year to collaborate, with simultaneous translation services where families are able to have meaningful engagement with school leaders. Sometimes these are content specific (i.e. teaching families how to use our platform or how to do the FAFSA, exposure to mental health resources for their children) and other times they are purely informal where we have coffee, snacks and chat with our community.  Annually, we pull focus groups together of parents who have students that are diverse learners (have IEPs) and are classified as multi language learners. Monthly, our community engagement manager hosts parent meetings. She also spends time doing small group and 1:1 engagement with families.	Summit Prep has made great strides in building strong relationships within our community. We will continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue. To take our work to the next level, we are thinking about Spanish support for teachers who are not native to the language, increasing translation services in our budget, and having designated hours interpreters are on site for easy access of scheduling parent meetings for our mentors and teachers.	As noted above, we will continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue. To take our work to the next level, we are thinking about Spanish support for teachers who are not native to the language, increasing translation services in our budget, and having designated hours interpreters are on site for easy access of scheduling parent meetings for our mentors and teachers.	By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications about the value that parents bring to supporting their child's academic successes.    Summit Prep is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  Prep has developed systems for mentors and teachers to easily book translation services for our conference days throughout the year as well as for in the moment meetings. The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.  Summit Prep utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	One focus area is improving student attendance and reducing truancy, in particular for students from historically marginalized or disadvantaged backgrounds, and specifically how we can build partnerships with families to impact these outcomes.	As noted above, we will continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue. To take our work to the next level, we are thinking about Spanish support for teachers who are not native to the language, increasing translation services in our budget, and having designated hours interpreters are on site for easy access of scheduling parent meetings for our mentors and teachers.	At Summit Everest, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.   In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.	Summit Prep has made great strides in seeking input for decision making. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	As noted above, we will continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue. To take our work to the next level, we are thinking about Spanish support for teachers who are not native to the language, increasing translation services in our budget, and having designated hours interpreters are on site for easy access of scheduling parent meetings for our mentors and teachers.	5	5	4	4	4	5	5	4	4	3	3	4	Met		08JUN2023	2023
41690620119503	Everest Public High	3	Summit Everest has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.	Focus Area for Improvement: Summit Everest has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these specific resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.    Summit Everest is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences, there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.  Summit Everest utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.    Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	One focus area is improving student attendance and reducing truancy, in particular for students from historically marginalized or disadvantaged backgrounds, and specifically how we can build partnerships with families to impact these outcomes.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	At Summit Everest, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.   In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings. School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.	Summit Everest has made great strides in seeking input for decision making. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	4	4	4	3	4	3	5	4	4	3	3	4	Met		08JUN2023	2023
41690620126722	East Palo Alto Academy	3	EPAA has monthly morning and evening parent meetings. Perhaps more important are the strong relationships between each student and their Advisor.  Advisors are assigned to students and families for two-year intervals. They meet with families at least two times a year to revisit goals and grades. Additionally, we have annual grade-level meetings facilitated by the school counselors with support from the administration and advisors.  These are meetings in which we are sharing student progress towards graduation, educational workshops facilitated by our school mental health team, and updates about resources in our community.  Workshops include sleep hygiene, coping with stress, and information about vaping and how addiction can impact the adolescent brain.  Finally, the most exciting events are those in which we celebrate the students’ culture through expressions such as dance, music, and food.  Each year we celebrate Black History Month, Fiestas Patrixs, Asian American, and Pacific Islander Month, with a culminating event that includes large numbers of parents both helping and in attendance to celebrate.	We conduct annual surveys using Panorama. This survey addresses 5 areas: Family Engagement, Barriers to Engagement, School Climate, School Safety, and Parent Input/ EL Program, and is administered to all families across grades and subgroups. For the fall administration during the 2022-2023 school year 13% of families responded to the survey (despite various one-on-one calls and email reminders).  This year the survey showed we continue to be strong in limiting barriers to engagement (88%). School Safety and School Climate were at 70% and 72% respectively, a little lower than in previous years.  However, our overall end-of-year referral and suspension data was significantly lower.  We believe strongly that this data will therefore improve, especially if it were to be taken again in the spring.  We have made incredible strides in educating and supporting student and school safety.  We also had some very good feedback with regard to our college and career going goals in our LCAP.  Families want us to continue our A-G and CTE access, building on the progress from 23% of college persistence eight years ago, to 85% persistence when last measured before the pandemic.  They also want to support our efforts to encourage our students who are not A-G ready or interested in a four-year university path (typically 42-48% of our graduates).  We are building our work with a Community College and Career Consortium that we started in the 2022-2023 school year.  We are creating more deliberate pathways for students who typically struggle with academics, ensuring they understand the breadth of resources and opportunities available to them.  We have more career and community college visitors on campus, in addition to more field trips to our local community colleges	The 2022-2023 school year was the first time we were able to bring on a full-time bilingual parent liaison.  We were so grateful to the many families, students, and stakeholders who joined us for our regular meetings, whether the monthly morning and evening meetings, the regular advisory team meetings, or our quarterly charter advisory meetings. There was an unprecedented opportunity to work collaboratively toward our vision and goals.  Our challenge, however, is seeing more of our African American Black families of whom we have 6% of our students, more actively involved.  We had awesome involvement in our Black History Month celebration (more than ever before) when invited for student recognition, school counselor meetings, and advisory meetings.  We miss more African American/Black representation at our regular monthly leadership meetings and events.  We have one guardian who is always there and would love to see more.  We are hoping to leverage our strong Black Student Union and perhaps more deliberate invitations to help improve in this area.	As mentioned above we have various opportunities for teachers and staff to engage regularly with families in meaningful ways that are student-centered, academic, educational, and celebratory.  With so many families that have been with us for generations, we are seeing families who expect quarterly celebrations, regular annual traditions, and bi-annual student-led conferences.  We also continue to work in tandem with several local community-based organizations to ensure our students and families are aware of the resources available.  We have often shared the monthly meeting time to help educate families on everything from housing rights, food programs, safe internet use, ad how to access tutoring or summer programs to help support students’ success.	There was a lot of feedback from students and student programs with regard to how much students are? (or are not)? accessing and implementing the available resources.  Everything from the Stanford Medical Health Career Collaborative with not enough students engaged in the robotics programs, to the East Palo Alto Tennis and Tutoring with so few students utilizing the individual one-on-one weekly math tutoring sessions.  We are very worried about our student?s'? lack of follow-through and commitment to such valuable resources. We are hopeful with the College Information Specialist (who works most closely with the CBOs) entering her second year she can better leverage relationships with students and staff, attending more advisory classes and engaging through our communication tools such as Dog City Daily, she can make the meaningful relationships to better connect students with resources that will be successful and impactful.	As mentioned above, all EPAA students fall in the category of “underrepresented families” when considering the number of students who qualify for free or reduced lunch or are first-generation high school students.  We have, however, honed in on finding ways to better support and encourage our students who are not likely going to be A-G eligible four-year university bound, due to earning a grade of a D or lower in the key A-G courses required for the CSU and UC admissions.  We started a career and community college consortium with local community-based organizations and various local community colleges.  This has allowed us to engage in more direct support of such students.  We are ensuring all of them are enrolled in some sort of program before high school graduation.  We are also encouraging them to attend career and community college field trips, exposing them to the plethora of opportunities available in our area.	East Palo Alto Academy takes great pride in engaging all of our community members in developing our WASC Action Plan, Mid Cycle Visit, and annual LCAP.  We encourage thoughtful participation through regularly scheduled meetings and include our plan development and evaluation as part of our routine agenda items when meeting with colleagues, and a variety of community members.    For example, with parents and guardians, this process is part of our regularly scheduled SSC/ELAC meetings. The SSC/ELAC team includes classified and certificated staff, parents/guardians, community partners, and students.  To develop our most recent LCAP we reviewed our priorities vis-a-vis student interview data, and parent/guardian in-put.  We then developed together our five LCAP goals that best capture our priorities that align with the state and SUHSD district goals.  We evaluated the current goals and progress one month at a time, allowing for break-out rooms facilitated by EPAA staff, and engaging our parents, guardians, and students in thoughtful dialogue and collaboration.  Below is the outline of the schedule for our thoughtful engagements and collaboration to develop our LCAP during the 2022-2023 school year.        Throughout the 2022-2023 school year, we had the following meetings to discuss our goals for the LCAP and WASC: - LCAP Community Engagement Kick-Off (Students, Parents, Teachers, Classified, Community Partners, and Community-Based Organizations) - Teachers & Administration: The Leadership Team (bi-weekly meetings) and Department Chair Team (monthly) reviewed our priorities, goals, measures, and actions. - The Student Advisory Council provided additional feedback during our monthly meetings.  We shared overall LCAP state goals as it relates to our own school goals.  We also interviewed 33% of our students about school safety and academic goal-setting and support. - Parents & Students: School Site Council (SSC) & English Language Advisory Council (ELAC): During the 2022-2023 school year our team met for morning and evening meetings monthly.  We looked carefully at goals 3, 4, and 5. - Charter Advisory Board (CAB) includes students, parents/guardians, classified and certificated staff, community partners, a SUHSD representative, and the school administration.	We started the Bulldog Way student recognition program to take place monthly for the morning and evening meetings.  That has introduced 20-40 parents/guardians to our SSC/ELAC meetings on a regular basis.  While we don’t require them to stay, we do invite them through personal phone calls, we also recognize their child with a certificate and photo, followed by sharing the agenda for the monthly meeting.  We always find 1-3 ways we can engage them to solicit feedback or advice related to the monthly topic.  While it has been a great way to encourage diverse voices and a good volume of new voices regularly, we still need help engaging a small and committed group of regular attendees who find value in attending our monthly meetings.	As mentioned above, all EPAA students fall in the category of “underrepresented families” when considering the number of students who qualify for free or reduced lunch or are first-generation high school students.  We are, however (also mentioned above) trying to engage more families of the minority groups on campus such as AAPI and Black/African American families, both of which represent 6-8% respectively of our overall student body that is predominantly Latinx/a/o.  We have great success when engaging them through the cultural clubs and with the help of the facilitators of our on-campus, or community-based organizations that engage with these groups whose representation and voices we value and want more of.	4	4	4	5	4	4	5	4	4	3	4	4	Met		21JUN2023	2023
41690620139915	KIPP Esperanza High	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success.  Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 84% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 84% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.   Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent- teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community. KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	3	3	3	3	3	3	3	3	3	3	3	3	Met		06JUN2023	2023
41690700000000	South San Francisco Unified	3	SSFUSD continues to focus on providing our educational partners the opportunity to provide input and feedback on district plans and priorities. We have seen an increase in participation of educational partners in surveys. The Student Advisory Committee created in 2021-22 continues to work toward amplifying student voice in SSFUSD. A Family Fellows program was established in 2022-23 to increase the District's engagement with traditionally underrepresented and disenfranchised families; this has led to an increase in diverse voices attending community engagement meetings.	SSFUSD has provided numerous surveys to our educational partners over the past couple of years. in our surveys we often ask open ended questions. We need assistance in analyzing survey responses and using predictive intelligence to assist us in making determinations from the survey data. The introduction of Remind, a communication tool, and Qualtrics, a survey tool, have helped SSFUSD increase survey response rate and community engagement meeting participation from families. Our focus area for the 23 - 24 school year, is to improve our relationships with our non - English speaking families and make them fell more included. SSFUSD plans on hiring 3 more Community Liaisons to assist in the intake process during registration and provide more outreach to our non - English speaking families. In addition, we plan on partnering with Certified Languages, an organization that provides interpreting services in over 36 different languages. We want to ensure that our staff can speak to our families in the language that they are most comfortable with when having discussions about student progress.	One of our LCAP goals is focused on increasing student, parent and community engagement. SSFUSD has numerous district parent committees (AAPAC - African American Parent Advisory committee), DELAC (District English Learners Advisory Committee, SEPAC (Special Education Advisory Committee - started in 2018), student advisory Committee (started in 2021) and (DEI) Diversity Equity Inclusion Committee - started in 2021. At the site level we have numerous committees such as SSC (School Site Council) , ELAC (English learners Advisory Committee) and PTA (site and district). In addition, SSFUSD provides opportunities to obtain stakeholder input on district plans such as the LCAP and ESSER III plans. So, the number of committees at the site and district level in addition to the surveys provides numerous opportunities for stakeholders to give input. However, our numbers at our meetings tend to be low (less than 50) and for surveys our responses rate is less than 15%. The introduction of Remind, a digital communication tool, for 2022-23 has helped us make progress in this area, and we continue to explore additional opportunities for stakeholder engagement. Some of the ways were thinking we could improve engagement of underrepresented families is to create additional district/site parent committees, hire staff such as Community Liaisons, and continue to expand the use of tools such as Remind to provide multiple ways to communicate with our families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continue use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually.	Professional learning and support to our staff has been an area of focus. The EDS department and school sites have provided numerous workshops to support student/family use of technology devices, educational online platforms and programs. SSFUSD added an additional staff development day in August 2020 and due to the distance learning schedules students had an asynchronous Wednesday. The EDS department provided numerous trainings on Wednesdays and gave staff time to lesson plan as they converted lessons digitally and had to use numerous programs such as Nearpod, IXL, Screencastify, SeeSaw and Google classroom. Our technology TOSA and Director of Student Performance conducted parent workshops on digital citizenship, and specific online programs. SSFUSD partnered with Paper company to provide online tutoring 24/7 for our students in grades 6 - 12. Distance learning made school districts look at current practices, policies and procedures and SSFUSD had to make numerous decisions and changes to practices, and procedures to be alignment with new state laws. An area of growth for SSFUSD is to support families to understand their legal rights. However, our Director of Special Education via the SEPAC presented workshops on this topic and created a website which houses numerous resources for parents that have a student that has an individual education plan. Although we've making progress in this area we need to continue to provide opportunities for stakeholder engagement. Some of the ways we are thinking we could improve engagement of underrepresented families is to create additional district/site parent committees, hire staff such as Community Liaisons, and explore the use of digital communication platforms to provide multiple ways to communicate with our families. In 2022-23, SSFUSD implemented Remind, a tool that facilitates communication via email, mobile application, or text messaging. Using this tool to send out information including announcements about community engagement meetings has helped increase attendance at in-person meetings and participation in online meetings. In addition to an increase in overall numbers, we are noticing a more diverse representation from families and schools at these meetings. A Family Fellows program introduced in 2022-23 has helped increase engagement with traditionally underrepresented and disenfranchised families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continued use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually.	SSFUSD will focus on using our current student information system, Infinite campus to its fullest capacity in order to provide timely information about student progress. SSFUSD will explore the Infinite Campus gradebook program and we will use notifications within Infinite campus to provide direct communication via emails/alerts to parents/guardians regarding missing assignments, when progress reports are available and implement an early warning system in IC to assist counselors and staff with early notification if a student isn't performing well in a class.	Through the Family Fellows program, cohorts of about 25 families go thru 9 sessions on topics in the educational field (Attendance, special education, assessment data, know your rights etc) and school officials can attend one or more of these sessions. SSFUSD had two cohorts complete the family fellow program in 22 - 23, and we plan to have multiple cohorts in 23 - 24. Our existing cohort actually recruits new members for the new cohort. For the first two cohorts over 60% of the parents participating are Spanish speaking and 40% of the parents either have a student that is in one of our English Learner or special education programs.	"SSFUSD has created numerous documents and has provided training to site leaders to assist them in obtaining input from site committees such as School Site Council. During these meetings our staff builds a shared understanding so parents can provide input. We often include ""input sessions"" at most of our parent and district committee meetings. For those parents that were unable to attend we post the slide deck and often the recording of the meeting in case stakeholders want to watch the meeting. During the 2022-23 school year, SSFUSD began engagement with community groups as part of our process for informing the District's Strategic Plan. Outreach to communities and in particular, with communities that have traditionally had less representation and voice in our district were prioritized through the engagement process which included small and large group meetings, online and in person, throughout the school year. These community meetings were facilitated by members of our Strategic Plan Working Groups, which included community members, parents, students, and staff from across the district."	An area of growth for SSFUSD is to provide input opportunities on all district and site policies. Although we've making progress in this area we need to continue to provide opportunities for stakeholder engagement. Some of the ways were thinking we could improve engagement of underrepresented families is to create additional district/site parent committees, hire staff such as Community Liaisons, and the use of other digital communication platforms such as Remind to provide multiple ways to communicate with our families. Many of site leaders use shorter and more frequent communication with their parent communities and with the continued use of virtual meetings we are seeing more parent engagement than in person. We will continue to use these strategies and reassess annually.	SSFUSD continues to work on strategies that will help us improve engagement with traditionally underrepresented families. The Family Fellows program started this year has helped amplify voices and representation from our Hispanic/Latinx community. Site leaders have reached out to families to conduct empathy interviews to learn more about what our families need and what modes of communication work best for them. We will continue to build on these strategies and others, and reassess annually.	3	3	3	3	3	3	3	3	3	3	3	2	Met		22JUN2023	2023
41690880000000	Woodside Elementary	3	In meetings with education partners, the DELAC committee, School Site Council and open school board meetings, we have created practices to improve translation services. The district has been actively working to increase opportunities in family participation, partnership with the PTA and Foundation. Examples include updated Back To School Night opportunities, fundraising events and encouraging parent volunteers to return to campus.	Our translation efforts have focused primarily on families who need the service. One goal is to expand translation services to additional languages. We conduct a annual survey of families and staff to find area of improvement and feedback.	In coordination with the Woodside Inclusion and Diversity Committee, a group comprised of involved parents and staff, we have established activities and events reaching into our partner communities to engage those families. The WIDC and DELAC committees have invited these families to become involved. 20% of the English learner families at Woodside School participate in the DELAC committee.	One of our strengths includes the high level (20%) of families participating in the DELAC committee. We also administer an annual survey that allows feedback for all educational programs and school climate. All families are welcome to join Board meeting open sessions, Foundation meetings, PTA, WIDC and Site Council meetings.	An area of improvement is increase the percentage of families completing the annual survey showing satisfied or very satisfied with the academic offerings. Increase the percentage of students who thrived in the design thinking program. Another goal is to have 100% of our ELA students reclassify prior to 8th grade graduation.	Our ELD teacher and Principals have been holding meetings with every ELA families toward their goal of reclassification. Increasing translation services, engaging in translation services to provide additional languages other than Spanish.	One current strength is completion of the annual survey by our families and encouraging engagement with the PTA, Foundation, Site Council, DELAC and open board meetings.	One area for improvement is increased participation in our annual survey. Approximately 60% of our families complete the annual survey every year and our goal is over 80% participation.	We learned through the survey that families want to engage in more collaboration with the school. We meet with many non-english-speaking families to complete the survey by sitting down with them and complete the survey together.	5	5	5	4	5	5	5	5	5	5	5	5	Met		06JUN2023	2023
42104210000000	Santa Barbara County Office of Education	3	This was an area of strength for JCCS in 2022-23. We were able to increase our parent outreach by holding parent/teacher conferences for all students enrolled in our programs in the fall and again in the spring. By increasing our outreach efforts, and by holding conferences both by phone and in person, we were able to increase the percentage of parents who participated from 84.44% in 2021-22 to 87.69% in 2022-23. We continue to reach out to parents regularly throughout the year to provide progress updates and hold parent/teacher meetings as needed. In addition, we use ParentSquare as our communication tool. This online platform allows us to reach out to parents to provide community updates and training opportunities, school schedules, and notifications in real time. 77% of our parents are contactable through ParentSquare.  This year we contracted with the Promotores Network to review and update our annual parent survey through a culturally responsive lens. Additionally, the Promotores called parents to administer the survey verbally to ensure parents understood the questions. This personal outreach meant we were able to receive responses from 60.6% of parents. Through our parent survey we learned, that 75% of parents surveyed reported their child feels supported by one or more staff members at the school and 85% of parents indicated this school does a good job designing an educational plan for their child’s success.	Upon careful analysis of our data we found 50% of parents indicated on the annual parent survey that they would like more information about teen drug and alcohol abuse and 65% requested information about counseling services. Based on this input we plan to hold additional parent information nights to highlight family services available in these areas.	Establishing relationships with the families of our students is a priority for JCCS, we take great pride in the process we have implemented to ensure all families are engaged in their child’s education. During the enrollment process, teachers get to know the entire family. Throughout the school year, the teaching staff continues to build relationships by staying in contact with parents, updating them on their child’s progress, and holding conferences as needed. Twice a year we calendar formal parent/teacher conferences when all parents are contacted to provide a progress update. Parents have really responded to this approach and often initiate conversations with the school staff asking for advice on how to assist their child. For our Spanish-speaking families, our office staff and teaching assistants are bilingual and provide interpretation services as needed. ParentSquare, which provides information in both English and Spanish, has proven to be a resource that has greatly enhanced our ability to regularly communicate with our families.	By using the Promotores Network this year we were able to greatly increase the amount of feedback we received through our Annual Parent Survey. 85% of parents reported that the school does a good job evaluating their child's academic needs and creating an educational plan. Over 80% reported that we do a good job evaluating their child's emotional needs and providing positive support and guidance to students. During parent/teacher conferences parents often report how appreciative they are of the input they receive on their child's progress while incarcerated, however, the feedback we receive only captures a small percentage of our parents, as the information is received during parent-teacher conference weeks in October or April.	Our court schools are located within Probation facilities, therefore it is important for us to work closely together with Probation staff, so we can reach the whole child. Probation and Behavioral Wellness staff attend weekly school meetings. A large part of these meetings is devoted to discussing student progress and/or concerns. Last year we planned to expand these meetings to include the WellPath Pediatrician and Behavior Wellness Forensic Manager, but due to scheduling conflicts and a complete turnover of Probation Management staff we were unable to create a meeting schedule that included all partners. We still feel having input from these additional partners is necessary and will continue to work on a meeting schedule that accommodates every agency.	We have found that families of at-promise students have not been connected to their child's school in the past except to deal with behavior issues. This means we first need to establish trust so that families know we are available to help. The first step is connecting with parents during the enrollment process. For families of students in our court schools, this means calling home and talking with the parents. During phone calls, we assure parents that their child will attend school while incarcerated. For students attending our community school, staff make an effort to get to know all members of the family present during the enrollment appointment. Once the paperwork is completed we then take them for a tour of the school. By taking the time during enrollment to connect with the parents, we have found that our parents are more willing to discuss issues that may arise later in the year. We frequently call home to update parents on their child's progress.  In the 2021-22 school year we partnered with Probation and implemented Multi-Disciplinary Team (MDT) meetings, in attendance are parents, the student, probation officer, probation manager, Behavioral Wellness clinician, WellPath Pediatrician and/or nurse, and school staff. The primary purpose of these meetings is to set goals, discuss progress, and any concerns that may be getting in the way of the student's success. These meetings have been helpful in getting everyone on the same page in order to help the student achieve their goals. We have continued participating in these meeting during the 2022-23 and plan to continue this practice moving forward.	JCCS takes great pride in working with education partners and has created multiple ways for partners to provide meaningful contributions to the LCAP process. Starting with our parents who are provided multiple opportunities to provide input throughout the school year including; serving on the Parent-Student Advisory Council, attending parent-teacher conferences, completing a parent survey, and using ParentSquare. With two of our three schools located in Probation facilities, it is vital to have ongoing conversations with our Probation partners who attend weekly staff meetings. In addition to attendance at weekly staff meetings, the JCCS Director and Probation Manager met 17 times throughout the school year. We strongly believe that having regular meetings will further enhance our ability to work together and reach the whole child.  Since students attending JCCS typically are with us for only a fraction of the school year and then return to their school of residence, we engage with the local school districts throughout the school year. The JCCS Director met with school district representatives 12 times throughout the year to ensure a continuum of services, identify student needs, as well as, evaluate student and program effectiveness. In order to provide a robust education for our students with disabilities, the JCCS Leadership met six times throughout the school year with Special Education Leadership. The SBCEO Special Education Team met regularly with the Santa Barbara SELPA, thereby completing the feedback loop. The JCCS Leadership Team, consisting of management, general and special education teachers, teaching assistants, and a student information specialist met five times to provide input regarding how to address student academic and behavioral needs, professional development, CTE programs, and student achievement.  A focus for the past two years has been the implementation of CTE programs in JCCS. This has been a multi-pronged approach that began in 2021-22 by hiring a Teacher on Special Assignment (TOSA) who provides weekly coaching sessions with teachers and bi-weekly Workgroup meetings on Zoom for group check-ins. Additionally, the CTE Coordinator convened five full workdays with the CTE teachers and TOSA for unit planning and sharing of best practices to ensure a consistent implementation across JCCS.	JCCS believes all parents have the right to provide input on their child’s education, this includes parents from historically underrepresented groups and parents whose child is with JCCS for short-term enrollments (less than 30-days). ParentSquare is the ideal platform to increase our ability to receive input from our parents since it is connected to our student information system which means that regardless of when a student is enrolled the parent and/or guardian receive an invite. In 2021-22 we noticed a decline in the number of parents who participate in the annual Parent Survey so for 2022-23 we contracted with the Promotores Network who reviewed the survey through a culturally sensitive and equity lens. Once the survey was finalized the Promotores called the parents and conducted the survey over the phone in English or Spanish depending on the parent's preferred language. This allowed for a more personal survey experience and increased the number of parents who participated from less than 10% in 2021-22 to over 60% in 2022-23.	We made significant improvement in 2022-23 to increase parent engagement which indicates we are on track. In 2023-24 we will continue to contract with the Promotores Network to assist with the Parent Survey. With 44% of our parents attending our Parent Information Night in the spring of 2023, we plan on holding at least two Parent Information Nights in 2023-24; one in Fall of 2023 and another in Spring of 2024.	5	5	4	4	4	4	5	4	4	4	4	4	Met		09JUN2023	2023
42691040000000	Ballard Elementary	3	Ballard staff does a wonderful job at supporting their students.  Ballard provides space for parents and teachers to communicate via parentsquare.  The principal is making it a priority to notify parents of all non - curriculum items.	"Ballard continues to focus on building a welcoming environment.  The superintendent provides ""all-staff"" meetings where the staff come together to laugh, learn and hear of the upcoming and current events and issues.  In addition, Families have the opportunity to work collaboratively through PTA or school related functions.  The school utilizes ""Parent Square"" for weekly (and daily) communication."	Ballard will continue to build a safe environment for all students and specifically for underepresented students.  Additionally, the district will work to have more open dialogue between staff and families.  One way to do this is to have more events that welcome parents to campus.  The focus should be treating all families and their needs and beliefs with equal care. Listening to all concerned parents on any topic that deals with their children and being transparent.	Ballard does a great job in identifying students who need additional support.  The school has secured a 60% FTE position to for students who need additional support.	Ballard has implemented strong interventions across both language arts and math.  The district also provides tutoring for students.	Ballard will identify underrepresented families and will work with these students.  This work will include additional intervention support if needed.  Ballard will also provide channels for these parents to be empowered and to have their voices heard.  The district will continue to utilize Aeries, Parent Square, open door policy, board meetings, PTA and school events to reach out to these parents.	The district advertises for: LCAP meetings, board meetings, and PTA meetings.  The district is also good at listening to the message boards.	The district will make an effort to vary the days and times for meetings.  This will be helpful for families who cannot make meetings at traditional times.  The district will also make an effort to reach out to these families for advisory groups or survey opportunities.	The district will focus on getting more parents from underrepresented families at regularly scheduled PTA and Board meetings.  In addition, the district will continue to reach out to underrepresented families to ensure they feel included in district parent activities and in district decision making.	4	4	4	4	4	4	5	4	3	3	3	4	Met		23JUN2023	2023
42691120000000	Blochman Union Elementary	3	Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress.	A focus area of improvement would be to improve parent survey participation	Underrepresented families receive additional communication and outreach, as needed.	Teachers received training in the Multi-Tiered System of Supports (MTSS) framework and in dealing with the social and emotional well being of students. Well-trained teachers are more effective in delivering educational resources to students. Training builds a teacher’s capacity to partner with families. Effective training enables teachers to provide a multi-tiered system of support that focuses on differentiated learning and individualized student needs, including the needs of underrepresented students. Teachers also received training in English Language Arts and Math. The district provides two opportunities each school year for parents to meet one-on-one with teachers to discuss their student’s progress. These conferences are well attended by parents. The district’s Student Information System provides parents with on-line access to their student’s grades. Parents are encouraged to contact teachers at any time via email or telephone.	As with any system there is always room for improvement. The district will continue to work diligently to build successful partnerships for student outcomes, including engagement for underrepresented students	As with any system there is always room for improvement. The district will continue to work diligently to build successful partnerships for student outcomes, including engagement for underrepresented students.	Our strengths are that parents are participating in School Site Council meetings. Also, the high rate of attendance at parent/teacher conferences demonstrates that parents are concerned about their children’s education. We are maintaining our progress in seeking input for decision making.	Parental involvement was encouraged for parents of all students, including parents of underrepresented pupils and parents of students with exceptional needs. All parents were notified of School Site Council meetings, LCAP meetings, and other school activities through written communications, via our One Call message system, and by posting announcements on the district's website. During LCAP meetings stakeholders including certificated staff, classified staff, administrators, parents, students, and community members are encouraged to provide input for determining what data and information will be considered for analyzing the district’s progress. An analysis of parental involvement for 2022/2023 revealed the following data: 1. School Site Council meetings a. Goal: 60% parent attendance at meetings. b. Result: Parent attendance at meetings averaged 70% . c. Analysis: Parents are participating in School Site Council meetings. 2. Parent/Teacher Conferences a. Goal: 75% of parents will attend Parent/Teacher conferences b. Result: Over 96% of parents attended the first trimester parent/teacher conference. c. Analysis: The high rate of attendance at parent/teacher conferences demonstrates that parents are concerned about their children’s education. 3. Parent surveys a. Goal: 50% of parents will respond to parent surveys. b. Result: 53% of parents participated in West Ed’s California School Parent Survey. c. Analysis: While we feel we are providing many opportunities for parents to participate in school activities, there are barriers that prevent some parents from being able to participate. Many parents have multiple areas of conflicts that prevent them from being able to participate as much as they would like such as conflicting work schedules, multiple children participating in multiple activities, sports schedules, and transportation issues.	We will continue to encourage our underrepresented families to participate in all school activities.	5	5	5	5	4	4	5	5	5	5	5	5	Met		15JUN2023	2023
42691120111773	Family Partnership Charter	3	Staff builds close connection with students and families throughout their time at FPCS. Teachers in grades 6-12 often serve students for the entirety of their middle school/high school years. In all grades parents are invited to participate in weekly synchronous advisory meetings with students and parents. At the elementary level, parent conferences are held twice yearly in person, to review student progress. Parents actively participate in chaperoning field trips, volunteering in class, and attending school events such as the All School Orientation, STEAM Fair, jogathons, school picnics, and promotion/graduation ceremonies.	A fall 2021 survey indicated that an average of 98% of FPCS parents feel and staff feel safe at school and 98% of FPCS parents indicated that they are satisfied with the level of connectedness they feel with the school staff. A 2023 survey also indicated FPCS will continue to focus on providing strategies for parents to work with their students at home via 1:1 conversations. Parent education will continue to be provided on topics such as teen health, social/emotional health along with college readiness strategies.	Over one third of our school families identify as Hispanic. Results of 2021-22 surveys indicate that Hispanic families share the same feelings of connectedness and safety as white families.	FPCS teachers meet with individual students and parents weekly to discuss acadmic progress and performance. During the meetings, additional support and intervention is identified and planned if appropriate. Centers actively engage with the student study team process where parents are invited to a multi-disciplinary team meeting to identify areas of support and or intervention for struggling students. The meeting reconvenes after the implementation of the interventions to gauge their effectiveness. Students who are experiencing difficulty with consistent attendance and/or academic performance are provided with a Student Improvement Plan which is developed with parent input. The plan outlines specific requirements necessary for the student to demonstrate adequate engagement . The plan also inlcudes a follow up date, which the parent also is required to atten. Elementary teachers hold parent conferences twice yearly to update parents on overall academic progress. K-12 teachers, coordinators, and administrators regularly send information to parents via Parent Square. Through the PS platform, parents are provided with real time reminders of upcoming events, a need for parent support, and ways to help support their students in our independent study model. Parents are consistently provided with a document outlining their parent rights at the start of the 504 and IEP process. Parent participation is welcomed and encouraged at all SST, SIP, 504, and IEP meetings where parents are present. 25 parents attended a parent education session on vaping this year at our middle school and provided positive feedback to the facilitators.	The 22-23 school year was the first year that teachers were required to complete Student Improvement Plans for struggling students. FPCS will continue to develop this process and expand the number of students who are supported by these plans.	The promotion of parent participation opportunites will be developed in both English and Spanish to encourage more participation from underrepresented families.	The Executive Director holds quarterly Community Advisory Committees comprised of parents and staff to gather feedback and provide updates on school performance, policy and procedures. Parents also have the opportunity to attend monthly board meetings to voice their opinions on varied issues of concern.	A 2023 survey indicated that 89% of families agree that they are involved in making decisions for the school. Parents are actively engaged in school decision-making by serving on the Governance Board and several parents are employed by the school. Our Community Advisory Committee meets multiple times throughout the year and accessibility is enhanced through the use of digital media such as Zoom. Over 90 k-12 families attended our annual, school-wide STEM Fair which highlighted the the strong family/staff partnership in our school community. On an individual level, upon enrollment parents and teachers discuss students' roadmap to graduation, and information is gathered from the parents on the student's post-secondary plans. Coursework is then adjusted to ensure that students will be able to pursue their post-secondary goals. Ongoing parent conferences at the k-8 level regularly keep parents updated on academic progress and social/emotional development.	The engagement of underrepresented families can be improved by offering family engagement activities at a time that is convenient for working parents, and providing translation services during those events and documents utilized in the events. Also all surveys need to consistently include a question about the ethnicity of the respondents.	5	4	4	4	3	5	5	4	5	4	3	4	Met		30JUN2023	2023
42691120124255	Trivium Charter	3	Trivium is built on a parent partnership model and this relationship is instrumental to our program.	We will continue to build the relationship and will add in both virtual and in-person connection activities.	Families will be personally invited to activities and events as well as through our parent communication app.	Every student has a Personalized Learning Plan which allows for personalized outcomes.	Our improvement is creating and maintaining an easier Personalized Learning Plan process.	Our improvement in the Personalized Learning Plan process will allow for better transparency for families, students, and staff.	Trivium has a parent outreach (2-way communication) app that is accessible by computer and cell phone.  We have a PACE group (parent information, advisory and feedback), we have multiple on-campus events for families to take part of, and we welcome guests to our board meetings.	This year, we are implementing a mini-celebration at the end of each of our learning periods that build in time for families to meet and greet each other as well as staff and allow us to build further connections with parents/guardians in a non-formal environment.  This allows families who are less inclined to join into formal events to feel connected and safe to share feedback.	The informal mini-celebrations will likely appeal to families who are not as interested in more formal activities for feedback.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
42691120137877	Trivium Charter School Adventure	3	Trivium is built on a parent partnership model and this relationship is instrumental to our program.	We will continue to build the relationship and will add in both virtual and in-person connection activities.	Families will be personally invited to activities and events as well as through our parent communication app.	Every student has a Personalized Learning Plan which allows for personalized outcomes.	Our improvement is creating and maintaining an easier Personalized Learning Plan process.	Our improvement in the Personalized Learning Plan process will allow for better transparency for families, students, and staff.	We have a high level of parent engagement and input because of our hybrid, parent-partnership model.	This year, we are implementing a mini-celebration at the end of each of our learning periods that build in time for families to meet and greet each other as well as staff and allow us to build further connections with parents/guardians in a non-formal environment.  This allows families who are less inclined to join into formal events to feel connected and safe to share feedback.	The informal mini-celebrations will likely appeal to families who are not as interested in more formal activities for feedback.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
42691120137885	Trivium Charter School Voyage	3	Trivium is built on a parent partnership model and this relationship is instrumental to our program.	We will continue to build the relationship and will add in both virtual and in-person connection activities.	Families will be personally invited to activities and events as well as through our parent communication app.	Every student has a Personalized Learning Plan which allows for personalized outcomes.	Our improvement is creating and maintaining an easier Personalized Learning Plan process.	Our improvement in the Personalized Learning Plan process will allow for better transparency for families, students, and staff.	We have a high level of parent engagement and input because of our hybrid, parent-partnership model.	This year, we are implementing a mini-celebration at the end of each of our learning periods that build in time for families to meet and greet each other as well as staff and allow us to build further connections with parents/guardians in a non-formal environment.  This allows families who are less inclined to join into formal events to feel connected and safe to share feedback.	The informal mini-celebrations will likely appeal to families who are not as interested in more formal activities for feedback.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
42691200000000	Santa Maria-Bonita	3	The Santa Maria-Bonita School District (SMBSD) continues to develop the capacity of staff to engage with families through ongoing professional development for all school office staff and through the formation of the Diversity Equity and Inclusion (DEI) team. SMBSD has worked to create welcoming environments for families through ongoing and varied outreach and engagement activities and by supporting the home school connection through expansion of our Community Liaison team to include 40 bilingual staff at all school sites and the district office. Communication and engagement efforts have included expanded multilingual and multiplatform communication, the development and distribution of materials, digitally and in print, that provide information and context for our work and capacity-building outreach to promote student academic success.	Based on the analysis of our SMBSD educational partner input as well as local data, we have identified the opportunity to increase and improve upon dedicated efforts for positive interactions between staff, families, and the local community through events and celebrations as a focus area in our engagement plan. We have worked to create opportunities for school staff and parents to interact in positive ways through community events and cultural celebrations. Additionally, we have worked with school staff to support open communication with families through the expansion and streamlining of interpretation services.	SMBSD continues to refine and innovate in the areas of communication and outreach. The Family Engagement team hosts community food banks and other events designed to support families in the acquisition of basic needs through community partner collaborations. The communication between schools and families is an essential component in our efforts to reach underrepresented families. The Family Engagement team has used audio recordings of district materials, connections with community partners to amplify our messaging, multilingual messaging and community outreach tables in non-school locations to encourage families to interact with school and district staff.	SMBSD is developing ways to continue to support school staff and improve schools’ capacity to expand the implementation of effective strategies for the growth of partnerships with families to improve student outcomes. These activities include, but are not limited to, regularly scheduled School Site Councils (SSC) and English Language Advisory Committee (ELAC) meetings, parent education classes, along with various virtual family educational events and workshops. Enhanced communication of multilingual content includes webpages in English and Spanish, informative and instructional videos, automated phone and text messages, written and email correspondence and individual parent phone calls. In addition, site and district staff have worked with parents to ensure access to and support using the required technology. Learning focused on building the capacity of families to effectively engage with schools and advocate for their students is currently occurring in parent leadership committees including the District English Learner Advisory Committee, LCAP Collaboration Team, Migrant Education Programs Parent Advisory Committee, and Mixteco Parent Leadership Teams and through informative parent communications. SMBSD continues to partner with community organizations to increase connection and access to resources, build feelings of safety and security, and to ensure we are fostering positive school climates, student engagement, and parent involvement.	Based on the analysis of our SMBSD educational partner input as well as local data, we have identified the opportunity to increase and improve upon dedicated efforts for partnerships to achieve higher student outcomes through the increase of parent education opportunities and expanding significantly. There are now standard offerings of parent education programs at all elementary schools and a set of standard offerings at the junior high schools.  District-wide offerings as well as those at the site focus on providing parents with tools to support their child's learning at home. Additionally, these education opportunities include tools to assist with the interactions between parents and school staff.  A district parent advisory committee has been formed to provide parents with the ability to provide input on district initiatives and programs.	The district's family engagement team takes regular input from families and looks for opportunities for feedback from the families the district serves. This has provided the district team with the opportunity to examine processes and improve outcomes for students. Additional outreach to underrepresented groups including parents of students with exceptional needs has begun along with expanded outreach to other underrepresented families. This will include family resource centers, community outreach events, topic/group specific parent education efforts, group specific focus groups or advisory committees.	Access to resource toolkits, technical support, and district staff to promote and bolster effective engagement of families in advisory groups continues to be provided to principals and staff. All 21 schools have School Site Councils (SSC) and English Language Advisory Committees (ELAC) that are continuously involved in site-level decisions and planning. SMBSD has prioritized regular leadership opportunities for existing district-level parent committees including District English Learner Advisory Committee (DELAC), LCAP Stakeholder Team, Migrant Education Programs Parent Advisory Committee, Mixteco Advisory Team, and the SMBSD Parent Leadership Team to review data, determine priorities, and assess the implementation of district wide efforts related to our stated goals.	Based on the analysis of our SMBSD educational partner input as well as local data, we have identified the opportunity for parents to receive training to assist in the understanding of their role in the decision making process. There will be efforts to provide additional training as well as additional opportunities to participate in the process. Off-site conference attendance will be a part of our training of parent leaders.	Based on the analysis of educational partner input and our local data, SMBSD will improve engagement of identified underrepresented families through the formation of advisory committees and coordination with the school sites to identify parents belonging to underrepresented groups. Additionally, the district will work to create more opportunities for input as well as receive feedback to refine the process of recruitment and data collection	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
42691380000000	Buellton Union Elementary	3	The parents feel empowered to help make decisions and be involved in the school program through the School Site Councils, PTSA, DELAC and volunteering in the classrooms and special events.	To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes an online, mobile communications platform called Parent Square. The district is entering its seventh year of implementation and the feedback has been very positive from the community.	The district continues to hold engagement events both live and virtually with translation available to ensure that all members of the school community are able to be comfortable and fully engaged with the life of the school. As participation in virtual events is waning, the district will continue to consider times that this means of outreach may make it easier for all familes to engage and participate.	To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes online, mobile communications platform called Parent Square. Families of students with IEPs are provided with workshops on how to support their students.	The district is working closely with the DELAC to facilitate parent supports and continually focus on improved engagement. As a recent recipient of the Community Schools Planning Grant, this will be an area of focus as the district plans with community partners for implementation.	To help increase the quality and fidelity of teacher/school/district communications with parents, the district utilizes online, mobile communications platform called Parent Square. Families of students with IEPs are provided with workshops on how to support their students.	Buellton Union School District has a strong DELAC which brings in the familes of English Learners through community celebration and educational events.	While satisfaction in thes area is high, the district will continue to host events in person and virtually with translation services to solicit input for decision-making related to the life of the community and its schools.	Surveys of parents and school community members have been an effective tool utilizing Parent Square. The district will continue to utilize this approach as well as in-person envents to engage with all families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		14JUN2023	2023
42691460000000	Carpinteria Unified	3	88% of parents report that they feel welcome to participate in school events.	Increase participation of underrepresented families in school site ELAC and Parent Support Group meetings.	The district will encourage families to engage in school events, principals at each site will hold monthly coffee with the principal events, elementary schools will hold family picnic days throughout the year, all schools sent out communications in both English and Spanish.	90% of parents report that schools encourage parents to be an active partner in their child’s education.	Increase parent participation in Back-to-School Nights and Parent-Teacher Conferences.  Schools will reach out to underrepresented families to participate in school events and provide ways that parents can support student learning at home.	The district will encourage families to engage in school events, principals at each site will hold monthly coffee with the principal events, elementary schools will hold family picnic days throughout the year, all schools sent out communications in both English and Spanish.	81% of parents report that schools allow and welcome parent input.	Schools will focus on increasing underrepresented families participation in School Site Councils and Parent Support Groups.	All parents will be welcome to parent group meetings, schools will send communications in advance in English and Spanish.	5	5	5	4	4	5	5	5	4	4	4	4	Met		13JUN2023	2023
42691610000000	Cold Spring Elementary	3	"The District is very student-centered with every goal and action. We are proud to have 138 respondents to the 2022-2023 LCAP survey which showed increased participation from the LCAP survey with 138 respondents. Results demonstrated the top local priorities remain the same: Teacher Quality, small class size, and specialist program. Parents also value opportunities for Parent Involvement with 96 of respondents reporting serving on a school committee. All parents are encouraged to attend the weekly Monday morning assembly to learn about the school's happenings and student recognition. In addition, the Superintendent/Principal holds monthly parent meetings to solicit input in schoolwide decision-making. The Superintendent/Principal meets with the Cold Spring School District Governing Board at regular monthly public meeting sessions. During these meetings, the Superintendent/Principal works with the Governing Board to meet the LCAP goals and priorities. The Superintendent/Principal solicits input from the community in the following manner: The Cold Spring School Foundation regarding how to enhance the Library, STEAM, Art, Music, Technology and PE programs. In response, the school received additional funds to support these core ""Specialist"" programs. The Superintendent/Principal is active in the Santa Barbara community. She presents monthly to the community through the Montecito Association regarding school data, programs, and events."	"The Cold Spring School District has partnered with Franklin Covey's ""Leader in Me"" professional development in order to build trust and respect amongst staff, families and students.  All staff members are reading ""7 Habits of Highly Effective People"" by Steven Covey and implementing daily “Leader in Me” lessons into the classroom.  The Superintendent/Principal set the tone for the 2023-2024 school year showcasing the following video that highlights the social-emotional learning for the school year:  https://youtu.be/cVhv8K4uOac?si=dUqHm6b4uvbH-zuu In addition, the Superintendent/Principal shares professional development highlights with parents during her monthly Principal coffees and weekly newsletter.  During an all school Friday Zoom assembly, the Superintendent/Principal highlights every student that has a birthday by sharing with the entire school what makes that student special to the community.  The Superintendent/Principal also shares video clips weekly from the ""Leader in Me"" library with students to reinforce and support a positive school culture and climate and highlights individual students that have received a “Leader in Me” ticket for their act of service."	The Cold Spring School District has zero English Language Learners and eight low-socioeconomic students. Every effort has been afforded to include the low-socio-economic families on committees and the decision making process. The teachers connect weekly with families via Parentsquare to share out class goals, objectives and student progress.  The Superintendent/Principal works beside classroom teachers to support student success by progress monitoring student goals.  The Superintendent/Principal shares out student progress toward benchmark standards in ELA and Math at school Board meetings.  There are multiple ways parents can connect in-person at Cold Spring School:  Monthly Principal Coffee, Monthly Parent Club Meetings, Monday Morning Assemblies, Volunteering in the Classroom and the multiple special events.	"According to the LCAP survey, 98% of respondents Strongly Agree/Agree the school is a supporting and inviting place for students to learn.  This data strongly aligns with the fact that 99% of respondents agree with the Cold Spring School District Mission Statement which is to educate the whole child.  The LCAP survey results were overwhelmingly positive.  The Cold Spring community continues to support the direction of the District/School and the educational program.  One parent said the following in the comments section, ""Cold Spring is top notch through and through.  It is a magical school with incredibly gifted and supportive teachers and administration."""	The Cold Spring School has built strong partnerships for student outcomes.  Those partnerships include a strong relationship with families to provide a continuum of support to students to support improved student outcomes.  The teachers and school staff rely heavily on regular formative assessments throughout the school year to gauge student learning and student progress towards meeting individual goals and mastering the required state standards.  Teachers are encouraged to communicate regularly with their students and families about individual progress towards meeting those goals. The LCAP Survey Results were very positive and either maintained or increased in positivity from the baseline.  *98% of respondents strongly agree/agree that teachers communicate student learning expectations.  *96% Strongly Agree/Agree that parents feel welcomed at school.  *98% Strongly Agree/Agree that staff takes parents' concerns seriously.  *98% Strongly Agree/Agree the information in ParentSquare keeps them informed. *94% Strongly Agree/Agree the CSSD website is informative.  *94% Strongly Agree/Agree the Superintendent/Principal's leadership engages students and families to promote a positive school climate and culture.  *98% Strongly/Agree the school is a supportive and inviting place for students to learn.	There currently are eight identified low socio-economic, 22 Special Education and zero EL, or Foster youth families. All families have been invited to serve on a school committee via ParentSquare.  All stakeholders have an opportunity to give input during monthly Superintendent/Principal's Information meetings, LCAP Advisory Committee, Parent Club meetings, and Governing Board meetings.	There are many opportunities for parents to engage in two-way communication with teachers, staff and administration.  The LCAP Advisory Committee met several times throughout the year to review student achievement, provide California Dashboard input and provide input into the draft LCAP goals. In addition, an LCAP community survey was used to solicit stakeholder participation and engagement in the LCAP. The Superintendent/Principal reviewed the draft goals and actions with the community during multiple forums, including Superintendent/Principal's coffees and Community forum.  Several Board presentations were conducted throughout the year to review student data outcomes and survey results.  All stakeholders agree the “whole-child” approach is the key ingredient to the district's continued success. The SuperintendentPrincipal engages all stakeholders into the decision making process through the following:  Staff Meeting Presentations, LCAP Advisory Committee, Governance Board Meetings, Monthly Principal’s Coffee, Parent Club Meetings, Cold Spring Foundation meetings, Back to School Night Presentations, Student Council, and weekly in-person and zoom student assemblies.	A transitional kindergarten through sixth-grade parent survey was created with input from the LCAP Advisory Committee and teachers. Parents, staff and the community were all invited to take the survey.  The District received 138 responses. The survey results supported the following priorities: (1)Small Class Size, (2) Classroom Instructional Assistants, and (3) Robust Specialist Program.  Parents also value opportunities for Parent Involvement. The survey results guided the LCAP goals and actions.  Additionally, it should be noted there is typically very strong parental support at Cold Spring School that manifests itself through such groups as the Cold Spring Foundation, Parent Club and other local organizations that contribute significantly to the School.  Although the participate rate was high, it is the goal of the district to have 100% parent participation.	There are many opportunities for parents to engage in two-way communication with teachers, staff and administration.  There currently are eight identified low socio-economic, 22 Special Education and zero EL, or Foster youth families. All families have been invited to serve on a school committee via ParentSquare.  All stakeholders have an opportunity to give input during monthly Superintendent/Principal's Information meetings, LCAP Advisory Committee, Parent Club meetings, and Governing Board meetings.	4	4	4	5	5	5	5	5	5	5	5	5	Met		21JUN2023	2023
42691790000000	College Elementary	3	The district does an excellent job utilizing parent square well.  Also, the staff makes sure to be present at drop off, waving to families.  There are also many opportunities for student families and staff to attend after school social functions together.	One area for improvement is that some students continue to bully other students and their appear to be no consequences.  Some students fear speaking up because they believe they will then be a victim of cyber bullying.  Hold kids accountable when they are not following school policies.  Especially when they continue to harass others.	The district will continue to hold DELAC and other regular district committee meeting and will ensure that underrepresented families are present.  In addition, the district will ensure frequent positive communication with underrepresented families.	The school uses various platforms of communication with the families, including social media, the district web page and the ParentSquare app. These platforms provide information as well as building strong partnerships through two way communication and cultivates positive relationships between both.  The district also has a lot of new programs through ELOP, that helps students outside of classroom time.  The district also regularly works with on educational partnership programs.	The district should host more informational nights for families to learn how to better support their students	The district will continue to utilize People Helping People to support underrepresented families.  In addition, the district will continue to reach out to underrepresented families to ensure they feel included in district parent activities and in district decision making.	The district promotes parent and community involvement in decision making through site DELAC, SSC and parent workshops that are provided throughout the school year.	The district's current focus area is to develop a plan to seek more input from the community including increasing the response rate on the district’s annual Parent Survey.	The district will continue to utilize People Helping People to support underrepresented families.  In addition, the district will continue to reach out to underrepresented families to ensure they feel included in district parent activities and in district decision making.	4	4	4	4	4	4	4	4	5	5	4	4	Met		20JUN2023	2023
42691796118434	Santa Ynez Valley Charter	3	The involvement of stakeholders within all levels of the school, including governance, planning, and operations is an important founding principle of Santa Ynez Valley Charter School. There are many ways in which parents are involved in decision making activities as well as in programs, events and fundraising. The PTSO is an active partner in the organization of the school community.	The school works closely with the PTSO and creates strategic planning goals for parent engagement. The main area of growth for the school is to provide more opportunities to have families, teachers and admin work together to plan, design, implement and evaluate family engagement activities at the school level.	The school has a system for identifying underrepresented families and for ensuring their needs are met through outreach and by analyzing parent survey data. As part of the school’s strategic planning process, a plan is in place to identify and serve underrepresented students.	The school has a robust system in place for grade reporting and for student conferences on a regular and predictable basis. Communication between teachers and families is strong, and the school uses Parent Square for weekly updates. Survey results show that communication is a strength of the school.	The areas of improvement for the school are a. providing families with more resources to support student learning and development in the home and b. supporting families to understand and exercise their parental rights.	The school has a system for identifying underrepresented families and for ensuring their needs are met through outreach and by analyzing parent survey data. As part of the school’s strategic planning process, a plan is in place to identify and serve underrepresented students.	The school is focused on achieving its mission to be collaborative among all stakeholders. The school is governed by parents and works closely with the parent-teacher-student organization to effectively engage families in all aspects of the school, including decision-making.	The school has identified two action items in the strategic plan that relate to family engagement. 1. Strengthen PTSO and Parent Involvement, 2. Enhance visibility and knowledge of school mission. Although many of the structures are in place for achieving parent involvement, the school recognizes that we can always seek to improve.	The school will conduct surveys of all families and conduct outreach to underrepresented families to evaluate the level of engagement and identify areas for improvement.	5	5	4	5	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
42691950000000	Goleta Union Elementary	3	Goleta Union School District values providing interpretation and translation that parents can rely on.  In addition to community liaisons who support our families, our district is committed to having ample staff trained and available to provide interpretation for parent meetings and school events.	Through our LCAP input process, our families indicated they would like more opportunities to participate and support their child's learning experience in school.	Goleta Union School District values making our schools welcoming for all students and parents.  Through our LCAP input process, it was determined that more attention is needed to support parents with opportunities for involvement in the classroom.  Leadership and staff are working together to identify opportunities to support parents to participate in their child's learning in diverse ways.	The staff and leadership of Goleta Union School District strive to ensure that families are well-informed about their child's school progress and understand options for resources to support their child's learning.	Our staff continue to seek opportunities to ensure successful two-way communication between school and home.	As a district, we have received feedback from our families that personal connections and outreach are most successful when communicating about school progress and events.  Our school and district leadership are supporting phone calls and direct messages with families regarding important school progress or event information.	As a district, we have a strong structure for input using a variety of methods to solicit input from families regarding school programs.	We continue to seek to evaluate and improve the family engagement activities offered to best meet the needs of our community.	We will continue to seek input through personal contact and offering a variety of methods to communicate to implement family engagement strategies and activities that reflect the needs of our families.	4	4	4	3	4	4	4	4	4	3	4	3	Met		14JUN2023	2023
42692030000000	Guadalupe Union Elementary	3	Current strengths in building relationships between school staff and families have to do with Guadalupe's tight-knit community.  Many families have generational connections to our schools and staff, and local educational partners also have established relationships to our schools.  There is a warmth and welcoming familiarity that helps nurture those relationships.   Involvement, inclusion, and collaboration help continue progress in this area, especially as new families and staff are introduced.	As we continue to transition out of COVID-related restrictions and safety protocols, our focus has been on improving relationships between school staff and families by increasing opportunities to gather, support, and celebrate alongside our families and partners.	Needs assessments, interest surveys, and informal qualitative data collection are among the ways that a self-reflection process will be guided in relation to building stronger relationships school and staff and families.  Increasing activities and opportunities to engage with underrepresented families include, but are not limited to, hosting student events, family learning sessions and workshops, and increased efforts for family participation in committees and input groups.	Current strengths and progress in building partnerships for student outcomes include a general increase in the capacity of teachers and principals to discuss student achievement.  Professional learning on multiple forms of progress monitoring, communications with families, goal setting with students, and use of ongoing measures continue to be areas of focus and success.	A focus area in building partnerships for student outcomes is the use of an abundance of achievement and progress monitoring data and systems across the district.  Use of multiple community and site-based resources, modes of communication and reporting, and opportunities for family engagement are focus areas to improve partnerships.	The engagement of underrepresented families identified during the self-reflection process will improve through the coordination of local and community educational partners and shared resources to support outreach and support.  Increased data-based conversations and the sharing of student outcomes will be referenced to identify needs and available services in support of improved student outcomes.	Strengths include the coordination and collaboration amongst district staff and community partners.  Parent workshops, communications, inclusive practices, and increased participation in advisory roles continue to demonstrate progress and success.	Our focus remains on increasing family engagement and involvement, by identifying current needs, availability, and interests.	We strive to offer opportunities that allow for participation and input on decision-making, revisiting current offerings and efforts for their effectiveness in seeking and obtaining input for decision-making.	4	3	3	4	4	4	5	4	4	3	4	4	Met		21JUN2023	2023
42692110000000	Hope Elementary	3	Hope School District administered the CA Healthy Kids Parent/Guardian survey to all parents/guardians in both English and Spanish in the spring of 2023. The survey sought input to many topics such as satisfaction levels about the quality of education the schools are providing, priorities, areas for improvement, and areas where the schools are excelling.  The District has several groups implemented which were designed to engage stakeholders and get their input. In addition to regularly scheduled Board meetings, the District held a fall Town Hall meetings (in person with a Zoom option for viewing, and  a TK parent/guardian information night. These meetings are offered with Spanish translation and are designed to promote input from attendees. Other groups used for input are School Site Councils, District Wellness Team, DELAC and ELACS. The District also continued the Responsive Schools Team, composed of school certificated and classified staff as well as at least two parents from each campus. The goal of the team was to examine school practices and policies for cultural responsiveness with the idea of ensuring that our district is focusing on the needs of all students. The focus of the Responsive Schools Team for the 2022-23 year was classroom library and homework practices. The Hope Parent Advisory Committee (Hope PAC) is composed of at least one parent from each campus as well.   Input from these sources indicate the District's strengths in providing strong communication with schools and families, opportunities for involvement, and positive relationships.	Focus areas include strengthening connections between non-English speaking parents/guardians and the school campuses.	Providing translators, childcare, and personal invitations when possible to district and campus meetings.	The district provides a bilingual family advocate to help families needing community support to deal with housing, unemployment, and other  issues. The 2022-23 year was the 2nd year for the Responsive Schools Team. The results of this team were several shifts in policies and approaches designed to “open doors” for our students and families, adding culturally responsive literature, and reviewing homework policies for equity. This year we also added childcare and pizza for many of the evening meetings held in person, such as DELAC, where we sought parent input.	Continuing to build partner relationships with families of our socio-economically disadvantaged students and non-English speaking parents/guardians.	Continue with offering childcare, food, and outreach to encourage parents/guardians to attend campus and district meetings.	The district continued the Responsive Schools Team to address how to improve culturally responsiveness in our district to ensure that all stakeholders can feel comfortable participating in school district advisory committees and in the decision making process.	Continue implementing practices which open doors and create welcoming environments for all our students and families.	Seeking input through ELAC and DELAC, providing childcare for Town Hall and PTA meetings.	4	4	4	4	4	4	4	4	4	4	3	4	Met		12JUN2023	2023
42692290000000	Lompoc Unified	3	From the 2022-2023 Employee and Parent survey we collected 1,522 parent/guardian responses. The feedback collected indicates that Lompoc Unified School District’s parent engagement areas of strength are asking parents for ideas about important issues,giving parents ideas about how to help their child learn at home, offering many different ways for me to be involved, offering programs, conferences, and activities that fit families, including parents in groups or committees that help lead schools, and communicating often with parents.	Areas for improvement include providing more opportunities for parents to volunteer or participate in students’ classrooms and communicating more frequently with how students are performing in core subjects.	LUSD will continue to utilize the site and district outreach consultants to make personal contacts with underrepresented families. The district will continue to provide training to the administrative staff on increasing the engagement of underrepresented families in school and district decisions and activities. LUSD will expand professional development in this area to all school sites where the majority of students live in poverty. Identified areas for improvement are in engaging families with their child’s school and teachers. LUSD will also support families to understand and exercise the legal rights.	LUSD’s 2022-2023 parent surveys indicate most parents attend school events and parent-teacher conferences. This is a strength of the District. Each school site provides family nights, principal meetings, parent-teacher conferences two times per year, and monthly School Site Council, English Learner Advisory Committee, and Parent Teacher Association meetings intended to engage the families of all students. The District conducts the Superintendent’s LCAP Advisory Committee meetings, monthly District English Learner Advisory Committee (DELAC) Meetings,  and Superintendent's Equity Committee meetings. The district also invites students to perform at monthly Local Board meetings, conducts parent trainings, and recognizes students throughout the year.	After analyzing parent surveys and feedback, LUSD recognizes increasing communication between the district and famlies is an area for improvement. Also bilingual two-way communication is an area for improvement.	LUSD will continue to use Parent Square, a communication app, to continue to improve communication about school happenings, coordination, and engagement between home and the school community.  LUSD recently began translating our Local Board of Education Agendas into Spanish and has begun providing translation services for our board meetings	The strengths of LUSD is how the district utilizes electronic and paper surveys written in Spanish and English, to gather information. Also, LUSD has an active District English Learner Advisory Committee (DELAC) and LCAP Advisory Committee, who provide different perspectives and insite on planned LCAP actions and school programs for English Language Learners. Additionally, School Site Councils and Leadership Teams have a high level of input into site decision-making, family engagement activities, and celebrating student success.	LUSD’s focus area for improvement is to increase opportunities for all families, teachers, principals and district administrators to collaboratively plan, design, implement and evaluate family engagement activities at both site and district levels. Additionally, LUSD is working towards including student voice on important topics at both site and district levels.	LUSD will improve engagement of underrepresented families by increasing access, such as clear communication and trying to provide translation services at all meetings and committees,  for underrepresented parents groups to participate in policy and program development. Furthermore, we will continue to involve our Outreach Liaisons and School District Social Workers in making lasting and meaningful connections with our families while we transition some of our schools into Community Schools.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
42692290116921	Manzanita Public Charter	3	Manzanita believes that successful, collaborative relationships with its scholars and families has a positive impact on student learning and achievement. Throughout the school year, MPCS hosts several parent engagement events including a Back-to-School night focused on academic and social-emotional learning strategies, Open House, Winter Wonderland, and various family events such as movie night, Turkey Trot, and a Pumpkin Patch.  These events are well attended and allow for school community connection as well as parent input and engagement.	One area of improvement is to continue to work to increase English Language learner parent participation at  ELAC meetings and at campus wide events.	Manzanita staff participate in weekly (Wednesday afternoons) professional development.   A portion of this professional development is dedicated to the value and utility of contributions of parents and other family support members, and in how to reach out to, communicate with, and work with them as equal partners, implement and coordinate school programs, and build ties between educational partners and the school. These professional development activities are driven by input from School Site Council meetings, Parent-Teacher-Scholar advisory meetings, and surveys.	"Parents and scholars have several opportunities in the school year to meet with teachers and discuss student progress. During the school's trimester ""scholar led""  conferences, both student and teacher discuss individual scholar performance and  goals, grades, attendance, and behavioral achievement as it pertains to learning independence, social emotional strengths, and character development.  Families are   welcomed and encouraged to schedule a meeting with their teacher at any time in the year regarding concerns and suggestions.   Teacher email and phone contact information is listed on the school website and shared with parents and students.  The Parent Square app is available for families and 98% of all  MPCS families utilize this app for ease of communication.   Additionally, the Student/Parent Handbook is provided at the beginning of the school year and posted on the school website."	An analysis of educational partner input indicates that MPCS will continue to build partnerships with parents and student by maintaining current outreach opportunities to include: (a) surveys, (b) school site council meetings, and (c)parent/teacher/student advisory meetings. LCAP Goal Three outlines Actions and Services intended to increase partnerships between parents.	An analysis of educational partner input and local data indicates that Manzanita provides a pathway to communication for all families. Emphasis on home and school communication will be a continued goal of the LEA.  Individualized attention to families is a priority for Manzanita as we serve a student population of: (a) 50% Low Income, (b) 12% English Learner, (c) 1% Foster and Homeless youth, and (d) 20% Students with Disabilities.  MPCS will continue to improve engagement of families through: (a) personal outreach, (b) engaging activities, and (c) aculturally responsive environment.	Manzanita educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (a) continued current practice of survey outreach to families and educational partners, (b) continued  training of staff members on positive and strategic student and family communication strategies, and (d) continued promotion of parent participation in school site council, ELAC, and parent-teacher-scholar advisory meetings.	Manzanita Public Charter School continuously works to build trust, transparency, respect and professionalism which all of its educational partners.   The outreach and collaboration with educational partners supports inclusion, participation, and ongoing learning compromises which are designed to benefit the whole child.  The building of trust in our school and community is achieved by working extra hours and giving extra time to regularly communicate (as both a staff and with our community and parent partners) to address student needs.     Weekly administration cabinet meetings are scheduled to discuss best practices and communicate and work with staff across to gain input and best practice approaches. Monthly staff meetings and professional development opportunities. build staff participation and contribution to achieve building a positive atmosphere.  MPCS uses multiple methods to focus parent communication and input, including the School Site Council through monthly meetings, along with parent-teacher-student advisory meetings, Governance Council meetings, and parent/student/staff surveys.	Analysis of educational partner input and local data did not reveal a perception of disproportionality in engagement of underrepresented families in regard to opportunities for decision-making.  That said, MPCS will continue processes to include all parents in decision-making venues and surveys with a particular eye on English Language Learner families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		14JUN2023	2023
42692450000000	Los Olivos Elementary	3	Los Olivos Elementary continues to maintain a positive culture of community. Our strong relationship with our Foundation as well as Spartan Alliance are positive and they continue to generously support us. We have partnered with Arts Outreach, hired a credentialed part-time Music teacher, and we will once again partner with the YMCA who offer after school child care on our campus for families that need that service. We have also partnered with Care Solace to assist students needing emotional support for 2023-2024.  RTI services will be more robust in terms of frequency and duration of intervention. The Principal also communicates weekly through Parent Square in both English and Spanish. This year the principal meets informally with parents once a month for coffee, we have called it the Spartan Sauce.	Communication! Teachers per grade level K-5 send out a weekly Parent Square  in both English and Spanish informing their families of what the learning objectives are for the week. They also uses this platform to push out information and seek parent volunteers in their classrooms. The Principal sends out a weekly update to all families every Friday afternoon with pictures of the children  learning and playing. He also has an open door policy and meets monthly informally with any of our families for coffee at drop-off, this is our Spartan Sauce.	During the course of the year parents are surveyed through various platforms; Parent Square, SurveyMonkey, and the California Healthy Kids Survey (CHKS). These surveys are both in English and Spanish. The Principal is bilingual and he reaches out to underrepresented families often to champion their children and their successes. We have also changed the format of parent/teacher conferences, each teacher is asked to stay late one day during the week to ensure that working families are participating in these conferences, and translators are made available for all that need this service.	Los Olivos Schools main focus is on relationship building with all constituents and evidence of that can be seen on how many parent volunteers help out in the classroom, are involved in our PTA called the Spartan Alliance and our Foundation that is parent led and its main focus is fundraising which allows our school to purchase new technology every year, as well as offering elective courses to our elementary and middle school. We have trimester family lunches which are very well attended, we communicate with 100% of our families through ParentSquare which is always translated into Spanish. On our LCAP survey, it is documented that 100% of families said that they have access to speak with the principal when they need to. Lastly, this year, the Principal is meeting monthly with families over coffee at drop-off.	Los Oliovs understands that parents are the primary educator of their children and our faculty and staff communicate and collaborate often through Parent Square which is always translated in Spanish.   We have two strong parent run groups, Spartan Alliance which is our version of PTA, and the Los Olivos Foundation, which its main focus is fundraising. The money raised allows our school to purchase new technology every year, scholarship students who need financial assistance for field trips as grades 5-8 are involved in sleep away camps, as well as offering elective courses to our elementary and middle school. TK-5 receive Music class twice a week and Art thorugh Arts Outreach, a local company whos artists come to our school every trimester. Middle School electives which are directly funded through the Foundation are; Art, Agriculture, ASB, STEM and Spanish.	The Principal knows all 153 students and their socioeconomics, he communciates weekly with the community through ParentSquare which is translated into Spanish. He is bilingual and he shares with all about his open door policy.  Los Olivos is offering  after-school hands-on courses (6-8) specifically targeted for unduplicated students. We anticipate increased engagement and attendance from our SED students who typically participate at lower levels. This year 2023-2024 we have a teacher willing to teach after school programs.	Our Parents were surveyed through various platforms; Parent Square, SurveyMonkey, and the California Healthy Kids Survey (CHKS). This information was useful when pulling data to support our LCAP goals which drive what we do. This year the LO staff is developing a sharev vision, this vision will serve as a compass when stress occurs.	As I mentioned above, we survey our parents 4 times a year and we use that data to help make relelvant decisions. The Los Oliovs staff is also in the midst of creating a shared vision, because when stress develops our faculty needs to follow a why, not a who. This shared vision will serve as a compass to keep teaching and learning moving forward.	We are a small tight knit school community TK-8 with a 153 students. We know our underrepresented families, its through their input that we changed our parent-teacher conferences and now offer evening times for these conferences.  Our underrepresented families have asked for after school help, so we are offering after-school hands-on courses (6-8) specifically targeted for unduplicated students two days a week which helps with day care rather than sending them to the YMCA after school program.	4	4	4	4	4	4	4	4	4	4	4	4	Met		12JUN2023	2023
42692520000000	Montecito Union Elementary	3	Parents feel very welcome and comfortable working with school staff.  There are multiple events and opportunities for parents to connect with the school including parent coffees, parent conferences, board meetings, parent meetings, and school staff is always available to meet in person, on the phone or via email	We continue to work to ensure parents feel comfortable attending school board meetings and voicing concerns	The District has purchased translation devices to help better communicate with families that have English as a second language	Teachers meet regularly with parents at formal parent conferences and informally throughout the year.  A child study team meets weekly to partner with families and support positive student outcomes.	The District continues to reflect on our Multi-tiered Systems of Support and work to better communicate with families about how to support student growth.	The District has purchased translation devices to help better communicate with families that have English as a second language	Parents feel school staff, including administration, are approachable and available.  We have improved participation rates on school surveys.  There is regular attendance at monthly superintendent coffee meetings.	Continue to encourage attendance and participation at school board meetings	The District has purchased translation devices to help better communicate with families that have English as a second language	5	5	4	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
42692600000000	Orcutt Union Elementary	3	"The Parent Square communication system continues to be the most important platform for school-home communication. Principals, teachers, and office staff are well versed in how to post news and announcements on Parent Square, and the platform translates into the recipient’s preferred language. In the past year schools have been relying more on posts for specific groups and direct messages to parents as opposed to ""blasts"" to the school population at large.  Since the pandemic the district’s ability to hold virtual meetings has increased parent engagement. Anecdotally, we have seen that parent participation in school meetings, district meetings, parent-teacher conferences, and parent workshops improves when parents have the ability to attend from their own home. Parent-teacher conferences are held early in the year so teachers and parents can build a partnership. Subsequent conferences are planned as needed. In 2022-2023 and again for 2023-2024, the district has added community liaison support for non-English-speaking families.  The district Educational Services and Special Education departments plan trainings and workshops that help parents to support their children's learning and development. The district is diligent about sharing parent education opportunities in the community. Earlier this year, Ralph Dunlap School hosted a Fighting Back Santa Maria Valley parent course on “Strengthening Families.” In February 2023, two counselors collaborated with the Ralph Dunlap School PTA on a family night entitled “Building Student Confidence” that serves as a model for more parent education offerings in the future.   At the start of each school year the district distributes to all parents its Annual Notification of Parent and Student Rights and Responsibilities. This outlines parents' legal rights. Each year the district informs parents of its Uniform Complaint Procedures. Parents of Special Education students are notified of their legal rights at IEP meetings and in communication from Special Education providers."	"In 2022-2023 and continuing into 2023-2024, the district is engaging in three efforts to improve relationships between school staff and families:  - School events have resumed fully, and expanded, since going on hiatus during the COVID-19 pandemic. Every elementary school offers a slate of family nights, usually with support from the PTA, and at times interest has been so strong that events have needed to be relocated to a gymnasium! Junior high school activities such as basketball games and dances have been well attended by both students and families. Anecdotally, we are seeing in our students, families, and staff a hunger for events where they can feel a part of the larger school community.  - The district would like to expand parent education offerings in 2023-2024. As mentioned earlier, a district elementary school hosted a multi-week Fighting Back Santa Maria Valley parent education series on ""Strengthening Families,"" and attendees expressed appreciation for having a course offered in Orcutt (""Strengthening Families"" typically is offered in Santa Maria). The timing is right for both virtual and in-person parent education workshops to be scheduled.  - The district has added community liaisons to provide a stronger level of support for non-English-speaking families. Starting in 2022-2023, liaisons have been asked to schedule more on-site availability so as to be able to serve students and families and become a more active, visible presence on campus. This change has been well received."	The district's efforts to improve engagement of all families, including underrepresented families, are stated above.	"The district's first LCAP survey of 2023 provided a glimpse of how involved parents feel they are at their child's school, with 17% staying they felt ""extremely involved,"" 26% ""very involved,"" 51% ""somewhat involved,"" and 7% ""not involved."" The percentage ""not involved"" went down dramatically from 2021-2022, when 16% said they were ""not involved."" Asked to share ideas for increasing parent involvement, parents listed more timely communication about school events, more opportunities to volunteer in classrooms, making activities more conducive to working parents, and more afterschool and evening activities.  Parents largely are very appreciative of their children's school and are complimentary of school staff. Parents indicate that teachers and staff at schools are responsive and helpful and will listen to parent concerns. One of the district practices most instrumental in supporting partnerships around student outcomes is the district's fall parent-teacher conferences. All parents/guardians are expected to attend, and the conferences are held early in the school year (in late September) so teachers and parents can review student progress to date and collaborate on goals for the school year."	A focus area in improving student outcomes is providing families more know-how in supporting their children's academic progress. In past years the Educational Services Department has organized some parent workshops on curricular topics such how to support reading in the early grades and how to navigate the district's adopted math programs. Our intent for 2023-2024 is to resume offering these sessions.	As stated earlier, the district has added community liaisons to provide a stronger level of support for non-English-speaking families. Liaisons are in position to facilitate two-way communication between families and school and to be a resource for families seeking additional support either on campus or in the community.   The district has contracted with Kevin Schaefer of Supporting Inclusive Practices to provide training to school and district administrators on inclusive practices for students with disabilities and implementation of Universal Design for Learning (UDL). A component of this work is how to more effectively partner with parents/guardians around student success.	As mentioned previously, the district frequently surveys parents to gather input. This typically is done in association with the development of state and federal plans (i.e., LCAP), but the district also has surveyed parents on enrollment preferences, summer programming, and more. Schools also survey parents. As an example, each fall they survey parents and students regarding the level of caring and responsiveness they experience at school.   Parents play a strong role in school and district groups such as School Site Councils, school English Learner Advisory Committees, the District English Learner Advisory Committee, the parent/superintendent group, and the district strategic planning group. The district can generate countless examples of how parent input made an impact on school and district plans.  Finally, student input is valued. In association with the development of the district LCAP this past spring, student focus groups were formed that included a range of student perspectives, including those of unduplicated subgroups. Meetings with these focus groups produced important insights and feedback into how the district can improve academic programs, school climate, and services to unduplicated students.	The student focus group format used for 2023 LCAP development yielded so many insights that it illuminated deficiencies in the survey format to seek input from parents. It is the district's intent to organize focus groups of parents and staff to gain feedback on its LCAP for 2024.	As stated earlier, the district has added community liaisons to level up services for non-English-speaking families. Liaisons are effective in supporting parent engagement in advisory groups, LCAP input, and more.   The district will be organizing more focus groups to solicit parent input, as they are a comfortable venue for participants to express feelings and suggest improvements.	4	4	4	4	2	2	4	3	2	2	3	1	Met		07JUN2023	2023
42692600116434	Orcutt Academy Charter	3	"Starting with information nights parents/guardians attend when they are considering enrolling their child at the Orcutt Academy, the Academy maintains a close relationship with its families. The enrollment process includes the aforementioned information nights, campus tours that are well attended by parents and prospective students, and an annual enrollment lottery (taking place each February) that draws considerable interest. Once admitted, new students and their parents are invited to a new parent welcome at the K-8 campus and to registration events at OAHS that include an additional campus tour opportunity. Back to School Nights feature not just classroom presentations but introductions of staff and presentations by school-affiliated groups such as the PTSA, SOAAR Foundation, and OAHS Athletic Boosters. Early on and throughout their time at OA, students and parents feel they are part of a larger ""Spartan Family."""	"LCAP Survey 1 provided a glimpse of how involved Orcutt Academy parents feel they are at their child's school, with 12.50% staying they felt ""extremely involved,"" 22.92% ""very involved,"" 56.26% ""somewhat involved,"" and 8.33% ""not involved."" The percentage ""not involved"" went down dramatically from 2021-2022, when 29.63% said they were ""not involved."" That said, we would like to increase opportunities for parents to be involved in their child's education. Some avenues include the OA School Advisory Council, becoming involved in the SOAAR Foundation, becoming active in the PTSA, joining the OAHS Boosters, and assisting with a team or club. As for parents' own ideas for increasing parent involvement, parents listed more timely communication about school events, digital sign-ups of parent volunteers for school events, more cultural events at school, and more promotion of athletic activities so more families attend."	The Orcutt Union School District has added community liaisons to provide a stronger level of support for non-English-speaking families at all sites, including OAK-8 and OAHS. Starting in 2022-2023, liaisons have been asked to schedule more on-site availability so as to be able to serve students and families and become a more active, visible presence on campus. This change has been well received.  At OAHS, the fact that both guidance counselors speak Spanish greatly enhances engagement of non-English-speaking families. Counselors are able to highlight key programs and supports in their meetings and communication with families.	Parents largely are very appreciative of their children's school and are complimentary of school staff. Parents indicate that teachers and staff at schools are responsive and helpful and will listen to parent concerns. One of the practices most instrumental in supporting partnerships around student outcomes is fall parent-teacher conferences at OAK-8. All parents/guardians are expected to attend, and the conferences are held early in the school year (in late September) so teachers and parents can review student progress to date and collaborate on goals for the school year. At OAHS, an important practice around student outcomes is the annual meeting counselors hold with each student and their parents. At these meeting counselors can review the student's academic progress and the group can discuss postsecondary goals. Parents remark on how much they appreciate these meetings.	A focus area in improving student outcomes is providing families more know-how in supporting their children's academic achievement. In past years the Educational Services Department has organized some parent workshops on curricular topics such how to support reading in the early grades and how to navigate the district's adopted math programs. Our intent for 2023-2024 is to offer more of these workshops.	As stated earlier, the district has added community liaisons to provide a stronger level of support for non-English-speaking families. Liaisons are in position to facilitate two-way communication between families and school and to be a resource for families seeking additional support.   The district has contracted with Kevin Schaefer of Supporting Inclusive Practices to provide training to school and district administrators on inclusive practices for students with disabilities and implementation of Universal Design for Learning (UDL). A component of this work is how to more effectively partner with parents/guardians around student success.	The school district frequently surveys parents to gather input. This typically is done in association with the development of state and federal plans (i.e., LCAP), but the district also has surveyed parents on enrollment preferences, summer programming, and more. OAHS and OAK-8 also survey parents. As an example, each fall they survey parents and students regarding the level of caring and responsiveness they experience at school. During 2023-2024 parents and students will be surveyed in association with their school's Western Association of Schools and Colleges (WASC) self-study.  Parents play a strong role in school and district groups such as the OA School Advisory Council, the District English Learner Advisory Committee, the parent/superintendent group, and the district strategic planning group. The School Advisory Council is a dynamic forum in which students, parents, and staff can put their thoughts together around school issues and decisions.   For the Academy's LCAP this past spring, student focus groups were formed that included a range of student perspectives, including those of unduplicated subgroups. Meetings with these focus groups produced important insights and feedback into how the school can improve academic programs, school climate, and services to unduplicated students. Students are admirably candid and honest!	The student focus group format used for 2023 LCAP development yielded so many insights that it illuminated deficiencies in the survey format to seek input from parents. It is the school's intent to organize focus groups of parents and staff to gain feedback for both its upcoming WASC self-study and 2024 LCAP.	As stated earlier, the district has added community liaisons to level up services for non-English-speaking families. Liaisons are effective in supporting parent engagement in advisory groups, LCAP input, and more. As stated earlier, the Academy will be organizing more focus groups to solicit parent input, as they are a comfortable venue for participants to express feelings and suggest improvements.	4	4	3	4	3	3	4	3	3	3	4	3	Met		07JUN2023	2023
42693100000000	Santa Maria Joint Union High	3	The District administer a social-emotional survey in the Fall of 2022 to parents, students and staff. The data from the 2022 Fall survey shows an increase in favorability for family school climate from 45% to 54%. The past area of focus has been family engagement and from the data from the Fall 2022 survey it shows a growth from 23% for family engagement to 82%. Student school engagement has remained steady at 20% with the desired outcome to rise to 54%. The 2022 Fall survey results show an increase in school climate for staff with a favorability from 50% to 56%. The data reflects favorable responses for positive attitudes (49%), respectful relationships (64%), and a positive work environment (54%).	The District recognizes that student school engagement needs to improve from the current 20% favorability, targeting an increase on school mindset and school teacher-student relationships. Building relationships between school staff and families has greatly improved and will continue to a goal of the district to maintain and improve. Providing the parents and staff the opportunity to participate in a Fall 2022 and Spring 2023 social emotional survey provides the District's Climate Leadership Team to review data and implement strategies to build trusting relationships.	The Santa Maria Joint Union High School District's capacity to build trust through its relationships with parents/guardians is developed by educational partnership collaboration. The staff has participated in school-sponsored parent events, parent/guardian conferences, parent/guardian zoom meetings, student achievements, and student events. The Parent Advisory Committee for both English, Spanish, and Mixteco families participated monthly meetings to discuss the development of the Local Control Accountability Plan 2023-24, and the process for completing the annual updates for families to express their ideas. The District's Parent Engagement Coordinator coordinated a variety of parent activities. The Parent Engagement Coordinator also implemented the Family Resource Center for the 2022/23 school year. Parents have participated in a variety of training such as navigating ParentSquare, college and career presentations from AHC, STEM, SEL, PIQE, ESL classes, Parent health night, STEM Program in Spanish and Mixteco and more. The District developed a Parent Mixteco advisory committee where Mixteco parents learned about safe communities, parent communication, parent advocacy, and mental wellness support. The District's efforts to learn about our community's families' strengths, cultures, languages, and goals for their students are evolving to a better understanding. The District's Ethnic and Gender Studies (EGS) program is expanding with an Intro to Ethnic Gender Studies being taught at each of the school sites. The District has continued support for our Mixteco families with its expanding interpretation services and instructional aides. The District is considering implementing a parent center to support the needs of parents/guardians and increase engagement for the following academic year. Promoting academic student goals, the District is expanding its counseling services for school-based mental health and creating Wellness Centers at each of the sites. More than 300 SMJUHSD students from PVHS, SMHS and ERHS transformed the cultural card game Lotería into images that represent themselves. The students created painted images to reflect social justice, cultural preservation, and community empowerment. This project was made possible through a school-community partnership between Corazón del Pueblo/Cultural and Creative Arts Center of the Santa Maria Valley (Curator Abraham Melendrez) and SMJUHSD. The District's communication with parents/guardians is a priority. The communication system ParentSquare is utilized to send Post and Messages which are provided in English, Spanish, and Mixteco. Through this communication process, parents/guardians participate in District Board meetings, District English Language Advisory Committee, Migrant Parent Advisory Committee, English Language Advisory Committee, and Parent Advisory Committee meetings.	The District continues to provide families with a variety of information and resources for student learning. The District provided families with information throughout the year on all of the services that are offered to prepare student to be College and Career Ready. The advocacy for parents/guardians is supported through the various parent meetings through the school sites or the District. Parent/guardians participate in school site meetings, such as the English Language Advisory, School Site Council, school-wide meetings, and our contracted service parent engagement meetings. District-sponsored parent/guardian engagement the District English Language Advisory Committee, Migrant Parent Advisory Committee, and Parent Advisory Committee. Parents/guardians participated in advocating for their students throughout the academic year. The process for monitoring student progress has been in place and continues to provide data to teachers and administrators to support student learning. Teachers are provided with three progress monitoring reports throughout the year to communicate to parents/guardians.	The 2022 Fall survey results for students have shown some improvements and decreases in student outcomes. The data reflects a decrease in favorability for the following, student mindset down 4%, belonging down 1%, and engagement down 3%. There was an increase in School Safety up 7% and School Climate up 3%. There will be a focus on improving school teacher-student relationships to increase the current 38%.	The District will continue with the District Climate Leadership Team to review survey data to provide effective strategies to improve student outcomes.	The District's strengths for seeking input for decision making process is through engaged dialogue and collected survey data. Survey data is collected in the Fall and Spring each year from Staff, Students and Parents. Monthly Parent Advisory meetings were held to discuss the implementation of the LCAP and collaborate on improvement throughout the year.	School sites engage families in the decision-making process through school site council, shared decision making, English Language Advisory Committee, and other advisory groups. Parents/guardians participate in District advisory groups, such as the Parent Advisory Committee, District English Language Parent Advisory Committee, and the District English Language Advisory Committee. The District actively engaged parents/guardians in the decision-making process in reviewing goals and actions for the 2023-24 LCAP. The district will continue to work with sites to help improve engagement through the Counseling team evening meetings and other District ran meetings that provide information for other community programs that are available for support.	The District's efforts to engage our underrepresented families is continued through in-person meetings and the building of an enriched decision-making process. Families in our District are active in meetings where their engagement provides opportunities to learn, voice their opinion, and listen to the voice of other educational partners.	4	4	3	4	4	4	3	4	4	4	4	4	Met		06JUN2023	2023
42693280000000	Santa Ynez Valley Union High	3	Throughout the year, our district utilizes a number of resources to communicate and engage with parents and families. Flyers, newsletters, surveys, parent meetings, websites, ParentSquare and Aeries portal all provide opportunities for families to engage with their school in multiple formats and at different times. Information is provided in both English and Spanish when appropriate.	The district continues to seek ways to increase and improve opportunities for parents to engage with the district during the school year.	The District English Learner Advisory Committee (DELAC) meets several times to discuss the needs of emerging bilingual students. Parent Square is used to send simultaneous voice, text and email messages to all parents or to select groups of parents to increase communication across the district.	Annually, our district engages in an outreach process where parents are given voice in the form of the district LCAP survey, advisory group meetings and committees. As a result of the pandemic, meetings transitioned primarily online. The District English Learner Advisory Committee (DELAC) meets several times to discuss the needs of emerging bilingual students. Parent Square is used to send simultaneous voice, text and email messages to all parents or to select groups of parents to increase communication across the district.	The District English Learner Advisory Committee (DELAC) meets several times to discuss the needs of emerging bilingual students. Parent Square is used to send simultaneous voice, text and email messages to all parents or to select groups of parents to increase communication across the district.	The District English Learner Advisory Committee (DELAC) meets several times to discuss the needs of emerging bilingual students. Parent Square is used to send simultaneous voice, text and email messages to all parents or to select groups of parents to increase communication across the district.	Two substantial opportunities exist for parents to help the school identify focus areas for improvement. The first of these is the Western Association of Schools and Colleges (WASC) accreditation cycle which typically happens every six years with a mid-term evaluation at three-years. In writing the self-study, the school includes all stakeholders including parents and students. Care is taken to ensure that parent and student focus groups represent the school’s demographics equitably. The self-study results in the writing of an action plan which takes into account all of the input from stakeholder groups and identifies areas of strength and weakness and lays out a course of actions to address the most notable deficiencies. The second is annual LCAP planning process which is an opportunity for all stakeholders to help identify goals and actions charting the course of the district for the next three years.	LCAP planning process which is an opportunity for all stakeholders to help identify goals and actions charting the course of the district for the next three years.	In writing the self-study, the school includes all stakeholders including parents and students. Care is taken to ensure that parent and student focus groups represent the school’s demographics equitably.	4	4	4	4	5	5	5	5	4	4	5	5	Met		20JUN2023	2023
42693360000000	Solvang Elementary	3	"The action of Building Relationships Between School Staff and Families is reflected throughout the district's LCAP. Solvang School has met the standard for parent engagement on the Dashboard. A wide variety of research shows that family engagement benefits student learning. According to the Partners in Education: Dual Capacity Framework for Family School Partnerships (SEDL, Dept. of Ed., 2013), ""Over 50 years of research links the various roles the families play in a child's education as supporters of learning, encouragers of grit and determination, models of lifelong learning and advocates for proper programming and placement (p.50)."" As such, Solvang School is seeking to build the capacity for family school partnership by actively cultivating policy and programs that build ""capabilities (skills and knowledge), connections (networks), cognition (belief and values), & confidence (self-efficacy)"" of staff and families. This goal connects family engagement to student learning by improving language access, creating a welcoming environment, and by listening to families. By ensuring that all families feel welcome, the space for families to participate is established. Solvang School ensures a welcoming environment, provides language access to Spanish speaking families through bilingual office staff, interpretation and translation and is working towards greater Language Access.  The bilingual staff, and translated communication are helping families negotiate their roles as ""supporters, encouragers, monitors, advocates, decision-makers, and collaborators (p.) within the family school partnership. This partnership framework extends to families of students with disabilities. Solvang School provides opportunities for parents to participate including: the ice cream social, family picnics, the color run, winter and spring concerts, book fairs, field trips, and volunteering in the classroom. The successes are increased communication to families and improved language access during events, in the front office support, and through interpretation and translation and  covering bilingual office clerks on leave and the development of our new website and app to address technology and Language Access challenges. Ensuring all families have access to information in their preferred language is a priority for Solvang School. We are continuously striving to create more language access and inclusion for our Spanish Speaking Families. As a proud Dual Immersion School we value multilingualism."	Throughout the LCAP process, in the surveys and in ELAC and LCAP PAC meetings, families were asking for an increase in campus-wide activities celebrating diversity, such as guest speakers, assemblies and increased access to support student learning in the classrooms. They welcome Parent Engagement Opportunities and want to partner with the school, specifically seeking more opportunities to work in the classroom, to help with enrichment programs, and they would like to see an expansion of the Dual Language Immersion Program to the Middle School and TK. The area of improvement is to increase parental access to the learning environments, provide more multicultural experiences and opportunities for students, families, and staff, and to look into expansion of the Dual Language Immersion Program.	Based on the analysis of the input provided during the LCAP process and local data, Solvang School in23-24 will launch a room Parent Volunteer process, will increase parent information nights (such as DLI, Science, Math Family Night), will expand Dual Language Immersion to the 5th Grade and map out the strategy for continuing the program to the Middle School campus.	"Dr. Karen Mapp asserts that ""strong partnerships between families and education professionals have been linked to increases in literacy and educational achievement."" A focus on parent engagement is imperative to effectively partnering with families and propelling students toward greater success and achievement. According to the National Education Association, ""Getting parents more engaged in school is a necessary variable in the equation of student success. In fact, parent engagement can have a direct impact on student engagement itself. Multiple studies prove that students whose parents are actively engaged in their schooling typically show the following: higher grades, higher test scores, greater social skills, better reported behavior, easier adaptation to school, and a greater likelihood of continuing into post-graduate education. These are outcomes that we are seeking and our partners are advocating for. In fact, 52% of LCAP survey respondents said this action of engaging parents to support academics and attendance is an effective action for the LCAP. In order to meet the goal of improving student outcomes, we employ bilingual office clerks, provide interpretation and translation, and will be updating our website, launching a new school app, and new two-way communication platform to promote language access and student achievement through empowering all families as partners. This action also serves families of students with disabilities to ensure they understand their child's needs, supports, and individual education plans. Based on Educational Partner input and local data, the successes were that Solvang School offered Dual Language Immersion Nights for Families and increased the opportunities for teacher-family in person communication by increasing Parent Conference opportunities. The Local Governing Board approved a new academic calendar that moved Parent Teacher Conferences earlier in the school year and added an additional week of conferences for grades TK-8."	Based on Dashboard and Local Data, Solvang School has identified the following performance gaps and identified needs. While overall, Solvang students performed in the high level on the CAASPP in both ELA and Math, significant achievement gaps exist for students with disabilities (SWD) who scored in the very low performance level on both assessments. Additionally, an opportunity exists to improve outcomes for English Learners or Multilingual Students who scored in the low performance level on the ELA CAASPP and on the Math CAASPP. Another achievement gap to address is for SED students on the CAASPP for ELA. While 58.4% of English Learners made progress towards English Language Proficiency, it is important to address the 13.5% of ELs who decreased at least 1 performance level on the English Learner Progress Indicator (ELPI). Another identified need that we will focus on is lowering Solvang school's Chronic Absenteeism rate of 15.3%. Solvang has a High Chronic Absenteeism rate. All student subgroups at Solvang School were in the high or very high level of Chronic Absenteeism. This is the opposite of what we would want. The following subgroups were in the high Chronic Absenteeism level: Hispanic, Two or More Races, SED, SWD, and White. Moreover, English Learners were in the very high level of chronic absenteeism. Clearly improving attendance for all students is a key priority. In addition, families are seeking more information on programs, curriculum, and how best to support their children's education.	To address these areas of identified need, Solvang teachers will continue to engage in professional development, employ 4 windows for STAR Reading, STAR Early Literacy and STAR Math Assessments, and monitor all students progress, provide targeted intervention, and personalized learning. Standardized, computer-adaptive assessments help inform instruction, establish groups for in class and pull-out intervention, and will be used for progress monitoring, Student Study Teams, Individualized Education Plans, and for communicating progress with families. As a school with a Dual Language Immersion strand in Spanish for grades K-5, it is important that we monitor progress in both languages for our DLI students. In addition to supplemental support and personalized intervention, we will focused on improving tier I instruction, first instruction, and on refining our Response to Intervention and Designated EnglishLanguage Development (DELD) practices and systems. To address Chronic Absenteeism, Solvang School has and will continue to discuss the importance of regular school attendance at ELAC, PTO, and Solvang School Educational Foundation meetings, has adopted new Independent Study Board Policies, and the administration will launch an Attendance Matters Campaign, kicking off in September of 2023. In order to better partner with families on student outcomes, Solvang School is doubling the opportunities for Parents and Teachers to conference on progress towards standards and learning outcomes. As such, Parent Teacher Conferences will be earlier into the School Year, this giving families earlier and more actionable information, and an additional week of Parent Teacher Conferences for students in grades TK-8 will be offered in the Spring of 2024. This is especially welcomed for our Middle School Families as they did not have Parent Teacher Conference weeks in the past. All Families will receive academic, attendance, and report card data quarterly starting in the 23-24 school year. This will improve access to student outcomes for unduplicated pupils as the District is doubling the parent teacher conference times, providing language access at conferences, providing teachers the opportunity to go over programs, interventions, standards, and supports available to students and families, and enabling families to ask questions and access teachers in person or on zoom with language access.	Solvang School District seeks educational input through surveys, in person meetings, and through advisory groups. The current strength is in providing language translation of documents and surveys and in providing interpretation services for individual, group, and advisory committee meetings. Solvang School has the ability to offer simultaneous and consecutive interpretation and ensures documents are translated for families. As part of the LCAP process, Solvang School District received input form the following partners: English Learner Advisory Committee (ELAC), the LCAP Parent Advisory Committee, Certificated and Classified Staff, the PTO, the Solvang school education Foundation, the SELPA, SBCEO, the Solvang Federation of Teachers, Administrators, Families, and Students. 71% of survey respondents were parents of current students, 15% were teachers, and  10% were community members. 82% of the families that responded were from elementary school. The priority area of focus that emerged from the LCAP survey data were a continuation of Response to Intervention, continuing to offer a broad course of study, promoting wellness and trauma informed practices, and maintaining facilities in good repair. The success of seeking input for decision making is evident in the training provided to the ELAC on their role, the approval of new bylaws by ELAC, and in the well attended ELAC input sessions. Another strength is that we heard from 45% of our Dual Language Immersion Families and from 57% of our Socio-economically Disadvantaged Families during the LCAP process.	An analysis of the educational partner input and data reveals that there is a significant racial input gap in survey completion. While Hispanic students make up approximately 54% of the student population, the district only received 22% of the responses on the survey from the Hispanic Demographic, and disproportionately received 42% of the responses from white families, which make up approximately 23% of the student population. This data informs the district that we need to look at the survey to make it potentially more accessible, cultivate other ways of soliciting input, and promote opportunities for families to provide input throughout the year in a variety of settings and modalities. The areas of improvement in seeking input are as follows: Solvang School needs to increase the input from Middle School Families, increase input from Hispanic Families, increase input from Families of English Learner Students, and increase input from Families of Students with Disabilities.	Solvang School will continue to build capacity for input from educational partners through providing training for ELAC on their roles, building the capacity and membership of the LCAP PAC, and providing increased opportunities for families to give inout beyond surveys. Additionally, we will review the LCAP survey and rollout and make needed adjustments to gather input from unduplicated families more effectively. As part of the new LCAP process, Solvang School will host informational meetings on the LCAP for families and will build the capacity of advisory committees. Additionally, Solvang  School will launch a Solvang app that begins in the 23-24 school year, which will enable families to utilize the app on their phones and in their preferred language. The app will also include a two-way communication message function. We believe this will improve our ability to give and gather information from all families.	4	4	4	3	4	3	3	4	4	3	3	4	Met		21JUN2023	2023
42693440000000	Vista del Mar Union	3	Regular communication with educational partners, digital and paper communication used, many opportunities to interact with staff and families	The LEA will focus on identifying other possible applications to use for family communication	translation services will be offered at meetings. Flyers and other communication sent home will be in multiple languages.	We have 100% attendance at parent/teacher conferences, we have high participation in Back to School and Open House as well as monthly parent/family engagement activities.	Increasing participation in Back to School and Open house to get to 100% participation.	Translation services will be provided and these families will be asked for their preferences regarding time of day, format of school activities to increase participation.	Monthly meetings with parent groups to gather input. After each event, parents are asked for input on strengths and weaknesses	Increased participation in the parent group meetings	Personal communication with families to share about the meetings and to get their input	5	5	5	5	4	4	5	4	5	4	5	5	Met		08JUN2023	2023
42750100000000	Cuyama Joint Unified	3	Communications between CJ and the parent community seems to be very effective and is appreciated by the families. The District keeps open a line of communication with parents. Communication is available as needed. Notifications are sent home in both English and Spanish. Non-English speaking families feel included.  Staff members are approachable and willing to listen. They greet the students and show interest in them. The District invites parents to attend school functions and to participate. The District has hired a community liaison.	The satisfaction level with respect to communication is high. Notifications are sent in Spanish and English, by phone and by email. Parents feel included. The District is urged to keep up the good work but make improvements as needed.	Parents appreciate the on-going communication in both English and Spanish.	Communication is a strong point for Cuyama district. Staff works with parents in support of students; there are parent conferences and SST meetings. Reports are given to parents throughout the year.  The implementation of parent/teacher conferences at the high school is a good step in building partnerships.	Continuing communications and parent collaboration will build strong partnerships for good student outcomes.	Continue to increase participation in DELAC and SSC by families of unduplicated students.	THe district reaches out to parents to keep them informed of meetings and their opportunities to give input. They are informed of Board meetings, ELAC/DELAC and SSC. The District reaches out to families during the LCAP process, the WASC visit and encourages their participation and input.  Parents feel validated and supported by the opportunities to participate in the decision-making process.	Through surveys, notices and meetings, parents feel informed and part of the process. They feel like they matter.	Parents feel respected by being involved in the educational process of their children.  Holding occasional events or activities that include an aspect of fun, such as games or contests might provide a non-threatening opportunity for families who are intimidated in the school setting.	4	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
42750100138891	California Connections Academy Central Coast	3	We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.	We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.	We will continue to find ways to better communicate with our families in their home language through verbal and written communication.	We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.	We work hard to partner with caretakers and assist them in taking an active role in their students’ education.	We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.	We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.	It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.	We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.	5	5	5	5	5	4	5	4	5	4	4	4	Met		21JUN2023	2023
42767860000000	Santa Barbara Unified	3	Strengths include creating welcoming environments and multiple opportunities for two-way communication. This is much more a strength when campuses are open and families participate face-to face. Welcoming environments at the school site level are created by teachers, office staff, Family Engagement Liaisons, and administrators. School Community Facilitators, in particular, are valued members of school communities. There are websites at the school and district levels, as well as information provided in both English and Spanish through ParentSquare, and twice-yearly opportunities for elementary parents to participate in face-to-face parent-teacher conferences. Additionally, the district has endeavored to provide high quality forums for working collaboratively between parents and site/district staff.	SB Unified will scale up the practices and targeted interventions with its Multi-Tiered System of Supports (MTSS) which has provided evidence of success in improving relationships with staff and families. The District will focus on a more personalized and inclusive approach that addresses the unique situations of each student and family. Collaborative efforts between schools, families, and community partners will be continued and expanded with the support from the district’s Family Engagement Unit, Student and Family Services Department, school Family Engagement Liaisons, PEAC, AVID and other school site resources. SB Unified is tackling the need to improve student well-being, belonging, and growth by identifying and addressing root causes by providing additional academic and social-emotional supports, improving school climate, and strengthening family-school relationships. The goal is to provide equitable access to education and support for our students, particularly those from vulnerable backgrounds, to ensure their academic success and well-being.	Goal Two of the district’s LCAP addresses the need to provide resources and opportunities of engagement to support underrepresented parents and guardians with their child’s educational needs.  Families continue to need support with understanding elementary and secondary educational pathways that will guarantee their child’s success to be ready for college and career upon high school graduation.   The district has developed and will implement a holistic community of support and involvement, creating more accessibility, and increasing personalized support for our Unduplicated Student population. Students learn most effectively when their parents, teachers, and community members work together to encourage and support them.  Robust, vibrant partnerships between Santa Barbara Unified, community organizations, and families allow students to reach their fullest potential.	The Family Engagement Liaisons and Family Engagement Unit (FEU) continue to be an effective support system to build partnerships between schools and families by increasing access to community resources - varying from social services, food security, nutritional programs, academic and after school programs, internet access, mental health services, housing, and connecting families to their schools and community. The FEU also supported and provided training for the District EMLAC and school EMLAC groups, as well as extensive outreach.	The following focus areas are grounded in the collaboration and invaluable input from the district's educational partners, reflecting a comprehensive commitment to elevating the educational outcomes for all students. The areas to build partnerships to improve student outcomes include: Enhancing curriculum, instruction, and academic support systems; Creating safe and affirming learning environments in schools by addressing mental health, social emotional needs, and strengthening family engagement; Boosting equity and student engagement in schools through expansion of collaborations with higher education institutions and community partners; and Increasing the percentage of Students with Various Abilities to meet college and career readiness.	The school district, in collaboration with the Student and Family Services Department and the Educational Services Department, is dedicated to strengthening the bonds between schools and families that have been historically underrepresented. Recognizing the gaps identified during their self-reflection process, the district's efforts are geared towards ensuring that these families gain better access to crucial community resources. These resources encompass a wide range, including social services, food security measures, nutritional programs, academic initiatives, after-school activities, internet connectivity, mental health services, and housing solutions. Furthermore, the Family Engagement Unit (FEU) is instrumental in bridging the gap, ensuring that these families are not only connected to their schools but also to the wider community.	Schools and the district both prioritize gathering feedback for decision-making. At the school level, structures such as the School Site Councils, Emergent Multilingual Learner Advisory Committees, Parent Teacher Associations or Parent Teacher Organizations play a vital role. Meanwhile, the district consistently holds advisory committee meetings, including those of the Superintendent’s Student Advisory Council, the District Emergent Multilingual Learner Advisory Committee, and the Parent Advisory Committee for students with an Individualized Education Program (IEP). Additionally, the district facilitates in-person or virtual meetings at various locations to discuss and address student needs.	Santa Barbara Unified's focus areas of improvement to educational partners engagement include improved communications, improved access to meetings, increased training for partners participating in committees, and improving the use of data to drive decisions. Given the diverse schedules of parents and community members, the district will diversify meeting times and venues. Committee members will benefit from targeted training on effective advocacy, understanding of district finances, and interpreting student achievement data. Lastly, the adoption of feedback metrics would enable the district to gauge the efficiency of their feedback mechanisms, allowing for a data-driven approach to continuous improvement.	Santa Barbara Unified is committed to enhancing the involvement of underrepresented families. To achieve this, they will collaborate with the Family Engagement Unit at the district level and with Family Engagement Liaisons at individual schools. Their goal is to nurture partnerships within the community and direct families to local services. By increasing opportunities for family participation in decision-making processes, meetings, and other events, the district aims to empower families to make informed choices for their students. Furthermore, they will provide guidance to parents, helping them navigate the educational landscape and become proactive advocates and decision-makers for their children's education.	4	4	4	4	4	4	5	4	4	4	4	4	Met		27JUN2023	2023
42767866045918	Peabody Charter	3	Peabody has reached full implementation toward making continual progress in developing the capacity of staff (i.e., administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This happens using established practices and tools. For example, Kindergarten teachers still perform home visits before the school year starts to introduce themselves, meet the child and their family, share vital school information, and begin establishing a home-school relationship. These visits are conducted in the primary language of the child's home.	Based on the analysis of educational partner input and local data, Peabody Charter's focus area(s) for improvement in Building Relationships Between School Staff and Families include:  1. Reimagining Back to School Night in order to increase parent participation and engagement.  The goal is to help parents understand how they can be involved and access the opportunities and resources provided by the school.  2. Maintain our current high participation rate in teacher-parent conferences 2x per year.  3. Communicate with families regularly through our electronic communication system (ParentSquare).  4. Provide parent education sessions on topics parents have shared that they would like more support.  5. Continuing staff development to deepen cultural competencies that can lead to stronger relationships between school staff and families.  6. Bilingual liaison available to support families and connect them with needed resources.	Peabody will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by utilizing our bilingual liaison, maintaining translation at all school events, and increasing support services for families that need it.	Founded on an expectation that the school and the families it serves would work together for the betterment of all the children in the school, Peabody has a long history of parent participation and input. With several in-person opportunities - conferences, committees, boards, associations, and school activities - as well as utilizing 21st-century communication tools that are accessible and easy to use, Peabody has many venues for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Peabody has also embraced the collecting and sharing of ongoing formative assessment data that is shared with families regularly, along with suggestions, tools, and resources for parents to support their children at home.  Seeing communication as an important and essential form of transparency, parents are also aware of and able to exercise their legal rights and advocate for their own students and all students.	Peabody's focus area(s) for improvement in Building Partnerships for Student Outcomes centers around communicating with families who historically haven't been highly engaged.  This includes families from across our diverse demographics and subgroups.	Peabody will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by utilizing our bilingual liaison, maintaining translation at all school events, and increasing support services for families that need it.	The membership of Peabody's School Board is primarily comprised of parents at the school. These members are ultimately the ones who make the final decisions with regard to policy and fiscal issues, as well as a host of other topics.   Parents run Peabody's Parent-Teacher-Staff organization and provide a monthly forum to gather input and feedback from the parent- body. Peabody's English Learner advisory council is run by staff, who work with parents to provide parent education, solicit feedback on school efforts, and identify ways to support the school.   Peabody's Foundation is run by parents who support the school through grant writing, fundraising, and community development. Together, these groups ensure that there is a flow of information between the school and the community.    Peabody's School Site Council has parent representation to ensure that parent input is considered when reviewing the expenditure of state and federal funds.	One of Peabody's focus areas for improvement in Seeking Input for Decision-Making is to review and revise the recruitment processes for the various parent groups to ensure that potential candidates better represent the diversity of the school.	Peabody will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by identifying and establishing volunteer recruitment activities to reach all groups within the larger school community.	4	4	3	4	3	4	4	4	4	4	4	4	Met		13JUN2023	2023
42767866111603	Santa Barbara Charter	3	Building Relationships   Mission statement: Santa Barbara Charter School creates lifelong learners by cultivating the interest and building the skills of both students and their families in the arts, academics, and relationships.   We value and rely on parent participation, both at home and at school. When parents participate in all aspects of the school, it sends a message to the children that education is important and worth the investment.   And the result is, kids buy in. Parent volunteers support classroom, administrative, site, fundraising, community-building, and governance activities. Parents feel empowered at SBCS because they know that they are really making a difference in their child’s education. Participation develops a sense of community.   In the 2022-23 school year, we welcomed parent volunteers back into the classrooms. Parents also participated as chaperones on overnight field trips. Our Parent Alliance offered a plethora of opportunities for parents to connect with one another.  Our community relations need ongoing support to connect the parents even more to one another.  Parent education events Parent meetings Providing interpreter during parent meetings, childcare and dinner offered during parent meetings Hallway and informal conversations; rely on After School Program staff to connect with parents who aren't typically seen during the school day.	Santa Barbara Charter School classroom-based teachers worked mightily to build and maintain family/student/school partnerships.  The teachers at SBCS take student opinions and feedback seriously.  Students were surveyed in an ongoing manner through informal methods this year, such as with daily check-ins that were verbal, written, or symbolic.  Teachers met one-on-one with students to check-in and support their well-being, while also gauging overall student emotion and well-being.  Parents also share their child’s perspective with teachers and the SBCS administration.   SBCS increased the amount of counseling and mental health supports by increasing staffing and continuing the parent liaison position. Staff also were supported and provided training on supporting children with difficult behavior problems.  Independent Study, HomeBased Partnership Families: Families who seek an independent study schooling experience want to maintain control over their child’s learning plan, and want to oversee the implementation of their child’s education.   Families choose to homeschool for many different reasons. Some families have shared a desire to keep a strong daily connection to their child as their primary goal, while others homeschool for medical reasons or travel. Some families enroll in our program after discovering that traditional public school was not a good fit for their child. This year, many new families have also noted the desire to have a more consistent routine for their child during otherwise unpredictable times.	Parent education events Parent meetings Providing interpreter during parent meetings, childcare and dinner offered during parent meetings Hallway and informal conversations; rely on After School Program staff to connect with parents who aren't typically seen during the school day.	Through electronic surveys and feedback forms, parental input is gathered and used to inform activities and decisions.  The information from parents went directly to Teachers Council and the Budget Advisory Group for inclusion in the budgeting process.    Weekly newsletters on topics of importance for parents, such as child development, conflict resolution, culturally responsive teaching, and more are sent to parents from the classroom teachers as well as the Director of Education.  Input from these activities informed the LCAP drafting process.    Parents of Unduplicated Students: This year we continued to offer in-school and after school tutoring for unduplicated students. Full scholarships in our After School Program were, and will continue to be, offered to students with a financial need. Parent education events Parent meetings Providing interpreter during parent meetings, childcare and dinner offered during parent meetings Hallway and informal conversations; rely on After School Program staff to connect with parents who aren't typically seen during the school day.	Weekly newsletters on topics of importance for parents, such as child development, conflict resolution, culturally responsive teaching, and more are sent to parents from the classroom teachers as well as the Director of Education.  Input from these activities informed the LCAP drafting process.	Parents of Unduplicated Students: This year we continued to offer in-school and after school tutoring for unduplicated students. Full scholarships in our After School Program were, and will continue to be, offered to students with a financial need. Parent education events Parent meetings Providing interpreter during parent meetings, childcare and dinner offered during parent meetings Hallway and informal conversations; rely on After School Program staff to connect with parents who aren't typically seen during the school day.	The teachers at SBCS take student opinions and feedback seriously.  Students were surveyed in an ongoing manner through informal methods this year, such as with daily check-ins that were verbal, written, or symbolic.  Teachers met one-on-one with students to check-in and support their well-being, while also gauging overall student emotion and well-being.  Parents also share their child’s perspective with teachers and the SBCS administration.	Through electronic surveys and feedback forms, parental input is gathered and used to inform activities and decisions.  The information from parents went directly to Teachers Council and the Budget Advisory Group for inclusion in the budgeting process.    Weekly newsletters on topics of importance for parents, such as child development, conflict resolution, culturally responsive teaching, and more are sent to parents from the classroom teachers as well as the Director of Education.  Input from these activities informed the LCAP drafting process.	Parents of Unduplicated Students: This year we continued to offer in-school and after school tutoring for unduplicated students. Full scholarships in our After School Program were, and will continue to be, offered to students with a financial need. Parent education events Parent meetings Providing interpreter during parent meetings, childcare and dinner offered during parent meetings Hallway and informal conversations; rely on After School Program staff to connect with parents who aren't typically seen during the school day.	4	4	4	3	4	4	4	4	4	3	3	4	Met		21JUN2023	2023
42767866118202	Adelante Charter	3	At Adelante parents are essential partners. We look forward to continued and improved partnership now that all the COVID restrictions have been lifted and families can participate more fully and volunteer on campus again. Bringing back school celebrations and family events have helped to foster community. We look forward to more community building experiences in the coming year. California School Parent Survey - CSPS (58% response rate) • 96% say the school promptly responds to phone calls, messages or emails.(+2% compared to 21-22 school year data) • 89% report that the school actively seeks the input of parents before making important decisions.(+2%) • 97% report that parents feel welcome to participate at the school.(+6%) • 91% of responders say that teachers communicate with parents about what students are expected to learn in class. (unchanged) • 98% say that Adelante promotes academic success for all students, (+1%) • 99% say that Adelante treats all students with respect (unchanged) • 98% report that Adelante has adults who really care about students. (2% don’t know) Additional survey results collected manually from our parents of Emerging Bilingual (EL) students: 48 additional responses collected on paper. • 98% Someone is always available in the school office who speaks the language of the parents. • 100% Parents are valued as partners in their child’s education. • 96% Teachers communicate frequently with parents. • 100% This is a school with high academic standards for all students. • 96% All students have equal opportunity to learn at this school.	Something that came through clearly in the data is that families are overwhelmingly pleased with their experience at Adelante. Families from all backgrounds are eager to engage with the community as we did pre-pandemic. During the 22-23 school year we were able to open our doors to parent volunteers again, resume many of the field trips and community events. It will take some time, but the close-knit community feel is returning. Families have asked for more activities to be planned in the evenings or weekends that don't always include fundraising. Additionally, our Spanish-speaking families have asked for workshops to support understanding student outcome data and ways to support their child at home. Adelante's School Site Council, Emergent Bilingual Advisory Council and Parent Teacher Staff Organization have been instrumental opportunities for developing parent leadership and collaboration to improve school staff and family relationships. Families are seen as partners and Adelante could not do all that we do without their partnership.	The Emergent Bilingual Advisory Council (EBAC) provided excellent recommendations for improved engagement. • Continued support to cultivate parent leadership and collaboration, • parent education around understanding student outcome data and ways to support children at home, • personal invitations and outreach before events, not just Parent Square announcements.	Families are partners at Adelante as we work towards improved student outcomes and that is communicated in the following survey results: 91% of responders say that teachers communicate with parents about what students are expected to learn in class. (unchanged from 21-22 school year data) 98% say that Adelante promotes academic success for all students, (+1%) 99% say that Adelante treats all students with respect (unchanged) 97% report that Adelante motivates students to learn (2% don’t know) 98% report that Adelante has adults who really care about students. (2% don’t know)	In the coming year there will be a focus on family education and outreach to help parents understand student outcome data and ways to support their child's learning at home and understand their rights as families with opportunities for advocacy.	Adelante will continue to support the EBAC and ensure leadership is cultivated. There is strong leadership and the school is committed to seeing the group grow and collaborate with other parent groups like School Site Council/LCAP Parent Advisory Council and PTSO. Adelante plans to bring MALDEF's Parent School Partnership Program to our community to support parent education and involvement in school policy as well as involve families in offerings through CABE.	89% report that the school actively seeks the input of parents before making important decisions.(+2%) By strengthening EBAC and SSC parent leaders are learning about school policies and practices as well as participating in decision-making. These parent leadership groups are committed to reaching out and involving more families in the coming year.	We showed significant progress in supporting families to participate and give input as members of advisory groups, i.e. EBAC, SSC/LCAP PAC, PTSO. We look forward to continued leadership development. An area of growth is educating our community about how to interpret student achievement data. This will be addressed in the coming year. This includes Star assessment results, CAASPP ELA, Math, Science, CSA and ELPAC results.	Adelante is committed to serving our underrepresented families and the actions mentioned above will also include these families. There will be additional support through EBAC to better understand important topics such as reclassification and interpreting student achievement data.	5	4	4	4	4	3	4	3	4	3	3	4	Met		20JUN2023	2023
42771980000000	SBE - Olive Grove Charter - Orcutt/Santa Maria	3	OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making good progress in re-engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Goal 2 in our 2023-24 LCAP includes a focus on maintaining a safe, engaging, and positive school climate. Actions to achieve this goal include striving for a completely inclusive school culture for all students, families, and staff by implementing strategies that support the Whole School, Whole Community, Whole Child (WSCC) approach to student belonging and connectedness to caring responsible adults. Goal 3 in the LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We seek to do this through increasing parent/guardian input in decision-making and participation through Advisory Council, surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English.	Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	Goal 3 in our 2023-24 LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.	Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	5	4	3	4	4	5	5	4	4	3	3	3	Met		15JUN2023	2023
42771980138362	Olive Grove Charter - Orcutt/Santa Maria	3	OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making good progress in re-engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Goal 2 in our 2023-24 LCAP includes a focus on maintaining a safe, engaging, and positive school climate. Actions to achieve this goal include striving for a completely inclusive school culture for all students, families, and staff by implementing strategies that support the Whole School, Whole Community, Whole Child (WSCC) approach to student belonging and connectedness to caring responsible adults. Goal 3 in the LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We seek to do this through increasing parent/guardian input in decision-making and participation through Advisory Council, surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English.	Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	Goal 3 in our 2023-24 LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.	Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	5	4	3	4	4	5	5	4	4	3	3	3	Met		15JUN2023	2023
42772060000000	SBE - Olive Grove Charter - Lompoc	3	OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making good progress in re-engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Goal 2 in our 2023-24 LCAP includes a focus on maintaining a safe, engaging, and positive school climate. Actions to achieve this goal include striving for a completely inclusive school culture for all students, families, and staff by implementing strategies that support the Whole School, Whole Community, Whole Child (WSCC) approach to student belonging and connectedness to caring responsible adults. Goal 3 in the LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We seek to do this through increasing parent/guardian input in decision-making and participation through Advisory Council, surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English.	Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	Goal 3 in our 2023-24 LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.	Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	5	4	3	4	4	5	5	4	4	3	3	3	Met		15JUN2023	2023
42772060138370	Olive Grove Charter - Lompoc	3	OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making good progress in re-engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Goal 2 in our 2023-24 LCAP includes a focus on maintaining a safe, engaging, and positive school climate. Actions to achieve this goal include striving for a completely inclusive school culture for all students, families, and staff by implementing strategies that support the Whole School, Whole Community, Whole Child (WSCC) approach to student belonging and connectedness to caring responsible adults. Goal 3 in the LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We seek to do this through increasing parent/guardian input in decision-making and participation through Advisory Council, surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English.	Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	Goal 3 in our 2023-24 LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.	Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	5	4	3	4	4	5	5	4	4	3	3	3	Met		15JUN2023	2023
42772140000000	SBE - Olive Grove Charter - Buellton	3	OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making good progress in re-engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Goal 2 in our 2023-24 LCAP includes a focus on maintaining a safe, engaging, and positive school climate. Actions to achieve this goal include striving for a completely inclusive school culture for all students, families, and staff by implementing strategies that support the Whole School, Whole Community, Whole Child (WSCC) approach to student belonging and connectedness to caring responsible adults. Goal 3 in the LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We seek to do this through increasing parent/guardian input in decision-making and participation through Advisory Council, surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English.	Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	Goal 3 in our 2023-24 LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.	Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	5	4	3	4	4	5	5	4	4	3	3	3	Met		15JUN2023	2023
42772140138388	Olive Grove Charter - Buellton	3	OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making good progress in re-engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Goal 2 in our 2023-24 LCAP includes a focus on maintaining a safe, engaging, and positive school climate. Actions to achieve this goal include striving for a completely inclusive school culture for all students, families, and staff by implementing strategies that support the Whole School, Whole Community, Whole Child (WSCC) approach to student belonging and connectedness to caring responsible adults. Goal 3 in the LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We seek to do this through increasing parent/guardian input in decision-making and participation through Advisory Council, surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English.	Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	Goal 3 in our 2023-24 LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.	Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	5	4	3	4	4	5	5	4	4	3	3	3	Met		15JUN2023	2023
42772220000000	SBE - Olive Grove Charter - Santa Barbara	3	OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making good progress in re-engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Goal 2 in our 2023-24 LCAP includes a focus on maintaining a safe, engaging, and positive school climate. Actions to achieve this goal include striving for a completely inclusive school culture for all students, families, and staff by implementing strategies that support the Whole School, Whole Community, Whole Child (WSCC) approach to student belonging and connectedness to caring responsible adults. Goal 3 in the LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We seek to do this through increasing parent/guardian input in decision-making and participation through Advisory Council, surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English.	Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	Goal 3 in our 2023-24 LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.	Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	5	4	3	4	4	5	5	4	4	3	3	3	Met		15JUN2023	2023
42772220138396	Olive Grove Charter - Santa Barbara	3	OGCS’s strength lies in the capacity of staff to build trusting and respectful relationships with families. Teachers have contact with students at least weekly, often more, and they hold individual meetings with students once per week to review progress. The expectation is for parents/guardians of elementary and middle school students to participate in every meeting and those of high school students will participate at least monthly. We are making good progress in re-engaging families in person, creating welcoming environments for all, and developing multiple opportunities for 2-way communication in understandable and accessible ways. We are improving in supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.	Goal 2 in our 2023-24 LCAP includes a focus on maintaining a safe, engaging, and positive school climate. Actions to achieve this goal include striving for a completely inclusive school culture for all students, families, and staff by implementing strategies that support the Whole School, Whole Community, Whole Child (WSCC) approach to student belonging and connectedness to caring responsible adults. Goal 3 in the LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We seek to do this through increasing parent/guardian input in decision-making and participation through Advisory Council, surveys. Another focus area for improvement includes increasing the use of language that is understandable and accessible to families, particularly non-English speaking families. We have Spanish-speaking staff available to interpret and translate but could improve in providing more written communications in languages other than English.	Due to the personalized nature of our school model our underrepresented families are engaged in the learning of their child and have strong relationships with school staff, as families are integrally involved in their child’s education. We seek to bring their engagement to a school-wide level through participation in our parent/guardian advisory council, as well as soliciting input from them on school-wide surveys.	OGCS teachers work one-on-one with each student/family to design a plan for each student’s learning and to monitor progress. OGCS has a well-defined program for discussing student progress and ways to work together to support improved student outcomes.	Goal 3 in our 2023-24 LCAP is to develop and implement learning, engagement, attendance, and parent empowerment strategies as part of a comprehensive plan to increase student academic and personal achievement. We are implementing strategies to enhance our partnership with parents/guardians to promote understanding and involvement. We are doing this by developing resources to support families as they enroll and transition into our school.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents/guardians, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	OGCS solicits input via the teacher-student meetings, surveys, input sessions, and the school has an Advisory Council but attendance and participation rates are low and irregular. We will continue to find ways to have families participate in advisory groups and decision making.	Though parents/guardians are integrally involved in their child’s education, parents/guardians tend to be less involved in school-wide decision making. This is an area for continued improvement.	Goal 3 in our 2023-24 LCAP includes actions to increase parent/guardian input in decision-making and participation in programs for unduplicated pupils. The school will do this through annual perception surveys (e.g., CA Healthy Kids Survey, parent/guardian satisfaction survey, etc.), Parent/Guardian Advisory Council, as well as parent/guardian engagement events and activities. We also have a designated parent/guardian liaison (Family Support Coordinator) to manage and coordinate communications with parents, to conduct surveys, to connect families to community resources, and to communicate with families in Spanish but could improve in providing more written communications in languages other than English.	5	4	3	4	4	5	5	4	4	3	3	3	Met		15JUN2023	2023
43104390000000	Santa Clara County Office of Education	3	The Santa Clara County Office of Education (SCCOE) and the Educational Services Division (ESD) prioritize family engagement and relationships with families. Staff members include families in decision-making regarding children and their growth and use various modes of communication to include families in school and after school activities and to gather input from families as educational partners. Schools offer welcoming climates and prioritize family engagement activities as a means to build relationships, and partner with families to provide high-quality education for all students. Translation and interpretation services ensure two way communication between staff and families, and a focus on culturally responsive teaching and learning enables a continuous process of authentic engagement. Outreach to families in both formal and informal settings is grounded in respecting the value of families as partners and providing support to families according to need. The SCCOE values inclusion and is consistently striving to increase parent and family engagement in decision-making and outreach activities. The SCCOE knows the impact of relationships with family in supporting students and provides outreach to families in times of need. Findings from: (a) the Local Control Accountability Plan (LCAP) survey, (b) LCAP input sessions held at each school site, and (c) feedback from the LCAP Parent Advisory Committee and District English Learner Advisory Committee indicate that parents feel comfortable approaching school staff and value the current practices of Cafecito's or Coffee Chats that principals hold for parents and families. Strengths also include other opportunities for families to engage with school staff to include: (a) School Site Council and English Learner Advisory Committee meetings, (b) parent conferences and annual Individualized Education Plan meetings, (c) intake meetings upon enrollment, and (d) frequency of parent engagement activities to include family nights and family field trips. Families also value parent and family education opportunities that are offered through the special education program and parent education classes which are offered through other programs. Opportunities for building relationships with families include scheduled meetings and structures as well as family fun nights and enrichment activities. The Parent Advisory Committee provides opportunity for families to gather monthly and participate in trainings relevants to families and to provide input in Local Control Accountability Plan processes.	Educational partner input indicates that areas for improvement in building relationships between school staff and families include: (a) continue current practice of outreach to families, (b) provide opportunity for parents to collaborate and participate with home school districts, (c) continue to provide field trips and family engagement activities to bring together families and the school, and (d) include families in community acitivities to support student life skill development.  The EDS provides a focus on these areas through the Parent Advisory Committee, the School Site Councils, and associated LCAP goals.	Engaging families is a priority for all students. The SCCOE Educational Services Division will continue to offer monthly Parent Advisory Committee meetings with parents. This practice continues to be successful in building a cadre of parents who meet monthly and provide valuable input both for the Local Control Accountability Plan (LCAP) and school to home communication.  Monthly topics and trainings enable parents to interact regarding practices relevant to their children.   Foster Youth Services continues to support families providing foster youth services with transition of students to include aligning families with opportunities for higher education. Special Education has built in a Parent Education Series and continues to set aside funding for family field trips. The Community Schools host Cafecito's monthly and counselors provide newsletters monthly for families. Parent engagement is a priority for alternative education during 2023-24 and will include additional parent meetings and trainings and family field trips.  The Educational Services Division programs solicit feedback from parents and families frequently during meetings both as decision-makers and advisers for best practices.  80% of alternative education families and 61% of special education families experience low socioeconomic status and often are underrepresented in school activities. The EDS includes all parents and families in invitations to activities and shares information in multiple languages.	The Santa Clara County Office of Education (SCCOE) services a diverse group of students and families. Staff members participate in professional learning to enable them to respond to the cultural as well as academic needs of students and families through trainings to include Positive Behavior Intervention Supports and Culturally Responsive Teaching and Learning. An attitude of inclusion guides the culture of the SCCOE and administrators and staff members collaborate regularly through trainings regarding equity and culture. Families are provided educational opportunities through parent education courses and parent conferences, as well as up to date information through language friendly newsletters and parent resources. Formal and informal structures are in place for families and staff to meet to discuss student progress, and the input of parents is a valued aspect of decision making and individualized planning for students. Parents interviewed for the 2023 LCAP Public Hearing video shared a common respect for their chilld's school program and reiterated the positive changes the school programs have made for their children's perception of school and school success. Meetings include: (a)  traditional parent conferences, (b) intake and transition meetings, and (c) Individual Education Plan (IEP) meetings, as well as: (a) parent English language acquisition classes, (b) frequent phone calls and meetings, and (c) family game nights. Families of students receiving English language services are offered opportunity for family field trips and educational conferences as well as language acquisition classes, and parents of students experiencing incarceration are offered resources to support students as they transition from facilities. Principals hold coffee chats with parents on a regular basis as a means to gather input and build relationships with families and parents as available. All programs annually provide professional development to staff regarding the value of parent engagement. Parents are advised and trained regarding parent rights and advocacy through: (a) IEP, (b) District English Learner Advisory Committee, and (c) intake meetings. The SCCOE consistently aspires to include more families in engagement activities and this is a continuous goal. Anecdotal comments from parent surveys and input sessions indicate that parents feel a partnership with their schools.	An analysis of educational partner input indicates that the Santa Clara County Office of Education and the Educational Services Division will build partnerships with families and parents by continuing current outreach opportunities to include: (a) surveys, (b) advisory meetings, (c) parent conferences, and (d) update and intake meetings. LCAP Goal Three outlines Actions and Services intended to increase partnerships with parents. Parent input suggests heightened communication between home school districts and county programs, increased opportunity for students to participate in community partnerships, and increased family education and meetings in person.	An analysis of educational partner input and local data indicates that the SCCOE and the Educational Services Division (ESD) provides a pathway to communication for families. Emphasis on home and school communication will be a continued goal of the Parent Advisory Committee. The ESD will continue outreach to parents and families of students who receive English Learner services through family focused field trips, meetings, and newsletters. Individualized attention to families is a priority for the ESD as we serve a student population of which (a) 80% represent a low socioeconomic status,  (b) 36% of students receive English Learner services, (c) 1% of students receive services for  housing insecurity and foster youth status, and (d) 71% represent as Students with Disabilities. The major ethnicity is Latinx at 68% and Educational Services serves students who represent at: (a) 6% African American, (b) 21% Asian, and (c) 16% White. Educational Services continues to improve engagement of families through: (a) personal outreach and input spaces, (b) engaging activities, and (c) a culturally responsive environment.	Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (a) continue current practice of outreach to families, (b) provide opportunity for home to school communication with home school districts, (c) continue to train staff members on positive family communication, and (d) provide home learning for students that families can support and engage with in the form of technology applications and software. The ESD provides a focus on these areas through the Parent Advisory Committee and associated LCAP goals.	The Santa Clara County Office of Education (SCCOE) recognizes the value of family input in decision making and governance. Principals and staff are trained annually on strategies to effectively engage families as a means to implement the School Site Council and English Learner Advisory Committee at school sites. These processes are also applied to meetings at the district level to include the District English Learner Advisory Committee and the Local Control Accountability Plan (LCAP) Parent Advisory Committee. Each School Site Council is trained annually regarding engagement processes and as available parents or family members deliver these trainings. Parents provide advisement for budget development for the School Plan for Student Achievement and the Local Control Accountability Plan (LCAP), and the District English Learner Advisory Committee (DELAC) provides advisement for the SCCOE English Learner Master Plan. The DELAC also provides advisement for the Consolidated Application and in particular the Title III budget as it relates to English Learners and reviews the LCAP annually. Parents and families are invited to school site and district meetings through mailings and personal calls, and all communication is provided in three languages: English, Spanish, and Vietnamese. Parent and family participation in meetings is enhanced through a welcoming climate grounded in respect for all opinions and suggestions. SCCOE parents also provide input annually in the LCAP Survey and participate in other surveys as needed at the site and district level. Partner input is valued, and the SCCOE authentically uses this input when making decisions regarding planning, actions, and budget. A common topic at all meetings is a discussion as to ways to engage more families both formally and informally. The SCCOE values input of families. Family advisement and engagement is a continuous process.	Analysis of educational partner input and local data did not reveal a perception of disproportionality in engagement of underrepresented families in regard to opportunities for decision-making. The SCCOE and the Educational Services Division will continue processes to include all parents in decision-making venues and surveys.	5	5	5	5	4	5	5	5	5	5	5	5	Met		21JUN2023	2023
43104390106534	Bullis Charter	3	Currently, BCS has a strong partnership with our family community through the parent association on campus, and there are lots of opportunities for parents to gain information (weekly family newsletter, class ambassadors, etc) and to be involved with providing input (curriculum chats, parent coffees, working committees, ELAC committee, family survey, etc).	We remain focused on building relationships with our families new to BCS, recognizing that that continue to be a challenge from the past two years coming out of the pandemic. We are also focusing on our new TK/K families, specifically, many of whom are new to the school setting.	We hired a Director of Community Engagement and Outreach, and she has worked to engage underrepresented families through one-on-one meetings, home visits, calls, etc, including connecting these families to our greater community.	Our current strengths include the Focused Learning Goal process, where families, students, and teachers work together to set personalized goals for each student and track progress towards goals throughout the course of the year. We have revisited how we can continue to refine this process in future years.	We’d like to provide more training and support for our families in accessing online platforms to keep families informed of their students’ progress. Through back to school and family nights, we’d like to integrate these supports into daily/weekly routines at home.	We have created multiple opportunities this year - online and in person - to meet with members of our leadership team, learn about our curriculum, ask questions about each grade level, etc. We’d like to formalize this more in future years, so that all parents have an opportunity to learn about expected student outcomes at each grade level. Principals will also meet with all new families individually throughout the 23-24 school year.	We consistently seek out opportunities for families to be involved in school decisions. We’ve held multiple curriculum chats this year, allowing families to learn about our vision for BCS curriculum and engage in discussions of future desires. Parents have been able to participate in working groups for full-day TK/K.  Additionally, we’ve invited all families to take the yearly family survey.	We’d like to provide more opportunities for parents to participate in working committees for the 23-24 school year.	Our new Director of Community Engagement and Outreach has been able to meet with some underrepresented families to gather individual input, and we’d like to continue this structure moving into the 23-24 school year.	5	4	5	5	4	4	5	5	5	4	5	5	Met		05JUN2023	2023
43104390111880	Discovery Charter	3	Discovery Charter School is a parent partnership school. Discovery families volunteer in the school on a regular basis. Discovery ensures that parents can volunteer in ways which reflect their own skills, interest, talents, and time; as well as, taking into consideration classroom/program needs and the constraints of family, work, and other commitments outside of school.  Discovery I holds monthly parent support meetings and provides discipline training for newly enrolled families. Educational partner communication tools used in 22-23, include Parent Square, Padlet newsletter, frequent website updates, a teacher newsletter, two-way communication via the website and Groups.io (schoolwide, grade level and classroom groups).The 2023 annual parent survey indicates 92% of parents feel connected to the school community.	We will strive to continue to strengthen our relationships with families by using ParentSquare to more effectively communicate with parents.  We also plan to hire a parent liaison to further build relationships with families and determine equitable ways for all families to participate.  Additionally, the Parent Liaison will take on some of the responsibilities that have been previously assigned to parents.	In order to improve engagement of underrepresented families, we will continue to encourage all families to participate and seek out ways for families to participate in ways that best accommodate their busy schedules.  We have developed a parent partnership committee to determine how the parent partnership model can be equitable and ensure that everyone knows that whatever they can contribute is valuable.	Discovery Charter School is a parent partnership school. Parents continue to be an integral part of our program. Parents and staff participate together in our positive discipline training to support positive student behavior. 92% of families attended parent-teacher conferences, school workshops, or other school-wide family events in 2022-23. 91% of families met their volunteer commitments.	We will continue to focus on ensuring consistent communication from classroom teachers regarding student progress.	We plan to improve engagement of underrepresented families by finding ways for families to participate in a manner that fits their schedules.	"92% of parents provided parental input in decision-making.  Discovery seeks parent input in the decision-making process in many ways such as community meetings, parent surveys, Program Site Council and Discovery's Board of Director meetings. ""Coffee with Carol"" are regular community meetings with the principal where important topics such as the LCAP and financials are presented and explained. Parent surveys are distributed during the school year and give parents an opportunity to give feedback, provide opinions and other input regarding our program. Program Site Council meetings are chaired and run by parent volunteers in conjunction with the principal. This forum offers opportunities for interested parents to share ideas and provide input into the decision-making process at Discovery. Discovery's Board of Directors meets monthly and is another avenue for parent/community involvement."	One challenge for the school to address is the same parents taking on many leadership roles.  We will continue to focus on empowering other parents to participate in these leadership roles.	In order to improve engagement of underrepresented families, we will ensure parents who cannot come to campus during the school days are provided opportunities to participate.	5	4	4	3	4	4	4	5	5	5	5	5	Met		28JUN2023	2023
43104390113431	University Preparatory Academy Charter	3	Specific Areas of Success - Staff newsletter has helped with communication. - Communication from Executive Director to community has helped with providing more information and an open door policy. - Teachers have established grassroots connections with other teachers to develop and implement cross-curricular projects and lessons. - Dramatic increase in PD time due to the removal of staff meeting business and the increase in PD days. - The role of the English Language Development Coach has shifted from a classroom instruction model to a case management model. The coach meets with teachers, parents and students and shares instructional shifts based on the individual needs of the student and tailored to the specific course. - Teachers regularly use scaffolding and checks for understanding throughout the lessons generally. - EWS or Early Warning System has been created and is monitored by Administration and key staff. - UPA has 3 full-time counselors, and students are able to access the counselors via self-referral, academic counselor referral, staff referral or parent referral. - The safety plan is created and monitored/updated every year. - A calendar of safety drills is established and practiced. - Staff and community have direct input on changes to the bell schedule and school calendar. - Staff has appreciated the increase in PD time, especially during the transition from in-class learning to distance learning and then hybrid learning. - Staff has successfully adapted their curriculum to be successful for distance learning. - Staff works to celebrate the accomplishments of students during distance learning.	Areas of near or total completion of goals outlined by the 2020 WASC committee - Norms need to be established regarding timeliness of all correspondence; including those regarding monitoring school progress, course schedule changes, and educational programs. - As school needs are dynamic and changes are inevitable, any communication concerning schedule changes for school activities should be given in a more timely manner to staff and families. - The school has begun to develop more cross-curricular units, but teachers would like to have dedicated time to plan for more of these units in all grade levels. - Teachers at UPA need more time to develop strong lesson plans including interdisciplinary collaboration. - Students' well-being and prevention of academic stress is an area of opportunity. - Safety plan needs to be revised and improved. - Continue to develop effective communication with students, parents, and staff. - Administration and staff implement activities and workshops that improve student well-being in order to balance the academic stress at the school. - Administration will work with staff to review the school calendar and bell schedule to create more opportunity for staff collaboration. - Administration will evaluate communication systems to improve communication within the school with staff and from school to home with parents. - Administration will evaluate current safety plans and improve them to include lockdown procedures, active shooter protocols, name badge security protocols, and visitor protocols to ensure students are in a safe location. - Administration will develop a transition plan for leadership to maintain the very unique vision that has been in place for this school. - Continue to build a culture of collaboration between staff. - Be transparent with the progress. - Celebrate in the successes; both new and old. - Provide space for stakeholders to build capacity. - Stay true to the mission of the school.	Areas that need to be addressed in the 2022-23 SPSA/LCAP - As UPA demographics have changed over the years and as the schools’ graduation requirements remain rigorous, the school needs to develop a more diverse range of methods which allow English Language Learners to access this rigorous curriculum. - UPA needs to develop additional strategies that close the achievement gap in all demographics of the school. - Teachers can develop more scaffolding when presenting information. - State data is used by administration but is not part of instructional planning. - While there are many ways for a teacher to check for student learning, much is limited to early adopters. - The use of Illuminate data to effectively evaluate NWEA and SBAC is limited to admins and a few faculty members. - Administration works with staff to identify areas of academic support to close the achievement gap. - Use data to monitor progress. - Check in with stakeholders regularly to check understanding. -  Unduplicated students continue to lag behind their peers. - EL students need to move towards redesignation at higher rates. - Annual review of vertical alignment of content and skills is developed in all subject areas. - Internal pre-, mid-, and post- assessments have been identified or developed and implemented to create a baseline of growth for all students in English, Math, Science, and Social Science. - Cycle of inquiry is the primary focus of department chairs and department chair meetings based on internal assessments. - Grade Level meetings are focused on best practices based on shared students. - Baseline data developed to measure student connection to school	Specific Areas of Success - Staff newsletter has helped with communication. - Communication from Executive Director to community has helped with providing more information and an open door policy. - Teachers have established grassroots connections with other teachers to develop and implement cross-curricular projects and lessons. - Dramatic increase in PD time due to the removal of staff meeting business and the increase in PD days. - The role of the English Language Development Coach has shifted from a classroom instruction model to a case management model. The coach meets with teachers, parents and students and shares instructional shifts based on the individual needs of the student and tailored to the specific course. - Teachers regularly use scaffolding and checks for understanding throughout the lessons generally. - EWS or Early Warning System has been created and is monitored by Administration and key staff. - UPA has 2 full-time counselors, and students are able to access the counselors via self-referral, academic counselor referral, staff referral or parent referral. - The safety plan is created and monitored/updated every year. - A calendar of safety drills is established and practiced. -  Staff and community have direct input on changes to the bell schedule and school calendar. - Staff has appreciated the increase in PD time, especially during the transition from in-class learning to distance learning and then hybrid learning. - Staff has successfully adapted their curriculum to be successful for distance learning. - Staff works to celebrate the accomplishments of students during distance learning.	Areas of near or total completion of goals outlined by the 2020 WASC committee - Norms need to be established regarding timeliness of all correspondence; including those regarding monitoring school progress, course schedule changes, and educational programs. - As school needs are dynamic and changes are inevitable, any communication concerning schedule changes for school activities should be given in a more timely manner to staff and families. - The school has begun to develop more cross-curricular units, but teachers would like to have dedicated time to plan for more of these units in all grade levels. - Teachers at UPA need more time to develop strong lesson plans including interdisciplinary collaboration. - Students' well-being and prevention of academic stress is an area of opportunity. - Safety plan needs to be revised and improved. - Continue to develop effective communication with students, parents, and staff. - Administration and staff implement activities and workshops that improve student well-being in order to balance the academic stress at the school. - Administration will work with staff to review the school calendar and bell schedule to create more opportunity for staff collaboration. -  Administration will evaluate communication systems to improve communication within the school with staff and from school to home with parents. - Administration will evaluate current safety plans and improve them to include lockdown procedures, active shooter protocols, name badge security protocols, and visitor protocols to ensure students are in a safe location. -  Administration will develop a transition plan for leadership to maintain the very unique vision that has been in place for this school. - Continue to build a culture of collaboration between staff. - Be transparent with the progress. -  Celebrate in the successes; both new and old. - Provide space for stakeholders to build capacity. - Stay true to the mission of the school.	Areas that need to be addressed in the 2022-23 SPSA/LCAP - As UPA demographics have changed over the years and as the schools’ graduation requirements remain rigorous, the school needs to develop a more diverse range of methods which allow English Language Learners to access this rigorous curriculum. - UPA needs to develop additional strategies that close the achievement gap in all demographics of the school. - Teachers can develop more scaffolding when presenting information. - State data is used by administration but is not part of instructional planning. - While there are many ways for a teacher to check for student learning, much is limited to early adopters. - The use of Illuminate data to effectively evaluate NWEA and SBAC is limited to admins and a few faculty members. - Administration works with staff to identify areas of academic support to close the achievement gap. - Use data to monitor progress. - Check in with stakeholders regularly to check understanding. -  Unduplicated students continue to lag behind their peers. - EL students need to move towards redesignation at higher rates. - Annual review of vertical alignment of content and skills is developed in all subject areas. - Internal pre-, mid-, and post- assessments have been identified or developed and implemented to create a baseline of growth for all students in English, Math, Science, and Social Science. - Cycle of inquiry is the primary focus of department chairs and department chair meetings based on internal assessments. - Grade Level meetings are focused on best practices based on shared students. - Baseline data developed to measure student connection to school	Specific Areas of Success - Staff newsletter has helped with communication. - Communication from Executive Director to community has helped with providing more information and an open door policy. - Teachers have established grassroots connections with other teachers to develop and implement cross-curricular projects and lessons. - Dramatic increase in PD time due to the removal of staff meeting business and the increase in PD days. - The role of the English Language Development Coach has shifted from a classroom instruction model to a case management model. The coach meets with teachers, parents and students and shares instructional shifts based on the individual needs of the student and tailored to the specific course. - Teachers regularly use scaffolding and checks for understanding throughout the lessons generally. - EWS or Early Warning System has been created and is monitored by Administration and key staff. - UPA has 3 full-time counselors, and students are able to access the counselors via self-referral, academic counselor referral, staff referral or parent referral. - The safety plan is created and monitored/updated every year. - A calendar of safety drills is established and practiced. - Staff and community have direct input on changes to the bell schedule and school calendar. - Staff has appreciated the increase in PD time, especially during the transition from in-class learning to distance learning and then hybrid learning. - Staff has successfully adapted their curriculum to be successful for distance learning. - Staff works to celebrate the accomplishments of students during distance learning.	Areas of near or total completion of goals outlined by the 2020 WASC committee - Norms need to be established regarding timeliness of all correspondence; including those regarding monitoring school progress, course schedule changes, and educational programs. - As school needs are dynamic and changes are inevitable, any communication concerning schedule changes for school activities should be given in a more timely manner to staff and families. - The school has begun to develop more cross-curricular units, but teachers would like to have dedicated time to plan for more of these units in all grade levels. - Teachers at UPA need more time to develop strong lesson plans including interdisciplinary collaboration. - Students' well-being and prevention of academic stress is an area of opportunity. - Safety plan needs to be revised and improved. - Continue to develop effective communication with students, parents, and staff. - Administration and staff implement activities and workshops that improve student well-being in order to balance the academic stress at the school. - Administration will work with staff to review the school calendar and bell schedule to create more opportunity for staff collaboration. -  Administration will evaluate communication systems to improve communication within the school with staff and from school to home with parents. - Administration will evaluate current safety plans and improve them to include lockdown procedures, active shooter protocols, name badge security protocols, and visitor protocols to ensure students are in a safe location. -  Administration will develop a transition plan for leadership to maintain the very unique vision that has been in place for this school. - Continue to build a culture of collaboration between staff. - Be transparent with the progress. -  Celebrate in the successes; both new and old. - Provide space for stakeholders to build capacity. - Stay true to the mission of the school.	Areas that need to be addressed in the 2022-23 SPSA/LCAP - As UPA demographics have changed over the years and as the schools’ graduation requirements remain rigorous, the school needs to develop a more diverse range of methods which allow English Language Learners to access this rigorous curriculum. - UPA needs to develop additional strategies that close the achievement gap in all demographics of the school. - Teachers can develop more scaffolding when presenting information. - State data is used by administration but is not part of instructional planning. - While there are many ways for a teacher to check for student learning, much is limited to early adopters. - The use of Illuminate data to effectively evaluate NWEA and SBAC is limited to admins and a few faculty members. - Administration works with staff to identify areas of academic support to close the achievement gap. - Use data to monitor progress. - Check in with stakeholders regularly to check understanding. -  Unduplicated students continue to lag behind their peers. - EL students need to move towards redesignation at higher rates. - Annual review of vertical alignment of content and skills is developed in all subject areas. - Internal pre-, mid-, and post- assessments have been identified or developed and implemented to create a baseline of growth for all students in English, Math, Science, and Social Science. - Cycle of inquiry is the primary focus of department chairs and department chair meetings based on internal assessments. - Grade Level meetings are focused on best practices based on shared students. - Baseline data developed to measure student connection to school	4	4	4	4	4	3	3	4	4	3	3	4	Met		15JUN2023	2023
43104390113704	Rocketship Mateo Sheedy Elementary	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
43104390116814	ACE Empower Academy	3	ACE has invested in a broad program to engage and involve families. ACE’s Director of Community Engagement and with the support of the Parent Organizer and Deans of Culture and Community Outreach ensures families have access, input, and space to advocate for student and family needs in PLTs (ACE Empower SSC & DELAC ), Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups being represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2023 family survey, families overwhelmingly responded favorably to questions related to their school connectedness and sense of belonging, indicating that they had a staff member at ACE that they trusted and could go to for support.  Through ACE’s Community Ambassador program, parent leadership groups, and monthly Cafecitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Community Ambassador and Parent Leadership programs teach and assist parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students. Families also have access to teachers throughout the year and receive updates on their students’ academic progress in student-led conferences, which occur twice a year. Families are always encouraged to reach out when they are in need of additional support at any time.  Cafecito meetings  and PLTs give families direct access to school leadership where they receive updates on the latest school events and news. These meetings also allow parents and families to raise and address any concerns they see in the ACE community. Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafecitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes. PLT meetings serve the purpose of providing updates on the ACE Empower LCAP Goals, Actions and Metrics.	The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. Therefore, ACE focuses on training parents to understand their own power and advocate for themselves and their families in a way that is productive and collaborative. Through this advocacy, we have added several opportunities for our students to receive academic support, such as before and after school office hours and after school programming.	As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, parent and community ambassador programs, and student-led conferences. ACE also participated in the County’s Project to Inspire cohort where ACE parents and staff had the opportunity to collaborate with other districts and charter school networks in the county to further parent engagement practices. Through this partnership, ACE learned about an opportunity to continue our learnings and was accepted into the Community Engagement Initiative’s Cohort III Peer Leading and Learning Network through California Collaborative for Educational Excellence (CCEE) where we are working on creating a parent engagement plan alongside several other districts. The participants include community engagement staff, parents, students, and county staff members to continue this work of building relationships.  Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. We have hired several Vietnamese staff, including a Manager of Community Engagement and multiple Community Ambassadors, and are looking to continue to hire more staff. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.	As mentioned above, student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2021-22 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.	Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.	For 2022-23 ACE modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. Schools closed for a week to ensure families were available to participate  their  child's student led conference and that parents have ample time and days to attend conferences. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.	The Community Engagement team has developed an annual Culture and Engagement calendar, which includes scheduling out various events, collaboration, input and review dates. This calendar includes when stakeholders will get together to review items like student performance data, LCAPs, ELAC, ACE board meetings and budget reports. Selection of our parent ambassadors is purposeful and prioritizes the involvement of families who are underrepresented and or are from special populations. These stakeholders have the agency to elevate school level issues at these meetings.  Additionally, ACE includes its parents during every interview process for administrators, including our recent search for a new CEO. Parents and families were kept up to date throughout the screening process and ultimately participated in every interview through a dedicated parent panel. ACE also has a parent board member who is an official member of our Board of Directors and collaborates with our school community to elevate parent and student voices during board meetings. They are an integral part of ensuring that we are prioritizing relationships between parents, students, and staff. ACE is currently working towards adding another parent board member for a total of two.  Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication.  We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.	A focus area of improvement in seeking input in decision making is an increase in the number of parent participants in the various ACE parent organizations. Our goal is to have 75% parent participation throughout the school year and provide more opportunities for engagement, such as additional parent workshops and college access training.	ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.	4	5	3	5	3	2	3	4	4	4	3	3	Met		21JUN2023	2023
43104390119024	Rocketship Si Se Puede Academy	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
43104390120642	Rocketship Los Suenos Academy	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
43104390121483	Alpha: Cornerstone Academy Preparatory	3	We have continued to work on how to increase communication, transparency, and more opportunities for engagement and presence in our school. Our survey data shows that we have had successes but also have room to progress this coming year: •95% of families feel welcome and heard by the school •93% of Families who feel the school does a good job of family engagement •94% of Families who agree that school listens to family voice in input and decision making.	Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: • The quality of communication, especially direct one on one touchpoints beyond conferences and general messages. • More frequency of community-building events. • Establishing more opportunities for families to be within our schools on a consistent, informal basis. Hopefully, with the pandemic transitioning towards an endemic phase, we will be able to normalize this more.	Our Actions, as implemented during the SY 22-23, were effective in making progress toward our family engagement goal. We continued to strengthen our Parents Association, increased the number of events, clubs, and family attendance on campus. Some evidence of the effectiveness toward achieving our goal includes the following survey responses from our families: •93% of families feel welcome and heard by the school •93% of Families who feel the school does a good job of family engagement •94% agreed that The school listens to family voice and input when making decisions. The effects of COVID continue to impact our families and community, which has created the need to be more flexible and creative when we think about family engagement. We continue to offer opportunities both in person and over zoom, which has led to increased attendance at our ELAC meetings. Coffee with the principal had lower than normal attendance this school year, so we will be working with the leadership team to survey our parents to identify barriers of attendance in order to create an improvement plan for SY 23-24. While we are satisfied with our progress here, we would like to improve on the number of regular parent volunteers and overall campus presence opportunities for our families now that our office is back to normal. We will continue to leverage our Senior Director of Advocacy and Community Engagement to bring additional services and resources to students and families.	Strengths/Progress Our Parent Learning Center Lead and Director of Advocacy & Community Engagement provided an overall structure, as well as training and resources, around how families can understand their legal rights and advocate for their students. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences.	Focus Area for Improvement We will continue to be more intentional around providing regular and consistent opportunities for families (workshops, resources, materials) to help support student learning and development. We will also seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families.	Our Actions, as implemented during the SY 22-23, were effective in making progress toward our family engagement goal. We continued to strengthen our Parents Association, increased the number of events, clubs, and family attendance on campus. Some evidence of the effectiveness toward achieving our goal includes the following survey responses from our families: •93% of families feel welcome and heard by the school •93% of Families who feel the school does a good job of family engagement •94% agreed that The school listens to family voice and input when making decisions. The effects of COVID continue to impact our families and community, which has created the need to be more flexible and creative when we think about family engagement. We continue to offer opportunities both in person and over zoom, which has led to increased attendance at our ELAC meetings. Coffee with the principal had lower than normal attendance this school year, so we will be working with the leadership team to survey our parents to identify barriers of attendance in order to create an improvement plan for SY 23-24. While we are satisfied with our progress here, we would like to improve on the number of regular parent volunteers and overall campus presence opportunities for our families now that our office is back to normal. We will continue to leverage our Senior Director of Advocacy and Community Engagement to bring additional services and resources to students and families.	We have continued to focus on transparency and communication, as well as building partnership with families around school decision making. Our survey data shows that we have had successes but also have room to progress this coming year: •94% of Families who agree that school listens to family voice in input and decision making	We made good strides with developing our network-wide parent leadership group, having invested time and resources on the part of our Parent Learning Center Lead, as well as a new FTE around community outreach around these goals. We were able to establish trainings and meetings through the 2nd half of the year, and believe we have set a good foundation. We have also made strides in the quality of our family and LCAP surveys given to families. A focus area is around ensuring that we are getting high quality input through SSC, and establishing more intentional connections between our Alpha board structure and our SSC voice.	Our Actions, as implemented during the SY 22-23, were effective in making progress toward our goal. We continued to strengthen our Parents Association, increased the number of events, clubs, and family attendance on campus. Some evidence of the effectiveness toward achieving our goal includes the following survey responses from our families: •93% of families feel welcome and heard by the school •93% of Families who feel the school does a good job of family engagement •94% agreed that The school listens to family voice and input when making decisions. The effects of COVID continue to impact our families and community, which has created the need to be more flexible and creative when we think about family engagement. We continue to offer opportunities both in person and over zoom, which has led to increased attendance at our ELAC meetings. Coffee with the principal had lower than normal attendance this school year, so we will be working with the leadership team to survey our parents to identify barriers of attendance in order to create an improvement plan for SY 23-24. While we are satisfied with our progress here, we would like to improve on the number of regular parent volunteers and overall campus presence opportunities for our families now that our office is back to normal. We will continue to leverage our Senior Director of Advocacy and Community Engagement to bring additional services and resources to students and families.	3	4	4	4	3	3	4	4	3	2	3	2	Met		21JUN2023	2023
43104390123257	Downtown College Prep - Alum Rock	3	Back To School Night where families are invited to the school to experience the students’ daily schedules, meet and chat with teachers, and better understand the many programs and initiatives at the school site. ? Advisory program - teachers have one cohort of students daily where the focus is on relationship building, progress monitoring, building a college going culture, and family engagement ? Student / Family conferences held twice annually ? Monthly cafecitos where families are invited to spend time chatting with the principal regarding upcoming events, school culture, student academic progress, and the overall school program. Additionally, families have opportunities to ask questions and give input on current and upcoming initiatives and strategies. ? Monthly School Site Council and English Language Advisory Committee meetings where families are informed and give input on annual plans, the LCAP, English Language Learner initiatives and budgets, as well as other school wide initiatives and family engagement opportunities ? Annual / semi annual family surveys for input on LCAP and other school wide initiatives ? Annual Youth Truth surveys for students and families to give input and feedback on the learning model, engagement, academic challenge, school culture, belonging and peer collaboration, relationships, college and career readiness, obstacles to learning, school safety, diversity/equity/inclusion, and areas for improvement ? Workshops for families to engage in topics relevant to building a college going mindset, college readiness, social-emotional wellbeing, and mental-health awareness. ? Weekly announcements sent to families regarding upcoming events, important dates, and notable happenings from the site	Increase the number of and content for family workshops to better meet the needs identified by our educational partners ? Increase opportunities and events for families to come together in support of the school’s mission ? Continue our work in building a restorative community with students, staff, and families ? Continue to build an engaging environment where educational partners can provide input and feedback on school programs, environment, and supports ? Continue to work closely with the Santa Clara County Children and Family Department to refer families to the Differential Response program which provides mental-health services and connects families with resources	Increase the number of and content for family workshops to better meet the needs identified by our educational partners ? Increase opportunities and events for families to come together in support of the school’s mission ? Continue our work in building a restorative community with students, staff, and families ? Continue to build an engaging environment where educational partners can provide input and feedback on school programs, environment, and supports ? Continue to work closely with the Santa Clara County Children and Family Department to refer families to the Differential Response program which provides mental-health services and connects families with resources	Engaging all staff in diversity, equity, and inclusion initiatives and activities ? Using surveys to gather input and feedback from families for the LCAP ? Engaging families with Power School and Google classroom to keep them informed on student assignments and progress ? Providing Chromebooks to students for use at school and in the home ? Student / family conferences held twice annually	Continue exploring / researching strategies that provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families. ? Continue exploring / researching strategies that provide families with information and resources to support student learning and development in the home. ? Continue exploring / researching strategies for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. ? Continue exploring / researching strategies to support families to understand and exercise their legal rights and advocate for their own students and all students. ? Continue to work on increasing the number of families and staff who are engaging with the Family Engagement Policy and Parent-School compact to increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey	Continue exploring / researching strategies that provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families. ? Continue exploring / researching strategies that provide families with information and resources to support student learning and development in the home. ? Continue exploring / researching strategies for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. ? Continue exploring / researching strategies to support families to understand and exercise their legal rights and advocate for their own students and all students. ? Continue to work on increasing the number of families and staff who are engaging with the Family Engagement Policy and Parent-School compact to increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey	Expanding its efforts to engage families in School Site Council, principal-led coffee chats and English Learner Advisory Committee (ELAC) by increasing communication strategies such as weekly newsletters ? Providing access to leadership positions for families in the School Site Council and ELAC ? Engaging families in writing and providing feedback for the Learning Continuity Plan, LCAP	Continuing to build systems of support to help improve School Site Council and ELAC meetings in order to meaningfully engage parents in decision making ? Continuing to focus on family communication and increase the percentage of families who receive text messages for alerts on school communication	Continuing to build systems of support to help improve School Site Council and ELAC meetings in order to meaningfully engage parents in decision making ? Continuing to focus on family communication and increase the percentage of families who receive text messages for alerts on school communication	3	3	3	3	2	2	2	2	2	2	2	2	Met		23MAY2023	2023
43104390123281	Rocketship Discovery Prep	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
43104390123794	Summit Public School: Tahoma	3	Summit Tahoma has consistently worked hard to ensure that we are working with our community to support strong family and caregiver relationships with the school. This work has been intentional and through our direct work with our families, we have grown our capacity to sustain relationships that ensure all students in our school community are supported in their goals. To rate our progress we examined the feedback we have received from families through our annual parent and student survey results. We have received really important feedback but have room for improvement in participation rates. At the same time, we have increased the ways in which we engage our families through regular established engagement activities at the school. We hold annual evening Town Halls, with simultaneous translation services and childcare where families were able to have meaningful engagement with the executive director and the Summit leadership directly through a neutrally facilitated circle discussion.	Focus Area for Improvement: Summit Tahoma has made great strides in building strong relationships within our community. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services as school events and continue to work on decreasing the disproportionality of our faculty and staff to be more reflective of the community we serve, and this will continue to be a focus area of our school as a major means of direct relationship building among our community.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	By reviewing a number of explicit data points, the school has been able to evaluate progress on this indicator.  We examined: Professional Development structure and survey Parent newsletters (+language access) (analytics) Personalized Learning Plan meetings (parents/caregiver:student:mentor) Policy accessibility on website  Through 1:1 conferences, parents are shown how to monitor their child's progress and how to access resources that will support them in this effort. The online learning platform makes the curriculum, including scaffolds, easily available to families so that they can see what is expected of their students and know how to support them in completing their work.  The school holds a specific tech training for families so they know how to use these resources and follows up with individual support for parents as needed. Support staff have been trained to support all parents who come in person to show them how to use the resources available and provide on the spot tutorials as needed.  Additionally, parents are encouraged to regularly reach out to their child's mentor to get more specific information about their child's progress and how to go about working with specific teachers.  The school is very explicit in all communications the value that parents bring to supporting their child's academic successes.    Summit Tahoma is explicit in training leaders, teachers and support personnel in the importance of parents as equal partners.  During professional development at the beginning of the year and then throughout the year the role that parents play is discussed and training for how to engage parents is provided.  Prior to 1:1 parent conferences there is specific training for how to hold these meetings in a way that respects parents and encourages their participation.  The Community Engagement Manager ensures that we are implementing and coordinating parent programs, such as the parent education series, in a way that encourages and validates the contributions of parents.  Summit Tahoma utilizes a variety of tools and modes of communication to ensure that parents with disabilities are accommodated and informed. Including: individual conferencing and meetings, sign-language, written communication in multiple languages as a resource to anchor meetings, and the use of spaces that are ADA compliant so that all parents have access to participate.   Additionally, the school ensures that parents/caregivers of migratory children are engaged.  This includes meeting with families prior to a departure and then again when they return.  The school will also support a plan for the students to complete work as appropriate while they are away so the disruption is minimized.	One focus area is improving student attendance and reducing truancy, in particular for students from historically marginalized or disadvantaged backgrounds, and specifically how we can build partnerships with families to impact these outcomes.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	At Summit Tahoma, one of our core beliefs is that the best results come from collaboration vs. individual contribution. As a result we strive for radical collaboration in all we do. In order to engage in effective collaboration, we dedicate significant energy to receiving robust input from all stakeholders. We believe that knowing the true status of a situation is critical to informating a solution and to understand status, all families, teachers, school leaders, and network team members must contribute.   In a review of this section, we looked to our community attendance and participation in engagement events including the Town Hall and board meetings.  School leaders regularly receive executive coaching to help them develop their leadership capacity, which includes developing strategies for effectively engaging families in advisory groups and with decision-making. Furthermore, with the addition of the Community Engagement Manager role and dedicated Dean of Operations, the school is growing more equipped to facilitate connected family engagement events and  to plan, design, implement and evaluate family engagement activities.  Despite facility limitations, the school is actively growing capacity to host additional community engagement events, such as a local leaders tour where community stakeholders have the opportunity to deeply engage in the school model and reflect with the school leadership on how to increase this type of access.	Summit Tahoma has made great strides in seeking input for decision making. We continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	As noted above, we continue to focus on reaching all members of our community, specifically those for whom English is a second language. We provide interpretation services at school events and are continuing to work towards increasing our regular communications with families facilitating a two way supportive and productive dialogue.	4	4	4	4	4	5	4	4	3	4	4	4	Met		08JUN2023	2023
43104390124065	Sunrise Middle	3	These are the elements that we consider to be our biggest strengths for building relationships between school, staff and families: An active ELAC/DELAC and School Site Council that work on getting other parents involved in the school Parent classes with Ivette - more than a sixth of our parents involved! Back to school nights/other events (high school night, awards) have full participation. Parent teacher conferences - two-thirds participation! Parent volunteers - we have  a steady group that works with our staff and student leadership team. We have great participation from parents in events, parenting classes, and committees. We have a voting parent representative on the school board.	We are aiming for participation from even more parents, especially those who have chronically absent students.	Focus on communication and support for families of students with chronic absenteeism or those identified as needing tier 3 supports.	This year we created a parent liaison position. This liaison is actively involved in calling and conducting meetings between parents, students and teachers.	We still have a ways to go in helping parents understand how they can better monitor their students’ school work and performance.	We are establishing a 0.25 FTE position for making home visits to these families in the next school year.	We currently engage our families in decision making through surveys, ELAC/DELAC, and SSC, and membership on the school board.  We have about a doAllzen parents involved in community leadership classes so they can learn how to become better leaders and advocates for themselves and their children. These parents have been very active in the decision making at our school, input for the LCAP, etc.	We need to get a larger number of parents involved in decision making. The ones now involved are very active, but we need to reach a broader cross section of the parent population.	We plan to reach out with more home visits next year.	4	5	4	5	4	3	4	5	3	4	5	3	Met		14JUN2023	2023
43104390125781	Rocketship Academy Brilliant Minds	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
43104390125799	Rocketship Alma Academy	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
43104390127969	Discovery Charter II	3	Discovery II holds monthly parent support meetings and provides positive discipline training for all families. Educational partner communication tools used in 22-23, include Parent Square, a Padlet newsletter, frequent website updates, a teacher newsletter, two-way communication via the website and Groups.io (schoolwide, grade level and classroom groups).The 2023 annual parent survey indicates 92% of parents feel connected to the school community.	We will strive to continue to strengthen our relationships with families by using ParentSquare to more effectively communicate with parents.	In order to improve engagement of underrepresented families, we will continue to encourage all families to participate and seek out ways for families to participate in ways that best accommodate their busy schedules. We are hiring a parent liaison to engage with all families and to ensure we have equitable ways for all families to engage in the school community.	Discovery Charter School II is a parent partnership school. Parents continue to be an integral part of our program. Parents and staff participate together in our positive discipline training to support positive student behavior. 92% of families attended parent-teacher conferences, school workshops, or other school-wide family events in 2022-23. 91% of families met their volunteer commitments.	We will continue to focus on ensuring consistent communication from classroom teachers regarding student progress.	We plan to improve engagement of underrepresented families by finding ways for families to participate in a manner that fits their schedules. We are hiring a parent liaison to engage with all families and to ensure we have equitable ways for all families to engage in the school community.	"92% of parents provided parental input in decision-making.  Discovery seeks parent input in the decision-making process in many ways such as community meetings, parent surveys, Program Site Council and Discovery's Board of Director meetings. ""Coffee with Karla"" are regular community meetings with the principal where important topics such as the LCAP and financials are presented and explained. Parent surveys are distributed during the school year and give parents an opportunity to give feedback, provide opinions and other input regarding our program. Program Site Council meetings are chaired and run by parent volunteers in conjunction with the principal. This forum offers opportunities for interested parents to share ideas and provide input into the decision-making process at Discovery. Discovery's Board of Directors meets monthly and is another avenue for parent/community involvement."	One challenge for the school to address is the same parents taking on many leadership roles.  We will continue to focus on empowering other parents to participate in these leadership roles. We plan to improve how all parents can engage on campus with a participation menu or rubric, so that parents can choose the manner of participation that suits them.	In order to improve engagement of underrepresented families, we will ensure parents who cannot come to campus during the school days are provided opportunities to participate.	5	5	5	4	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
43104390129213	Alpha: Jose Hernandez	3	We have continued to work on how to increase communication, transparency, and more opportunities for engagement and presence in our school. Our survey data shows that we have had successes but also have room to progress this coming year: •96% of families feel welcome and heard by the school •94% of Families who feel the school does a good job of family engagement •94% of Families who agree that school listens to family voice in input and decision making.	Input received from stakeholders through this survey, as well as through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the following: •Improve the quality and frequency of communication between home and school, especially beyond family conferences and all-school comms. •Adding additional community-building events. •Establishing more opportunities for families to be within our schools on a consistent, informal basis. Hopefully, with the pandemic transitioning towards an endemic phase, we will be able to normalize this more. •Highlighting opportunities for authentic input, like family surveys, cafecitos, two-way communication systems, School site council, ELAC, and board representatives, as ways for families to be involved with school decision making; then following up with families on how input/decision making is incorporated.	Our Actions, as implemented during the SY 22-23, were effective in making progress toward our goal. We have seen more families in school this year thanks to quarterly conferences, monthly SSC and ELAC meetings, in-person cafecitos, additional award ceremonies, and volunteer opportunities for families to chaperone field trips and support at school. This is reflected in our family survey response of families who felt welcomed and heard by the school and their overall sense of belonging: •96% agreed that The school staff listen to parents when they have questions, concerns, or ideas •94% agreed that The school listens to family voice and input when making decisions. •95% of families feel a sense of belonging and connectedness to the school community. •94% of Families who feel the school does a good job of family engagement Still, we feel that we will renew our focus around how to help our families participate, volunteer, and be on campus in formal and informal ways through the school year. Through our SSC as well as other feedback we receive, families are asking for ways to support staff and teachers on campus more frequently. This is exciting and a good focus for us to pursue as we transition to 23-24. While we are satisfied with our progress here, we would like to improve on the number of regular parent volunteers and overall campus presence opportunities for our families now that our office is back to normal. We will continue to leverage our Senior Director of Advocacy and Community Engagement to bring additional services and resources to students and families	Strengths/Progress Our Parent Learning Center Lead and Director of Advocacy & Community Engagement provided an overall structure, as well as training and resources, around how families can understand their legal rights and advocate for their students. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences.	Focus Area for Improvement An area of improvement is around this year is to be more intentional around providing regular and consistent opportunities for families (workshops, resources, materials) to help support student learning and development. We will also seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families.	Our Actions, as implemented during the SY 22-23, were effective in making progress toward our goal. We have seen more families in school this year thanks to quarterly conferences, monthly SSC and ELAC meetings, in-person cafecitos, additional award ceremonies, and volunteer opportunities for families to chaperone field trips and support at school. This is reflected in our family survey response of families who felt welcomed and heard by the school and their overall sense of belonging: •96% agreed that The school staff listen to parents when they have questions, concerns, or ideas •94% agreed that The school listens to family voice and input when making decisions. •95% of families feel a sense of belonging and connectedness to the school community. •94% of Families who feel the school does a good job of family engagement Still, we feel that we will renew our focus around how to help our families participate, volunteer, and be on campus in formal and informal ways through the school year. Through our SSC as well as other feedback we receive, families are asking for ways to support staff and teachers on campus more frequently. This is exciting and a good focus for us to pursue as we transition to 23-24. While we are satisfied with our progress here, we would like to improve on the number of regular parent volunteers and overall campus presence opportunities for our families now that our office is back to normal. We will continue to leverage our Senior Director of Advocacy and Community Engagement to bring additional services and resources to students and families	We have continued to focus on transparency and communication, as well as building partnership with families around school decision making. Our survey data shows that we have had successes but also have room to progress this coming year: •94% of Families who agree that school listens to family voice in input and decision making.	We made good strides with developing our network-wide parent leadership group, having invested time and resources on the part of our Parent Learning Center Lead, as well as a new FTE around community outreach around these goals. We were able to establish trainings and meetings through the 2nd half of the year, and believe we have set a good foundation. We have also made strides in the quality of our family and LCAP surveys given to families. A focus area is around ensuring that we are getting high quality input through SSC, and establishing more intentional connections between our Alpha board structure and our SSC voice.	Our Actions, as implemented during the SY 22-23, were effective in making progress toward our goal. We have seen more families in school this year thanks to quarterly conferences, monthly SSC and ELAC meetings, in-person cafecitos, additional award ceremonies, and volunteer opportunities for families to chaperone field trips and support at school. This is reflected in our family survey response of families who felt welcomed and heard by the school and their overall sense of belonging: 96% agreed that The school staff listen to parents when they have questions, concerns, or ideas and 94% agreed that The school listens to family voice and input when making decisions. 95% of families feel a sense of belonging and connectedness to the school community. 94% of Families who feel the school does a good job of family engagement Still, we feel that we will renew our focus around how to help our families participate, volunteer, and be on campus in formal and informal ways through the school year. Through our SSC as well as other feedback we receive, families are asking for ways to support staff and teachers on campus more frequently. This is exciting and a good focus for us to pursue as we transition to 23-24.Our Actions, as implemented during the SY 22-23, were effective in making progress toward our goal. We have seen more families in school this year thanks to quarterly conferences, monthly SSC and ELAC meetings, in-person cafecitos, additional award ceremonies, and volunteer opportunities for families to chaperone field trips and support at school. This is reflected in our family survey response of families who felt welcomed and heard by the school and their overall sense of belonging: 96% agreed that the school staff listen to parents when they have questions, concerns, or ideas 94% agreed that The school listens to family voice and input when making decisions. 95% of families feel a sense of belonging and connectedness to the school community. 94% of Families who feel the school does a good job of family engagement Still, we feel that we will renew our focus around how to help our families participate, volunteer, and be on campus in formal and informal ways through the school year. Through our SSC as well as other feedback we receive, families are asking for ways to support staff and teachers on campus more frequently. This is exciting and a good focus for us to pursue as we transition to 23-24.  While we are satisfied with our progress here, we would like to improve on the number of regular parent volunteers and overall campus presence opportunities for our families now that our office is back to normal. We will continue to leverage our Senior Director of Advocacy and Community Engagement to bring additional services and resources to students and families	3	3	3	4	3	3	4	4	3	3	3	2	Met		21JUN2023	2023
43104390131110	Rocketship Fuerza Community Prep	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
43104390131748	Voices College-Bound Language Academy at Morgan Hill	3	Voices Academy  Morgan Hill (Voices MH)  started the year with the Dean of Culture (DoC) on leave and with a new Principal and with the challenge of their school being across three sites.  Despite these challenges, ELAC meetings, workshops, and Cafecitos were conducted giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics.  The meetings are hosted by Voices and stakeholder feedback is collected.	Voices Academy Morgan Hill will continue to focus on increasing attendance at Cafecito, pushing out invites through ParentSquare, having principals and the Dean of Culture  make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents regarding updates with regularity.	Voices Academy Morgan Hill will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc.  Voices will also use these various communication channels to convey information on resources and support families with connecting to these resources.	Families are happy with relationships between staff and families due to efforts throughout the year and  feel like they can go to teachers, the DoC, and  the Principal with questions and feedback	Families would like more opportunities for enrichment activities outside of what is currently offered. Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and continue to implement an SEL curriculum. Voices Academy Morgan Hill will also provide additional academic support for students to mitigate learning loss.	Voices Academy Morgan Hill will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc. Voices will also use these various communication channels to convey information on resources and support families with connecting to these resources.	In addition to our stakeholder engagement, where feedback is collected, Voices conducts  Network-wide staff, student and family surveys utilizing  Panorama, a third party. These surveys are conducted twice a year and are used for planning. We will continue to use those in 2023-2024.	Voices MH will focus on seeking family input regarding enrichment activities and ways in which parents/guardians can support these activities Voices MH will also seek family input in ways to motivate parent/guardian participation and engagement at school including participation in the Family-schools relationship survey conducted twice a year.	Voices MH will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, creating a different schedule for meetings including alternate times.	4	4	5	4	4	3	4	4	4	3	4	3	Met		29JUN2023	2023
43104390132530	Voices College-Bound Language Academy at Mt. Pleasant	3	Voices Academy Mount Pleasant knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success.  This year was impacted by significant student behaviors and staff shortages including within the school-site leadership team. This affected the bandwidth to conduct workshops which were not implemented until the last months of school. Throughout the year, Voices Academy at Mount Pleasant did conduct  ELAC meetings  and Cafecitos planned, giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected.	Voices Academy Mount Pleasant (Voices MP) will continue to focus on increasing attendance at ELAC, Cafecito,and Workshops  pushing out invites through ParentSquare as well as having the principals and Dean of Culture make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents regularly with updates. Voices MP also plans to encourage  families to attend Plazas (student assemblies).  Voices MP also plans to conduct several school-wide events for both students and families to attend with opportunities for families to support in the planning.	Voices Academy Mount Pleasant will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging.	Voices MP experienced staff shortages this year and several of the school-site leadership team positions were vacant the second half of the year which warranted the Network Senior Leader Team to support and on an almost daily basis.  This focused on Voices strength and Core Value of Shared Leadership. Families expressed concern with staffing shortages and its impact in the classroom. The Chief Academic Officer and Chief Culture Officer of In Lak’Ech conducted several parent/guardian meetings to provide updates and promote transparency and integrity.   Families are beginning to feel more hopeful for the coming year.	Voices MP will start the year with a Parent/Guardian Education Workshop calendar to provide families with resources and guidance on how to support their student and partner and collaborate with the school.  Families would like more opportunities for enrichment activities outside of what is currently offered. Voices will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students  and an  SEL curriculum. Voices will also provide additional academic support for students to mitigate learning loss.	Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc. Voices will also use these various communication channels to convey information on resources and support families with connecting to these resources.	In addition to our stakeholder engagement, where feedback is collected, Voices  Network-wide staff, student and family surveys utilizing  Panorama, a third party. These surveys are conducted twice a year and are used for planning.	Voices MP will focus on seeking family input regarding enrichment activities and ways in which parents/guardians can support these activities Voices MP also seeks family input in ways to motivate parent/guardian participation and engagement at school including participating in the Family-schools relationship survey conducted twice a year.	Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, creating a different schedule for meetings including alternate times and offering information and connection to community resources.	2	3	2	3	3	2	4	4	2	3	2	3	Met		29JUN2023	2023
43104390133496	Rocketship Rising Stars	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
43104390135087	Opportunity Youth Academy	3	OYA believes that successful collaborative relationships with students and families have a positive impact on student learning and achievement.   Teachers and paraeducators reach out to all students and their families before the start of the school year to welcome them back or to welcome them for the first time.  Teachers hold a Meet and Greet so new students and families can visit their school site and students can meet their support staff.  Throughout the school year, OYA hosts several parent engagement events including back-to-school nights focused on academic and social-emotional learning.	One area of improvement is to continue to work to increase parent participation at School Site Council and ELAC meetings.	OYA staff participate in all day professional development four times a year.  A portion of this professional development is dedicated to the value and utility of contributions of parents and adult students, and in how to reach out to, communicate with, and work with them as equal partners, implement and coordinate school programs, and build ties between educational partners and the school.    These professional development activities are driven by input from School Site Council meetings, Parent Engagement meetings, and surveys.    Additionally, OYA has increased opportunities for the informed participation of educational partners with students of disabilities, English learners, Foster Youth, and low-income students.   Educational partners are invited to participate in the Individual Learning Plan Advisory meetings and can access all pertinent information (grades, attendance information, school policies and resources) so they can completely partner with the staff serving their student.	Parents and students have several opportunities in the school year to meet with teachers and discuss student progress.   Individual Learning Plan Advisory conferences, at which teachers discuss individual student performance and goals, grades, attendance, and post-secondary plans, are scheduled four times a year but parents and students are welcome to schedule a meeting with their teacher at any time in the year.   Additionally, teacher email and phone contact information are listed on the school website and shared with parents and students.  Additionally, the Student/Parent Handbook is provided at the beginning of the school year and are posted on the school website.	An analysis of educational partner input indicates that Opportunity Youth Academy will build partnerships with parents and students by continuing current outreach opportunities to include: (a) surveys, (b) School Site Council meetings, and (c) advisory conferences.  LCAP Goal Four outlines Actions and Services intended to increase partnerships with parents.	An analysis of educational partner input and local data indicates that OYA provides a pathway to communication for families. Emphasis on home and school communication will be a continued goal of OYA.   Individualized attention to families is a priority for OYA as we serve a student population of: (a) 86% Low Income, (b) 22% English Learner, (c) 10% Foster and Homeless youth, and (d) 20% Students with Disabilities. Our major ethnicity is Latinx at 89% .  We will continue to improve engagement of families through: (a) personal outreach, (b) engaging activities, and (c) a culturally responsive environment.	Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include: (a) continue current practice of outreach to families, (b) continue to train staff members on positive student and family communication, and (d) continue to promote parent participation in school site council and ELAC meetings.	Opportunity Youth Academy continuously works to build trust, respect and professionalism.  The outreach and collaboration with educational partners for inclusion, participation, and growth as a community influences the building of trust in our school and community. Weekly administration group meetings are scheduled to discuss best practices and communication with staff across all sites.  Monthly staff meetings and professional development opportunities build staff participation and contribution to achieve building a positive atmosphere.   OYA uses multiple methods to encourage parent communication and input, including the School Site Council through monthly meetings, along with Opportunity Youth Academy Board meetings, Governance Council meetings, and parent/student/staff surveys.	Analysis of educational partner input and local data did not reveal a perception of disproportionality in engagement of underrepresented families in regard to opportunities for decision-making.   OYA will continue processes to include all parents in decision-making venues and surveys.	5	5	5	5	5	5	5	5	4	4	4	4	Met		22JUN2023	2023
43693690000000	Alum Rock Union Elementary	3	Alum Rock Union School District strives to provide a welcoming and collaborative environment for students and families.  Overall, parents in the Alum Rock community feel the district emphasizes the importance of staff working with parents to be partners in their child’s education.   Input from educational partners highlights the district’s strengths in this area. Principal Coffees have become a common practice at district schools.  These parent check-ins provide the opportunity for Principals to develop relationships with their families and time to share information relevant to student development and success. Parents value the Community Liaison role at school sites as a way to access key information and services offered at the school.  Parents also appreciate that the district Interpretation/ Translation services provide access for parents and the community to have information readily available in their primary language. On the same note, the Parent square app provides translation to other languages which helps with communication with teachers.	Input from parents identifies the following areas for improvement in building relationships between staff and families.  Training to develop customer service in the school front offices is essential for creating a welcoming environment for parents. Parents also feel that additional methods of communication are necessary to reach parents that are not connected through Parent Square.  There is also an interest in having an alternate time for hosting Principal Cafes for parents that are not able to attend in the morning hours.	In order to have strong parent/staff relationships, ARUSD will continue to strive for quality customer service to promote a welcoming,and inclusive environment when parents and community members visit.  In addition, staff will offer parent workshops and school culture building and bonding events as a way to strengthen relationships between home and school. Staff will continue to work on establishing methods of communication that are inclusive of all families in our community.	Alum Rock Union School District believes in engaging parents as partners.  Our district works to strengthen staff capacity to partner with families in addition to arming parents with resources and information to advocate for their students.  Overall, parents in the Alum Rock community feel welcomed, respected and encouraged to be partners in their child’s education. Our annual parent survey reports that 96% of parents responded favorably to “feeling welcomed to participate in my child’s school” and 95% of parents responded favorably to “school staff welcomes my suggestions” which is a strong indicator of parents feeling supported to participate in trainings and advocate for their needs. . This data is further strengthened by the fact that over 700 participants attended our Parent University events which provide education on topics relevant to student success.	Input from educational partners highlights the district’s strengths in this area. Parents believe that our district is on the right track with providing good resources for parents.  Our SLS team and Community Liaisons work in tandem to provide helpful workshops, resources as well as linkage to other community resources, as needed. In addition, our annual Parent University provides helpful information and education for parents on a variety of topics to support student development and success.	In order to improve engagement of underrepresented families,  staff will seek opportunities that align with the needs of the families we serve. Information from input sessions and surveys, identifies the need for regular parent workshops throughout the year similar to what is offered at Parent University (ie. mini Parent Universities spread out during the school year).  We plan to implement a hybrid model of in person and virtual parent presentations/series. A hybrid model provides more access to those who normally cannot attend due to work schedules and family commitments. Parents also expressed the need to be more informed about the various assessments given to students during the school year and how to understand the results. Lastly, staff will develop a system for gathering attendance to Site/District events to better analyze parent participation by school site and develop outreach strategies to engage underrepresented families.	Alum Rock Union School District believes in building the capacity of parents to effectively engage in advisory groups and decision-making including parents from underrepresented groups in the community. In our recent parent survey, 95% of parents responded favorably to “school staff welcomes my suggestions”. Every school in Alum Rock School District has a functioning School Site Council and ELAC to encourage parent leadership. This data is supported by parent participation on District committees such as DAC, DELAC and SPARC. Furthermore, our District celebrates the participation of parent leaders by honoring them at the annual Parent Jubilee.  The following emerge as strengths in the area of Seeking Input for Decision Making. Parents feel strongly that our district encourages involvement and considers parent input when developing district plans such as the LCAP, the facility plans and strategic plan. Furthermore, input from parents highlights the various opportunities for parents to be involved in decision making including surveys, advisory groups and committees, Principals coffees and leadership trainings.	In order to improve  in the area of Seeking Input for Decision-Making, staff will need to focus on the recruitment and retention of parent advisory leaders during the 2023/2024 school year. Staff will work with site principals to recruit and train parents on their role as advisory group representatives and the importance of regular attendance. Staff will also investigate methods for keeping members motivated to attend regular meetings. Furthermore, staff will need to improve on providing meaningful opportunities for parents to be engaged.  For example, making time to meet with advisory parents so they can share information from advisory meetings.	In order to improve the engagement of underrepresented families in decision making opportunities, staff will need to develop a targeted outreach plan to involve a broad range of parent partners. This plan may also include support for transportation, accessibility and flexibility of meetings (virtual/hybrid), etc.	4	4	2	3	3	4	2	2	3	3	2	2	Met		22JUN2023	2023
43693690106633	KIPP Heartwood Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted 15 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 69% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 76% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	3	3	4	3	3	4	3	4	Met		06JUN2023	2023
43693690125526	Alpha: Blanca Alvarado	3	We have continued to work on how to increase communication, transparency, and more opportunities for engagement and presence in our school. Our survey data shows that we have had successes but also have room to progress this coming year: •97% of families feel welcome and heard by the school •93% of Families who feel the school does a good job of family engagement •94% of Families who agree that school listens to family voice in input and decision making.	Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: •The quality of communication, especially direct one on one touchpoints beyond conferences and general messages. •More frequency of community-building events. •Establishing more opportunities for families to be within our schools on a consistent, informal basis.	Our Actions, as implemented during the SY 22-23, were effective in making progress toward our family engagement goal. We have seen more families in school this year thanks to quarterly conferences, monthly SSC and ELAC meetings, in-person cafecitos, additional award ceremonies, and volunteer opportunities for families to chaperone field trips and support at school. We also continue to strengthen our Parents Association and along with greater family engagement overall, we continue to see progress toward our family engagement data as outlined below: •93% of Families who feel the school does a good job of family engagement •94% agreed that The school listens to family voice and input when making decisions. •97% of Families who feel welcome and heard by the school The effects of COVID continue to impact our families and community, which has created the need to be more flexible and creative when we think about family engagement. We continue to offer opportunities both in person and over zoom, which has led to increased attendance at our ELAC meetings. While we are satisfied with our progress here, we would like to improve on the number of regular parent volunteers and overall campus presence opportunities for our families now that our office is back to normal. We will continue to leverage our Senior Director of Advocacy and Community Engagement to bring additional services and resources to students and families.	Strengths/Progress Our Parent Learning Center Lead and Director of Advocacy & Community Engagement provided an overall structure, as well as training and resources, around how families can understand their legal rights and advocate for their students. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences.	Focus Area for Improvement An area of improvement is around this year is to be more intentional around providing regular and consistent opportunities for families (workshops, resources, materials) to help support student learning and development. We will also seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families.	Our Actions, as implemented during the SY 22-23, were effective in making progress toward our family engagement goal. We have seen more families in school this year thanks to quarterly conferences, monthly SSC and ELAC meetings, in-person cafecitos, additional award ceremonies, and volunteer opportunities for families to chaperone field trips and support at school. We also continue to strengthen our Parents Association and along with greater family engagement overall, we continue to see progress toward our family engagement data as outlined below: •93% of Families who feel the school does a good job of family engagement •94% agreed that The school listens to family voice and input when making decisions. •97% of Families who feel welcome and heard by the school The effects of COVID continue to impact our families and community, which has created the need to be more flexible and creative when we think about family engagement. We continue to offer opportunities both in person and over zoom, which has led to increased attendance at our ELAC meetings. While we are satisfied with our progress here, we would like to improve on the number of regular parent volunteers and overall campus presence opportunities for our families now that our office is back to normal. We will continue to leverage our Senior Director of Advocacy and Community Engagement to bring additional services and resources to students and families.	We have continued to focus on transparency and communication, as well as building partnership with families around school decision making. Our survey data shows that we have had successes but also have room to progress this coming year: •94% of Families who agree that school listens to family voice in input and decision making.  We made good strides with developing our network-wide parent leadership group, having invested time and resources on the part of our Parent Learning Center Lead, as well as a new FTE around community outreach around these goals. We were able to establish trainings and meetings through the 2nd half of the year, and believe we have set a good foundation. We have also made strides in the quality of our family and LCAP surveys given to families.	A focus area is around ensuring that we are getting high quality input through SSC, and establishing more intentional connections between our Alpha board structure and our SSC voice.	Our Actions, as implemented during the SY 22-23, were effective in making progress toward our family engagement goal. We have seen more families in school this year thanks to quarterly conferences, monthly SSC and ELAC meetings, in-person cafecitos, additional award ceremonies, and volunteer opportunities for families to chaperone field trips and support at school. We also continue to strengthen our Parents Association and involve parents in decision making, and along with greater family engagement overall, we continue to see progress toward our family engagement data as outlined below: 93% of Families who feel the school does a good job of family engagement 94% agreed that The school listens to family voice and input when making decisions. 97% of Families who feel welcome and heard by the school The effects of COVID continue to impact our families and community, which has created the need to be more flexible and creative when we think about family engagement. We continue to offer opportunities both in person and over zoom, which has led to increased attendance at our ELAC meetings. While we are satisfied with our progress here, we would like to improve on the number of regular parent volunteers and overall campus presence opportunities for our families now that our office is back to normal. We will continue to leverage our Senior Director of Advocacy and Community Engagement to bring additional services and resources to students and families.	3	3	3	4	3	3	4	4	3	2	3	2	Met		21JUN2023	2023
43693690129924	Kipp Prize Preparatory Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 79% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 79% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	4	4	4	4	4	4	4	4	Met		06JUN2023	2023
43693770000000	Berryessa Union Elementary	3	As a district we are making progress in building relationships between school staff and families by engaging in the following areas:  Supporting parents in a series of virtual workshops with Dr. Bacon, Creating opportunities for district staff to listen to students, parents, and staff on what is going well/what areas need improvement; Creating one-hour parent liaison positions to support outreach with families; District parent committees (District English Language Advisory Committees & Berryessa District Advisory Committees); Access to Interpreters	One of our district’s focus areas in building relationships between school staff and families is the adoption of the Dual Capacity Framework.  The district has adopted the dual capacity framework, recognizing the importance of building the capacity of both school staff and parents to support students' education. They emphasize a two-way approach where schools and families collaborate as partners in the educational process. Schools are actively working on enhancing their ability to engage with families effectively, and families are being empowered with the skills and knowledge to support their children's learning both at home and at school. The district has provided professional development opportunities for educators on family engagement strategies and has initiated outreach efforts to involve parents more actively in their child's education.  Another one of our district’s focus areas in building relationships between school staff and families includes offering Parent Workshops. Parent workshops offered by the district cover a wide range of topics, including effective communication with teachers, understanding curriculum and standards, supporting homework and study habits, and navigating the school system. These workshops provide valuable opportunities for parents to become more informed and engaged in their child's education. These efforts reflect a proactive and holistic approach to improving communication, trust, and partnership between the school district and families. By focusing on building the capacity of both educators and parents and providing informative workshops, the Berryessa Union School District is taking significant steps toward creating a more supportive and effective learning environment for students. These initiatives will likely contribute to improved educational experiences and outcomes for the students within the district.	Berryessa Union School created school liaisons from the Comprehensive Coordinated Early Intervening Services (CCEIS) program to improve engagement with underrepresented families. The school liaison serves as a bridge between underrepresented families and school staff. They focus on outreach, communication, and support for families who may face barriers to engagement. The liaison works closely with families to identify their specific needs and concerns, helping them access resources and services available through the CCEIS program. They provide information to families about academic and behavioral support options, ensuring that underrepresented students receive the assistance they require. By having a dedicated school liaison who can engage underrepresented families, combined with the support of the DELAC and BDAC committees, the Berryessa Union School District can make significant strides in building relationships, enhancing communication, and fostering trust. This approach is likely to lead to more equitable educational experiences and improved outcomes for underrepresented students and their families.	Our interpreters facilitate effective communication between educators and families who may have limited English proficiency, thereby ensuring that all students receive equitable access to educational services and support. Our liaisons play a pivotal role in fostering communication, trust, and collaboration among stakeholders. They ensure that students and their families are well-informed about educational opportunities and resources available within the district.	BUSD's infrastructure also focuses on cultural sensitivity and awareness. This approach fosters a positive and welcoming environment for students from diverse backgrounds, enhancing their overall learning experiences. BUSD's commitment to building partnerships extends beyond the school community. The district actively collaborates with external organizations, such as community-based nonprofits and local businesses, to further enhance opportunities and resources available to students. This collaborative approach strengthens the district's ability to provide holistic support for student success.	BUSD is committed to enhancing the involvement of underrepresented families by working with the DELAC committee. To achieve this goal, they will conduct a needs assessment in collaboration with DELAC. Additionally, they will distribute a Panorama survey to gather input from staff, students, and parents, facilitating a more inclusive and responsive educational environment.	BUSD's strength in decision-making lies in actively seeking input through surveys sent to families and staff. We have various committees comprising staff, parents, union members, and administrators, who attend and contribute valuable input. The input and feedback gathered from surveys and committees in BUSD are directed to the leadership and board members for consideration in decision-making processes.	The LEA annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting parental participation in programs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.	BUSD  will improve the engagement of underrepresented families by cultivating a  welcoming environment.  BUSD ensures that information and communication materials are available in multiple languages to accommodate non-native English Speakers.    Improving attendance among families with students who have Individualized Education Programs (IEPs) in the Berreyssa Union School District (BUSD) is vital for enhancing academic success.  We are training school sites to use Educlimber to identify chronically absent students to address attendance issues among students with (IEPs). We are establishing a system for teachers to maintain ongoing communication to discuss attendance issues and to convey the significance of regular attendance for student success.	3	3	2	2	3	2	2	2	2	2	3	2	Met		28JUN2023	2023
43693850000000	Cambrian	3	Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students.	Educational partners engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC).  From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district levels.  The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based on Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy.  We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports.	The LCAP development process provides many opportunities at the sites and district level to assist parents with understanding expectations for their children.  Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area.  Regular communication from school and district leaders reinforces the importance of parent involvement.	The district and schools were able to maintain and engage our educational partnerships involvement through our committees through a variety of venues and opportunities.  The district continued to provide a variety of parent education events throughout the year, including sessions supporting the ISVSP, EL program, Mental Health, Project Cornerstone, Health Connected, Internet Safety, and how best to support technology use at home.  The district and school sites provided multiple methods of communication for parents using our Blackboard & SMORE Communication systems.   The district was able to resume traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. We had large turnouts at our board meetings in person and via Zoom. Although all of our Governing Board meetings were held in person, the district continued to stream the live meeting via Zoom.  The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community were kept apprised of the latest information as much as possible through a variety of communication platforms.	The district will continue to provide a variety of regular communication venues including  - Blackboard, Website, Newsletter, Social Media, email, texts, and multi-languages - Maintain the Communications Coordinator - Continue to provide and improve/increase Multilingual Services, including Language Line via phone or Zoom; in-person - School/home communication, parent-teacher conferences, and school/community events - Provide opportunities and improve our process for community engagement and involvement  - District & School Site Committees, Volunteer Opportunities, Community Events  - Different ways for input and involvement in decision-making  - Continue to provide and improve parent education opportunities  - Mental health, Multicultural, Project Cornerstone, Social Media, Safety, Enrichment  - Increase and/or improve community outreach to families with high needs  - Home visits, enrollment processes, “schooling”	CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. The district improved the use of different communication tools to reach our English learner families, including a Quarterly Multilingual Learner Newsletter.  All students have access to high-quality tier 1 instruction, and tier 1 interventions, and support is provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students.	Consultation through the LCAP review and development process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops.	Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for educational partners, including parents, is posted beginning in February. Requests for feedback and participation are sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch.	CSD does not have any language groups above the 15% threshold representation as required by the Ed Code for providing translation services for those languages, the district and school sites' information for families of English learners is communicated in both English and other languages, using Google Translate, and parents are informed of different language resources to assist them in accessing the important information.	4	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
43693856046445	Fammatre Elementary	3	Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students.	Educational partners engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC).  From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district levels.  The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based on Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy.  We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports.	The LCAP development process provides many opportunities at the sites and district level to assist parents with understanding expectations for their children.  Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area.  Regular communication from school and district leaders reinforces the importance of parent involvement.	The district and schools were able to maintain and engage our educational partnerships involvement through our committees through a variety of venues and opportunities.  The district continued to provide a variety of parent education events throughout the year, including sessions supporting the ISVSP, EL program, Mental Health, Project Cornerstone, Health Connected, Internet Safety, and how best to support technology use at home.  The district and school sites provided multiple methods of communication for parents using our Blackboard & SMORE Communication systems.   The district was able to resume traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. We had large turnouts at our board meetings in-person and via Zoom. Although all of our Governing Board meetings were held in person, the district continued to stream the live meeting via Zoom.  The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community were kept apprised of the latest information as much as possible through a variety of communication platforms.	The district will continue to provide a variety of regular communication venues including  - Blackboard, Website, Newsletter, Social Media, email, texts, and multi-languages - Maintain the Communications Coordinator - Continue to provide and improve/increase Multilingual Services, including Language Line via phone or Zoom; in-person - School/home communication, parent-teacher conferences, and school/community events - Provide opportunities and improve our process for community engagement and involvement  - District & School Site Committees, Volunteer Opportunities, Community Events  - Different ways for input and involvement in decision-making  - Continue to provide and improve parent education opportunities  - Mental health, Multicultural, Project Cornerstone, Social Media, Safety, Enrichment  - Increase and/or improve community outreach to families with high needs  - Home visits, enrollment processes, “schooling”	CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. The district improved the use of different communication tools to reach our English learner families, including a Quarterly Multilingual Learner Newsletter.  All students have access to high-quality tier 1 instruction, and tier 1 interventions, and support is provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students.	Consultation through the LCAP review and development process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops.	Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for educational partners, including parents, is posted beginning in February. Requests for feedback and participation are sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch.	CSD does not have any language groups above the 15% threshold representation as required by the Ed Code for providing translation services for those languages, the district and school sites' information for families of English learners is communicated in both English and other languages, using Google Translate, and parents are informed of different language resources to assist them in accessing the important information.	4	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
43693856046452	Farnham Charter	3	Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students.	Educational partners engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC).  From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district levels.  The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based on Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy.  We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports.	The LCAP development process provides many opportunities at the sites and district level to assist parents with understanding expectations for their children.  Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area.  Regular communication from school and district leaders reinforces the importance of parent involvement.	The district and schools were able to maintain and engage our educational partnerships involvement through our committees through a variety of venues and opportunities.  The district continued to provide a variety of parent education events throughout the year, including sessions supporting the ISVSP, EL program, Mental Health, Project Cornerstone, Health Connected, Internet Safety, and how best to support technology use at home.  The district and school sites provided multiple methods of communication for parents using our Blackboard & SMORE Communication systems.   The district was able to resume traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. We had large turnouts at our board meetings in-person and via Zoom. Although all of our Governing Board meetings were held in person, the district continued to stream the live meeting via Zoom.  The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community were kept apprised of the latest information as much as possible through a variety of communication platforms.	The district will continue to provide a variety of regular communication venues including  - Blackboard, Website, Newsletter, Social Media, email, texts, and multi-languages - Maintain the Communications Coordinator - Continue to provide and improve/increase Multilingual Services, including Language Line via phone or Zoom; in-person - School/home communication, parent-teacher conferences, and school/community events - Provide opportunities and improve our process for community engagement and involvement  - District & School Site Committees, Volunteer Opportunities, Community Events  - Different ways for input and involvement in decision-making  - Continue to provide and improve parent education opportunities  - Mental health, Multicultural, Project Cornerstone, Social Media, Safety, Enrichment  - Increase and/or improve community outreach to families with high needs  - Home visits, enrollment processes, “schooling”	CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. The district improved the use of different communication tools to reach our English learner families, including a Quarterly Multilingual Learner Newsletter.  All students have access to high-quality tier 1 instruction, and tier 1 interventions, and support is provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students.	Consultation through the LCAP review and development process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops.	Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for educational partners, including parents, is posted beginning in February. Requests for feedback and participation are sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch.	CSD does not have any language groups above the 15% threshold representation as required by the Ed Code for providing translation services for those languages, the district and school sites' information for families of English learners is communicated in both English and other languages, using Google Translate, and parents are informed of different language resources to assist them in accessing the important information.	4	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
43693856046486	Price Charter Middle	3	Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students.	Educational partners engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC).  From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district levels.   The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based on Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy.  We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding the state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports.	The LCAP development process provides many opportunities at the sites and district level to assist parents with understanding expectations for their children.  Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area.  Regular communication from school and district leaders reinforces the importance of parent involvement.	The district and schools were able to maintain and engage our educational partnerships involvement through our committees through a variety of venues and opportunities.  The district continued to provide a variety of parent education events throughout the year, including sessions supporting the ISVSP, EL program, Mental Health, Project Cornerstone, Health Connected, Internet Safety, and how best to support technology use at home.  The district and school sites provided multiple methods of communication for parents using our Blackboard & SMORE Communication systems.   The district was able to resume traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. We had large turnouts at our board meetings in person and via Zoom. Although all of our Governing Board meetings were held in person, the district continued to stream the live meeting via Zoom.  The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community were kept apprised of the latest information as much as possible through a variety of communication platforms.	The district will continue to provide a variety of regular communication venues including  - Blackboard, Website, Newsletter, Social Media, email, texts, and multi-languages - Maintain the Communications Coordinator - Continue to provide and improve/increase Multilingual Services, including Language Line via phone or Zoom; in-person - School/home communication, parent-teacher conferences, and school/community events - Provide opportunities and improve our process for community engagement and involvement  - District & School Site Committees, Volunteer Opportunities, Community Events  - Different ways for input and involvement in decision-making  - Continue to provide and improve parent education opportunities  - Mental health, Multicultural, Project Cornerstone, Social Media, Safety, Enrichment  - Increase and/or improve community outreach to families with high needs  - Home visits, enrollment processes, “schooling”	CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. The district improved the use of different communication tools to reach our English learner families, including a Quarterly Multilingual Learner Newsletter.  All students have access to high-quality tier 1 instruction, and tier 1 interventions, and support is provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students.	Consultation through the LCAP review and development process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops.	Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for educational partners, including parents, is posted beginning in February. Requests for feedback and participation are sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch.	CSD does not have any language groups above the 15% threshold representation as required by the Ed Code for providing translation services for those languages, the district and school sites' information for families of English learners is communicated in both English and other languages, using Google Translate, and parents are informed of different language resources to assist them in accessing the important information.	4	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
43693856046494	Sartorette Charter	3	Cambrian School District has a very involved and dedicated parent community. Many parents generously contribute their valuable time, energy, and financial resources in order for our district to provide a stellar learning environment for our students.	Educational partners engage in meaningful dialogue and provide input on the LCAP through a districtwide formal process with all stakeholder groups, such as the School Board, the District LCAP Advisory Committee, which includes parents, certificated, and classified union representatives, and school and district office administrators, the District English Learner Advisory Committee (DELAC).  From the site level, our school administrators employ the same engagement process with their School Site Council (SSC), English Learner Advisory Committee (ELAC, Home & School Club (H&SC), and various community meetings. Parent input and involvement in the development and annual review of districtwide and site-based objectives occurs via participation and scheduled meetings and surveys at the site and district levels.  The District Parent Involvement Policy is distributed annually to all parents and guardians at the beginning of each school year. The policy is based on Board Policy and Administration Regulations and is reviewed regularly to ensure compliance with both Federal and State regulations. Recommendations and feedback received from district and school-based parent advisory groups inform any changes to the policy.  We assist our parents in understanding academic expectations through several strategies. These include regular principal coffees at school sites, including schools receiving Title I funds. These meetings address various topics to help parents in understanding the state standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-based information is provided via Back-to-School sessions and one-on-one with parents at conferences held each trimester. A report card companion containing parent-friendly language describing the academic goals for each trimester for English language arts and mathematics accompanies progress reports.	The LCAP development process provides many opportunities at the sites and district level to assist parents with understanding expectations for their children.  Staff at every school and our district office contribute to warm, welcoming environments dedicated to providing exceptional customer service to all parents. High levels of attendance at parent conferences, principal coffees, and other school and district-based events, as well as high numbers of parents volunteering at school sites each day, provide evidence of effectiveness in this area.  Regular communication from school and district leaders reinforces the importance of parent involvement.	The district and schools were able to maintain and engage our educational partnerships involvement through our committees through a variety of venues and opportunities.  The district continued to provide a variety of parent education events throughout the year, including sessions supporting the ISVSP, EL program, Mental Health, Project Cornerstone, Health Connected, Internet Safety, and how best to support technology use at home.  The district and school sites provided multiple methods of communication for parents using our Blackboard & SMORE Communication systems.   The district was able to resume traditional in-person meetings and also provided the district and our school sites with numerous engagement opportunities. We had large turnouts at our board meetings in person and via Zoom. Although all of our Governing Board meetings were held in person, the district continued to stream the live meeting via Zoom.  The virtual meeting platform allowed for convenience and accessibility to participate from home for many districtwide meetings throughout the year. In addition, the district made every effort to ensure that staff, parents, and the community were kept apprised of the latest information as much as possible through a variety of communication platforms.	The district will continue to provide a variety of regular communication venues including  - Blackboard, Website, Newsletter, Social Media, email, texts, and multi-languages - Maintain the Communications Coordinator - Continue to provide and improve/increase Multilingual Services, including Language Line via phone or zoom; in-person - School/home communication, parent-teacher conferences, and school/community events - Provide opportunities and improve our process for community engagement and involvement  - District & School Site Committees, Volunteer Opportunities, Community Events  - Different ways for input and involvement in decision-making  - Continue to provide and improve parent education opportunities  - Mental health, Multicultural, Project Cornerstone, Social Media, Safety, Enrichment  - Increase and/or improve community outreach to families with high needs  - Home visits, enrollment processes, “schooling”	CSD's focus will be on operationalizing equity with a great emphasis on implementing the MTSS framework to ensure that deep, meaningful, and relevant learning is accessible for all students, regardless of their background and/or circumstances. The district improved the use of different communication tools to reach our English learner families, including a Quarterly Multilingual Learner Newsletter.  All students have access to high-quality tier 1 instruction, and tier 1 interventions, and support is provided to students if needed within their core classes before students are referred for additional services. This will be a major focus area as well as supporting teachers and school sites to access reliable and usable data to guide decision-making about instruction, programs, and services for students.	Consultation through the LCAP review and development process has provided valuable information regarding how best to support our families in continuing to be involved at high levels. For example, our Educational Services hosted English learner parent workshops on a variety of topics such as Understanding the ELPAC and How to Support Your Child, Language & Literacy using Imagine Learning, Parent Involvement, and Resources for Families of English Learners. A DELAC Needs Assessment Survey is conducted annually which prompted the formation of these workshops.	Technology is used to both communicate information and request feedback about LCAP goals from the Cambrian community at large. Information and questionnaires are posted on the district and school websites. A survey for educational partners, including parents, is posted beginning in February. Requests for feedback and participation are sought through email communications schoolwide and districtwide. Participation of all parents is solicited, including parents of English learners, students receiving Special Education, foster children, and families whose children receive free or reduced lunch.	CSD does not have any language groups above the 15% threshold representation as required by the Ed Code for providing translation services for those languages, the district and school sites' information for families of English learners is communicated in both English and other languages, using Google Translate, and parents are informed of different language resources to assist them in accessing the important information.	4	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
43693930000000	Campbell Union	3	Through feedback gathered from School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), CUSD families appreciate the ongoing communication from school to home, with teacher to family communication frequently cited as a bright spot. ParentSquare and Seesaw, the return of in person events and meetings, and the availability of administrators are aspects that contribute to strong school to family relationships. Use of ParentSquare increased across sites following training offered to school office staff, and Seesaw and Schoology were used to support classroom to home communication. Families report that staff is friendly, and at many sites are seen as core members of the larger community. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home. At Rosemary, families appreciate that communication is sent home in Spanish, the principal’s kindness, and the welcoming office atmosphere.	Focal Areas identified by sites were: implementing opportunities to engage in two way communication with families and staff using language that is understandable and accessible, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children, creating a welcoming environment for all families in the community, and providing families with information and resources to support student learning and development at home. At Rosemary Elementary, families would like to see more in person events.	Families shared increasing the number and types of evening school events as a strategy to build community and increase the engagement of underrepresented families. In addition, CUSD is committed to finding a community resource to replace Foothill College's Family Engagement Institute, and at sites, MTSS professional development and ensuring families receive communication in their preferred language were shared as action steps. Sites continue to leverage the skills and talents of our Community Liaisons as families consistently cite their positive impact on supporting engaged families and communities at their schools. At Rosemary Elementary, families would like to see more in person events.	CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. School events and meetings, conferences, and the availability of staff and teachers make families feel comfortable when reaching out to their student’s school. Families feel welcome at school sites, and appreciate the open, regular communication from teachers and schools on their student’s progress. Campbell's Wellness Week, held in April 2023, included topics presented by Skills for Kids, Parents, and Schools (SKIPS) and Pacific Clinics. These providers are Campbell's biggest partners for school-linked services, and the topics of optimizing children's emerging socio-emotional skills and supporting children through separation were determined based on referral trends for 2022.2023. At Rosemary Elementary, families feel comfortable with teachers.	Focal Areas identified by sites were: implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families. At Rosemary Elementary, families identified providing families with information and resources to support student learning and development in the home as an area of improvement.	Strategies suggested to improve engagement included information nights on school related topics and active recruitment of families for school committees and events. In addition, sites noted a need to continue and grow school to home communication and to seek ways to learn from families about important and essential topics to ensure schools provide information and learning on desired themes. At Rosemary Elementary, families would like to find ways to address and eliminate language barriers, take student voice into consideration, and have workshops on literacy.	Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell continued the use of Studer Education's Parent/Family Satisfaction Survey, moving the administration window from February into January and mid-February. Families cited an appreciation for the ways in which their schools ask for input and and feedback in a variety of ways and settings and responsiveness to requests. At Rosemary Elementary, families appreciate strong teacher to family relationships, as well as ELAC as ways to share input with the school.	Focal Areas identified by sites were: providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels; building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. At Rosemary Elementary, families would like to build opportunities for increased family participation in ELAC and find ways to increase communication among parents.	Ongoing outreach to families along with gathering feedback after school events were two actions cited by schools to improve engagement. CUSD continues to work to empower families to become school leaders, and responses from our Parent/Caregiver Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families. At Rosemary Elementary, families would like to see more events established along with jobs for individuals to support these events.	5	4	4	3	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
43693930106005	Village	3	Through feedback gathered from School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), CUSD families appreciate the ongoing communication from school to home, with teacher to family communication frequently cited as a bright spot. ParentSquare and Seesaw, the return of in person events and meetings, and the availability of administrators are aspects that contribute to strong school to family relationships. Use of ParentSquare increased across sites following training offered to school office staff, and Seesaw and Schoology were used to support classroom to home communication. Families report that staff is friendly, and at many sites are seen as core members of the larger community. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home.	Focal Areas identified by sites were: implementing opportunities to engage in two way communication with families and staff using language that is understandable and accessible, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children, creating a welcoming environment for all families in the community, and providing families with information and resources to support student learning and development at home.	Families shared increasing the number and types of evening school events as a strategy to build community and increase the engagement of underrepresented families. In addition, CUSD is committed to finding a community resource to replace Foothill College's Family Engagement Institute, and at sites, MTSS professional development and ensuring families receive communication in their preferred language were shared as action steps. Sites continue to leverage the skills and talents of our Community Liaisons as families consistently cite their positive impact on supporting engaged families and communities at their schools.	CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. School events and meetings, conferences, and the availability of staff and teachers make families feel comfortable when reaching out to their student’s school. Families feel welcome at school sites, and appreciate the open, regular communication from teachers and schools on their student’s progress. Campbell's Wellness Week, held in April 2023, included topics presented by Skills for Kids, Parents, and Schools (SKIPS) and Pacific Clinics. These providers are Campbell's biggest partners for school-linked services, and the topics of optimizing children's emerging socio-emotional skills and supporting children through separation were determined based on referral trends for 2022.2023.	Focal Areas identified by sites were: implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Strategies suggested to improve engagement included information nights on school related topics and active recruitment of families for school committees and events. In addition, sites noted a need to continue and grow school to home communication and to seek ways to learn from families about important and essential topics to ensure schools provide information and learning on desired themes.	Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell continued the use of Studer Education's Parent/Family Satisfaction Survey, moving the administration window from February into January and mid-February. Families cited an appreciation for the ways in which their schools ask for input and and feedback in a variety of ways and settings and responsiveness to requests.	Focal Areas identified by sites were: providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels; building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	Ongoing outreach to families along with gathering feedback after school events were two actions cited by schools to improve engagement. CUSD continues to work to empower families to become school leaders, and responses from our Parent/Caregiver Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.	5	4	4	3	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
43693930137273	Campbell School of Innovation	3	Through feedback gathered from School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), CUSD families appreciate the ongoing communication from school to home, with teacher to family communication frequently cited as a bright spot. ParentSquare and Seesaw, the return of in person events and meetings, and the availability of administrators are aspects that contribute to strong school to family relationships. Use of ParentSquare increased across sites following training offered to school office staff, and Seesaw and Schoology were used to support classroom to home communication. Families report that staff is friendly, and at many sites are seen as core members of the larger community. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home.	Focal Areas identified by sites were: implementing opportunities to engage in two way communication with families and staff using language that is understandable and accessible, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children, creating a welcoming environment for all families in the community, and providing families with information and resources to support student learning and development at home.	Families shared increasing the number and types of evening school events as a strategy to build community and increase the engagement of underrepresented families. In addition, CUSD is committed to finding a community resource to replace Foothill College's Family Engagement Institute, and at sites, MTSS professional development and ensuring families receive communication in their preferred language were shared as action steps. Sites continue to leverage the skills and talents of our Community Liaisons as families consistently cite their positive impact on supporting engaged families and communities at their schools.	CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. School events and meetings, conferences, and the availability of staff and teachers make families feel comfortable when reaching out to their student’s school. Families feel welcome at school sites, and appreciate the open, regular communication from teachers and schools on their student’s progress. Campbell's Wellness Week, held in April 2023, included topics presented by Skills for Kids, Parents, and Schools (SKIPS) and Pacific Clinics. These providers are Campbell's biggest partners for school-linked services, and the topics of optimizing children's emerging socio-emotional skills and supporting children through separation were determined based on referral trends for 2022.2023.	Focal Areas identified by sites were: implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Strategies suggested to improve engagement included information nights on school related topics and active recruitment of families for school committees and events. In addition, sites noted a need to continue and grow school to home communication and to seek ways to learn from families about important and essential topics to ensure schools provide information and learning on desired themes.	Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell continued the use of Studer Education's Parent/Family Satisfaction Survey, moving the administration window from February into January and mid-February. Families cited an appreciation for the ways in which their schools ask for input and and feedback in a variety of ways and settings and responsiveness to requests.	Focal Areas identified by sites were: providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels; building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	Ongoing outreach to families along with gathering feedback after school events were two actions cited by schools to improve engagement. CUSD continues to work to empower families to become school leaders, and responses from our Parent/Caregiver Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.	5	4	4	3	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
43693936046510	Blackford Elementary	3	Through feedback gathered from School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), CUSD families appreciate the ongoing communication from school to home, with teacher to family communication frequently cited as a bright spot. ParentSquare and Seesaw, the return of in person events and meetings, and the availability of administrators are aspects that contribute to strong school to family relationships. Use of ParentSquare increased across sites following training offered to school office staff, and Seesaw and Schoology were used to support classroom to home communication. Families report that staff is friendly, and at many sites are seen as core members of the larger community. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home.	Focal Areas identified by sites were: implementing opportunities to engage in two way communication with families and staff using language that is understandable and accessible, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children, creating a welcoming environment for all families in the community, and providing families with information and resources to support student learning and development at home.	Families shared increasing the number and types of evening school events as a strategy to build community and increase the engagement of underrepresented families. In addition, CUSD is committed to finding a community resource to replace Foothill College's Family Engagement Institute, and at sites, MTSS professional development and ensuring families receive communication in their preferred language were shared as action steps. Sites continue to leverage the skills and talents of our Community Liaisons as families consistently cite their positive impact on supporting engaged families and communities at their schools.	CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. School events and meetings, conferences, and the availability of staff and teachers make families feel comfortable when reaching out to their student’s school. Families feel welcome at school sites, and appreciate the open, regular communication from teachers and schools on their student’s progress. Campbell's Wellness Week, held in April 2023, included topics presented by Skills for Kids, Parents, and Schools (SKIPS) and Pacific Clinics. These providers are Campbell's biggest partners for school-linked services, and the topics of optimizing children's emerging socio-emotional skills and supporting children through separation were determined based on referral trends for 2022.2023.	Focal Areas identified by sites were: implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Strategies suggested to improve engagement included information nights on school related topics and active recruitment of families for school committees and events. In addition, sites noted a need to continue and grow school to home communication and to seek ways to learn from families about important and essential topics to ensure schools provide information and learning on desired themes.	Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell continued the use of Studer Education's Parent/Family Satisfaction Survey, moving the administration window from February into January and mid-February. Families cited an appreciation for the ways in which their schools ask for input and and feedback in a variety of ways and settings and responsiveness to requests.	Focal Areas identified by sites were: providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels; building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	Ongoing outreach to families along with gathering feedback after school events were two actions cited by schools to improve engagement. CUSD continues to work to empower families to become school leaders, and responses from our Parent/Caregiver Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.	5	4	4	3	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
43693936046536	Capri Elementary	3	Through feedback gathered from School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), CUSD families appreciate the ongoing communication from school to home, with teacher to family communication frequently cited as a bright spot. ParentSquare and Seesaw, the return of in person events and meetings, and the availability of administrators are aspects that contribute to strong school to family relationships. Use of ParentSquare increased across sites following training offered to school office staff, and Seesaw and Schoology were used to support classroom to home communication. Families report that staff is friendly, and at many sites are seen as core members of the larger community. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home.	Focal Areas identified by sites were: implementing opportunities to engage in two way communication with families and staff using language that is understandable and accessible, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children, creating a welcoming environment for all families in the community, and providing families with information and resources to support student learning and development at home.	Families shared increasing the number and types of evening school events as a strategy to build community and increase the engagement of underrepresented families. In addition, CUSD is committed to finding a community resource to replace Foothill College's Family Engagement Institute, and at sites, MTSS professional development and ensuring families receive communication in their preferred language were shared as action steps. Sites continue to leverage the skills and talents of our Community Liaisons as families consistently cite their positive impact on supporting engaged families and communities at their schools.	CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. School events and meetings, conferences, and the availability of staff and teachers make families feel comfortable when reaching out to their student’s school. Families feel welcome at school sites, and appreciate the open, regular communication from teachers and schools on their student’s progress. Campbell's Wellness Week, held in April 2023, included topics presented by Skills for Kids, Parents, and Schools (SKIPS) and Pacific Clinics. These providers are Campbell's biggest partners for school-linked services, and the topics of optimizing children's emerging socio-emotional skills and supporting children through separation were determined based on referral trends for 2022.2023.	Focal Areas identified by sites were: implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Strategies suggested to improve engagement included information nights on school related topics and active recruitment of families for school committees and events. In addition, sites noted a need to continue and grow school to home communication and to seek ways to learn from families about important and essential topics to ensure schools provide information and learning on desired themes.	Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell continued the use of Studer Education's Parent/Family Satisfaction Survey, moving the administration window from February into January and mid-February. Families cited an appreciation for the ways in which their schools ask for input and and feedback in a variety of ways and settings and responsiveness to requests.	Focal Areas identified by sites were: providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels; building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	Ongoing outreach to families along with gathering feedback after school events were two actions cited by schools to improve engagement. CUSD continues to work to empower families to become school leaders, and responses from our Parent/Caregiver Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.	5	4	4	3	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
43693936046544	Castlemont Elementary	3	Through feedback gathered from School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), CUSD families appreciate the ongoing communication from school to home, with teacher to family communication frequently cited as a bright spot. ParentSquare and Seesaw, the return of in person events and meetings, and the availability of administrators are aspects that contribute to strong school to family relationships. Use of ParentSquare increased across sites following training offered to school office staff, and Seesaw and Schoology were used to support classroom to home communication. Families report that staff is friendly, and at many sites are seen as core members of the larger community. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home.	Focal Areas identified by sites were: implementing opportunities to engage in two way communication with families and staff using language that is understandable and accessible, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children, creating a welcoming environment for all families in the community, and providing families with information and resources to support student learning and development at home.	Families shared increasing the number and types of evening school events as a strategy to build community and increase the engagement of underrepresented families. In addition, CUSD is committed to finding a community resource to replace Foothill College's Family Engagement Institute, and at sites, MTSS professional development and ensuring families receive communication in their preferred language were shared as action steps. Sites continue to leverage the skills and talents of our Community Liaisons as families consistently cite their positive impact on supporting engaged families and communities at their schools.	CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. School events and meetings, conferences, and the availability of staff and teachers make families feel comfortable when reaching out to their student’s school. Families feel welcome at school sites, and appreciate the open, regular communication from teachers and schools on their student’s progress. Campbell's Wellness Week, held in April 2023, included topics presented by Skills for Kids, Parents, and Schools (SKIPS) and Pacific Clinics. These providers are Campbell's biggest partners for school-linked services, and the topics of optimizing children's emerging socio-emotional skills and supporting children through separation were determined based on referral trends for 2022.2023.	Focal Areas identified by sites were: implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Strategies suggested to improve engagement included information nights on school related topics and active recruitment of families for school committees and events. In addition, sites noted a need to continue and grow school to home communication and to seek ways to learn from families about important and essential topics to ensure schools provide information and learning on desired themes.	Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell continued the use of Studer Education's Parent/Family Satisfaction Survey, moving the administration window from February into January and mid-February. Families cited an appreciation for the ways in which their schools ask for input and and feedback in a variety of ways and settings and responsiveness to requests.	Focal Areas identified by sites were: providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels; building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	Ongoing outreach to families along with gathering feedback after school events were two actions cited by schools to improve engagement. CUSD continues to work to empower families to become school leaders, and responses from our Parent/Caregiver Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.	5	4	4	3	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
43693936046577	Forest Hill Elementary	3	Through feedback gathered from School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), CUSD families appreciate the ongoing communication from school to home, with teacher to family communication frequently cited as a bright spot. ParentSquare and Seesaw, the return of in person events and meetings, and the availability of administrators are aspects that contribute to strong school to family relationships. Use of ParentSquare increased across sites following training offered to school office staff, and Seesaw and Schoology were used to support classroom to home communication. Families report that staff is friendly, and at many sites are seen as core members of the larger community. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home.	Focal Areas identified by sites were: implementing opportunities to engage in two way communication with families and staff using language that is understandable and accessible, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children, creating a welcoming environment for all families in the community, and providing families with information and resources to support student learning and development at home.	Families shared increasing the number and types of evening school events as a strategy to build community and increase the engagement of underrepresented families. In addition, CUSD is committed to finding a community resource to replace Foothill College's Family Engagement Institute, and at sites, MTSS professional development and ensuring families receive communication in their preferred language were shared as action steps. Sites continue to leverage the skills and talents of our Community Liaisons as families consistently cite their positive impact on supporting engaged families and communities at their schools.	CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. School events and meetings, conferences, and the availability of staff and teachers make families feel comfortable when reaching out to their student’s school. Families feel welcome at school sites, and appreciate the open, regular communication from teachers and schools on their student’s progress. Campbell's Wellness Week, held in April 2023, included topics presented by Skills for Kids, Parents, and Schools (SKIPS) and Pacific Clinics. These providers are Campbell's biggest partners for school-linked services, and the topics of optimizing children's emerging socio-emotional skills and supporting children through separation were determined based on referral trends for 2022.2023.	Focal Areas identified by sites were: implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Strategies suggested to improve engagement included information nights on school related topics and active recruitment of families for school committees and events. In addition, sites noted a need to continue and grow school to home communication and to seek ways to learn from families about important and essential topics to ensure schools provide information and learning on desired themes.	Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell continued the use of Studer Education's Parent/Family Satisfaction Survey, moving the administration window from February into January and mid-February. Families cited an appreciation for the ways in which their schools ask for input and and feedback in a variety of ways and settings and responsiveness to requests.	Focal Areas identified by sites were: providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels; building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	Ongoing outreach to families along with gathering feedback after school events were two actions cited by schools to improve engagement. CUSD continues to work to empower families to become school leaders, and responses from our Parent/Caregiver Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.	5	4	4	3	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
43693936046601	Lynhaven Elementary	3	Through feedback gathered from School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), CUSD families appreciate the ongoing communication from school to home, with teacher to family communication frequently cited as a bright spot. ParentSquare and Seesaw, the return of in person events and meetings, and the availability of administrators are aspects that contribute to strong school to family relationships. Use of ParentSquare increased across sites following training offered to school office staff, and Seesaw and Schoology were used to support classroom to home communication. Families report that staff is friendly, and at many sites are seen as core members of the larger community. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home.	Focal Areas identified by sites were: implementing opportunities to engage in two way communication with families and staff using language that is understandable and accessible, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children, creating a welcoming environment for all families in the community, and providing families with information and resources to support student learning and development at home.	Families shared increasing the number and types of evening school events as a strategy to build community and increase the engagement of underrepresented families. In addition, CUSD is committed to finding a community resource to replace Foothill College's Family Engagement Institute, and at sites, MTSS professional development and ensuring families receive communication in their preferred language were shared as action steps. Sites continue to leverage the skills and talents of our Community Liaisons as families consistently cite their positive impact on supporting engaged families and communities at their schools.	CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. School events and meetings, conferences, and the availability of staff and teachers make families feel comfortable when reaching out to their student’s school. Families feel welcome at school sites, and appreciate the open, regular communication from teachers and schools on their student’s progress. Campbell's Wellness Week, held in April 2023, included topics presented by Skills for Kids, Parents, and Schools (SKIPS) and Pacific Clinics. These providers are Campbell's biggest partners for school-linked services, and the topics of optimizing children's emerging socio-emotional skills and supporting children through separation were determined based on referral trends for 2022.2023.	Focal Areas identified by sites were: implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Strategies suggested to improve engagement included information nights on school related topics and active recruitment of families for school committees and events. In addition, sites noted a need to continue and grow school to home communication and to seek ways to learn from families about important and essential topics to ensure schools provide information and learning on desired themes.	Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell continued the use of Studer Education's Parent/Family Satisfaction Survey, moving the administration window from February into January and mid-February. Families cited an appreciation for the ways in which their schools ask for input and and feedback in a variety of ways and settings and responsiveness to requests.	Focal Areas identified by sites were: providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels; building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	Ongoing outreach to families along with gathering feedback after school events were two actions cited by schools to improve engagement. CUSD continues to work to empower families to become school leaders, and responses from our Parent/Caregiver Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.	5	4	4	3	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
43693936046619	Marshall Lane Elementary	3	Through feedback gathered from School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), CUSD families appreciate the ongoing communication from school to home, with teacher to family communication frequently cited as a bright spot. ParentSquare and Seesaw, the return of in person events and meetings, and the availability of administrators are aspects that contribute to strong school to family relationships. Use of ParentSquare increased across sites following training offered to school office staff, and Seesaw and Schoology were used to support classroom to home communication. Families report that staff is friendly, and at many sites are seen as core members of the larger community. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home.	Focal Areas identified by sites were: implementing opportunities to engage in two way communication with families and staff using language that is understandable and accessible, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children, creating a welcoming environment for all families in the community, and providing families with information and resources to support student learning and development at home.	Families shared increasing the number and types of evening school events as a strategy to build community and increase the engagement of underrepresented families. In addition, CUSD is committed to finding a community resource to replace Foothill College's Family Engagement Institute, and at sites, MTSS professional development and ensuring families receive communication in their preferred language were shared as action steps. Sites continue to leverage the skills and talents of our Community Liaisons as families consistently cite their positive impact on supporting engaged families and communities at their schools.	CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. School events and meetings, conferences, and the availability of staff and teachers make families feel comfortable when reaching out to their student’s school. Families feel welcome at school sites, and appreciate the open, regular communication from teachers and schools on their student’s progress. Campbell's Wellness Week, held in April 2023, included topics presented by Skills for Kids, Parents, and Schools (SKIPS) and Pacific Clinics. These providers are Campbell's biggest partners for school-linked services, and the topics of optimizing children's emerging socio-emotional skills and supporting children through separation were determined based on referral trends for 2022.2023.	Focal Areas identified by sites were: implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Strategies suggested to improve engagement included information nights on school related topics and active recruitment of families for school committees and events. In addition, sites noted a need to continue and grow school to home communication and to seek ways to learn from families about important and essential topics to ensure schools provide information and learning on desired themes.	Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell continued the use of Studer Education's Parent/Family Satisfaction Survey, moving the administration window from February into January and mid-February. Families cited an appreciation for the ways in which their schools ask for input and and feedback in a variety of ways and settings and responsiveness to requests.	Focal Areas identified by sites were: providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels; building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	Ongoing outreach to families along with gathering feedback after school events were two actions cited by schools to improve engagement. CUSD continues to work to empower families to become school leaders, and responses from our Parent/Caregiver Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.	5	4	4	3	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
43693936046627	Monroe Middle	3	Through feedback gathered from School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), CUSD families appreciate the ongoing communication from school to home, with teacher to family communication frequently cited as a bright spot. ParentSquare and Seesaw, the return of in person events and meetings, and the availability of administrators are aspects that contribute to strong school to family relationships. Use of ParentSquare increased across sites following training offered to school office staff, and Seesaw and Schoology were used to support classroom to home communication. Families report that staff is friendly, and at many sites are seen as core members of the larger community. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home.	Focal Areas identified by sites were: implementing opportunities to engage in two way communication with families and staff using language that is understandable and accessible, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children, creating a welcoming environment for all families in the community, and providing families with information and resources to support student learning and development at home.	Families shared increasing the number and types of evening school events as a strategy to build community and increase the engagement of underrepresented families. In addition, CUSD is committed to finding a community resource to replace Foothill College's Family Engagement Institute, and at sites, MTSS professional development and ensuring families receive communication in their preferred language were shared as action steps. Sites continue to leverage the skills and talents of our Community Liaisons as families consistently cite their positive impact on supporting engaged families and communities at their schools.	CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. School events and meetings, conferences, and the availability of staff and teachers make families feel comfortable when reaching out to their student’s school. Families feel welcome at school sites, and appreciate the open, regular communication from teachers and schools on their student’s progress. Campbell's Wellness Week, held in April 2023, included topics presented by Skills for Kids, Parents, and Schools (SKIPS) and Pacific Clinics. These providers are Campbell's biggest partners for school-linked services, and the topics of optimizing children's emerging socio-emotional skills and supporting children through separation were determined based on referral trends for 2022.2023.	Focal Areas identified by sites were: implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Strategies suggested to improve engagement included information nights on school related topics and active recruitment of families for school committees and events. In addition, sites noted a need to continue and grow school to home communication and to seek ways to learn from families about important and essential topics to ensure schools provide information and learning on desired themes.	Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell continued the use of Studer Education's Parent/Family Satisfaction Survey, moving the administration window from February into January and mid-February. Families cited an appreciation for the ways in which their schools ask for input and and feedback in a variety of ways and settings and responsiveness to requests.	Focal Areas identified by sites were: providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels; building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	Ongoing outreach to families along with gathering feedback after school events were two actions cited by schools to improve engagement. CUSD continues to work to empower families to become school leaders, and responses from our Parent/Caregiver Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.	5	4	4	3	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
43693936046668	Rolling Hills Middle	3	Through feedback gathered from School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), CUSD families appreciate the ongoing communication from school to home, with teacher to family communication frequently cited as a bright spot. ParentSquare and Seesaw, the return of in person events and meetings, and the availability of administrators are aspects that contribute to strong school to family relationships. Use of ParentSquare increased across sites following training offered to school office staff, and Seesaw and Schoology were used to support classroom to home communication. Families report that staff is friendly, and at many sites are seen as core members of the larger community. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home.	Focal Areas identified by sites were: implementing opportunities to engage in two way communication with families and staff using language that is understandable and accessible, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children, creating a welcoming environment for all families in the community, and providing families with information and resources to support student learning and development at home.	Families shared increasing the number and types of evening school events as a strategy to build community and increase the engagement of underrepresented families. In addition, CUSD is committed to finding a community resource to replace Foothill College's Family Engagement Institute, and at sites, MTSS professional development and ensuring families receive communication in their preferred language were shared as action steps. Sites continue to leverage the skills and talents of our Community Liaisons as families consistently cite their positive impact on supporting engaged families and communities at their schools.	CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. School events and meetings, conferences, and the availability of staff and teachers make families feel comfortable when reaching out to their student’s school. Families feel welcome at school sites, and appreciate the open, regular communication from teachers and schools on their student’s progress. Campbell's Wellness Week, held in April 2023, included topics presented by Skills for Kids, Parents, and Schools (SKIPS) and Pacific Clinics. These providers are Campbell's biggest partners for school-linked services, and the topics of optimizing children's emerging socio-emotional skills and supporting children through separation were determined based on referral trends for 2022.2023.	Focal Areas identified by sites were: implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Strategies suggested to improve engagement included information nights on school related topics and active recruitment of families for school committees and events. In addition, sites noted a need to continue and grow school to home communication and to seek ways to learn from families about important and essential topics to ensure schools provide information and learning on desired themes.	Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell continued the use of Studer Education's Parent/Family Satisfaction Survey, moving the administration window from February into January and mid-February. Families cited an appreciation for the ways in which their schools ask for input and and feedback in a variety of ways and settings and responsiveness to requests.	Focal Areas identified by sites were: providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels; building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	Ongoing outreach to families along with gathering feedback after school events were two actions cited by schools to improve engagement. CUSD continues to work to empower families to become school leaders, and responses from our Parent/Caregiver Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.	5	4	4	3	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
43693936046692	Sherman Oaks Elementary	3	Through feedback gathered from School Site Councils (SSCs) and English Learner Advisory Committees (ELACs), CUSD families appreciate the ongoing communication from school to home, with teacher to family communication frequently cited as a bright spot. ParentSquare and Seesaw, the return of in person events and meetings, and the availability of administrators are aspects that contribute to strong school to family relationships. Use of ParentSquare increased across sites following training offered to school office staff, and Seesaw and Schoology were used to support classroom to home communication. Families report that staff is friendly, and at many sites are seen as core members of the larger community. CUSD continues to engage families through Principal Coffees, School Site Council, Superintendent Parent Advisory Committee, and District and School English Learner Advisory Committees which provide opportunities to build relationships and engage in two way communication using language that is understandable and accessible. Community Liaisons are critical to building effective relationships between school and home.	Focal Areas identified by sites were: implementing opportunities to engage in two way communication with families and staff using language that is understandable and accessible, supporting staff in learning about each family’s strengths, cultures, languages, and goals for their children, creating a welcoming environment for all families in the community, and providing families with information and resources to support student learning and development at home.	Families shared increasing the number and types of evening school events as a strategy to build community and increase the engagement of underrepresented families. In addition, CUSD is committed to finding a community resource to replace Foothill College's Family Engagement Institute, and at sites, MTSS professional development and ensuring families receive communication in their preferred language were shared as action steps. Sites continue to leverage the skills and talents of our Community Liaisons as families consistently cite their positive impact on supporting engaged families and communities at their schools.	CUSD offers Fall and Spring conferences with support from a translation team and call in translation service in all languages for the families we serve. School events and meetings, conferences, and the availability of staff and teachers make families feel comfortable when reaching out to their student’s school. Families feel welcome at school sites, and appreciate the open, regular communication from teachers and schools on their student’s progress. Campbell's Wellness Week, held in April 2023, included topics presented by Skills for Kids, Parents, and Schools (SKIPS) and Pacific Clinics. These providers are Campbell's biggest partners for school-linked services, and the topics of optimizing children's emerging socio-emotional skills and supporting children through separation were determined based on referral trends for 2022.2023.	Focal Areas identified by sites were: implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, supporting families to understand and exercise their legal rights and advocate for their own students and all students, providing families with information and resources to support student learning and development in the home, and providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	Strategies suggested to improve engagement included information nights on school related topics and active recruitment of families for school committees and events. In addition, sites noted a need to continue and grow school to home communication and to seek ways to learn from families about important and essential topics to ensure schools provide information and learning on desired themes.	Families in CUSD provide input and feedback in a variety of ways, including participation in ELAC, SSC, PTA, surveys to identify areas of strength and opportunities for improvement, and various site-based meetings and committees. At the district level, caregivers serve on the Superintendent Parent Advisory Committee and District English Learner Advisory Committee. Campbell continued the use of Studer Education's Parent/Family Satisfaction Survey, moving the administration window from February into January and mid-February. Families cited an appreciation for the ways in which their schools ask for input and and feedback in a variety of ways and settings and responsiveness to requests.	Focal Areas identified by sites were: providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels; building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making; building the capacity of and supporting family members to effectively engage in advisory groups and decision-making; providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community.	Ongoing outreach to families along with gathering feedback after school events were two actions cited by schools to improve engagement. CUSD continues to work to empower families to become school leaders, and responses from our Parent/Caregiver Satisfaction Survey continue to drive our work to better engage with and be responsive to underrepresented families.	5	4	4	3	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
43694010000000	Campbell Union High	3	The District is using ParentSquare for two-way communication of messages consistently from the District Office as well as from each school site, with Spanish translation available on the platform. CUHSD has a District English Learner Advisory Council and all comprehensive schools have English Learner Advisory Committees. CUHSD also has five full-time Spanish bilingual Community Liaisons whose primary responsibilities include Spanish-speaking family outreach across all school sites and who assist in gathering input from those communities on district-wide initiatives. All school sites have outreach activities centered around incoming 9th-grade students and orientation. Parent education events include a district-wide college fair and career expo and multiple school-based parent information nights. The learning management system Canvas has enabled teachers to communicate more effectively with families regarding student progress. One school site utilized the Parent Institute for Quality Education (PIQE) program to provide educational sessions for parents on how to support their students. Next year, the District plans to expand this program to all five comprehensive high schools.	One focus area for improvement is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children and leverage the tools available to achieve this utilizing an asset-based framework.	The District completed its partnership with The Education Trust-West to conduct an Educational Equity Audit and Blueprint process and has updated its Multilingual Learner Master Plan, which calls out the need for asset-based training to support our underrepresented families. During the 2023-2024 school year, this updated plan will be delineated to include a detailed five-year plan for community engagement especially with our multilingual families. The updated plan will be communicated and presented to families at DELAC and ELAC meetings.	The District Office engages in multiple forms of communication with families about learning and community resources, including newsletters and targeted communication. Additionally, legal topics including uniform complaint procedures and parent rights were covered in School Site Council and English Learner Advisory Committee meetings, as well as at the District English Learner Advisory Committee. Two sites held immigration legal clinics to cover topics of legal advocacy and immigration policies. One school site utilized the Parent Institute for Quality Education (PIQE) program to provide educational sessions for parents on how to support their students.	One focus area for improvement is to provide additional educational opportunities to parents and guardians to help them understand how to support their students in their education.	In the 2023-2024 school year, the District plans to expand the PIQE program to all comprehensive schools and to expand the legal clinics to additional sites.	Every comprehensive high school has a parent organization, an English Learners Advisory Committee (ELAC), and a School Site Council (SSC), with at least one parent on the ELAC who is also on the SSC. In addition, CUHSD has several advisory committees at the District level that include parents, including the President’s Council consisting of parent representatives from each site, the Measure AA Citizens’ Oversight Committee, the Local Control and Accountability Plan Committee, an LGBTQIA+ Committee, and a District English Learners Advisory Committee. CUHSD is building the capacity of underrepresented families to engage in advisory groups, with an effective example being Padres Unidos at Del Mar High School, a group of over 70 parents that meet regularly to participate in workshops and plan educational events for parents at their sites. Branham and Leigh have also begun to host groups like Del Mar’s Padres Unidos with success. CUHSD also provides all families with opportunities to provide input on policies through regular DELAC meetings, the LCAP Committee, the President’s Council, the use of ThoughtExchange for input on District priorities, and the ability to publicly comment at Board meetings.	A focus area for improvement is for CUHSD to work together with families to co-create and evaluate family engagement activities.	Working with families to co-create and evaluate family engagement will move forward with the development of a family engagement plan starting in the 2023-2024 school year based on input from the Equity Audit and Blueprint Committees’ recommendations.	2	4	2	4	3	4	2	4	4	4	3	3	Met		22JUN2023	2023
43694190000000	Cupertino Union	3	5,019 parents participated in our 2022-2023 LCAP parent survey. Almost 33% of responses came from parents of English Learners. Our results improved over 2021-2022 in every area of the survey: Culture/Climate, Communications, Involvement, Decision-Making and Resources. 94% of respondents reported a positive climate and culture at their school site; 90% reported favorable communications; 83% reported favorable involvement; 74% reported favorable decision-making opportunities at the school site and District; 83% reported favorable resources to support their child's learning.   Strengths: Our schools offer welcoming environments and support to foster partnerships with families. On campus parent participation is high in our elementary schools. Communications have improved with the expansion of Parent Square, a new website under the direction of our Communications Director. This tool allows parents to choose their home language for sending and receiving messages. Parents have stated that we have a variety of ways to communicate, and a variety of resources available. Parent Education opportunities are  regularly provided through our partnership with Parent Venture, and events are cataloged in an online video library for parents to access at any time. . A few schools are hosting parent education opportunities such as Latino Literacy. These events build partnerships and provide a network of support to families when navigating the school system. Parents/guardians and staff partner in order to discuss student progress. We are committed to developing these partnerships in support of student learning and well-being. District Priorities include a focus on personalizing learning and supporting the whole child. Site communications, professional development, and parent education are focused on these areas. Based on our LCAP metrics, we see strong participation from parents across school sites.	Parents are essential partners in advisory groups at all schools and at the District level, providing input into site and District goals and contributing to the development of site initiatives/programs.  Opportunities for decision-making was a relative weak area on our 2022-2023 LCAP survey (74% favorable responses). Areas for improvement include expanding the reach of decision-making conversations to include broader input from underrepresented groups, as well as supporting all parents with visible opportunities to provide input in school site and district decision-making. We have increased parent education opportunities in recent years, and we also plan to improve by providing parent education to support positive behavior. Additionally, parents suggested that the district provide parents of middle school students opportunities to support on campus as well as opportunities to learn about how to best prepare students for shifts to middle school and high school. Parents also suggested that we increase resources for newcomer students and families.	Areas for improvement include expanding the reach of these conversations to include broader input from underrepresented groups, as well as supporting all parents with visible opportunities to provide input in school site and district decision-making. In 2022-2023, CUSD revised and expanded the role of parent liaisons to support this goal and we will continue to focus on strengthening this opportunity in 2023-2024. Parent Liaisons work in partnership with principals and our Student Support Services team to provide outreach and support to our families, particularly those who are underrepresented. We hold regular team meetings to support the liaisons in developing their skills and sharing successes. Some liaisons now work across schools in order to diversify support provided in home languages. Additionally, we hired a second Engagement and Community Resource specialist who supports families with higher needs, bridging CUSD resources and community resources to meet needs. We also continue to deepen our partnerships with community organizations such as West Valley Community Services to link families with resources to support well-being.	CUSD uses a variety of tools to support partnerships for student outcomes. These include holding parent-teacher conferences, engaging students in goal-setting, and utilizing collaborative meeting processes such as the Student Study Team protocol to foster dialogue and build action plans to support student progress. Additionally, the District uses Parent Vue to post students' results on benchmark assessments so that parents can stay up-to-date on their child's performance. CUSD also uses Parent Square as our main communication tool. This tool allows parents to send and receive messages in their home language, a critical avenue for building partnerships. Also, we have significantly expanded our parent education opportunities via monthly webinars offered by Parent Venture. These technology advancements have allowed us to make strong progress in recent years.	In 2023-2024, we will continue to expand our Parent Education offerings via Parent Venture. This school year, we also will offer in-house parent education to the families of students who are participating in our elementary reading intervention classes so that they are informed regarding how to support their children at home. We also will continue to educate parents in how to use digital tools to support personalized learning at home (iReady for all students and Imagine Learning for English Learners).	In 2023-2024, we added additional supports to our ELOP program (Teacher Liaisons, TOSAs and ELOP Supervisors) to increase supports for our low income, EL and Foster Youth students who are participating in our ELOP program. Engaging with families will be a critical component to maximizing the benefits of the ELOP program. Additionally, we received a Community Schools grant to hire a Mental Health Therapist and a Community Engagement specialist to support families at our two highest needs sites. Our Community Engagement specialists reach out to families in need for 1:1 conversations and coordination of supports. They also interview each of our families of homeless/foster youth as part of our LCAP feedback process each spring. This feedback informs the development of our LCAP.	Parents are essential partners in advisory groups at all schools and at the District level, providing input into site and District goals and contributing to the development of site initiatives/programs. Overall, engagement is a strength in CUSD. We capture parent feedback via a District LCAP survey each year, and this allows us to track progress towards our engagement goals. The Parent Liaison program at school sites is helping build these connections and foster partnerships.	In 2023-2024, we are focusing on expanding the role of the Parent Liaisons, supporting this network with collaboration time and learning, and connecting departments to maximize impact (ELOP, Student Support Services, Family Outreach). Parent Liaisons will support our outreach efforts during the LCAP feedback process by encouraging parent participation in events and our annual survey to capture perspectives on strengths and needs. Additionally, our Communications Director continually seeks to improve outreach efforts to ensure parents are informed of District Priorities and have opportunities to contribute.	We commit to 1:1 interviews for LCAP feedback with families of our homeless and foster youth students. This provides critical feedback for our improvement process. We also place a high priority on the participation of our special education and English Learner families in our PAC/DELAC meetings. We take attendance to track participation, and work with principals to ensure representation. This year, we will add input from a Student Advisory Group comprised of students who participate in our ELOP program (low income, English Learners and Foster Youth).	3	4	3	3	3	3	3	3	3	3	3	2	Met		15JUN2023	2023
43694270000000	East Side Union High	3	One of our greatest strengths is our vision to create equitable communities where all educational partners feel welcomed and a valued member of our community. This guides our efforts to improve engagement of our families and in particular, our underrepresented families.   East Side staff offer informational parent meetings, individual parent meetings, parent teacher student conferences, and monthly meetings with the principal were a wide variety of topics are covered including: College and Career Readiness, Attendance, Graduation, College Scholarships, Mental Health/Social Emotional resources.  We have seen an improvement in the area of empowering our families to advocate and deepen their understanding of their educational legal rights.	One of the areas we have identified for improvement is 2 way communication between parents and school staff. Parents have expressed a need for more frequent and timely communication as it pertains to academic progress. As a district we have identified a need to improve how we engage parents/guardians of our most vulnerable student populations.	To improve engagement of our underrepresented families we will develop a comprehensive plan for family engagement. We have recently created the position for and hired a Coordinator of Family Engagement. In collaboration with our parent community involvement specialists and community resource technicians we will establish a calendar for family events covering the following: Graduation requirements, A-G requirements, Financial Aid, How to Communicate with teachers, Ed Code rights. Our parent community involvement specialist at each of our school sites will make personal phone calls to our underrepresented families to invite them to the sessions. All sessions will have interpretation services in Spanish and Vietnamese to ensure access.	The East Side Union High School District administered a survey to gather input for the LCAP, as well as assess parents’ level of satisfaction with our efforts to engage families. The results showed parents were highly satisfied with the District's work to connect students and families to staff, supports, and options to ensure student success. We have offered parent workshops on student discipline Eduction Code, UC/CSU A-G college course entrance requirements and Special Education rights.	Our data clearly indicates that not all students are performing at high levels, so we must be more strategic and intentional in how we engage with our families.  In particular, we need to provide access to services for our underrepresented families such as mental health and social-emotional support as well as academic interventions.	In order to improve engagement with our underrepresented families district staff in collaboration with our parent community involvement specialists and community resource technicians we will establish a calendar for family events covering the following: Graduation requirements, A-G requirements, Financial Aid, How to Communicate with teachers, Ed Code rights. Our parent community involvement specialist at each of our school sites will make personal phone calls to our underrepresented families to invite them to the sessions. All sessions will have interpretation services in Spanish and Vietnamese to ensure access. As part of these parent sessions we will share data and provide opportunities for families to engage with staff around their student's specific progress.	East Side continues to fund Parent and Community Involvement Specialists (PCIS)at each school site to support the school sites’ efforts to maintain parents informed of their children’s academic progress, and attendance as well as any school events and resources available to them and their families. In particular, they provide support to Low-Income students, Students with Disabilities, Foster Youth, and English Learners and their families. Their efforts include, but are not limited to:     *ensuring all parents activate their accounts in the district’s student information system so they can access their students’        grades, assignments and attendance.    *informing parents of school and district informational meetings    *facilitating conversations between non-English speaking parents and school staff, including teachers.    *referring parents to school and community based resources that support the students’ and families’ needs.    *facilitate and organize parent workshops in English, Spanish and Vietnamese around topics of interest to parents of high       school students.	One identified area for improvement that the district will focus on is consistent parent participation in district and site decision making committees, in particular the parents of our most vulnerable student populations. We will also seek to Increase participation by families in our surveys so we get a representative response including our most vulnerable populations.	As part of our overall family engagement plan, we will create communication campaigns led by our Director of Communications. The plan will include mailers, text messages, and emails informing parents/guardians of meetings, surveys, and other relevant information. We will also task our Parent and Community Involvement Specialists at each school with making personal phone calls to parents/guardians of our underrepresented student populations. Additionally, we will provide training for parents/guardians on educational language, policies, and requirements so they feel comfortable in providing input. All meetings will include interpretation in Spanish and Vietnamese to ensure access.	4	4	4	3	3	3	3	4	3	3	2	2	Met		22JUN2023	2023
43694270107151	Escuela Popular/Center for Training and Careers, Family Learning	3	Escuela Popular Center for Training Careers serves students over the age of 18 and is committed to providing students with opportunities and resources to support student learning at school and at home. Various programs and events take place at a convenient time, which all students are invited to attend and encouraged to attend, to inform students of the school's goals and priorities as well as gather feedback. The school also convenes quarterly Student Recognition Assemblies where students and teachers recognize students with honor roll, perfect attendance, and showcase class projects. All meetings are geared to the entire family and childcare is provided as needed. Annually, the school holds a Parent Workshop where speakers and training are offered to adult students who are parents on how to support their student’s academic and social success and well-being. An online Stakeholder Feedback survey is completed by students, parents, and staff twice a year during fall and spring. Successful participation was accomplished, about 321 students provided feedback (64 % responses).	Reaching out to all of our students and keeping them informed about their academic progress is our priority. The Student Services Department continues to reach out to students and make themselves available to students who need to be connected with resources. Particular outreach and intervention services will be provided to students who are experiencing chronic absenteeism and/or are not making satisfactory progress towards graduation.	Although the majority of Escuela Popular/CTC students are over the age of 18 years old, the staff is committed to engaging students, and other stakeholders and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all stakeholders. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from students, teachers and support staff.  A process of individual orientation and welcome sessions has been implemented during the school year.  This has allowed us to do early assessment of student needs and provide available resources.  A follow up meeting with students has been implemented to prevent and identify continued needs of support.  We continue develolping a comprehensive tool of resources to support our students in different areas of need such as housing, job, immigration, etc.	Escuela Popular offers a family learning environment that provides educational opportunities to 9-12 grade immigrant students. Over 90% of the students are Spanish-speaking with a vast majority also being newcommer students. Wrap-around services are provided on-site at the school to facilitate access to social services such as medical, advocacy, and education to all members of the family. Over 80% of the staff are bilingual and bi-literate removing language barriers to developing relationships with students facilitate engagement. Administrative support is available to meet the diverse needs of the families and students, such as the Student Support Team, no cost childcare, medical services, referrals to local community-based organizations, and transportation support are provided to students.	Escuela Popular will continue looking for partnerships with organizations that can provide free services to students and continue offering the services already provided.	Outreach and services will be bilingual and at a convenient time and location for students.	Although the majority of Escuela Popular/CTC students are over the age of 18 years old, the staff is committed to engaging students, and other stakeholders and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all stakeholders. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from students, teachers, and support staff. LCAP development is reviewed and monitored with a variety of modes for gathering input such as surveys, focus groups, whole school, and community gatherings. Priority areas are developed with goals, actions, and metrics to monitor progress.	Increasing the number of students providing input is our next area of improvement and how to make engagement meaningful to them within the time constraints many adult students face. We would like a more efficient way to capture more meaningful feedback from students to develop school priorities and monitor progress. We created student’s feedback survey during Fall and Spring. 64% of the students participated in the survey.	Outreach and services will be bilingual and at a convenient time and location for families.	5	4	4	5	3	4	5	4	4	4	4	4	Met		20JUN2023	2023
43694270116889	KIPP San Jose Collegiate	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success.   Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 58% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 58% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents.  KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting. The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	3	3	4	3	3	3	3	3	Met		06JUN2023	2023
43694270125617	ACE Charter High	3	ACE has invested in a broad program to engage and involve families. ACE’s Director of Community Engagement and with the support of the Parent Organizer and Deans of Culture and Community Outreach ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups being represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2022 family survey, families overwhelmingly responded favorably (98%) to questions related to their school connectedness and sense of belonging and 87% indicated that they had a staff member at ACE that they trusted and could go to for support.  Through ACE’s Community Ambassador program, parent leadership groups, and monthly Cafecitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Community Ambassador and Parent Leadership programs teach and assist parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students. Families also have access to teachers throughout the year and receive updates on their students’ academic progress in student-led conferences, which occur twice a year. Families are always encouraged to reach out when they are in need of additional support at any time. Cafecito meetings to give families direct access to school leadership where they receive updates on the latest school events and news. These meetings also allow parents and families to raise and address any concerns they see in the ACE community. Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafecitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.	The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. Therefore, ACE focuses on training parents to understand their own power and advocate for themselves and their families in a way that is productive and collaborative. Through this advocacy, we have added several opportunities for our students to receive academic support, such as before and after school office hours and after school programming.	As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, parent and community ambassador programs, and student-led conferences.  ACE also participated in the County’s Project to Inspire cohort where ACE parents and staff had the opportunity to collaborate with other districts and charter school networks in the county to further parent engagement practices. Through this partnership, ACE learned about an opportunity to continue our learnings and was accepted into the Community Engagement Initiative’s Cohort III Peer Leading and Learning Network through California Collaborative for Educational Excellence (CCEE) where we will create a parent engagement plan alongside several other districts. The participants will include community engagement staff, parents, students, and county staff members to continue this work of building relationships.  Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. We have hired several Vietnamese staff, including a Manager of Community Engagement and multiple Community Ambassadors, and are looking to continue to hire more staff. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.	As mentioned above, student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2022-23 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.	Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. During the 2023-23 school year, ACE plans to provide digital literacy classes. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.	For 2022-23 ACE modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. Schools will close for a week to ensure students are available to lead their conferences and that parents have ample time and days to attend conferences. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.	The Community Engagement team has developed an annual Culture and Engagement calendar, which includes scheduling out various events, collaboration, input and review dates. This calendar includes when stakeholders will get together to review items like student performance data, LCAPs, ELAC, ACE board meetings and budget reports. Selection of our parent ambassadors is purposeful and prioritizes the involvement of families who are underrepresented and or are from special populations. These stakeholders have the agency to elevate school level issues at these meetings.  Additionally, ACE includes its parents during every interview process for administrators, including our recent search for a new CEO. Parents and families were kept up to date throughout the screening process and ultimately participated in every interview through a dedicated parent panel. ACE also has a parent board member who is an official member of our Board of Directors and collaborates with our school community to elevate parent and student voices during board meetings. They are an integral part of ensuring that we are prioritizing relationships between parents, students, and staff. ACE is currently working towards adding another parent board member for a total of two.  Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication.  We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.	A focus area of improvement in seeking input in decision making is an increase in the number of parent participants in the various ACE parent organizations. Our goal is to have 75% parent participation throughout the school year and provide more opportunities for engagement, such as additional parent workshops and college access training.	ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.	4	5	3	5	3	2	3	4	4	4	3	3	Met		21JUN2023	2023
43694270130856	Luis Valdez Leadership Academy	3	The LEA and The Foundation for Hispanic Education (TFHE) Schools work to ensure family voices and input remain at the forefront of our school engagement processes. The LEA also had a 95% Graduation Rate with over 85% of students attending a four or two year university/college. 100% of students had access to standards-aligned curriculum with all of their college preparatory coursework taught by a credentialed instructor and enrollment in an advisory course in preparation for college/career endeavors. The team working on behalf of the LEA includes its School Site Principal, Office Manager, Attendance Clerk, Community Outreach Team, and Student Life Team Members. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums. Tools used for engaging families on a regular basis include communication tools of Remind App, ParentSquare, Google Classroom, Google Forms, the Jive GoToConnect application, and in-person one-to-one meetings. Ongoing methods of communication include Weekly School Newsletters, Monthly Cafecito Meetings, Monthly Family Workshops, publicly posted bulletins, school poster boards, social media accounts (i.e., Instagram, Twitter, Facebook), and web postings.	Priorities for improvement this academic year include increasing the A - G completion rate from 40% to over 60% for the Class of 2024, a Communications Sustainability Plan, the improvement of the School Comprehensive Emergency Plan, more events in partnership with local school site, increased meeting spaces for discussing culture/climate, development of a more robust English Learner Advisory Committee, and assisting families in the understanding of social/emotional support for students in their household. Additional training for reviewing student four-year plans, PowerSchool, and transcripts are also being offered and invested in this year to improve the two-way communication between parents/guardians and the LEA. Per the California School Dashboard, the school site has made proficiency gains annually in ELA, Mathematics, and Language Acquisition status with a commitment to increasing annual proficiency gains by 3% or greater. A growing area of strength in our existing partnership with parents/guardians is the use of Verified Data to center conversations on student progress, areas of growth, and instructional planning. Moreover, concerted efforts are being made with ParentSquare and Attendance Clerks outreach to increase current Average Daily Attendance from the low 90% threshold to over 95%.	The LEA is committed to providing all of its students with a responsive, comprehensive, and high-quality education. In order to achieve this goal, high student achievement and growth as measured by national, state, local, and Local Control and Accountability (LCAP) measures must be achieved. Goals for student and school outcomes are continually refined and developed to reflect the changing needs of the school and are aligned to the state priorities as well as the allocation of resources under the Local Control Funding Formula (LCFF). All of the following measurable pupil outcomes apply to all LEA students, especially Latino/Hispanic, English Learners (EL), Socioeconomically Disadvantaged (SED) Students, Students with Disabilities, and McKinney-Vento Students as defined by the California Department of Education (CDE). Families are at the heart of serving all students with disclosure of their student’s performance on baseline and end of year assessments (i.e., NWEA MAP), CAASPP result deep dives, and parent/guardian and teacher conferences set to review classroom performance in each a-g requirement-aligned subject area. Parents/Guardians are also pivotal stakeholders in developing LEA goals and measures, made aware of curriculum updates and implementation, and may request access to any materials for review and/or feedback. Faculty, Community Outreach Team, and Attendance Team also engage with one another daily to monitor student engagement, participation in instructional time, and assistance in maintaining access to college/career driven-resources. For students not actively engaged, the Dean of Student Attendance and Enrollment Retention holds Student Attendance Review Board (SARB) Meetings to reduce chronic absenteeism. Student tutoring is also available in partnership with Elevate Math Tutoring and Santa Clara University’s Graduate School of Education three days per week, in addition to Flexible instructional time after school.  Per the LEA’s LCAP and Charter Petition, the goal is to increase the percentage of underrepresented students in applicable grade levels, including all student subgroups, who meet or exceed standards on the CAASPP statewide assessment in the areas of English Language Arts (ELA) and Mathematics. Methods for achieving such efforts annually include providing teachers with professional development on backwards mapping, on unpacking CCSS and ELD standards and skills, unpacking the CAASPP assessment, creating standards-aligned units and lessons that account for both CCSS and ELD standards and skill development, building literacy/numeracy skills across the curricular areas, providing rigor with the necessary support for student success, and school site and across school site department collaboration and planning time to ensure consistent implementation of CCSS and ELD standards. Moreover, materials (print and online) are made available in primary languages as resources for content studied on core courses to the extent possible.	Key community partnerships with over 20 community nonprofit organizations across the areas of parental governance (i.e., Parent Institute for a Quality Education), health/safety (i.e., Health Connected), rental assistance and eviction defense (City of San Jose Department of Housing), personal development courses (i.e., YMCA Project Cornerstone), and other pertinent areas assist in fortifying the LEA’s bond with and service to families. Current strengths of the school’s program for engaging families to build rapport with school staff start with open lines of communication as indicated by a Monthly Cafecito with the School Site Principal, at least one in-person or remote public forum per month, Quarterly Board Meeting accessibility, and regularly issued survey forms (three per month) to all stakeholders. Moreover, progress reports are also sent to families for the progress of their students in all classes, followed by dedicated parent/guardian and teacher conferences twice a year. For engaging underrepresented families, all materials are produced in Spanish and Vietnamese, in addition to English given that the school has nearly 85% of students that speak a language other than English. Also, in the midst of COVID-19, Family Workshops, tutorials, vaccination clinics, technology access, a food/nutritional offering access, and mutually agreed upon conditions ahead of school reopening were developed between staff and parents/guardians. Measures of progress in this area include over 25% of families responding to issued surveys, at least 20% of families attending a school meeting per semester, and consistently high satisfaction rates for Family Workshops.	For improvements in including stakeholders in decision making, the LEA will leverage its new Community School Program Planning Grant in order to do more focused needs assessments, direct one-to-ones with parents/families, and improve the understanding of department roles across the LEAs for families. This Community Schools Initiative is timely due to the exacerbated need for sustained essential services caused by an increasing cost of living in Silicon Valley, limited accessible community resources serving the LEA’s local zip codes, and the anticipated long-term effects of the COVID-19 pandemic. Due to these impactful factors, students also demonstrate a greater requirement for sustained year-round instruction, greater avenues for positive peer socialization, and support services as caused by increased learning loss and higher mental health referral rates. Through clearly aligned and integrated community partnerships with local agencies and nonprofits agencies, the Initiative’s areas of focus will be: (1) After-School Resources and Extended Learning Programming to mitigate learning loss (i.e., Enrichment Programming, After School Support Center), (2) institutionalization of Food Distribution and Nutrition Support (i.e., Loaves & Fishes, Second Harvest Food Bank, Revolution Foods), (3) Social-Emotional/Mental Health Clinical Support (i.e., Alum Rock Counseling Center), (4) Parental Governance Development (i.e., Parent Institute for a Quality Education), and (5) Community Health Solutions (Health Connected). The development and integration of the Community School model into the LEA will result in greater identification of student learning gaps and outcomes, foster more formalized mechanisms for parents shaping school expenditures, and outline future levers to be phased in for social-emotional support. Eliciting feedback and input for the implementation of the community school effort will be conducted through both formal (i.e. School Site Council, Board Meetings, etc.) and  informal settings (Cafecitos, Town Halls, etc.) in English and Spanish.	LEA operates under the premise that the teachers, parents, and students must work together as partners to create the offerings for a quality education as a team. Accordingly, each stakeholder must hold a piece of the decision making process to ensure overall efficacy. Expectations for parents/guardians seeking to be involved in these accountability and strategy-based processes include development of the school’s multi-year strategic plan aligned with LCAP goals and improvement of the annual academic plan. Deeper dives into student progress, State of California Department of Education standards, and the school’s Positive Behavior and Intervention Support (PBIS) via increased frequency of presentations to the public will help better align survey responses and school needs. Moreover, the Community Outreach Team has created the Community Resource Center as of this academic year which now holds the Community Schools Program to fill in household needs via connecting students to community organizations and site-based intervention services. Methods of informing the decision making process include overviews on the intent of education code and state-required practices, an understanding of the School’s Unduplicated Student Groups, the review and analysis of student data, consideration of school site budget measures, and establishment of measures to use as effective benchmarks to determine progress over time. Ongoing duties following development and implementation are to monitor the effectiveness of the academic plan on an ongoing basis, assessment supplemental services, soliciting community input and needs assessment, and regular parent budgetary updates via the Department of Finance.	Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums.  Through these mechanisms, parents/guardians are an integral part of developing the School Plan for Student Achievement (SPSA), as well as the Local Control and Accountability Plan (LCAP) each year with the School Administration and Principal. A key area indicating success in parental governance includes a strong return on LCAP surveys and other related survey efforts directly tied to finding measures (i.e., ESSER, Expanded Learning Opportunities, Block Grants, etc.) from most of the school community. A strong push has been made across the LEA to break down school site needs by underrepresented group (disaggregated) by English Learner, Students from Underrepresented Backgrounds (i.e., Latino/Hispanic, African-American), Students with Disabilities, Foster Youth, and Socioeconomically Disadvantaged. The LEA’s responsibility is to break down each process in an accessible manner, content-wise and language-wise, to remove any barriers for full family participation.	Over 75% of families are being engaged as primary stakeholders in their student experience, 50% of students being effectively supported in the education as shown by low suspension rates and a graduation rate of 95%, and 90% of families affirming students are guided properly in their education as shown by increasing A - G Requirement Completion rates. Also, all current school policies, surveys, drafted school plans, proposed policies for adoption, related monitoring, and results are publicly accessible at the school website with sections available for public feedback. An area for improvement would be a more in-depth advisory effort for demonstrating the needs of all Unduplicated Student Groups (i.e., not just those most prevalent at the school site). Additionally, planning and material development is underway for the establishment of a student cohort data review for parents for families to take a deeper data dive in student performance to inform areas of greater need and investment. The penultimate goal is for parents to identify the student/community needs from the school annually as it relates to academic progress, social/emotional support, supplemental support, and community engagement.	All instructional materials that have been adopted by the LEA are aligned with State Standards (Common Core, Next Generation Standards, ELD, etc.) and have been selected as they provide resources that support our English Learners. All courses offered are approved by the University of California system for A - G eligibility. All curriculum materials for adoption goes through a committee vetting and adoption process facilitated by Teaching and Learning that includes teachers and principals to ensure that materials are standards-aligned, appropriate to meet the needs of our diverse learning community, and aligned with our charter petition. Annually, adopted instructional materials undergo a process of review facilitated by the department of Teaching & Learning in conjunction with other departments to ensure that materials are up-to-date, meeting current California standards, and meeting student needs. Teaching and Learning in collaboration with principals and staff will oversee and record the distribution of said materials to ensure that all students have access to textbooks as per the Williams Act. All students will receive access to a Google Chromebook assigned at a one-to-one rate. The LEA also maintains a clean, safe, and compliant school facility in excellent repair with all instructional spaces prepared for students and staff use. There are no current teaching vacancies at the LEA.	4	4	3	5	4	4	4	5	3	3	3	3	Met		26JUN2023	2023
43694270131995	B. Roberto Cruz Leadership Academy	3	The LEA and The Foundation for Hispanic Education (TFHE) Schools work to ensure family voices and input remain at the forefront of our school engagement processes. The LEA also had a 95% Graduation Rate with over 80% of students attending a four or two year university/college. 100% of students had access to standards-aligned curriculum with all of their college preparatory coursework taught by a credentialed instructor and enrollment in an advisory course in preparation for college/career endeavors. The team working on behalf of the LEA includes its School Site Principal, Office Manager, Attendance Clerk, Community Outreach Team, and Student Life Team Members. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums. Tools used for engaging families on a regular basis include communication tools of Remind App, ParentSquare, Google Classroom, Google Forms, the Jive GoToConnect application, and in-person one-to-one meetings. Ongoing methods of communication include Weekly School Newsletters, Monthly Cafecito Meetings, Monthly Family Workshops, publicly posted bulletins, school poster boards, social media accounts (i.e., Instagram, Twitter, Facebook), and web postings.	Priorities for improvement this academic year include increasing the A - G completion rate from 34% to over 50% for the Class of 2024, a Communications Sustainability Plan, the improvement of the School Comprehensive Emergency Plan, more events in partnership with local school site, increased meeting spaces for discussing culture/climate, development of a more robust English Learner Advisory Committee, and assisting families in the understanding of social/emotional support for students in their household. Additional training for reviewing student four-year plans, PowerSchool, and transcripts are also being offered and invested in this year to improve the two-way communication between parents/guardians and the LEA. Per the California School Dashboard, the school site has made proficiency gains annually in ELA, Mathematics, and Language Acquisition status with a commitment to increasing annual proficiency gains by 3% or greater. A growing area of strength in our existing partnership with parents/guardians is the use of Verified Data to center conversations on student progress, areas of growth, and instructional planning. Moreover, concerted efforts are being made with ParentSquare and Attendance Clerks outreach to increase current Average Daily Attendance from the high 80% threshold to over 90%.	The LEA is committed to providing all of its students with a responsive, comprehensive, and high-quality education. In order to achieve this goal, high student achievement and growth as measured by national, state, local, and Local Control and Accountability (LCAP) measures must be achieved. Goals for student and school outcomes are continually refined and developed to reflect the changing needs of the school and are aligned to the state priorities as well as the allocation of resources under the Local Control Funding Formula (LCFF). All of the following measurable pupil outcomes apply to all LEA students, especially Latino/Hispanic, English Learners (EL), Socioeconomically Disadvantaged (SED) Students, Students with Disabilities, and McKinney-Vento Students as defined by the California Department of Education (CDE). Families are at the heart of serving all students with disclosure of their student’s performance on baseline and end of year assessments (i.e., NWEA MAP), CAASPP result deep dives, and parent/guardian and teacher conferences set to review classroom performance in each a-g requirement-aligned subject area. Parents/Guardians are also pivotal stakeholders in developing LEA goals and measures, made aware of curriculum updates and implementation, and may request access to any materials for review and/or feedback. Faculty, Community Outreach Team, and Attendance Team also engage with one another daily to monitor student engagement, participation in instructional time, and assistance in maintaining access to college/career driven-resources. For students not actively engaged, the Dean of Student Attendance and Enrollment Retention holds Student Attendance Review Board (SARB) Meetings to reduce chronic absenteeism. Student tutoring is also available in partnership with Elevate Math Tutoring and Santa Clara University’s Graduate School of Education three days per week, in addition to Flexible instructional time after school.  Per the LEA’s LCAP and Charter Petition, the goal is to increase the percentage of underrepresented students in applicable grade levels, including all student subgroups, who meet or exceed standards on the CAASPP statewide assessment in the areas of English Language Arts (ELA) and Mathematics. Methods for achieving such efforts annually include providing teachers with professional development on backwards mapping, on unpacking CCSS and ELD standards and skills, unpacking the CAASPP assessment, creating standards-aligned units and lessons that account for both CCSS and ELD standards and skill development, building literacy/numeracy skills across the curricular areas, providing rigor with the necessary support for student success, and school site and across school site department collaboration and planning time to ensure consistent implementation of CCSS and ELD standards. Moreover, materials (print and online) are made available in primary languages as resources for content studied on core courses to the extent possible.	Key community partnerships with over 20 community nonprofit organizations across the areas of parental governance (i.e., Parent Institute for a Quality Education), health/safety (i.e., Health Connected), rental assistance and eviction defense (City of San Jose Department of Housing), personal development courses (i.e., YMCA Project Cornerstone), and other pertinent areas assist in fortifying the LEA’s bond with and service to families. Current strengths of the school’s program for engaging families to build rapport with school staff start with open lines of communication as indicated by a Monthly Cafecito with the School Site Principal, at least one in-person or remote public forum per month, Quarterly Board Meeting accessibility, and regularly issued survey forms (three per month) to all stakeholders. Moreover, progress reports are also sent to families for the progress of their students in all classes, followed by dedicated parent/guardian and teacher conferences twice a year. For engaging underrepresented families, all materials are produced in Spanish and Vietnamese, in addition to English given that the school has nearly 90% of students that speak a language other than English. Also, in the midst of COVID-19, Family Workshops, tutorials, vaccination clinics, technology access, a food/nutritional offering access, and mutually agreed upon conditions ahead of school reopening were developed between staff and parents/guardians. Measures of progress in this area include over 25% of families responding to issued surveys, at least 20% of families attending a school meeting per semester, and consistently high satisfaction rates for Family Workshops.	For improvements in including stakeholders in decision making, the LEA will leverage its new Community School Program Planning Grant in order to do more focused needs assessments, direct one-to-ones with parents/families, and improve the understanding of department roles across the LEAs for families. This Community Schools Initiative is timely due to the exacerbated need for sustained essential services caused by an increasing cost of living in Silicon Valley, limited accessible community resources serving the LEA’s local zip codes, and the anticipated long-term effects of the COVID-19 pandemic. Due to these impactful factors, students also demonstrate a greater requirement for sustained year-round instruction, greater avenues for positive peer socialization, and support services as caused by increased learning loss and higher mental health referral rates. Through clearly aligned and integrated community partnerships with local agencies and nonprofits agencies, the Initiative’s areas of focus will be: (1) After-School Resources and Extended Learning Programming to mitigate learning loss (i.e., Enrichment Programming, After School Support Center), (2) institutionalization of Food Distribution and Nutrition Support (i.e., Loaves & Fishes, Second Harvest Food Bank, Revolution Foods), (3) Social-Emotional/Mental Health Clinical Support (i.e., Alum Rock Counseling Center), (4) Parental Governance Development (i.e., Parent Institute for a Quality Education), and (5) Community Health Solutions (Health Connected). The development and integration of the Community School model into the LEA will result in greater identification of student learning gaps and outcomes, foster more formalized mechanisms for parents shaping school expenditures, and outline future levers to be phased in for social-emotional support. Eliciting feedback and input for the implementation of the community school effort will be conducted through both formal (i.e. School Site Council, Board Meetings, etc.) and  informal settings (Cafecitos, Town Halls, etc.) in English and Spanish.	LEA operates under the premise that the teachers, parents, and students must work together as partners to create the offerings for a quality education as a team. Accordingly, each stakeholder must hold a piece of the decision making process to ensure overall efficacy. Expectations for parents/guardians seeking to be involved in these accountability and strategy-based processes include development of the school’s multi-year strategic plan aligned with LCAP goals and improvement of the annual academic plan. Deeper dives into student progress, State of California Department of Education standards, and the school’s Positive Behavior and Intervention Support (PBIS) via increased frequency of presentations to the public will help better align survey responses and school needs. Moreover, the Community Outreach Team has created the Community Resource Center as of this academic year which now holds the Community Schools Program to fill in household needs via connecting students to community organizations and site-based intervention services. Methods of informing the decision making process include overviews on the intent of education code and state-required practices, an understanding of the School’s Unduplicated Student Groups, the review and analysis of student data, consideration of school site budget measures, and establishment of measures to use as effective benchmarks to determine progress over time. Ongoing duties following development and implementation are to monitor the effectiveness of the academic plan on an ongoing basis, assessment supplemental services, soliciting community input and needs assessment, and regular parent budgetary updates via the Department of Finance.	Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums.  Through these mechanisms, parents/guardians are an integral part of developing the School Plan for Student Achievement (SPSA), as well as the Local Control and Accountability Plan (LCAP) each year with the School Administration and Principal. A key area indicating success in parental governance includes a strong return on LCAP surveys and other related survey efforts directly tied to finding measures (i.e., ESSER, Expanded Learning Opportunities, Block Grants, etc.) from most of the school community. A strong push has been made across the LEA to break down school site needs by underrepresented group (disaggregated) by English Learner, Students from Underrepresented Backgrounds (i.e., Latino/Hispanic, African-American), Students with Disabilities, Foster Youth, and Socioeconomically Disadvantaged. The LEA’s responsibility is to break down each process in an accessible manner, content-wise and language-wise, to remove any barriers for full family participation.	Over 85% of families are being engaged as primary stakeholders in their student experience, 80% of students being effectively supported in the education as shown by low suspension rates and a graduation rate of 100%, and 90% of families affirming students are guided properly in their education as shown by increasing A - G Requirement Completion rates. Also, all current school policies, surveys, drafted school plans, proposed policies for adoption, related monitoring, and results are publicly accessible at the school website with sections available for public feedback. An area for improvement would be a more in-depth advisory effort for demonstrating the needs of all Unduplicated Student Groups (i.e., not just those most prevalent at the school site). Additionally, planning and material development is underway for the establishment of a student cohort data review for parents for families to take a deeper data dive in student performance to inform areas of greater need and investment. The penultimate goal is for parents to identify the student/community needs from the school annually as it relates to academic progress, social/emotional support, supplemental support, and community engagement.	All instructional materials that have been adopted by the LEA are aligned with State Standards (Common Core, Next Generation Standards, ELD, etc.) and have been selected as they provide resources that support our English Learners. All courses offered are approved by the University of California system for A - G eligibility. All curriculum materials for adoption goes through a committee vetting and adoption process facilitated by Teaching and Learning that includes teachers and principals to ensure that materials are standards-aligned, appropriate to meet the needs of our diverse learning community, and aligned with our charter petition. Annually, adopted instructional materials undergo a process of review facilitated by the department of Teaching & Learning in conjunction with other departments to ensure that materials are up-to-date, meeting current California standards, and meeting student needs. Teaching and Learning in collaboration with principals and staff will oversee and record the distribution of said materials to ensure that all students have access to textbooks as per the Williams Act. All students will receive access to a Google Chromebook assigned at a one-to-one rate. The LEA also maintains a clean, safe, and compliant school facility in excellent repair with all instructional spaces prepared for students and staff use. There are no current teaching vacancies at the LEA.	4	4	3	4	4	4	3	4	3	4	3	4	Met		26JUN2023	2023
43694270132274	Alpha Cindy Avitia High	3	We have continued to work on how to increase communication, transparency, and more opportunities for engagement and presence in our school. Our survey data shows that we have had successes but also have room to progress this coming year: •85% of families feel welcome and heard by the school •87% of Families who feel the school does a good job of family engagement •86% of Families who agree that school listens to family voice in input and decision making.	Input received from stakeholders through the LCAP / Site-Based Initiative setting process highlighted the need to build upon the successes this year of: •The quality of communication, especially direct one on one touchpoints beyond conferences and general messages. •More frequency of community-building events. •Establishing more opportunities for families to be within our schools on a consistent, informal basis. Hopefully, with the pandemic transitioning towards an endemic phase, we will be able to normalize this more.	Many of the actions implemented during SY 22-23 were impactful in supporting our goal around engaging families. In particular, the touchpoints we had (family conferences, SSC, and cafecitos) continued to help families be connected to our teachers and leadership. This is reflected in our family survey response of families who felt welcomed and heard by the school and their overall sense of belonging. In addition, we are encouraged by our parent leaders, who responded well to our leadership training and they are now actively involved in the advocacy of their students. Still, we feel that we will renew our focus around how to help our families participate, volunteer, and be on campus in formal and informal ways through the school year. Through our SSC as well as other feedback we receive, families are asking for ways to support staff and teachers on campus more frequently. This is exciting and a good focus for us to pursue as we transition to 23-24.	Strengths/Progress Our Parent Learning Center Lead and Director of Advocacy & Community Engagement provided an overall structure, as well as training and resources, around how families can understand their legal rights and advocate for their students. Additionally, there are various forms of communication for families to access around student performance, including progress reports, a parent portal to access grades, and family conferences.	Focus Area for Improvement An area of improvement is around this year is to be more intentional around providing regular and consistent opportunities for families (workshops, resources, materials) to help support student learning and development. We will also seek to improve engagement of our underrepresented families by using our staff and resources to remove/ease the barriers to engagement, including the way we communicate (texts/calls), having translation in various languages, and meetings during the morning and evenings, and a wider variety of methods to reach all families.	Many of the actions implemented during SY 22-23 were impactful in supporting our goal around engaging families. In particular, the touchpoints we had (family conferences, SSC, and cafecitos) continued to help families be connected to our teachers and leadership. This is reflected in our family survey response of families who felt welcomed and heard by the school and their overall sense of belonging. In addition, we are encouraged by our parent leaders, who responded well to our leadership training and they are now actively involved in the advocacy of their students. Still, we feel that we will renew our focus around how to help our families participate, volunteer, and be on campus in formal and informal ways through the school year. Through our SSC as well as other feedback we receive, families are asking for ways to support staff and teachers on campus more frequently. This is exciting and a good focus for us to pursue as we transition to 23-24.	We have continued to focus on transparency and communication, as well as building partnership with families around school decision making. Our survey data shows that we have had successes but also have room to progress this coming year: •86% of Families who agree that school listens to family voice in input and decision making. We made good strides with developing our network-wide parent leadership group, having invested time and resources on the part of our Parent Learning Center Lead, as well as a new FTE around community outreach around these goals. We were able to establish trainings and meetings through the 2nd half of the year, and believe we have set a good foundation. We have also made strides in the quality of our family and LCAP surveys given to families.	A focus area is around ensuring that we are getting high quality input through SSC, and establishing more intentional connections between our Alpha board structure and our SSC voice.	Many of the actions implemented during SY 22-23 were impactful in supporting our goal around engaging families. In particular, the touchpoints we had (family conferences, SSC, and cafecitos) continued to help families be connected to our teachers and leadership. This is reflected in our family survey response of families who felt welcomed and heard by the school and their overall sense of belonging. In addition, we are encouraged by our parent leaders, who responded well to our leadership training and they are now actively involved in the advocacy of their students. Still, we feel that we will renew our focus around how to help our families participate, volunteer, and be on campus in formal and informal ways through the school year. Through our SSC as well as other feedback we receive, families are asking for ways to support staff and teachers on campus more frequently. This is exciting and a good focus for us to pursue as we transition to 23-24.	3	3	3	4	3	3	4	4	3	2	3	2	Met		21JUN2023	2023
43694274330668	Latino College Preparatory Academy	3	The LEA and The Foundation for Hispanic Education (TFHE) Schools work to ensure family voices and input remain at the forefront of our school engagement processes. The LEA also had a 97.5% Graduation Rate with over 90% of students attending a four or two year university/college. 100% of students had access to standards-aligned curriculum with all of their college preparatory coursework taught by a credentialed instructor and enrollment in an advisory course in preparation for college/career endeavors. The team working on behalf of the LEA includes its School Site Principal, Office Manager, Attendance Clerk, Community Outreach Team, and Student Life Team Members. Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums. Tools used for engaging families on a regular basis include communication tools of Remind App, ParentSquare, Google Classroom, Google Forms, the Jive GoToConnect application, and in-person one-to-one meetings. Ongoing methods of communication include Weekly School Newsletters, Monthly Cafecito Meetings, Monthly Family Workshops, publicly posted bulletins, school poster boards, social media accounts (i.e., Instagram, Twitter, Facebook), and web postings.	Priorities for improvement this academic year include increasing the A - G completion rate from 40% to over 60% for the Class of 2024, a Communications Sustainability Plan, the improvement of the School Comprehensive Emergency Plan, more events in partnership with local school site, increased meeting spaces for discussing culture/climate, development of a more robust English Learner Advisory Committee, and assisting families in the understanding of social/emotional support for students in their household. Additional training for reviewing student four-year plans, PowerSchool, and transcripts are also being offered and invested in this year to improve the two-way communication between parents/guardians and the LEA. Per the California School Dashboard, the school site has made proficiency gains annually in ELA, Mathematics, and Language Acquisition status with a commitment to increasing annual proficiency gains by 3% or greater. A growing area of strength in our existing partnership with parents/guardians is the use of Verified Data to center conversations on student progress, areas of growth, and instructional planning. Moreover, concerted efforts are being made with ParentSquare and Attendance Clerks outreach to increase current Average Daily Attendance from the low 90% threshold to over 95%.	The LEA is committed to providing all of its students with a responsive, comprehensive, and high-quality education. In order to achieve this goal, high student achievement and growth as measured by national, state, local, and Local Control and Accountability (LCAP) measures must be achieved. Goals for student and school outcomes are continually refined and developed to reflect the changing needs of the school and are aligned to the state priorities as well as the allocation of resources under the Local Control Funding Formula (LCFF). All of the following measurable pupil outcomes apply to all LEA students, especially Latino/Hispanic, English Learners (EL), Socioeconomically Disadvantaged (SED) Students, Students with Disabilities, and McKinney-Vento Students as defined by the California Department of Education (CDE). Families are at the heart of serving all students with disclosure of their student’s performance on baseline and end of year assessments (i.e., NWEA MAP), CAASPP result deep dives, and parent/guardian and teacher conferences set to review classroom performance in each a-g requirement-aligned subject area. Parents/Guardians are also pivotal stakeholders in developing LEA goals and measures, made aware of curriculum updates and implementation, and may request access to any materials for review and/or feedback. Faculty, Community Outreach Team, and Attendance Team also engage with one another daily to monitor student engagement, participation in instructional time, and assistance in maintaining access to college/career driven-resources. For students not actively engaged, the Dean of Student Attendance and Enrollment Retention holds Student Attendance Review Board (SARB) Meetings to reduce chronic absenteeism. Student tutoring is also available in partnership with Elevate Math Tutoring and Santa Clara University’s Graduate School of Education three days per week, in addition to Flexible instructional time after school.  Per the LEA’s LCAP and Charter Petition, the goal is to increase the percentage of underrepresented students in applicable grade levels, including all student subgroups, who meet or exceed standards on the CAASPP statewide assessment in the areas of English Language Arts (ELA) and Mathematics. Methods for achieving such efforts annually include providing teachers with professional development on backwards mapping, on unpacking CCSS and ELD standards and skills, unpacking the CAASPP assessment, creating standards-aligned units and lessons that account for both CCSS and ELD standards and skill development, building literacy/numeracy skills across the curricular areas, providing rigor with the necessary support for student success, and school site and across school site department collaboration and planning time to ensure consistent implementation of CCSS and ELD standards. Moreover, materials (print and online) are made available in primary languages as resources for content studied on core courses to the extent possible.	Key community partnerships with over 20 community nonprofit organizations across the areas of parental governance (i.e., Parent Institute for a Quality Education), health/safety (i.e., Health Connected), rental assistance and eviction defense (City of San Jose Department of Housing), personal development courses (i.e., YMCA Project Cornerstone), and other pertinent areas assist in fortifying the LEA’s bond with and service to families. Current strengths of the school’s program for engaging families to build rapport with school staff start with open lines of communication as indicated by a Monthly Cafecito with the School Site Principal, at least one in-person or remote public forum per month, Quarterly Board Meeting accessibility, and regularly issued survey forms (three per month) to all stakeholders. Moreover, progress reports are also sent to families for the progress of their students in all classes, followed by dedicated parent/guardian and teacher conferences twice a year. For engaging underrepresented families, all materials are produced in Spanish and Vietnamese, in addition to English given that the school has nearly 90% of students that speak a language other than English. Also, in the midst of COVID-19, Family Workshops, tutorials, vaccination clinics, technology access, a food/nutritional offering access, and mutually agreed upon conditions ahead of school reopening were developed between staff and parents/guardians. Measures of progress in this area include over 25% of families responding to issued surveys, at least 20% of families attending a school meeting per semester, and consistently high satisfaction rates for Family Workshops.	For improvements in including stakeholders in decision making, the LEA will leverage its new Community School Program Planning Grant in order to do more focused needs assessments, direct one-to-ones with parents/families, and improve the understanding of department roles across the LEAs for families. This Community Schools Initiative is timely due to the exacerbated need for sustained essential services caused by an increasing cost of living in Silicon Valley, limited accessible community resources serving the LEA’s local zip codes, and the anticipated long-term effects of the COVID-19 pandemic. Due to these impactful factors, students also demonstrate a greater requirement for sustained year-round instruction, greater avenues for positive peer socialization, and support services as caused by increased learning loss and higher mental health referral rates. Through clearly aligned and integrated community partnerships with local agencies and nonprofits agencies, the Initiative’s areas of focus will be: (1) After-School Resources and Extended Learning Programming to mitigate learning loss (i.e., Enrichment Programming, After School Support Center), (2) institutionalization of Food Distribution and Nutrition Support (i.e., Loaves & Fishes, Second Harvest Food Bank, Revolution Foods), (3) Social-Emotional/Mental Health Clinical Support (i.e., Alum Rock Counseling Center), (4) Parental Governance Development (i.e., Parent Institute for a Quality Education), and (5) Community Health Solutions (Health Connected). The development and integration of the Community School model into the LEA will result in greater identification of student learning gaps and outcomes, foster more formalized mechanisms for parents shaping school expenditures, and outline future levers to be phased in for social-emotional support. Eliciting feedback and input for the implementation of the community school effort will be conducted through both formal (i.e. School Site Council, Board Meetings, etc.) and  informal settings (Cafecitos, Town Halls, etc.) in English and Spanish.	LEA operates under the premise that the teachers, parents, and students must work together as partners to create the offerings for a quality education as a team. Accordingly, each stakeholder must hold a piece of the decision making process to ensure overall efficacy. Expectations for parents/guardians seeking to be involved in these accountability and strategy-based processes include development of the school’s multi-year strategic plan aligned with LCAP goals and improvement of the annual academic plan. Deeper dives into student progress, State of California Department of Education standards, and the school’s Positive Behavior and Intervention Support (PBIS) via increased frequency of presentations to the public will help better align survey responses and school needs. Moreover, the Community Outreach Team has created the Community Resource Center as of this academic year which now holds the Community Schools Program to fill in household needs via connecting students to community organizations and site-based intervention services. Methods of informing the decision making process include overviews on the intent of education code and state-required practices, an understanding of the School’s Unduplicated Student Groups, the review and analysis of student data, consideration of school site budget measures, and establishment of measures to use as effective benchmarks to determine progress over time. Ongoing duties following development and implementation are to monitor the effectiveness of the academic plan on an ongoing basis, assessment supplemental services, soliciting community input and needs assessment, and regular parent budgetary updates via the Department of Finance.	Critical areas of impact including stakeholder engagement are School Site Council (SSC), English Learner Advisory Committee (ELAC), School Discipline Committee (SDC), and Parental/Family Forums.  Through these mechanisms, parents/guardians are an integral part of developing the School Plan for Student Achievement (SPSA), as well as the Local Control and Accountability Plan (LCAP) each year with the School Administration and Principal. A key area indicating success in parental governance includes a strong return on LCAP surveys and other related survey efforts directly tied to finding measures (i.e., ESSER, Expanded Learning Opportunities, Block Grants, etc.) from most of the school community. A strong push has been made across the LEA to break down school site needs by underrepresented group (disaggregated) by English Learner, Students from Underrepresented Backgrounds (i.e., Latino/Hispanic, African-American), Students with Disabilities, Foster Youth, and Socioeconomically Disadvantaged. The LEA’s responsibility is to break down each process in an accessible manner, content-wise and language-wise, to remove any barriers for full family participation.	Over 85% of families are being engaged as primary stakeholders in their student experience, 80% of students being effectively supported in the education as shown by low suspension rates and a graduation rate of 100%, and 90% of families affirming students are guided properly in their education as shown by increasing A - G Requirement Completion rates. Also, all current school policies, surveys, drafted school plans, proposed policies for adoption, related monitoring, and results are publicly accessible at the school website with sections available for public feedback. An area for improvement would be a more in-depth advisory effort for demonstrating the needs of all Unduplicated Student Groups (i.e., not just those most prevalent at the school site). Additionally, planning and material development is underway for the establishment of a student cohort data review for parents for families to take a deeper data dive in student performance to inform areas of greater need and investment. The penultimate goal is for parents to identify the student/community needs from the school annually as it relates to academic progress, social/emotional support, supplemental support, and community engagement.	All instructional materials that have been adopted by the LEA are aligned with State Standards (Common Core, Next Generation Standards, ELD, etc.) and have been selected as they provide resources that support our English Learners. All courses offered are approved by the University of California system for A - G eligibility. All curriculum materials for adoption goes through a committee vetting and adoption process facilitated by Teaching and Learning that includes teachers and principals to ensure that materials are standards-aligned, appropriate to meet the needs of our diverse learning community, and aligned with our charter petition. Annually, adopted instructional materials undergo a process of review facilitated by the department of Teaching & Learning in conjunction with other departments to ensure that materials are up-to-date, meeting current California standards, and meeting student needs. Teaching and Learning in collaboration with principals and staff will oversee and record the distribution of said materials to ensure that all students have access to textbooks as per the Williams Act. All students will receive access to a Google Chromebook assigned at a one-to-one rate. The LEA also maintains a clean, safe, and compliant school facility in excellent repair with all instructional spaces prepared for students and staff use. There are no current teaching vacancies at the LEA.	5	5	5	5	4	4	4	5	4	3	5	4	Met		26JUN2023	2023
43694274330676	San Jose Conservation Corps Charter	3	SJCCCS takes a holistic approach in working with its students. SJCCCS works to build a trusting relationship with students and families first before the student even enrolls in school.   During the 2022-23 school year, staff participated in various trainings including trauma informed teaching and no nonsense nurture. SJCCCS has stressed the importance of the Infinite Campus Family Portal as a critical tool to monitor student progress.	Continued work to engage parents with additional opportunities for parent education remains a priority. Continuing to implement Multi-Tiered System of Support with inclusive educational policies and procedures is also a priority. Continuing to build a Parent Committee is also a key focus to leverage resources in order to build stronger partnerships with parents and bridging our gaps with underrepresented families.	SJCCCS will ensure translators are available for families that speak English as a second language. Increase our translating and interpreting capabilities to include under-represented languages. Ensuring we provide both in person and online opportunities for engagement for families.	Continue to hold events at school both during and after school events. Continue to offer parent engagement and education opportunities. As a school site we have also started to ensure that correspondence and announcements are provided in English, Spanish, and Vietnamese.	Important parent resources will be available in multiple languages. No nonsense nurture processional development opportunities will be continued in the 23-24 school year.	Student celebrations will be key in ensuring we build effective partnerships for student outcomes. Encourage teachers to participate in parent events, which will encourage families and strengthen partnerships.	SJCCCS has multiple opportunities for parents to provide input for decision making. The school hosts monthly Parent Meetings that allow for parent feedback.	An area of focused improvement would be to increase parent participation in all parent input/participation avenues.	Ensure that events are scheduled with flexible time and options so that they are open for all. Consider developing a parent/community newsletter site as a central place for parent information.	5	5	5	5	4	4	4	3	3	3	3	3	Met		28JUN2023	2023
43694274330726	Escuela Popular Accelerated Family Learning	3	Escuela Popular is committed to providing families with opportunities and resources to support student learning at school and at home. Various programs and events take place at a convenient time, to which all parents of students are invited to attend and encouraged to attend, to inform parents and family members of the school's goals and priorities as well as gather feedback. The school also convenes quarterly Family Nights (5 per year) where students and teachers showcase classroom work and curriculum. Twice a year parents come to the school for Teacher and Parent Conferences in the Fall and Winter to review their student’s academic progress. All meetings are geared to the entire family and childcare is provided as needed. Annually, the school holds a Parent Workshop where speakers and training are offered to parents on how to support their student’s academic and social success and well-being. An online Stakeholder Feedback survey is completed by students, parents, and staff twice a year during fall and spring. Successful participation was accomplished, about 298 families provided feedback (73% responses).  We continued using ParentSquare, Facebook, EP’s website, and three lines available for the community were created as a communication platform to keep parents informed on school-wide events and for classroom communication. We will continue using the same platforms and will create a stakeholder feedback survey twice a year to continue receiving feedback on our current priorities and the development of new priorities.	Reaching out to all of our families and getting them involved in their students’ academic success is our priority, we will continue trying to reach those families with challenges to attend family engagement events.  Home visits will continue to be a practice we use based on family needs. Particular outreach and intervention services will be provided to families who are truant and identified as experiencing chronic absenteeism. Four community presentations were provided by a social worker from truancy court who shared with parents the legal side of being a truant family. This setting helped to continue connecting with families and identifies reasons of missing school, and referrals were done.	A process of individual orientation and family welcome sessions has been implemented during the school year. During the orientation process a need assessment tool was created to identify at an earlier time services needed. This has allowed us to do early assessments of family needs and provide available resources.  A follow-up meeting with families has been implemented to prevent and identify continued needs of support.  We have had many families who are newcomers to the U.S. from Latin America, and a process of connecting with legal, housing and medical services is in place to ensure families get support for their basic needs.	Escuela Popular offers a family learning environment that provides educational opportunities to TK-12 grade students and their parents on one campus. Over 90% of the families are Spanish-speaking with a vast majority also being immigrant households. Wrap-around services are provided on-site at the school to facilitate access to social services such as medical, advocacy, and education to all members of the family. Over 80% of the staff are bilingual and bi-literate removing language barriers to developing relationships with parents to facilitate parent involvement. Administrative support is available to meet the diverse needs of the families and students, such as Student Support Team. No cost childcare, after-school care, medical services, referrals to local community-based organizations, free school meals, and transportation support are provided to families.	Escuela Popular will continue looking for partnerships with organizations that can provide free services to underprivileged students and continue offering the services already provided. In addition, Escuela Popular will continue trying to reach out to unresponsive families to inform them about all of the services available to them.	Outreach and services will be bilingual and at a convenient time and location  for families.	Escuela Popular is committed to engaging students, parents, and other    stakeholders and integrating their feedback in the school’s decision-making process. School leaders are trained on how to build trusting relationships with all stakeholders. Committees of school leaders and support staff work together to organize and develop activities and training to gather feedback and input from parents, teachers, and support staff. LCAP development is reviewed and monitored with a variety of modes for gathering input such as surveys, focus groups, whole school, and community gatherings. Priority areas are developed with goals, actions, and metrics to monitor progress. The school provides meaningful ways for parents to provide input in decision making when serving on committees such as School Site Council, English Language Acquisition Committee (ELAC/DELAC), LCAP Community Meetings.	Increasing the number of parents in providing input is our next area of improvement and how to make engagement meaningful to them within the time constraints many parents face. We would like a more efficient way to capture more meaningful feedback from parents and students to develop school priorities and monitor progress. Semiannual feedback surveys are administered every year to which 298  families provided feedback from our TK-12th grade. This is equal to about 73% participation.	Outreach and services will be bilingual and at a convenient time and location for families.	5	4	4	5	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
43694350000000	Evergreen Elementary	3	Evergreen School District currently maintains school and family liaisons at all Title I schools. These Liaisons work directly with families to provide outreach, support, and educational classes to our families within each school setting. The Liaisons are bilingual and work hard to build a bridge of connectivity between and home and school families. Our goal is to provide assistance to each family that needs additional supports in order to best meet the needs of our students.	Evergreen School District currently maintains school and family liaisons at all Title I schools. These Liaisons work directly with families to provide outreach, support, and educational classes to our families within each school setting. The Liaisons are bilingual and work hard to build a bridge of connectivity between and home and school families. Our goal is to provide assistance to each family that needs additional supports in order to best meet the needs of our students.	Evergreen has robust systems to gather input and seeks collaboration with our education partners. ELAC meetings are regularly scheduled with strong attendance and topics such as CAASPP results and local indicators are shared in addition to best practices for teaching and learning and supports for parents in working with their children . Additionally, Evergreen has a District Advisory Council comprised of parents from across the school sites who share concerns and are seeking solutions to any hurdles or gaps in their experiences for their children. These ideas often impact students from across the district in terms of creating new practices and policies that affect our most under represented groups.	Evergreen's outreach to families has improved across the district in various ways. We send out information weekly to parents through an electronic parent newsletter. The letter is also printed and kept in offices for any parent who prefers not to use technology. The staff and parents are informed weekly and communication is transparent for any opportunities for parent collaboration and and PD offered through the district. The district also has a very strong DELAC and District Advisory Committee that is comprised of parents from across the school sites that come together throughout the year to learn about student achievement and mental health and wellness topics. Parents share in the problem solving and their suggestions are are welcomed and often lead to great ideas.	Evergreen will continue to network with families in a variety of ways. This coming year, in 2024, Evergreen is developing a centralized enrollment center. This is based on feedback directly from our families that stalling paperwork over the summer and not having access to the school site secretaries was a hardship over the summer because many families did not have access to their doctors and vaccination appointments until the summer time to complete enrollment paperwork. By having centralized enrollment, especially for Transitional Kindergarten and families new to Evergreen, this is one area of focus we can provide better outcomes fro our families to ensure students enroll at neighborhood schools cutting down on having to overflow students.	The example above is one impact that will directly benefit our under-represented families. Many times transportation is an issue that impacts our families that have to be overflowed to a school not within walking distance to their neighborhood school. When this happens there are hardships for the family seeking to find ways to get children to more than one school and at times with drop off times very close together.	Evergreen has robust systems to gather input and seeks collaboration with our education partners. ELAC meetings are regularly scheduled with strong attendance and topics such as CAASPP results and local indicators are shared in addition to best practices for teaching and learning and supports for parents in working with their children . Additionally, Evergreen has a District Advisory Council comprised of parents from across the school sites who share concerns and are seeking solutions to any hurdles or gaps in their experiences for their children. These ideas often impact students from across the district in terms of creating new practices and policies that affect our most under represented groups.	We seek to improve this area by creating Board Advisory Committees this year. Advisory committees have been formed in special education, equity, fiscal, maintenance, and budget oversight bonds. The Board of Education and parents as well as staff and parents will come together to discuss crucial issues and make recommendations to improve outcomes for students.	In addition to seeking input for our underrepresented families through the Board Advisory Committees, we have also created additional staff task forces. Evergreen has established a Behavior Matrix Task Force to determine root causes for disciplining students of color at a higher proportion rate as compared to other student groups. Our Community Liaisons collect attendance data. They do home visits and also participate heavily in the SARB/SART process so that are students receive the wrap around services they need to get to schhol each day and on time.	3	4	4	4	4	4	4	3	5	5	4	5	Met		26JUN2023	2023
43694500000000	Franklin-McKinley Elementary	3	The Franklin-McKinley School District utilized results from the 2022-23  Family LCAP Survey, which had 1,846 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2022-23 LCAP Family Survey Data, the following results provide feedback on Relationship Building from the parents who participated in the survey:   97% of families responded favorably to feeling welcome  96% of families responded favorably to school and home communication being helpful and positive 97% of families responded favorably to the principal being available to parents this year	When Relationship Building was discussed at the District Advisory Committee meeting on May 3, 2023, parents and staff discussed current communication tools. Overall they feel schools are welcoming but feel that we need to identify improved ways to connect with families.   The Franklin-McKinley School District has identified the following areas to focus on for improvement:  Communication: The analysis has highlighted the need to enhance communication between school staff and families. This includes improving the clarity, frequency, and accessibility of communication channels to ensure that families are well-informed about school activities, policies, and their child's progress.  Cultural Competence: FMSD recognizes the importance of enhancing cultural competence among school staff. Training and professional development programs will be implemented to help staff understand and respect the diverse backgrounds and perspectives of the families they serve.  Language Access: Language barriers continue to be a challenge. FMSD will continue to provide translation and interpretation services to ensure that non-English-speaking families can engage effectively with school staff and participate fully in their child's education.  Inclusive Practices: The LEA aims to promote inclusive practices within schools, ensuring that all families, including underrepresented and marginalized groups, feel welcomed and valued.  Policies and practices will be reviewed and potentially revised to address disparities.  Family Engagement Opportunities: Creating more opportunities for family engagement is a priority. FMSD will continue to organize and expand events, workshops, and activities, in collaboration with school sites, that encourage families to actively participate in school life and build relationships with staff.  Flexible Meeting Times: Recognizing the diverse schedules of families, the LEA will offer flexible meeting times, including evenings and weekends, for parent-teacher conferences and other school-related meetings.  Parent Empowerment Programs: FMSD plans to expand it's Partner with Parent Institute for Quality Education (PIQE) Program that empower parents to take an active role in their child's education. This includes training on how to support learning at home and navigate the education system.  By addressing these focus areas, FMSD will to build stronger and more collaborative relationships between school staff and families, ultimately creating a more supportive and inclusive educational environment for all students.	Based on the analysis of educational partner input and local data, FMSD has identified several strategies to improve the engagement of underrepresented families in the context of Building Relationships Between School Staff and Families:  Culturally Responsive Training: The FMSD will provide cultural competence and sensitivity training to school staff to ensure they understand and respect the diverse backgrounds and perspectives of underrepresented families. This will foster more inclusive and respectful interactions.  District Liaisons: FMSD employs three Spanish speaking and two Vietnamese Speaking Liaisons who are culturally competent and representative of the underrepresented groups. These liaisons will serve as a bridge between school staff and families, helping to build trust and facilitate communication.  Language Access: Recognizing language barriers, FMSD will continue to provide translation and interpretation services to facilitate communication between school staff and non-English-speaking families, ensuring they can participate fully in school activities.  Tailored Communication: FMSD will develop and disseminate communication materials that are culturally sensitive and accessible to underrepresented families. This includes translating key documents and using clear, jargon-free language.  Community Engagement Events: FMSD will organize community events and workshops designed to engage underrepresented families. These events will provide opportunities for school staff to connect with families in informal settings.  Flexible Meeting Times: To accommodate the diverse schedules of underrepresented families, FMSD will continue to offer flexible meeting times, for parent-teacher conferences and other school-related meetings.  Feedback: Continue to collect regular feedback, through surveys and focus groups, to encourage underrepresented families to share their concerns, suggestions, and needs directly with school staff.  Celebrating Diversity: FMSD will promote a culture of inclusion and diversity within schools, celebrating cultural heritage months and organizing events that highlight the rich backgrounds of underrepresented families.  By implementing these strategies, FMSD will continue to strengthen the relationships between school staff and underrepresented families, improve communication, and create a more inclusive and welcoming school environment. This, in turn, will support better educational outcomes for all students.	The Franklin-McKinley School District utilized results from the 2022-23 Family LCAP Survey, which had 1,846 responses to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2022-23 LCAP Family Survey Data the following results provide feedback on Building Partnerships from the parents who participated in the survey:   88% families responded favorably to having participated in school activities other than conferences or IEPs 93% of the families responded that they were satisfied with their child’s academic progress. 94% of families responded favorably that the school offers opportunities for families to help them learn how to support their child’s learning.	Based on the analysis of educational partner input and local data, Franklin-McKinley has identified the following focus area(s) for improvement in Building Partnerships for Student Outcomes:  Communication and Outreach: The LEA recognizes a need to enhance its communication and outreach strategies to better engage with families and educational partners. This may include improving the clarity and accessibility of information, addressing language barriers, and ensuring that communication channels are inclusive and responsive.  Cultural Competence and Sensitivity: The analysis has highlighted a need to strengthen the FMSD cultural competence and sensitivity. This includes continuing to provide training and support to staff and educators through districtwide Implicit Bias, FMSD DEIB (Diversity, Equity, Inclusion, and Belonging) Committee and development of the FMSD Ethnic Studies Framework to ensure staff understand and respect the diverse cultural backgrounds and perspectives of students and families.  Family Involvement and Empowerment: The LEA intends to empower families to become more active participants in their children's education. This includes offering opportunities for family engagement, such as workshops, advisory committees, and decision-making processes. Schools will continue to offer parent education engagement programs such as Latino Literacy Project and the Parent Institute for Quality Education.  Data Utilization and Monitoring: FMSD recognizes the importance of data-driven decision-making. It plans to improve its data collection, analysis, and utilization processes to continually assess the effectiveness of partnership-building efforts and make informed adjustments.  By focusing on these areas for improvement, FMSD aims to create a more inclusive, equitable, and collaborative educational environment that ultimately enhances student outcomes and overall success.	"FMSD has conducted a thorough analysis of educational partner input and local data as part of its self-reflection process regarding ""Building Partnerships for Student Outcomes."" To improve engagement with underrepresented families, the LEA will implement the following strategies:  Culturally Responsive Communication: The LEA will develop and disseminate communication materials that are culturally sensitive and accessible to all families, ensuring that language barriers and cultural differences are addressed to foster inclusivity.  Community Liaisons: FMSD will continue to utilize District Liaisons who are culturally competent and representative of the underrepresented groups. These liaisons will serve as bridges between the school system and families, helping build trust and engagement.  Parent Workshops and Events: FMSD will organize workshops, seminars, and community events specifically tailored to the needs and interests of underrepresented families. These events will promote understanding of educational processes and opportunities for involvement.  Flexible Meeting Schedules: Recognizing the diverse schedules of underrepresented families, FMSD will offer flexible meeting times, including evenings and weekends, to accommodate working parents and guardians.  Accessible Resources: FMSD will ensure that essential resources, such as educational materials, school policies, and support services, are readily available in multiple languages and formats to enhance accessibility.  Data-Driven Approach: Continual assessment and analysis of data will be conducted to track the progress of engagement efforts and make necessary adjustments based on the evolving needs and preferences of underrepresented families.  Feedback: FMSD will continue to administer surveys, to solicit input from underrepresented families, allowing for ongoing dialogue and improvement.  Community Partnerships: Collaborations with local community organizations and leaders will be fostered to create a network of support and resources that can benefit underrepresented families.  Professional Development: Training and professional development opportunities will be provided to educators and staff to enhance their cultural competence, empathy, and ability to engage effectively with underrepresented families.  By implementing these strategies, the LEA aims to build strong partnerships with underrepresented families, promote their active involvement in the education process, and ultimately improve student outcomes through a more inclusive and collaborative approach."	The Franklin-McKinley School District utilized results from the 2022-23  Family LCAP Survey, which had 1,846 responses, up 56% from last year, to support our self-assessment of building trusting and respectful relationships with families, ensuring they feel welcome in our schools, incorporating practices that include the strengths, cultures, and languages of the families we serve, and opportunities for open communication. Based on 2022-23 LCAP Family Survey Data, the following results provide feedback on Seeking Input to Decision Making  from the parents who participated in the survey:   95% of families responded favorably that the school takes parents’ opinions into consideration and 93% felt the district takes parents’ opinions into consideration. 936 of the families responded favorably to being aware of the school’s goals and plans to improve the school.  FMSD has various advisory groups where parents have input in budgetary and programmatic decision-making.  At the district level: the District English Learner Advisory Committee (DELAC) , the District Advisory Committee (DAC) , Special Education Workshop and the Citizens’ Bond Oversight Committee.  In addition the board of education in partnership with the Superintendent and Cabinet host five Town Halls a year rotating to various sites across the district. At the site level, each school implements the required School Site Council and the English Learner Advisory Committee. In addition, several sites hold parent coffees which are less formal,  but provide parents with the opportunity to ask questions, voice concerns and express needs to the site principal.  The DELAC and DAC are especially important in the development of the LCAP. Interpretation and translation is provided in Spanish and Vietnamese.	Based on the analysis of educational partner input and local data, FMSD has identified the following focus area(s) for improvement in Seeking Input for Decision-Making:  Educational Partner Engagement: FMSD recognizes the need to enhance its efforts in actively involving a diverse range of partners in decision-making processes. This includes parents, teachers, students, and community members.  Transparency and Communication: The analysis highlights a need for improved transparency in decision-making processes. The LEA aims to enhance communication channels to ensure that educational partners are well-informed about upcoming decisions and have access to relevant information.  Equity and Inclusivity: FMSD is committed to addressing disparities in stakeholder engagement. Efforts will focus on ensuring that the input of underrepresented groups is valued and that equitable opportunities for participation are provided.  Professional Development: FMSD acknowledges the importance of providing training and professional development opportunities to staff and administrators involved in decision-making to enhance their facilitation skills and ability to engage educational partners effectively.  Community Partnerships: Collaborations with local community organizations and leaders will be strengthened to harness additional resources and expertise for informed decision-making.  Policy and Process Review: FMSD will continue to review and potentially revise its policies and decision-making processes to ensure they align with best practices in educational partner engagement and are responsive to the needs of the community.  By focusing on these areas for improvement, FMSD aims to create a more inclusive, transparent, and participatory decision-making environment that reflects the diverse perspectives and needs of the community, ultimately leading to more effective and equitable outcomes in education.	Based on the analysis of educational partner input and local data, FMSD is working to improve the engagement of underrepresented families in the context of Seeking Input for Decision-Making. Here are the key strategies:  Targeted Outreach: FMSD will continue to implement targeted outreach efforts to specifically engage underrepresented families. This is implemented by reaching out through culturally sensitive and accessible channels, including community-based organizations, non-English language materials, and neighborhood events.  Flexible Engagement Formats: Recognizing the diverse schedules and preferences of underrepresented families, FMSD will continue to offer flexible formats for providing input, such as virtual meetings, surveys, and in-person sessions at various times and locations.  Language Accessibility: To overcome language barriers, FMSD will continue to provide interpretation and translation services as needed to ensure that non-English-speaking families can participate effectively in discussions and provide input.  Local Data Utilization: Local data will be used to identify the specific needs and concerns of underrepresented families. This data will inform decision-making and outreach strategies.  Resource Allocation: The LEA may allocate resources to support outreach and engagement efforts targeted at underrepresented families, ensuring that adequate funding and support are available.  Continuous Evaluation: Regular assessments of the effectiveness of engagement strategies will be conducted, and adjustments will be made based on feedback and changing community dynamics.  By implementing these strategies, FMSD aims to create a more inclusive and participatory decision-making process that ensures the voices and perspectives of underrepresented families are heard and valued in shaping educational policies and practices.	4	4	4	4	3	3	3	3	3	2	3	2	Met		27JUN2023	2023
43694500113662	Voices College-Bound Language Academy	3	Voices Academy knows the importance of stakeholder engagement, as it leads to developing an effective plan for the school and student success. Voices Franklin McKinley (Voices FM)  started the year without a Dean of Culture and a new Instructional Coach and early in the year the Principal and Student Services Manager transitioned out of Voices which greatly impacted the progress of building relationships with Families.  A new DoC was hired late in October and with Network-level support however the majority of their focus was on behavior management and safety.  As a result, workshops, and Cafecitos were not conducted, however, ELAC meetings were conducted throughout the year  giving parents a platform to discuss input/feedback on LCAP goals, school progress, needs, and academics. All materials are provided in English and Spanish. The meetings are hosted by Voices and stakeholder feedback is collected.	Voices Academy will continue to focus on increasing attendance at ELAC and will ensure that Cafecitos, and Parent Workshops are conducted next year with consistency - pushing out invites through ParentSquare as well as having the Dean of Culture make calls home to encourage more relationship building. Additionally, building those relationships with staff and families includes training teachers on parent-teacher conferences and how to communicate with parents regularly with updates. Voices FM also plans to encourage  families to attend Plazas (student assemblies).  Voices FM also plans to continue to conduct school-wide activities and  events for both students and families to attend with opportunities for families to support in the planning.	Voices FM will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc.	Voices FM started the year without a DoC and there was only a principal and student services manager in place for a few months which had a significant impact on building partnerships. This warranted Network-level support with building school-site leadership capacity in the last months of school.  A behavior reset was put in place allowing staff and  families to begin to feel more hopeful about the school climate improving.	Voices FM will start the year with a Parent/Guardian Education Workshop calendar to provide families with resources and guidance on how to support their student and partner and collaborate with the school.  Families would like more opportunities for enrichment activities outside of what is currently offered. Voices FM will continue to focus on student wellbeing by supporting them to build coping skills. We will provide advisory for middle school students and an  SEL curriculum. Voices FM will also provide additional academic support for students to mitigate learning loss.	Voices will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging etc. Voices will also use these various communication channels to convey information on resources and support families with connecting to these resources.	In addition to our stakeholder engagement, where feedback is collected, Voices conducts started Network-wide staff, student and family surveys utilizing  Panorama, a third party. These surveys are conducted twice a year and are used for planning. We will continue to use these surveys in the 23-24 year for students, parents, and staff.	decision-making from our stakeholders. With different changes coming up next year within the school and staffing, Voices has invited parents to the Principal Selection committee to provide input on candidates. Voices FM will also focus on seeking family input regarding enrichment activities and ways in which parents/guardians can support these activities as well as  ways to motivate parent/guardian participation and engagement at school including participation in the Family-schools relationship survey conducted twice a year.	Voices FM will focus on different outreach approaches when reaching out to our harder to reach families. Approaches include continuing to provide materials in both English, Spanish and multiple languages as needed, proactive phone calls from school leadership, pushing Parent Square Messaging, creating a different schedule for meetings including alternate times.	2	2	2	2	3	2	4	4	1	2	2	2	Met		29JUN2023	2023
43694500123299	Rocketship Mosaic Elementary	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
43694500128108	Rocketship Spark Academy	3	In order to achieve high expectations for our students, the school team seeks to become critical partners with our families and help them become effective champions of their child's education. Building meaningful relationships between families and staff creates a welcoming environment, and are cornerstones of the school's partnership with families.  Last year we continued to focus on creating multiple opportunities and avenues for families to engage with the school, collaborate with and provide feedback to administrators, and engage in their student's education. School staff completed a high percentage of home visits, which supported building trusting relationships with families, and helped staff member’s learn about each family’s strengths, culture, and goals for their child. The Los Dichos program, which is a cornerstone of relationship building with families in which families participate in the classroom and read books to students in their home language, saw record participation and engagement from families and staff.	In order to continue to grow in the area of building relationships between school staff and families, the school will continue to refine what customer service and a welcoming environment look and feel like across the campus. We will increase the frequency staff receive development on creating this welcoming environment and the actions they can take to foster this culture.	The school invested in the engagement of underrepresented families through a greater focus on honoring the different cultures of our students in the classroom, through school events and our family led Los Dichos reading program. Additionally, through our Care Corps program, staff are identifying and directly partnering with underrepresented families to connect them with community resources, while serving as a support and partner in increasing engagement in school based classroom activities, events and teacher partnership opportunities.	Partnerships between teachers and families are critical to our work in realizing positive student outcomes. The school actively builds meaningful, authentic partnerships and proactively communicates with families, which supports a strong school environment and helps to mitigate any potential issues. The school provides specialized staff training for key staff-parent interactions including: Home Visits--annual visits where the teacher gets to know the family in a respectful and authentic way in their home environment, Community Meetings--monthly meetings where the full school community comes together to receive updates and have discussion, Family Meetings and Events--potlucks, cultural celebrations and other communal/sharing experiences, Family/Teacher Conferences--regular meetings to partner with families on their student's academic progress, what their child needs and to provide resources to support student learning in addition to creating a space for authentic feedback, Other Interactions-- encouraging phone calls, emails, texts and in-person conversations that foster engagement and opportunities to connect.   Additionally, in 22.23 our wellness and care corps coordinators parternerd to put on a series of monthly parent workshops on a range of topics focused on providing opportunities for families to engage in their own learning around practices to support their students in school and at home, engage in their community and understand their rights and ways to advocate for their students. We also partnered with the Rocketship network and Hispanic Foundation of Silicon Valley to launch Parent University, which delivered workshops on college readiness, parent and school partnership, and advocacy in the community.	In order to continue to grow in the area of building partnerships between school staff and families, the school will continue to increase the frequency staff receive development on building the “soft skill toolbox,” which staff can utilize when working to forge partnerships with families. Staff will also continue to receive training on the key interactions that form staff and family partnerships. Lastly, we will seek to expand the impact of our Care Corps program, by increasing the number of cases managed and building in new DEI components.	The school invested in the engagement of underrepresented families by identifying and encouraging their participation in the various activities the school takes to build partnerships with families. Specific and direct outreach to these families from both classroom teachers and our Care Corps Coordinator has led to an increase in their engagement and participation.	In addition to significant informal opportunities for families and teachers to connect, the school has built out formal structures to support family engagement in advisory groups and enhance family engagement in the formal governance process. Each spring, we send out a survey to all families, gathering information about how the school is working well for them and how we could improve. Our SSC and ELAC nomination and election process allows consistent family participation, and we have enhanced our training to help families better understand how to hold effective meetings and engage the formal process. Currently, three Rocketship parents serve on the Rocketship Board of Directors.  Additionally, we have partnered with the Rocketship network on the creation of a family advisory board to engage in decision making, support the creation of and provide feedback on, the five year plan. This plan will guide all Rocketship schools in the Bay Area over the next five years. The family advisory board represents a diverse set of families, including families from underrepresented groups. The advisory board has reached out to and solicited feedback from families of underrepresented groups and incorporated their input into the plan.	In order to continue to improve in seeking input for decision making, the school will increase efforts to proactively reach out to families that are identified as having less engagement. By reaching out and putting support in place, we can make sure that decision making includes a broad base of stakeholders and families from diverse backgrounds. Additionally, we will consider administering the family survey twice per year in order to have more data earlier in the year, thus allowing more flexibility and time to make changes within the school year.	The school is focused on engaging underrepresented families by bringing a diversity, equity and inclusion lens and mindset to the work of family engagement. All staff and school leaders receive DEI training and incorporate that training into their work by reaching out to engage families of underrepresented groups.	5	4	5	5	4	5	5	5	4	4	4	4	Met		08JUN2023	2023
43694500129205	KIPP Heritage Academy	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 81% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 78% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	4	4	4	4	3	4	4	3	4	3	4	3	Met		06JUN2023	2023
43694500129247	ACE Esperanza Middle	3	ACE has invested in a broad program to engage and involve families. ACE’s Director of Community Engagement and with the support of the Parent Organizer and Deans of Culture and Community Outreach ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups being represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey.   In ACE’s spring 2023 family survey, families overwhelmingly responded favorably (98%) to questions related to their school connectedness and sense of belonging and 87% indicated that they had a staff member at ACE that they trusted and could go to for support. Through ACE’s Community Ambassador program, parent leadership groups, and monthly Cafecitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Community Ambassador and Parent Leadership programs teach and assist parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students. Families also have access to teachers throughout the year and receive updates on their students’ academic progress in student-led conferences, which occur twice a year. Families are always encouraged to reach out when they are in need of additional support at any time.	The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. Therefore, ACE focuses on training parents to understand their own power and advocate for themselves and their families in a way that is productive and collaborative. Through this advocacy, we have added several opportunities for our students to receive academic support, such as before and after school office hours and after school programming.	As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, parent and community ambassador programs, and student-led conferences.  ACE also participated in the County’s Project to Inspire cohort where ACE parents and staff had the opportunity to collaborate with other districts and charter school networks in the county to further parent engagement practices. Through this partnership, ACE learned about an opportunity to continue our learnings and was accepted into the Community Engagement Initiative’s Cohort III Peer Leading and Learning Network through California Collaborative for Educational Excellence (CCEE) where we will create a parent engagement plan alongside several other districts. The participants will include community engagement staff, parents, students, and county staff members to continue this work of building relationships.	As mentioned above, student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2021-22 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.	Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. During the 2023-23 school year, ACE plans to provide digital literacy classes. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.	For 2022-23 ACE modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. Schools will close for a week to ensure students are available to lead their conferences and that parents have ample time and days to attend conferences. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.	The Community Engagement team has developed an annual Culture and Engagement calendar, which includes scheduling out various events, collaboration, input and review dates. This calendar includes when stakeholders will get together to review items like student performance data, LCAPs, ELAC, ACE board meetings and budget reports. Selection of our parent ambassadors is purposeful and prioritizes the involvement of families who are underrepresented and or are from special populations. These stakeholders have the agency to elevate school level issues at these meetings.  Additionally, ACE includes its parents during every interview process for administrators, including our recent search for a new CEO. Parents and families were kept up to date throughout the screening process and ultimately participated in every interview through a dedicated parent panel. ACE also has a parent board member who is an official member of our Board of Directors and collaborates with our school community to elevate parent and student voices during board meetings. They are an integral part of ensuring that we are prioritizing relationships between parents, students, and staff. ACE is currently working towards adding another parent board member for a total of two.  Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication.  We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.	A focus area of improvement in seeking input in decision making is an increase in the number of parent participants in the various ACE parent organizations. Our goal is to have 75% parent participation throughout the school year and provide more opportunities for engagement, such as additional parent workshops and college access training.	ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.	4	5	3	5	3	2	3	4	4	4	3	3	Met		21JUN2023	2023
43694680000000	Fremont Union High	3	In a community survey conducted in March 2023, the FUHSD continues to be viewed favorably and rated positively by most, and the high schools’ quality education and reputation remain the District’s top attributes. Each school site has incorporated parent engagement goals into their WASC Action Plans and increased efforts to reach out to communities that have traditionally been less engaged. Each school site and program continues to make progress in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. This includes the importance of maintaining communication and providing professional development that focuses on building and maintaining positive relationships. In support of creating welcoming environments for all families in the community, parent orientation programs are implemented and Back to School Night activities include an orientation for parents of newcomer English Learners. During each school year a School-Based Therapist provides a 5-week parenting workshop presented in Mandarin. The content of this course mirrors that of the course offered to all families by another School-Based Therapist. Both courses are publicized to all families in the District. Outreach to students and families also occurs through Latino mentor programs, Los Padres, Korean Parent Association, and Bilingual Committees and English Language Advisory Committees (ELAC) which provide outreach to families in their native language, including Mandarin, through student and parent mentors. Efforts to reach out to communities that have traditionally been less engaged include scheduling events on weekends and home visits. Students and families who are homeless receive support coordinated by District Office administration and the Educational Options School Counselor with a connection to each school site/program. Supports for students who are foster youth are coordinated by the School Counselor at Educational Options with ongoing communication to each site. The District continues to provide support staff to learn about each family’s strengths, cultures, languages, and goals for their children. Programs and practices continue to be viewed through an equity framework that was designed through coordination with educational partners. Aspects of the framework in support of equity and excellence are: inclusivity, action for growth, rigor, development and wellness, and empowerment and agency.	Progress is being made in developing multiple opportunities for 2-way communication between families and educators. This includes an effort to reduce education-ese from communication as well as to provide translation of school documents. Each site has staff members in place to support verbal and written translation of materials and presentations in Spanish and Mandarin. A range of events are held for students and families who are new to the District, in particular for those who are new to the U.S. educational system. Presentations to parents regarding guidance information including course selection and college planning are held in multiple languages as needs are identified. A focus area for improvement is to expand opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children and to strengthen outreach to and input from families of Hispanic and African-American background, families and students who may be homeless and students who are foster youth.	During the 2023-24 school year the district will engage in listening sessions including direct outreach to families of students who are of Hispanic and African-American background, homeless and foster youth.	The FUHSD continues to implement professional learning and support to teachers and principals to improve our school’s capacity to partner with families and provide them with information and resources to support student learning and development in the home. Information about student learning is offered through avenues such as Guidance Nights. Families are invited to events such as a parent panel on post-high school options, financial aid, and guidance presentations. Development offerings include an 8-week course on Strengthening Families and a one-evening course on substance abuse in both Spanish and English. Through a partnership with Rebekah Children's Services, the District provides Power of Positive Parenting workshops. Our PTSAs provide presentations for families in the areas of college planning and parenting supports. The FUHS Foundation continues to provide a Parent Resource Network. The purpose is to have a centrally located list of resources and an organized series of parent education offerings, to improve effectiveness and efficiency in parent education delivery and address equity across the district. The District is in our fifth full school year of a partnership with Santa Clara County Behavioral Health to implement School Linked Services. This resource has been particularly helpful in providing support to our underrepresented students and their families. Funding was provided to purchase books related to parent education in order to create lending libraries. During the 2022-23 school year, Fremont High School continued for a fourth year in a partnership with Seneca Center Family of Agencies to provide wraparound service to identified students. Prevention and Early Intervention services were offered for a second year at Cupertino High School and Homestead High School. Provision of community-based services such as mental health continue in coordination with Care Solace. Access to live support is available 24/7 in a variety of languages. School Linked Services and information about District complaint procedures have provided support to families to understand and exercise their legal rights and advocate for their own students and all students. The District is committed to transparency and community input to make sure it is serving as a good neighbor and an involved community partner. The District believes that the quality of the education program can improve through listening to complaints, considering differences of opinion, and resolving disagreements through an established, objective process. Parents, students, and community members are encouraged to report problems, share concerns, or offer suggestions to the District.	Progress is being made in developing multiple opportunities for 2-way communication between families and educators. This includes an effort to reduce education-ese from communication as well as to provide translation of school documents. Each site has staff members in place to support verbal and written translation of materials and presentations in Spanish and Mandarin. A range of events are held for students and families who are new to the District, in particular for those who are new to the U.S. educational system. Presentations to parents regarding guidance information including course selection and college planning are held in multiple languages as needs are identified. A focus area for improvement is to expand opportunities for staff to learn about each family’s strengths, cultures, languages, and goals for their children and to strengthen outreach to and input from families of Hispanic and African-American background, families and students who may be homeless and students who are foster youth.	During the 2023-24 school year the district will engage in listening sessions including direct outreach to families of students who are of Hispanic and African-American background, homeless and foster youth.	FUHSD LCAP Goal 4 states that parents, students, and other educational partners will have a variety of opportunities to learn about and give feedback on school and District priorities, expenditures, and programs. The District has developed a strength in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making in coordination with supporting family members to effectively engage in advisory groups and decision-making. Parents and the community are engaged through a variety of opportunities including Principal coffees, Parent Teacher associations (PTA, PTSA, Los Padres, and Korean Parent Association), school and District English Language Advisory Committees (ELAC), School Site Council, and booster clubs. District committees including the Community Advisory Committee on Enrollment, the District Wellness Council, and the Community Oversight Committee for Bond Programs are additional ways that parents are able to contribute to District-level discussions and decisions. Parents of students with disabilities are provided opportunities for input and learning through the Special Education Local Plan Area Community Advisory Committee. Since the spring of 2017, the Board of Trustees has held Board Office Hours at school sites on a rotating basis in order to reach further into the community and provide a more informal setting for parents and community members to speak with them. Trustees are regularly present at community events such as Tournament of Bands, Sunnyvale State of the City, and Cupertino Fall Festival.	The District is making progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community. Examples include the Community Advisory Committee on Enrollment making recommendations to the Board of Trustees.	The District Family Engagement Committee has been comprised of parents, including those who are raising students with disabilities, and staff representatives from all five school sites and several District administrators. Formed during the 2016-17 school year, this committee was responsible for designing and helping administer the November 2017 Parent Engagement Survey. They also act as the District’s LCAP Advisory Committee. During the 2022-23 school year the Parent Engagement Committee was reformulated and restarted following a COVID-19 related hiatus. A focus area for improvement is to continue opportunities for input on policies and programs including efforts to seek input from families of Hispanic and African-American background, families and students who may be homeless and students who are foster youth.	4	4	3	4	3	3	3	3	5	5	3	3	Met		20JUN2023	2023
43694840000000	Gilroy Unified	3	Each school site has worked to increase family engagement with varying levels of success. The sites were closed to visitors until November 2022 which limited the informal interactions between families and staff. The remainder of this school year has been used to reengage families and increase participation in formal and informal school activities.  Participation in ELAC, DELAC, and SSC has begun to increase with the ability to host hybrid meetings. This has allowed families to attend in a manner which best suits them. Sites continued to keep parents informed via parent square and other communications	While the district’s previous  LCAP survey indicated that a high number of parents feel welcome in the school environment, we continue to focus on this to ensure that all families, particularly underrepresented groups, feel included in all aspects of their student’s educational program. There is ongoing collaboration between the school district and Community Based Organizations to identify and meet the needs of students/families. Surveys have been shared with students and parents throughout the course of the school year to gather input on the needs of families.	For the 2023-24 school year, there will be an opportunity to fully implement parent involvement plans and site activities and events that engage families in the school at all sites in the district.    In addition, the district has continued to train site staff and all administrators in addressing issues of equity and bias with the goal of establishing a supportive environment for all students and families.	The district partners with various community agencies to provide direct support to high needs families, including virtual and in-person counseling services for students and families, parent workshops, and other health resources.   All elementary and middle schools hold parent conferences every fall to ensure parents and teachers have the opportunity to discuss student progress and ways parents can support their students.	There continues to be a need to support schools and teachers to partner authentically with parents, particularly underrepresented families.	This year, the district partnered with Catholic Charities to conduct outreach and focus group sessions to families of foster, migrant and McKinney Vento students. The families provided input regarding their specific needs, and the district is developing plans to address those needs with resources, linking families to services, and providing workshops.	The district used a variety of venues and opportunities for families to engage in the decision-making process for the LCAP.  The district made a concerted effort to increase the response rates on the various surveys used. This effort was successful with some schools receiving a response rate of 90% or higher for students and staff and over 60% response rate from parents/guardians.	There is still a need to ensure that a larger representation of underrepresented families and groups are involved in these decision-making processes.	Committee meetings include District English Learner Advisory Committee (DELAC), Superintendent/Parent Advisory Committee (SPAC), School Site Councils, staff and Parent Club groups from each site and Parent Advisory Council (Migrant). These meetings are designed deliberately to encourage families to access and engage in the major points of the LCAP and other funding sources and grants, and reflect on the specific actions the district has been taking.	3	3	3	3	2	3	3	3	3	2	3	2	Met		18MAY2023	2023
43694840123760	Gilroy Prep (a Navigator School)	3	The last few years have provided numerous challenges for students, families, and staff including pandemic related losses, weather related damages and issues, and long term social emotional learning and academic losses. To address these hurdles and to provide necessary support to the greater Navigator family, numerous programs have been put into place with others ongoing. Support has included resources for flood victims, resource fairs, assistance for food and housing insecure families, after school intervention for students, home visits for chronically absent students, community events, and active ParentSquare communications. This multi-pronged system of support has evolved since students have returned to in person learning but the foundation of these relationships has led to families feeling more connected to the schools and organization.	Having community and family involvement back on campus has and continues to be an area of focus. An acknowledged area of growth is the expansion of community celebrations and opportunities to highlight the incredible contributions, both current and historically, of our local community members. Navigator needs to be able to create pathways for simultaneous educational excellence and family engagement and support.	In addition to expanding outreach efforts to recruit more students who qualify for Free and Reduced Lunch, Navigator Schools is creating Community Schools to provide additional resources for families, especially underrepresented families. This process will allow Navigator to truly engage the community in efforts to provide extra services and support they need. The pandemic has highlighted areas of growth which center around opportunities for families to engage in on campus activities.	Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals.	Ensuring students are ready for the rigors of high school after they leave Navigator schools is an area of growth. In order for this activity to be successful, families, staff, and students will need to work together on a path forward. Site staff will work closely with the local high schools to provide reciprocal opportunities for students to both explore what is in store in high school while also continuing to access support from Navigator staff.	Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need. Navigator will continue to provide home visits for students who are not staying engaged or needing additional support. The transition to Community Schools will also provide tutoring centers, after school support services, and college counseling services for students.	Navigator has consistently been proactive in obtaining stakeholder input through surveys, family town hall meetings, staff meetings, Director and Chiefs weekly meetings, cross site meetings, and daily site huddles. Between formal feedback surveys to quick poll everywhere check-ins, Navigator employes numerous tools to solicit input.	Formalizing a plan for how to formally collect and share data with the leadership team is an area to improve.	Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.	4	4	4	5	4	4	4	5	5	5	3	4	Met		20JUN2023	2023
43694920000000	Lakeside Joint	3	Lakeside JSD has developed several opportunities to build and maintain strong relationships between families and school staff. The school currently has several successful communication streams that connect families with the school and provide important information about special events, policies, and ways to engage and keep families included in the school community. The school uses digital translators for our ELL students and provides human translators during parent conferences and meetings between staff and families of ELL students. The LJSD has developed multiple opportunities to engage and include families in school affairs and informational meetings, e.g.: Town Hall meetings, Classroom Conversations, 2nd Cup of Coffee, The Foundation meetings/email/newsletters and flyers, and a newly implemented parent induction program for parent volunteers.	Lakeside school’s primary focus is on improving parent school communications and engagement, especially of the underrepresented families and those heretofore engaged with the school.	The Lakeside Principal has identified families who are underrepresented as participating in community events and activities and has begun to individually reach out to these families and both invite them to participate more and engage in school events and activities as well creating goal setting conversations with these families with her personally to build connections and develop relationships. Lakeside School a developed a voluntary Parent Engagement Coordinator position whose primary focus is to effectively connect with the broad parent community, communicate, and create multiple events and opportunities for our parent community to engage directly with the school in general and the classroom level specifically.	The school and district have developed a number of activities to support parent involvement and engagement in the school, beyond just volunteering within the classroom. The parent Induction Program has been very successful in engaging a high percentage of our families in the process of volunteering within the school day and events off site. Weekly School, District, and Foundation email blasts, providing human translators at parent meetings and teacher/parent conferences has been beneficial and supportive of parents who first language is not English. Previous to the Pandemic, the District implemented Classroom Conversations monthly connecting parents with their classroom teacher and principal in conversation about the classroom that also provided parents attending with the opportunity to also ask general or broad questions concerning their students.	Lakeside School will focus on creating consistent and effective communication structures that foster strong homeschool connections. Lakeside School will also endeavor to provide more meaningful communication between homeschool, specific to student achievement and progress towards goals. Lastly, Lakeside is focused on providing parents opportunities to better understand and familiarize themselves with the CCSS, assessments, and curriculum used throughout the school year.	"Lakeside School Administration is intent upon renewing these conversations between teachers and parents in a group setting with the principal (""Classroom Conversations""). The school continues to be challenged to have more regular engagement and participation within the school and school events by those parents who speak a first language that is other than English. This will be one of the areas of focus and improvement for the voluntary Parent Engagement Coordinator."	Current communication streams and information sharing/gathering community events remain very successful with the broader community but is still a challenge to engage more of our ELL families in those events and increase participation. Lakeside School has a voluntary Parent Engagement Coordinator.	Lakeside school has no plan for changes, additions, or improvement to its current practice of seeking input regarding decision-making other than to create higher engagement or greater numbers of families involved in the existing opportunities to provide decision-making input through its voluntary Parent Engagement Coordinator.	The school is developing several committees within the community that provide guidance and decision-making to the school and district and seeks to engage a broader membership of the parent community. Lakeside School has for the second year in a row, created a volunteer parent engagement coordinator whose focus, amongst several elements, is to create connections and opportunities for engaging our underrepresented families more effectively and more consistently.	3	4	2	3	2	3	3	3	2	3	3	2	Met		28JUN2023	2023
43695000000000	Loma Prieta Joint Union Elementary	3	Based on the staff California Healthy Kids Survey (CHKS), the date revealed that our staff feels that their work environment is safe and that they have solid rapport with both their students and families. The student CHKS survey confirmed the teachers' feelings toward students. The student data showed that they have a connection with adults on our campus.	Based on the LCAP listening campaigns, we heard clearly that our district needs to continue to provide parent education events to help info our parents on current trends in our district and education. In addition, we discovered the need to bring back the Community Liaison position as a stipend position to assist our English Learner families to access school information.	Based upon input during our listening campaigns, we have refined our communication methods and strategies to encourage more effective and efficient ways of keeping parents informed of school activities, volunteer opportunities, student progress reporting, district programs, and student/family support services. This includes but is not limited to welcoming new families (including families with limited English proficiency), routine parent education events, and superintendent chats on topics of interest to parents. In addition, we want to continue our Special Education Information meetings with our SpEd families. We began a district-wide Families Program to help increase a sense of belonging for all our kids and staff. The size of our district allows us to provide individualized support for our families and students in each of the areas noted.	Our district has partnered with our local county office of education to gain access to DataZone that allows us to routinely monitor multiple indicators of student success. DataZone also allows us to easily disaggregate for under- represented student groups and create intervention groups for students at risk such that we can provide additional time and support for students and make progress information readily available for parents. We have made a concerted effort to partner with all members of our school community – teachers, support staff, administration, parents, and community partners - to build a Mountain Strong community through the use of our new Families model. Our School Site Council and Home and School Clubs are serving as key leaders in identifying parent education needs and opportunities.	Based on the input we received in developing our LCAP, our community would like our district to continue to create parent workshops and parent education events that keep them informed. We began in 22-23 offering a few events for parents like Fentanyl, social media, and bullying. We also offered monthly Board chats in which our parents could meet in a more informal setting with 2 Board members and the superintendent to discuss any topic that they wanted.	We will be re-instating the role of Community Liaison (as a stipend position) for the 2023-2024 school year which was previously eliminated due to budget issues. Our community felt strongly that this position would allow our district to connect our English Learners to our school and to their child's teachers better.	As our district emerges from Covid, our committees have begun to take strength again, especially with a return to in- person meetings. We also offer a hybrid option for those families that need the flexibility to attend the meeting remotely. We also generally survey parents after our parent education events to help us with our Continuous Improvement cycle. For staff, we also survey them after PD opportunities to see what we should offer for follow up training. We created a Staff Professional Development Committee to allow staff voices into the planning process for the subsequent year's PD events. This creates a higher level of ownership at the time of the PD events.	Our 3-year Strategic Plan for the district includes a Community Engagement area aligned with LCAP State Priority #3 – Parent Involvement. The months-long plan development process and recommendations for improvement included all members of the Loma school community including, but not limited to, parents, teachers, support staff, students, parent groups, key community partners, and administration. Their feedback provides the rationale for our specific strategic actions which include outreach, parent education, Superintendent chats, etc. Our success indicators include monitoring parent participation rates in school/district sponsored engagement activities with the goal of increasing meaningful parent participation, including underrepresented families. We will also be tracking evidence of our community outreach strategies and impacts. The Superintendent has convened significant advisory groups which include parent and community representation: Budget Advisory Committee, Bond Advisory Committee, and the Parcel Tax Oversight Committee.	"We have been deliberate in trying to ""recruit"" a diverse and unique group of parents and staff to be a part of these meetings. We try to ensure that we have EL representation; SpEd representation; and a balance of gender and races to be inclusive of all voices."	5	5	4	4	4	4	5	4	5	5	3	4	Met		28JUN2023	2023
43695180000000	Los Altos Elementary	3	We continue to have strong practices in place for family/teacher communication including conferences, regular classroom newsletters, site level student care teams, regular updates for parents about progress students are making academically in class, and additional progress updates for parents of students participating in interventions.	Focus areas include increasing our accessibility for translation services, and continuing to offer opportunities for parents to participate and engage with school staff including a flexible conference model where parents can meet in-person or virtually.	The district has hired a family engagement coordinator who is bi-lingual to support strengthening relationships between school staff and family.  In addition, the district is increasing engagement with underrepresented families via increased home visits.	We have strong practices in place for building partnerships for student outcomes that include weekly collaboration time for teachers, guiding coalition of teacher leaders, care and data team meetings to identify target students and interventions.	Focus areas include expanding our intervention program to include math and writing.	Underrepresented students are discussed during the weekly data team meetings and their progress is tracked closely.	We have weekly team meetings with our district leadership team that is comprised of district and site level administrators representing all of our schools in decision making and active committees that engage teachers and parents both at the district and site level.	Focus areas include refreshing the district's strategic plan including seeking input from parents, staff and students on the district's focus areas and strengths.	The district will reach out to underrepresented families in order to engage them in the strategic planning process.	4	4	4	4	4	4	4	4	4	4	4	5	Met		12JUN2023	2023
43695260000000	Los Gatos Union Elementary	3	LGUSD offers many opportunities to build relationships between school staff and families. Our active Home & School Clubs, as well as our Education Foundation, serve as a conduit for this relationship building. LG One Community hosts many events at the sites to help families connect to the schools. LGUSD also offered many parent workshops on many topics ranging from drug/alcohol abuse, anxiety, ADHD, and many more. DELAC also offers an opportunity for families of English Learners to connect with each other, as well as for families to learn more about how they can support their children as they learn English. In 2022-23, LGUSD launched a Climate and Culture Committee, a group of parents/guardians. community members, and LGUSD staff working to address climate and culture on all five school sites.	LGUSD strives to improve relationships between school staff and families. We will continue to find ways to build this relationship through committees that allow families to provide feedback.	LGUSD has remained committed to providing professional learning opportunities for staff along with parent education sessions. Focus areas for the district during the past year have been on equity and inclusivity efforts, as well as differentiation and student engagement through project-based learning, STEAM, design thinking, literacy, and social-emotional learning. Professional development opportunities for teachers/staff, as well as parent education, have been provided in these areas. We will continue to leverage our DELAC meetings to connect with the families of our English Learners. We also launched our Climate and Culture Committee and hope to engage more families, including those of our underrepresented community.	LGUSD is committed to partnering with the community to strengthen student outcomes.	No improvement needed.	LGUSD plans a yearly survey for all parents to gather feedback on progress relating to the implementation of the strategic plan (aligned to the LCAP). The survey is used to gather input to guide district decision-making and to expand the ways that we can increase parent participation opportunities. The survey had questions relating to each of the eight state priorities and was sent to families in May. We received over 800 responses. After review of the feedback LGUSD will make additional efforts to train staff to remain as culturally sensitive as possible.	LGUSD has made extensive efforts to seek input for decision making. LGUSD utilizes both surveys and focus group meetings to gather input from the community. The district views multiple methods for gathering feedback as the most effective way to collect and synthesize information. The same strategies (focus groups meetings and surveys) are used to gather input from the LGUSD staff. The survey results are reviewed by district administration and shared with the Board of Trustees to inform decision making and the district's strategic plan.	The district will continue to improve communication and offer opportunities to contribute to the decision-making process by sending information out in a variety of formats and by specifically reaching out to underrepresented families. LGUSD would like to see an increase in the number of responses to surveys.	LGUSD will do more outreach to encourage participation in DELAC meetings.	5	4	5	5	4	5	5	5	5	5	5	5	Met		07JUN2023	2023
43695340000000	Los Gatos-Saratoga Union High	3	In 2022-23, LGSUHSD conducted parent and staff climate surveys through the California School System for the first time. The district’s inaugural response rate and survey results were higher than the Santa Clara County average. At Los Gatos High School (LGHS), 72 percent of parent respondents agreed or strongly agreed with the statement “Parents feel welcome to participate at this school.” At Saratoga High School (SHS), 84 percent of parent respondents agreed or strongly agreed with the same statement.  The district also added an in-house Public Information and Engagement Officer for the first time and restarted both the publication of a biannual report to the community, which is mailed to all postal addresses in the district, and a distribution of a monthly district email newsletter, which is sent to subscriber and posted on social media.   LGSUHSD is also home to more than 20 school connected organizations that together raise hundreds of thousands of dollars and volunteer thousands of hours in support of academic programs, athletics, performing arts, and extracurricular activities.  Significant work remains to be done, though. Families of English language learners, Hispanic students, and recent immigrants are underrepresented in parent groups.  The District English Learner Advisory Committees has not convened in several years, and the Site English Learner Advisory Committees are small.	LGSUHSD has identified a goal through its LCAP of increasing parent engagement and participation from underrepresented communities, particularly the families of English language learners.   In Fall 2023, the district will complete a revision of its multi-year strategic plan. One of the new strategic plan focus areas will be building strategic family/community alliances.	During the 2023-2024 school year, LGSUHSD will reconstitute the DELAC and will actively solicit parents of English language learners to serve on School Site Councils. Among the DELAC’s first tasks will be investigating ways to increase SELAC participation. In addition, the superintendent is convening a standing parent advisory committee to seek input on key district issues, and the membership will include underrepresented stakeholder groups.	LGSUHSD has a robust process for involving families in planning interventions and supports to help their students achieve the outcomes described in the district’s graduate profile. More than 30 percent of the students in the district have an IEP or Section 504 plan, which are revised each year with parent input. In addition, school staff and parents hold Student Success Team (SST) meetings to identify appropriate supports for individual students who may be struggling to achieve the graduate profile outcomes. Each English language learner is also supported through an individual EL Plan, which is collaboratively by staff and parents.   The district also employees 10 guidance counselors and 10 mental health therapists to serve its 3,000 students. On the 2023 parent survey, approximately 50 percent of parent respondents reported meeting in person or virtually with a school counselor or therapist within the last year.	The district’s newly revised multi-year strategic plan includes a goal to improve strategic alliances with families and the community. Both schools are working to encourage more students to use the resources available in the newly expanded campus wellness centers. Both schools have also reviewed their most recent California Healthy Kids Survey data and have created lessons that will be taught during mandatory tutorial periods. These lessons will include information on how to access partner organization resources.	The district will use the newly reconstituted DELAC, the site SELACs, the Superintendent’s Parent Advisory Committee, and the SELPA Community Advisory Committee for Special Education, in addition to using its extensive network of school connected organizations.	LGSUHSD has recently completed a year-long strategic planning process that involved stakeholder surveys, stakeholder focus groups, and monthly meetings of a cross-stakeholder community design team.   The district also deployed climate surveys for parents and staff for the first time, each linked to the California Healthy Kids Survey that it has conducts annually with students.   School Site Council meetings, principal’s coffees, and information nights are well attended, as are the meetings of the more than 20 school connected organizations. Schools are hold periodic World Café sessions on “hot topics” to invite dialogue among stakeholders and gather input.   The district recently completed lengthy community input campaigns to develop a new graduate profile and revise the district bell schedules. The graduate profile was completed with near universal support, but the eventual bell schedule outcome disappointed some stakeholders.	The multi-year strategic plan’s new goal of building strategic alliances with families and communities will result in the creation of an implementation team tasked with deepening stakeholder input in key decisions.	The newly reconstituted DELAC will be tasked with identifying and removing the obstacles that underrepresented families face in participating in district and site decision making.	4	4	4	4	4	4	4	4	4	4	3	4	Not Met		26SEP2023	2023
43695420000000	Luther Burbank	3	Effective relationships between school staff and families are essential for the success of students. The district/school engages parents and community members in a monthly parent forum to discuss school events and activities so families can provide critical support and reinforcement at home. Our teachers communicate with families on a daily basis to inform progress, academic concerns, and school activities/events. One of the strengths of building relationships between school staff and families is increased parental involvement. This year we asked families to devote 15 hours of school-related activities for the school year. Parents' participation has increased in events such as monthly cafecito, literacy/paint night, multicultural night, and family fitness event. From our parent survey, 78% of the 211 parents survey strongly agree that the culture and climate at Luther Burbank are positive. In addition, 86% of the parents strongly agree that parents feel welcome at the school. Another strength of building relationships between school staff and families is increased trust and communication. Parents and teachers worked together through a series of parent academic nights. During our academic nights, scheduled in the fall and spring, teachers presented academic strategies for at-home implementation to parents.	Progress has been made in recent years through the implementation of family engagement programs and the use of technology to improve communication. However, we can improve on promotional campaigns to increase parent attendance at school events. Luther Burbank has established a school wide goal with 80% of the parents fulfilling 15 hours of school events/activities by the end of the school year.	From our LCAP parent survey, 86% of parents indicated that the information shared from our student information system (Aeries - Parent Square) has kept parents informed about school activities and events. 90% of parents also indicated that they strongly agreed that they know what their children are expected to learn via communication with classroom teachers.	Luther Burbank schedules Parent Academic Nights to provide parents and overview of grade level and classroom expectations. Progress reports are provided to parents every trimester and parent conferences are held twice a year. Email and phone communications are used to answer and keep parents apprised of student progress and support.	From our LCAP survey, both parents and teachers indicated the importance of strengthening intervention support for students. The district reviewed the survey data and aligned a math and reading intervention teacher based on student needs and stakeholder inputs. The district continues to utilize data to inform instructional needs and supplemental program support.	We would like to see greater participation in our school surveys and will continue to develop incentives to encourage participation. This year, our parent/community survey increased from 10% in the 21/22 to 49% in the 22/23 school year. We capitalized on school events and activities by setting up stations with tech tools for parents to complete surveys. Ensuring all communications are sent in English and Spanish is critical to providing all families access to the surveys. We also continue to schedule multiple forums and opportunities for parents to share input.	We have increased the number of parents workshops and cafecito running from 15-20 participants. This cafecito provides parents the forum to hear parents' concerns and desires. We continue to take parent input and implement it into school programs/events. For example, based on parent input and request for an adult English class in person. We will bring an English teaching program on campus for parents who would like to partake in English as a second language course. For additional school-wide engagement, our school site council and school/district committee members to represent the different grade spans. We also utilize surveys to gather feedback from parents.	The focus areas for improvement in seeking input include timely communication and ensuring all parents have access to our Parent Square App. We also plan to revamp the school webpage to create a user friendly interface for mobile phone user.	We will be actively working with classroom teachers and parents to promote parents participation in input sessions for decision making. This will include making personal phone calls, supporting existing parent participants to recruit 1-2 parents to join in the conversation. We also will be encouraging teachers to reach out to every family with positive celebration of student success and seeking parent input on student goals. We also will also be more explicit about how family responses directly impact decision making.	5	5	5	5	5	5	5	4	5	5	4	4	Met		23JUN2023	2023
43695750000000	Moreland	3	Based on the Spring 2023 Perception Survey, 96% of families are informed of school events.  While we are doing a good job of informing parents, we need to find ways to engage our parents.  We provide our families parenting classes to English Learners, ELAC/DELAC meetings, parent education nights, and translation services. We invite parents to volunteer in classrooms, help on yard duty, support the Home and School clubs, and participate in learning nights focused on STEM and literacy.  However, parent involvement is lower than pre-pandemic.   77% of families felt there was clear communication to support their students’ learning and 80% of families felt confident in supporting their child’s learning at home.	Based on our Perception Survey, our biggest area of need is helping families feel connected with other families as part of the building the school community.  Since the pandemic, we are focusing on bringing families back on campus to feel connected with the staff and other families.	We have partnered with Learning Heroes for a year-long professional development series.  The focus is to study our family engagement, define what engagement should look like in Moreland, and build an action plan.  There is a specific emphasis on engagement of our underrepresented families.	Based on the 2023 Spring  Perception Survey, 96% of our families feel we do a good job sharing information about their child's academic progress.  This year, we implemented new district benchmarks in ELA and math.  We shared student iReady assessment reports with families at both conference times.  It provided detailed information on the students’ next steps in ELA and math.  77% of our families believe the school is a good fit for their child’s culture.  The diversity of our school district continues to grow.  We continually look at different ways to partner with our diverse community.  87% of our families believe teachers are respectful to students. While this rating is favorable, we would like to increase this percentage so all students are treated with respect.	A specific area of need to is help staff feel comfortable with sharing areas of student needs with families in a positive manner.  The transparency of using student achievement data helps provide objective measures and identify next steps for learning.  We are using district benchmarks in ELA and Math to show families an accurate picture of their child's achievement.	We are leveraging our DELAC meetings, ELAC meetings, and parent English classes to share information about understanding student achievement, ways to partner with their child's teacher, and identify barriers that the school district could address to support families.	Based on the 2023 Perception Survey, 92% of our families feel their input impacts decision-making at their school site.  There are multiple forums such as Principal's Coffee, Home and School Club, Parent and Teacher Organization, and School Site Council where principals check in with their families to gain feedback on academics, enrichment, climate and school events. We also formally collect feedback each Spring with our LCAP survey and Climate Survey. This information is used to informed district and school site plans.	This year, we are intentionally identifying how parent feedback has informed our actions.  We believe when parents see this connection they will be more apt to provide feedback through our various surveys and parent meetings.	This year, we are starting to plan for a Community School at Latimer, which is a Title I school.  The idea of a Community School is rooted in parent voice.  We will take the structures that we implement for parent engagement and utilize them across the district.	5	4	4	4	4	5	4	3	5	4	4	4	Met		27JUN2023	2023
43695830000000	Morgan Hill Unified	3	As part of its school community culture and LCAP Goal #2: Parent Engagement, the District continues its work toward making extensive efforts for all schools and site personnel to create environments that are welcoming, inviting, and friendly. During its ongoing efforts to solicit feedback from parents of all backgrounds, an overwhelming topic heard from parents was the need to create welcoming environments at school campuses and district offices, which ultimately lead to the Welcoming Families Initiative that launched in June 2023 in MHUSD.   Furthermore, schools typically host various events to welcome and involve parents throughout the school year in the areas of academics, college and career, school culture, and social emotional learning topics. Also, new in our efforts are site administrator hosted ‘Coffee with the Principal’ to provide parents/guardians the opportunity for more input and 2-way communication with school administrators; this is in addition to the Superintendent hosted monthly coffee chats that are open to all. Additionally, all MHUSD schools provide regular (e.g., email, newsletters) communication in both English and Spanish to better communicate with families, and all schools also have a Community Liaison that works at the school sites to build relationships between school staff and families. This is evidenced by the local data and input that indicates that our schools encourage parent/family involvement in schools.	While MHUSD has made strides in elevating and building relationships between school staff and families, work remains. Educational partner data/input indicates a greater need for partnership at both the school site and district level. Feedback and input from a larger group including larger variety of educational partners, from different backgrounds, will be important moving forwarding. The analysis of the data/input prompted the District to create a Family and Community Engagement department, headed by a Director that has opened a FACE Center and worked closely with site faculty to improve efforts districtwide and place a greater emphasis on additional ways to promote site/district activities and ways to create two-way communication. Some of these actions include more robust, systematic Coffee with the Principal at school sites, training for School Site Council and the English Learner Advisory Council, site and district newsletters distributed in English/Spanish, more robust use of Parent Square including its translation features, District/School Parent Roundtable meetings to include a broader spectrum of parent voices and attendees from all sites, FACE Center supporting school sites directly, and FACE leading the Welcoming Families initiatives to improve these relationships, to name a few. This also includes new ways to include more parent/family/guardian voice in the development of the LCAP and SPSAs.	The engagement of all families, especially those that are underserved and underrepresented has also been a focus within the District’s purposeful planning to address these gaps. The planning for improved engagement of families includes personal invitations including personal phone calls to events including, but not limited to, District/Parent Roundtable Meetings, FACE Center activities and Parent University classes, School Site events (Back to School Night, plays, concerts, events, among others), Coffee with the Principal/Coffee Chats, ELAC, DELAC, School Site Council, Migrant Education events,  Parent University, Project 2 Inspire, PIQE, Community Based Partnership events, among many others. Additionally, the district’s Welcoming Families initiative will positively impact these relationships. Feedback and input from a larger group including larger variety of educational partners, from different backgrounds, will be important moving forward including ways to include more parent/family/guardian voice in the development of SPSAs and the LCAP. Lastly, an increase in Living Room Chats (where the District goes to families especially those in low income housing/apartment complexes) will be crucial to build and strengthen the bridge between home and school in particular with underserved families.	The Morgan Hill Unified School District (MHUSD), as part of its school community culture and LCAP Goal #3: Student Engagement, continues its work toward making strides in increased student voice and agency. A few examples of strengths include frequent student focus groups across a variety of topics, officially formalizing a Student Board Member role, seeking strategic and timely input from students across the district, bringing Student Voices to secondary school campuses that include groups of students that are empowered to voice their perspectives on student needs, campus climate, roles and responsibilities, etc. on topics that are difficult but necessary in order to create equitable conditions for students on campus, and bringing additional student opportunities to campus in the form of courses that cover a wide variety of areas (Advanced Placement, College Dual Enrollment, college prep electives) including an Ethnic Studies course to high school.  Additionally, our School Administrators are encouraged and empowered to meet with student leadership and other student groups frequently on matters pertaining to students to establish an avenue of 2-way communication and to provide input directly from students to site leadership. District leadership and staff have also met routinely with student groups throughout the district on an ongoing basis in addition to seeking input via student surveys.	The District continues to focus on its school community culture as represented by the District’s continued LCAP Goal #3: Student Engagement. The District continues to focus on improving student connectedness and belonging on school campuses; student voice via the Student Board Member, strategic and timely input/feedback from students across the grade spans, principal chats with students to establish avenues of 2-way communication with the student body, Student Voices at our middle and high schools, student listening circles, involving a much more robust student presence in our LCAP development process, and increasing student academic and extra-curricular opportunities on campus. The District recently launched a before and after school program that, in part, provides learning support and homework time for students to improve outcomes in academics, attendance, and school connectedness. Furthermore, a 7th period day at the high school level has opened the door for additional opportunities for students in the areas of AP, college dual enrollment, Career Technical Education, and college prep electives including ethnic studies.	The District continues to work toward improving the engagement of underrepresented and underserved students and families through initiatives and enhancements within our areas of focus that include Student Board Members application process, access, and messaging to include our alternative education high school, input seeking/feedback loops to include representation from student groups that do not typically volunteer to attend input sessions, principal chats with students, Student Voices groups/student listening circles, and academic supports/opportunities available to students and their families. Equal Opportunity Schools (EOS) and their work on increasing AP enrollment and engagement in higher rigor courses is important for this work as well as they focus on students that have never taken AP coursework and provide tools for the high schools to recruit students. Additionally, the new community college CCAP dual enrollment program is open to all but also has a purposeful and targeted focus on students that are underrepresented in higher education.	Engaging MHUSD's educational partners is a priority that aims to actively support a shared vision of student achievement. MHUSD has thoughtfully planned for ongoing engagement with our partners that includes the development of various plans as well as the development of monthly themed Board meetings aligned to the district LCAP goals and topics including Student Achievement; Student, Parent and Community Engagement; Multi-Tiered System of Support (MTSS): Social Emotional Learning, Behavioral, and Academic; and Professional Learning Communities. The preparation for the themed sessions included multiple staff members from central office and school sites and includes conducting research, collecting quantitative and qualitative data, and creating a presentation and activities. The sessions are facilitated by staff and designed to engage the members of the Board and guests to provide insight into various topics outlined above. When possible, and as applicable, parents/students are invited as part of the presentation.  Additionally, many different educational partners meet throughout the school year to provide input for decision-making on a regular basis—this includes groups within the school district (Certificated, Classified, and Leadership, Students and their respective groups, Parents and their respective groups) and agencies/community groups outside of the district (Community Based Organizations); an example are the quarterly District/Parent Roundtable Meetings. There are also monthly Coffee Chats with the Superintendent for parents, staff, and the community, and separately with the Board throughout the school year to discuss topics that are going well and areas for improvement and different approaches to better the experience of the school community. Further, the Superintendent visits school sites on an on-going basis throughout the school year to make themselves available for any and all staff member to discuss topics of their desire.	Based on input and data analysis, the District has enhanced several existing forums were input seeking is gathered and introduces new plans or areas of focus for input seeking. The areas of focus include parent meetings with the purpose of seeking/input, parent representation on task forces/committees, increased coffee chats (sites), community/parent/student/staff forums for input gathering on LCAP, and family and community engagement activities at the site and district level.	The District continues to work toward improving the engagement of underrepresented and underserved families via a number of strategies and initiatives. Key in their endeavor is the work of the new Family and Community Engagement Department that serves to support and enhance the engagement that takes place at school sites and also provides additional services for families at a district level. The FACE Department is also working closely with site Community Liaisons to grow their contact with underrepresented families so as to encourage greater involvement and input. Furthermore, personal touches via phone calls and invitations with families/students that come from underrepresented groups will be important to their increased engagement across all facets of their children’s academic journey in the areas of academics, personal/social, and college/career domains. Communication in their native language (Spanish, mostly) around all aspects is important as well.	3	3	2	3	2	3	3	3	3	3	3	2	Met		20JUN2023	2023
43695836118541	Charter School of Morgan Hill	3	Staff and parents work together as a team to support academic outcomes. Over 90% of parents attend Back to School Night, Fall Exhibition, and Spring Exhibition. At these events, teachers take the opportunity to educate parents about how they can support their children at home. Every parent attends a goal-setting conference in the fall. Teachers, parents, and students work together to develop goals and an action plan for the school year. CSMH has subscribed to a program called ParentSquare.  This program provides a quick and easy platform for parents and teachers to communicate with one another. CSMH has a Community Liaison whose primary job is to develop family engagement systems and activities that create support for teaching, learning, and student achievement. CSMH has identified strengthening the parent partnership in LCAP goal #3 – CSMH will welcome students, parents, and staff in an inclusive environment as essential partners and encourage consistent participation in school experiences that support student success.	CSMH staff needs to continue to consider ways to understand and celebrate the various cultures of their students and families.	CSMH will continue to ensure that communications home are translated into other languages as needed.  The administration and the school's Community Liaison will analyze parent participation and reach out to individual families to determine what is hindering their engagement.	Parent participation is a key component of CSMH’s mission and vision and is highly valued. Staff meets regularly to discuss and implement strategies for building trust and respectful relationships with families. CSMH prides itself on creating a welcoming and family friendly environment. During the 2022-2023 school year, CSMH provided parent education opportunities.  The school offered parents a series of four workshops that were presented live via Zoom.  These workshops were also recorded and made available to staff and parents after the live presentation.  The following workshops were offered:  Understanding Anxiety and Its Impact on Children, Recognizing and Supporting Social Emotional Learning, Parenting Techniques to Building Resilience, and Superpowers of Stress, Sleep, and Self-Care.  Our school counselor also facilitated a book club.  They read, Anxious Kids, Anxious Parents: 7 Ways to Stop the Worry Cycle and Raise Courageous & Independent Children by Wilson & Lyons.	Sustaining a parent education that meets the needs of our families and that helps parents support their children's academic and social/emotional needs.	CSMH needs to make sure that underrepresented families know about the various educational opportunities offered.  These opportunities need to be available at flexible times so that parents with different schedules are able to participate.	CSMH utilizes a computerized check-in system, and a feature of this system allows for the tracking of at-school volunteer hours. On average, parents volunteer 775 hours a month. This does not include all of the hours parents contribute after school and on weekends. In addition, parents have an opportunity to participate in decision-making by being on the CSMH Board of Directors and/or attending monthly Board meetings. Parents also may serve on the Budget / LCAP committee or represent CSMH on the Community Advisory Committee for special education. Every May, CSMH holds a State of the School meeting. This meeting is attended by the majority of CSMH families and staff. At this meeting, parents have an opportunity to provide input into the school’s LCAP goals and ask questions regarding the budget.	CSMH needs to make sure that decision-making bodies have representation that reflects our school community.	Our Community Engagement Coordinator assists in tracking family engagement and regularly communicates with the classroom teachers.  She frequently reaches out to families and discusses with them the different opportunities that are available for them to get involved in the school community and, more importantly, their child’s education.  She also tries to understand what barriers might keep families from engaging and how those barriers might be eliminated.  Making connections with families, including underrepresented families, has been very successful.  CSMH can continue to focus on ensuring underrepresented families' are on decision-making committees and groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		20JUN2023	2023
43695910000000	Mountain View Whisman	3	MVWSD is in the full Implementation phase in two of the four areas of building relationships.   Results from the District’s LCAP/Climate survey indicate that 86% (+3% from 2022) of parent respondents agreed or strongly agreed that the District is successful in creating welcoming environments for all families in the community and 89% (+2% from 2022) agreed or strongly agreed that the District is successful in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.	MVWSD is in the Initial implementation phase in two areas of building relationships although gains were made in both areas based on the results of the District’s LCAP/Climate survey.  Results indicate that 75% (+3% from 2022) of parents agreed or strongly agreed that the District is working to develop the capacity of staff (admin, teachers, classified) to build trusting relationships with families and 78% (+2% from 2022) of parents agreed or strongly agreed that the District is supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children.	MVWSD is committed to improving communication with families and ensuring that they get needed information in easily accessible ways.   This is a focus in the District’s Strategic Plan 2027 in Goal Area 3 and in the District’s Local Control Accountability Plan Goal 3 - Inclusive and Welcoming Culture. Effective communication builds understanding and trust and will allow the District to work together with parents to support student’s wellbeing and development. The district is working to streamline and differentiate communication streams so parents get information that more closely matches their family attributes and communication preferences and tone.  MVWSD also employs School and Community Engagement Facilitators at all school sites.  The facilitator acts as a liaison between students, staff, and parents to remove barriers to improve student learning and achievement.  Their responsibilities include serving as a resource for connecting students and parents to district and community agencies, resources, parent education, and other events and activities that are linked to strong, positive student outcomes.  Additional staffing has been added to our elementary schools (Castro and Mistral)  with high percentages of underrepresented families to provide more support.	MVWSD is in the initial implementation phase in two areas of Building Partnerships for student outcomes. Results from the District’s LCAP/Climate survey indicate that   72% of parents agreed or strongly agreed that the District is  providing families with information and resources to support student learning and development in the home.   Seventy-six percent (+4% from 2022) of families agreed or strongly agreed that the District is implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Additionally, while teachers are always available to meet with parents, the District does provide dedicated time, through minimum days in December, for all parents to meet with teachers to review student progress.  The District also continues to use an online assessment and instruction platform - i-Ready.  All students in the District take i-Ready diagnostic assessments in English Language Arts and mathematics three times per year.  Results are sent home to parents so they can see students’ progress and growth toward meeting grade level standards.  The i-Ready instructional program is used in the classroom and can also be used at home to help students fill academic gaps or extend their learning.	MVWSD is in the beginning development phase in two areas of Building Partnerships for student outcomes.  Results from the District’s LCAP/Climate survey indicate that 67% (+2% from 2022) of parents agreed or strongly agreed that the District is providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families and 57% (+2% from 2022) agreed or strongly agreed that the District is supporting families to understand and exercise their legal rights and advocate for their own students and all students.	Again, the District has a focus on cultivating and maintaining an inclusive and welcoming culture that acknowledges, embraces, and empowers all stakeholders in its Strategic Plan (Goal 3). MVWSD is  working directly and collaboratively with parents to build mutual capacity for supporting student learning and refining Parent University.  Parent University is a series of learning sessions and conversations that empower adults to support students to thrive.  Attendance at Parent University sessions increased during the 2022-23 school year by more than 50% over the previous year due in large part to a redesign based on community feedback. Additional school-based sessions were added at every school and a seminar for Spanish-speaking families was added through a partnership with a local nonprofit organization.	MVWSD is at the initial implementation phase for three areas regarding input for decision making. Based on survey results, the District made good progress in providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.   In spring 2023, 70% of parents agreed or strongly agreed with this statement which is an increase of 8 percentage points from spring 2022. Additionally, 63% (+3 from 2022) of parents agreed or strongly agreed that they district is building capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making and 60% (+1 from 2022) of parents agreed or strongly agreed that the  District is building the capacity of and supporting family members to effectively engage in advisory groups and decision making.    MVWSD is at the beginning implementation phase in 1 area regarding input for decision making. Results from the District’s LCAP/Climate survey indicate that 65% of parents agreed or strongly agreed that the District is providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from underrepresented groups in the school community.	MVWSD is at the beginning development phase in 1 area regarding input for decision making. Results from the District’s LCAP/Climate survey indicate that 65% of parents agreed or strongly agreed that the District is providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from underrepresented groups in the school community.	All school sites have School Site Councils and English Learner Advisory Committees, which play critical roles in developing school site plans.  MVWSD has a District Advisory Committee and a District English Learner Advisory Committee.  All committees are involved in the development of the Local Control Accountability Plan (LCAP).  Additionally, when the District is seeking input on issues, these groups are consulted and their input collected and used in the decision making processes.    In order to provide families with opportunities to share input on policies and programs, MVWSD uses survey tools.  The Climate/LCAP survey is given each year in February and results are used to develop the LCAP and school site plans.  The District made several changes to the survey distribution protocol for parents in spring 2022 which resulted in an increase in the response rates from parents from 13% to 31%.   Another related project is an effort to improve how information is shared with/input is solicited from families, especially those who are traditionally underrepresented. The District engaged in several input-gathering exercises across multiple stakeholder groups to identify the obstacles in the way of accessible information and the potential improvements/functions that would better serve the specific habits and needs of families. This work will continue in 2023-24.  Based on the feedback gathered, the District has updated its Parent University series. Reflecting the needs of traditionally underrepresented groups, more school-site specific sessions were offered in 2022-23, as well as a Spanish-language seminar series. The District will continue to refine and improve the updated approach while exploring new methods to ensure that key information reaches intended audiences while fostering two-way engagement.	3	4	3	4	2	3	3	2	3	3	2	3	Met		15JUN2023	2023
43696090000000	Mountain View-Los Altos Union High	3	At MVLA, nurturing trusting relationships with families stands as a paramount objective. Our commitment to achieving this is exemplified through various initiatives aimed at promoting parent involvement within our community.  One noteworthy effort in this regard is the Parent Ed Workshop Series, generously sponsored by the MVLA Parent Foundation. These workshops cover an array of special topics, ranging from providing social-emotional support for students to preparing for the college journey. These sessions not only equip parents with valuable insights but also serve as a platform for strengthening the bond between families and the district.  In the 2021-22 academic year, MVLA launched the Family Partnership Council as part of our overarching goal to enhance communication, gather feedback, and foster collaboration between the parent community and MVLA. This initiative underscores our commitment to creating a partnership-based approach to education.  Recognizing the diversity of our community, we ensure that translation services are readily available to support families in their interactions with the district. In particular, we collaborate closely with the Parent Institute for Quality Education (PIQE) to offer parent education training tailored to Spanish-speaking families. This comprehensive 9-week program equips participants with essential information about the American high school and college systems, with a specific focus on empowering first-generation families and promoting higher education. To date, more than 400 families have engaged in this district-wide program, and we remain dedicated to expanding its reach in partnership with PIQE.  In addition to programmatic efforts, all schools in MVLA are committed to creating welcoming and inclusive environments for every family. We ensure that vital information on our website, via email, and in printed materials is accessible in both English and Spanish. Furthermore, we have established a collaboration with LanguageLine, providing 24/7 translation services through phone calls, ensuring that our staff can offer interpretation support in any language at any time.  It's also worth noting that within our district, multiple staff members, including administrators, are proficient in speaking multiple languages, such as Spanish and Mandarin. This multilingual capability further enhances our ability to connect with and serve our diverse community effectively.  In essence, our ongoing efforts to engage and support families reflect our unwavering commitment to building strong partnerships, ensuring that every member of our community feels valued and included in the MVLA educational journey.	Cultivating strong and trusting relationships with families remains a central focus at MVLA. To further enhance our outreach efforts and bolster parent engagement, we have a position—the Community Outreach Specialist, who specifically focuses in this area.  With the dedicated support of this new position, coupled with the collaborative efforts of our entire staff, we are steadfastly committed to strengthening the bonds between our school staff and families. Our primary area of emphasis centers on promoting growth, engagement, collaboration, and the sense of community within important parent organizations such as ELAC, DELAC, PSTA, as well as other parent groups. Specifically, we are deeply committed to fostering stronger connections with our Latinx families.  This strategic approach underscores our determination to create an inclusive and welcoming environment for all members of our community. Through focused efforts and the dedicated work of our Community Outreach Specialist, we aim to build lasting partnerships that enhance the educational experience for our students and promote a sense of belonging among all families at MVLA.	MVLA is committed to enhancing the engagement of underrepresented families, a goal identified through our rigorous self-reflection process. To achieve this, we will leverage the expertise of our dedicated Community Outreach Specialist. This specialist will actively collaborate with and assist parent organizing efforts, while also spearheading outreach initiatives.  In our pursuit of this objective, we are committed to providing all necessary resources and materials, ensuring they are not only translated but also culturally sensitive and supportive. This ensures that families from diverse backgrounds can readily access and benefit from the information and services offered.  This approach is integral to fostering a sense of belonging and ensuring that every member of our MVLA family feels valued and supported.	MVLA is dedicated to actively involving all families within our school community. We recognize the value of engaging parents, enabling them to gain insights into our schools, become active participants in our educational community, and collaborate with school staff to support student success.  To facilitate this engagement, we have established a variety of parent groups, offering parents the opportunity to become acquainted with our schools and play an integral role in our community. These groups include the PTSA, Booster organizations, the Latino Parent Organization, ELAC (English Language Advisory Committee), Tea Time (for Asian families), and the MVLA Parent Foundation. Our school staff plays a pivotal role in connecting families with at least one of these parent groups.  To further support our families, our Parent Outreach Coordinators specifically focus on immigrant families, conducting conferences throughout the academic year. These conferences offer parents the flexibility to schedule meetings during the school day or after school hours, ensuring accessibility and convenience. Interpretation services are readily available in any language to facilitate effective communication.  In addition to these efforts, our school counselors meet with families during a student's freshman and senior years, providing guidance and support. Parents are also encouraged to schedule meetings with counselors as needed to address specific concerns or questions.  Moreover, we have recently introduced a Community Outreach Specialist whose primary objective is to strengthen our partnership with families. This role underscores our unwavering commitment to fostering positive relationships and ensuring that every family feels valued and fully engaged in the MVLA educational journey.	We remain dedicated to identifying opportunities for ongoing professional development among our staff, specifically with the goal of enhancing our connections with families. This is an area where we are committed to continuous improvement and growth.	MVLA is actively committed to furthering our growth in the identified focus area. To achieve this, we will:  Facilitate training opportunities for our support staff to attend county-level programs. This will empower them to provide Spanish interpretation during formal settings like 504 or IEP meetings, ensuring effective communication and understanding.  Implement training sessions for our teachers on the use of LanguageLine during parent-teacher conferences. This resource will enhance our educators' ability to bridge language barriers, facilitating meaningful discussions with families.  Maintain our steadfast commitment to promoting the significance of staff/family partnerships and will continue to encourage outreach efforts. This approach underscores our commitment to strengthening relationships between our staff and families.	Our school sites and the district office actively seek input from various parent groups, ensuring that families have a voice in decision-making processes.  One noteworthy measure of parent input is our collaboration with English Language Learner Advisory (ELAC) groups at the individual school sites the District English Language Learner Advisory Committee (DELAC), and the Parent Teacher Student Association (PTSA). Both school sites maintain active ELAC groups and host quarterly meetings that provide families with a platform to contribute their insights. To ensure inclusivity, these meetings are conducted with translation services. The elected officers within the ELAC groups play a crucial role in representing parent perspectives in various forums, including the School Site Council, DELAC, Family Partnership Council, and other parent-focused discussions.  Additionally, we utilize surveys administered through platforms such as Google Forms and ThoughtExchange to gather input from parents, staff, and students. The feedback collected through these surveys plays a vital role in shaping our support strategies for schools, especially during periods of distance learning. This collaborative approach supports our commitment to involving all stakeholders in shaping the direction and priorities of our educational community.	A focus area of growth for seeking input for decision-making is to ensure our underrepresented family's input is being collected.	An area of growth in our efforts to solicit input for decision-making is to ensure that we are actively collecting feedback from underrepresented families. This is an important aspect where we are working towards improvement.	4	4	5	5	4	4	4	5	4	4	4	5	Met		09JUN2023	2023
43696170000000	Mount Pleasant Elementary	3	The MPESD actively supports parent participation and parent engagement in meeting the needs of our learning community. This year in response to supporting our families better, we surveyed the parents to tailor the Parent Engagement to our parents' needs for support and social interaction. In the partnership with our parents and community, we have provided the following to best support and collaborate with our families. The MPESD endeavored to provide a consistent line of communication that included community resources, safety & wellness needs, and access to programs and services. A great deal of our work this year also involved parent outreach and support, as most of our parent engagement took place in-person at our school sites and as district events. Each school continued throughout the year to consistently maintain contact with their parent communities through the use of the website/social media, one-to-one phone calls, communication blasts, and in-person access to individuals at the school sites. The school and district also provided opportunities to interact with the site and district that included Coffee with the Principal, School Site Council, Parents Teachers Association, Superintendent's Forum, DELAC/ELAC and In-Person Parent Academic Fairs. The schools also welcomed back the families and community members with in-person Open House events. Furthermore, MPESD provided in-person resources for the school community such as food bank access, COVID-19 testing, and resources available within Santa Clara County. This year in support of our partnership with parents we also developed a series of 4 in-person Parent Academic Fairs where we supported our parents with strategies and resources to better support their children in reading, writing, math, mindfulness, art, and social emotional learning. Classes to better support the families who are new to the country were also offered at the Parent Academic Fairs in Spanish,Vietnamese and English. We also partnered with EEI (Eastside Education Initiative) to provide PIQE classes for the identified Spanish speaking parents, Financial literacy class, Digital literacy class, and College and Career Readiness Class, A-G high school requirement class as well as School 2 Home events where free wifi technology was distributed. These district wide outreach included community development and connection opportunities that supported the entire family unit to help build upon our community's strengths. Furthermore, MPESD provided workshops related to parenting support and mental health with collaboration with Prevention and Early Intervention (PEI) and community based organization such as Mr. Tayo Enna's Antiracist workshops. The topics covered were: Identifying Anxiety & Depression, Building Good Habits/Routines,Inclusive and Accepting Family (4 Part Virtual Series) to help build awareness of being anti-racist in our community.	Parent input on ways to increase parent engagement was gathered from parents/guardians through parent surveys, DELAC/ELAC meetings, and parents participating in the MPESD Budget Advisory Committee ad Superintendent Forums that were held in Spanish and Vietnamese as well as English. The Parents/Guardians made a number of recommendations, including a workshop on Reading for parents to support students who are not reading at grade level, DELAC/ELAC Parents recommended to continuously communicate and support parents about ELPAC and reclassification process and to begin this communication starting at the elementary schools. DELAC/ELAC parents also asked to continue to offer Professional Developments on ELD best practices for teachers as well as continue to utilize iReady assessments in support of students literacy and mathematical reasoning. In addition, the parents asked for site monthly meetings and communications via texts, phone calls, papers, and Newsletters to inform parents at all sites and continuously offer translation to all families in Spanish and in Vietnamese. Based on the input received, MPESD is planning to do the following to improve parent engagement: • Continue to provide academic workshops or training to parents to better communicate what students are expected to learn by grade level and share strategies and recommendations on what parents can do to assist their students or seek resources from their child’s school. • Training will be held in person as well as virtually. • The District will provide training to English learners' parents to understand the reclassification criteria, understand the ELPAC assessment results, and understand the supports available for students in the district to provide additional access to grade-level content. • School sites will meet annually with parents of students who are at risk of becoming Long Term English learners. • Individual meetings will be held with students who have been identified as Long Term English Learners to develop plans for individual support and improvement. • Ida Jew Academy will have parent workshops for ALAS (dual immersion) parents to communicate expectations of a Dual Immersion program and provide strategies for assisting their students in becoming successful multilingual and bi-literate students. The District will support the request from parents and students to increase student voice and agency in the following ways: • Continue to implement AVID at August Boeger and Robert Sanders • Continue to implement STEAM at Mount Pleasant and Ida Jew Academies • Continue with the implementation of CREW from EL Education • Continue holding student focus groups and conducting surveys to gather input on areas that matter to students to provide opportunities for greater student input	MPESD is committed to improving engagement of our underrepresented families.  We will continue to translate our meetings, flyers, and all communications sent home in different languages especially in Spanish and Vietnamese.  We will continue to have translators of different languages especially in Spanish and Vietnamese at all sites and district sponsored events and meetings.  The District will provide training to English learners' parents to understand the reclassification criteria, understand the ELPAC assessment results, and understand the support available for students and families in the district to provide additional access to grade-level content. School sites will meet annually with parents of students who are at risk of becoming Long Term English learners. The district will continue to hold DELAC/ELAC meetings where we value the parents' input and put them into action. The  parents participated in the MPESD Budget Advisory Committee and Superintendent Forums that were held in Spanish and Vietnamese. The family case managers will continue to build relationships with the under-represented families and connect them to resources. We also held on-site Parent Academic Fairs and included opportunities for parents to participate virtually in Parent Professional developments provided by Alum Rock Counseling Center, Eastside Education Initiative, and California Association for Bilingual Education. We’re also working with ?Hispanic Foundation of Silicon Valley and will further focus on providing student, family, and community engagement opportunities.	Mount Pleasant Elementary School District worked closely with stakeholders including the LCAP Committee which consists of district leadership, site leadership, certificated and classified staff, and parents including the parent of the Special Education and DELAC/ELAC parents, PTA, School Site Council, Certificated, Classified Employees, and middle school students from August Boeger and Ida Jew Academies Student Leadership. Additional feedback was obtained during the Superintendent's community forums/meetings (coffee with the Superintendent, PTA/PTO, and Curriculum Council Meetings); parents and community members attended the meetings. In addition to having DELAC and ELAC parents on the LCAP Committee, goals related to English Language Learners were reviewed during the DELAC and ELAC meetings. The LCAP Committee worked carefully to evaluate the progress that had been made on each of the LCAP goals. The LCAP committee assessed the progress or degree of implementation by analyzing student data and reviewing each action item associated with each goal. MPESD also launched Thought Exchange platform for the LCAP goals and engaged and received feedback from all educational partners more than we have ever before. Thought Exchange is an all inclusive engagement where it provides two-way conversations and prioritizes qualitative data. The committees as well as the feedback received from Thought Exchange platform provided feedback and recommendations for possible next steps.  Our middle schools also worked with ESA to improve student outcomes by working on theory of actions.  In addition, we have partnered with Eastside Education Initiative for our middle school students and have two full time academic counselors who meet with individual students regarding college and career. We have further partnered with Expeditionary Learning (EL) Education and created cohorts for Crew and Language Dives. MPESD trained teachers and instructional aides with early developmental practices with the Early Childhood Institute by partnering up with San Jose State University, and trained students, teachers, staff, and families with Mindful Life Projects and Effective School Solutions to support mental health.	MPESD will continue to work with our parents and share the importance of attendance in student achievement.  We have partnered with the Santa Clara County Office of Education on Differentiated Assistance and will be conducting Plan, Do, Study, Act (PDSA) and work very closely with the Family Case Managers, Attendance Coordinator, teachers, and principals to address especially the chronic absenteeism. We will further work on student engagement during and after school to improve attendance and lower the suspension rates. Three of our sites are working with Mindful Life Projects and are meeting with students and staff.  MPESD saw a greater need of support for the Transitional and Kindergarten students participating in a full-day program and added more instructional aides for the school year to provide better access to core curriculum.  MPESD will continue to work closely with our teachers to improve in reading and math by continuing our efforts with the MPESD K-3 Reading Initiative.  We have trained all K-2 teachers on the supplemental Phonics Program called Fundations from Wilson Language, purchased the new supplemental program curriculum, and will be meeting throughout the school  year to collaborate and calibrate. We will continue to partner up with iReady for student outcomes as our second year of implementation to address growth in standards.	MPESD will continue to create a welcoming school culture. We will reach out to the underrepresented families with phone calls, texts, emails, and hard copies of flyers. We will continue to leverage the family case managers, Migrant Ed coordinator, counselors and translators to increase and improve engagement of our underrepresented families.  With Expanded Learning Opportunities,  we will continue to prioritize students who are Low income, English Learners, Foster Youth, and Homeless students who are at risk to have priority to enroll in the ASES After School Program (MPAS) and provide additional tutoring support in small groups to complete homework assignments and provide small-group intervention support. In addition, we will prioritize our unduplicated students for our Sunrise before school programs at all sites.  Also we will provide support and resources to our most vulnerable students to ensure they have the essentials such as school supplies, food, school transportation, and other life essentials to enable students to engage in school and improve academic success and attendance.	MPESD has advisory committees representation with all the schools in the District. For example, the Local Control Accountability Plan/Budget Advisory Committee seeks broad representation; the school recruits a PTA, School Site Council, Coffee with the Principal and Coffee with Superintendent, Parent Teacher Conferences, In-Person Reopening Parent Meetings, School Consolation Transition meetings between different sites, Budget/LCAP Advisory Committee meetings and DELAC/ELAC meetings. MPESD will be providing training for parents to encourage them to participate in Advisory groups.  Language interpretation and written translation are provided whenever possible at meetings. Superintendent's Forums are also held in Spanish and Vietnamese. Additional parent feedback was collected through the WestEd School Climate Parent and Thought Exchange Platform and distributed to all the parents in the district. Student feedback was collected: Through the WestEd CA Healthy Kids Survey (CHKS and CREW surveys); the survey is administered annually and with Thought Exchange Platform. Additional student feedback was gathered through surveys to gather students' feedback on how certain initiatives, such as creating a sense of belonging for all students and students' social emotional needs, were being implemented with the Crew Surveys. Staff input was gathered: Utilizing the WestEd CA Staff Climate Survey.	We will continue to seek input from students, staff and families with the Thought Exchange Platform to reach every Educational Partners. We will continue to seek to increase parent participation for all school and district committees by personally contacting the community members and sending home hard copies of communication in addition to ParentSquare and blasting information electronically. We will continue to improve parent access by improving communication across district platforms, social media, and translation services. • MPESD gathers feedback from parents from Thought Exchange platform. • PowerTeacher GradeBook - access to grades, assignments, and communication with teachers • Blackboard - Parent mass notifications, parent application to get the latest news, complete surveys, and access to school and district calendar. • Enrollment Express - More access to parents to complete enrollment tasks online outside the workday • Contracted services, provide consistent and ongoing communication (District website, social media, monthly District newsletters, public forums/Coffee with Superintendent), including meetings specifically for Spanish-speaking and Vietnamese speaking parents. • Provide translation in multiple languages even if it is not legally required	MPESD is working with the underrepresented families in decision making by seeking input with LCAP Advisory Committee meetings and DELAC/ELAC meetings. We are also involving those parents of multilingual learners by contacting them one to one via phone or in-person to get involved in decision making. We are also in communication by social media, texts, blasts, letters, counselors, psychologists,  and with family case managers. We will continue to collect  feedback from the WestEd CA Healthy Kids Parent Survey and Thought Exchange Platform. In all meetings and in communication, we will continue to provide translations in Spanish and Vietnamese.	4	4	3	4	3	4	4	3	4	4	4	4	Met		28JUN2023	2023
43696176048045	Ida Jew Academies	3	The Ida Jew Academy in collaboration with the Mt. Pleasant Elementary School District actively supports parent participation and parent engagement in meeting the needs of our learning community. This year in response to supporting our families better, we surveyed the parents to tailor the Parent Engagement to our parents; needs for support and social interaction. In the partnership with our parents and community, we have provided the following to best support and collaborate with our families. The MPESD endeavored to provide a consistent line of communication that included community resources, safety &amp; wellness needs, and access to programs and services. A great deal of our work this year also involved parent outreach and support, as most of our parent engagement took place in-person at our school sites and as district events. Each school continued throughout the year to consistently maintain contact with their parent communities through the use of the website/social media, one-to-one phone calls, communication blasts, and in-person access to individuals at the school sites. The school and district also provided opportunities to interact with the site and district that included Coffee with the Principal, School Site Council, Parents Teachers Association, Superintendent Forum, DELAC/ELAC and In-Person Parent Academic Fairs. The schools also welcomed back the families and community members with in-person Open House events. Furthermore, MPESD provided in-person resources for the school community such as food bank access, COVID-19 testing, and resources available within Santa Clara County.This year in support of our partnership with parents we also developed a series of 4 in-person Parent Academic Fairs where we supported our parents with strategies and resources to better support their children in reading, writing, math, mindfulness, art, and social emotional learning. Classes to better support the families who are new to the country were also offered at the Parent Academic Fairs in Spanish, Vietnamese and English. We also partnered with EEI (Eastside Education Initiative) to provide PIQE classes for the identified Spanish speaking parents, Financial literacy class, Digital literacy class, and College and Career Readiness Class, A-G high school requirement class as well as School 2 Home events where free wifi technology was distributed. These district wide outreach included community development and connection opportunities that supported the entire family unit to help build upon our community strengths. Furthermore, MPESD provided workshops related to parenting support and mental health with collaboration with Prevention and Early Intervention (PEI) and community based organizations such as Mr. Tayo Enna Antiracist workshops. The topics covered were: Identifying Anxiety &amp; Depression, Building Good Habits/Routines,Inclusive and Accepting Family (4 Part Virtual Series) to help build awareness of being anti-racist in our community.	Parent input on ways to increase parent engagement was gathered from parents/guardians through parent surveys, DELAC/ELAC meetings, and parents participating in the MPESD Budget Advisory Committee ad Superintendent Forums that were held in Spanish and Vietnamese as well as English. The Parents/Guardians made a number of recommendations, including a workshop on Reading for parents to support students who are not reading at grade level, DELAC/ELAC Parents recommended to continuously communicate and support parents about ELPAC and reclassification process and to begin this communication starting at the elementary school. DELAC/ELAC parents also asked to continue to offer Professional Developments on ELD best practices for teachers as well as continue to utilize iReady assessments in support of students literacy and mathematical reasoning. In addition, the parents asked for site monthly meetings and communications via texts, phone calls, papers, and Newsletters to inform parents at all sites and continuously offer translation to all families in Spanish and in Vietnamese. Based on the input received, MPESD is planning to do the following to improve parent engagement: • Continue to provide academic workshops or training to parents to better communicate what students are expected to learn by grade level and share strategies and recommendations on what parents can do to assist their students or seek resources from their child’s school. • Training will be held in person as well as virtually. • The District will provide training to English learners; parents to understand the reclassification criteria, understand the ELPAC assessment results, and understand the supports available for students in the district to provide additional access to grade-level content. • School sites will meet annually with parents of students who are at risk of becoming Long Term English learners. 2023-24 Local Control and Accountability Plan for Mt. Pleasant ESD Page 15 of 89 • Individual meetings will be held with students who have been identified as Long Term English Learners to develop plans for individual support and improvement. • Ida Jew Academy will have parent workshops for ALAS (dual immersion) parents to communicate expectations of a Dual Immersion program and provide strategies for assisting their students in becoming successful multilingual and bi-literate students. The District will support the request from parents and students to increase student voice and agency in the following ways: • Continue to implement STEAM at Ida Jew Academies • Continue with the implementation of CREW from EL Education and Mindfulness  • Continue holding student focus groups and conducting surveys to gather input on areas that matter to students to provide opportunities for greater student input	The Ida Jew Academy in collaboration with the Mt. Pleasant Elementary School Districtis committed to improving engagement of our underrepresented families. We will continue to translate our meetings, flyers, and all communications sent home in different languages especially in Spanish and Vietnamese. We will continue to have translators of different languages especially in Spanish and Vietnamese at all sites and district sponsored events and meetings. The District will provide training to English learners; parents to understand the reclassification criteria, understand the ELPAC assessment results, and understand the support available for students and families in the district to provide additional access to grade-level content. School sites will meet annually with parents of students who are at risk of becoming Long Term English learners. The district will continue to hold DELAC/ELAC meetings where we value the parents; input and put them into action. The parents participated in the MPESD Budget Advisory Committee and Superintendent Forums that were held in Spanish and Vietnamese. The family case managers will continue to build relationships with the under-represented families and connect them to resources. We also held on-site Parent Academic Fairs and included opportunities for parents to participate virtually in Parent Professional developments provided by Alum Rock Counseling Center, Eastside Education Initiative, and California Association for Bilingual Education. We’re also working with ?Hispanic Foundation of Silicon Valley and will further focus on providing student, family, and community engagement opportunities.	The Ida Jew Academy in collaboration with the Mount Pleasant Elementary School District worked closely with stakeholders including the LCAP Committee which consists of district leadership, site leadership, certificated and classified staff, and parents including the parent of the Special Education and DELAC/ELAC parents, PTA, School Site Council, Certificated, Classified Employees, and middle school students from Ida Jew Academies Student Leadership. Additional feedback was obtained during the Superintendent; community forums/meetings (coffee with the Superintendent,PTA/PTO, and Curriculum Council Meetings); parents and community members attended the meetings. In addition to having DELAC and ELAC parents on the LCAP Committee, goals related to English Language Learners were reviewed during the DELAC and ELAC meetings. The LCAP Committee worked carefully to evaluate the progress that had been made on each of the LCAP goals. The LCAP committee assessed the progress or degree of implementation by analyzing student data and reviewing each action item associated with each goal. Ida Jew Academy in association with MPESD also launched Thought Exchange platform for the LCAP goals and engaged and received feedback from all educational partners more than we have ever before. Thought Exchange is an all inclusive engagement where it provides two-way conversations and prioritizes qualitative data. The committees as well as the feedback received from Thought Exchange platform provided feedback and recommendations for possible next steps. Our middle schools also worked with ESA to improve student outcomes by working on theory of actions. In addition, we have partnered with Eastside Education Initiative for our middle school students and have two full time academic counselors who meet with individual students regarding college and career. We have further partnered with Expeditionary Learning (EL) Education and created cohorts for Crew and Language Dives. Ida Jew Academy in collaboration with MPESD trained teachers and instructional aides with early developmental practices with the Early Childhood Institute by partnering up with San Jose State University, and trained students, teachers, staff, and families with Mindful Life Projects and Effective School Solutions to support mental health.	The Ida Jew Academy in collaboration with MPESD will continue to work with our parents and share the importance of attendance in student achievement. We have partnered with the Santa Clara County Office of Education on Differentiated Assistance and will be conducting Plan, Do, Study, Act (PDSA) and work very closely with the Family Case Managers, Attendance Coordinator, teachers, and principals to address especially the chronic absenteeism. We will further work on student engagement during and after school to improve attendance and lower the suspension rates. Three of our sites are working with Mindful Life Projects and are meeting with students and staff. MPESD saw a greater need of support for the Transitional and Kindergarten students participating in a full-day program and added more instructional aides for the school year to provide better access to core curriculum. Ida Jew Academy in partnership with MPESD will continue to work closely with our teachers to improve in reading and math by continuing our efforts with the MPESD K-3 Reading Initiative. We have trained all K-2 teachers on the supplemental Phonics Program called Fundations from Wilson Language, purchased the new supplemental program curriculum, and will be meeting throughout the school year to collaborate and calibrate. We will continue to partner up with iReady for student outcomes as our second year of implementation to address growth in standards.	Ida Jew Academy in partnership with MPESD will continue to create a welcoming school culture. We will reach out to the underrepresented families with phone calls, texts, emails, and hard copies of flyers. We will continue to leverage the family case managers, Migrant Ed coordinator, counselors and translators to increase and improve engagement of our underrepresented families. With Expanded Learning Opportunities, we will continue to prioritize students who are Low income, English Learners, Foster Youth, and Homeless students who are at risk to have priority to enroll in the ASES After School Program (MPAS) and provide additional tutoring support in small groups to complete homework assignments and provide small-group intervention support. In addition, we will prioritize our unduplicated students for our Sunrise before school programs at all sites. Also we will provide support and resources to our most vulnerable students to ensure they have the essentials such as school supplies, food, school transportation, and other life essentials to enable students to engage in school and improve academic success and attendance.	Ida Jew Academy in collaboration with MPESD has advisory committees representation with all the schools in the District. For example, the Local Control Accountability Plan/Budget Advisory Committee seeks broad representation; the school recruits a PTA, School Site Council, Coffee with the Principal and Coffee with Superintendent, Parent Teacher Conferences, In-Person Reopening Parent Meetings, School Consolidation Transition meetings between different sites, Budget/LCAP Advisory Committee meetings and DELAC/ELAC meetings. Ida Jew Academy in partnership with MPESD will be providing training for parents to encourage them to participate in Advisory groups. We will continue to seek input from students, staff and families with the Thought Exchange Platform to reach every Educational Partners. We will continue to seek to increase parent participation for all school and district committees by personally contacting the community members and sending home hard copies of communication in addition to ParentSquare and blasting information electronically. Language interpretation and written translation are provided whenever possible at meetings. Superintendent Forums are also held in Spanish and Vietnamese. Additional parent feedback was collected through the WestEd School Climate Parent and Thought Exchange Platform and distributed to all the parents in the district. Student feedback was collected: Through the WestEd CA Healthy Kids Survey (CHKS and CREW surveys); the survey is administered annually and with Thought Exchange Platform. Additional student feedback was gathered through surveys to gather students; feedback on how certain initiatives, such as creating a sense of belonging for all students and students; social emotional needs, were being implemented with the Crew Surveys. Staff input was gathered: Utilizing the WestEd CA Staff Climate Survey.	We will continue to seek input from students, staff and families with the Thought Exchange Platform to reach every Educational Partners. We will continue to seek to increase parent participation for all school and district committees by personally contacting the community members and sending home hard copies of communication in addition to ParentSquare and blasting information electronically. We will continue to improve parent access by improving communication across district platforms, social media, and translation services. • MPESD gathers feedback from parents from Thought Exchange platform. • PowerTeacher GradeBook - access to grades, assignments, and communication with teachers • Blackboard - Parent mass notifications, parent application to get the latest news, complete surveys, and access to school and district calendar. • Enrollment Express - More access to parents to complete enrollment tasks online outside the workday • Contracted services, provide consistent and ongoing communication (District website, social media, monthly District newsletters, public forums/Coffee with Superintendent), including meetings specifically for Spanish-speaking and Vietnamese speaking parents. • Provide translation in multiple languages even if it is not legally required	Ida Jew Academy in association with MPESD is working with the underrepresented families in decision making by seeking input with LCAP Advisory Committee meetings and DELAC/ELAC meetings. We are also involving those parents of multilingual learners by contacting them one to one via phone or in-person to get involved in decision making. We are also in communication by social media, texts, blasts, letters, counselors, psychologists, and with family case managers. We will continue to collect feedback from the WestEd CA Healthy Kids Parent Survey and Thought Exchange Platform. In all meetings and in communication, we will continue to provide translations in Spanish and Vietnamese.	4	4	3	4	3	4	4	4	4	4	4	4	Met		28JUN2023	2023
43696250000000	Oak Grove Elementary	3	Families who completed the survey expressed appreciation for in-person opportunities such as parent/teacher conferences, Back to School Nights, Open Houses and classroom presentations. Feedback from the district parent and family engagement survey points to multiple opportunities for two-way communication between parents and teachers as our strongest area in building relationships.	Our families expressed that they would like to see additional opportunities to be a part of the school community on campus such as awards ceremonies, events, plays, celebrations, cultural events, etc. Post-COVID, families expressed that they are ready to return back to our school campuses and would like ample notice in order to attend more events in-person while on campus.	Outreach to families in their home language and opportunities to include families for cultural events on campus are areas to improve. Additionally, we will continue utilization of ParentSquare to support streamlined communication to our families in the language of their choice.	Feedback from the parent and family engagement survey points to our procedures for meeting with families to support student achievement and providing families with resources at home as a strength. Parents shared that they would like to see more of this happening throughout the year. The goal setting conferences for all TK-6 grade teachers at the beginning of the year are a valuable process for connecting early to discuss their children's needs.	Families shared that they would like to see more frequent communication throughout the year from their child’s teacher(s) to discuss student progress and ways to work together to support improved student outcomes. The responses show that there is a need to provide more information about the legal rights and avenues for advocacy for students and families.	As a district, we will continue to explore options of parent education, including parent information nights and other communication tools in this area. Current Board Policies and the District Student Handbook  outline local rights and procedures for parents, but the data speaks to a need to share this information in a more readily accessible manner.	Feedback from the parent and family engagement survey points to our procedures for building the capacity and supporting family members to effectively engage in advisory groups and decision making as a stronger area when it comes to seeking input for decision making.	Parents shared that they like to participate in-person when possible but the time of the event often is a challenge for them to do so.	These metrics help to inform the actions in our Local Control Accountability Plan which supports: the development of a comprehensive parent engagement plan; bilingual community liaisons at all sites; timely translation of key documents; and more digital communication systems to families (eg. ParentSquare, Peachjar, district and site web pages, the Infinite Campus parent portal).	4	4	3	4	3	3	4	3	3	3	3	3	Met		15JUN2023	2023
43696330000000	Orchard Elementary	3	We offer families an education program that is being rolled out this year, and our principal communicates through newsletters and informal meetings. Orchard has an active PTA.	The current focus area is to improve the registration/enrollment process for our new families.	One of the areas we are adding is a parent education program specifically focused on our families with high need. We have increased outreach and will add a Community School Liaison to the site.	Orchard works diligently with our business partners in the area and provide direct outreach to famlies.	Orchard has a focus on increasing parent education, increasing resources for families in need, and providing a more robust school and home connection. Orchard is squarely focused on being a full Community School.	Orchard is adding more translations to all documents and meetings. In addition, we are planning to increase parent education courses.	Orchard works closely with the local PTA and regional PTA. We survey families and staff to garner feedback. Orchard also holds events for community involvement.	Orchard would like to see more parents join our committees and groups. We want to ensure voice for all families and will increase survey translations and approaches to gain a wider audience.	Orchard utilizes community events to meet and work with our families. In addition to surveys, we utilize meetings with families to gather ways to best support students at school and at home. We gather this data and use it for future training and planning. In addition, Orchard has increased translation services for our families.	3	3	3	4	3	4	3	4	3	3	3	3	Met		06JUN2023	2023
43696410000000	Palo Alto Unified	3	In 2018-2019, the district made significant changes to its Family Engagement Program (FES) by redesigning it as the Student and Family Engagement (SAFE) Program. Additionally, the program was moved to the Department of Equity and Student Affairs, and an administrator was hired to oversee the implementation of the newly revised program. To develop these program changes, the district actively sought input from families and held community meetings, using surveys as a means of gathering feedback. As 10 a result, each school site was allocated specific hours and time dedicated to the SAFE Program. In addition, secondary sites were assigned a student coach to cater to targeted populations within the community. The role of the SAFE specialist is crucial in facilitating effective communication and collaboration between schools, parents, and the community. They are responsible for fostering and developing partnerships with community organizations. Moreover, the SAFE specialist plays a key role in referring families to relevant community-based services that can support their needs. One of the primary objectives of the SAFE Program is to expand opportunities for families to engage in continuous learning, voluntary community service, and civic participation. The program also aims to guide parents in understanding the educational system, empowering them to advocate for their children's education. By empowering parents, the program helps them become decision-makers and active participants in their children's educational journey.	In 2018-2019, the district made significant changes to its Family Engagement Program (FES) by redesigning it as the Student and Family Engagement (SAFE) Program. Additionally, the program was moved to the Department of Equity and Student Affairs, and an administrator was hired to oversee the implementation of the newly revised program. To develop these program changes, the district actively sought input from families and held community meetings, using surveys as a means of gathering feedback. As 10 a result, each school site was allocated specific hours and time dedicated to the SAFE Program. In addition, secondary sites were assigned a student coach to cater to targeted populations within the community. The role of the SAFE specialist is crucial in facilitating effective communication and collaboration between schools, parents, and the community. They are responsible for fostering and developing partnerships with community organizations. Moreover, the SAFE specialist plays a key role in referring families to relevant community-based services that can support their needs. One of the primary objectives of the SAFE Program is to expand opportunities for families to engage in continuous learning, voluntary community service, and civic participation. The program also aims to guide parents in understanding the educational system, empowering them to advocate for their children's education. By empowering parents, the program helps them become decision-makers and active participants in their children's educational journey.	In 2018-2019, the district made significant changes to its Family Engagement Program (FES) by redesigning it as the Student and Family Engagement (SAFE) Program. Additionally, the program was moved to the Department of Equity and Student Affairs, and an administrator was hired to oversee the implementation of the newly revised program. To develop these program changes, the district actively sought input from families and held community meetings, using surveys as a means of gathering feedback. As 10 a result, each school site was allocated specific hours and time dedicated to the SAFE Program. In addition, secondary sites were assigned a student coach to cater to targeted populations within the community. The role of the SAFE specialist is crucial in facilitating effective communication and collaboration between schools, parents, and the community. They are responsible for fostering and developing partnerships with community organizations. Moreover, the SAFE specialist plays a key role in referring families to relevant community-based services that can support their needs. One of the primary objectives of the SAFE Program is to expand opportunities for families to engage in continuous learning, voluntary community service, and civic participation. The program also aims to guide parents in understanding the educational system, empowering them to advocate for their children's education. By empowering parents, the program helps them become decision-makers and active participants in their children's educational journey.	PAUSD understands that training all staff to work collaboratively with parents is essential. PAUSD has expanded the cultural and equity workshop series to include parents, administrators, board members, certificated and classified staff. At Title I sites SAFE specialists provide workshops and one on one meetings with parents on current technology to track student achievement, understanding of progress reports, current standards and assessments. The SAFE specialists also accompany parents to teacher conferences when requested. The SAFE specialists ensure that childcare, translation and family needs are communicated to site and district staff. They reach out to targeted populations at sites through phone calls and home visits. With smaller numbers of migratory families, the Director of Student Services with 8 SAFE specialists, the program is able to reach out to all families of participating students which include; students with disabilities, migratory, foster youth and McKinney Vento students. The Director of Student Services meets with families one on one with special circumstances or needs to ensure access to school. The Director of Student Services also meets with families when they are leaving and returning to school to help provide transportation, translation, basic school supplies and other needs that may arise. Each SAFE specialist is given site access to these distribution lists to ensure families are contacted, informed and how to participate.	PAUSD understands that training all staff to work collaboratively with parents is essential. PAUSD has expanded the cultural and equity workshop series to include parents, administrators, board members, certificated and classified staff. At Title I sites SAFE specialists provide workshops and one on one meetings with parents on current technology to track student achievement, understanding of progress reports, current standards and assessments. The SAFE specialists also accompany parents to teacher conferences when requested. The SAFE specialists ensure that childcare, translation and family needs are communicated to site and district staff. They reach out to targeted populations at sites through phone calls and home visits. With smaller numbers of migratory families, the Director of Student Services with 8 SAFE specialists, the program is able to reach out to all families of participating students which include; students with disabilities, migratory, foster youth and McKinney Vento students. The Director of Student Services meets with families one on one with special circumstances or needs to ensure access to school. The Director of Student Services also meets with families when they are leaving and returning to school to help provide transportation, translation, basic school supplies and other needs that may arise. Each SAFE specialist is given site access to these distribution lists to ensure families are contacted, informed and how to participate.	PAUSD understands that training all staff to work collaboratively with parents is essential. PAUSD has expanded the cultural and equity workshop series to include parents, administrators, board members, certificated and classified staff. At Title I sites SAFE specialists provide workshops and one on one meetings with parents on current technology to track student achievement, understanding of progress reports, current standards and assessments. The SAFE specialists also accompany parents to teacher conferences when requested. The SAFE specialists ensure that childcare, translation and family needs are communicated to site and district staff. They reach out to targeted populations at sites through phone calls and home visits. With smaller numbers of migratory families, the Director of Student Services with 8 SAFE specialists, the program is able to reach out to all families of participating students which include; students with disabilities, migratory, foster youth and McKinney Vento students. The Director of Student Services meets with families one on one with special circumstances or needs to ensure access to school. The Director of Student Services also meets with families when they are leaving and returning to school to help provide transportation, translation, basic school supplies and other needs that may arise. Each SAFE specialist is given site access to these distribution lists to ensure families are contacted, informed and how to participate.	The family engagement policy was updated and adopted by the board with input received from the LCAP stakeholder engagement process, District English Language Acquisition Committee (DELAC) and District Advisory Committee (DAC) advisory groups in the fall of 2020. Title I sites hold annual meetings with all stakeholders and review the policy, which is also reviewed by Site Councils. The DELAC and DAC meet quarterly to review the LCAP. The district also holds LCAP public feedback sessions in the fall and spring which distributes the policy in multiple languages. In addition, the district has an online feedback tool “Let’s Talk” that has a specific LCAP section. All Title I compact, meetings and other events are translated into multiple languages and various modes of communication including texts, emails, flyers, phone calls. PAUSD uses ParentSquare which translates all messages into multiple languages and provides a phone number of a specific district staff member that can further assist parents. Technology tools such as Schoology and Infinite Campus provide translation for report cards, progress reports and other notes from teachers. The Department of Equity and Student Affairs have expanded the Student and Family Engagement program (SAFE). SAFE Staff assists with all translation if technology is not accessible for parents, and sits with parents one on one to ensure understanding of school related materials. The opportunity for informed participation of parents and family members of migratory children is offered through the guidance of the district Director of Student Services and SAFE staff. Sites also have a special education parent advocacy group that the SAFE meets with quarterly.	The family engagement policy was updated and adopted by the board with input received from the LCAP stakeholder engagement process, District English Language Acquisition Committee (DELAC) and District Advisory Committee (DAC) advisory groups in the fall of 2020. Title I sites hold annual meetings with all stakeholders and review the policy, which is also reviewed by Site Councils. The DELAC and DAC meet quarterly to review the LCAP. The district also holds LCAP public feedback sessions in the fall and spring which distributes the policy in multiple languages. In addition, the district has an online feedback tool “Let’s Talk” that has a specific LCAP section. All Title I compact, meetings and other events are translated into multiple languages and various modes of communication including texts, emails, flyers, phone calls. PAUSD uses ParentSquare which translates all messages into multiple languages and provides a phone number of a specific district staff member that can further assist parents. Technology tools such as Schoology and Infinite Campus provide translation for report cards, progress reports and other notes from teachers. The Department of Equity and Student Affairs have expanded the Student and Family Engagement program (SAFE). SAFE Staff assists with all translation if technology is not accessible for parents, and sits with parents one on one to ensure understanding of school related materials. The opportunity for informed participation of parents and family members of migratory children is offered through the guidance of the district Director of Student Services and SAFE staff. Sites also have a special education parent advocacy group that the SAFE meets with quarterly.	The family engagement policy was updated and adopted by the board with input received from the LCAP stakeholder engagement process, District English Language Acquisition Committee (DELAC) and District Advisory Committee (DAC) advisory groups in the fall of 2020. Title I sites hold annual meetings with all stakeholders and review the policy, which is also reviewed by Site Councils. The DELAC and DAC meet quarterly to review the LCAP. The district also holds LCAP public feedback sessions in the fall and spring which distributes the policy in multiple languages. In addition, the district has an online feedback tool “Let’s Talk” that has a specific LCAP section. All Title I compact, meetings and other events are translated into multiple languages and various modes of communication including texts, emails, flyers, phone calls. PAUSD uses ParentSquare which translates all messages into multiple languages and provides a phone number of a specific district staff member that can further assist parents. Technology tools such as Schoology and Infinite Campus provide translation for report cards, progress reports and other notes from teachers. The Department of Equity and Student Affairs have expanded the Student and Family Engagement program (SAFE). SAFE Staff assists with all translation if technology is not accessible for parents, and sits with parents one on one to ensure understanding of school related materials. The opportunity for informed participation of parents and family members of migratory children is offered through the guidance of the district Director of Student Services and SAFE staff. Sites also have a special education parent advocacy group that the SAFE meets with quarterly.	4	4	4	4	4	3	3	3	4	4	4	4	Met		20JUN2023	2023
43696660000000	San Jose Unified	3	San José Unified’s Family Engagement office focuses on providing opportunities for families to support their child, better understand the school system, and increase involvement in schools. One of the tenets of our strategic plan is “a unified community that elevates opportunities for all.” Our goal is for at least 80% of our families to feel involved in their child’s education. We have a district-wide initiative to focus on building relationships and connections with students and families.  San José Unified also staffs parent liaisons at our Title I schools to support families, connect them with community resources, and help families navigate how to get involved in their child’s education. The parent liaisons meet twice a month to receive updates on district programs and initiatives and receive professional development on topics our families frequently request. The Manager of Family Engagement position, which works closely with our parent liaisons, has been vacant in the 2022-2023 school year, and a new Manager is starting on July 1, 2023.  All parent liaisons are bilingual to ensure we can engage our Spanish-speaking families, in addition to our English-speaking families. All communications are shared with families in English and Spanish, and additional languages are available on demand through phone or virtual meeting. In addition to supporting families who request assistance, our parent liaisons, in conjunction with the school staff and administrators, also conduct outreach to work with families of students who may be struggling with regular attendance, reading, or other area.	San José Unified has expanded our communication platforms to better enable communication between the district, schools, and families. We leverage a combination of options, such as email, text, and phone calls to reach families and ensure they are engaged with their school community. Our family engagement team regularly meets with parent representatives from a variety of schools to collect feedback and share updates. In addition, our school administrators hold parent/family meetings at least once per month to provide information, respond to questions, and collect feedback.  We will be launching a new communication platform, ParentSquare, for the 2023-2024 school year, which will provide an easier experience, two-way communication, and translation into multiple languages for our families.  We formally collect feedback each spring through our district-wide climate survey, where parents can share their perspective on their interactions with their teacher(s), school, and district.	San José Unified serves an extremely diverse, vibrant community. Many of our families have challenges with housing, food insecurity, and other basic needs. These families often do not have stable housing, making it difficult to connect with them throughout the year. We have a directory of community resources that we can recommend to our families who are struggling.	The Family Engagement team hosts a variety of events, workshops, and trainings to help families support both the academic and social-emotional needs of their children and work in partnership with the teachers and school. Navigating the world of public education can be challenging, particularly for families who are new to the area. We focus on equipping families with the necessary vocabulary to work with the teachers and school to be more involved with their school. At our districtwide events, we offer workshops to support families with: · Engaging in Student’s Learning · Building Positive Relationships with Students · Effective Parenting	We have on demand videos on the San José Unified website to help parents learn how to: • Navigate Parent Portal, Canvas and WebEx. • How to Best Support Students (social-emotional supports) These provide families with an understanding of how they can follow their child’s academic progress, start a conversation with teachers, and address concerns. We are working to provide additional on-demand and live opportunities for families across additional areas of opportunity.	San José Unified provides leadership training for parents/guardians who are representatives on school or district committees. We would like to expand this program to provide regular updates to these committees and collect feedback from them.  We also plan to provide additional professional development for our parent liaisons so they can better support families with preparing for parent-teacher conferences, using technology to follow their child’s progress, promoting resources to assist with social-emotional challenges.  We also added an additional interpretation provider that allows school staff and families to access on demand, live interpretation in a wide variety of languages beyond English and Spanish. We are also working on a website upgrade that will provide translation to many languages beyond English and Spanish, allowing more families to be informed and get engaged with their school.  As we move forward, we want to provide professional development for our teachers and administrators to help them invite family participation, particularly with our difficult to reach families.	San José Unified has a robust group of school level and district level parent committees and advisory groups. We provide training for parents/guardians who want to get involved with a committee and for committee members on their role and responsibility. We look to build capacity in these parent committees and advisories and to remove barriers that prevent more parents/guardians from participating.  We also have been leveraging surveys to gather input from a larger audience of parents/guardians, gauge the importance of programs or initiatives, and inform our planning.	San José Unified has made progress in opening the opportunity for additional families to participate, yet we remain challenged in recruiting underrepresented parents/guardians.  We review attendance data from meetings and events and share best practices across schools to increase family engagement. We would like to provide additional mechanisms for feedback so parents/guardians who may be unable to attend a meeting can stay engaged and provide feedback, and plan to use our new communication platform to further support this goal.	We have implemented a new process for resolving issues and complaints with the goal of helping families engage with their teacher and school anytime they have an issue. This process encourages families to work directly with their school, as the school knows the most about the student and family and are best positioned to respond to concerns.  We also plan to establish feedback sessions by board trustee area to allow families to meet their board trustee and share their feedback. We plan to share content with schools on topics of particular relevance to our families so we have consistency in information sharing and feedback.  We plan to continue professional development with our parent liaisons to expand their outreach to underrepresented families, including residence visits for families that are difficult to reach.	4	4	4	4	3	4	4	4	4	4	4	4	Met		29JUN2023	2023
43696660129718	Downtown College Preparatory Middle	3	Back To School Night where families are invited to the school to experience the students’ daily schedules, meet and chat with teachers, and better understand the many programs and initiatives at the school site. Advisory program - teachers have one cohort of students daily where the focus is on relationship building, progress monitoring, building a college going culture, and family engagement Student / Family conferences held twice annually Monthly cafecitos where families are invited to spend time chatting with the principal regarding upcoming events, school culture, student academic progress, and the overall school program. Additionally, families have opportunities to ask questions and give input on current and upcoming initiatives and strategies. Monthly School Site Council and English Language Advisory Committee meetings where families are informed and give input on annual plans, the LCAP, English Language Learner initiatives and budgets, as well as other school wide initiatives and family engagement opportunities Annual / semi annual family surveys for input on LCAP and other school wide initiatives Annual Youth Truth surveys for students and families to give input and feedback on the learning model, engagement, academic challenge, school culture, belonging and peer collaboration, relationships, college and career readiness, obstacles to learning, school safety, diversity/equity/inclusion, and areas for improvement Workshops for families to engage in topics relevant to building a college going mindset, college readiness,  social-emotional wellbeing, and mental-health awareness. Weekly announcements sent to families regarding upcoming events, important dates, and notable happenings from the site	Increase the number of and content for family workshops to better meet the needs identified by our educational partners Increase opportunities and events for families to come together in support of the school’s mission Continue our work in building a restorative community with students, staff, and families Continue to build an engaging environment where educational partners can provide input and feedback on school programs, environment, and supports Continue to work closely with the Santa Clara County Children and Family Department to refer families to the Differential Response program which provides mental-health services and connects families with resources	Increase the number of and content for family workshops to better meet the needs identified by our educational partners Increase opportunities and events for families to come together in support of the school’s mission Continue our work in building a restorative community with students, staff, and families Continue to build an engaging environment where educational partners can provide input and feedback on school programs, environment, and supports Continue to work closely with the Santa Clara County Children and Family Department to refer families to the Differential Response program which provides mental-health services and connects families with resources	Engaging all staff in diversity, equity, and inclusion initiatives and activities  Using surveys to gather input and feedback from families for the LCAP Engaging families with Power School and Google classroom to keep them informed on student assignments and progress Providing Chromebooks to students for use at school and in the home Student / family conferences held twice annually	Continue exploring / researching strategies that provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Continue exploring / researching strategies that provide families with information and resources to support student learning and development in the home. Continue exploring / researching strategies for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Continue exploring / researching strategies to support families to understand and exercise their legal rights and advocate for their own students and all students. Continue to work on increasing the number of families and staff who are engaging with the Family Engagement Policy and Parent-School compact to increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey	Continue exploring / researching strategies that provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families. Continue exploring / researching strategies that provide families with information and resources to support student learning and development in the home. Continue exploring / researching strategies for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Continue exploring / researching strategies to support families to understand and exercise their legal rights and advocate for their own students and all students. Continue to work on increasing the number of families and staff who are engaging with the Family Engagement Policy and Parent-School compact to increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey	Expanding its efforts to engage families in School Site Council, principal-led coffee chats and English Learner Advisory Committee (ELAC) by increasing communication strategies such as weekly newsletters Providing access to leadership positions for families in the School Site Council and ELAC  Engaging families in writing and providing feedback for the Learning Continuity Plan, LCAP	Continuing to build systems of support to help improve School Site Council and ELAC meetings in order to meaningfully engage parents in decision making Continuing to focus on family communication and increase the percentage of families who receive text messages for alerts on school communication	Continuing to build systems of support to help improve School Site Council and ELAC meetings in order to meaningfully engage parents in decision making Continuing to focus on family communication and increase the percentage of families who receive text messages for alerts on school communication	2	3	3	3	2	2	2	2	2	2	2	2	Met		23MAY2023	2023
43696660131656	ACE Inspire Academy	3	ACE has invested in a broad program to engage and involve families. ACE’s Director of Community Engagement and with the support of the Parent Organizer and Deans of Culture and Community Outreach ensures families have access, input, and space to advocate for student and family needs in Cafécitos, student-led conferences, college readiness workshops, parent panels, family inclusion on hiring and decision-making committees, and continued development of the parent and community ambassador programs. The hope is to lead families of all subgroups being represented and empowered in being full partners in their child’s education, resulting in higher levels of optimism and college-readiness as expressed in the annual survey. In ACE’s spring 2022 family survey, families overwhelmingly responded favorably (98%) to questions related to their school connectedness and sense of belonging and 87% indicated that they had a staff member at ACE that they trusted and could go to for support. Through ACE’s Community Ambassador program, parent leadership groups, and monthly Cafecitos, ACE provides opportunities for parents and families to access information and provide feedback on key issues to school leadership. ACE’s Community Ambassador and Parent Leadership programs teach and assist parents and families in developing leadership and advocacy skills to ensure schools are meeting the needs of families and students. Families also have access to teachers throughout the year and receive updates on their students’ academic progress in student-led conferences, which occur twice a year. Families are always encouraged to reach out when they are in need of additional support at any time. Cafecito meetings to give families direct access to school leadership where they receive updates on the latest school events and news. These meetings also allow parents and families to raise and address any concerns they see in the ACE community. Cafecito agendas include professional development for families to help them understand the academic program, social emotional supports, and Multi-Tiered System of Supports offered at ACE. Other topics covered include school culture, academic progress, ways to support their students, information about resources to support meeting basic needs such as food security, immigration rights, and ELD support. Time at Cafecitos is also devoted to ensuring families understand the importance of goal setting, growth measures, and how these translate into their homes.	The majority of ACE’s low-income families have been historically marginalized and may lack the resources and knowledge to voice their concerns to school leaders or other persons in power. It has always been ACE’s mission and vision to serve families by intentionally building a Culture of Optimism and cultivating a sense of belonging for many of its families that have never felt a part of a school. Therefore, ACE focuses on training parents to understand their own power and advocate for themselves and their families in a way that is productive and collaborative. Through this advocacy, we have added several opportunities for our students to receive academic support, such as before and after school office hours and after school programming.	As described above, ACE is working to engage underrepresented populations through its monthly Cafecito meetings, monthly Parent Leadership Team meetings, parent and community ambassador programs, and student-led conferences.  ACE also participated in the County’s Project to Inspire cohort where ACE parents and staff had the opportunity to collaborate with other districts and charter school networks in the county to further parent engagement practices. Through this partnership, ACE learned about an opportunity to continue our learnings and was accepted into the Community Engagement Initiative’s Cohort III Peer Leading and Learning Network through California Collaborative for Educational Excellence (CCEE) where we will create a parent engagement plan alongside several other districts. The participants will include community engagement staff, parents, students, and county staff members to continue this work of building relationships.  Another way we are working to improve is by making a concerted effort to guarantee that our charter school network is reflective of the communities we serve. Given San Jose’s large Vietnamese population, we have worked to recruit more Vietnamese students at our school sites and make certain that our schools are creating a welcoming environment that is culturally responsive for all of our families. We have hired several Vietnamese staff, including a Manager of Community Engagement and multiple Community Ambassadors, and are looking to continue to hire more staff. It’s important that all ACE families know and understand that there is someone within their school community who looks like them and can speak their language. Ultimately, we are committed to break cultural and language barriers throughout our network.	As mentioned above, student-led conferences are one of ACE’s greatest strengths to build community and communication between staff, students, and their families. During the 2021-22 school year, ACE held week-long conferences using a minimum day schedule to provide flexibility to families who may not have otherwise been able to attend. Our goal is for students to recognize that they have their own voice and choice in their pursuit of academic success. Students participate in weekly goal setting through their College Seminar course and are encouraged to own their academic growth. Using their goals and other measures of academic success, ACE prepares its students to discuss their growth with their parents. Parents are then able to walk away with a concrete understanding of where their students are and what their growth areas are. We ultimately want to encourage our families to continue these conversations within their home environments and be their biggest supporters throughout their academic career.	Through annual parent surveys and the pandemic, we have come to realize that many of our families lack the technology and/or digital literacy to access their student’s online platforms, such as Google Classroom for assignments and PowerSchool for grades and attendance. During the 2021-22 school year, ACE provided digital literacy classes over the course of six weeks for all families throughout the network and plan to do this again in 2022-23. Additionally, we provide opportunities for learning during our orientation, Back to School nights, Cafecitos, handouts, and other communication methods to ensure that our families have the skills to support their student’s academic success.	For 2022-23 ACE modified its approach to student-led conferences to ensure that we achieve our goal of 100% parent and guardian participation. Schools will close for a week to ensure students are available to lead their conferences and that parents have ample time and days to attend conferences. If any families are unable to attend our allotted times, they will receive a home visit at their location and time of choice. We want to guarantee that our families are well-informed about their student’s progress, know how to support at home, and can build a trusting relationship with school staff about student success.	ACE has a calendar for scheduling out various events, collaboration, input and review dates. This calendar includes when stakeholders will get together to review items like student performance data, LCAPs, ELAC, ACE board meetings and budget reports. Selection of our parent ambassadors is purposeful and prioritizes the involvement of families who are underrepresented and or are from special populations. These stakeholders have the agency to elevate school level issues at these meetings. Additionally, ACE includes its parents during every interview process for administrators, including our recent search for a new CEO. Parents and families were kept up to date throughout the screening process and ultimately participated in every interview through a dedicated parent panel. ACE also has a parent board member who is an official member of our Board of Directors and collaborates with our school community to elevate parent and student voices during board meetings. They are an integral part of ensuring that we are prioritizing relationships between parents, students, and staff. ACE is currently working towards adding another parent board member for a total of two. Furthermore, our parent leaders are trained to facilitate meetings with administrators when an issue that impacts ACE families arises. Some examples of these issues have been school culture, traffic control, and improving communication. We want our parents to understand that their voices are heard and that they have direct access to any administrator, from the principal to the CEO. Through this intentional work of building relationships, many of our parent leaders have personal relationships with several administrators at their school sites as well as the central office.	A focus area of improvement in seeking input in decision making is an increase in the number of parent participants in the various ACE parent organizations. Our goal is to have 75% parent participation throughout the school year and provide more opportunities for engagement, such as additional parent workshops and college access training.	ACE serves families and students who may be initially resistant and suspicious of partnering with their school and each other. ACE understands that this issue is further exacerbated by language barriers, cultural norms, immigration statuses, etc. that lead to a lack of access to information, including how to get involved with their school communities. We recognize that we must continue to reach out to our most vulnerable and disengaged families to seek input from all of our families and not just the families who are already engaged. We will seek to improve engagement by focusing on home visits, direct one to ones, and utilizing various methods of communication to work towards having 100% parent participation throughout our network.	4	5	3	5	3	2	3	4	4	4	3	3	Met		21JUN2023	2023
43696664330585	Downtown College Preparatory	3	Back To School Night where families are invited to the school to experience the students’ daily schedules, meet and chat with teachers, and better understand the many programs and initiatives at the school site. ? Advisory program - teachers have one cohort of students daily where the focus is on relationship building, progress monitoring, building a college going culture, and family engagement ? Student / Family conferences held twice annually ? Monthly cafecitos where families are invited to spend time chatting with the principal regarding upcoming events, school culture, student academic progress, and the overall school program. Additionally, families have opportunities to ask questions and give input on current and upcoming initiatives and strategies. ? Monthly School Site Council and English Language Advisory Committee meetings where families are informed and give input on annual plans, the LCAP, English Language Learner initiatives and budgets, as well as other school wide initiatives and family engagement opportunities ? Annual / semi annual family surveys for input on LCAP and other school wide initiatives ? Annual Youth Truth surveys for students and families to give input and feedback on the learning model, engagement, academic challenge, school culture, belonging and peer collaboration, relationships, college and career readiness, obstacles to learning, school safety, diversity/equity/inclusion, and areas for improvement ? Workshops for families to engage in topics relevant to building a college going mindset, college readiness, social-emotional wellbeing, and mental-health awareness. ? Weekly announcements sent to families regarding upcoming events, important dates, and notable happenings from the site	Increase the number of and content for family workshops to better meet the needs identified by our educational partners ? Increase opportunities and events for families to come together in support of the school’s mission ? Continue our work in building a restorative community with students, staff, and families ? Continue to build an engaging environment where educational partners can provide input and feedback on school programs, environment, and supports ? Continue to work closely with the Santa Clara County Children and Family Department to refer families to the Differential Response program which provides mental-health services and connects families with resources	Increase the number of and content for family workshops to better meet the needs identified by our educational partners ? Increase opportunities and events for families to come together in support of the school’s mission ? Continue our work in building a restorative community with students, staff, and families ? Continue to build an engaging environment where educational partners can provide input and feedback on school programs, environment, and supports ? Continue to work closely with the Santa Clara County Children and Family Department to refer families to the Differential Response program which provides mental-health services and connects families with resources	Engaging all staff in diversity, equity, and inclusion initiatives and activities ? Using surveys to gather input and feedback from families for the LCAP ? Engaging families with Power School and Google classroom to keep them informed on student assignments and progress ? Providing Chromebooks to students for use at school and in the home ? Student / family conferences held twice annually	? Continue exploring / researching strategies that provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families. ? Continue exploring / researching strategies that provide families with information and resources to support student learning and development in the home. ? Continue exploring / researching strategies for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. ? Continue exploring / researching strategies to support families to understand and exercise their legal rights and advocate for their own students and all students. ? Continue to work on increasing the number of families and staff who are engaging with the Family Engagement Policy and Parent-School compact to increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey	? Continue exploring / researching strategies that provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families. ? Continue exploring / researching strategies that provide families with information and resources to support student learning and development in the home. ? Continue exploring / researching strategies for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. ? Continue exploring / researching strategies to support families to understand and exercise their legal rights and advocate for their own students and all students. ? Continue to work on increasing the number of families and staff who are engaging with the Family Engagement Policy and Parent-School compact to increase parent awareness of the role and responsibilities of families and staff to effectively work together to support the college success journey	Expanding its efforts to engage families in School Site Council, principal-led coffee chats and English Learner Advisory Committee (ELAC) by increasing communication strategies such as weekly newsletters ? Providing access to leadership positions for families in the School Site Council and ELAC ? Engaging families in writing and providing feedback for the Learning Continuity Plan, LCAP	Continuing to build systems of support to help improve School Site Council and ELAC meetings in order to meaningfully engage parents in decision making ? Continuing to focus on family communication and increase the percentage of families who receive text messages for alerts on school communication	Continuing to build systems of support to help improve School Site Council and ELAC meetings in order to meaningfully engage parents in decision making ? Continuing to focus on family communication and increase the percentage of families who receive text messages for alerts on school communication	4	4	4	3	2	2	2	2	2	2	2	2	Met		23MAY2023	2023
43696740000000	Santa Clara Unified	3	In an ongoing effort to maintain transparency, build trust and foster stronger relationships with families, the district operates several social media channels and provides periodic “Board Briefs” to families informing them of key initiatives and breaking news within the district. In addition, Santa Clara Unified has an established Family Resource Center and is working to open a satellite center on the North side of the district where we have clothes distribution, food distribution and the connection to community resources as well as bilingual liaisons and community liaisons. Furthermore, each school site has an English Learner Support liaison to support our English Learner/Multilingual Learner families.	One area of focus for Santa Clara Unified is the reduction of our Chronic Absenteeism rate. Santa Clara Unified, like most districts in California, experienced a large increase in the number of chronically absent students following the pandemic. The district is currently working with the Santa Clara County Office of Education to address this issue by employing an improvement science methodology. Throughout this process, district staff focused on the importance of cultivating strong relationships between school sites and families. As a result, the district is implementing new resources around the causes and underlying issues associated with student absences; including expanding home visits for students with high absenteeism counts, connecting families with resources through our Family Resource Center, and setting attendance goals.	Due to feedback obtained by families during the District English Learner Advisory Committee (DELAC), an EL advisory committee was established. One component to come out of this committee was the development of site-based Multilingual Learner Oversight Committees. These oversight committees have the explicit aim to provide comprehensive support for our English Learner/Multilingual student population. Additionally, through partnership with the Family Resource Center,  collaboration to deepen support services for newcomer families has been ongoing.  This includes providing newcomer orientations to help families transition to the US school system; workshops on pertinent topics; connections to community resources, etc.  Additionally, research on local Newcomer Programs has begun to identify best practices in development of a holistic, wrap around services for newcomer students and their families.	Structures are in place to allow for regular and timely communication with families through Parent Square. This year, the “For Families” reports generated by the district’s iReady Reading and iReady Mathematics assessments are sent through Parent Square. Santa Clara Unified has also begun utilizing the cloud-based parent portal version of AERIES. Parents/guardians are thus able to access their child(rens) most recent state testing score reports.	After convening several meetings of our District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC), district staff received feedback regarding a need for increased communications around available testing supports and accommodations. In response, Santa Clara Unified added an action to the current LCAP focused on increasing communication and knowledge of available local and state testing accessibility resources.	Santa Clara Unified has strengthened our Board Policies to ensure the inclusion of diverse family representation within our District Advisory Committee and added actions to our LCAP that are focused-on increasing parent participation in district committees. Academic outcomes for Santa Clara Unified’s English Learner/Multilingual Learner student population has consistently  lagged behind that of our non-historically underrepresented student groups. Santa Clara Unified is committed to providing thoughtful and clear student outcome information and data within our District English Learner Advisory Committee (DELAC), in order to discuss achievement gaps and elicit valuable feedback from our English Learner/Multilingual Learner families.	Santa Clara Unified has increased the number of district committees that are open to the public. Current committees include: the Community Advisory Committee, District English Learner Advisory Committee, LGBTQQIA+ Committee, District Advisory Committee, PTA Council, Equity and Social Justice Committee, and the Environmental Literacy and Sustainability Committee. Each one of these committees has diverse membership, which includes members of the community, families, and representation from classified and certificated district staff. The purpose of each is to provide valuable feedback to district leadership regarding issues and innovative ideas germane to each of the committee’s focus areas. In addition to these committees, the Superintendent convenes a Board Policy Subcommittee, which is open to the public and proposes and reviews updates to Board Policies and Administrative Regulations.  Finally, school sites solicit input through School Site Councils, English Learner Advisory Committees and parent organizations. Input relevant to LCAP creation and other district level work are shared with the district office LCAP team as additional data points in the decision-making process.	Santa Clara Unified continues to focus on increasing parent participation in our district committees, with the intention of ensuring diverse representation. Current changes to actions within our LCAP are aimed at increasing the visibility of our committees and structural changes regarding location, virtual options, and timeframe are being explored.	Santa Clara Unified has strengthened our Board Policies to ensure the inclusion of diverse family representation within our District Advisory Committee and added actions to our LCAP that are focused-on increasing parent knowledge and participation in all district committees. Additionally, the district will leverage the development of a new three year LCAP by designing a new survey which will gather input from a diverse and representative sampling of families.	3	3	2	3	2	3	3	3	3	3	3	3	Met		08JUN2023	2023
43696820000000	Saratoga Union Elementary	3	SUSD works closely with families to provide parent education opportunities in a variety of subject matters, including: Mathematical Placement workshops Positive Prevention Plus Curriculum overviews How to talk to your child about sexual education District English Learner meetings where families hear about offering and give input Parent Workshop Series Emergency Preparedness  Superintendent's Advisory Committee Parent Advisory Site Committees, PAC & SPSA Saratoga Education Foundation, SEF	After analyzing survey data from each site, the administration team will focus on increased site-based information and welcoming activities to encourage school staff and families to attend school functions and feel welcomed at sites. General communication about Multiple Tiers of Student Support and initiatives from the district will be shared in communication so families have an understanding of support systems.	SUSD has a District English Learner Advisory Committee that meets throughout the school year to share programs and instructional strategies that are occurring and to hear input from English Learner Educational Partners. In addition, each site has a local English Learner Advisory Committee. District and surveys are given to families to gain insight into ways to make our schools more inclusive. SUSD will hold workshops at each site to help our students understand the perspectives of students with disabilities.	SUSD regularly assesses student academic data using iReady for mathematics and English language arts. The results are shared with families and used in data talks three times throughout the school year to identify students' needs. In addition, students take a social-emotional survey three times throughout the year and the California Healthy Kids Survey every other year. The results are analyzed by staff and parent groups to identify needs and programs.	SUSD will focus on sharing district initiatives, including multiple tiers of student support, with all educational partners so there is a mutual understanding of goals and educational partners feel informed enough to participate in decision-making.	SUSD plans to improve the engagement of underrepresented families by holding regular meetings for DELAC, ELAC, and families of students with disabilities. In addition, families will take surveys to identify unique needs and supports.	District personnel work closely to offer many parent engagement activities and opportunities for input. These opportunities include basic curricula such as math pathways, music, and comprehensive sexual education. Additional opportunities, such as a social-emotional task force comprised of teachers, administrators, and parents, are formed regularly. Task forces have occurred for mathematics, comprehensive sexual education, extended day kindergarten, and the arts.	SUSD intends to hold regular surveys throughout the school year and allow educational partners to respond with open-ended questions. In addition, there are many parent groups and opportunities for families to be on campus to share experiences and ideas.	SUSD plans to improve the engagement of underrepresented families by holding regular meetings for DELAC, ELAC, and families of students with disabilities. In addition, families will take surveys to identify unique needs and supports.	5	5	3	4	5	5	5	5	5	4	4	5	Met		15JUN2023	2023
43696900000000	Sunnyvale	3	LCAP Goal 4 focuses on fostering a welcoming and inclusive environment for all parents, families and community  partners in the education and support of all students’ success in school.  In past years, Sunnyvale schools have focused on increasing cultural proficiency and equity across the district. We continually strive to remove systemic and structural barriers that may exist to ensure families are able to fully engage with the school in ways that are culturally relevant and sustaining. We have provided professional development around cultural proficiency and equity to all certificated and classified staff and continue to do the work of unpacking bias. Our bilingual outreach liaisons support our sites with 2-way communication with families to ensure they are true partners in their child’s education. Our outreach liaisons also coordinate with school social workers to align practices and resources site by site to ensure there is “no wrong door” for parents and families to access services and support as needed.  Our continued goal is to encourage sites to approach the family engagement experience at the school site with an eye towards continually identifying and removing procedural barriers to families accessing school resources.	The main focus area of improvement in Sunnyvale School District in building relationships between school staff and families is improving how we hear and highlight family voice in planning and preparation of the school program.  We have room to improve in understanding our connections with families by increasing family participation in districtwide surveys, and in increasing parent engagement (not only in parent engagement events and activities, but in collaborating in the annual LCAP process in a formative way where the school district can be certain we are identifying the correct family needs to support). We seek to not offer only a one-way, informational interaction with parents regarding how curriculum and instruction are delivered, but to foster a school district culture where parent input in feedback around their child's experience in forms how classrooms are managed.	"Our annual, multi-event equity summit series, initially part of the LCAP process, has grown to be an effort to build relationships with underrepresented families, and ""center"" their voice in the district planning process. The purpose is not to inform families how we intend to educate their children, but to do the work of creating two-way communication about race, equity, and access to school."	We partner with Family Engagement Institute (FEI) and PIQE (Parent Institute for Quality Education) to provide families information on how to support student learning in the home. Schools provide parent education through the English Learner Advisory Committee (ELAC) and parent-teacher-student organizations. Our elementary schools hold parent-teacher conferences in the fall to work with parents to set goals for their students. Many sites hold student-led conferences, building students’ sense of efficacy and increasing participation in conferences. School plans include goals focused on ensuring that all parents will be contacted during the school year regarding their child’s progress.  Schools sites have done various training focused on home visits including partnering with the Parent Teacher Home Visit organization.	We continue to utilize a survey tool through Panorama Education to evaluate our success in building partnerships for student outcomes. In spring of 2022 the survey response rate for families was 17.7%.  An open ended question related to building partnerships was, “In what ways might the school help you support your child more effectively?”  Responses from families varied from feedback around improving facilities and bathroom access, requests for additional support for students in extension/enrichment and interventions, praise of communication practices from principals and site teams, and suggestions to continue Social-Emotional learning and partner programs.	1. Culturally Responsive Partnerships: Sunnyvale will prioritize culturally responsive partnerships by acknowledging and respecting the diverse backgrounds and perspectives of underrepresented families. Efforts will be made to understand and incorporate cultural values and traditions into partnership initiatives. 2. Community-Centered Approach: Sunnyvale will collaborate with community organizations and leaders who have established trust and relationships within underrepresented communities. These partnerships will serve as bridges to engage families more effectively. 3. Parent and Family Workshops: Sunnyvale will organize workshops and informational sessions tailored to the unique needs and concerns of underrepresented families. These workshops will focus on topics such as navigating the education system, understanding student outcomes, and advocating for their children's educational needs. 4. Accessible Information: Information related to student outcomes and educational partnerships will be made readily accessible in multiple languages and formats, ensuring that language barriers do not hinder engagement. 5. Feedback Loops: Sunnyvale will establish feedback mechanisms that allow underrepresented families to provide input on partnership initiatives and student outcomes. These mechanisms may include surveys, focus groups, or regular meetings. 6. Capacity Building: Sunnyvale will invest in capacity-building programs for underrepresented families, equipping them with the skills and knowledge necessary to actively participate in shaping their children's education and influencing student outcomes. 7. Diverse Representation: Sunnyvale will actively seek to include underrepresented families in decision-making bodies, committees, and advisory groups related to student outcomes. This will ensure their voices are directly integrated into the planning and implementation of educational initiatives. 8. Celebration of Diversity: Sunnyvale will promote diversity and inclusion as assets within the educational community. Celebrating cultural events and heritage months can foster a sense of belonging and encourage participation from underrepresented families. 9. Regular Communication: Sunnyvale will establish regular and open lines of communication with underrepresented families, providing updates on student progress, academic opportunities, and ways to engage in their child's education. 10. Ongoing Evaluation: Sunnyvale will continuously evaluate the effectiveness of its engagement strategies by gathering feedback and monitoring the impact on student outcomes. Adjustments will be made based on data-driven insights.	All school sites have an active English Learner Advisory Council (ELAC) and School Site Councils (SSC). Our annual Equity Summit brings family members from all school sites together, with an emphasis on parents of students that are representative of the significant student groups and  population. During this meeting we share information about our district initiatives with a lens of equity and seek feedback on our LCAP goals.	While we seek input from parents on topics they would like to learn about through ELAC, DELAC and Parent teacher groups, and get feedback regarding the impact of family education activities, we need to further engage our families in the process to ensure we are providing meaningful family engagement opportunities. We will be looking into using small feedback formum from our families regarding education and engagement opportunities. We will also look into new strategies as we prepare for a new 3 years cycle of LCAP.	1. Targeted Outreach: Sunnyvale will develop a targeted outreach plan to connect with underrepresented families. This plan will involve personalized communication through multiple channels, such as emails, phone calls, and in-person meetings, to ensure these families are informed about decisions and opportunities for input. 2. Culturally Responsive Communication: Sunnyvale recognizes the importance of culturally responsive communication. To bridge gaps in understanding and trust, communication materials will be adapted to reflect the diverse cultural backgrounds and languages of underrepresented families. 3. Community Liaisons: Sunnyvale will employ or designate community liaisons who are familiar with the specific needs and concerns of underrepresented families. These liaisons will serve as a bridge between the LEA and these families, providing support and facilitating engagement. 4. Accessible Meetings and Resources: Sunnyvale will be made to ensure that meetings and resources are accessible to all families. This includes providing translation services, offering transportation assistance, and scheduling meetings at times that are convenient for working parents. 5. Feedback Mechanisms: Sunnyvale will establish clear and accessible channels for feedback. This could include online surveys, suggestion boxes, or regular feedback sessions tailored to the preferences of underrepresented families. 6. Collaborative Decision-Making: Sunnyvale will actively involve underrepresented families in decision-making processes, ensuring their voices are heard and considered in matters related to education policies, programs, and initiatives. 7. Capacity Building: Sunnyvale will invest in capacity-building programs for underrepresented families to empower them with the knowledge and skills necessary to engage effectively in the education system. 8. Continuous Evaluation: Regular assessment of the engagement strategies will be conducted using local data and feedback from underrepresented families. This evaluation will inform adjustments and improvements to the engagement approach. By implementing these strategies, Sunnyvale aims to foster a more inclusive and equitable education environment where underrepresented families are fully engaged in the decision-making processes, ultimately leading to better educational outcomes for all students.	3	4	3	4	3	3	3	3	3	3	4	4	Met		22JUN2023	2023
43697080000000	Union Elementary	3	In 2020-21, throughout the pandemic, engagement with our communities and a focus on social emotional learning and equity remained top priorities. Through school site weekly newsletters, ongoing teacher communication and feedback with parents and community meetings offered via Zoom, parents were able to stay apprised of community events, their child’s progress and feedback was able to be received. In addition, social emotional wellness remained a focus for both students and staff in various professional development sessions. Parent feedback  determined that remote access via a video conferencing platform provided increased access and flexibility for families and thus improved the home-school connection. Remote accessibility is a  strategy we will continue to utilize even as in-person instruction has resumed. As students returned to campus for the 2021-22 school year, the district knew that Social Emotional Learning (SEL) would be a huge necessity for our students. In the spring and summer of 2021 sites worked with the Learning and Innovation department to determine a research based SEL curriculum that would work best for their site and developed site SEL leadership teams to support the implementation of the curriculum for the school year.  We continued to focus on developing opportunities for home-school connection and parent engagement and were proud to offer 10 different parent education evenings and a six session Parent Project Junior class through the Santa Clara County Office of Education (SCCOE). For the 2022-23 school year, we continued to bolster our SEL implementation as we moved from a pilot year to a full year of implementation. More teachers began using the curriculum regularly and site administrators reported out to their families about the program and lesson themes through their weekly/monthly newsletters.  Parent education events were also held to share how parents could replicate the features of the SEL programs at home. Further we will held our first Spanish Back To School Night in the fall to continue to foster a strong relationship with our Spanish speaking families. To ensure that they feel welcome in our district and are aware of school and district events, curriculum and procedures, we made efforts to personally invite these families to other meetings and events such as DELAC, our Latino Literacy series and our end of the year Spanish Social.  For 2023-24, we plan to continue these events but layer in two more Latino Literacy series (3 total) throughout the year, one of which will be geared towards parents of middle school students.	As stated above, we will continue to use (and seek out additional ways) to bolster our home-school communication through our Parent Square platform and through using the Language Line translation service. We will continue to offer both virtual and in person family events and parent education nights as a means to continually improve connections with our students and their families.	While we feel that we have methods in place to collect feedback (DELAC meetings, Title I parent meeting, EL Needs Assessment survey, LCAP survey) we are continually seeking ways to connect with underrepresented families.  Our community liaison will continue to focus on outreach with our underrepresented families including making personal phone calls to invite them to important meetings and family events.  We will also continue to advertise, provide training and support our sites in regards to using Language Line and other translation resources, so that families can receive important information in their home language.	As the pandemic hit in 2020-21, communicating with families remained an essential goal for Union School District, perhaps more than ever. To increase our communication avenues, we continued working with teachers and administrators to explore various online media platforms (ex: apps, social media postings, electronic newsletters). In 2020-21 we shifted predominantly to the use of a video conferencing platform to engage with our parents and stakeholders, equating in increased attendance and engagement at school meetings and district parent workshops, including District English Learner Advisory Committee (DELAC) and continued on this path for the majority of the 2021-22 school year as well. Throughout the 2022-23 school year, we continued to offer some parent engagement meetings and workshops virtually, but were also able to bring back more in person family events as well (ex: Back to School Night, Open House, Walk A Thons, Multicultural Fairs,  STEAM night and Principal’s Coffee/Chat events).  We are proud to share that we added four additional events this year: Fall and Spring Community Health and Wellness Saturdays, a Spanish Back to School Night and a Spanish Social gathering.  These were well attended for our first try and we plan to build upon this initial momentum to increase attendance for next year. For this reason, we believe that we have now moved from the Initial Implementation stage (3) to the Full Implementation stage (4).  USD continually strives to find the best ways to connect with families.  We implemented Parent Square in March of 2022 and had great success in reaching families with this tool throughout the 2022-23 school year.  We will look at Parent Square data to determine how many families were reached and in cases where that number was not sufficient, will follow up with other means of communication (personal phone calls and emails.) Our Communications Specialist has provided training to our site administrators on how to best use Parent Square and offered sessions for teachers during our district wide professional development days as well.  We will continue these efforts in the 2023-24 school year.  In regards to providing tools for teachers to better connect with families, we implemented the Language Line interpretation services for the first time this year.  Staff were trained on how to use this tool and 210 calls were made to have IEPs, parent-teacher conferences and office to home communications translated to ensure families were communicated with in their home language.  We will continue using this service next year and now have baseline data for our total usage.  Because of our continued work with our district community liaison, we believe that we have moved from a 2 to a 3 in this indicator in the area of implementing programs for staff to meet with families to discuss student progress and support student outcomes.	In addition to the strategies mentioned above, one action that we added to our LCAP last year that proved to be a success, was the creation of a Student Senate.  We collaborated with our student senators four times last year to get their input and feedback on a variety of topics, including their thoughts and ideas for our LCAP.  Through this process, we added additional actions to our LCAP and to our district wide goals for the year and will continue to focus on student voice as part of our decision making process.  We look forward to continuing our Student Senate in the 2023-24 school year.	"While we have implemented many new strategies over the last few years to engage our underrepresented families in regards to building partnerships, we always seek input from them on how we can improve.  After our first Spanish Back to School Night, we asked them if they would like us to coordinate additional events.  While the answer was a resounding ""yes"" they also gave us feedback for what they would like to discuss at future events.  We took their feedback and used it to plan our spring Spanish Social which was very well received.  We will continue this model of continuous feedback and improvement as we plan and implement engagement strategies with our underrepresented families."	Union School District has always offered a variety of ways for families to provide input into policies and programs and has expanded the work over the last four  years to include more underrepresented families by continuing to invite all parents of English Learners to attend our District English Language Advisory Committee (DELAC). Inviting all parents to attend and learn about our English Learner (EL) policies and programs gives voice to our parents and acts as a community building event as well.  In the 2020-21 school year, we hired a community liaison to support our Title 1 designated schools as well as to support student engagement at all schools for families who had trouble accessing distance learning. Knowing that the liaison’s role was so impactful and provided a strong connection to our underrepresented community populations, as well as a voice for our Spanish speaking families, we continued funding this position during the 2021-22 and 2022-23 school years and will continue to do so for the next school year.   We also continued our practice of implementing an English Learner parent survey.  This annual survey helps drive what we share at DELAC meetings, but we also use the data and parent feedback for our annual LCAP revisions as well.  This is in addition to our annual LCAP and perception surveys.  Next year, as we prepare to write a brand new LCAP, we plan on having a more robust focus group of parents that represent our unduplicated pupils as part of our bigger LCAP Educational Partners committee. As mentioned above, we were also thrilled to bring back in-person events this year.  We have found that these events, such as Multicultural Fairs, STEAM Nights and Open House events, are really what help bring parents onto campus to build community and connect families with their student’s classrooms and teachers.  We will also continue our Spanish Back to School Night and social events, our Latino Literacy program and are planning on introducing a Cultural Ambassador volunteer program for parents who would like to help out parents who are new to the country learn about our school district and community in their home language.	As we will be writing a new LCAP this year, one area of focus is to build a new Educational Partner team and ensure that we have representation from a variety of parent groups (including parents of English Learners, Students With Disabilities, Socioeconomically disadvantaged and high achieving students.) This Educational Partner team, along with input from our Student Senate, will drive the creation of our new LCAP.	To ensure we are engaging our underrepsented families, we will do personal outreach (emails and phone calls) via our Community Liaison, and esnure important informational meetings and surveys are sent out in ways that parents can access the information in their home language (ex: translated documents and surveys, use of Language Line and through the translation feature in Parent Square.). We will also ensure that we have representation from these families on our LCAP Educational Partner team.	3	3	3	4	4	4	3	3	3	3	4	3	Met		12JUN2023	2023
43733870000000	Milpitas Unified	3	The Milpitas Unified School District (MUSD) is currently doing well in building relationships with parents/caregivers. According to the family engagement survey, staff at MUSD are providing welcoming environments, are building trusting and respectful relationships with families, providing multiple opportunities for 2-way communication between families and educators, and supporting staff to learn about each family's strengths, cultures, languages and goals for their children. The MUSD Learning & Development Department (L&D) is currently leading administrators and district leaders in learning around cultural responsiveness and restorative practices. For the last two years, L&D has worked to improve the capacity of district and site administrators at employing culturally responsive strategies so that we leverage our families’ and students' cultural and linguistic backgrounds as cognitive assets. This work will lead to improved relationships and more enriched, meaningful and authentic learning for our students. As research shows, a layer of culturally responsive leadership is the leader’s ability to engage students, families, and communities in meaningful ways. This includes the leader’s understanding and commitment to addressing and advocating for community-based issues as well as their ability to provide structures that accommodate our families’ lives. Furthermore, The MUSD Equity Team passed our equity policy two years ago and has conducted listening tours and continues to engage our stakeholders in discussions around equity issues. We also have three community liaisons, two who speak Spanish and one who speaks Vietnamese which is supporting the language needs of our community.	One area we continue to need to develop in is meeting all the language needs within our community. We continue to find ways to meet the language needs of our community by having multiple ways to disseminate information as well as different formats for meetings and providing both print and oral communication in various languages.	Our district is also working on sustaining our cultural affinity student and parent groups to continue to build our understanding of each culture in our community and foster support so stakeholders from every background feel heard, seen and valued.     We are also including the underrepresented student and parent/caregiver voice in our board presentations. As Shane Safir states in her book, Street Data, ensuring you have street data helps us to understand staff and parent/caregiver experiences as well as misconceptions and mindsets. Some of our site administrators have also begun to conduct interviews with students and parents to gather this information.	MUSD is in the full implementation phase in building partnerships for student outcomes. We are doing well in providing families with information and resources to support student learning at home. This is supported by teacher/school newsletters, classroom-based apps with communication features, administrator and district use of Parent Square, Back-to-School Nights, open houses and student conferences. Additionally, we engage a number of families through different site-based and district committees including, but not limited to: LCAP, CCEIS Equity Summit, ELAC/DELAC, School Site Councils, Parent Teacher Associations, Community Board Advisory Council, Booster Clubs, etc.	One area of focus for this year is in implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. The MUSD Learning & Development Department is currently piloting an assessment plan with our two middle schools to develop a clear understanding of the different types of assessments among staff (diagnostic, formative, summative, capstone). L&D, with teacher input, is also considering other assessment platforms for reading and math literacy at the elementary levels that will best support student outcomes to families. At the high school level, L&D is exploring alongside ELA teachers new ELD assessment components that will best articulate students’ language and literacy skills. Alongside the teachers, we will determine the common assessments to administer followed by strategic, collaborative data analysis via cycles of inquiry to meaningful plan instruction and ultimately provide students with authentic, relevant culminating projects/capstones. This process will lead to teachers being more empowered and equipped when meeting with families and students to discuss student progress and ways to work together to support improved student outcomes. L&D also created TK-8 “I Can” statements and shared them with families last year so they could better understand the common core state standards.	As stated earlier, we continue to find ways to meet the language needs of our community by having multiple ways to disseminate information as well as multiple formats for meetings. We have three community liaisons, two who speak Spanish and one who speaks Vietnamese which is supporting the language needs of our community. We are also intentionally selecting families from underrepresented groups to sit on our Comprehensive Coordinated Early Intervening Services Equity Summit and by including their voice in panels presenting to the School Board.	MUSD district and site administrators do a good job inviting parents/guardians to serve on the CCEIS, SSC, LCAP, DELAC & ELAC Committees as well as providing them with an opportunity to provide feedback on the Title 1 activities and programs we provide their students. MUSD also has three community liaisons to support our Spanish-speaking and Vietnamese-speaking families.	One area we could improve in is providing training for parents/guardians on how to effectively engage in advisory groups and decision-making  processes. Often, parents/guardians are willing to participate, but are not always comfortable providing the input. MUSD will stay the course and continue to improve our practices: *collaborate with families and workshop needs and investigate barriers for those who did not attend *work to streamline messaging to families from sites and district teams *develop parent friendly and consistent formatting via email, Parent Square, and social media.	MUSD intentionally selects families from underrepresented groups to sit on our Comprehensive Coordinated Early Intervening Services Equity Summit and is beginning to include their voice in panels presenting to the School Board. MUSD is also in the works of developing affinity groups to support these groups.	4	4	4	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
43771490000000	SBE - KIPP Navigate College Prep	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond. We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year. KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community. KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 85% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center):  • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 68% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques. During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways.  The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent-teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year. The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	3	4	3	3	3	3	4	3	3	3	3	3	Met		06JUN2023	2023
43771490137315	KIPP Navigate College Prep	3	At KIPP, we believe that if we can engage parents in a meaningful way, we can help build parents’ efficacy, recognize our families as true assets to the school, and leverage the community’s strengths, experiences, and knowledge to build and develop the school. We also hope that this involvement adds to our families’ abilities as well, creating lasting change that will stay with them throughout their experiences, at our school and beyond.  We communicate with families regularly through multiple modes including, but not limited to: newsletters, emails, phone calls, and text messages. Students and families have staff member’s email address and cell phone number to reach out about homework support or for other concerns or questions. Progress reports and report cards are sent home throughout the year to keep families informed about their student’s academic success. Families are encouraged to set up conferences with teachers and the school provides multiple opportunities to connect with parents/guardians. Any student who is in danger of retention is required to meet with teachers and administrators to identify additional supports. Each year the school begins forming relationships with families during orientation, prior to the start of the new year. This early welcome allows students and families to feel more connected to the school and start a successful year.  KIPP’s KFA (KIPP Family Association) has active families that participate in monthly meetings to plan and implement special events for students, families and the community, and advocate for the school's continued academic growth. Parents/guardians are the primary drivers of KIPP’s KFA. The school leader meets regularly with the KFA team to assist with any projects and to ensure alignment between the school and the community.  KIPP educates teachers, principals, and other staff on the value of contributions of parents/guardians and how to communicate and work together as equal partners in some of the following ways: front office and operational staff members receive professional development on creating a warm and welcoming environment for all school visitors, including parents/guardians and families, all school staff must have evidence of strong connections with students and their families.  The school hosted over 10 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 85% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.	KIPP believes that relationship building with the community and families is a key component to opening and operating a high achieving school. KIPP teachers are currently receiving focused professional development that aims to support students more holistically in the classroom (Culturally Responsive Teaching), building more trusted and respected relationships that lead to improved student outcomes. However, this engagement must go beyond the classroom in the form of strong communication between school staff and families. When handled with respect and cultural sensitivity, school-family communication and engagement provides an opportunity to live out the values of inclusiveness and equity. Teacher, and other school staff will be following these important guidelines to avoid communication pitfalls and support teacher-family relationships built on respect (per the Learning for Justice, Family and Community Engagement Critical Practices, a project of the Southern Poverty Law Center): • Assume good intentions, and approach all families as partners who want the best for their children. • Invite parents or guardians to share knowledge about their students’ lives, interests, hopes and struggles. • Invite parents or guardians to share information about family cultures and traditions. • Recognize and respect differences in family structures. • Recognize the role that identity and background may play in shaping relationships between teachers and families. • Bring a sense of self-reflectiveness and cultural humility to all conversations and interactions. • View linguistic, cultural and family diversity as strengths.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  The school hosted over 20 virtual and in-person events (when health and safety allowed) where all families were invited. In an annual family survey, 68% of families indicated that they were satisfied with the opportunities to get involved on campus. KIPP will employ the Culturally Responsive Teaching methods to existing school communications and will continue to use surveys, conferences, regular phone communication and other forms of contact to engage all parents/guardians.  Because language plays a crucial role in families’ lives, teachers will communicate with parents in their home languages as much as possible. Family materials will be provided in students’ home languages. When translation is needed, a school-provided translator will be employed.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	KIPP assists parents in understanding state standards and assessments, and how to monitor their child’s progress and work with teachers to improve their child’s achievement through constant communication between the school and home. Parents are given their child’s teacher’s cellular phone number to use whenever they need clarification about an academic assignment or need to talk about their child’s progress. Parents are involved in planned parent nights as well as parent/teacher conferences where they learn ways to support their child at home and about their child’s progress. Parents of students at the school can also participate in School Site Council and English Language Advisory Committee.  KIPP provides parents with an explanation of the curriculum used at the school, the assessments used to measure student progress, and the proficiency levels students are expected to meet through report cards, parent-teacher conferences, weekly newsletters, parent workshops, and data reports. Parents receive training on how to support the development of their child’s reading, writing, and mathematical skills at KIPP Family Associate meetings.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	The vision of KIPP’s Advocacy and Community Engagement team is to disrupt racial and socioeconomic inequalities in educational access and outcomes by fostering an inclusive culture of family engagement, building a support network of community based organizations and empowering families to be advocates for their children and communities. KIPP continues to grow from families being engaged and attending to leading and advocating more actively. KIPP supports this capacity building with regular KIPP Family Association and School Site Council meetings that focus on the following topics throughout the school year: KIPP 101, Local Control and Accountability, ParentSquare Communication Tool, Attendance, Testing Results, Restorative Practices, Social Media, Mental Health and Suicide Prevention, as well as Substance Abuse and Positive Parenting Techniques.  During these meetings KIPP aims to share and inform as much as listen and learn from the diverse experiences of KIPP families. Improvement in this area will include expanding critical topics requested by families, and encouraging leadership during these meetings among family and community members.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	Parent involvement in decision making at KIPP is demonstrated in multiple ways. The parent and family engagement policy is developed jointly, updated periodically, and agreed on with parents. KIPP's processes for developing and evaluating its parent engagement policy with the involvement of parents include the following: asking for feedback on the policy during an annual meeting, school site council meetings, parent surveys, asking for feedback and input during monthly family nights or workshops. The parent and family engagement policy is sent home with each student in case parents are unable to attend meetings at the school, as well as distributed and discussed at an early School Site Council meeting.  The parent engagement policy process is aligned with the school’s LCAP stakeholder involvement process, and the school makes every effort to align, coordinate, and integrate parent involvement programs and activities across Federal, State, and local programs, in addition to conducting activities (e.g., parent workshops, SSC, ELAC, parent- teacher conferencing) to support parents’ participation in their children’s education. During the annual LCAP stakeholder engagement meeting, the School Leader presents to parents the goals, actions and services, and outcomes in the school’s LCAP. Parents record their feedback on a survey in real time and online. This parent input influences all aspects of school culture.  KIPP will continue to assess the language needs of families to ensure that materials and presentations are being made available in an accessible way.	KIPP supports family engagement and decision making through the School Site Council (SSC) and the English Learner Advisory Committee (ELAC) which meet regularly throughout the school year.  The KIPP Family Association (KFA) also has regular opportunities to share feedback and bring forth ideas, concerns and recommendations to the school leader. Improvement in this area will include renewed and revised materials related to the CA Dashboard and increased engagement in the annual Local Control and Accountability Plan process.	The majority of KIPP families qualify as underrepresented. Therefore, communication, materials, meetings and other school sponsored events are always created considering the unique needs of the community.  KIPP will continue to seek diverse perspectives through active recruitment of families to the School Site Council (SSC), English Language Advisory Committee (ELAC), and KIPP Family Association. Activities within these groups will actively seek feedback to improve capacity building topics and techniques to increase whole school engagement.  Additionally, KIPP will provide different types of opportunities for families to participate, including events that take place in the AM, or PM to allow for different family schedules and childcare needs.	3	4	3	3	3	3	4	2	3	3	3	3	Met		06JUN2023	2023
44104470000000	Santa Cruz County Office of Education	3	The current strengths based on the analysis of educational partner input indicate that 94% of families believe that our school staff is dedicated to the academic success of their student, 92.8% of families indicated their student feels safe at school and 97% of families report feeling comfortable approaching staff with concerns.	There is always room to improve with building relationships between school staff and families. Across our programs, we will continue to hold parent, family, and student conferences, have the modes of communication be easily accessible, and ensure there are no language barriers.	"Parent engagement and involvement is a high priority for our programs and we provide opportunities and outreach to our community specifically ensuring the participation of traditionally underserved families and families of our students with high needs. We have focused on family engagement as our goal #3 in our LCAP, ""The Santa Cruz COE will partner with our students, families, and the community to create collaborative relationships, engaging learning opportunities, and shared responsibility for the empowerment of our students."" On our most recent survey, the parents commended our organization for the great communication and support of their students. Continuing our current efforts and staying connected to families was emphasized as important to our parent groups. 94% of families indicated that our school staff is dedicated to the academic success of their student and 92.8% of families indicate their student feels safe at school and 96.4% of families report feeling comfortable approaching staff with concerns. Continuing and strengthening our academic, engagement, and social-emotional supports was reflected as appreciated and important according to our family survey."	Each student entering our program begins with a personalized informational intake where the student is the focus point. The student's academic background, including strengths, aspirations, and challenges are all discussed. Once a student joins our programs their progress is monitored and families are updated at conferences and through communication with the teacher and educational team.	Our feedback surveys show that parents are informed with regard to their student's progress and feel comfortable approaching staff but there is always room for improvement. Our intake and school staff will also track student engagement and partner with families when a student's academic progress slows. Through swift collaboration we can create an engagement plan or transition a student to a different type of program when needed. Additionally, we will get insight from students and families regarding potential positive changes needed to be made at the site level to improve student outcomes.	We currently have site leaders who coordinate family and community engagement specifically focusing on underserved students and families. These leaders conduct outreach to families often marginalized ensuring their voices are heard, conduct intakes with families, coordinate meetings, and support students. We promote the use of student conferences at our programs and these meetings provide the opportunity to reflect upon the student's progress and discuss aspirations and support.	The Santa Cruz COE Court and Community Schools regularly solicit feedback from students and educational partners through various means including LCAP surveys, student conferences, ELAC, DELAC, SSC, and parent engagement meetings. One of our biggest strengths is that each site has caring and dedicated staff members who have created strong connections with all educational partners including families.	After evaluating our feedback data and reflecting upon our efforts of seeking input for decision-making, a focus area for improvement would be to continue to refine the ways educational partners can provide input for decision-making. We have gone through many transitions over the past few years with the pandemic and engaging our educational partners has shifted from mostly in-person activities to online and now we have the option for both. The convenience of virtual meetings has brought in new voices and finding the right mix of in-person and virtual options continues to be an area for improvement.	We will continue to amplify the voices of underrepresented families by having exceptional team leaders at sites who take the time to get to know and partner with all families. Multilingual team leaders work to break down barriers in communication and to actively recruit families to provide input. We will continue to use advisory groups as well as surveys and student conferences to connect with families, especially underrepresented families, to seek input.	4	4	4	4	4	4	4	4	4	4	3	3	Met		22JUN2023	2023
44104470136572	Santa Cruz County Career Advancement Charter	3	The Student Advisory Council is a team of students who will help to make leadership decisions, strengthen communication skills, and advise the staff on how to improve the school. All interested students are encouraged to attend. The group meets quarterly and times are based on student availability. CAC provides childcare and food during these meetings to encourage participation. We are committed as a team to providing holistic support for each individual knowing that this approach is what will best serve our students. We are focused on student transitions in and out of the Career Advancement Charter so we can support student efforts and goals. Our staff works to develop student files to track and support the individual student needs and goals in career, college, social-emotional health, and more. Integrating student support allows us to grow and strengthen our program so that we can best provide for the whole student.	There is a need to expand our outreach and capacity to serve more students. We will continue to work on increasing opportunities for our CAC students that will include individual and group tutoring, dual enrollment opportunities with local community colleges, CTE short term programs for high demand occupations, social emotional counseling, and connection to wraparound services.	One of our primary strengths in family engagement for our adult HSD program is in creating a welcoming school culture and community with our students. Based on one of our student surveys, 100% of students agreed that the school staff was dedicated to their success. As our numbers continue to increase, we have identified the need to continue to improve transitional support for students from academic re-entry to HSD to college and career.	The Career Advancement Charter is committed to working as a community partner and functions as an active GOAL consortia member with our Adult Education partners at Cabrillo Community College, the Workforce Development Board, and the local school districts. We continue to enhance our relationships with community programs for basic needs such as food, health care, childcare, mental health, and housing, as well as external educational organizations and opportunities for our students. A focus area will be improving family engagement through providing more opportunities for family learning. An engaged family provides a foundation of success for student attendance and academic achievement.	A CAC focus area to build partnerships for student outcomes is to increase access and capacity to serve students through community engagement and outreach; with an emphasis on partnerships, sustainability, and centering student voice. We will also continue to work on expanding program offerings and design programming that works for our adult learners with a focus on relationship building, resource connections, and culturally responsive and diverse opportunities for students.	We will work to expand diverse resource connections within the CAC by hosting college/career fairs, health and wellness support, and family resource events. We will dedicate planning time to research and identifying new community connections, sustainability, and opportunities for growth. We will focus outreach efforts on new community partners to create new relevant programming, with a particular emphasis on opportunities for our system-impacted students in the correctional facilities and at the adult probation center.	The CAC leadership partners with Cabrillo College, Watsonville Aptos Santa Cruz Adult Education, Santa Cruz City Schools, and the Workforce Development Board as part of the Greater Opportunities through Adult Learning (GOAL) consortium. As a collective group, we are committed to improving and increasing educational opportunities for adult learners in our county. Our pledge is to meet student needs, sustain and expand program offerings, and provide a continued commitment to design programming that works for our adult learners. This commitment will focus on resource connections, cultural responsiveness, diverse opportunities for students, and meeting them wherever they are on their educational journey. The Transition Support team has made great progress in collaborating and working to support adult students countywide.	We engage our students throughout the year through surveys, small group meetings, and CAC newsletters. A focus area for the following year is refining our survey and discussion questions and sending them out more frequently.	We will identify and develop new opportunities for students to transition to employment and/or post-secondary opportunities. The CAC collaborates on a regular basis to improve outcomes for our students across the count, and actively works to ensure and increase the accessibility of our program.	4	4	4	4	3	3	4	4	4	4	4	4	Met		22JUN2023	2023
44104474430252	Pacific Collegiate Charter	3	There are many opportunities for community building and family engagement at PCS. Over the last 3 years, PCS has made an effort to expand those opportunities and make sure that communication and participation in family engagement activities are accessible for multilingual families.	As part of our strategic plan and commitment to Diversity, Equity, and Inclusion (DEI), PCS will continue to improve the accessibility of our communication, engagement, and outreach. This includes a focus on community partnerships and the ongoing work of our DEI Director, DEI Taskforce and Bilingual Liaison in collaboration with students, families, and staff. We continue to survey our educational partners regularly to ensure that progress is being made toward these goals.	The PCS strategic plan articulates goals in the area of family and community engagement: (1) Fostering voice, a sense of belonging, and respect in every family through meaningful involvement, (2) Recruiting and supporting a diverse student population, (3) Building meaningful partnerships with a diversity of community groups and organizations consistent with PCS values and strategic goals (e.g. for outreach, fundraising, internships, curricular connections), (4) Cultivating long term connections and involvement of PCS alumni. Based on annual student and family experience surveys as well as results from the California Healthy Kids Survey (CHKS), PCS will be focused on leveraging a variety of communication channels and materials to meet families’ individual needs, providing ongoing parent/caregiver education opportunities accessible to all families within PCS and in the greater Santa Cruz community, and creating more leadership/mentoring opportunities for multilingual families.	PCS has made progress toward increasing family engagement in the past year by expanding opportunities for multilingual families to access and get involved in community events. In addition, school communication tools (e.g., for weekly newsletters, website, etc.) have been updated to provide easy access to those who speak a vareity of home languages.	Our goal is to continue expanding access and programming aligned to the expressed needs of our parents and families, including enhancing opportunities for leadership within the school community.	PCS has intentionally focused on creating a more inclusive and welcoming school community, with particular focus on traditionally underrepresented families. Our Director of Diversity, Bilingual Community Liaison, DEI Taskforce, and College Counselor continue to work on expanding opportunities for community building, affinity groups, and parent/family education aligned to the specific needs of traditionally marginalized populations within our school community.	PCS seeks to empower the diverse voices of our educational partners. Recently, this has been evident in the engagement of students, parents/caregivers, staff, faculty, and administration in a number of advisory and decision making groups, including WASC accreditation home and focus groups, LCAP development, the Parent Volunteer Association, annual student and parent experience surveys, Head of School evaluation survey, and a variety of Town Hall meetings regarding issues of importance to the school community.	PCS continues to seek opportunities to uplift parent/caregiver and student voices, particularly those who identify as part of a traditionally underrepresented group.	PCS has intentionally focused on creating a more inclusive and welcoming school community, with particular focus on traditionally underrepresented families. Our Director of Diversity, Bilingual Community Liaison, DEI Taskforce, and Administration will continue to listen thoughtfully to the input of our traditionally underrepresented families and seek opportunities for their leadership in school decision-making.	3	3	3	4	4	4	3	3	3	2	3	3	Met		07JUN2023	2023
44697320000000	Bonny Doon Union Elementary	3	Our annual parent/guardian survey results from the spring of 2023 show that 94% of our families receive timely information.  87% of the respondents state that our school is a welcoming and safe place for them and their students.	Our community is seeking more opportunities to come together, since we are a community with only the school as a place to see others in the community.  We are working with our parent groups to host after school, evening and weekend events.	Due to the small size of our school community, we are able to work with each family individually to ensure they are supported.  Our office team is trained and able to connect families to resources.  Our entire staff is focused on improving communication and access to necessary information and resources.	As a single-school district, community-school partnerships are the bedrock of our approach.  Our staff works diligently to engage and include our parents/guardians in the educational process.	Our survey results demonstrated that our community wants us to continue our efforts to support student character education.  We are sharing more resources at home that build on this as well as additional home support for academics.	Due to the small size of our school community, we are able to work with each family individually to ensure they are supported.  In addition to our surveys and communications, our Title 1/Intervention teacher and our registrar make personal contact directly to our underrepresented families to support and encourage engagement with the school.	Parents provide a crucial perspective on the educational activities at our school.  We partner with families through multiple approaches: parent organizations, advisory committees, councils and surveys.	Post-pandemic efforts are focused on understanding parent needs as they have changed dramatically over the last few years.	Since we are a small, single-school district, we work with families individually to ensure they are supported.  Our Title 1/Intervention teacher and our registrar make personal contact directly to our underrepresented families to support and encourage engagement with the school.	5	5	4	5	5	4	5	5	4	4	4	5	Met		08JUN2023	2023
44697570000000	Happy Valley Elementary	3	Happy Valley Elementary School District Staff work very closely with the families and communities in Happy Valley.  Many families volunteer on a regular basis in the classroom and on the school grounds.	The Superintendent/Principal will be holding monthly meetings for families to meet and discuss any local issues.	Because of small class sizes and overall small school enrollment, teachers and staff regularly communicate and meet with families.  Although the percentage of underrepresented families is small, the school makes a concerted effort to connect with these students and their families.	The last survey indicated that 99% of families feel that the staff responds appropriately to concerns and questions. 95% of families feel that the newsletter and communications are informative and useful, an increase from the year before.	Continue to send out weekly newsletters and keep an updated website.	Continue to reach out to underrepresented families for regular input.	The Parent-Teacher Association meetings are attended by the administrator, and teacher representative, and parents. Representatives from Parent Club work with the administrator to create and review the yearly survey.	Because HVS is such a small school district, the parent club and school site council provides the most opportunities for parents to be involved	Continue to reach out to underrepresented families for regular input.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met		21JUL2023	2023
44697650000000	Live Oak Elementary	3	Data from our educational partner input meetings has been overwhelmingly positive. Families are beginning to feel included. They have noted that they are provided a space to come share their thoughts and participate. New strengths include: * Welcoming environments at the beginning of the school day. *All schools have family liaisons that spend time with families each day answering questions or concerns. *School partners also expressed great enthusiasm for all of the family activities and events that were created. *They especially appreciated the support of many cultures in the Family Art Nights hosted at all schools. *Developing student voice at each school site has also been an effective tool in further developing our cultural competency. The LOSD DELAC committee has ideas regarding increasing parent engagement and participation in school. Leveraging the district-wide events will be explored.	In meeting with the families that helped write the original actions and services, the need for a strategic plan for family engagement emerged. The district has drafted and built the Family and Community Engagement (FACE) plan. The framework for the plan is based upon our high leverage engagement strategies: *Welcoming environments *Effective communication *Resources and opportunities *Shared responsibilities and leadership. Shared responsibilities and leadership is a new action to the plan. The steering committee of the original goal four, Racial Justice and Equity (RJE), believe that including the work done in that committee should be included in the FACE plan. The work around RJE will be included in the new plan and the work will continue under that umbrella. The focus of RJ&E next year, possibly two years, will be about elevating student voice across the district. Student voice meetings will possibly include students in the lower grades Currently, only fifth graders are participating.	We will improve engagement with continuous improvement in the areas of: *Welcoming Environments-Increasing opportunities for on site involvement including school events *Effective Communication-Regular two way communication between families and school/district in multiple languages *Family and Community Engagement-Increasing student and family school services via Family Liasions *Resources for Family Engagement-Establishing pathways for students and parents in the area of elevated voice and opportunities for involvement *Opportunities for Families Within Shared Leadership-Further development of parent leadership in alignment with the community schools model	Educational partners (families, students, and staff) identified the following strengths of the Live Oak School District: * The power of parent-teacher conferences; ongoing communication; and support for addressing academic and/or social-emotional difficulties. *Student Led Conferences * Further Development of family activities and events *On site visits of the superintendent and coffee with the principals *Superintendent and principals as partners with families *Family Art and Cultural Events *Leadership opportunities for caregivers and families *Making outside service agencies easily accessible to families Educational partners (families, students, and staff) also identified the following areas for improvement or continued improvement: * More effective communication regarding the various ways parents can become involved * As an incentive highlight parent involvement in communication and other platforms 2023 Local Performance Indicator Self-Reflection for Live Oak Elementary School District Page 12 of 20 * Parents would like to continue with training on how to create safe, supportive, age-appropriate spaces for students to discuss issues of race, racism, and equity; using culturally-mindful teaching practices; and cultivating effective, culturally-sensitive school/family relationships	The district will continue to partner with parents to understand and implement the five principles of the Whole Child Framework: * Environments filled with safety and belonging * Powerful and Rich Learning Experiences and knowledge development * Development of skills, habits, and mindsets * Positive developmental relationships * Integrated Wellness supports All district input from educational partners fits within one or more of these principals. In addition, the Family and Community Engagement (FACE) plan has been put into action to address the further development of building partnerships. The framework is based upon the four high leverage engagement strategies of: *Welcoming environments *Effective communication *Resources and opportunities *Shared responsibilities and leadership Shared responsibilities and leadership is a new action to the plan. With this as one of our focuses, we will incorporate the work we have embarked upon in the area of Racial Justice and Equity (RJE), believe that including the work done in that committee should be included in the FACE plan. The work around RJE will be included in the new plan and the work will continue under that umbrella. The focus of RJ&E next year, possibly two years, will be about elevating student voice across the district	We will continue to offer resources to support family engagement and connection in the following ways: *Family liaisons will continue to serve as bridge builders as they work to connect with families. *The Family and Community Engagement (FACE) Manager will continue to coordinate family and students' school services, as well as partnerships with community service providers, in order to make all opportunities truly accessible. In addition, communication continues to be a key focus area in terms of engaging our underrepresented families. Mid-year we changed our communication platform. This new platform is easy to use and creates space for two way communication in all languages. By changing the platform and our carefully crafted process of usage, communication will be vastly improved.	Educational partners (families, students, and staff) have identified the following strengths: * Parents have been the recipients of many opportunities to be involved in school and district-level decision-making through implementation of the FACE Strategic Plan. * At the school level, parents continue to provide input through Home and School Clubs, School Site Councils, and English Language Advisory Councils (ELAC). * The district's active seeking of input from the community, through its Superintendent Parent Advisory Council, District English Language Advisory Council (DELAC), and Family Conversation nights, Coffee with the Superintendent, and Superintendent's Student Team has created open opportunities for leadership.	Educational partners (families, students, and staff) identified the following areas for improvement: * Broader representation of parents and educational partners, at the decision-making meetings described above, is a focus for improvement in order for there to be more diverse voices and perspectives. * More frequent meetings offered will allow for greater input. Earlier notice and context, regarding these meetings, is necessary for partners to prepare in advance. *Input meetings should be throughout the year, not just in the spring. *Different spaces and variety of meetings will be offered. Parents can come together based on their interests.	The district will utilize the new two way platform for communication in order to engage our underrepresented families to participate in the decision making opportunities available over the course of the school year. In so doing, we will bring diverse and fairly represented voices to these meetings. A variety of options for involvement will continue to be developed and offered. Through the FACE Team, multiple family and community partner events will continue to take place over the school year.	4	4	3	4	2	4	4	4	3	4	3	4	Met		28JUN2023	2023
44697650100388	Tierra Pacifica Charter	3	"It could easily be said that Tierra Pacifica's biggest strength is the relationship between the school and its families. Most parents at Tierra Pacifica volunteer on a regular basis. Parent involvement is always voluntary, never required. The scope of possibility for parent involvement is endless. Parents work in governance, finance, the office, classrooms, site maintenance, leading electives, gardening, monitoring recess, tutoring, fund-raising, grant-writing, diversity work, strategic planning, technology, lunch service, laundry, and anything else that is needed, or for which they want to contribute. A team of parent representatives coordinate the volunteer work, which includes supporting each family in finding the best way for them to engage and give feedback. Parents often comment in surveys that volunteering helps them feel more connected to their child's educational experience and the school community, as well as feeling they are a part of something important and ""bigger"" than themselves. Parents wishing to get involved are encouraged to contact their classroom's Parent Representative."	Feedback this year was that families would like more reasons to come together as a community. They enjoy All School Meetings where all parents are invited to come and participate in learning, collaboration and community-building. They also wish for more fun community activities like dances and beach bonfires.	Tierra Pacifica is a multi-generational community of learners and relationship building is the foundation of our approach. The school maintains an open and inviting atmosphere for all family members, including grandparents, to be a part of the school community. Teachers send weekly letters to their students' families sharing updates, asking for input and inviting participation in classroom activities. Teachers are very skilled at incorporating parents into their classroom routines and home support jobs, and parent representatives for each classroom are trained to facilitate voluntary parent participation in a way that works for their family. The main communication tool used at TPCS is an online community platform called Parent Square. All posts to the community can be translated with one button either at the sender's end or the user's. The school calendar, important forms and school documents, and a directory are accessible to all community members there, as well as tools for getting involved. Tierra Pacifica Charter School is a place where parents are welcomed in and encouraged to participate on every level. In addition to the meetings and working teams, there are multiple opportunities for parents to interact at school from musical performances to entrepreneurial fairs to parent education opportunities and more. It is our goal that every family will feel recognized, appreciated and respected for who they are and what they bring to the diverse network of relationships that makes our school so strong. New families at Tierra Pacifica attend an orientation at the beginning of the school year, and 2-3 classroom meetings, plus 2-3 All School Meetings add to the opportunity for community-building and involvement.	"At Tierra Pacifica, we know that supporting the whole child means working with their village as well. One critical practice in addition to regular meetings and parent-teacher conferences is that of the Village Success Meeting. Village Success Meetings are proactive, solution-seeking gatherings of a student's ""village"" to hear from the most important people in that student's world. Together, we focus on the student's strengths and challenges and brainstorm actions the group members can implement as supports. Anyone can call a VSM; parent, teacher or student. Reasons for calling a VSM are myriad. Every team member can contribute their expert knowledge of the student, the research, or best practices likely to help. Together we work for successful student outcomes. English Language Learners have an extra large challenge to meet academic goals while simultaneously learning a new language. We have a VSM for all EL students to ensure steady progress, seek input from families on how the school is addressing their students' needs and to investigate whether increased support or community resources are indicated."	Next year we will organize early VSMs to be all on the same few days, employing a roving sub to ensure teachers can participate rather than having them before or after school.	"We will have two ""meet with the principal"" teas for parents of English Learners."	Tierra Pacifica employs many ways of engaging parents in school operations, culture, and decision-making. After 20 years of work on how to engage parents, a robust framework has been created. A minimum of two parent meetings for each classroom are held during the school year where parents are engaged in learning about curriculum and school practices, are reminded of ways they can be a part of any school day and are asked to collaborate on a variety of school endeavors from planning to problem-solving. At least two All School Meetings are held each year for the entire parent body which also engage parents in understanding school goals and progress toward these goals. During this large meeting, parents are organized into small groups for the purposes of effective collaboration and are asked for feedback that will inform further actions toward our goals. Another way parents can engage at Tierra Pacifica is through parent teams. Teams are organized and run by parents to help support the different areas of need in the school. For instance, the school Finance team meets once monthly to review and refine the work of the Finance Department. Often the team's questions, ideas and research help to clarify the school's direction on budgetary goals and practices as well as communication of outcomes to the wider community. Another example of how parents are integral to school operations is in the progress of our outdoor learning spaces. At the beginning of the pandemic, parents were invited to join task forces to help our school adjust to all of the new challenges. One of the task forces decided to look more closely at the possibility of developing learning spaces around the edges of our campus for additional health and safety. Eventually, this became the Outdoor Classrooms Team. The Team met throughout the next year and a half, held multiple workdays for any parents who wished to volunteer, and created five beautiful outdoor learning spaces for our students. Now every class has its own dedicated space that can be used at any time during the school day. Now, as the pandemic continues, our students learn outside more than inside.	Tierra Pacifica continues to strive for the full engagement of our non-English-speaking families. Although language accommodations are provided at meetings, some of these families are still not attending them. Part of the intent of the yearly EL VSMs is to gain a better understanding of how to make meetings feel more meaningful and accessible to these families.	"The school will hold two ""meet with the principal"" teas for parents of English Learners."	5	5	5	5	5	5	5	5	5	5	5	5	Met		23MAY2023	2023
44697730000000	Mountain Elementary	3	On the 20232 Parent Survey, 93.8% of parent rated home/school communication a 4 or a 5 (on a scale of 1-5). 95.5% of parents report feeling welcomed by staff and teachers. 91.7% report feeling involved and included included in school activities and know how to become more involved if they choose.	MESD could improve in the ares of supporting staff to learn about different families and their goals, languages and cultures.	This is an exceptionally strong area for MESD. There are no impediments to continuing to refine our practices in a high trust, relationally focused, respectful and responsive school program.	As stated in LCAP Goal 1.1, multiple modes of communication are central to our success in this area. MESD hosts many in person events in this school yea to bring families together. Back to School Night, Open House, performances, etc. play an important and effective role in engaging with all families, including those who might otherwise be less connected to our special community. Administration sent regular updates and information to families to engage them in the day to day happenings on campus and to keep them informed of ways to get involved int he school community.	Based on responses to both the parent and student surveys, MESD will focus on proving more support for students' social and emotional needs as well as identifying ares to improve safety and conflicts at recess. 38% of 4-6th grade students reported feeling comfortable and safe at recess only sometimes or not at all (4.3%). We have adopted a new SEL Program called RULER.	MESD does not have a significant underrepresented population.	MESD provides many opportunities for educational partners to provide input for decisions-making: Safety and Facilities Committee, Budget Advisory Committee, Parent Club. Additionally, staff meets regularly and administration seeks regular input regarding school policies and procedures. For the 2023-24 school year we will be implementing a parent advisory committee to offer more parents opportunities to provide input on school issues.	A fundamental MESD priority is the inclusion of parents and families as partners in our TK-6 single school district. This is deeply embedded in school culture and will continue as a foundational partnership in providing a first-rate elementary education for all students. In 2023-24 we will work to address the need to enhance our inclusive, culturally competent practices in welcoming students and families from different backgrounds into our active school community. We have many opportunities for parents to be involved in decision making.	MESD will continue to improve engagement of underrepresented families by providing multiple ways to engage in their student's education, including using in-person and zoom for meetings to accommodate those without chid care or for whom and in-person meeting would be a hardship.	4	5	4	5	4	4	4	4	4	4	3	3	Met		07JUN2023	2023
44697810000000	Pacific Elementary	3	We are a very small school in a small, rural community, and, as a result, we have strong personal relationships with most families. It is very rare that anyone or anything isn't noticed or addressed. We have built a culture where staff, students, and families help each other to flourish.	We continue to strive to connect families with services to address their needs. Affordable housing is a consistent challenge.	We prioritize bilingualism in hiring. We hold many events to include the whole community. We seek to include people in both formal and informal ways.	Due to our small size, we get to know each other personally. Whenever an academic or social need is identified, we take steps to address it as soon as practicable.	We have a close relationship with the very limited number of local institutions. When staff turnover occurs, we need to re-establish those relationships.	We will partner with the Davenport Resource and Service Center, the local businesses, and county-wide social service organizations, as indicated.	We have a fully constituted School Site Council and Board of Trustees. We also have an active PTA. Many informal opportunities also exist for input and participation.	The most active members of the PTA are parents of older students. The organization needs to be rejuvenated with parents of younger students.	We will continue to communicate with parents in their primary language.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
44697990000000	Pajaro Valley Unified	3	PVUSD has made significant progress in building relationships between school staff and families. The following strengths and progress can be observed: Site Family Engagement Plans: Each school site has begun developing a plan based on identified standards supporting increased engagement and partnership between families and schools. Collaborative Partnerships: PVUSD has successfully fostered collaborative partnerships with various educational stakeholders, including parents, guardians, and community organizations. These partnerships have led to increased engagement and involvement of families in the educational process. This includes leadership groups such as the District Advisory Council, Parent University and our partnering with Cradle to Career to foster a parent leadership/advocacy group. Communication Strategies: PVUSD has implemented effective communication strategies to bridge the gap between school staff and families. These strategies include regular newsletters, parent-teacher conferences, and interactive platforms, such as online portals or apps, that allow parents to stay informed about their child's progress and school events. Examples include Peachjar, Remind, Smore, Dojo, and more Parent Involvement Programs: PVUSD has developed and implemented parent involvement programs that encourage families to actively participate in their child's education. These programs have included workshops, training sessions, and volunteering opportunities, enabling parents and caregivers to contribute to the school and district community and feel valued as partners in their child's learning journey. Cultural Sensitivity: PVUSD has demonstrated a commitment to cultural sensitivity and inclusivity by recognizing and respecting the diverse backgrounds, languages, and perspectives of families. This approach helps to build trust and strengthens the relationships between school staff and families from different cultural, linguistic, and socioeconomic backgrounds. Supportive Resources: PVUSD has provided families with access to supportive resources, such as counseling services, family support centers, and community outreach programs. These resources aim to address the unique needs and challenges faced by families, fostering a sense of support and understanding within the school community. A highlight of this is our Family Engagement and Wellness Center, which continually expands its offerings to our community based on identified needs. Overall, PVUSD has shown commendable progress in building relationships between school staff and families. By prioritizing collaborative partnerships, effective communication, parent involvement, cultural sensitivity, and supportive resources, PVUSD has created an inclusive and engaging environment that promotes the success and well-being of all students.	PVUSD has identified certain focus areas for improvement in building relationships between school staff and families. These areas require attention and targeted efforts to enhance the partnership between schools and families. Some of the focus areas include: Communication Enhancement: The analysis indicates a need for improving communication channels and practices between school staff and families. This may involve exploring additional methods of communication, such as supporting families in utilizing existing technology platforms, making more direct connections with families, identifying leaders among parents that can inform others, and implementing regular updates to keep families informed about school activities, student progress, and important events. Outreach to Underrepresented Groups: The data highlights a gap in engagement with underrepresented groups within the school population. PVUSD recognizes the importance of reaching out to these families and ensuring their voices are heard. Strategies could include targeted outreach initiatives, culturally and linguistically responsive pedagogy training for staff, and creating a welcoming environment that fosters inclusivity and understanding. Family Engagement Programs: The analysis suggests the need for further development and expansion of family engagement programs. PVUSD acknowledges the significance of involving families in their child's education and aims to provide more opportunities for meaningful participation. This may involve organizing workshops, seminars, or events that empower families to actively contribute to their child's learning journey and school community. Our goal is to move this out of the district office and into more sites themselves. Building Trust and Collaboration: The analysis reveals a desire for stronger trust and collaboration between school staff and families. PVUSD recognizes the importance of fostering a positive and supportive relationship. Efforts may include establishing regular opportunities for dialogue, creating avenues for feedback and input from families, and implementing strategies to address any concerns or barriers that may hinder trust-building efforts. Professional Development for Staff: The analysis suggests that providing professional development opportunities for school staff in relationship-building and family engagement skills is crucial. PVUSD aims to invest in training programs and workshops that equip staff with the necessary tools and knowledge to effectively engage with families, understand diverse perspectives, and promote a culture of inclusivity. By focusing on these areas for improvement, PVUSD aims to strengthen the relationships between school staff and families, foster a sense of belonging, and create an environment where families feel valued and actively engaged in their child's education.	PVUSD will undertake several initiatives based on the analysis of educational partner input and local data aimed to address the specific challenges faced by underrepresented families and promote a more inclusive and supportive school environment.   PVUSD’s planned actions: Culturally and Linguistically Responsive Pedagogy Training: PVUSD will offer professional development opportunities for staff focused on cultural competency, sensitivity, and inclusivity. This training will help educators better understand and appreciate the diverse backgrounds, experiences, and needs of underrepresented families. Language Support: PVUSD will ensure that language support services continue to be readily available. This may include hiring bilingual staff, providing interpretation services during meetings and events, or offering translated materials to facilitate communication with families who have limited English proficiency. We will continue sending out messages in Mixteco whenever possible. Outreach and Communication: PVUSD will implement targeted outreach strategies to actively engage underrepresented families. This involves utilizing data to identify which families we are not seeing or hearing from and establishing stronger communication channels.  Community Partnerships: PVUSD will continue to collaborate with community organizations and stakeholders that have established connections with underrepresented families. This partnership will help build trust, provide additional support services, and bridge any gaps between the school and the community, ultimately enhancing family engagement. Family Support Programs: PVUSD will develop and implement programs and resources specifically designed to address the unique needs of underrepresented families. These include workshops on navigating the education system, providing information on available support services, and offering guidance on advocating for their children's educational needs. Welcoming School Environment: PVUSD will focus on creating a welcoming and inclusive school environment for all families. This may involve organizing family-oriented events, celebrations, or cultural activities that recognize and value the diversity within the school community. This will include forming Site Family Engagement Plans with one of the standards based on the welcoming environment of each school. Feedback and Evaluation:  PVUSD will establish mechanisms to collect feedback from underrepresented families about their experiences and engagement with the school. This feedback will be used to continuously assess the effectiveness of the initiatives and make necessary improvements. By implementing these initiatives, PVUSD aims to strengthen relationships between school staff and underrepresented families, ensuring their active involvement and participation in their children's education.	Based on the analysis of educational partner input and local data, PVUSD has made significant progress and demonstrated strengths in building partnerships for student outcomes. The following are the PVUSD's current strengths and progress in this area: Collaborative Relationships: PVUSD has established strong collaborative relationships with various educational partners, including community organizations, businesses, non-profit organizations, and higher education institutions. These partnerships have been developed through ongoing communication, mutual trust, and shared goals. Resource Sharing: PVUSD has successfully facilitated resource sharing among its partners. This includes sharing expertise, facilities, and technology. PVUSD has fostered a culture of collaboration, enabling partners to pool their resources and provide enhanced support to students. Data-Driven Approach: PVUSD has embraced a data-driven approach to building partnerships for student outcomes. It has leveraged local data to identify areas of need, track progress, and evaluate the impact of partnership initiatives. By utilizing data, PVUSD makes informed decisions and allocate resources strategically to maximize student success. Community Engagement: PVUSD has actively engaged the local community in its partnership efforts. It has involved parents, guardians, and community members in decision-making processes, seeking their input and feedback. This can be seen in our continued use of Youth Truth and our LCAP input sessions. PVUSD recognizes the importance of community involvement in shaping educational programs and ensuring they align with local needs and values. Continuous Improvement: PVUSD has demonstrated a commitment to continuous improvement in building partnerships for student outcomes. It regularly seeks feedback from partners, conducts evaluations, and adjusts strategies based on lessons learned. This iterative process allows PVUSD to refine its approach and strengthen its partnerships over time. Overall, PVUSD's current strengths and progress in building partnerships for student outcomes reflect a proactive and collaborative approach. By leveraging these strengths and continuing to foster strong partnerships, PVUSD is well-positioned to enhance student outcomes and create a supportive educational environment.	Based on the analysis of educational partner input and local data, PVUSD has identified the following focus areas for improvement in building partnerships for student outcomes: Stakeholder Engagement: PVUSD recognizes the need to enhance stakeholder engagement in building partnerships. While we do have an extensive list of existing partnerships, there is room for improvement in actively involving all relevant stakeholders, including parents, guardians, community members, and students themselves. Strengthening communication channels and soliciting feedback from these stakeholders can help ensure their perspectives are considered in partnership initiatives. Alignment with Student Needs: PVUSD aims to improve the alignment of partnerships with the specific needs of its students. The analysis of local data has highlighted areas where students require additional support or resources. By identifying these needs and seeking partnerships that directly address them, PVUSD can better meet the diverse needs of its student population and enhance student outcomes. Equity and Access: PVUSD recognizes the importance of addressing equity and access issues in partnership building. The analysis of data has revealed disparities in access to resources and opportunities among different student groups. To promote equitable outcomes, PVUSD aims to foster partnerships that prioritize providing equal access to high-quality education, resources, and support services for all students, regardless of their background, primary language, or circumstances. Outcome Evaluation: PVUSD aims to improve its evaluation process for partnership initiatives to better assess their impact on student outcomes. While PVUSD has established partnerships, it is important to measure the effectiveness of these collaborations in improving student achievement, engagement, and overall well-being. By collecting and analyzing data on partnership outcomes, PVUSD can identify successful strategies and make datainformed decisions to guide future partnership efforts. By focusing on these improvement areas, PVUSD aims to strengthen its partnerships for student outcomes, ensure equity and access, and continuously enhance its collaborative efforts. Through targeted strategies and a commitment to data-driven decision-making, PVUSD aims to create a more robust network of partnerships that effectively support its students' success.	PVUSD is working to improve the engagement of underrepresented families in relation to building partnerships for student outcomes through:  Culturally and Linguistically Responsive Practices:  The district will prioritize understanding and respecting the diverse cultural backgrounds, languages, and values of these families. By incorporating culturally responsive strategies into partnership initiatives, PVUSD aims to create an inclusive and welcoming environment that fosters meaningful engagement. Language Accessibility:  PVUSD will work towards ensuring that information, communication, and resources are available in languages spoken by our families. This may include translating important documents, providing interpretation services during meetings and events, and utilizing multilingual staff or community volunteers to bridge language barriers. We will also continue expanding our opportunities for engagement with all our families with events like our Mixteco nights. Targeted Outreach: PVUSD plans to implement targeted outreach efforts to specifically reach underrepresented families. This will involve partnering with community organizations that have existing relationships with these families, conducting outreach events or workshops in culturally relevant locations, and utilizing multiple communication channels, such as social media, local newspapers, and community bulletin boards. Parent Education and Empowerment: PVUSD recognizes the importance of empowering underrepresented families by providing them with information, resources, and opportunities for skill development. The district will offer parent education programs, workshops, and training sessions that cater to the specific needs and interests of these families. By equipping parents with knowledge and skills, PVUSD aims to enhance their capacity to actively participate in their children's education and engage in partnership initiatives. Feedback and Collaboration: PVUSD is committed to actively seeking feedback from underrepresented families and involving them in decision-making processes. The district will create avenues for families to share their perspectives, concerns, and suggestions regarding partnership initiatives. PVUSD will use this feedback to continuously improve engagement strategies and ensure that the voices of underrepresented families are heard and valued. Through these targeted efforts, PVUSD aims to improve the engagement of underrepresented families in building partnerships for student outcomes. By addressing cultural and linguistic barriers, providing targeted outreach and support, and empowering families, PVUSD seeks to create a more inclusive and collaborative  educational environment that promotes the success of all students.	"PVUSD's Strengths: PVUSD participated in the Community Engagement Initiative, a collaborative institute of districts committed to family and community engagement. This honor has highlighted some of our promising practices and provided a platform to deepen our commitment to ensure that all members of our community are able to provide input. Over the last three years, PVUSD has provided many opportunities for all stakeholders to provide such input. With surveys, digital and paper, we have asked many crucial questions to help guide our decisions and actions. One example is the Youth Truth Survey, which gives us metrics to see how we are progressing with key areas like how families feel upon entering our schools. The Superintendent receives and responds to questions weekly in her ""Ask Dr. Rodriguez"" communiques which address pressing issues. PVUSD's town halls and workshops are responsive to community needs and requests. One such series is our Mixteco Parent Night series. All sites have begun developing Family Engagement Plans that highlight the significance of reciprocal communication and input. We have also expanded our DAC and will continue to utilize this and other opportunities to ensure that decisions are made with substantial input from all stakeholders."	Areas for Improvement: The main area for improvement in seeking input from all stakeholders is both to ensure that all staff members have the professional learning opportunities to support and engage all families and to ensure that we build opportunities to have all stakeholders participate in the planning, designing, implementation, and evaluation of activities and initiatives.	PVUSD is working to improve the engagement of underrepresented families in relation to building partnerships for student outcomes through: Culturally and Linguistically Responsive Practices: PVUSD recognizes the importance of implementing culturally and linguistically responsive practices to engage underrepresented families effectively. The district will prioritize understanding and respecting the diverse cultural backgrounds, languages, and values of these families. By incorporating culturally responsive strategies into partnership initiatives, PVUSD aims to create an inclusive and welcoming environment that fosters meaningful engagement. Language Accessibility: PVUSD acknowledges the significance of language accessibility in engaging underrepresented families. The district will work towards ensuring that information, communication, and resources are available in languages spoken by our families. This may include translating important documents, providing interpretation services during meetings and events, and utilizing multilingual staff or community volunteers to bridge language barriers. We will also continue expanding our opportunities for engagement with all our families with events like our Mixteco nights. Targeted Outreach: PVUSD plans to implement targeted outreach efforts to specifically reach underrepresented families. This will involve partnering with community organizations that have existing relationships with these families, conducting outreach events or workshops in culturally relevant locations, and utilizing multiple communication channels, such as social media, local newspapers, and community bulletin boards. Parent Education and Empowerment: PVUSD recognizes the importance of empowering underrepresented families by providing them with information, resources, and opportunities for skill development. The district will offer parent education programs, workshops, and training sessions that cater to the specific needs and interests of these families. By equipping parents with knowledge and skills, PVUSD aims to enhance their capacity to actively participate in their children's education and engage in partnership initiatives. Feedback and Collaboration: PVUSD will create avenues for families to share their perspectives, concerns, and suggestions regarding partnership initiatives. PVUSD will use this feedback to continuously improve engagement strategies and ensure that the voices of underrepresented families are heard and valued. Through these targeted efforts, PVUSD aims to improve the engagement of underrepresented families in building partnerships for student outcomes. By addressing cultural and linguistic barriers, providing targeted outreach and support, and empowering families, PVUSD seeks to create a more inclusive and collaborative  educational environment that promotes the success of all students through shared decision making and input gathering.	3	4	3	5	2	5	4	3	3	3	4	2	Met		28JUN2023	2023
44697990117804	Ceiba College Preparatory Academy	3	Ceiba's completes outreach efforts to parents in many ways and two-way communication is strong with most families. Teachers and administrators have an expectation of responding to any and all family communication within 48 hours. We have created a Director-level position for Parent and Student Engagement as well as a Parent Engagement and Education coordinator who lead this effort. These two staff members partner to implement outreach programs, gather feedback, and ensure clear channels of communication, and ensure attendance at School Site Council meetings, ELAC/DELAC meetings, parent education workshops such as the Parent Institute of Quality Education and Positive Parenting Program.	Ceiba is seeking to build out a parent group that can help lead the organization of after-school activities and fundraisers. We are working closely with parents currently to establish this group.	Ceiba runs reports on parents who are not responding to ParentSquare messages, not attending parent-teacher conferences and are not engaged through completion of volunteer hours. Ceiba works with these parents to identify and remove barriers to their communication and participation.	Parents have been intimately involved in Ceiba in helping to plan and host family night where students and parents engaged in activities and shared food with each other, banda night where parents raised funds to sell tacos and other food items, and	Ceiba hopes to expand on these activities by formalizing a parent booster group or parent club that would coordinate fundraising and activity organization efforts.	Ceiba will ensure all meetings are held in Spanish with English translations for the School Site Council meetings and ELAC/DELAC meetings	Ceiba sends out regular surveys and hosts large School Site Council meetings to gather input from parents, students, and staff when making decisions about the school.	Ceiba will seek to maintain the School Site Council as a forum where many people from various stakeholder groups attend and share how we can continue to improve as a school per our LCAP.	Ceiba will review lists of parents who are not engaged per ParentSquare reports, Google surveys, and meeting attendance and reach out to them to determine how we can remove barriers to ensure their participation.	4	4	5	4	4	4	5	4	4	4	4	4	Met		13JUN2023	2023
44697994430229	Pacific Coast Charter	3	Teachers at Pacific Coast Charter meet regularly with students and families to discuss the academic and social-emotional progress and needs of their students. The school counselor is available to all students and families to discuss social-emotional concerns, current academic status, and their future plans. The administration has an open door policy, and frequently meets with students and families to answer any questions, or address any concerns relating to the school.	Pacific Coast Charter has been working on updating their website to make it more informative, and user-friendly for the students and parents. School-wide notifications are sent to students and families regarding upcoming school and district wide events, and offerings.	All students and families that attend Pacific Coast Charter are provided with individualized attention through their supervising teacher during their regularly scheduled meetings. Teachers are able to identify the unique needs of each student, and make adjustments to their educational plan as needed.	Teachers at Pacific Coast Charter meet regularly with students and families to discuss the academic and social-emotional progress and needs of their students. The school counselor is available to all students and families to discuss social-emotional concerns, current academic status, and their future plans. The administration has an open door policy, and frequently meets with students and families to answer any questions, or address any concerns relating to the school.	Parents are encouraged to participate in the planning and implementation of their student's personalized learning plans with their supervising teacher. Parents are also encouraged to help monitor the educational progress of their students during their time engaging in Independent Studies.	All students and families that attend Pacific Coast Charter are provided with individualized attention through their supervising teacher during their regularly scheduled meetings. Teachers are able to identify the unique needs of each student, and make adjustments to their educational plan as needed.	All students, parents, and teachers, are invited to join the school for their monthly Governing Council meetings that are held here at the school. The same stakeholders are also invited to become members of the  Pacific Coast Charter Governing Council.	All students, parents, and teachers, are invited to join the school for their monthly Governing Council meetings that are held here at the school. The same stakeholders are also invited to become members of the  Pacific Coast Charter Governing Council.	All students, parents, and teachers, are invited to join the school for their monthly Governing Council meetings that are held here at the school. The same stakeholders are also invited to become members of the  Pacific Coast Charter Governing Council.	5	5	5	5	4	4	5	4	4	4	4	4	Met		15MAY2023	2023
44697994430245	Diamond Technology Institute	3	The data from our annual Youth Truth Report and local data regarding the area of Relationships is in the 41st percentile for students, 97th percentile for families, and 91st percentile for staff. These indicators are above average and include the following strengths: 1. The degree to which families experience positive relationships in their school based on respect, care and approachability. 2. The degree to which staff experience positive relationships in their school based on respect, care and approachability. 3. The degree to which families feel comfortable approaching administration with concerns.	Based on the data, the following areas of focus have been identifies in relation to family and staff relationship building:  1. Continue to expand processes for families and staff to communicate regarding a student's progress.  2. Continue to provide opportunities for families to participate in school activities and academics as learning partners.	Diamond Tech is a Title I school with over 85% of the student population as underrepresented. The continued areas of focus for underrepresented families are as follows:  1. The degree to which there are effective lines of communication between families and schools.  2. The degree to which families believe their school fosters shared goals, respect, fairness and diversity.	The data from our annual Youth Truth Report and local data regarding the area Culture and Belonging is in the 63rd percentile for students, 83rd percentile for families, and 82nd percentile for staff. These indicators are above average and include the following strengths:  1. The degree to which students believe that their school fosters a culture of respect and fairness.  2. The degree to which families believe their school fosters shared goals, respect, fairness, and diversity.  3. The degree to which staff believe that their school fosters a culture od shared vision, respect and effective communication.  4. The degree to which students feel they receive support and personal attention from their teachers and feel welcome at their school and have collaborative relationships with their classmates.	Based on the data, the following areas of focus have been identifies in relation to building partnerships for student outcomes:  1. Build Student Leadership Structure Capacity to enhance the student leadership system by building a deeper accountability experience for all.  2. Formulate a multitiered student support system schoolwide.	The continued areas of focus for underrepresented families are as follows:  1. The degree to which families believes their school fosters shared goals, respect, fairness and diversity.   2. Continued opportunities for families to participate in school activities and academics as learning partners.  3. Continued high expectations for students and communication/ resources to achieve learning goals.	The data from our annual Youth Truth Report and local data regarding the area of Engagement is in the 56th percentile for students, 72nd percentile for families, and 82nd percentile for staff. These indicators are above average and include the following strengths:  1. The degree to which students perceive themselves engaged with their school and their education.  2. The degree to which families are engaged in their school and empowered to influence decision making.  3. The degree to which staff feel engaged in their work and impowered to influence their school.	Based on the data, the following areas of focus have been identifies in relation to seeking input for decision-making:  1. Continue to include family members in academic and school activity planning.   2. Continue to make good use of stakeholder skills and abilities.	The continued areas of focus for underrepresented families are as follows:  1. Continue outreach for family participation.  2. Continue communication of overall academic goals and student progress.  3. Continue to distribute information and seek feedback about what students should learn and be able to do.	5	5	5	5	5	5	5	5	5	5	5	5	Met		02JUN2023	2023
44697996049720	Linscott Charter	3	Linscott Charter School has made great strides in building trusting relationships with our families. As a small school, strong home relationships are key to student success. Teachers speak regularly with parents about successes and challenges. The relationship developed over the years spent at Linscott Charter School lasts for many years beyond 8th grade graduation.	An area for growth is communication engagement with our Spanish-speaking population. We also have some families that are challenging to reach or engage.	We have contracted with interpretation services, intentionally prioritized the hiring of Spanish-speaking staff, and have made all school correspondence accessible in Spanish and English. We will also be prioritizing phone calls and physical notes home for the families that are traditionally hard to reach.	Linscott has significant strength in building relationships with families. We pride ourselves on serving entire families, providing an excellent educational experience and a community for every child in a family.	An area of growth for Linscott in building partnerships for student outcomes would be supporting families during their 7th and 8th grade years. During this time families start to distance themselves from the school, which is developmentally appropriate for their child, but which results in lost opportunities to support and connect with families during this important time.	As mentioned above, we have contracted with interpretation services, intentionally prioritized the hiring of Spanish-speaking staff, and have made all school correspondence accessible in Spanish and English. We will also be prioritizing phone calls and physical notes home for the families that are traditionally hard to reach with the focus being to engage families in their child's education.	Linscott currently has an all-parent governing board. This provides parental input and feedback on all policies and progress.	Linscott has attempted to create an ELAC board but has had significant challenges in getting membership. We have an action step in the LCAP to create an ELAC and Parent Advisory board.	Linscott administration needs to have more open opportunities to reach families. We will be reintroducing parent feedback evenings. We initially discontinued this after a series of low-turnout sessions.	5	5	5	4	4	4	5	3	2	2	2	2	Met		20JUN2023	2023
44697996049829	Alianza Charter	3	Alianza believes that successful collaborative relationships with students and families have a positive impact on student learning and achievement.  Teacher and administrators reach out to tall students and their families before the star of the school year to welcome them back or to welcome them for the first time.  For kinder families, teachers hold a Meet and Greet so new students and families can visit their school site and student can meet their teachers.  Throughout the school year, Alianza hosts several parent engagement events including back to school nights focused on academic and social-emotional learning.	According to the Youth Truth Survey, parents suggest one area of improvement is to continue to work to increase parent participation in school site decisions via increasing parent participation at School Site Council, ELAC ,and LCAP input meetings.	Alianza is committed to having a full time family engagement liaison.  Her primary job is to reach out parents of underrepresented students.  She actively seeks and provides support to our families who are referred by our teachers, staff, or social emotional counselor.  Alianza has also invested in a full time social emotional counselor to work with high needs students and families.  On many occasions, with teachers, staff, students and families to support our students both academically and their social emotional well being.  We have also hired a lead intervention teacher and literacy coach to work with families and teachers in developing MTSS plans to support all our students.  In partnership with teacher, she meets with families to make sure their students have the academic and social emotional support to be successful in school.	Parents and students have several opportunities in the school year to meet with teachers and discuss student progress.  Parent-Teacher conferences, at which teachers discuss individual student performance and goals, grades, attendance, and social emotion concerns, are schedules mid November but parents and students are welcome to schedule a meeting with their teacher at any time in the year.  Additionally, teacher email and phone contact information are listed on the school website and shared with parents and students.  Additionally, our ClassDojo parent communication and engagement program which over 95% have signed up since the beginning of the school year is utilized by teacher, administration ,and parents to communicate with each other.	An analysis of the Youth Truth Survey submitted in October and given to students and parents, we will continue to build partnerships with parents and students by continuing current outreach opportunities to include 1. surveys, 2. school site council meeting, and 3. parent-teacher conference.  One of our LCAP goals specifically outlines actions and services intended to increase partnerships with parents.	An analysis of educational parent input and local data indicators that Alianza provides a pathway to communication for families.  Emphasis on home and school communication will be a continued goal of Alianza.  Individualized attention to families is priority for Alianza as we serve a student population of (a) 78.2% Low Income, (b) 55.9 English Learners (c) 31% Chronically Absent  Students (d) 8% Homeless Students (e) 7.7% Student with Disabilities.  Our major ethnicity is Latine 97.2%.  We will continue to improve engagement of families through: 1. personal outreach, 2. engaging activities, and 3. a culturally responsive environment.	Educational partner input and local data indicate ares for improvement in building relationships between school staff and families and include:(a) continue current practice of outreach to families, (b) continue to train staff members on positive student and family communication, and (d) continue to promote parent participation in school site council and ELAC meetings.	Alianza continuously works to build trust, respect ,and professionalism.  The outreach and collaboration with educational parents for inclusion, participation, and growth as a community influences the building of trust in our school community.  Monthly staff meetings and professional development opportunities build staff participation and contribution to achieve building a positive atmosphere.  Alianza uses multiple methods to encourage parent communication and input, including the School Site Council, ELAC,/Title 1 monthly meetings, along with parent/student/staff surveys.	Analysis of educational partner input and local date did not reveal a perception of disproportionally in engagement of underrepresented families in regard to opportunity for decision-making.  Alianza will continue processes to include all parents in decision-making venues and surveys.	4	4	4	4	4	4	4	3	5	5	5	5	Met		24MAY2023	2023
44697996119077	Watsonville Charter School of the Arts	3	WCSA has made significant progress in building solid relationships between  school staff and families by: 1.  Effective Communication Channels - WCSA has established effective communication channels that facilitate regular and transparent interactions between school staff and parents. This includes newsletters, social media, and dedicated parent-teacher conferences. 2. Cultural Sensitivity and Inclusivity: The LEA has demonstrated cultural sensitivity and inclusivity, recognizing and respecting the diverse backgrounds and needs of families within the community. This approach has contributed to a sense of belonging among parents. 3. Parent Engagement Initiatives: The LEA has implemented various parent engagement initiatives, such as workshops, seminars, and family events, which have garnered enthusiastic participation from parents. These initiatives have focused on both academic and non-academic aspects of students' development. 4. Community Partnerships: The LEA has fostered partnerships with local community organizations and businesses, leveraging their resources and support to enhance the school-family relationship. This has expanded the network of support available to families. In summary, the LEA has made commendable strides in building strong relationships between school staff and families, leading to a high rate of parent participation. These efforts are grounded in effective communication, cultural sensitivity, community partnerships, and a commitment to continuous improvement, all of which contribute to a thriving school-family partnership.	Based on the analysis of educational partner input and local data, the LEA (Local Education Agency) has identified specific focus areas for improvement in building relationships between school staff and families: 1. Accessibility of Information: The analysis suggests that there is room for improvement in making information more accessible to parents. This may include enhancing communication channels and ensuring that critical information, such as school updates and event details, reaches all parents, including those with limited English proficiency or varying technological access. 2. Engaging Hard-to-Reach Families: The LEA has recognized the need to engage with families who are traditionally harder to reach or involve in school activities. Strategies to reach out to these families, such as migrant or transient populations, should be developed and implemented. 3. Feedback Utilization: While there are mechanisms for collecting parent feedback, the LEA may need to improve how it utilizes this feedback. It appears that there is room for enhancing the responsiveness to parent concerns and suggestions, ensuring that the feedback loop is truly constructive. 4. Special Education and Exceptional Needs: The analysis highlights the need for specific attention to families with children in special education or with exceptional needs. These families may require tailored support and communication to ensure their engagement in the educational process. 5. Measuring Impact: The LEA should refine its methods for measuring the impact of parent engagement efforts. This includes assessing the effectiveness of different initiatives and their correlation with improved student outcomes. In summary, the LEA's focus areas for improvement in building relationships between school staff and families involve enhancing accessibility, engaging hard-to-reach families,  effectively utilizing feedback, addressing special education needs, and refining methods for measuring the impact of these efforts. These areas of improvement are vital for strengthening the school-family partnership and fostering a more inclusive and supportive educational community.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families, the LEA (Local Education Agency) will undertake the following strategies: 1. Culturally Responsive Communication: The LEA will adopt a culturally responsive approach to communication. This involves tailoring messages and outreach methods to align with the cultural backgrounds and languages of underrepresented families. Translated materials, culturally sensitive messaging, and multiple communication channels will be used to ensure information reaches all families. 2. Targeted Engagement Initiatives: The LEA will design specific engagement initiatives and events that cater to the interests and needs of underrepresented families. These initiatives may include culturally relevant workshops, support groups, or family activities that align with their backgrounds and experiences. 3. Accessible Resources: Efforts will be made to ensure that important resources and information are easily accessible. This may involve creating digital platforms, printed materials, or in-person support centers where underrepresented families can access information and resources conveniently. 4. Feedback and Input: The LEA will actively seek feedback and input from underrepresented families to better understand their concerns and needs. This feedback will inform the development of policies, programs, and practices that reflect their perspectives. 5. Celebrating Diversity: The LEA will celebrate the cultural diversity within the school community through events, displays, and curriculum enhancements. Celebrating different cultures and traditions fosters a sense of inclusion and belonging. By implementing these strategies, the LEA aims to create a more inclusive and welcoming environment for underrepresented families, promote their active participation in school activities, and ultimately strengthen the school-family partnership for the benefit of all students.	WCSA has demonstrated several strengths and made notable progress in building partnerships for student outcomes based on the analysis of educational partner input and local data. These strengths and progress areas include: 1. Collaborative Stakeholder Engagement: WCSA has effectively engaged a wide range of stakeholders, including parents, community organizations, local businesses, and educational partners. This collaborative approach ensures that multiple perspectives and resources are leveraged to benefit students. 2. Data-Driven Decision-Making: WCSA has begun to embrace a data-driven approach, using educational partner input and local data to inform decision-making processes. This allows for the development of targeted interventions and programs that address specific student needs. 3. Family Engagement: WCSA has fostered strong relationships with families, resulting in high levels of parental involvement. This partnership extends beyond the school, encouraging families to actively support their children's learning and development. 4. Monitoring and Evaluation: WCSA is in the development phase of establishing a robust mechanism for monitoring and evaluating the impact of partnerships on student outcomes. This includes tracking academic progress, attendance, and other key indicators to assess the effectiveness of programs and initiatives. 5. Equity and Inclusivity: WCSA places a strong emphasis on equity and inclusivity in partnership-building efforts. It strives to ensure that all students, regardless of background or circumstances, have access to the benefits of these partnerships. In summary, WCSA's strengths and progress in building partnerships for student outcomes are characterized by collaborative engagement, data-driven decision-making, strong family involvement, professional development, monitoring and evaluation all with an equity lens of focus,. These factors contribute to a holistic approach to student success that encompasses the entire community.  WCSA has significant strength in building relationships with families. We pride ourselves on serving entire families, providing an excellent educational experience and a community for every child.  We take great pride in our safe and inclusive environment where all students and families feel comfortable and safe.	Based on the analysis of educational partner input and local data, WCSA has identified specific focus areas for improvement in building partnerships for student outcomes: 1.Targeted Intervention Strategies: The analysis suggests a need for more targeted intervention strategies to address specific academic and non-academic challenges faced by students. 2. Enhanced Communication: The analysis indicates that communication between WCSA  and its educational partners can be enhanced. Clearer lines of communication, regular updates, and improved collaboration will be a focus to strengthen partnerships. 3. Alignment with Student Needs: WCSA  will work on better aligning partnership initiatives with the specific needs of students. This may involve conducting needs assessments and adjusting partnership priorities accordingly. 4. Increased Family Involvement: While WCSA has strengths in family engagement, there is room for improvement in increasing family involvement in partnership activities. Strategies to encourage greater family participation will be developed. 5. Professional Development: WCSA will invest in professional development for staff and educators involved in partnership-building. This training will equip them with the skills and knowledge needed to foster effective collaborations. In summary, WCSA’s  focus areas for improvement in building partnerships for student outcomes involve targeted interventions, equity and inclusion, enhanced communication, alignment with student needs, increased family involvement, and stronger  professional development.  These efforts aim to strengthen partnerships and enhance their impact on student success.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes, WCSA will implement targeted strategies: 1.  Culturally Inclusive Outreach: WCSA will make efforts to develop culturally inclusive outreach materials and communication channels that resonate with the backgrounds and languages of underrepresented families. This approach ensures that information is accessible and relatable. 2. Targeted Workshops and Programs: WCSA will make efforts to design and offer workshops, programs, and initiatives that specifically address the needs and interests of underrepresented families. These could encompass academic support, mentoring, or cultural enrichment activities. 3. Accessible Resources: Efforts will be made to ensure that resources and information are easily accessible to underrepresented families. This includes providing translated materials, and offering digital access.   4. Celebrating Diversity: WCSA will celebrate and embrace cultural diversity within the school community through events such as Cultural Day, displays, and curriculum enhancements. This creates an inclusive environment and fosters a sense of belonging. By implementing these strategies, WCSA is making efforts to enhance the engagement of underrepresented families in building partnerships for student outcomes. These efforts promote inclusivity, trust, and collaboration, ultimately benefiting the educational experiences and success of all students.	WCSA currently has an all parent governing board. This provides parental input and feedback on all policies and progress.  Numerous surveys have been sent to families soliciting input and feedback on our policies, student safety, and community support.	WCSA has attempted to create an ELAC board but has had significant challenges in getting membership. We are making strides this current school year with a few members that are willing to solicit help from our English Learner families.	We will be sending surveys to underrepresented families to find out what their needs are as far as time of meetings, childcare, food service, etc, is hindering them from participating in our parent/family events.	4	5	4	5	1	3	4	2	3	2	2	3	Met		01JUN2023	2023
44698070000000	San Lorenzo Valley Unified	3	Parent, staff, and student surveys are utilized in LCAP decision-making. The Superintendent also conducted information sessions and gathered input from all site staff and parents during the 2022-23 school year.  The district Superintendent provided parent, staff, and community information bi-monthly as an update to keep the school community informed. Each school site also sent Parent Newsletters on a regular basis.  The district increased SEL support to help with COVID-induced anxiety and provide additional support systems. PBIS strategies and systems have been reintroduced to K-8 schools to provide a multi-leveled approach to student support, discipline, and reward systems at the K-8 school sites.	The district will focus on improving Building Realationships Between School Staff and families by implementing the following actions;  - Communicate and engage parents on the instructional program expectations (grade level and/or subject matter) and student progress throughout the year  - Increasing student opportunities to provide input/feedback in decision-making - Parent communication around different Tiers of PBIS in relation to behavior consequences and SEL supports	To improve engagment of underrepresented families and students the district will implement the following actions; - Increasing student opportunities to provide input/feedback in decision-making - Increasing opportunities for multi-lingual families to provide input/feedback in decision-making, increase awareness of C2C Community Liaison	The analysis of educational partner data and local data indicates several areas of strength in Building Partnerships for Student outcomes in the 2022-23 school year. These include; - Increased Community Partnerships – ie: Cradle to Career and Companion Project  - Site newsletters are a strong source of information for families - 91% or higher - 76% of parents rated their student’s experience in our schools as exceptional or strong with only 2% indicating inadequate - Families feel welcome at our school sites - 95% or greater - Our schools promote respect for individual differences - 90% or greater - Quality of instruction across content areas is strong - 90% or greater feel their student is part of the school community  - Homework is generally manageable and meaningful  - When families reach out, someone gets back to them in a timely manner	Going forward, the district will work with school site administrators to provide robust recruitment and involvement opportunities for parents at the school site level. Q & A sessions, parent training, school gatherings, special events, and daily volunteering opportunities can all be implemented and recreated to support involvement. Having parent groups take on challenges at the site; fundraising and leading activities, help build partners in learning.	To improve engagement of underrepresented families and students the district will implement the following actions; -Continued work on diversity, anti-racism, and equity practices in the schools need to be addressed with staff, students, and parent groups - Increasing student opportunities to provide input/feedback in decision-making - Increasing opportunities for multilingual families to provide input/feedback in decision-making, increase awareness of C2C Community Liaison	Based on the percent of responding parents indicating they agree or strongly agree that they have opportunities to give input into decision-making in our local survey, the majority of families feel they have opportunities to give input. The specific percentages by site are listed below. BCE: 90.25% SLVE: 83.77% SLVMS: 87.76% SLVHS: 78.76%	We will continue the district's current practices in providing families input into decision making as the majority of respondents indicate they have opportunities to give input.	To improve engagement of underrepresented families and students the district will implement the following actions; - Increasing student opportunities to provide input/feedback in decision-making specifically reaching out to underrepresented students - Increasing opportunities for multilingual families to provide input/feedback in decision-making	5	4	3	4	4	5	4	4	4	4	4	4	Met		14JUN2023	2023
44698070110007	Ocean Grove Charter	3	We continually strive towards building valuable relationships with families. Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community.” In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school, and we have excellent two-way communication. We personalize the education for each of our students, and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and a governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family.	An area of improvement is to increase participation in our ELAC and our communication with families whose primary language is other than English. We are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. Another area we are addressing based on educational partner feedback relates to mental health support. This year, we implemented a SEL program and increased our mental health staffing. We also want to improve on families being involved on a school-wide level.	Due to the personalized nature of our school, our underrepresented families are engaged in the learning of their child and have strong relationships where all families are involved in decision making related to their child’s education. We seek to bring their engagement to a school-wide level through participation in ELAC and parent council, as well as soliciting input from them on school-wide surveys and educational partner meetings. We are focusing our hiring efforts on increasing the diversity of our certificated staff so that students can see school staff that reflect their own unique characteristics.	We use Title II funding to support teachers with personalized professional development, school-wide training, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis, including a highly attended virtual Curriculum Conference. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.	The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments which leads to opt outs on testing which leads to penalization for the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing.	The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroups. We also proactively direct our families to A.P.P.L.E., Alliance for Parents of Personalized Learning Education to help improve parent-driven advocacy for their students.	In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school wide opportunities for parents to serve on the parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community service providers who provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings, and we host department-specific office hours and content area parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve what educational programs and services the school offers.	Though parents are heavily involved in their child’s individualized learning plan, parents tend to be less interested in school-wide decision making. This is an area for continued improvement.	An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. We continue to work towards our goal to improve parent participation in the ELAC by regularly asking for input surrounding curriculum and EL program development. Additionally, we are increasing our targeted supports for our homeless families through personalized support from our McKinney-Vento liaison.	5	4	4	3	5	4	4	3	4	4	3	3	Met		13JUN2023	2023
44698074430179	SLVUSD Charter	3	"As a hybrid Charter school, with 4 out of 6 programs being a version of homeschooling/independent study, we offer a variety of opportunities for parent and family engagement, including program-specific parent clubs that offer volunteer and fundraising activities; the charter parent advisory committee that supports programmatic changes/improvements and assists in developing the LCAP; individualized homeschool and independent study parent meetings, that allow parents to discuss their child's educational program and receive classroom updates and curriculum support; and multiple program-specific and all-Charter field trips and activities for families.  Program teams send out email updates to parents each week, with information about opportunities for parent participation. Our elementary homeschool program offers a monthly group parent meeting with childcare so that everyone can attend. The Charter administration sends out a biweekly Charter Newsletter that includes communication about school activities, student supports, and ways to support learning at home.  In the 2022-23 annual Parent Survey, 81% of high school parents and 90% of middle school parents responded that they are ""aware of the expectations of parent involvement"" in their child's Charter program.  85% of elementary families responded that they participate ""frequently"" in the monthly parent meetings with their program teacher. 65% of middle school families responded that they participate ""frequently"" as volunteers in their child's program."	"Based on the 22-23 Parent survey, only 20% of elementary parents, 50% of middle school parents, and 23% of high school parents reported that they ""frequently"" had opportunities to provide input and feedback into school decision making.  0% of high school parents, 24% of middle school parents, 40% of elementary parents participated in their program's Booster Club.   In addition, although 90% of high school and 80% of middle school families agree or strongly agree that the Charter website is ""helpful in charing information relevant to the school and my student"", we learned that only 35% of elementary parents agree or strongly agree.   SLVUSD Charter School will focus on improving Building Relationships Between School Staff and Families by implementing the following actions:  - Create an ongoing parent/community survey that goes out in each Charter email, with opportunities for input and feedback from parents about Charter programs and decision making;  (Also include a response to feedback in ongoing newsletters.) - Consolidate the six separate program parent clubs into one Charter Booster Club that will represent all families TK-12 without detracting from the individualized parent support and engagement opportunities within each program; - Maintain and improve the parent-led elective options on offer at our seat-based Nature Academy program to allow for more parent participation and increased choice for students; - maintain current program Google calendars and add calendars for programs not yet represented, for ease of access to information for our families; - improve and update website to offer a user-friendly experience to current and prospective families - especially in the elementary programs - in search of information."	To improve engagement of underrepresented families and students, SLVUSD Charter School will implement the following actions: - Continue our work on culturally responsive teaching, anti-racism, and equity practices in our classrooms, including the use of a structured walkthrough tool for teachers that focuses on these practices; - Increase opportunity for student voice and input into decision-making, including the expansion of our Student Council to 3rd - 12th grade, with representation from all programs and grade levels.	SLVUSD Charter School seeks opportunities to connect with our families at multiple community events, including our All-Charter Beach Day at the start of the school year, our elementary homeschool camp out, our All Charter Skate Day, multiple Capture the Flag events, our All Charter play and various other performing arts opportunities.	"Since our program relies so heavily on volunteer partnerships with families it is important to streamline the process by which a parent can become an approved volunteer and field trip driver.  So our focus area for improvement in the category of Building Partnerships for Student Outcomes we will improve our procedures by offering specific ""Office Hours"" that match that of our district HR department so that parents only have to make one trip to get their volunteer/driver paperwork completed."	To improve the engagement of underrepresented families in relation to Building Partnerships for Student Outcomes, SLVUSD Charter School will seek input/feedback from our under-represented families when planning for our year's offerings of outings and field trips, to ensure that all cultures are honored and represented by our charter excursions.	"Our current strength lies with our seat-based program at the Nature Academy, where we have 50% of parents reporting that they ""frequently"" have opportunities to provide input and feedback into school decision-making."	"Based on the 22-23 Parent survey, only 20% of elementary parents and 23% of high school parents reported that they ""frequently"" had opportunities to provide input and feedback into school decision making.  These programs clearly present an opportunity for improvement, and the following actions will be taken: - Parent Advisory Council will comprise parent representatives from TK - 12 and include all programs; - SLVUSD consolidated Parent Booster Club will include smaller sub-groups of parents supporting their respective programs, but reporting via a representative to the monthly ""umbrella"" booster program, ensuring families from all programs have a voice in decision-making around fundraising and parent club activities."	"To improve engagement of underrepresented families in the category of ""Seeking Input for Decision-Making"", the Charter administration will seek opportunities to specifically include parents representing subgroups like our students with special needs, our students of color, and our students with limited socio-economic resources."	4	4	4	4	4	4	4	2	3	3	2	3	Met		14JUN2023	2023
44698150000000	Santa Cruz City Elementary	3	"Santa Cruz City Schools has prioritized family voice and reaches out to families in a myriad of ways in order to build relationships between school staff and families. This is evidenced in the following ways:     According to the 22-23 LCAP survey, a majority of families survey reported overall positive agreement to the following statements: -""When I visit my child's school, I receive courteous attention."" -""I receive sufficient information regarding my child's education program, progress and needs."" -“I feel that I receive clear and relevant communication about school and district related events and issues."" -“I know who to go to with a problem or concern."" - ""I feel that my child's school recognizes and values student accomplishments."" -""I receive sufficient information regarding my child's education program, progress and needs.""  Additionally, the following actions have been completed or are in progress in the area of communication and outreach to families. Santa Cruz City Schools has: -Redesigned all school site bond webpages, as well as the general bond homepage, and continue to input a backlog of documentation on redesigned archive pages built with a goal of accessibility.  -Met with all elementary principals and collected needs and input for creating a new elementary site template. Summer work  will continue the district website and creating a new template for elementary school websites.   -Developed Weekly Video Updates and have used this platform to highlight bond projects around the district including new fields, water stewardship efforts, green energy efforts, campus modernization & beautification.  -Highlighted the district’s mental & emotional health support efforts, computer science education, student enrichment opportunities, substance use prevention programs, equality & inclusion initiatives, peer tutoring and community COVID support efforts including testing, vaccination & education.  -Began to utilize the archive of school-based segments and interviews from the weekly video “features” to provide school-specific content to be used on websites and in materials going forward."	"Areas for growth on which families did not report an overall positive agreement include the following: ""I participate in parent education offerings (classes, workshops, webinars, meetings and/or events)."" ""My child's school and the district seeks my input and ideas in decision making.""  In order to build stronger relationships with families, there needs to be stronger and more concerted outreach to parents to participate in parent education offerings. Also, systems need to be put in place around seeking family input and ideas in decision making."	Santa Cruz City Schools has worked diligently on outreach to our unduplicated families. Last year, the Vision 2030 strategic planning committee was formed and includes parents from each school including representatives from our English Learner and low income families. Additionally, Parent Leader dinner meetings are held throughout the school year and include representatives from DELAC (District English Learner Advisory Committee). The District has also established a full-time bilingual School Community Coordinator at each school site. This Coordinator does outreach to unduplicated families with a focus on school communications, resource support and translation as needed. Our District Advisory Committee (DAC) which gives input to our LCAP (Local Control Accountability Plan) also includes DELAC representatives. It must be noted that all committees provide dinner and childcare at after school parent committee meetings to remove obstacles to family participation.  Other efforts designed to build strong relationships between school staff and families include a focus on highlighting supports in site and district communications in order to raise family awareness and provide access: mental and social/emotional health, academic resources, student enrichment opportunities, substance use prevention programs, career and professional training, arts, cultural celebrations, computer coding education, indigenous history, LGBTQ+ support resources.  Additionally, Santa Cruz City Schools has expanded perspective parent education and access. We have provided more school tours and communication to incoming families, increasing outreach to local preschools and feeder districts. We gave incoming families overviews of supports and how to access them, and established communication lines for questions or concerns.  We also created a committee of families, staff and community members to analyze and discuss strategies to address statewide declining enrollment. For this committee, we have prepared extensive educational materials on school funding, educational programs, enrollment policies & other structural elements to provide transparency for the workings of the district.	Santa Cruz City Schools has built a strong partnership with educational partners. Input from educational partners has directly informed and impacted our academic and social emotional programs.   Our families, students and staff have continued to identify counseling and social emotional support as priorities. We have established a 1.0 Elementary Social Worker as well as a Multi-Tiered Systems of Support (MTSS) Health & Wellness Coordinator. Other actions based on educational partner input include additional Newcomer ELD classes, the transition to the California College Guidance Initiative (CCGI) college navigation platform, additional training for elementary playground coaches and increased professional development in ELD best practices. Additionally, parent education to support successful parenting strategies and respond to substance use and vaping will be expanded in 23-24, as well as student training on Title IX, active consent, vaping and substance use.     Additionally, educational partner input has resulted in the following actions: Math Support -Established Elementary Math RtI Coordinators  -Implemented math intervention curriculum (Focus Math and Do the Math)  More social emotional/mental health support:  -Addition of an elementary Social Worker (shared between sites), addition of Social Worker interns  -Social worker (.6) hired to support intervention with attendance challenges for students with IEPs -Attendance outreach during summer for chronically absent students -Multiple meetings with County Behavioral Health and other city/county agencies to address concerns about crisis response For parents: -Positive Discipline Parent Workshops bi-monthly on Tuesdays in English and Spanish -Kid Power - Parent Seminar held on February 2, 2023  Other actions based on input include: -Increased English Learner professional development -Elementary after school programs (also utilized Boys/Girls Club in summer) -DELAC parent concerns re: reclassification criteria resulted in a revised reclassification policy voted on by the DELAC that aligns with the State and neighboring districts -Concerns for a safe campus -Raptor Visitor Screening System installed at Bay View, DLV, Gault, Westlake and keyless entry implementation across the district	An area that has been identified as an area for improvement is around educational partner representation and participation. Santa Cruz City Schools would like to see involvement of all families in a way that reflects all of our students groups (ethnicity, language status, Special Education status and low income as well as others). Additionally, we would like to see more families attend parent education and other site and district meetings, including DELAC and the District Advisory Committee that gives LCAP input.	Based on our local data, we recognize that our English Learner, low income and Special Education families are underrepresented.  Continued focus area to increase underrepresented family involvement include the following: -Bilingual outreach by School Community Coordinators to inform parents about upcoming meetings -Dinner and childcare available at evening meetings -Concurrent translation during meetings (DELAC meetings are held in Spanish with English translation) -Use of input underrepresented family input in planning relevant meeting outcomes	Santa Cruz City Schools provides in-person and virtual avenues for educational partner input.  Our stakeholder input process includes the following:  -LCAP Family, Student and Staff Surveys   -District Advisory Committee Meetings (includes families and staff) -English Language Advisory Committee (ELAC)  -District English Language Advisory Committee (DELAC) LCAP Input Meeting  -Parent Leader LCAP Input Meeting  -District Budget Advisory Committee LCAP Input Meeting (includes families and staff) -Vision 2030 Strategic Planning Committee (families and staff)  All of the above committee actively seek input from educational partners, and input has impacted decisions and programs in Santa Cruz City Schools, including increased counseling and social emotional support, an increased focus on math and and continued focus on school safety.  It should be noted that our Annual Family LCAP survey had 1664 respondents which is the largest response we have ever had.	As stated previously, an area for improvement is around educational partner representation and participation. Santa Cruz City Schools would like to see involvement of all families in a way that reflects all of our students groups (ethnicity, language status, Special Education status and low income as well as others). Additionally, we would like to see more families attend parent education and other site and district meetings, including DELAC and the District Advisory Committee that gives LCAP input.	Based on our local data, we recognize that our English Learner, low income and Special Education families are underrepresented.  We will continue to deploy our bilingual School Community Coordinators for outreach, as well as ensure that all surveys and other documents are translated and available using communication tools such as Blackboard as well as email and texts. Principals and site administrators will also do outreach to underrepresented families through phone calls, emails and texts. Additionally, both site and district staff will actively elicit input for decision making, and will more explicitly share how family input has impacted decisions so that underrepresented families see and recognize that their voice matters and is taken into account.	5	5	5	5	5	5	5	5	5	5	5	5	Met		14JUN2023	2023
44698230000000	Santa Cruz City High	3	"Santa Cruz City Schools has prioritized family voice and reaches out to families in a myriad of ways in order to build relationships between school staff and families. This is evidenced in the following ways:     According to the 22-23 LCAP survey, a majority of families survey reported overall positive agreement to the following statements: -""When I visit my child's school, I receive courteous attention."" -""I receive sufficient information regarding my child's education program, progress and needs."" -“I feel that I receive clear and relevant communication about school and district related events and issues."" -“I know who to go to with a problem or concern."" - ""I feel that my child's school recognizes and values student accomplishments."" -""I receive sufficient information regarding my child's education program, progress and needs.""  Additionally, the following actions have been completed or are in progress in the area of communication and outreach to families. Santa Cruz City Schools has: -Redesigned all school site bond webpages, as well as the general bond homepage, and continue to input a backlog of documentation on redesigned archive pages built with a goal of accessibility.  -Met with all elementary principals and collected needs and input for creating a new elementary site template. Summer work  will continue the district website and creating a new template for elementary school websites.   -Developed Weekly Video Updates and have used this platform to highlight bond projects around the district including new fields, water stewardship efforts, green energy efforts, campus modernization & beautification.  -Highlighted the district’s mental & emotional health support efforts, computer science education, student enrichment opportunities, substance use prevention programs, equality & inclusion initiatives, peer tutoring and community COVID support efforts including testing, vaccination & education.  -Began to utilize the archive of school-based segments and interviews from the weekly video “features” to provide school-specific content to be used on websites and in materials going forward."	"Areas for growth on which families did not report an overall positive agreement include the following: ""I participate in parent education offerings (classes, workshops, webinars, meetings and/or events)."" ""My child's school and the district seeks my input and ideas in decision making.""  In order to build stronger relationships with families, there needs to be stronger and more concerted outreach to parents to participate in parent education offerings. Also, systems need to be put in place around seeking family input and ideas in decision making."	Santa Cruz City Schools has worked diligently on outreach to our unduplicated families. Last year, the Vision 2030 strategic planning committee was formed and includes parents from each school including representatives from our English Learner and low income families. Additionally, Parent Leader dinner meetings are held throughout the school year and includes representatives from DELAC (District English Learner Advisory Committee). The District has also established a full-time bilingual School Community Coordinator at each school site. This Coordinator does outreach to unduplicated families with a focus on communication, resource support and translation as needed. Our District Advisory Committee which give input to our LCAP (Local Control Accountability Plan) also includes DELAC representatives. It must be noted that all committees provide dinner and childcare at after school parent committee meetings.   Other efforts designed to build strong relationships between school staff and families include a focus on highlighting supports across media to raise family awareness of access: mental and social/emotional health, academic resources, student enrichment opportunities, substance use prevention programs, career and professional training, arts, cultural celebrations, computer coding education, indigenous history, LGBTQ+ support resources.  Additionally, Santa Cruz City Schools has expanded perspective parent education and access. We have provided more school tours and communication to incoming families, increasing outreach to local preschools and feeder districts. We gave incoming families overviews of supports and how to access them, and established communication lines for questions or concerns.  We created a committee of families, staff and community members to analyze and discuss strategies to address statewide declining enrollment. For this committee, we have prepared extensive educational materials on school funding, educational programs, enrollment policies and other structural elements to provide transparency for the workings of the district.	Santa Cruz City Schools has built a strong partnership with educational partners. Input from educational partners has directly impacted our academic and social emotional programs.   Our families, students and staff have continued to identify counseling and social emotional support as priorities. We have established two full-time Social Workers for secondary sites as well as a Multi-Tiered Systems of Support (MTSS) Health & Wellness Coordinator. Other actions based on educational partner input include additional Newcomer ELD classes, the transition to the California College Guidance Initiative college navigation platform, and increased professional development in ELD best practices. Additionally, parent education to support successful parenting strategies and respond to substance use and vaping will be expanded in 23-24, as well as student training on Title IX, active consent, vaping and substance use.	Additionally, educational partner input has resulted in the following actions: Math Support:  -College Preparatory Math (CPM) training to secondary math teachers. -Continued implementation of interventions during and outside of the school day. -Continued implementation of Peer Tutors.  More social emotional/mental health support:  -Addition of one full-time Social Emotional Counselor at each secondary site. -Staff trained in Youth Mental Health First Aid Instructor to serve middle and high school. -Addition of Social Worker interns. -Social worker (.6) hired to support intervention with attendance challenges for students with IEPs.  -Attendance outreach during summer for chronically absent students. -Multiple meetings with County Behavioral Health and other city/county agencies to address concerns about crisis response. For parents: -Positive Discipline Parent Workshops bi-monthly on Tuesdays in English and Spanish. -Kid Power - Parent Seminar held on February 2, 2023.  Other actions based on input include: -Increased English Learner professional development. -DELAC parent concerns re: reclassification criteria resulted in a revised reclassification policy voted on by the DELAC that aligns with the State and neighboring districts. -Concerns for a safe campus. -Keyless entry implementation across the district and adoption of Standard Command Response for Schools (SCRS) in partnership with the County Office of Education and law enforcement.	An area that has been identified as an area for improvement is around educational partner representation and participation. Santa Cruz City Schools would like to see involvement of all families in a way that reflects all of our students groups (ethnicity, language status, Special Education status and low income as well as others). Additionally, we would like to see more families attend parent education and other site and district meetings, including DELAC and the District Advisory Committee that gives LCAP input.  Based on our local data, we recognize that our English Learner, low income and Special Education families are underrepresented.  Continued focus area to increase underrepresented family involvement include the following: -Bilingual outreach by School Community Coordinators to inform parents about upcoming meetings -Dinner and childcare available at evening meetings -Concurrent translation during meetings (DELAC meetings are held in Spanish with English translation) -Use of input underrepresented family input in planning relevant meeting outcomes	Our stakeholder input process includes the following:  -LCAP Family, Student and Staff Surveys   -District Advisory Committee Meetings  -District English Language Advisory Committee (DELAC) LCAP Input Meeting  -Superintendent's Student Advisory on Race & Equity LCAP Input Meeting  -Superintendent's Advisory Council  -Parent Leader LCAP Input Meeting -District Budget Advisory Committee LCAP Input Meeting  -LCAP Input Sessions in Middle and High School AVID and Leadership Classes    It should be noted that our Annual Family LCAP survey had 1664 respondents which is the largest response we have ever had.	Santa Cruz City Schools continues to focus on increasing participation of educational partners on surveys, participation in meetings and district input meetings.	Based on our local data, we recognize that our English Learner, low income and Special Education families are underrepresented.  We will continue to deploy our bilingual School Community Coordinators for outreach, as well as ensure that all surveys and other documents are translated and available using communication tools such as Blackboard as well as email and texts. Principals and site administrators will also do outreach to underrepresented families through phone calls, emails and texts. Additionally, both site and district staff will actively elicit input for decision making, and will more explicitly share how family input has impacted decisions so that underrepresented families see and recognize that their voice matters and is taken into account.	5	5	5	5	5	5	5	5	5	5	5	5	Met		14JUN2023	2023
44698234430187	Delta Charter	3	Delta meets with parents for Evals 5 times a year to discuss the student's progress toward graduation. These evals are held with the student's advisor. We hold monthly parent meetings, two open houses, and two senior parent nights per year. Parents are regularly invited to donate their time to school events.	Parents have indicated in LCAP surveys that they appreciate our individualized and personal approach. OUr goal is to continue providing this level of care to our families.	Our goal is to increase the number of translated documents for our families to make giving input more accessible to our non-English-speaking parents.	Delta's parents attend 5 Eval meetings per year. Held with the student's advisor, student, and parents/guardians, this meeting informs parents of the student's academic progress and graduation trajectory.	In the LCAP survey, Delta's parents have indicated that they appreciate the ways in which we partner with them to increase students' academic and social-emotional growth.	Delta currently provides translation services for all of our Eval meetings and will continue to do so.	Delta shares an annual Parent Engagement letter with families and invites parents to participate in LCAP committee meetings. Delta holds monthly parent meetings that allow time for parent feedback and Delta collects LCAP survey data from parents once a year.	Delta would like to increase parent participation in LCAP committee meetings and the monthly parent meetings.	Delta will continue to invite underrepresented families to attend parent meetings and will provide translation to those parents who attend.	5	5	5	5	5	4	5	5	4	4	4	4	Met		12JUN2023	2023
44698490000000	Soquel Union Elementary	3	"A strength of the partnerships between staff and families: SUESD intentionally builds and sustains respectful and trusting relationships, between staff, educators, and families by creating a welcoming and inclusive environment at all schools. 96% of families surveyed said, they ""feel welcomed and respected when I interact with my student(s)' school, staff, teacher, or district office."""	An area for growth in partnerships between staff and families: It is always the goal of SUESD to provide families with adequate training/ support to help their children in school, however, only 83% of families surveyed felt they had enough training to do so. As such, this will be a continued area of focus for 2023-2024.	Based on the analysis of the data related to relationships between staff and families, SUESD will hold a family education series district-wide throughout the 2023-2024 school year.	A strength of district partnerships for student outcomes: SUESD ensures all parents and families of preschool through grade 8 students are assured culturally appropriate and linguistically accessible supports and resources needed to take advantage of opportunities to provide input and participate in school planning and decision-making. Educators within the LEA have the capacity to offer such opportunities to parents and families. Parents and families utilize these opportunities to learn about their children’s schools and to participate meaningfully. SUESD provides training and opportunities for parents and families to learn about LEA and school plans, programs, and activities. SUESD also includes parents, students, and families in developing LEA and school site strategies to improve academic achievement and all students social, emotional, and physical well-being.	An area to grow district partnerships for student outcomes: While SUESD provides training and opportunities for parents and families to learn about LEA and school plans, programs, and activities through School Site Councils, ELAC, and DELAC, SUESD would like to to a greater extent, include more parents, students, and families in developing LEA and school site strategies to improve academic achievement and the social, emotional, and physical well-being of all students.	Based on the analysis of data related to the partnerships for student outcomes, and in concert with feedback related to relationships between staff and families, SUESD will hold education nights/ days district wide throughout the school year that specifically target academic support and instructional practices including reciprocal reading, modeling, questioning, research-based literacy strategies, math-talks, CAASPP results, etc.	"A strength of the district in seeking input for decision-making: SUESD has a high level of commitment to the engagement of educational partners. 97% of families surveyed said, ""I have opportunities to share my thoughts and opinions with my child's school."""	An area of growth in seeking input for decision-making: SUESD will continue building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. This has not been an area of full staff development but will be included in the 2023-2024 development planning.	Based on the analysis of data related to input for decision-making, SUESD will continue to bolster professional learning for all staff in eliciting community input in decision-making process. This professional learning can be used at multiple site levels, including School, Site Council, English Learner Advisory Council, Home and School Club/Associations, Associated Students Councils, etc.	4	5	4	4	3	4	4	3	4	4	3	4	Met		28JUN2023	2023
44754320000000	Scotts Valley Unified	3	Schools host events at sites to educate and support students. The district has Parent Advisory Council, a Diversity, Equity Inclusion and Belonging steering committee that encourages parent participation. Family voice is sought out for development of parent education, as well as increased connection to school events.	As the district continues to return to in person events, SVUSD will focus on building relationships. Through ongoing surveys, parent activities and continuing our DEIB efforts to create a welcoming environment for all on site, we plan to increase a welcoming environment.	Scotts Valley Unified School District looks to increase voice from our families who have English as a Second Language, as well as socio-economically disadvantaged families. The goal is to increase the relationship as well as support access to resources and information.	The Scotts Valley Unified School District partners with a variety of educational partners to ensure student outcomes. The current partnership with the County Office allows for increased CTE courses and alternative education pathways. The Community College collaboration provides students extension and alternatives to expanding learning. Parents are viewed as partners and SVUSD works to support this partnership through engagement activities and support.	SVUSD can increase the career pathways through partnership with local businesses and other comprehensive high schools. An increase in communication to parents as it pertains to pathways and A-G would be imperative to increase this.	SVUSD will increase translation into various languages in order to increase engagement for students' families who are non-English speaking.	Scotts Valley Unified School District has developed a Parent Advisory Council and District English Language Advisory Council who both provide input on LCAP as well as district initiatives. Each site have School Site Councils and both Middle and High School provide spots for students on these committees in order to support student work. Each school sends out surveys to parents each spring to gather input on goals, site initiatives, and district programs.	The district struggles with in person participation of some committees, with DELAC struggling with attendees which reduces our input. Survey responses are also low at all schools, our district did not meet their planned number of responses.	Our district will continue increase participants in our in-person events. The district will also work to increase support for survey results and gathering more feedback to improve our school initiatives.	5	5	5	5	5	5	4	4	5	5	4	4	Met		13JUN2023	2023
44754320139410	California Connections Academy Monterey Bay	3	We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.	We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.	We will continue to find ways to better communicate with our families in their home language through verbal and written communication.	We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.	We work hard to partner with caretakers and assist them in taking an active role in their students’ education.	We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.	We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.	It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.	We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.	5	5	5	5	5	4	5	4	5	4	4	4	Met		21JUN2023	2023
44772480000000	SBE - Watsonville Prep	3	The last few years have provided numerous challenges for students, families, and staff including pandemic related losses, weather related damages and issues, and long term social emotional learning and academic losses. To address these hurdles and to provide necessary support to the greater Navigator family, numerous programs have been put into place with others ongoing. Support has included resources for flood victims, resource fairs, assistance for food and housing insecure families, after school intervention for students, home visits for chronically absent students, community events, and active ParentSquare communications. This multi-pronged system of support has evolved since students have returned to in person learning but the foundation of these relationships has led to families feeling more connected to the schools and organization.	Having community and family involvement back on campus has and continues to be an area of focus. An acknowledged area of growth is the expansion of community celebrations and opportunities to highlight the incredible contributions, both current and historically, of our local community members. Navigator needs to be able to create pathways for simultaneous educational excellence and family engagement and support.	In addition to expanding outreach efforts to recruit more students who qualify for Free and Reduced Lunch, Navigator Schools is creating Community Schools to provide additional resources for families, especially underrepresented families. This process will allow Navigator to truly engage the community in efforts to provide extra services and support they need. The pandemic has highlighted areas of growth which center around opportunities for families to engage in on campus activities.	Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals.	Ensuring students are ready for the rigors of high school after they leave Navigator schools is an area of growth. In order for this activity to be successful, families, staff, and students will need to work together on a path forward. Site staff will work closely with the local high schools to provide reciprocal opportunities for students to both explore what is in store in high school while also continuing to access support from Navigator staff.	Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need. Navigator will continue to provide home visits for students who are not staying engaged or needing additional support. The transition to Community Schools will also provide tutoring centers, after school support services, and college counseling services for students.	Navigator has consistently been proactive in obtaining stakeholder input through surveys, family town hall meetings, staff meetings, Director and Chiefs weekly meetings, cross site meetings, and daily site huddles. Between formal feedback surveys to quick poll everywhere check-ins, Navigator employs numerous tools to solicit input.	Formalizing a plan for how to formally collect and share data with the leadership team is an area to improve.	Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.	4	4	4	5	4	4	4	5	5	5	3	4	Met		20JUN2023	2023
44772480138909	Watsonville Prep	3	The last few years have provided numerous challenges for students, families, and staff including pandemic related losses, weather related damages and issues, and long term social emotional learning and academic losses. To address these hurdles and to provide necessary support to the greater Navigator family, numerous programs have been put into place with others ongoing. Support has included resources for flood victims, resource fairs, assistance for food and housing insecure families, after school intervention for students, home visits for chronically absent students, community events, and active ParentSquare communications. This multi-pronged system of support has evolved since students have returned to in person learning but the foundation of these relationships has led to families feeling more connected to the schools and organization.	Having community and family involvement back on campus has and continues to be an area of focus. An acknowledged area of growth is the expansion of community celebrations and opportunities to highlight the incredible contributions, both current and historically, of our local community members. Navigator needs to be able to create pathways for simultaneous educational excellence and family engagement and support.	In addition to expanding outreach efforts to recruit more students who qualify for Free and Reduced Lunch, Navigator Schools is creating Community Schools to provide additional resources for families, especially underrepresented families. This process will allow Navigator to truly engage the community in efforts to provide extra services and support they need. The pandemic has highlighted areas of growth which center around opportunities for families to engage in on campus activities.	Students at Navigator schools are as committed to achieving their goals as their teachers. Students track their progress on blended learning programs, are celebrated for growth and achievement, and stay for academic intervention programs if they are not reaching their goals. Families have access through the Illuminate Parent Portal to immediately access their child's academic progress. Parents also complete an annual family engagement survey which gauges, among other things, their understanding of their child's academic goals.	Ensuring students are ready for the rigors of high school after they leave Navigator schools is an area of growth. In order for this activity to be successful, families, staff, and students will need to work together on a path forward. Site staff will work closely with the local high schools to provide reciprocal opportunities for students to both explore what is in store in high school while also continuing to access support from Navigator staff.	Ensuring all sites have numerous bilingual staff members available to answer parent questions and provide important updates ensures students and families feel supported and able to access the support they need. Navigator will continue to provide home visits for students who are not staying engaged or needing additional support. The transition to Community Schools will also provide tutoring centers, after school support services, and college counseling services for students.	Navigator has consistently been proactive in obtaining stakeholder input through surveys, family town hall meetings, staff meetings, Director and Chiefs weekly meetings, cross site meetings, and daily site huddles. Between formal feedback surveys to quick poll everywhere check-ins, Navigator employs numerous tools to solicit input.	Formalizing a plan for how to formally collect and share data with the leadership team is an area to improve.	Spelled out in the various site charters is the number of ways families can be involved in the governance of the school. These include, but are not limited to: parent representative seat on the Navigator Schools Board of Directors, School Site Councils, parent coffees, LCAP advisory meetings, and parent club. Additionally, annual engagement surveys are conducted with any satisfaction score under 80% being highlighted for action steps. These surveys are reviewed by the directors to enable an organizational lens on parent voice and engagement.	4	4	4	5	4	4	4	5	5	5	3	4	Met		20JUN2023	2023
45104540000000	Shasta County Office of Education	3	Educational partners, including students, staff, and families, all reported high confidence levels concerning school climate. Survey feedback identified strengths in school safety, predictable routines and structures, and student connections to adults on campus. In order to continue positive school culture, site teams have been created to implement PBIS Systems and Practices, including specific strategies to maintain a strong school climate and student wellness support.	Actions reflect the continued implementation of tiered social-emotional practices to maintain the previously documented positive outcomes and educational partner perceptions. Strengths include student/family perception of school climate and student perception of connectedness with teachers, and safety on campus.	Professional development continued on differentiating instruction, universal lesson design, and personalized learning.  Continue to focus on de-escalation techniques, restorative practices, and positive behavioral intervention supports for students refusing class at JCS.   Implementing ILPs, transition support for students, and communication about students' progress, needs, and goals with parents, school staff, probation officers, and the receiving district to ensure smooth transitions with adequate support. Academic Counseling has increased student and family engagement in and understanding of related to FAFSA, Regional Occupation Program, and other career connections. This position has also increased messaging to parents via the school newsletter and has formed stronger relationships between SCOE and the local community college program.    Community connectors have been added to each site to increase parents understanding of educational systems, advocate for student and family needs, and refer to community resources.	SCOE provides assistance to our families in understanding academic expectations through several strategies. These include orientations at all school sites, these meetings address various topics to help parents in understanding state academic standards, the instructional program, and the ways they can best support their children's achievement in school.   Individual teacher expectations are provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provides valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community. Information and questionnaires are posted on the district and school websites. Annual surveys for educational partners are given throughout the year.	Recent educational partner input shows a desire to have more in depth knowledge of the local assessments, curriculum and instructional strategies utilized for interventions, and mental health awareness. SCOE is developing a comprehensive intervention plan that will focus on providing hybrid Algebra 1 courses to independet Study students and a two year Algebra course for slower pacing of content. Trainings continue for analyzing NWEA map data to drive instructional outcomes. The development of a data team is helping us to capture important data points for establishing goal baselines.  This team is also working to analyze our student information system course structure to ensure accuracy on our transcripts.	Participation from all parents is solicited, including the engagement of underrepresented families. SCOE has continued to translate communications and documents to make information more accessible to our multilingual families, even though SCOE does not meet the 15% threshold to make this a requirement. SCOE will continue to develop strategies to improve the engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.	SCOE recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. Additionally, SCOE ensures that parents/guardians and family members participating in Title I programs are provided with opportunities.  SCOE works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in school activities, decision-making, and activities to support their students’ learning. This is achieved through regularly scheduled LCAP, SSC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. SCOE communicates with families on an annual basis regarding the SCOE Parent Involvement Compact at the beginning of each school year.	To build up partner voice, SCOE has increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and what steps SCOE can take to improve the design and implementation of engagement activities.	SCOE ensures ALL families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. SCOE closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of students with disabilities, foster or homeless youth, in order to minimize disruptions to educational services. SCOE will continue its focus on improving efforts to communicate with and engage students and families.	5	5	5	5	5	5	5	5	5	4	5	5	Not Met		12JUL2023	2023
45104540111674	Chrysalis Charter	3	Our families are our school, and the relationship between staff and families is always at the fore-front of our decision making.  We communicate on a weekly basis with the entire school through our school newsletter on parent square, which also allows for comments and replies from families.  In addition, every staff member works to reach out to families whenever a concern rises at school with an indvidual student.	One area of improvement that we can work on is more flexibility in school meeting times possibly moving them to 5:00 to allow for more parents to participate.  We need to keep doing what we do!	"Our Mission is to ""Encourage the light within each student to shine brighter"" and every action we take has this focus in creating a warm and welcoming community where all are accepted and encouraged. Our two-way communication platform, Parent Square is fully utilized across the campus, and can be translated into multiple languages.  we work to ensure that parents who have students in each of our learning groups are represented on our Site Council and School Boards."	We are strong in each of these areas within each individual classroom.  Teachers are regularly communicating with parents on how to help their students.  We hold parent conferences twice/year and send home progress reports three times/year to update students on their growth.  SST's are held with families for students who are performing  well below grade level and assessments for specific learning disabilities are conducted for students who are still showing no growth after interventions have been implemented.	Many of our parents are still intimidated by Common Core Math instruction.  We can be better at holding trainings for parents on how to help their students with learning math.  Specific strategies for helping students who struggle to read could be sent home more often to help parents.	Often under-represented families are intimated by the school environment.  A personal phone call or outreach to those families will be utilized to encourage them to feel welcome and a partner in their child's education.	Our School Site Council has been an extremely effective opportuntiy to seek input in regards to decision making and have felt listened to and empowered to voice their input.  Parents were insturmental in collaborating on school COVID policies, Social Emotional Needs of our students, families and staff based upon survey data and ways in which we could help families with a consistent early release time, rather than one day/month different from the others.	The student voice was often absent in our school site council meetings, but such and important voice when present.  The LEA could be better in making personal invitations to the student representative each month to ensure their presence at School Site Meetings.  In addition, our homeless and low socio-economic voices are often not present for those meetings.	A formal outreach will be made to the families that represent low socio-economic families to invite them onto the School Site Council so their voices can be heard.	5	5	4	5	4	3	5	5	4	3	3	4	Met		14JUN2023	2023
45104540129957	Northern Summit Academy Shasta	3	The NSA program is dependent on the relationship and partnership between staff and families.  The Personalized Learning model is dependent on the relationships and interactions among all team members.  The team is defined as the family, teacher of record, subject matter specialists, special education staff, and administration.    The team functions under a number of assumptions. 1. NSA employs highly qualified staff with appropriate credentials. 2. Staff is provided multiple opportunities for professional development all year long.  Trainings are whole staff, defined groups, and individual based on identified/expressed schoolwide or individual needs. 3. Communication is of paramount importance.  The communication is available daily and can be via phone, email, texting, and/or in-person. Consistent and timely communication applies to staff, families, and administration. 4. The resource center is clean, in good repair and provides appropriate meeting spaces for SPED services, specialist meetings, teacher of record meetings, instruction (academic and CTE) and tutoring.  5. Intervention and tutoring are offered to all grade levels, in-person or virtually. 6. NSA has a highly qualified SPED staff. 7. Use of a schoolwide communication system to share information, meetings, events, and opportunities.	NSA surveys identified a need for increased parent trainings, field trips, and events.  In order to provide increased parent trainings NSA will initiate the following actions: 1. NSA will offer at least 4 training events for parents, these had been curtailed during COVID restrictions. 2. NSA will offer an increased number of field trips, these had been curtailed during COVID restrictions. 3. NSA will provide at least	"Based on local data and educational partner input, NSA is continuing and expanding the following actions in order to improve engagement with the underrepresented families: 1. We will offer at least 4 parent training events during the year., an event specific survey will be collected at each event.  2. Advisory Council Meetings will be posted in the school foyer, teacher offices, and on Parent Square. 3. The school will provide coffee and snacks for Advisory Council Meetings. 4. Optional Monday student opportunities will be posted in the school foyer, teacher offices, and on Parent Square.  5. NSA will offer at least 4 schoolwide events during the year, to include our Career Fair,  an event specific survey will be collected at each event.  6. NSA will install a ""Suggestion Box"" in the school foyer. 7. NSA will initiate being a Hope Center School and a Community School in order to increase SEL and expand support and resources for our families.  8. NSA will expand our Intervention Program to serve the remote students and those who do not participate in any resource center classes. NSA staff seeks input at all opportunities."	NSA has always stressed the importance of the relationship and communication between families and school staff.  NSA has increased the school's capacity to build meaningful relationships with students, families, and community partners in the following ways: 1. NSA has increased the number of student study team meetings and ensured the tracking and follow-up to these meetings and proposed actions.   2. NSA partnered with Community Connect, Catalyst, and SARB to expand the support services available to our families.  Some families received these opportunities in a favorable manner, some did not engage. 3. NSA contracted with the Foster Grandparent Program to support TK-3 reading and to build positive relationships for the students with members of the community. 4. NSA built a strong, grades 4-8, Intervention Program based on specific student academic needs.  Students were engaged and responsive. Local assessment data indicates the program was effective.	NSA will be focusing on the following areas in order to build partnerships for positive student outcomes: 1. The expansion of our Intervention Program to include grades 4-12. Staffing this program will be a fiscal priority. 2. Building our schoolwide status as a Hope Centered School. 3. Building our capacity as a Community School. 4. Continuing our partnerships with Community Connect, Catalyst, SARB, and Foster Grandparents.	NSA will be focusing on the following areas in order to build partnerships for positive student outcomes: 1. The expansion of our Intervention Program to include grades 4-12. Staffing this program will be a fiscal priority. 2. Building our schoolwide status as a Hope Centered School. 3. Building our capacity as a Community School. 4. Continuing our partnerships with Community Connect, Catalyst, SARB, and Foster Grandparents.	In most cases, the relationships and communication between the school staff and families are strong.  An identified need is to develop family participation in Advisory Council Meetings and school events.  Teachers of Record build relationships with the families through weekly meetings and other modes of communication.  The families are not likely to attend group events.  Prior to COVID, NSA families were more likely to participate. Students were offered optional Monday clubs, few participated even though there had been many requests for more socializing opportunities. In order to build family participation in schoolwide opportunities and events NSA will take the following actions: 1. We will offer at least 4 parent training events during the year.   2. Advisory Council Meetings will be posted in the school foyer, teacher offices, and on Parent Square. 3. The school will provide coffee and snacks for Advisory Council Meetings. 4. Optional Monday student opportunities will be posted in the school foyer, teacher offices, and on Parent Square.  5. NSA will offer at least 4 schoolwide events during the year, including our Career Fair.	"NSA has grown and improved over the years in response to educational partners' input.  Continued input is a priority. In order to promote this input and collaboration NSA will take the following actions: 1. We will offer at least 4 parent training events during the year., an event-specific survey will be collected at each event.  2. Advisory Council Meetings will be posted in the school foyer, teacher offices, and on Parent Square. 3. The school will provide coffee and snacks for Advisory Council Meetings. 4. Optional Monday student opportunities will be posted in the school foyer, teacher offices, and on Parent Square.  5. NSA will offer at least 4 schoolwide events during the year, to include our Career Fair,  an event specific survey will be collected at each event.  6. NSA will install a ""Suggestion Box"" in the school foyer. NSA staff seeks input at all opportunities."	"Based on local data and educational partner input, NSA is continuing and expanding the following actions in order to improve engagement with the underrepresented families: 1. We will offer at least 4 parent training events during the year., an event-specific survey will be collected at each event.  2. Advisory Council Meetings will be posted in the school foyer, teacher offices, and on Parent Square. 3. The school will provide coffee and snacks for Advisory Council Meetings. 4. Optional Monday student opportunities will be posted in the school foyer, teacher offices, and on Parent Square.  5. NSA will offer at least 4 schoolwide events during the year, including our Career Fair,  an event-specific survey will be collected at each event.  6. NSA will install a ""Suggestion Box"" in the school foyer. 7. NSA will initiate being a Hope Center School and a Community School in order to increase SEL and expand support and resources for our families.  8. NSA will expand our Intervention Program to serve the remote students and those who do not participate in any resource center classes. 9. NSA will provide transportation from the resource center to the ROP program for students who need it. NSA staff seeks input at all opportunities."	5	5	5	5	5	5	5	4	3	3	5	4	Met		15JUN2023	2023
45104540132944	Redding STEM Academy	3	RSTEM has a variety of ways for parents to be involved, including but not limited to: volunteering in classes, organizing special days, coordinating fundraisers and special events, helping with sports programs, giving input at LCAP meetings, and driving for field trips. These opportunities are brought to parents' attention through the school newsletter, the school website, teacher communication, and by word of mouth. Parental contribution of ideas, time, and effort have helped build a school culture that is warm, welcoming, creative and engaging. Their participation makes the school's extra-curricular activities possible.	Parents continue to be an integral part of our decision-making team. There are several places where they can regularly voice their ideas and concerns. They are invited to attend in-person meetings such as: board meetings, LCAP development meetings, and school site safety committee meetings. Additionally, they are encouraged to share their thoughts on the school's annual parent survey. The school uses all of this input to help make decisions for the future. Parent involvement continues to be instrumental in guiding our school.	Redding STEM Academy feels it does an exceptional job of building trusting and respectful relationships with families. Redding STEM feels it is one of the core areas of competence required to improve school outcomes. We discuss the value of parents and individual needs at staff meetings on a weekly basis. We reach out to families frequently to get feedback via phone calls, emails, and special meetings. We have frequent student study team meetings when students are underachieving. Our families rate us very highly in these areas one the annual parent survey. This said, we do want to improve the number of families who fill out the parent survey, and this is one of our focus areas in our LCAP.	The RSTEM team has begun developing a system for after school clubs that will support student learning and engagement. Parent volunteers are welcome to be part of these clubs. Parents are also given the opportunity to be involved in their child's educational experiences by going on field trips, volunteering in the classroom, and participating in school events. Additionally, teachers meet with parents during conferences to ensure that each family is aware of the their student's progress. Teachers also communicate regularly through Bloomz or other venues.  Redding STEM Academy is also developing partnerships within the community. The school is partnering with other local charter schools to encourage professional development for staff on each campus. The after school program (Project SHARE) is a partner in delivering ELOP services for RSTEM students.	The school will work to ensure that the all school communication system (currently Bloomz) reaches all families.	The school will reach out to families of unduplicated students to ensure that they feel connected to the school community. The school will endeavor to ensure that families are invited to school events using their home language.	Parents continue to be an integral part of our decision-making team. There are several places where they can regularly voice their ideas and concerns. They are invited to attend in-person meetings such as: board meetings, LCAP development meetings, and school site safety committee meetings. Additionally, they are encouraged to share their thoughts on the school's annual parent survey. The school uses all of this input to help make decisions for the future.	Although Redding STEM Academy highly encourages participation in decision making, it struggles to get a significant number of families to participate. LCAP, Title 1, and Board Meetings are open the public, and advertised repeatedly in our newsletters and text messages sent via Bloomz to parents before every meeting. Even with repeated advertising, we have a low percentage of parents who participate in decision making. We do have parents who share their input through the school survey. Their ideas help shape the direction of the school.	The school will reach out to families of unduplicated students to ensure that they will share their ideas and concerns with the school. The school will address the concerns shared by families in an effort to improve student outcomes and family engagement.	4	5	5	4	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
45698560000000	Anderson Union High	3																						Not Met For Two or More Years			2023
45698564530333	Anderson New Technology High	3	All certificated staff have been trained as a Personalized Learning Teacher (PLT).  The PLT communicates with parents no less than one time per assignment period and more frequently with parents of students who are struggling.	Our focus area(s) moving forward is to provide active and ongoing training for our parents in ECHO (Learning Management System), and utilizing ParentSquare as consistent means to improve dialogue and monitor student progress.	In our colliegate, hybrid, non-classroom-based, independent study model communication with our parents is a critical aspect of  success. We truly are partnering with our parents through the PLT process.	We partner with Shasta Trinity Regional Occupational Program to provide CTE (Career Technical Education), Shasta College for concurrent enrollment opportunities, and TRIO, Upward Bound through Simpson University,  local non-profits for students to complete required community service hours, as well as internships.	Our focus is to increase the number of internship partners, identify additional non-profits for community service, and work with Shasta College to create pathways for our students.	Through PLT meetings we will work with our families in support of connecting students with our community partners.	Surveys, PLT meetings, and our Leadership Advisory Board.	Our focus area for seeking input will be utilized during our PLT meetings.	Our focus area for seeking input will be utilized during our PLT meetings.	4	4	4	4	4	4	4	4	5	4	4	4	Met		20JUN2023	2023
45698720000000	Bella Vista Elementary	3	BVESD strengths are building a positive and collaborative culture that supports students, teachers and family success. We have many opportunities throughout the year to build relationships with families. We have many platforms for our families and staff to regularly communicate, share, inform and meet. In addition, we have implemented Capturing Kids Hearts and Social Emotional Learning that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as reengaging parent participation in school events.	Building relationships with our underrepresented families has been a focus for our school staff.  We have an interpreter, a behavior interventionist, and offered summer camp. In addition, we have offered conferencing, targeted interventions, tutoring, and free after school programs.	We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local organizations to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, and students. Finally, a Chronic Absenteeism Coordinator position was maintained to connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits.	We meet regularly with our School Site Council and in collaboration meetings to review student outcomes. Parent conferences are held once time a year and progress reports are sent to parents to inform them of their student's progress on a regular basis. Annual surveys are distributed in the spring to inform our district and school plans. We communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, auto dialers, text) and educational partners continue to stress the need to improve communication, student attendance, and additional support for students.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meets to review data and adjust instruction and target students based on individual need. Interventions and additional support, like summer camp, tutoring and small group instruction are just some of the strategies used to support student outcomes. We have also maintained a PE aide, a full-time counselor, a Behaviorist, intervention staff and support staff positions.	Our school community believes in supporting families and the whole child to improve educational outcomes for our students.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school apps, texting, emails and monthly newsletter to engage all families.	We go out of our way to reach out to our underrepresented families by providing free after school care, free breakfast, second chance breakfast, free lunch, academic supports, interventions, an Attendance Coordinator that connects families to local resources, and reading/math labs.	5	5	5	2	5	5	5	5	4	4	4	4	Met		13JUN2023	2023
45698800000000	Black Butte Union Elementary	3	We have many opportunities throughout the year to build relationships with families. We have held both virtual and in-person school gatherings that have been well attended. We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our school app and newly launched website has been successful.  In addition, we have implemented the Second Step Social Emotional Learning program that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as, school events.	Building relationships with our underrepresented families has been a focus for our school staff.  We have offered summer school and held engagement events where food is offered for free. In addition, we have offered conferencing, targeted assistance and tutoring, plus free and/or reduced after school and before care programs. We connect our family to local resources using our Chronic Absenteeism Coordinator. Some door-to-door transportation is provided to support our underrepresented families.	We are making strong efforts to build partnerships for better student outcomes. Using data and input from our Professional Learning Communities, we have targeted interventions and additional support for grades K-8.  Staff have provided additional tutoring, interventions, and acceleration based on the students' needs. We have partnered with the After School Program and other local groups to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples. Additionally, we are starting a Parent Club and plan to expand the preschool, transitional kindergarten and child care programs. Professional development is provided to our staff based on identified needs. Finally, our Chronic Absenteeism Coordinator connects with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.	We meet regularly with our School Site Council to review student outcome data and set goals/actions based on identified needs. Parent conferences are held annually and progress reports (Grades 6-8) are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Student attendance, engagement, social emotional learning, interventions and explicit direct instructional strategies will be a focus in the next few years as evidence by our goals and actions throughout the LCAP.  We also would like to reengage our parents so that we can increase student achievement and stress the need to set high expectations for every student, every day.t.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator and the Capturing Kids Hearts framework. The Chronic Absenteeism Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our teachers and support staff consistently reach out to our families. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer camp, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have a part-time assistant superintendent to assist with plan development and state/federal guidance, a behaviorist, a PE teacher, a counselor, Special Education staff, and support staff positions throughout the district.	We regularly seek input from our educational partners through School Site Council, staff meetings, and surveys. These committees provide our educational partners the opportunity to be part of the decision making process in order to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents to improve our overall school programs.	We will continue to use surveys and engagement community discussions to improved our decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes. We also use School Site Councils and family engagement events to receive input from our families.	We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, parent engagement nights with student performances, displays and incentives provided, resource connections, School Site Council, attendance meetings, informal meetings with the principal, the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc. The principal and executive assistant meets and greets families every day as they enter the campus. This interaction allows for informal feedback and positive relationship building.	4	4	3	3	3	3	4	3	3	3	3	3	Met		19JUN2023	2023
45699140000000	Cascade Union Elementary	3	We have many opportunities throughout the year to build relationships with families.  Currently, we have held both virtual and in-person school gatherings that have been well attended.  We have many platforms for our families and staff to communicate, share, inform and meet.  This said, our presence on social media and our newly launched website have been successful.  In addition, we have implemented SEL that includes communication with parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel, even during COVID.  We held in-person Open House nights at each site this school year and they were very well attended.  We had a meal gathering, classroom gatherings, and several partners such as Cal Fresh, City of Anderson, Project Share, and Cascade Summer Adventure Program in attendance to help inform parents.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.  This year family in-person engagement has been excellent; especially Open House.	Building relationships with our underrepresented families has been a focus for our school staff. We have hired an interpreter, a behavior interventionists, and offered free summer camps and free Project Share for during June and July. In addition, we have offered virtual conferencing, targeted interventions, tutoring, plus free after school programs.	"Cascade School District has a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary supports and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students needs. We have partnered with the After School Program, Teen Center, Ninja Coalition, Bruce Street Mantor House, Anderson Parks and Rec, Anderson Police Department, a local All State Insurance company and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families through our ""Essential Piece Recognition""  Additionally, we have a strong Parent Club at each of our school sites. Professional development is provided by our Curriculum Director and with our partnership in the Mountain Valley Education Consortium. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved Student Outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes."	We meet regularly with our School Site Council, LCAP Committee, English Language Advisory Committee (ELAC), and District English Language Advisory Committee (DELAC) which includes our staff and community to review student outcome data and set goals based on identified needs. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, autodialers, text), educational partners stress the need to improve communication, student attendance, and additional support for students. This summer we will incorporate Cascade Adventure Summer Program which will be free.  We have partnered with the city of Anderson, Ninja Coalition, Friday Night Lve, Project Share, and several helpful educators to bring a multitude of Expanded Leaning Opportunities to our students and community.	Based on our local data and input from our educational partners, the district will improve the engagement of underrepresented families using our Chronic Absenteeism Coordinator who connects our at-risk families to local community resources.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meets regularly to review data and adjust instruction based on the data.  Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have also added a Director of Curriculum and Instruction, a part-time assistant superintendent to assist with plan development and state/federal guidance, an Attendance Clerk at every school, COVID substitutes to fill in where needed, PE teachers at every elementary school, 2 Behavior Intervention Support staff at each school site, an additional playground, and support staff positions throughout the district.	We regularly seek input from our educational partners through School Site Council, staff meetings, LCAP Committee, English Language Advisory Committee (ELAC), and the District English Language Advisory Committee (DELAC). These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.	We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, DELAC/ELAC meetings, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc.	5	4	4	4	4	4	4	4	4	4	4	5	Met		14JUN2023	2023
45699140135624	Tree of Life International Charter	3	Overall parents feel respected, teachers feel respected by parents and students. Growth in parent leadership and volunteers this year indicates increased number of parents supporting and planning school events, helping in the classroom, supporting teachers.	To provide additional parent trainings in various areas: Parent Square, supporting your child at home with Reading and math, training in classroom volunteering	On site meetings with EL families, zoom options for attending meetings, providing individual conferences twice a year, Spanish-led Amigos meetings; Día del Niño parent leadership.	Multiple ways of communication, bilingual staff, parent square, in person and phone calls, reflection sheets that lead to restorative chats go home for parents to discuss.	Scheduling an annual Family Math Night, Family Reading Night, training in Restorative practices, parenting classes for parents and hosting a Heartsmart (SEL) Family Night.	Hold meetings bilingually, provide a meal for the family and childcare when there are evening meetings or trainings. Spanish translation of reflection sheet and all surveys, communication in Spanish. We will begin a DELAC this year that meets monthly.	Monthly Coffee with the Principal and Monthly Amigos meetings give parents opportunities to come and ask questions, share ideas, bring concerns, get informed, participate in task forces for school fundraisers and funraisers, and meet other parents. Added Brews with the Boss this year to attract working parents.	Have regularly schedule SSC and DELAC Meetings beginning in September and continuing throughout the school year.	Tech Director will create a bilingual tutorial on how to use Parent Square that will be shown to all parents at TK/K Meet and Greet, Boo Hoo Breakfast and Back to School Night. All parents will know how to use the Parent Square communication tool. Teachers will send weekly newsletters home and communicate regularly with parents. Every class will have 2 Room Parents (Sp and Eng speaking) to help with group and individual communication between the teacher and the class. Regular meeting with Community Connect, institute an on campus food pantry staffed by our parents.	5	5	5	5	4	4	5	5	4	4	4	4	Met		12JUN2023	2023
45699220000000	Castle Rock Union Elementary	3	CRUESD uses Blackboard Messaging and Class Dojo to communicate regularly with families. The district sends home regular communications with students to parents. A monthly Newsletter is sent home to families to provide dates for upcoming events and share what is happening within the school. Families are also able to communicate with teachers and administration via email and phone call. The district has an Instagram page that is updated with current information.	The district feels that there is a need to build better relationships between staff and families. The district has been able to increase the number of parents that attend school and district meetings (PAC/LCAP Committee, SSC, etc.) from 0-2 at the beginning of the school year to 5-10 towards the end of the 2022-2023 school year.	The district has contracted with Apptegy for a new website and school district app that is easy for families to use. The district will be sending teachers and staff to Capturing Kids Hearts training that includes relationship building strategies that will also be beneficial to interactions with families. The district also plans on holding Family Event nights at least 3 times a school year (1 times a trimester) outside of Back to School Night, Parent Conferences, and Open House.	Each school year the district holds Back to School Night in which teachers and school administration provide information regarding expectations for student outcomes for the grade level the students are currently enrolled, including information on the CA Common Core State Standards. The school also holds parent conferences each fall to provide teachers with an opportunity to share feedback on student progress and discuss ways families can support students at home. Progress reports are sent home mid-Trimester and report cards at the end of each Trimester to provide feedback to families on student current progress. Parents are encouraged to reach out to their child's teacher to set up telephone or in person conferences at any time during the school year. Teachers and school administration also provide feedback to parents through Class Dojo, Blackboard Communications, and emails.	CRUESD's focus for improvement for building partnerships for student outcomes are the following: increase parent communication through the distribution of monthly school newsletter, increase parent involvement through the addition of family events at school in the evening (math nights, game nights, etc.), increasing the number of educational partners that attend district/school meetings, and to provide parents with a user friendly website and district/school App.	The district will improve the engagement of underrepresented families by increasing the number of times information is sent out to parents and ensuring that information is sent out in multiple formats (Notices sent home with students; sent via blackboard email, text, and phone calls; and updating the information to the live stream on the district's website and app.	This current school year the district was faced with frequent changes to district/school administration and teaching staff. This caused issues with gathering input from educational partners the first half of the school year. Once the staffing issues stabilized, the number of educational partners participating in meetings and attending events drastically increased from 1-15 attendees to meetings. At the last 2 meetings of the school year the district/school was able to gather input from our educational partners that was lacking previously.	The district believes that by increasing communication to our educational partners regarding meetings and events, providing child care during the meetings and events, and providing snacks/food the number of educational partners attending will increase which will improve the level of input received.	By providing frequent communication regarding meetings and events, providing child care, and providing food/snacks at the meetings will also improve the engagement of our underrepresented families	3	4	2	4	3	2	3	2	2	3	4	2	Met		14JUN2023	2023
45699480000000	Columbia Elementary	3	We have many opportunities throughout the year to build relationships with families. School gatherings have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet.  This said, our presence on our website has been successful.  In addition, we have implemented Social Emotional Learning (SEL) that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have identified a focus area of communicating student academic progress to staff and families, as well as providing additional future school family engagement events.	Building relationships with our underrepresented families has been a focus area for our school staff. We go out of our way to reach out to our underrepresented families by providing Title I ELPAC meetings, free after school care, breakfast and lunch, opportunities and academic supports, and interventions. In addition, an Attendance Coordinator connects families to local resources, and reading/math labs.	We have a long history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for our students.  Staff has provided additional tutoring, interventions and acceleration based on students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community.  We also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, and Open House are just some examples.  Additionally, we have very collaborative Parent Clubs. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator connects with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families and help them feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform school programs resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.	We meet regularly with our School Site Council and the LCAP is a standing agenda item on every board agenda to review student outcome data and set goals/actions based on identified needs. Parent conferences are held  and progress reports are sent to parents to inform them of their child's progress. Annual surveys are distributed in the spring to assess our district and school plans. Although we communicate in a multitude of ways (newsletters, emails, one-on-one phone calls, meetings, surveys, website, auto dialers, text), educational partners stress the need to improve student attendance and provide additional support for students.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families with local community resources and sets individual goals with students.  Additionally, our teachers and support staff consistently reach out to our families to provide additional support. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We also have a vice principal, nurse, counselors, Special Education staff, and support staff positions that provide additional support to students.	We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, and annual surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.	We strive to reach our most underrepresented families by seeking input through a variety of ways: annual surveys, incentives, parent engagement nights, resource connections, School Site Council, Title I English Learner meetings, attendance meetings, LCAP feedback meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc.	4	4	3	4	3	3	4	3	3	3	2	3	Met		22JUN2023	2023
45699480134122	Redding School of the Arts	3	Redding School of the Arts conducted surveys to the educational partners. Listed below is the data we analyzed which identifies our current strengths and progress in Building Relationships between School Staff and Families. These partners which represents 35% of the families stated: They felt able to be involved in school-wide decision making at RSA. 15% rated 1 or 2 (low level of decision making) 36% neutral 44 people 49% rated 4 or 5 (high level of decision making) That RSA had established Instructional practices adjusted to meet the academic needs of students 6% rated 1 or 2 (instructional practices are not adjusted) 22% neutral 72% rated 4 or 5 (instructional practices are adjusted) That RSA's instructional practices are adjusted to the meet the social and emotional needs of student groups 8% rated 1 or 2 (not adjusted to SEL needs) 24% neutral 69% rated 4 or 5 (practices are adjusted for SEL) RSA provides a safe and healthy learning environment 3% 2 (not safe) 4% neutral 93% rated 4 or 5	Included in the survey with our educational partner was an opportunity to identify areas the school could improve in, or list concerns they may have. One general area identified was consistent and accurate communication coming from the school staff, especially between teachers and families. Another area of concern was the amount of homework the students were assigned each night and how families would be able to access that information while at home. To improve Relationships between School and families, our teachers will use Google Classroom / Aeries Parent Portal and Teacher Websites so that students and parents are aware of assignments and grades. Teachers can be reached via email for a timely response to questions they may have. Parent, Student, Teacher conferences are held in the fall to discuss student learning goals for the year and can be repeated as needed through out the year. Parents receive copies of NWEA tests and CAASPP.	RSA provides many opportunities for families to meet teachers and learn about the various educational opportunities at RSA . With Covid Restrictions waning, RSA will again provide all families with engagement opportunities to Build relationship between School Staff and Families These opportunities include: The re-opening of RSA campus to both visitors and volunteers, Meet and Greet your teacher before school begins , Back-to-School Night, All School Field Trips, Theme Days, In Person Parent Conferences, Student Assembly and Performances, etc.. These opportunities to build relationships have not occurred due to COVID restrictions the past two years.	Redding School of the Arts conducted surveys to the educational partners. These partners represent 35% of the RSA families. They stated that the current strengths and progress in building partnerships for student outcomes as measured by these statements: RSA provides Information so that parents can support children’s learning at home and at school 8% rated 1 or 2 (need more information to help their child) 22% neutral 70% rated 4 or 5 (had enough information) RSA encourages families to advocate for their child 6% 26% neutral 3 68 % 4 or 5	When reviewing data and feedback to determine focus areas of improvement in building partnerships for student outcomes, families identified a desire partner with the school via past practices such as; volunteering in the school, resuming school field trips, evening events and special theme days.	RSA will work to improve engagement of underrepresented families by providing translated documents when possible, offering opportunities to learn and celebrate other cultures, continue to research and seek ways to encourage feedback from these families.	RSA strives to provide for a variety of meetings to ensure a quality engagement and ample opportunities in several formats to achieve meaningful input for strategic planning goals. RSA believes a major factor in the success of students is the involvement that a significant adult has in their school life. Although parent involvement opportunities were initially limited to zoom due to COVID restrictions, parent-run committees interfaced indirectly with RSA teachers and staff using Zoom meetings and shared documents. The stakeholder groups include two parent groups, Parent Teacher Council and Theater Booster Club, Certificated and All Staff meetings, Instructional Leadership Team (ILT) and Administration, Associated Student Body, and fourth - eighth-grade students. Ways that our parents are engaged and are informed of the LCAP achievements, goals, and determining needs: Our Parent Teacher Council (PTC) worked to promote community within the school through events such as the Fall Fox Trot where family members volunteered to cheer students on as they ran laps, served water, and shared photos of their children trotting to earn donations, PTC conducted an evening auction event with support from local businesses and classroom projects made by the students. They honored the staff during Staff Appreciation Week with treats and gifts. PTC has established monthly onsite and zoom meetings, an adopted annual budget, elected officers, and committee bylaws that support its mission of creating a welcoming environment to support families and give back financially to the school. You can reach this group at: http://www.rsarts.org/parent_pages/p_t_c_-_parent_teacher_club. Another significant parent group is Theater Booster Club (TBC). TBC supported our annual spring musical. Parents and community members work with RSA staff to sew or secure costumes, help construct set pieces, work alongside students to run the backstage activities during performances, promote the musical production in the community, concession sales, and more. TBC has established monthly onsite and zoom meetings, an adopted annual budget, elected officers, and committee bylaws that support its mission of creating a welcoming environment to support families and financially support the performing arts. You can reach this group at: http://www.rsarts.org/parent_pages/p_t_c_-_parent_teacher_club.. You can reach this group at: http://www.rsarts.org/parent_pages/t_b_c_-_theater_booster_club Parents can participate on several school committees as appointed by the Governing Board such as curriculum review and adoption, the School Site Safety committee, LCAP review and implementation, Governing Board, and Finance Committee. RSA encourages and appreciates the input from our parents.	RSA will continue to utilize the various educational partner groups to review, provide input and ideas to create the school's LCAP goals and actions.	RSA will continue to look for ways to improve engagement of the underrepresented families when seeking input for decision making. However when sorting data by categories of special education services, health or academic 504 plans, English Language services or school based intervention (35% of the total families responding) 95% agreed that their input was important and were actively involved in developing plans for student improvement and progress.	4	5	4	5	4	4	5	5	5	4	5	5	Met		06JUN2023	2023
45699480139543	Shasta View Academy	3	SVA has been successfully partnering with families to educate their children for 23 years. The school’s personalized learning/independent study learning model is uniquely dependent on the establishment of long term relationships between the assigned SVA Teacher and the student’s family as well as the secondary relationships with the school’s educational specialists (math, reading, and writing), high school coordinators, special education staff, and administration.   SVA’s strengths and progress building relationships between school staff and families include the following: Highly qualified general education teachers who support families throughout a student’s educational journey (grades TK-12).  Daily communication opportunities between parents and staff via in person meetings, phone, text, and emails. Clean safe resource centers provide special education services, supplementary classes, and access to the school libraries.  Supplementary classes offered in person and virtually in math, writing, and science for every grade level. Highly qualified special education service providers. Parent orientations and trainings aimed at assisting parents with daily instruction in the home. A strong professional development program for all staff members. Use of a schoolwide communication system to share information about important information, activities and events, parent meetings, and school board/Advisory Council meetings.	SVA staff has identified parent/guardian instruction and support as a focused area of improvement for the 2023-2024 school year.    In order to address the identified need, the school will initiate the following actions: Continue offering workshops that support student learning and academic growth specifically in math, writing and science. Offer a wide array of educational field trips and schoolwide events that facilitate staff and family engagement in all areas of service. Offer training to all educational partners in the proper use of the school’s internal communication system (Parent Square).	Through analysis of survey data, SVA has identified the following areas of focus to improve engagement with underrepresented families: Provision of internet hotspots to improve communication and access to educational resources for families that do not have reliable internet. Staff training in SEL and Trauma Informed Practices. Staff training and support in the use of protocols to increase student oversight and interaction when students are struggling or not making adequate progress with curriculum and assignments. The continued development of a strong RTI program that includes identification of struggling students and intervention strategies aimed at academic improvement and support.   Parent training to include Supportive Strategies and Student Growth Plans, Reading Strategies, Successful Math Practices, Effective Use of Curriculum, Explicit Direct Instruction, Monitoring Student Academic Growth Plans, and Differentiated Instruction.	SVA’s long-term success is a byproduct of the school’s ability to build and maintain successful partnerships aimed at student achievement. SVA parents who school their children at home benefit from a wide array of school and community partnerships that include the following:   SVA General Ed Teachers dedicated to facilitating a personalized learning program for every student. SVA Academic Specialists (Math, Reading, Writing) provide secondary support to students in the form of assessment, instruction, tutoring, and curriculum guidance. SVA High School Coordinators provide academic counseling, support, and expertise to HS students and staff. Experienced SVA administrative staff dedicated to schoolwide success. A strong Special Ed staff provides instruction and support to students with IEPs. Support and expertise available through the El Dorado Charter SELPA. A strong relationship with local community colleges providing concurrent enrollment to SVA students. A wide array of extracurricular/enrichment opportunities available through SVA’s Enrichment Partner Program. Community partners who offer field trip opportunities (local businesses, performing arts centers, community organizations, natural resource agencies, community service providers).   Staff and parent training offered by County Offices of Education, charter advocacy organizations, and private vendors.  Community business partners providing internships to SVA HS students. Access to community partners who offer mental health support and services.   Parent and staff access to information about legal rights offered by the school’s legal counsel, well trained staff members, a thorough set of board policies, a Parent-Student Handbook, a High School Handbook, and access to the school’s SELPA website.	SVA has identified community outreach as an area of focus to improve partnerships in the 2023-2024 school year.   The following actions will be implemented in the 23-24 school year to build partnerships for student success:  Increase the number of businesses and organizations providing internships to SVA High School students. Expand the list of enrichment opportunities for students in all counties of service. Expand the number of field trips offered in the outlying counties of service.   Improve and maintain the school’s website.	SVA will improve engagement with underrepresented families in relation to building partnerships through the following actions: Distribute school handbooks and notifications in languages other than English for non-English speaking families. Provide hotspots for internet connectivity to help students access their teachers and SVA virtual classes. Provide bus passes for students attending community college, school events, and vendor course opportunities. Improve networking opportunities for special education students and families.	SVA staff sought input regarding school plans and decisions from parents and guardians throughout the 2022-2023 school year using the following methods: SVA Teacher/Parent Meetings – SVA Teachers share information about school policies, programs, and school leadership opportunities.  Parent/Teacher communication also creates an opportunity to gather information from families to help direct school policy, goals, and action items. Advisory Council: The SVA Advisory Council includes 3 parents, 2 high school students and 2 SVA employees. The group meets a minimum of four times per year and is key to school planning and important decisions made throughout the year.  All meetings are open to the public and all community partners are invited to attend. Board of Directors: The SVA, Inc. Board of Directors includes 3 parents and 2 community members.  The board oversees school program planning, policies, and budget.  The board meets on a monthly basis.  All meetings are open to the public and school stakeholders are invited to attend. LCAP: SVA included all educational partners in the process to create and implement SVA’s LCAP.  LCFF priorities were addressed in the established goals and information and feedback were gathered using annual surveys.  March 2023 surveys were created for parents, parents of students with IEPs, high school students, and staff members.  Survey questions were tailored to the values important to our school, families, and community.  Information gathered in the surveys was key to the evaluation of school success in meeting goals, fulfillment of action items, and program decisions made for the 2023-2024 school year. In addition to gathering information through the survey, SVA held three parent meetings focused on feedback, review of LCAP goals and action items, and planning for the following school year.  Meetings were well attended.   SVA's 2023 parent survey results indicate that 98% of parents agree that they have opportunities to participate in our school's decision-making process.	SVA will focus on the following actions in the 23-24 school year to improve the methods to seek input for school decision making: Increase the use of Parent Square to notify educational partners about Advisory Council meetings by posting agendas and meeting minutes. Increase the use of Parent Square to notify educational partners about School Board meetings by posting agendas and meeting minutes. Increase communication and notifications about informational parent meetings held throughout the school year.	SVA staff will improve engagement with underrepresented families when seeking input for decision making by offering the following:   Hotspots for internet access so that families can complete online surveys and attend virtual meetings. Provision of school Chromebooks to help families communicate with school leaders and staff. Provide Zoom access to Advisory Council and Board of Director meetings. Provide Zoom access for IEP meetings.  Transportation assistance for meeting participants.	5	5	5	5	5	5	5	5	5	5	5	4	Met		15JUN2023	2023
45699480141580	Phoenix Charter Academy College View	3	The strength of the educational program at PCACV is the relationships between school staff and families.  Teachers at PCACV offer a personalized, high-quality, standards based education which utilizes a wide variety of learning options using multiple learning modalities to meet the needs of each student. Students have the support and accountability of a teacher of record that meets with students and families every two to three weeks.  During these meetings, students receive one-on-one tutoring if necessary, and parents benefit from a parent-teacher conference-not just once per year, but on a regularly scheduled basis.  In addition, teachers are available throughout different times of the day, such as before and after school.  Communication is also key to building relationships with families, and PCACV sends out a monthly newsletter and regular emails with announcements. We also communicate via Facebook and Via Text, as well as postings on our Website.	Based on input and local data, PCACV has determined that the focus areas for improvement in building relationships between school staff and families are surveys and communication.  Although the school has many things in place for communication, including website, email, social media, newsletter, and face to face meetings, there are families that need additional support in this area.  Survey participation was found to be low and needs to improve in order to provide needed feedback.  PCACV staff determined that there is a need for coordinated family and staff events.  As a result, several events are scheduled for the new school year, including assemblies, a meet Your Teachers night and a family fun night.	PCACV works to improve engagement of underrepresented families by ensuring they have Internet access and devices.  We also provide breakfast and lunch to the students which allows for time in which parents to come in with their children.  There is also a concentrated effort by teachers working together on behalf of a student. PCACV's Staff members also provide assistance when families need school paperwork understood and completed.	The key to PCACV's Personalized Learning method is the relationship between the student, the parent(s) or guardian(s), and the student’s TOR. This learning team meets twice within a 35 day learning period,  or more often depending on student need. The team creates a personalized learning plan that is appropriate to the goals and needs of the student, and evaluates the achievement of the student during the meeting period.  At the initial meeting, the learning method (i.e. online, on-site, Shasta College) is established, and assignments are then created to meet the learning goals. The learning methods are flexible and can change as the student’s needs evolve or are more clearly discerned.  The students of Phoenix Charter Academy College View are offered every opportunity to achieve their learning goals. To facilitate this, we provide access to a variety of innovative curriculum options and resources.  All approved learning programs are designed to adhere to the educational standards of Phoenix Charter Academy College View and the State of California.	The focus areas for improvement in building partnerships for student outcomes is by clearly defining expectations for both students and parents and improving access of supports for both students and parents.	PCACV will improve engagement of underrepresented families by meeting with students and families more often.  Increased communication, ensuring that families understand assessment results so that they understand the need for support.	Stakeholder engagement has always been a critical component of the educational program of PCACV and without it the school would not be successful.  Teachers, classified staff, and administration work with board members, parents, and students on a regular basis.  The PCACV Advisory board meets monthly and reports to the school director and the board.  In addition there are parent and student surveys used to collect data, as well as regularly schedule family meetings.  A civics class has been started and this has led to student attendance at the board meetings to provide student input.  The PCACV Governing Board meets monthly with Zoom access for those who can not attend in person.  This makes it easier for those with children, transportation issues, or disabilities to attend and have public comment and input.  Staff meetings, including teachers, administrators, and classified staff are partly devoted to the development and update of the LCAP.  In addition WASC committees continue to meet to address findings and to make suggestions for improvements.	PCACV's focus areas for improvements in seeking input for decision-making are to revise the current survey and ensure it is given during the academic year and to increase the number of advisory counsel meetings held.	PCACV will improve engagement of underrepresented families in several ways.  All announcements, including workshops and meetings are posted on the school website, which then has the capability to translate text to different languages. In addition all meetings are able to be Zoom or Google Meets in order to ensure accessibility to all families. Frequent phone calls are made to check in and offer assistance, when families need extra support.	5	5	5	5	5	5	5	5	4	4	4	3	Met		12JUN2023	2023
45699550000000	Cottonwood Union Elementary	3	We have many opportunities throughout the year to build relationships with families. We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our presence on social media and our website has been successful.  In addition, we have implemented social emotional learning that includes communication to parents so that they know what the focus for their child is each month. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.	Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care (with a sliding scale), breakfast and lunch, academic supports, interventions, Attendance Coordinator that connects families to local resources, and reading/math labs.	We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples.  Additionally, our Parent Club continues provide support for our students and the schools. Professional development is provided to our staff based on identified needs. Finally, our Chronic Absenteeism Coordinator connects with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.	We meet regularly with our School Site Council to review student outcome data and set goals/actions based on identified needs. Parent conferences are held annually and progress reports are sent to parents to inform them of their student's progress. We have additional parent conferences when needed. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students. We added a new website and school app to make it easier to communicate and connect families.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students. Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We continue to maintain Special Education staff, a school psychologist, two speech teachers, two intervention teachers, two home school teachers, and support staff positions throughout the district.	We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.	We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, family engagement nights, etc.	4	4	4	4	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
45699550121640	Cottonwood Creek Charter	3	We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students. Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with our After School Elective Program to support our students both in school and within their electives. Our school model of independent study with site based classes allows for monthly check-ins between staff and all families. This model has kept our attendance rate over 98% for many years. Our educational model creates a positive climate for our students and their families. They truly feel supported within our small community.	Cottonwood Creek's focus areas for improvement include additional Parent Outreach Nights, enhanced use of website and auto dialer, as well as improvements to our Back to School Night.	Cottonwood Creek will improve engagement of underrepresented families through improved parent surveys, expanded Advisory Committees that better represent special needs populations, as well as additional parent outreach nights.	We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students. Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with our After School Elective Program to support our students both in school and within their electives. Our school model of independent study with site based classes allows for monthly check-ins between staff and all families. This model has kept our attendance rate over 98% for many years. Our educational model creates a positive climate for our students and their families. They truly feel supported within our small community.	Cottonwood Creek's focus areas for improvement in Building Partnerships for Student Outcomes include: (1) Expanding tutoring opportunities for at-risk students, (2) Improving School-to-Home Communication with regard to Home Support for Lexia, I-Ready, and Renaissance Learning, and (3) Improved School-to-Home Communication with regard to student benchmark assessments.	Cottonwood Creek's focus areas for improvement in Building Partnerships for Student Outcomes include: (1) Expanding tutoring opportunities for at-risk students, (2) Improving School-to-Home Communication with regard to Home Support for Lexia, I-Ready, and Renaissance Learning, and (3) Improved School-to-Home Communication with regard to student benchmark assessments.	"We are a tight-knit community that supports families. Our school motto is ""Working Together With Families."" We strive to ensure that all students meet or exceed grade level standards as well as develop social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through informal parent conferences, monthly check-ins, and parent surveys."	Cottonwood Creek's focus areas in Seeking Input for Decision Making include expanding our Parent and Student Advisory Committees as well as improve our annual parent and student survey process.	Cottonwood Creek's will include underrepresented families on our Parent and Student Advisory Committees.	5	4	3	4	3	4	3	2	3	3	2	3	Met		22JUN2023	2023
45699710000000	Enterprise Elementary	3	The district provides ongoing training in building trusting relationships. Two-way communication is offered through town halls and forums, parent advisory committees and conferences. A Spanish interpreter is present at all meetings where interpratation is deemed neccesary.	An area of growth is to be more intentional about learning about families' strengths, cultures, languages, and goals for their children. The district has developed communication plans as well as a comprehensive offering of multimedia messaging between school sites, the district, and families.	The district will improve engagement with underrepresented families by offering more parent education opportunities and providing more formated of communication including an increase in social media, videos, podcasts, and parent engagement opportunities.	The district maintains advisory groups and provides training for its members. These groups provide input on decisions. Each school site develops unique family engagement activities supported by LCAP funds.	The district needs to focus on exploring more creative mediums of two-way communication to receive more input and improve building relationships	The district will attempt to improve the engagement of underrepresented families by incentivizing district-sponsored events to build partnerships for student outcomes.	The district maintains advisory groups and provides training for its members. These groups provide input on decisions. Each school site develops unique family engagement activities supported by LCAP funds.	The district needs to focus on exploring more creative mediums of two-way communication to receive more input.	The district will attempt to improve the engagement of underrepresented families by incentivizing district-sponsored events to seek input.	5	4	3	4	5	4	4	5	5	4	4	5	Met		24MAY2023	2023
45699710135848	Redding Collegiate Academy	3	RCA provides ongoing training in building trusting relationships through Enterprise Elementary School District. Two-way communication is offered through town halls and forums, parent advisory committees, and regular parent conferences. A Spanish interpreter is present at all meetings where interpretation is deemed necessary.	An area of growth is to be more intentional about learning about families' strengths, cultures, languages, and goals for their children. The RCA has developed communication plans as well as a comprehensive offering of multimedia messaging between students, teachers, and families.	RCA will improve engagement with underrepresented families by offering more parent education opportunities and providing more formated of communication including an increase in social media, videos, podcasts, and parent engagement opportunities.	RCA holds regular meetings with parents to support student learning.	RCA needs to provide staff with regular professional development in partnering with families.	RCA will continue to improve in using creative measures and formats to communicate and build partnerships with families for their students’ outcomes.	RCA maintains advisory groups and provides training for its members. These groups provide input on decisions. RCA develops unique family engagement activities supported by LCAP funds.	RCA needs to focus on exploring more creative mediums of two-way communication to receive more input.	RCA, along with EESD,  will attempt to improve the engagement of underrepresented families by incentivizing district-sponsored events to seek input.	4	4	3	4	4	4	5	4	4	4	4	4	Met		24MAY2023	2023
45699890000000	Fall River Joint Unified	3	There is an overall effort on the part of all staff to build better relationships with families.  Administrators and staff are encouraged to regularly reach out to parents via voice mail, text, email, or notes homes; this is an ongoing effort.  All sites provide various opportunities for families to participate in cultural and academic activities, parent information rights, and other student-parent events such as Back to School Nights, Open House, and Club and Sporting events.  Communication is provided in both English and Spanish to better reach the majority of families.  Parent communication continues to be a formal goal through the Single Plan for Student Achievement and WASC Accreditation.  The District partners with the Shasta County Office of Education (SCOE) in Instruction in grading equity practices, Reach Higher Shasta, Curriculum Leadership, and the County Cooperative Team to build better relationships with families and keep current educational best practices.  We also have a chair at the SELPA Program Advisory Committee and attend Community Advisory Committee meetings addressing special education best practices and how to better reach and educate our parents.  Site Council and LCAP meetings are held at each site level and a parent advisory committee for Indian Education and English Learners also provides input to improve engagement of families in our community.  A community school grant was received at three sites enabling the chosen schools to better build communication	Administrators and staff are encouraged to regularly reach out to parents via voice mail, text, email, or notes homes; this is an ongoing effort.  All sites provide various opportunities for families to participate in cultural and academic activities, parent information rights, and other student-parent events such as Back to School Nights, Open House, and Club and Sporting events.  Communication is provided in both English and Spanish to better reach the majority of families.  Parent communication continues to be a formal goal through the Single Plan for Student Achievement and WASC Accreditation.	Administrators and staff will continue to regularly reach out to the families of EL students, Foster/Homeless students, and students with disabilities via voice mail, text, email, or notes homes in both English and Spanish. All sites will provide various opportunities with timely notifications for families to participate in cultural and academic activities, parent information rights, and other student-parent events such as Back to School Nights, Open House, and Club and Sporting events.	The district has two comprehensive elementary schools, and two comprehensive junior/senior high schools, two continuation schools, two community day schools and a special education center.  The comprehensive sites share the same adopted curriculum, allowing professional development to be offered district-side and resources to be shared as needed.  The same is true of the online curriculum used at both contination high schools, the community day schools and the independent study program.  Students are provided devices (Chromebooks) and the seventh through twelfth-grade students are allowed to take their devices homes to complete school work.  The teaching staff is also provided top-of-the-line technology, including laptops, touch screen TV's and cameras.	The district continues to seek out and research best teaching practices and resources to meet the needs of all students, including EL students, Foster/Homeless students, and students with disabilities. Staff will continue to participate in professional development to build content knowledge and best practices.	Administrators and staff will continue to regularly reach out to parents of EL students, Foster/Homeless students, and students with disabilities via voice mail, text, email, or notes homes in both English and Spanish. All sites will provide various opportunities with timely notifications for families to participate on parent committees, including Site Council Meetings and Back to School nights, where families can explore adopted or proposed curricula.	The district seeks to meet with educational partners through the use of in-person and virtual meetings, and the use of social media, and surveys.  The district meets monthly with Site Council and Parent Committees, several times a year with the Indian Education and Indian Parent Committee, and the ELAC/DELAC committees.  The district also meets with both barganing units (classified and certificated), and administrative groups through Cabinet meetings and SAIL meetings.  The community is invited to attend school board meetings each month and to Town Halls.  Parents and students are surveyed each year for input to the LCAP, and students are surveyed every two years for the Healthy Kids Survey.  Additionally, elementary school students are surveyed five times each year to reveal school culture strengths or concerns.	The district will continue to meet with educational partners, with an emphasis on timely invitations to meetings, and an opportunity to meet to discuss how the educational partners' concerns were used in Decision-Making.	Administrators and staff will continue to regularly reach out to the families of EL students, Foster/Homeless students, and students with disabilities via voice mail, text, email, or notes homes in both English and Spanish. All sites will provide various opportunities with timely notifications for families to participate on parent committees, including Site Council Meetings and Back to School nights, where families can explore adopted or proposed curricula.	4	5	4	4	4	5	5	5	5	5	5	5	Met		21JUN2023	2023
45699970000000	French Gulch-Whiskeytown Elementary	3																						Not Met For Two or More Years			2023
45700030000000	Grant Elementary	3	Grant’s strengths are building a positive and collaborative culture that supports students, teachers and family success. We have many opportunities throughout the year to build relationships with families. We have many platforms for our families and staff to regularly communicate, share, inform and meet (Parent Square). In addition, we have implemented Hope Rising, Positive Behavior Interventions and Supports, and Social Emotional Learning that includes communication to parents so that they know what the focus for their child is each month. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic data, as well as reengaging parent participation in school events.	Building relationships with our underrepresented families has been a focus for our school staff.  We have a sign language interpreter, behavior technicians, and offered summer camp. In addition, we have offered conferencing, targeted interventions, tutoring, and free after school programs.	We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local organizations to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, and students. Finally, a Chronic Absenteeism Coordinator position was maintained to connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits.	We meet regularly with our School Site Council and in collaboration meetings to review student outcomes. Parent conferences are held once a year and progress reports are sent to parents to inform them of their student's progress on a regular basis. Annual surveys are distributed in the spring to inform our district and school plans. We communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, auto dialers, text) and educational partners continue to stress the need to improve communication, student attendance, and additional support for students.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meets to review data and adjust instruction and target students based on individual need. Interventions and additional support, like summer camp, tutoring and small group instruction are just some of the strategies used to support student outcomes. We have also maintained a PE aide, a full-time counselor, an additional Behaviorist, intervention staff and support staff positions.	Our school community believes in supporting families and the whole child to improve educational outcomes for our students.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school apps, texting, emails and monthly newsletter to engage all families.	We go out of our way to reach out to our underrepresented families by providing free after school care, free breakfast, second chance breakfast, free lunch, academic supports, interventions, an Attendance Coordinator that connects families to local resources, and reading/math labs.	4	4	4	4	3	4	4	4	4	4	4	4	Met		08JUN2023	2023
45700110000000	Happy Valley Union Elementary	3	We have many opportunities throughout the year to build relationships with families.  We have held both virtual and in-person school gatherings that have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet.  In addition, we will begin goal specific communication to parents centered on our LCAP goals and based on a data-driven understanding oof our students and family's needs. Our parent surveys indicate that parents are happy with their opportunities to communicate with school personnel, even during COVID.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.	Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, Attendance Coordinator that connects families to local resources, tutoring, after school program, and engaging camps during summer and holiday breaks.	We have a rich history in building partnerships with our families. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students. Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.	We meet regularly with our School Site Council and LCAP Committee to review student outcome data and set goals/actions based on identified needs. Parent conferences are held several times a year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We will maintain part-time support to assist with plan development and state/federal guidance, a PE teacher, a counselor, Special Education staff, a Family Liaison, Behavior Coach and support staff positions throughout the district.	We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, coffee chats, the LCAP Committee and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, school app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.	We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, LCAP Committee meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc.	5	4	3	3	3	2	3	3	2	3	4	2	Met		13JUN2023	2023
45700290000000	Igo, Ono, Platina Union Elementary	3	The LEA has adopted a school-wide platform that provides two way communication. In addition, due to parent and community input, all family engagement meetings have a virtual option to increase the participation outcomes.	Annually parents are given a District Standards booklet that informs parents of the learning outcomes for the grade level of their child. In addition, resources and supports for student learning are provided to the family at the annual parent conference meeting. During the first week of school, all families are distributed a booklet titled, Parent Rights Handbook. For those parents/community members involved in the District Advisory Committee or the School Site Council, Uniform Complaint Procedures are distributed at the first annual meeting.	The District will provide support by offering transportation and childcare to increase the participation of underrepresented families.	The LEA has adopted a school-wide platform that provides two way communication. In addition, due to parent and community input, all family engagement meetings have a virtual option to increase the participation outcomes.	The LEA will continue to seek parental input in regards to the School Plan for Student Achievement, the Local Control Accountability Plan, through the District Advisory Committee, District English Learner Advisory Committee, English Learner Advisory  Committee and the Parent Advisory Committee.	The District will provide support by offering transportation and childcare to increase the participation of underrepresented families.	The LEA has full implementation of the following district-wide community engagement opportunities: Parent Advisory Committee, District Advisory Committee, and the District English Learner Advisory Committee. The school site has full implementation of a School Site Council.	The LEA is continuously looking to improve engagement levels with all community partners.	The District will provide support by offering transportation and childcare to increase the participation of underrepresented families.	4	4	4	4	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
45700450000000	Junction Elementary	3	A majority of staff believe full implementation and sustainability in the following areas: ELA- California State Standards  ELD (Aligned to ELA Standards)  Mathematics- California State Standards  A majority of the staff felt we needed to explore and research the following areas:  Next Generation Science Standards History Social Standards  Academic Standards- A majority of staff believe the district is making progress in making instructional materials that are aligned to the recently adopted academic standards and/or curriculum frameworks.  Academic Standards-A majority of staff believe the district is making progress in implementing policies or programs to support staff in identifying areas where they can improve in delivering instruction aligned to the recently adopted academic standards and/or curriculum frameworks (e.g. collaborative time, focused classroom walkthroughs, teacher pairing).  Other Adopted Academic Standards- A majority of staff believe the district is making progress in implementing the academic standards adopted by the state board of education for all students in the following areas:. Health Education Content Standards Physical Education Model Content Standards Visual and Performing Arts  Staff believe that we are in the beginning stages of development in the following areas: Career Technical Education World Language  Due to our small district and limited staffing, we find it a challenge to consistently provide world language and CTE electives at the middle school level. We have written grants and have reached out to our high school districts to partner in CTE or stronger workforce without success.  Support for Teachers & Administrators- A majority of staff believe the district is making progress at engaging in the following activities with teachers and school administrators in the following areas:  The staff annually identify the professional learning needs as a whole and the needs of individual teachers. The district provides support for teachers on the standards they have not yet mastered.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.	Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, Title I ELPAC Parent Involvement Night, Chronic Absenteeism Coordinator that connects families to local resources, and reading/math labs.	We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, and Open House are just some examples. Professional development is provided to our staff based on identified needs. Finally, a Chronic Absenteeism Coordinator position was added to connect with our most at-risk students and families. These resources and services have improved Student Outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.	We meet regularly with our School Site Council and LCAP Committee to review student outcome data and set goals/actions based on identified needs. Parent conferences are held several times a year and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication, student attendance and additional support for students.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes. We have also added a part-time assistant superintendent to assist with plan development and state/federal guidance, a PE teacher, a counselor, Special Education staff, and support staff positions throughout the district.	We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through School Site Council, staff meetings, and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, Junction Elementary School app, emails and monthly newsletter to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.	We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, School Site Council, attendance meetings, District Leadership Team meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Open House Night, IEP meetings, etc.	4	4	3	4	3	3	4	3	3	3	4	4	Met		13JUN2023	2023
45700520000000	Millville Elementary	3	Millville School's current strengths in building relationships between school staff and families includeds our parent group, PTK, who provides support and relationship building activities and community events. Also, parents are involved in Site Council. Parents continue to volunteer in the classroom on a scheduled and regular basis as well as during special events. Millville School has identified re-establishing school/family relationships, post pandemic, through additional community and family events on campus through the 23-24 school year.	Relationships between our families and school staff suffered due to the pandemic. We look forward to rebuilding our relationships through our traditional community events as well as through direct communication, transparency and welcoming environment on our campus. Millville School has identified re-establishing school/family relationships, post pandemic, through additional community and family events on campus through the 23-24 school year.	The LEA will improve engagement of underrepresented families identified during the self-reflection process through direct communication and invitation, education as to the benefits of parent involvement and events that will better suit their transportation schedules.	Millville School's current strenths and progress in building partnerships for student outcomes include providing professional development for our teaching staff that target specific and individual needs as well as improved communication formats between home and school.	Millville School's current focus for improvement and progress in building partnerships for student outcomes is on those students who suffered significant learning loss due to the pandemic as well as building relationships with families for overall improved student outcomes.	Millville School will improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes through direct communication with these identified families, education of our staff and community support.	Millville School's current strengths and progress in seeking input for decision making includes communicating to all stakeholders such as classified staff, teaching staff, parents, community members and students the opportunity for input on items such as the LCAP, goals and actions. This input comes by way of surveys for parents, surveys for staff and a survey specific to our students.	Millville School's current focus for improvement in seeking imput for decision making will be to sustain the current process of parent surveys on the LCAP, student climate survey, staff input on critical decisions as well as on the LCAP goals and actions.	Millville School will improve engagement of underrepresented families in relation to seeking input for decision making will include targeting these families through language specific emails and personal communication requesting input.	4	3	3	4	3	4	5	3	5	4	4	4	Met		14JUN2023	2023
45700780000000	North Cow Creek Elementary	3	We have many opportunities throughout the year to build relationships with families.  We have held many school gatherings that have been well attended.  We have many platforms for our families and staff to regularly communicate, share, inform and meet. This said, our presence on social media and our newly launched website has been successful.  Staff have indicated they would like to add the Parent Square App to better communicate with families.  In addition, we have implemented social emotional learning that includes communication to parents so that they know what the focus for their child is each month.  Our parent surveys indicate that parents are happy with their opportunities to correspond with school personnel. Based on feedback from our parents, we will be changing our community communication progress to increase and improve our school.	Based on the analysis of educational partner input and local data, we have a focus area of communicating academic progress, as well as, future school family engagement events.	Building relationships with our underrepresented families has been a focus for our school staff. We go out of our way to reach out to our underrepresented families by providing free after school care, breakfast and lunch, academic supports, interventions, reading/math labs, and Attendance Coordinator that connects families to community resources and sets attendance goals with students.	We have a rich history in building partnerships for better student outcomes. Using data and input from our educational partners, they have indicated that our staff provides the necessary support and feedback for their students.  Staff have provided additional tutoring, interventions and acceleration based on the students' needs. We have partnered with the After School Program and other local businesses to support our students both in school and within the community.  At our monthly board meetings, we also recognize support staff, teachers, students and families. Parent engagement nights are held throughout the year; Back to School Night, the Christmas Program, iLab Showcase night, movie nights and Open House are just some examples. Professional development is provided to our staff based on identified needs and local/state data. Finally, the Chronic Absenteeism Coordinator position connects with our most at-risk students and families to ensure students are thriving. These resources and services have improved student outcomes. These partnerships create a positive climate for our students and their families. They truly feel supported within our small community. When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and student outcomes.	The whole staff meet to review student outcome data and provide feedback that help set goals/actions based on identified needs. Parent conferences are held several times a year, and progress reports are sent to parents to inform them of their student's progress. Annual surveys are distributed in the spring to inform our district and school plans. Although we communicate in a multitude of ways (newsletters, social media, emails, one-on-one phone calls, meetings, surveys, website, school app, auto dialers, text), educational partners stress the need to improve communication regarding student attendance and additional support for students.	Based on our local data and input from our educational partners, the district will improve engagement of underrepresented families using our Chronic Absenteeism Coordinator. The Coordinator connects our at-risk families to local community resources and sets individual goals with students.  Additionally, our school teachers and support staff consistently reach out to our families both virtually and in-person. Staff meet regularly to review data and adjust instruction and target students based on the data. Interventions and additional support like summer school, tutoring, and small group instruction are just some of the strategies used to support student outcomes.	We are a tight-knit community that supports families and the whole child.  We strive to ensure that all students meet or exceed grade level standards as well as develop self-worth and social responsibility within a safe, healthy, and nurturing school environment. We regularly seek input from our educational partners through staff meetings and surveys. These committees provide the opportunity to include our educational partners with the decision making process to improve student outcomes and overall school climate. Data and goals are set based on identified needs. Surveys are completed annually to ensure we receive feedback from students, staff and parents in order to improve our overall school programs.	Using educational partner survey data and input from our decision making bodies, we will continue to provide weekly outreach phone messages, one-on-one meetings, our school app, emails and newsletters to engage all families. We will continue to offer brief surveys as a focus area of improvement in order to seek input for decision making. The surveys provide us with a quick way to receive input and gauge our educational partner interests, concerns, challenges and our successes.	We strive to reach our most underrepresented families by seeking input through a variety of ways: surveys, incentives, parent engagement nights, resource connections, attendance meetings, meetings with the principals, meetings with the teachers and support staff, community events, parent conferences, Back to School Night, Community Advisory meetings, Open House Night, IEP meetings, etc.	4	5	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
45700860000000	Oak Run Elementary	3																						Not Met For Two or More Years			2023
45700940000000	Pacheco Union Elementary	3	The district offers multiple avenues for meeting with parents to support student learning beyond parent conferences annually. Our strengths as a district focused on building and maintaining relationships with school staff and families are evident in the multiple means of communication facets among our school community and the LEA/district is continuously reflecting upon and improving communication to ensure we are reaching all of our families. Two-way communication is offered through monthly Coffee Chats, Parent Advisory Council Meetings, and Student Advisory Council Meetings. The availability of a Spanish interpreter is available for any meetings where there is a need for translater support.	The district is focused on continuously growing and sustaining relationships between school staff and families. Continued communication with our school staff and families is an ongoing focus, ensuring we are providing multiple means of communication from phone, text, email, websites, activity-related, grade-related, and other happenings to improve building these relationships.	The district will continue focusing on the engagement of underrepresented families identified through the self-reflection process by involving families and representatives for these underrepresented students to share insight and needs, collaborating with local agencies to provide additional services and supports, and to monitor growth and areas of need for students and families.	The district is focused on continued improvement of student outcomes and we utilize data from educational partner input and local data. Our primary focus is continued student growth and we access student academic needs from a multitude of factors, including CAASP scores, student assessments, student and family climate surveys, Advisory Committee meetings, Parent Group meetings, and collaboration with students and families. Our focus area is to grow student learning and to continue to challenge students academically and support student learning through classroom supports and consistent standards-aligned curriculum and instruction.	Our focus area is to grow student learning and to continue to challenge students academically and support student learning through classroom supports and consistent standards-aligned curriculum and instruction, through the use of continued data analysis, ongoing assessments, and staff collaboration.	The district will continue focusing on the engagement of underrepresented families identified through the self-reflection process to improve student outcomes for all students, including underrepresented students to share insight and needs, collaborating with local agencies to provide additional services and supports, and monitor growth and areas of need for students and families.	PUSD continuously engages families in the decision-making process, including advisory groups, surveys, meetings with families, etc. to provide input into policies and procedures and to reach and seek input from all representative student groups, including underrepresented groups without our school community. Family engagement activities are measured and monitored in a variety of ways, including attendance at meetings and events and community outreach.	Our focus area in improving input for decision-making is to continue family and community engagement and communication. Through a variety of communication means, we will reflect upon and improve or enhance our strategies to ensure continued input is being utilized and that we as a district are utilizing the data available to drive our decisions and focus.	The district will continue focusing on the engagement of underrepresented families in order to seek input for decision-making and as our focus on utilizing input and data is considered, all families and student feedback will be considered, including our underrepresented families will benefit from decisions and focus of the district.	5	5	4	5	4	4	5	5	5	5	5	5	Met		14JUN2023	2023
45701100000000	Redding Elementary	3	Each site has adopted a school-wide platform that provides two way communication. In addition, due to parent and community input, all family engagement meetings have a virtual option to increase the participation outcomes.	The LEA will continue to seek parental input in regards to the School Plan for Student Achievement, the Local Control Accountability Plan, through the District Advisory Committee, District English Learner Advisory Committee, English Learner Advisory  Committee and the Parent Advisory Committee.	The District will provide support by offering transportation and childcare to increase the participation of underrepresented families.	89.2% of 771 parent/guardian respondents stated they strongly agree/agree that they have the opportunity to participate and be involved in school and district level programs and decision-making that impact student outcomes.	Two-way communication continues to be an ongoing focus area.	The District will provide support by offering transportation and childcare to increase the participation of underrepresented families.	The LEA has full implementation of the following district-wide community engagement opportunities: Parent Advisory Committee, District Advisory Committee, and the District English Learner Advisory Committee. Each school site has full implementation of a School Site Council and English Learner Advisory Committee.	The LEA is continuously looking to improve engagement levels with all community partners.	The District will provide support by offering transportation and childcare to increase the participation of underrepresented families.	4	4	4	4	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
45701100135889	Stellar Charter	3	Stellar Charter School assigns a Teacher of REcord who is established as the go-to staff member for two way communication. In addition the school utilizes School Messenger and SMORES to communicate at least weekly with families.  76% of 29 parent/guardian responsddents stated they agree or strongly agree that they have the opportunity to participate in and be involved in school and district level programs and decision making.	The school is committed to community involvement and connection and has implemented a variety of focus arease to improve relationships between school staff and families. The school has created a Parent Education Cooperative with monthly gatherings to support families in implementing the home program. From information regarding explicitly teaching reading to technology to feedback, to name a few, the staff is developing activities and information that support families. In addition, the school is focusing on providing family events to encourage parent involvement from STEAM night to Literacy night to Fall Festivals and Family picnics, just to name a few. The Director will continue to hold monthly open door meeting to encourage parent feedback and build educational partners. The Teachers of Record continue to be a vital connection.	The school has a 'whatever it takes' attitude in regards to family engagement. We are here to listen and to respond. Due to, at least, monthly in person meetings with our families we can engage with our underrepresented famililes and build relatinships between the staff and families.	Stellar is a homeschoool/onsite hybrid program that meets with parents, at least monthly, to provide input and feedback into the school program, student otucomes, and the personalized student program. Parents share that they feel connected and a partner in their child's personal outcomes.	Stellar is focused on providing additonal opportunities for families to build partnershop with the school for students outcomes. In developing the Parent Education Cooperative, the school envisions teaming with families to provide current research, state of the art technology and tools and frequent monitoring and partnering with Teachers to plan for and implement strategies for student growth and improved outcomes.	The school meets with underrepresented families at least monthly to build patnerships, listen to needs, and individually plan for positive student outcomes. The school has partnered with the district and the county office of educaiton to provide community connections to any family who needs support services. The school also employs a full time school counselor to meet student and family needs.	76% of 29 respondents agree that they have the opportunity to participate in school and district decision making. The district provides community input through Parent Advisory Council, District Advisory Council, and District English Learner Advisory Committee. Stellar offers Parent Advisory Committee meetings for input, monthly in person meetings, and annual surveys.	The school plans to offer virtual and in person meetings for educational partner input, weekly opportunities for in person input and annual surveys to seek input from its' educational partners.	The LEA plans to meet monthly with individual underrepresented families to seek input for decision making as well as focus on student voices by ensuring underrepresented students are interviewed and asked for feedback and input.	4	5	5	5	4	4	4	5	3	3	4	4	Met		20JUN2023	2023
45701106117931	Monarch Learning Center	3																						Not Met			2023
45701280000000	Shasta Union Elementary	3	The LEA has adopted a school-wide platform that provides two way communication. In addition, due to parent and community input, all family engagement meetings have a virtual option to increase the participation outcomes.	The LEA will continue to seek parental input in regards to the School Plan for Student Achievement, the Local Control Accountability Plan, through the District Advisory Committee, District English Learner Advisory Committee, and the Parent Advisory Committee.	The District will provide support by offering transportation and childcare to increase the participation of underrepresented families.	The LEA has full implementation of the following district-wide community engagement opportunities: Parent Advisory Committee, District Advisory Committee, and the District English Learner Advisory Committee. Each school site has full implementation of a School Site Council and English Learner Advisory Committee.	Two-way communication continues to be an ongoing focus area.	The District will provide support by offering transportation and childcare to increase the participation of underrepresented families.	The LEA has full implementation of the following district-wide community engagement opportunities: Parent Advisory Committee, District Advisory Committee, and the District English Learner Advisory Committee. Each school site has full implementation of a School Site Council and English Learner Advisory Committee.	The LEA is continuously looking to improve engagement levels with all community partners.	The District will provide support by offering transportation and childcare to increase the participation of underrepresented families.	4	4	4	4	3	4	4	4	4	4	4	4	Met		26JUN2023	2023
45701360000000	Shasta Union High	3	The strengths of the LEA in building relationships with our staff and families lie in the numerous opportunities we have for staff to engage with our parents. Many of these opportunities are centered around information nights such as financial aid, curriculum fairs, and content-specific events such as AP information nights. Parents and staff also have opportunities to connect through our co-curricular activities and booster organizations. Examples include sports, music, and choir boosters. Our parent faculty organizations also provide another avenue for staff and parents to connect. For our El students and their families, we also have ELAC and DLAC meetings throughout the year that give additional ways for families to connect with the school and learn more about available support services.	Areas for improvement include increasing the diversity of parents coming to our events. We know parents from our unduplicated (EL, foster youth, and low-income) students tend to have less representation. We are actively working to increase their voice in our gatherings.	"Our LEA worked directly with and sought input from the parents of Title I students at our Title I parent information nights, through ""town hall meetings, and with surveys sent to all homes. Our schools worked with parents and students to develop written family engagement compacts and distributed the final product at parent information nights. Our LEA reached out to parents through the Student Success Academy. This academy is a series of two nights where school staff partner with parents to discuss academic, behavioral, and social issues so families can gain an understanding of such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child's progress and work with educators to improve the achievement of their children. As an LEA, we provide professional development four to five times per month by having a professional development schedule every Wednesday of the month where students are released early so all staff (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the value and utility of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. These professional development activities are driven by Site Council input from parents and students. Staff reviews state academic standards, state and local academic assessments, and how to monitor a child's progress and work with educators to improve their children's achievement during these activities. Parental input is received through discussion and an exit survey on how funds reserved for parental involvement activities should be utilized. In addition, Title I parents are included on our LCAP advisory board, so we can work jointly with them to enhance our family engagement policy. In addition, we partner with parents at our ELAC and DLAC meetings. We have increased opportunities for the informed participation of parents and family members with disabilities. Parents and family members of migratory children, including providing information and school reports in a format and, to the extent practicable, in a language such parents understand by purchasing software that automatically translates phone messages to the home language identified by the parents on our student information system. In addition, our District and school websites are translated into 18 languages so parents can access all pertinent information (grades, attendance information, school policies and resources, daily bulletin, etc.) so they can completely partner with the district in serving their students. We also provide interpreters for classroom instruction and at after-school activities."	As an LEA, we value and need family engagement to seek feedback and gain insight into the needs of our students. We utilize town hall meetings, Site Council meetings, District LCAP meetings, Student Success Academies, and student/staff/parent surveys to seek feedback about student needs and our academic programs. Each school in the LEA has developed a written family and parent engagement policy. In addition, each school has developed a parent/school compact. Our needs assessment is driven by our family engagement feedback and the California Dashboard. It was very clear to us that our students were struggling with social and emotional issues. As a result, we have contracted with an outside counseling agency to provide social and emotional counseling to our students. In addition, we needed to increase access for our low socioeconomic status students to AP testing. Our students were taking the classes but not taking the exams to earn college credit. In addition, we will continue to pursue increasing our A - G completion rate so we can transition more students to college post-graduation. All of these program adjustments were made based on input we received during our family engagement process. We will evaluate the effectiveness of these changes by surveying our students and parents, by reviewing College Board AP statistics on the number of students taking an Advanced Placement course, the number of students taking the Advanced Placement exam at the end of the course, and by measuring how many of our students are transitioning to higher education or careers after graduation.	Parent feedback indicated they wanted more frequent surveys and the ability to reply to emails sent out by the school. The preferred method of communication varied. Generally, parents want to be involved, but many cannot do so because of work schedule conflicts. It has been suggested that more opportunities for interacting with the school occur after school hours. The LEA and schools will continue to use feedback from parents, students, and staff to better tailor engagement opportunities to best fit the needs of most parents to the extent possible.	The LEA and schools will continue to explore new innovative methods to reach all parents, specifically focusing on underrepresented families. This can include engagement opportunities hosted in the community where our families live. Feedback from parents will be solicited early in the school year to develop plans that best fit the needs and ability of parents to be involved in their child's education.	Our schools and LEA frequently communicate with staff and parents regarding the decision-making that occurs in our schools. We have opportunities in Site Council through public comment and by having students, staff, and parents on the council. We also have similar opportunities in our school board meeting for parents, teachers, and community members to give feedback on school and district decisions. We welcome input from all educational partners.	Our LEA worked directly with and sought input from our Title I parents and students at our Title I parent information nights through town hall meetings and surveys sent to all homes. Our schools worked with parents and students to develop written family engagement compacts and distributed the final product at parent information nights. Our LEA reached out to parents through the Student Success Academy. This academy is a series of two nights where school staff partner with parents on academic, behavioral, and social issues so families can gain an understanding of such topics as the challenging State academic standards, State and local academic assessments, the requirements of this part, and how to monitor a child's progress and work with educators to improve the achievement of their children.   As an LEA, we provide professional development four to five times per month by having a professional development schedule every Wednesday of the month where students are released early so all staff (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the value and utility of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school. These professional development activities are driven by Site Council input from parents and students.   Staff reviews state academic standards, state and local academic assessments, and how to monitor a child's progress and work with educators to improve their children's achievement during these activities. Parental input is received through discussion and an exit survey on how funds reserved for parental involvement activities should be utilized. In addition, Title I parents are included on our LCAP advisory board, so we can work jointly with them to enhance our family engagement policy. In addition, we partner with parents at our ELAC and DLAC meetings. We have increased opportunities for the informed participation of parents and family members with disabilities. Parents and family members of migrant children, including providing information and school reports in a format and, to the extent practicable, in a language such parents understand by purchasing software that automatically translates phone messages to the home language identified by the parents on our student information system. In addition, our district and school websites are translated into 18 languages so parents can access all pertinent information (grades, attendance information, school policies and resources, daily bulletin, etc.) so they can completely partner with the district in serving their students.	The LEA will be working with site administration to revisit the successes and needed improvements for incorporating all families in the decision-making process. Each site will be responsible for developing a plan that aligns with the school's specific needs and challenges.	4	4	4	5	5	4	5	5	5	5	4	4	Met		20JUN2023	2023
45701360106013	University Preparatory	3	Based on the spring of 2023 Parent Survey, 97% of our parents indicated that U-Prep keeps them well-informed about school events and activities.   Through the school’s Parent Survey, parents provided information to include: time frames to best suit their schedules, topics they would like to see offered in regards to parent education, and what activities they are most likely to participate in.   All U-Prep faculty serve as a coach and/or advisor as a means to build relationships (including coach, performing arts director, mentor, advisor, club sponsor, and tutor) with students and families outside the classroom.  Grade level trips and activities occur 6th-12th grades (including college campus visits, science explorations, and team building overnight trips). U-Prep has a tradition of maintaining strong relationships with its students and families through positive school communications. Data provided by the most recent parent survey states the Parent Square email, text, and phone systems, and the school app are most valued by parents.   U-Prep also prepares a daily bulletin that is read by a student representative (a parent section also follows which is distributed daily via the school app and email), the Panther Pride Newsletter is created monthly, school activities and important information is displayed on the beautiful color marquee, as well as up-to-date and interactive online forums for home school communications (i.e. teacher websites, google classrooms, and school social media).  U-Prep also organizes trips (locally and overseas) for students to access different cultural learning experiences.	Provide increased opportunities for parents and our school community to be informed and engaged with our school events and activities.  Opportunities would include more informational presence online/social media, increased attendance at Back-to-School Night and various Parent University evenings, as well as increased participation in parent organizations. Also within our culture of continuous improvement, we will continue to maintain open communication with our educational partners, student advisory groups, school accreditation processes, school governance teams, and various other forms of collaboration and communication.	To support ongoing involvement of underrepresented families, staff designees are in place to coordinate services and conduct personalized outreach.	U-Prep faculty and support staff are involved in continuous professional training to support student outcomes.  Attendance at workshops and conferences is tracked annually to ensure all staff are equally engaged in meaningful outside professional development. Staff return from these trainings and share their learnings with their colleagues. Conference/attendance in professional development is inclusive of faculty, counselors, support staff and administrators.   Staff Development Days, staff meetings, collaboration, and August trainings have served as opportunities for learnings to be shared. Every Monday is set as an early release Day, allowing for an hour of collaboration time for the following teams: ASAP/Grade-level team meetings, Department meetings, staff meetings, and other purposes as determined by the School Leadership Team.   U-Prep has three school counselors with one designated to focus on students needing additional support. Increased attention is given to students with special needs and students included in our unduplicated pupil count; there are additional resources available to them such as college trips and AP fee waivers.  Student progress is monitored by counselors, administrators, and teachers through academic grades, local and state assessments, and PSAT score performance, among other measures. Academic conferences, Student Study Teams, academic support classes, Study Hall, Advisory/Tutorial, and Academic Saturday School represent some of the supports offered to U-Prep students.  Our Site Literacy Coach worked closely with our ELA and Math teachers in grades 6-9 to implement benchmark assessments and utilizing those results to help guide instruction in the classroom.  Teachers meet in grade-level and common curricular teams to discuss student needs, coordinate curriculum and instruction, plan activities, trips, and events for students.  Based on the spring of 2023 Parent Survey, 97% of parents report that U-Prep is a safe place for their student(s) both academically and socially.	We will continue to work with our department and grade level teams utilizing our school resources (assessments, counselors, collaboration, intervention team, etc.) to help improve student learning and outcomes.	U-Prep Administration, counselors and teachers meet with each EL family individually to review test scores, student strengths, as well as areas of growth to individualize their educational program, as needed. To ensure families are able to meaningfully contribute, U-Prep will provide an interpreter when language barriers exist.	A parent survey was administered to all families during spring of 2023.  An email was sent which included a link to the survey.  Key findings from the survey are as follows:   (1) Parental interest in program priorities included small class sizes, rigorous academics with access to college-credit opportunities (AP and dual enrollment), academic support offerings, and ensuring a close-knit community of teacher/advisors;  (2)  The home-school communication methodologies most used and valued by parents are the Parent Square online/phone system, school newsletter, and the school app;  (3) 97% of parent respondents indicated that U-Prep offers a supportive learning environment for their student(s);  (4) For college and career preparation, parents placed a high value on Shasta College dual enrollment offerings, free PSAT testing for all 8th, 10th, and 11th grade students, and personalized individual support provided by teachers;  (5) 9% of parents reported that they felt U-Prep was a safe place for their student(s).   When asked about the types of parent involvement parents are most likely to engage in, the majority of responses landed in three areas:  grade-level events, parent organizations and assisting with student transportation.	Seek increased parental involvement through participation in parent organizations and grade-level events in order to gather valuable feedback for decision-making.	To support ongoing involvement of underrepresented families, staff designees are in place to coordinate services and conduct personalized outreach.	5	5	4	5	5	5	5	5	5	5	5	5	Met		14JUN2023	2023
45701364530267	Shasta Charter Academy	3	Outcomes are directly related to relationships in a Personalized Learning school like Shasta Charter Academy. As described above, we believe building relationships is paramount to each student's success, and are intentional about providing spaces to foster those partnerships. As feedback from our students in the Local Climate Survey show, our students really appreciate what has been created here at SCA.	- Increase student engagement on campus - Develop and implement additional strategies to increase 2-way communication between staff and families - Increasing parental engagement in student learning	#NAME?	- Students in grades 9-11 are assessed locally using NWEA MAP in Mathematics, Reading, Language Arts, and Science twice annually.  Results are discussed with each family and inform student learning plans. - Student learning plans are developed twice per year, at minimum,  in consultation with each family. - All students have access to the school counselor - The school counselor meets with all freshmen to develop four-year plans as part of freshman social science. - All families meet with the Director/ Superintendent upon enrollment to develop learning plans.	#NAME?	#NAME?	- Families and staff have a high level of engagement in providing input in decisions by direct communication with school staff, scheduling appointments, attending Board meetings, and responding to annual satisfaction surveys. -As part of the Personalized Learning model, families begin having personal contact with administration and school staff, and that engagement is sustained throughout the student's enrollment.	#NAME?	#NAME?	5	5	5	5	5	5	5	5	5	5	5	5	Met		08JUN2023	2023
45701690000000	Whitmore Union Elementary	3	The district continues to implement previous strategies for creating and maintaining good relationships with families.  The use of some technology, such as the district website and weekly bulletins, are great examples of relaying information to families weekly (note - new website is being created).  The district has purchased Catapult, a messaging and emergency notification system, to merge with School Pathways (set to be implemented fall of 2023).  This will help our office staff and teachers to establish a higher frequency of messages related to student progress, upcoming events, emergencies, and other notifications.  Office staff are currently being trained.   In addition, the community has monthly breakfast gatherings at the local community center.  Most families and employees frequent the monthly breakfast gatherings and have a great opportunity to communicate and build positive relationships.	One of the areas that needs to be addressed is the improvement of our use of the active directory (School Pathways) and how it is utilized for communication purposes with families.  Our office staff is in the beginning stages of training for using the active directory online system (on going training).  Once our staff becomes more adept to using this system, additional ways of communicating to parents, especially for attendance and academic purposes, will be available.  In addition, the typical school events that were halted due to the COVID-19 pandemic, can now be reinstituted; however, the new staff will need some time to plan and collaborate on what specific events will be planned besides Back-to-School Night, parent conferences, and Open House.  In addition, the school is working on adding in more field trips that parents can attend, parent club is meeting again, and the School Site Council met regularly last school and will continue this school year as well.  There is also a concerted effort to continue recruiting more parents to the active parent club in order to have more input and help.	The district will continue to utilize current communication means.  In addition, the district will conduct surveys periodically in order to solicit better feedback and input from any underrepresented families.	Currently the district has state adopted and standards aligned curriculum, as well as supplemental materials for targeted student outcomes.  There is an instructional aide in each of the on-site classrooms in order to help with centers and small group instruction, thus allowing for the teacher to differentiate and plan accordingly for each student.  Teachers have early release on Wednesday afternoons that allows for them to dive deeper into student data and then make plans for re-teaching, if needed.	The main focus areas are as follows: high quality instruction, universally designed lessons, classroom management and evidence-based strategies, implementation of social-emotional curriculum and lessons, and implementation of educational technology through the use of 1-to-1 Chromebooks, smart boards, and the educational applications that can be used.  By partnering with Shasta County Office of Education, plans are continuously being created and implemented to use their resources and support for our teachers through instructional coaches, webinars, online tutorials, and modeling.  In addition, teachers are beginning to learn how to utilize data and conduct professional learning communities in order to understand the data and how to lesson plan from that point.  These main focus areas were introduced this year in many ways and the staff is still in the early stages of implementation.  Several staff members will be attending numerous workshops, conferences, and training throughout the summer in order to improve within the aforementioned focus areas.	The district continues to utilize family input and feedback, through discussions, email, website, surveys, etc., to ensure that families are engaged and help with improvement with underrepresented families.  In addition, a concerted effort is being made to recruit parents to join the School Site Council and/or parent club.	The district utilizes community meetings, parent conferences, school board meetings, and parent club meetings to help with getting community and parent input and feedback.  In addition, the district sends out surveys occasionally to seek input for decision-making.	The district will continue to focus on utilizing the existing communication to solicit input from educational partners.  In addition, the district is currently working on new and various ways to seek input which includes upgraded technological means (parent portal), as well as conducting more specific parent engagement nights, additional educational partner surveys, and having standing agenda items for School Site Council, etc. that allows for more specific input based on current data.	The district will continue to use various ways of communication to help seek input from underrepresented families.  Some of those ways include additional parent informational nights, multiple ways to send home messages (email, flyers, website, all-call, post cards, etc.).	3	3	3	2	3	3	3	3	3	3	3	3	Met		14JUN2023	2023
45737000000000	Mountain Union Elementary	3	School Staff and families have historically had strong  relationships and progress continues to be exceptional and moving towards sustainability.  Our community has a large percentage of socio-economically disadvantaged families as well as significant population of  indigenous peoples.   The lack of the availability of equitable government infrastructure, including high speed/broadband internet resources  have had an impact on increasing relationship building between school staff and families less than optimal as many families cannot successfully join online engagement activities.  Our district continues to meet with individual parents as needed in person, outside of the school and via phone.  However, during the 2022-2023 school year, we were able to host a few family engagement nights, such as Back to School, Open House, and spaghetti dinners.  In addition, parents are now involved with our School Site Council again, as well as joining classes on field trips and volunteering in the classroom.  Likewise, we have been able to institute several awards assemblies that parents are invited to attend.	While we continue to communicate with parents individually and address their concerns - much of the regular engagement and relationship activities which occur during the year: festivals, celebrations, dinners, fund raisers have been reenacted and scheduled throughout the school year.  A main focus will be communication as it relates to academic progress.  The district is currently creating new protocols and procedures on progress report communication, which is an additional report outside of the typical parent-teacher conferences.	The district continues to make concerted efforts at reaching out to all parents and families, including the underrepresented families.  One main addition for the upcoming 2023-2024 school year is having a Community Connect Facilitator on campus.  This is done in conjunction with a grant awarded to the county office of education.  Our school district qualified to have a representative.  The facilitator will work with local families and be an advocate for them as it relates to financial assistance, housing, transportation, medical and dental, or counseling.	The district's main strengths are related to professional development and collaboration in order to help drive student outcomes.  Our teaches meet with instructional coaches from the county office of education, as well as attend several reading and math workshops or cohorts.  Likewise, our teachers meet regularly for PLC every Wednesday.  In addition, there are new supplemental intervention programs set up to be implemented for the 2023-2024 school year, such as i-Ready.  More professional development will be centered around student outcomes, and much of that PD will relate to curriculum and instruction (teaching strategies).	The district is continuing to partner with the county office of education for support through the use of instructional coaches that meet with teachers once a month.  The focus is on math instruction and the teachers are currently doing a book study.  The goal is to continue working on more targeted math instruction.  In addition, several professional development opportunities have been utilized, as teachers have attended several workshops or other educational cohorts for reading and math instruction.  Our after school program, Project SHARE, is in full swing and has a large enrollment.  There was a summer program for 6 weeks during the summer of 2023.  More positive incentive based PBIS has been set up for the 2023-2024 school year.  The hope is that the increased incentives will help with attendance rates and less discipline.  Together, all of the aforementioned options should help with a more positive and successful outcomes for our students.	The district continues to make concerted efforts at reaching out to all parents and families, including the underrepresented families.  One main addition for the upcoming 2023-2024 school year is having a Community Connect Facilitator on campus.  This is done in conjunction with a grant awarded to the county office of education.  Our school district qualified to have a representative.  The facilitator will work with local families and be an advocate for them as it relates to financial assistance, housing, transportation, medical and dental, or counseling.	The district has a long-standing positive relationship with the local community, as well as a solid group of parents that continue to be involved with the school in many aspects.  Our School Site Council is one of the main avenues for both parent and community input.  In addition, our district works closely with entities such as CalFire and the US Forest Service.  Representatives from entities like them, come to the school and do assemblies or present pertinent safety information to our administration and/or board of trustees.  Over the last year, the reengagement of these educational partners has continued to grow and reconcile back to a more optimal level as compared to pre-pandemic times.	The main focus area is around community resilience.  Currently, the school district is working with local agencies and parent groups in order to pursue a state grant that centers on community resiliency.  The district is holding meetings regularly and working with all educational partners in order to help lead the community with this endeavor.	The district continues to make concerted efforts at reaching out to all parents and families, including the underrepresented families.  One main addition for the upcoming 2023-2024 school year is having a Community Connect Facilitator on campus.  This is done in conjunction with a grant awarded to the county office of education.  Our school district qualified to have a representative.  The facilitator will work with local families and be an advocate for them as it relates to financial assistance, housing, transportation, medical and dental, or counseling.	4	4	4	4	4	4	4	4	3	3	3	3	Not Met		28JUL2023	2023
45752670000000	Gateway Unified	3	School sites continue to develop Parent Involvement Committees for the purpose of identifying activities and site resources that are currently helping to build relationships with families.  The site committee monitors parent participation throughout the school year.	Each year school sites determine what the focal areas need to be toward building stronger relationships and research other strategies that can be implemented to connect with families that are reluctant to engage with school staff.	Our school sites are unique, but many similarities exist regarding the obstacles to strengthening relationships.  Family workshop themes will be provided for families to select from topics that are of most concern e.g. legal rights, higher education funding sources for families, parenting classes, etc.  These provide valuable knowledge and an opportunity for our school staff to have direct interactions with our underrepresented families.  Parent-teacher conferences are another avenue that engage parents in actively communicating regarding their student.	Professional development in areas that promote and bring about awareness of family concerns or issues has been a focus in our district.  Staff have participated in a variety of trainings that help them identify and understand the various needs of our families.  The trainings assist our staff in supporting students in reaching their full potential. It also facilitates mutual understanding and improves partnerships which support positive student outcomes.	The LEA will continue to focus on professional development and trainings to advance our staff and support partnerships to better our student outcomes.  In addition, we will continue to host various educational events that promote parent connections and involve students in their learning at each school site.	The LEA will continue to improve upon the engagement strategies that have been highlighted, as well as plan for additional opportunities for parents to engage with school staff to better support students. Sites are focusing on increasing outreach to families.  Additionally, collaboration with community entities that support increased engagement for our underrepresented families will continue to be a practice within our school communities and at our individual school sites.	School sites constantly communicate the opportunities for families to participate in a variety of school activities, functions, and advisory meetings.  We utilize an all-call system that notifies families weekly of the activities offered and events that are scheduled.  Additionally, surveys are regularly used to gain input.	Sites actively seek parents who are interested in participating on committees and/or to support events on campus.  A focus is currently put on creating strategies and platforms to involve parents, especially those who are reluctant.	School Site Councils will conduct a survey to gain input from all parents on ideas to increase involvement.   The survey will also help to identify areas of concern and ways to increase connectedness on our school campuses.  The staff will continue to seek to identify families that may be reluctant to participate and extend individual invites to reduce or ease hesitation.	5	4	3	3	3	3	4	3	4	3	4	3	Met		28JUN2023	2023
45752670113407	Rocky Point Charter	3	Rocky Point Charter School believes that successful collaborative relationships with students and families have a positive impact on student learning and achievement. Teachers and support staff reach out to all students and their families before the start of the school year to welcome them back or to welcome them for the first time. Teachers hold a Meet and Greet so new students and families can visit their school site and students can meet their support staff. Throughout the school year, RPCS hosts several parent engagement events including back-to-school nights focused on academic and social-emotional learning. RPCS provides opportunities for parent-teacher conferences two times a year for all grades TK-8. Conferences are focused on goal setting for the year with not just a focus on academics, but with a focus on the whole child.   Teachers have stressed the importance of teacher/family communication is key to helping the students be successful.	Focus area for improvement in building relationships between school staff and families is to continue to work to increase parent participation at School Site Council and Parent Teacher Organization meetings.	Rocky Point Charter staff participate in all day professional development four times a year. A portion of this professional development is dedicated to the value and utility of contributions of students and their families, and in how to reach out to, communicate with, and work with them as equal partners, implement and coordinate school programs, and build ties between educational partners and the school. The professional development activities are driven by input from School Site Council meetings, Parent Engagement meetings, and surveys. Additionally, RPCS has increased opportunities for the informed participation of educational partners with students of disabilities, English learners, Foster Youth, and low-income. Educational partners are invited to participate in the Individual Educational Plan and Student Study Team meetings and can access all pertinent information (grades, attendance information, school policies and resources) so they can completely partner with the staff serving their student.	Parents and students have several opportunities in the school year to meet with teachers and discuss student progress. We offer parent teacher conferences twice a year, at which teachers discuss individual student performance, goals, grades, and attendance but parents and students are welcome to schedule a meeting with their teacher at any time in the year. Additionally, teacher email and phone contact information are listed on the school website and shared with parents and students. Additionally, the Student Parent Handbook is provided at the beginning of the school year and are posted on the school website.	An analysis of educational partner input indicates that Rocky Point Charter School will build partnerships with parents and student by continuing current outreach opportunities which include surveys, school site council meetings, PTO meetings and parent teacher conference.	An analysis of educational partner input and local data indicates that Rocky Point Charter School provides a pathway to communication for families. Emphasis on home and school communication will be a continued goal of RPCS  Individualized attention to families is a priority as we serve a student population of over 60% Low Income families. We will continue to improve engagement of families through: personal phone calls, engaging activities, and a culturally responsive environment.	Educational partner input and local data indicate areas for improvement in building relationships between school staff and families and include a continue current practice of outreach to families, to continue to train staff members on positive student and family communication, and to continue to promote parent participation in school site council and parent teacher meetings.	Rocky Point Charter School continuously works to build trust, respect and professionalism. The outreach and collaboration with educational partners for inclusion, participation, and growth as a community influences the building of trust in our school and community. Weekly team meetings are scheduled to discuss best practices. Monthly support staff meetings and professional development opportunities build staff participation and contribution to achieve building a positive atmosphere. RPCS uses multiple methods to encourage parent communication and input, including the School Site Council through monthly meetings, along with Rocky Point Charter Board meetings and parent/student/staff surveys.	Analysis of educational partner input and local data shows that RPCS will continue with the processes to include all parents in decision-making type meetings and surveys.	4	5	5	5	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
46104620000000	Sierra County Office of Education	3																						Not Met			2023
46701770000000	Sierra-Plumas Joint Unified	3																						Not Met For Two or More Years			2023
47104700000000	Siskiyou County Office of Education	3	Our staff is excellent at working with our Moderate to Severe families.  They offer trainings, guidance, and encouragement to our families.	An area of improvement for our LEA would be in the area of communicating with families in language that is understandable and accessible and offer more opportunities to share this information to the families.	We will provide additional opportunities for families to provide input.  We have few families that need translation services, and will provide those services when needed.	Our staff offers trainings and guidance to our families.	We need to improve in offering resources in developmental learning stages to our parents to help them navigate the needs of their special education child.  We also need to work on offering more opportunities for families to come together and learn from each others' experiences in special education.	We will provide additional opportunities for families to provide input.  We will also provide parent education workshops.	We have made progress in building capacity of principals, staff, and family members in engaging in decision making.	While we have made progress in building capacity, it is difficult to schedule times when all stakeholders can be present in order to plan and design family engagement activities.	We continue to work on finding better ways to build the capacity of principles, staff, and family members.	4	4	4	3	4	3	4	4	3	4	4	3	Met		28JUN2023	2023
47104700117168	Golden Eagle Charter	3	Strengths include strong positive relationships between education facilitators and families.  Another strength is personalized attention to each family’s specific needs. This year, GECS applied for a community schools grant which involved completing a community asset map and needs assessment. The community school coordinator will expand the school’s capacity to build and maintain relationships with families and other stakeholders. Every three years, the school conducts a targeted survey through teacher-parent/guardian interviews ensuring that the sample of families participating includes all underrepresented demographic groups.	Areas for growth include improving two-way communication and strategies to solicit input from all groups within the school. There is strong two-way communication between families and individual educational facilitators, but systematic strategies to collect and filter those communications to the level of school-wide policy and practice are in need of improvement.	This year, GECS hired a Community School Coordinator (CSC) who will be guiding a needs assessment that includes outreach to students and families and will include a specific focus on underrepresented families. The CSC will be attending school events and hosting focus group discussions at our school facilities as well as through email, phone, and text communications.	Strengths: This year, GECS began online training for all staff in the California Multi-tiered system of supports (MTSS). This includes content on academic, behavioral, and socio-emotional support systems, culturally responsive teaching, and other transformative education strategies, as well as strategies for increasing student engagement and building partnerships with families. As port of our community schools plan, we will expand staff training on building strong partnerships for improved student outcomes.	Areas for growth: Additional training on engagement and support for families of struggling/at-risk students	This year, GECS hired a Community School Coordinator (CSC) who will be guiding a needs assessment that includes outreach to students and families and will include a specific focus on underrepresented families. The CSC will be attending school events and hosting focus group discussions at our school facilities as well as through email, phone, and text communications. Furthermore, Golden Eagle is implementing a school-wide training on Universal Design for Learning, training teachers on identifying and removing barriers to learning. We are also working on improving our use of Parent Square and implementing features such as direct messaging with parents and guardians, built-in translation features that can translate school communication into parents' native language, and other features. These efforts should improve engagement and two-way communication with underrepresented families.	One area of progress is the school-wide survey intentionally soliciting input from underrepresented groups within the school; this will be repeated every 3 years. This year the school conducted a student engagement survey to solicit information from students on their needs and strategies that work.	An area of growth is building capacity for engaging families in advisory groups and decision-making. Our plan for our community school grant includes the creation of a community school advisory council, which should increase opportunities for families to provide input on policies and programs.	This year, the school hired a Community School Coordinator (CSC). A large part of her role this year will be developing a community school advisory group to provide input for decision-making. As she works to build this group, the CSC will specifically reach out to and engage parents and guardians from underrepresented families.	5	4	5	4	4	4	5	4	3	3	4	3	Met		08JUN2023	2023
47104700137372	Northern United - Siskiyou Charter	3	Parent, student, and staff input at Northern United - Siskiyou Charter School (NU-SCS) indicates that there is strong satisfaction with safety, relationships, and the flexible learning environment.	Parents highlighted room for improvement in understanding the cultural backgrounds of students and providing relevant information and resources.	The school should prioritize cultural awareness training for staff and ensure that resources are accessible and tailored to meet the diverse needs of the student population.	As an independent study school, one of our biggest strengths has always been our partnerships with parents. 88% of respondents feel as if the staff of the school works to build a trusting and respectful relationship with families and that they are provided  with information and resources to support student learning and development in the home.	In the last two years, we have had some staff turnover. Some of our staff who had the most experience working closely with families in an independent study context are no longer with us. We have begun efforts to provide professional learning to our newly hired staff in this area.	We will continue to personally invite specific families to events and meetings, as well as send emails, ParentSquare messages and letters home. Additionally, legal rights will continue to be reviewed during all IEP meetings.	As an independent study school, parents are routinely given many opportunities to have input in their child’s learning. 88% of respondents felt that they are active participants in their child’s education.	Parent feedback tells us that greater efforts could be made in making them aware of opportunities to be involved in the decision making process regarding whole school programs or initiatives. 50% of respondents felt like they were not aware of the opportunities to give input.	We will continue to personally invite specific families to events and meetings, as well as send emails, ParentSquare messages and letters home. We will also emphasize to staff the importance of talking to parents during their regular meetings with parents about the ways in which they can have a voice in whole school decision making.	4	5	4	4	4	5	5	4	4	4	4	4	Met		29JUN2023	2023
47701850000000	Big Springs Union Elementary	3	Parents are invited to quarterly Progress reports and quarterly report cards are provided by traditional mailings and through password protected online progress reporting.	Parent conferences are held two times a year or on an as needed basis as parents or classroom teachers see fit.	Parent representatives are elected to serve on the School Site Council which also functions as our Title 1, LCAP parent involvement and EL parent advisory body.	We believe that parents are our essential partners in education and we encourage parents to volunteer when possible. Parent participation in instructional planning through individual conferences is about a 90% participation rate at most grade levels. Our school also benefits from extensive parent involvement in athletic events through our Booster Club, student performances and student recognition assemblies, and by assisting us as parent volunteers in the classroom. A parent/guardian volunteer procedure is monitored by office staff.	We would like there to be a higher rate of parent participation in SSC meetings.	The district will improve engagement through family outreach through administration and teachers.	An active Parent Teacher Organization (PTO) coordinates our annual Book Fair, assistance with supplemental programs such as Accelerated Reader, publishing of our annual yearbook and sponsors numerous fundraisers throughout the year to help support our student activities.	The district will seek input through family outreach through administration and teachers.	The School Site Council meets quarterly, PTO and Boosters' meets monthly to provide feedback from parents and to provide our staff with planning support.	4	4	4	4	3	4	4	3	4	3	2	3	Met		27JUN2023	2023
47701930000000	Bogus Elementary	3	The LEA sends out monthly newsletters informing parents of all upcoming events. Teachers ensure they meet with each family multiple times a year to discuss students progress, strengths, and weaknesses. Families are encouraged to volunteer for multiple projects at the school, such as the greenhouse and annual plant sale. Based on the annual parent survey, 90% of families felt they were provided opportunities to be involved in the school decisions, and 100% felt they were provided opportunities to be involved in their child's education.	The LEA's first ELL family enrolled this year. While most information was sent in both english and Spanish, not all communication was. Therefore we will continue to work on providing all communication in both languages.	Due to 100% positive response in families feeling involved, the LEA will continue with our monthly newsletter and quarterly meetings with families.	"100% of families responded 'yes' to the annual survey question that asked ""The school provides information and training that helps me support my child's learning."" Based on this data, having quarterly meetings with parents to ensure they understand where their child is at academically has been beneficial. Additionally, offering to work with families after school hours and answer questions on students homework/classwork has helped many families feel confident with common core and other curriculum changes."	The LEA has outdated policies. Therefore a workshop with GAMUT has been scheduled to update all policies and put them online.	Due to the LEA being such a small school, 12 families in all, it hard to find an underrepresented family. With such small numbers it is easy to engage all families and meet each individual need.	The LEA sends home several surveys a year asking for families input before making decisions, such as summer school or extra learning opportunities. Families, teachers, administration, staff, and board members all have many opportunities to add input into the schools LCAP and future direction at monthly board meetings. Staff has an extra opportunity at monthly staff meetings, and families have extra opportunities during quarterly report card meetings. 90% of families felt they were provided opportunities to be involved in school decisions on this years annual family survey.	The LEA does not have a parent club or site council. Starting one may be beneficial and allow parents to take on more responsibilities around the school such as fundraising.	Due to the LEA being such a small school, 12 families in all, it hard to find an underrepresented family. With such small numbers it is easy to engage all families and meet each individual need.	5	5	4	3	3	4	3	3	4	4	4	4	Met		14JUN2023	2023
47702010000000	Butteville Union Elementary	3	Our school continues to pursue good relationships between school staff and families. With a return to a regular bell schedule format, our educational programs allow for parent partnership through volunteering and chaperoning field trips. Furthermore, parent attendance to PTO and school functions like: Back-to-School night, Open House, Halloween Night, Bunny Breakfast, drama performances provide positive opportunities between staff and families.	BUESD focus on building relationships includes promoting increased parent involvement. One area of need is to implement a multiple-tier engagement which includes parent involvement with student behavior supports at home and the promotion of a positive school climate.  For the upcoming year, Back-to-School night will be held right after school begins for 22/23. This will allow parents and staff to communicate earlier than in the past on student academic and emotional needs (progress, strengths, and needs). Another area of improvement is to increase parent participation with school functions and input on school improvement.	Butteville's strength is community relationships. Our staff continually works on building strong multifaceted relationships with all families, including those identified as underrepresented. Through collaboration with educational partners, BUEsD develops culturally responsive outreach strategies that take into account the unique needs and backgrounds of underrepresented families. Outreach includes good communication and hosting community events. Class Dojo, classroom newsletters, weekly assignment sheets, enrichment activities, school bbqs, back to school swim day are a few examples of family outreach. According to surveys conducted during 22/23, ninety-three percent of parents found teachers responsive to questions by parents. Correspondingly, teachers report that they are 94 % effective in parent communication in 22/23. Additionally, the LEA will leverage local data to identify barriers to engagement and tailor support services accordingly, such as providing transportation assistance or offering flexible meeting times. By actively involving underrepresented families in the decision-making processes and fostering a welcoming and inclusive school environment, the LEA aims to strengthen the bonds between school staff and families, leading to increased engagement and improved educational outcomes for all students. School events should remain inclusive and classes should encompass educational experiences to highlight and celebrate student diversity.	The LEA seeks new and innovative professional development training for teachers and administrators to improve the school's capacity to partner with families. Our local county office of education provides quality professional development opportunities for our staff. In 2022/23 teachers participated in reading assessment training. The collaborative approach involves various stakeholders such as parents, community organizations, and businesses. This approach, along with a targeted, sustainable support programs like PBIS and additional counseling hours have led to increased engagement and shared commitment to student success. The LEA also utilizes data analysis to inform its partnership-building efforts. By examining local data on student performance, attendance, and other relevant metrics, the LEA can identify areas of improvement and strategically align its partnerships to address those needs effectively.	The ongoing goal of creating a more inclusive and supportive educational environment that maximizes student outcomes through strong partnerships with various stakeholders needs continued focus. Our community is rural, but accessing the local community college and other business partnerships, as well as, attending a robust collaborative professional development trainings and workshops will create a supportive network that enhances student learning opportunities and encourages community members to contribute to the educational goals of the District.	The LEA can improve engagement by recognizing the vital role of parents and families in students' academic success. The LEA seeks to improve engagement strategies and communication channels. This could involve implementing workshops, events, and programs that encourage parental involvement in their child's education, providing resources for at-home support, and fostering a welcoming environment for parents and families within the school community.targeting extra supports for underrepresented families.	The LEA has implemented various mechanisms to solicit input from stakeholders. They have actively sought feedback through surveys, focus groups, public meetings, and forums, allowing diverse voices to be heard. The LEA has also utilized technology platforms, such as online portals and social media, to engage a wider range of stakeholders and gather input conveniently.The school provide many opportunities for parent involvement and input through back to school night, open house, and parent conferences. Ninety-three percent of parents in the 22/23 survey say that teachers respond to questions from parents quickly. Our community is small and integrative. By valuing diverse perspectives and actively involving stakeholders, the LEA is well-positioned to continue making informed decisions that meet the needs of the community it serves.	It is always a challenge to get parents to actively engage and provide input in the decision-making process in the school. Our school is geographically isolated as families are typically live more than 5 to 10 miles away from campus.  The goal is to create a more inclusive and participatory environment where diverse perspectives are considered and valued. Technology is making it easier for educational partners to join school meetings and events. Decreasing barriers that deter low income and other underrepresented groups needs to be a focal point. The focus area involves enhancing data collection and analysis processes to gather meaningful insights. By leveraging local data and educational partner input, the LEA aims to make more informed decisions that align with the needs and aspirations of its stakeholders.	An active strategy to personally invite parents, especially those of underrepresented families, to attend events and participate on parent advisory committees. To reach underrepresented families effectively, the LEA will prioritize communication and outreach efforts. This will involve employing multiple channels such as in-person meetings, virtual platforms, social media, and multilingual resources. The LEA will proactively engage with underrepresented families by providing regular updates, soliciting feedback, and encouraging their active involvement in decision-making processes.	4	4	3	4	3	4	4	3	3	3	3	4	Met		14JUN2023	2023
47702270000000	Delphic Elementary	3	School-wide surveys are administered twice per year which help the LEA understand educational partner's perspectives of school successes and areas of growth.	The LEA will continue to foster relationships between staff and families by continuing bi-monthly parent meetings, back to school night and open house in addition to other events where educational partners and staff can build relationships.	The LEA will continue to reach out to underrepresented families and ensure they have a part in providing input for improvement and change.	The LEA's current strengths and progress in Building Partnerships for Student Outcomes include multiple opportunities for educational partner input and participation in school programs.	The LEA's current area for improvement in Building Partnerships for Student Outcomes includes expanding opportunities for educational partner input and participation in school programs.	The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by interpreting participation in school wide surveys and school events and individually reaching out to families not participating.	The LEA’s current strengths and progress in Seeking Input for Decision-Making include holding multiple meeting opportunities for educational partners to provide input for district decision making.	The LEA’s focus area(s) for improvement in Seeking Input for Decision-Making include working to include more parents in educational partner meetings to solicit more feedback.	The LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by reaching out to families not currently participating in decision-making events (surveys, parent meetings, etc.).	4	4	4	4	3	3	3	3	5	4	4	4	Met		14JUN2023	2023
47702430000000	Dunsmuir Elementary	3	We have focused on making DES a welcoming place where both students and parents want to be.  WE pride ourselves on the connections we have made with families. Teachers stay connected with them through the Class Dojo app, newsletters, phone calls, and conferences. We have added an app, Apptegy,  to connect to more families.  According to a survey given in January 2023, we are doing a good job in that area.  90% of the parents replied they strongly agreed or agreed that they felt welcome at DES.  85% felt their children were happy at DES.  100% said they strongly agreed or agreed  that the staff at DES care about their children.  We have included a Family Math Night to our other family nights.	We will increase our communication regarding student progress through students reflecting on their local assessments, setting goals, and sharing with parents at conferences. We will hire a teacher to coordinate our Student Study Teams for students who are experiencing challenges to success in school.  We will continue our family curriculum nights, plays, conferences, and other family/staff activities to build relationships.	We will use the above strategies with all our families including underrepresented families.	We have focused on making DES a welcoming place where both students and parents want to be.  WE pride ourselves on the connections we have made with families. Teachers stay connected with them through the Class Dojo app, newsletters, phone calls, and conferences. We have added an app, Apptegy,  to connect to more families.  According to a survey given in January 2023, we are doing a good job in that area.  90% of the parents replied they strongly agreed or agreed that they felt welcome at DES.  85% felt their children were happy at DES.  100% said they strongly agreed that the staff at DES care about their children.  We have included a Family Math Night to our other family nights. This has been very successful. We have a Back-To-School night at the beginning of the year where teachers explain expectations and strategies that parents can use to support their students at home. Parent conferences are held two times a year and parents are encouraged to set up meetings between conferences when necessary. Student Study Teams are set up for students who are experiencing challenges to success in school. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have.	We will increase our communication regarding student progress through students reflecting on their local assessments, setting goals, and sharing with parents at conferences. A teacher will be hired to coordinate all Student Study Teams  for students who are experiencing challenges to success in school.	We will use the above strategies with all our families including underrepresented families.	Stakeholders including students, parents, and district staff engage in meaningful dialogue and provide input to the district strategic planning through our Site Council, Student Council, and surveys taken 2 times a year.	We will continue to include all stakeholders in Decision-Making through meetings and surveys. We will continue our family nights in order to encourage parents to feel part of our school team and give more input.	All our families are included in the Decision-Making process.	5	5	3	5	4	3	4	4	5	4	5	4	Met		27JUN2023	2023
47702500000000	Dunsmuir Joint Union High	3	DHS believes that open communication is the key to building trust. In that vein, it has increased the number of ways it conveys information to all households, including automatic phone messages, texting, website, zoom, regular mail, phone calls from staff, fliers around town and ads in the paper. According to the Annual Survey, some parents would like to see a monthly newsletter of upcoming events and deadlines. That is being planned for 2023-24.	In order for more people to attend the school meetings, more parents have to digest and respond to the information they are being given about their students, the school activities, plans and budgets, and all school endeavors. DHS has discussed establishing parent-teacher conferences in order to obtain real responses to school issues from parents. They will hold voluntary parent-teacher conferences three times a year.	The opportunities are there. Work has to be done to get the families to actually come to the school events. parent meetings, site council and board meetings, and to return the surveys given to them. We will do this through offering more information and support in simple, clear language. We will prepare a monthly newsletter to distribute to parents.	The policies and practices are in place. Work as to be done to gain actual engagement. Staff is dedicated to implementing and designing programs and opportunities to engage the family unit by offering more information and support and parent-teacher conferences.	DHS will focus on letting parents know in additional ways that deadlines students are under for field trips and special projects.	The underrepresented families are the one who do not participate in meetings (site council, board and parent Title I & Community Forum meetings). The staff will continue to try different approaches to getting them to attend and/or give input, such as sending out monthly newsletters in addition to the other ways we communicate.	In order for more people to attend the school meetings, more parents have to digest and respond to the information they are being given about their students, the school activities, plans and budgets, and all school endeavors. DHS has discussed establishing parent-teacher conferences in order to obtain real responses to school issues from parents. Voluntary parent-teacher conferences will beheld three times during the year.	The systems are in place. Work has to be done to get parents to actually participate. We have intensified our use of the phone/text communication system and email inquiries to the families, while still maintaining our regular mail to parents with information and surveys. Voluntary parent-teacher conferences will be held three ties during the year.	The underrepresented families are the ones who do not participate in meetings (site council, board and parent Title I and Community Forum meetings.) The staff will continue to try different approaches to getting them to attend and/or give input. Voluntary parent-teacher conferences will be held three times during the year.	4	5	5	5	4	4	4	5	5	4	5	4	Met		21JUN2023	2023
47703180000000	Gazelle Union Elementary	3	The current strengths and progress in Building Partnerships for Student Outcomes include: -families and the community generally report positive partnerships with Gazelle Elementary and ease in communication The current progress in Building Partnerships for Student Outcomes include: -continuing to build and grow community relationships and partnerships	The area we would like to focus on to improve building relationships between staff and families is communication.  We would like to implement a hard copy of the newsletter and other communications for those parents that are unable to access information digitally.	We will invite families to school-wide activities more often.	Current strengths include parent participation in school events and parent feedback regarding relationships between school staff and families.	We will provide parents with information on how to help their child with homework.	We do not have any underrepresented families.	The LEA's current strengths in Seeking Input for Decision Making is administration of fall and spring surveys that help the district plan for school priorities.	The LEA will provide parents with current academic achievement data and help them to understand the information in order to provide feedback of improvement.	We do not have any underrepresented families.	1	1	1	1	1	1	1	1	1	1	1	1	Met		14JUN2023	2023
47703260000000	Grenada Elementary	3	Grenada Elementary School District is known as a small community and family-focused school. Relationships between all stakeholders, including staff, students, parents, and the community are at the center of the district mission and vision. The greatest strength in parent relationships within our district lies in the bonds created between teachers and the families they serve. GES is a community focused school that values the longevity and history of families who have had more than one generation attend school here, sometimes being enrolled with the same teacher. Capacity in the area of building trusting and respectful relationships with families is one of the greatest strengths of all staff members. One of the strengths of GESD is the district provides various formats of communication for families such as, email, open door policy with administration and school counselor, REMINID, Facebook, AERIES, GES Connection, fall and spring parent conferences, our web based application and automated calls. Additionally, this year we hosted in person events such as Back to School Night, both Fall and Spring Parent Conferences, Open House, Winter program, Harvest Festival, Assemblies, Talent Show and other student/family focused events.	Although building trusting and respectful relationships with families is one of the greatest strengths of our staff members, over the past few years, GES has seen some change in staffing in both certificated and classified positions. This, combined with the still lingering effects of the pandemic, has affected out overall atmosphere, and level of parental involvement and engagement. GESD will increase training for all staff in building respectful, meaningful relationships and communication with families.	All staff at GES will have the opportunity to participate in the OCCE MTSS Learning Modules which include developing the capacity of staff to build trusting and respectful relationships with families. This training will occur from the 2023/24 through 2024/25 school years. Additionally, for 23/24, we are increasing our office staff and parent liaison position to provide for improved communication with our community.  As GES moves forward in the learning and application of SEL, we will apply that learning to relationships with our families to support staff learning about each families strengths cultures, language and goals for their children.	One of the strengths at GES is that ALL staff can and regularly do, advocate for the needs of students. This include academic and social emotional needs. Moving foreword, the district will provide more opportunities for families to be trained on resources to support students learning and development at home. GESD is working closely with local partners including First 5, HUB, SCOE, Siskiyou County Dept. of Behavioral Health to provide these services and supports.	GESD has noticed a increase in student discipline and a decrease in students engagement. Our Aperture scores and student survey results speak to a need for increase counseling and support services for students. GESD is working closely with local partners SCOE, Siskiyou County Dept. Of Behavioral Health to provide these services and supports.	GESD is working on building a partnership with both Siskiyou County Office of Education and Siskiyou County Behavioral Health Department. This partnership will expand counseling and direct support services to students and families. . Going forward the district will provide more support for underrepresented groups such as Low income and Foster youths.	One strength at GES is being open and inviting of input from families and providing multiple avenues for families to provide input.  We gather input via meetings, conversations, survey and committees.	GESD focus area for 22/23 are to increase parental participation and input during meetings, forums and on surveys. GESD plans on increasing the opportunity for family input by increasing the number/frequency of our PAC meetings to 6 meetings and by sending out surveys twice during the school year.	We will continue existing practices that have been effective in ensuring we receive input from under-represented families to inform decision-making.  Additionally, GESD plans on increasing the opportunity for family input by increasing the number/frequency of our PAC meetings to 6 meetings and by sending out surveys twice during the school year.	4	4	4	5	4	4	4	4	3	3	3	3	Met		13JUN2023	2023
47703340000000	Happy Camp Union Elementary	3	District is currently working to have multiple ways for parents to have relationships with the school including digital, telephone and parent meetings.	District needs to continue to build upon existing strengths increase parent engagement.	District has already had three parent meetings in the first four weeks of school. We will continue to invite parents into the school to help their children.	District has partnered with the Karuk tribe to help the students to succeed.	Additional opportunities exist to increase the partnership.	District was recently awarded a community schools planning grant to assist in bringing in local families.	District has monthly board meetings as well as quarterly Indian Education meetings and School Site Council meetings.	The district is working to increase participation in local meetings.	Continue to advertise and speak to parents about coming to the school to participate in meetings.	4	4	3	4	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
47703590000000	Hornbrook Elementary	3	Hornbrook Elementary School District serves a small, rural, community.  Teachers and staff communicate frequently and openly with families.  Recent changes in the district student information system (SIS) have allowed improved in-time communication to reach community members to alert them of emergencies and/or school events.  HESD hosts several family events each year, and maintains an active volunteer recruitment program.	HESD will continue to provide improved opportunities for school community members to attend on-campus events.  Many traditional programs that were eliminated during the Covid 19 pandemic are slowly making their way back onto the calendar.	Our area of focus is on providing information and resources to support student learning and development at home, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students in different formats to reach more parents.	Our district’s strengths in building relationships is providing a welcoming environment for everyone and the small-school one-on-one connection with each family.	We are working at building stronger relationships in all areas. Our focus area is improving our 2-way communication with families for all student groups, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students.	We will continue to utilize all forms of communication including phone, mail, texting, email and in-person.	Our district’s strength in seeking input for decision making is providing many opportunities for all families and staff in decision making.  Parent participation is a focus area for us as a school district. Our parent survey this year yielded a 46% return rate, is aligned with our LCAP, and is used to measure how well we meet our AMO 3.5.	A focus area for improvement is to try to get more parents, including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students, involved in the decision making. They are provided opportunities but few help make the decisions.	"We are going to be sending home surveys in a variety of formats to get more input in our LCAP. We will try informal small group or ""catch-them-in-the-hall"" parent meeting to ask what they would like to see happen at the school."	4	4	4	5	4	4	4	4	3	3	4	4	Not Met For Two or More Years		21SEP2023	2023
47703670000000	Junction Elementary	3																						Not Met For Two or More Years			2023
47703750000000	Klamath River Union Elementary	3	School-wide surveys are administered twice per year which help the LEA understand educational partner's perspectives of school successes and areas of growth.	The LEA will continue to foster relationships between staff and families by continuing bi-monthly parent meetings, back to school night and open house in addition to other events where educational partners and staff can build relationships.	The LEA will continue to reach out to underrepresented families and ensure they have a part in providing input for improvement and change.	The LEA's current strengths and progress in Building Partnerships for Student Outcomes include multiple opportunities for educational partner input and participation in school programs.	The LEA's current area for improvement in Building Partnerships for Student Outcomes includes expanding opportunities for educational partner input and participation in school programs.	The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by interpreting participation in school wide surveys and school events and individually reaching out to families not participating.	The LEA’s current strengths and progress in Seeking Input for Decision-Making include holding multiple meeting opportunities for educational partners to provide input for district decision making.	The LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by reaching out to families not currently participating in decision-making events (surveys, parent meetings, etc.).	The analysis of local climate surveys includes the majority (over 95%) of students feel safe and connected at school. The LEA believes this is a result of the small and inclusive school environment.	4	4	4	4	3	3	3	3	4	4	4	4	Met		29JUN2023	2023
47703830000000	Little Shasta Elementary	3	The Staff at Little Shasta has worked to promote a very positive relationship with families. With such small numbers (8 families total) regular communication is easily facilitated. Current Parent Surveys indicated that 100% of our families agreed that they feel welcomed at school and their participation is encouraged.	The area of focus most needed is a continued emphasis on reporting student progress to parents at regular intervals throughout the year.	With only 8 families, we feel that truly there are no underrepresented families. We have no non-english speaking families and have an open communication with all of our families.	Teachers work with families closely to identify areas of needed improvement and develop strategies to accomplish individual student learning goals. This is a work in progress.	It is our goal to expand the opportunities to interact with parents on progress toward achieving student outcomes.	We feel that the issue is not about underrepresented families but rather a sense of passive complacency. If families truly are satisfied with their students learning outcomes, they tend to shy away from increased interaction. It is our goal to seek out that engagement.	The strength in our decision making process lies in our trust relationship with our educational partners. We routinely receive full participation in our Parent Surveys indicating trust in the process. There is also a very high level of comfort in parents being able to talk with staff about student issues.	We continue to look for ways to engage parents and encourage participation in events and decisions.	The LEA will continue to create opportunities that encourage engagement of all families.  We have implemented multiple practices and communication tools that remind and encourage ALL families to participate.	5	4	5	5	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
47704090000000	McCloud Union Elementary	3	After three years of experiencing COVID and numerous closures, many attendance issues, and learning loss, the LEA has been working hard to reestablish the connection between parents and the school staff. The LEA was able to revive Back to School Night, in-person parent-teacher conferences, volunteering, and Open House with great success. All events had a high percentage of attendance by parents and community members.	The main area of focus is getting parents to attend formal meetings and participate in stakeholder meetings wehre they can provide input.	The LEA has historically been unable to entice parents to attend formal meetings like School Site Council Meetings, and Board Meetings, and/or respond to parent surveys about school needs. The LEA is currently communicating with parents and guardians via many different modes: email, hard copy, text, Facebook, and our website. We hope that the saturation of information in many forms will help reconnect families and encourage them to participate. At the beginning of the year, an email was sent out to all parents asking for participation in School Site Council, and, most recently, to join the school board, but there was no response. Sometimes parents will respond to questions or surveys via email, but that is the extent of their formal participation.  This is not uncommon in a community with high poverty.	The biggest way that the LEA builds partnerships is to invite parents and the community into the school for informal gatherings like meals, performances, and assemblies. The LEA also partners with other community entities to provide winter wear, sportswear, food and snacks, as well as gifts for Christmas.	The area of improvement has remained the same for years, and that is to get more parents to participate formally in meetings and give input on educational programs and purchases, but historically, the community does not show up for formal meetings at school.  The LEA tried offering meals at the meetings, but that did not entice anyone to attend.	We currently do not have any subgroups of students other than impoverished youth and we address that by providing clothing, food and other resources to the families. We do not have any other underrepresented families present on campus at this time.	The LEA's strength in this area is the persistence to keep inviting and encouraging parents to attend decision-making meetings and events.	The LEA offers many opportunities for families to participate in decision-making, but it is rare for families to  participate. The LEA has even offered free meals as an incentive, but most people do not partake or want to be  involved in more than informal ways. Parents and community members attend social events at the school with a  high percentage, but formal meetings are rarely if ever, attended.	The LEA will continue to provide a welcoming environment for families and continue to encourage families and community members to attend input meetings. The LEA will also continue to provide students and families with food, clothing and resources as needed.	5	5	5	5	5	5	5	5	4	4	4	4	Met		23JUN2023	2023
47704170000000	Montague Elementary	3	Montague Elementary School District (MESD) has renewed it commitment to provide ongoing opportunities for staff, parents, and students to share in school culture. Through field trips, athletics, school dinners, public LCAP forums, and PTO activities, families and staff work together to build a positive school community. During 2020/21, changes to the lobby have been made to create a more welcoming atmosphere. Connections with the Karuk Indian Community have provided valuable input to teachers on Native American issues and have fostered further understanding among staff.  2019/20 survey data shows further need for developing open communication between school and home. MESD is exploring partnerships with digital management solutions companies to improve the flow of information and to encourage two-way communications with families that are not traditionally engaged in school culture.	MESD currently convenes a School Site Council, as required under LCFF to continuously review policies related to the LCAP, technology plan, SAFE after school program, and other local issues. Parent survey, sent out as both digital and hardcopy, are available twice/year. MESD seeks to improve parent input into decision-making by providing better opportunities for non-SSC member parents to have input in the LCAP development process.	MESD maintains a strong partnership with local agencies, including the HUB Community Center. Through this relationship, MESD is able to offer a variety of classes for parents. The district hosts a number of family events, including Back to School Night, parent/teacher/student conferences, STEM night, Open House, and others. Outside of standard annual disclosures, MESD works diligently with families to navigate community resources, dealing with issues such as homelessness, family law, and special education. Through targeted recruiting, MESD seeks to improve student outcomes by expanding teaching staff to better reflect the diversity of the community. Ongoing professional development in restorative justice	MESD maintains a strong partnership with local agencies, including the HUB Community Center. Through this relationship, MESD is able to offer a variety of classes for parents. The district hosts a number of family events, including Back to School Night, parent/teacher/student conferences, STEM night, Open House, and others. Outside of standard annual disclosures, MESD works diligently with families to navigate community resources, dealing with issues such as homelessness, family law, and special education.	Through targeted recruiting, MESD seeks to improve student outcomes by expanding teaching staff to better reflect the diversity of the community, and to work with more diverse agencies that reflect the various community service groups in Montague and Yreka.	Ongoing professional development in restorative justice and SEL	MESD currently convenes a School Site Council, as required under LCFF to continuously review policies related to the LCAP, technology plan, SAFE after school program, and other local issues. Parent survey, sent out as both digital and hardcopy, are available twice/year.	MESD seeks to improve parent input into decision-making by providing better opportunities for non-SSC member parents to have input in the LCAP development process for the next three-year planning cycle.	MESD will leverage the communication tools integrated in the new student information systems and new additions to the leadership team to reach underserved community stakeholders.	4	5	4	5	5	4	4	4	5	4	4	4	Met		21JUN2023	2023
47704250000000	Mt. Shasta Union Elementary	3	Most of the items in this area are performing in the initial implementation phase.  We spend a lot of time focusing on building trusting and respectful relationships with families, so we want to continue and even strengthen these efforts.  We want our schools to be welcoming environments, and we feel that once we are able to fully open our doors to families for events, our performance in this area will improve.	Overall, this is the area most in need of improvement.  The district hasn't spent a lot of time supporting staff to learn about each family's strengths, cultures, languages, and goals for their children.  Because we don't see a lot of diversity in home culture or language, our time in this area will best be spent on supporting staff to learn about each family's strengths and goals for their children.	The district is currently increasing the level of superintendent and principal support, and this increase will allow for a renewed and deeper focus on improving engagement of underrepresented families.	We perform very well when it comes to providing families with information and resources to support student learning and development in the home as well as implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  Our minimum days dedicated to family conferences is a strength in this area.	We perform very well when it comes to providing families with information and resources to support student learning and development in the home as well as implementing policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes.  Our minimum days dedicated to family conferences is a strength in this area.	The district is currently increasing the level of superintendent and principal support, and this increase will allow for a renewed and deeper focus on improving engagement of underrepresented families.	Overall, this is our strongest area.  We seek input for decision-making through the use of surveys throughout the year depending on what issues may be facing us.  We also gain family input annually through the Site Council parent/care-giver surveys, and the site councils assist in decision-making and notifying the board of issues that arise through the discovery process.	The district hasn't spent a lot of time bringing families, teachers, principals, and district administrators together to plan, design, implement, and evaluate family engagement activities.  COVID has limited our in-person interactions for these last few years, but this coming year may be a good one to bring people together to focus specifically on this area, thereby improving our performance across the board when it comes to effectively engage families.	The district is currently increasing the level of superintendent and principal support, and this increase will allow for a renewed and deeper focus on improving engagement of underrepresented families.	3	3	2	3	3	4	4	2	4	4	3	3	Met		20JUN2023	2023
47704580000000	Seiad Elementary	3	School-wide surveys are administered twice per year which help the LEA understand educational partner's perspectives of school successes and areas of growth.	The LEA will continue to foster relationships between staff and families by continuing bi-monthly parent meetings, back to school night and open house in addition to other events where educational partners and staff can build relationships.	The LEA will continue to reach out to underrepresented families and ensure they have a part in providing input for improvement and change.	The LEA's current strengths and progress in Building Partnerships for Student Outcomes include multiple opportunities for educational partner input and participation in school programs.	The LEA's current area for improvement in Building Partnerships for Student Outcomes includes expanding opportunities for educational partner input and participation in school programs.	The LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes by interpreting participation in school wide surveys and school events and individually reaching out to families not participating.	The LEA’s current strengths and progress in Seeking Input for Decision-Making include holding multiple meeting opportunities for educational partners to provide input for district decision making.	The LEA's focus area(s) for improvement in Seeking input for Decision-Making include working to include more parents in educational partner meetings to solicit more feedback.	The LEA will improve the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making by reaching out to families not currently participating in decision-making events (surveys, parent meetings, etc.).	4	4	4	4	3	3	3	3	5	4	4	4	Met		12JUN2023	2023
47704660000000	Siskiyou Union High	3	The last couple of years have provided many barriers to the process of building relationships between school staff and families. According to our 2021-22 LCAP Parent Input Survey: 16. Rank the effectiveness of each of the below actions for your student: [Providing communication to parents regarding academic progress]: Very Effective 27%, Effective 50%, Not Effective 21%, Not Sure 2% 19. Rank the effectiveness of each of the below actions for your student: [Providing families the ability to access and exercise their rights to advocate for their students and others]: Very Effective 21%, Effective 50%, Not Effective 24%, Not Sure 5% 20. Rank the effectiveness of each of the below actions for your student: [Collaborating with students and families to achieve learning goals by implementing a variety of strategies]: Very Effective 17%, Effective 48%, Not Effective 22%, Not Sure 12%  Our LCAP Goal 5. Family and Community Engagement -  While increasing achievement for all students and reducing the achievement gap that exists between our Economically Disadvantaged (ED) Subgroup and our All Student group, students will experience support and involvement from their family and community as they work to become college and career ready as indicated by the Family and Community Engagement indicator/rubric, student's current grades and progress, Chronic Absenteeism rates, and graduation rate, includes the following activities that are working to increase the above survey and measures: -Each site will develop and implement Family and Community Engagement Activities that address an element of the Family and Community Engagement Metric/Rubric -Coordination with Aeries and Google classroom for effective parent viewing and monitoring (Aeries and Google Classroom training for staff and parents) -Each school site will have a parent group -Implement a process of including parents in the academic planning, college and career exploration, and personal goal setting process of all students -Develop a “High School for Parents” series that can be offered through adult school -Each school site will develop consistent ways to communicate, promote, and engage families and the community members in a variety of school activities. Examples include opportunities for parents and community members to visit campuses, be a guest speaker, tutor or mentor  students, and be apart of a site parent or governance group like a school site council.  Schools will also use a variety of methods to promote the variety of activities that students are accomplishing and engaged in.	Our LCAP Goal 5. Family and Community Engagement -  While increasing achievement for all students and reducing the achievement gap that exists between our Economically Disadvantaged (ED) Subgroup and our All Student group, students will experience support and involvement from their family and community as they work to become college and career ready as indicated by the Family and Community Engagement indicator/rubric, student's current grades and progress, Chronic Absenteeism rates, and graduation rate, includes the following activities that are working to increase the above survey and measures: -Each site will develop and implement Family and Community Engagement Activities that address an element of the Family and Community Engagement Metric/Rubric -Coordination with Aeries and Google classroom for effective parent viewing and monitoring (Aeries and Google Classroom training for staff and parents) -Each school site will have a parent group -Implement a process of including parents in the academic planning, college and career exploration, and personal goal setting process of all students -Develop a “High School for Parents” series that can be offered through adult school -Each school site will develop consistent ways to communicate, promote, and engage families and the community members in a variety of school activities. Examples include opportunities for parents and community members to visit campuses, be a guest speaker, tutor or mentor  students, and be apart of a site parent or governance group like a school site council.  Schools will also use a variety of methods to promote the variety of activities that students are accomplishing and engaged in.	As indicated through our work with our LCAP committee, our strengths include: each school site has a working parent group or organization that is providing input, reviewing policy's, and working as liaisons to other parents, an effective school and district wide communication process, and support for students and parents in need. Our focus areas for improvement include: a coordinated approach to providing support for families from all available county and community resources, and increasing our number of parents involved in the process of planning, monitoring and supporting their students progress toward college and career readiness.	As indicated through our work with our LCAP committee, our strengths include: each school site has a working parent group or organization that is providing input, reviewing policy's, and working as liaisons to other parents, an effective school and district wide communication process, and support for students and parents in need. Our focus areas for improvement include: a coordinated approach to providing support for families from all available county and community resources, and increasing our number of parents involved in the process of planning, monitoring and supporting their students progress toward college and career readiness.	Our LCAP Goal 5. Family and Community Engagement -  While increasing achievement for all students and reducing the achievement gap that exists between our Economically Disadvantaged (ED) Subgroup and our All Student group, students will experience support and involvement from their family and community as they work to become college and career ready as indicated by the Family and Community Engagement indicator/rubric, student's current grades and progress, Chronic Absenteeism rates, and graduation rate, includes the following activities that are working to increase the above survey and measures: -Each site will develop and implement Family and Community Engagement Activities that address an element of the Family and Community Engagement Metric/Rubric -Coordination with Aeries and Google classroom for effective parent viewing and monitoring (Aeries and Google Classroom training for staff and parents) -Each school site will have a parent group -Implement a process of including parents in the academic planning, college and career exploration, and personal goal setting process of all students -Develop a “High School for Parents” series that can be offered through adult school -Each school site will develop consistent ways to communicate, promote, and engage families and the community members in a variety of school activities. Examples include opportunities for parents and community members to visit campuses, be a guest speaker, tutor or mentor  students, and be apart of a site parent or governance group like a school site council.  Schools will also use a variety of methods to promote the variety of activities that students are accomplishing and engaged in.	Our LCAP Goal 5. Family and Community Engagement -  While increasing achievement for all students and reducing the achievement gap that exists between our Economically Disadvantaged (ED) Subgroup and our All Student group, students will experience support and involvement from their family and community as they work to become college and career ready as indicated by the Family and Community Engagement indicator/rubric, student's current grades and progress, Chronic Absenteeism rates, and graduation rate, includes the following activities that are working to increase the above survey and measures: -Each site will develop and implement Family and Community Engagement Activities that address an element of the Family and Community Engagement Metric/Rubric -Coordination with Aeries and Google classroom for effective parent viewing and monitoring (Aeries and Google Classroom training for staff and parents) -Each school site will have a parent group -Implement a process of including parents in the academic planning, college and career exploration, and personal goal setting process of all students -Develop a “High School for Parents” series that can be offered through adult school -Each school site will develop consistent ways to communicate, promote, and engage families and the community members in a variety of school activities. Examples include opportunities for parents and community members to visit campuses, be a guest speaker, tutor or mentor  students, and be apart of a site parent or governance group like a school site council.  Schools will also use a variety of methods to promote the variety of activities that students are accomplishing and engaged in.	According to our 2021-22 LCAP Parent Input Survey: 18. Rank the effectiveness of each of the below actions for your student: [Providing communication to parents regarding opportunities to be engaged in decision-making processes of the school.]Very Effective 22%, Effective 53%, Not Effective 20%, Not Sure 6%   Our LCAP Goal 5. Family and Community Engagement -  While increasing achievement for all students and reducing the achievement gap that exists between our Economically Disadvantaged (ED) Subgroup and our All Student group, students will experience support and involvement from their family and community as they work to become college and career ready as indicated by the Family and Community Engagement indicator/rubric, student's current grades and progress, Chronic Absenteeism rates, and graduation rate, includes the following activities that are working to increase the above survey and measures: -Each site will develop and implement Family and Community Engagement Activities that address an element of the Family and Community Engagement Metric/Rubric -Coordination with Aeries and Google classroom for effective parent viewing and monitoring (Aeries and Google Classroom training for staff and parents) -Each school site will have a parent group -Implement a process of including parents in the academic planning, college and career exploration, and personal goal setting process of all students -Develop a “High School for Parents” series that can be offered through adult school -Each school site will develop consistent ways to communicate, promote, and engage families and the community members in a variety of school activities. Examples include opportunities for parents and community members to visit campuses, be a guest speaker, tutor or mentor  students, and be apart of a site parent or governance group like a school site council.  Schools will also use a variety of methods to promote the variety of activities that students are accomplishing and engaged in.	Our parents and students are consistently involved with site and district level committees that provide input on policies, programs and budgets to support our goals and activities. These students and parents are members of underrepresented families and seek input and provide support and advocacy for other parents. Our focus area for improvement includes increasing our number of parents involved in the process of monitoring and supporting their students progress toward college and career readiness.	As indicated through our work with our LCAP committee, our strengths include: each school site has a working parent group or organization that is providing input, reviewing policy's, and working as liaisons to other parents, an effective school and district wide communication process, and support for students and parents in need. Our focus areas for improvement include: a coordinated approach to providing support for families from all available county and community resources, and increasing our number of parents involved in the process of planning, monitoring and supporting their students progress toward college and career readiness.	4	4	3	4	3	4	3	3	4	3	4	4	Met		21JUN2023	2023
47704820000000	Weed Union Elementary	3	"Weed Union Elementary School is making progress in building relationships between school staff and families with the assistance of our systematic approach of parent and family outreach through our Wellness Center.  The Wellness Center logs approximately 3-5 phone calls to connect with families per week. The Wellness Team holds monthly parenting classes, provides individual outreach through phone calls and invitations to informal get-togethers.  The purpose of this systematic approach is to meet our families where they are at and help provide support and build connections.  Our parent family survey data participation has increased greatly since the implementation of the parent outreach program through the Wellness Center.  Survey participation rate has increased from 50 survey to 100 survey responses returned.  We have also implemented a weekly schoolwide student recognition system that honors a student of the week in each grade level.  The recognition takes place at the end of the week during an all school assembly.  Families are invited to attend and participate in the celebration, which has proven to help build connectedness. Approximately 80% of students have been recognized as ""student of the week,"" during the school year with approximately 75% of those students' families attending the recognition assembly."	"Even though the school and family relationship is growing and getting stronger, we still see major deficits in learning schoolwide.  Approximately 20% to 30% of our students in TK through 8th grade are meeting and exceeding standards in ELA and math.  The LEA's focus area for improvement in building relationships between school staff and families is collaborating on the academic success of our students.  Our School Culture Expert Group has implemented a plan to hold events with teachers, staff, families, and students  three times throughout the next school year to help strengthen the relationship on a non-academic level. This will serve as a foundational relationship to allow the educators to dive deeper into the academic concerns and garner support from families along the way.  The LEA would also like to focus on more cultural events at school in order for families to feel more welcomed and accepted.  We would also like to increase our participation in the ELAC, School Site Council Meetings, and our PTO group, ""Cub Power."""	"Our Wellness Team supports all families, but also focuses on engaging our underrepresented families.  Our ELAC has also begun a systematic effort to reach out to our EL parents and families to increase our participation of EL parents at our ELAC meetings.  Our district has also purchased and implemented, ""Panorama.""  Panorama is a SEL student survey program.  This data gives us insight into students feelings of connectedness and aggregates data by student groups.  This allows us to analyze student engagement and well-being, which will translate into parent outreach if needed."	The LEA's current strengths in building partnerships for student outcomes is the systematic approach of providing wrap-around services for all students and their individual needs.  The LEA holds quarterly Coordination of Program meetings with each teacher to discuss each student.  This is a data driven process using multiple academic and demographic data collection indicators.  This allows the district to identify the needs of each student and work with community partners to provide those needs.  Individual plans always include parent and family outreach as a way to offer support and work together to achieve greater student outcomes. Programs include; the Special Education Program, the EL program, health and wellness, attendance coordinator, administration, and the general education teacher.  The district continues to grow this systematic approach and is currently adding positive opportunities and after-school clubs with parent volunteers as well. Parent participation in school events continues to grow in attendance and survey data shows increased positive attitudes towards the LEA.	After an analysis of educational partner input and local data, the LEA's focus area for improvement is building partnerships to support students' academic outcomes.  The LEA has a strong connection to families regarding the social and emotional well being of students as well as enrichment and extracurricular activities.  However, LEA academic data shows major deficits of student meeting or exceeding standards in math and ELA.  Working with families to build academic capacity is the LEA's focus area.  The LEA plans to host family nights that review academic programs and involve parents and guardians in the educational process.  The LEA also hopes to increase parent volunteers in the classroom.  Finally, the LEA plans to communicate student individual data consistently with an intervention plan if needed, which includes an enhanced after school program and tutoring. The LEA also hopes to increase the positive attitude towards school and learning among our students and families by providing a career week that includes career related activities and guest speakers.	The LEA will improve engagement of underrepresented families by providing designated meetings to support students and hear community partners' input. This includes the ELAC committee and Academic Intervention Program parent/guardian night.  Our EL teacher will continue to engage our EL parents to solicit input through monthly communication with our EL families.  Our special education department continues to update our IEP students' families on their goal progress, not only through the IEP process, but also through quarterly reports that are sent home.  Our Wellness Team will continue to provide parent outreach to check in with underrepresented families and help provide support.  The Wellness team not only consists of social and emotional coaches, but also includes a Registered School Nurse and the homeless and foster youth liaison.  Both Wellness Team specialized members have the ability to connect families to needed resources in the community.	The LEA has a strong School Site Council and Leadership Team that includes representatives from all aspects of the school community.  Both groups help provide input for decision-making input.  Their input is shared publicly with the school board on a regular basis.  The LEA also has increased survey responses among community partners.  The LEA provides two annual surveys with the purpose of seeing input on the LCAP and the LEA's school calendar.  The ELAC committee is growing and starting to see an increase in participation among EL families.  The LEA also utilizes Aeries Parent Square, Google email, Facebook, an updated website, and weekly bulletin to help communicate with families.	The LEA continues to explore ways to improve in seeking input for decision making.  The district hopes to encompass more families across all grade levels to engage in committees and teams.  The district is also focused on adding student voice from the middle school level to be a part of the leadership team, school site council, and PTO meetings.  The focus area is to find ways to engage families in input conversations around academics and student academic goals, so that families can help support the educational process.  The LEA is also working on acting on commonly voiced input and putting systems in place to build trust among community partners.  One example of a commonly voiced need from families was tutoring and homework help.  The LEA will work hard to create a system for this need during the next school year.	Again, the LEA will use parent outreach support through the Wellness Center to engage in conversations and garner input from underrepresented families.  Although the LEA provides multiple modes of communication (committees, surveys, Aeries Parent Communication, phone and emails), the LEA still understands that oftentimes relationships with families need to be built first before community partners are willing to offer input.  Our parent outreach system through the Wellness Center focuses on a one on one conversation getting to know our families and where they are at, and what they may need.  This starts the process of parent/school engagement and helps to strengthen the relationship with underrepresented families.	4	5	5	4	3	4	4	4	4	4	3	4	Met		29JUN2023	2023
47704900000000	Willow Creek Elementary	3	arents were surveyed in the spring.  We had a 48% response rate.  Parents/guardians rated Willow Creek Elementary School with an overall rating of 4.3 out of 5 stars.  They rated their input being valued for decision making at 4.5 stars out of 5.  Based on these results, there are positive relationships being built.  We use ClassDojo, which is a great communication tool that lets families know about upcoming events and reminders.  Parents/guardians can message the school or teacher for immediate questions.  We send home bi-monthly newsletters and flyers for events.	Based on the analysis, Willow Creek needs to continue learning about the families we serve.  We need to have more professional development around cultures and socio-economic status characteristics and how to create goals with families around students.	Willow Creek will continue to create opportunities for all families to be engaged and to build relationships.  We have evening events to accommodate work schedules as well as offering food to allow working families to attend events and not have to worry about dinner.  We try to involve families and value their input.	s a LEA we know that school climate strongly impacts the learning environment for all students. Every child is entitled to a safe and peaceful learning environment and they all should feel respected and cared for so they can successfully learn. Positive school climate is a shared responsibility that has to be continually discussed and measured to sustain a positive climate on campus. As an LEA, we have meaningful discussions with parents at Site Council meetings and at parent nights about school climate.  Our recent survey in Spring of 2022 stated that 92% felt their child was safe on campus.	The district's in focus in Building Partnerships for Student Outcomes will be to expand upon the training and education offerings for parents. The expansion of parent education/training opportunities will necessitate additional outreach, staff, facilities, and materials. The district's planning will include provisions for these resources.	The district plans to expand the offering of parent education and training opportunities to underrepresented families that include families of underachieving student subgroups. These include families of low socio-economic status, homeless and foster youth.	The district maintains School Council Meetings (SSC) that meets monthly throughout the year, providing input into the districts' programs and services for students. Although the primary purpose of the SSC is to provide input into the development of the district's Local Control Accountability Plan (LCAP), the recommendations made by the SSC go beyond the LCAP, supporting the needs of students needs across the district, regardless of specific plans or funding sources (although these funds were specifically discussed at these meetings). The SSC also consults on other activities and helps to create opportunities for students and their families.	The district will continue to support committee members' understanding of the district's achievement, school climate and other metrics along with their the knowledge of the district's programs and services for students with the goal of leading them toward providing thoughtful, informed input and recommendations.	The district will continue to include, on its committees, parent representatives of the district's student subgroups.	4	4	3	4	3	4	4	4	4	4	4	4	Not Met		28SEP2023	2023
47705080000000	Yreka Union Elementary	3	The district seeks educational partner input by regular site council, PTO, Board meetings, Town hall meetings and annual surveys to gather data to strengthen our relationships between school staff and families. Due to the last few years of the Covid pandemic and isolation, this is an area of focus. Many social school gatherings have recommenced such as Back to School Night, Open House, Kindergarten Tea, Band/Orchestra Concerts, Performing Arts shows, various family nights in four curricula areas, grade level performances and Read Across America. We partner with the local Karuk tribe in their Family Movie Night.	This year YUSD is being proactive with rebuilding community partnerships that were put on hold during the Covid pandemic. Our sports programs are in full swing in the 2022-23 school year as well as both of our band and performing arts venues. Both Evergreen and Jackson Street Schools collaborate with various community groups and non-profit groups such as Behavioral Health, SCOE Foster and Homeless Youth Program, the local Karuk Tribe and the Community Resource Center to support our students as well as their families. In the 2022-23 School year, the adminstration created a new opportunity for school staff and families to share their thoughts and concerns via a 'Town Hall' meeting held after school hours. This meeting provides a safe space for educational partners to share ideas and create action plans. Our JSS 411 Student Center has regularly scheduled 'Peer Input' focus groups so that students have a place to share their ideas and concerns as well.	The LEA is attempting to create more avenues for communication. One area of focus is to train staff regarding Trauma Informed Practices  The office staff does a fantastic job learning about our families and their needs from the Home Language Survey and the Back to School Paperwork.  The admin team meets frequently to identify students/families that need greater assistance and guidance.  Every month a Multi-disciplinary team meets to discuss the engagement of our underrepresented families. In the 2023-24 school year, a designated English Learner Educator will be employed full-time to assist our English Learner students both socially and academically. The LEA has also created a stipend position for two English Learner test examiners, one of which is bilingual to support our Spanish-speaking students. We also provide a translator upon request for student-parent conferences. All communications regarding ELPAC programs and testing are distributed in the primary language of the child's home.	The LEA works with our local Native American tribe, we collaborate well with our county office of education regarding our Foster/Homeless Youth population.  However, we can improve in all areas by increasing parent communication and connectedness to the district.  Since 2021, this LEA has developed stronger partnerships with our local tribe who now meet on campus with students to promote cultural awareness. leadership classes and Karuk language classes to all students. At the start of the 2022 school year, the local tribe presented a slideshow to all district teachers regarding the best practices and approaches to educating our tribal youth. The district and local tribe hold regular Title VI meetings at the Katishraam Wellness Center to discuss best teaching strategies, review academic data,  plan community events, and strengthen communication to better support our students. The LEA also utilizes an anonymous 'Bully' complaint reporting link for parents and students to access on the district website.	The LEA continues to improve upon communication between our English Learner families and seeks to improve our Chronic Absenteeism rate through improved communication and support to our most needy families.	The LEA now uses 'Parent Square' as a main vehicle for communicating expeditiously with staff, students, and families. This LEA encourages teachers to reach out to families through phone calls, video calls, emails, and parent square when a school event or educational matter is linked to their child's learning. The LEA understands that personalized communication promotes understanding and builds stronger relationships. Teachers are encouraged to call Student Success Team meetings with parents/guardians as soon as a concern is detected since shared responsibility between all educational factors is a major contributor to a child's success in and out of the classroom. This year, the district website is continually being updated and both Evergreen and Jackson Street Schools have active and informative Facebook pages.	This is an area of growth for the LEA. As mentioned in previous sections, the LEA has created many avenues that now encourage Educational partners to become active in the decision making process. Site Council meetings, Board meetings, Parent Teacher Organization meetings and Tribal meetings are just a few avenues for parents/families to provide input. There are annual surveys distributed to staff, students and parents every year. Also, many school events such as Science Night, Kindergarten Times Past, Social Studies Wax Museum, Back to School and Open House Night are just a few of the many events that promote the school to home connection. Administration at all sites are consistently available to all parents/guardians in a drop in basis as well.	The LEA recognizes this as an area of improvement. However in the 2022-23 school year, major strides have been made to improve this area of seeking input for decision making. The Town Hall meetings are designed to welcome all educational partners in a comfortable and welcoming environment. Monthly district collaboration meetings gather concerns and information from all teachers, quarterly peer focus groups give our students a voice in school matters. Monthly paraprofessional meetings are held to give an outlet for our classified staff to share their concerns and positive ideas. Our LEA has active Certificated an Classified unions that meet at  'Round Table' meetings throughout the year to discuss district concerns prior to negotiations.	All families including underrepresented families are encouraged to become involved and engaged with their child's classrooms and schools. Individual students are honored at each board meeting and all parents and staff members are encouraged to attend all board meetings. The LEA annually measures its progress in meeting the Williams settlement requirements at 100% at all of its school sites, as applicable, and promptly addresses any complaints or other deficiencies identified throughout the academic year, as applicable; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to educational partners and the public through the California School Dashboard and through information via School Facebook pages and the district website. As mentioned earlier, the LEA provides many positive avenues for the engagement of underrepresented families mostly through school events and frequently scheduled parent-teacher meetings. The LEA supports frequent communication through various modes with all families.	5	5	3	4	4	5	4	2	4	4	4	4	Met		20JUN2023	2023
47705160000000	Yreka Union High	3	Our staff does a great job of communicating with parents and works to build trusting and respectful relationships with families. We are welcoming to families, and staff is good about replying to families when communication is requested. Our goal is to make better progress on understanding a family's strength, cultures and language for all our students. This will only build the relationship with the staff and families, and provide a better support for the student.	We have increased our communication with the use of Parentsquare messages that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.	At the high school level, it can be difficult to get parent engagement. We have increased our communication with daily Parentsquare messages that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades. We do an annual survey to get parent feedback.	At the high school level, it can be difficult to get parent engagement. We have increased our communication with daily Parentsquare notices that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.	We have increased our communication with daily Parentsquare messages that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades.	At the high school level, it can be difficult to get parent engagement. We have increased our communication with daily Parentsquare messages that go out with the daily bulletin and a weekly communication with an informational memo. We have our annual Back to School Night that we get a good attendance from parents and we are able to assist parents with signing up with Aeries so they can access student grades. We do an annual survey for parents to give feedback.	Yreka Union High School District ls committed to engaging parents and other stakeholders and incorporating feedback in the decision-making process. We have events that have been established to initiate outreach and make connections with parents. Parents are invited to attend our annual Back to School night that takes place at the beginning of the school year. This initial communication allows parents to hear about the different programs we offer at Yreka Union High School, parents receive an invite to participate on our School Site Council, and parents get the opportunity to attend their student's classes and meet with their teachers. Establishing these connections and developing relationships leads us to better involvement from our parents. Throughout the school year we invite parents to our sophomore, junior, and senior night, which is designed specifically to that grade level. In the spring we invite the incoming freshman and their parents to an informational night about transitioning into high school. In addition to these informational nights, parents are invited to serve on our School Site Council committee. This parent engagement opportunity provides a more meaningful input in decision making. The parents who participate on the School Site Council assist with the LCAP and LCFF and provide feedback on our programs. The School Site Council meets monthly and reviews the LCAP goals that were established, and also assists with the goals for the upcoming school year. This committee provides feedback and gathers information on the quantity and quality of parent participation in events and programs as well as establishes opportunities. We continue to send out a monthly newsletter, but new last year, we are sending out daily bulletin and a weekly memo to parents through Parensquare.	Throughout the school year we invite parents to our sophomore, junior, and senior night, which is designed specifically to that grade level. In the spring we invite the incoming freshman and their parents to an informational night about transitioning into high school. In addition to these informational nights, parents are invited to serve on our School Site Council committee. This parent engagement opportunity provides a more meaningful input in decision making. The parents who participate on the School Site Council assist with the LCAP and LCFF and provide feedback on our programs. The School Site Council meets monthly and reviews the LCAP goals that were established, and also assists with the goals for the upcoming school year. This committee provides feedback and gathers information on the quantity and quality of parent participation in events and programs as well as establishes opportunities.	The parents who participate on the School Site Council assist with the LCAP and LCFF and provide feedback on our programs. The School Site Council meets monthly and reviews the LCAP goals that were established, and also assists with the goals for the upcoming school year. This committee provides feedback and gathers information on the quantity and quality of parent participation in events and programs as well as establishes opportunities.	4	4	4	5	4	4	5	4	4	4	4	4	Met		14JUN2023	2023
47736840000000	Butte Valley Unified	3	School communication has been an area identified for improvement by staff, students, parents, and community partners. Improvement efforts in this area include improved social media presence, increase direct messaging to parents, newletters and updates, a new website host, encouraging staff to increase communication with families on a regular basis, and increasing the number of bilingual staff.	BVUSD has increased and improved engagement activities to include families and the community. We have improved accessibility to the school for parents whose access to English is limited. Our social media and web presence has increased and provides important information and positive messages about student activity. Communication in support of students between parents and staff, including administration, is a priority as well.	BVUSD will continue to recruit, hire, and retain staff who value engagement with underrepresented families. Supporting families whose primary language is Spanish is a major focus of staffing decisions. We have formalized translation services to be available for parents who request it, and we have hired a bilingual secretary. We will utilize School Site Council, English Learners Advisory Committee, and open communication to continue to gather important feedback so that we can improve our services to all students and partners.	Building partnerships for student outcomes is a priority for our district. This year, we will provide more opportunities for authentic engagement, staff training on successful strategies for engaging families, and opportunities for training and support sessions for parents.	Parents want more real-time information regarding student progress, more information about school activities, and training in various areas, including how to support students at home. Our focus areas are improved communication with parents about academic and social progress, parent nights, and parents' support of student learning between home and school.	We will improve engagement with underrepresented families by increasing access to information and staff, including language access. School Site Council and English Language Learners Committee have been crucial in gathering information and feedback. This year, we will increase opportunities for feedback through increased opportunites to provide valuable input, including parent information sessions, trainings, surveys, and events.	We have committees and councils in place. Parents have ample opportunities to engage and provide input.	BVUSD parents are hard workers, but do not always have the opportunity to engage in committees, councils, and other activities. We will increase opportunities for input and decision-making through increased efforts and gathering valuable input from all parters by methods which do not require real-time participation.	BVUSD will improve engagement of underrepresented families through improved communication in Spanish, increased survey opportunities, and more parent-centered activities in the evenings when parents are more likely to be available. Parent engagement opportunities will be tailored to parents' expressed interests and concerns and scheduled to accommodate parents' busy schedules. We will increase and improve our outreach efforts to solicit more information from all parents.	3	3	3	4	5	2	3	2	4	4	4	4	Met		21JUN2023	2023
47764550000000	Scott Valley Unified	3	We moved to Parent Square and have found this tool and the app to be a strength, such as the permission slip function. Many school based family and community events are very well attended this year such as athletic and curricular activities, including field trips, which we were very motivated to bring back after the COVID-19 experience. We provided parent trainings this year to support families' use of Parent Square	We continue to plan for next steps to include increasing the membership and engagement in competitive FFA teams; continue to recognize academic progress and stamina district-wide; plan for a district-wide parent/family conference in 2023-2024 coordinated by the CARE Team; develop a process for structured parent-teacher conferences; grow outreach from ASB to community via shared ASB capacity with school leadership; all athletic teams and clubs will participate in one community service project throughout the year. We will continue to extend invitations and opportunities to increase participation and engagement with Quartz Valley Indian Reservation leadership and families. A districtwide Cultural Day was held on May 12th with the leadership and families of the Quartz Valley Indian Reservation. This event highlighted our native students and was extremely well attended.	While the size of our LEA makes it easier than for most Districts to outreach directly to parents, how we outreach isn't uniform. Teachers have expressed a need for clear expectations on communication to families. The geographical size of our District can present outreach challenges. While most families express satisfaction with our communication, not all families feel the same way. Social media is the most successful avenue we have and our families appear to rely on it more than other formats. The 2023-24 instructional calendar includes additional parent - teacher conference time for the elementary and junior high schools.	Greater family involvement is enjoyed at the elementary school levels than at the secondary levels. The various stakeholders, including students, expressed a desire to increase not only family involvement, community involvement, as well. The new school year will bring more opportunities for principals to work with school staff and customize site based engagement opportunities. The District continues to intentionally improve communication with the Quartz Valley Indian Reservation Tribal Leaders, however, more work is needed in engaging traditionally unrepresented families.	"The 2022-2023 school year's focus was on strengthening our social-emotional learning and wellness program and continuing our focus on site based Guiding Coalitions. School Handbooks underwent another deep review and edit to include multi-tiered systems. This work will continue to evolve in 2023-2024. One-hundred % of our schools will have at least one student services specialist plus a counselor, whether in a shared capacity or designated on-site capacity. These efforts support and improve building partnerships for student outcomes.Year three (3) of our full commitment to social-emotional learning will further refine and routinized best practices for meeting students' primary, basic needs in order for their academic success and achievement, and at which time a new 3-year LCAP will be written whereby the Board will take action to continue or discontinue or modify the current model. A social and emotional learning (SEL) task force was formed which included parents, staff and administration, for the purpose of garnering input and to communicate ""outwardly"" about our program, materials, resources, and interventions. Members of this task force accompanied the superintendent on site visits and observed the program in its implementation with students in classrooms."	We met our intention to add parent-teacher conference time for the elementary and junior high schools. We want to examine how our teachers might meet with parents/families in the springtime for students who are at-risk of not completing the school year at grade level or not approaching grade level learning targets. There is a stated need to improve on working with non-traditional and disenfranchised families.	Input for decision-making took into account our partnerships with the Siskiyou County Office of Education SELPA, the LCAP committee, the SEL Task Force, the Instructional Leadership Team (ILT), Safety Committee, and the CARE Team, to name a few.	"The pandemic experience impacted the LEA's ability to increase family engagement and seek input. Paradoxically, however, the Return to School Task Force was a very productive and successful engagement process, which influenced the LEA's ability to return to instruction largely in-person teaching and learning. The style of the Task Force has been recommended activity to continue as needed for other decision-making and input-seeking opportunities. The 2022-2023 school year was largely free from pandemic interruptions and there was a sense of returning to ""normalcy"". However, we recognize that our children and students were deeply impacted by the pandemic experience and we continue to see this as a critical area needing more attention."	We will continue to encourage a tribal report at Board Meetings and extend opportunities for engagement and participation.	4	5	3	3	3	3	4	4	5	4	4	4	Met		22JUN2023	2023
48104880000000	Solano County Office of Education	3	The Juvenile Court and Community School programs at SCOE have three major areas of strength: (1) Culture and Climate-The culture and climate of the program is based upon a student and family-focused model. Students, parents, staff members, and community members are encouraged to engage with activities related to the instructional and operational functions of the program. (2) Communication-Outreach to families through personal invitations to school activities, in-person educational partner meetings, and access to language translation has contributed to higher levels of communication between the school and families. (3) Wellness Support-Mental health and wellness support are provided for students in need of additional services. Through new grant funding, SCOE's court and community school programs are moving toward planning and full implementation of the full service community schools model.	The following areas of focus were identified based upon the analysis of feedback received from our educational partner meetings: (1) Creating a welcoming and nurturing school culture and climate. (2) Enhanced levels of communication and access for all students and families. (3) Increased access to wellness and mental health screenings and support. These three focus areas support the academic and social-emotional needs of all learners.  We will continue to be responsive to the needs of our families through engagement opportunities with families and other educational partners.	Students who are underrepresented in educational partner feedback and their families are continuously encouraged and assisted with access to the various services available to support both academic and social-emotional/mental health needs. We will continue to use a variety of communication methods to engage families that have been previously underrepresented and disconnected in the past.	The following services are provided for students and their families in order to promote full access to the academic and social-emotional resources available: Transition services, wellness support/counseling, individual learning plans, family/student welcome meetings, embedded services for students who are homeless and youth in foster care, services for students with disabilities, professional learning related to social-emotional learning for teachers and administrators as well as access to an equity-focused curriculum. Support for underrepresented families includes personal invitations for students and parents to participate with parent advisory committee meetings, SCOE representative available at bi-monthly family visitation meetings, home visits, and access to language interpreters and translation services.	Based on analysis of educational partner input and local data, SCOE's areas of focus include transition supports and services; wellness support and counseling; academic support through individual learning plans; family/student welcome meetings; services for homeless and foster youth; services for students with disabilities; and responsive professional learning.	Students who are underrepresented or more disconnected from school and their families are continuously encouraged and assisted with access to the various services available to support both academic and social-emotional/mental health needs. Mental health screening assessments are conducted with all students. The results from the screenings are used to determine the individual needs of students along with case management and referral to appropriate service providers. School Site Council Meetings (SSC), parent advisory committee meetings, and family welcome meetings provide families of underrepresented families opportunities to provide feedback concerning academic program, school budget considerations, and needed resources. We will continue to focus on various communication tools and strategies to continue outreach to families in order to increase participation in the various educational partner meetings.	Meetings with educational partners are conducted regularly throughout the school year and include the recommendations from diverse educational partner groups. The recommendations provided by educational partners contributes to the development of the Local Control Accountability Plan (LCAP). School Site Council Meetings (SSC), parent advisory committee meetings, and family welcome meetings support the underrepresented families with opportunities to provide feedback concerning academic programs, school budget considerations, and additional support resources.	The analysis of data collected from educational partner meetings and local data assessment tools highlights the continued need to outreach to student groups who are underrepresented and our diverse educational partners. Outreach includes an ongoing focus on providing interpreters and translated documents for equitable access to programs and services.	Continued outreach to families to participate in the various educational partner meetings will be an ongoing area of focus. Relationship building with students and families in both informal and formal activities will remain an area of focus.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
48104880139030	Elite Public	3	Relationships between teachers and families are critical to our work at ELITE Public Schools. The school actively builds meaningful, authentic relationships and proactively communicates with parents, which develops a strong, positive school environment and helps to prevent challenges. The school has implemented specific practices to strengthen the relationship between families and the school through frequent meetings both large group and individual to determine how to best support students with their learning, in addition to weekly teacher newsletter regarding standards and upcoming assessments.	We strive to continue to strengthen our relationships with families by creating authentic opportunities for meaningful family volunteerism at ELITE Public Schools.	We have hired an AmeriCorps worker who is devoted to increasing parent volunteerism.	ELITE Public Schools has developed practices that foster partnerships between families and staff in support of student growth. ELITE hosts parent conferences Quarter 1 with all of its families to not only inform families of student progress, but to also have parents partner in working toward improving students' social emotional well-being.    We provide families with information about their legal rights and how to advocate for their students in our student family handbook, throughout the special education process, and during family meetings throughout the year.  Our school is built to eliminate the opportunity gap with special focus on African American and Latino students.  Policies are put in place with that in mind.  Our full-service community school recognizes the whole child.	We have partnered with our County Office of Education and local colleges and universities to provide additional resources to our families and students.	ELITE plans to improve communication with underrepresented families by continuing to strengthen its outreach to those who are not able to attend the parent conferences.  The entire ELITE staff has successfully supported our families to support their children, both academically and emotionally this year.	We have partnered with our County Office of Education and local colleges and universities to provide additional resources to our families and students.	We had begun the process of forming advisory groups prior to the pandemic, but much of this work was put on hold as we shifted our priorities to the immediate needs of students, staff, and families.  Our School Site Council and ELAC committee continued to meet virtually.  Our stakeholder engagement process involves surveying the entire school family community, incorporating staff feedback, checking in with families during meetings to ensure we understand the survey data, creating a plan, and then finally having the plan approved by the SSC and the school board.	Our stakeholder engagement process involves surveying the entire school family community, incorporating staff feedback, checking in with families during meetings to ensure we understand the survey data, creating a plan, and then finally having the plan approved by the SSC and the school board.	3	3	3	3	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
48705240000000	Benicia Unified	3	Our District and sites use a variety of surveys to solicit feedback on programs, events, communication, needs, and opportunities with families.  Depending on the topic, phone outreach has been done to ensure feedback from underrepresented families.  In addition, BUSD hosts several parent meeting forums and workshops including, a special education parent forum, and English learner parent groups.  This allows us to solicit particular feedback from these groups of families about their child's successes and challenges as well as ideas for improvement. Additionally, the District website and communication tool, Parent Square, has a translation ability built-in. To support families at home, the district uses many online programs.  Log-in information is provided to families to access these resources. In addition, many teachers use Google Classroom and invite parents to become a member of that classroom. Parents can then see the work happening in the classrooms and support their children at home.   BUSD has entered a contract with equity/restorative justice contractors, COE regarding PBIS/MTSS ISP, AMLE, and other providers and is offering a variety of Professional Learning opportunities for staff.   AMLE focuses specifically on middle school best practices and understanding the middle-level student's developmental stages.  This also helps with communication and relationship building.  BUSD created an LCAP goal that focuses specifically on equity.  The need for this goal was gleaned from surveys and forums conducted as part of the LCAP stakeholder engagement.  Parents and students are a part of the Districtwide LCAP and Equity teams as well.  This ensures that all perspectives and voices are heard.	BUSD continues to work on communication with families as a whole and by school site.  We are looking at more frequent and timely communications.  Our Superintendent has scheduled multiple listening and learning sessions along with coffee chats at each site.  These are held with staff, parents, and students as well as particular parent groups such as those who have students receiving special education services.	BUSD will do additional outreach to families who are underrepresented.  This will be done through phone calls, emails, and special forums to meet with particular groups of families.	Every school in BUSD has a wellness center that is open most days of the week.   BUSD is offering a parent series that includes Social-emotional support, equity, and supporting college and career readiness.  These will be held virtually to accommodate parent attendance. All staff have been trained in compassionate dialogue using the RIR protocol from EPOCH Education	BUSD will continue to improve the engagement of underrepresented families by conducting additional outreach, working to create an environment where people feel valued and respected, and continuing professional learning in the area of equity & opportunity. We will do this through increased and improved communication from the District Office and at the site level.	BUSD will hold student forums and/or empathy interviews to hear from students about their experiences.  The superintendent is also conducting listening and learning sessions with students at various school sites.  BUSD will invite particular groups of students to these forums to ensure that their voices are heard.  In addition, we have students on our LCAP and Equity Leadership Teams.	BUSD has several parent groups that function in an advisory capacity.  The LCAP parent group has representation from every school site.  All parents were invited to express interest and then a school-based election took place to vote in the site representatives.  This LCAP Parent group meets alongside the Union LCAP group and meets monthly.  In addition a special education parent group, and DELAC.  Each of these groups provides input into programs and services, including what is working and what needs attention.  During these meetings, we review data, solicit input for the LCAP and programs offered. Each school site has a functioning Site Council and ELAC committee. At the site level meetings, data and programs are reviewed. Each site has jointly developed with staff and parents a Single Plan for Student Achievement. These site-level plans are in direct alignment with the District LCAP. In addition, this year we will be facilitating several PDSA Improvement Science Cycles that have been identified through our equity work.  Parents will be invited to participate in some of these cycles as well.	We need to continue to build in time to listen to concerns and communicate in a more timely and complete manner.	BUSD will use surveys, parent forums, coffee chats, and listening and learning sessions to gather input from educational partners about what needs attention.  We will do extra outreach through personal contact and emails to ensure that all voices are heard. In addition, we have added parents to our District Equity Leadership Team.	4	4	4	4	4	4	4	3	4	5	4	4	Met		08JUN2023	2023
48705320000000	Dixon Unified	3	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	#NAME?	3	3	2	4	2	2	3	3	3	2	2	1	Met		01JUN2023	2023
48705320122267	Dixon Montessori Charter	3	Parent Teacher Organization (PTO) and ELAC •Dixon Montessori Charter School has an active and dynamic PTO. The PTO meets monthly and staff of DMCS are welcome and encouraged to participate. The PTO believes that by working together, parents and school staff can greatly enhance the school program and learning opportunities for all students. This will be accomplished when parents, teachers and school administration are actively involved with planning and providing for student projects, programs and activities that contribute to a well rounded education and the welfare of all students. • The PTO meets in-person from 6:00-7:30pm on the second Wednesday each month at DMCS.  Charter School Advisory Committee (CSAC) • The Charter School Advisory Committee (CSAC) was created to formalize and encourage stakeholders to provide input, support, and review of processes and procedures to improve the learning environment and student achievement. Eligible membership includes teachers, parents, guardians and interested community members. This year we will be holding three CSAC meetings.  Parent/Guardian Surveys DMCS sends out at least three parent/guardian surveys each year (one per trimester). Parents provide information about the basic conditions of learning, state standards, parental involvement, pupil achievement, pupil engagement, school climate, course access, and other pupil outcomes.  99% of our 104 respondents said that DMCS seeks parental input and involvement.  Parent Volunteers Parents and guardians are encouraged to volunteer for twenty hours each school year. DMCS believes that strong parent participation is beneficial to our whole community. Volunteers help in classrooms, with cross walk duties, during field trips, at our community events, at campus clean up days, and more.	DMCS will continue to build relationships between school staff and families.  This year we have upgraded whole school communication from email and phone calls only to include text.  We have begun using ParentSquare to add this text option.  We will continue to send home weekly emails from the office and each grade level.  We will continue parent teacher conferences, events, and day to day communication as needed.	We have found that underrepresented families prefer communication to come through text rather than email.  Connecting via text should help to close a potential communication gap.  Our ELAC committee is robust and active.  Our PTO and ELAC groups are represented at all school events.  They help to spread information and to encourage partnership with the school.	According to CSAC, Board, PTO, and ELAC meetings Dixon Montessori has a strong record and reputation for building partnerships to achieve higher student outcomes. According to our most recent parent survey 94% believe that their child's academic performance is average or better, and 99% believe that their child feels like they are safe and a part of the school community.	Dixon Montessori is continually improving our relationships with our educational partners.  Improvement in mathematical ability for all students has been a major focus over the past three years.  We have seen math and science scores for all groups of students increase significantly.	Equity is one of the focuses within our mathematics initiative.  We are building mathematical mindsets in all student subgroups that are increasing scores and mathematical understanding at all levels.  We have also begun to use a social emotional curriculum called 2nd Step that helps all children understand themselves and others better.  This better understanding increases student outcomes and helps the school build relationships with student parents and guardians.	Dixon Montessori Charter School consistently solicits input from our educational partners.  Parents and guardians provide input on parent surveys, board meetings, PTO meetings, ELAC meetings, the Charter School Advisory Committee, and more.  According to our last parent survey 99% said that DMCS seeks parental input and involvement.	DMCS is continually improving in seeking input for decision making.  This year we have added a new communication tool (ParentSquare) that will help our families receive more accurate and timely information through text.  This is an improvement over our previous email, phone, and social media model.	DMCS is continually improving our ability to engage underrepresented families.  One of the ways we are improving communication with our families this year is ParentSquare's ability to automatically translate messages into the parent or guardians preferred language.  We also find that a higher percentage of underrepresented families prefers text messages over email.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
48705400000000	Fairfield-Suisun Unified	3	"In comparison to prior years, the 2023 survey showed higher ratings on ""Creating welcoming environments for all families in the community"" and ""Developing multiple opportunities to engage in 2-way communication."" The District remained a 4 on ""Developing capacity of staff to build trusting and respectful relationships. Parent Leaders shared that they believe communication with parents is a strength in FSUSD and the area of growth is to expand the number of languages in which FSUSD communicates. Parent Leaders also discussed that they appreciated that the District is taking steps to improve the welcoming environments. Parent and students had an opportunity to give input to a ""Welcoming Environment"" guide and participated in walk-throughs at school sites to provide feedback on strengths and areas of growth at each school."	According to the FSUSD Parent Leaders, providing FSUSD information in languages beyond English and Spanish is an area of growth for building improved relationships. The Parent Leaders also recommended that the District provide more communication throughout the community, such as posting information at apartment complexes and in community centers.	Parent Leaders' recommendations will be emphasized in LCAP Action 5.4: Provide district level written communication in Tagalog, in addition to Spanish, and post information throughout the community (apartment complexes and community centers).	"In comparison with the 2022 survey, the District remained the same on ""Progress in providing professional learning and support to teachers and principals to improve a school's capacity to partner with families"" and ""Progress in supporting families to understand and exercise their legal rights and advocate for their own students and all students."" The District declined by one rating on ""Providing families with information and resources to support student learning..."" and ""Implementing policies and programs for teachers to meet with families to discuss student progress..."" Parent Leaders identified FSUSD's strength in this area as the Family Resource Centers . They noted the areas of growth include doing more to make all staff aware of the resources and to publicize the resources that are available."	The Parent Leaders also shared that an area of growth would be a more unified approach in communicating district and school resources. While the Engage newsletter is a start, there are more resources available that do not always get communicated to students and families. The schools often communicate school resources, but not those that are available districtwide. In addition, the Parent Leaders thought FSUSD should be communicating in community locations (grocery stores, churches, apartment complexes, County libraries), not solely through district channels. They would also like to have more additional opportunities to provide feedback through surveys through the school year.	The Parent Leaders provided two recommendations that the District will work to implement (Action 5.4):      (1) Communicate more throughout the community, not just through the schools, such as posting information at apartment complexes and community centers.      (2) Communicate through various channels, not just school newsletters, and include a non-written format of communication.	The Parent Leaders believe the district is making progress with engaging families in the decision making process, but it is limited to a small percentage of the District. Each school maintains a School Site Council and, where appropriate, have English Learner Advisory Committees. In addition, at the District level, parents serve on the Superintendent’s Parent Advisory Committee, the LCAP Advisory Committee, and the District English Learner Advisory Committee (DELAC). During the 2022/23 school year, parents were included as members of the District's Curriculum Council.	The Parent Leaders identified two areas of growth to include spending more time learning about the families in our community, as well as providing support in languages other than English and Spanish.	The Parent Leaders provided four recommendations that the District will work to implement (Action 5.4 and Action 5.8):      (1) Providing opportunities to teach families about strategies to support their children (Action 5.8)      (2) Providing opportunities for parents to help parents (expanded Parent Cafes) (Action 5.8)      (3) Develop a recognition system for parents who are volunteering in their school and in the district (Action 5.4)      (4) Provide training to parents who agree to serve on site or district committees (Action 5.8)	4	4	3	4	3	3	3	3	3	3	3	3	Met		22JUN2023	2023
48705650000000	Travis Unified	3	The district receives positive feedback from families regarding clear, open communication and ease of accessing information. Of families surveyed, 89% reported very high levels of satisfaction  related to knowing how their child is doing academically and 90% reported knowing where to go to get information. Families, especially those with elementary aged children, feel that the main office is a warm and welcoming environment.	"High school and middle school families have lower levels of ""warm and welcoming"" metrics regarding the experience in the main offices. Families also found communication with teachers mainly positive, but those with struggling students requested more information from teachers about support options."	Engaging underrepresented families is extremely important to the site and district level administrative teams. After looking at the data, English Learner families and families with foster children were low in survey results. For both groups, individual meetings were designed to elicit additional feedback.	Open communication and easy access to resources, such as single-sign on platforms, library resources and online tutoring, are programs that came out of parent feedback regarding how to support students at home. As of January, 2023, 67% of families had accessed student academic records using the Aeries parent platform and there had been 410,889 Launchpad (single-sign on) logins. Additionally, mental health related referral services (Care Solace) have also been received as strengths in our community.	The district is focusing on improving parent education opportunities, both in person and virtual, to engage families around student outcomes. These workshops and classes are designed to demonstrate resources for families, but also engage families is conversations about teaching models, materials and experiences so families can give informed feedback.	Offering workshops in different modalities with flexible timing and attendance requirements, such as in person offerings, synchronous online meetings and asynchronous online trainings is meant to allow for easier, more flexible attendance for underrepresented families who have cited scheduling as a challenge to increased participation.	School sites have fully implemented regular family and community meetings with published schedules, agendas and regular activities. Families receive information about these decision making groups regularly in weekly newsletters.	Attendance at established family meetings, such as Boosters, PTA/PTO meetings, etc is sporadic and often involves only a few consistently attending families. Principals report that attendance at in person meetings has decreased sharply following Covid and families are slow to return to these decision making groups. Although there were 47 unique parent information meetings, only 12 distinct parents attended.	"Focusing on more ""fun, engaging"" events, such as band concerts and family math nights has been used as a way to increase family re-engagement with in person school groups, which are responsible for decision making. Additionally, adding virtual/online attendance options and asynchronous ways to participate in decision making are being used more often."	5	5	4	5	5	5	5	5	4	4	4	4	Met		20JUN2023	2023
48705730000000	Vacaville Unified	3	Communication is key in building relationship between school staff and families.  Our District and school websites, social media pages and our new communication tool, Parent Square, are wonderful resources for families seeking information.  This outreach continues in the classroom via Clever in Elementary and Google Classroom in Secondary so parents know what is going on in their children's classrooms. We also host a variety of evening events for parents to attend to help familiarize themselves with our schools.	There is always more work to be done in this area.  Every year, we have new students and families joining our VUSD family.  We must consistently improve our methods of communication and connection to ensure the success of our students and their families.	We plan to continue to leverage the resources above, as well as investigate potential community partnerships to help us build stronger relationships with our families. We will continue to evaluate the parent workshops we offer for families to ensure that they meet the needs and interests of our underrepresented families.	We seek to form partnerships between our staff and families in many different ways to meet the needs of our educational partners. Some examples include both topically focused events or targeted outreach via parent liaisons or specialized staff.  Some examples of family engagement events include:  - Academic priorities  - Parent Academies  - College and Career Awareness  - Safety and security (cyber and physical)  - Methods of encouraging on-going communication   We also partner with a variety of entities in grant opportunities, such as with our County Office of Education and K12 SWP grants.	We continue to seek out community partners in our work to improving student outcomes in areas of identified need.	We will continue to utilize our existing resources and consider expanding those resources in order to provide targeted outreach to families in need.  For example, we will maintain open and consistent communication channels with underrepresented families through digital communications, newsletters, emails, phone calls, and social media to keep them informed about school activities and their children's progress.  We are investigating collaborating with local community organizations, non-profits, and businesses that serve underrepresented families to leverage additional resources and support.  We will also regularly assess the effectiveness of our engagement strategies, gather feedback, and adjust strategies as needed to ensure continued improvement.	We survey our community multiple times per year to get feedback on our goals and any time we are considering a change that could impact them.  We meet regularly with our parent groups, including our DELAC, Foster Parent, and Special Needs Parent Advisory to gain feedback.	Below is a summary of the input we received from our advisory groups:  Our parents (especially those in our DELAC) appreciated our work thus far related to college readiness, especially the outreach of our new College Readiness team.  They also appreciated our investment in our Student Nutrition department over the last few years.  However, they noted that the quality of food was not consistent across the district and they would like to see more options that accommodate students with dietary restrictions, such as gluten allergies, vegetarian options, etc.  Our parents in DELAC were concerned with addressing safety issues and life readiness skills. Our parents in our Foster and Homeless Parent Advisory group shared that they appreciated the additional professional development for staff provided in our plan.  They noted that they would like to see more collaboration with community resources to support their students' unique needs.	Below is a summary of the action we plan to take based on that feedback: - Utilize our College Readiness Team to provide additional career readiness focus (Goal 1.3) - Focus on student and campus safety including the use of a new emergency preparedness software (Goal 3.4) - Encourage community partnerships to help us meet the unique challenges facing our Foster and Homeless youth (Goal 2.2) - Planning for our new central kitchen to provide more consistency in our Student Nutrition offerings district wide, as well as providing greater variety to accommodate diverse dietary needs (Goal 3.7)	4	4	4	3	4	4	4	4	3	4	3	3	Not Met			2023
48705730129494	Kairos Public	3	Kairos Public Schools administers a Parent/Guardian Survey every Spring in order to seek input and feedback from parents/guardians in school decision-making. Additionally, every month Kairos administration meets with its Parent Advisory Council (PAC) seeking input and feedback from parents/guardians. The school also has participation from parents in the development and review of the school’s Local Control Accountability Plan (LCAP). In the Fall of 2019, the school went through a 5-year strategic planning process involving all stakeholders, including parents, in developing the direction and decision making of the school over the next 5 years. In addition, 3 of the Kairos Board of Directors are parents or grandparents of Kairos Public Schools scholars. In our annual Parent Survey, the key findings of the survey showed that 97% of respondents stated the school provides opportunities for parents to be involved. The school logs over 10,000 hours of parent volunteering every year. Kairos offers a Parent University training/workshop seven times per year in order to get parents involved in their child’s education and train them in ways to support their scholar. According to the Spring, 2022 survey, 95% of parents responded that they are satisfied with their child's development at Kairos. 94% of parents responded that they are satisfied with the impact the school is making in the local community. 89% of respondents stated they participate regularly in school activities. 98% of respondents stated they feel the school is a safe school for their students. Kairos selected the annual survey as one measure of our progress on this local indicator because it is one of the measurements listed in our charter document. The finding relates directly to our charter goals and established measurable goals and our Local Control Accountability Plan (LCAP). The survey is altered and revised every year in order to gather additional input from our stakeholders.	The Kairos Board of Directors annually develops and adopts measurable board goals. Progress towards these goals is monitored and reported out in public board meetings throughout the school year. Kairos Public School provides all its stakeholders a survey on a yearly basis.  The school believes in voice and choice of its stakeholders at all age levels. 95% of staff report they are satisfied working at Kairos Public Schools. Over 92% of staff reported that Kairos clearly conveys its mission to its team members and approximately 91% of staff reported they feel they have the training needed to do their job. The Board of Directors has adopted a yearly board agenda calendar which schedules reports from every stakeholder group on an annual basis. This is an opportunity to have their voice heard throughout the organization.	Kairos Public Schools will continue to gather input from all stakeholder groups, including underrepresented families in order to ensure all voices are heard.	Kairos Public Schools partnership with families is a strength as noted in years of survey results. This partnership has led to higher student performance outcomes and will continue to lead to greater outcomes as we continue to involve families in the decision making process.	We will continue to analyze our communication methods with all stakeholder groups to determine ways to maximize involvement and ensure the best decisions are made for all.	Kairos Public Schools will continue to gather input from all stakeholder groups, including underrepresented families in order to ensure all voices are heard. This including English Learners, Special Education Families and other underrepresented groups. Communication will be sent regularly with opportunities for involvement.	Kairos Public Schools is a small community school with a large amount of parent/guardian involvement. A large amount of Kairos leadership, including Board Members, Administration, and staff have children in the school. When making decisions, they are able to gather feedback from our parent community through both formal and informal means. The school gathers feedback from families at the monthly Parent Advisory Council meetings. The Parent Advisory Council has between 20 and 40 parents who attend regularly. The Board of Directors currently has 3 members who are parents or grandparents of Kairos Scholars. Kairos Public Schools continues to engage in efforts to reach underrepresented stakeholders within the school community.	The school engages administration and staff in implementing and evaluating family engagement through its Instructional Leadership Team (ILT) meetings, a group of teacher leaders and administration, Through Cabinet Meetings (Administrative) and Board of Directors meetings. Overall, Kairos Public Schools feel parents are very involved in the decision making at the school.	Kairos Public Schools is a small community school with a large amount of parent/guardian involvement. A large amount of Kairos leadership, including Board Members, Administration, and staff have children in the school. When making decisions, they are able to gather feedback from our parent community through both formal and informal means. The school gathers feedback from families at the monthly Parent Advisory Council meetings. The Parent Advisory Council has between 20 and 40 parents who attend regularly. The Board of Directors currently has 3 members who are parents or grandparents of Kairos Scholars. Kairos Public Schools continues to engage in efforts to reach underrepresented stakeholders within the school community.	5	5	4	5	4	4	4	4	5	5	5	5	Met		20JUN2023	2023
48705730135095	Ernest Kimme Charter Academy	3	We host a variety of family engagement events to ensure parents are knowledgeable about what students are learning and how families can support them. We provide student/parent orientations for all of our students. Our in-person learning pathway participates in Back to School Nights and Parent/Teacher Conferences . OUr independent learning pathway participates in Open Houses as well as constant communication with families regarding student status.  We maintain a school websites and a variety of social media accounts to keep families informed. We utilize both Aeries Portal and Parent/Student Square to communicate with students and families, as well. We publish all communications in both English and Spanish to ensure all families have access to our messaging.	We would like to find ways to ensure that parents are receiving communication from staff and that parents feel supported in responding back. We would like to strengthen our parents understanding of how to support students through virtual learning.	We ensure that all communications that go home do so in the families primary language. We have made great strides in hiring personnel that speak the primary languages represented in our school population so that families always have multiple people they can communicate with.	Empowering and communicating with families is a strength for this program. We have a variety of events to help engage our families in understanding student expectations and progress. Virtual learning is ongoing within one of our pathways but would like to strengthen our parent resource offerings for distance learning.	Continue looking for more ways to communicate and engage with families over student progress. Continue communicating with families around expectations and including each individual family in the decision-making process that is specific to their students outcomes.	Continue ensuring that communications are offered in native languages as well as having staff on site that is available to translate and communicate in a way that makes families comfortable.	The strength in this area is having the framework for parent involvement established however, the growth focus will be implementing this framework to gain greater engagement. Bringing families back together in person will aid us in re-establishing relationships and make them sustainable relationships.	We are committed to increasing the number of families participating in school/home groups such as School Site Council and LCAP review team. We would like to increase the opportunities that parents have to provide input to the school beyond just an annual survey.	Family orientations that are done in the native language give the school an opportunity to build relationships from the very first time they come through the door. This helps to build trust and agency. Ensuring that families have a way to provide input in their native language and at a level they are comfortable with is key to increasing participation.	5	5	5	5	5	4	5	5	5	5	5	5	Met		16JUN2023	2023
48705734830113	Buckingham Collegiate Charter Academy	3	"Annually we conduct events such as Back to School Night, Senior Parent Night, Four Year Planning Night and Parent Teacher Conferences, and Open House in order partner with families to discuss academic plans and student progress. We have a process whereby we conduct ""action plan meetings"" to develop and support plans for students with failing grades. We utilize monthly newsletters (which includes options for translation) and ParentSquare to keep parents informed and stay involved. We also have a school connected organization called SHIELD, which is board of parents who help plan events and generate additional funding for the school."	Communication with all stakeholders about our vision and purpose, governance, leadership, staff, and resources (SHIELD, Newsletter, expectations reviews, and emails) are considered an area of strength. That being said, we want to improve communication with Parents and Students about school events and thereby increase participation.	Offering child-care for evening events, providing translation services as needed, and additional outreach to families of unduplicated pupils are all ways we plan to engage more families.	We seek to form partnerships between our staff and families in many different ways to meet the needs of our students, including both topically focused events or targeted outreach. Some examples of family engagement events include:  -Back to School Night -Senior Parent Night -Four Year Planning Night -Parent-Teacher Conferences -Monthly meetings with parent board (SHIELD) -Action Plan meetings, SST Meetings, 504 Meetings and IEP meetings as appropriate	Our area of focus for improvement is to increase and improve communication/advertising for these events so we can increase participation.	We will target our communication toward underrepresented families.	As a dependent charter of the Vacaville Unified School District, all of our families and staff are included in the various stakeholder groups that help guide the decision-making process district-wide. In addition to that, we administer surveys and seek feedback to guide the decision-making process that is unique to our charter school community. Given that we serve students in grades 9-12, we also consider student feedback when making decisions. LCAP goals are developed based upon input from surveys/feedback and meetings.	In addition to survey data, plan to provide more opportunities for focus groups to develop to further discuss topics that involve decisions pertaining to our LCAP.	We will target families of unduplicated pupils and invite them to participate.	4	4	4	4	4	4	4	3	3	4	3	3	Met		15JUN2023	2023
48705736051338	Fairmont Charter Elementary	3	Fairmont Charter School has worked diligently through the years to build trusting and respectful relationships with our students and their families. Timely and relevant communications help to create an atmosphere of openness and inclusiveness. Through ParentSquare, our two way communication platform, families are informed of upcoming events, important activities, and important messages related to their students experience at school. Several of the teachers also provide families with class newsletters.  In addition to two-way communication, the school also encourages teachers to reach out to parents to keep them informed of their student’s progress on a regular basis. Emails and phone calls keep parents in the loop and help build a good working relationship between home and school. Parents are also encouraged to attend Back-to-School night to learn about their student’s teachers and to review the academic expectations for the year.  Our administrative personnel are always available and ready to speak with parents. They greet the students in the morning and are present as they leave in the afternoon. In addition, the administration works with the School Site Council to find ways for parents to help move the mission of the school forward.  At Fairmont Charter School, we seek to engage our families in ways that are clear and user-friendly to them. We also have a  counselor who works with our families and includes social and emotional counseling. In addition to these direct communication efforts, the school holds special evenings on campus where families are invited to participate. We have our Family Math Nights, Science/STEAM nights, Family Literacy Night, and many more throughout the school year.	Current areas of focus for the school include holding parent education seminars and continued school-wide improvement of the communication for our families who do not speak English. Moving forward, Fairmont Charter Elementary School will continue investing energy to learn more about our families, including their strengths, cultures, and goals for their students.	We will continue to solicit feedback from parents through a variety of means, including formal annual surveys and School Site Council meetings regarding spending and related activities (e.g., LCAP). During regular meetings with staff, we will identify additional ways to engage parents based on personal interactions with them (e.g., additional translation services, more frequent contacts, differing hours for parent events, etc.). Communication will be increased using ParentSquare, weekly notifications, annual events calendars, and weekly communication folders at the Elementary site.	Teacher/family communication is made possible using ParentSquare, email, phone, conferences and on-campus visits. There are few communication barriers for families and teachers in regard to student goals and outcomes. We also utilize our Parent Liaison to talk to those families who are Spanish speaking only. Also, we utilize the District translators for those families who do not speak Spanish or English.	Areas of Identified Need or Desired Improvements based on recent educational partners' input and feedback for Fairmont Charter Elementary School included more extracurricular activities for students.  In surveys and in-person meetings, parents and students have expressed a desire for after-school activities.  Educational partners want Fairmont Charter Elementary School to provide more extracurricular activities and additional resources for students needing academic support.	We are doing some specific outreach to underrepresented parents, specifically, individual phone calls, meetings within communities, and creating multiple opportunities for parents to engage with the school community that is outside the traditional mechanism of parent teacher conferences.	The school sites have active School Site Councils and English Learner Advisory Committee. District has an active Equity Task Force and an English Learner Advisory Committee. All of these groups are provided with opportunities to give stakeholder input.	Based on feedback collected by educational partners, some areas of improvement include: use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know the Fairmont administration is using that feedback to make decisions; and collect feedback when parents are at school for different events.	Fairmont Charter Elementary School will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; and ask families about their preferred method of communication at the beginning of the year.	4	4	3	4	4	4	4	3	3	4	3	3	Met		16JUN2023	2023
48705810000000	Vallejo City Unified	3	The District utilizes Bilingual Parent Liaisons and Parent Partnership Liaisons to assist school staff in connecting with and serving families. These staff members provide translation and interpretation services, hold office hours to answer parents’ questions, and facilitate training sessions for parents. In addition to this, school sites engage parents through events that showcase student accomplishments, provide parent education workshops, and provide parents with varied opportunities to be on campus and engage with staff in more formal and informal settings.	Based on input from educational partners the District has increased funding to provide free fingerprinting for parents/guardians wishing to act as volunteers on site campuses. As District staff has analyzed the number and nature of parent concerns, a need for a dedicated staff member to act as a Parent Support and Resolution Liaison has emerged and been included in the plans for the 2023-2024 school year. This staff member will have dedicated time to listen to parents’ concerns, and facilitate resolution to these concerns between parents and site level staff.	Staff will improve engagement of underrepresented families by providing multiple ways for families to engage. This includes options to attend parent leadership meetings in-person or virtually to ensure that transportation is not a barrier.  Translation services are provided at all District level meetings and parent events. Additional Bilingual Liaison positions have been added for the 2023-2024 school year to provide additional support for translation services at site level events.	The District has adopted local academic assessments for all TK – 12th grade students that have special data displays for individual student results created for parent information. These displays can be used by teachers during parent conferences and sent home to parents to inform them of student progress.	During educational partner input sessions, parents/guardians requested additional professional learning opportunities targeted to parent education aligned to student learning in the areas of college and career readiness, the college application process, and the college financial aid process.  Based on this, additional funds have been allocated to provide this service at more schools, and to include a broader range of parent education programs available to parents.	District staff have selected the Parent Institute for Quality Education, PIQE, as the primary parent education program as it has a research backing in effectively engaging and supporting families of future first generation college-going students. This program will be continued and expanded. In addition to this, other programs have been identified that meet other needs identified during the educational feedback process. Some of the programs are locally developed and are designed to meet the specific needs of the community.	In order to engage parents and the general school community in the development of the single plans for student achievement and the Local Control Accountability Plan, each site principal held onsite meetings to gather feedback on the academic and mental health needs of students. This input was used to inform plans for future actions and services.	District staff tracks parent participation in advisory and other decision-making groups and has seen a slight decline in parent attendance at these events at the district level. In response to this we will be working on strategies to increase parent attendance through offering attendance options that include in-person and virtual participation.	District staff members track participation rates of families from individual student groups to ensure participation rates that mirror our student demographics. Most recently we noticed that we had little to no participation for our parents of foster youth. In engaging this group of parents we found that they were unable to attend the evening meetings that were being offered to them. Based on this feedback we began making individualized phone calls to administer a needs assessment on the needs of foster youth.	3	3	3	4	3	3	3	3	3	3	3	2	Met		28JUN2023	2023
48705810115469	Vallejo Charter	3	The District utilizes Bilingual Parent Liaisons and Parent Partnership Liaisons to assist school staff in connecting with and serving families. These staff members provide translation and interpretation services, hold office hours to answer parents’ questions, and facilitate training sessions for parents. In addition to this, school sites engage parents through events that showcase student accomplishments, provide parent education workshops, and provide parents with varied opportunities to be on campus and engage with staff in more formal and informal settings.	Based on input from educational partners the District has increased funding to provide free fingerprinting for parents/guardians wishing to act as volunteers on site campuses. As District staff has analyzed the number and nature of parent concerns, a need for a dedicated staff member to act as a Parent Support and Resolution Liaison has emerged and been included in the plans for the 2023-2024 school year. This staff member will have dedicated time to listen to parents’ concerns, and facilitate resolution to these concerns between parents and site level staff.	Staff will improve engagement of underrepresented families by providing multiple ways for families to engage. This includes options to attend parent leadership meetings in-person or virtually to ensure that transportation is not a barrier.  Translation services are provided at all District level meetings and parent events. Additional Bilingual Liaison positions have been added for the 2023-2024 school year to provide additional support for translation services at site level events.	The District has adopted local academic assessments for all TK – 12th grade students that have special data displays for individual student results created for parent information. These displays can be used by teachers during parent conferences and sent home to parents to inform them of student progress.	During educational partner input sessions, parents/guardians requested additional professional learning opportunities targeted to parent education aligned to student learning in the areas of college and career readiness, the college application process, and the college financial aid process.  Based on this, additional funds have been allocated to provide this service at more schools, and to include a broader range of parent education programs available to parents.	District staff have selected the Parent Institute for Quality Education, PIQE, as the primary parent education program as it has a research backing in effectively engaging and supporting families of future first generation college-going students. This program will be continued and expanded. In addition to this, other programs have been identified that meet other needs identified during the educational feedback process. Some of the programs are locally developed and are designed to meet the specific needs of the community.	In order to engage parents and the general school community in the development of the single plans for student achievement and the Local Control Accountability Plan, each site principal held onsite meetings to gather feedback on the academic and mental health needs of students. This input was used to inform plans for future actions and services.	District staff tracks parent participation in advisory and other decision-making groups and has seen a slight decline in parent attendance at these events at the district level. In response to this we will be working on strategies to increase parent attendance through offering attendance options that include in-person and virtual participation.	District staff members track participation rates of families from individual student groups to ensure participation rates that mirror our student demographics. Most recently we noticed that we had little to no participation for our parents of foster youth. In engaging this group of parents we found that they were unable to attend the evening meetings that were being offered to them. Based on this feedback we began making individualized phone calls to administer a needs assessment on the needs of foster youth.	3	3	3	3	3	3	3	3	3	3	3	2	Met		28JUN2023	2023
48705810134262	Caliber: ChangeMakers Academy	3	Our school invests in parent communication and proactive parent relationship-building. Parents receive weekly communication from the principals about what is happening on campus, along with reminders of how to best support their student, via the Family Firebird Weekly.	This year we were able to host more family events on campus, which we hope we are able to build on for next year. We have already planned a few events for next year (including harvest festival, welcome back BBQ, and trunk or treat) which we believe will support deeper school-family relationships. Next year our focus as a school will be on creating Predictable Learning Environments. One way we hope to do this is by building stronger relationships with families through increased and improved communication.	We are planning to proactively reach out to families of students who have historically been severely chronically absent during the summer, so that we can partner with families and ensure those students will have a strong start to the school year.	We hold conferences with parents and students twice per year to share progress on student SEL and academic progress. In these conferences, parents receive a grades update, along with recommendations for how to support student learning at home. This year the school held a Vallejo city council candidate forum as well as a voter education series where parents learned about the candidates running for VSCUD school board, so that parents could advocate on behalf of their students.	Because of the level of chronic absenteeism this year, we were unable to connect with some families about student progress.	We need to develop a more proactive parent engagement system to prevent chronic absenteeism and an absence response system to ensure that our students are on campus and parents are engaged early and often.	We offer a parent survey twice per year to learn about family experiences. When there is a large decision to be made at the school, we will ask for family input, often in the form of a Google survey. We also hold coffee with the principals to be able to share updates with families about school happenings. 81% of parents are satisfied with Caliber and 84% would recommend Caliber to other families	We would like to be able to return to in-person meetings and town halls so that parents can provide feedback on how the year is going. We would also like to increase representation of families of ELs at parent events and survey responses	We would like to ensure that families receive multiple communications for input surveys, and reminders when they have not yet completed them. We will continue to ensure that all communication is available in English and Spanish so that families who speak Spanish can participate.	3	4	4	4	3	4	4	4	4	3	4	3	Met		22JUN2023	2023
48705810137380	MIT Griffin Academy Middle	3	We have hired a Director of Family and Community Engagement.  Her job is to create and strengthen these relationships through community events, outreach to parents, etc.	This position is new to our organization and therefore has a lot of room for growth.	There are plans to systematically invite parents to school events.  In order to make parents more comfortable when attending, translation into Spanish will be provided.	We have a WBL (Work-based Learning) coordinator who reaches out to the community to build strong Internship and Community Service opportunities.	Our WBL Coordinator is in his second year and is always looking for new opportunities to find Internships.	Our WBL Coordinator systematically works with all Seniors to find Internships since it is one of our Graduation requirements.  Also, Juniors are encouraged to start their Internships so that they have that requirement completed before they start their Senior year.	We send out a variety of surveys throughout the year to gather input to inform our decision-making	We need to make sure that new partnerships are included in the surveys.	Our WBL Team is bilingual and makes sure that our community, which is predominantly Spanish-speaking, is informed of opportunities.  Breaking language barriers provides a way to increase the engagement of underrepresented families.	3	3	3	5	3	4	5	4	3	3	3	3	Met		27JUN2023	2023
48705810139816	Griffin Academy High	3	We have hired a Director of Family and Community Engagement.  Her job is to create and strengthen these relationships through community events, outreach to parents, etc.	This position is new to our organization and therefore has a lot of room for growth.	There are plans to systematically invite parents to school events.  In order to make parents more comfortable when attending, translation into Spanish will be provided.	We have a WBL (Work-based Learning) coordinator who reaches out to the community to build strong Internship and Community Service opportunities.	Our WBL Coordinator is in his second year and is always looking for new opportunities to find Internships.	Our WBL Coordinator systematically works with all Seniors to find Internships since it is one of our Graduation requirements.  Also, Juniors are encouraged to start their Internships so that they have that requirement completed before they start their Senior year.	We send out a variety of surveys throughout the year to gather input to inform our decision-making	We need to make sure that new partnerships are included in the surveys.	Our WBL Team is bilingual and makes sure that our community, which is predominantly Spanish-speaking, is informed of opportunities.  Breaking language barriers provides a way to increase the engagement of underrepresented families.	3	3	3	5	3	4	5	4	3	3	3	3	Met		27JUN2023	2023
48705814830196	MIT Academy	3	We have hired a Director of Family and Community Engagement.  Her job is to create and strengthen these relationships through community events, outreach to parents, etc.	This position is new to our organization and therefore has a lot of room for growth.	There are plans to systematically invite parents to school events.  In order to make parents more comfortable when attending, translation into Spanish will be provided.	We have a WBL (Work-based Learning) coordinator who reaches out to the community to build strong Internship and Community Service opportunities.	Our WBL Coordinator is in his second year and is always looking for new opportunities to find Internships.	Our WBL Coordinator systematically works with all Seniors to find Internships since it is one of our Graduation requirements.  Also, Juniors are encouraged to start their Internships so that they have that requirement completed before they start their senior year.	We send out a variety of surveys throughout the year to gather input to inform our decision-making	We need to make sure that new partnerships are included in the surveys.	Our WBL Team is bilingual and makes sure that our community, which is predominantly Spanish-speaking, is informed of opportunities.  Breaking language barriers provides a way to increase the engagement of underrepresented families.	4	4	3	5	3	4	4	4	4	4	4	5	Met		27JUN2023	2023
48705816116255	Mare Island Technology Academy	3	We have hired a Director of Family and Community Engagement.  Her job is to create and strengthen these relationships through community events, outreach to parents, etc.	This position is new to our organization and therefore has a lot of room for growth.	There are plans to systematically invite parents to school events.  In order to make parents more comfortable when attending, translation into Spanish will be provided.	We have a WBL (Work-based Learning) coordinator who reaches out to the community to build strong Internship and Community Service opportunities.	Our WBL Coordinator is in his second year and is always looking for new opportunities to find Internships.	Our WBL Coordinator systematically works with all Seniors to find Internships since it is one of our Graduation requirements.  Also, Juniors are encouraged to start their Internships so that they have that requirement completed before they start their Senior year.	We send out a variety of surveys throughout the year to gather input to inform our decision-making	We need to make sure that new partnerships are included in the surveys.	Our WBL Team is bilingual and makes sure that our community, which is predominantly Spanish-speaking, is informed of opportunities.  Breaking language barriers provides a way to increase the engagement of underrepresented families.	4	4	3	5	3	4	4	4	4	4	4	4	Met		27JUN2023	2023
49104960000000	Sonoma County Office of Education	3	Parent engagement is a priority as we encourage parents to partner with us in educating their children. Parents/families in the Community School program participated in the YouthTruth survey in January 2023 about their perceptions of the school program in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. Percent of positive response was higher than average in all areas, with relationships and communication & feedback being the highest rated themes.	One very valuable tool we had access to this year was the YouthTruth survey. Student, staff and parent/family responses to the YouthTruth survey revealed needs in the following area: Work to communicate high expectations to families (students and staff perceive higher expectations for students than families do). An additional area of focus for improvement is enlisting parents to serve on advisory committees to allow for input on policies and programs as well as working together with school staff to design, implement and evaluate family engagement activities.	The program recognizes the value of partnership with parents and uses multiple approaches to engage with parents, including: individual parent contact and meetings, student recognition events and parent engagement events. Parents are recognized as an important partner and are treated as such by the entire school team. Parent voice and perspective is critically important - interview as well as parent survey are used during stakeholder engagement events to gain additional parent perspective. The program actively works at increasing parent and family engagement, particularly of underrepresented families. Staff is accessible and available to families and has an 'open door' policy to encourage parents to engage with school staff. Bilingual outreach is provided as a means to help build trusting relationships with school staff and increase engagement. Formal parent engagement events are scheduled at the school sites and include translation to facilitate open communication. Formal staff-family conferences happen once each semester,	The program has made good progress in implementing programs for teachers/staff to meet with families and students to discuss progress and ways to work together to support improved student outcomes. Time is set aside for parent-teacher/staff conferences twice per year to provide parents the opportunity to formally meet with staff to discuss their child's progress. In addition to the structured time that is set aside, staff make themselves available as a resource to families. The ability to connect with parents/families was strengthened during out intensified efforts at outreach during the pivot to distance learning and we continue to leverage that progress to maintain and strengthen the connections that have been made. A case management approach seems to have a positive impact on outcomes. Collaboration and communication with outside agencies working with students and families is strength of our program - these partnerships are a critical component of the support that we provide students and families.	Focused areas for improvement include ongoing evaluation of methods of parent outreach to gauge impact and effectiveness and provision of professional learning to build staff capacity to partner with families. Priority will be placed on sustaining the strong partnerships that exist with community based organizations.	Focused areas for improvement include ongoing evaluation of methods of parent outreach to gauge impact and effectiveness and provision of professional learning to build staff capacity to partner with families.	The program actively works at increasing parent and family engagement. Staff is accessible and available to families and has an 'open door' policy to encourage parents to engage with school staff. Bilingual outreach is provided as a means to help build trusting relationships with school staff and increase engagement. Formal parent engagement events are scheduled at the school sites and include translation to facilitate open communication.  In the 2022-23 school year 75% of parents attended the Community School Spring ILP conference (N=68 ). This represents a 20% percent increase over prior year.  Parent engagement is a priority as we encourage parents to partner with us in educating their children. Parents/guardians in the Community School program participated in a YouthTruth survey in January 2023 about their perceptions of the school program in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. The following lists areas in which parent average rating was greater than 3.5 out of 5. Although there was a decrease in some areas, all percent positives are still higher than typical YouthTruth and Sonoma County schools. Engagement - this summary measure describes the degree to which families are engaged in their school and empowered to influence decision making:70% (compared with 47% for a typical YouthTruth school and 51% for a typical So Co school). This represents an 1% decrease from prior year but is still higher than typical YouthTruth and Sonoma County schools. Relationships - this summary measure describes the degree to which families experience positive relationships in their school based on respect, care and approachability: 83% (compared with 71% for a typical YouthTruth school and 75% for a typical So Co school). This represents no change over prior year. Culture - this summary measure describes the degree to which families believe their school fosters shared goals, respect, fairness, and diversity: 73% (compared with 63% for a typical YouthTruth school and 66% for a typical So Co school). This represents a 13% decrease over prior year. but is still higher than typical YouthTruth and Sonoma County schools. Communication & Feedback - this summary measure describes the degree to which there are open and effective lines of communication between families and schools: 80% (compared with 54% for a typical YouthTruth school and 57% for a typical So Co school). This represents a 5% decrease over prior year but is still higher than typical YouthTruth and Sonoma County schools. Resources - this summary measure describes the degree to which families believe that their school deploys the necessary resources to support students:71% (compared with 60% for a typical YouthTruth school and 62% for a typical So school). This represents 3% decrease over prior year but is still higher than typical YouthTruth and Sonoma County schools..	An area of focus for improvement is enlisting parents to serve on advisory committees to allow for input on policies and programs as well as working together with school staff to design, implement and evaluate family engagement activities.	The program employ a wide range of strategies to encourage parent involvement for all students/families, particularly underrepresented families .Parents are important partners and involvement in their child's education is encouraged - continued, intensive outreach will be provided by bilingual staff on a daily basis - helping to bridge the school to home connection. Bilingual staff also translate all materials and school communications, as well as translation services for parent meetings. There is an identified need to continue to monitor and evaluate methods of parent outreach, including continued work with agencies to offer parent support and services.	4	4	3	4	3	3	4	2	3	3	4	3	Met		29JUN2023	2023
49402460000000	Petaluma City Schools	3	83% of families report that teachers treat families with respect. 84% of families report that they feel comfortable approaching teachers about their child's progress.	76% of families report that administrators treat families with respect. 74% of families report that feel comfortable approaching the administration about their concerns.  79% of staff feel comfortable speaking honestly to families about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	68% of families report that they receive regular feedback about their child’s progress.	70% of families report that they receive the guidance necessary to help their child succeed.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. Continue to utilize DELAC to engage with families of English Learners. Implementation of the EL Master Plan to support EL students and another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	66% of families report that they are included in planning school activities.	46% of families report that they are empowered to play a meaningful role in decision making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	1	3	3	4	1	4	4	4	3	2	3	3	Met		29JUN2023	2023
49402460131961	Petaluma Accelerated Charter	3	83% of families report that teachers treat families with respect. 84% of families report that they feel comfortable approaching teachers about their child's progress.	76% of families report that administrators treat families with respect. 74% of families report that feel comfortable approaching the administration about their concerns.  79% of staff feel comfortable speaking honestly to families about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	68% of families report that they receive regular feedback about their child’s progress.	70% of families report that they receive the guidance necessary to help their child succeed.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. Continue to utilize DELAC to engage with families of English Learners. Implementation of the EL Master Plan to support EL students and another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	66% of families report that they are included in planning school activities.	46% of families report that they are empowered to play a meaningful role in decision making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	1	3	3	4	1	4	4	4	3	2	3	3	Met		29JUN2023	2023
49402466051932	Mary Collins Charter School at Cherry Valley	3	83% of families report that teachers treat families with respect. 84% of families report that they feel comfortable approaching teachers about their child's progress.	76% of families report that administrators treat families with respect. 74% of families report that feel comfortable approaching the administration about their concerns.  79% of staff feel comfortable speaking honestly to families about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	68% of families report that they receive regular feedback about their child’s progress.	70% of families report that they receive the guidance necessary to help their child succeed.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. Continue to utilize DELAC to engage with families of English Learners. Implementation of the EL Master Plan to support EL students and another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	66% of families report that they are included in planning school activities.	46% of families report that they are empowered to play a meaningful role in decision making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	1	3	3	4	1	4	4	4	3	2	3	3	Met		29JUN2023	2023
49402466051981	Penngrove Elementary	3	83% of families report that teachers treat families with respect. 84% of families report that they feel comfortable approaching teachers about their child's progress.	76% of families report that administrators treat families with respect. 74% of families report that feel comfortable approaching the administration about their concerns.  79% of staff feel comfortable speaking honestly to families about their child's progress.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	68% of families report that they receive regular feedback about their child’s progress.	70% of families report that they receive the guidance necessary to help their child succeed.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. Continue to utilize DELAC to engage with families of English Learners. Implementation of the EL Master Plan to support EL students and another avenue to engage with families. The district will also engage with families during the annual Title I Parent meeting. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	66% of families report that they are included in planning school activities.	46% of families report that they are empowered to play a meaningful role in decision making at their school.	Petaluma City Schools will continue to build relationships with families by ensuring translation is available at district events and meetings. The LCAP Committee gave positive feedback on the parent panel which will continue next year. We will continue to utilize the Youth Truth data to monitor progress on building relationships between school staff and families. The district will also support site administrators with development of the Single Plans for Student Achievement and including families in the process.	1	3	3	4	1	4	4	4	3	2	3	3	Met		29JUN2023	2023
49402466119036	Live Oak Charter	3	Families are deeply involved in every aspect of the school from serving on the governance board to volunteering in classrooms to driving on field trips. Families have full access to teachers and the administrator, each of whom value and rely on the partnerships.	During the pandemic the school's many touch points with parents needed to be placed on hold for the safety and health of students and faculty. Beginning this year we are systematically rebuilding multiple connection opportunities, such as informational events to informal gatherings. Families report a strong sense of community, and are delighted to be reconnecting.	As many of our families are now two income homes, we are working to provide more opportunities for partnerships that take place during the week end and evening hours. Examples include site work parties (two so far this year) and mending or making circles (3 this year).	Each week the Executive Director sends notices home that often cover learning and growth, and current events and highlights. One of our parent community holds classes for parents on things such as easing transitions.	The parent and administrator are discussing options for parenting support classes that reach our grade span from TK through 8th grade. Fortunately we have a wealth of talent for speakers.	Again, one challenge has been meeting the needs of two working parent households. We have experimented with taping and offering some events on demand through our parent outreach system: ParentSquare.	As parents are woven throughout the school's decision-making, opportunities occur both in chance encounters but also through meetings such as grade-level groupings, events and planned, intentional gatherings for the purpose of garnering feedback.	We are continuing to return to pre-covid gatherings, but find the silver lining of enhance communication through technology that was built during the pandemic.	We are planning a series of surveys that will gather input on a variety of topics using technology.	5	5	5	5	5	5	5	5	5	5	5	5	Met		29JUN2023	2023
49402530000000	Santa Rosa City Schools	3	Families are welcomed to be more involved as stakeholders in our district whether it is at a site level or whole district. This includes providing input for decisions in policies. The level of family engagement varies from site to site.  SRCS continues to work to grow in this capacity by providing opportunities for all families to access information in their home language to increase communication and invite their participation in all events through multiple methods of communication (face to face meetings, electronic, phone, written, newsletters, flyers, and or emails).  These include many forms such as school site councils, parent organizations, ELACs, and online platforms such as Parent Square and the YouthTruth family surveys which invite family feedback and input.  SRCS continues to provide mandated training for all site administrators that oversee ELAC, PTA, Site Council, and more. The goal is to ensure administrators understand the importance of providing a voice for our underrepresented families.  Site administrators are supported in running effective and welcoming meetings to address school growth and effectiveness, while building community through interpersonal relationships.	The district continues to work very hard in offering equity training workshops to all of our staff to continually develop our growth and appreciation of cultural wealth and towards the families we serve.  The effectiveness depends on the comfort level of each staff member and this varies from site to site.  Regardless, SRCS invests in growing educators in this realm of cultural responsiveness.  SRCS has utilized Ethnic Studies professional development with the Acosta Educational Partnership over the last few years to further refine its equity training and initiatives to crystalize the focus into tangible classroom practices that support student learning on a daily basis.  The district will continue to prioritize providing engaging opportunities for families to come together and participate in their students’ educational experience. Included in this is ensuring access to translation support services for parent-teacher conferences, Back to School Night and other school-wide events. In addition, SRCS will continue to value and seek input from families and community partners in a wide variety of ways.  This will include parent surveys, meetings, feedback forms, and other methods so that SRCS may have comprehensive parent voice represented in its decision making processes.  The District is also working with various community partners to gather information, perspective, and feedback on building and maintaining relationships.  Representatives of community partners include California Indian Museum and Cultural Center, SCOE Ethnic Studies Community of Practice, Safe Routes to Schools, YouthTruth, Panorama, Community Matters, CHOPS Teen Club, and the Reach Your Goals Foundation.  Additionally, in absence of a school resource program, both SRPD and SRCS continue to work together to collaboratively explore ways to support students and SRCS campuses with high level incidents.	One area for growth would be that educators continue facilitating the exploration of family, culture, and communal strengths by students. This will require pedagogy that is student-oriented and explicitly set up to engage self-exploration of identity and diversity in connection to particular standards in a specific discipline. To support this, SRCS is continuing to implement a wide variety of Ethnic Studies courses in our schools in the 2022-2023 school year.  It is also providing a community externship for teachers whereby they go into local spaces to learn from underrepresented, marginalized communities about how education could better prepare their students and represent their needs in educational practice.  SRCS is focusing on engaging underrepresented families by implementing LARCs (Language Acceleration Review Committee) at each of its school sites. These committees review data, including re-classification, discuss course placement of English Learners, and support master schedule planning to ensure English Learners are receiving a high quality education. SRCS is also expanding the PIQE (Parent Institute for Quality Education) program by increasing it from 3 to 7 schools for the 22-23 school year.	Santa Rosa City Schools partners with many organizations, including local nonprofits and community based partners, the County Office of Education, our local university and various professional development providers to support programs and services for our students and school community. This includes providing rich, engaging professional learning for our staff to ensure content and pedagogy knowledge so that students receive a rigorous and supported education.   A small sampling of some of the organizations SRCS partners with to support student academic outcomes are below: Sonoma State University and Santa Rosa Junior College - research projects; academic programmatic learning opportunities; professional development; Extended learning partners - such as the Boys and Girls Club, LandPaths, and Luther Burbank Center for the Arts; Acosta Educational Partnership - culturally relevant and responsive pedagogy, especially around Ethnic Studies and other equity initiatives; Guided Language Acquisition and Design - instructional pedagogy for supporting English Learners; PIQUE - parent organization to focus on parent advocacy and understanding of the U.S. educational system so guardians to support more involvement in student learning; Career Technical Education Foundation - collaboration connecting learning to industry partners; Many others.	Santa Rosa City Schools has developed and supported many strong relationships with partners who work collaboratively with the district to plan for staff, parent and student engagement and programming. SRCS will continue to evaluate the impact of these partnership programs to determine next steps for continued work together, including identifying unmet needs that may lead to seeking additional partners to support our student outcomes.   SRCS will continue to develop deep relationships with our local universities and junior college to enable a wider range of academic opportunities for our students.  Alongside this, SRCS will also continue to work closely with foundations and non-profit organizations in our area as a means of increasing career opportunities as an integral part of students’ educational experiences for more well rounded schooling.	Santa Rosa City Schools surveys families and students who engage in our extended learning programs which are supported by our partnerships. This provides the district timely feedback on the impact of the programs offered in connection with these partnerships, specifically engaging families in sharing the impact, academically and socially, that the programs and services provided for students.      Educators will continue exploring family, culture, and communal strengths by students. This will require pedagogy that is student-oriented and explicitly set up to engage self-exploration of identity and diversity in connection to particular standards in a specific discipline. To support this, SRCS is continuing to partner with the Acosta Educational Partnership, and as stated previously, SRCS leverages partnerships through organizations like PIQE.  To complement parent and learning focused partnerships to support student outcomes, SRCS has a strong emphasis on career readiness and will continue to deepen its work with local non-profits to increase career awareness, work based learning opportunities,  and career based internships to enrich student experiences.	Families are welcomed to be more involved as stakeholders in our district whether it is at a site level or whole district. This includes providing input for decisions in policies. The level of family engagement varies from site to site.  SRCS continues to work to grow in this capacity by providing opportunities for all families to access information in their home language to increase communication and invite their participation in all events through multiple methods of communication (face to face meetings, electronic, phone, written, newsletters, flyers, and or emails).  When families can communicate and engage in their home language, it increases their ability to be involved in decision making processes that impact the district.    School site councils, parent organizations, ELACs, and online platforms such as Parent Square and the YouthTruth family surveys invite family feedback and input for the sole purpose of improving how decisions are made and which voices get included in the process.  SRCS continues to provide mandated training for all site administrators that oversee ELAC, PTA, Site Council, and more. The goal is to ensure administrators understand the importance of providing a voice for our underrepresented families and that families feel welcomed to share their opinions, stories and feedback.  Site administrators are supported in running effective and welcoming meetings to address school growth and effectiveness, while building community through interpersonal relationships.	Santa Rosa City Schools will continue to place a strong emphasis on gathering input for its Local Control and Accountability Plan process.  This will enable the SRCS community of parents and guardians to impact district plans for how to best service students and families.  As in previous years, SRCS will hold input and feedback sessions with families over the course of multiple months to offer many opportunities for educational decision making to be influenced and directly guided by community feedback. In addition, SRCS will prioritize the YouthTruth platform for surveying families and students about learning conditions and what could make SRCS better.  The survey information gathers a wide variety of community voices and feedback for the sole purpose of improving our systems for delivering effective educational content. More structures, resources and information are being developed and have been sent out to all school principals regarding Title I annual parent meetings in addition to School Site Council, ELAC and other school-site meetings so that schools feel supported and the district has meeting information (i.e., agendas, minutes) to be able to share resources, attend meetings, etc.   Additions:  Improve 2-way communication, increasing support for staff and families to learn about engagement and decision-making processes, build and implement ways for families to be engaged in activities within school, for example, the Community School model.	Santa Rosa City Schools will continue to engage families in discussion and seek input on programs and services at both site and district meetings such as School Site Council, ELAC, DELAC and other stakeholder forums throughout the school year, ensuring invitations and information are provided in both English and Spanish with the goal of increasing attendance by our families in this process.  SRCS is focusing on engaging underrepresented families by implementing LARCs (Language Acceleration Review Committee) at each of its school sites. These committees review data, including re-classification, discuss course placement of English Learners, and support master schedule planning to ensure English Learners are receiving a high quality education. SRCS is also expanding the PIQE (Parent Institute for Quality Education) program by increasing it from 3 to 7 schools for the 22-23 school year.	3	3	3	3	3	3	3	2	3	3	3	2	Met		29JUN2023	2023
49402530102533	Santa Rosa Accelerated Charter	3																						Not Met For Two or More Years			2023
49402530113530	Santa Rosa Charter School for the Arts	3																						Not Met For Two or More Years			2023
49402530125831	Santa Rosa French-American Charter (SRFACS)	3																						Not Met For Two or More Years			2023
49402530128074	Cesar Chavez Language Academy	3																						Not Met For Two or More Years			2023
49402536116958	Kid Street Charter	3	One of Kid Street's strengths has been engaging our educational partners in volunteer opportunities on campus including:  theater arts, after school program clubs, and events such as teacher and staff appreciation week.	An area of improvement would be to offer more events to engage families in low stress activities, such as STEAM nights and STEAM productions in the theater. Also, gathering families together during back to school night, open house, scholastic book fair events, and holiday meals can be more effective by integrating fun hands-on activities, eating, and playing games.	We can better engage our underrepresented groups by integrating multicultural traditions and different languages into our school events.	We implemented CLEVER this past school year.  This (along with our already implemented communication tools such as Class Dojo, One Call, and Remind) allows for families to access at home programming that best supports their child's learning at school.  With the click of a button,  families can now easily reach the many digital learning platforms that support growth such as Reflex and Lexia.	Our Maps Growth assessment tool allows for teachers to set goals and track progress with students being activity involved.  An area for improvement would be to involve guardians in this goal setting process.  This could be done at the Student Success Meeting level for those students receiving intervention.	Translation for Maps Growth assessments would help to engage our Multilingual families more.	Given the small size of our school, we are able to build close family ties with guardians. Each year, our comprehensive school safety plan's component 2, Close Family Ties, is updated to reflect how we are doing in this area and ways that we can improve. Our strengths at this time include: a variety of platforms that keep guardians engaged including: One Call, Facebook, Remind Class Dojo, and on campus events.	We would like to see more families participating in the survey.	Our LCAP includes an increase in low stress family events being sponsored on campus in 23-24.  Building relationships in this way will hopefully have an impact on the rate of families not only participating in the survey, but in general feeling more connected to the school.	4	4	4	4	4	4	5	4	4	4	4	4	Met		22JUN2023	2023
49705990000000	Alexander Valley Union Elementary	3	"Based on the analysis of educational partner input and local data, the Alexander Valley School District has many strengths and works diligently to build and maintain relationships between our dedicated AVS Staff and Families.  Our District has found success in this key state-driven priority through the top five items listed below.  Communication Channels: Our school has established various communication channels to keep families informed about school activities, events, and their children's progress. These channels include direct correspondence from teacher to parent, our weekly ""Tuesday Mail"" newsletters, emails, text messages, phone calls, and, at times social media.    Parent-Teacher Conferences: We organize parent-teacher conferences to facilitate direct communication between educators and families. These conferences are an opportunity to discuss a child's academic performance, behavior, and any concerns.  In addition, we host a ""Back to School"" Night event held prior to the first day of instruction to start building the ever-important school-to-home relationship.  This event includes a community dinner and welcome back presentation with students and parents in attendance.   Cultural Sensitivity and Inclusivity: The Alexander Valley School District acknowledges and respects the diversity of the student body and their families. This includes recognizing cultural, linguistic, and socioeconomic differences and tailoring communication and support accordingly.  Family Engagement Programs:  Our school district hosts various family engagement programs that aim to involve parents and guardians in their child's education actively. These programs include School Board Student Award Programs, the Cinco de Mayo festival, Spaghetti Dinner, Kids Night Out, and Jog-a-Thon just to name a few.   The Alexander Valley School Parents' Club: Our incredible parents' club facilitates parent involvement in school decision-making processes and activities. Through parent volunteer experiences like helping in the classroom, chaperoning a field trip, or volunteering through on-site committees, our parents have become more engaged in our school community now more than ever! The Alexander Valley School District recognizes and values parent and community member support, and is an outstanding school because of it! Being a small campus of nearly 115 students fosters a family-like atmosphere where the district/school works in partnership with our parent community to make the campus feel like a place people can access and feel welcomed."	The Alexander Valley School District continues to implement more effective ways for families to provide feedback, specifically around the LCAP. This will include creating a direct LCAP solicitation survey response being sent home through a Google survey in the Spring of 2024.	The Alexander Valley School District will continue to focus on empowering underrepresented families to advocate for their children's education. This may involve workshops on navigating the education system, understanding academic expectations, and advocating for resources and support.  Having a bilingual teaching staff of nearly 40%, we will continue to maximize our partnership with our underrepresented families.   The Alexander Valley School District is committed to addressing the specific needs of underrepresented families by implementing maximum outreach. Through these efforts, our District aims to create a more inclusive and welcoming educational environment that fosters strong, positive relationships between school staff and underrepresented families, ultimately improving the educational outcomes of all students.	Alexander Valley has five key committees that help guide and drive positive student outcomes. The committees include Tech, Curriculum, Safety, Facilities, and Budget all have shareholder representation which fosters partnerships between school board members, administration, teachers, parents, and indirectly all students. Each of these committees meets multiple times per year and has specific areas of focus. The concept of more hands making less work is alive and well throughout these committees.	Our District has identified strengthening community engagement as a focus area for improvement in building partnerships for student outcomes.  This targeted effort aims to strengthen partnerships and create a more inclusive and effective educational environment for all students.  While there is a strong foundation for community engagement, the District recognizes the potential for broader community involvement.	Through Targeted Outreach, the District will identify and reach out to underrepresented families needing additional support through various efforts. This may include home visits, community meetings, and partnerships with local organizations serving these communities.  In addition, our team continues to look at ways our bilingual school counselor can help support student learning and family engagement outside the school through after-hour conferencing and potential home visits.	Based on the analysis of educational partner input and local data, our District has demonstrated several strengths and made progress in seeking input for decision-making. Some key observations include:  Inclusivity: The District has created an inclusive environment where input from various stakeholders, including educators, parents, students, and community members, is actively sought and valued. This inclusivity fosters a sense of ownership and collaboration within the decision-making process.  Transparent Communication: Our District works hard and tries to excel in transparently communicating its decision-making processes, timelines, and opportunities for input. This transparency helps stakeholders stay informed and engaged in the decision-making discussions.  Direct communication from teachers to parents and from the principal to parents helps ensure families are aware of what is happening in real time.  There is a strong culture of collaboration within the District, with decision-making processes often involving cross-functional teams and committees. This collaborative approach promotes well-rounded decisions that consider multiple viewpoints.  Our District demonstrates a commitment to being responsive to stakeholder input. When feasible, we try to adapt and adjust decisions based on the feedback received, demonstrating a willingness to listen and respond to concerns.	In summary, our District continues to reflect on ways we can improve.  Goals include continuous improvement in building partnerships for student outcomes, including equity and inclusion, community engagement expansion, data sharing and transparency, family involvement, targeted student support, and stakeholder feedback mechanisms. Each of these targeted efforts continues to be an area of focus for the District as we aim to strengthen partnerships and create a more inclusive and effective educational environment for all students.	The District continues to identify ways we can continue to grow our ability to listen.  Through Parent/Teacher Conferences we will organize dedicated question/response listening opportunities with underrepresented families to actively seek their input, concerns, and suggestions.  Collaborative Decision-Making: Our District will continue to promote collaborative decision-making by involving underrepresented families in check-in opportunities. Our goal is to ensure that all voices are heard and integrated into the decision-making process.	5	5	5	5	5	5	5	5	5	5	4	5	Not Met		09OCT2023	2023
49706070000000	West Sonoma County Union High	3	The District has focused this year on building relationships with parents and creating welcoming environments. We have room to grow in fostering 2-way communication and will focus on that next year.	The District area of focus will be on the strategic planning process including the development of a new 3-year LCAP.	Underrepresented families will be a focus of the partner engagement process to ensure the needs and goals of our diverse student population are addressed through the strategic planning process.	The District provides families with information and resources and is making progress in building partnerships with parent committees and student committees to build a more robust partner engagement process.	The District is working to improve partnerships for student outcomes through greater parent engagement, strengthening school site council, and establishing community-based partnerships.	The District is focused on improving the engagement of underrepresented families by creating more authentic opportunities for engagement that better meet their personal needs.	The District supports principals and staff in engaging families. The District will work on gaining input on policies and programs through the strategic planning process.	The District will improve parent input in decision-making by strengthening the School Site Council process.	The District will improve the engagement of underrepresented families in the decision-making process by ensuring their representation on the School Site Council and other parent committees that are responsible for informing district priorities and student programs.	4	4	3	3	3	4	3	3	4	3	3	3	Met		28JUN2023	2023
49706150000000	Bellevue Union	3	BUSD strives to build positive relationships between school staff and families. The staff works to foster caring relationships with their students and families through their daily interactions and teaching. Sites offer extracurricular and family engagement events to build a sense of school community and belonging. In addition, these events help to create and develop a strong sense of school pride and connectedness. Staff regularly contact parents to engage in two-way communication to ensure there is a supportive learning environment and robust partnership to best support students. Results from the Youth Truth survey indicated that our families responded favorably to building relationships between school staff and families. The District will continue to focus upon this positive response and work to strengthen the degree to which families experience respect, care, service, and approachability at the school sites. The use of the Family Engagement Facilitators at all of the sites helps to strengthen school-to-home relationships as these individuals communicate directly with our Spanish-speaking community to help increase the partnerships between school and families.	To improve building relationships between school staff and families, the District will engage in professional development that builds teacher capacity to establish connections with their students and families. Staff will attend training sessions that foster creating positive learning environments and inclusive school cultures. The staff will experience training that details how to administer appropriate academic support and intervention, and how to respect  2023 Local Performance Indicator Self-Reflection for Bellevue Union School District Page 9 of 17 and honor the diversity of our student body and community. Staff will continue to work diligently to ensure all campuses are inviting and welcoming. The District has purchased a social-emotional learning curriculum, and staff will implement this curriculum throughout the school year focusing on important character traits and attributes. This curriculum will help staff teach essential skills that emphasize respect, kindness, and compassion. In addition, the curriculum will help students deal with conflict management, responsibility, and accountability.	As a result of educational partner input and local data, the District hired four Family Engagement Facilitators to help support communication between the staff and our Spanish speaking families. The Family Engagement Facilitators will help improve engagement of underrepresented families by developing personal connections and increasing the opportunity for authentic communication. The Family Engagement Facilitators will personally contact our underrepresented families and invite them to important meetings and events while encouraging unrepresented families to partner with the sites to best meet the individual needs of their children. All sites, including the District Office, have bilingual staff to assist students and families. In order to support underrepresented families in building relationships with staff, the District will continue to provide opportunities for community building, recognition of achievements, and celebrations of success. The District will also continue to seek feedback and input from its educational partners through town hall meetings, surveys, school connected organizations, and site meetings with principals.	BUSD's strengths related to building partnerships for student outcomes include a number of actions to support students through their academic careers. Parent/Teacher conferences are held in grades TK-6 to discuss student academic progress and social development with parents and guardians. Sites utilize the Student Success Team (SST) model to meet with families if their child is struggling academically or socially, and parents are informed when it is determined that their child is classified as an English Language Learner, classified as a Long Term English Language Learner, and consulted when their child is reclassified for obtaining English proficiency. All school sites have opportunities for counseling services should students need additional social/emotional support. Students with disabilities are supported through the IEP (Individualized Education Program) process, and site and family teams work collaboratively to provide each child with his/her additional services to ensure academic and social progress. A behaviorist was hired to help staff support students with challenging behaviors in the classroom. The behaviorist works to ensure students miss less instructional time and feel connected to the learning environment. The behaviorist supports staff with reinforcing desired and appropriate comportment in the classroom and supports students in self-regulation. In addition to partnering with families, the District partners with a number of community organizations, including the North Bay Children's Center, the Redwood Empire Food Bank, the Sonoma County Public Library, and the Napa County Office of Education COOL School program, to ensure the academic, social-emotional, and health needs of all students are met. Through relationships with these organizations and others, students are served and their needs are addressed. These community partnerships allow the District to provide wrap-around services for students that include academic support, mental health counseling, medical services, and parent training/information sessions.	In order to improve building partnerships for student outcomes, the District is expanding its ability to provide training for staff and the Family Engagement Facilitators to help parents understand the academic trajectory of student success. The District will utilize opportunities at parent meetings to discuss the significance of attendance, behavior, and academics, with an emphasis on having students' perform at their personal best. Parent/Teacher, School Site Council (SSC), English Language Advisory Committee (ELAC), and District English Language Advisory Committee (DELAC) meetings will outline the importance of progression in English to ensure English learners are reclassified prior to leaving the district if they have attended Bellevue schools for at least 5 continuous years, and discuss the significance of maintaining grade level standing. Parents will also be informed of potential academic and career pathways for students as they progress through the upper grade levels and develop an understanding of the A-G and Career and Technical Education (CTE) requirements that lead to enrollment in four year universities and the workforce. Staff will continue the data review process to monitor student academic progress. Through the use of Professional Learning Communities and data review teams, staff will analyze student achievement and adapt their teaching instructional methods through differentiated instruction to best support learning. Survey data has indicated that there is a greater need for academic rigor, and to that end, the District has developed a robust professional development training program that will focus on phonics and foundational skills, the mechanics of writing, a comprehensive understanding of reading and text complexity, and language development. Staff will receive support to implement the strategies and information that they gathered at the training through coaching and release time. Through the use of Grade Level Achievement Teams, the District is creating a Guaranteed and Viable Curriculum (GVC) that details curricular scope and sequence, establishes common learning targets and assessments, and utilizes the data gathered through these assessments to improve instruction to better support the students.	The District will improve engagement of underrepresented families to build partnerships for student outcomes by continuing to send home communication in both English and Spanish, continuing to develop and expand partnerships with community organizations including Santa Rosa Junior College and Sonoma County Adult Education to offer courses on campuses to support adult learning, and commit to providing professional development and training to staff to improve academic and social-emotional interventions to enable students to remain in good academic standing. The District will also utilize the Family Engagement Facilitators and parent meetings to help with creating a more thorough understanding on the part of parents regarding the reclassification of English learners, the challenges Long Term English Learners (LTEL) and students considered at-risk of becoming a Long Term English Learner will face as they progress through the grade levels, and how students can become eligible for four year universities and entry into the workforce. The District will also partner with PIQE (Parent Institute for Quality Education) to help underrepresented families gain an understanding of the schooling system and how to partner with schools to ensure their students achieve their academic and personal goals.	The District considers gathering feedback and input from our educational partners for decision-making one of its major priorities. BUSD utilizes a robust communication system, office staff, and site and district newsletters to provide timely invitations to meetings that gather educational partner input and allow for opportunities for data reviews and discussions. Through both District and school site committees, educational partners are encouraged to  2023 Local Performance Indicator Self-Reflection for Bellevue Union School District Page 12 of 17 share their thoughts and concerns regarding how to improve the educational experience of the students. Numerous surveys are sent throughout the school year to help determine satisfaction or concern with the schooling system. Information is shared through board meetings, committee meetings, school and district newsletters, websites, town hall meetings, coffee chats with the principals, weekly updates, marquis, and staff emails and phone calls.	"Data from the Youth Truth survey indicated that families reported ""Communication & Feedback"" as the greatest area of strength for the District.  While this is a significant area of strength, the District will continue striving to improve seeking input for decision- making. The District will continue to increase outreach for individuals to serve on committees and participate in key  decisions. BUSD will continue to make a concerted effort to increase attendance at all district and site meetings through communication regarding these meetings and events and sending personal reminders to our families. The District will empower parents by increasing their awareness of the impact they possess in terms of providing input for decision-making. The District will explain the connections between educational partner input and the potential for change and improvement for student outcomes when inviting participants to attend the meetings. Through the initial Title I meetings with families, site principals will discuss the specific regulations and responsibilities the schools and parents will follow to ensure partnership and collaboration with families to improve seeking input for Decision-Making."	Although well attended by underrepresented families, the District will continue to increase its efforts to connect with underrepresented families and extend invitations to participate in meetings and sessions in which stakeholder input and feedback is gathered. The Family Engagement Facilitators will personally provide invitations to underrepresented families and expand outreach efforts. Through conversations that stress the importance of their feedback, the Family Engagement Facilitators will encourage underrepresented parents to participate in the meetings. Translation services will be provided at the input gathering meetings to ensure parents of English language learners have the opportunity to share their input and feel comfortable in the meeting environment.	4	4	2	4	3	3	4	4	4	4	4	4	Met		27JUN2023	2023
49706230000000	Bennett Valley Union Elementary	3	"The Bennett Valley Union School District has an ongoing practice of providing opportunities for broad and meaningful engagement with our educational partners which includes: teachers, principals, administrators, other school personnel, classified and certificated bargaining units, parents, parent advisory committees, District Advisory Council, and our special education local plan area (SELPA). Careful and deliberate outreach results in representation that reflects the experiences and needs of all student groups. This includes consultation with advocates for underrepresented student groups and populations that are statistically underserved whenever necessary and possible.   All interactions with our members of the community are opportunities to gather feedback towards ongoing improvement efforts. These include emails, conversations, advisory council discussions, meetings with bargaining unit representatives, and public comment at board meetings. Of the more formalized data gathered, the YouthTruth Survey Data provided great insight into perspectives across a variety of educational partner groups.   Community feedback via this year’s YouthTruth survey administration illustrated areas of meaningful strengths in our district, but it also uncovered some places where we can prioritize efforts and resources for improvement.   Within the Relationships theme, compared to other participating elementary schools, the highest rated question for BVUSD was:  ""Families and teachers care about each other.""   Below is a comparison (see notation key below) of our overall percent positive rankings between 2022, 2223, average Youth Truth responses, and Sonoma county responses.   NOTATION KEY: (CHANGE FROM 2022 ) CATEGORY - 2023% ( 2022% ) [ AVERAGE YT ] { AVE SONOMA }  • Relative to local district rankings, RELATIONSHIPS was rated as strengths by FAMILIES:  (+2) Relationships - 89% ( 89 ) [ 86 ] { 88 }  • Relative to local district rankings, RELATIONSHIPS was rated as strengths by STAFF: (-5) Relationships - 86% ( 91 ) [ 87 ] { 89 }  • Relative to local district rankings, RELATIONSHIPS was rated as strengths by STUDENTS: (0) Relationships - 82% ( 82 ) [ 79 ] { 21 }  Relative to all BVUSD families, underrepresented families actually responded with higher rates of “percent positive.” In a summary measure describing the degree to which families experience positive relationships in their school based on respect, care, and approachability, underrepresented families reported higher levels of satisfaction. Whereas our percentile ranking for all families in this area was around the 60th percentile (compared to all Sonoma County schools), we ranked in the 80th-90th percentile for underrepresented families.  On a scale of 1-5, average reposes for this metric were as follows:  • 4.29 across the entire district • 4.5  (non-English speaking) vs 4.28 (English speaking) • 4.52 (non-White) vs 4.33 (White) • 4.28 (special education) vs 4.31 (general education)"	While our stakeholder input was largely positive in this area, there are a couple areas in which we received disparate responses between the two schools. In a few questions, Yulupa family responses were near 80th percentile compared to Strawberry family responses which were closer to the 45th percentile at Strawberry. Specifically, in responses to the following questions:   “Teachers treat families with respect.” “I feel comfortable approaching teachers about my child’s progress.” “Teachers and students care about each other.”  It is not entirely uncommon for family perspectives to shift like this between lower and upper elementary grades, but we will be paying attention to this discrepancy in the 2023-24 school year.	"In this area, underrepresented family responses are generally more positive than our overall family responses. There is one area in which this is not the case, and that is in special education. In the area of special education, families responded with an average of  4.28 (on a scale between 1 and 5) vs 4.31 (general education). While this is a relatively small disparity, it is significant in the sense that it is the only instance in which underrepresented family responses were lower than our family responses at large. This is something we will continue to investigate.   The following actions are intended to improve engagement:   ""Meet the Teacher"" (event) In August 2023, we are launching a new Back-to-School event scheduled in advance of the first day of school. We hope to encourage all families to join staff, teachers, and administrators on their respective campuses to meet staff and connect with each other. This will also allow students to meet their teachers prior to the first day of school.   District Advisory Council (School Site Council) Our District Advisory Council (modeled after a school site council) has elected members representing EL parents. We hold meeting of EL parents to gain their input on aspects of school that affect their children and surveys are translated.The APT and BVEF boards are welcome to everyone and there are many opportunities to be involved.  ""Hello Summer"" (event) In partnership with the Bennett Valley Alliance of Parents and Teachers and the Bennett Valley Education Foundation, we held our second annual ""Hello Summer"" event to close out the school year and provide an opportunity to connect and celebrate with students, staff, and families."	We heard from 989 BVUSD Community Members in our second year of utilizing Youth Truth for comprehensive survey data. The survey was administered to staff, families, and students in grades 3 - 6. 392 families responded. 517 students responded, and 80 staff members responded. The feedback that we received shows areas of meaningful strengths in our district and also uncovered some places where we can prioritize efforts and resources for improvement. All feedback is carefully considered and synthesized in order to distill ideas, trends, and key input.   Within the Youth Truth Engagement theme, compared to other participating elementary schools, the highest rated question for BVUSD  was: “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”   Below is a comparison (see notation key below) of our overall percent positive rankings between 2022, 2223, average Youth Truth responses, and Sonoma county responses.   NOTATION KEY: (CHANGE FROM 2022 ) CATEGORY - 2023% ( 2022% ) [ AVERAGE YT ] { AVE SONOMA }  • Relative to local district rankings, ENGAGEMENT  was rated as strengths by FAMILIES: (+8) Engagement - 59% ( 51 ) [ 62 ] { 67 }  • Relative to local district rankings, ENGAGEMENT was rated as strengths by STUDENTS: (-3) Engagement - 86% ( 89 ) [ 87 ] { 83 }   Our highest “percent positive” responses were in response to the following questions:   • “I feel engaged with my school.”  • “I feel informed about important decisions regarding my school.”  • “Parent/family members are included in planning school activities.”	This is largely an area of strength for the district. Nevertheless, we intend to focus on expanding these efforts in the upcoming school year.	Student-Centered, Data-Driven with a Focus on Learning Acceleration We will continue to collect student achievement data by which we will evaluate our success. Parents will continue to have access to achievement data. Student needs and program data are discussed regularly by our grade level teams and administrative team and subsequently shared in a variety of forums (e.g., parent meetings, advisory committees, Board of Trustees meetings, and district committees). Within the current context, a cornerstone of most conversations with stakeholders about student learning include discussions about learning acceleration, differentiation, and growth. Teacher-led Collaborative Inquiry Teams (in three areas: Multi-Tiered System of Support, Curriculum & Instruction, and Social-Emotional Learning) will continue to meet regularly to review program needs and student data.  Updated information and progress data is shared during public Board Meetings and as part of the District Advisory Council.	Stakeholder Representation & Advocacy BVUSD has an ongoing practice of providing opportunities for broad and meaningful engagement of all stakeholder groups. Our parents are involved in many aspects of decision making and collaborative program planning as part of our committees including--Alliance of Parents and Teachers (for educational enhancements in the classroom, also district wide programs in Science, technology, field trips and libraries), Bennett Valley Education Foundation (for the arts), School Site Council/LCAP Parent Advisory Committee, ELAC, Board of Trustees, and are invited to attend stakeholder meetings and complete surveys.  Careful and deliberate outreach results in representation that reflects the experiences and articulates the needs of all student groups. This includes consultation with advocates for underrepresented student groups, and populations that are statistically underserved. As our populations change, so do our outreach efforts to ensure comprehensive representation.   All parents are provided many opportunities to offer feedback and participate in surveys throughout the year. This includes the largest survey (YouthTruth) which received incredibly high response rates. The response rate and results of the YouthTruth survey are detailed in the Stakeholder Engagement section of the LCAP.  District Advisory Council This was the first year of our District Advisory Council which are district-facilitated meetings with staff and parents that blend opportunities for a variety of advisory groups including parents of students with disabilities and parents of English learners, community members, teachers, classified and certificated bargaining units, and  members of the DELAC. The District Advisory Council also serves as school site council and budget advisory committee with parent representatives elected from our DELAC.   In addition to parents, stakeholders include staff, teachers, unions, administrators, and community members. It is always our intention to evaluate the needs of all student as we develop any expenditure plan however, we are deliberate in seeking representation for variety of specific student subgroups including those typically underrepresented (e.g.,  English language learners, students enrolled in special education or who have an identified disability, and other underserved student populations which may include homeless students, foster youth, and migratory student when applicable).   Access to Interpretation and Translation Services:   Although we have no primary language with 15% or more of the student population and we have about 30 different primary languages among our students, we have several Spanish/English translators and we are usually able to provide translators for other languages (including ASL) for parents upon request.	In the January 2023 Youth Truth survey administration,oOur lowest “percent positive” responses were in response to the following questions:   • “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”  •  “I feel empowered to play a meaningful role in decision-making at my school.”  The Youth Truth survey response rates were high, but meeting attendance has not been.	Since survey response rates we high, we may choose to focus on using surveys to both solicit input, but also to inquire about how to improve engagement.   Increased participation in Board Meetings In a positive sense, we had greater family engagement in board meetings toward the end of the 2022-23 school year. The most common topic families chose to speak about during Public Comment was somewhat narrowly targeted to staff attraction and retention. This is an important topic, especially in a district with relatively low funding as compared to our neighbors, and we have appreciated the new interest. It would be wonderful if we could sustain that engagement into the 2023-24 school year and broaden the scope of family input to include strategic planning and student programs.   Year 1 of District Advisory Council This was the first year of our District Advisory Council, and we were a little delayed in getting it up and running. Now that it is established, we are better positioned to leverage this as an opportunity to increase and improved engagement of underrepresented families.   Strategic Planning & LCAP Feedback In addition to the district’s genuine interest in understanding the experiences and needs of our educational partners, our engagement practices for LCAP participation are also consistent with statute as follows: • March/April: LCAP feedback is solicited for all teachers during grade-level meetings.  • April:  The first LCAP Public Hearing is generally held at a regularly scheduled board meeting in accordance with Education Code section 52062(b)(1). The superintendent reminded members of the public of their opportunity to submit written comments in accordance with Education Code section 52062(a)(3).The Superintendent will provide a written response when feedback necessitates it.  • April/May: In May, the District generally initiates consultation with SELPA to ensure inclusion of services and students with disabilities (SWDs) are well-represented in our LCAP in accordance with Education Code section 52062(a)(5).  • April/May: Typically, the LCAP is an agenda item at the District Advisory Council inclusive of our English learner parent advisory in accordance with Education Code section 52062(a)(1): Consult with Parent Advisory Groups (School Site Council + ELAC Representatives)  • June: A second LCAP Public Hearing is generally held at a special board meeting in accordance with Education Code section 52062(b)(1). Following this hearing, the LCAP is generally adopted at the June, regularly-scheduled board meeting in accordance with Education Code section 52062(b)(2) along with local indicators.	5	5	3	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
49706490000000	Cinnabar Elementary	3	Cinnabar Elementary School District takes active steps to connect with it educational partners, but it wouldn't be possible without the relationships built between the staff and the families. As a small school community, Cinnabar staff and families have built a true caring and safe atmosphere for students and families that is welcoming and collaborative. The school has a bilingual community liaison, a designated Spanish speaking phone line, and half of it's instructional aides being bilingual. Parent survey results showed that parents see teachers providing quality instruction while building strong relationships with families and students. Coming out of Covid, the school is working on building back up it's parent/teacher organization and ELAC. The School Site Council is in full swing, assisting with the LCAP, safety plan and other initiatives to engage families. Four out of 76 students in the LCAP survey said their parents don't feel welcome at school events.	The areas where the school is looking to improve it's relationships includes educating families on how to utilize Parent Square communication App. Within the survey and within Parent Square itself, nearly all families had some level of access, but not enough of them knew how to use it properly. We communicate via Thursday folders and Parent Square to make sure all families receive the information, but we wanted to improve the Parent Square access. We had staff members helping families connect to the app at the back to school barbecue and at parent teacher conferences, which were moved up to September this year in order to make them goal setting conference, rather than autopsy conferences about the trimester. It allows for families and staff to come together and set common goals for the student and gets the relationship on track. During the early activities, we have also created sign-ups for ELAC, parent/teacher organization and added new members to site council.	The district liaison and the rest of the staff work to translate all materials into Spanish and English to send home to families both electronically and in physical paper communication. The designated phone line and first contact with the liaison in the office make underrepresented families able to access things and voice concerns easier. We provided interpreters for conferences, parent meetings and districtwide events to make sure all feel welcome and receive the same information. We continue to work on gathering more input from our families and students about family engagement. We have actively worked on bringing back parent volunteers on campus this year, having parents sign up at goal setting conferences.	Cinnabar Elementary School District takes active steps to connect with it educational partners, but it wouldn't be possible without the relationships built between the staff and the families. As a small school community, Cinnabar staff and families have built a true caring and safe atmosphere for students and families that is welcoming and collaborative. The school has a bilingual community liaison, a designated Spanish speaking phone line, and half of it's instructional aides being bilingual. Parent survey results showed that parents see teachers providing quality instruction while building strong relationships with families and students. Coming out of Covid, the school is working on building back up it's parent/teacher organization and ELAC. The School Site Council is in full swing, assisting with the LCAP, safety plan and other initiatives to engage families. Four out of 76 students in the LCAP survey said their parents don't feel welcome at school events.	The 2022-23 student LCAP survey showed that 60 percent of students felt their teachers spoke with their parents regularly, which left 40 percent in the disagreement side of that result, making it an area to work on. The parent feedback showed a better outcome, but it still is an area for growth	Again, connecting parents to parent square with the help of bilingual staff members has already increased the communication this year, and the moving up of conferences to the fourth week of schools has increased parent participation and communication significantly. It has also helped us support student learning sooner.	The District (staff, administrator and board) has a long-standing reputation for developing trusting and respectful relationships with our community. We remain a culturally inclusive community that brings all who attend into the Cinnabar family. Our staff gets to know every student and every family on campus to the point where staff and students greet others who haven't been in their classes by name. Cinnabar uses Thursday folders, Parent Square, Class newsletters, Principal newsletters and conferences to keep parents informed and to build partnerships with student outcomes. The back-to-school barbecue, conferences and open house are all attended at a very high rate. The principal is out in front of school each day greeting students and families as they arrive, and families said they feel connected to the campus in the school surveys.	The 2022-23 student LCAP survey showed that 60 percent of students felt their teachers spoke with their parents regularly, which left 40 percent in the disagreement side of that result, making it an area to work on. The parent feedback showed a better outcome, but it still is an area for growth. There are many outlets for communication, but making sure they are effective will be key moving forward. Increasing direct verbal communication (in person or on the phone) is an area for improvement. Over the pandemic our parent organization CEF (Cinnabar Education Foundation) went dormant. We spend last year reviewing the organization and now we are determining whether to continue forward with the foundation or to do more of a parent/teacher organization (PTO or PTA).	Again, connecting parents to parent square with the help of bilingual staff members has already increased the communication this year, and the moving up of conferences to the fourth week of schools has increased parent participation and communication significantly. It has also helped us support student learning sooner. It also opens multiple lines of communication, including direct text messages from staff to guardian via parent square, which should improve connectivity. We started the recruitment process for the parent's organization and have more parental interest now, and we are also upping parent volunteers on campus.	5	5	4	4	4	5	5	4	4	3	3	3	Met		27JUN2023	2023
49706496051635	Cinnabar Charter	3	Cinnabar Charter takes active steps to connect with it educational partners, but it wouldn't be possible without the relationships built between the staff and the families. As a small school community, Cinnabar staff and families have built a true caring and safe atmosphere for students and families that is welcoming and collaborative. The school has a bilingual community liaison, a designated Spanish speaking phone line, and half of it's instructional aides being bilingual. Parent survey results showed that parents see teachers providing quality instruction while building strong relationships with families and students. Coming out of Covid, the school is working on building back up it's parent/teacher organization and ELAC. The School Site Council is in full swing, assisting with the LCAP, safety plan and other initiatives to engage families. Four out of 76 students in the LCAP survey said their parents don't feel welcome at school events.	The areas where the school is looking to improve it's relationships includes educating families on how to utilize Parent Square communication App. Within the survey and within Parent Square itself, nearly all families had some level of access, but not enough of them knew how to use it properly. We communicate via Thursday folders and Parent Square to make sure all families receive the information, but we wanted to improve the Parent Square access. We had staff members helping families connect to the app at the back to school barbecue and at parent teacher conferences, which were moved up to September this year in order to make them goal setting conference, rather than autopsy conferences about the trimester. It allows for families and staff to come together and set common goals for the student and gets the relationship on track. During the early activities, we have also created sign-ups for ELAC, parent/teacher organization and added new members to site council.	The district liaison and the rest of the staff work to translate all materials into Spanish and English to send home to families both electronically and in physical paper communication. The designated phone line and first contact with the liaison in the office make underrepresented families able to access things and voice concerns easier. We provided interpreters for conferences, parent meetings and districtwide events to make sure all feel welcome and receive the same information. We continue to work on gathering more input from our families and students about family engagement. We have actively worked on bringing back parent volunteers on campus this year, having parents sign up at goal setting conferences.	Cinnabar Charter takes active steps to connect with it educational partners, but it wouldn't be possible without the relationships built between the staff and the families. As a small school community, Cinnabar staff and families have built a true caring and safe atmosphere for students and families that is welcoming and collaborative. The school has a bilingual community liaison, a designated Spanish speaking phone line, and half of it's instructional aides being bilingual. Parent survey results showed that parents see teachers providing quality instruction while building strong relationships with families and students. Coming out of Covid, the school is working on building back up it's parent/teacher organization and ELAC. The School Site Council is in full swing, assisting with the LCAP, safety plan and other initiatives to engage families. Four out of 76 students in the LCAP survey said their parents don't feel welcome at school events.	The 2022-23 student LCAP survey showed that 60 percent of students felt their teachers spoke with their parents regularly, which left 40 percent in the disagreement side of that result, making it an area to work on. The parent feedback showed a better outcome, but it still is an area for growth	Again, connecting parents to parent square with the help of bilingual staff members has already increased the communication this year, and the moving up of conferences to the fourth week of schools has increased parent participation and communication significantly. It has also helped us support student learning sooner.	The District (staff, administrator and board) has a long-standing reputation for developing trusting and respectful relationships with our community. We remain a culturally inclusive community that brings all who attend into the Cinnabar family. Our staff gets to know every student and every family on campus to the point where staff and students greet others who haven't been in their classes by name. Cinnabar uses Thursday folders, Parent Square, Class newsletters, Principal newsletters and conferences to keep parents informed and to build partnerships with student outcomes. The back-to-school barbecue, conferences and open house are all attended at a very high rate. The principal is out in front of school each day greeting students and families as they arrive, and families said they feel connected to the campus in the school surveys.	The 2022-23 student LCAP survey showed that 60 percent of students felt their teachers spoke with their parents regularly, which left 40 percent in the disagreement side of that result, making it an area to work on. The parent feedback showed a better outcome, but it still is an area for growth. There are many outlets for communication, but making sure they are effective will be key moving forward. Increasing direct verbal communication (in person or on the phone) is an area for improvement. Over the pandemic our parent organization CEF (Cinnabar Education Foundation) went dormant. We spend last year reviewing the organization and now we are determining whether to continue forward with the foundation or to do more of a parent/teacher organization (PTO or PTA).	Again, connecting parents to parent square with the help of bilingual staff members has already increased the communication this year, and the moving up of conferences to the fourth week of schools has increased parent participation and communication significantly. It has also helped us support student learning sooner. It also opens multiple lines of communication, including direct text messages from staff to guardian via parent square, which should improve connectivity. We started the recruitment process for the parent's organization and have more parental interest now, and we are also upping parent volunteers on campus.	5	5	4	4	4	5	5	4	4	3	3	3	Met		27JUN2023	2023
49706560000000	Cloverdale Unified	3	CUSD strives to build relationships between its staff and families. The staff works to build caring relationship with their students and families through their daily interactions and teaching. Sites offer extracurricular events and family engagement events to build a sense of school community and belonging. The district employs a Family Outreach Liaison to work directly with families. The district employees a translator who works all events, board meetings, and conferences to ensure access and provide a sense of belonging by using multiple languages during events. Staff regularly contact parents to engage in two-way communication to ensure there is a positive learning environment and robust partnership to best support students. Relationships is the highest scoring category for all three schools in the Family Youth Truth 2023 survey. The student surveys showing a decrease in the Relationship category of the Youth Truth surveys at all three sites indicating this is still an area the district needs to grow in.	The district will be focusing on the MTSS structures and Tier 1 supports during the 2023-24 school year. One of the primary supports in Tier 1 is developing Caring Relationships. Relationships tend to decrease as students get older and have an increased number of teachers, and therefore, PBIS and MTSS structures will help to keep students connected as well as build the foundation for continuing relationships.	"We have implemented new two-way communication tools such as ParentSquare. We send out district Community Letters every two weeks and host ""Coffee Chats"" with translation services to provide avenues for informal and formal communication. We have added direct translation services to our board meetings and have utilized Zoom closed captioning to enhance access to board meeting content. We have increased our bilingual staffing, including increasing our bilingual Community Liaison staffing. Principals regularly send out updates in both English and Spanish and host ELAC and DELAC meetings, as well as Parent Advisory meetings. We are working on developing more relevant family resources on campuses that will attract parents and encourage engagement and parent training. The district is looking to implement parent training and engagement structures that will create Parent Leaders in the community and school."	There are several pieces already in place at the district including the following: We have well established conference practices and Portfolio Night at the high school. We share student assessment data regularly with families. We are working toward an assets-based approach to engaging families in their children's education that includes celebrating successes, sharing priorities and goals for students, and building trusting relationships through conferences, parent events, and surveys as well as other events. One of our goals is to implement Parent Education nights that provide parenting support while also allowing opportunities for parents and school staff to work together in support of students. However, families and students continue to feel disengaged and the district is working to create community at each site and to create parent leaders.	The district will be focusing on the MTSS structures and Tier 1 supports during the 2023-24 school year. One of the primary supports in Tier 1 is developing Caring Relationships. Relationships tend to decrease as students get older and have an increased number of teachers, and therefore, PBIS and MTSS structures will help to keep students connected as well as build the foundation for continuing relationships. Another focus is educating parents regarding California's school systems and how they can support their students at home. The district is working to design programming and supports that will allow parents to be a full partner in their student outcomes.	The district is focusing on parent engagement and parent trainings that will be presented in English as well as Spanish in order to be accessible to all families. The district is also looking to partner with local groups such as La Familia Sena and Migrant Education to build wrap around services for students and families.	The District works diligently to gather feedback and input for decision-making from our educational partners. The District uses a robust communication system that provides timely invitations to meetings in both Spanish and English , that gather educational partner input and allows for opportunities for data reviews and discussions. DELAC, SSC, family LCAP surveys, Youth Truth Surveys, site and district level meetings, all provide feedback from a diverse range of educational partners. Information is shared through school and district newsletters, the district website, personal phone calls from staff, Parent Square, weekly emails, and marquis boards. The Parent Square platform also allows the District to gather information and family responses to surveys as well. This information is used to help the District's educational partners make informed decisions regarding the direction of the District and the needs of students. All meetings have a translator available to ensure access and some meetings have been held virtually to ensure access to working and/or busy families.	"We have a number of ways that we invite families to provide input on polices and programs, particularly through our LCAP Committee, Site Councils, ELAC and DELAC, and informal avenues like ""Coffee Chats"". We have used surveys with some success as a tool for gathering parent input on priorities and programs. As mentioned above, we are working on providing services like parenting and mental health resources that encourage families to come to campuses and engage in conversations about programs and services. We also hope to get our School Site Councils and parent meetings off to an earlier start so that we can establish important due dates and goals early in the year in the hope that parents will continue to attend meetings as the year progresses. We have found that participation decreases as the year progresses."	The District has recognized that turnout decreases as the year goes on and that personal phone calls are more effective than other types of communication. In addition, the district has had conflicts with new local events that are run by newer organizations in the district. The district is in the process of reaching out to work with these agencies to avoid conflicts and to run cohesive events that inspire our families to attend and give feedback.	3	2	1	2	2	2	2	2	3	3	3	3	Met		12JUN2023	2023
49706720000000	Dunham Elementary	3																						Not Met For Two or More Years			2023
49706720122440	Dunham Charter	3	100% of Dunham's educational partners reported that School staff felt friendly and inviting.  Community events through PTO, Principal Coffee, and Back To School Night exemplify our outreach efforts.  Every Friday morning, staff, students, and parents walk the track together at the start of school. This often allows parents and teachers to converse specifically about school and other non-school topics. Coffee with the principal is held multiple times during the school year, allowing parents to ask questions and learn about available resources. Parent-teacher conferences are held annually with translation services. In many cases, these conferences are held more than once a year.	Dunham is very successful in their relationships with educational partners. We want to add a couple more community events incorporating our new living vision with an agricultural focus, a field many of our educational partners are part of.	Dunham has been able to hire two bilingual classified staff members. We have utilized these staff members to do community outreach. We are making sure to connect with our Spanish-speaking families.	Dunham School District actively seeks parent input into decision-making in multiple ways. Advisory groups include School Site Councils, Budget advisory committees, LCAP Planning Committees, and monthly Parent-Teacher Organization meetings.	Dunham School District's strengths lie in the multiple opportunities we have implemented to discuss student progress with families and provide them with information and resources to support their student's learning and development in the home. We do this through back-to-school nights, monthly family evening activities, weekly communication from teachers, and various in-school activities that parents participate in throughout the school year. A focus area for improvement is to provide professional learning and support to staff to improve their capacity to partner with families.	The District also conducts an annual parent survey. The District then uses all of the input collected to change our programs. For example, One area for improvement is to support and develop the capacity of staff to build stronger engagement for all advisory groups. We have asked for at least one classified and one certificated staff member at our advisory group meetings. This voice is important so that our educational partners can here from our staff and their day-to-day experiences.	Educational partner input is formally solicited and gathered through LCAP meetings, Parent-Teacher Organization meetings, and parent and student surveys. Having an open line of communication with parents through the Parent Square app allows easy access for parents to our school.	Looking ahead, we will focus on scheduling meetings at convenient times and providing childcare, food, and translation services.	Looking ahead, we will focus on scheduling meetings at convenient times and providing childcare, food, and translation services.	5	5	4	5	5	4	5	4	5	5	4	5	Not Met			2023
49706800000000	Forestville Union Elementary	3	During the pandemic, it was challenging for everyone to get involved an/or stay connected, especially when parents, caregivers, and volunteers were not allowed on campus for almost the entire school year.  That being said, our families worked hard at checking in with their children's teachers, reading through their emails and messages sent by the district and teachers, and following along on virtual classroom platforms when necessary.  We continue to make sure that all communication that goes out is in English and Spanish as well as providing translation/interpretation for meetings, conferences, and other events when needed.  The District has a long standing and good working relationship with the Forestville Education Foundation.  The Foundation has continued to support teachers and their classrooms with money for materials, supplies, and resources.  They have also continued to support the District with their Open Grant Program.  This year we also partnered with YouthTruth to provide a student, staff, and parent survey.  This is a three year commitment that will show our staff and parent/caregiver feedback over time as well as how our staff and families responses compare to Sonoma County.	As the District moves past the pandemic, the staff and parents/caregivers are looking forward to getting back on campus for meetings, conferences, events, activities, and other volunteer opportunities.  Continuing to provide those opportunities, by listening to parent/caregiver feedback, will be one of the areas of focus for improvement.  Continuing to work on strengthening, streamlining, and investigating more ways/avenues to communicate with parents/caregivers will be important.	We are continuing to increase opportunities for parent participation at the school and classroom levels, this includes town hall type meetings, trainings, Board meetings, surveys, YouthTruth surveys, use of our website, social media, marquee, and all call system to help keep parents/caregivers and the community informed and updated.  We will continue to ensure that our communications are reaching all of our families and done so in English and Spanish.  Additionally, we will provide the necessary support to those families who need accessing the different resources provided by the District.	Forestville began it's training and implementation of the social emotional program, Leader in Me, in the 2020-21 school year after teachers, staff, and administrators discussed the need for a new, sustainable, and effective program. Training was provided for teachers and for additional staff. Training and support will continue as well as training and support for parents so that our school community knows the program and can support it in school and at home. Forestville teachers, IA's, and other support staff began an 18 month online training program that will result in MTSS certification for those staff members in the 2021-22 and 2022-23 school years. Teachers regularly send home materials for their students, updated their online teaching platform (when applicable and appropriate) as well as progress monitoring reports, report cards, and benchmark assessments to help support the instructional program as well as keep parents/guardians updated on student progress. The district calendar provides scheduled teacher conferences in the fall and the spring. Progress on benchmarks, standards, and behavior are discussed and reviewed at these conferences. Bilingual and office supports reiterate how parents can exercise their rights and work to advocate for their students. In addition, all IEP and 504 meeting invitations are accompanied with a copy of parent/caregiver safeguards and rights. Meeting facilitators also make sure that parents/caregivers' concerns, ideas, and voices are heard and that they are a part of the whole process.	Continue to increase communication, schedule meetings earlier or later based on parent/caregiver needs, particularly our working families. Increase parent/caregiver use and understanding of our online communication, registration, and grade platform, Schoolwise. The intent is to hold parent/ caregiver trainings on Schoolwise since access to registration, enrollment information, school handbook, rules/expectations, attendance and parent rights are all included through the Schoolwise Parent Portal.	Training and sharing at DELAC, as well as After School Program, parent meetings on how to set up email, check and respond to email, how to set up Schoolwise, check grades, update contact information, etc. Increase the use of our one call system's text message feature to share short but important messages with parents or direct them to their email or website for more information. Explore increasing social media presence on platforms that parents/caregivers use more frequently than Facebook.	Administration, office staff, and teachers remind parents/guardians of upcoming meetings and how to get involved with advisory groups such as LCAP committee, DELAC, Budget Advisory Committee, and the Forestville Education Foundation. All families are surveyed, in their home language, to provide input on programs, interest in programs/policies, as well as sharing their opinions on needs, interests, and progress of their students and the school. The district offers family engagement activities school-wide through the school year, often in partnership with the Forestville Education Foundation.	Increase avenues of communication to make sure that important information is posted, emailed, and delivered in multiple ways, blanketing our families so they are aware of events, deadlines, and other important information in a timely fashion.	Maintaining our bilingual liaison's administrative time for outreach, communication, translation, etc. Explore evening meetings and trainings for parents/caregivers in computer skills, parenting support, and home visits.	4	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
49706800112987	Forestville Academy	3	During the pandemic, it was challenging for everyone to get involved an/or stay connected, especially when parents, caregivers, and volunteers were not allowed on campus for almost the entire school year.  That being said, our families worked hard at checking in with their children's teachers, reading through their emails and messages sent by the district and teachers, and following along on virtual classroom platforms when necessary.  We continue to make sure that all communication that goes out is in English and Spanish as well as providing translation/interpretation for meetings, conferences, and other events when needed.  The District has a long standing and good working relationship with the Forestville Education Foundation.  The Foundation has continued to support teachers and their classrooms with money for materials, supplies, and resources.  They have also continued to support the District with their Open Grant Program.  This year we also partnered with YouthTruth to provide a student, staff, and parent survey.  This is a three year commitment that will show our staff and parent/caregiver feedback over time as well as how our staff and families responses compare to Sonoma County.	As the District moves past the pandemic, the staff and parents/caregivers are looking forward to getting back on campus for meetings, conferences, events, activities, and other volunteer opportunities.  Continuing to provide those opportunities, by listening to parent/caregiver feedback, will be one of the areas of focus for improvement.  Continuing to work on strengthening, streamlining, and investigating more ways/avenues to communicate with parents/caregivers will be important.	We are continuing to increase opportunities for parent participation at the school and classroom levels, this includes town hall type meetings, trainings, Board meetings, surveys, YouthTruth surveys, use of our website, social media, marquee, and all call system to help keep parents/caregivers and the community informed and updated.  We will continue to ensure that our communications are reaching all of our families and done so in English and Spanish.  Additionally, we will provide the necessary support to those families who need accessing the different resources provided by the District.	Forestville began it's training and implementation of the social emotional program, Leader in Me, in the 2020-21 school year after teachers, staff, and administrators discussed the need for a new, sustainable, and effective program. Training was provided for teachers and for additional staff. Training and support will continue as well as training and support for parents so that our school community knows the program and can support it in school and at home. Forestville teachers, IA's, and other support staff began an 18 month online training program that will result in MTSS certification for those staff members in the 2021-22 and 2022-23 school years. Teachers regularly send home materials for their students, updated their online teaching platform (when applicable and appropriate) as well as progress monitoring reports, report cards, and benchmark assessments to help support the instructional program as well as keep parents/guardians updated on student progress. The district calendar provides scheduled teacher conferences in the fall and the spring. Progress on benchmarks, standards, and behavior are discussed and reviewed at these conferences. Bilingual and office supports reiterate how parents can exercise their rights and work to advocate for their students. In addition, all IEP and 504 meeting invitations are accompanied with a copy of parent/caregiver safeguards and rights. Meeting facilitators also make sure that parents/caregivers' concerns, ideas, and voices are heard and that they are a part of the whole process.	Continue to increase communication, schedule meetings earlier or later based on parent/caregiver needs, particularly our working families. Increase parent/caregiver use and understanding of our online communication, registration, and grade platform, Schoolwise. The intent is to hold parent/ caregiver trainings on Schoolwise since access to registration, enrollment information, school handbook, rules/expectations, attendance and parent rights are all included through the Schoolwise Parent Portal.	Training and sharing at DELAC, as well as After School Program, parent meetings on how to set up email, check and respond to email, how to set up Schoolwise, check grades, update contact information, etc. Increase the use of our one call system's text message feature to share short but important messages with parents or direct them to their email or website for more information. Explore increasing social media presence on platforms that parents/caregivers use more frequently than Facebook.	Administration, office staff, and teachers remind parents/guardians of upcoming meetings and how to get involved with advisory groups such as LCAP committee, DELAC, Budget Advisory Committee, and the Forestville Education Foundation. All families are surveyed, in their home language, to provide input on programs, interest in programs/policies, as well as sharing their opinions on needs, interests, and progress of their students and the school. The district offers family engagement activities school-wide through the school year, often in partnership with the Forestville Education Foundation.	Increase avenues of communication to make sure that important information is posted, emailed, and delivered in multiple ways, blanketing our families so they are aware of events, deadlines, and other important information in a timely fashion.	Maintaining our bilingual liaison's administrative time for outreach, communication, translation, etc. Explore evening meetings and trainings for parents/caregivers in computer skills, parenting support, and home visits.	4	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
49706980000000	Fort Ross Elementary	3	Each family receives one-on-one support.	Continue to maintain communication from home to school (especially regrading absences).	Each family will be provided with one-on-one outreach from the school. This will be done through multiple levels, to include our After School Program Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and Superintendent/Principal.	STRENGHTS AND PROGRESS  • Technology training for families	FOCUS AREA FOR IMPROVEMENT  • Partner with families to support social-emotional needs  • Increase communication to review and preview classroom learning	We will meet with each family as a team to understanding each child's social-emotional needs. This team can include an SEL specialist (e.g. counselor or psychologist). We will also develop broader connections with educational partners through a multi-district consortium.	STRENGHTS AND PROGRESS  • All materials and events are communicated in multiple formats.	AREA FOR IMPROVEMENT  • Due to our small enrollment, the number of families available to join advisory groups is limited (e.g. only 1 family has an English language learner). Our first priority will be for families who represent underrepresented groups to be involved in these meetings.	We will build relationships between families and multiple positions within the school site (e.g. After School Program Coordinator, Administrative Assistant, Instructional Assistants, Teachers, and Superintendent/Principal).	4	4	5	5	4	4	5	4	5	4	4	4	Met		21JUN2023	2023
49707060000000	Geyserville Unified	3	"We are at full implementation of staff building trusting and respectful relationships with families through Toolbox and Classtag App for consistent communication. Families reported the Relationships Overall Youth Truth Family Category 75% (2% below Sonoma County) for middle school and 60% (15% below Sonoma County) for high school. Additional ways in which we build trusting and respectful relationships: -Parent Conferences / Progress Reports -Communication Platform -Tool Box -Back to School Night/Open House  -Community Town Hall -Events, May Day   We are creating welcoming environments for all families by welcoming and professional office staff, safe and well-kept facilities, teachers, providing translators, bilingual flyers, posters, and communication. 92% of middle school families reported on the Youth Truth survey that, “My school creates a friendly environment”  (18% above Sonoma County).  65% of middle school families reported on the Youth Truth survey that, “My school creates a friendly environment”  (7% below Sonoma County).    Additional ways in which we create welcoming environments include: -Welcoming and professional office staff -Facilities, Teachers -Interpretation and Translation Services -Back to School Night   We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by holding Parent Information Night, Parent Conferences, Open House, Parent Coffee, DELAC, UDL, MTSS, and 7-12 Parent/Student Schedule Meeting. Families reported above average percent positives on the Youth Truth survey in the section regarding their schools respecting people of different religions and faiths, cultures, sexual orientations, abilities, gender identities, income, race/ethnicity, and country of origin.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences (including RFEP, IEP, 504, and SST meetings), Communication Platform, Open House, ELAC/DELAC, Back to School Night, Translation Services. 50% of middle families reported on the Youth Truth survey that, ""They receive information about what their child should learn and be able to do"" (11% below Sonoma County). 44% of high school families reported on the Youth Truth survey that, ""They receive information about what their child should learn and be able to do"" (14% below Sonoma County)."	"The focus area for this section will be ""developing the capacity of staff to build trusting and respectful relationships with families""."	The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings.	"We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, and Bilingual Back to School Night.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox/Second Step, Online Resources, Communication Platform, Parent Workshops , Parent Teacher Conferences, Google Classroom, and Parent Coffee Meetings. 50% of middle families reported on the Youth Truth survey that, ""They receive information about what their child should learn and be able to do"" (11% below Sonoma County). 44% of high school families reported on the Youth Truth survey that, ""They receive information about what their child should learn and be able to do"" (14% below Sonoma County).  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, LCAP Surveys, 7-12 Parent/Student Schedule Meeting, and Parent Meetings.  50% of middle school families reported that “they receive regular feedback about their child’s progress” (11% below Sonoma County). 53% of high school families reported that “they receive regular feedback about their child’s progress” (10% below Sonoma County).   Also, 50% of middle school families reported that, “Teachers clearly communicate expectations for their child's progress.” (9% below Sonoma County). 53% of high school families reported that, “Teachers clearly communicate expectations for their child's progress.” (4% below Sonoma County).  We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students through our Handbook, Annual Notifications, IEP/504 meetings, and DELAC/ELAC meetings."	"The focus area for this section will be ""implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""	The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training. 75% of middle school families reported that, “Families and teachers care about each other.” (1% above Sonoma County). 62% of high school families reported that, “Families and teachers care about each other.” (11% below Sonoma County).   Additional ways in which we seek input for decision making include: -Site Council/parent meetings -ELAC /DELAC -LCAP Process  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, DELAC, site council, board meetings, and small school community. 25% of middle school families reported, “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.” (27% below Sonoma County). 39% of high school families reported, “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.” (10% below Sonoma County).   Also, 25% of middle school families reported that, “they feel empowered to play a meaningful role in decision-making at their school.”  (21% below Sonoma County). 35% of high school families reported that, “they feel empowered to play a meaningful role in decision-making at their school.”  (12% below Sonoma County).  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC, Coffee with the Principal, partnering with Corazon Healdsburg, and Small Community.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs, Site Council, and Surveys. Within all the activities above we will seek to improve the engagement of underrepresented families.	"The focus area for this section will be ""building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""	The district will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC meetings, parent conferences, parent coffees, and 7-12 parent/student scheduling meetings.	4	4	5	5	3	4	4	4	3	3	3	3	Met		14JUN2023	2023
49707140000000	Gravenstein Union Elementary	3	Our most recent survey of parents indicates a very strong approval rating of district communication, administration value of parent input, and encouragement of feedback from parents and the community.  We continue to update our website and social media platforms as well as adopting Parent Square as a tool for communicating with our school community that ensures access for all users.  GUSD promotes parent, family, and community engagement in the education of our students.  We notify all families in their home language of the policies, services, and supports that GUSD has in place and provide contact information for appropriate district staff.  As a small district and in using our MTSS protocol, our classroom teachers will be the first line of support for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we have free child care and/or extended daycare hours.  We are currently engaged in a process to strengthen our MTSS protocols, particularly our menu of Tier II interventions, which includes strategies regarding the significance of staff in the role as a “productive adult” relationship for all students and learning more about all students and their families.  Our Tier I approaches for parent and family engagement are strong; we need to improve our abilities and techniques for our students performing below grade level.  GUSD is engaging with our county office of education and participating in their Continuous Improvement series.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.	We still have data and web site pages that are in need of updating, and we are working to include some focused communication highlighting the support we receive from our Gravenstein Parent Association (GPA) as well as providing information to our families related to events and supports offered by our community partners.  Our community has provided input that is guiding us to consolidate all of our online communication to one platform, provide more information about our electives and enrichments, and to continue to implement and expand our universal and targeted student supports.  Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we have hired a bi-lingual ELD support teacher, a licensed mental health counselor, expanded the support staffing for our RSP students, and engaged an outside consultant to support our diversity, equity, and inclusion efforts.	The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans.  In addition to the expansion of the Tier II menu options available in our MTSS, we have added multiple parent engagement activities designed specifically for our underrepresented families including our district Diversity, Equity, Inclusion and Belonging Committee, a DELAC, and hosted two Family Literacy Nights during the 22/23 school year.   The addition of our bi-lingual ELD Coordinator and the expansion of our Special Education staffing will increase availability and contacts with underrepresented families.  Our ELD Coordinator hosted a meeting with second language families to guide them through the process of responding to our parent survey in their native language.	As a function of our MTSS, we have worked to strengthen and institutionalize Tier I and Tier II supports designed to build partnerships.  This includes a variety of events and activities at the Tier I level to provide universal support for our entire student population as well as a menu of individualized interventions and services at the Tier II level for students below grade level academically, chronically absent, and/or experiencing behavioral challenges.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. Our classroom teachers are the first line of support (with translation as needed) for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, literacy training, technology use, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we offer free child care and/or extended daycare hours to accommodate parents' needs. To further assist these parents, a bilingual assistant helped families at our Meet-the-Teacher events to use multiple computers to navigate and complete our online forms. For any student that is not making expected grade level progress, our Tier II systems will be employed and we will use our SST/parent meeting protocol: gather baseline data, form a support team, meet with the parent (and student if appropriate), formulate an action plan with appropriate interventions, assign a staff case manager to support the student and parents in the implementation of the interventions, warm hand-offs to and ongoing communication with any outside agency with appropriate support services for the student and/or family, gather progress data, and inform the team of progress.  The creation of this case management system is an area of focus for us currently as we are building a menu of interventions and best practices.	"Currently, we are working on identifying and institutionalizing best practices for the implementation with fidelity of our Tier II interventions.  A key aspect of successful Tier II support is family engagement; each support team will face a unique set of challenges and barriers dependent on current circumstances and our staff is building a tool kit of supports to address a variety of needs.  Another focus area here is creating connections with our community partners that have the capacity to provide Tier III supports.  We are working to build connections that allow for ""warm hand-offs,"" reciprocal release of information agreements, and a system for monitoring fidelity of intervention implementation and progress monitoring.  Our community has provided input that is guiding us to consolidate all of our online communication to one platform, provide more information about our electives and enrichments, and to continue to implement and expand our universal and targeted student supports."	In addition to the expansion of the Tier II menu options available in our MTSS, we have added multiple parent engagement activities designed specifically for our underrepresented families including our district Diversity, Equity, Inclusion and Belonging Committee, a DELAC, and hosted two Family Literacy Nights during the 22/23 school year.   The addition of our bi-lingual ELD Coordinator and the expansion of our Special Education staffing will increase availability and contacts with underrepresented families.  Our ELD Coordinator hosted a meeting with second language families to guide them through the process of responding to our parent survey in their native language.	GUSD will engage with our county office of education and participate in their Continuous Improvement series.  Our teachers, specialized instructional support personnel, principals, and other staff will receive training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.  GUSD provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (sign-language interpreters, etc.) for school meetings and meetings with teachers as well as providing information and school reports in a language accessible to parents. Special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult.	For families of students that qualify for Title I services, we will notify all families by letter in their home language as an invitation to a parent meeting to discuss and receive feedback about our parent engagement policy as well as sharing information on the services and supports that GUSD has in place and provide contact information for appropriate district staff.  The parent and family engagement policy is agreed on by parents during our Title I Parent Meeting and district Site Council Meeting. Each year, the parent and family engagement policy is distributed to all parents and family members via the Student-Parent Handbook and on our district website, as well as citations in the annual Title I parent letter. This meeting will also explain the Common Core Standards, local and state assessments, progress reports/report card, and accessing and using our parent portal access for our student information system, Schoolwise.  All district meetings, correspondence and forms will be translated (GUSD will also meet any other communication accommodation need for our families). The district employs a bilingual clerk and three bilingual teachers that will serve as contact points for any Spanish-speaking families, and we will utilize County resources for any other language services as needed.	As we begin our third year of a common program for all students, we have the opportunity to institutionalize systems and implement protocols that will allow us to engage our stakeholders in decision making processes.  We will continue to recruit parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children to our ongoing School Site Council, advisory committees, and our LCAP planning team meetings, ensuring that information and school reports are provided in a format accessible to all.	5	5	4	4	4	4	5	4	5	5	4	5	Met		13JUN2023	2023
49707146051742	Gravenstein Elementary	3	Our most recent survey of parents indicates a very strong approval rating of district communication, administration value of parent input, and encouragement of feedback from parents and the community.  We continue to update our website and social media platforms as well as adopting Parent Square as a tool for communicating with our school community that ensures access for all users.  GUSD promotes parent, family, and community engagement in the education of our students.  We notify all families in their home language of the policies, services, and supports that GUSD has in place and provide contact information for appropriate district staff.  As a small district and in using our MTSS protocol, our classroom teachers will be the first line of support for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we have free child care and/or extended daycare hours.  We are currently engaged in a process to strengthen our MTSS protocols, particularly our menu of Tier II interventions, which includes strategies regarding the significance of staff in the role as a “productive adult” relationship for all students and learning more about all students and their families.  Our Tier I approaches for parent and family engagement are strong; we need to improve our abilities and techniques for our students performing below grade level.  GUSD is engaging with our county office of education and participating in their Continuous Improvement series.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.	We still have data and web site pages that are in need of updating, and we are working to include some focused communication highlighting the support we receive from our Gravenstein Parent Association (GPA) as well as providing information to our families related to events and supports offered by our community partners. Our community has provided input that is guiding us to consolidate all of our online communication to one platform, provide more information about our electives and enrichments, and to continue to implement and expand our universal and targeted student supports.  Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we have hired a bi-lingual ELD support teacher, a licensed mental health counselor, expanded the support staffing for our RSP students, and engaged an outside consultant to support our diversity, equity, and inclusion efforts.	The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans.  In addition to the expansion of the Tier II menu options available in our MTSS, we have added multiple parent engagement activities designed specifically for our underrepresented families including our district Diversity, Equity, Inclusion and Belonging Committee, a DELAC, and hosted two Family Literacy Nights during the 22/23 school year.   The addition of our bi-lingual ELD Coordinator and the expansion of our Special Education staffing will increase availability and contacts with underrepresented families.  Our ELD Coordinator hosted a meeting with second language families to guide them through the process of responding to our parent survey in their native language.	As a function of our MTSS, we have worked to strengthen and institutionalize Tier I and Tier II supports designed to build partnerships.  This includes a variety of events and activities at the Tier I level to provide universal support for our entire student population as well as a menu of individualized interventions and services at the Tier II level for students below grade level academically, chronically absent, and/or experiencing behavioral challenges.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. Our classroom teachers are the first line of support (with translation as needed) for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, literacy training, technology use, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we offer free child care and/or extended daycare hours to accommodate parents' needs. To further assist these parents, a bilingual assistant helped families at our Meet-the-Teacher events to use multiple computers to navigate and complete our online forms. For any student that is not making expected grade level progress, our Tier II systems will be employed and we will use our SST/parent meeting protocol: gather baseline data, form a support team, meet with the parent (and student if appropriate), formulate an action plan with appropriate interventions, assign a staff case manager to support the student and parents in the implementation of the interventions, warm hand-offs to and ongoing communication with any outside agency with appropriate support services for the student and/or family, gather progress data, and inform the team of progress.  The creation of this case management system is an area of focus for us currently as we are building a menu of interventions and best practices.	"Currently, we are working on identifying and institutionalizing best practices for the implementation with fidelity of our Tier II interventions.  A key aspect of successful Tier II support is family engagement; each support team will face a unique set of challenges and barriers dependent on current circumstances and our staff is building a tool kit of supports to address a variety of needs.  Another focus area here is creating connections with our community partners that have the capacity to provide Tier III supports.  We are working to build connections that allow for ""warm hand-offs,"" reciprocal release of information agreements, and a system for monitoring fidelity of intervention implementation and progress monitoring.  Our community has provided input that is guiding us to consolidate all of our online communication to one platform, provide more information about our electives and enrichments, and to continue to implement and expand our universal and targeted student supports."	In addition to the expansion of the Tier II menu options available in our MTSS, we have added multiple parent engagement activities designed specifically for our underrepresented families including our district Diversity, Equity, Inclusion and Belonging Committee, a DELAC, and hosted two Family Literacy Nights during the 22/23 school year.   The addition of our bi-lingual ELD Coordinator and the expansion of our Special Education staffing will increase availability and contacts with underrepresented families.  Our ELD Coordinator hosted a meeting with second language families to guide them through the process of responding to our parent survey in their native language.	GUSD will engage with our county office of education and participate in their Continuous Improvement series.  Our teachers, specialized instructional support personnel, principals, and other staff will receive training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.  GUSD provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (sign-language interpreters, etc.) for school meetings and meetings with teachers as well as providing information and school reports in a language accessible to parents. Special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult.	For families of students that qualify for Title I services, we will notify all families by letter in their home language as an invitation to a parent meeting to discuss and receive feedback about our parent engagement policy as well as sharing information on the services and supports that GUSD has in place and provide contact information for appropriate district staff.  The parent and family engagement policy is agreed on by parents during our Title I Parent Meeting and district Site Council Meeting. Each year, the parent and family engagement policy is distributed to all parents and family members via the Student-Parent Handbook and on our district website, as well as citations in the annual Title I parent letter. This meeting will also explain the Common Core Standards, local and state assessments, progress reports/report card, and accessing and using our parent portal access for our student information system, Schoolwise.  All district meetings, correspondence and forms will be translated (GUSD will also meet any other communication accommodation need for our families). The district employs a bilingual clerk and three bilingual teachers that will serve as contact points for any Spanish-speaking families, and we will utilize County resources for any other language services as needed.	As we begin our first year of a common program for all students, we have the opportunity to build systems and implement protocols that will allow us to engage our stakeholders in decision making processes.  We will continue to recruit parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children to our ongoing School Site Council, advisory committees, and our LCAP planning team meetings, ensuring that information and school reports are provided in a format accessible to all.	5	5	4	4	4	4	5	4	5	5	4	5	Met		13JUN2023	2023
49707146051759	Hillcrest Middle	3	Our most recent survey of parents indicates a very strong approval rating of district communication, administration value of parent input, and encouragement of feedback from parents and the community.  We continue to update our website and social media platforms as well as adopting Parent Square as a tool for communicating with our school community that ensures access for all users.  GUSD promotes parent, family, and community engagement in the education of our students.  We notify all families in their home language of the policies, services, and supports that GUSD has in place and provide contact information for appropriate district staff.  As a small district and in using our MTSS protocol, our classroom teachers will be the first line of support for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we have free child care and/or extended daycare hours.  We are currently engaged in a process to strengthen our MTSS protocols, particularly our menu of Tier II interventions, which includes strategies regarding the significance of staff in the role as a “productive adult” relationship for all students and learning more about all students and their families.  Our Tier I approaches for parent and family engagement are strong; we need to improve our abilities and techniques for our students performing below grade level.  GUSD is engaging with our county office of education and participating in their Continuous Improvement series.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.	We still have data and web site pages that are in need of updating, and we are working to include some focused communication highlighting the support we receive from our Gravenstein Parent Association (GPA) as well as providing information to our families related to events and supports offered by our community partners.  Our community has provided input that is guiding us to consolidate all of our online communication to one platform, provide more information about our electives and enrichments, and to continue to implement and expand our universal and targeted student supports.  Through the adoption of our MTSS and the related action items listed in our district vision and mission statements and LCAP goals, we have hired a bi-lingual ELD support teacher, a licensed mental health counselor, expanded the support staffing for our RSP students, and engaged an outside consultant to support our diversity, equity, and inclusion efforts.	The engagement of underrepresented families is a key strategy included in our Tier II MTSS support plans.  In addition to the expansion of the Tier II menu options available in our MTSS, we have added multiple parent engagement activities designed specifically for our underrepresented families including our district Diversity, Equity, Inclusion and Belonging Committee, a DELAC, and hosted two Family Literacy Nights during the 22/23 school year.   The addition of our bi-lingual ELD Coordinator and the expansion of our Special Education staffing will increase availability and contacts with underrepresented families.  Our ELD Coordinator hosted a meeting with second language families to guide them through the process of responding to our parent survey in their native language.	As a function of our MTSS, we have worked to strengthen and institutionalize Tier I and Tier II supports designed to build partnerships.  This includes a variety of events and activities at the Tier I level to provide universal support for our entire student population as well as a menu of individualized interventions and services at the Tier II level for students below grade level academically, chronically absent, and/or experiencing behavioral challenges.  Our teachers, specialized instructional support personnel, principals, and other staff are receiving training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents. Our classroom teachers are the first line of support (with translation as needed) for parent education and providers of parent engagement opportunities including but not limited to: Meet-the-Teacher events/Orientation, Back-to-school nights, parent-teacher conferences, classroom volunteer opportunities, driver and chaperone opportunities for field trips, literacy training, technology use, presentations, performances, and school-wide family events.  When these events fall in the late afternoon or evening, we offer free child care and/or extended daycare hours to accommodate parents' needs. To further assist these parents, a bilingual assistant helped families at our Meet-the-Teacher events to use multiple computers to navigate and complete our online forms. For any student that is not making expected grade level progress, our Tier II systems will be employed and we will use our SST/parent meeting protocol: gather baseline data, form a support team, meet with the parent (and student if appropriate), formulate an action plan with appropriate interventions, assign a staff case manager to support the student and parents in the implementation of the interventions, warm hand-offs to and ongoing communication with any outside agency with appropriate support services for the student and/or family, gather progress data, and inform the team of progress.  The creation of this case management system is an area of focus for us currently as we are building a menu of interventions and best practices.	"Currently, we are working on identifying and institutionalizing best practices for the implementation with fidelity of our Tier II interventions.  A key aspect of successful Tier II support is family engagement; each support team will face a unique set of challenges and barriers dependent on current circumstances and our staff is building a tool kit of supports to address a variety of needs.  Another focus area here is creating connections with our community partners that have the capacity to provide Tier III supports.  We are working to build connections that allow for ""warm hand-offs,"" reciprocal release of information agreements, and a system for monitoring fidelity of intervention implementation and progress monitoring.  Our community has provided input that is guiding us to consolidate all of our online communication to one platform, provide more information about our electives and enrichments, and to continue to implement and expand our universal and targeted student supports."	In addition to the expansion of the Tier II menu options available in our MTSS, we have added multiple parent engagement activities designed specifically for our underrepresented families including our district Diversity, Equity, Inclusion and Belonging Committee, a DELAC, and hosted two Family Literacy Nights during the 22/23 school year.   The addition of our bi-lingual ELD Coordinator and the expansion of our Special Education staffing will increase availability and contacts with underrepresented families.  Our ELD Coordinator hosted a meeting with second language families to guide them through the process of responding to our parent survey in their native language.	GUSD will engage with our county office of education and participate in their Continuous Improvement series.  Our teachers, specialized instructional support personnel, principals, and other staff will receive training and support in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school as we assess and monitor the progress of our students and communicate with and receive feedback from our parents.  GUSD provides opportunities for the informed participation of parents and family members with disabilities by providing reasonable accommodations (sign-language interpreters, etc.) for school meetings and meetings with teachers as well as providing information and school reports in a language accessible to parents. Special accommodations will be made for communicating with families that have accessibility needs or other special needs which make corresponding with the school difficult.	For families of students that qualify for Title I services, we will notify all families by letter in their home language as an invitation to a parent meeting to discuss and receive feedback about our parent engagement policy as well as sharing information on the services and supports that GUSD has in place and provide contact information for appropriate district staff.  The parent and family engagement policy is agreed on by parents during our Title I Parent Meeting and district Site Council Meeting. Each year, the parent and family engagement policy is distributed to all parents and family members via the Student-Parent Handbook and on our district website, as well as citations in the annual Title I parent letter. This meeting will also explain the Common Core Standards, local and state assessments, progress reports/report card, and accessing and using our parent portal access for our student information system, Schoolwise.  All district meetings, correspondence and forms will be translated (GUSD will also meet any other communication accommodation need for our families). The district employs a bilingual clerk and three bilingual teachers that will serve as contact points for any Spanish-speaking families, and we will utilize County resources for any other language services as needed.	As we begin our third year of a common program for all students, we have the opportunity to institutionalize systems and implement protocols that will allow us to engage our stakeholders in decision making processes.  We will continue to recruit parents and family members who have limited English proficiency, parents and family members with disabilities, and parents and family members of migratory children to our ongoing School Site Council, advisory committees, and our LCAP planning team meetings, ensuring that information and school reports are provided in a format accessible to all.	5	5	4	4	4	4	4	4	5	5	4	5	Met		13JUN2023	2023
49707220000000	Guerneville Elementary	3	We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Toolbox, Safe School Ambassadors, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, Stakeholder Fair, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.	"As part of our community based schools model we are focusing on ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. "" during the 2023-2024 school year."	As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the initial start-up of a new Parent Group (Cafecitos Community Group)  that convenes on a bi-weekly basis. The Group focuses on the progress of LCAP Goal, Community School focus, building leadership capacity, parenting resources, parent generated-topics /themes, and requested guest speakers  Meetings are bilingual (English/Spanish). Parent Club will convene monthly with the above focus as well as celebrating student successes.   -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools (i.e. Health & Engagement Fairs, STEAM) school wide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare and Aeries Portal- goal 100% parent participation).	We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences. We are providing families with information and resources to support student learning and development in the home through Parent Orientations , Technology Night, Math/Literacy Night, Toolbox, READY County Partnership, Website. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Stakeholder Fair. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, Website Resource, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.	"As part of our community based schools model we are focusing on ""Providing professional learning and support to teachers and Administrative Leadership team to improve our schools' capacity to partner with families."" during the 2023-2024 school year."	As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the start-up of a new Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation. -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare/Aeries Parent Portal).	We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, DELAC, Coffee with the Principal, Social Media Accounts. We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees, Stakeholder Fair. Within all the activities above we will seek to improve the engagement of underrepresented families.	"As part of our community based schools model we are focusing on ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. during the 2023-2024 school year."	As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the start-up of a new Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation. -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare).	4	4	4	5	5	4	5	4	4	4	4	4	Met		26JUN2023	2023
49707220139048	California Pacific Charter - Sonoma	3	Strengths CPCS successfully engages in pupil and family outreach. CPCS offers two way communication via the school's website, email, phone, text, Parent Square messaging, School Site Council (Parent Advisory Committee), and virtual meetings. Parents agree that the school communicates community resources that are available to their family. In data collected from stakeholder surveys, 98.3% of parents feel satisfied with opportunities to provide input and participate in their child's education. 100% of parents indicate that they feel their input is valued. 100% of students agreed that their teacher is available to them when they need help and support with their schoolwork. 98.6% of students agree that their teacher cares about their education and helps them succeed. 95.9% of students report that they feel safe at school. 91.2% of students report that they know they have someone at school to talk to for support if they have a problem. 100% of parents are satisfied with their child's school overall. 97.3% of students express an overall satisfaction with their school.	CalPac plans to continue to expand the parent university program which provides resources and information to parents on various educational, social emotional, academic, and safety topics regarding supporting their children and their children's best interests.	Focus Area To the greatest extent possible, CPCS would like to focus on paring families whose primary language is a language other than English with a bilingual homeroom teacher that can facilitate meetings and support meaningful communication with parents in their primary language. CPCS will continue to offer two way communication opportunities and opportunities to participate in the school community for all education partners, including families whose primary language may be a language other than English.	Strengths CPCS assigns each pupil to a homeroom teacher. The primary role of the homeroom teacher is to work with each student and family in an effort to develop a personalized learning plan and success plan for each student. Homeroom teachers use student interest surveys in an effort to better understand student strenths and weaknesses and to gain a clear understanding of what resources and supports could best serve in supporting individual students in the independent study program. Homeroom teachers partner with parents in providing information and support that can assist their chilld in successfuly engaging in school and reaching success. In data collected from education partner surveys, 81.3% of parents stated that they participate in meetings with their child's teacher to discuss and set education goals for their child. 95.5% of students responded that they agree that their teacher is available to help them and support them with their school work. 95.5% of students agree that their teacher helps them to set goals to be successful in school. 100% of students stated that their teacher cares about their education and helps them to succeed. 90.9% of students stated that if they have a problem, they know they have someone at school that they can talk to for support and 97.7% of students stated that overall, they are satisfied with their school. CPCS is consistent in supporting families to unserstand their legal rights and advocate for their children. Parent rights are reviewed in IEP and 504 plan meetings. CPCS maintains a uniform complaint policy and makes the unform complaint form available to school stakeholders.	Focus Area CPCS launched a Parent University program in the 22-23 school year. Parent University is used as for parent education, resources, and support in areas that can help support their students socially, emotionally, and academically. CPCS plan to continue to expand this program with additional resources to better support student outcomes.	CPCS plans to further develop the homeless youth program by providing additional training for the homeless youth coordinator and holding regular meetings with students and families to ensure this student population is engaged in school and has every opportunity to be successful.	Strengths CPCS is currently engaged in this work as outlined in LCAP Goal 3: We will establish connections and partnerships with our families and community to increase engagement, involvement, ensure safety and satisfaction to support student learning and achievement. Effective and meaningful transparent communication will provide all stakeholders opportunities for input in decision making at the program and charter levels. Support for engaging families in advisory groups for the purpose of providing meanful input on decision making, policeis and programs, and family engagement activities are embedded in action items 3.1, 3.2, and 3.6. Parents and students provide input through homeroom meetings, back to school nights, surveys, virtual events, public meetings, school site council meetings, club meetings, WASC focus groups, and other methods of 2-way communication with the school. Based on an education partner survey, parents indicated that they feel satisfied with the school in providing input opportunities for them to participate in the school and their child's education.	Focus Area The school will involve the School Site Council members (SSC serves as Parent Advisory Committee) to seek input regarding decision-making.	The school will offer translation of written and verbal communication when needed to support students, families, or other education partners whose primary language is a language other than English.	5	4	4	5	4	4	5	5	5	5	4	4	Met		20JUN2023	2023
49707226051767	Guerneville Elementary (Charter)	3	We are developing the capacity of staff to build trusting and respectful relationships with families by utilizing Toolbox, Safe School Ambassadors, Ongoing PD. We are creating welcoming environments for all families by Office & Teaching Staff, Facilities, Environmental Print. We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All about me pages, Goal Setting Sessions. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families Parent Information Nights, Parent Conferences, Open House, Stakeholder Fair, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.	"As part of our community based schools model we are focusing on ""Supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. "" during the 2023-2024 school year."	As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the initial start-up of a new Parent Group (Cafecitos Community Group)  that convenes on a bi-weekly basis. The Group focuses on the progress of LCAP Goal, Community School focus, building leadership capacity, parenting resources, parent generated-topics /themes, and requested guest speakers  Meetings are bilingual (English/Spanish). Parent Club will convene monthly with the above focus as well as celebrating student successes.   -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools (i.e. Health & Engagement Fairs, STEAM) school wide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare and Aeries Portal- goal 100% parent participation).	We are doing very well building partnerships throughout the community for student outcomes. A majority of the items are at the full implementation/ full Implementation and Sustainability level, with only one item at initial implementation. We will continue to work towards supporting families to understand and exercise their legal rights and advocate for their own students and all students. We are providing ongoing professional learning and support to teachers and principals to improve a school’s capacity to partner with families by PD Days and Professional Conferences. We are providing families with information and resources to support student learning and development in the home through Parent Orientations , Technology Night, Math/Literacy Night, Toolbox, READY County Partnership, Website. We are implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting, Stakeholder Fair. We are supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, Website Resource, School Compacts. Within all the activities above we will seek to improve the engagement of underrepresented families.	"As part of our community based schools model we are focusing on ""Providing professional learning and support to teachers and Administrative Leadership team to improve our schools' capacity to partner with families."" during the 2023-2024 school year."	As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the start-up of a new Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation. -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare/Aeries Parent Portal).	We are doing very well at seeking input for decision making. We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training. We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, Stakeholder Fair. We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, DELAC, Coffee with the Principal, Social Media Accounts. We are Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district level by Parent Clubs, Advisory Committees, Stakeholder Fair. Within all the activities above we will seek to improve the engagement of underrepresented families.	"As part of our community based schools model we are focusing on ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making. during the 2023-2024 school year."	As a community-based school, ensure families and school staff work together to support and improve the learning, development, and health of students. -Promote parental participation in programs for unduplicated pupils individuals with exceptional needs -Provide a welcoming environment, information and resources, and opportunities to meet with teachers to discuss student progress  -Create/hire a part-time position that assists in providing  bilingual services and resources in order  to further engage and support EL families -Foster parent partnerships via the start-up of a new Parent Club that convenes on a monthly basis. The Club focuses on the progress of LCAP Goals, Community School focus, parenting resources, parent generated-topics /themes, requested guest speakers and celebrating student successes. Spanish translation will be made available to support English Learner family participation. -Communicate students’ ongoing progress to parents via report cards, progress reports, parent portals, and regularly scheduled conferences and parent meetings. -Provide at least 4  annual family events that highlight MACS (Multi-Tiered Systems of Supports, AVID, Community-Based Schools, STEAM) schoolwide focus areas. -Further refine the school messaging and notification system so that all families, students, and staff have one platform for easy, ongoing, two-way communication access in their preferred language (e.g. ParentSquare).	4	4	4	5	5	4	5	4	4	4	4	4	Met		26JUN2023	2023
49707300000000	Harmony Union Elementary	3	"According to Jan 2023 Youth Truth Survey data, Families responded to the survey question ""the degree to which families experience positive relationships in their school based on respect, care and approachability"" at the 94th percentile relative to other county schools."	"Though the scores were relatively high compared to peer schools, the school has experienced significant population growth in fall 2023. Thus the school anticipates a drop in the index unless significant efforts are made to onboard and engage with new families.    One survey question asked ""the degree to which there are open and effective lines of communication between families and schools.""  This question received low, 49th percentile results, suggesting communication pathways were underdeveloped.  The first area of focus in response to the above data is improvement in school communication and notifications, The second area of focus is in increasing parent volunteerism, the third is in stakeholder engagement on new initiatives including curriculum adoptions, committees and surveys."	The school launched a DEIA committee in fall 2023 to survey and develop initiatives to more fully engage underrepresented families in the data on school relationships	"According to Jan 2023 Youth Truth Survey data, Families responded to the survey question ""the degree to which families are engaged in their school and empowered to influence decision making"" at the 67th percentile, slightly above county average.  For the question ""the degree to which families believe that their school deploys the necessary resources to support students"" respondents rated this scale in the 71st percentile, significantly higher than the county.    In addition to survey data, CAASPP scores for the district indicated very similar or slightly elevated performance relative to pre-pandemic levels.  This outcome was surprising given the statewide decrease in performance that appeared to be due to the instructional gaps experienced during COVID closures."	The district recognizes the need for increased capacity for the student resource team that is primarily charged with facilitation of student services, both academic and social emotional.  The 504/SST/IEP process is managed in this structure.  For the 2023 school year, a new position consisting of a TOSA acting as the student services coordinator is intended to expand such capacity and increase school to home collaboration.	The DEIA committee will be analyzing CAASPP longitudinal data to present recommendations to the Student Resource Team for modifications to current practices.	"According to Jan 2023 Youth Truth Survey data, Families responded to the survey question ""the degree to which families are engaged in their school and empowered to influence decision making"" at the 67th percentile, slightly above county average.  For the 2023 school year, multiple new committees were instituted including a Curriculum adoption committee, DEIA committee, School Unification committee, Energy resiliency committee, and Bond Committee.  In addition, in spring 2023 and into fall 2023, the student council was reconstituted since the pandemic.  increased use of surveys to inform decisions, and multiple parent forums on topics of import to the board have been held and scheduled."	The LEA will focus on committee stakeholder engagement and broadening the selection of standing committees.  The new communications consultant will also improve district communication with families for developing decisions and facilitating family engagement in the decision making process and board and administrative levels.	The DEIA committee will be evaluating survey results from both the youth truth survey as well as a locally developed survey tool to aggregate feedback on the experience of underrepresented families as it relates to input for decision making.	4	3	4	3	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
49707306110639	Salmon Creek School - A Charter	3	"According to Jan 2023 Youth Truth Survey data, Families responded to the survey question ""the degree to which families experience positive relationships in their school based on respect, care and approachability"" at the 94th percentile relative to other county schools."	The first area of focus in response to the above data is improvement in school communication and notifications, The second area of focus is in increasing parent volunteerism, the third is in stakeholder engagement on new initiatives including curriculum adoptions, committees and surveys.	The school launched a DEIA committee in fall 2023 to survey and develop initiatives to more fully engage underrepresented families in the data on school relationships	"According to Jan 2023 Youth Truth Survey data, Families responded to the survey question ""the degree to which families are engaged in their school and empowered to influence decision making"" at the 67th percentile, slightly above county average.  For the question ""the degree to which families believe that their school deploys the necessary resources to support students"" respondents rated this scale in the 71st percentile, significantly higher than the county.    In addition to survey data, CAASPP scores for the district indicated very similar or slightly elevated performance relative to pre-pandemic levels.  This outcome was surprising given the statewide decrease in performance that appeared to be due to the instructional gaps experienced during COVID closures."	The district recognizes the need for increased capacity for the student resource team that is primarily charged with facilitation of student services, both academic and social emotional.  The 504/SST/IEP process is managed in this structure.  For the 2023 school year, a new position consisting of a TOSA acting as the student services coordinator is intended to expand such capacity and increase school to home collaboration.	The DEIA committee will be analyzing CAASPP longitudinal data to present recommendations to the Student Resource Team for modifications to current practices.	"According to Jan 2023 Youth Truth Survey data, Families responded to the survey question ""the degree to which families are engaged in their school and empowered to influence decision making"" at the 67th percentile, slightly above county average.  For the 2023 school year, multiple new committees were instituted including a Curriculum adoption committee, DEIA committee, School Unification committee, Energy resiliency committee, and Bond Committee.  In addition, in spring 2023 and into fall 2023, the student council was reconstituted since the pandemic.  increased use of surveys to inform decisions, and multiple parent forums on topics of import to the board have been held and scheduled."	The LEA will focus on committee stakeholder engagement and broadening the selection of standing committees.  The new communications consultant will also improve district communication with families for developing decisions and facilitating family engagement in the decision making process and board and administrative levels.	The DEIA committee will be evaluating survey results from both the youth truth survey as well as a locally developed survey tool to aggregate feedback on the experience of underrepresented families as it relates to input for decision making.	4	3	4	3	4	4	4	4	4	4	3	3	Met		15JUN2023	2023
49707306120588	Pathways Charter	3	Given our non-classroom-based setting, Pathways students do a majority of their work at home. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction depending on student/family needs. These meetings can take place in person, by phone, or online. We've expanded our mental health support services and continue to develop our intervention system (MTSS).	In addition to the individual student support described above, we communicate with families through regional and schoolwide eBulletins, offer a variety of field trips that can be attended by students as well as their siblings and parents/guardians, and provide periodic opportunities for online or in-person information sessions, parent/guardian workshops, etc. We continue to seek ways to communicate with families via the method that best suits them and to provide additional tools and support for successful home-based learning.	Some of our families may be underrepresented due to language or cultural barriers, or because of socioeconomic factors. This is why we will continue our efforts to provide more information, documents, and eBulletins in translation; to continue to hire new staff members who speak Spanish; keep adding physical and mental health, emergency and food, sexual orientation, and gender identity resources to our website; and to provide mental health support services through our school partnership with Keystone Therapy).	Pathways teachers work one-on-one with each student and parent/guardian to design a personalized learning plan. Given our non-classroom-based setting, students do the majority of their work at home; however, over the past several years we've significantly increased our class offerings (onsite and online), to provide additional direct instruction. Our staff offers a range of support services to help students be successful, including individual student/family meetings every 1-3 weeks to review progress and provide targeted instruction depending on student/family needs. These meetings can take place in person, by phone, or online. We've expanded our mental health support services and continue to develop our intervention system (MTSS).	Continued implementation and development of a robust multi-tiered system of supports for our students.	Improving our relationships with underrepresented families will help us to better partner with them in support of their children. This is why we will continue the outreach efforts described above (i.e., providing more information, documents, and eBulletins in translation; continuing to hire new staff members who speak Spanish; adding physical and mental health, emergency and food, sexual orientation, and gender identity resources to our website; providing mental health support services through our school partnership with Keystone Therapy), in addition to increasing staff development time around this topic.	The majority of our school board members are current or former parents/guardians of Pathways students. We solicit input from the community via surveys several times a year, with each survey requesting feedback on different aspects of the program; completion rates are fairly good. We also offer opportunities for participation in parent/guardian forums from time to time, which are poorly attended.	Given our non-classroom-based setting, Pathways students do a majority of their work at home. This means that parents/guardians already expend an unusual amount of time and energy in support of their children's education which, seems to result in less participation in the school's program overall. Even so, we will continue to use anecdotal feedback and requests, as well as the survey responses we gather, to inform program decisions.	By improving the outreach and support efforts described above, we hope to continually strengthen our relationships and partnerships with families which, in turn, will encourage their increased participation in school program decision-making.	4	4	4	3	3	3	3	3	2	2	3	2	Met		22JUN2023	2023
49707630000000	Horicon Elementary	3	The school has a strong rapport with Families and the community and has sustainable communication and platforms in place. We are the local community center, public park outside of school hours, rental facility for local gatherings and parties, and the defacto local shelter in emergencies. We partner with local first responders and community leaders to offer support to the greater area since we are an unincorporated area and lack a formal city council or local government agency.	The school community of staff, parents, board, site council, and community members provide a safe and secure relationship between all stakeholders. This relationship helps quell fear around intruder incidents and potential wildfire threats. We are continuing to improve our emergency systems and protocols in order to alleviate some of these inherent fears.	Local data shows that our Hispanic families are under-represented in our regular site council and has not actively engaged in the opportunities provided to participate in ELAC despite many attempts made by the district. We will continue to do outreach and attempt to encourage and recruit by creating and supporting a healthy culture that promotes communication and collaboration.	The School has a strong rapport with families and the community and has a sustainable platform for building partnerships with families. We are the heart of the community in Annapolis and highly regarded by the local feeder communities as evidenced by our parent ratings as well as our high number of interdisrtict transfers from other local disrticts.	The site council meetings and board meetings offer the opportunity for feedback to the school around performance outcomes. However, our Spanish-speaking families do not historically attend these meetings and, while active at parent events, do not have a significant voice.	The district is still seeking to have a participatory ELAC team. However, no quorum has been able to be achieved despite monthly reminders.	Community outreach will continue to exist as well as will the annual survey sent home to families. Furthermore, two Spanish-speaking translators are made available for regular daily communication on-site, via phone, and at all meetings.	The site council meetings and board meetings offer the opportunity for feedback to the school around performance outcomes. However, our Spanish-speaking families do not historically attend these meetings and, while active at parent events, do not have a significant voice.	The school provides a very well-rounded and effective learning environment. Collaborative teamwork based on respect, trust, and support is essential for effective school governance as well as steady academic progress. We will continue to encourage involvement from all stakeholders, particularly focusing on our Spanish-speaking parents and our attempts to have them more involved.	5	5	5	5	5	3	4	5	5	4	4	5	Not Met For Two or More Years		09OCT2023	2023
49707890000000	Kenwood	3	"Based on Stakeholder input from our annual Parent Survey, families feel that our LEA's strengths include communication with our families.  91% of families that responded to our Survey, feel that the LEA does either a ""Great"" or an ""Average"" job in communicating and building relationships with our community.  Kenwood is aware of the difficulty in building relationships with families due to the pandemic and teachers are focusing on more outreach such as newsletters, emails and phone calls in order to communicate with parents, rather than relying on face to face conversations."	The LEA is concerned that 9% of families feel that communication between the school and the families is lacking.  We are making a concerted effort to notify families of school wide events, community events, and possible volunteer opportunities.  We are continuing to find ways to increase attendance and increase student engagement via newsletters and One Call notifications.  Our office is making numerous phone calls to improve our attendance rate and support families when students miss school frequently.	The LEA will make a concerted effort to engage underrepresented families in an attempt to build a strong relationship and support families when needed.  We will increase our counselor time with the use of one-time Funds in an attempt to engage these families through phone calls, emails and at home visits.  Meanwhile, the principal is making phone calls to underrepresented families in an attempt to invite them to special events such as Open House, Coffee with the Principal, or Jog-a-thon.	"Partner input, including the Parent Survey, Site Council, KSA and Board of Trustee Input, the community feels Kenwood School is doing a good job in building partnerships for student outcomes. In fact 94% of families surveyed feel that Kenwood School is doing a ""Good"" or ""Great"" job with student achievement."	Parent Surveys and communication through our Coffee with the Principal program, have indicated that families would appreciated opportunities to learn a foreign language and extended learning opportunities. The LEA will Continue to look to fulfill these possibilities. Staffing has been difficult over the past year but we anticipate more opportunities for Partnerships in the future. We will continue to reach out to local partners such as the colleges and civic minded groups such as Kiwanis, Rotary and Project 100 to help us fund these programs.	By hiring a Bi-Lingual School Counselor, we have given ourselves the opportunity to perform outreach to some of our Unduplicated EL students. This outreach will give families an opportunity to meet and discuss important topics, work on homework, ask clarifying questions and to help these families to become more engaged in their student's schooling.	Through monthly KSA and KEF meetings, bi-weekly newsletters, Site Council, and our annual parent survey, we are able to get a fair amount of feedback from our educational partners. As COVID has kept many families away from school, we have relied upon our School Newsletter, our One-Call system, and School Website to convey important information. And although this was successful this year, we hope to add extra strategies in the upcoming years to help build those partnerships.	The Principal will meet with families with his Monthly Coffee Chats with parents as they come to school to drop off their students. These informal meetings will give families a chance to ask questions and address concerns as well as get monthly updates from the principal. Monthly Site Council meetings, KEF meetings, and KSA meeting also allow the principal to speak directly to families and other volunteers regarding decisions that need to be made with stakeholder input. Based on input from families on the Parent Survey, better communication is an area that our LEA can do better at.	More outreach is needed at Kenwood. We will begin improving engagement with registration and First Day packets when the school year begins. Meeting families and asking them to get involved in various committees will provide underrepresented the opportunity to become engaged and show that we value their insights. We will send home a questionnaire asking parents to sign up for committees and how they feel they can support our school. Unfortunately, the 2020-2022 school years have been difficult to engage families due to the pandemic and we are struggling to decide if we need to change our strategies for parent engagement or if engagement will return back to normal when COVID-19 is no longer a hurdle.	5	4	5	4	5	4	4	4	5	4	4	5	Met		08JUN2023	2023
49707970000000	Liberty Elementary	3	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
49707970107284	California Virtual Academy @ Sonoma	3	The school focuses on building meaningful relationships to support student success in the virtual learning environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, how to request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly connection calls and academic conferences, and provide standards-based, synchronous (live) instruction. During monthly connection calls teachers discuss students’ strengths and goals, teacher expectations, as well as build relationships with students and parents, leading to improved engagement and academic outcomes. Teachers and staff use platforms such as Newrow allowing face-to-face virtual interaction with students and parents.  Teachers and staff focus on building relationships with  every student in the school. Through daily connections, relationships between students, teachers, and families are built. Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being, with a focus on self-awareness and self-management. In addition to classroom connections, we provide in-person and virtual outings, clubs, and parent/learning coach (LC) support sessions, some offered in English and Spanish. We provide support to families throughout the calendar year, including summer. Administrators host online parent, student, and staff feedback sessions throughout the year. Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support.	The school involves parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title I meetings, Partner Engagement Meetings, English Learner Advisory Committee (ELAC), Local Control Accountability Plan (LCAP) feedback and planning, and WASC (Accrediting Commission for Western Association of Schools and Colleges). These provide feedback to the leadership team on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings.	CAVA has utilized a team of support staff to ensure the engagement of underrepresented families through the Compass program (approx. 12% of students participate in the Compass support program). CAVA has added bilingual engagement support for Spanish speaking families during the onboarding process to provide additional support throughout the calendar year and will offer expanded opportunities for the LEP families in the 23-24 SY. Schoolwide forms and documents have been translated into Spanish. Document translation and interpreting services are available, on demand.	An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and the school intentionally involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectation, along with provide assessment results.  Parents have access to student grades and online school activities including curriculum assessments. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. The school has graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students.	CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensure high levels of learning for every student.	The school has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. The school also offers Stride Career Prep (SCP), a career readiness education program, allowing students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. Sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit.  Through the schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, LC Community (social platform for CAVA parents/learning coaches), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for students. The Family Teacher Organization (FTO) meets monthly with the goal to strengthen student support by increasing partnership between home and school.	1 Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions.   The following is a summary of the trends and feedback from various parent surveys from the 22-23 SY, including responses to the LCAP survey, Title I feedback survey, and Fall and Winter Partner Engagement Meeting feedback survey.   Overall parents indicate satisfaction with the school, finding it beneficial for their students and appreciate teacher and staff support and the communication the school provides to students and families. They value access to review their student’s progress to see if their student is behind in a subject and also access to preview curriculum. They appreciate the versatile and robust curriculum and that their students have access to a broad course of study. Parents indicate they appreciate that the school offers a variety of opportunities for high school students and socialization activities for all grade levels. They appreciate that the school rewards students who excel and succeed. They are happy that a group for Spanish-speaking parents exists.	CAVA's area of focus for seeking input for decision making: • Streamline scheduling of classes and assignments to better balance the school day and reduce the feelings of being overwhelmed. • Not enough time for all the responsibilities/tasks of learning coach.  • Reduce emails to parents/learning coaches. • Additional staff and language support to non-English speaking parents.  • Provide additional opportunities for parents and families to connect with school administrators to discuss concerns.   • More opportunities for in-person connections, and social activities including on the weekends and by grade bands.  • More peer-to-peer interaction with ways to connect with other students.  Additional tutoring for students. In response to feedback, the following have/will be implemented:  • A summer plan to engage students, providing interaction and connection for students and families who are continuing with the school, new to the school, and students who need additional academic/SEL support. • Additional opportunities for peer-to-peer interaction/connection in Class Connect (CC) sessions, clubs, and other activities. • Increase in-person events offered to students. • Revised onboarding procedures to support new students and additional support staff to help onboard families.   • Messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.	CAVA has implemented Spanish-speaking parent sessions and continues to send parent communications in both English and Spanish. We are increasing our English Language Development (ELD) program meetings. CAVA provides internet reimbursement for low-income families.	4	4	4	4	5	5	5	5	4	4	4	4	Met		12JUN2023	2023
49707970139568	Heartwood Charter	3	We have developed more in-person opportunities for the students and parents/guardians in our Homeschool Program that involve social engagement among all members of the community.  In our Bothin Waldorf Program, we have more Parent Commnunity Engagement events plus increased performing arts opportunities for students.	We have increased the number of professional development opportunities supporting social emotional learning as well as parent workshops for all staff and parents/guardians	Our underrepresented families are supported with additional services and academic materials to support their every day and extended learning on a daily basis.	We have increased the online programs available to our students and staff that help nurture and assess student's baselines that also implement structured daily academics.  We have inherited 2 new curriculums and trained our teachers on how to properly implement the curriculum in daily teachings.	We are having our teachers study a variety of learning styles that are practiced by our parents in the home settings to provide universal academic support to students.	Underrepresented families are identified and supported by our teachers and staff with extended opportunities to attend field trips, be active members of the community, and help lead others.	Our 2 programs are at different parent/guardian engagement levels.  Our Bothin Program has a Parent Council that helps support staff in decision-making regarding the daily class structure, social opportunities, field trips, and community engagement opportunities.  In our Homeschool Program, families are provided with opportunities throughout the year to help structure the field trip calendar and mold our list of approved vendors.	We actively look to our staff and parent/guardian community for input on curriculum choice, vendors, field trips, social engagement opportunities, data collection, and special education support.	The underrepresented serve as a very important part of the decisions when discussing additional academic supports that we make available to families.  We need to make as many programs available for students within our budgetary constraints as possible.	5	5	5	5	5	5	5	5	4	4	5	5	Met		27JUN2023	2023
49707970140228	Liberty Independent Study	3	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
49707976051833	Liberty Elementary	3	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	The LEA continues to address the needs of all students and works to engage families through a number of avenues; including our underrepresented families.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
49708050000000	Mark West Union Elementary	3	The District continues to welcome all families at the schools and related activities. Given high numbers of Spanish speaking parents at some sites, communications and outreach are in English and Spanish. District and school staff  recruitment has prioritized candidates that are not only well qualified but who also speak a second language (non- English) that can further support 2-way communication with non-English speaking parents. Communications with  parents occur via in-person, online newsletters, superintendent video messages, phone messages, social media, and texts. Parents are offered a series of parent workshops throughout the year that foster greater family-school connections and that reflect topics of parent interest as well as topics that support student success in schools. Workshops have been offered in both in-person and Zoom formats to accommodate parent needs.	This year, the site and district administrators have explored and are beginning development of intentional equity practices to understand the cultures, languages, needs and interests of families in the district, with the intended outcome of more effective and authentic family engagement grounded in relationships. Tools for continuous improvement, such as Plan-Do-Review-Act and data based problem solving will be implemented as well. According to our YouthTruth Survey data, parents hope to be more involved in the decision making processes. This will be an area of focus for our LEA also.	The District will continue to build staff capacity around understanding the cultures, languages, and needs of families in the district. At this point, it has begun with administration with the intent to fortify their background in order to better support their sites as they, too, build capacity around family engagement in a way that honors the diversity in our school district and surrounding communities. The California Department of Education's Family Engagement Toolkit will be used as a resource for guidance and it's rubrics for self-assessment and continuous improvement in how the District and Schools engage and include underrepresented families. The District will continue to implement its robust communication plan, parent workshop series, and recruitment efforts.	The District continues to foster collaborative partnerships with families, students, and staff. A strength has been the District’s use of technology to facilitate communication of information between families and school staff. Since April 2020, the District has delivered teacher professional learning opportunities focused on online platforms and Apps that increase the methods that principals and teachers can use to partner with parents. Over the course of the school year, the District has also held nine parent workshops in English and Spanish to build parent capacity using online platforms for communication and strengthening teacher-parent partnerships. Along the same lines, the District  continues to use existing parent forums, such as District English Learner’s Advisory Committee (DELAC) and school- based parent meetings to keep families updated with information and resources. School staff also worked with  individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, student attendance review process, identification of students as English learners, and reclassification process from “English Learner” to “Re-designated Fully English Proficient”.	An area of continued need is partnerships with parents who do not speak English. Given that 90% of our non- English language parents speak Spanish, the District will continue its focus in this area. There is a need for more site-based access to staff that can understand and assist parent who do not speak English.	The District will continue its efforts to hire proficiently bilingual staff so that parents can be assisted in real time when they come to a school or related activity and need to communicate their needs. The district will also continue to provide bilingual parent communications via written, audio, websites, and social media; foster parent leadership and outreach for school committees; and conducting parent meetings in both languages. The goal is to increase non- English speaking parents’ connection to schools and increase their participation in school activities, given that research shows that students fare better academically when they and their parents feel valued and connected to the school.	Both at site level and district level decision-making, forums have been made available for parent input and contribution. At the District level, our Board meetings continue to seek input via public comment time. Also, as the district moves toward new initiatives (such as ELO-P) and/or seeks feedback on ongoing programs, parents are 2023 Local Performance Indicator Self-Reflection for Mark West Union School District Page 11 of 16 surveyed via online platforms and their input or decisions/opinions are integrated into the decision-making. The YouthTruth parent survey is a new metric that is helping the District and Schools garner parent input for decision- making across a variety of educational domains. In times of unanticipated challenges the District also incorporates parent voices into decision-making, as was evident during the wildfires when the District formed a Return-To-School advisory committee comprised of representatives from among administrators, teachers, classified staff, parents and community members. The group was tasked with contributing toward the development of a return to school model that met student needs while safeguarding the health and well-being of students and staff during the pandemic. Additionally, district-level and site-level parent committees are leveraged to garner parent input for decision-making. DELAC is conducted in Spanish and in English, through the use of staff interpreters. At DELAC meetings, parent input for decision-making is collected via discussions, surveys, and needs assessments. Their input has contributed to the district and sites' improved parent communication strategies, ensuring bilingual outreach and information.	A focus area for improvement continues to be fostering greater inclusion of historically underrepresented parent voices when the District is seeking input for decision-making, such as parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth. While the mechanisms are there for their input, their access has been mild.	The District will engage in intentional and strategic outreach efforts to parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth in order to generate actual participation in providing input. This way, their input will be collected and considered during District and School decision-making.	4	4	3	4	4	4	3	3	5	4	4	4	Met		08JUN2023	2023
49708050105890	Mark West Charter	3	The District continues to welcome all families at the schools and related activities. Given high numbers of Spanish speaking parents at some sites, communications and outreach are in English and Spanish. District and school staff  recruitment has prioritized candidates that are not only well qualified but who also speak a second language (non- English) that can further support 2-way communication with non-English speaking parents. Communications with  parents occur via in-person, online newsletters, superintendent video messages, phone messages, social media, and texts. Parents are offered a series of parent workshops throughout the year that foster greater family-school connections and that reflect topics of parent interest as well as topics that support student success in schools. Workshops have been offered in both in-person and Zoom formats to accommodate parent needs.	This year, the site and district administrators have explored and are beginning development of intentional equity practices to understand the cultures, languages, needs and interests of families in the district, with the intended outcome of more effective and authentic family engagement grounded in relationships. Tools for continuous improvement, such as Plan-Do-Review-Act and data based problem solving will be implemented as well. According to our YouthTruth Survey data, parents hope to be more involved in the decision making processes. This will be an area of focus for our LEA also.	The District will continue to build staff capacity around understanding the cultures, languages, and needs of families in the district. At this point, it has begun with administration with the intent to fortify their background in order to better support their sites as they, too, build capacity around family engagement in a way that honors the diversity in our school district and surrounding communities. The California Department of Education's Family Engagement Toolkit will be used as a resource for guidance and it's rubrics for self-assessment and continuous improvement in how the District and Schools engage and include underrepresented families. The District will continue to implement its robust communication plan, parent workshop series, and recruitment efforts.	The District continues to foster collaborative partnerships with families, students, and staff. A strength has been the District’s use of technology to facilitate communication of information between families and school staff. Since April 2020, the District has delivered teacher professional learning opportunities focused on online platforms and Apps that increase the methods that principals and teachers can use to partner with parents. Over the course of the school year, the District has also held nine parent workshops in English and Spanish to build parent capacity using online platforms for communication and strengthening teacher-parent partnerships. Along the same lines, the District  continues to use existing parent forums, such as District English Learner’s Advisory Committee (DELAC) and school- based parent meetings to keep families updated with information and resources. School staff also worked with  individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, student attendance review process, identification of students as English learners, and reclassification process from “English Learner” to “Re-designated Fully English Proficient”.	An area of continued need is partnerships with parents who do not speak English. Given that 90% of our non- English language parents speak Spanish, the District will continue its focus in this area. There is a need for more site-based access to staff that can understand and assist parent who do not speak English.	The District will continue its efforts to hire proficiently bilingual staff so that parents can be assisted in real time when they come to a school or related activity and need to communicate their needs. The district will also continue to provide bilingual parent communications via written, audio, websites, and social media; foster parent leadership and outreach for school committees; and conducting parent meetings in both languages. The goal is to increase non- English speaking parents’ connection to schools and increase their participation in school activities, given that research shows that students fare better academically when they and their parents feel valued and connected to the school.	Both at site level and district level decision-making, forums have been made available for parent input and contribution. At the District level, our Board meetings continue to seek input via public comment time. Also, as the district moves toward new initiatives (such as ELO-P) and/or seeks feedback on ongoing programs, parents are 2023 Local Performance Indicator Self-Reflection for Mark West Union School District Page 11 of 16 surveyed via online platforms and their input or decisions/opinions are integrated into the decision-making. The YouthTruth parent survey is a new metric that is helping the District and Schools garner parent input for decision- making across a variety of educational domains. In times of unanticipated challenges the District also incorporates parent voices into decision-making, as was evident during the wildfires when the District formed a Return-To-School advisory committee comprised of representatives from among administrators, teachers, classified staff, parents and community members. The group was tasked with contributing toward the development of a return to school model that met student needs while safeguarding the health and well-being of students and staff during the pandemic. Additionally, district-level and site-level parent committees are leveraged to garner parent input for decision-making. DELAC is conducted in Spanish and in English, through the use of staff interpreters. At DELAC meetings, parent input for decision-making is collected via discussions, surveys, and needs assessments. Their input has contributed to the district and sites' improved parent communication strategies, ensuring bilingual outreach and information.	A focus area for improvement continues to be fostering greater inclusion of historically underrepresented parent voices when the District is seeking input for decision-making, such as parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth. While the mechanisms are there for their input, their access has been mild.	The District will engage in intentional and strategic outreach efforts to parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth in order to generate actual participation in providing input. This way, their input will be collected and considered during District and School decision-making.	4	4	3	4	4	4	3	3	5	4	4	4	Met		08JUN2023	2023
49708056051858	San Miguel Elementary	3	The District continues to welcome all families at the schools and related activities. Given high numbers of Spanish speaking parents at some sites, communications and outreach are in English and Spanish. District and school staff  recruitment has prioritized candidates that are not only well qualified but who also speak a second language (non- English) that can further support 2-way communication with non-English speaking parents. Communications with  parents occur via in-person, online newsletters, superintendent video messages, phone messages, social media, and texts. Parents are offered a series of parent workshops throughout the year that foster greater family-school connections and that reflect topics of parent interest as well as topics that support student success in schools. Workshops have been offered in both in-person and Zoom formats to accommodate parent needs.	This year, the site and district administrators have explored and are beginning development of intentional equity practices to understand the cultures, languages, needs and interests of families in the district, with the intended outcome of more effective and authentic family engagement grounded in relationships. Tools for continuous improvement, such as Plan-Do-Review-Act and data based problem solving will be implemented as well. According to our YouthTruth Survey data, parents hope to be more involved in the decision making processes. This will be an area of focus for our LEA also.	The District will continue to build staff capacity around understanding the cultures, languages, and needs of families in the district. At this point, it has begun with administration with the intent to fortify their background in order to better support their sites as they, too, build capacity around family engagement in a way that honors the diversity in our school district and surrounding communities. The California Department of Education's Family Engagement Toolkit will be used as a resource for guidance and it's rubrics for self-assessment and continuous improvement in how the District and Schools engage and include underrepresented families. The District will continue to implement its robust communication plan, parent workshop series, and recruitment efforts.	The District continues to foster collaborative partnerships with families, students, and staff. A strength has been the District’s use of technology to facilitate communication of information between families and school staff. Since April 2020, the District has delivered teacher professional learning opportunities focused on online platforms and Apps that increase the methods that principals and teachers can use to partner with parents. Over the course of the school year, the District has also held nine parent workshops in English and Spanish to build parent capacity using online platforms for communication and strengthening teacher-parent partnerships. Along the same lines, the District  continues to use existing parent forums, such as District English Learner’s Advisory Committee (DELAC) and school- based parent meetings to keep families updated with information and resources. School staff also worked with  individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, student attendance review process, identification of students as English learners, and reclassification process from “English Learner” to “Re-designated Fully English Proficient”.	An area of continued need is partnerships with parents who do not speak English. Given that 90% of our non- English language parents speak Spanish, the District will continue its focus in this area. There is a need for more site-based access to staff that can understand and assist parent who do not speak English.	The District will continue its efforts to hire proficiently bilingual staff so that parents can be assisted in real time when they come to a school or related activity and need to communicate their needs. The district will also continue to provide bilingual parent communications via written, audio, websites, and social media; foster parent leadership and outreach for school committees; and conducting parent meetings in both languages. The goal is to increase non- English speaking parents’ connection to schools and increase their participation in school activities, given that research shows that students fare better academically when they and their parents feel valued and connected to the school.	Both at site level and district level decision-making, forums have been made available for parent input and contribution. At the District level, our Board meetings continue to seek input via public comment time. Also, as the district moves toward new initiatives (such as ELO-P) and/or seeks feedback on ongoing programs, parents are 2023 Local Performance Indicator Self-Reflection for Mark West Union School District Page 11 of 16 surveyed via online platforms and their input or decisions/opinions are integrated into the decision-making. The YouthTruth parent survey is a new metric that is helping the District and Schools garner parent input for decision- making across a variety of educational domains. In times of unanticipated challenges the District also incorporates parent voices into decision-making, as was evident during the wildfires when the District formed a Return-To-School advisory committee comprised of representatives from among administrators, teachers, classified staff, parents and community members. The group was tasked with contributing toward the development of a return to school model that met student needs while safeguarding the health and well-being of students and staff during the pandemic. Additionally, district-level and site-level parent committees are leveraged to garner parent input for decision-making. DELAC is conducted in Spanish and in English, through the use of staff interpreters. At DELAC meetings, parent input for decision-making is collected via discussions, surveys, and needs assessments. Their input has contributed to the district and sites' improved parent communication strategies, ensuring bilingual outreach and information.	A focus area for improvement continues to be fostering greater inclusion of historically underrepresented parent voices when the District is seeking input for decision-making, such as parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth. While the mechanisms are there for their input, their access has been mild.	The District will engage in intentional and strategic outreach efforts to parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth in order to generate actual participation in providing input. This way, their input will be collected and considered during District and School decision-making.	4	4	3	4	4	4	3	3	5	4	4	4	Met		08JUN2023	2023
49708056111066	John B. Riebli Elementary	3	The District continues to welcome all families at the schools and related activities. Given high numbers of Spanish speaking parents at some sites, communications and outreach are in English and Spanish. District and school staff  recruitment has prioritized candidates that are not only well qualified but who also speak a second language (non- English) that can further support 2-way communication with non-English speaking parents. Communications with  parents occur via in-person, online newsletters, superintendent video messages, phone messages, social media, and texts. Parents are offered a series of parent workshops throughout the year that foster greater family-school connections and that reflect topics of parent interest as well as topics that support student success in schools. Workshops have been offered in both in-person and Zoom formats to accommodate parent needs.	This year, the site and district administrators have explored and are beginning development of intentional equity practices to understand the cultures, languages, needs and interests of families in the district, with the intended outcome of more effective and authentic family engagement grounded in relationships. Tools for continuous improvement, such as Plan-Do-Review-Act and data based problem solving will be implemented as well. According to our YouthTruth Survey data, parents hope to be more involved in the decision making processes. This will be an area of focus for our LEA also.	The District will continue to build staff capacity around understanding the cultures, languages, and needs of families in the district. At this point, it has begun with administration with the intent to fortify their background in order to better support their sites as they, too, build capacity around family engagement in a way that honors the diversity in our school district and surrounding communities. The California Department of Education's Family Engagement Toolkit will be used as a resource for guidance and it's rubrics for self-assessment and continuous improvement in how the District and Schools engage and include underrepresented families. The District will continue to implement its robust communication plan, parent workshop series, and recruitment efforts.	he District continues to foster collaborative partnerships with families, students, and staff. A strength has been the District’s use of technology to facilitate communication of information between families and school staff. Since April 2020, the District has delivered teacher professional learning opportunities focused on online platforms and Apps that increase the methods that principals and teachers can use to partner with parents. Over the course of the school year, the District has also held nine parent workshops in English and Spanish to build parent capacity using online platforms for communication and strengthening teacher-parent partnerships. Along the same lines, the District  continues to use existing parent forums, such as District English Learner’s Advisory Committee (DELAC) and school- based parent meetings to keep families updated with information and resources. School staff also worked with  individual families to facilitate understanding of student needs and the support services/programs available to them in the school, such as the student study team process, individualized education plan/special education process, student attendance review process, identification of students as English learners, and reclassification process from “English Learner” to “Re-designated Fully English Proficient”.	An area of continued need is partnerships with parents who do not speak English. Given that 90% of our non- English language parents speak Spanish, the District will continue its focus in this area. There is a need for more site-based access to staff that can understand and assist parent who do not speak English.	The District will continue its efforts to hire proficiently bilingual staff so that parents can be assisted in real time when they come to a school or related activity and need to communicate their needs. The district will also continue to provide bilingual parent communications via written, audio, websites, and social media; foster parent leadership and outreach for school committees; and conducting parent meetings in both languages. The goal is to increase non- English speaking parents’ connection to schools and increase their participation in school activities, given that research shows that students fare better academically when they and their parents feel valued and connected to the school.	Both at site level and district level decision-making, forums have been made available for parent input and contribution. At the District level, our Board meetings continue to seek input via public comment time. Also, as the district moves toward new initiatives (such as ELO-P) and/or seeks feedback on ongoing programs, parents are 2023 Local Performance Indicator Self-Reflection for Mark West Union School District Page 11 of 16 surveyed via online platforms and their input or decisions/opinions are integrated into the decision-making. The YouthTruth parent survey is a new metric that is helping the District and Schools garner parent input for decision- making across a variety of educational domains. In times of unanticipated challenges the District also incorporates parent voices into decision-making, as was evident during the wildfires when the District formed a Return-To-School advisory committee comprised of representatives from among administrators, teachers, classified staff, parents and community members. The group was tasked with contributing toward the development of a return to school model that met student needs while safeguarding the health and well-being of students and staff during the pandemic. Additionally, district-level and site-level parent committees are leveraged to garner parent input for decision-making. DELAC is conducted in Spanish and in English, through the use of staff interpreters. At DELAC meetings, parent input for decision-making is collected via discussions, surveys, and needs assessments. Their input has contributed to the district and sites' improved parent communication strategies, ensuring bilingual outreach and information.	A focus area for improvement continues to be fostering greater inclusion of historically underrepresented parent voices when the District is seeking input for decision-making, such as parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth. While the mechanisms are there for their input, their access has been mild.	The District will engage in intentional and strategic outreach efforts to parents of students who are English learners, parents of students with disabilities, and parents of students who are homeless or foster youth in order to generate actual participation in providing input. This way, their input will be collected and considered during District and School decision-making.	4	4	3	4	4	4	3	3	5	4	4	4	Met		08JUN2023	2023
49708130000000	Monte Rio Union Elementary	3																						Not Met For Two or More Years			2023
49708210000000	Montgomery Elementary	3	We are very proud of the growth we have made in developing opportunities for families and teachers/staff to engage, but our participation from parents is still very low. Some of our engagement strategies include inviting parent classroom participation/volunteering, parent meetings (used to gather feedback and share data), opportunities for one-on-one meetings, and regular check-ins with families regarding student progress.	Our staff members do a great job at provding time to be available to families throughout the day. To be better time-efficient for our staff, having set times for families to talk to staff may be helpful. Having set times during the day would be mnore consistent for parents to know when is a good time for a check-in versus what may not be a good time. Our staff have also agreed to do regular check-ins with each family.	Having set times for check-ins with staff will hopefully allow for better detailed check-ins with families, and lead to more feedback from families. Having set times will hopefully mitigate any issues for underrepresented families trying to find times to check-in with staff, and allow for easiers connections. Since our staff have also opted to do regular check-ins with each family, every family should be reached out to even if they do not initiate themselves in hopes of keeping an open line of communication.	We are currently in the process of implementing more hands-on learning opportunities for students while also promoting parent involvement in these enrichment opportunities. We are continuing professional development to ensure that our faculty and our staff have the tools and resources to implement inquiry based environments, curriculum, and instruction.	This year we have continued our collaboration with the Sonoma County Office of Education for the third year to continue to provide social-emotional learning opportunities for students. It is our goal to continue this partnership and these services to all students for the forseeable future.	It is our hope that with staff continuously reaching out to all families that we will be able to increase participation and improve engagement of underrepresented families.	Our goal for the future is to implement more opportunities for families to drop in during set hours weekly. Our goal is to increase this opportunity to ensure open communication between staff and families.	With regular staff and family check-ins, we are hoping to increase parent feedback.	Our goal is to increase the frequency of opportunities families have to engage with the school. This would include regular check-ins and more consistent times for families to access support. This increase in opportunity would allow for underrepresented families to access the school and our supports on a more consistent basis.	4	4	5	4	4	4	3	3	4	4	4	4	Met		12JUN2023	2023
49708390000000	Oak Grove Union Elementary	3	We are developing the capacity of staff to build trusting and respectful relationships with families through Toolbox, Back to School Night, and Conferences.  We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, and Showcase Events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All About Me pages, MTSS, and Welcoming Schools.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.	"We plan to continue to focus on ""Multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families."	The district continues to fund a Bilingual Liaison position to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences.	We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Welcoming Schools and Positive Images.  We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox and Conferences.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting and ELAC.  We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC, and Cyber Safety Sheriff Dept.	"Under the area ""Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes"" we plan to focus on improving the following Youth Truth Family Survey question:"" I receive regular feedback about my child’s progress."""	The district continues to fund a Bilingual Liaison position to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Overall, our district was able to implement all actions within the goal of family and community engagement.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, Coffee with the Principal and Board Meetings.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Parent Clubs/OGEP and Board Meetings.	"Under the area ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making"" we plan to focus on improving the following Youth Truth Family Survey question: “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”"	The district continues to fund a Bilingual Liaison position to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Overall, our district was able to implement all actions within the goal of family and community engagement.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
49708390138065	Pivot Charter School - North Bay	3	Building relationships is at the core of what Pivot Charter School does. Our goal at Pivot is to use these relationships to transform student’s experience in education. Training for Pivot staff centers on building consensus and culture around the belief that developing meaningful relationships with students and their entire support team is the most impactful action an educator can take. Pivot also focuses on helping our educators to continually develop tools to support in fostering these relationships. Teachers communicate weekly with parents and meet each month with the parents and students. Feedback from parents and guardians consistently highlights the strong relationships that staff are able to build with their students and families. These relationships are built with constant and honest communication, as well as trust, respect, and flexibility in how education is delivered to the students.	Pivot Charter School is working on getting more communications and documents translated into languages other than English. Many Spanish-speaking families are assigned a Spanish-speaking Educational Coordinator but not all are, so it’s important that communication is always provided in the primary language as quickly as possible, whether it be in written or verbal form. Additionally, several staff development sessions have focused on themes of diversity, equity, and inclusion (DEI). A focus area has been increasing awareness of diverse backgrounds and identities, with the aim of improving the cultural inclusivity of relationships between families and school staff.	Recently Pivot Charter School designated specialized Educational Coordinators for underrepresented families. Many students who were identified as homeless or foster youth, along with students who were identified as English Learners, were assigned an Educational Coordinator that has knowledge and skills that could most benefit these groups. Pivot will continue to build off of these positions so that families of these underrepresented students can build a stronger relationship on understanding and trust. Pivot will be launching a program called Pivot PRIDE that is focused on building culture and community for all students. This will incorporate a monthly inclusive “caregiver” connection that will provide a school-to-community connection surrounding Pivot’s core values and actionable steps that caregivers can take to support their students outside of school. These outreach efforts will include various resources and Spanish translation.	This year, Pivot has worked to expand communication and collaboration between entire student teams. These teams may include combinations of the following: the student, parents or guardians, other family members that support the student, general education teachers, special education teachers, school counselors, education advocates, and/or social workers. Pivot knows that when all stakeholders are on the same page and working for the student, outcomes improve. Through group texts, emails, and meetings Pivot teachers and staff communicate regularly to student teams about progress and areas of need to support improved student outcomes. Expectations related to the independent study program are communicated to student’s teams prior to enrollment, during enrollment, and after enrollment. Student teams meet at minimum once per month to discuss the student’s progress. Educational Coordinators (general education teachers) meet with students weekly, at minimum, to discuss the student’s progress. In addition to regular meetings, focused SST (Student Support Team) meetings are often scheduled with students identified through Pivot’s Multi-Tiered System of Support (MTSS) process. These additional meetings bring together the student’s team to help support the student who may be struggling in Pivot’s independent study program.	In the past school year, the LEA developed a staff training focused specifically on the philosophies related to the connection between partnerships and student outcomes. This effort will be continued through the development of instructional materials and shared resources around the best practices in this area. Furthermore, the LEA will be adding an administrator into the SST meeting process to improve outcomes for students.  The LEA will also continue to improve communication and outreach efforts in order to increase the level of partner engagement.	The LEA will improve engagement of underrepresented families in partnerships by expanding the members of a student’s team to include their English Language Development teacher and Foster/Homeless Liaison, where applicable. The LEA will also continue to expand the connection of multilingual Educational Coordinators to families that can benefit from a teacher who speaks their home language. Parent/Guardian supports will also be expanded in an ongoing skills program in multiple languages.  Pivot Charter School will also seek ways to improve how families can be provided with information and resources to support student learning and development in the home. Especially in an independent study program, it is essential that families thoroughly know how they can support their students. Communication is often directed toward the student first, and parents or guardians second, but addressing it as a team approach earlier upon enrollment at the school can make students feel vastly more supported in their education.	Pivot works to engage families and student teams primarily through the regular communication by Educational Coordinators (general education teachers), which typically includes all members of a student’s team on a weekly and sometimes daily basis. Pivot also communicates through Parentsquare, a schoolwide communication system that uses email, phone, and text. To keep students and families/guardians aware of school events, policies, and to ask for their feedback through surveys. Parents also have the ability to attend every Governing Board meeting from the comfort of their own home through the online live feed of every Board meeting. Or, if they are unable to access the technology to do so, they may attend at the school site where staff will facilitate the streaming of the Governing Board meeting and allow for anyone to participate. However, regardless of the multiple ways Pivot provides for families and partners to engage with the decision-making, very few engage. We have low survey response rates and minimal participation in Governing Board meetings.  Families attend their student's meetings with teachers so we continue to rely on these meetings for primary feedback and communication.	The LEA has struggled to engage students, families, and/or guardians in input for decision-making, due to low engagement at the many events planned for their participation, including Governing Board meetings. The LEA can improve by sending out surveys more regularly throughout the year, whereas currently most feedback is requested at the end of the year. The LEA could also improve by integrating a system for   family/guardian/support person involvement throughout the year, which build upon the current training when the student begins.	The LEA will improve by sending out more regular surveys for feedback, instead of feedback being limited to the end of the year. The LEA also plans to create weekly sessions for parents, guardians, or other team members to attend continued training for supporting their students and to provide input on program needs.	5	5	4	4	4	3	4	4	3	3	3	3	Met		15JUN2023	2023
49708396051890	Oak Grove Elementary/Willowside Middle	3	We are developing the capacity of staff to build trusting and respectful relationships with families through Toolbox, Back to School Night, and Conferences.  We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, and Showcase Events.  We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children by All About Me pages, MTSS, and Welcoming Schools.  We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC.	"We plan to continue to focus on ""Multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families."	The district continues to fund a Bilingual Liaison position to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences.	We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, MTSS Workshop, Welcoming Schools and Positive Images. We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Technology Night, Math/Literacy Night, Toolbox and Conferences.  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences, Title I Parent Meeting and ELAC.  We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC, and Cyber Safety Sheriff Dept.	"Under the area ""Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes"" we plan to focus on improving the following Youth Truth Family Survey question:"" I receive regular feedback about my child’s progress."""	The district continues to fund a Bilingual Liaison position to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Overall, our district was able to implement all actions within the goal of family and community engagement.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making by Leadership Training.  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs/OGEP and School Site Council.  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC and DELAC, Coffee with the Principal and Board Meetings.  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels by Parent Clubs/OGEP and Board Meetings.	"Under the area ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making"" we plan to focus on improving the following Youth Truth Family Survey question: “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”"	The district continues to fund a Bilingual Liaison position to meet the needs of our population which includes providing translation of necessary district documents and serving as a personal translator to support families during special events and parent conferences. Overall, our district was able to implement all actions within the goal of family and community engagement.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
49708470000000	Old Adobe Union	3	"Building partnerships with all our stakeholders is an integral part of the support for students. Based on the analysis of our Youth Truth Survey data (conducted in Spring 2023), the highest rated area was in relationships. The majority of families noted that ""they are comfortable approaching teachers about my child's progress.""  The majority of families indicated that they experience positive relationships in their school based on respect, care and approachability. This data supports that the prioritization of relationships has continued to make an impact on families."	Parent Education nights, family fun nights, and community events were all brought up in creating and re-creating relationships between school staff and families. Streamlining our communication systems to one platform is encouraged. Simplifying newsletters is appreciated. A weekly newsletter from teachers to parents was requested by family stakeholders. Continual communication will continue both from the principal and from the classroom teachers.	Parents are welcomed each day by the principals of our sites and are encouraged to walk with their children to the classroom. Teachers often have their classroom doors open early to connect with parents and give students additional transition time to prepare for the school day. Monthly Coffee Chats with the Principal are held, as well as monthly PTA meetings. In addition, DELAC meetings are held. Certificated staff, classified staff, and parents/guardians attend the meetings which foster the continued building of ongoing relationships based on respect and equity. Multiple opportunities for staff and parents/guardians ensure that stakeholders engage in two-way communication that is both frequent and consistent. We will continue to provide translation services for families at all meetings.  More importantly, we will continue to reach out personally to underrepresented families to build relationships and address any barriers that may make it hard communicate with the school.  A focus area for improvement is to increase overall attendance at all stakeholder engagement meetings and outreach events. Planning for meaningful and relevant topics with outside presenters can increase interest and participation. In addition, continuing to provide Zoom access to all meetings will give our parents the ability to attend and participate, even if they are not able to attend the meeting in person. We will improve the engagement of underrepresented families by providing additional community events for parents/guardians and students and providing more accessibility to interpretation during school hours.	Building partnerships with all our stakeholders is an integral part of the supports we give students. Back to School Night starts the school year with opportunities for families to volunteer, join PTA, and better understand their role in helping their child succeed. Information is shared about how to communicate with the office, teacher, and the principal. At the Back to School Night event, the need for ongoing communication is always beneficial to the home/school connection. Teachers and other staff members consistently work with parents as equal partners, continuously building ties between parents and the school. Parents are encouraged to participate in school activities through memos, weekly letters, surveys, email, phone, and flyers. Information is provided in a language and format parents can understand. We will continue the engagement of underrepresented families by offering Zoom meeting links to families who are unable to attend engagement meetings on school campus.	Our District focuses on building relationships with students and families. Teachers and site principals actively connect and get to know all students and families. At parent conferences, teachers inform parents about not only curriculum content, achievement standards, assessment results, and monitoring student progress, but also share information about ways to participate (volunteer, PTA) and be informed (Principal Chats, monthly meetings). Parents are provided with materials and information needed to help improve and increase engagement and student success.	Data from the Youth Truth survey (conducted in Spring 2023) generally supports that underrepresented families feel included, valued, and supported. However, the engagement of underrepresented families is always an area of continuous improvement for our schools. One strategy that we will continue is to provide meeting and workshop access via Zoom to accommodate working parents more easily and to provide translation services if necessary. We will continue to look for ways to include underrepresented families in key roles such as LCAP committee and involvement with PTA. We will continue to focus on building relationships while being culturally responsive, and providing equitable approaches to building relationships and engaging our families.	One of our strengths in this area is that we hold periodic parent meetings at our sites where we actively listen to and gather parent input on how the school is meeting families' needs, and what more we can do to enrich the learning experience of our students. These opportunities to provide input take a variety of forms including monthly Parent-Teacher Association meetings, ELAC, and LCAP committee meetings. In all of these parent meetings, input is sought in order to improve our school and to use the ideas that stakeholders bring to us to improve our service to students. Often input is gathered in informal ways: in conversations before and after weekly community gatherings, around campus or when parents are dropping off or picking up their children, at fundraising events, through phone calls, or at parent-teacher conferences. Being accessible in a variety of ways, not always in formal settings, can increase the comfort level that families have with communicating their ideas and/or concerns. As well as holding parent meetings and gathering input in informal ways, parent surveys also provide valuable opportunities for anonymous input. Not all educational partners are available for meetings at the scheduled times and providing alternative ways to contribute and participate is crucial.	"Based on the Youth Truth Survey (conducted Spring 2023), the highest rated question was, ""Parent/family members are included in planning school activities.""  Although there has been much growth in this area, the lowest rated question was, ""I feel empowered to play a meaningful role in decision-making at my school.""  This is an area of improvement, and we will conduct regular, on-going discussion sessions via more regular gatherings such as Zoom or Coffee with the Principal or some other format.  We will share agenda items in advance for these sessions in relation to key decisions at our school. This will be communicated through our weekly robocalls, emails, etc.  We will also endeavor to schedule meetings at times when parents are most likely to be able to attend and can add a Zoom option as well to increase participation."	In order to improve engagement of underrepresented families we communicate in their preferred language, provide translation at events, and reach out with personal invitations whenever possible. We also schedule meetings at times when parents are most likely to be able to attend.  In addition, at all school events we welcome everyone with warmth and genuine appreciation for their participation.   One area for improvement is to increase the percentage of families who respond to our parent surveys.  This could be done by providing the devices at parent conferences for parents to complete the survey, by providing access to the survey on social media and through text messaging as well as through email or our website.	4	4	4	4	3	4	4	3	4	4	4	4	Not Met		14SEP2023	2023
49708470119750	River Montessori Elementary Charter	3	RMCS strengths and progress in Building Relationships Among School Staff and Families are embedded in the partnership model of Montessori pedagogy.  Families are invited to observe their students in the classroom, join in school events and activities, attend conferences/partnership meetings, and work with Guides and school staff in a variety of ways to support their own children as well as the class or school. LCAP and family surveys indicate a very high level of satisfaction with RMCS and the Montessori pedagogy. Latinx families are welcomed with interpreters and translated materials as needed to address concerns specific to Spanish-speaking families and the needs of multilingual learners. Child Study provided additional understanding of students and collaboration among student, parent, guide/teacher, or Student Services for  greater success. Additional meetings offered by Special Education specialists for families with students with disabilities ensure collaboration, support, and success for the student.   RMCS faculty continues to impress with dedication, talent, and insightful reverence for each individual student and endeavors to serve each  individual child in their growth and learning. Weekly meetings provide time to reflect on overall school goals for learning and partnership and allow team support, levity, and professional development driven by teachers, assistants, specialists, and consultants as needs arise in the classroom, students, teachers, families, and community.	RMCS focus areas for improvement in Building Relationships Among School Staff and Families are based on the analysis of RMCS Family surveys which indicate that 91% of families are happy with RMCS and 86% feel a welcome partner in their child’s education. Specific strengths mentioned include email communication from classrooms and school, student-led partnership meetings (conferences), family events are a good place to meet families and feel like a part of the school community, Guide (teacher) office hours. 91% of survey families indicate that their child is happy at RMCS, and 100% report that they feel their child is safe at school and that their child feels safe at school.  87% of respondents feel that RMCS promotes academic outcomes well in conjunction with developmental support through attributes of successful learners including social leadership, executive functioning, regulation, and purpose. Consequently, RMCS will focus on operational structure that supports Montessori leadership, partnership and community, meaningful and casual family events, Lessons/Record keeping program as a helpful communication tool, enhancing website and communications. RMCS will offer individual and community meetings for underrepresented families in order to listen, understand, and support their student, family and greater community needs. Embracing equity work will continue to ensure that every child and family feels that they belong, they are represented, and that their voices are heard as leaders and partners in our school community.	Based on analysis of educational partner input and local data, RMCS will improve the enagagement of underrepresented families in relation to Building Relationships Among School Staff and Families by providing a greater availability of multilingual staff in the office for quick accessible support for current and prospective families, offering individual and community meetings with specialists and/or interpreters as necessary or requested for underrepresented families in order to listen, understand, and support their student, family, and greater community needs. Embracing equity work and study will continue to ensure that every child and family feels that they belong, they are represented, and that their voices are heard as leaders and partners in our school community.	In analizing input and data from students, families, teachers/Guides, staff, and Board of Directors, RMCS is affirmed in work Building Partnerships for Student Outcomes.  Feedback from student surveys indicate that 89% of students are happy at RMCS, 86% believe RMCS is a peaceful or very peaceful school. 90% think that most students are kind and 89% indicate that their teacher is kind and 81% of students report that their teacher expects them to do their best work. Relationships lead in successful social emotional development and cognitive and academic success follows.   Formal Individual conferences held twice a year as student-led partnership meetings inconcert with holistic progress reports and evaluative report cards, office hours, Watch me Work! days, curriculum-based school events, classroom observation practice, and surveys combine with informal interactions, open communication and a commitment to candor function to support students in their academic and personal work.	"In order to improve our work in Building Partnership for Student Outcomes, using the analysis of eductional partner input and local data, RMCS will focus on refining methods and options for increased partner participation in opportunities to provide perspective, feedback loops, and data.    RMCS is steadfastly committed to Montessori Methodology, providing didactics and an uncompromised Montessori experience for students, and ensuring that faculty and staff are not overwhelmed by the challenges of a post-pandemic community and world.  As one RMCS Board Member put it, ""the world is disconnected and Montessori knows how to rethread those connections."" Additional support staff to meet the needs of students in their developmental growth as faculty is observing several foundational skills compromised by missed opportunities to develop during sensitive periods of learning... social skills, executive functioning, regulation, persistence, comfort with discomfort, and risk taking in lessons and work, i.e., being willing to make a mistake, etc. This is driving RMCS decisions in all areas of school and classroom experiences in academics, social activities, parent education, partnership with families, and the community. Our school leadership of board members, administration, and faculty, are committed to demonstrating that a Montessori  community can ensure the highest development of all of its members for individual fulfillment and success and also for the greater good."	Based on the analysis of educatonali partner iput and local data, RMCS will improve the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes with the availability of additional multilingual and/or specialized staff support, the promotion of events and opportunities in a variety of formal and informal channels to ensure that famliies feel welcome, comfortable, respected, and admired at RMCS and in the relationships that support each and every one of our students.	RMCS' current strengths in Seeking Input for Decision-Making, based on the analysis of educational partner input and local data, include the welcome space that RMCS actively promotes and that Montessori inherently invites.  A pedagogy based on the strengths of the individual in partnership with the community is the bedrock of our work at RMCS.  A variety of opportunities and methods for students, families, teachers, and staff to feel comfortable and welcome to ask questions, observe the classrooms, participate in partnership, offer opinions, and provide feedback are indicated as strengths for our Montessori community.	While Seeking Input for Decision-Making rates successful at RMCS, based on eductational partner input and local data, focus areas to improve such include all the aformentioned actions as they increase the success of a synergistic community in support of learning for students and the enhancement of individual and community success.  Work includes providing a greater availability of multi-lingual and/or specialized support for students and families, opportunities such as events and surveys that promote relationships which garner confidence that all partners contribute to the success of RMCS as a learning institution as well as a community making a difference in the greater world.	RMCS serves students through partnership among all students, Montessori teachers, and families with a shared commitment and purpose to the RMCS core values, vision, and mission of serving students, the global community, and greater world.  Ensuring that underrepresented families feel welcome, respected, and admired as members of the community and decision making process is paramount as the very definition and example of a highly effective, synergistic, and suppotive community that elevates each and every member.  In order to improve the engagement of underrepresented families in relation to Seeking Input for Decision-Making, RMCS will continue to take actionable steps including the continuation of professional development for faculty and staff in strategies,adn the implemetation of such to cultivate and nurture underrepresented families in their welcome, comfort, participation, feedback, and trust that their experience, perspective, contributions, and needs are equally driving RMCS decisions for students and community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		28JUN2023	2023
49708470127555	Loma Vista Immersion Academy	3																						Not Met			2023
49708476051924	Old Adobe Elementary Charter	3																						Not Met			2023
49708476072136	Miwok Valley Elementary Charter	3																						Not Met			2023
49708476114755	Sonoma Mountain Elementary	3																						Not Met			2023
49708700000000	Piner-Olivet Union Elementary	3	POUSD uses YouthTruth Data to analyze feedback from staff, families and students.  POUSD has used this data to create equity school goals to continue to build relationships with staff, families and students.  Some goals are:  -Communication in Home Language  -Inviting Families to School Events -Inviting Families to School Organizations -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families -Community Circles with Staff to Build Relationships	POUSD uses YouthTruth Data to analyze feedback from staff, families and students.  POUSD has used this data to create focus areas for improvement such as:  -Increase Participation in School Events -Increase Participation in YouthTruth Data Survey -Increase Acknowledgment and and participation of all cultures  -Increase communication with staff	POUSD will actively look for partnerships to increase understanding of all families and students in our school community. In addition, POUSD will increase participation for families by ensuring activities are inclusive. For staff, focus on instructional leadership meetings at school sites.	POUSD's strengths and progress in building partnerships for student outcomes:  -1:1 meetings with administration and teachers to review student data and goals -Teacher Parent Conferences -Celebration of Growth at school sites and board meetings	POUSD's focus and improvement in building partnerships for student outcomes:  -Increase data analysis -Increase data management -Increase participation for YouthTruth Survey	POUSD's will improve engagement of underrepresented families in building partnerships for student outcomes by:  -Providing time for data analysis -Providing professional development on Aeries Analytics -Providing additional resources for families and students to take YouthTruth Survey	POUSD's current strengths for seeking input for decision making are:  - Listening to our educational partners -Providing meetings at various times to include educational partners -Providing childcare for meetings around decision making	POUSD's areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners	POUSD's will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings -Increase communication about decision-making meetings and importance	4	4	4	5	4	4	5	4	4	4	4	4	Not Met For Two or More Years		11OCT2023	2023
49708700106344	Northwest Prep Charter	3	POUSD uses YouthTruth Data to analyze feedback from staff, families, and students.  POUSD has used this data to create equity school goals to continue to build relationships with staff, families, and students.  Some goals are:  -Communication in Home Language  -Inviting Families to School Events -Inviting Families to School Organizations -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families -Community Circles with Staff to Build Relationships	POUSD uses YouthTruth Data to analyze feedback from staff, families, and students.  POUSD has used this data to create focus areas for improvement such as:  -Increase Participation in School Events -Increase Participation in YouthTruth Data Survey -Increase Acknowledgment and participation of all cultures  -Increase communication with staff	POUSD will actively look for partnerships to increase the understanding of all families and students in our school community. In addition, POUSD will increase participation for families by ensuring activities are inclusive. For staff, focus on instructional leadership meetings at school sites.	POUSD's strengths and progress in building partnerships for student outcomes:  -1:1 meetings with administration and teachers to review student data and goals -Teacher Parent Conferences -Celebration of Growth at school sites and board meetings	POUSD's focus and improvement in building partnerships for student outcomes:  -Increase data analysis -Increase data management -Increase participation in YouthTruth Survey	POUSD's will improve the engagement of underrepresented families in building partnerships for student outcomes by:  -Providing time for data analysis -Providing professional development on Aeries Analytics -Providing additional resources for families and students to take the YouthTruth Survey	POUSD's current strengths for seeking input for decision-making are:  - Listening to our educational partners -Providing meetings at various times to include educational partners -Providing childcare for meetings around decision-making	POUSD's areas of improvement for seeking input for decision-making are:  -Increase participation of all educational partners	POUSD's will improve the engagement of underrepresented families in seeking input for decision-making by:  -Increase individual and personal invites for families to attend decision-making meetings -Increase communication about decision-making meetings and importance	4	4	4	5	4	4	5	4	4	4	4	4	Not Met For Two or More Years		11OCT2023	2023
49708706066344	Olivet Elementary Charter	3																						Not Met For Two or More Years			2023
49708706109144	Morrice Schaefer Charter	3	POUSD uses YouthTruth Data to analyze feedback from staff, families and students.  POUSD has used this data to create equity school goals to continue to build relationships with staff, families and students.  Some goals are:  -Communication in Home Language  -Inviting Families to School Events -Inviting Families to School Organizations -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families -Community Circles with Staff to Build Relationships	POUSD uses YouthTruth Data to analyze feedback from staff, families and students.  POUSD has used this data to create focus areas for improvement such as:  -Increase Participation in School Events -Increase Participation in YouthTruth Data Survey -Increase Acknowledgment and and participation of all cultures  -Increase communication with staff	POUSD will actively look for partnerships to increase understanding of all families and students in our school community. In addition, POUSD will increase participation for families by ensuring activities are inclusive. For staff, focus on instructional leadership meetings at school sites.	POUSD's strengths and progress in building partnerships for student outcomes:  -1:1 meetings with administration and teachers to review student data and goals -Teacher Parent Conferences -Celebration of Growth at school sites and board meetings	POUSD's focus and improvement in building partnerships for student outcomes:  -Increase data analysis -Increase data management -Increase participation for YouthTruth Survey	POUSD's will improve engagement of underrepresented families in building partnerships for student outcomes by:  -Providing time for data analysis -Providing professional development on Aeries Analytics -Providing additional resources for families and students to take YouthTruth Survey	POUSD's current strengths for seeking input for decision making are:  - Listening to our educational partners -Providing meetings at various times to include educational partners -Providing childcare for meetings around decision making	POUSD's areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners	POUSD's will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings -Increase communication about decision-making meetings and importance	4	4	4	5	4	4	5	4	4	4	4	4	Not Met For Two or More Years			2023
49708706113492	Piner-Olivet Charter	3	POUSD uses YouthTruth Data to analyze feedback from staff, families and students.  POUSD has used this data to create equity school goals to continue to build relationships with staff, families and students.  Some goals are:  -Communication in Home Language  -Inviting Families to School Events -Inviting Families to Participate in School Organizations -Including Families in Decision Making through School Organizations  -Weekly Announcements to Families -Community Circles with Staff to Build Relationships	POUSD uses YouthTruth Data to analyze feedback from staff, families and students.  POUSD has used this data to create focus areas for improvement such as:  -Increase Participation in School Events -Increase Participation in YouthTruth Data Survey -Increase Acknowledgment and and participation families of all cultures  -Increase communication with staff	POUSD will actively look for partnerships to increase understanding of all families and students in our school community. In addition, POUSD will increase participation for families by ensuring activities through a process of identifying and, to the degree possible, removing obstacles of engagement. For staff, there is a focus on sharing best practices for involving families.	POUSD's strengths and progress in building partnerships for student outcomes:  -1:1 meetings with administration and teachers to review student data and goals -Teacher Parent Conferences -Celebration of Growth at school sites and board meetings	POUSD's focus and improvement in building partnerships for student outcomes:  -Increase data analysis -Increase data management -Set goals to increase participation for YouthTruth Survey	POUSD's will improve engagement of underrepresented families in building partnerships for student outcomes by:  -Providing time for data analysis -Providing professional development on Aeries Analytics -Providing additional resources for families and students to take YouthTruth Survey	POUSD's current strengths for seeking input for decision making are:  - Listening to our educational partners -Providing meetings at various times to include educational partners -Providing childcare for meetings around decision making	POUSD's areas of improvement for seeking input for decision making are:  -Increase participation of all educational partners	POUSD's will improve engagement of underrepresented families for seeking input for decision making by:  -Increase individual and personal invites for families to attend decision-making meetings -Increase communication about decision-making meetings and importance	4	4	4	5	4	4	5	4	4	4	4	4	Not Met For Two or More Years		11OCT2023	2023
49708880000000	Kashia Elementary	3																						Not Met For Two or More Years			2023
49708960000000	Rincon Valley Union Elementary	3	Youth Truth and local family surveys in fall and spring gathered information to understand how families rated the District in honoring their cultures and beliefs. 29.61% of parents/guardians responded to the 2023 YouthTruth Family Survey 76.86% of parents/guardians reported feeling valued at school 7.63% of respondents to 2023 YouthTruth Survey were Hispanic 81.43% of Spanish-speaking parents/guardians of Elementary School students reported feeling included in planning school activities  The District Equity in Action team, led by the Director of Equity, increased the capacity of staff to build trusting and respectful relationships with families.  We responded to the Youth Truth data around belonging and inclusion by establishing Site Equity in Action teams at all school sites as a way to connect parents, staff and the community in equity initiatives. These teams invited families to partner with them in exploring areas of need around equity and representation.  Spanish Speaking Parent Nights invited parents of Multilingual families to share their strengths, cultures, languages, and goals for their children and developed understanding of their rights in advocating for their students. From this the idea of a Spanish-Speaking Math Night was developed and held for all families in the district.  The Rincon Valley Family Collaborative welcomes families of students with special needs to partner with District Sped Admin to discuss current practices and policies.   The Superintendent Parent Advisory Council developed an equitable district plan for field trip practices.   Spanish translation is a mainstay at board meetings  Parent Square and family newsletters informed families and built 2-way communication between families and educators Bilingual Family Liaison serve our unduplicated students by providing school-to-home related services. While these services are not strictly limited to our unduplicated students, these subgroups comprise a significant subset of students benefiting from the services. Family Liaisons provide an important link between our schools and families. These individuals provide support for families across a wide range of school attendance, social/emotional needs, and connections to community-wide resources.	Create beginning of year opportunities for students and parents to connect with school community to begin relationships and home-to-school connections. Continue this intentional relationship connection throughout the year.  We will continue to prioritize the district and site level Equity in Action committees that focus on discussions around equity and antiracist practices through the Zones of Inquiry process.	The Multilingual Learner Allies for Action group, composed of staff, families and community members, is working to understand and better serve the needs of ML students and families, in order to revise the District’s master plan for English learners over the next 2 years.  The school regularly discusses ways to increase learning about the different cultures and languages in the school and district-wide community. This is done in a variety of ways. As a site we discuss this with the English Learner Advisory Committee and bring it to the District English Learner Advisory Committee.	Our school provides many opportunities for families to feel welcome and a part of the school community. We have a parent organization that works closely with the school administration and teachers to plan events for community building where all families are encouraged to  attend and participate. The school also conducts parent-teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers and families to learn and share how to best meet the needs of the individual student.  The Rincon Valley Family Collaborative welcomes families of students with special needs to partner with District Sped Admin to discuss current practices and policies. Topics of discussion include the legal rights of parents as active partners and advocates for their student’s education.  Engagement with our DELAC occurred on March 19, 2023. At this meeting we gathered together to discuss specific questions and feedback around our LCAP goals and actions. We requested their input on how to adjust the actions to better serve the needs of the multilingual students and families.	Attendance marketing campaign; systems for notifying and working with families to improve school attendance; make this a clear dashboard metric with a system for monitoring for areas to improve in. Continue to focus on PBIS and other systems to reduce the number of suspensions.	We are looking at how we can create meetings such as ELAC and DELAC to be more community centered and emphasize human connection while still meeting the compliance requirements.	29.61% of parents/guardians responded to the 2023 YouthTruth Family Survey 56.26% of parents/guardians reported feeling empowered to play a meaningful role in decision-making at school 7.63% of respondents to 2023 YouthTruth Survey were Hispanic 81.43% of Spanish-speaking parents/guardians of Elementary School students reported feeling included in planning school activities  The RVUSD LCAP Steering Committee plays a key role for the District in aligning all District planning efforts while ensuring that planning for the future includes the voices and input from students, staff, families and community members. The foundational documents for the Committee are the District priorities and the LCAP goals. This year’s LCAP Steering Committee met six times throughout the school year.  All meetings were structured around Relationships, Growth and Equity. The group hosted panels with teachers and students, and reviewed input from a student focus group with 7th and 8th graders, the Youth Truth Survey results and the STAR Test survey results. All three groups also participated in brief district surveys throughout the year. Additional opportunities included discussions at the annual board retreat in which union representatives participated. The local SELPA was also consulted in March of 2023 with the support of Special Education Director Julie Promes.	How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our more marginalized groups. Provide more opportunities for family engagement, community engagement and relationship building  Use more creative ways to get parent involvement; provide intentional communication of upcoming events, be explicit as to why we are asking for participation and use more personal invitations Provide training for volunteers at the beginning of school year, so they feel more comfortable and successful in providing the support needed Find ways for families to be more involved by matching their strengths to school needs	We understand that underrepresented families feel either intimidated or uncomfortable attending meetings that have unfamiliar standardized meeting norms and procedures. We also understand that we will likely need to engage with families and community members within the community, by going to where they are; churches, community centers, etc. They have shared that they need our school systems to be more explicit in how they can partner with us and they would like support for more racial identity and family customs that are welcomed into the curriculum and the classrooms.	4	4	4	4	4	3	4	3	4	3	3	4	Met		06JUN2023	2023
49708960102525	Spring Lake Charter	3	Youth Truth and local family surveys in fall and spring gathered information to understand how families rated the District in honoring their cultures and beliefs. 29.61% of parents/guardians responded to the 2023 YouthTruth Family Survey 76.86% of parents/guardians reported feeling valued at school 7.63% of respondents to 2023 YouthTruth Survey were Hispanic 81.43% of Spanish-speaking parents/guardians of Elementary School students reported feeling included in planning school activities  The District Equity in Action team, led by the Director of Equity, increased the capacity of staff to build trusting and respectful relationships with families.  We responded to the Youth Truth data around belonging and inclusion by establishing Site Equity in Action teams at all school sites as a way to connect parents, staff and the community in equity initiatives. These teams invited families to partner with them in exploring areas of need around equity and representation.  Spanish Speaking Parent Nights invited parents of Multilingual families to share their strengths, cultures, languages, and goals for their children and developed understanding of their rights in advocating for their students. From this the idea of a Spanish-Speaking Math Night was developed and held for all families in the district.  The Rincon Valley Family Collaborative welcomes families of students with special needs to partner with District Sped Admin to discuss current practices and policies.   The Superintendent Parent Advisory Council developed an equitable district plan for field trip practices.   Spanish translation is a mainstay at board meetings  Parent Square and family newsletters informed families and built 2-way communication between families and educators.	Create beginning of year opportunities for students and parents to connect with school community to begin relationships and home-to-school connections. Continue this intentional relationship connection throughout the year.  We will continue to prioritize the district and site level Equity in Action committees that focus on discussions around equity and antiracist practices through the Zones of Inquiry process.	The Multilingual Learner Allies for Action group, composed of staff, families and community members, is working to understand and better serve the needs of ML students and families, in order to revise the District’s master plan for English learners over the next 2 years.  The school regularly discusses ways to increase learning about the different cultures and languages in the school and district-wide community. This is done in a variety of ways.	Our school provides many opportunities for families to feel welcome and a part of the school community. We have a parent organization that works closely with the school administration and teachers to plan events for community building where all families are encouraged to  attend and participate. The school also conducts parent-teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers and families to learn and share how to best meet the needs of the individual student.  The Rincon Valley Family Collaborative welcomes families of students with special needs to partner with District Sped Admin to discuss current practices and policies. Topics of discussion include the legal rights of parents as active partners and advocates for their student’s education.  Engagement with our DELAC occurred on March 19, 2023. At this meeting we gathered together to discuss specific questions and feedback around our LCAP goals and actions. We requested their input on how to adjust the actions to better serve the needs of the multilingual students and families.	Attendance marketing campaign; systems for notifying and working with families to improve school attendance; make this a clear dashboard metric with a system for monitoring for areas to improve in. Continue to focus on PBIS and other systems to reduce the number of suspensions.	We are looking at how we can create meetings to be more community centered and emphasize human connection while still meeting necessary compliance requirements.	29.61% of parents/guardians responded to the 2023 YouthTruth Family Survey 56.26% of parents/guardians reported feeling empowered to play a meaningful role in decision-making at school 7.63% of respondents to 2023 YouthTruth Survey were Hispanic 81.43% of Spanish-speaking parents/guardians of Elementary School students reported feeling included in planning school activities  The RVUSD LCAP Steering Committee plays a key role for the District in aligning all District planning efforts while ensuring that planning for the future includes the voices and input from students, staff, families and community members. The foundational documents for the Committee are the District priorities and the LCAP goals. This year’s LCAP Steering Committee met six times throughout the school year.  All meetings were structured around Relationships, Growth and Equity. The group hosted panels with teachers and students, and reviewed input from a student focus group with 7th and 8th graders, the Youth Truth Survey results and the STAR Test survey results. All three groups also participated in brief district surveys throughout the year. Additional opportunities included discussions at the annual board retreat in which union representatives participated. The local SELPA was also consulted in March of 2023 with the support of Special Education Director Julie Promes.	How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our more marginalized groups. Provide more opportunities for family engagement, community engagement and relationship building  Use more creative ways to get parent involvement; provide intentional communication of upcoming events, be explicit as to why we are asking for participation and use more personal invitations Provide training for volunteers at the beginning of school year, so they feel more comfortable and successful in providing the support needed Find ways for families to be more involved by matching their strengths to school needs	We understand that underrepresented families feel either intimidated or uncomfortable attending meetings that have unfamiliar standardized meeting norms and procedures. We also understand that we will likely need to engage with families and community members within the community, by going to where they are; churches, community centers, etc. They have shared that they need our school systems to be more explicit in how they can partner with us and they would like support for more racial identity and family customs that are welcomed into the curriculum and the classrooms.	4	4	4	4	4	4	4	3	4	3	3	4	Met		06JUN2023	2023
49708966052039	Manzanita Elementary Charter	3	Youth Truth and local family surveys in fall and spring gathered information to understand how families rated the District in honoring their cultures and beliefs. 29.61% of parents/guardians responded to the 2023 YouthTruth Family Survey 76.86% of parents/guardians reported feeling valued at school 7.63% of respondents to 2023 YouthTruth Survey were Hispanic 81.43% of Spanish-speaking parents/guardians of Elementary School students reported feeling included in planning school activities  The District Equity in Action team, led by the Director of Equity, increased the capacity of staff to build trusting and respectful relationships with families.  We responded to the Youth Truth data around belonging and inclusion by establishing Site Equity in Action teams at all school sites as a way to connect parents, staff and the community in equity initiatives. These teams invited families to partner with them in exploring areas of need around equity and representation.  Spanish Speaking Parent Nights invited parents of Multilingual families to share their strengths, cultures, languages, and goals for their children and developed understanding of their rights in advocating for their students. From this the idea of a Spanish-Speaking Math Night was developed and held for all families in the district.  The Rincon Valley Family Collaborative welcomes families of students with special needs to partner with District Sped Admin to discuss current practices and policies.   The Superintendent Parent Advisory Council developed an equitable district plan for field trip practices.   Spanish translation is a mainstay at board meetings  Parent Square and family newsletters informed families and built 2-way communication between families and educators Bilingual Family Liaison serve our unduplicated students by providing school-to-home related services. While these services are not strictly limited to our unduplicated students, these subgroups comprise a significant subset of students benefiting from the services. Family Liaisons provide an important link between our schools and families. These individuals provide support for families across a wide range of school attendance, social/emotional needs, and connections to community-wide resources.	Create beginning of year opportunities for students and parents to connect with school community to begin relationships and home-to-school connections. Continue this intentional relationship connection throughout the year.  We will continue to prioritize the district and site level Equity in Action committees that focus on discussions around equity and antiracist practices through the Zones of Inquiry process.	The Multilingual Learner Allies for Action group, composed of staff, families and community members, is working to understand and better serve the needs of ML students and families, in order to revise the District’s master plan for English learners over the next 2 years.  The school regularly discusses ways to increase learning about the different cultures and languages in the school and district-wide community. This is done in a variety of ways. As a site we discuss this with the English Learner Advisory Committee and bring it to the District English Learner Advisory Committee.	Our school provides many opportunities for families to feel welcome and a part of the school community. We have a parent organization that works closely with the school administration and teachers to plan events for community building where all families are encouraged to  attend and participate. The school also conducts parent-teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers and families to learn and share how to best meet the needs of the individual student.  The Rincon Valley Family Collaborative welcomes families of students with special needs to partner with District Sped Admin to discuss current practices and policies. Topics of discussion include the legal rights of parents as active partners and advocates for their student’s education.  Engagement with our DELAC occurred on March 19, 2023. At this meeting we gathered together to discuss specific questions and feedback around our LCAP goals and actions. We requested their input on how to adjust the actions to better serve the needs of the multilingual students and families	Attendance marketing campaign; systems for notifying and working with families to improve school attendance; make this a clear dashboard metric with a system for monitoring for areas to improve in. Continue to focus on PBIS and other systems to reduce the number of suspensions	We are looking at how we can create meetings such as ELAC and DELAC to be more community centered and emphasize human connection while still meeting the compliance requirements.	29.61% of parents/guardians responded to the 2023 YouthTruth Family Survey 56.26% of parents/guardians reported feeling empowered to play a meaningful role in decision-making at school 7.63% of respondents to 2023 YouthTruth Survey were Hispanic 81.43% of Spanish-speaking parents/guardians of Elementary School students reported feeling included in planning school activities  The RVUSD LCAP Steering Committee plays a key role for the District in aligning all District planning efforts while ensuring that planning for the future includes the voices and input from students, staff, families and community members. The foundational documents for the Committee are the District priorities and the LCAP goals. This year’s LCAP Steering Committee met six times throughout the school year.  All meetings were structured around Relationships, Growth and Equity. The group hosted panels with teachers and students, and reviewed input from a student focus group with 7th and 8th graders, the Youth Truth Survey results and the STAR Test survey results. All three groups also participated in brief district surveys throughout the year. Additional opportunities included discussions at the annual board retreat in which union representatives participated. The local SELPA was also consulted in March of 2023 with the support of Special Education Director Julie Promes.	How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our more marginalized groups. Provide more opportunities for family engagement, community engagement and relationship building  Use more creative ways to get parent involvement; provide intentional communication of upcoming events, be explicit as to why we are asking for participation and use more personal invitations Provide training for volunteers at the beginning of school year, so they feel more comfortable and successful in providing the support needed Find ways for families to be more involved by matching their strengths to school needs	We understand that underrepresented families feel either intimidated or uncomfortable attending meetings that have unfamiliar standardized meeting norms and procedures. We also understand that we will likely need to engage with families and community members within the community, by going to where they are; churches, community centers, etc. They have shared that they need our school systems to be more explicit in how they can partner with us and they would like support for more racial identity and family customs that are welcomed into the curriculum and the classrooms.	4	4	4	4	4	3	4	3	4	3	3	4	Met		06JUN2023	2023
49708966052047	Whited Elementary Charter	3	Youth Truth and local family surveys in fall and spring gathered information to understand how families rated the District in honoring their cultures and beliefs. 29.61% of parents/guardians responded to the 2023 YouthTruth Family Survey 76.86% of parents/guardians reported feeling valued at school 7.63% of respondents to 2023 YouthTruth Survey were Hispanic 81.43% of Spanish-speaking parents/guardians of Elementary School students reported feeling included in planning school activities  The District Equity in Action team, led by the Director of Equity, increased the capacity of staff to build trusting and respectful relationships with families.  We responded to the Youth Truth data around belonging and inclusion by establishing Site Equity in Action teams at all school sites as a way to connect parents, staff and the community in equity initiatives. These teams invited families to partner with them in exploring areas of need around equity and representation.  Spanish Speaking Parent Nights invited parents of Multilingual families to share their strengths, cultures, languages, and goals for their children and developed understanding of their rights in advocating for their students. From this the idea of a Spanish-Speaking Math Night was developed and held for all families in the district.  The Rincon Valley Family Collaborative welcomes families of students with special needs to partner with District Sped Admin to discuss current practices and policies.   The Superintendent Parent Advisory Council developed an equitable district plan for field trip practices.   Spanish translation is a mainstay at board meetings  Parent Square and family newsletters informed families and built 2-way communication between families and educators Bilingual Family Liaison serve our unduplicated students by providing school-to-home related services. While these services are not strictly limited to our unduplicated students, these subgroups comprise a significant subset of students benefiting from the services. Family Liaisons provide an important link between our schools and families. These individuals provide support for families across a wide range of school attendance, social/emotional needs, and connections to community-wide resources.	Create beginning of year opportunities for students and parents to connect with school community to begin relationships and home-to-school connections. Continue this intentional relationship connection throughout the year.  We will continue to prioritize the district and site level Equity in Action committees that focus on discussions around equity and antiracist practices through the Zones of Inquiry process.	The Multilingual Learner Allies for Action group, composed of staff, families and community members, is working to understand and better serve the needs of ML students and families, in order to revise the District’s master plan for English learners over the next 2 years.  The school regularly discusses ways to increase learning about the different cultures and languages in the school and district-wide community. This is done in a variety of ways. As a site we discuss this with the English Learner Advisory Committee and bring it to the District English Learner Advisory Committee.	Our school provides many opportunities for families to feel welcome and a part of the school community. We have a parent organization that works closely with the school administration and teachers to plan events for community building where all families are encouraged to  attend and participate. The school also conducts parent-teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers and families to learn and share how to best meet the needs of the individual student.  The Rincon Valley Family Collaborative welcomes families of students with special needs to partner with District Sped Admin to discuss current practices and policies. Topics of discussion include the legal rights of parents as active partners and advocates for their student’s education.  Engagement with our DELAC occurred on March 19, 2023. At this meeting we gathered together to discuss specific questions and feedback around our LCAP goals and actions. We requested their input on how to adjust the actions to better serve the needs of the multilingual students and families.	Attendance marketing campaign; systems for notifying and working with families to improve school attendance; make this a clear dashboard metric with a system for monitoring for areas to improve in. Continue to focus on PBIS and other systems to reduce the number of suspensions.	We are looking at how we can create meetings such as ELAC and DELAC to be more community centered and emphasize human connection while still meeting the compliance requirements.	29.61% of parents/guardians responded to the 2023 YouthTruth Family Survey 56.26% of parents/guardians reported feeling empowered to play a meaningful role in decision-making at school 7.63% of respondents to 2023 YouthTruth Survey were Hispanic 81.43% of Spanish-speaking parents/guardians of Elementary School students reported feeling included in planning school activities  The RVUSD LCAP Steering Committee plays a key role for the District in aligning all District planning efforts while ensuring that planning for the future includes the voices and input from students, staff, families and community members. The foundational documents for the Committee are the District priorities and the LCAP goals. This year’s LCAP Steering Committee met six times throughout the school year.  All meetings were structured around Relationships, Growth and Equity. The group hosted panels with teachers and students, and reviewed input from a student focus group with 7th and 8th graders, the Youth Truth Survey results and the STAR Test survey results. All three groups also participated in brief district surveys throughout the year. Additional opportunities included discussions at the annual board retreat in which union representatives participated. The local SELPA was also consulted in March of 2023 with the support of Special Education Director Julie Promes.	How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our more marginalized groups. Provide more opportunities for family engagement, community engagement and relationship building  Use more creative ways to get parent involvement; provide intentional communication of upcoming events, be explicit as to why we are asking for participation and use more personal invitations Provide training for volunteers at the beginning of school year, so they feel more comfortable and successful in providing the support needed Find ways for families to be more involved by matching their strengths to school needs	We understand that underrepresented families feel either intimidated or uncomfortable attending meetings that have unfamiliar standardized meeting norms and procedures. We also understand that we will likely need to engage with families and community members within the community, by going to where they are; churches, community centers, etc. They have shared that they need our school systems to be more explicit in how they can partner with us and they would like support for more racial identity and family customs that are welcomed into the curriculum and the classrooms.	4	4	4	4	4	3	4	3	4	3	3	4	Met		06JUN2023	2023
49708966052070	Village Elementary Charter	3	Youth Truth and local family surveys in fall and spring gathered information to understand how families rated the District in honoring their cultures and beliefs. 29.61% of parents/guardians responded to the 2023 YouthTruth Family Survey 76.86% of parents/guardians reported feeling valued at school 7.63% of respondents to 2023 YouthTruth Survey were Hispanic 81.43% of Spanish-speaking parents/guardians of Elementary School students reported feeling included in planning school activities  The District Equity in Action team, led by the Director of Equity, increased the capacity of staff to build trusting and respectful relationships with families.  We responded to the Youth Truth data around belonging and inclusion by establishing Site Equity in Action teams at all school sites as a way to connect parents, staff and the community in equity initiatives. These teams invited families to partner with them in exploring areas of need around equity and representation.  Spanish Speaking Parent Nights invited parents of Multilingual families to share their strengths, cultures, languages, and goals for their children and developed understanding of their rights in advocating for their students. From this the idea of a Spanish-Speaking Math Night was developed and held for all families in the district.  The Rincon Valley Family Collaborative welcomes families of students with special needs to partner with District Sped Admin to discuss current practices and policies.   The Superintendent Parent Advisory Council developed an equitable district plan for field trip practices.   Spanish translation is a mainstay at board meetings  Parent Square and family newsletters informed families and built 2-way communication between families and educators Bilingual Family Liaison serve our unduplicated students by providing school-to-home related services. While these services are not strictly limited to our unduplicated students, these subgroups comprise a significant subset of students benefiting from the services. Family Liaisons provide an important link between our schools and families. These individuals provide support for families across a wide range of school attendance, social/emotional needs, and connections to community-wide resources.	Create beginning of year opportunities for students and parents to connect with school community to begin relationships and home-to-school connections. Continue this intentional relationship connection throughout the year.  We will continue to prioritize the district and site level Equity in Action committees that focus on discussions around equity and antiracist practices through the Zones of Inquiry process.	The Multilingual Learner Allies for Action group, composed of staff, families and community members, is working to understand and better serve the needs of ML students and families, in order to revise the District’s master plan for English learners over the next 2 years.  The school regularly discusses ways to increase learning about the different cultures and languages in the school and district-wide community. This is done in a variety of ways. As a site we discuss this with the English Learner Advisory Committee and bring it to the District English Learner Advisory Committee.	Our school provides many opportunities for families to feel welcome and a part of the school community. We have a parent organization that works closely with the school administration and teachers to plan events for community building where all families are encouraged to  attend and participate. The school also conducts parent-teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers and families to learn and share how to best meet the needs of the individual student.  The Rincon Valley Family Collaborative welcomes families of students with special needs to partner with District Sped Admin to discuss current practices and policies. Topics of discussion include the legal rights of parents as active partners and advocates for their student’s education.  Engagement with our DELAC occurred on March 19, 2023. At this meeting we gathered together to discuss specific questions and feedback around our LCAP goals and actions. We requested their input on how to adjust the actions to better serve the needs of the multilingual students and families.	Attendance marketing campaign; systems for notifying and working with families to improve school attendance; make this a clear dashboard metric with a system for monitoring for areas to improve in. Continue to focus on PBIS and other systems to reduce the number of suspensions.	We are looking at how we can create meetings such as ELAC and DELAC to be more community centered and emphasize human connection while still meeting the compliance requirements.	29.61% of parents/guardians responded to the 2023 YouthTruth Family Survey 56.26% of parents/guardians reported feeling empowered to play a meaningful role in decision-making at school 7.63% of respondents to 2023 YouthTruth Survey were Hispanic 81.43% of Spanish-speaking parents/guardians of Elementary School students reported feeling included in planning school activities  The RVUSD LCAP Steering Committee plays a key role for the District in aligning all District planning efforts while ensuring that planning for the future includes the voices and input from students, staff, families and community members. The foundational documents for the Committee are the District priorities and the LCAP goals. This year’s LCAP Steering Committee met six times throughout the school year.  All meetings were structured around Relationships, Growth and Equity. The group hosted panels with teachers and students, and reviewed input from a student focus group with 7th and 8th graders, the Youth Truth Survey results and the STAR Test survey results. All three groups also participated in brief district surveys throughout the year. Additional opportunities included discussions at the annual board retreat in which union representatives participated. The local SELPA was also consulted in March of 2023 with the support of Special Education Director Julie Promes.	How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our more marginalized groups. Provide more opportunities for family engagement, community engagement and relationship building  Use more creative ways to get parent involvement; provide intentional communication of upcoming events, be explicit as to why we are asking for participation and use more personal invitations Provide training for volunteers at the beginning of school year, so they feel more comfortable and successful in providing the support needed Find ways for families to be more involved by matching their strengths to school needs	We understand that underrepresented families feel either intimidated or uncomfortable attending meetings that have unfamiliar standardized meeting norms and procedures. We also understand that we will likely need to engage with families and community members within the community, by going to where they are; churches, community centers, etc. They have shared that they need our school systems to be more explicit in how they can partner with us and they would like support for more racial identity and family customs that are welcomed into the curriculum and the classrooms.	4	4	4	4	4	3	4	3	4	3	3	4	Met		06JUN2023	2023
49708966085229	Binkley Elementary Charter	3	Youth Truth and local family surveys in fall and spring gathered information to understand how families rated the District in honoring their cultures and beliefs. 29.61% of parents/guardians responded to the 2023 YouthTruth Family Survey 76.86% of parents/guardians reported feeling valued at school 7.63% of respondents to 2023 YouthTruth Survey were Hispanic 81.43% of Spanish-speaking parents/guardians of Elementary School students reported feeling included in planning school activities  The District Equity in Action team, led by the Director of Equity, increased the capacity of staff to build trusting and respectful relationships with families.  We responded to the Youth Truth data around belonging and inclusion by establishing Site Equity in Action teams at all school sites as a way to connect parents, staff and the community in equity initiatives. These teams invited families to partner with them in exploring areas of need around equity and representation.  Spanish Speaking Parent Nights invited parents of Multilingual families to share their strengths, cultures, languages, and goals for their children and developed understanding of their rights in advocating for their students. From this the idea of a Spanish-Speaking Math Night was developed and held for all families in the district.  The Rincon Valley Family Collaborative welcomes families of students with special needs to partner with District Sped Admin to discuss current practices and policies.   The Superintendent Parent Advisory Council developed an equitable district plan for field trip practices.   Spanish translation is a mainstay at board meetings  Parent Square and family newsletters informed families and built 2-way communication between families and educators Bilingual Family Liaison serve our unduplicated students by providing school-to-home related services. While these services are not strictly limited to our unduplicated students, these subgroups comprise a significant subset of students benefiting from the services. Family Liaisons provide an important link between our schools and families. These individuals provide support for families across a wide range of school attendance, social/emotional needs, and connections to community-wide resources.	Create beginning of year opportunities for students and parents to connect with school community to begin relationships and home-to-school connections. Continue this intentional relationship connection throughout the year.  We will continue to prioritize the district and site level Equity in Action committees that focus on discussions around equity and antiracist practices through the Zones of Inquiry process.	The Multilingual Learner Allies for Action group, composed of staff, families and community members, is working to understand and better serve the needs of ML students and families, in order to revise the District’s master plan for English learners over the next 2 years.  The school regularly discusses ways to increase learning about the different cultures and languages in the school and district-wide community. This is done in a variety of ways. As a site we discuss this with the English Learner Advisory Committee and bring it to the District English Learner Advisory Committee.	Our school provides many opportunities for families to feel welcome and a part of the school community. We have a parent organization that works closely with the school administration and teachers to plan events for community building where all families are encouraged to  attend and participate. The school also conducts parent-teacher conferences for every student after the first trimester of school. These conferences are specifically for teachers and families to learn and share how to best meet the needs of the individual student.  The Rincon Valley Family Collaborative welcomes families of students with special needs to partner with District Sped Admin to discuss current practices and policies. Topics of discussion include the legal rights of parents as active partners and advocates for their student’s education.  Engagement with our DELAC occurred on March 19, 2023. At this meeting we gathered together to discuss specific questions and feedback around our LCAP goals and actions. We requested their input on how to adjust the actions to better serve the needs of the multilingual students and families.	Attendance marketing campaign; systems for notifying and working with families to improve school attendance; make this a clear dashboard metric with a system for monitoring for areas to improve in. Continue to focus on PBIS and other systems to reduce the number of suspensions.	We are looking at how we can create meetings such as ELAC and DELAC to be more community centered and emphasize human connection while still meeting the compliance requirements.	29.61% of parents/guardians responded to the 2023 YouthTruth Family Survey 56.26% of parents/guardians reported feeling empowered to play a meaningful role in decision-making at school 7.63% of respondents to 2023 YouthTruth Survey were Hispanic 81.43% of Spanish-speaking parents/guardians of Elementary School students reported feeling included in planning school activities  The RVUSD LCAP Steering Committee plays a key role for the District in aligning all District planning efforts while ensuring that planning for the future includes the voices and input from students, staff, families and community members. The foundational documents for the Committee are the District priorities and the LCAP goals. This year’s LCAP Steering Committee met six times throughout the school year.  All meetings were structured around Relationships, Growth and Equity. The group hosted panels with teachers and students, and reviewed input from a student focus group with 7th and 8th graders, the Youth Truth Survey results and the STAR Test survey results. All three groups also participated in brief district surveys throughout the year. Additional opportunities included discussions at the annual board retreat in which union representatives participated. The local SELPA was also consulted in March of 2023 with the support of Special Education Director Julie Promes.	How we interact with our parents and community will continue to grow as we seek opportunities for more qualitative gathering approaches, especially with our more marginalized groups. Provide more opportunities for family engagement, community engagement and relationship building  Use more creative ways to get parent involvement; provide intentional communication of upcoming events, be explicit as to why we are asking for participation and use more personal invitations Provide training for volunteers at the beginning of school year, so they feel more comfortable and successful in providing the support needed Find ways for families to be more involved by matching their strengths to school needs	We understand that underrepresented families feel either intimidated or uncomfortable attending meetings that have unfamiliar standardized meeting norms and procedures. We also understand that we will likely need to engage with families and community members within the community, by going to where they are; churches, community centers, etc. They have shared that they need our school systems to be more explicit in how they can partner with us and they would like support for more racial identity and family customs that are welcomed into the curriculum and the classrooms.	4	4	4	4	4	3	4	3	4	3	3	4	Met		06JUN2023	2023
49709040000000	Roseland	3	"We continue to have high levels of trusting and respectful relationships with families through ParentSquare Communication, Back to School Night, schoolwide events, and two rounds of Parent-Teacher Conferences. Adding the second round of parent conferences has enabled more consistent communication between teachers and families. YouthTruth survey results show that: • 93% agree or strongly agree that “Teachers treat families with respect.” • 90% agree or strongly agree that “Administrators treat families with respect.” • 90% agree or strongly agree that ”I feel comfortable approaching the administration about my concerns.”  Creating a welcoming environment for all families is a priority for the district. • 92% agree or strongly agree that “My school creates a friendly environment.” • 85% agree or strongly agree that ”I feel valued by my school.” • 86% agree or strongly agree that “I am proud of my school” • 88% of families reported positively on the overall “Culture” indicator  We have systems in place to learn about each family’s strengths, cultures, languages, and goals for their children. through Parent-Teacher Conferences, Back to School Night, Parentsquare communication, etc. However, it is a priority for the district to continue to grow in this area through professional development and continued focus on equity. On the YouthTruth survey: • 88% agree or strongly agree that “My school respects people of different religions and faiths.” • 84% agree or strongly agree that “My school respects people of different sexual orientations/"" • 85% agree or strongly agree that “My school respects people of different abilities."" • 84% agree or strongly agree that ”My school respects people of different gender identities"" • 80% agree or strongly agree that “My school respects people of different incomes."" • 87% agree or strongly agree that “My school respects people of different races/ethnicities."" • 87% agree or strongly agree that “My school respects people of different countries of origin."" This data shows that Roseland District schools are above county averages in these essential areas; however, we still have an important opportunity to make improvements and put further systems in place to ensure that all families feel that they are respected and valued and are an essential part of the school community. We are engaging in 2-way communication between families and educators in a language that is understandable and accessible to families by providing: Back to School Night, two rounds of Parent Conferences, Open House, Parent Club meetings, ELAC/DELAC, ParentSquare messaging, robocalls and newsletters. • 92% agree or strongly agree that “I receive information about what my child should learn and be able to do.” • Parent conferences are held twice yearly and attendance is typically between 95% - 100% as teachers make every effort to reach every parent (rescheduling and providing makeup conferences as needed)."	While this is an area of relative strength for us, Roseland School District will continue to focus on improving relationships and connections with families. Some important next steps include further developing the capacity of staff (i.e., administrators, teachers, and classified staff) to utilize culturally responsive family engagement practices and to determine ways to best reach families who are not accessing school-to-home communications (ParentSquare, robocalls, etc.).	The Roseland School District will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC/ELAC meetings, School Site Council meetings, parent conferences, parent club meetings, parent teacher conferences, and the use of ParentSquare and Robocalls. Next year, we will focus on increasing participation in DELAC/ELAC meetings and attendance at parent club meetings. The district will partner with teachers to ensure we reach parents with the most important district messages being sent home (such as YouthTruth survey participation). Roseland School District’s strengths for building relationships with parents include but are not limited to: parent club meetings, parent conferences, and maintaining warm and welcoming school environments. Next steps for the district are to provide further professional development for staff in order to help honor and strengthen students/families’ cultural identify and to ensure staff members have the tools necessary to support our parents and families. Additional focus areas include improving translation/interpretation services by providing professional development to support staff utilized for translation and working to increase the amount of bilingual staff.	We are beginning to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families through professional development days, future MTSS Workshops, coordinated services team meetings, bilingual Back-to-School Night and Open House. While our families rate relationships positively on the YouthTruth Survey (5% above county average), there is still room for improvement. We are providing families with information and resources to support student learning and development in the home by holding TK/K orientation, parent-teacher conferences, parent club meetings, and webinars/online meetings focusing on specific areas of need (such as puberty education overview). • 88% agree or strongly agree that “My school provides the guidance necessary to help my child succeed.” • 92% agree or strongly agree that “I receive information about what my child should learn and be able to do.” We are implementing policies or programs for teachers to meet with families to discuss student progress and ways to work together to support improved student outcomes by holding parent-teacher conferences and IEP, 504, and SST meetings. • 89% agree or strongly agree that “I receive regular feedback about my child's progress.” We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our website, annual notifications (including the Student/Family Handbook), IEP/504 meetings, and DELAC/ELAC meetings.	The focus area for this section will be supporting families to understand and exercise their legal rights and advocate for their own students and all students.	The district will continue to survey families and students using the YouthTruth Survey as well as conduct DELAC/ELAC meetings, parent conferences, parent club meetings, Parent-Teacher conferences, and the use of Parentsquare and robocalls. The district will also be working on developing parent workshops on identified parent areas of interest/need.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training. Ways in which we seek input for decision making include: • Site Council • ELAC /DELAC • LCAP Process  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by holding Parent Club meetings, DELAC/ELAC and site council meetings. • 74% agree or strongly agree “I feel empowered to play a meaningful role in decision-making at my school.”  We are providing families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by conducting surveys, ELAC/DELAC meetings, parent club meetings, and school site council meetings. Additionally, families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and the district through parent clubs, school site council meetings, and by conducting surveys. • 83% agree or strongly agree that “I feel engaged with my school.” • 73% agree or strongly agree that “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. • 81% agree or strongly agree that “ Parents/family members are included in planning school activities.”	The focus area for this section will be on building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making. Attendance and ELAC and DELAC meetings has been increasing and these meetings provide opportunity to increase parent input in the decision-making process. The district has increased the work hours of our bilingual English Learner TOSA to help recruit and engage families in ELAC/DELAC so attendance increases on these important groups. Additionally, LCAP development presents an important opportunity to engage parents in the decision-making process by identifying needs and helping prioritize actions/services in the budget that will best meet student needs. The district will seek ways to further engage parents in this process beyond surveys and DELAC/PAC by conducting focus group meetings, visiting parent club meetings, etc.	The district will continue to survey families and students using the Youth Truth Survey as well as to conduct DELAC/ELAC meetings, parent conferences, parent club meetings, Parent-Teacher conferences, and the use of Parentsquare and robocalls. A particular focus area will be on increasing parent participation/attendance at DELAC/ELAC and supporting parent leadership development on these important advisory groups.	5	4	4	4	3	4	4	4	3	3	3	4	Met		14JUN2023	2023
49709040101923	Roseland Charter	3	We continue to have high levels of trusting and respectful relationships with families through Parent Square Communication, Back to School Night, schoolwide events, and MS Parent-Teacher Conferences. • 83% agree or strongly agree that “Teachers treat families with respect.” • 84% agree or strongly agree that “Administrators treat families with respect.” • 80% agree or strongly agree that ”I feel comfortable approaching the administration about my concerns.”  We are creating welcoming environments for all families by welcoming and professional Office Staff, Facilities, Teachers, Back to School Night, Family BBQ, and other schoolwide events. • 76% agree or strongly agree that “My school creates a friendly environment.” • 72% agree or strongly agree that ”I feel valued by my school.” • 80% agree or strongly agree that “I am proud of my school” • 77% of families reported positively on the overall “Culture” indicator We are supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children MS Parent-Teacher Conferences, Back to School Night, Parentsquare communication, etc. • 85% agree or strongly agree that “My school respects people of different religions and faiths.” • 82% agree or strongly agree that “My school respects people of different sexual orientations (e.g. gay, straight, bisexual, etc.). • 82% agree or strongly agree that “My school respects people of different abilities (people with disabilities). • 83% agree or strongly agree that ”My school respects people of different gender identities (e.g. men, women, people who identify in a different way). • 78% agree or strongly agree that “My school respects people of different incomes. (how much money someone makes). • 82% agree or strongly agree that “My school respects people of different races/ethnicities. • 84% agree or strongly agree that “My school respects people of different countries of origin. We are engaging in 2-way communication between families and educators using language that is understandable and accessible to families by providing: Parent Information Night, Parent Conferences, Open House, ELAC. • MS and HS families reported high levels of communication (77% agree or strongly agree that “I receive information about what my child should learn and be able to do.”).	While still higher than the Sonoma County average, Roseland Charter will continue to improve relationships with families especially in the areas of families communicating concerns to school administration and teachers. Roseland Charter’s strengths for building relationships with parents include but are not limited to: parent club meetings, parent conferences, and maintaining warm and welcoming school environments. Additionally, school staff regularly support and encourage parents to advocate for and participate in their child’s education. A focus area for the district is to provide further professional development for our staff in order to ensure they have the tools necessary to support our parents and families, particularly those from underrepresented backgrounds.	The charter will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC/ELAC meetings, parent conferences, parent coffees, MS Parent-Teacher conferences, and the use of Parentsquare.	We are beginning to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, future MTSS Workshops, Coordinated Services Team, and Bilingual Back to School Night. While our families rate Relationships on the Youth Truth Survey high, there is still room for improvement. • 45% staff members agree or strongly agree that “My professional development over the last year has provided me with teaching strategies to better meet my students' needs.” • 76% families agree or strongly agree that “Teachers clearly communicate expectations for my child's progress. • 73% families agree or strongly agree that “My school's policies are administered fairly and consistently.” We are providing families with information and resources to support student learning and development in the home by Orientation, MS Parent Teacher Conferences, Google Classroom, and Parent Coffee Meetings. • 83% agree or strongly agree that “My school provides the guidance necessary to help my child succeed.” • 77% agree or strongly agree that “I receive information about what my child should learn and be able to do.”  We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by MS Parent/Teacher Conferences, Title I Parent Meeting, LCAP Surveys, and IEP/504/SST meeting. • 75% agree or strongly agree that “I receive regular feedback about my child's progress.” We are supporting families to understand and exercise their legal rights and advocate for their own students and all students through our Handbook, Annual Notifications, IEP/504 meetings, and DELAC/ELAC meetings.	The focus area for this section will be supporting families to understand and exercise their legal rights and advocate for their own students and all students.	Roseland Charter provides a safe and welcoming environment for our families and students. Multiple opportunities are available for two-way communication between parents and staff, including parent conferences, parent club meetings and schoolwide events. The district recently added a second round of parent conferences in order to increase home-school communication, and parent participation rates have been extremely high (95%+), including parents of underrepresented students. All home-school communication is fully translated into Spanish. A next step for the district is to provide specific support/professional development for staff on strengthening home-school communication, building home-school partnerships, and increasing cross-cultural understanding and awareness.  The charter will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC/ELAC meetings, parent conferences, parent coffees, MS Parent-Teacher conferences, and the use of Parentsquare.	We are building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making through leadership training. • 68% agree or strongly agree “I feel empowered to play a meaningful role in decision-making at my school.” Additional ways in which we seek input for decision making include: • Site Council • ELAC /DELAC • LCAP Process  We are building the capacity of and supporting family members to effectively engage in advisory groups and decision-making by Parent Clubs, DELAC/ELAC, site council, and board meetings. • 68% agree or strongly agree “I feel empowered to play a meaningful role in decision-making at my school.”  We are providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community by Surveys, ELAC/DELAC, Parent Coffees, and Parent Club meetings. • 69% agree or strongly agree that “I feel engaged with my school.” • 68% agree or strongly agree that “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.”  We are providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels through Parent Clubs, Site Council, and Surveys. Within all the activities above we will seek to improve the engagement of underrepresented families. • 73% agree or strongly agree that “ Parents/family members are included in planning school activities.”	The focus area for this section will be providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels.	The charter will continue to survey families and students using the Youth Truth Survey as well as conduct DELAC/ELAC meetings, parent conferences, parent coffees, MS Parent-Teacher conferences, and the use of Parentsquare. Roseland Charter provides multiple opportunities for parents and families to participate in advisory groups and be a part of the district and school decision-making process. This occurs through the English Learner Advisory Council, Parent Advisory Council, and many others. Additionally, we have a high volume of participation in our annual parent Youth Truth surveys. A next step for the district is to provide more support to the school sites in running effective advisory groups that meet all necessary requirements, while at the same time engaging parents and promoting regular attendance.	4	3	4	3	2	4	3	3	2	2	2	3	Met		13JUN2023	2023
49709380000000	Sebastopol Union Elementary	3	The Sebastopol Education Foundation (SEF) provides successful opportunities for parents to be engaged in the district through special events.  Parent volunteers are now allowed in the classroom and this has been a huge success and helped to build relationships.  Prior to the pandemic, parents were only allowed to volunteer outside in the garden.  Now volunteers can be seen in the classroom, working with individuals and small groups, as guest speakers, and on the playground.  Site Council coordinated a Family Math night and has helped parents with education opportunities and building relationships. LCAP includes Website cost and upkeep, office time, ParentSquare and AERIES subscriptions, as well as bilingual support.  Bilingual office support at the elementary school has been key in engaging Spanish-speaking parents in the educational program.	Parent Involvement:  -Increased opportunities for parent participation are planned at the school and classroom levels, inviting participation along with bilingual support.  Offer more Parent education opportunities.  Continue the school website and e-blasts via Parent Square to share current information on school and classroom activities. We will continue to provide Stakeholder input to refine strategies and to sustain or increase current enrollment through the promotion of a positive school climate. We will continue marketing efforts and strategies for implementing marketing products and activities.	LCAP includes Website cost and upkeep, office time, ParentSquare, and AERIES subscriptions, which are offered in English and Spanish.  The district will continue efforts to employ a bilingual support staff person at the middle school. We also use a variety of strategies employ to seek parent input in decision-making beyond formal parent groups and surveys such as teacher-parent meetings, school leader-parent meetings, or other informal conversations where leadership is learning about parent concerns/desires for underrepresented youth in your schools.  The engagement of parents of English Learners will continue to be a goal.  This will also include promoting increased participation in DELAC/ELAC.	Teachers regularly send home materials for students to work on at home that support the instructional program.  Each student from 1st-8th has a Chromebook at home to assist with educational opportunities.  The district school calendar provides for scheduled parent conferences in the fall and parents can request conferences a needed. These meetings include a review of benchmark assessment data.  Bilingual and office support reiterates how parents can exercise their rights and the channels to advocate for their students.	Character Education and ACES/Resiliency training will be provided to teachers and principals to further improve the school's capacity to support families. Continue to administer the Youth Truth Survey (for students and parents) for parents to provide input on how we can work together and with adults at school to sustain a positive social/emotional culture in the schools and continue to work on promoting a sense of community.	LCAP includes Website cost and upkeep, office time, ParentSquare, and AERIES subscriptions, which are offered in English and Spanish.  The district will continue efforts to employ a bilingual support staff person at the middle school. The engagement of parents of English Learners will continue to be a goal.  This will also include promoting increased participation in DELAC/ELAC.	Teachers, principals, and office staff regularly remind parents of upcoming meetings and how to engage with advisory and support groups, such as DELAC/ELAC, Site Council, parent education, and the Sebastopol Education Foundation.  All families are frequently surveyed, in their home language, to provide input on policies, and program design as well as share their opinion.  This includes those from underrepresented groups.  The district regularly offers family engagement activities school-wide throughout the school year.	We will continue to provide Stakeholder input to refine strategies and to sustain or increase current enrollment through the promotion of a positive school climate. We will continue to engage families in marketing efforts and strategies for implementing engaging programming.	The district will continue efforts to employ a bilingual support staff person at the middle school. The engagement of parents of English Learners will continue to be a goal.  This will also include promoting increased participation in DELAC/ELAC.	5	5	5	5	5	5	5	5	4	4	4	4	Met		13JUN2023	2023
49709386113039	Sebastopol Independent Charter	3	The school sends a weekly newsletter to all families with information regarding school news and events. The school has improved its digital enrollment platform. The teachers engage all families in regular newsletters, communication, parent conferences and reports. The teachers share resources for parent partnership opportunities to help the students' progress. Parents are informed of their legal rights and they are encouraged to advocate for their children. We do our best to engage underrepresented families. The school uses emails, texts and voicemail messages in communicating various information with school families.	The school is looking at implementing Parent Square as a communication tool to make it easier for the school and parents to communicate. We're working on making attendance reporting better with a better communication between parents and the school regarding attendance issues. Looking at next year, we're planning more parent education opportunties. The faculty engaged in a process of creating and implementing guidelines for healthy communication between community members. The faculty's implementation of role modeling professional conduct is an important priority for the school. This year we established the values of being Safe, Responsible and Respectful, which we have communicated many times during the school year. We also created Norms around these values which were also communicated with our school community.	Parents are engaged in many informal ways in supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We have a DEIA advisory groups engage parents in different topics and parent education. We welcome and invite community members to our regular school board meetings where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families. The teachers do a fabulous job in communicating with all parents, including underrepresented families.	The faculty engaged in a process of creating and implementing guidelines for healthy communication between community members with facilitation by a professional from Restorative Resources. The faculty's implementation of role modeling professional conduct is an important priority for the school. The teachers do a good job in communicating with all parents, including underrepresented families.	Now that Covid-related restrictions have lifted, we are enjoying more opportunities for parent volunteering on campus, more parent education events on campus and more field trips.	We expect that our teachers and staff will continue to communicate with underrepresented families which have been successful in their efforts.	Parents are engaged in many informal ways in supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We have had advisory groups engage parents in different topics. We welcome and invite community members to our regular school board meetings where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families.	We will make sure that our faculty and staff members update their contact lists on a regular basis to ensure that they are reaching community members in their communication with school community members when seeking input for decision-making.	We expect that our teachers and staff will continue to communicate with underrepresented families which have been successful in their efforts.	4	5	5	5	4	5	5	5	3	3	3	3	Met		19JUN2023	2023
49709530000000	Sonoma Valley Unified	3	SVUSD has a strong partnership with its Education Foundation, and we are building relationships with local early childcare organizations. Our SAFE grant team conducts ongoing outreach with community-based organizations to support mental health awareness and the development of Tier 3 supports for families and children. 95% of families reported feeling informed as parents sometimes/always.	The district continues to develop areas to increase educational relationships. SVUSD uses parent committees such as DELAC and DAC to continue input for the LCAP and decision-making. The District holds a monthly meeting for parents of students with disabilities to have the training and information they need to enable them to participate effectively in their student’s IEP process.  The district also utilizes surveys for both students and families. The bilingual community liaisons and special education share surveys after each IEP to ensure underrepresented groups have input.	The district is in the process of implementing The Family Literacy Project to help keep families engaged and informed about educational progress.	"Sonoma Valley Unified School District expanded the roles of library media specialists and created a role for bilingual technology liaison to support families in using technology and helping to ensure student connectivity. The district also provided spaces at the Boys and Girls Club for students needing in-person supervision and internet access in learning hubs. Our existing parent and community advisory groups (DAC and DELAC) continued. We had active daily and weekly outreach to families whose students were not attending school. We also integrated Parent Square into our repertoire of parent communication and outreach tools. Additionally, we utilize an improved system of attendance tracking, communication, and outreach to ensure involvement and collaboration with our families in the area of attendance.  Looking forward, we hope to continue to expand the role of community liaisons to make sure that we build trusting and supportive relationships with our families so we can be collaborative partners in each child’s academic, social, and emotional success at school, particularly with our families of our students who are furthest from opportunity. We have moved to “Beginning Development"" as we have started to make progress toward a system in developing coherent, predictable, and sustained plans for partnering with parents to improve student outcomes. Through the IEP process, teachers engage with families and students to discuss student progress and ways to work together to support improved student outcomes. Additionally, parents are provided a summary and offered a copy of their parent rights at every IEP meeting.   Every school in SVUSD maintains a fully compliant School Site Council (SSC) and English Learner Advisory Committee (ELAC), which has the appropriate membership and meets regularly to review, inform, and approve programming decisions."	Educational partners have been returning to in-person meetings since the pandemic. It is, however, a benefit to many families to have some meetings available online or in person. We are always exploring ways to ensure families have access to leaders and meetings. It is difficult in a tourist-heavy community. Many parents work during the day, and many others work in the evenings.	The Family Literacy Project will assist the district in engaging underrepresented families. That will allow the district to expand the voice of educational partners we continue to struggle to connect with.	SVUSD continuously seek educational partner input in a variety of manners, including community meetings, one-on-one meetings, and surveys. Open office hours were held across the district to allow educational partners to come in person to share their input.  We have a strong involvement in our communities in providing mentoring and enrichment support.	A more cohesive and consistent manner of collecting input from educational partners is an area of focus. SVUSD has conducted outreach in a variety of ways, but consistency in the process could use improvement. Educational partners serving on committees will be invited and reminded about the upcoming meetings. Information about site-level meetings will be included in the site newsletters offered in English and Spanish and calendars.	SVUSD will continue to reach out to families utilizing the bilingual community liaisons, site newsletters, and site and district calendars. Surveys in English and Spanish will be utilized. SVUSD will continue to collect data after each IEP. The district is also beginning to implement The Family Literacy Project.	2	2	1	3	2	2	2	2	3	3	4	3	Met		15JUN2023	2023
49709530105866	Woodland Star Charter	3	Local data shows that Woodland Star is effective in creating a welcome and informative environment from the office (86.84% positive response), from teachers (86.84% positive response), and Administration (88% positive response).	Woodland Star continues to strive to increase stakeholder satisfaction regarding staff and family relationships even with high stakeholder satisfaction. Responses from parents indicate that only 68.49% feel informed regarding the school's governance, which we continue to address as part of our LCAP goals.	Woodland Star continues to use ELAC as a way to seek input from families. Using ELOP funds we have created a summer school and camp to serve underrepresented families. Director and Bi-lingual office staff personally called each family to encourage participation in the summer school. Our community is small allowing us to support families in crisis or having financial difficulty. We also have free tutoring after school and reach out to families to encourage participation.	The Executive Director,  Director of Student Services, Director of Intervention and the ELD teacher meet weekly to discuss student outcomes. We know our students and continually look at their progress or lack thereof. Teachers may speak to any of these team leads if they have concerns and we will focus on that student.	We will be adopting a new math curriculum that has teacher buy in for 2-8 and special education. Having teachers all on the same page should improve math outcomes. Teachers will also have PD in math teaching.	As we move to a new building we will be encouraging parent engagement more than ever. Teachers travel with their class and keep parents informed. Lots of opportunity for parents to be involved in student focused activities such as plays or presentations.	We will be forming many working groups as we move to our new facility. Parent Association reaches out to all parents.	Teachers are on the front line of reaching out to parents. Annual survey also helps keep us informed.	Office personal and Director available at drop off and pick up to improve the familiarity and comfort level of all stakeholders with school personnel.	4	4	4	4	4	4	4	3	4	4	4	4	Met		21JUN2023	2023
49709536111678	Sonoma Charter	3	"Being a small school gives Sonoma Charter the feel of a family.  Parent involvement in Charter School Connections (PTO) and Padres de la Familias is higher than ever, with many inclusive events scheduled throughout the year. In addition, SCS has a Community Liaison who does outreach to our under-represented families. SCS uses Parent Square and ""monday folders"" to share all information with our families. Recent surveys indicate that staff and families feel that there is good communication."	The focus area for SCS is to have even more of our under-represented families engaged and participating in school events and in their students' educations.	SCS is working closely with the CCC to actively reach out to under-represented families and to find leadership opportunities for these parents.	With the help of the local Boys and Girls Club and La Luz hosting ESL classes on our campus, we are seeing progress in involving under-represented groups in actively partnering with us to increase student outcomes.	The focus area for SCS is to have even more of our under-represented families engaged and participating in their students' educations.	SCS is working closely with our community liaison to actively reach out to under-represented families and to help them actively access their student's education.	"Being a small school gives Sonoma Charter the feel of a family.  Parent involvement in Charter School Connections (PTO) and Padres de la Familias is higher than ever, with many opportunities to provide input for decision-making.. In addition, SCS has a Community Liaison who does outreach to our under-represented families, seeking their input. SCS uses Parent Square and ""monday folders"" to share all information and surveys with our families. Recent surveys indicate that staff and families feel that there is good communication."	As above, the focus is to actively invite and create opportunities for under-represented families to be involved in decision-making,	This year we are having CCC and Padres de las Familias meet together with joint leadership in order to encourage more engagement and input.  The Community Liaison also attends and actively recruits under-reprresented families to attend these meetiings.	5	5	4	5	4	4	4	4	3	3	4	3	Met		27JUN2023	2023
49709610000000	Twin Hills Union Elementary	3	Apple Blossom Schools prides itself on regular communication with our educational partners. We’ve recently adopted the sitewide use of ParentSquare - the communication tool embedded in Aeries, our Student Information System. All teachers send out informational newsletters and various other announcements to their classes through the ParentSquare system. The school also sends out a monthly newsletter in conjunction with the Educational Foundation to keep families informed. At our annual Back to School Night in September, teachers invited parents to sign up for classroom volunteer times. This was also the first year we were able to provide free childcare at Back to School Night to help families attend without having to worry about figuring out their own childcare. Apple Blossom also works with the Educational Foundation to bring parents and students to the school before school starts for a Meet Your Teacher Event, which had 100% teacher attendance and the most students in attendance in years. Teachers hold annual Parent/Teacher Conferences in October, just before the end of the first trimester to provide families with a personal 1-1 connection time to talk about the progress of their child. In addition, the new principal is inviting families to come in to meet with her once a month at her Iced Tea with Mrs. E event, often referred to as the Principal’s Second Cup of Coffee. Apple Blossom School also completed a full redesign of the school’s website over the summer to make it more parent/user friendly. This is a great place for families to find out much needed information, like an easily accessible lunch menu.	Every school has an area or two to focus on and Apple Blossom is no exception. Our main area of improvement this year is to host more academic informational sessions/nights to support our parents in supporting our students through their educational journey. We have been working on rebuilding our community events since returning from Covid. The first focus was on having fun and providing more opportunities for supporting students' social/emotional health.	Apple Blossom is working on improving our plans for intervention and our MTSS program for our students who are struggling.  We plan on continuing to build our ELAC Program and support for our ELAC parents and students, including personal invitations to meetings and events as needed.  We also need to focus on our students with poor attendance and how to support those families in re-engaging their students with regular school attendance. We are continuing to build our Social/Emotional Support Program and will continue to look for ways to support the support staff who work on the yard to help students with conflict resolution.	Our teachers work directly with the parents with their students at the beginning of each school year.  Teachers ask parents to complete surveys that help them get to know their students better.  This is also a place for parents to share their initial thoughts, goals, concerns and more for their students at that grade level.  By the time they meet for Parent/Teacher Conferences, they’ve already communicated regularly with their student’s teacher about their student.  Additionally, parents share their input through the Educational Foundation and through different surveys like the Youth Truth Survey that is given in the spring.	An area for improvement is to find more avenues for parents to share their ideas for Apple Blossom. Creating a space for families to meet with the Principal at the Iced Tea with Mrs. E (once a month and at a few different times) will help initiate some direct conversation of ideas for our school.  Additionally, creating more interactive surveys to gather data around specific topics/goals would be a beneficial tool.	Reaching out to families to increase participation at ELAC meetings is a top priority.  In addition, providing more opportunities for families to get involved in a variety of ways.  Not everyone can volunteer in the classroom, but tapping into what they can do can help families get involved.  We want to bring the families with poor attendance into the conversation to work on improving our students with truancy concerns.	One of the best ways for parents to get involved and be part of the decision making process is to get involved in the Educational Foundation. Apple Blossom School and the Educational Foundation work very closely with each other to support the vision and goals of the school. Attending Iced Tea with Mrs. E is also a great way to get a great idea heard or to share concerns. Families are always welcome and encouraged to engage with staff members (teachers, office staff, the administration) via phone or email as well.	Continue providing opportunities for collaboration of ideas by providing in person forums and other formal/informal methods of communication.	Continue providing opportunities for collaboration of ideas by providing in person forums and other formal/informal methods of communication.	3	4	4	4	3	3	5	3	2	2	2	3	Met		23JUN2023	2023
49709614930319	Orchard View	3	The LEA has been proactive in organizing community engagement programs, which include workshops, family events, and open forums. These programs are well-attended, highlighting the strong connection between the school and families. The school has established multiple communication channels such as newsletters, emails, and a parent portal, ensuring that families stay updated and can easily communicate concerns and feedback. Our Advisory Board is vibrant and active, creating a platform where parents and school staff collaborate on various school projects and initiatives. Advisory has been instrumental in bridging any gaps between the school and families.	Continue to build 2-way communication between families and educators using language that is understandable and accessible.	To ensure that language is not a barrier, we will hire bilingual staff or interpreters for parent meetings, and distribute multilingual communication materials.	Orchard View School is an Independent Study school and as such students and their families meet routinely with Supervising Teachers. Families play an active part in their children's learning and goal setting through meetings with their Supervising Teacher. Family members are invited to serve on the Advisory Board and participate in a variety of school events. Collaborations with partners have enabled us to offer customized learning modules, including workshops, seminars, and project-based learning experiences that cater to diverse student interests and aptitudes.	We aim to streamline and strengthen family access to resources that aim to educate families about aspects of Independent Study, from curriculum choices to extracurricular opportunities, so they can make well-informed decisions for their children. Instead of reactive measures, we want to ensure that families are kept in the loop proactively about any changes or developments that might affect their rights or their children's education.	Implement platforms where underrepresented families can voice their concerns, provide feedback, or share their experiences.	School policies, updates and needs are communicated back to stakeholders, explaining the rationale, the input considered, and how that input shaped the outcome. This transparency builds trust and encourages more active participation in the future. Orchard View has launched online platforms and mobile apps where stakeholders can provide feedback, vote on certain decisions, and participate in discussions.	Enhancing our engagement breadth and depth will ensure decisions that truly reflect the concerns of our entire school community.	By organizing engagement sessions during varied times, we aim to accommodate the diverse schedules of our families, ensuring they have ample opportunities to participate. Special workshops that cater to the unique concerns or misunderstandings of underrepresented groups can provide clarity and encourage more active participation in decision-making.	5	5	5	4	4	4	5	4	5	4	3	4	Met		23JUN2023	2023
49709614930350	Sunridge Charter	3	SunRidge School believes that successful collaborative relationships with students and families have a positive impact on student academic success and social emotional wellbeing.  SunRidge offers numerous opportunities for staff to engage with parents and community members. Some of these events include, Back to School Night, frequent Parent Evenings, parent supported field trips. Additionally we have various community organizations co lead by teachers, staff and parents, which meet on a regular basis and give opportunities to build relationships, receive feedback and provide forums for collaboration. Additionally, each K-8 teacher sends out a weekly email to inform parents of class happenings including a summary of what students will be learning in the coming week. These letters include updates from specialty teachers (art, handwork, math, movement, music, and Spanish), along with information on parent education topics and upcoming school events. The office sends out a bimonthly email newsletter to all families, which contains articles on school events and parent education topics. This newsletter frequently addresses topics relating to the eight state priorities. Each teacher hosts three or more parent evenings for the parents in their class each school year. Our annual Back to School Night in September helps parents connect with the teachers, curriculum, parent committees, and volunteer opportunities. We hold a number of community events throughout the school year, including school festivals, and parent education events. Teachers schedule an annual conference in the fall with every parent to discuss their child’s progress and also offer an optional follow-up conference in the spring. All of these methods of communication help to engage underrepresented families. We provide Spanish translations of important school documents as needed.	Our focus area for improving in building relationships between school staff and families is through fully resuming community building events including festivals, field trips, and in-person parent meetings. Areas of improvement include increasing the diversity of parents coming to our events. We know parents form our unduplicated students tend to have less representation. We are actively working to increase their voice in our gatherings.	As an LEA, we provide professional development four to five times per month by having a professional faculty meeting every Thurdays, when students are released early so all full time teachers can work on professional development.  A portion of this professional development is dedicated to the value and utility of of parent contributions and how to reach out to , communicate with and work with parents as equal partners, implement and coordinate parents programs and build ties between parents and school. One way in which we will improve engagement of underrepresented families in relation to building relationships between school staff and families is through fully resuming community building events including festivals, field trips, and in-person parent meetings	Parents and students have several opportunities in the school year to meet with teachers, and discuss student progress.  Parent/teacher conferences are held in October, progress reports are sent out twice a year, and Student Support Team Meetings which are available upon request by a teacher or parent. Additionally, teachers provide a weekly newsletter, and email address, for parents to contact them with concerns.  Upon enrolling, and at the onset of each school year, parents are provided with a Student/Parent Handbook.  This handbook is also posted on the website.  SunRidge School teachers hold a parent-teacher conference for every student in the fall and offer an optional follow-up conference in the spring. Teachers send out weekly emails to parents and hold three parent meetings each school year to inform parents of happenings in the classroom and to provide resources to support learning at home. We also host one or more parent education events each year.	An analysis of educational partner input indicated that SunRidge will continue to build partnerships with parents and student by continuing current outreach programs which include, 1. Parent/Staff/Student Surveys, 2. Parent Education Opportunities, 3. Charter Council Meetings, 4. Parent Council Meetings. 5. Increased clarity in regards to curriculum/common core standards and grade level expectations. Furthermore, one way in which we will improve in building partnerships for student outcomes is through fully resuming community building events including festivals, field trips, and in-person parent meetings.	Analysis of educational partnership input and local data indicated that SunRidge will continue to build partnerships with parents and students by continuing current outreach programs to underrepresented communities. Another way in which we will improve engagement of underrepresented families is through continuing social and emotional learning (SEL) work internally as well as with community partners.	During the 2023-24 school year, we will resume most of our community events in-person, including community meetings to discuss programs and academic achievement. Community meetings include a series of Community Chats held on Friday mornings, and a few evening meetings. These meetings cover topics such as school communications strategies, strategic planning, special education resources, and the Public Waldorf Curriculum used by SunRidge School. In addition to these community meetings, we also held Back to School Night, an all school Parent Education evening, and will hold three Class Parent Meetings for each grade.	Our focus area for improvement is to fully resume community building events including festivals, field trips, and in-person parent meetings. SunRidge School continuously works to build trust, respect and professionalism.  Weekly faculty meetings and professional development opportunities build staff participation and contribution to achieve building a positive atmosphere. SunRidge School uses multiple methods to encourage parent communication and input, including the Parent Council, SunRidge Educational Foundation and Charter Council. All community groups meet on a monthly or bi monthly basis.	One way in which we will improve engagement of underrepresented families in relation to seeking input for decision making is through fully resuming community building events including festivals, field trips, and in-person parent meetings. However, analysis of educational partner input and local data did not reveal a perception of disproportionality in engagement of underrepresented families in regard to opportunities for decision making. SunRidge School will continue processes to include all parents in decision-making venues and surveys.	4	4	4	4	4	4	4	4	4	4	4	4	Not Met		23SEP2023	2023
49709616052302	Twin Hills Charter Middle	3	Twin Hills Charter Middle School provided many opportunities for parents, teachers, and community members to be involved in gathering data and information. Bimonthly reports to the Board of Trustees by Principal Whitestine. Parent Survey January 2023, Quarterly meetings with Parent Advisory Committee, Monthly drop-in Second Cup of Coffee open to all parents, and information presented monthly at Education Foundation meetings. ELAC community meetings with ELD district coordinator held quarterly covering the following topics: safety plan, survey results, LCAP goals, and parent involvement opportunities. LCAP Goals and School Activities discussed at monthly teacher staff meetings including discussion of staffing. Discussions with Teacher Leadership Team members include THTA union leadership and members. Principal meets with classified staff monthly and gathers input for the LCAP goals and actions. Consultation with SELPA to support Performance Indicator Review process. Principal meets with Parent Advisory Committee and gathered input for the LCAP goals and actions. Students, staff, and families completed the Youth Truth Survey.	Parent Survey and Parent Meeting Input - Discussions with parents at Parent Council and information from the surveys show that overall parents are very satisfied with the academic and enrichment programs available at Twin Hills Charter Middle School. Some parents noted not enough support provided outside of the school day to struggling learners. Another concern is a lack of communication in a timely manner about curriculum being taught and ways to provide support from home. ELAC parents were very positive about the academic opportunities for their children. Parents would like to have Spanish continue.	Current programs and services are positively influencing student achievement. An increase of these services and the addition of services could have a positive effect on student achievement. In addition, school level data indicates social, emotional, and behavior needs of some students are increasing, which impacts their ability to fully participate and effects achievement. Continued implementation of Advisory Program and social-emotional curriculum will be beneficial. ELAC parents were very positive about the academic opportunities for their children. Teachers provided input into areas of support needed for overall students and specific students. Classified staff reviewed campus safety and yard supervision.	The campus is clean and safe and the goal supports continued campus maintenance programs. Students, parents, and teachers report a safe and friendly environment- campus supervisors are respectful and receive regular support from the Principal. Professional development will continue for restorative resources and implementation of Advisory program. The counselor time was increased.	Continue to provide a safe school environment with existing character building and support programs such as reward activities, teacher mentoring of students and safe schools programs. Monitor student attendance and complete SARB process as needed. Continue parent and community volunteer program, outreach, and education, ELAC, Education activities, Site Council.	LEA will continue to train certificated and support staff of evolving EL standards and practices. Implementation of an EL class for academic support has begun. ELAC meetings will continue to be advertised and held 3-4 times a year.	Continue to provide both formal and informal forms of communication (i.e. Parent Advisory Committee, Second Cup of Coffee, Monthly Newsletters, Email communication, Community Welcome events on Campus)	Continue to provide both formal and informal forms of communication (i.e. Parent Advisory Committee, Second Cup of Coffee, Youth Truth Survey)	Continue to provide both formal and informal forms of communication (i.e. ELAC, Parent Advisory Committee, Second Cup of Coffee, Youth Truth Survey)	4	5	3	4	4	4	4	4	5	5	5	4	Met		23JUN2023	2023
49709790000000	Two Rock Union	3	Teachers and staff have a strong relationship with families. Many of the staff live in the local area know many families who have attended the school. Many local families have attended the school for generations.	Two Rock holds a parent night for incoming Tk/K students in February and in August. The District has a monthly coffee with the principal, ELAC meetings and Back to School Night in the fall and Open House in the spring. A monthly newsletter is sent electronically to families in both English and Spanish. Teachers also hole parent conferences twice a year in the fall and spring. Teachers send home weekly communications to families in both English and Spanish. The District holds events such as STEAM Nights to showcase students work in STEAM and parents are invited to award ceremonies for Student of the Month. A parent volunteer group meets monthly to discuss events for students to help build a positive school environment. The parent advisory committee for the LCAP meet monthly to discuss the District's goals and budget. Also a parent representative from the adjoining Coast Guard base sets on the Board of Trustees as a non-voting member.	Parents of the learning community has expressed a greater variety in the District's after school program. The District has contracted with an outside organization to run the after school care program with a greater number of student options.	The District's teachers and staff have strong relationships with families across socio-economic and cultural backgrounds.	The District's data shows that student literacy rates is an area of growth. The District has implemented a school-wide reading intervention program for the 2023-2024 school year to address the deficient in literacy across the district.	The District will continue to seek out ways to involve all parents of the learning community with continue outreach for school events.	The District has a supportive group of parents who attend the the monthly ELAC meeting to support the school and students where Spanish is the home language.	An area of improvement is having the greater participation from parents/guardians to attend LCAP Advisory Committees.	The District and its staff will continue to reach out to underrepresented families through the out reach networks established. The site has also partnered with a local food bank for food distribution to underrepresented families to bring them to the school.	4	4	3	4	4	3	4	4	4	4	4	4	Met		22JUN2023	2023
49709950000000	Waugh Elementary	3	The District takes active steps to build partnership capacity with families, provides families with resources to support student learning and development, meets with families to support student outcomes, and supports families to understand and exercise their legal rights and advocate for their student(s). Our parent-teacher conferences in October 2022 were very well attended, with over 99% of students having a conference. Interpretation was available to all families in need.   Our teachers utilize web based programs for supplemental home instruction that parents can access. We have a process to identify students in need of additional support and engage their families to access supplemental educational services. The District has robust multidisciplinary intervention teams which help facilitate parent involvement, including English Language Advisory Council (ELAC), Site Council, Individualized Education Plan (IEP) Teams, Student Study Teams (SST), and School Attendance Review Teams (SART).	Based on local data, partnering with families to improve Chronic Absenteeism is an area of focus for the current school year. We are partnering with families to share the impact of chronic absenteeism on student achievement through recognition of attendance awareness month, and outreach to families of students who are at risk of reaching chronic absentee status.	The ParentSquare communication tool translates all messages into the preferred language for parents and guardians. Steps have also been taken to improve access to translation/interpretation. Our ELAC committee meets throughout the school year. Our nurse, school counselor, and office staff all serve as valuable liaisons between our schools and underrepresented families. Additionally, we partner with the PTO to host events that are intended to build community for all families in the Waugh School District. We host free and low cost events throughout the year that are separate from fund raising activities that bring our school community together with the intent of strengthening connections.	The District has a well established history in developing the capacity of staff to build trusting and respectful relationships with families, the District's highest priority partnership. We endeavor to create welcoming environments for all families in the community, supporting staff to learn about each family's backgrounds, and developing multiple channels of communication to reach all families. Attendance at Back-to-School Night and parent-teacher conferences continued to be high.   The WISE Foundation and the PTA have merged into one PTO. Family memberships and fundraising has reached the highest levels in recent memory. Our partnership with PTO also brings valuable learning experiences to all students including Music, Art, Library and STEAM instruction.    Our staff collaborate closely with families to establish strong school-home partnerships in support of student learning. We have a culture of including many parent volunteers in the classroom. After years of limited volunteer involvement, we were able to return to pre-pandemic levels of parent volunteers in classrooms. We use a variety of communication methods to connect with families, including email, text messages, phone calls, and social media. The ParentSquare communication platform, which automatically translates school messaging to home languages, has been an excellent communication tool for the District and PTO.  Looking to the broader community, Waugh partners with organizations including the Petaluma Educational Foundation, Mentor Me, various local Rotaries, the Library Guild, Canine Companions, and Safe Routes to School.	A focus area for the current school year is a social studies curriculum adoption. The District is utilizing a partnership with the Sonoma County Office of Education to improve student outcomes in this curricular area.  We are also exploring a partnership with Creative Sonoma to develop a strategic arts plan.	The Waugh School District proctored the YouthTruth Survey for the first time in the 2022/2023 school year. We will proctor the survey again in February 2024. The District intends to bring survey data to various educational partners (ELAC, Site Council, District Leadership Team) to find trends and explore opportunities to further engage underrepresented families.	The District has built capacity for engaging advisory groups in decision-making. We provide all families with opportunities to give input on policies and programs, and educational partners collaborate at the school and district levels. The PTO is a parent driven organization which actively supports the District's music, art, library and technology programs, and also supports a number of different initiatives and programs. The District's Site Council, which includes parents, and meets regularly. Our Bond Oversight Committee includes parent participation. The District also regularly surveys our parent community for input on particular topics. Our English Language Learner Advisory Council, or ELAC, has met throughout the year and has been an excellent tool to engage the families of English Learners. In January 2023, the Waugh community participated for the first time in the YouthTruth Survey. YouthTruth is a tool to improve schools using the input from students, families, and staff members. The survey data has informed our LCAP.	Our District and site administration strive to improve upon our already consistent accessibility to our community.  As we continue to make campus improvements, a focus area will be the continued engagement of neighbors to provide more input into various projects.	As we enter our second year of the YouthTruth survey, trends in data from underrepresented families will provide valuable input for District decisions.  PTO had specific outreach to all TK and K families to ensure that all new families are feeling as comfortable as possible in their new school communities. We keep strong data on families who require translation and interpretation services to proactively provide that support when needed.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
49710010000000	West Side Union Elementary	3	Our teachers do an excellent job of reaching out to all of their students' parents with weekly newsletter communications, phone calls, emails, and text messages. We have parent-teacher conferences two times per year to keep parents well informed of their student's progress and needs as well as progress reports. We hold SST meetings when concerns arise for both academic and social-emotional needs of students. We utilize MTSS to identify and support student needs. Additionally, we hold RFEP, IEP, and 504 meetings. 94% of families scored a percent positive rate for the “Relationships” Overall Youth Truth Category (Compared to 87% for the county). We utilize Edlio Communication Platform to encourage 2-way communication between the school staff and families. We have implemented Tool Box curriculum to explicitly teach SEL skills to students. Lastly, we hold a Back to School Night and Fair annually. 96% of families feel “My school creates a friendly environment” (compared to 84% for the county). We have a welcoming and professional office staff facilities, and teachers. We hold Showcase Events and provide Interpretation and translation services.	We plan to continue working on the Communication area of multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.	We will improve engagement of our underrepresented Spanish-speaking families with more personal phone calls home vs only email communications. We will also coordinate events that honor world cultures.   We provide translation services when needed in meetings with our underrepresented Spanish-speaking families. The district will continue to survey families and students using the Youth Truth Survey as well as conduct Site Council meetings, parent conferences, and principal chats.	We have an annual Curriculum Night, Open House Evening, and two parent-teacher conference weeks every year to build the partnership between school and home, to support student academic success and outcomes. We are providing professional learning and support to teachers and principals to improve a school’s capacity to partner with families through: Professional Development Days, welcoming Schools and MTSS workshops. We are providing families with information and resources to support student learning and development in the home by TK/K Orientation, Online Resources, Parent Teacher Conferences, Edlio Communication Platform, parent workshops, and Google Classroom. 85% of families feel “I receive information about what my child should learn and be able to do.” (compared to 78% for the county). We are Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes by Parent/Teacher Conferences and the Title I Parent Meeting. 68% of families feel “I receive regular feedback about my child’s progress” (compared to 72% for the county). Also, 79% of families feel “Teachers clearly communicate expectations for my child's progress.” (compared to 75% for the county). We are Supporting families to understand and exercise their legal rights and advocate for their own students and all students by Handbook, Annual Notifications, ELAC, and IEP/504 meetings.	"The focus area of this section is "" Implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes."""	"Personal phone calls are made to reach our underrepresented families who are mostly our Spanish speaking parents. Area of focus is to recruit and hire more bilingual staff whenever possible. Weekly newsletter, monthly virtual ""town hall"" meetings, and text messaging to all parents. We hired one more bilingual staff member this year who reaches out to our Spanish speaking families and communications are always sent out in both English and Spanish. The district will continue to survey families and students using the Youth Truth Survey as well as conduct Site Council meetings, parent conferences, and principal chats."	We seek input from all stakeholders through our monthly Board meetings, monthly principal chats, surveys, Site Council meetings, LCAP Process, and our weekly Faculty meetings. Input is also gathered through emails and surveys to all staff and all families (in both English and Spanish). Parents coordinate an education foundation that supports the school's enrichment program. The foundation meets monthly and provides input and funding for the enrichment programs each year. Parents in the whole community make recommendations on which enrichment activities to offer and, if those program are viable to implement at school, the administrator requests funding from the education foundation. 98% of families feel “Families and teachers care about each other.” (compared to 86% for the county). 71% of families feel “I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.” (compared to 58% for the county). 60% of families feel “I feel empowered to play a meaningful role in decision-making at my school.” (compared to 51% for the county).	"The following is the focus area for this section ""Building the capacity of and supporting family members to effectively engage in advisory groups and decision-making."""	"Personal phone calls are made to reach our underrepresented families who are mostly our Spanish speaking parents. Area of focus is to recruit and hire more bilingual staff whenever possible. Weekly newsletter, monthly virtual ""town hall"" meetings, and text messaging to all parents. We hired one more bilingual staff member this year who reaches out to our Spanish speaking families and communications are always sent out in both English and Spanish. The district will continue to survey families and students using the Youth Truth Survey as well as conduct Site Council meetings, parent conferences, and principal chats."	5	4	5	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
49710190000000	Wilmar Union Elementary	3	Family members at Wilson School were surveyed in January 2023 about their perceptions of their school in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback.  In order to put feedback into context, this report compares Wilson School family members' ratings to the ratings from family members at 579 other elementary schools across the country.  Compared to other participating elementary schools, Wilson School's highest-rated themes were: Relationships  Engagement   The lowest-rated themes were: Communication & Feedback   School Safety  Compared to other participating elementary schools, Wilson School's highest-rated question within the key themes was: Administrators treat families with respect. (which is in the Relationships theme)  The lowest-rated question within the key themes was: I receive regular feedback about my child's progress. (which is in the Communication & Feedback theme) This report represents feedback from 76 family members. Based on the enrollment data provided, you had a 42% response rate.  Please refer to the Appendix section for more information about the demographics of the respondents.    Communication: Bi-monthly newsletters sent from the principal to the community with information about school updates, upcoming events ways to partner with school and classroom teachers; Weekly newsletters sent from classroom teachers to the community with standards updates, upcoming classroom events, due dates, and information on how to support their child; Video series called 1 Minute Tips provided families with best practices to support their children with their school work, growth mindset, homework support, the importance of attendance. Community events: Events are held to connect the parent community with the classroom teachers. The events include Passport Day, a gathering of information opportunities at the beginning of the year; Back to School Night, a gathering for parents to lean more about their classroom teacher's academic/behavior program; Open House, an event that highlights a students accomplishments; Parent-Teacher conference, an opportunity for teachers to meet with each family twice a year to share student progress and best ways to serve learners. Reporting: Report cards were provided to families twice each year; Individual STAR reports were provided to families with a breakdown of their child's progress toward grade-level standards PTA community events: Walk-A-Thon, Parent Coffee gatherings, Harvest Festival, and yearly fund-raiser Gala.	Continue to build parent understanding of state standards, their child's progress toward meeting standards and how they can help their child achieving standard mastery.	Wilmar Union School District is a single school district that prides itself on its strong, supportive community. We encourage families to volunteer both during the school day, on district committees, and through our active PTA. The District is actively seeking ways to encourage participation among our EL families. During hiring we place an emphasis on candidates who are bilingual. We have a community engagement liaison to support EL families with school related concerns and to engage EL families in the academic success of their children and the school. All parents are asked to complete the YouthTruth yearly survey.	Wilson prides itself on the strength of our community. There are two formal conference periods each school year. Additionally, all teachers are available to conference with parents as necessary. We have a process for Student Study Team meetings, which can be requested by parents and teachers. Each teacher communicates with families on a regular basis. Our EL Coordinator and Community Liaison are available to interpret at parent conferences.	"A focus area for improvement will be for the District to research ways to educate families about their role in their child's education. We would like to use ""I Can"" forms (essential standards) to connect parents/guardians with their child's present learning and how they can support.  Additionally, we will conduct equity audits in all aspects of our programs to ensure students and families have full access to opportunities at Wilson School."	With intentionality, reach out to non-English speaking families and invite them to participate in a conversation about their child's educational journey.	Wilson School has an active PTA that allows for parent engagement in the life of the school. The School Site Council meets regularly and serves as the advisory committee for the Local Control Accountability Plan as well as various other state-mandated plans. Progress was made last year to get more educational partners to participate in decision-making. Wilson School hosted a Community Feedback Event. The event was open to all educational partners, partners were encouraged to provide feedback on various goals (Wellness, Safety, and LCAP). The feedback was relevant and thoughtful, and ideas and comments strengthened the school's goals.	A focus area for improvement will be to continue to recruit more parents, including EL parents, to serve on the School Site Council as we have not had adequate representation in the past.	With intentionality, school personnel will seek and encourage underrepresented families to participate in decision-making opportunities.	5	5	5	5	4	4	5	4	4	4	4	4	Met		28JUN2023	2023
49710350000000	Wright Elementary	3	Wright Elementary School District embraces and celebrates its diversity and focuses heavily upon equity and inclusion. The District uses ParentSquare as its communication platform. ParentSquare translates English into all languages represented in our District. Spanish is the most common language spoken by families. Full-time Bilingual Community Liaisons and Spanish speaking personnel are employed at all three school sites as well as the district office to assist with bridging the communication gap between English only speaking staff and Spanish only speaking families. Schools host well attended culture events that highlight and honor the culture, race, and ethnicity represented by staff, families, and the larger community. Staff worked to create a digital resource page on the district and site websites for staff and families. The resources include but are not limited to food, housing, medical, dental, and mental health, tax assistance, counseling, recreation, adult education, preschool, and before and after school care.	The district is focusing on improving family connections to its schools. One of the ways we intend to address this is through helping students feel more of a positive connection and sense of belonging to their schools.	The district is engaging in reflection and continuous improvement regarding the engagement of its underrepresented families through regular consultation with the San Francisco Coalition for Effective Small Schools.	Wright Elementary School District participated in the YouthTruth Survey in January 2023. The response rate for families was 38%. One of the findings indicates that 85% of our families report that they regularly receive feedback about their child’s progress, they receive info about what their child should learn and be able to do, and teachers clearly communicate expectations for their child’s progress. This percentage is 7% higher than the county and 9% higher than the nation).	On the January 2023 YouthTruth Survey, only 28% of our students in grades 3-8 agree that they feel welcome at their school. This is an area for improvement and focus beginning 2023-24.	The district is focusing on interviewing underrepresented families to better understand their current experience and learn more about what they need from their schools to build better partnerships for student outcomes.	DELAC and ELACs are strong in the district. Families who attend are vocal and eager to provide their input for decision-making.	School site councils are challenged with recruiting parents. In addition, the district is experiencing the same focus with recruiting parents for its Parent Advisory Committee. This is an area for focus and improvement.	Staff plan to conduct empathy interviews with underrepresented families to better understand their current experience and what they need from their schools and the district.	4	4	3	5	3	5	5	4	3	3	3	3	Met		22JUN2023	2023
49710356052377	Wright Charter	3	Wright Elementary School District embraces and celebrates its diversity and focuses heavily upon equity and inclusion. The District uses ParentSquare as its communication platform. ParentSquare translates English into all languages represented in our District. Spanish is the most common language spoken by families. Full-time Bilingual Community Liaisons and Spanish speaking personnel are employed at all three school sites as well as the district office to assist with bridging the communication gap between English only speaking staff and Spanish only speaking families. Schools host well attended culture events that highlight and honor the culture, race, and ethnicity represented by staff, families, and the larger community. Staff worked to create a digital resource page on the district and site websites for staff and families. The resources include but are not limited to food, housing, medical, dental, and mental health, tax assistance, counseling, recreation, adult education, preschool, and before and after school care.	The district is focusing on improving family connections to its schools. One of the ways we intend to address this is through helping students feel more of a positive connection and sense of belonging to their schools.	The district is engaging in reflection and continuous improvement regarding the engagement of its underrepresented families through regular consultation with the San Francisco Coalition for Effective Small Schools.	Wright Elementary School District participated in the YouthTruth Survey in January 2023. The response rate for families was 38%. One of the findings indicates that 85% of our families report that they regularly receive feedback about their child’s progress, they receive info about what their child should learn and be able to do, and teachers clearly communicate expectations for their child’s progress. This percentage is 7% higher than the county and 9% higher than the nation).	On the January 2023 YouthTruth Survey, only 28% of our students in grades 3-8 agree that they feel welcome at their school. This is an area for improvement and focus beginning 2023-24.	The district is focusing on interviewing underrepresented families to better understand their current experience and learn more about what they need from their schools to build better partnerships for student outcomes.	DELAC and ELACs are strong in the district. Families who attend are vocal and eager to provide their input for decision-making.	School site councils are challenged with recruiting parents. In addition, the district is experiencing the same focus with recruiting parents for its Parent Advisory Committee. This is an area for focus and improvement.	Staff plan to conduct empathy interviews with underrepresented families to better understand their current experience and what they need from their schools and the district.	4	4	3	5	3	5	5	4	3	3	3	3	Met		22JUN2023	2023
49738820000000	Cotati-Rohnert Park Unified	3	CRPUSD strives to build strong and positive relationships with our families. These relationships are evident at all of the sites and within the student body. The staff works adamantly to build caring relationships with their students and their families. Sites offer family fun, extracurricular events and educational evenings to help strengthen these relationships and develop a sense of community for their respective families. Both the sites and the district attempt to reach families by offering translation services at meetings and sending home translated communication documents and notifications. In addition to the required district committees, CRPUSD established a Special Education Committee in the school year to ensure parents of students with special needs have a forum to provide input and gather information. At the conclusion of the 22-23 school year CRPUSD held it's first reclassification ceremony for families of reclassified English Learner students during which senior district and site staff celebrated this achievement with families and students with the superintendent as the key note speaker.	CRPUSD recognizes that we need to increase participation of English Learner families in the decision making process at both a site and district level to ensure they have a voice at the table. We also will be focusing our efforts on making sure that our classrooms are culturally responsive and trauma informed.	Our district is committed to continuing to employ and expand our force of community liaisons who directly interface, support, and educate our Spanish-speaking community. Our new housing survey will help us to identify a greater number of students who are experiencing homelessness so that we can provide wrap around services to this marginalized community. CRPUSD will continue to provide culturally relevant teaching materials and trainings to increase the engagement of underrepresented populations.	The school sites hold numerous evening events that help provide parents with a wide variety of information. These events include math, science, STEAM, and literacy nights, digital citizenship and anti-bullying information, financial aid planning, college and career information, behavioral and social issues information, and basic computer classes. These events provide a wealth of information but are not as well attended as our family fun nights.	The district supports the sites with helping families to understand their legal rights and advocate for their children. The district office has a wonderful special education department that helps parents navigate the special education system and the IEP process. The district has also formed a Special Education Committee to help families participate in the learning process. Continued work needs to occur to increase this understanding and improve advocacy, especially in the area of 504 plans. This is an area of growth for the district.	The district must continue to improve its outreach to families of English Language Learners and special education parents. The district is committed to calling families and personally inviting them to important meetings and events. The district office staff is participating in professional learning to help improve and increase this outreach through our county office of education and utilizing resources from outside service provides such as opening a Family Resource Center to support our most at risk families.	The Cotati-Rohnert Park Unified School District continues to seek parent involvement and input. Parents were invited to a variety of online venues to provide feedback and share insights regarding their children's academic and social/emotional experiences. Parents were also asked to provide feedback for needs assessments to help focus the LCAP. Parents were invited to join a host of meetings including the Local Control Accountability Plan Committee (LCAP), the District English Language Advisory Committee (DELAC), the English Language Advisory Committee (ELAC), Board of Trustees Meetings, Site Councils, Wellness Committee, Special Education Committee, and school connected organizations (PTA, Boosters). Many of our district meetings are now conducted live virtually so that our community can attend meetings from the comfort of their home.	The district used the student information system, district website, social media sites, and site newsletters to inform parents of meeting dates and opportunities for input. Online participation was gathered to measure parent participation and attendance at the meetings. During the meetings, parents indicated that they were satisfied with their student experiences in CRPUSD but had many suggestions for improvement. Parents had concerns with distance learning. The key findings from the meetings and surveys included: requests for more offerings for gifted students, greater academic and behavioral support for students with special needs, additional counseling supports to assist in student mental health, additional site supervision, increased after school academic supports, greater outreach to parents, continued multi-use of methods of communication, more support around anti-bullying curriculum, greater consequences for student misbehavior, and continued sharing of student data and information among teachers and parents.	The district needs to improve its ability to help parents understand their ability to help partner and make decisions for their students. While the required meetings are offered at the district level, there has been minimal parental attendance. Parents do attend site specific meetings but perhaps the connection to providing input to guide the sites and the district has not been explicitly stated. The district will continue to communicate the sense of urgency and need for parent participation in meetings that help shape the educational delivery and allocation of resources for their children. CRPUSD also regularly schedule time during which district office staff attend site parent meetings or communicate with site staff conducting these meetings to ensure a sense of continuity throughout our district.	4	3	3	4	4	4	4	4	4	3	3	3	Met		20JUN2023	2023
49738820123786	Credo High	3	Credo has continued to strengthen communications between home and school. The implementation of Parent Square provides timely and targeted updates to families. The school has strengthened multi-tiered systems of support for students struggling academically or behaviorally. These include strengthening communications between staff and families via the Aeries portal, email, and direct outreach as needed. Teachers are expected to publish course syllabi with clear expectations for student learning. According to the January 2023 Youth Truth Family Survey, Credo earned a 3.36 on Communication and Feedback which places Credo in the 43rd percentile of Sonoma County schools. Incoming families to Credo have multiple opportunities to meet and engage with staff as they are enrolling in the school. Credo has a full-time Enrollment Director who coordinates shadow days for students with a concurrent introduction to the school's program for parents. There is a fall Open House where prospective parents and students participate in mini-lessons with teachers. Cohort guides are introduced to families early in the year and Back to School Night creates an opportunity for parents to meet individual teachers. There are fall and spring concerts and theater performances where parents and community members are encouraged to enjoy the cultural events created by the students and their teachers. School counselors partner with cohort guides in supporting groups of students. Parent Square has been implemented to provide regular updates to families. Parent Square can translate posts and documents in native languages for families. Parents have access to all emails and are encouraged to reach out with questions and concerns. Board meetings are broadcast over zoom so that parents are able to attend and provide public comments virtually or in person. Credo also has a practice of hosting virtual town halls for important topics and decisions affecting the community.  There is a Parent Circle and Athletic Boosters Club that encourage parents to participate in the life of the school.	Credo completed a full self-study for the Western Association of Schools and Colleges in the spring of 2023. Based on that self-study, Credo identified the following goals for improvement in building relationships between school staff and families: 1) Systematically and periodically communicate organizational structures, policies, and practices to students and families. 2) Reinvigorate the Parent Education program to foster a greater understanding of our mission-driven program including healthy adolescent development. 3) Expand weekly communications to include letters from the administration and insights into classrooms from teachers. 4) Provide opportunities for parents to support specific programs, including Family Giving, Athletics, Student Mentorships, Clubs, etc.	In addition to the areas for improvement above, Credo identified the need to implement professional learning opportunities that recognize and incorporate the cultural strengths of all students, particularly underrepresented students. Additional professional development will support Universal Design for Learning that supports instructional strategies for identified subgroups of students.   Credo is developing a new Ethnic Studies course as well as World Language classes for Heritage speakers.	Credo has established a number of key partnerships that support student outcomes. Credo is a member of the Alliance for Public Waldorf Education which is a network of Public Waldorf Schools throughout our region and beyond. Membership in the Alliance supports Credo's ongoing development as a Public Waldorf school.   As a school of choice, Credo's parents make a conscious decision to partner with the school in support of their students. Credo parents contribute financially to support the specialized program. They are active members in the wider community building partnerships in the realm of sustainability. Parents have successfully advocated for and established public transit routes to and from school that enable a wider group of students to participate in the school.   School administration has developed a strong multi-tiered system of support for students and regularly partners with parents to support individuals.	Credo completed a full self-study for the Western Association of Schools and Colleges in the spring of 2023. Based on that self-study, Credo identified the following goals for improvement in building relationships between school staff and families: 1) Systematically and periodically communicate organizational structures, policies, and practices to students and families. 2) Reinvigorate the Parent Education program to foster a greater understanding of our mission-driven program including healthy adolescent development. 3) Expand weekly communications to include letters from the administration and insights into classrooms from teachers. 4) Provide opportunities for parents to support specific programs, including Family Giving, Athletics, Student Mentorships, Clubs, etc.	One of the key areas of improvement is ensuring that we are effectively communicating with all stakeholders. Providing translation services where needed and recognizing and resolving barriers that may limit communication will improve the engagement of underrepresented families.	Credo solicits input from families, faculty, and staff annually via surveys. According to the most recent survey in January 2023, responding families rated Credo with a score of 3.25 for actively seeking parent feedback in decision-making. That feedback is then incorporated into ongoing cycles of improvement. During the last three to five years of crisis management, Credo has hosted Virtual Town Halls to provide important information and rationales for key decisions and to provide opportunities for families to provide input.	"Credo's parent community is slowly rebuilding a ""Parent Circle"" to serve as a communication conduit between school and home. The administration collaborates regularly with the Parent Circle and will continue to do so to support family engagement and input for decision-making. As stated above, Credo recognizes the need to regularly communicate the school structure and timeline for decision-making so that parents as well as students can participate effectively."	Building on the response to number 2 in this section, ensuring that communications in all forms are accessible to all families is an area of improvement.	4	2	3	3	3	3	3	2	1	2	1	1	Met		20JUN2023	2023
49753580000000	Windsor Unified	3	The Windsor Unified School District identified several strengths in building relationships between school staff and families. These strengths include robust community engagement, manifested by a welcoming environment and high attendance at parent-teacher meetings and school events. Clear, multi-channel communication, such as email updates and newsletters utilizing our recently adopted ParentSquare system, is a pivotal strategy for maintaining transparent and ongoing dialogue between families and staff. Enhanced cultural competence, achieved through continuous professional development of staff, ensures diverse families feel valued and included. The District has fostered parental involvement through the establishment of Parent-Teacher Associations enabling parents to participate in decision-making processes. The availability of anonymous feedback mechanisms allows parents to voice concerns and suggestions, facilitating continuous improvement. A student-centered approach has also been instrumental in enhancing family involvement in learning processes. In terms of progress, the District has enhanced collaboration between families and staff in developing student support interventions, indicating mutual trust and shared responsibility. Survey data reveals a year-over-year increase in parental satisfaction regarding communication and the school environment. The District has seen increased participation in extended learning opportunities, reflecting alignment between home and school learning environments. The strengthened relationships correlate with improved student academic outcomes and increased student motivation. Technological integration, through digital platforms, has been optimized to facilitate efficient interactions between staff and families. The diversification of engagement strategies ensures inclusivity by reaching a broader parental base. While considerable progress and strengths have been identified, the District maintains a commitment to continuous assessment and adaptation of strategies to strengthen relationships between school staff and families further, focusing on mutual trust, enhanced communication, and a collaborative environment for holistic student development.	Based on an in-depth analysis of educational partner input and meticulous examination of local data, the Windsor Unified School District has identified several focus areas that necessitate improvement in fostering and solidifying relationships between school staff and families. The district is centering its efforts on amplifying the frequency and quality of communication between schools and families to ensure clarity and mutual understanding of all parties involved. There is a recognized need for the reinforcement of cultural competency training for staff to augment understanding and appreciation of diverse family structures, values, and norms. The District is also emphasizing the enhancement of parental involvement strategies to ensure broader and more equitable participation, targeting especially those who have traditionally been underrepresented or less engaged in school communities. Additionally, the District is concentrating on refining feedback mechanisms to allow for more inclusive and actionable insights from families and is investing in professional development aimed at fostering empathetic and effective relationship-building skills among school staff. Finally, the District is committed to evaluating and optimizing technology platforms to facilitate more seamless and user-friendly interactions between families and school staff, aiming to create an environment where every family feels heard, valued, and integral to the school community’s collaborative efforts towards student success.	In light of the comprehensive analysis of educational partner input and local data, the Windsor Unified School District has mapped out strategic plans to augment the engagement of underrepresented families identified during the self-reflection process. The LEA will prioritize establishing more inclusive and equitable communication channels, employing multilingual and culturally relevant communication to accommodate the diverse linguistic and cultural backgrounds within the district. The District will facilitate community outreach programs and collaboration with local community organizations to ensure wider engagement and will organize engagement sessions at varied times and locations to accommodate the different availabilities of families.   Additionally, the LEA is emphasizing the importance of offering tailored support and resources to underrepresented families, focusing on building trusting relationships and understanding their unique needs and preferences. Professional development for staff will be fortified, emphasizing cultural competency, sensitivity, and inclusive practices, aiming to make every family feel valued and respected.   The District will also leverage technology, implementing user-friendly digital platforms to provide flexible engagement opportunities, and ensuring that technology does not become a barrier but a facilitator for familial engagement. The continual assessment and refinement of engagement strategies will be a priority, using feedback from underrepresented families to make necessary modifications, ensuring their voices are central in shaping the engagement approaches.  Through these targeted strategies and a commitment to ongoing reflection and adaptation, the LEA endeavors to build stronger, more inclusive relationships with underrepresented families, acknowledging their integral role in fostering a nurturing and equitable learning environment for all students.	Upon a thorough analysis of educational partner input and an extensive review of local data, the Windsor Unified School District recognizes numerous strengths and substantial progress in Building Partnerships for Student Outcomes. The District prides itself on having robust collaborative networks with local organizations, community entities, and other educational institutions, which have been pivotal in providing enriched and diversified learning experiences for students. These partnerships have manifested through the district's commitment to implementing data-driven strategies that allow for the creation of tailored and conducive environments, specifically addressing the myriad of student needs effectively. The heightened initiatives towards community engagement have not only strengthened the sense of collective responsibility within the community but have also promoted mutual support, thereby significantly contributing to the holistic development of students. A notable strength lies in the active involvement of various stakeholders in decision-making processes, fostering a comprehensive and unified approach to addressing student needs and enhancing outcomes. Progress is evident in the augmentation of learning opportunities, with partnerships enabling access to internships and experiential learning, which have had a profound impact on student success. These collaborative efforts have facilitated an influx of resources, including learning materials and support services, providing substantial benefits to the student body. Additionally, the collaborations have opened avenues for staff professional development, aligning teaching methodologies with the evolving needs of the educational landscape. There is a demonstrable emphasis on inclusive practices within these partnerships, ensuring that the diverse student populations are catered to, and varied learning needs are met effectively. The Windsor Unified School District remains steadfast in its commitment to refining and strengthening these partnerships, focusing on sustainability, mutual benefit, and adaptability to the ever-evolving needs of students, ensuring that every collaboration is a step forward in enhancing student outcomes.	The Windsor Unified School District has identified several crucial focus areas for improvement in building partnerships for student outcomes.   Firstly, there is a need to enhance the alignment between partnership goals and student needs. The District is focusing on creating more student-centric partnerships that address the diverse needs and aspirations of the student body, ensuring each partnership adds concrete value to students’ educational experiences.  Secondly, there is an emphasis on expanding partnerships with a wider array of organizations, including non-profits, local businesses, and higher education institutions. The goal is to diversify the opportunities available to students and provide exposure to a broader spectrum of career paths and learning experiences.  Thirdly, the District is working on improving the measurement and evaluation of partnership outcomes. By implementing robust assessment tools and feedback mechanisms, the LEA aims to ensure the continuous improvement and effectiveness of partnerships in contributing to desirable student outcomes.  Furthermore, the District is striving to improve communication and collaboration within partnerships. By fostering an environment of open dialogue and mutual respect, the District aspires to create more cohesive and productive partnerships that can adapt and evolve according to the changing needs of students.  Lastly, there is a concentrated effort to intensify inclusive practices within partnerships to ensure equitable access and benefits for all students, especially those from underrepresented and marginalized communities. Through focused improvement in these areas, the Windsor Unified School District is committed to maximizing the impact of partnerships on student outcomes and creating a more inclusive, adaptive, and student-centered partnership ecosystem.	The District prides itself on having robust collaborative networks with local organizations, community entities, and other educational institutions, which have been pivotal in providing enriched and diversified learning experiences for students. These partnerships have manifested through the district's commitment to implementing data-driven strategies that allow for the creation of tailored and conducive environments, specifically addressing the myriad of student needs effectively. The heightened initiatives towards community engagement have not only strengthened the sense of collective responsibility within the community but have also promoted mutual support, thereby significantly contributing to the holistic development of students. A notable strength lies in the active involvement of various stakeholders in decision-making processes, fostering a comprehensive and unified approach to addressing student needs and enhancing outcomes. Progress is evident in the augmentation of learning opportunities, with partnerships enabling access to internships and experiential learning, which have had a profound impact on student success. These collaborative efforts have facilitated an influx of resources, including learning materials and support services, providing substantial benefits to the student body. Additionally, the collaborations have opened avenues for staff professional development, aligning teaching methodologies with the evolving needs of the educational landscape. There is a demonstrable emphasis on inclusive practices within these partnerships, ensuring that the diverse student populations are catered to, and varied learning needs are met effectively. The Windsor Unified School District remains steadfast in its commitment to refining and strengthening these partnerships, focusing on sustainability, mutual benefit, and adaptability to the ever-evolving needs of students, ensuring that every collaboration is a step forward in enhancing student outcomes.   After a rigorous analysis of input from educational partners and a thorough examination of local data, the Windsor Unified School District has formulated a multifaceted approach to ameliorate the engagement of underrepresented families, identified during the self-reflection process, in Building Partnerships for Student Outcomes.   The District will embark on implementing culturally responsive outreach, ensuring communication is inclusive, clear, and resonates with every family’s cultural and linguistic context, fostering an environment where each family feels respected and valued. Recognizing the diverse needs and schedules of these families, the District is committed to offering a range of flexible engagement opportunities, including accessible virtual meetings and varied time slots for events and conferences.   Further, there will be an intensified focus on collaborating with community-based organizations and leaders from diverse backgrounds, aimed at building trust and fostering inclusive an	The Windsor Unified School District has ascertained numerous strengths and observed discernible progress in Seeking Input for Decision-Making. The district has successfully established robust and multifaceted platforms to engage a broad spectrum of stakeholders, including parents, students, staff, and community partners, in its decision-making processes, reflecting a commitment to incorporating a variety of perspectives. Multiple inclusive and dynamic communication channels have been instituted, enabling sustained and productive dialogues between the district leadership and the school community, which have been pivotal in promoting a culture of transparency and mutual respect.   To continuously harness insights and understand the sentiments of the community, the district deploys regular surveys and has instituted diverse feedback mechanisms, focusing on several aspects of educational outcomes and school operations. There is a dedicated emphasis on maintaining transparency, with the district elucidating the decision-making processes, their underlying rationales, and the resultant outcomes to all concerned stakeholders. Significant progress is evident in the enhancement of participatory forums and the fortification of partnerships with community organizations, broadening the scope of input and enriching the diversity of perspectives in decision-making processes.   Additionally, the district is relentlessly refining its approach to leverage data-driven decision-making, utilizing valuable stakeholder insights to formulate optimized and informed decisions. The feedback loops have undergone refinement and optimization, ensuring that stakeholder input is meticulously translated into actionable strategies and the participants are cognizant of the impact of their contributions. Through the amalgamation of these strengths and ongoing enhancements, Windsor Unified School District is creating a harmonious environment where stakeholder input is revered, and collective insights act as the linchpin for driving equitable and enlightened decisions, elevating the overall educational milieu within the district.	The Windsor Unified School District has identified several key focus areas for improvement in Seeking Input for Decision-Making. There’s a pivotal need for the district to amplify the diversity in stakeholder input, focusing on enhanced engagement with underrepresented groups to ensure the incorporation of a broad array of perspectives and experiences into the decision-making fabric of the district. Prioritizing enhanced accessibility is crucial; thus, the district is directing substantial efforts to make participation forums and communication platforms more accessible by identifying and eliminating barriers, thereby facilitating inclusive participation.  The enhancement of feedback loops is a recognized area requiring attention to optimize the incorporation and utilization of stakeholder input, coupled with precise communication to the community regarding the influence of their input on resultant decisions. A pronounced emphasis is being placed on increasing the frequency of engagement opportunities, enabling continuous community involvement through regular surveys, forums, and meetings, which will allow the community to stay abreast of and contribute to ongoing developments and decisions.  Further, the district is poised to intensify efforts to bolster transparency and clarity in its decision-making and communication processes. The elucidation of clear rationales for decisions and responsive addressing of community concerns and questions are envisioned as pivotal steps in building trust and understanding. In addition, refining the ways in which collected data and insights are utilized is a focal point, aimed at facilitating more informed and adaptive decision-making and strategic adjustments based on the received inputs.  Lastly, the district is focusing on capacity-building endeavors, particularly for stakeholders from marginalized communities, enabling them to provide more substantial and effective contributions to the decision-making processes. By addressing and emphasizing these identified areas, Windsor Unified School District is endeavoring to cultivate an environment characterized by inclusivity, adaptability, and transparency, where every stakeholder’s voice resonates and plays a significant role in sculpting the educational trajectory of the district.	The Windsor Unified School District is initiating a multifaceted approach to enhance the engagement of underrepresented families, identified during the self-reflection process, in Seeking Input for Decision-Making. The district is keen on implementing culturally responsive and linguistically inclusive engagement strategies. These strategies are conceived to be more resonant and inclusive, facilitating the integration of diverse perspectives from underrepresented families into pivotal decision-making processes.   Acknowledging the myriad needs and varying constraints of different families, the district is aspiring to create more accessible and flexible participatory avenues. These include leveraging virtual forums, providing diverse meeting schedules, and utilizing intuitive platforms, thus allowing a wider array of families to convey their insights and feedback seamlessly. A pronounced emphasis is being placed on cultivating collaborations with community entities and leaders who are representative of the underrepresented families. These collaborations aim to engender trust and foster deeper, more meaningful connections, enhancing inclusivity in decision-making deliberations.   Additionally, the District is poised to deploy tailored communication strategies, ones that are meticulously crafted considering the preferences and requirements of the underrepresented families, employing accessible language and multifarious communication channels to maintain continuous, clear dialogue. There is a concerted effort to organize workshops and disseminate resources, focusing on empowering these families with the requisite knowledge and capabilities to actively partake in decision-making processes and advocate effectively for their children’s educational trajectories.   Enhanced and transparent feedback mechanisms are in the works to allow families to see the tangible impact of their contributions, nurturing a sense of responsibility and belonging. Moreover, a focused approach to data analysis, honing in on the engagement levels and inputs of underrepresented families, will be adopted to refine engagement strategies continuously and address the unique needs and aspirations of these communities. Through the implementation and ongoing refinement of these strategies, Windsor Unified School District is committing to fostering an environment where every family feels valued, heard, and integral to the collective decision-making endeavors, ensuring sustained relevance and effectiveness in advancing inclusive engagement and equitable representation.	4	4	4	4	4	4	4	4	4	4	4	4	Met		29JUN2023	2023
49753580114934	Village Charter	3	Building relationships and creating a strong, inclusive community is a strength at VCS. Post-COVID, our normal in person communication practice has been restored and the school community is feeling the benefits. We continue to work on improving communication lines to include texts, a more informative website, and more frequent emails/classroom newsletters to ensure that families feel connected to the school and their child's educational experience.  The school sends a weekly newsletter to all families with information regarding school news and events. The school has updated its website to make it more interactive and user-friendly. The school has improved its digital enrollment platform. The teachers engage all families in regular newsletters, in the moment communication, parent conferences, and academic reports. The teachers share resources for parent partnership opportunities to help the students' progress. Parents are informed of their legal rights and they are encouraged to advocate for their children. We do our best in engaging underrepresented families.	Our main area of focus is the ongoing work of keeping families informed. We are finding that many families have a level of fatigue when it comes to electronic communications and we are constantly searching for ways to keep families informed of the many ways they can be connected to the school community.	We need to be more intentional in reaching out to underrepresented families, especially regarding recourses offered at school to support student learning as well as those they can use in the home. We are working expand our bilingual communications as well as offer a translator at school meetings.	The faculty has worked together to create and implement guidelines for healthy communication between community members, other faculty and staff, students, and families. The faculty's implementation of role modeling professional conduct is an important priority for the school. The teachers do a good job of communicating with all parents, including underrepresented families.	We are in full implementation of this practice and will assess areas of imprudent on an ongoing basis based on student and family feedback.	This is an area of strength for us, however we need to be more intentional in reaching out to underrepresented families, especially regarding recourses offered at school to support student learning as well as those they can use in the home.	VCS historically has had a high rate of participation in the PA and in other decision-making bodies. This is the foundation of our success and sense of community. With the full transition back to in person instruction and activities, we have found the that our participation has in the entities has progressively increased and we are working with the board and the PA to get back to where we were pre-pandemic. Parents are engaged in many informal ways of supporting the students, such as volunteer opportunities in the classrooms and field trips. We see the parents as partners in educating the students. We welcome and invite community members to our regular school board meetings where policies and programs are decided. We communicate outcomes of decisions, including to underrepresented families.	Full Implementation with the awareness that our main are for improvement is rooted in finding the best way to communicate to all of our families.	VCS is working to provide families with more opportunities to provide input on policies and programs, with a very intentional focus on seeking input from any underrepresented groups in the school community.	5	5	4	4	4	4	5	4	4	4	3	5	Met		07JUN2023	2023
49753586052369	Cali Calmecac Language Academy	3	The Cali Calmecac Language Academy, under the leadership of the Assistant Superintendent of Education Services, identifies several strengths in building relationships between school staff and families. These strengths include robust community engagement, manifested by a welcoming environment and high attendance at parent-teacher meetings and school events. Clear, multi-channel communication, such as email updates and newsletters, is a pivotal strategy for maintaining a transparent and ongoing dialogue between families and staff. Enhanced cultural competence, achieved through continuous staff professional development, ensures diverse families feel valued and included. The District has fostered parental involvement by establishing a Parent-Teacher Association and regular workshops, enabling parents to participate in decision-making. The availability of anonymous feedback mechanisms allows parents to voice concerns and suggestions, facilitating continuous improvement. A student-centered approach has also enhanced family involvement in learning processes. Regarding progress, the District has improved collaboration between families and staff in developing student support interventions, indicating mutual trust and shared responsibility. Survey data reveals increased parental satisfaction regarding communication and the school environment. The District has seen increased participation in extended learning opportunities, reflecting alignment between home and school learning environments. The strengthened relationships correlate with improved student academic outcomes and increased student motivation. Technological integration through digital platforms has been optimized to facilitate efficient interactions between staff and families. The diversification of engagement strategies ensures inclusivity by reaching a broader parental base. While considerable progress and strengths have been identified, the District maintains a commitment to continuous assessment and adaptation of strategies to strengthen relationships between school staff and families further, focusing on mutual trust, enhanced communication, and a collaborative environment for holistic student development.	Based on an in-depth analysis of educational partner input and meticulous examination of local data, the Cali Calmecac Language Academy has identified several focus areas that necessitate improvement in fostering and solidifying relationships between school staff and families. The district is centering its efforts on amplifying the frequency and quality of communication between schools and families to ensure clarity and mutual understanding of all parties involved. There is a recognized need to reinforce cultural competency training for staff to augment understanding and appreciation of diverse family structures, values, and norms. The District also emphasizes enhancing parental involvement strategies to ensure broader and more equitable participation, targeting those traditionally underrepresented or less engaged in school communities. Additionally, the District is refining feedback mechanisms for more inclusive and actionable insights from families. It invests in professional development to foster empathetic and practical relationship-building skills among school staff. Finally, the District is committed to evaluating and optimizing technology platforms to facilitate more seamless and user-friendly interactions between families and school staff, aiming to create an environment where every family feels heard, valued, and integral to the school community’s collaborative efforts toward student success.	In light of the comprehensive analysis of educational partner input and local data, the Cali Calmecac Language Academy has mapped out strategic plans to augment the engagement of underrepresented families identified during the self-reflection process. The LEA will prioritize establishing more inclusive and equitable communication channels, employing multilingual and culturally relevant communication to accommodate the district's diverse linguistic and cultural backgrounds. The District will facilitate community outreach programs and collaboration with local community organizations to ensure more comprehensive engagement. It will organize engagement sessions at varied times and locations to accommodate the different availabilities of families.  Additionally, the LEA emphasizes the importance of offering tailored support and resources to underrepresented families, focusing on building trusting relationships and understanding their unique needs and preferences. Professional development for staff will be fortified, emphasizing cultural competency, sensitivity, and inclusive practices, aiming to make every family feel valued and respected.  The District will also leverage technology, implementing user-friendly digital platforms to provide flexible engagement opportunities and ensuring that technology does not become a barrier but a facilitator for familial engagement. The continual assessment and refinement of engagement strategies will be a priority, using feedback from underrepresented families to make necessary modifications, ensuring their voices are central in shaping the engagement approaches.  Through these targeted strategies and a commitment to ongoing reflection and adaptation, the LEA builds more robust, inclusive relationships with underrepresented families, acknowledging their integral role in fostering a nurturing and equitable learning environment for all students.	Upon a thorough analysis of educational partner input and an extensive review of local data, the Cali Calmecac Language Academy recognizes numerous strengths and substantial progress in Building Partnerships for Student Outcomes. The District prides itself on having robust collaborative networks with local organizations, community entities, and other educational institutions, pivotal in providing enriched and diversified student learning experiences. These partnerships have manifested through the district's commitment to implementing data-driven strategies that allow for creating tailored and conducive environments, explicitly addressing the myriad of student needs effectively. The heightened initiatives towards community engagement have not only strengthened the sense of collective responsibility within the community but have also promoted mutual support, thereby significantly contributing to the holistic development of students. A notable strength lies in the active involvement of various stakeholders in decision-making processes, fostering a comprehensive and unified approach to addressing student needs and enhancing outcomes. Progress is evident in the augmentation of learning opportunities, with partnerships enabling access to internships and experiential learning, which have profoundly impacted student success. These collaborative efforts have facilitated an influx of resources, including learning materials and support services, providing substantial benefits to the student body. Additionally, the collaborations have opened avenues for staff professional development, aligning teaching methodologies with the evolving needs of the educational landscape. There is a demonstrable emphasis on inclusive practices within these partnerships, ensuring that the diverse student populations are catered to and varied learning needs are met effectively. The Cali Calmecac Language Academy remains steadfast in its commitment to refining and strengthening these partnerships, focusing on sustainability, mutual benefit, and adaptability to the ever-evolving needs of students, ensuring that every collaboration is a step forward in enhancing student outcomes.	Based on a thorough analysis of educational partner input and a meticulous review of local data, the Cali Calmecac Language Academy has identified several crucial focus areas for improving partnerships for student outcomes.  Firstly, there is a need to enhance the alignment between partnership goals and student needs. Secondly, there is an emphasis on expanding partnerships with a broader array of organizations, including non-profits, local businesses, and higher education institutions. The goal is to diversify the opportunities available to students and provide exposure to a broader spectrum of career paths and learning experiences.  Thirdly, the District is improving the measurement and evaluation of partnership outcomes. By implementing robust assessment tools and feedback mechanisms, the LEA aims to ensure partnerships' continuous improvement and effectiveness in contributing to desirable student outcomes.  Furthermore, the District is striving to improve communication and collaboration within partnerships. By fostering an environment of open dialogue and mutual respect, the District aspires to create more cohesive and productive partnerships that can adapt and evolve according to the changing needs of students.  Lastly, there is a concentrated effort to intensify inclusive practices within partnerships to ensure equitable access and benefits for all students, especially those from underrepresented and marginalized communities.  Through focused improvement in these areas, the Cali Calmecac Language Academy is committed to maximizing the impact of partnerships on student outcomes and creating a more inclusive, adaptive, and student-centered partnership ecosystem. The District is focusing on creating more student-centric alliances that address the diverse needs and aspirations of the student body, ensuring each partnership adds concrete value to students’ educational experiences.	After a rigorous analysis of input from educational partners and a thorough examination of local data, the Cali Calmecac Language Academy has formulated a multifaceted approach to facilitate the engagement of underrepresented families identified during the self-reflection process in Building Partnerships for Student Outcomes.  The District will implement culturally responsive outreach, ensuring communication is inclusive, transparent, and resonates with every family’s cultural and linguistic context, fostering an environment where each family feels respected and valued. Recognizing these families' diverse needs and schedules, the District is committed to offering a range of flexible engagement opportunities, including accessible virtual meetings and varied time slots for events and conferences.  Further, an intensified focus will be on collaborating with community-based organizations and leaders from diverse backgrounds to build trust and foster inclusive and meaningful engagement. This collaboration will be augmented by providing tailored support and resources to meet underrepresented families' unique needs and preferences, emphasizing accessibility and relevance. To better grasp the nuanced needs and concerns of these families, robust feedback mechanisms will be established, allowing the continuous refinement of engagement strategies based on the families' input. A significant emphasis will be placed on ensuring the representation of these families in decision-making forums and advisory committees, making their perspectives and insights integral in shaping student-related policies and initiatives.  Additionally, the LEA will organize capacity-building workshops to empower underrepresented families with the knowledge and skills to navigate the educational ecosystem and advocate for their children effectively. By instigating these strategies with a focus on equity, inclusivity, and sustained commitment, the Cali Calmecac Language Academy aspires to elevate the engagement of underrepresented families in creating partnerships essential for optimizing student outcomes, ensuring the ongoing refinement and adaptability of these initiatives to uphold their relevance and efficacy in nurturing an inclusive educational milieu.	Following a meticulous analysis of educational partner input and local data, the Cali Calmecac Language Academy has ascertained numerous strengths and observed discernible progress in Seeking Input for Decision-Making. The district has successfully established robust and multifaceted platforms to engage a broad spectrum of stakeholders, including parents, students, staff, and community partners, in its decision-making processes, reflecting a commitment to incorporating a variety of perspectives. Multiple inclusive and dynamic communication channels have been instituted, enabling sustained and productive dialogues between the district leadership and the school community. These have been pivotal in promoting a culture of transparency and mutual respect.  To continuously harness insights and understand the community's sentiments, the district deploys regular surveys and has instituted diverse feedback mechanisms, focusing on several aspects of educational outcomes and school operations. There is a dedicated emphasis on maintaining transparency, with the district elucidating the decision-making processes, their underlying rationales, and the resultant outcomes to all concerned stakeholders. Significant progress is evident in enhancing participatory forums and fortifying partnerships with community organizations, broadening the scope of input and enriching the diversity of perspectives in decision-making processes.  Additionally, the district is relentlessly refining its approach to leverage data-driven decision-making, utilizing valuable stakeholder insights to formulate optimized and informed decisions. The feedback loops have undergone refinement and optimization, ensuring that stakeholder input is meticulously translated into actionable strategies and that the participants are aware of the impact of their contributions. By amalgamating these strengths and ongoing enhancements, Cali Calmecac Language Academy creates a harmonious environment where stakeholder input is revered, and collective insights act as the linchpin for driving equitable and enlightened decisions, elevating the overall educational milieu within the district.	After conducting an exhaustive analysis of educational partner input and local data, the Cali Calmecac Language Academy has identified several key focus areas for improvement in Seeking Input for Decision-Making. There’s a pivotal need for the district to amplify the diversity in stakeholder input, focusing on enhanced engagement with underrepresented groups to ensure the incorporation of a broad array of perspectives and experiences into the decision-making fabric of the district. Prioritizing improved accessibility is crucial; thus, the district is directing substantial efforts to make participation forums and communication platforms more accessible by identifying and eliminating barriers, thereby facilitating inclusive participation.  The enhancement of feedback loops is a recognized area requiring attention to optimize the incorporation and utilization of stakeholder input, coupled with precise communication to the community regarding the influence of their input on resultant decisions. A pronounced emphasis is being placed on increasing the frequency of engagement opportunities, enabling continuous community involvement through regular surveys, forums, and meetings, which will allow the community to stay abreast of and contribute to ongoing developments and decisions.  Further, the district is poised to intensify efforts to bolster transparency and clarity in its decision-making and communication processes. The elucidation of clear rationales for decisions and responsive addressing of community concerns and questions are pivotal steps in building trust and understanding. In addition, refining how collected data and insights are utilized is a focal point to facilitate more informed and adaptive decision-making and strategic adjustments based on the received inputs.  Lastly, the district focuses on capacity-building endeavors, particularly for stakeholders from marginalized communities, enabling them to provide more substantial and influential contributions to the decision-making processes. By addressing and emphasizing these identified areas, Cali Calmecac Language Academy is endeavoring to cultivate an environment characterized by inclusivity, adaptability, and transparency, where every stakeholder’s voice resonates and plays a significant role in sculpting the educational trajectory of the district.	After a detailed analysis of educational partner input and local data, the Cali Calmecac Language Academy is initiating a multifaceted approach to enhance the engagement of underrepresented families identified during the self-reflection process in Seeking Input for Decision-Making. The district is keen on implementing culturally responsive and linguistically inclusive engagement strategies. These strategies are conceived to be more resonant and inclusive, facilitating the integration of diverse perspectives from underrepresented families into pivotal decision-making processes.  Acknowledging the myriad needs and varying constraints of different families, the district aspires to create more accessible and flexible participatory avenues. These include leveraging virtual forums, providing diverse meeting schedules, and utilizing intuitive platforms, thus allowing a more comprehensive array of families to convey their insights and feedback seamlessly. A pronounced emphasis is being placed on cultivating collaborations with community entities and leaders representing underrepresented families. These collaborations aim to engender trust and foster more profound, more meaningful connections, enhancing inclusivity in decision-making deliberations.  Additionally, the District is poised to deploy tailored communication strategies. Such strategies are meticulously crafted considering the preferences and requirements of the underrepresented families, employing accessible language and diverse communication channels to maintain continuous, clear dialogue. There is a concerted effort to organize workshops and disseminate resources, focusing on empowering these families with the requisite knowledge and capabilities to actively partake in decision-making processes and advocate effectively for their children’s educational trajectories.  Enhanced and transparent feedback mechanisms are in the works to allow families to see the tangible impact of their contributions, nurturing a sense of responsibility and belonging. Moreover, a focused approach to data analysis, honing in on underrepresented families' engagement levels and inputs, will be adopted to continuously refine engagement strategies and address these communities' unique needs and aspirations. Through implementing and ongoing refinement of these strategies, Cali Calmecac Language Academy is committing to fostering an environment where every family feels valued, heard, and integral to the collective decision-making endeavors, ensuring sustained relevance and effectiveness in advancing inclusive engagement and equitable representation.	4	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
49753900000000	Healdsburg Unified	3	Current strengths and progress include: hiring additional staff including 2 full-time Bilingual Parent Outreach and Education Coordinators one for elementary with a student population of about 400, and one for the high school, with a student population of about 500. HUSD also has a full-time Bilingual Student & Family Services Coordinator at the Junior High School that serves a student population of about 280. HUSD provides a series of workshops from our School Psychologists and mental health professionals on trauma-informed practices and how to implement culturally responsive practices. Improved interpretation and translation services. Improved text, email, phone communications. More parent events, all hosted in English and Spanish: Back to School Night., College & Career Nights, Financial Aid Night, TK/K Orientation for Parents and Kinder Bridge Summer program for students. Use of Google Classroom to improve home-to-school communication/understanding assignments/expectations for learning. Updated student Handbooks, Annual Notifications. An improved process for parent-teacher conferences, SSTs, IEP and 504 Meetings. The focus area for improvement is to implement policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. HUSD is also working to implement Ethnic Studies across the TK-12 curriculum as part of our efforts to be a more equitable and socially just school district.	The focus area for improvement is to implement policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. HUSD is also working to implement Ethnic Studies across the TK-12 curriculum as part of our efforts to be a more equitable and socially just school district.	Current strengths and progress include: hiring additional staff including 2 full-time Bilingual Parent Outreach and Education Coordinators one for elementary and one for secondary. HUSD also has a full-time Bilingual Student & Family Services Coordinator at the Junior High School. Support robust English Learner Advisory Councils (ELAC) at each school, Ethnic Studies Club, GSA Clubs, as well as other student and parent groups and forums that provide opportunities for students and families to provide input for decision-making. Every year the Superintendent or Director of Curriculum & Instruction attends over 15 meetings of student clubs, parent meetings, Governance Council, etc during the LCAP development process seeking input.	Current strengths and progress include: hiring additional staff including 2 full-time Bilingual Parent Outreach and Education Coordinators one for elementary with a student population of about 400, and one for the high school, with a student population of about 500. HUSD also has a full-time Bilingual Student & Family Services Coordinator at the Junior High School that serves a student population of about 280. HUSD provides a series of workshops from our School Psychologists and mental health professionals on trauma-informed practices and how to implement culturally responsive practices. Improved interpretation and translation services. Improved text, email, phone communications. More parent events, all hosted in English and Spanish: Back to School Night., College & Career Nights, Financial Aid Night, TK/K Orientation for Parents and Kinder Bridge Summer program for students. Use of Google Classroom to improve home-to-school communication/understanding assignments/expectations for learning. Updated student Handbooks, Annual Notifications. An improved process for parent-teacher conferences, SSTs, IEP and 504 Meetings. The focus area for improvement is to implement policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. HUSD is also working to implement Ethnic Studies across the TK-12 curriculum as part of our efforts to be a more equitable and socially just school district.	The focus area for improvement is to implement policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. HUSD is also working to implement Ethnic Studies across the TK-12 curriculum as part of our efforts to be a more equitable and socially just school district.	Current strengths and progress include: hiring additional staff including 2 full-time Bilingual Parent Outreach and Education Coordinators one for elementary and one for secondary. HUSD also has a full-time Bilingual Student & Family Services Coordinator at the Junior High School. Support robust English Learner Advisory Councils (ELAC) at each school, Ethnic Studies Club, GSA Clubs, as well as other student and parent groups and forums that provide opportunities for students and families to provide input for decision-making. Every year the Superintendent or Director of Curriculum & Instruction attends over 15 meetings of student clubs, parent meetings, Governance Council, etc during the LCAP development process seeking input.	Current strengths and progress include: hiring additional staff including 2 full-time Bilingual Parent Outreach and Education Coordinators one for elementary with a student population of about 400, and one for the high school, with a student population of about 500. HUSD also has a full-time Bilingual Student & Family Services Coordinator at the Junior High School that serves a student population of about 280. HUSD provides a series of workshops from our School Psychologists and mental health professionals on trauma-informed practices and how to implement culturally responsive practices. Improved interpretation and translation services. Improved text, email, phone communications. More parent events, all hosted in English and Spanish: Back to School Night., College & Career Nights, Financial Aid Night, TK/K Orientation for Parents and Kinder Bridge Summer program for students. Use of Google Classroom to improve home-to-school communication/understanding assignments/expectations for learning. Updated student Handbooks, Annual Notifications. An improved process for parent-teacher conferences, SSTs, IEP and 504 Meetings. The focus area for improvement is to implement policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. HUSD is also working to implement Ethnic Studies across the TK-12 curriculum as part of our efforts to be a more equitable and socially just school district.	The focus area for improvement is to implement policies and programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. HUSD is also working to implement Ethnic Studies across the TK-12 curriculum as part of our efforts to be a more equitable and socially just school district.	Current strengths and progress include: hiring additional staff including 2 full-time Bilingual Parent Outreach and Education Coordinators one for elementary and one for secondary. HUSD also has a full-time Bilingual Student & Family Services Coordinator at the Junior High School. Support robust English Learner Advisory Councils (ELAC) at each school, Ethnic Studies Club, GSA Clubs, as well as other student and parent groups and forums that provide opportunities for students and families to provide input for decision-making. Every year the Superintendent or Director of Curriculum & Instruction attends over 15 meetings of student clubs, parent meetings, Governance Council, etc during the LCAP development process seeking input.	3	3	3	3	3	3	3	4	3	3	3	3	Met		21JUN2023	2023
50105040000000	Stanislaus County Office of Education	3	The Alternative Education school program has always valued relationships as the key component in serving our students. The sites engage families at every opportunity available to welcome and include family particpation and engagement in not only their students’ educational planning and progress but also the events and activities that take place on the school site, including advisory roles on SSC, ELAC and LCAP Committee	The focus for improvement will be to continue to seek opportunities that encourage greater relationship building between the school and families.	The majority of the students/families in our programs are underrepresented and all improvement efforts, including engaging underrepresented families, will include opportunities that encourage further relationship building between the school and all families.	Teachers participate in ongoing, relevant professional development to ensure that students receive rigorous and appropriate instruction.	The program is always working to improve.in all aspects of student services. To impact student outcomes we provide support to teachers and administration that allows them to best serve each student, academically and emotionally. We continue to provide professional mental health services at all sites. Resources beyond the school are available as needed to ensure we are serving the whole child	The program is always working to improve and increase engagement of underrepresented families, these families comprise over 80% of our enrollment. To impact student outcomes we provide support to teachers and administration to allow them to best serve each underrepresented student, academically and emotionally. We continue to provide contracted professional mental health services at all sites. Resources beyond the school are available as needed to ensure we are serving the whole child	The SCOE Alternative Education sites provide all stakeholders the opportunity to provide decision making input. Each site has a school site council, English Learner Advisory committee and LCAP advisory committee, parents, students and stakeholders are all invited to attend these meetings and provide input	The program is always seeking to improve in any manner to better support students, input from parents is valuable and welcomed, we contunue to explore options to encourage and welcome more parents on to campus to serve on committees that are providing input on policy and procedures to best support students in and out of the classroom.	Over 80% of the families in the ALternative Education programs are identified as underrepresented.  We will improve engagement of these families through more opportunities and greater communication efforts.  We wi l continue to explore options to encourage and welcome more parents on to campus to serve o        s that are  providing input on policy and procedures to best support students in and out of the classroom.	5	5	5	5	5	5	5	5	4	4	4	4	Met		13JUN2023	2023
50105040117457	Great Valley Academy	3	Staff uses ParentSquare for timely and consistent communication with families about what is happening at school and in their child's classroom.  Parents use responses in the system to provide input and ask questions.  GVA will continue to provide training for staff and encourage its use as an efficient means of school-family communication.  Teachers communicate about their classroom and students.  Staff communicates about events and school functions.  Administration provides updates on policy and practice, as well celebrates successes and progress.  Procedures, routines, etc. are shared through ParentSquare, as well other modes of communication such as Collaborative Coffees, Family Nights, informal meetings and teacher conferences.  GVA updated is visitor and volunteer policies in the wake of Covid in order to increase and enhance parent and family involvement on campus.	Increased dialogue around community involvement has provided new ideas (and old ones, once abandoned during distance learning) such as grade-level family events, Open House and fundraising events.  Parents have expressed and will receive greater access to each other at school functions to increase the family-based atmosphere at GVA.  GVA invested in a new feedback platform for surveys ad data collection, digging deeper into what parents want/need to support their children, enabling them to have successful school experiences.  Continued efforts to increase parent access to staff, to various methods of providing feedback and input and to being involved in school decision-making are in development.	An ELAC team will be in place for the new year.  Interested parents are already signed up.   Reclassification ceremonies have become consistent, well-attended and a very positive engagement activity for families of EL and reclassified students.  Our family input survey platform is connected to all of our data tools, allowing better disaggregation of data and cross-referencing of student information.  This will allow us to more effectively plan for increased engagement efforts, as well as targeted supports for these students and families.	ParentSquare use is a strength.  Staff coordinator/trainer ensures staff has access, is trained and uses ParentSquare.  Access for families at home to educational technology is significant. Tools like Moby Max, Lexia, NewsELA, etc. provide connection and partnership between school and home.  Parents can check progress and support their children's learning.  Google classroom also supports this partnership.   GVA continues to seek better and more effective ways to connect with and support multi-lingual families and students.   Books in primary languages have been shared and translation services are provided.  Communication from GVA's EL Specialist about ELPAC, ELAC and other opportunities for multilingual families has increased and she serves as a liaison, relaying family needs, input and feedback to the school.  Reclassification celebrations untied the school community in support of EL students' effort and progress.  Parent input about additional ideas for connection and partnership have been heard and considered through forums such as collaborative coffees, parent nights and conferences.  Feedback from family, student and staff surveys have also informed decisions about strengthening family-school partnerships.  After school clubs and tutoring support the needs of families for enrichment and acceleration of skills.  GVA looks forward to SMARTtime (ELO-P) opportunities in the upcoming year.  While open to all families,, unduplicated students will be a focus and priority. KidsCare (before and after school care) provides families that need it, child care.  This has been a welcome resource for many GVA families over the years.  Culminating activities allow families to regularly see their children's work and success.	SMARTtime will allow for expansion and coordination of before/afterschool activities, clubs and tutoring.  Increased resources and greater community outreach will build stronger and more expansive community partnerships.  Regularly scheduled Family Nights have already been planned and themed for the upcoming school year.  Family input will increasingly inform decisions around Family Nights and other community-building events.   GVA's Executive has made Communication a priority area for next school year as we seek to be more responsive to and allow for more GVA Community feedback loops.	SMARTtime places a priority on ensuring unduplicated families have access to extended learning opportunities around Support (social-emotional, academic, etc.), Mentoring, Acceleration, Recreation and Technology.  Added as a member of the Extended Executive Team, GVA's Student Support/EL Specialist will provide greater focus on informing leadership of the expressed needs of unduplicated students.  She will work closely with the Superintendent and COO on developing a comprehensive Title 1 plan and increase support to teachers and staff in the area of implementing strong ELD instruction and monitoring.	GVA annually surveys families, staff and students for input on school-based issues.  GVA seeks regular staff input on the direction of the school, priorities, growth potential and renewal of topics such as core values, mission and vision.  Site administration has regular parents meetings/collaborative coffees and Family Nights with opportunities for educational partner input.  The Superintendent conducts regular staff forums for input and communication.	Superintendent forum format is reviewed and revised based on staff feedback.  Staff notes parent input at Family Nights, collaborative coffees, etc., and is developing improved methods of following up on this feedback.	All significant site and organizational meetings in which families participate will have interpretation services available.  ELPAC membership is being encouraged to a greater degree as is the diversity of the group.	4	5	3	3	3	4	4	4	3	3	3	3	Met		21JUN2023	2023
50105040129023	Stanislaus Alternative Charter	3	The Stanislaus County Alternative Charter School program (Come Back Kids) has always valued relationships as the key component in serving our students. The sites engage their adult students at every opportunity available to welcome and include them not only in their educational planning and progress but also the events and activities that take place on the school site, including advisory roles on SSC, ELAC and LCAP	The focus for improvement will be to continue to seek opportunities that encourage further relationship building between the school and the adult students.	The majority of the adult students in our programs are underrepresented and all improvement efforts, including engaging those underrepresented adult students, will include opportunities that encourage further relationship building between the school and all the adult students.	Teachers participate in ongoing, relevant professional development to ensure that students receive rigorous and appropriate instruction.	The program is always working to improve. To impact student outcomes we provide support to teachers and administration to allow them to best serve each student, academically and emotionally. We continue to provide professional mental health services at all sites. Resources beyond the school are available as needed to ensure we are serving the whole student.	The program is always working to improve engagement of underrepresented adult students, these students comprise 70% of our enrollment. To impact student outcomes we provide support to teachers and administration to allow them to best serve each student, academically and emotionally. We continue to provide contracted professional mental health services at all sites. Resources beyond the school are available as needed to ensure we are serving thewhole student.	The Stanislaus County Alternative Charter School provides all stakeholders the opportunity to provide decision making input. The school has a school site council, English Learner committee and LCAP advisory, adult students and stakeholders are all invited to attend these meetings and provide input	The program is always working to improve, input from adult students is valuable and we are always looking for ways to encourage and welcome more students to participate on committees that serve to make decisions	The program is always working to improve, input from adult students is valuable and we are always looking for ways to encourage and welcome all students, including those who represent underrepresented groups.	5	5	5	5	5	5	5	5	4	4	4	4	Met		13JUN2023	2023
50710430000000	Ceres Unified	3	Ceres Unified has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service; a focus on and celebration of cultural and language differences at school sites; multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.); structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); Town Hall meetings; administrative visibility during drop off/pick up; active parent organizations; and a general focus on celebrating students and growth.	Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication (more face-to-face and phone calls); building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reducing event conflicts for families with students at multiple schools; incentives for parent attendance at school events; and continue to increase opportunities to listen to families and collect feedback.	Ceres Unified will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish; improve translation in multiple languages; creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.); and utilizing Community Liaisons at all school sites to target underrepresented families to improve relationships and connections.	Ceres Unified has many strengths when it comes to building partnerships with families. Based on feedback collected from educational partners, some of these strengths include: hosting family nights at schools; providing flexible scheduling for parent conferences; maintaining strong partnerships with parent advocates; providing resources for families in need (Student Support Specialists, Community Liaisons, etc.); hosting Principal Coffees, parent academies and Town Halls; providing Educational Technology support for families; focusing on important grade level transitions (6th to 7th, 8th to 9th); hosting FACTOR (Families Acting Toward Results) programs for families at various school sites each year; celebrating reclassified and Seal of Biliteracy students; and hosting meetings with English Learner parents using the ELLevation data dashboard to provide specific information about academic growth and achievement.	Based on feedback collected by educational partners, some areas of improvement include: more support for families about the Ceres Unified Grading Shifts; continue to provide information that is accessible for families and avoids acronyms and other technical language; continued focus on combating chronic absenteeism; increased feedback from teachers about student achievement throughout the year; increase partnerships with community members; and increased career-focused education.	Ceres Unified will continue to improve engagement of underrepresented families by: utilizing Community Liaisons at all sites; promoting the work of Foster/Homeless liaisons; communicating with families about the Family Resource Center; continue to connect with educational partners regarding Foster/Homeless students; more publicity of scholarships for specific student groups; and continued development of MTSS focus areas to allow schools to look at data for all student groups and targeted those students/families most in need.	Ceres Unified has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure and content of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; strong partnership with parent advocates; and regular meetings hosted by the Superintendent with high school student representatives who comprise the Youth Advisory Council.	Based on feedback collected by educational partners, some areas of improvement include: use of site-based family surveys to collect input; use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Ceres leaders are using that feedback to make decisions; and collect feedback when parents are at school for different events.	Ceres Unified will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; Town Hall meetings targeted specific student groups; and ask families about their preferred method of communication at the beginning of the year.	4	4	4	4	3	4	4	4	4	4	4	4	Met		22JUN2023	2023
50710430107128	Whitmore Charter School of Art & Technology	3	Whitmore Charter School of Arts and Technology has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service particularly following school closures due to COVID-19; a focus on and celebration of cultural and language differences at school sites (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.), return to in-person parent events; structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth.	Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reintroduce site wide parent events (Parent Cafes); and continue to increase opportunities to listen to families and collect feedback.	Whitmore Charter will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish and creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.).	Whitmore Charter has many strengths when it comes to building partnerships with families. Based on feedback collected from educational partners, some of these strengths include: hosting family nights at schools; providing flexible scheduling for parent conferences; maintaining strong partnerships with parent advocates; providing resources for families in need (Student Support Specialists, Community Liaisons, etc.); hosting Principal Coffees; providing Educational Technology support for families; maintaining a Learning Director position to support student needs; and celebrating reclassified students.	Based on feedback collected by educational partners, some areas of improvement include: more support for families about the Ceres Unified Grading Shifts; continue to provide information that is accessible for families and avoids acronyms and other technical language; renewed focus on combating chronic absenteeism; and reintroduce Parent Cafes based on relevant topics and feedback from families.	Whitmore Charter will continue to improve engagement of underrepresented families by: communicating with families about the Family Resource Center and continued development of MTSS focus areas to allow schools to look at data for all student groups and targeted those students/families most in need.	Whitmore Charter has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure and content of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; and strong partnership with parent advocates.	Based on feedback collected by educational partners, some areas of improvement include: use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Whitmore administration is using that feedback to make decisions; and collect feedback when parents are at school for different events.	Whitmore Charter will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; and ask families about their preferred method of communication at the beginning of the year.	4	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
50710430107136	Whitmore Charter High	3	Whitmore Charter High School has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service ; a focus on and celebration of cultural and language differences at the school site (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.), return to in-person parent events; structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth.	Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reintroduce sitewide parent events (Parent Cafes); and continue to increase opportunities to listen to families and collect feedback.	Whitmore Charter will continue to improve engagement of underrepresented families by: improving communication with families not connected digitally as well as families who speak a language other than English/Spanish and creating hubs of resources for families in need (food distribution, health care services, vaccination clinics, etc.).	Whitmore Charter High School has many strengths when it comes to building relationships with families. Based on feedback collected from educational partners, some of these strengths include: districtwide communication using Parent Square app; an intentional focus on customer service; a focus on and celebration of cultural and language differences at the school site (through a focus on the California English Learner Roadmap); multiple modes of communication to meet the needs of families and students (Parent Square, social media, mailings, etc.), return to in-person parent events; structure of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); and a general focus on celebrating students and growth.	Based on feedback collected by educational partners, some areas of improvement include: Communication in languages other than English or Spanish; more personal communication about individual students/families in addition to mass communication; building parents' trust and willingness to provide honest and open feedback; improved response rate for surveys; reintroduce sitewide parent events (Parent Cafes); and continue to increase opportunities to listen to families and collect feedback.	Whitmore Charter High School will continue to improve engagement of underrepresented families by: communicating with families about the Family Resource Center and continued development of MTSS focus areas to allow the site to look at data for all student groups and target those students/families most in need.	Whitmore Charter High School has many strengths when it comes to Seeking Input from families. Based on feedback collected from educational partners, some of these strengths include: structure and content of district Educational Partner meetings (Parent Advisory, DAC/DELAC, Community Partners); site administrator trainings and support for meeting the requirements for School Site Council and English Learner Advisory Council meetings at school sites; yearly administration of the California Healthy Kids Survey; and strong partnership with parent advocates.	Based on feedback collected by educational partners, some areas of improvement include: use of Parent Square app to collect input from educational partners; identifying the best time of day for parents to attend meetings where input is gathered; involving families who typically are not involved in school activities or do not attend meetings; share feedback collected with parents so they know Whitmore administration is using that feedback to make decisions; and collect feedback when parents are at school for different events.	Whitmore Charter will continue to improve engagement of underrepresented families by: involve more families from underrepresented groups in educational partner meetings at the district and site level (Parent Advisory, ELAC, School Site Council, DAC/DELAC, etc.); continue to ask families about their priorities for their students and how they can be supported by the school and district; extend more personal invitations for targeted families; and ask families about their preferred method of communication at the beginning of the year.	5	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
50710430112292	Aspire Summit Charter Academy	3	Families have reported in ELAC and SSC that the school provides an opportunity for their voices to be heard and the school does what they say they are going to do which helps foster trust.	Families would like increased opportunities to learn how to support their children's academic needs at home. Families have also expressed they would like field trip opportunities for their children and more books.	During the 23-24 school year we would like to incentivize families to attend ELAC and SSC as well as participate in family surveys. We would also like to provide more opportunities for families to learn how to best support their children with academics at home.  During the 22-23 school year we have also had fingerprinting companies come to campus in order to help families complete requirements for volunteering on campus.  We will continue this practice in upcoming years.	Student data for SBAC and Iready was shared with families at ELAC & SSC. Families expressed gratitude for the opportunity to see school wide academic data and talk about how that data impacts our school wide plan.	Families would like increased opportunities to learn about how to support their children with academics at home.	We are currently supporting families with the volunteer requirements in order to get more families on campus. We will also offer more opportunities for families to learn about how to support their children with academics.	We input from all stakeholder groups through surveys and during ELAC & SSC meetings. Additionally we have an open door policy for families and staff.	Survey response data is lower than we would like it to be. We would like to offer more incentives for completion and for attending family meetings.	This answer is the same as answers above.	4	4	4	4	3	3	5	4	4	4	4	4	Met		22JUN2023	2023
50710500000000	Chatom Union	3	Chatom Union School District is currently offering several opportunities to build partnerships for student outcomes.  We have held our traditional parent events: Round-Up: Parents and Students are invited to meet the staff, collect materials, receive schedules and take school pictures for student IDs. On the first day of school at Chatom, families were able to celebrate the first day of school with photo opportunities and enjoy a welcome video. Chatom Elementary and Mountain View also held Back-to-School Night which informed families about the school year’s expectations and opportunities.   This year Chatom Elementary was able to have family literacy nights, the Christmas program, PTC events, parent volunteers, and in-person assemblies. They also hosted a Jog-A-Thon, talent show, egg hunt, fly-it day, math night, family science night, and student award assemblies.  Traditional Coffee with the Principal: Parents and stakeholders are invited to meet with the principal once a quarter to discuss hot topics on campus and share vital information about what is happening on and around campus. This year, Coffee with the Principal was brought back in person and morning announcements, award ceremonies, and rallies were held in the gym to keep students, parents, and staff informed and provide opportunities to engage both students and parents together with fun activities.   Parents also have the opportunity to attend or hold a position in several of the district committees.  The committees currently available are LCAP, ELAC/DELAC, Parent Teacher Club, and School Site Council at both Chatom and Mountain View.	The District will continue to focus on communication as a way to improve building relationships between school, staff, and families.  The District has received parent input in regard to their preference for communication methods.  Some families prefer paper communication sent home in communication folders, while others prefer the electronic option through Parent Square.  As a District, we will continue to use Parent Square as the primary source of communication because it is more timely in the event of an emergency.  The District will continue to recommend a variety of communication options for teachers and staff.  Including; personal phone calls to increase attendance at meetings, personal e-mails, social media, and written communication sent home.	In order to improve the engagement of underrepresented families, we will continue to provide material in multiple languages as well as schedule meetings at a time that is more accessible to the parents in our community.  Events such as Round-up, conferences, and parent meetings have been offered at varied times to increase participation.	Chatom Union School District is currently offering multiple ways to build partnerships for student outcomes. Currently, there are multiple ways for parents to communicate with the staff on campus.  Our most popular method of communication is through Parent Square.  Parents sign up and decide their preferred method of communication.  They can select email, text, or app and each method has the option to have the communication translated if needed.  Teachers also prefer this to be the primary method of communication because they can send individual messages, small groups, one class, or the entire grade level when sending out information. Parents are also invited to participate in round-up, back-to-school night, coffee with the principal, family literacy nights, parent conferences, and open house.  We encourage any concerns a parent may have to start with the teacher, then contact the office to set up a meeting with the teacher, parents, and student to promote three-way communication.  If any further concerns arise, the administrator will step in for suggestions and communication if necessary and the parents are provided with a digital copy of the Parents' Rights and Responsibilities in both English and Spanish (www.chatom.k12.ca.us), and a hard copy can be provided upon request.  Additional opportunities to build partnerships are listed in section two, response one.	Chatom will continue to survey the parents and community on the preferred way of communication and look to adjust parent conferences to be directly aligned with when grades are due at each of the campuses.	The feedback received at the last ELAC/DELAC meeting was to personally call underrepresented families to invite them to participate in school activities and meetings.  The personal connection would give parents an opportunity to ask questions and build confidence so they are more comfortable and as a result, will become more engaged.	Chatom Union School District continues to offer several opportunities to seek input for decision-making.  The district currently reaches out to the community and stakeholders to participate in the LCAP, School Site Council at both Chatom and Mountain View, and ELAC/DELAC committees.  Information is shared and collected at each of these committee meetings and final decisions are not made without serious consideration of the data generated from these committees.  We also hold our monthly board meetings where public comment is encouraged and the board welcomes discussions on any topic which will assist in helping the district improve in ensuring student success.	Chatom School District will continue to recruit participation from all families in the district.  We will look to schedule committee meetings and programs to benefit the needs of all families in the district.	Chatom Union School District will continue to send out parent surveys to all families in their primary language in order to get input for decision-making. School site reports are given at each Parent Teacher Club Meeting and public Board Meeting as another way to solicit input and answer parent questions.	5	5	5	5	5	4	5	4	4	4	5	5	Met		27JUN2023	2023
50710680000000	Denair Unified	3	"Building relationships has been a focus area in DUSD for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campuses are welcoming and there are many opportunities for parents and community members to visit the schools and communicate with administrators and staff. Examples that encourage two-way communication include events, Parent Information Nights, Parent Club meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a small school district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our in-house Coyote Closet that provides clothing and personal necessities for families in need."	An area for improvement is finding ways to meaningfully support parents and community members from underrepresented groups, such as families who are new to the United States.	We strive to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process and by following up when we hear that a family might need support or resources.	DUSD provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to Back-to-School Nights, parent-teacher conferences, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (applying for college, helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal.	District principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer. Providing staff with training and easy access to information about resources will assist in this area.	One other strategy that we have already begun exploring as part of the high school IEP process is the student-led conference/meeting. In addition to teaching students how to self-advocate, parents are more likely to participate fully when their child is taking the lead.	Each school has an active School Site Council (SSC), comprised of parents and staff (and students at the high school level) and the district has both District English Learner Advisory Committee (DELAC) and a District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Principals focus on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parent groups and clubs at each school help plan activities and events that encourage family engagement.	An area for improvement is finding ways to meaningfully engage parents and community members from underrepresented groups.	While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, we are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. Site and district administrators use the CDE Family Engagement Toolkit as a resource.	4	5	5	5	4	4	5	4	3	3	4	4	Met		08JUN2023	2023
50710680132662	Denair Elementary Charter Academy	3	"Building relationships with students, families, and the community has been a focus area at DECA for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campus is welcoming and there are many opportunities for parents and community members to visit the school and communicate with administrators and staff. Examples that encourage two-way communication include events, Back to School Night, Parent Advisory Committee meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a charter school within a small district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our district's Coyote Closet that provides clothing and personal necessities for families in need."	An area for improvement is finding ways to meaningfully support parents and community members from underrepresented groups, such as families who are new to the United States.	We strive to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process and by following up when we hear that a family might need support or resources.	DECA provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to Back-to-School Nights, parent-teacher conferences, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal.	District principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer.	Providing staff with training and easy access to information about resources will assist in this area.	DECA has an active Parent Advisory Committee (PAC), comprised of parents and staff and we participate in both the District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Our principal focuses on making data understandable to participants, and encouraging questions and ideas. Parents, staff and students help plan activities and events that encourage family engagement.	An area for improvement is finding ways to meaningfully engage parents and community members from underrepresented groups.	While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, we are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DECA and district administrators use the CDE Family Engagement Toolkit as a resource.	4	5	5	5	4	4	5	4	3	3	4	4	Met		08JUN2023	2023
50710685030267	Denair Charter Academy	3	"Building relationships with students, families, and the community has been a focus area at DCA for the last several years. We have provided staff training for a ""customer service"" mindset to facilitate trusting and respectful relationships with families. Our campus is welcoming and there are many opportunities for parents and community members to visit the schools and communicate with administrators and staff. Examples that encourage two-way communication include events, Family Nights, Parent Advisory Committee meetings, a weekly coffee hour, social media connections and other paper/electronic communications (in English and Spanish). As a charter school within a small district, we are able to learn about each family's strengths and needs and provide appropriate resources to support. Examples include referrals to community organizations and our district's Coyote Closet that provides clothing and personal necessities for families in need."	An area for improvement (our current focus) is finding ways to meaningfully support families from underrepresented groups, such as those who are homeless.	We are striving to make personal contacts and connections with all parents, but particularly with those who might be less inclined to reach out to the schools for assistance. We are doing this through the enrollment process (one-on-one orientations) and by following up when we hear that a family might need support or resources.	DCA provides a wide variety of opportunities for parents to partner with the schools to improve student outcomes. In addition to meeting with parents/students for their weekly appointments, collaborative SST and IEP processes, and responsive communication between staff and parents, we offer parent workshops throughout the year. These workshops are designed with parent input about topics they are interested in (applying for college, helping children learn to read, mental health issues, social issues such as human trafficking, etc) and provided in both English and Spanish, with free childcare and a meal.	Principals and counselors lead or participate in many of these workshops, but an area for improvement is developing faculty and staff knowledge and confidence in partnering with parents and guardians, particularly for those parents who are reluctant or unable to take advantage of resources we offer.	One potential strategy that we have already begun exploring as part of the high school IEP process is the student-led conference/meeting. In addition to teaching students how to self-advocate, parents are more likely to participate fully when their child is taking the lead.	DCA has an active Parent Advisory Committee (PAC), comprised of parents and staff (and students at the high school level) and we participate in both the District English Learner Advisory Committee (DELAC) and District Advisory Council (DAC), comprised of parents, staff, students, and community representatives. All three groups focus on two-way communication to review policies, monitor student achievement, and support positive school environments to benefit students. Meetings are conducted in English and/or Spanish as needed. Our principal focuses on making data understandable to participants, and encouraging questions and ideas. Feedback from participants indicates that they feel heard by district/school staff and that their ideas are respected and valued. Parents, staff and students help plan activities and events that encourage family engagement.	An area for improvement (our current focus) is finding ways to meaningfully engage parents and community members from underrepresented groups.	While we have already discovered that providing childcare and a meal significantly improves attendance at community input sessions, We are trying to schedule meetings at different times of the day and in different venues to make it more convenient and accessible for parents who may not be inclined to give feedback or ask for assistance. While personal outreach/invitations also seem to increase the likelihood that families will give input, word-of-mouth from families who are actively participating appears to yield the highest return. DCA and district administrators use the CDE Family Engagement Toolkit as a resource.	4	5	5	5	3	5	5	5	3	4	5	5	Met		08JUN2023	2023
50710760000000	Empire Union Elementary	3	The Empire Union School District identified our ability to build relationships with our diverse parent and family populations as a strength.   We work diligently as a district to communicate with our families, regardless of their socioeconomic status, education level, or any other demographic in an effort to build positive relationships. Families expressed an appreciation for the consistent communication, family events, and student celebrations.	The Empire Union School District will focus on increasing opportunities for educational partners to participate in events on campuses focused on building positive stronger relationships between school and families as we have returned from the pandemic. Bringing a sense of community back to our campuses as our students grow and to highlight their accomplishments is a priority.	The Empire Union School District will work at the school site level to engage underrepresented educational partners in the reflection process. This will include participating in site events and including the reflection process.	"The Empire Union School District also scored a rating of full implementation in every aspect of ""Building Partnerships for Student Outcomes"".   The district provides at least one counselor at every school site along with a Family Support Provider.  These professionals work with staff as well as individual students and their families.  When working with students, families, and staff, these professionals also provide assorted materials and resources to reinforce their communication and collaboration.  Teachers provide formal conference time for parents twice each school year, and at any other time as requested.  This helps to build positive relationships between teachers and parents."	The Empire Union School District continues to improve its partnerships with educational partners for improving student outcomes.  It is the district priority to focus on building partnerships with educational partners through the site level because there directly impacts students outcomes. Working alongside of educational partners to highlight students’ accomplishments will support the collaboration and positive communication. An additional area of improvement noted was staff and families working in collaboration to best meet the needs of their children as a team.	The Empire Union School District will continue to improve its partnerships with educational partners of underrepresented families for improving student outcomes.  The district will continue to develop new strategies to increase the engagement. The initial target will be site level events supporting and advocating for highlighting student outcomes. Celebrating students’ accomplishments will foster collaboration and positive communication. An additional area of improvement noted was staff and families working in collaboration to best meet the needs of their children as a team.	"The Empire District includes families in School Site Council, Title I, special education, and other activities and processes to make sure they not only know their legal rights, but are included in the development of processes, planning, and activities to assure the school site represents all stakeholders.  The results of these practices as indicated the district is at ""Full Implementation"" of areas in this section.  Of course, the district is committed to a continuous cycle of improvement and is always looking for ways to improve."	The Empire Union School District strives to include all educational partners in the decision making process consistently. In order to support the improvement of engagement, educational partners input will be sought after at site level events.  The purpose will be to gain as much input as possible to strategically plan district initiatives.	The Empire Union School District will improve its engagement of underrepresented families in the decision making process by attending site events to gain their input. This will lead to increasing the engagement of underrepresented partners in the decision making process.	4	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
50710840000000	Gratton Elementary	3	"Gratton School District places a high priority on building trusting and respectful relationships with families. We do this by creating a welcoming environment for all families in the community, as well as taking the time to learn about each family's strengths, culture, and language. District staff have participated in the Capturing Kids' Hearts training. The core principles of the program focus on relationship building. We provide many opportunities to engage in 2-way communication between families and educators. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. At these conferences, teachers meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Gratton School District hosts a ""Great Start Gala"" on the first day of each school year wherein the Superintendent reviews important information about the District and its programs as well as introduces a variety of opportunities for families to become actively involved with the school community. Gratton School District also holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments and grades are posted in a timely manner to allow access to parents regarding  student grades and current academic progress. Class Dojo is utilized to inform parents of student behavior as well as a source for parents to obtain important school and classroom information and events."	The District will continue to implement the Capturing Kids' Hearts principles which focus on building relationships, in addition to hosting an annual Great Start Gala, Back to School Night and two Parent Conference sessions each year.	The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.	"Gratton School District places a high priority on building partnerships for student outcomes. We have policies in place for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. Gratton School District hosts a ""Great Start Gala"" on the first day of each school year. The event hosts community partners and organizations that introduce families to a variety of resources available. In addition, the superintendent reviews important information about the District and its programs as well as introduces a variety of opportunities for families to become actively involved with the school community. Gratton School District also holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments and grades are posted in a timely manner to allow access to parents regarding student grades and current academic progress. Class Dojo is also utilized to inform parents of student behavior. It is also a source for parents to obtain important school and classroom information and events."	The District will continue to host an annual Great Start Gala, Back to School Night and two Parent Conference sessions each year as well as provide accessibility to educational staff to support student outcomes.	The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.	Gratton School District administers a Customer Satisfaction Survey every other year. The survey was created by the District to encourage parent participation in decision making as well as to provide an opportunity for parental input and feedback on District programs and classroom environments. Parents give a rating of service and have the opportunity to include comments for the following areas: 1. Administration 2. Support Groups 3. District Programs 4. Facilities 5. Classroom Teacher 6. Classroom Curriculum 7. Classroom Environment. The rating is on a scale of 1 (Unsatisfactory) to 5 (Outstanding.) When last administered, the overall average rating for all of the above was 4.6 out of 5.0. Average ratings for programs are presented to the staff, Site Council, and School Board through the Local Control and Accountability Plan process. In addition to input gathered from the Customer Satisfaction Survey, input is presented and considered from the many parent representative committees on campus. These committees include Site Council, School Safety and Violence Committee, Charter School Advisory Committee, and the Title I Committee. Parent input is also presented and considered throughout the development process of the LCAP.	The District will continue to seek input through administering the Parent Satisfaction Survey, as well as actively seeking input from the various parent committees on campus.	The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.	5	5	5	5	4	5	5	4	5	4	5	5	Met		05JUN2023	2023
50710840120089	Gratton Charter	3	"Gratton School District places a high priority on building trusting and respectful relationships with families. We do this by creating a welcoming environment for all families in the community, as well as taking the time to learn about each family's strengths, culture, and language. District staff have participated in the Capturing Kids' Hearts training. The core principles of the program focus on relationship building. We provide many opportunities to engage in 2-way communication between families and educators. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. At these conferences, teachers meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Gratton School District hosts a ""Great Start Gala"" on the first day of each school year wherein the Superintendent reviews important information about the District and its programs as well as introduces a variety of opportunities for families to become actively involved with the school community. Gratton School District also holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments and grades are posted in a timely manner to allow access to parents regarding  student grades and current academic progress. Class Dojo is utilized to inform parents of student behavior as well as a source for parents to obtain important school and classroom information and events."	The District will continue to implement the Capturing Kids' Hearts principles which focus on building relationships, in addition to hosting an annual Great Start Gala, Back to School Night and two Parent Conference sessions each year.	The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.	"Gratton School District places a high priority on building partnerships for student outcomes. We have policies in place for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes. Classroom teachers conduct twice yearly parent teacher conferences, as well as additional conferences as needed. Gratton School District hosts a ""Great Start Gala"" on the first day of each school year. The event hosts community partners and organizations that introduce families to a variety of resources available. In addition, the superintendent reviews important information about the District and its programs as well as introduces a variety of opportunities for families to become actively involved with the school community. Gratton School District also holds an annual Back to School Night where teachers present grade level standards, curriculum, and strategies for families to ensure student success. Powerschool is also utilized and student assignments and grades are posted in a timely manner to allow access to parents regarding student grades and current academic progress. Class Dojo is also utilized to inform parents of student behavior. It is also a source for parents to obtain important school and classroom information and events."	The District will continue to host an annual Great Start Gala, Back to School Night and two Parent Conference sessions each year as well as provide accessibility to educational staff to support student outcomes.	The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.	Gratton School District administers a Customer Satisfaction Survey every other year. The survey was created by the District to encourage parent participation in decision making as well as to provide an opportunity for parental input and feedback on District programs and classroom environments. Parents give a rating of service and have the opportunity to include comments for the following areas: 1. Administration 2. Support Groups 3. District Programs 4. Facilities 5. Classroom Teacher 6. Classroom Curriculum 7. Classroom Environment. The rating is on a scale of 1 (Unsatisfactory) to 5 (Outstanding.) When last administered, the overall average rating for all of the above was 4.6 out of 5.0. Average ratings for programs are presented to the staff, Site Council, and School Board through the Local Control and Accountability Plan process. In addition to input gathered from the Customer Satisfaction Survey, input is presented and considered from the many parent representative committees on campus. These committees include Site Council, School Safety and Violence Committee, Charter School Advisory Committee, and the Title I Committee. Parent input is also presented and considered throughout the development process of the LCAP.	The District will continue to seek input through administering the Parent Satisfaction Survey, as well as actively seeking input from the various parent committees on campus.	The District will continue to seek out additional ways to improve engagement of underrepresented families by making communication more accessible through sending home paper correspondence for families who may not have internet access, in addition to providing an interpreter as needed.	5	5	5	5	4	5	5	4	5	4	5	5	Met		05JUN2023	2023
50710920000000	Hart-Ransom Union Elementary	3	District will continue to maintain the open lines of communication between staff and families.	District will maintain the forms of communication that allow staff and families to interact.	District will provide additional means for families of different cultures to communicate efficiently with staff.	District is utilizing data and evaluative measures to individualize the education plan for every student.	District will focus on additional supports for individual student needs.	District will continue to provide support services and promote student involvement in educational goal setting.	District involves many parent groups to participate in decision making. PTC, SSC, Safety Committee are some of the samples of parent groups that are involved.	District is looking to create more committees that will be representative of sub groups not attending other committees.	District will implement means for the underrepresented families to have a voice in decision making. Creating committees for families with disabilities, or ELL groups.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
50710926112965	Hart-Ransom Charter	3	All of our teachers meet with everyone one of their students' families one to four times monthly to discuss progress, review student work and provide professional development to families. The school coordinates monthly field trip opportunities for all families as well as community events and parent education sessions in various curriculum and subject areas.	We are re-designing and re-launching our component of parent advisory, as past iterations felt to parents like they were tied to large commitments of sharing the work of the school and the times of meetings were not conducive for families at dinner time and did not provide child care. We are re-branding a parent advisory opportunity with our new school principal to be a about a lot of parent voice and perspective without a lot of other strings or commitments attached. Parents seem to appreciate this and we are doing a lot of discussion and survey on what works for them.	We will reach out and invite and ask for parents to consider their involvement to allow a great cross-section of our community and its voice. We will ensure that we are mindful of how we support these underrepresented families.	There is a long history at this school of mentoring families and new teachers to meet weekly or at least monthly to track how students are progressing in the curriculum and how parents are equipped to support them. There is a very sophisticated process to maintain this practice and discuss how these systems are working including weekly or monthly meetings for instructional leader teams.	We recognize that while we have an amazing team of skilled educators, each working well with their caseloads. There is a need for greater consistency across advisory teachers, so the expectations of what parents provide to track student work and progress is more consistent and that all staff and parents have a clear and objective guide for this.	We will work to identify who our underrepresented families are and seek out to invite and include them in the variety of processes and events at our campus.	"We have been setting up quarterly meetings with parents who serve in an advisory capacity as well as scheduling monthly ""Coffee with the Principal"" to have ongoing dialogue seeking input and decision-making."	We are interested in getting earnest input on how we make these opportunities to meet and provide input such that it works for families, in terms of dates and times, childcare and snacks, and engaging activities for families.	As we identify ho our underrepresented families are, we will seek  to discuss/survey/understand what details would be important to have to make these experiences both meaningful and accessible.	5	5	4	5	5	5	5	3	3	3	3	5	Met		15JUN2023	2023
50711000000000	Hickman Community Charter	3	Our 2022-23 parent survey shows that parents are mainly satisfied with the home-school relationship.  Areas of strength is that we are a very open campus that offers many volunteer opportunities for school partners during the school day. We also hosted a Family Math Night, and the full return of school sports, clubs, and county wide school competitions have been greatly attended and appreciated.  We continue to promote these programs district wide to engage more students to achieve participation levels pre-pandemic.	Areas of need that were noted in the survey are our partners wished for more family events that engage whole families, like concerts, drama productions, STEM nights, etc.	Our strength is our ability to communicate with families.  Our communication reach with ParentSquare is always between between 99% and 100% throughout the year.  We update broken contacts continuously.  At HES/HMS we are focusing on creating welcoming environments for all families in the community.  HCS has created a focus on parent-educators training.	s a non-classroom based program, this is certainly a strength of the HCS program. They provide ongoing parent training and consult.  For HES and HMS we have hired an Intervention Teacher, who manages our Student Study Team process.  Allowing more timely input from teachers and families and meeting our at promise students where they are and delivering the support they need to thrive.	We will continue to work towards finding understanding of all cultures on our campus to build a healthy diversity.	Seeking opportunities to hold World Culture Days, hosting parents of our minority populations to showcase the fun cultures that they bring to our school, so that staff and students have a better understanding and appreciation of others.	School promoted input through the use of parent surveys through Parent Square.  The Superintendent also held input gathering sessions with Families, students, and staff.	"This year the Superintendent used a ""Second Cup of Coffee"" format to invite educational partners to come and informally gather in various locations to give input on school needs and concerns.  Partners were guide with posters that exhibited the three LCAP goals and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal.   The focus for improvement this year will be to expand our reach for parents on our advisory groups."	Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year.  We will work to accomplish this by first finding key players in these communities and then use them to encourage grater participation. We have also added community liaison time for our EL Para educators for this outreach.	5	4	3	5	4	4	5	4	4	5	3	5	Met		15JUN2023	2023
50711006052559	Hickman Elementary	3	Our 2022-23 parent survey shows that parents are mainly satisfied with the home-school relationship.  Areas of strength is that we are a very open campus that offers many volunteer opportunities for school partners during the school day. We also hosted a Family Math Night, and the full return of school sports, clubs, and county wide school competitions have been greatly attended and appreciated.  We continue to promote these programs district wide to engage more students to achieve participation levels pre-pandemic.	Areas of need that were noted in the survey are our partners wished for more family events that engage whole families, like concerts, drama productions, STEM nights, etc.	Our strength is our ability to communicate with families.  Our communication reach with ParentSquare is always between between 99% and 100% throughout the year.  We update broken contacts continuously.  At HES/HMS we are focusing on creating welcoming environments for all families in the community.  HCS has created a focus on parent-educators training.	As a non-classroom based program, this is certainly a strength of the HCS program. They provide ongoing parent training and consult.  For HES and HMS we have hired an Intervention Teacher, who manages our Student Study Team process.  Allowing more timely input from teachers and families and meeting our at promise students where they are and delivering the support they need to thrive.	We will continue to work towards finding understanding of all cultures on our campus to build a healthy diversity.	Seeking opportunities to hold World Culture Days, hosting parents of our minority populations to showcase the fun cultures that they bring to our school, so that staff and students have a better understanding and appreciation of others.	School promoted input through the use of parent surveys through Parent Square.  The Superintendent also held input gathering sessions with Families, students, and staff.	"This year the Superintendent used a ""Second Cup of Coffee"" format to invite educational partners to come and informally gather in various locations to give input on school needs and concerns.  Partners were guide with posters that exhibited the three LCAP goals and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal.   The focus for improvement this year will be to expand our reach for parents on our advisory groups."	Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year.  We will work to accomplish this by first finding key players in these communities and then use them to encourage grater participation. We have also added community liaison time for our EL Para educators for this outreach.	5	4	3	5	4	4	5	4	4	5	3	5	Met		15JUN2023	2023
50711006112627	Hickman Charter	3	Our 2022-23 parent survey shows that parents are mainly satisfied with the home-school relationship.  Areas of strength is that we are a very open campus that offers many volunteer opportunities for school partners during the school day. We also hosted a Family Math Night, and the full return of school sports, clubs, and county wide school competitions have been greatly attended and appreciated.  We continue to promote these programs district wide to engage more students to achieve participation levels pre-pandemic.	Areas of need that were noted in the survey are our partners wished for more family events that engage whole families, like concerts, drama productions, STEM nights, etc.	Our strength is our ability to communicate with families.  Our communication reach with ParentSquare is always between between 99% and 100% throughout the year.  We update broken contacts continuously.  At HES/HMS we are focusing on creating welcoming environments for all families in the community.  HCS has created a focus on parent-educators training.	As a non-classroom based program, this is certainly a strength of the HCS program. They provide ongoing parent training and consult.  For HES and HMS we have hired an Intervention Teacher, who manages our Student Study Team process.  Allowing more timely input from teachers and families and meeting our at promise students where they are and delivering the support they need to thrive.	We will continue to work towards finding understanding of all cultures on our campus to build a healthy diversity.	Seeking opportunities to hold World Culture Days, hosting parents of our minority populations to showcase the fun cultures that they bring to our school, so that staff and students have a better understanding and appreciation of others.	School promoted input through the use of parent surveys through Parent Square.  The Superintendent also held input gathering sessions with Families, students, and staff.	"This year the Superintendent used a ""Second Cup of Coffee"" format to invite educational partners to come and informally gather in various locations to give input on school needs and concerns.  Partners were guide with posters that exhibited the three LCAP goals and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal.   The focus for improvement this year will be to expand our reach for parents on our advisory groups."	Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year.  We will work to accomplish this by first finding key players in these communities and then use them to encourage grater participation. We have also added community liaison time for our EL Para educators for this outreach.	5	4	3	5	4	4	5	4	4	5	3	5	Met		15JUN2023	2023
50711006116388	Hickman Middle	3	Our 2022-23 parent survey shows that parents are mainly satisfied with the home-school relationship.  Areas of strength is that we are a very open campus that offers many volunteer opportunities for school partners during the school day. We also hosted a Family Math Night, and the full return of school sports, clubs, and county wide school competitions have been greatly attended and appreciated.  We continue to promote these programs district wide to engage more students to achieve participation levels pre-pandemic.	Areas of need that were noted in the survey are our partners wished for more family events that engage whole families, like concerts, drama productions, STEM nights, etc.	Our strength is our ability to communicate with families.  Our communication reach with ParentSquare is always between between 99% and 100% throughout the year.  We update broken contacts continuously.  At HES/HMS we are focusing on creating welcoming environments for all families in the community.  HCS has created a focus on parent-educators training.	As a non-classroom based program, this is certainly a strength of the HCS program. They provide ongoing parent training and consult.  For HES and HMS we have hired an Intervention Teacher, who manages our Student Study Team process.  Allowing more timely input from teachers and families and meeting our at promise students where they are and delivering the support they need to thrive.	We will continue to work towards finding understanding of all cultures on our campus to build a healthy diversity.	Seeking opportunities to hold World Culture Days, hosting parents of our minority populations to showcase the fun cultures that they bring to our school, so that staff and students have a better understanding and appreciation of others.	School promoted input through the use of parent surveys through Parent Square.  The Superintendent also held input gathering sessions with Families, students, and staff.	"This year the Superintendent used a ""Second Cup of Coffee"" format to invite educational partners to come and informally gather in various locations to give input on school needs and concerns.  Partners were guide with posters that exhibited the three LCAP goals and they were asked to write on the chart paper any needs, suggestions, concerns, etc that pertained to that goal.   The focus for improvement this year will be to expand our reach for parents on our advisory groups."	Building capacity in our advisory groups that represent our minority populations will be a goal of the LEA this year.  We will work to accomplish this by first finding key players in these communities and then use them to encourage grater participation. We have also added community liaison time for our EL Para educators for this outreach.	5	4	3	5	4	4	5	4	4	5	3	5	Met		15JUN2023	2023
50711340000000	Keyes Union	3	Parent Involvement and Engagement KUESD annually surveys parents in English and Spanish. See the KUESD Web page for Parent Survey results, which were reported to the KUESD Governing Board on June 13, 2023.  KEUSD also annually surveys all EL Families for input in the programs established for our EL Students.  Meetings are held throughout the school year to solicit parent input.  Parents are involved in many District and Site-level committees to garner input.  These committees include DELAC, ELAC, Budget Advisory, and Site Council.  Principals attend PTC meetings to share and solicit information.  The Superintends Parent Advisory Council is also a very valuable group in communication between the District and parents.  KUESD regularly surveys parents on various topics utilizing Google Forms through email and text.   The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translate as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8, parents can meet with all 6 teachers for 1 on 1 meetings.  Teachers also utilize electronic means of communication, such as email and   ParentSquare.  All sites have staff who can translate for parents through phone calls or in person when necessary.   KEUSD utilizes Parent Link to contact parents with needed and timely information.  Parent Link generates calls, emails, and text messages to all parents for whom we have up-to-date information.  The District also uses the Parent Portal through Aeries so that Parents can regularly update information and check to see if our contact information is correct.  All sites also utilize social media to communicate with the community and tell the story of KUESD.	Parent Involvement and Engagement KUESD annually surveys parents in English and Spanish. See the KUESD Web page for Parent Survey results, which were reported to the KUESD Governing Board on June 13, 2023.  KEUSD also annually surveys all EL Families for input in the programs established for our EL Students.  Meetings are held throughout the school year to solicit parent input.  Parents are involved in many District and Site-level committees to garner input.  These committees include DELAC, ELAC, Budget Advisory, and Site Council.  Principals attend PTC meetings to share and solicit information.  The Superintends Parent Advisory Council is also a very valuable group in communication between the District and parents.  KUESD regularly surveys parents on various topics utilizing Google Forms through email and text.   The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translate as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8, parents can meet with all 6 teachers for 1 on 1 meetings.  Teachers also utilize electronic means of communication, such as email and   ParentSquare.  All sites have staff who can translate for parents through phone calls or in person when necessary.   KEUSD utilizes Parent Link to contact parents with needed and timely information.  Parent Link generates calls, emails, and text messages to all parents for whom we have up-to-date information.  The District also uses the Parent Portal through Aeries so that Parents can regularly update information and check to see if our contact information is correct.  All sites also utilize social media to communicate with the community and tell the story of KUESD.	Parent Involvement and Engagement KUESD annually surveys parents in English and Spanish. See the KUESD Web page for Parent Survey results, which were reported to the KUESD Governing Board on June 13, 2023.  KEUSD also annually surveys all EL Families for input in the programs established for our EL Students.  Meetings are held throughout the school year to solicit parent input.  Parents are involved in many District and Site-level committees to garner input.  These committees include DELAC, ELAC, Budget Advisory, and Site Council.  Principals attend PTC meetings to share and solicit information.  The Superintends Parent Advisory Council is also a very valuable group in communication between the District and parents.  KUESD regularly surveys parents on various topics utilizing Google Forms through email and text.   The District calendars 6 minimum days annually for Parent Conferences. All sites have staff who translate as appropriate and necessary. For grades TK-5, 100% of parents are conferenced with. For grades 6-8, parents can meet with all 6 teachers for 1 on 1 meetings.  Teachers also utilize electronic means of communication, such as email and   ParentSquare.  All sites have staff who can translate for parents through phone calls or in person when necessary.   KEUSD utilizes Parent Link to contact parents with needed and timely information.  Parent Link generates calls, emails, and text messages to all parents for whom we have up-to-date information.  The District also uses the Parent Portal through Aeries so that Parents can regularly update information and check to see if our contact information is correct.  All sites also utilize social media to communicate with the community and tell the story of KUESD.	Keyes Union Elementary School District is accountable for reporting our progress on certain “Local Indicators” on the California Dashboard. This accountability requires reporting progress and/or results made on the Local Indicators to the Governing Boards at regularly scheduled meetings and to stakeholders and the public through the Dashboard. The state encouraged districts to complete before July 1, 2023. The performance standards for the Local Indicators measure:  1. Appropriately assigned teachers; access to curriculum-aligned instructional materials; safe, clean, and functional facilities (Basic Conditions) (LCFF Priority 1) Standard: The district annually measures its progress in meeting the Williams settlement requirements at 100 percent at all of its school sites, as applicable, and promptly address any complaints or other deficiencies identified throughout the academic year.   2. Implementation of academic standards (LCFF Priority 2) Standard: The district annually measures its progress in implementing state academic standards.  3.  Parent engagement (LCFF Priority 3) Standard: The district annually measures its progress in 1) seeking input from parents in decision-making and 2) promoting parental participation in programs.  4.  School climate (LCFF Priority 6) Standard: The district administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade level within the grade span(s) that the District serves (e.g., K-5, 6-8, 9-12)  5.  Access to a Broad Course of Study (LCFF Priority7) Standard: Local educational agencies (LEAs) annually measure their progress in the extent to which students have access to and are enrolled in a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs, and report the results to their local governing board at regularly scheduled meetings of the local governing board and to stakeholders and the public through the Dashboard.    KUESD completed “self-reflection tools” that are embedded in the California School Dashboard. For some self-reflection tools, data must be collected through surveys or other reports. For others, the self-reflection tools include narrative prompts to summarize what the local data show. To earn a “Met” on the CA Dashboard for these Local Indicators does not require any score on the rating scale, or it does not mean that a district did not have any areas to remedy; rather, it means that the district has completed/conducted the task(s) and has reported this information to their governing board at a regularly scheduled meeting and to the stakeholders and public via the Dashboard.	Keyes Union Elementary School District is accountable for reporting our progress on certain “Local Indicators” on the California Dashboard. This accountability requires reporting progress and/or results made on the Local Indicators to the Governing Boards at regularly scheduled meetings and to stakeholders and the public through the Dashboard. The state encouraged districts to complete before July 1, 2023. The performance standards for the Local Indicators measure:  1. Appropriately assigned teachers; access to curriculum-aligned instructional materials; safe, clean, and functional facilities (Basic Conditions) (LCFF Priority 1) Standard: The district annually measures its progress in meeting the Williams settlement requirements at 100 percent at all of its school sites, as applicable, and promptly address any complaints or other deficiencies identified throughout the academic year.   2. Implementation of academic standards (LCFF Priority 2) Standard: The district annually measures its progress in implementing state academic standards.  3.  Parent engagement (LCFF Priority 3) Standard: The district annually measures its progress in 1) seeking input from parents in decision-making and 2) promoting parental participation in programs.  4.  School climate (LCFF Priority 6) Standard: The district administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade level within the grade span(s) that the District serves (e.g., K-5, 6-8, 9-12)  5.  Access to a Broad Course of Study (LCFF Priority7) Standard: Local educational agencies (LEAs) annually measure their progress in the extent to which students have access to and are enrolled in a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs, and report the results to their local governing board at regularly scheduled meetings of the local governing board and to stakeholders and the public through the Dashboard.    KUESD completed “self-reflection tools” that are embedded in the California School Dashboard. For some self-reflection tools, data must be collected through surveys or other reports. For others, the self-reflection tools include narrative prompts to summarize what the local data show. To earn a “Met” on the CA Dashboard for these Local Indicators does not require any score on the rating scale, or it does not mean that a district did not have any areas to remedy; rather, it means that the district has completed/conducted the task(s) and has reported this information to their governing board at a regularly scheduled meeting and to the stakeholders and public via the Dashboard.	Keyes Union Elementary School District is accountable for reporting our progress on certain “Local Indicators” on the California Dashboard. This accountability requires reporting progress and/or results made on the Local Indicators to the Governing Boards at regularly scheduled meetings and to stakeholders and the public through the Dashboard. The state encouraged districts to complete before July 1, 2023. The performance standards for the Local Indicators measure:  1. Appropriately assigned teachers; access to curriculum-aligned instructional materials; safe, clean, and functional facilities (Basic Conditions) (LCFF Priority 1) Standard: The district annually measures its progress in meeting the Williams settlement requirements at 100 percent at all of its school sites, as applicable, and promptly address any complaints or other deficiencies identified throughout the academic year.   2. Implementation of academic standards (LCFF Priority 2) Standard: The district annually measures its progress in implementing state academic standards.  3.  Parent engagement (LCFF Priority 3) Standard: The district annually measures its progress in 1) seeking input from parents in decision-making and 2) promoting parental participation in programs.  4.  School climate (LCFF Priority 6) Standard: The district administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade level within the grade span(s) that the District serves (e.g., K-5, 6-8, 9-12)  5.  Access to a Broad Course of Study (LCFF Priority7) Standard: Local educational agencies (LEAs) annually measure their progress in the extent to which students have access to and are enrolled in a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs, and report the results to their local governing board at regularly scheduled meetings of the local governing board and to stakeholders and the public through the Dashboard.    KUESD completed “self-reflection tools” that are embedded in the California School Dashboard. For some self-reflection tools, data must be collected through surveys or other reports. For others, the self-reflection tools include narrative prompts to summarize what the local data show. To earn a “Met” on the CA Dashboard for these Local Indicators does not require any score on the rating scale, or it does not mean that a district did not have any areas to remedy; rather, it means that the district has completed/conducted the task(s) and has reported this information to their governing board at a regularly scheduled meeting and to the stakeholders and public via the Dashboard.	Keyes Union Elementary School District is accountable for reporting our progress on certain “Local Indicators” on the California Dashboard. This accountability requires reporting progress and/or results made on the Local Indicators to the Governing Boards at regularly scheduled meetings and to stakeholders and the public through the Dashboard. The state encouraged districts to complete before July 1, 2023. The performance standards for the Local Indicators measure:  1. Appropriately assigned teachers; access to curriculum-aligned instructional materials; safe, clean, and functional facilities (Basic Conditions) (LCFF Priority 1) Standard: The district annually measures its progress in meeting the Williams settlement requirements at 100 percent at all of its school sites, as applicable, and promptly address any complaints or other deficiencies identified throughout the academic year.   2. Implementation of academic standards (LCFF Priority 2) Standard: The district annually measures its progress in implementing state academic standards.  3.  Parent engagement (LCFF Priority 3) Standard: The district annually measures its progress in 1) seeking input from parents in decision-making and 2) promoting parental participation in programs.  4.  School climate (LCFF Priority 6) Standard: The district administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade level within the grade span(s) that the District serves (e.g., K-5, 6-8, 9-12)  5.  Access to a Broad Course of Study (LCFF Priority7) Standard: Local educational agencies (LEAs) annually measure their progress in the extent to which students have access to and are enrolled in a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs, and report the results to their local governing board at regularly scheduled meetings of the local governing board and to stakeholders and the public through the Dashboard.    KUESD completed “self-reflection tools” that are embedded in the California School Dashboard. For some self-reflection tools, data must be collected through surveys or other reports. For others, the self-reflection tools include narrative prompts to summarize what the local data show. To earn a “Met” on the CA Dashboard for these Local Indicators does not require any score on the rating scale, or it does not mean that a district did not have any areas to remedy; rather, it means that the district has completed/conducted the task(s) and has reported this information to their governing board at a regularly scheduled meeting and to the stakeholders and public via the Dashboard.	Keyes Union Elementary School District is accountable for reporting our progress on certain “Local Indicators” on the California Dashboard. This accountability requires reporting progress and/or results made on the Local Indicators to the Governing Boards at regularly scheduled meetings and to stakeholders and the public through the Dashboard. The state encouraged districts to complete before July 1, 2023. The performance standards for the Local Indicators measure:  1. Appropriately assigned teachers; access to curriculum-aligned instructional materials; safe, clean, and functional facilities (Basic Conditions) (LCFF Priority 1) Standard: The district annually measures its progress in meeting the Williams settlement requirements at 100 percent at all of its school sites, as applicable, and promptly address any complaints or other deficiencies identified throughout the academic year.   2. Implementation of academic standards (LCFF Priority 2) Standard: The district annually measures its progress in implementing state academic standards.  3.  Parent engagement (LCFF Priority 3) Standard: The district annually measures its progress in 1) seeking input from parents in decision-making and 2) promoting parental participation in programs.  4.  School climate (LCFF Priority 6) Standard: The district administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade level within the grade span(s) that the District serves (e.g., K-5, 6-8, 9-12)  5.  Access to a Broad Course of Study (LCFF Priority7) Standard: Local educational agencies (LEAs) annually measure their progress in the extent to which students have access to and are enrolled in a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs, and report the results to their local governing board at regularly scheduled meetings of the local governing board and to stakeholders and the public through the Dashboard.    KUESD completed “self-reflection tools” that are embedded in the California School Dashboard. For some self-reflection tools, data must be collected through surveys or other reports. For others, the self-reflection tools include narrative prompts to summarize what the local data show. To earn a “Met” on the CA Dashboard for these Local Indicators does not require any score on the rating scale, or it does not mean that a district did not have any areas to remedy; rather, it means that the district has completed/conducted the task(s) and has reported this information to their governing board at a regularly scheduled meeting and to the stakeholders and public via the Dashboard.	Keyes Union Elementary School District is accountable for reporting our progress on certain “Local Indicators” on the California Dashboard. This accountability requires reporting progress and/or results made on the Local Indicators to the Governing Boards at regularly scheduled meetings and to stakeholders and the public through the Dashboard. The state encouraged districts to complete before July 1, 2023. The performance standards for the Local Indicators measure:  1. Appropriately assigned teachers; access to curriculum-aligned instructional materials; safe, clean, and functional facilities (Basic Conditions) (LCFF Priority 1) Standard: The district annually measures its progress in meeting the Williams settlement requirements at 100 percent at all of its school sites, as applicable, and promptly address any complaints or other deficiencies identified throughout the academic year.   2. Implementation of academic standards (LCFF Priority 2) Standard: The district annually measures its progress in implementing state academic standards.  3.  Parent engagement (LCFF Priority 3) Standard: The district annually measures its progress in 1) seeking input from parents in decision-making and 2) promoting parental participation in programs.  4.  School climate (LCFF Priority 6) Standard: The district administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade level within the grade span(s) that the District serves (e.g., K-5, 6-8, 9-12)  5.  Access to a Broad Course of Study (LCFF Priority7) Standard: Local educational agencies (LEAs) annually measure their progress in the extent to which students have access to and are enrolled in a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs, and report the results to their local governing board at regularly scheduled meetings of the local governing board and to stakeholders and the public through the Dashboard.    KUESD completed “self-reflection tools” that are embedded in the California School Dashboard. For some self-reflection tools, data must be collected through surveys or other reports. For others, the self-reflection tools include narrative prompts to summarize what the local data show. To earn a “Met” on the CA Dashboard for these Local Indicators does not require any score on the rating scale, or it does not mean that a district did not have any areas to remedy; rather, it means that the district has completed/conducted the task(s) and has reported this information to their governing board at a regularly scheduled meeting and to the stakeholders and public via the Dashboard.	4	3	3	4	4	3	4	3	4	4	3	3	Met		13JUN2023	2023
50711346113286	Keyes to Learning Charter	3	Keyes to Learning Charter School annually surveys parents and students. The Director of the Charter holds frequent meetings with parents to solicit input, concerns and suggestions. Parents are encouraged to be involved in the local PTA, where the director attends to share pertinent information and encourage input from all stakeholders.  Staff utilizes google forms, parents square, email and classroom websites as a means of communicating and collecting parent feedback. Parents are invited to meet with teachers regularly, as well as attending scheduled one on one parent conferences. Keyes to Learning has staff to translate for parents through phone calls and in person.  Parents have timely access to a portal containing classroom grades and assessment results. Social media is used to communicate with the community at large.	In response to stakeholder feedback, Keyes to Learning has made attempts to strengthen the parent involvement in student academics through parent workshops and teacher-modeled instruction. As a means to improve relationships and parent involvement in school activities, the school sites and the local PTA has provided many opportunities for family engagement.	Keyes to Learning Charter School (KTL) continues to build ongoing trust and collaborative relationships with our families. As KTL is a school of choice, our staff knows and understands the importance that each campus, office, and classroom be inviting environments that facilitate learning and student achievement. KTL draws students from all over Stanislaus County and adjacent counties. Our schools are a welcoming community for a variety of cultures. KTL has learned to utilize ParentSquare as our primary source of 2-way communication allowing translation as needed. It has improved the engagement of our underrepresented families.	Keyes to Learning teachers are in constant communication with families to encourage and facilitate positive student outcomes through sharing resources and materials. Teachers provide specific outlines for Independent Study assignments along with continual support for parents at home. Documentation of student performance on all assignments lends itself to the school-home partnership and success.	An area of improvement for Keyes to Learning is using data to provide a base for communication with families, as a concrete tool in developing resources and instructional strategies in class as well as at home. Professional development and the use of a single platform for aggregating the data will provide stakeholders with a comprehensive resource.	Keyes to Learning continues to partner with families for the academic success of students, and will continue to identify underrepresented families using data. A priority on family engagement and reaching students in all cultures accelerates student success. Staff will attend professional development to improve best practices for teaching the underrepresented population and the school environment will continue to represent all students.	Keyes to Learning Charter School has made substantial progress in the areas of seeking stakeholder input.  Keyes to Learning Charter School supports staff and families to be engaged in advisory groups and decisions using opportunities available. KTL annually surveys all of its stakeholders for LCAP/LCFF input and bi-annually conducts a climate survey.  KTL builds capacity with its Parent-Teacher Association (PTA).   With better use of ParentSquare, and parent conferences, KTL has made progress in seeking input from all stakeholders including its underrepresented groups.  Typically, KTL's PTA provides opportunities for families, teachers, and administration to work together to plan, design, implement and evaluate family engagement activities at all school levels.	Keyes to Learning continues to seek input from all stakeholders.  As an area of continued improvement, reaching the underrepresented subgroup is a priority. Building relationships with all families leads to a strong school culture and student success, as backed by research. Another area of continued improvement is involving students in decision-making and encouraging their engagement and input. As a small school, student voices are heard but a more intentional collection of input is a priority.	"As the community continues to change, with the underrepresented subgroup numbers increasing, Keyes to Learning will continue to seek involvement. Continued use of Parent Square as a quick communication tool, with an interpretation feature, will provide a deliberate means for strengthening the partnership between teachers and parents. ELAC and DELAC committee opportunities, parent/administration ""coffee talk"" opportunities, and an intentional effort in building relationships will improve engagement."	5	5	4	4	4	5	5	5	4	3	3	3	Met		13JUN2023	2023
50711420000000	Knights Ferry Elementary	3	The majority of parents who responded to the Dashboard survey feel that they are welcome at the school and that there is good progress in building relationships between school staff and families. This data is corroborated by the CHKS Parent survey.	The focus area will be to include parents more in  major decision making processes.	The LEA will continue to provide translated documents, messages and utilize bilingual staff to support two-way conversations with non-English speaking families.	The Knights Ferry District has always had a strong relationship with its parent partners. This notion is supported by the majority of respondents to local surveys.	Parents would appreciate more support for homework and understanding how to support their children at home.	The LEA will continue to provide translated documents, messages and utilize bilingual staff to support two-way conversations with non-English speaking families.	Most parents perceive that the LEA seeks their input for decision making.	The LEA will focus on providing additional opportunities for parent input meetings.	The LEA will continue to provide translated documents, messages and utilize bilingual staff to support two-way conversations with non-English speaking families.	4	5	3	3	4	3	4	3	4	3	4	3	Met		08JUN2023	2023
50711670000000	Modesto City Elementary	3	Modesto City Schools (MCS) provided a Family Engagement Survey during the 2022-23 school year.  The results were included in the district LCAP.  A total of 821 parents completed the survey.    Sixty-eight percent of parent respondents stated that the school encourages parental involvement and sixty-six percent stated the district encourages parental involvement.  Seventy-six percent of the parent respondents stated that the district provides translators and materials in their preferred language to support parental involvement and that the school treats people fairly regardless of race/ethnicity or culture.  Over 86% of respondents reported they are able to communicate with teachers and staff when needed.  Respondents preferred email and text messages for communication with school and district staff.    The Parent Engagement and Outreach (PEO) department held multiple events, both in-person and virtual (offered in both English and Spanish) on a variety of topics, and provided parent outreach and resources to meet parent needs.  Examples of these programs include Parent Leadership Programs, Parents Making a Difference - a six-part series that provided information on topics that parents may not truly understand titled “District Navigation”, and the Parent Ambassadors program that offered various on-site classes on parent-related topics.  MCS hosts well-attended DELAC meetings with representation from site ELACs to foster the engagement of parents of English learners.  Additionally, parents of English learner students and immigrant students had the opportunity to engage with staff to support a better understanding of programs to support their students.  The district revised the Parent Engagement Policy in 2022-23.	The focus area for the district will be to increase parents’ contributions to school and district initiatives.  The district has initiated the Parent Ambassador Program at all school sites to increase parent engagement and participation.  The Parent Ambassadors will focus on both school and district initiatives to help keep parents informed and to provide a bridge from the school to the community.  The Parents Making a Difference Program will be expanded to offer more opportunities for parents to be involved in the educational process at both the district and site levels.	The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.	MCS’s professional learning and support to teachers and administrators to improve a school’s capacity to partner with families includes PD on Cultural Awareness and Equity.  The district has staff dedicated to family engagement at the central and site level.  Parents are informed of their legal rights both in writing and through participation in advisory committees.	The focus area for the district will be to increase parents’ contributions to student outcomes.  Parents are critical in helping students achieve success.  The district will focus on parent training that will develop their ability to advocate and support their students by increasing their knowledge of resources.  Additionally, parent courses will focus on building the parents’ abilities to be a resource for their students.	The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.	MCS has several advisory committees where parents provide input including the site ELACs, the DELAC, the LCAP Advisory Committee, School Site Councils, and the superintendent’s Key Communicator Committee.  Additionally, the superintendent hosted  Community Forums seeking input in the decision-making process.  These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at school and district levels.	The focus area for the district will be to increase parents’ ability to participate in the various committees.  The district’s website and social media accounts will provide information to parents about the various opportunities available and work to engage all parents in the process.	The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.	3	4	3	3	3	4	4	4	4	4	3	3	Met		20JUN2023	2023
50711670137265	Aspire University Charter	3	Families have reported in ELAC and SSC that the school provides an opportunity for their voices to be heard and the school does what they say they are going to do which helps foster trust.	Families would like increased opportunities to learn how to support their children's academic needs at home. Families have also expressed they would like field trip opportunities for their children and more books.	During the 23-24 school year we would like to incentivize families to attend ELAC and SSC as well as participate in family surveys. We would also like to provide more opportunities for families to learn how to best support their children with academics at home.  During the 22-23 school year we have also had fingerprinting companies come to campus in order to help families complete requirements for volunteering on campus.  We will continue this practice in upcoming years.	Student data for SBAC and Iready was shared with families at ELAC & SSC. Families expressed gratitude for the opportunity to see school wide academic data and talk about how that data impacts our school wide plan.	Families would like increased opportunities to learn about how to support their children with academics at home.	We are currently supporting families with the volunteer requirements in order to get more families on campus. We will also offer more opportunities for families to learn about how to support their children with academics.	We input from all stakeholder groups through surveys and during ELAC & SSC meetings. Additionally we have an open door policy for families and staff.	Survey response data is lower than we would like it to be. We would like to offer more incentives for completion and for attending family meetings.	This answer is the same as answers above.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
50711670138057	Connecting Waters Charter School - Central Valley	3	CWCV is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience.  To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the parents are surveyed on the following questions.  The response chosen is the outcome with the highest marks.	CWCV will continue to involve and students in key educational decisions and will continue to promote strengthening relationships through improving attendance in school engagement activities such as Parent Advisory Committees (PAC), parent trainings, and various parent feedback forums.	CWCV will continue to make efforts for all students and families to be included in the self evaluation process. Due to the personalized learning structure, families are often more willing to engage in and participate with their teachers in the feedback process.	CWCV  is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement.	CWCV will be implementing additional ongoing training for teachers to increase effective strategies for discussing student progress and improved student outcomes using a Personalized Education Plan for each student.	Due to the personalized learning structure, the teacher, student and parent partnership is individualized to every student, including underrepresented families.	Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.	Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs.   The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.	Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student, including underrepresented families, and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
50711750000000	Modesto City High	3	Modesto City Schools (MCS) provided a Family Engagement Survey during the 2022-23 school year.  The results were included in the district LCAP.  A total of 821 parents completed the survey.    Sixty-eight percent of parent respondents stated that the school encourages parental involvement and sixty-six percent stated the district encourages parental involvement.  Seventy-six percent of the parent respondents stated that the district provides translators and materials in their preferred language to support parental involvement and that the school treats people fairly regardless of race/ethnicity or culture.  Over 86% of respondents reported they are able to communicate with teachers and staff when needed.  Respondents preferred email and text messages for communication with school and district staff.    The Parent Engagement and Outreach (PEO) department held multiple events, both in-person and virtual (offered in both English and Spanish) on a variety of topics, and provided parent outreach and resources to meet parent needs.  Examples of these programs include Parent Leadership Programs, Parents Making a Difference - a six-part series that provided information on topics that parents may not truly understand titled “District Navigation”, and the Parent Ambassadors program that offered various on-site classes on parent-related topics.  MCS hosts well-attended DELAC meetings with representation from site ELACs to foster the engagement of parents of English learners.  Additionally, parents of English learner students and immigrant students had the opportunity to engage with staff to support a better understanding of programs to support their students.  The district revised the Parent Engagement Policy in 2022-23.	The focus area for the district will be to increase parents’ contributions to school and district initiatives.  The district has initiated the Parent Ambassador Program at all school sites to increase parent engagement and participation.  The Parent Ambassadors will focus on both school and district initiatives to help keep parents informed and to provide a bridge from the school to the community.  The Parents Making a Difference Program will be expanded to offer more opportunities for parents to be involved in the educational process at both the district and site levels.	The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.	MCS’s professional learning and support to teachers and administrators to improve a school’s capacity to partner with families includes PD on Cultural Awareness and Equity.  The district has staff dedicated to family engagement at the central and site level.  Parents are informed of their legal rights both in writing and through participation in advisory committees.	The focus area for the district will be to increase parents’ contributions to student outcomes.  Parents are critical in helping students achieve success.  The district will focus on parent training that will develop their ability to advocate and support their students by increasing their knowledge of resources.  Additionally, parent courses will focus on building the parents’ abilities to be a resource for their students.	The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.	MCS has several advisory committees where parents provide input including the site ELACs, the DELAC, the LCAP Advisory Committee, School Site Councils, and the superintendent’s Key Communicator Committee.  Additionally, the superintendent hosted  Community Forums seeking input in the decision-making process.  These committees provide opportunities for families, teachers, principals, community members, and district administrators to work together to plan, design, implement, and evaluate family engagement activities at school and district levels.	The focus area for the district will be to increase parents’ ability to participate in the various committees.  The district’s website and social media accounts will provide information to parents about the various opportunities available and work to engage all parents in the process.	The Parent Engagement and Outreach Department is focused on engaging all parents in the educational process.  The PEO office collaborates with various departments and sites to coordinate opportunities for building relationships with underrepresented families.  Outreach efforts include English learner families, immigrant and migrant families, families of students with disabilities, and foster and homeless youth families.  Through the Parent Ambassador Program and the various departments, families are kept informed of school events, activities, and opportunities for involvement.	3	4	3	3	3	4	4	4	4	4	3	3	Met		20JUN2023	2023
50711750120212	Aspire Vanguard College Preparatory Academy	3	Educational partners including parents, students, and staff have seen a significant increase in the relationship between staff and families. This year we have held monthly coffee chats with the principals that have given families the opportunity to learn more about what is going on campus. We also hosted lunch on the lawn which have allowed our parents to come eat lunch with their scholars and experience our campus culture. Going into next year we hope to create even more opportunities that allow our parents to engage with staff members.	The biggest focus for next school year is communication, communication, communication. Stakeholders have expressed that they appreciate the updates sent home by the principal but wish they were more frequent. The goal next year is to have weekly  communication going out to families to inform them about what is going on at Vanguard and their scholar.	It is the hope that next year we can create a Black Parent Coalition, LatinX Parent Coalition, and Asian/Pacific Islander Parent Coalition. This will help us give voice to our underrepresented families who are often marginalized. These groups can support us in strengthen our relationship with families and create space to voice concerns or grow ideas.	A strength that was expressed by stakeholders was our Student Lead Conferences. These are meetings led by the scholar discussing their academic progress. They allow for the parent to not only engage with the teacher but hear from their scholar as an owner of their learning. In turns of professional development for our teachers next year we are looking to move toward professional learning communities PLC. This will allow a consistent space for teachers to review student data and teacher bias to guide instruction.	This year the greatest area of need was professional development with the massive teacher shortage we faced. Many stakeholder expressed the want for their scholars to be taught be highly qualified teachers opposed to subs who were not as skillful or supportive in the classroom. Our stakeholders have every right to demand so and we have worked diligently to make sure that we have highly qualified teachers in front of our scholars for the upcoming year. This is the greatest need in order to truly improve student outcomes.	It is the hope that next year we can create a Black Parent Coalition, LatinX Parent Coalition, and Asian/Pacific Islander Parent Coalition. This will help us give voice to our underrepresented families who are often marginalized. These groups can support us in strengthen our relationship with families and create space to voice concerns or grow ideas.	One of the greatest strength uplifted like previously stated were our coffee chats. This allowed for parents of all background to have personal time with the principal and other staff to air grievance and learn about what was going on at Vanguard.	The biggest focus for next school year is to strengthen our SSC and ELAC. With this being a rebuilding year and completely new leadership many things needed to get in place. As we continue to learn and grow one of our main areas of focus is improving the ways that we illicit input from all stakeholders.	It is the hope that next year we can create a Black Parent Coalition, LatinX Parent Coalition, and Asian/Pacific Islander Parent Coalition. This will help us give voice to our underrepresented families who are often marginalized. These groups can support us in strengthen our relationship with families and create space to voice concerns or grow ideas. We also have hopes of strengthen our SSC and ELAC parent groups so that we can gain their perspectives as well.	4	4	4	4	4	4	4	4	4	4	4	4	Met		22JUN2023	2023
50712090000000	Paradise Elementary	3	Multiple families reported that the strength of Paradise Elementary District in building relationships is that the school is the feeling of community created by class size and caring by all staff.	A handful of parents reported that they would like to have more advanced notice of calendar changes and/or field trips.	Paradise Elementary District plans to continue it current practices.	Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with. Communication was a strength listed multiple times.	Parents report that they would like to see more technology integration embedded into the curriculum.	Communicating in a language understandable to all was one of our highest-ranking outcomes of the parent survey. Paradise Elementary District plans to continue its current practices.	Families reported that the school is welcoming to all students and families, allowing for easy access of communication.	Paradise Elementary District plans to continue its current practices.	Paradise Elementary District plans to continue its current practices.	5	5	5	5	5	4	5	5	5	5	5	5	Met		21JUN2023	2023
50712090112383	Paradise Charter	3	Multiple families reported that the strength of Paradise Elementary District in building relationships is that the school is the feeling of community created by class size and caring by all staff.	A handful of parents reported that they would like to have more advanced notice of calendar changes and/or field trips.	Paradise Elementary District plans to continue it current practices.	Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with. Communication was a strength listed multiple times.	Parents report that they would like to see more technology integration embedded into the curriculum.	Communicating in a language understandable to all was one of our highest-ranking outcomes of the parent survey.  Paradise Elementary District plans to continue its current practices.	Families reported that the school is welcoming to all students and families, allowing for easy access of communication.	Paradise Elementary District plans to continue it current practices.	Paradise Elementary District plans to continue it current practices.	5	4	5	5	5	5	5	5	5	5	5	5	Met		21JUN2023	2023
50712170000000	Patterson Joint Unified	3	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	0	0	0	0	0	0	0	0	0	0	0	0	Not Met For Two or More Years			2023
50712330000000	Roberts Ferry Union Elementary	3	Multiple families reported that the strength of Roberts Ferry in building relationships is that the school is the feeling of community created by class size and caring by all staff.	A handful of parents reported that they would like to have more advanced notice of calendar changes and/or field trips.	Some parents reported that the donation request for field trips was a burden; Roberts Ferry will work to find alternate funding sources to reduce the feeling of burden on families.	Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with. Communication was a strength listed multiple times.	A handful of parents requested additional work for their students to be sent home, either as homework or as graded to better understand their students current state of learning. Roberts Ferry will evaluate its homework and return work process.	Communicating in a language understandable to all was one of our highest ranking outcomes of the parent survey. Roberts Ferry plans to continue it current practices.	Families reported that the school is welcoming to all students and families, allowing for easy access of communication.	Roberts Ferry plans to continue it current practices.	Roberts Ferry plans to continue it current practices.	5	5	5	5	5	4	5	5	5	5	5	5	Met		13JUN2023	2023
50712330121525	Roberts Ferry Charter School Academy	3	Multiple families reported that the strength of Roberts Ferry in building relationships is that the school is the feeling of community created by class size and caring by all staff.	A handful of parents reported that they would like to have more advanced notice of calendar changes and/or field trips.	Some parents reported that the donation request for field trips was a burden; Roberts Ferry will work to find alternate funding sources to reduce the feeling of burden on families.	Multiple families reported that they feel that their students are achieving a level of academics that they are pleased with. Communication was a strength listed multiple times.	A handful of parents requested additional work for their students to be sent home, either as homework or as graded to better understand their students current state of learning. Roberts Ferry will evaluate its homework and return work process.	Communicating in a language understandable to all was one of our highest ranking outcomes of the parent survey.  Roberts Ferry plans to continue it current practices.	Families reported that the school is welcoming to all students and families, allowing for easy access of communication.	Roberts Ferry plans to continue it current practices.	Roberts Ferry plans to continue it current practices.	5	5	5	5	5	4	5	5	5	5	5	5	Met		13JUN2023	2023
50712660000000	Salida Union Elementary	3	Based on parent surveys and educational partner input, the district identified strengths in the following areas:  creating welcoming environments, building trusting, respectful relationships, and two-way communication.  The district will continue Welcome Back-to-School family meetings, which provide a personalized approach to engage families in a meaningful way before the school year begins. These meetings allow staff the opportunity to learn about each family’s strength, culture, language, and goals for their children. Middle School staff noted cultural days have been added for middle school students to experience, as well as, the Culinary Arts elective class explores culinary traditions.  The district has continued Parent Square, a safe and secure platform for all school-to-home communication.  98% of families are signed and using ParentSquare.  Parents receive all school, classroom and group communication via email, text or app notification. Messages are translated through Parent Square.  The district’s fall parent survey showed 98% of families find it easy to communicate with staff.	Based on LCAP Advisory Committee and educational partner input, the district will continue to strengthen relationships between school and families through providing family training for Positive Behavior Intervention Supports (PBIS).  In addition, the district will provide parent information nights focused on the Toolbox, as well as, school-wide expectations.	The district will continue to improve and support the engagement of underrepresented families through on-going messaging to families to include them in opportunities to strengthen staff and family relationships.	Based on parent surveys and educational partner input, the district found strengths in the following areas:   1) Providing resources to families for learning at home with Footsteps2Brilliance early literacy app, Imagine Language and Literacy software for families to learn English at home.  2) Family meetings to discuss student outcomes during Parent/Teacher conferences were seen as a strength.  3) Adding math family night learning opportunities at each school.	Based on LCAP Advisory Committee and educational partner input, the district will continue -  Toolbox Project’s - 12 Tools Family Nights. The curriculum honors children’s ability to manage their own emotional, social, and academic success by accessing the inner tools that empower them.	The district will continue to improve the engagement of underrepresented families by continuing to promote meaningful opportunities for families to learn and providing resources to support student learning at home.	Based on parent surveys and educational input, the district is effectively engaging families in advisory groups and decision-making.  The district will continue to seek building the capacity of families and their involvement in advisory groups.	Based on LCAP Advisory Committee and educational partner input, the district identified an area to strengthen seeking input for decision-making by continuing to provide translation services for meetings as well as child care for families to attend.	The district will continue to improve the engagement of underrepresented families through making and maintaining contact to invite families to be involved on committees or through surveys to provide input.	4	4	3	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
50712660124768	Great Valley Academy - Salida	3	Staff uses ParentSquare for timely and consistent communication with families about what is happening at school and in their child's classroom.  Parents use responses in the system to provide input and ask questions.  GVA will continue to provide training for staff and encourage its use as an efficient means of school-family communication.  Teachers communicate about their classroom and students.  Staff communicates about events and school functions.  Administration provides updates on policy and practice, as well celebrates successes and progress.  Procedures, routines, etc. are shared through ParentSquare, as well other modes of communication such as Collaborative Coffees, Family Nights, informal meetings and teacher conferences.  GVA updated is visitor and volunteer policies in the wake of Covid in order to increase and enhance parent and family involvement on campus.	Increased dialogue around community involvement has provided new ideas (and old ones, once abandoned during distance learning) such as grade-level family events, Open House and fundraising events.  Parents have expressed and will receive greater access to each other at school functions to increase the family-based atmosphere at GVA.  GVA invested in a new feedback platform for surveys ad data collection, digging deeper into what parents want/need to support their children, enabling them to have successful school experiences.  Continued efforts to increase parent access to staff, to various methods of providing feedback and input and to being involved in school decision-making are in development.	An ELAC team will be in place for the new year.  Interested parents are already signed up.   Reclassification ceremonies have become consistent, well-attended and a very positive engagement activity for families of EL and reclassified students.  Our family input survey platform is connected to all of our data tools, allowing better disaggregation of data and cross-referencing of student information.  This will allow us to more effectively plan for increased engagement efforts, as well as targeted supports for these students and families.	ParentSquare use is a strength.  Staff coordinator/trainer ensures staff has access, is trained and uses ParentSquare.  Access for families at home to educational technology is significant. Tools like Moby Max, Lexia, NewsELA, etc. provide connection and partnership between school and home.  Parents can check progress and support their children's learning.  Google classroom also supports this partnership.   GVA continues to seek better and more effective ways to connect with and support multi-lingual families and students.   Books in primary languages have been shared and translation services are provided.  Communication from GVA's EL Specialist about ELPAC, ELAC and other opportunities for multilingual families has increased and she serves as a liaison, relaying family needs, input and feedback to the school.  Reclassification celebrations untied the school community in support of EL students' effort and progress.  Parent input about additional ideas for connection and partnership have been heard and considered through forums such as collaborative coffees, parent nights and conferences.  Feedback from family, student and staff surveys have also informed decisions about strengthening family-school partnerships.  After school clubs and tutoring support the needs of families for enrichment and acceleration of skills.  GVA looks forward to SMARTtime (ELO-P) opportunities in the upcoming year.  While open to all families,, unduplicated students will be a focus and priority. KidsCare (before and after school care) provides families that need it, child care.  This has been a welcome resource for many GVA families over the years.  Culminating activities allow families to regularly see their children's work and success.	SMARTtime will allow for expansion and coordination of before/afterschool activities, clubs and tutoring.  Increased resources and greater community outreach will build stronger and more expansive community partnerships.  Regularly scheduled Family Nights have already been planned and themed for the upcoming school year.  Family input will increasingly inform decisions around Family Nights and other community-building events.   GVA's Executive has made Communication a priority area for next school year as we seek to be more responsive to and allow for more GVA Community feedback loops.	SMARTtime places a priority on ensuring unduplicated families have access to extended learning opportunities around Support (social-emotional, academic, etc.), Mentoring, Acceleration, Recreation and Technology.  Added as a member of the Extended Executive Team, GVA's Student Support/EL Specialist will provide greater focus on informing leadership of the expressed needs of unduplicated students.  She will work closely with the Superintendent and COO on developing a comprehensive Title 1 plan and increase support to teachers and staff in the area of implementing strong ELD instruction and monitoring.	GVA annually surveys families, staff and students for input on school-based issues.  GVA seeks regular staff input on the direction of the school, priorities, growth potential and renewal of topics such as core values, mission and vision.  Site administration has regular parents meetings/collaborative coffees and Family Nights with opportunities for educational partner input.  The Superintendent conducts regular staff forums for input and communication.	Superintendent forum format is reviewed and revised based on staff feedback.  Staff notes parent input at Family Nights, collaborative coffees, etc., and is developing improved methods of following up on this feedback.	All significant site and organizational meetings in which families participate will have interpretation services available.  ELPAC membership is being encouraged to a greater degree as is the diversity of the group.	4	5	3	3	3	4	4	4	3	3	3	3	Met		21JUN2023	2023
50712740000000	Shiloh Elementary	3	The school is recognized as being focused on community.	The school continues to implement hosting additional events to involve teachers, parents, and the community.	The school has prioritized making information available in alternate languages and having staff available to aid in communication.	The district has hired teachers to provide instruction with standards-aligned curriculum.	The district works with other entities to provide services for students.	The district will continue to reach out to include active participation in school events.	The school has established a culture that encourages a collaborative effort that is student-focused.	The district continues to increase the various methods of communication between families and school	The district will continue to do what has been previously described ad nauseam.	3	3	3	3	3	3	3	3	4	4	3	3	Met		13JUN2023	2023
50712740121558	Shiloh Charter	3	The school is recognized as being focused on community.	The school continues to implement hosting additional events to involve teachers, parents, and the community.	The school has prioritized making information available in alternate languages and having staff available to aide in communication.	The district has multiple ways for open communication for those who are interested and seeks the assistance and support of other educational entities interested in working collaboratively.	The district works with other entities to provide services for students.	The district will continue to reach out to include active participation in school events.	The school has established a culture that encourages a collaborative effort that is student-focused.	The district continues to increase the various methods of communication between families and school	The district will continue to do what has been previously described ad nauseam.	4	4	4	5	3	3	4	4	3	3	4	3	Met		13JUN2023	2023
50712820000000	Stanislaus Union Elementary	3	While there is always room for improvement, based on our survey data results, SUSD has been successful in building positive relationships between our school staff and families. In general, our families are very supportive of our school communities and feel that we are serving their students well.    The district received a 4.3 overall rating out of a possible 5.   Additional strengths:  Prescott JHS improved their average rating to a 3.72 from a 3.57 in building trusting and respectful relationships with families. In addition, Prescott progressed from a 3.65 to a 3.73 average rating for creating a welcoming environment for all families in the community.  And, Prescott improved their average rating for supporting staff to learn about each family's strengths, culture, language, and goals for their children from a 3.16 to a 3.39.	SUSD is focused on increasing our turnout for our Back to School Night, Open House, and our Parent Teacher conferences.  We will continue to emphasize personal invitations from the school principal and the classroom teacher to invite our families to come out and support these events.  In addition, we want to increase the amount of Family Night activities each school is offering across the district such as Family Art Night, Family STEM Night, or Family Reading Night.  The schools that have offered these events have had a lot of success in engaging our families and building positive relationships with our staff members.   In addition, the district would like to increase communication regarding strategic planning, district and site goals, baseline metrics, and updating families when milestones are met. And, add additional parent informational nights for mental health, technology use, and social media.	In light of the overall rating of a 4.0 or higher in meeting the district's goals, SUSD will continue or implement: Using ParentSquare for district and site communication and ensuring that all families are receiving messages and posts a district bilingual liaison Staffing of one vice principal at each elementary school and two vice principals at our junior high site for family assistance Staffing one campus supervisor on each elementary site and three campus supervisors at our junior high school for family assistance and support Staffing of attendance clerks across the district to engage families in bringing their children to school Increasing our communication regarding strategic planning, district and site goals, and so on Increasing the quantity of parent informational nights on topics such as mental health, social media, and so on. Offering an option for Zoom meetings during Parent Teacher Conferences Continued partnership with Learning Quest to provide English Language classes for parents	One salient area of strength in this area is communicating with families in a language that is understandable and accessible.  The average score for the district was 4.58.  In addition, according to our survey data, families feel like each school provides a welcoming environment everyone in the community.  The average score in this area was a 4.28.	Based on our analysis of our educational partner input and local data, Stanislaus Union will be focusing on the following areas: Increasing communication and input from parents and guardians in our decision making committees as it pertains to strategic planning, the mission and vision of our school district, and district and site goals for improvements in school culture, attendance and discipline rates, and academic achievement.	Due to the overall rating of 4.0 or higher in meeting our district goals, Stanislaus Union will continue to implement the following in order to improve the engagement of our underrepresented families: Using ParentSquare for district and site communication and ensuring that all families are receiving messages and posts a district bilingual liaison Staffing of one vice principal at each elementary school and two vice principals at our junior high site for family assistance Staffing one campus supervisor on each elementary site and three campus supervisors at our junior high school for family assistance and support Staffing of attendance clerks across the district to engage families in bringing their children to school Increasing our communication regarding strategic planning, district and site goals, and so on Increasing the quantity of parent informational nights on topics such as mental health, social media, and so on. Offering an option for Zoom meetings during Parent Teacher Conferences Continued partnership with Learning Quest to provide English Language classes for parents	Based on our survey results, our families feel like the district adequately seeks their input in decision making committees.  In addition, they indicate that they have opportunities to provide input on policies and programs and that we work with them to plan school activities.   According to our data, 5 out of 6 sites have an average rating of 4.0 or higher in this area: Agnes Baptist 4.11 Chrysler 4.19 Eisenhut 4.15 Mary Lou Dietrich 4.06 Stanislaus 4.36 Prescott 3.68	Due to the favorable ratings and meeting our goal of 4.0 or higher, the following will continue: Provide meeting agendas through ParentSquare as well as minutes Provide translation services and translation through ParentSquare Use surveys to gather feedback and input Make meetings available in person or through Zoom Schedule meetings outside the workday Increase the number of parent informational nights on topics such as mental health, social media use, and so on.	Due to the favorable ratings and meeting our goal of 4.0 or higher, the following will continue: Provide meeting agendas through ParentSquare as well as minutes Provide translation services and translation through ParentSquare Use surveys to gather feedback and input Make meetings available in person or through Zoom Schedule meetings outside the workday Increase the number of parent informational nights on topics such as mental health, social media use, and so on.	4	4	4	5	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
50712900000000	Sylvan Union Elementary	3	Sylvan continues to enhance ways of communication with all educational partners.  All efforts are made to engage our underrepresented families.  For the upcoming school year Sylvan will offer and provide language translation and interpretation services for meetings and gatherings.  American Sign Language (ASL) is also available for our families and community members.  This service may occur virtually or in-person.  This allows Sylvan to facilitate effective communication between the school and families.  Sylvan will continue to develop and implement culturally responsive practices to ensure that families’ diverse cultural backgrounds and experiences are acknowledged and respected.  Parents and families are invited to actively participate in their child’s education.  Established opportunities for participation include workshops, parent-teacher associations/clubs, parent-teacher conferences, site and district level committees and regular communication to keep families informed about their child’s progress and opportunities for involvement through Parent Square and school websites.  Sylvan focuses on language access, culturally responsive practices, parent and family engagement and communication as well as establishing community partnerships to improve the engagement with our underrepresented families, leading to better educational outcomes for all students.	Sylvan continues to enhance ways of communication with all educational partners.  All efforts are made to engage our underrepresented families.  For the upcoming school year Sylvan will offer and provide language translation and interpretation services for meetings and gatherings.  American Sign Language (ASL) is also available for our families and community members.  This service may occur virtually or in-person.  This allows Sylvan to facilitate effective communication between the school and families.  Sylvan will continue to develop and implement culturally responsive practices to ensure that families’ diverse cultural backgrounds and experiences are acknowledged and respected.  Parents and families are invited to actively participate in their child’s education.  Established opportunities for participation include workshops, parent-teacher associations/clubs, parent-teacher conferences, site and district level committees and regular communication to keep families informed about their child’s progress and opportunities for involvement through Parent Square and school websites.  Sylvan focuses on language access, culturally responsive practices, parent and family engagement and communication as well as establishing community partnerships to improve the engagement with our underrepresented families, leading to better educational outcomes for all students.	Sylvan continues to enhance ways of communication with all educational partners.  All efforts are made to engage our underrepresented families.  For the upcoming school year Sylvan will offer and provide language translation and interpretation services for meetings and gatherings.  American Sign Language (ASL) is also available for our families and community members.  This service may occur virtually or in-person.  This allows Sylvan to facilitate effective communication between the school and families.  Sylvan will continue to develop and implement culturally responsive practices to ensure that families’ diverse cultural backgrounds and experiences are acknowledged and respected.  Parents and families are invited to actively participate in their child’s education.  Established opportunities for participation include workshops, parent-teacher associations/clubs, parent-teacher conferences, site and district level committees and regular communication to keep families informed about their child’s progress and opportunities for involvement through Parent Square and school websites.  Sylvan focuses on language access, culturally responsive practices, parent and family engagement and communication as well as establishing community partnerships to improve the engagement with our underrepresented families, leading to better educational outcomes for all students.	Sylvan Union School District (SUSD) builds partnerships by working with all educational partners for successful student outcomes.  SUSD recognizes the importance of involving parents and families in the educational process.  Parents and families are invited to actively participate in their child’s education.  Established opportunities for participation are workshops, parent-teacher associations/clubs, parent-teacher conferences, site-level committees and district-level committees.  Regular communication channels are used to actively engage families in supporting their child’s education.  Fostering partnerships with community organizations is an area the Sylvan Union School District is actively improving.  Partnerships with community organizations, businesses, and local leaders provide expertise, resources and opportunities for students with mentoring programs, extracurricular activities and pathways to support successful student outcomes.	Sylvan Union School District (SUSD) builds partnerships by working with all educational partners for successful student outcomes.  SUSD recognizes the importance of involving parents and families in the educational process.  Parents and families are invited to actively participate in their child’s education.  Established opportunities for participation are workshops, parent-teacher associations/clubs, parent-teacher conferences, site-level committees and district-level committees.  Regular communication channels are used to actively engage families in supporting their child’s education.  Fostering partnerships with community organizations is an area the Sylvan Union School District is actively improving.  Partnerships with community organizations, businesses, and local leaders provide expertise, resources and opportunities for students with mentoring programs, extracurricular activities and pathways to support successful student outcomes.	Sylvan Union School District (SUSD) builds partnerships by working with all educational partners for successful student outcomes.  SUSD recognizes the importance of involving parents and families in the educational process.  Parents and families are invited to actively participate in their child’s education.  Established opportunities for participation are workshops, parent-teacher associations/clubs, parent-teacher conferences, site-level committees and district-level committees.  Regular communication channels are used to actively engage families in supporting their child’s education.  Fostering partnerships with community organizations is an area the Sylvan Union School District is actively improving.  Partnerships with community organizations, businesses, and local leaders provide expertise, resources and opportunities for students with mentoring programs, extracurricular activities and pathways to support successful student outcomes.	A practice of Sylvan Union School District is to seek input from all educational partners and the district strives to be transparent in the decision-making process.  The Superintendent hosted focus groups and staff meetings to gather feedback and explore additional ways to connect with families and staff.  Surveys and other platforms were utilized with all families, teachers and students to seek input. Surveys were provided in English and Spanish. The sites and district hosts advisory councils to ensure voices are heard and considered in the decision-making process.   Improving communication channels to share information and seek input is ongoing.  Communication includes newsletters, websites, social media platforms, Parent Square and public forums.  Parent and student representation in the decision-making process is a primary goal of the school district.  The use of empathy interviews and one-on-one conversations, as well as continued use of focus groups are planned for the 2023-2024 school year; this approach will allow the district to gather input from all of our community partners, including our underrepresented communities.	A practice of Sylvan Union School District is to seek input from all educational partners and the district strives to be transparent in the decision-making process.  The Superintendent hosted focus groups and staff meetings to gather feedback and explore additional ways to connect with families and staff.  Surveys and other platforms were utilized with all families, teachers and students to seek input. Surveys were provided in English and Spanish. The sites and district hosts advisory councils to ensure voices are heard and considered in the decision-making process.   Improving communication channels to share information and seek input is ongoing.  Communication includes newsletters, websites, social media platforms, Parent Square and public forums.  Parent and student representation in the decision-making process is a primary goal of the school district.  The use of empathy interviews and one-on-one conversations, as well as continued use of focus groups are planned for the 2023-2024 school year; this approach will allow the district to gather input from all of our community partners, including our underrepresented communities.	A practice of Sylvan Union School District is to seek input from all educational partners and the district strives to be transparent in the decision-making process.  The Superintendent hosted focus groups and staff meetings to gather feedback and explore additional ways to connect with families and staff.  Surveys and other platforms were utilized with all families, teachers and students to seek input. Surveys were provided in English and Spanish. The sites and district hosts advisory councils to ensure voices are heard and considered in the decision-making process.   Improving communication channels to share information and seek input is ongoing.  Communication includes newsletters, websites, social media platforms, Parent Square and public forums.  Parent and student representation in the decision-making process is a primary goal of the school district.  The use of empathy interviews and one-on-one conversations, as well as continued use of focus groups are planned for the 2023-2024 school year; this approach will allow the district to gather input from all of our community partners, including our underrepresented communities.	4	3	3	5	3	4	4	4	4	4	4	4	Met		06JUN2023	2023
50713240000000	Valley Home Joint Elementary	3																						Not Met For Two or More Years			2023
50736010000000	Newman-Crows Landing Unified	3	NCLUSD believes that in order for students to learn relationships must be developed and nurtured. All students and families need to feel connected and heard. We have provided professional development to staff that supports inclusion of families in the school community. Sites have developed ongoing monthly meetings with parents to support and communicate information. Sites also hold parent events throughout the year to educate parents on academic topics but also to bring the school community together. Examples are Math Nights at the elementary, gaming nights at the secondary, fall carnivals, elementary Olympics and many more. We also hired two Parent Liaisons to bridge communication between school and home. They have supported the sites with home visits, homeless families, attendance support and parent volunteer support.	We will focus on improved communication and in person parent contact. In this digital world, it has become easy to communicate with parents through Parent Square, email, etc. We need to do a better job of engaging our parents at in person events and meetings. We also need to get back to making phone calls to parents. These have gone by the wayside in our digital world. Part of relationship building with your students is getting to know their families.	We understand that is sometimes difficulty to engage some families for a variety of reasons. We continue to find ways to reach out and support our underrepresented families. The Parent Liaisons have been integral in working with many of our families. They have done home visits and check ins and have worked with the Family Resource Center to seek out support for families. 99% of our families are contactable on Parent Square, our parent communication system.	NCLUSD has provided teachers and administrators with professional development on parent engagement with schools through workshops and collaboration. Counselors at each site work with staff to support parent engagement. Sites hold monthly 2nd Cup of Coffee Meetings for parents and they are well attended. There are also events scheduled throughout the year to engage and involve parents. We hold Parent-Teacher Conferences two times per year at all sites. Each site also holds a Back to School Night in the fall and an Open House in the Spring. The district sponsors and Back to School Festival the Saturday before school starts that is very well attended by the families in our community. It has become a tradition that everyone looks forward to. All handbooks, board policies and special education information are posted on the district website.	An area of focus continues to be coordinating the services we do provide in the district with services outside the district. We are working with county behavioral health to improve coordination and communication. We have added two Parent Liaisons to support and improve the engagement of underrepresented families.	Our Parent Liaisons will continue to support and improve the engagement of underrepresented families. We are also adding more support staff, Mental Health Clinicians and Counselors to further support our underrepresented families.	NCLUSD has several advisory groups, DELAC, ELAC, LCAP Stakeholder Team, School Site Council, along with parent and booster organizations at the site level. We recruit and engage families through social media, district and site websites, Parent Square (digital communication tool) and mailers. We also make phone calls to parents to remind them of upcoming meetings and topics. Our goal is to encourage parent participation in advisory groups. We have also visited our local Health and Human Services Family Resource Center to meet with parent groups to inform them of the ways they can engage and provide input regarding policies and decision making at the site and district level. We also video our school board meetings and post them on our website so that they are available for all community members on our website. We have staff on all of our advisory committees who are trained by the site administrators on their roles.	We need to focus on parent outreach so that we can ensure that we have a variety of parents and are providing opportunities for all families to participate in decision-making. It is easy to have the same parents over and over again serve on site council or DELAC or advisory committees but we need to make a concerted effort to reach out and be more inclusive as we ask for families to participate on councils and committees.	An area of focus would be working with families on exercising their legal rights and advocating for their own students. We encourage all parents to advocate for their own children and do not keep parents from exercising their legal rights and we will continue to discuss this at district and site level meetings. Again, our parent liaisons and administrators work closely together to ensure underrepresented families can engage with our schools. Special events, such as Olympics, Art Shows, and Ag Days are great ways to engage all families. We also need to be more aware that not all families have access to the internet and devices, so we need to communicate in a variety of ways.	4	4	3	5	5	5	4	4	5	5	5	4	Not Met For Two or More Years		14AUG2023	2023
50755490000000	Hughson Unified	3	Current strengths are • the opportunities available to get involved within the schools including, but not limited to; volunteering in classrooms at K-5, Parent Teacher Committees, DELAC/ELAC, Road to Kinder, Site Council Meetings, Ag Advisory Board, Focus Group Meetings, Board of Trustees Meetings. Board Meetings and Focus Group meetings are held both in person and virtually. They are recorded and posted on our You Tube Channel to be viewed for convenience. • Parent Portal in Aeries offers parents and students the opportunity to be aware of grades and test scores at any time. • All sites have a bilingual person in the office to assist non-English speaking families and all outgoing communication is provided in both English and Spanish. • The district and sites have social media to promote and communicate events and recognize outstanding student and staff achievement.	Focus areas for improvement are • to continue to improve customer service in all offices and departments. • increase outreach to our Spanish speaking families.	To improve engagement of underrepresented families HUSD plans to • increase attendance at DELAC and ELAC meetings. • host Special Education Parent Meetings. • host Coffee with the Superintendent.	Strengths: • implementing policies or programs for teachers to meet with families and students to discuss student progress and ways to work together to support improved student outcomes, such as, Parent Teacher Conferences, SSTs and IEPs are utilized for parents to have the opportunity to discuss their child's progress. Additionally, Aeries provides parents the opportunity to check their child's grade on a regular basis, in addition to regularly scheduled progress reports, report cards, and assessment results of i-Ready, SBAC and ELPAC. • Hughson High also has student portfolios which allow students to set goals and participate in ongoing conversations with their teachers about their education. • Partnerships with outside organizations such as Jessica's House, Hughson Family Resource Center, Center for Human Services, and La Familia have built a strong network to support the mental health of our students.	Focus Group, DELAC, and Site Council meetings will now focus on one goal and its actions at each meeting to communicate progress and seek feedback. • Superintendent will hold Superintendent Roundtables and Coffee with the Superintendent to increase partnerships.	Coffee with the Superintendent was designed with increasing engagement with our Spanish speaking families in mind with the purpose to offer a non-intimidating environment for parents to provide feedback directly to the superintendent. Feedback after the first year of implementation was to have these coffees rotate to a different site each month allowing accessibility to more parents dropping off their students in the morning.	HUSD seeks input for decision making in a variety of ways: • HUSD School Board Meetings are held the second Tuesday of each month in which the Board of Trustees, district and site administrators, and various educational partners attend. Meetings are offered  2023 Local Performance Indicator Self-Reflection for Hughson Unified School District Page 12 of 14 simultaneously live and virtual, and are recorded for the district YouTube Channel. The community is available to make public comment in person or virtually by contacting the Superintendent's Office. • HUSD Focus Group Meetings are held three times a year and ask for feedback at each meeting about the ideas and progress discussed within the meeting. All meetings are focused around the LCAP Goals and Actions, Budget, Facilities, Academics and Mental Health Supports. • DELAC/ELAC Meetings are held three times a year and attendees are specifically asked for feedback about the LCAP Goals and Actions and agenda topics. • Teacher Survey regarding Implementation of Academic Standards (LCFF Priority 2) is administered each spring. • Parent & Family Engagement Survey (LCFF Priority 3) is administered each spring. • Consultation with the SELPA is held about the LCAP Goals and Actions.	Area For Growth: • Due to the participation increase through virtual meetings, HUSD is planning to continue both an in person and virtual meeting option, so that parents may choose the most convenient way to participate. • Superintendent's Round Table will be created to seek additional input from students at all sites.	Coffee with the Superintendent was designed with increasing engagement with our Spanish speaking families in mind with the purpose to offer a non-intimidating environment for parents to provide feedback directly to the superintendent. Feedback after the first year of implementation was to have these coffees rotate to a different site each month allowing accessibility to more parents dropping off their students in the morning.	3	3	3	3	3	3	3	3	3	3	3	3	Met		13JUN2023	2023
50755560000000	Riverbank Unified	3	Riverbank Unified has many strengths when it comes to building partnerships with families. Based on feedback collected from educational partners, some of these strengths include: hosting family nights at schools; providing resources for families in need, including Student Support Specialists, Parent Networking Center, and Casa del Rio Family Resource Center; hosting Principal/Parent Coffees; and celebrating reclassified and Seal of Biliteracy students. All school-to-home communication and documentation is translated in Spanish and parent-teacher conferences, SSTs, and IEPs provide a strong means for individualized conversations about academic growth and achievement. Additionally, Aeries provides parents the opportunity to monitor their child’s grades and attendance on a regular basis.	For improvement in Building Relationships Between School Staff and Families, Riverbank Unified will focus on the identification and implementation of a communication platform that engages families in communication from the district office, the school site, and the classroom teacher in a format that is user-friendly and accessible. Unifying the various streams of information, including alerts, messages, newsletters, and websites while considering technological access and secure delivery will ensure that school-to-home communication is designed with the needs of all users and recipients in mind.	To improve the engagement of underrepresented families, Riverbank Unified has identified parent engagement as a district and site priority. Through ongoing methods of gathering feedback from educational partners, barriers will be identified along with solutions to minimize or remove the challenges our underrepresented families encounter when it comes to establishing meaningful and productive home-school relationships.	Areas of strength and progress in building partnerships for student outcomes include an annual training of School Site Council members in understanding educational partnership roles and the implementation of each site’s School Plan for Student Achievement (SPSA). Through the SPSA, student outcomes are identified and addressed. Additionally, Riverbank Unified provides multiple opportunities for parents to engage as educational partners, including, but not limited to committees, such as ELAC/DELAC and LCAP Partner Engagement Committee. Parent Information Nights provide support for successful student transitions from elementary to middle school and middle school to high school. In partnership with the district’s Family Resource Center, incoming Transitional Kindergarten and Kindergarten students and parents/guardians participate in school readiness events held each spring during the new student registration window and during the KinderCamp summer program held before the start of each school year. A focus on creating welcoming environments for families includes site and district celebrations of cultural and language differences and recognition of student behavioral and academic progress and growth.	For improvement in Building Partnerships for Student Outcomes, Riverbank Unified will focus on informing and educating school, home, and community partners about the various program offerings and supports available to our students and families. In reviewing data and input, it is evident that quality and quantity of programs to promote student growth and achievement are in existence, but not well known among educational partners.	To improve the engagement of underrepresented families, Riverbank Unified will continue to collect, monitor, and analyze input and local data in order to identify the areas of greatest need when it comes to providing families with ample and meaningful opportunities to contribute to increased student growth and performance.	Riverbank Unified encourages participation of educational partners through site and district committees, including the LCAP Partner Engagement Committee that meets regularly during the school year to review the implementation and efficacy of actions. Annually, each School Site Council engages in a comprehensive needs assessment that includes an in-depth analysis of attendance, behavior, and achievement data. This process of gathering input is particularly valuable when evaluating areas of strength to maintain as well as areas in need of improvement. Riverbank Unified Board Meetings also provide the opportunity for educational partner input. Meetings are offered simultaneously live and virtual.	For improvement in Seeking Input for Decision-Making, Riverbank Unified will focus on the identification and implementation of surveys for the specific purpose of gathering information from staff, student, and parent/family perspectives.	To improve the engagement of underrepresented families, Riverbank Unified will continue to develop occasions and events that accommodate family schedules, remove language and/or cultural barriers, and encourage participation.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
50755560113852	Riverbank Language Academy	3	As a school of choice, RLA offers unique opportunities for parents and families to be part of the school community. RLA has regular opportunities for parents to participate in school events like: Parent Coffees, PTO Parent Teacher Organization Meetings, ELAC meetings, parent trainings and workshops, and other special school-community events. Our school events have a high participation rate from the parent community and the school highly values the partnership with our parent community.	RLA has integrated an LCAP goal that focuses on increasing student engagement and promoting a positive climate through school and community partnerships.	RLA families are provided with regular opportunities to engage with the school through parent workshops, trainings, parent coffees, ELAC and PTO meetings.	Parents and guardians are part of the school community and we have a positive school partnership with the Parent Teacher Organization. Our PTO engages with the school regularly; parents support student and school events and they assist to promote positive outcomes.	RLA will continue providing opportunities for parents to engage with the school. Additionally, all meetings are provided in Spanish and English to allow access to all of our families.	Parents from underrepresented families enjoy being a part of the parent trainings and workshops. The school will continue to provide access to meetings in Spanish to allow for participation of underrepresented families.	RLA provides opportunities for parents engage in the decision-making process regularly. The school has two parent seats that are part of the RLA Board. Parents have direct involvement in setting guidelines and policies for the school.	The school will integrate other measures to seek input from families; for example, continue with parent meetings offered in both languages, teacher surveys, communication via different forms through e-mail, text, and phone calls.	The school will continue to provide parent opportunities that focus on building parent partnerships to promote school success.	5	4	4	5	5	4	4	5	5	4	4	5	Met		14JUN2023	2023
50755640000000	Oakdale Joint Unified	3	Educational partners and our local data indicate that our District is strong in creating a welcoming environment for all families in the community with Full Implementation and Sustainability. This is done through regular school to home communication, teachers who are available to communicate with families, and school activities like Back to School Night and Open House that welcome families into the schools. We are also strong in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families. We made especially good progress in supporting staff to learn about each family's strengths, cultures, languages and goals for their children, moving from a 2 rating to a 4 rating.	Oakdale Joint Unified needs to grow in the area of supporting staff to learn about each family's strengths, cultures, languages, and goals for their children. Educational partners felt that we are in the Beginning Development stages in this area (2), and even though we have moved to Full Implementation is this area (4), there is still room for improvement. There is similar room for improvement in developing the capacity of staff to build trusting and respectful relationships with families.	We will continue to reach out to our underrepresented families in a number of ways, including ELAC and DELAC committees, communications in both Spanish and English, including various modes of communication from mailers to phone calls to text messages and emails to make sure we do our best to communicate to all. We will also continue to implement online family surveys in both English and Spanish for families to better share their celebrations and/or concerns about family participation and engagement and plan to do so again in spring 2024. We will continue to work with the DELAC committee and the site ELAC committees to help foster more participation from our Spanish-speaking families, and I believe this had a positive benefit as the response rate of Spanish-speaking families to our Parent Participation and Family Engagement survey increased from 5 families to 20 families.	OJUSD has strong ratings for providing professional learning and support to teachers and principals to improve a school's capacity to partner with families and strong ratings in implementing policies and programs for teachers to meet with families and discuss student progress and work together to support improved student outcomes. Through regular PLC meetings with both teaching staff and administrative staff, ideas are shared about how to continue building partnerships with families. In yearly parent conferences, in IEP and 504 meetings, and in meetings called by parents, teachers, or administrators to address concerns, student progress and ways both families and teachers can better support student growth are main topics of discussion.	Educational partners reported that more work is needed in supporting families to understand and exercise their legal rights and advocate for their own students and for all students. While this is still an area for improvement, we did move from a rating of Exploration and Research (1) to Initial Implementation (3). Rights of families are explained in the Parent Handbook that goes out to families each year and that's available on our District website, and families can always call sites or the District office to talk to staff, both English and Spanish speaking, to get answers to questions about their rights. However, we understand that this is an area of frustration for families, so we're making concerted efforts to regularly remind families about where they can find the parent handbook and other materials that explicate their legal rights and their advocacy.	The district will continue to reach out to underrepresented families to make sure they are included in building partnerships. We need input from all families in order to make this a better and better district for all families. We'll continue to communicate regularly, to make sure that communications are sent in multiple ways and languages, and that all families feel invited and welcome to participate in the work of the District.	Areas of strength for OJUSD include building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making and building the capacity of and supporting family members to effectively engage in advisory groups and decision making. Site principals annually participate in training regarding the role of the School Site Council and the ELAC. Principals are provided the tools and resources needed to recruit and train interested participants. All schools maintain properly constituted School Site Councils. ELACs, however, are usually integrated with the School Site Council due to lack of participation. The DELAC consistently has representation from most schools. The District Advisory Committee, however, does not tend to have consistent parent attendees. LEA staff need to evaluate and update efforts to recruit and retain underrepresented families.	Educational stakeholders identified providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input form any underrepresented groups in the school community. Through increased use of community surveys in both English and Spanish and by making sure all community members know which District and site committees are seeking members, we can increase the voices of OJUSD families in giving input to district decisions. While we did increase from a (1) Exploration and Research Phase to a (3) Initial Implementation, this still an area that needs ongoing attention.	Site principals annually participate in training regarding the role of the School Site Council and the ELAC. Principals are provided the tools and resources needed to recruit and train interested participants. All schools maintain properly constituted School Site Councils. ELACs, however, are usually integrated with the School Site Council due to lack of participation. The DELAC consistently has representation from most schools. The District Advisory Committee, however, does not tend to have consistent parent attendees. LEA staff need to evaluate and update efforts to recruit and retain underrepresented families.	4	5	4	5	4	4	5	3	4	4	3	4	Met		12JUN2023	2023
50755645030176	Oakdale Charter	3	Our school uses a home-school based education model. This model relies heavily on the relationship between student, parent, teacher, and school. We spend a considerable amount of time working with parents and students throughout the school year. Furthermore, we take time in the first month of school to offer activities and opportunities to get to know each family.	Everything that we do, including monthly newsletters, bimonthly meeting with parents and students, regular email communication with families, and quarterly Parent Advisory Committee meetings, is in an effort to build relationships with the families.	All families are treated equally, so there are no underrepresented group. Our limited number of English learner families are as engaged in their children's educations as all other families as the requirements are the same for all.	Oakdale Charter has strong ratings for providing professional learning and support to teachers to improve the school's capacity to partner with families and strong ratings in implementing policies and programs for teachers to meet with families and discuss student progress and work together to support improved student outcomes. Through regular meetings with both teaching and administrative staff, ideas are shared about how to continue to build partnerships with families. In bimonthly parent conferences and other meetings to address concerns, main topics of discussion include student progress, and ways both families and teacher can better support student growth.	Parents are an essential part of the success of our students, so making sure we can support families with information and resources is an area that needs continual improvement for us. Oakdale Charter already does a lot to make sure student learning is supported in the home, but we are continually looking for ways to further improve.	As the staff at a small school, we know which families need more encouragement to participate, so we continue to provide outreach services to families, including making sure they know which services are available and making sure they have extra encouragement to attend bimonthly meetings.	We use quarterly PAC (Parent Advisory Committee) and bimonthly parent/student meetings to help drive parent and community input in our school. Regular family communication is essential to our students' success.	We plan to administer a survey to families between November and January of 23-24 to collect more detailed input from families regarding the policies and programs of Oakdale Charter.	Our site currently serves 70 families with three teachers so we know which families need more attention. We intend to invite these families in for regular meetings, so they feel heard and valued, and are able to participate in our decision-making process more directly.	5	4	5	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
50755720000000	Waterford Unified	3	Visual and Performing Arts Events, Awards Assemblies, Community Health Faire, Scholarship Nights, In Person Graduations, Athletic Events, Parent conferences, Report Card Nights, Class Dojo, IC Messenger, resources to support learning, active District English Language Advisory Committee (DELAC)	Professional learning to support staff in partnering with families, increased awareness for site ELAC	Placement of Public Information Analyst, continue to investigate / explore partnering capacity	Increased social media presence, branding, parental notifications via PeachJar in English & Spanish, district and site webpage updates and modernization, WUSD Web App, site events like picnic day, music and theater performances, community-wide events like Showcase, Tony Hoffman presentation, National Night Out, parent learning via PIQE, Friday Night Live club and events, early learning tools like Waterford Reading Academy, one to one devices for students, intervention and enrichment tools online.	Need for ongoing and increasing advocacy for special needs students	Regular meetings inviting speakers focused on key areas to address our educational partners, e.g. Community Advisory Committee	Parent involvement in SSC, DELAC, Ag Advisory, and Safety and Wellness committees, volunteerism at events like Love Waterford, Senior Interviews, return to implementation of family activities on campus	Partnering on planning and evaluation of family engagement activities and school program	Investigate / explore ways to work together with educational partners to plan, implement and evaluate as above	2	3	2	3	3	5	4	3	4	3	3	2	Met		15JUN2023	2023
50755725030317	Connecting Waters Charter	3	Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience.  To this end, students receive instructional methods and curriculum that meet their learning style needs. Parents work directly with their credentialed teacher to customize the students’ learning path, which means they not only have strong participation in the educational decisions for their child, but the success of their student depends on the parents being involved on a daily basis. Each year the parents are surveyed on the following questions.  The response chosen is the outcome with the highest marks.	Connecting Waters will continue to involve and students in key educational decisions and will continue to promote strengthening relationships through improving attendance in school engagement activities such as Parent Advisory Committees (PAC), parent trainings, and various parent feedback forums.	Connecting Waters will continue to make efforts for all students and families to be included in the self evaluation process. Due to the personalized learning structure, families are often more willing to engage in and participate with their teachers in the feedback process.	Connecting Waters is an independent study, personalized learning school. Students and parents work with a team of effective educators to provide a customized educational experience. See previous narrative describing the unique nature a personalized learning school ensures parent involvement.	Connecting Waters will be implementing additional ongoing training for teachers to increase effective strategies for discussing student progress and improved student outcomes using a Personalized Education Plan for each student.	Due to the personalized learning structure, the teacher, student and parent partnership is individualized to every student, including underrepresented families.	Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.	Our data analysis revealed that while parents are directly involved in their own student’s learning path, on a global level, schoolwide instructional decision making may need more attention for gathering stakeholder involvement. Additional work may be needed for our families to know about opportunities to provide input on policies and programs.   The LEA has created an active Parent Advisory Committee to increase parent involvement in schoolwide decision making.	Due to the personalized learning structure, the teacher, student and parent partnership regarding the student's education is individualized to every student, including underrepresented families, and, as a requirement of the Education Plan, all parties (student, parent and teacher) are part of the decision making in regards to structuring the Education Plan each year.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
50757390000000	Turlock Unified	3	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School Connectedness 5th       73% 7th       57% 9th       53% 11th     49% NT       63%  Caring Adult Relationships 5th       72% 7th       58% 9th       50% 11th     56% NT       50%  Parent Involvement in Schooling 5th       78% 7th       54% 9th       43% 11th     36% NT        54%  Parents feel welcome to participate at this school Elementary       63% Middle School  56% High School      62%  School staff treat parents with respect Elementary       95% Middle School  88% High School      87%  The District's strengths include the following: *Sites have monthly and ongoing meetings with parents (i.e. School Site Council, English Learner Advisory Committee Meetings, 2nd Cup of Coffee Meetings, and other types of parent meetings) *Sites hold parent events throughout the school year to educate parents on various topics (academic and enrichment) *Community Liaisons *Counselors *Newly opened Parent & Family Resource Center *Director of Communication, Family Engagement & Outreach *Coordinator of Equity Initiatives *District Parent Advisory Committee *District English Learner Advisory Committee *LCAP Process *Ongoing school-to-home communication (District & School Site Levels)	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School Connectedness 5th       73% 7th       57% 9th       53% 11th     49% NT       63%  Caring Adult Relationships 5th       72% 7th       58% 9th       50% 11th     56% NT       50%  Parent Involvement in Schooling 5th       78% 7th       54% 9th       43% 11th     36% NT        54%  Parents feel welcome to participate at this school Elementary       63% Middle School  56% High School      62%  School staff treat parents with respect Elementary       95% Middle School  88% High School      87%  Area(s) for improvement: The District will continue to focus on improved communication and in-person contact. Students at the secondary level feeling connected to school.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School Connectedness 5th       73% 7th       57% 9th       53% 11th     49% NT       63%  Caring Adult Relationships 5th       72% 7th       58% 9th       50% 11th     56% NT       50%  Parent Involvement in Schooling 5th       78% 7th       54% 9th       43% 11th     36% NT        54%  Parents feel welcome to participate at this school Elementary       63% Middle School  56% High School      62%  School staff treat parents with respect Elementary       95% Middle School  88% High School      87%  The District continues to improve engagement of underrepresented families with the continued position of Coordinator of Equity Initiatives and the position of Director of Communication, Family Engagement & Outreach.  Also, the District has opened a Parent & Family Resource Center in the 2023-2024 school year.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School Connectedness 5th       73% 7th       57% 9th       53% 11th     49% NT       63%  Caring Adult Relationships 5th       72% 7th       58% 9th       50% 11th     56% NT       50%  Parent Involvement in Schooling 5th       78% 7th       54% 9th       43% 11th     36% NT        54%  Parents feel welcome to participate at this school Elementary       63% Middle School  56% High School      62%  School staff treat parents with respect Elementary       95% Middle School  88% High School      87%  School keeps me well-informed about school activities Elementary       91% Middle School  83% High School      87%  The District's strengths include the following: *Sites have monthly and ongoing meetings with parents (i.e. School Site Council, English Learner Advisory Committee Meetings, 2nd Cup of Coffee Meetings, and other types of parent meetings) *Sites hold parent events throughout the school year to educate parents on various topics (academic and enrichment) *Community Liaisons *Counselors *Newly opened Parent & Family Resource Center *Director of Communication, Family Engagement & Outreach *Coordinator of Equity Initiatives *District Parent Advisory Committee *District English Learner Advisory Committee *LCAP Process *Ongoing school-to-home communication (District & School Site Levels)	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School Connectedness 5th       73% 7th       57% 9th       53% 11th     49% NT       63%  Caring Adult Relationships 5th       72% 7th       58% 9th       50% 11th     56% NT       50%  Parent Involvement in Schooling 5th       78% 7th       54% 9th       43% 11th     36% NT        54%  Parents feel welcome to participate at this school Elementary       63% Middle School  56% High School      62%  School staff treat parents with respect Elementary       95% Middle School  88% High School      87%  School keeps me well-informed about school activities Elementary       91% Middle School  83% High School      87%  Area(s) for improvement: The District will continue to focus on improved communication and in-person contact. Students at the secondary level feeling connected to school.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School Connectedness 5th       73% 7th       57% 9th       53% 11th     49% NT       63%  Caring Adult Relationships 5th       72% 7th       58% 9th       50% 11th     56% NT       50%  Parent Involvement in Schooling 5th       78% 7th       54% 9th       43% 11th     36% NT        54%  Parents feel welcome to participate at this school Elementary       63% Middle School  56% High School      62%  School staff treat parents with respect Elementary       95% Middle School  88% High School      87%  School keeps me well-informed about school activities Elementary       91% Middle School  83% High School      87%  The District continues to improve engagement of underrepresented families with the continued position of Coordinator of Equity Initiatives and the position of Director of Communication, Family Engagement & Outreach.  Also, the District has opened a Parent & Family Resource Center in the 2023-2024 school year.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School encourages me to be an active partner with the school in educating my child Elementary       89% Middle School  72% High School      76%  School actively seeks input of parents before making decisions Elementary       73% Middle School  56% High School      54%  The District and school sites continue to offer a variety of ways parents can become involved in the decision-making process (i.e. LCAP, ELAC, SSC, Parent Advisory Committee, DELAC).  The District's newly Parent & Family Resource Center.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School encourages me to be an active partner with the school in educating my child Elementary       89% Middle School  72% High School      76%  School actively seeks input of parents before making decisions Elementary       73% Middle School  56% High School      54%  Area(s) for improvement: Our goal is to continue to encourage parent participation in advisory groups and parent outreach.  We need to continue to make a concerted effort to reach out to parents and families.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School encourages me to be an active partner with the school in educating my child Elementary       89% Middle School  72% High School      76%  School actively seeks input of parents before making decisions Elementary       73% Middle School  56% High School      54%  The District continues to improve engagement of underrepresented families with the continued position of Coordinator of Equity Initiatives and the position of Director of Communication, Family Engagement & Outreach.  Also, the District has opened a Parent & Family Resource Center in the 2023-2024 school year.   The District continues to improve engagement of underrepresented families with the continued position of Coordinator of Equity Initiatives and the position of Director of Communication, Family Engagement & Outreach.  Also, the District has opened a Parent & Family Resource Center in the 2023-2024 school year.	5	5	5	4	4	5	5	4	5	5	4	4	Met		20JUN2023	2023
50757390124669	eCademy Charter at Crane	3	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School Connectedness 5th       73% 7th       57% 9th       53% 11th     49% NT       63%  Caring Adult Relationships 5th       72% 7th       58% 9th       50% 11th     56% NT       50%  Parent Involvement in Schooling 5th       78% 7th       54% 9th       43% 11th     36% NT        54%  Parents feel welcome to participate at this school Elementary       63% Middle School  56% High School      62%  School staff treat parents with respect Elementary       95% Middle School  88% High School      87%  The District's strengths include the following: *Sites have monthly and ongoing meetings with parents (i.e. School Site Council, English Learner Advisory Committee Meetings, 2nd Cup of Coffee Meetings, and other types of parent meetings) *Sites hold parent events throughout the school year to educate parents on various topics (academic and enrichment) *Community Liaisons *Counselors *Newly opened Parent & Family Resource Center *Director of Communication, Family Engagement & Outreach *Coordinator of Equity Initiatives *District Parent Advisory Committee *District English Learner Advisory Committee *LCAP Process *Ongoing school-to-home communication (District & School Site Levels)  eCademy's data is included in the Turlock USD reporting of local indicators.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School Connectedness 5th       73% 7th       57% 9th       53% 11th     49% NT       63%  Caring Adult Relationships 5th       72% 7th       58% 9th       50% 11th     56% NT       50%  Parent Involvement in Schooling 5th       78% 7th       54% 9th       43% 11th     36% NT        54%  Parents feel welcome to participate at this school Elementary       63% Middle School  56% High School      62%  School staff treat parents with respect Elementary       95% Middle School  88% High School      87%  Area(s) for improvement: The District will continue to focus on improved communication and in-person contact. Students at the secondary level feeling connected to school.  eCademy's data is included in the Turlock USD reporting of local indicators.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School Connectedness 5th       73% 7th       57% 9th       53% 11th     49% NT       63%  Caring Adult Relationships 5th       72% 7th       58% 9th       50% 11th     56% NT       50%  Parent Involvement in Schooling 5th       78% 7th       54% 9th       43% 11th     36% NT        54%  Parents feel welcome to participate at this school Elementary       63% Middle School  56% High School      62%  School staff treat parents with respect Elementary       95% Middle School  88% High School      87%  The District continues to improve engagement of underrepresented families with the continued position of Coordinator of Equity Initiatives and the position of Director of Communication, Family Engagement & Outreach.  Also, the District has opened a Parent & Family Resource Center in the 2023-2024 school year.  eCademy's data is included in the Turlock USD reporting of local indicators.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School Connectedness 5th       73% 7th       57% 9th       53% 11th     49% NT       63%  Caring Adult Relationships 5th       72% 7th       58% 9th       50% 11th     56% NT       50%  Parent Involvement in Schooling 5th       78% 7th       54% 9th       43% 11th     36% NT        54%  Parents feel welcome to participate at this school Elementary       63% Middle School  56% High School      62%  School staff treat parents with respect Elementary       95% Middle School  88% High School      87%  School keeps me well-informed about school activities Elementary       91% Middle School  83% High School      87%  The District's strengths include the following: *Sites have monthly and ongoing meetings with parents (i.e. School Site Council, English Learner Advisory Committee Meetings, 2nd Cup of Coffee Meetings, and other types of parent meetings) *Sites hold parent events throughout the school year to educate parents on various topics (academic and enrichment) *Community Liaisons *Counselors *Newly opened Parent & Family Resource Center *Director of Communication, Family Engagement & Outreach *Coordinator of Equity Initiatives *District Parent Advisory Committee *District English Learner Advisory Committee *LCAP Process *Ongoing school-to-home communication (District & School Site Levels)  eCademy's data is included in Turlock USD reporting of local indicators.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School Connectedness 5th       73% 7th       57% 9th       53% 11th     49% NT       63%  Caring Adult Relationships 5th       72% 7th       58% 9th       50% 11th     56% NT       50%  Parent Involvement in Schooling 5th       78% 7th       54% 9th       43% 11th     36% NT        54%  Parents feel welcome to participate at this school Elementary       63% Middle School  56% High School      62%  School staff treat parents with respect Elementary       95% Middle School  88% High School      87%  School keeps me well-informed about school activities Elementary       91% Middle School  83% High School      87%  Area(s) for improvement: The District will continue to focus on improved communication and in-person contact. Students at the secondary level feeling connected to school.  eCademy's data is included in Turlock USD reporting of local indicators.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School Connectedness 5th       73% 7th       57% 9th       53% 11th     49% NT       63%  Caring Adult Relationships 5th       72% 7th       58% 9th       50% 11th     56% NT       50%  Parent Involvement in Schooling 5th       78% 7th       54% 9th       43% 11th     36% NT        54%  Parents feel welcome to participate at this school Elementary       63% Middle School  56% High School      62%  School staff treat parents with respect Elementary       95% Middle School  88% High School      87%  School keeps me well-informed about school activities Elementary       91% Middle School  83% High School      87%  The District continues to improve engagement of underrepresented families with the continued position of Coordinator of Equity Initiatives and the position of Director of Communication, Family Engagement & Outreach.  Also, the District has opened a Parent & Family Resource Center in the 2023-2024 school year.  eCademy's data is included in Turlock USD reporting of local indicators.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School encourages me to be an active partner with the school in educating my child Elementary       89% Middle School  72% High School      76%  School actively seeks input of parents before making decisions Elementary       73% Middle School  56% High School      54%  The District and school sites continue to offer a variety of ways parents can become involved in the decision-making process (i.e. LCAP, ELAC, SSC, Parent Advisory Committee, DELAC).  The District's newly Parent & Family Resource Center.  eCademy's data is included in Turlock USD reporting of local indicators.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School encourages me to be an active partner with the school in educating my child Elementary       89% Middle School  72% High School      76%  School actively seeks input of parents before making decisions Elementary       73% Middle School  56% High School      54%  Area(s) for improvement: Our goal is to continue to encourage parent participation in advisory groups and parent outreach.  We need to continue to make a concerted effort to reach out to parents and families.  eCademy's data is included in the Turlock USD reporting of local indicators.	Turlock USD administered the California Healthy Kids Survey (grades 5,7, 9, and 11), the California School Parent Survey, and the California Staff Survey in the 2022-2023 school year.  Data from the surveys provided valuable feedback that support the District's LCAP Goals and Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  School encourages me to be an active partner with the school in educating my child Elementary       89% Middle School  72% High School      76%  School actively seeks input of parents before making decisions Elementary       73% Middle School  56% High School      54%  The District continues to improve engagement of underrepresented families with the continued position of Coordinator of Equity Initiatives and the position of Director of Communication, Family Engagement & Outreach.  Also, the District has opened a Parent & Family Resource Center in the 2023-2024 school year.   The District continues to improve engagement of underrepresented families with the continued position of Coordinator of Equity Initiatives and the position of Director of Communication, Family Engagement & Outreach.  Also, the District has opened a Parent & Family Resource Center in the 2023-2024 school year.  eCademy's data is included in Turlock USD reporting of local indicators.	5	5	5	4	4	5	5	4	5	5	4	4	Met		20JUN2023	2023
50757390131185	Fusion Charter	3	One of Fusion Charter’s greatest strengths is our dedicated and caring staff. During the 2022-2023 school year our staff engaged in additional professional development in assessment and social-emotional approaches, with a focus on building rapport individually and in group circles. Teachers are trained in the use of our parent communication system, ParentSquare, and are able to communicate through the program to parents in their chosen language. All students upon enrollment in Fusion participate in an orientation, which includes participation in a circle with their parent/guardian. They are given a tour of the school and meet staff such as the counselor, campus supervisor and their teacher. Parents are invited to our monthly Site Council meetings. Parents were surveyed 3 times this year and were asked questions in regards to upcoming events, student services and have an opportunity to provide Fusion with general input.  We held a well attended Open House event in the fall.  We had a School Choice event in the early spring in which many families and community members attended.  We also held the premier of our Talking Circles video series in which we had a high attendance of families and community members.	Fusion will have a renewed focus on home visits to give Fusion personnel an opportunity to promote school and community support for students in need of improved school attendance. Students and their family members will also receive information about transportation options, check for adequate internet access for chromebooks issued by the school, and receive invitations to extracurricular activities that increase connectedness to school. We will collect data about improved school attendance and increased parental involvement in school activities following the visits.	In conjunction with Fusion’s Community Schools planning process, underrepresented families will be invited to participate in the Steering Committee and other activities to promote the collaboration between school and home.	Fusion applied for and was granted the planning funds for Community Schools and we have begun the process of collaborating with college and vocational programs.	Our focus areas are Social-Emotional learning and preparation for future careers and other adult life skills. We will also focus on preparing the school to be a community hub for our families.	Fusion’s new community schools coordinator, to be hired during the 23-24 school year, will prioritize contact with and improve resources for underrepresented families.	We provide many opportunities for our educational partners to provide input towards Fusion Charters decision making. Parents are invited to attend our Monthly Site council meetings as are our students and especially our student council members. Parents are also surveyed through phone calls at least twice a year. Many of our parents are Spanish speakers and we are fortunate to have bilingual staff. Staff members participate in ongoing strategic planning on Friday afternoons throughout the year. The Fusion Leadership Team meets weekly to prepare plans and agendas for meetings.	Our focus area for improvement is in encouraging parents and community members to attend our site council and advisory meetings. We currently have success in regards to the attendance of our family events.	The Community Schools grant will provide for a coordinator to address the engagement of underrepresented families.	5	5	4	5	4	3	3	3	3	3	4	3	Met		30JUN2023	2023
51105120000000	Sutter County Office of Education	3	School staff communicate through a variety of means to foster and maintain relationships that are beneficial to the students. Communication happens using multiple methods. Such as:    fliers mailers mass phone calls Parent Connect messaging individual phone calls invitations to participate in Parent Advisory Meetings emails text messages home visits	23-24 FRA Local Indicator Template - Google Docs	FRA will look to engage in training to align practices with a practice of appreciation and respect that recognizes the spectrum of diversity we are now seeing on campus. Goals would include but are not limited to:  Survey stakeholders for topics: Survey families to see what they need to help support their students. Survey teachers to see what they need most from the families at home. Developing topics is about listening to the needs of parents and playing a role in providing those needs. Make meetings inclusive.  Provide translators for all events, and meetings that ensure parents can learn and understand what is happening at the school.  Explore what underrepresentation is and learn how to recognize it and how to ensure all voices are heard.	Family engagement has improved recently to help foster and motivate students to increase student achievement. School staff communicate through a variety of means to foster and maintain relationships that are beneficial to the students. It has been reported by educational partners that having multiple methods of communication opportunities has helped in relaying information to families.  This has been identified as a strength of FRA. Frequent communication invites to parent conferences, back-to-school night, and home visits to support youth has been important in building partnerships at FRA.	Through input gathered from surveys of our different educational partners, there are a few focus areas that we will be addressing. These areas include addressing building capacity with staff, identifying the conditions integral to successful school-family partnerships, and providing more opportunities for family engagement at school. We will address the concerns by identifying the challenges, providing more opportunities for family engagement, identifying policy and making it consistent, and building the capacity of both staff and families to engage in meaningful relationships that will help influence student outcomes in a positive way.	FRA will address the concerns by identifying the challenges, providing more opportunities for family engagement, identify and creating policy and making it consistent, and building the capacity of both staff and families to engage in meaningful relationships that will help influence	The level of engagement strategies that are being implemented at FRA. Parents celebrate the relationships that are built at school and the attempts to engage with families through the many means of communication, such as home visits, parent square, emails, phone calls, and transportation provided for students.	FRA will look to engage in training to align practices with a practice of appreciation and respect that recognizes the spectrum of diversity we are now seeing on campus. Goals would include but are not limited to:  Develop ethical and effective techniques for supporting and engaging with educational partners. Explore what underrepresentation is and learn how to recognize it and how to ensure all voices are heard.  Know how to translate this new learning into consistent practice.	FRA will send out personal reminders to parents via multiple forms of communication such as Parent Square, personal phone call, email, social media, home visits, surveys, volunteer opportunities, family nights/back to school, and letters so parents are given every opportunity to partake in the engagement of the school community.	4	3	3	4	4	3	3	3	3	3	3	3	Met		22JUN2023	2023
51105120138040	AeroSTEM Academy	3	AeroSTEM Academy recognizes the importance of building relationships with families to support the education of all students. Parents are regularly surveyed for feedback and the needs of the family and student. This information guides the decisions being made and how we approach things like our schedule, our meal program, our pickup times, and classes we offer. We use communication methods such as Parent Square, email, Google Classroom announcements, social media postings, all calls, and text messages to regularly communicate with parents everything from missing assignments in individual classes to school wide events. Through our 2023 parent survey, we have identified strengths and areas of progress (percent of parents marking Agree or Strongly Agree): ? The school is a friendly, welcoming environment: All: 87.5%, Low-Income: 100%, SPED 100% ? There is two-way communication between home and school: All: 62.5%, Low-Income: 75%, SPED 100% ? Communication from the school is understandable and accessible: All: 75%, Low-Income: 75%, SPED 100% ? Our family feels a sense of belonging and connectedness to the school: All: 68.75%, Low-Income: 75%, SPED 100% ? Survey response from families of Low-income students: &lt;5% ? Survey response from families of Students with Disabilities: &lt;1% ? Survey response from English learner families: 0%	We have identified 2-way communication as the area of improvement for the 2023/24 school year.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families.   We have added Goal 2, Action 2.2 Communication and Parent Engagement to our 2023/24 LCAP to direct our work to build relationships between school staff and all families but especially underrepresented families. This action will include monthly communication to parents, Back to School Night and Open House, a communication tools chat system through our web site, frequent educational partner surveys, translations as needed, seeking parents to be members of advisory groups, and an office staff member for parent coordination and outreach.	Parents are an integral part of the AeroStem community. Back to School Night provides an opportunity for teachers to introduce grade-level curriculum and expectations as well as resources for home. At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights. During Parent/Teacher Conferences held in November each year, teachers, parents, and students meet to discuss student progress and plan for improved student outcomes. Results from a spring 2023 survey (percent of parents marking Agree or Strongly Agree): ? I have been given different options that I can be involved with the school: All: 75%, Low-Income: 100%, SPED 100% ? The school encourages me to be an active partner in educating my child: All: 25%, Low-Income: 75%, SPED 100% ? I receive information on what my child should learn at each grade level: All: 37.5%, Low-Income: 75%, SPED 50% ? I receive information about what I can do at home to help my child improve or advance his/her learning: All: 18.75%, Low-Income: 50%, SPED 0%	Based on educational partner input, we have identified the need to improve in providing families with information on what their child should learn at each grade level and resources to support student learning and development in the home as an area of focus.	Our families don’t feel they receive information about what their child should learn and what they can do at home to help their child improve or advance his/her learning. During Back-to-School Night and Parent Conferences we will discuss grade level curriculum and expectations and share resources for home. Teachers will reach out to all parents, especially underrepresented parents, to encourage attendance at Back-to-School Night and Parent Conferences. Translations will be provided as necessary	Each year as we develop our LCAP a survey is sent to educational partners for feedback. Spring 2023 results: ? I have been given different options or ways that I can be involved with the school: All: 75%, Low-Income: 100%, SPED 100% ? I have the opportunity to participate in decision making committees (School Site Council, governing board meeting, parent advisory group, Parent Club): All: 62.5%, Low-Income: 75%, SPED 100% ? I have opportunities to provide input on school policies and programs: All: 31.25%, Low-Income: 50%, SPED 50%	Parents don’t feel that they have opportunities to provide input on school policies and programs. This will be our area of focus for improvement in the 2023/24 school year.	In the 2023/24 school year AeroSTEM will focus on outreach efforts with our educational partners. We will begin by informing parents of the advisory groups associated with AeroSTEM and the ways in which educational partners can take part in decision-making. We will actively seek members for our advisory groups.	3	5	3	4	4	3	3	3	2	3	2	2	Met		26JUN2023	2023
51105120140152	Pathways Charter Academy	3	School staff communicate through a variety of means to foster and maintain relationships that are beneficial to the students. Communication is used in multiple methods. Such as:    Fliers Mailers Mass phone calls Parent Square messaging Individual phone calls Invitations to participate in Parent Advisory Meetings Emails Text messages Home visits Social Media	Many families have struggled with their relationship with the schools their child has attended for a variety of reasons. Communication breakdown is one of the most common reasons that parents struggle in building a relationship with the school community. Transportation is a barrier to getting families to school events and parent meetings. Historically parents have reported concerns that there are not enough opportunities to participate because of limitations on getting transportation. PCA has attempted to use school resources to help parents with transportation.  Some events are also implemented with technology such as Zoom so participation is much more accessible.   Additionally, it has been shared that a feeling of cultural understanding and equity is a concern for families. Equity and cultural sensitivity will be an area of focus.	PCA will look to engage in training to align practices with a practice of appreciation and respect that recognizes the spectrum of diversity we are now seeing on campus. Goals would include but are not limited to:  Survey stakeholders for topics: Survey families to see what they need to help support their students. Survey teachers to see what they need most from the families at home. Developing topics is about listening to the needs of parents and playing a role in providing those needs. Make meetings inclusive.  Provide translators for all events, and meetings that ensure parents can learn and understand what is happening at the school.  Explore what underrepresentation is and learn how to recognize it and how to ensure all voices are heard.	Family engagement has grown recently to help foster and motivate students to increase student achievement. School staff communicate through a variety of means to foster and maintain relationships that are beneficial to the students. It has been reported by educational partners that having multiple methods of communication opportunities has helped in relaying information to families.  This has been identified as a strength of PCA. Frequent communication invites to parent conferences, back-to-school night, and home visits to support youth has been important in building partnerships at PCA.	Through input gathered from surveys of our different educational partners, there are a few focus areas that we will be addressing. These areas include addressing building capacity with staff, identifying the conditions integral to successful school-family partnerships, and providing more opportunities for family engagement at school. We will address the concerns by identifying the challenges, providing more opportunities for family engagement, identifying policy and making it consistent, and building the capacity of both staff and families to engage in meaningful relationships that will help positively influence student outcomes.	PCA will address the concerns by identifying the challenges, providing more opportunities for family engagement, identifying and creating policy and making it consistent, and building the capacity of both staff and families to engage in meaningful relationships that will help influence	The level of engagement strategies that are being implemented at PCA. Parents celebrate the relationships that are built at school and the attempts to engage with families through the many means of communication, such as home visits, parent square, emails, phone calls, and transportation provided for students.	PCA will look to engage in training to align practices with a practice of appreciation and respect that recognizes the spectrum of diversity we are now seeing on campus. Goals would include but are not limited to:  Develop ethical and effective techniques for supporting and engaging with educational partners. Explore what underrepresentation is and learn how to recognize it and how to ensure all voices are heard.  Know how to translate this new learning into consistent practice.	PCA will give personal reminders for survey opportunities using phone calls, email, social media, and parent square (Kelvin and Panorama) to ensure input opportunities are taken advantage of.	4	3	3	4	4	3	3	3	3	3	3	3	Met		22JUN2023	2023
51713570000000	Brittan Elementary	3	For the 2022-2023 School year, our educational partners felt that we made significant improvements towards communication with our families.  Recorded Friday messages from the Principal happened every week, which summarized and highlighted important events happening around campus.  Teachers also used either ClassDojo or Remind to communicate with families about issues that occurred or upcoming events.  These are additions to emails, phone calls, and Catapult messages that were also sent out throughout the year.  Brittan continues to utilize Professional Learning Communities during minimum days to strengthen our collaboration, which led to the development of intervention programs, school events and focused on how to directly assist those students with learning loss.	Additional support during our set PLC collaboration time to ensure that communications are being completed routinely and consistently within grade levels for our SITE.  Providing structured time and setting clear parameters for this communication is key too, which will be another focus area for the 2023-2024 school year. We will also focus on increasing our educational foundation in Tier I instruction.  We will work together with families to get back on track with attendance and the importance and value of establishing a strong academic foundation.	It is the goal of the district to offer clear, concise, and effective communication between all of our families throughout the school year.  Communication is crucial when developing a strong and healthy relationship and we will continue to work on improving our methods of communication to all families, and encouraging collaboration with them in regards to their education of their child/children.	During the 2022-2023 school year, our staff worked towards full implementation in building partnerships for student outcomes.  In our PLC groups and grade level meetings, data was analyzed and discussed to guide instruction and build our intervention groups.  We will continue to offer intervention for ELA and Math and drive those programs based on data from each grade level.	Our focus area for the 2023-2024 school year will continue to be improvements in our Math and Reading intervention.  Additionally, we will be focusing on improving our overall Tier I instruction.  Our hope is to increase our writing and classroom expectations.  During the 2022-2023 school year, our Reading intervention program was not implemented the way we had originally planned, and therefore was harder to manage as in previous years. With that being said, we made sure that our Math and Reading intervention programs will be staffed and structured as originally intended for the 2023-2024 school year.  Both will better fit the needs of our students, families and staff.	We will continue to focus on building and fostering  SEL and Executive Functioning strategies in our everyday lessons.  We will partner with the County to provide school counselors and a behaviorist that will also offer additional support to our struggling students.  Our Designated ELD program will continue to offer support to students, families and staff.	During the 2022-2023 school year, our educational partners believe that this is an area that we drastically improved.  Our LEA rated us at the full implementation stage versus the beginning development stage (2021-2022 school year) in this area. Our strengths as a district in this area are based on having the foundation set for encouraging input in decision making. We made this growth by holding monthly meetings with our educational partners (SITE, BPAC & Guided Coalition) throughout the entire school year.  This transparency increased collaboration and communication and allowed everyone to take an active part in stating concerns and creating solutions together.	The growth in this area is directly related to our previous focus area(s) for improvement which included: scheduled SITE and committee meetings, routine process for each meeting, and a systematic approach and tool to better serve our school district.  The data collected in this area from all of our educational partners is reflective that this focus area worked. We will continue with this for the 2023-2024 school  year.	We will continue to establish a set time for SITE Counsel to meet.  We have a returning board and will continue to invite and include more parents to our SITE Counsel team as well. We will continue to hold our PLC meetings, as well as our guided coalition meetings to better meet the needs of our students, staff and families.  At these meetings, we will ensure that information is presented and discussed to keep all educational partners informed and a part of the ongoing self-reflection process.	4	5	3	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
51713650000000	Browns Elementary	3	BESD is dedicated to building relationships with families to support the education of all students and we have identified several strengths and areas of progress.  Our efforts are evident on campus and in survey results (percent of parents marking Agree or Strongly Agree): • The school is a friendly, welcoming environment:  95.5% • There is two-way communication between home and school:  95.5% • Communication from the school is understandable and accessible:  100% • Our family feels a sense of belonging and connectedness to the school:  95.5% • Survey response from Socio-economically Disadvantaged families:  39% • Survey response from English learner families:  25% LCAP Goal 2, Create a safe and healthy environment in which staff, students, and families will be engaged, connected, and active participants in the school community, guided our plans during the  2022/23 school year to increase family engagement opportunities.  Family engagement opportunities included:  the Labor Day Parade, Back to School Night, Family Literacy Night, Halloween Carnival, Holiday Celebration, Parent/Teacher conferences, and Open House.  We increased feedback opportunities for families by placing a suggestion box in the office, offering incentives for completing surveys, providing help with completing surveys, and made regular check-ins with families and parent groups.  A staff member served as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families felt comfortable engaging with the staff and school.  Parents were encouraged to participate in our School Site Council (SSC) and Parents Club.  Back-To-School Night, Parent/Teacher conferences, and SST and IEP meetings encouraged development of relationships between staff and parents.  During Parent/Teacher conferences we built in time for parents to communicate their goals for their child.  Each meeting opportunity created a more welcoming school environment, supported relationship building, and offered parents a chance to engage in 2-way communications.	Through LCAP Goal 2, Action 2.1 Family Engagement/Communication, we have increased communication from the school in an effort to engage families.  Survey results indicate that families think that communication is a strength, however, we have identified the need to increase opportunities for 2-way communication especially among our English learner families (25% survey response).  We would like more parents to respond to our surveys and provide feedback, especially parents of English learners.  We will explore methods of making parents of underrepresented students, especially English learners feel more welcome and comfortable at the school and find ways to encourage them to participate and express their opinions.	The district has developed a three-year plan to improve our partnership with underrepresented families.  Actions include: • Professional development opportunities for staff that focus on practices for working with underrepresented families • Increasing feedback opportunities such as Coffee with the Principal, a suggestion box in the office, incentives for completing surveys, help with completing surveys, etc.   • Identification of a staff member to serve as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families feel comfortable engaging with the staff and school. • During Parent/Teacher conferences we will build in a time for parents to communicate their goals for their child   During the 2022/23 school year, many of these actions were put in place with positive results.  Therefore, we will continue with this plan in 2023/24.	The district has systems in place for staff to partner with families.  A staff member served as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families felt comfortable engaging with the staff and school.  Back to School Night provides an opportunity for teachers to introduce grade-level curriculum and expectations as well as resources for home.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  During Parent/Teacher Conferences held in November each year, teachers, parents, and students (in some grade levels ) meet to discuss student progress and plan for improved student outcomes.  During Parent/Teacher conferences we built in time for parents to communicate their goals for their child.  Results from a spring 2023 survey (percent of parents marking Agree or Strongly Agree): • Parents feel welcome and are encouraged to participate at school:  95.5% All, 90% Underrepresented Students • The school encourages me to be an active partner in educating my child:  86.4% All and 80% Underrepresented         Students • I receive information on what my child should learn at each grade level:  91% All, 88% Underrepresented Students • I receive information about what I can do at home to help my child improve or advance his/her learning:  86.4% All, 80% Underrepresented Students.	Our work during the 2022/23 school year to make sure parents receive information on what their child should learn at each grade level was evident on the spring 2023 survey (91% in 2023 compared to 84.2% in 2022).  However, we still need to improve in providing families with information and resources to support student learning and development in the home.  Fewer parents of underrepresented students say they receive information about what they can do at home to help their child improve or advance his/her learning (86.4% All,  80% Underrepresented Students).	Our underrepresented families don’t feel they receive information about what they can do at home to help their child improve or advance his/her learning (86.4% All, 80% Underrepresented Students).  The district’s three-year plan to improve our partnership with underrepresented families will support improvement in this area.  Actions include: • Professional development opportunities for staff that focus on practices for working with underrepresented families. • Increasing feedback opportunities such as Coffee with the Principal, a suggestion box in the office, incentives for completing surveys, etc.   • Identification of a staff member to serve as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families feel comfortable engaging with the staff and school.  • Providing translations as necessary  • Having teachers reach out to underrepresented families to personally invite them to attend Family Nights. • Giving out standards brochures for each grade level to parents at Back to School Night • Sending home curriculum based newsletters • Offering Family Night activities focused on activities families can do at home to support their child’s learning During the 2022/23 school year we increased feedback opportunities for families by placing a suggestion box in the office, offering incentives for completing surveys, providing help with completing surveys, and made regular check-ins with families and parent groups.  A staff member served as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families felt comfortable engaging with the staff and school.  During Parent/Teacher conferences we built in time for parents to communicate their goals for their child.  We provided translations as necessary.  Teachers and office staff reached out to underrepresented families to personally invite them to attend Family Nights.  We sent home curriculum based newsletter and offered Family Night activities focused on activities families can do at home to support their child’s learning (STEM Family Night, Literacy Night).  These actions are incorporated into our LCAP Goal 2, Action 2.1 Family Engagement/Communication and were well-received and will continue in the 2023/24 school year.	Our LCAP Goal 2, Action 2.1 Family Engagement and Communication, supported our efforts to seek input from educational partners for decision making and have resulted in an increase in Seeking Input For Decision Making from 4 (Full Implementation) on the questions, Rate the LEA’s progress in building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision-making and Rate the LEA’s progress in building the capacity of and supporting family members to effectively engage in advisory groups and decision-making to 5 (Full Implementation and Sustainability).  We also increased in Rate the LEA’s progress in providing all families with opportunities to provide input on policies and programs, and implementing strategies to reach and seek input from any underrepresented groups in the school community from 3 (Initial Implementation) to 4 (Full Implementation).  Our efforts are also evident in survey results (percent of parents marking Agree or Strongly Agree): • I have been given different options or ways that I can be involved with the school:  86.4% All, 80% Underrepresented Students • I have the opportunity to participate in decision making committees (School Site Council, governing board meeting, parent advisory group, Parent Club):  90.9% All, 90% Underrepresented Students • I have opportunities to provide input on school policies and programs:  81.9% All, 70% Underrepresented Students  We give an overview of the make-up and function of the Board of Trustees, School Site Council, and Parent’s club at the beginning of the school year at Back to School Night.  We remind parents that meeting agendas are posted on the website and encourage parents to attend if there are topics of interest and we provide translations when necessary.  Parents are encouraged to attend monthly board meetings where policies and procedures are discussed and put into place.  Monthly School Site Council/LCAP Advisory meetings are open to all interested educational partners and a critical source of feedback for the district.  We make parents aware of the connection between survey results and LCAP goals and actions.	Parents, but especially underrepresented families, don’t feel that they have opportunities to provide input on school policies and programs (81.9% All, 70% Underrepresented Students).  This will be our area of focus for improvement in the 2023/24 school year.	The district has developed a three-year plan to improve our partnership with underrepresented families.  This plan will increase the engagement of underrepresented families in Seeking Input for Decision-Making.  Actions include: • Professional development opportunities for staff that focus on practices for working with underrepresented families. • Increasing feedback opportunities such as Coffee with the Principal, a suggestion box in the office, incentives for completing surveys, etc.   • Identification of a staff member to serve as a contact person for underrepresented families to provide resources, share information about the school, and ensure that families feel comfortable engaging with the staff and school  • To support an increase in the number of families who feel that they have opportunities to provide input on school policies and programs we will: o Give an overview of the make-up and function of the Board of Trustees, School Site Council, and Parent’s Club at the beginning of the school year o Remind parents that meeting agendas are posted on the website and encourage parents to attend if there are topics of interest o Provide translations when necessary o Make parents aware of the connection between survey results and LCAP goals and actions	5	5	5	5	5	5	5	5	5	5	4	4	Met		15JUN2023	2023
51713730000000	East Nicolaus Joint Union High	3	ENHS strengths in building partnerships for student outcomes between all of our educational partners through the following ways: - Two way school to home communication (AERIES, CATAPULT, Newsletters, Weekly Messages, Social Media: Facebook, Instagram, School Website. all school events, monthly coffee with administration, school site council, and parent booster clubs  - Relationships with families and community: all school events, Our community is involved in our school the following ways: in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings.	Engagement in community outreach at events.	ENHS has really focused on creating a positive climate and culture. All of our school educational partners have committed to making sure that our climate and culture change for the better. We are deeply proud of our efforts that our climate and culture has remained relatively positive even in the face of the complexity and chaos of the Covid-19 Pandemic.  East Nicolaus High School being a small rural school with roughly 300 students allows us for frequent interaction with and input from all educational partners. The administrative team (Superintendent, Principal, and Director of Student Guidance) are deliberately accessible on campus during the school day and at all events and input is solicited for our school at these events. Our school site council which meets to inform our school work and to discuss our site goals. Students have been surveyed and asked to give input on the school community/environment. Staff is able to come and have meaningful conversations with the administrators on topics of their interest that can better support the school for ongoing improvement.  ENHS has a leadership class (student government) that is made up of all the grade levels and during this class the students plan and come up with ways to promote student involvement. During this class the students are able to meet with the leadership teacher and school administration whenever needed to discuss school rules, events, or ideas that they have to further the school.  With being a small school our local school community and ENHS Alumni are involved in our school at events and are able to access our school administration during this time or can come onto campus to talk with school officials. Our community is involved in our school the following ways: in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings.  We offer translation services for families to communicate in their native languages to have input in all activities and events at East Nicolaus High School.	ENHS has really focused on creating a positive climate and culture. All of our school educational partners have committed to making sure that our climate and culture change for the better. We are deeply proud of our efforts that our climate and culture has remained relatively positive even in the face of the complexity and chaos of the Covid-19 Pandemic.  East Nicolaus High School being a small rural school with roughly 300 students allows us for frequent interaction with and input from all educational partners. The administrative team (Superintendent, Principal, and Director of Student Guidance) are deliberately accessible on campus during the school day and at all events and input is solicited for our school at these events. Our school site council which meets to inform our school work and to discuss our site goals. Students have been surveyed and asked to give input on the school community/environment. Staff is able to come and have meaningful conversations with the administrators on topics of their interest that can better support the school for ongoing improvement.  ENHS has a leadership class (student government) that is made up of all the grade levels and during this class the students plan and come up with ways to promote student involvement. During this class the students are able to meet with the leadership teacher and school administration whenever needed to discuss school rules, events, or ideas that they have to further the school.  With being a small school our local school community and ENHS Alumni are involved in our school at events and are able to access our school administration during this time or can come onto campus to talk with school officials. Our community is involved in our school the following ways: in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings.	Based on the analysis of educational partner input and local data, East Nicolaus has identified specific focus areas for improvement in building partnerships for student outcomes. These areas require attention and targeted efforts to further enhance the collaborative approach and maximize the impact on student success. Some of the focus areas for improvement may include: 1. Strengthening Parent and Family Engagement: The district aims to further strengthen parent and family engagement by implementing strategies to increase participation and involvement. This may involve exploring innovative ways to reach out to families, providing clear communication channels, and offering a variety of opportunities for parents to actively contribute to decision-making processes and student support initiatives. 2. Expanding Community Partnerships: East Nicolaus recognizes the importance of expanding and diversifying community partnerships to broaden the range of resources and opportunities available to students. The district aims to collaboration with local organizations, businesses, and agencies that can contribute expertise, mentorship, internships, and other enriching experiences to support student outcomes. 3. Professional Development Opportunities: East Nicolaus aims to provide professional development opportunities for staff members. The district recognizes the importance of equipping educators with the necessary skills and knowledge to foster strong partnerships for student outcomes. Professional development may include training on effective collaboration techniques, and data-informed decision-making. 4. Strengthening Data-Informed Decision Making: The district seeks to further strengthen its use of data to inform decision-making processes related to student outcomes. This includes improving data collection and analysis practices, utilizing data to identify areas of improvement, and translating data insights into actionable strategies and interventions.	Based on the analysis of educational partner input and local data, East Nicolaus has recognized the importance of improving the engagement of underrepresented families in relation to building partnerships for student outcomes. The district is committed to implementing targeted strategies to address the unique needs and challenges faced by these families, ensuring their active participation and inclusion. Some of the key approaches and initiatives include:  1. Language Access and Communication: Recognizing the importance of language access, the district will provide comprehensive language support for underrepresented families. This can include offering interpretation services, translated materials, and multilingual staff members who can bridge the language barrier and facilitate meaningful communication and engagement.	ENHS strengths in seeking input in decision making between all of our educational partners through the following ways: - Two way school to home communication (AERIES, CATAPULT, Newsletters, Weekly Messages, Social Media: Facebook, Instagram, School Website. all school events, monthly coffee with administration, school site council, and parent booster clubs - Input for decision making and building Relationships with families and community happens and takes place at all of the following: all school events, Our community is involved in our school the following ways: in our AG department through our AG Advisory Meetings, through athletic events, school community events (Back to School Night, New Student Orientation, Homecoming/Court Warming, Labor Day Parade, assemblies, Cap and Gown Event, Graduation, FFA Easter Event, FFA Primary School Basketball, Tournament, ENHS Love of the Game Basketball Tournament, ENHS Booster Club) and board meetings.	Based on the analysis of educational partner input and local data, East Nicolaus has identified specific focus areas for improvement in seeking input for decision-making. These areas require attention and targeted efforts to enhance the engagement of stakeholders and ensure their perspectives are effectively incorporated into the decision-making processes. Some of the focus areas for improvement may include: 1. Improving Outreach and Engagement Strategies: East Nicolaus recognizes the need to improve outreach and engagement strategies to reach a broader range of stakeholders. This may involve exploring new communication channels, utilizing technology platforms, and implementing targeted outreach efforts that consider the diverse needs, and preferences of stakeholders.  2. Enhancing Feedback Mechanisms: The district aims to establish more robust feedback mechanisms that facilitate meaningful and timely input from stakeholders. This may involve developing surveys, hosting focus groups, conducting meetings, or utilizing digital platforms for collecting feedback. The district will prioritize transparency and responsiveness in addressing the feedback received. 3. Strengthening Collaboration and Co-Creation: East Nicolaus seeks to enhance collaboration and co-creation with stakeholders. This involves establishing processes and structures that enable stakeholders to actively participate in the decision-making process from the early stages. The district aims to foster a sense of ownership and shared responsibility among stakeholders, ensuring decisions are made collectively. 4. Building Capacity for Stakeholder Engagement: The district recognizes the importance of building the capacity of stakeholders to effectively engage in decision-making processes. This may involve providing training, resources, and support to stakeholders to enhance their understanding of the education system, decision-making processes, and effective ways to contribute their input.	Based on the analysis of educational partner input and local data, East Nicolaus has identified the importance of improving the engagement of underrepresented families in seeking input for decision-making processes. The district is committed to implementing strategies that specifically address the barriers and challenges faced by these families, ensuring their meaningful participation and representation. Some of the key approaches and initiatives include: 1. Language Access and Communication: Recognizing the importance of language access, East Nicolaus will provide comprehensive language support for underrepresented families. This can include offering interpretation services, translated materials, and multilingual staff members who can facilitate effective communication and ensure that language is not a barrier to meaningful participation. 2. Capacity Building and Empowerment: East Nicolaus will offer capacity-building opportunities for underrepresented families, equipping them with the knowledge and skills necessary to actively engage in decision-making processes. This may involve providing workshops, training sessions, and resources on the education system, decision-making processes, and effective ways to provide input.	5	3	5	3	5	3	5	5	3	3	2	5	Met		08JUN2023	2023
51713810000000	Franklin Elementary	3	FESD takes pride in offering a welcoming environment for students, families, staff, and the community.  Parents’ Club supports our efforts by hosting activities throughout the year including, a Fall Carnival, Donuts with Dad, Muffins with Mom, Red Truck Diner, and an Ice Cream Social.  These events are family oriented and well attended by all, including underrepresented families.  The school welcome visitors and encourages parent volunteers.  Parent comments on surveys praise the leadership and staff for their dedication, responsiveness, and obvious care for the students and the school.  The school is viewed as a welcoming, inclusive environment for students and families.  A survey is sent home each spring to ascertain the needs of all families.  Spring 2023 survey results: • My child trusts teachers and the school staff:  96.21% (99.15% in 2022) • I feel welcome when I come to this school:  100% (99.15% in 2022) • The school is good about staying in touch with me:  99.24% (97.45% in 2022) • Staff members are accessible to communicate with parents:  97.75% (95.61% in 2022)	Based on analysis of educational partner feedback and state and local data, our area of focus will be in improving 2-way communication between families and educators in a way that is understandable and accessible to families.	The district has developed a plan to improve engagement of all families, but especially underrepresented families.  Our Site Council/Parent Advisory Committee discusses topics related to Building Relationships and gives suggestions to address barriers for families.  Each year we implement a few actions and evaluate the results.  To improve in Building Relationships Between School Staff and Families, we will: • Explore/implement professional development activities related to building relationships with families.   • Continue to communicate with families and provide translations when needed. • Seek out ways to encourage families to communicate with staff. • During Parent/Teacher conferences we will build in a time for parents to communicate their goals for their child.	"FESD offers several avenues for staff and families to partner to improve student outcomes.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  A welcome back kindergarten meeting is held before school starts to introduce new parents to Franklin School.  During Back to School Night (BTSN) and parent conferences, curriculum and grade level standards are reviewed to increase parent understanding of expectations and requirements.  Parent/teacher conferences are scheduled for all families during an entire week in November.  Two days in March are also set aside for parent/teacher conferences.  Parents can request a conference at any time during the school year.  Student Study Team (SST) meetings are scheduled once a month (multiple meetings on the same day) to address concerns regarding the social/emotional or academic status of students.    A Monday newsletter goes home weekly highlighting the ""happenings"" at Franklin School.  Translators are available for parent/teacher conference and scheduled ELAC meetings.  Two staff members are available to help with Spanish speaking parents if they come to the office or call the school.  Survey results:  • My involvement in my child’s education is valued at my school:  97.74% (98.29% in 2022) • I understand what my child is expected to learn in each subject:  93.24 (97.46% in 2022) • I receive information on what I can do at home to help my child:  81.82% (90.68% in 2022)"	FESD has identified a focus area for improvement to be, Providing families with information and resources to support student learning and development in the home.	To improve engagement of underrepresent families in Building Partnerships for Student Outcomes, we will: • Give out standards brochures for each grade level to parents at Back to School Night • Send home curriculum based newsletters • Send resources/links to parents with some learning at home tips.  Post resources/links on web-site • Include information about learning at home in the Monday newsletter	Parents are an integral part of Franklin School and their involvement in advisory groups (Site Council, LCAP Advisory, and ELAC) is valued and is an important source of feedback for the district.  At the beginning of the school year, advisory group meetings are scheduled and meeting dates are posted on our calendar on the school web-page.  Many on these groups meet monthly and are open to all parents.  Reminders for meetings are included in our Monday newsletter and agendas are posted on our web-site.  Parents are encouraged to join Parents’ Club and participate in their meetings and activities.  School Board meeting agendas are posted and parents are encouraged to attend.  A survey with questions about all aspects of the school is sent home each spring.  This information is used to guide the LCAP and program decisions.  In the spring, several advisory group meetings focus on reviewing district data including student achievement, survey results, and district needs.  Potential actions for the upcoming LCAP are discussed for consideration.	Based on educational partner input and local data, the district’s focus for Seeking Input for Decision-Making will be to increase participation in ELAC meetings.	To improve engagement of underrepresented families in Seeking Input for Decision-Making we will have translators call parents to invite them to ELAC meetings.  We will explore methods of encouraging families to attend meetings such as giving raffle tickets to parents for each meeting they attend and at the end of year we will draw a ticket for a prize.	4	5	4	3	4	4	4	4	4	4	4	4	Met		28JUN2023	2023
51713990000000	Live Oak Unified	3	Office staff are warm and welcoming.  Bilingual staff are at each school site to provide access for families.  Technology is used to offer a variety of communication styles ranging from phone calls, texts, websites, and letters.	Coming out of COVID restrictions it is imperative that opportunities continue to be created for input from all educational partners and each school site and the district office.  There will be a focus on increasing participation from all groups so that decision making is representative of all populations and partners	LOUSD will increase efforts to engage foster and homeless families to make sure everything is being done to support them and remove identified barriers.  New liaisons are in place for the 2022-23 school year and will be dedicated to improving relationships.	Schools do a good job of engaging partners throughout the year surrounding student outcomes and progress.  Parent participation in back to school and student conferences is high.	Consistent communication with struggling students is an area that can be improved.  Communication of EL progress and better explain student progress toward redesignation can be improved.	LOUSD will increase efforts to communicate formally with the families of struggling students.  EL parents will also be communicated with at least twice a year to explain ELPAC scores and then later about progress of students prior to next test administration.	2022-23 saw a continued increase in participation of EL parents in both ELAC and DELAC.  Meetings were held in-person.  Parents performed a needs assessment and were encouraged to advocate for needs and changes.  Educational partners engaged in the LCAP process and provided feedback and input.	LOUSD needs to look for better ways to improve survey participation so that the more input is received and can inform important decisions.  While 35%-40% participation is higher than previous years, it is the district goal to be above 60%.	New liaisons for both Foster and Homeless Youth will make concerted efforts to improve engagement with families to gather input for future decisions and LCAP actions.	4	4	4	4	5	4	5	4	5	4	4	5	Met		07JUN2023	2023
51714070000000	Marcum-Illinois Union Elementary	3	Marcum-Illinois believes a strong partnership with all families, especially underrepresented families, positively impacts student outcomes. We schedule engaging activities for students and families that support that sense of community and build relationships. We promoted engagement and participation for all students including unduplicated students and students with exceptional needs through school events such as the Winter Program, Spirit Week, Read Across America Day, the Great Kindness Challenge, and ROAR assemblies; House Challenges like a pumpkin carving competition, gratitude challenge, basketball scrimmage, and canned food drive; and after-school STEM opportunities. We invited parents to attend Back to School Night, parent conferences, and Open House. We hosted several meetings to encourage a partnership between school and home: Pastries with the Principals where we shared a Dashboard Presentation and sought input for our Strategic Plan; Digital Citizenship Parent Night; and various casual connection opportunities. On the spring 2023 parent survey, 100% of respondents say the school is a friendly, welcoming environment and 97% say their family feels a sense of belonging and connectedness to the school.	All of the parents responding to the survey feel the school has good communication and 100% say communication from the school is understandable and accessible. We have identified a focus area of increasing opportunities for two-way communication especially among our underrepresented families. We would like more parents, especially parents of underrepresented students, to respond to our surveys and take part in feedback opportunities.	During the 2022/23 school year we implemented several feedback opportunities designed to improve engagement of underrepresented families and to increase opportunities for parents to interact with staff and provide feedback: Pastries with the Principals where we shared a Dashboard Presentation and sought input for our Strategic Plan; Digital Citizenship Parent Night; and various casual connection opportunities. Attendance at these events was less than we had hoped, but we recognize the need to continue offering such opportunities. We will reach out to underrepresented families with invitations to school events and evaluate having parent surveys be part of our House Challenges to increase participation.	Marcum-Illinois has continued to focus on strengthening relationships with our families and community. At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights. During Back to School Night (BTSN) and parent conferences, curriculum & grade level standards are reviewed to increase parent understanding of expectations and requirements. We provide materials to help parents to work with their children. During BTSN and parent conferences, teachers in grades K-2 discuss best practices for working with beginning readers. Early reading materials and flashcards are sent home throughout the year to help parents work with their children. During the 2023/24 school year we added LCAP Goal 2, Action 2.5, Parent Partnership and focused on providing families with information and resources to support student learning and development in the home. We used a spring 2023 survey to determine progress in these areas: Parents feel welcome and are encouraged to participate at school: 100% All, 100% Underrepresented Students (85.4% and 100% in 2022); The school encourages me to be an active partner in educating my child: 97% All and 100% Underrepresented Students (75.6% and 93% in 2022); I receive information on what my child should learn and be able to do in each grade in school: 91% All and 100% Underrepresented Students ( 83% and 93% in 2022); and I receive information about what I can do at home to help my child improve or advance his/her learning: 75% All, 86% Underrepresented Students (75.6% and 93% in 2022). We found, via surveys, that parents wanted most school communication to come from emails and texts. Although we have few English learners in the school, we have multiple staff members who interpret during parent conferences and school events. Every effort is made to send notices home in the home language. We are working towards completing ADA changes to our website, making all information accessible by people with disabilities.	Based on spring 2023 survey results, our Goal 2 Action 2.5 to focus on improvement in providing families with information and resources to support student learning and development in the home had positive results. Ninety-one percent of parents say they have been given information about what their child should learn and be able to do at each grade level (100% Underrepresented Students) and 75% of parents say they receive information about what they can do at home to help their child improve or advance their learning (86% Underrepresented Students). Based on parent responses, we see a need to continue our efforts in this area.	Input from educational partners and data analysis support maintaining LCAP Goal 2, Action 2.5 Parent Partnership. We will continue to enhance the partnership between school and home by ensuring parents are given standards for each grade level and by educating parents on ways they can support their child’s learning at home. Monthly newsletters will continue to include Elementary School Parents Make the Difference as one way to support parents as they support their child’s learning at home.	Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, Parents' Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights. To encourage participation in these and other events, notices are sent through email, paper, and posted on our social media page. In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports. Although we have few English learners, we make every attempt to provide communications in the home language. Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested. According to our spring 2023 parent survey 93.9% of parents feel that they have been given different options or ways to be involved with the school (100% Underrepresented Students); 93% says they have the opportunity to participate in decision making committees (86% Underrepresented Students); and 87.9% believe they have opportunities to provide input on school policies and programs (100% Underrepresented Students).	Based on educational partner input, we have identified the need to provide all parents, but especially parents of underrepresented students opportunities to provide input on school policies and programs.	The work we are doing in Building Relationships and Building Partnerships for Student Outcomes will support improved engagement of underrepresented families in relation to Seeking Input for Decision-Making. To support an increase in the number of families who feel that they have opportunities to provide input on school policies and programs we will educate parents on the function of our school decision making groups, use more of our communication methods to post agendas and minutes of meetings, provide translations as needed, and most importantly, we will do a better job of articulating the connection between partner input and school policies/programs and LCAP goals/actions.	5	5	4	4	4	4	5	4	4	4	5	4	Met		12JUN2023	2023
51714070109793	South Sutter Charter	3	We continually strive towards building valuable relationships with families. Goal 3 of our LCAP states “our stakeholders will be connected and engaged with their community.” In our independent study model of education, our teachers make home visits at least once every 20 school days. Relationship building is a strength of our school, and we have excellent two-way communication. We personalize the education for each of our students, and our staff work with enrolled families in a one-on-one setting to ensure each family is supported and working together towards academic goals. We have a parent council and a governing board which are open to the public. Our administration regularly surveys our parents, asking for feedback to help inform decision making. Because each family has an assigned teacher, families have direct access to make recommendations to school staff and communications are tailored for each family.	An area of improvement is to increase participation in our ELAC and our communication with families whose primary language is other than English. We are directing some Title 1 funding to increase our EL support staffing in an effort to work more closely with these underrepresented families. Another area we are addressing based on educational partner feedback relates to mental health support. This year, we implemented a SEL program and increased our mental health staffing. We also want to improve on families being involved on a school-wide level.	Due to the personalized nature of our school, our underrepresented families are engaged in the learning of their child and have strong relationships where all families are involved in decision making related to their child’s education. We seek to bring their engagement to a school-wide level through participation in ELAC and parent council, as well as soliciting input from them on school-wide surveys and educational partner meetings. We are focusing our hiring efforts on increasing the diversity of our certificated staff so that students can see school staff that reflect their own unique characteristics.	We use Title II funding to support teachers with personalized professional development, school-wide training, adding single subject matter credentials, and through the teacher induction program. During our regular learning record meetings, teachers support parents in providing what their individual child(ren) need to be academically successful. Additionally, the school provides virtual parent trainings on a regular basis, including a highly attended virtual Curriculum Conference. We have a goal setting program as part of a personalized student success plan for each student. This involves the parent, teacher, and student setting goals based on a student's area of need as determined by our internal assessment. The school operates with a high consideration on parental input where parents are empowered to make educational decisions for and with their children with the support of credentialed staff. This parent choice philosophy is a key component of what makes our school attractive for parents who want a greater say in their child’s education.	The school provides all required legal notifications either on our website (which can be translated to a language of a parent's choosing) or through the annual student agreement, but we are not strong at ensuring families understand and exercise those rights. Additionally, significant numbers of our educational partners fail to see the value in standardized assessments which leads to opt outs on testing which leads to penalization for the school. An area of improvement is to improve the understanding of the need for and benefit of standardized testing.	The school will support underrepresented families to exercise their legal rights to advocate for their own students and all students through the legislative and public advocacy process. We will also monitor test participation rates and test outcomes by student subgroups. We also proactively direct our families to A.P.P.L.E., Alliance for Parents of Personalized Learning Education to help improve parent-driven advocacy for their students.	In our unique personalized learning independent study model of education, parents and teachers are deeply involved with decision making on behalf of their children. Parent engagement in our school model is strong when it comes to educational issues surrounding their children. We provide school wide opportunities for parents to serve on the parent council or our governing board, where we discuss key initiatives and policy changes. One of the key areas parents provide input into school wide decisions is identifying community service providers who provide academic enrichment for our students. Our staff consult with parents at monthly learning record meetings, and we host department-specific office hours and content area parent trainings where parents can speak with a school administrator. We regularly survey families and staff to get their feedback on ways to improve what educational programs and services the school offers. Based on the analysis of educat	Though parents are heavily involved in their child’s individualized learning plan, parents tend to be less interested in school-wide decision making. This is an area for continued improvement.	An area of improvement in our school is to better target underrepresented groups to ensure that they provide school level feedback. We continue to work towards our goal to improve parent participation in the ELAC by regularly asking for input surrounding curriculum and EL program development. Additionally, we are increasing our targeted supports for our homeless families through personalized support from our McKinney-Vento liaison.	5	4	4	3	5	4	4	3	4	4	3	3	Met		12JUN2023	2023
51714150000000	Meridian Elementary	3	During the 2022-2023 school year, the LEA made great efforts to build relationships between school staff and families. We worked with the site .council and the parent club. We had many school events such as a chili cook off, a Christmas program, a spaghetti feed, and an open house to promote relationships between staff and families. We also reached out to families through surveys. We continues with a weekly newsletter and bulletin and had it translated into Spanish for many of our families. In addition, we have four  members of our staff who are fluent in Spanish and able to help bridge the communication gap. Teachers also used class dojo to keep in touch with families. 95% of parents surveyed felt the communication was good to excellent 90% of parents surveyed felt the communication was in language that was understandable 90% of parents surveyed felt the school was welcoming	We have done a good job at building relationships and providing opportunities for interactions between staff and families. The next step is to provide more professional development to teachers and staff on being culturally sensitive, communicating with families, and providing learning materials to families. There is always room for improvement and teacher/staff development will help make sure we are all on the same pageand doing all we can to build relationships with families.	We provided all the information in Spanish in order to communicate with all families. We will continue to do so and continue to provide interpreters when necessary. We will continue to have activities in the evenings in order to accommodate working families. We will provide activities that are culturally sensitive and are free in order to not put added strain on low-income families. We will offer transportation for families to and from school, as well as .school events. The LEA will provide training for teachers on improving communication with underrepresented families. In addition, we will provide incentives for completing surveys, host a coffee with the principal, and put a suggestion box in the office.	80% of parents surveyed felt the LEA was good to excellent at supporting learning in the home.  80% of parents surveyed felt that the LEA was good to excellent and having families and staff work together. 90% of parents surveyed felt that the LEA was good to excellent at having activities that involve families. Our strengths are that we mail home information about parents' legal rights and that we provide multiple opportunities for teachers to meet with families and students to discuss progress. We send home three progress reports, have parent/teacher conferences, and have an open house.  In addition, teachers and administration have an open door policy for meeting with families to discuss student progress and outcomes.	Based on our analysis, our weakness is providing information and resources to support learning at home and providing professional development for teachers on how to support learning at home. Some steps we will take to improve building partnerships for student outcomes are professional development for teachers on supporting learning at home, a back to school night where we meet with families and discuss ,standards, set learning goals with parents and students at parent conferences, provide curriculum newsletters to students in tk-2, and better communicate our homework program with parents.	Meridian does an adequate job of engaging underrepresented families in building partnerships with student outcomes. We provide all information in Spanish, provide interpreters, and have four staff members who are fluent in Spanish. In order to improve engagement in student outcomes with underrepresented families we will provide professional development to teachers on partnerships for student outcomes with underrepresented families, provide material about standards and homework in Spanish, have teachers communicate weekly about students' progress and homework through email, class dojo, or telephone calls. In addition, we will communicate with underrepresented families to make sure they have access in the home to reading books and school supplies and supply them if necessary.	This year we have continued to work with the site council, parent club, student council, and have solicited input from them. In addition, we have given a panoramic survey to all students, Healthy Kids Survey and school survey to 5- 8 and sent home surveys to families. The information from these sources has strongly influenced the LEA in decision-making. In addition, we have given teacher surveys and had meetings with teachers soliciting input.	This year we had more regular staff meetings and relied more on teacher input in all decision making.  We also made sure that all site council student council, and prent club meetings have time on the agenda for input in current decisions and policies.  In addition, we continue work on our surveys to make sure they are worded in a way to get the information necessary to help us make decisions for the school.	We will continue to send home surveys and make phone calls in either English or Spanish in order to seek input from underrepresented families.  We also can make sure that parents on the site council represent ELD students, low-income students, and students with special needs.	4	5	4	5	3	4	4	4	3	3	4	5	Met		15JUN2023	2023
51714150129007	California Virtual Academy at Sutter	3	The school focuses on building meaningful relationships to support student success in the virtual learning environment. Families are welcomed and provided individualized onboarding and support by their onboarding coach when their enrollment is approved. The robust support continues and ensures that families understand program expectations and communication platforms, how to request help, and efficiently use the online school platform and resources. Teachers promptly reach out to families to complete a welcome call, hold monthly connection calls and academic conferences, and provide standards-based, synchronous (live) instruction. During monthly connection calls teachers discuss students’ strengths and goals, teacher expectations, as well as build relationships with students and parents, leading to improved engagement and academic outcomes. Teachers and staff use platforms such as Newrow allowing face-to-face virtual interaction with students and parents.  Teachers and staff focus on building relationships with  every student in the school. Through daily connections, relationships between students, teachers, and families are built. Social-emotional Learning (SEL) practices help students, teachers, and families form and sustain better quality relationships, and develop skills to enhance their overall well-being, with a focus on self-awareness and self-management. In addition to classroom connections, we provide in-person and virtual outings, clubs, and parent/learning coach (LC) support sessions, some offered in English and Spanish. We provide support to families throughout the calendar year, including summer. Administrators host online parent, student, and staff feedback sessions throughout the year. Surveys are incorporated as an opportunity to collect feedback from families and staff to identify students who need additional support.	The school involves parents, students, and staff in the planning process through regular surveys, focus groups, and planning meetings. The school community evaluates data through various accountabilities, including Title I meetings, Partner Engagement Meetings, English Learner Advisory Committee (ELAC), Local Control Accountability Plan (LCAP) feedback and planning, and WASC (Accrediting Commission for Western Association of Schools and Colleges). These provide feedback to the leadership team on programs and resources, and adjustments are made to schoolwide and department action plans and family engagement offerings.	CAVA has utilized a team of support staff to ensure the engagement of underrepresented families through the Compass program (approx. 12% of students participate in the Compass support program). CAVA has added bilingual engagement support for Spanish speaking families during the onboarding process to provide additional support throughout the calendar year and will offer expanded opportunities for the LEP families in the 23-24 SY. Schoolwide forms and documents have been translated into Spanish. Document translation and interpreting services are available, on demand.	An area of strength is building partnerships with families for student success. As an independent study charter school, a parent's role in education is critical, and the school intentionally involves parents, providing families with information and resources to support student learning. Teachers regularly conference with families on student progress and expectation, along with provide assessment results.  Parents have access to student grades and online school activities including curriculum assessments. Engagement and attendance support teams are in place to ensure students are engaged in school and include educating parents on expectations and how to stay involved in the daily schooling of their students. The school has graduation coaches to better involve students and parents in understanding requirements, tracking, and ensuring on-time graduation. Graduation tracking is shared through school assemblies and homeroom meetings and discussed in individual conferences with students.	CAVA is deeply committed to continuous improvement in our ongoing implementation progress of becoming a model Professional Learning Community (PLC) school and ensure high levels of learning for every student.	The school has implemented dual enrollment programs, including the CAVA2College program, which offers dual enrollment for high school students. The school also offers Stride Career Prep (SCP), a career readiness education program, allowing students to receive a quality high school education while exploring a chosen career pathway and opportunities to earn certifications and training for college and career readiness. Sixth, seventh and eighth-grade students can participate in career exploration and technology courses that allow students to receive high school credit.  Through the schoolwide messaging platform (ParentSquare), digital parent-student handbook, social media, LC Community (social platform for CAVA parents/learning coaches), and the CAVA website, families understand their legal rights, have opportunities to build relationships, and are encouraged to advocate for students. The Family Teacher Organization (FTO) meets monthly with the goal to strengthen student support by increasing partnership between home and school.	Parents and students are regularly surveyed in the following areas: • Satisfaction, preparation, routine • School Culture and Programs • Opportunities for parental participation • Social & Emotional Learning  Survey questions and collection methods are appropriate for the virtual school setting and are aligned with LCAP goals and actions. The leadership team evaluates feedback each quarter; adjustments are made to schoolwide and department action plans and family engagement offerings. That feedback and student engagement and achievement data are used to create and monitor LCAP actions.   The following is a summary of the trends and feedback from various parent surveys from the 22-23 SY, including responses to the LCAP survey, Title I feedback survey, and Fall and Winter Partner Engagement Meeting feedback survey.   Overall parents indicate satisfaction with the school, finding it beneficial for their students and appreciate teacher and staff support and the communication the school provides to students and families. They value access to review their student’s progress to see if their student is behind in a subject and also access to preview curriculum. They appreciate the versatile and robust curriculum and that their students have access to a broad course of study. Parents indicate they appreciate that the school offers a variety of opportunities for high school students and socialization activities for all grade levels. They appreciate that the school rewards students who excel and succeed. They are happy that a group for Spanish-speaking parents exists.	CAVA's area of focus for seeking input for decision making: • Streamline scheduling of classes and assignments to better balance the school day and reduce the feelings of being overwhelmed. • Not enough time for all the responsibilities/tasks of learning coach.  • Reduce emails to parents/learning coaches. • Additional staff and language support to non-English speaking parents.  • Provide additional opportunities for parents and families to connect with school administrators to discuss concerns.   • More opportunities for in-person connections, and social activities including on the weekends and by grade bands.  • More peer-to-peer interaction with ways to connect with other students.  Additional tutoring for students. In response to feedback, the following have/will be implemented:  • A summer plan to engage students, providing interaction and connection for students and families who are continuing with the school, new to the school, and students who need additional academic/SEL support. • Additional opportunities for peer-to-peer interaction/connection in Class Connect (CC) sessions, clubs, and other activities. • Increase in-person events offered to students. • Revised onboarding procedures to support new students and additional support staff to help onboard families.   • Messaging and support to ensure families are aware and supported with low cost/internet options in addition to policy for internet reimbursement.	CAVA has implemented Spanish-speaking parent sessions and continues to send parent communications in both English and Spanish. We are increasing our English Language Development (ELD) program meetings. CAVA provides internet reimbursement for low-income families.	4	4	4	4	5	5	5	5	4	4	4	4	Met		08JUN2023	2023
51714230000000	Nuestro Elementary	3	Nuestro Elementary School District is dedicated to building relationships with families. Nuestro Elementary is a small school where generations of families have attended this school. Parents know all the teachers and they are comfortable coming in with their concerns. Teachers are comfortable calling home when necessary. The front office is very welcoming environment to the students and families. The district has worked to improve 2-way communication between families and the school. Parents can get information through the school’s website and social media. Newsletters are published each month and contain upcoming activities and reminders. We invited parents to attend Back to School Night, parent conferences, and Open House. An annual survey is administered to our parents/guardians and students in all grade levels we serve. Those results are shared with all stakeholders as we develop and review our LCAP. Information from the surveys is utilized in stakeholder meetings where we identify and prioritize goals and actions for the coming year. On the spring 2023 parent survey, 92.68% of respondents say the school is a friendly, welcoming environment.  At Nuestro, it is the Superintendent/Principal’s responsibility to ensure teachers, instructional support personnel, and other staff understand the value and utility of contributions of parents as well as how to reach out to parents, communicate with them, and work with them as equal partners. The Superintendent/Principal teaches and leads by example, creating relationships with parents, inviting parents to participate, and encouraging teachers to team with parents to overcome issues. Parents and students are an integral part of planning and decision making. County special education staff and school administration also receive training on how to work with parents through the IEP process.	There has been a decrease in the percentage of parents who think we do a good job with communication in two areas. My child’s school is good about staying in touch with me (75.61% in 2023 compared to 100% in 2022); Staff members are accessible to communicate with parents (81.70% in 2023 compared to 100% in 2022). Based on this data, our focus area for improvement will be 2-way communication between families and school.	The district plan to improve engagement of underrepresented families in relation to Building Relationships Between School Staff and Families begins with identifying the barriers for engaging in two-way communication and participating in feedback opportunities. Once barriers have been identified we will consider adjustments and begin to implement those changes. We will explore/implement ways to increase feedback opportunities. Our 2023/24 LCAP Goal 2, Action 3.1 Communication will support our work as we build relationships between school staff and families.	Nuestro Elementary School is working to strengthen relationships with our families and community to build partnerships for student outcomes. At Back to School Night, Parent Conferences, and/or Family Nights during the year, curriculum and grade level standards are reviewed to increase parent understanding of expectations and requirements. Students’ progress on District assessments is also provided to parents. The District purchased assessment programs that generate student and parent letters to better help teachers, students, and parents better understand state academic standards, our assessments, and how well each student is progressing in relation to the standards. We have hired a part-time intervention aide to support teachers with information to help them communicate with parents and improve student achievement. Parent conferences are held in the fall to allow an opportunity for families of all students to meet with teachers, and meetings such as parent conferences, Student Success Team Meetings, and IEP meetings are held as needed throughout the year, giving parents an opportunity to meet and discuss their children’s progress on grade level standards, classwork, and local assessments. Our website also contains resources and links for parents regarding curriculum-based support as well as State assessments and standards.  In addition to information provided at Back-to-School night, parent conferences, and newsletters or flyers; we mix family fun nights with informative presentations on our curriculum components, how to utilize curriculum supports (including technology), and how to support children at home. We offer opportunities for parents to come to the school to watch curriculum components and technology being used in the school setting. We lend technology equipment and our intervention coordinator meets with parents to help them better understand our online learning support technology and teach them how to utilize this at home.	Based on input, we will focus on improvement in providing families with information and resources to support student learning and development in the home. About 74% of parents say they have been given information about what their child should learn and be able to do at each grade level and 59.76% of parents say they receive information about what they can do at home to help their child improve or advance their learning.	The district’s plan to Build Partnerships for Student Outcomes includes assessing the needs of staff and families. We will determine the professional learning needs of staff to partner with families then we will offer professional development to support staff in partnering with families. We will also survey parents to find out the types of information or training they would like so they can support their child’s learning at home. Based on the responses, we will customize the information we provide and the training we offer to their needs. We will provide translators or translations as needed.	Nuestro Elementary School District values and seeks out input from our families to inform our decision-making. We actively seek out parent/guardian participation in advisory groups including our School Site Council/LCAP Advisory Group and our Board of Trustees. Agendas and minutes for meetings are posted on our website. Although we have fewer than 8 English learners, we make a concerted effort to provide communications in the home language and utilize translators to communicate with parents. We survey parents, staff, and students as part of our LCAP development process and that input as well as input during advisory meetings drives the goals and actions for the next year’s LCAP.  According to a spring 2023 survey, 76.83% of parents feel the school promotes parent involvement through Parents Club, Site Council, etc.	Based on a review of data and educational partner input, we have identified the need to provide all parents, but especially parents of underrepresented students opportunities to provide input on school policies and programs.	We believe increasing Input for Decision-Making begins with communication. Our 2023/24 LCAP Goal 2, Action 3.1 Communication will support our work as we improve engagement of underrepresented families. We will fund a support staff position to support school and home communication. We will post reminders for meetings in the monthly newsletter, on our web site, and through parent communication tools. We will also work to increase the number of survey responses by offering incentives to students and classes. Through this action, we will also encourage and invite parents to take part in decision making groups.	4	3	5	4	4	4	4	4	4	4	5	5	Met		08JUN2023	2023
51714230132977	Sutter Peak Charter Academy	3	Sutter Peak Charter Academy understands the importance of feedback from shareholders and utilizes this feedback in planning and decision making. Teachers meet weekly, bimonthly, or monthly with families establishing trusting, respectful relationships beginning on the first day of school. Families are invited and encouraged to attend Back to School events, as well as science, math and ELA showcase nights (per CDPH COVID guidelines). During individual family meetings, teachers engage with parents and students and learn about the family's unique culture, as well as the family's academic and social emotional goals for every child. Notes are kept by each teacher in a family communication log for reference. Sutter Peak has an active website and Facebook Page that are used to communicate with families. All families have access to their teacher and school administration via email, text and phone.	Based on feedback the analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.  In addition, SPCA is piloting a writing assessment in the 22-23 school year, which will give parent teachers more information on their students' writing skills and weaknesses. educational partner input SPCA is expanding its use of social media and creating a new website.  Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision making process.	With the model of education set forth by SPCA, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented subgroups are properly engaged.	Sutter Peak Charter Academy teachers and administration work to provide support and partnership for all families in part by using professional development to train teachers to work with parents on all academic programs including, but not limited to: Exact Path, Edmentum, CTE, Reading Eggs, Math Seeds, PLATO and Rosetta Stone. Parents are provided with access to curriculum to use in their homes to support continual improvement of academic growth. All students 3-11 are assessed twice per year through NWEA/MAP, while those in grades K-2 are assessed three times per year through DIBELS. These scores are reviewed and discussed with parents. These conversations are used to align learning goals and progress on previous goals. In this model of independent study, where teachers meet with every family/ student regularly, all stakeholders are actively engaged.	The analysis of educational input and local data guided the LEA in the decision to add a K-2 math assessment during the 22-23 school year to increase parent knowledge of math standards and increase the use of math interventions.  In addition, SPCA is piloting a writing assessment in the 22-23 school year, which will give parent teachers more information on their students' writing skills and weaknesses.	With the model of education set forth by SPCA, all families are met with face to face in an equal and fair manner. Student computers and internet access are provided to help ensure that all families, even those in underrepresented sub groups are properly engaged.	Parents are asked to provide feedback on coursework, field trips, and community opportunities. Families are encouraged to attend parent education nights and an annual student showcase (per CDPH COVID guidelines). Meetings are held prior to these events for parents to provide input on policies and procedures. Annually, parents are asked to participate in an annual satisfaction survey. The results from the survey are used to make local school wide impact decisions.	Based on feedback from educational partner input SPCA is expanding its use of social media and creating a new website.  Both of these actions will allow parents greater access to information regarding school events and meetings and clarify the decision making process.	SPCA will improve engagement of underrepresented families by increasing staff training for the impacted subgroups.	5	5	5	5	5	5	5	5	4	4	4	4	Met		08JUN2023	2023
51714310000000	Pleasant Grove Joint Union	3	Pleasant Grove School is committed to creating a welcoming, positive learning environment for all educational partners, including underrepresented families.  Our efforts are ongoing and measured in survey results (percent of parents marking Agree or Strongly Agree):  98% All parents, (92% parents of Underrepresented Students) feel the school is a friendly, welcoming environment; 92% All parents, (92% parents of Underrepresented Students) report there is good two-way communication between home and school; 100% All parents, (100% parents of Underrepresented Students) say the communication from the school is understandable and accessible; and 98% All parents, (92% parents of Underrepresented Students) feel a sense of belonging and connectedness to the school.  Every year since 2019 our ratings have increased on all questions related to School Climate, Parent Involvement, and Communication.      Family engagement opportunities in the 2022/23 school year included:  Parent/Teacher conferences, Fridays at the Flag, awards assemblies, Trunk or Treat, an evening dance performance, chaperoning on field trips, Site Council, Board meetings, and Student Study Team (SST) meetings.  The district is dedicated to providing two-way communication with parents to ensure student success.  Communication via email and social media is on-going and parents are encouraged to contact the school with questions.  Parents have access to the Parent Portal where they view attendance, grades/class assessments, report cards, & State assessment results.  Our website contains resources & links for parents regarding curriculum-based support as well as State assessments & standards.  We provide materials & support to help parents to work with their children. During BTSN & Parent Conferences, teachers in grades K-2 discuss best practices for working with beginning readers.  Early reading materials and flashcards are sent home throughout the year so parents can work with their children.  Online access to math, science, and social studies support is available to 6-8 grade students.	Based on educational partner input (98% All parents and 92% parents of Underrepresented Students feel a sense of belonging and connectedness to the school), we have identified the need to focus on creating a welcoming environment where ALL parents feel a sense of belonging and connectedness to the school.	Building relationships between school staff and families and improving engagement of underrepresented families will be a multi-year endeavor.  Our underrepresented families don’t feel the school is as welcoming as our All parent group nor do they feel the same sense of belonging and connectedness.  We will survey families, focusing on underrepresented families, so we can identify the root cause.  We will work with our Site Council/LCAP Advisory Group, Parents’ Club, and staff to plan actions based on the survey results.  We will provide training to our office staff in working with underrepresented families.	1. Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and progress in Building Partnerships for Student Outcomes.   Pleasant Grove School is committed to building partnership between families and school staff.  At the beginning of the school year, parents receive the Parent Handbook and Parent’s Rights.  During Back to School Night (BTSN) and Parent Conferences, curriculum and grade-level standards are reviewed to increase parent understanding of expectations and requirements.  Conferences are held for every student in the fall and as needed throughout the year giving parents an opportunity to meet with teachers to discuss student progress on grade-level standards and local assessments.  When a student is identified as struggling to meet academic, behavioral, or attendance expectations a meeting is scheduled with the parents.  A parent and family engagement policy was developed jointly with the School Site Council and Parent's Club in 2018 and is reviewed by the Site Council annually.  The policy is also reviewed by the Governing Board as part of their Title I Plan review process.  This policy is distributed annually to all parents as part of our Annual Notice to Parents.  Additionally, educational partners can engage and provide feedback through Site Council and attendance at monthly board meetings.  Parents have the opportunity to participate in surveys to give us meaningful feedback on the school.  This allows us to evaluate and modify practices to encourage positive interaction and participation between the district and all educational partners.  Results from a spring 2023 survey (percent of parents marking Agree or Strongly Agree) indicate:  100% All parents, (100% parents of Underrepresented Students) feel welcome and are encouraged to participate at school; 100% All parents, (100% parents of Underrepresented Students) feel the school encourages them to be an active partner in educating their child; 92% All parents, (100% parents of Underrepresented Students) say they receive information on what their child should learn at each grade level; and 87% All parents, (100% parents of Underrepresented Students) report they receive information about what they can do at home to help their child improve or advance his/her learning.  These ratings have steadily improved each year since 2019.	Based on input, we have identified a focus area.  Eighty-seven percent of all parents and 100% of parents of underrepresented students say they receive information about what they can do at home to help their child improve or advance his/her learning.  We will focus on providing families with information and resources to support student learning and development in the home	Our parent survey results indicate we have been successful in Building Partnerships for Student Outcomes.  We will continue our efforts by giving standards brochures for each grade level to parents at Back to School Night, sending home curriculum based newsletters, and improving our web site to include resources for activities families can do at home to support their child’s learning.  We will provide translations as necessary for our standards brochures and curriculum based newsletters.  We will reach out to our underrepresented families to encourage them to attend Back to School Night and teachers will share resources for families.  We will discuss ways families can help their child improve or advance his/her learning during parent conferences.	Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, School Board meetings, Parents’ Club, academic awards assemblies, parent/teacher/student conferences, as classroom volunteers, as chaperones on field trips, and family nights.  To encourage participation in these and other events, notices are sent through email and posted on social media.  In addition to the above, regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, newsletters, school calendars, student assessments, and grade reports.  Although we only have 9 English learners, we make every attempt to provide communications in the home language.  Descriptions of services, including Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night.  School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested.  According to our spring 2023 Parent survey, 96% of All parents (100% parent of Underrepresented Students) feel they have been given different options or ways that I can be involved with the school; 98% All parents (100% parent of Underrepresented Students) say they have the opportunity to participate in decision making committees (School Site Council, governing board meeting, parent advisory group, Parent Club); and 83% All parents, (100% parents of Underrepresented Students) believe they have opportunities to provide input on school policies and programs.	Many parents don’t feel that they have opportunities to provide input on school policies and programs (83%).  Based on this input, the district has identified the need to improve in providing opportunities for parents to provide input on school policies and programs.	To increase the engagement in Seeking Input for Decision-Making we will reach out to underrepresented families to invite them to attend school committees and events.  Communication for school events will be increased through email and social media.  At the beginning of the school year, we will heavily advertise our website and social media platforms as a way parents can stay current on school events.	4	4	4	5	4	4	5	4	4	4	4	2	Met		15JUN2023	2023
51714490000000	Sutter Union High	3	Educational partners report that they feel SUHSD creates a welcoming environment for all families in the community. The district is continuing to develop the capacity of all staff to build trusting and respectful relationships with families. Developing new employees' capacity is a key to building a sustainable culture.  The need to further develop the capabilities of all staff to learn about each family's strengths, culture, language and goals for their children was identified.	During the 2023-24 school year, the district's primary focus will be on building a common language, understanding and process for all staff to increase opportunities to build stronger relationships between school staff and families.  Intensive Capturing Kid's Hearts trainings will be implemented throughout the year to improve the staff's ability to better connect with families.	The district will continue to use the academic counseling department, including a bilingual academic advisor, to establish the initial partnership with students and their families.  a new bilingual position, Career Technical Education Advisor will strengthen career-ready engagement activities for all students with a focus on increasing the percentage of unduplicated students meeting career ready standards.  the relationships between school staff and families will be further strengthened by the district's implementation of the Capturing Kid's Hearts program with all staff members and walk-on coaches.	A majority of parents (87%) report that SUHSD has a culture that is supportive of education for all students.  94.6% of parents state they are greeted warmly and courteously when they visit, and 87% of parents believe their students feel as though they belong at SUHSD.  96% of parents believe the school is clean and nurtures learning.  Students (100%) report that SUHSD provides students with support in developing a four-year plan to explore and reach their college and/or career goals.  Students also report feeling safe and supported, and over 95% report that they had at least one caring adult on campus to go to if they had a problem.  100% of students report that the campus is clean and well maintained.	SUHSD will continue to focus on improving communication with all educational partners and improving parent involvement.  These efforts are part of an ongoing goal of building stronger partnerships with parents and the community to support student academic and career technical education outcomes that meet or exceed standards.	Active engagement with underrepresented families will continue to be one of SUHSD's top goals during the 2023-24 LCAP implementation.  the district will continue to prioritize communication improvement to the fastest growing sub-group: Hispanic/Latino.  The addition of two bilingual positions: main office receptionist and CTE Advisor, will be significant additions toward achieving this goal.	SUHSD will continue to rely on input from all of its educational partners.  Feedback, both formal and informal, provide valuable information for the district to direct decision making.  This process has and will continue to be one of the strengths of the district.  The district will continue to adopt more timely and frequent formal processes in the future.  the district's culture has always been supported by an open-door policy that leads to a high level of parent and community involvement.	The district will continue to refine its process for collecting input from its educational partners.  Specific attention will be directed toward establishing a more consistent platform for electronic surveys, while still remaining the most personable and effective open-door policy and high level of inter-personal communication.	As mentioned above, underrepresented family services have been increased above the level of service afforded all students. In addition, a new bilingual position has been added for the 2023-24 school year.  the new CTE Advisor will provide specific guidance and direction for students to meet their career goals.  As all support services provided to all students, underrepresented families and their students receive additional support and guidance.	4	5	3	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
51714560000000	Winship-Robbins	3	Based on the analysis of data collected, we believe that W-RESD does a good job developing capacity of staff to build trusting and respectful relationships with families.  Regular communications are distributed to parents and cover a variety of topics including beginning of the year welcome packets, monthly newsletters, school calendars, student assessments, and grade reports.  We make every attempt to provide communications in the home language.  Descriptions of services, including EL and Title I, are provided to parents in the Parent/Student Handbook, through a brochure, and in person at Back to School Night.  School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year and available as requested.  Communication is sent through the Parent Square phone messenger service, email and paper.  The results of our spring 2023 survey show that we create a welcoming environment for families and community members (All 96.97; Low-Income 100%; EL 100%; SPED 100%). Our Harvest Festival and Cinco de Mayo celebrations were well attended this year.  As we have a high Hispanic population they really enjoyed celebrating their culture during those events.  The feedback also indicated that 100% of parents think we do a good job having 2-way communication between families and educators using language that is understandable and accessible to families (Understandable communication- All 96.97%; Low-Income 100%; EL 100%; SPED 100%).  About 91% of all parents feel that their input is valued.  The district supports staff during staff meetings, Professional Development opportunities and one-on-one meetings to help staff learn about each family’s strengths, cultures, languages, and goals for children.  Our LCAP Goal 2, Through community outreach, develop and cultivate positive relationships between staff, students, parents, and the community to create a safe and welcoming environment that will ensure a successful learning environment for all students, has supported this work and will continue in the 2023/24 school year.	Based on an analysis of educational partner input and local data, we have determined that more work is needed in supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children	We will continue to improve our engagement of underrepresented families by utilizing our school messaging system, the school website, the school Facebook page, phone calls and text messages.  Additionally, conferences are great opportunities to engage with families.  Our bilingual staff continuously update families and invite families to attend our events and meetings where they can engage with the school and community. The addition of a Community Liaison to LCAP Goal 2, Action 2.5 Community Outreach will be a good start to improving engagement of underrepresented families with a goal increasing parent engagement in school events, encouraging parents to volunteer in classrooms and as coaches, offering parent education sessions (ways to support their child in school, English classes, etc), encouraging parents to provide input to the school and be involved in decision making groups at school, and connecting families to services.	The WRESD believes that the school, parents, and students share the responsibility for improved student academic achievement. The School Site Council has developed and regularly reviews the parent and family engagement policy in the form of a School-Family Compact outlining our shared responsibilities. This policy is based on Board Policy and Administrative Regulations and is distributed annually to all parents and guardians at the beginning of each new school year or upon enrollment. At Back to School Night and Parent Conferences, curriculum and grade level standards are reviewed to increase parent understanding of expectations and requirements. Parent conferences are held for every student in the fall and as needed throughout the year giving parents an opportunity to meet individually with teachers to discuss student’s progress on grade level standards and local assessments. Our website contains resources and links for parents regarding State assessments and standards. We provide various materials and supports to help parents to work with their children. During Back to School Night and at Parent Conferences, teachers in grades K-2 discuss best practices for working with beginning readers.  We held one Family Activity each month:  Back to School Night, Harvest Carnival, Patriots Day Celebration, Red Ribbon Week, Pancake Breakfast, Winter Program, Science Night, Open House, Read Across America, Hispanic Day, Picnic Day. Based on our analysis of educational partner input and local data we rate ourselves as fully implementing policies and programs for teachers to meet with families and students to discuss student progress and ways that we can work together to support students.  Our families understand and exercise their legal rights and do a very good job advocating for all students.  Building Partnerships for Student Outcomes 2023 survey responses: • I receive information on what my child should learn and be able to do in each grade in school. o All 81.82%; Low-Income 90.91%; EL 86.87%; SPED 100% • I receive information on what I can do at home to help my child improve or advance his/her learning. o All 84.38%; Low-Income 95.24%; EL 93.33%; SPED 100% • My child's school encourages me to be an active partner with the school in educating my child. o All 87.5%; Low-Income 95.24%; EL 93.33%; SPED 100%	Our focus area for improvement in Building Partnerships for Student Outcomes for next school year will be to provide more information and resources to families to support student learning and development at home.	Our LCAP Goal 2, Action 2.5 Community Outreach has focused our work on Building Partnerships for Student Outcomes and we plan to enhance that action in the 2023/24 school year by adding the position of Community Liaison to encourage underrepresented families to attend Family Nights and access the educational resources that are available.  In addition, we will survey parents at the beginning of the school year to determine the programs and resources that are needed as they support their child’s learning at home. We will continue to offer information nights for families throughout the year and will have a designated area on campus that contains a variety of health and safety services provided by community partners.	Based on our analysis of data collected we believe that W-RESD does a good job building capacity of staff in effectively engaging families in advisory groups and with decision-making.  Parents are encouraged to be involved in their child's educational process through participation in School Site Council/LCAP Advisory, ELAC/DELAC, Parents’ Club, and the Board of Trustees.  According to our spring 2023 educational partner survey,  75.76% of all parents (Low-Income 90.48%; EL 80%; Sped 100%) feel that they have the opportunity to participate in decision making committees (School Site Council, governing board meeting, parent advisory group, Parent Club) and 72.73% of all parents (Low-Income 82.61%; EL 75%; Sped 100%) say they have opportunities to provide input on school policies and programs. About 91% of all parents feel that their input is valued and 93.94% feel their involvement in their child’s education is valued.  To encourage participation in these and other decision making opportunities, notices are sent through the Parent Square phone messenger service, email and paper. We make every attempt to provide communications in the home language.  Our LCAP engagement process is explained in our LCAP. We reach out to a broad range of educational partners about our Goals and Actions.  On our spring 2023 survey, we had responses from 47% of parents from the All student group; 45.98% from the Low-Income student group; 45% from the EL student group; and 50% from the Special Education student group.  LCAP Goals and Actions are discussed regularly at Board meetings and School Site Council/LCAP Advisory meetings where input is noted and considered for the next LCAP. We send surveys and meet with other educational partners throughout the year. Based on a spring 2023 educational partner survey, overall parents welcome to participate (96.97%) and that their involvement is valued (93.94%).	Our data analysis indicates a need to provide more opportunities to have families, teachers, principals, and district administrator’s opportunities to work together on engagement activities at school and at the district level.	We will continue to improve the ways for families and community members to give input, varying times of meetings, offering input through email, text and phone calls in addition to in person opportunities.  With the addition of a Community Liaison position to our LCAP Goal 2, Action 2.5 Community Outreach, we will improve engagement of underrepresented families by working with them to understand their importance in the school community and to feel empowered to provide input to programs and services.	4	4	3	4	4	3	4	4	4	4	3	3	Met		14JUN2023	2023
51714560133934	Feather River Charter	3	Educational research validates that support at home is critical to a child’s academic success, our school has made this our mission. Staff received professional development regarding building trusting and respectful relationships with families to support student success. Staff meets with parents/guardians and students monthly to celebrate, collaborate and review student learning plans, student work, and determine next steps for student achievement, with a focus on parent engagement strategies, and professional development in regards to our underrepresented populations. An example of parent engagement would include ELAC meetings and opportunities to collaborate on student and parent engagement policies. The school provides numerous opportunities for families to be involved at school, including serving on the: governance committees, special events, parent organizations, learning field trips, by participating in advisory committees, and special events. One of the many opportunities for underrepresented families are the clubs and virtual academies that provide additional engagement for enrichment and in-person instruction.	Our school's focus has been to support students' academic success and provide the necessary tools to achieve their goals. We will continue to increase and improve academic enrichment, direct instruction, and intervention for the identified areas of academic need for our underrepresented families.	We serve homeschool families and work closely with the parents/guardian to support students with clear learning plans and a positive learning environment at home. We are committed to communicating with and engaging parents as partners in their children’s education. We’ve formed a Parent Advisory Committee for the 23-24 school year, to support school and family partnership and engagement. Most communication between parents and families in the family’s primary language. However, we are working diligently to make sure all forms and communications are transcribed. We are also committed to obtaining community resources for our families and invite all members of our community to assist us in the education of our students.	Teachers meet with families at least every twenty days if not more. The focus of the meetings is to build trusting relationships and form partnerships to support student academic learning goals. Parents are provided numerous opportunities to participate in school programs through surveys, community events, field trips, parent workshops, and monthly meetings with teachers. We offer personalized student learning in grades TK through 12 and offer multiple educational programs, and encourage parents to customize their child's learning experience to help address individual learning needs. Under the direction of caring, appropriately credentialed teachers, students complete independent study and small group instruction online programs. Students can choose to complete their educational experience completely online, participate in a blended model of online coursework with some direct instruction, complete some offline textbook work, participate in homeschool curriculum, enroll in project-based courses, and enjoy enrichment opportunities. Dedicated English language development, social emotional learning, and a Title One specific website. Our school will continue to strive to create an engaging environment with our educational partners. Parents are provided with monthly opportunities to participate in online discussion groups related to understanding the California Standards, parent advocacy, educational rights, dual enrollment, graduation requirements, and being college and career ready, to name a few.	A focus area for improvement is to increase our parent participation in the LCAP survey and increase parent awareness regarding the importance of mandated state tests and how the scores impact the outcome of our performance based on Dashboard results.	A focus area for our school is the formation of the Parent Advisory Committee. The PAC will be committed to bridging relationships between the school and families, with a focus on the needs of unduplicated students. The school will work to better connect the PAC and ELAC committees to ensure continuity between the two programs. We have implemented a single platform to provide continuity for all of our public meetings.	We are an independent study charter school in which teachers and parents meet every twenty days or more to provide academic, social and emotional support to students. Our staff has created a strong foundation for a positive, transformational school culture. The Family and Parent Engagement Policy was developed collaboratively with, and agreed on with, parents/guardians. Parents/guardians participate in an annual parent survey. The survey allows staff to collect data regarding parent perception and while providing parents an opportunity to provide input into decisions and policies related to the educational needs of the students. For example, parents indicated in the survey they enjoy regular communication with staff/teachers, including online parent education sessions. Parents recommended a more universal and user friendly school website making it easier for parents to access information. Positive feedback was provided by families regarding their teacher and student interactions, curriculum and enrichment opportunities available for their children.	An area of focus our school continues to be in relation to communication within parent engagement. A few examples are to improve on our various social media platforms, more opportunities for live interaction, launched a school podcast, in the process of redesigning our website to be more user friendly for our families and community partners.	To improve our engagement of underrepresented families, students and families are highlighted in opportunities to participate in decision-making regarding events, social interaction and educational field trips. Parents/guardians suggested we continue to increase opportunities for students to socialize with peers and celebrate their success. Even though the survey results were very positive, we are always striving to provide our students the best educational experience possible, as well as aligning goals based on our LCAP. Our goal continues to be to increase parent participation and engagement.	4	4	4	4	4	4	4	4	4	4	4	4	Met		06JUN2023	2023
51714640000000	Yuba City Unified	3	Our school district collectively builds relationships with staff and families. At the staff level, we have multiple committees and teams where we cultivate positive relationships with staff. Each school site has one to two staff meetings per month; additionally, sites have multiple parent meetings (Site Council, Boosters, ELAC, etc) that allows the cultivation of parent and staff relationships. In addition, the district has opportunities for staff and parent feedback to help inform instructional decisions and development of the LCAP. Our district has the following committees to help inform decision making: Graduation and A-G committee, DELAC, Math committee, and others. The LCAP planning is informed by parent committees in addition to student feedback. We provide staff, students and parents with qualitative data in climate and culture surveys (PASS, California Healthy Kids, etc) to help provide feedback for LCAP. Our district and schools continue to work to provide multiple opportunities for parent and staff to build positive relationships.	We have the following improvement areas in building relationships between school staff and families:  - Increasing the participation of the DELAC with more parent feedback from more families. The same is for the ELAC.  - Increasing the amount and number of parents for LCAP participation.  - Timely communication through Parent Square from the school site and district.  - Increase parent participation and volunteerism at the school sites.	In addition to the focus on increasing parent participation for all families, we have a number of student cohort groups that have low engagement. In order to provide support for our underrepresented families, we are providing the following support:  - For our ELAC and DELAC meetings, we provide babysitting for families in order to get higher parent participation.  - Continued home visits to families with students who are chronically absent.  - College nights, BTSN nights, family nights at the school sites (K-12).	Our district is continuing to provide support for building strong, effective PLCS (Professional Learning Communities) in order to support student outcomes. Each school site has PLC coaches that provide ongoing support and training to site administrators and staff. Last school year, our schools focused on Vision and Mission; this year, our schools are focusing on the revisiting and development of essential standards in order to provide viable and guaranteed student outcomes. In addition, our schools are undergoing a flexible learning environment transformation, allowing each classroom to be reoutfitted with new flexible furniture to provide a student centered learning environment.	Focus areas for improvement for student outcomes:  - Continue the work with PLCs at each school site in alignment with our two new collaboration days a month. This will help our teacher teams focus on student outcomes during their collaboration time meetings.  - Training in student engagement at the K-12 sites.  - Implementing fully transitional Kindergarten at the school sites. Continued training for teachers.	We will continue to provide our families with information on college and career, a-g, FAFSA evenings, SAT/ACT, and AP financial support for testing; continued home visits for our foster and homeless families;.	We currently provide multiple opportunities for families, staff and students to provide input on our programs and our LCAP. Our schools have site councils and ELACs and our district has a DELAC that represents our English Learners. We provide surveys to families, students and staff that include culture and climate, PD and other options.	- Continued use of survey data for our educational partners, so we make sure to get input from all parties.  - Providing opportunities for staff voice through our multiple committees that include LCAP, ELAC, DELAC, and other district committees,	The LEA will continue to improve our services for our underrepresented families through the variety of means:  - Increased participation in the DELAC and site ELACS.  - Site Council participation and parent training for Site Council.  - Childcare for families for after school meetings.  - Transportation vouchers for homeless families.  - Parent Square trainings for parents.  - College nights and FAFSA nights.  - LCAP input meetings.  - Continued use of translators.	4	5	5	4	4	5	4	4	5	4	4	4	Met		27JUN2023	2023
51714640107318	Twin Rivers Charter	3	Parent/family survey results indicate that Twin Rivers Charter School’s strengths in building relationships are founded in a positive school climate. Further, results indicate TRCS develops a connection to children through participation in activities. The TRCS Parent Teacher Organization (PTO) meets monthly, puts on school-wide events during the year that are well-attended by students, staff, and families.	TRCS will focus on providing more timely information and seeking parent/family input to help guide decision making regarding initiatives and programs at school. In survey responses, parents/families suggested TRCS provide more frequent updates on student progress and improve the process for communicating updates on student behavior. In addition, TRCS intends to publish a 2023-2024 school-wide events calendar in fall 2023.	Parent/family survey results show that 70-79% of families strongly agree that staff respects differences in student's race, ethnicity, and cultural background. To improve the engagement of underrepresented families TRCS will continue our successful and well-attended English Learner Advisory Committee (ELAC), provide language translation at PTO meetings, ensure school-to home communication is provided in each families’ preferred correspondence language, continue utilizing ParentSquare language translation for school-to-home, and continue to invite volunteers from our school and local community to participate in our annual Celebrating our Cultures Day.	Current strengths building partnerships for student outcomes include 4 early release days in the school calendar each fall for 1:1 parent/teacher conferences with language translation services provided. ELAC meetings include specific strategies families can use to understand student progress and improve outcomes. In the TRCS implementation of Standards-based Grading, Academic Achievement and Academic Habits are reported separately, providing more precise feedback to families on students’ areas of strength and need for improvement. The school-wide Positive Behavior Interventions & Support (PBIS) program provides targeted support to students including Check In / Check Out (CICO) communication forms with daily updates for families.	TRCS is partnering with Sutter County Superintendent of Schools (SCSO)_ to provide an additional 1.0 FTE counselor, for a total of 2.0 FTE counselors on site for the 2023-2024 school year. Counselors will oversee Social Emotional Learning (SEL) school-wide. TRCS will also partner with SCSO to provide Science and Math PD/Coaching for TRCS staff.	TRCS will continue our practice of sending personal invitations to underrepresented families to participate in school-connected events and activities. TRCS will streamline communication norms to focus and clarify the messaging shared with families, especially those communications which require a response or a call to action.	TRCS seeks input through existing ELAC, PTO, and Site Council meetings. In addition, TRCS surveys Parents/Families as part of the Local Control and Accountability Plan (LCAP) process.	Local data has provided TRCS with feedback that communication needs to be more timely and provide more opportunities for families to provide input on decision-making.	TRCS will clarify norms school-wide for communicating with families. Communication will be more frequent and timely. Further, TRCS will seek input from families on an ongoing basis and share that input with school and community partners for consideration as decisions are made regarding school-wide initiatives and programs.	4	4	4	2	3	3	3	2	2	3	2	3	Met		22JUN2023	2023
51714645130125	Yuba City Charter	3	YCCS is a small environment that builds a strong community feeling between its staff, students and parents.  Families are welcome on campus for many activities that engage staff, students and families.  YCCS has math and ELA nights to help families learn engaging activities that can be used at home to support student learning.  Parent conferences are held twice a year with interpreters when necessary to update families on student learning outcomes and progress on assessments (local and state).  Students are invited to campus for fun activities several times a year to interact with the staff and students in the learning process.  Families are also invited to awards ceremonies throughout the year to honor academic achievement.  Parent Advisory Committee meetings are held monthly as well as ELAC and DELAC meetings.  Community members sit on advisory committees for our Career Technical pathways.  The community is invited to participate in an annual open house to see the facilities, meet staff and enjoy a carnival like atmosphere to engage our students, staff, families and community.	YCCS continues to analyze ways to engage families in the learning process.  In the 23-24 school year, staff plan on implementing a science night to help families learn ways to implement the learning of science in activities at home.  Staff also plan on implementing a Social Studies night to engage families to embrace diversity within our community.	YCCS has a Diversity Committee that develops school wide activities that allow students to learn and experience opportunities from various cultures.  The Diversity Committee will continue to bring various opportunities to our student body that will help engage underrepresented families by highlighting various aspects of the many cultures that are represented on our campus and within our community.	Teachers receive professional development in delivering assessment data and SMART goals to families through several conferences per year.   Staff and parents have access to convene student study teams to analyze student performance and development.	Staff will continue to set specific goals for students and share that information with families.  Staff will set SMART goals for struggling students and will work toward setting SMART goals for every student.	Families fell very comfortable in communicating with the interpreters that we have on campus.  Interpreters will continue to engage with our families and all staff to will continue to build confidence and working relationships with each and every family.	There are many opportunities for families to engage with administration and staff in the decision making for the school.  The Board of Trustees has three seats reserved for parents of students at YCCS.  There is a non-voting position reserved for a YCCS student to have a voice in the decision making during board meetings when policies are being set.  Parents can participate in monthly Parent Advisory Committee meetings.  Parents also have input through the monthly ELAC and DELAC meetings.  Administrators teach classes in Career Technical courses allowing students direct access to administrators.  Parents have access to administration through many on-campus family activities and during student performance nights.	The administration of YCCS will continue to make themselves available to families through activities that families are invited to as well as being visible and accessible before and after school.	The administration of YCCS will continue to support the Diversity Committee and be accessible to families through the many activities that YCCS offers for family engagement throughout the year.	5	5	5	5	4	5	5	5	5	4	4	5	Met		07JUN2023	2023
52105200000000	Tehama County Department of Education	3	Tehama Oaks certificated and classified staff believe building a positive relationship between home and school is important.  By the nature of being a juvenile justice center for justice involved youth, the engagement specialist reaches out to families upon them being detained to provide information about their student, what to expect while attending school in the facility, and provides resources for the families to better understand the educational system while their student is incarcerated.  The staff work collaboratively with facility staff during this time as well to better align when students will be leaving the facility for appointments or being released back to their community.  Tehama Oaks serves youth from seven counties currently and has the potential to increase overtime.  A few years ago to support families, Tehama Oaks produced a video for the families which is also sent to them to highlight the classroom as well as other parts of the facility.  This is extremely helpful for families as many live out of the area and are not able to visit.	An area of focus would be two way communication between families and staff to provide ongoing information about their students progress both academically and social emotional development.	Based on our analysis, Tehama Oaks will improve engagement of underrepresented families by ensuing the counselor has their contact information, reaches out to them monthly and provides updates as well as gets input, and connects with education staff to share any updates that may be beneficial to share.	A strength of Tehama Oaks is in building partnerships with community based organizations to support student outcomes.  This is evident in the partnerships developed with the Juvenile Detention Center staff, Victor Community Support Services, SELPA, and Bridge to College and Careers.	An area of focus for Tehama Oaks is to increase CTE pathways through additional partnerships in the community as well as virtual opportunities.	Based on our analysis, Tehama Oaks will improve engagement of underrepresented families by ensuing the counselor has their contact information, reaches out to them monthly and provides updates as well as gets input, and connects with education staff to share any updates that may be beneficial to share.	Tehama Oaks is operating a School Site Council and engaging parents, students, and staff in providing feedback through annual surveys. SSC has had a positive impact on addressing needs and challenges of the program.	"Due to the unique nature of Tehama Oaks, students are a ward of the court with probation officers serving ""in loco parentis."" These individual have had a positive impact in decision-making as they support and encourage the academic and social needs of students being addressed within the Juvenile Hall system. Our counselor reaches out to the families of each new student to consult and inform them of the program offerings and needs of their student."	Based on our analysis, Tehama Oaks will improve engagement of underrepresented families by ensuing the counselor has their contact information, reaches out to them monthly and provides updates as well as gets input, and connects with education staff to share any updates that may be beneficial to share.	3	3	3	3	3	3	2	3	3	3	4	2	Met		21JUN2023	2023
52105206119606	Lincoln Street	3	Family and community engagement continues to be a strength. Creating a safe and welcoming space that has opportunities for engagement and parental voice.	Lincoln Street will continue the development of our family partnerships, on-site parent support, and access to our family resource liaison. Parents are invited on-site for parent clubs and advisory which support academic and social-emotional needs.	Each staff member has a responsibility to support our underrepresented families through their parent meetings, providing resources, and referrals to community partners.  Ensuring access points will continue to be a focus. Making adjustments to Family Night options based on input and the support of our Family Resource Liasion will continue to support our families.	A parent representative is a member of our Lincoln Street Governance Committee.  Our culture is one that is centered around personalized learning and collaboration between teachers, parents, and students.	Lincoln Street's focus area will be to increase parental participation in our monthly Parent Clubs and Advisory as attendance although increased in 22-23 continues to be an area of growth.	Lincoln Street values a diverse and supportive parental network.  We will continue to invite through multiple modalities and decrease barriers to improve our engagement of underrepresented families.	Lincoln Street School has a parent representative on the governing board and LSS frequently requests feedback through surveys, during parent meetings, and on our social media platforms.  We invite families to provide their input regarding our school and be an active voice in decision-making.	Lincoln Street will continue to monitor and review data to support the ongoing participation of our families in decision-making and make appropriate adjustments in our outreach efforts.	Lincoln Street will continue to utilize our strong relationships with families and the support of our Family Resource Liasion to educate and build capacity in our underrepresented families to elevate their participation in school-wide decision-making.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
52105206119671	Tehama eLearning Academy	3	Building trusting relationships with students and families is a focus at our school. One on one meetings are held annually followed by weekly communication between teacher and families. Quarterly newsletters, periodic all-call messages, and quarterly family events on campus continue to help build an environment of trust and safety. In person meetings, one on one tutoring sessions, and home visits along are provided for struggling students.  Students and families are encouraged to contact the students teacher or school administrators for any questions or concerns.	We will continue to work on increasing engagement and reaching those who are reluctant to engage with personal invitations, frequent reminders and trust building conversations and actions.	We are providing language translation services at parent meetings when needed. We are continuing to provide communication and  support to increase engagement with all families.	Parents and students report high levels of satisfaction in the school program and high levels of feeling safe at school.	"We have increased the opportunities for students to engage on campus in fun and meaningful ways. We have increased the number of on-site elective classes offered, adding Board Games, Music, to our courses already offered to increase options for students to engage and develop socially in a safe enriching environment.  We have also increased social offerings by adding more options for ""Fun Friday"" and fun evening family events such as Fall Festival and Spring Bowling. These offerings have been expanded based on feedback from parents and students."	Underrepresented families gave similar input requesting additional social opportunities. The offerings have been increased as described.	Staff and Administration meet regularly to work on goals for continuous school improvement. Feedback is regularly gathered from all stakeholders to help inform decision-making.	Some families choose not to provide input or feedback. We continue to encourage feedback and input from all families utilizing personal invitations and one-on one conversations when needed.	All information and feedback requests are in multiple languages. Translation is provided in all in-person feedback sessions.	5	5	3	3	5	3	5	3	5	5	2	5	Met		21JUN2023	2023
52714720000000	Antelope Elementary	3	Continued clear communication between staff and families through various methods, including mail, email, remind, Aeries, and catapult system(s).  Public meetings also facilitate communications, and staff, student, and family surveys complete the process.	Follow through on survey data is always a challenge and a focus area.	We continue to work to improve relationships with community agencies to help support our underrepresented families.  These include Social Services, Head Start, and First Five.	From discussing student progress to providing information and resources to support student learning at home, the district has well developed policies and procedures to ensure each student benefits through school/family partnership.	The district can always improve and find new ways to engage with families.  In a post covid, fully digital world, tools like video conferencing and online supports are great options that the district sees as an area of potential improvement.	In terms of underrepresented families, building relationships is the focus of the district.  When our staff make connections not just to the student, but to their guardian(s) the potential for whole student growth increases dramatically.	The district provides many excellent opportunities and venues for families to participate and give input in advisory groups or other scheduled events.  This is a large strength of the district - access and availability.	Time is always the limiting factor in this area - difficult to stay focused when meetings are cancelled or far apart on the calendar.  A commitment to meeting and setting timelines for task completion exists, but could be stronger.	In terms of underrepresented families, advocates are encouraged, along with the relationship building that was mentioned in the area of policy input.	4	5	4	5	4	4	5	5	4	5	5	4	Not Met		25AUG2023	2023
52714720134403	Lassen-Antelope Volcanic Academy (LAVA)	3	Continued clear communication between staff and families through various methods, including mail, email, remind, Aeries, and catapult system(s).  Public meetings also facilitate communications, and staff, student, and family surveys complete the process.	Follow through on survey data is always a challenge and a focus area.	We continue to work to improve relationships with community agencies to help support our underrepresented families.  These include Social Services, Head Start, and First Five.	From discussing student progress to providing information and resources to support student learning at home, the district has well developed policies and procedures to ensure each student benefits through school/family partnership.	The district can always improve and find new ways to engage with families.  In a post covid, fully digital world, tools like video conferencing and online supports are great options that the district sees as an area of potential improvement.	In terms of underrepresented families, building relationships is the focus of the district.  When our staff make connections not just to the student, but to their guardian(s) the potential for whole student growth increases dramatically.	The district provides many excellent opportunities and venues for families to participate and give input in advisory groups or other scheduled events.  This is a large strength of the district - access and availability.	Time is always the limiting factor in this area - difficult to stay focused when meetings are cancelled or far apart on the calendar.  A commitment to meeting and setting timelines for task completion exists, but could be stronger.	In terms of underrepresented families, advocates are encouraged, along with the relationship building that was mentioned in the area of policy input.	5	4	4	5	4	5	5	5	5	4	5	4	Met		25JUN2023	2023
52714980000000	Corning Union Elementary	3	This year we have implemented social media engagement with educational partners and families. We have many opportunities for families to engage with school staff including Back to School, Open House, Art Shows, Band Concerts, and Snacks with the Superintendent. We use Parent Square to ensure good communication with families. We also have bilingual liaisons.	Our focus area has been growing our communication with our Spanish speaking population by encouraging attendance at our ELAC and DELAC meetings	We will continue to engage families in our parent advisory committees and promote agency within those committees.	The strengths are the many opportunities provided to families to partner such as math nights, AR nights, AVID Showcase, Thought Exchange, College and Career Fair, ELAC and DELAC, Art show.	Continued focus on our non English speaking families. Increased multicultural opportunities for family engagement.	Continued growth of ELAC and DELAC, working towards parent agency.	The district provides bilingual opportunities to respond to surveys through Thought Exchange, site council, ELAC, DELAC, Parent Square	Trying to engage a larger percent of our population. Finding what works to draw in parents for provided engagement opportunities.	We will survey families to inform best dates and times for parents to attend events. Continue to provide food and child care at events. Continue to advertise through social media and personal invitations. Use the teachers to solicit buy in.	5	4	5	4	3	5	5	5	5	3	5	4	Met		22JUN2023	2023
52715060000000	Corning Union High	3																						Not Met			2023
52715220000000	Evergreen Union	3	One of our strengths is that we work to ensure our staff is provided with professional learning, systems, and the tools needed to build trusting relationships with families; our greatest asset in this work is the instituting of the practice of looping across our sites and grade level spans.  In addition, we continually ensure all communication between school and home is provided via tools that make messages available in multiple formats (text, email, etc.) and in a language that is accessible to families.  We communicate with families using the following avenues: an updated more user friendly District website, respective school websites, printed/emailed newsletters, online Aeries parent portal, Aeries Communication, school Facebook posts, automated phone messages, and emails from staff. EUSD also annually publishes the School Accountability Report Card for each site, and it is accessible in digital and print format as well as the languages of the District.	As a result of Covid and the natural distance that came to be because of quarantines and closing off parts of the system to ensure student safety, we have worked hard to now resume the full implementation and sustainability of a welcoming environment with events and connecting opportunities (eg. the District Fall Festival, the EMS Annual Sports Barbeque, and special events on campus) as well as opportunities for staff to devote the time and space to learning about each child's family and the goals they have for their children (eg. in person parent-teacher conferences).  We continue to work on developing these relationships through expanded opportunities.	During the self-reflection process, we noted the need to continually improve the engagement of underrepresented families by expanding our opportunities for our English Learner parents to have support with all communication by connecting them with our English Learner paraprofessional, hired to provide support to families and their children.  In addition, we plan to attend to the two focus areas noted above: welcoming environments for families and opportunities for staff to learn more about each child's family and the goals they have for their child.	One of our strengths is that we work to ensure our staff is continually provided with professional learning to improve partnerships with families.  At the core of this work is our site specific School Compacts that kick off each academic year to promote the solid, joint participation in attending to learning ouctomes that is agreed upon between the student, staff, and parent.   In addition, we support families to understand and exercise their legal rights.  Our greatest strength in this work is the support and guidance provided to: 1) families of students with special needs as they navigate their child's 504 or Individualized Educational Plan; 2) families of English Learners as they navigate the EL Program, EL Assessments, and the opportunity to be reclassified, as offered; 3) families of Homeless/Foster youth as they navigate the supports in place for their basic needs.	An area we are currently in the process of resuming is the full implementation and sustainability of ensuring is staff have the information and resources to support student learning and development at home in this post-Covid time by increasing our efforts through our Response to Intervention process.  In addition, we are expanding our support for teachers in the ways they can work together with families to support improved student outcomes coming out of Covid.	During the self-reflection process, we noted the plan to improve the engagement of underrepresented families by continuing to expanding the partnerships with families of our low income students who will benefit from learning opportunities at home, a stronger connection with the school focused on improving student outcomes, and providing additional wrap around supports for them and their families (eg. Intersession and Summer School opportunities) - attending to learning loss due to Covid.	EUSD seeks parent input in making decisions for the school and District resources.   The school year begins with each specific site holding their annual site Title I Meetings whereby families can give input on the Parent and Family Engagement Policy and the School Compact as well as better understand the Title I Program.   The respective School Site Councils meet monthly to provide input on data, policies and programs. Principals meet monthly with District administrators to ensure the agendas attend to the required elements as well as the local focus areas for each specific site.  As part of this work, and the subsequent meetings at each site, family engagement is a regular agenda topic of discussion.  In addition, family participants in these meetings are provided with training and resources so that they can effectively engage in decision-making.   EUSD also has a Parent Advisory Committee that meets every semester and attends to District-focused guidance and decisions.	EUSD has developed a Student Advisory Committee that began last year and now will be more active in the upcoming year.  In addition, it has been recognized that the Evergreen Elementary School English Learner Advisory Committee is lacking participation by the English Learner families of the District so efforts have been and will be continually put in place to encourage EL families to attend and participate.	During the self-reflection process, we noted the plan to improve the engagement of our student groups and English Learner families by organizing and holding bi-annual meetings of the Student Advisory Committee and by using our English Learner paraprofessional to help support the invitation of families to our English Learner Advisory Committee meetings.	5	5	4	5	5	4	4	5	5	5	3	5	Met		27JUN2023	2023
52715220132597	Evergreen Institute of Excellence	3	Evergreen Institute of Excellence is dedicated to creating a climate of open communication and connectivity with all stakeholders. Due to the nature of our Personalized Learning Program, teachers have direct and consistent communication with families creating close relationships, engagement and cooperation. EIE is also committed to building a strong school community. Although COVID did have an impact on in person connectivity our EIE school/teacher/family connections remained strong and continues to grow.	Although our Parent Square communication reached families-getting parents to respond and interact continues to be difficult as a school wide tool. Generally speaking, our EIE Community does not want, nor seek more connectiveness (through technology). Our supervising teachers know which families need further assistance with using our Parent Square tool and have developed a plan. EIE is now including students in our posts through Student Square, within the Parent Square tool. Further techniques will be developed in order to increase interaction through Parent Square-such as student orientation, parent/teacher workshop or how to manage notifications.	EIE will continue to increase in person offerings of classes for students and parent training. Additional focus will be given to increasing and providing EIE Community events by increasing whole school gatherings, field trips and other opportunities to build relationships. These activities will be educational in nature, as well providing an opportunity to be social, engaged and connected.	Evergreen Institute of Excellence (EIE) is a Personalized Learning, flexed based public charter school. The majority of a student's daily instruction occurs at home with parents, in the community through enrichment/extracurricular vendors and/or through attendance at our local community college. The majority of EIE's families and students are highly engaged and providing insight into their educational needs.	Partnerships for Student Outcomes is at the heart of EIE's charter petition, developed many years ago. Our focus areas continues to be parent support and training as daily teachers, increased in person classes for students and additional development of internships within our community. Additionally, seeking and securing support from our local community college and developing a partnership to increase EIE student success, continuing to breakdown barriers to higher learning.	In analyzing engagement of underrepresented families we have discovered a need to assist some students in transportation to be able to attend and engage in in-person activities. EIE will use staff and school vehicle to help in this area. This could be a sensitive subject, so we rely on the positive relationships our supervising teacher have developed with their families to identify who would benefit from this support.	Evergreen Institute of Excellence (EIE) went through a full WASC review for accreditation November 2021. Previous to the visit, we gathered stakeholder input from all available parents. Additionally, EIE disseminated one survey to all parents/guardians with students enrolled in our program. The key findings show a majority of respondents agree that they had multiple opportunities to express input in our school's decision making process. EIE seeks input throughout the year in the following manner: ~Inherent in the very nature of our personalized learning program is the positive and open relationships developed between the supervising teachers, charter staff, parents and students. ~Advisory Council membership includes parent, community and student representation. ~Advisory Council Meetings are open to the public and EIE community monthly. ~Informal parent/teacher meetings were held allowing input for LCAP and long term planning from stakeholders.	The focus area moving forward will be to increase in person opportunities for stakeholder input. Advertising our monthly Advisory Council meetings via Parent Square and directly inviting their participation and input.	EIE will make a concentrated effort to continue to be innovative in challenge solving barriers for underrepresented families' participation in providing input for decision-making process through virtual meetings and flexibility in scheduling of meetings.	5	5	5	5	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
52715300000000	Flournoy Union Elementary	3	Parent and Staff Feedback (Surveys and Parent Advisory Committee): Parent feel there is good daily communication from teachers and staff regarding students. They appreciate the way individual personalities are utilized to strengthen community involvement. Smaller class sizes, allowing teachers and staff to learn more about each child and their family lives is appreciated. Parents responded there are many opportunities for families to get involved, volunteer, and appreciate the welcoming environment at the school where they can check in at any time. Specific events appreciated include: back to school nights, book fairs, and the caring environment at the school. Parents feel supported and appreciate the respectful relationship with families and the school's desire to receive and respect their input. They feel the staff desires to learn about their family's strengths, cultures, language, and goals. 3/10 parents are unsure about resources available to support the learning of their child. Suggestions for areas to improve are providing ideas/activities for improving student learning at home and providing a questionnaire at the beginning of each year to parents to list their child's needs and home life and a semester meeting in regards to upcoming needs.    Student Feedback: Students respect and appreciate the teachers and school staff as well as the support they receive from staff. The appreciate being part of a small school and the rapport with their classmates. Many positive comments were received about the art lessons and activities. Some areas of improvement include: more/longer breaks during the day; making learning more fun, creating a sense of fairness for all students with more individual consequences, more hands on activities, more equipment on the playground.	Focus areas that were identified from the surveys and parent advisory committee include; questionnaire at the beginning of each school year for families to document their child's needs and family life, students learning skills for working out disagreements, consistent application of rules, and parents would like more opportunities to be involved in their child's learning.	Our small school atmosphere is a strength for Flournoy School.  Comments made from our families, staff, and community is that they love the family-like atmosphere of our little school.  We conduct annual parent conferences, but parents are also encouraged to communicate with staff regarding goals or concerns for their children.  Staff communicates with families on a daily basis on student academic and social/emotional progress.  One area of focus, is learning more about each family's cultures and languages.	Flournoy's strength is it's family-like atmosphere that we create at our school.  We meet with parents for annual parent conferences in the Fall.  In addition, our staff is in constant communication with families about their student's progress and daily status.  A focus area for improvement is to make sure we continue and also improve our engagement with underrepresented families.	Focus areas improvement in order to build partnerships for student outcomes include; consistent behavior management plans, after-school tutoring/support for students (continue ELOP-Extended Learning Opportunity Plan), continue conducting parent conferences to analyze student data, new standards based curriculum, and more opportunities for students and parents to participate in decision-making.   In staff development meetings, we will overview and learn to implement a consistent behavior management plan for all students.  Staff conduct and will continue to conduct progress monitoring within the areas of reading and math, with the use of Easy CBMs, formative loop, and i-Ready.  Our parent advisory committee met this school year to address improving building partnerships for student outcomes.	All of the plans for addressing the areas of improvement will be geared towards including our underrepresented families.  For example, the parent advisory committee, parent conferences, the after-school program, the new standards based curriculum in Social Studies, Math, and ELA will all focus on including and engaging these families.	Staff and families feel appreciated at our school and feel they are part of the decision making.  This year a parent advisory committee was created and allowed parents and community members to be part of the decision making process.  Additional ways that we seek input are through parent conferences, daily communication with families/community, and annual surveys.	Ways that we seek input are through parent advisory committee, parent surveys, parent conferences, staff/parent meetings, and school-community events.  During the COVID-19 school closure in Spring 2020, school staff called families via phone on a bi-monthly basis to check in with students and parents.  We believe we do well with engaging underrepresented families in our district, but we will continue to improve in this area by utilizing our all-call system, sending home school flyers, communicating to families verbally at drop-off and pick-up times, parent conferences, parent surveys, and staff phone communication to parents.	In order to improve engagement of underrepresented families in relation to seeking input for decision-making, our LEA will create more opportunities for these families to provide their input and suggestions.  Actions that have been implemented in the 2022/2023 school year; parent advisory committee, staff/parent meetings, parent conferences, surveys, and school-community events.	4	5	4	4	4	4	4	4	3	3	4	4	Met		21JUN2023	2023
52715480000000	Gerber Union Elementary	3	One strength in building partnerships for student outcomes is using local surveys to gather input from staff and parents. Survey results are shared with parent advisory committees and used to help guide decisions for school goals and spending priorities.	The District's area of focus for improvement in building relationships between school staff and families will be to continue to engage parents in school activities such as our Back to School Meet and Greet and Open House.	The District is implementing a Dual-language immersion program in the 23-24 school year. We are hoping to improve engagement of families by hosting parent nights, organizing evening events, and home visit outreach.	One strength the District has to build partnerships for student outcomes is our collaboration with CalFresh. This partnership has included several grants that have helped us build a school garden. Classes access the garden during Fun Friday and other times during the day to learn about science and how to grow healthy fruits and vegetables.	The District will continue to outreach to various agencies to bring more opportunities for mentoring and other supports for students.	The District will outreach to underrepresented families to encourage attendance at school events and use surveys to identify needs.	Parents, including feedback from special education parents, students, community members, local bargaining units, and other stakeholder groups have been engaged and involved in planning, reviewing, analyzing, and supporting implementation of the LCAP by representation on the following advisory groups: School Site Council (SSC) and the District English Language Acquisition Committee (DELAC). Representatives from stakeholder groups (parents/community, teacher/union, classified, administration) serve on the SSC to give input and make recommendations for LCAP goals and spending priorities. The SSC acts as the Parent Advisory Committee and includes a special education parent. The  PAC, including feedback from special education parents, provided input into the LCAP and reviewed the LCAP draft. Surveys and questionnaires are also used to gather input from staff, parents and students.	The District will continue to outreach to our Spanish speaking parents to encourage participation on our various advisory committees.	1.Creating systems for communicating learning expectations and how students can prepare for college or vocational school.  2.Strengthening the social and emotional culture of the school so that students perceive fairness in treatment and positive interactions between peers.	5	5	5	5	3	4	5	4	5	4	5	4	Met		20JUN2023	2023
52715550000000	Kirkwood Elementary	3	Kirkwood Elementary is small rural school in Corning California with different cultural backgrounds. Through the input of school site council parent groups, Kirkwood parent/guardians have the opportunity to provide regular input of district decisions. LCAP funds have been earmarked for these efforts in order to fully support the work we are doing to improve school climate, create inclusive schools for diverse families, and to foster healthy relationships with students, staff, families and the community. Examples from the 2022-2023 school year: Expansion of Positive Behavioral Interventions and Supports (PBIS) system PD for staff on MTSS (Multi-Tiered System of Support) and implementation PD for staff on adult Social Emotional Learning PD for staff on culturally responsive teaching PD for staff on school climate PD for staff on student Social Emotional Learning In surveys and input-gathering sessions with the community, one area of improvement is having more whole school events. Kirkwood did increase family event this year and will continue to bring families to the school to increase family engagement.	LCAP funds are used to provide counseling services for at-promise students across all grade levels. Focusing on mental wellness is a priority for Kirkwood. Providing professional development in mental wellness and a positive school culture stays on the forefront as a priority. LCAP actions to continue to fund a counselor and training for mental wellness are based on input from families and data from the PBIS Tiered system. Staff work with families to support students with disabilities (SWDs), students who need trauma-informed strategies, students who show challenging behavior and need extra intervention, as well as children who need extra support in academics. Supporting students during times of crisis will help to ensure that all students will leave Kirkwood Elementary ready for success in college or a career because they will have had access to academic achievement throughout their years in school. The decision to use the funds for counselors was based primarily on the input from multiple parents and student input sessions and surveys. A strength of Kirkwood is the embedded methods for families and students to discuss student progress. Report cards, progress reports, and parent-teacher conferences are all consistently provided at all school sites. Additionally, parents are routinely notified of their rights at the beginning of the school year with all information readily available on the Kirkwood website. Parents of Students with Disabilities (SWD) and English Learners (ELs) are given regular notices of their legal rights. Finally, there are multiple avenues for families to connect with the Kirkwood staff and provide input and feedback which helps to drive the decisions on how the school is run. For example, families take climate surveys, participate in parent/teacher conferences, attend school site council meetings, attend monthly open school board meetings, have access to staff and administration before and after school, and are able to connect via Remind, telephone, and or email.	Kirkwood promotes meaningful interactions and partnerships between educators and the school community. Parent/guardians are provided regular updates on the actions of School Board meetings via website postings. Kirkwood uses multiple strategies to engage in the development of the 2022-23 LCAP. Our various methods were intentional in order to seek input from our stakeholders based on the eight state priorities, and determine priorities on how to use supplemental funds using the California State Dashboard data. An important component of the LCAP is the inclusion of staffing to facilitate parent engagement. These staff members work on parent engagement, outreach, and translation of district materials. These staff members work with any family in need and provide outreach to student group members with performance gaps, as well as our other at-promise students.	Kirkwood's current strengths in the area of building partnerships for students outcomes lies with supporting teachers and administration to improve the school's capacity to partner with families. In order to be strong in this area, staff needs to participate in training and implementation of a strong school system in all areas. The Kirkwood staff participates in training such as: Tehama County Department of Education - partnerships in mental wellness, SARB, LCAP support, Safe Return to School support, etc. Attends conferences such as the Small School District Association annual conference Implements school wide research based programs such as PBIS (Positive Behavior Intervention and Supports) Implements improving school climate by going to climate conferences Partners with Butte County Office of Education in implementing PBIS Strong connection and leadership from the Kirkwood School Board Participating in Social Emotional Learning to enhance balances mental awareness for staff and students Through networking, connection, and training - the staff at Kirkwood implements a system that supports student outcomes. The school is always in a continuous cycle of inquiry by looking a data and making data driven decisions.	Kirkwood is still in the early phase of PBIS implementation. An area of improvement will come in a second year of PBIS coaching from Butte County Office of Education which will begin in the 2022-2023 school year. Educating the whole staff on the PBIS system takes time and professionals development and training. The staff will continue to implement a PBIS Tier 2 system while storing up the PBIS Tier 1 system. Another area of focus will be implementing a Multitiered System of Support (MTSS) will be another system put in place at Kirkwood. By learning how to integrate all of our systems into one cohesive and aligned system - Kirkwood will be able to support student outcomes more seamlessly.	Kirkwood continues to look at data on how to improve engagement with underrepresented families. As mentioned before, Kirkwood promotes meaningful interactions and partnerships between educators and the school community.  Parent/guardians are provided regular updates on the actions of School Board meetings via website postings. Parents/guardians have regular opportunities to share input/feedback through surveys, parent/teacher conferences, school site council meetings, and open school board meetings.	Kirkwood is strong in gathering input from educational partners. Four times a year, the school site council meets to look at school data (attendance, discipline, climate survey data, academics, etc.) in order to provide input on how to improve. The school responds by implementing suggestions. The Kirkwood staff meets once a week on early release Fridays to participate in collaboration and/or professional development. Once a month the Kirkwood educational partners are invited to participate in open school board meetings. Educational partners are encouraged to provide input and feedback and help to increase student outcomes on a regular bases via in person meetings and/or electronic surveys. The Kirkwood student leadership offers input throughout the year and is a very important part of the educational partnership.	Kirkwood provides many opportunities throughout the year to collect partner input. An area to improve would be a whole school analysis survey on the implementation of the LCAP goals and actions. Focus groups of school site council, staff members, upper grade students, and board members provide input on the implementation of the LCAP goals and actions. It would behoove Kirkwood to take a pulse from the whole school at large. A second electronic survey will go out in April to collect data on the implementation of the LCAP goals and actions.	Underrepresented families will be sought after for input by personal phone calls and/or personal invitations to participate along with emails, Remind notices, paper notices, our website, and weekly phone calls.	4	5	4	5	4	4	5	4	4	4	4	4	Met		13JUN2023	2023
52715630000000	Lassen View Union Elementary	3	Stakeholder input was gathered throughout the year.  Our main source of communication is the Blackboard Connect All-Call System.  Messages go out every Sunday by phone call, by email, and by Facebook post.  An email address was also given on the Sunday message for anyone who could not attend the meeting at that time. The dates of Site Council/LCAP input meetings this year were 11/3/21, 2/16/22, 3/14/22, 4/6/22. and 5/11/22.  The feedback from parent/staff educational partners was:  - Social/Emotional needs are still very important. - We need to continue to find ways to support our highest need students (behavior and academic). - Student training in online safety and sexual harassment (middle school) is needed. - Student motivation is low in many students.  We have observed a larger number of students who are either doing as little as possible or not doing much at all.	Resources will be allocated to address: -Social and emotional needs (continue with full-time counselor, SEL curriculum and training, and partner with Tehama County EHRMS to assist with higher emotional needs). - Academic concerns (Implementation of Reading Transformations for students Transitional Kinder thru 5th grade, focus on math fact fluency, adjust our learning lab staffing and student support. - Motivational assemblies and speakers. - Motivational reward system for students completing expectations to the best of their ability. - Student and parent education and training regarding online activity needs to take place	The majority of feedback has come from parent participation as listed above. We are focusing on developing additional strategies for receiving input which includes developing an annual survey that focuses on key topics of the LCAP and school improvement areas.	For student feedback, we used the California Healthy Kids Survey in 5th and 7th grade.  This is the first time either of these grade levels has taken this survey.	Student results from the Healthy Kids Survey in 7th Grade:  Compared to our survey results from 7th graders in 2018, here are some of the differences:  14% decrease in students who feel like they try hard on school work 14% increase in students who have three or more absences per month 5% decrease in students who feel like part of the school 12% increase in students who feel harassed or bullied at school 32% decrease in students who feel like their parents feel welcome to participate at school 27% increase in students who experienced chronic sadness/hopelessness	We will continue utilizing the administered surveys for comparison each year and use the input from these surveys to evaluate our LCAP goals and address any inequities and weaknesses identified.	Stakeholder input was gathered throughout the year.  Our main source of communication is the Blackboard Connect All-Call System.  Messages go out every Sunday by phone call, by email, and by Facebook post.  An email address was also given on the Sunday message for anyone who could not attend the meeting at that time. The dates of Site Council/LCAP input meetings this year were 11/3/21, 2/16/22, 3/14/22, 4/6/22. and 5/11/22.  The feedback from parent/staff educational partners was:  - Social/Emotional needs are still very important. - We need to continue to find ways to support our highest need students (behavior and academic). - Student training in online safety and sexual harassment (middle school) is needed. - Student motivation is low in many students.  We have observed a larger number of students who are either doing as little as possible or not doing much at all.	Resources will be allocated to address: -Social and emotional needs (continue with full-time counselor, SEL curriculum and training, and partner with Tehama County EHRMS to assist with higher emotional needs). - Academic concerns (Implementation of Reading Transformations for students Transitional Kinder thru 5th grade, focus on math fact fluency, adjust our learning lab staffing and student support. - Motivational assemblies and speakers. - Motivational reward system for students completing expectations to the best of their ability. - Student and parent education and training regarding online activity needs to take place	As mentioned in the previous prompt we will continue utilizing the administered surveys for comparison each year and use the input from these surveys to evaluate our LCAP goals and address any inequities and weaknesses identified.	4	5	3	5	2	3	5	2	5	3	3	4	Met		21JUN2023	2023
52715710000000	Los Molinos Unified	3	LMUSD has implemented a variety of venues for each school site to promote parent participation and input. Events such as back to school night, open house, and various committee options such SSC, ELAC, and DELAC.	LMUSD would like to increase the amount of parent participants in organizations such as boosters, and parent education nights.	LMUSD will continue to expand the topics related to parent education based on parent input. Topics suggested are; A-G awareness, Anti-Vaping, Cyber Safety, and CTE.	LMUSD has done an excellent job of implementing PBIS (Positive Behavior Intervention Systems) in all the district schools. The major feedback provided was how much students value the PRIDE characteristic reward system. The only suggestion in relation to this process is to have teachers distribute more student recognition based on display of PRIDE traits.	Input indicates to continue with social/emotional programs and provide opportunities for more student clubs.	Having translation services at meetings is an area LMUSD will improve. Whisper mics have been purchased to increase the range of translation and ease. Additionally, LMUSD will seek input prior to creating SSC, and ELAC agendas to include topics suggested by parents.	LMUSD provides opportunities for engagement and input. Based on the feedback provided by parents that normally attend the input sessions, they would like more parents to attend, but they understand that many work or for whatever reason, do not attend.	Changing the meeting times to later in the evening could benefit some parents.	More outreach and parent notifications are needed well before meetings. To remedy this, LMUSD incorporate more robo calls, and parent square.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
52716210000000	Red Bluff Union Elementary	3	Building positive relationships among, staff, families, and students is part of our Positive Behavior Supports and Intervention (PBIS) framework district-wide. The district has worked to improve two-way communication recognizing that all student groups benefit from site and district outreach for collaborative exchanges about important structural and academic developments in the district approach and program. Surveys, collaborations, and direct outreach to families and students from subgroups are a necessary part of enrolling families in partnership in their student's education. Considering the climbing participation rates from our collaborative platform and survey tools, as well as through our social media and home-to-school communication tools, these actions are warranted and expected to continue as part of the comprehensive plan.	Parents report communication as a strength; being open and with effective lines between families and schools. Input from parents indicated a desire for specific information more frequently as it relates to what students were learning in the classroom, so parents can better support students at home.	It is particularly important for our low-income, foster, and homeless populations that family communication is effective and consistent and includes various models such as flyers and the use of apps or social media. When forming our Parent Advisory Committee, the district recruits parent representatives of our underrepresented families. Each school with 10% or more English Learners has an English Learner assistant at the site to support students and families, serving as a liaison to resources and building positive relationships between home and school. Translation is provided to ensure access and collaboration with our English Learner families. Ongoing support needs to continue in the area of understanding family strengths, culture, and role in education beyond what has traditionally existed.	In our most recent family survey, the highest theme was Communication and Feedback: open and effective line of communication between families and schools. Parent training is offered by each site across a range of topics multiple times during the school year by school/district personnel and /or community agencies. This past year, our schools were able to resume these activities to the level before the pandemic. Raising A Reader, an early literacy parent engagement program continues to be implemented in our Tk-3nd grades to create a strong home-school connection. Parent surveys indicated the success of this program with increases in the home reading routines, the frequency of days during the week, and minutes spent reading at home.	Parents expressed they are highly motivated to reconnect and support schools to raise achievement, challenge students, and increase opportunities for extra-curricular activities. Recent school-hosted events, like Open House, had a high number of attendees. Our summer program this year has over 300 students enrolled and parents expressed a strong interest in tutoring services. Feedback from PAC specific to this question included increasing family events that help parents understand how their child is doing and what they can do to help; all staff leads by example; meet with parents face to face during parent conferences twice a year, and perhaps incentives to help build partnerships or increase participation at meetings/events.	Areas of focus are how to best reach all families, especially underrepresented groups, and continuing to learn how to improve a school's capacity to partner with families in meaningful ways to improve student outcomes. Providing training to parents related to technology and school programs to assist their students at home.	Several opportunities are offered to parents to get involved and collaborate, including the English Language Acquisition Committee (ELAC) at both the school and district level (DELAC). School Site Councils (SSC) and the District Parent Advisory Committee (PAC), afford opportunities to collaborate on the alignment of district and site improvement plan priorities and actions to increase achievement as well as to monitor progress towards all goals.	Making these engagement sessions more comprehensive or parent-friendly may increase participation along with options that better accommodate the schedule of parents. Parents express childcare is helpful in promoting participation. Parents express a desire to learn more about the implications of the data and what are the impacts of flow achievement data.	Intentional efforts to invite representatives reflective of the various student groups served, which may expand to the recruitment of community representatives who work with underrepresented families or student groups, continue to be an area of focus along with increasing parent participation at this level. Providing child care is beneficial to support parent attendance, especially for opportunities that occur outside of the school day.	3	4	3	4	3	3	3	4	3	3	3	3	Met		22JUN2023	2023
52716390000000	Red Bluff Joint Union High	3	Parents value the diversity of students’ backgrounds at RBJUHSD and feel students’ cultural background is well represented. Students can get help from an adult if there is a bullying issue on campus and students feel safe.	Provide motivating and engaging classroom lessons.  Administrators to create an environment that fosters learning.  Match teaching styles to learning styles.  Foster an environment in which students feel more comfortable asking for help. Focus on school safety: decrease school violence and drug use.	Encourage more opportunities for families to get involved and meet with teachers/administrators, such as:  Parent cafes, Family events, Parent club. Family invitation to activities happening on campus (i.e. cool science experiment happening, poetry read, etc.). Parents would like to have more feedback from teachers, particularly when there is something positive or just to check in-show they care about their student. It’s hard for parents to help students with their homework.  Parents would like to see better sportsmanship and an improvement in our athletic program. Provide more opportunities for parent feedback. Concerns about school safety and wanting more immediate communication when an incident occurs.	Parents value the diversity of students’ backgrounds at RBJUHSD and feel students’ cultural background is well represented. Students can get help from an adult if there is a bullying issue on campus and students feel safe.	Provide motivating and engaging classroom lessons.  Administrators to create an environment that fosters learning.  Match teaching styles to learning styles.  Foster an environment in which students feel more comfortable asking for help. Focus on school safety: decrease school violence and drug use.	Encourage more opportunities for families to get involved and meet with teachers/administrators, such as:  Parent cafes, Family events, Parent club. Family invitation to activities happening on campus (i.e. cool science experiment happening, poetry read, etc.). Parents would like to have more feedback from teachers, particularly when there is something positive or just to check in-show they care about their student. It’s hard for parents to help students with their homework.  Parents would like to see better sportsmanship and an improvement in our athletic program. Provide more opportunities for parent feedback. Concerns about school safety and wanting more immediate communication when an incident occurs.	Parents value the diversity of students’ backgrounds at RBJUHSD and feel students’ cultural background is well represented. Students can get help from an adult if there is a bullying issue on campus and students feel safe.	Provide motivating and engaging classroom lessons.  Administrators to create an environment that fosters learning.  Match teaching styles to learning styles.  Foster an environment in which students feel more comfortable asking for help. Focus on school safety: decrease school violence and drug use.	Encourage more opportunities for families to get involved and meet with teachers/administrators, such as:  Parent cafes, Family events, Parent club. Family invitation to activities happening on campus (i.e. cool science experiment happening, poetry read, etc.). Parents would like to have more feedback from teachers, particularly when there is something positive or just to check in-show they care about their student. It’s hard for parents to help students with their homework.  Parents would like to see better sportsmanship and an improvement in our athletic program. Provide more opportunities for parent feedback. Concerns about school safety and wanting more immediate communication when an incident occurs.	4	4	4	3	3	3	3	3	3	3	3	3	Not Met			2023
52716470000000	Reeds Creek Elementary	3	A review of feedback received from our stakeholders include the following:   1. There is a high level of satisfaction in all areas listed in the LCAP (culture, technology, and academics).  2. Staff expressed high level of satisfaction and positive relationships with families and a desire to connect with eachother as staff members.. 3. Staff continues to be concerned about the availability of spaces for instruction, counseling, and extra curricular activities. Staff are also concerned about the parking.  4. One parent expressed concern for history and science,  and one desiring music, art, performances, and smaller class sizes.  5. Students would like to see better behavior on campus, would like longer recess times, and have more activities at recess.	Goal 1: We will provide PD opportunities in the area of math for our teachers. A 6-8 ELA program was adopted and implemented during the 22/23 school year. We will maintain a strong focus on implementing our curriculum with fidelity and through PD and technology resources.   Goal 2: We will provide a counselor  5 days a week. We have assigned a TOSA for academic interventions and behavioral support as well as teacher mentoring and coaching.   MTSS and SEL will be a focus as we continue to participate in the CalHOPE project. We will continue to persue expanding our facility to address the need for extra curricular locations and services/supports for students and staff.	The current administered surveys are administered to all our families, including those of unduplicated students. We also provide opportunities for these families to engage through parent conferences, student success team meetings, AdHoc committees and dialogue with the administration and School Board.	A review of feedback received from our stakeholders include the following:   1. There is a high level of satisfaction in all areas listed in the LCAP (culture, technology, and academics).  2. Staff encouraged the adoption of an ELA curriculum for grades 6-8.  3. Staff are concerned about the availability of spaces for instruction, counseling, and extra curricular activities.  4. One parent expressed concern for history and science,  and one desiring music, art, performances, and smaller class sizes.  5. Students would like to see better behavior on campus, would like longer recess times, and have more activities at recess.	Goal 1: We will provide PD opportunities in the area of math for our teachers. A 6-8 ELA program was adopted and implemented during the 22/23 school year. We will maintain a strong focus on implementing our curriculum with fidelity and through PD and technology resources.   Goal 2: We will provide a counselor  5 days a week. We have assigned a TOSA for academic interventions and behavioral support as well as teacher mentoring and coaching.   MTSS and SEL will be a focus as we continue to participate in the CalHOPE project. We will continue to persue expanding our facility to address the need for extra curricular locations and services/supports for students and staff.	The current administered surveys are administered to all our families, including those of unduplicated students. We also provide opportunities for these families to engage through parent conferences, student success team meetings, ad hok committees, and dialogue with the administration and School Board.	The current administered surveys are administered to all our families, including those of unduplicated students. We also provide opportunities for these families to engage through parent conferences, student success team meetings, ad hok committees, and dialogue with the administration and School Board.	Goal 1: We will provide PD opportunities in the area of math for our teachers. A 6-8 ELA program was adopted and implemented during the 22/23 school year. We will maintain a strong focus on implementing our curriculum with fidelity and through PD and technology resources.   Goal 2: We will provide a counselor  5 days a week. We have assigned a TOSA for academic interventions and behavioral support as well as teacher mentoring and coaching.   MTSS and SEL will be a focus as we continue to participate in the CalHOPE project. We will continue to persue expanding our facility to address the need for extra curricular locations and services/supports for students and staff.	There are many opportunities for input currently in place as described in the previous prompt responses.	5	5	5	5	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
52716540000000	Richfield Elementary	3	RESD has strong family engagement as evidenced by the high participation rates in community engagement activities. The activities that consistently draw large percentages of family & community engagement include but are not limited to the Bact to School Night, Grandparent's Day celebration, choir/band performances, PTO Family Fun Nights, Book Fair family night, annual Ham Dinner and Auction, School Site Council, District English Language Advisory Committee (DELAC), Open House and Graduation.	RESD has implemented a bilingual school to parent information system known as Parent Square.  In addition to the translated school to home information being transmitted via Parent Square, RESD sends out hard copies in backpacks, uses the school marquee, and will increase the use of translated direct phone calls for parent input nights such as DELAC and SSC.	RESD actively engages underrepresented families by seeking participation in decision making forums such as DELAC and SSC.   RESD has implemented a bilingual school to parent information system known as Parent Square.  In addition to the translated school to home information being transmitted via Parent Square, RESD sends out hard copies in backpacks, uses the school marquee, and will increase the use of translated direct phone calls for parent input nights such as DELAC and SSC.	RESD has strong family engagement as evidenced by the high participation rates in community engagement activities. The activities that consistently draw large percentages of family & community engagement include but are not limited to the Bact to School Night, Grandparent's Day celebration, choir/band performances, PTO Family Fun Nights, Book Fair family night, annual Ham Dinner and Auction, School Site Council, District English Language Advisory Committee (DELAC), Open House and Graduation.	RESD's strength in parent/community engagement is evidenced by strong participation in the following school/community events: Back to School Night, Grandparent's Day celebration, choir/band performances, PTO Family Fun Nights, Book Fair family night, annual Ham Dinner and Auction, School Site Council, District English Language Advisory Committee (DELAC), Open House and Graduation. RESD would like to increase the participation rate at our DELAC meetings.	RESD has implemented a bilingual school to parent information system known as Parent Square.  In addition to the translated school to home information being transmitted via Parent Square, RESD sends out hard copies in backpacks, uses the school marquee, and will increase the use of translated direct phone calls for parent input nights such as DELAC and SSC.	RESD has strong two-way communication from families as evidenced by our school's site council and District English Language Advisory Committee meeting attendance and dialogue. RESD would like to further develop the capacity of our non-English speaking parents to provide effective school improvement and improve the ability of these parents to advocate for, and effectively be partners in their children's education.	In addition to the strong two-way communication from families as evidenced by our school's site council and District English Language Advisory Committee meeting attendance and dialogue. RESD would like to further develop the capacity of our non-English speaking parents to provide effective school improvement and improve the ability of these parents to advocate for, and effectively be partners in their children's education, RESD will redouble efforts including personal calls, door prizes, student performances and potlucks to improve the input for decision making.	In addition to the strong two-way communication from families as evidenced by our school's site council and District English Language Advisory Committee meeting attendance and dialogue. RESD would like to further develop the capacity of our non-English speaking parents to provide effective school improvement and improve the ability of these parents to advocate for, and effectively be partners in their children's education, RESD will redouble efforts including personal calls, door prizes, student performances and potlucks to improve the input for decision making.	4	4	4	4	4	4	5	4	4	4	4	4	Met		28JUN2023	2023
53105380000000	Trinity County Office of Education	3	Our program is unique in that it provides a trauma-informed program for all students. Because of this, we have ensured that our staff are adequately trained and developed in trauma and restorative practices. Each family participates in an intake and outtake meeting with their student and school staff upon entry and exit from the school. Each student is responsible to provide daily communication from the school staff to their parent. For any concerns, SST meetings are scheduled to provide a line of communication and planning for student success and intervention.	The school closed at the end of the 22-23 SY.	The school closed at the end of the 22-23 SY.	Currently, a daily progress report is sent home with each student and parents must respond and sign so that the student returns the report to the teacher the following day. This home to school connection has really enhanced the parent to school communication.	The school closed at the end of the 22-23 SY.	The school closed at the end of the 22-23 SY.	Due to enrollment small staff to student ratio, our staff meet weekly in planning and evaluating the progress of each student within the school.	The school closed at the end of the 22-23 SY.	The school closed at the end of the 22-23 SY.	5	4	5	5	4	3	5	4	4	4	2	2	Met		21JUN2023	2023
53105380125633	California Heritage Youthbuild Academy II	3	"Based on the analysis of educational partner input and local data, CHYBA demonstrates several strengths and notable progress in building relationships between school staff and families. These strengths and progress include:  Effective Communication: CHYBA has achieved a high level of satisfaction in terms of communication, with 91.7% of survey respondents indicating that communication has been ""about right."" This suggests that CHYBA has established clear channels of communication and is effectively sharing relevant information with families, ensuring they are well-informed about school activities, student progress, and important updates.  Partnership in Education: The data shows that a significant majority of respondents, with 76.2%, feel that the school staff is their partner in educating their child. This indicates that CHYBA has successfully fostered a collaborative atmosphere where families perceive the school staff as actively engaged and invested in their child's education. The high percentage of respondents who answered positively highlights the strong sense of partnership between CHYBA's staff and families.  Welcoming Parent and Community Involvement: The survey data reveals that 79.1% of respondents strongly agree that parents and community partners are welcomed to be involved. This demonstrates CHYBA's commitment to fostering an inclusive and engaging environment where parents and community members feel valued and encouraged to actively participate in school activities, events, and decision-making processes.  Valuing Parent Input: CHYBA has made commendable progress in valuing parent input, with 70.1% of respondents strongly agreeing that the school values their input. This indicates that CHYBA recognizes the importance of actively seeking and considering the perspectives, suggestions, and feedback of parents. By demonstrating a genuine appreciation for parent input, CHYBA is creating a culture of collaboration and shared decision-making."	Based on the analysis of educational partner input and local data, CHYBA has identified the following focus areas for improvement in building relationships between school staff and families:  Enhancing Teacher-Parent Communication: The data reveals that only 58.3% of respondents strongly agree that teachers communicate effectively with parents. This suggests that there is room for improvement in fostering clear and consistent communication channels between teachers and parents. CHYBA should focus on providing professional development opportunities for teachers to enhance their communication skills and strategies, ensuring that important information about students' academic progress and other relevant updates are effectively shared with parents.  Strengthening Academic Communication: The survey results indicate that only 62.5% of respondents strongly agree that parents are informed about their student's academics. This suggests a need for improvement in the communication of academic-related information to parents. CHYBA should focus on developing effective systems and practices to ensure that parents receive regular updates on their child's academic performance, including assessments, grades, and areas of improvement. This could involve leveraging technology platforms, implementing consistent reporting methods, and providing guidance to teachers on effective academic communication with parents.	Based on the analysis of educational partner input and local data, CHYBA has identified a need to improve the engagement of underrepresented families in building relationships between school staff and families. To address this, CHYBA will explore the following strategies:  Culturally Responsive Communication: CHYBA will develop and implement strategies to ensure that communication with underrepresented families is culturally responsive. This may involve providing translated materials, utilizing culturally relevant communication channels, and offering interpretation services during school events and parent-teacher conferences. By recognizing and addressing language and cultural barriers, CHYBA aims to foster effective communication and build trust with underrepresented families.  Community Outreach and Partnerships: CHYBA will actively reach out to underrepresented families and community organizations to establish partnerships. This can involve collaborating with local community leaders, cultural organizations, and advocacy groups to create inclusive and welcoming spaces for underrepresented families. By involving these organizations, CHYBA can gain insights into the unique needs and perspectives of underrepresented families, and ensure that their voices are heard and valued in decision-making processes.  Targeted Parent Engagement Programs: CHYBA will develop targeted parent engagement programs that specifically cater to the needs and interests of underrepresented families. These programs may include workshops, seminars, and events that provide information on relevant educational topics, resources, and opportunities for involvement. By tailoring these programs to address the specific concerns and interests of underrepresented families, CHYBA can enhance their engagement and foster stronger relationships with these communities.  Parent Liaisons or Family Engagement Coordinators: CHYBA will consider appointing parent liaisons or family engagement coordinators who can serve as a bridge between underrepresented families and school staff. These individuals can provide personalized support, connect families with available resources, and help navigate the educational system. Parent liaisons or family engagement coordinators who are representative of the underrepresented communities can help establish trust and facilitate effective communication between families and school staff.	Based on the analysis of educational partner input and local data, CHYBA has demonstrated several strengths and significant progress in building partnerships for student outcomes. These strengths and progress include:  Welcoming and Valuing Partnerships: The survey data reveals that 79.1% of respondents strongly agree that parents and community partners are welcomed to be involved, and 70.1% strongly agree that the school values parent input. This indicates that CHYBA has successfully cultivated a culture of inclusivity and collaboration, where the contributions and perspectives of parents and community partners are highly valued. This welcoming and supportive environment encourages active engagement and partnership, promoting positive student outcomes.  Diverse and Valuable Partnerships: CHYBA has established valuable partnerships with various organizations and agencies, as mentioned in the provided information. These partnerships with Hill Country Mental Health Services, The United Way, Shasta County Fire Recovery, One Safe Place, The Smart Center, The Builders Exchange, AmeriCorps, YouthBuild, Shasta Community Health Center, and others showcase CHYBA's commitment to collaborating with a wide range of community stakeholders. These partnerships bring diverse expertise, resources, and support to benefit students' academic, social, and emotional development.  Active Engagement of Partners: The data indicates that 29.2% of respondents were agency or community partners, which reflects CHYBA's success in engaging external organizations and individuals in the educational process. Actively involving agencies and community partners demonstrates CHYBA's proactive approach to leveraging external expertise, services, and resources to support student outcomes. By fostering strong relationships and collaboration with these partners, CHYBA is expanding its capacity to meet the unique needs of its student population.	Based on the analysis of educational partner input and local data, CHYBA has identified several focus areas for improvement in building partnerships for student outcomes. These focus areas include:  Enhancing Teacher-Parent Communication: The data shows that only 58.3% of respondents strongly agree that teachers communicate effectively with parents. This indicates a need for improvement in the area of teacher-parent communication. CHYBA can focus on providing professional development and support to teachers to enhance their communication skills and strategies when interacting with parents. This could include training sessions, workshops, or resources that offer guidance on effective communication practices, active listening, and fostering positive relationships with parents.  Strengthening Parent Engagement and Involvement: Although 91.7% of respondents believe that communication has been about right, the lower percentage (62.5%) of respondents strongly agreeing that parents are informed of their student's academics suggests an opportunity for improvement in keeping parents well-informed. CHYBA can work on establishing more robust systems and practices to ensure regular and comprehensive communication with parents regarding their child's academic progress, achievements, and areas for improvement. This could involve implementing regular progress reports, hosting informational sessions or workshops, and utilizing technology platforms that facilitate easy and consistent communication between parents and teachers.  Targeted Outreach to Underrepresented Families: CHYBA can focus on improving engagement with underrepresented families, taking into account the diversity of the student population. The survey data does not specifically address the perspectives of underrepresented families, highlighting the need for targeted efforts to ensure their voices are heard and valued. CHYBA can develop strategies to overcome barriers to engagement, such as language or cultural differences, and actively reach out to underrepresented families to involve them in decision-making processes, seek their input, and create a more inclusive and equitable educational environment.  Collaborative Partnerships with Community Organizations: While CHYBA has formed valuable partnerships with various organizations, continued efforts can be made to deepen and expand these collaborations. CHYBA can assess the effectiveness of existing partnerships and explore additional opportunities for collaboration with community organizations that align with the needs and goals of the student population. This could involve regular communication, joint initiatives, and shared resources to leverage the collective strengths of both CHYBA and its partners, ultimately enhancing student outcomes.	Based on the analysis of educational partner input and local data, CHYBA has identified a need to improve the engagement of underrepresented families in building partnerships for student outcomes. To address this, CHYBA will explore the following strategies:  Culturally Responsive Outreach: CHYBA will adopt a culturally responsive approach to engage underrepresented families. This involves understanding and respecting the unique cultural backgrounds, languages, and communication preferences of these families. CHYBA will ensure that outreach efforts are tailored to effectively reach and engage underrepresented families, such as providing translated materials, utilizing culturally relevant communication channels, and organizing events and meetings that are inclusive and sensitive to their cultural needs.  Parent Liaisons: CHYBA will consider assigning parent liaisons or family engagement coordinators who are representative of the underrepresented communities. These individuals will serve as a bridge between the school staff and underrepresented families, providing personalized support, building trust, and facilitating effective communication. Parent liaisons will actively reach out to underrepresented families, address their concerns, and provide information and resources to enhance their involvement in their child's education.  Targeted Parent Engagement Programs: CHYBA will develop targeted parent engagement programs specifically designed to meet the needs and interests of underrepresented families. These programs may include workshops, seminars, and events that address topics like navigating the education system, understanding academic expectations, and supporting student success. By tailoring these programs to the unique circumstances and challenges faced by underrepresented families, CHYBA can empower them to actively participate in their child's education and contribute to improved student outcomes.  Collaboration with Community Partners: CHYBA will leverage its existing partnerships, such as those with Hill Country Mental Health Services, The United Way, Shasta County Fire Recovery, One Safe Place, The Smart Center, The Builders Exchange, AmeriCorps, YouthBuild, Shasta Community Health Center, and others, to support underrepresented families. These community partners can provide valuable resources, expertise, and services that address the specific needs of underrepresented families. Collaborative efforts with community partners can help create a comprehensive support network for underrepresented families and improve their engagement in building partnerships for positive student outcomes.	Based on the analysis of educational partner input and local data, CHYBA has demonstrated strengths and progress in seeking input for decision-making. The following points highlight CHYBA's current strengths in this area:  Active Stakeholder Engagement: CHYBA has shown a commitment to engaging stakeholders by holding two LCAP Advisory committee meetings. These meetings witnessed record participation, providing an opportunity for stakeholders to contribute feedback and suggestions. By actively involving stakeholders in the decision-making process, CHYBA values their input and seeks to incorporate their perspectives into shaping educational initiatives.  Open Door Communication Policy: CHYBA has implemented an open door communication policy, prioritizing communication with parents and stakeholders. The principal's commitment to over 140 in-person meetings with various stakeholders and parents throughout the year demonstrates a proactive approach to gathering input and addressing concerns. This accessibility fosters a collaborative environment and encourages stakeholders to actively participate in shaping decisions that impact students and the school community.  Stakeholder Event: CHYBA hosted a stakeholder event that specifically invited parents and included information booths hosted by community partners. This event aimed to better inform parents about available resources and services. By providing a platform for stakeholders to engage directly with community partners and access valuable information, CHYBA demonstrates a commitment to involving stakeholders in decision-making and supporting their involvement in the educational process.  Coordination of Services Team (COST): The introduction of the COST initiative showcases CHYBA's efforts to bring together specific community partners to address the needs of individual students. By discussing student-specific challenges and developing strategies to connect students with necessary resources, CHYBA demonstrates a commitment to data-driven decision-making and collaborative problem-solving. The establishment of the COST team reflects CHYBA's dedication to seeking input and utilizing diverse perspectives to support students' holistic needs.	Based on the analysis of educational partner input and local data, CHYBA has identified the following focus areas for improvement in seeking input for decision-making:  Enhancing Teacher-Parent Communication: While a majority of stakeholders agreed that communication has been about right, only 58.3% strongly agreed that teachers effectively communicate with parents. To improve this aspect, CHYBA can focus on providing professional development opportunities for teachers to enhance their communication skills, specifically when interacting with parents. This may include training sessions on effective parent-teacher communication strategies, active listening, and providing timely updates on students' progress and academic performance.  Strengthening Parent Engagement in Academic Updates: The survey results indicated that only 62.5% of respondents strongly agreed that parents are informed of their student's academics. To address this, CHYBA can implement strategies to improve the dissemination of academic information to parents. This may involve utilizing various communication channels such as digital platforms, regular newsletters, and parent-teacher conferences to ensure that parents receive comprehensive updates on their child's academic progress, assignments, and assessments.  Increasing Stakeholder Participation in Decision-Making Processes: While the LCAP Advisory committee meetings have seen record participation, there may still be room for further engagement of stakeholders in decision-making processes. CHYBA can explore ways to expand stakeholder participation, such as increasing the frequency of advisory committee meetings, inviting a broader range of stakeholders to participate, and actively seeking input on key decisions, policies, and initiatives. This can be achieved through surveys, focus groups, and targeted outreach efforts to ensure diverse perspectives are considered and incorporated into decision-making.  Broadening Representation of Stakeholders: While the survey results indicate that a significant percentage of respondents were parents or guardians (54.2%) and agency or community partners (29.2%), CHYBA can further strive to include a more diverse range of stakeholders. This may involve reaching out to underrepresented communities, non-English speaking families, and ensuring that their voices and perspectives are included in decision-making processes. CHYBA can implement strategies such as translation services, culturally responsive outreach, and targeted engagement efforts to facilitate the participation of underrepresented stakeholders.	Based on the analysis of educational partner input and local data, CHYBA has identified the need to improve the engagement of underrepresented families in seeking input for decision-making. To address this, CHYBA will explore the following strategies:  Targeted Outreach: CHYBA will conduct targeted outreach efforts to specifically engage underrepresented families in seeking input for decision-making. This includes identifying the barriers that may prevent their participation and developing strategies to overcome them. CHYBA will use multiple channels to reach out to underrepresented families, such as personalized invitations, translated materials, and culturally sensitive communication methods, ensuring that their voices are heard and valued in the decision-making process.  Inclusive Meeting Structures: CHYBA will review and modify meeting structures to ensure they are inclusive and conducive to the participation of underrepresented families. This may involve providing interpretation services, scheduling meetings at convenient times, and creating a welcoming and supportive environment. CHYBA will also encourage diverse representation in decision-making bodies and committees, ensuring that underrepresented families have a meaningful role in shaping decisions that affect their children's education.  Culturally Responsive Communication: CHYBA will adopt a culturally responsive approach in its communication strategies to engage underrepresented families effectively. This involves understanding and respecting their cultural backgrounds, languages, and communication preferences. CHYBA will provide clear and accessible information about decision-making processes, actively seeking input from underrepresented families through various means, such as surveys, focus groups, and virtual platforms. By ensuring that the communication methods are culturally sensitive and inclusive, CHYBA can facilitate the active participation of underrepresented families in decision-making.  Strengthening Community Partnerships: CHYBA will further strengthen its existing community partnerships, such as those with Hill Country Mental Health Services, The United Way, Shasta County Fire Recovery, One Safe Place, The Smart Center, The Builders Exchange, AmeriCorps, YouthBuild, Shasta Community Health Center, and others. These partnerships can provide valuable support in reaching out to underrepresented families, enhancing their awareness of decision-making processes, and facilitating their input. Collaborating with community partners can also help CHYBA identify specific needs and resources that can address the barriers faced by underrepresented families.	4	4	4	4	4	3	4	4	4	4	4	4	Met		28JUN2023	2023
53716620000000	Burnt Ranch Elementary	3	Burnt Ranch Elementary School District conducts an annual parent survey. The following results pertain to this prompt: 94% of parents agree that their student feels a sense of belonging and connectedness to their school.  87.5% of parents feel that staff responds to the concerns of parents and community. 81.25% of parents feel that they know what is going on at school.  87.5% of parents feel that they are given opportunities to participate in school events and activities. 81.25% of parents feel that they are given opportunities to take part in school decisions.	The two areas Burnt Ranch School will focus on based on input and local data are parent/community engagement and decision making. A new action under goal two has been added, Educational Partner Involvement. With this goal we will host events for families and community to participate in enrichment and California content related activities. The new website platform was rolled out mid-year and we will continue to promote the use and functionality with families.	Burnt Ranch School will host free events and activities for families and communities that provide staff opportunities to learn and connect with each family regarding strengths, cultures and goals for their students.	Burnt Ranch Elementary School District conducts an annual parent survey. The following results pertain to this prompt: 100% of parents attended teacher conferences this year. 87.5% of parents feel that staff responds to the concerns of parents and community. 81.25% of parents feel that they know what is going on at school.  87.5% of parents feel that they are given opportunities to participate in school events and activities. 81.25% of parents feel that they are given opportunities to take part in school decisions.	The areas for improvement in this area related to providing parents/community opportunities to take part in school decisions as well as keeping families and community informed of what is going on at school. We will use the new website, social media and school wide messaging to increase communication with families. Goal 2 Action 2.8 will allow for interaction with families in low-stress environments as a way to support and engage partners for input in decision making.	Three teachers and the principal will participate in the Compassionate Systems Awareness training this summer, the following are topics that will develop their practice: Relational competencies * Engaging in reflective conversations * Listening deeply to others * Cultivating compassion for others *Nurturing generative social fields	Burnt Ranch Elementary School District conducts an annual parent survey. The following results pertain to this prompt: 100% of parents attended teacher conferences this year. 87.5% of parents feel that staff responds to the concerns of parents and community. 81.25% of parents feel that they know what is going on at school.  87.5% of parents feel that they are given opportunities to participate in school events and activities. 81.25% of parents feel that they are given opportunities to take part in school decisions.	Burnt Ranch school will continue to encourage and support decision making opportunities for educational partners. Board Meetings, PTO, PAC and grade level parent advisory committee meetings will be communicated and advertised for participation.	Burnt Ranch school will offer childcare, assist with transportation and offer video conferencing as ways to encourage all groups to participate in meetings whenever possible.	5	5	3	4	3	3	4	4	4	4	4	4	Met		14JUN2023	2023
53716700000000	Coffee Creek Elementary	3	N/A	N/A	N/A	N/A	N/A	N/A	The principal and the lead teacher at CCESD effectively engage students and parents on a daily basis.  Being a small school district with only five sets of parents we have the opportunity to talk with our parents every day during arrival and dismissal.  Frequently we meet with parents to get their input on events and family engagement activities.  Having a small group of parents makes the forming of committees and advisory groups challenging.  It is important to provide all parents the opportunity to share their ideas about new and current events.  CCESD will be launching our new school website that will allow parents to provide input on upcoming family engagement activities along with feedback from previous events.  This will allow the principal and lead teacher to pursue more in-depth conversations with our parents concerning family engagement activities.	N/A	N/A	5	5	5	5	4	5	5	5	5	4	5	4	Met		27JUN2023	2023
53716960000000	Douglas City Elementary	3	Douglas City School works diligently to connect with our families to create a welcoming environment on campus.  Our school offers many different opportunities to be involved, whether it's through classroom volunteering, evening student/family events, sports and more.  Our school holds parent conferences twice a year when it provides an opportunity for teachers and parents to meet and discuss student success and areas needed for improvement.  More than half of our students come from out of the district boundaries, so by making the choice to attend our school they are often more willing to be involved in these activities.	We will continue to focus on notifying parents as early as possible when there are events that they can attend or where we need help. This allows them to plan around work schedules to be involved.	The staff will continue to encourage involvement from all groups, especially underrepresented ones, by reaching out to them and promoting their participation.	We have a high percentage of families that express they are very happy with our school and how programs are offered for those students that are struggling or opportunities to challenge students that excel academically.  We are proud of our support for struggling students as we have Student Study Teams that involve school staff and student families to create a cohesive team that works for the best interest for each student for positive behavioral and educational outcomes.  Each family is given a student handbook at the beginning of the school year as well as a parent rights handbook to make sure they are given information on their legal rights to advocate.	A focus area for improvement for all families including underrepresented is to engage by doing additional outreach and making more personalized contact to help provide information and resources to support student learning and improve student outcomes for struggling students.	We continue to work in this area to present information in a positive way and to bring in support from our county office to connect with parents on the positives of early intervention.	Seeking input for decision-making is always something we do throughout the school year.  We have Parent Advisory Committee, School Board, Booster Club and parent surveys in order to give families opportunities to engage in decision-making.  It's difficult to get families to participate in these due to work schedules or other prior commitments.	Families have expressed they are most likely to participate in a school field trip or an evening school event.  We work to improve our seeking input on decision-making by offering multiple reminders of how parents can be involved.	We continue to be challenged to make personal connections with all families to encourage and promote participation.	4	4	5	5	4	5	4	5	4	4	4	4	Met		21JUN2023	2023
53717380000000	Junction City Elementary	3	Our 2023 School Survey indicates that 92% of families feel welcome at the school and 92% of families feel a sense of belonging and connectedness. In addition, 100% of families feel that the school has a good public image, and 98% of families indicate that teachers/staff respond to the concerns of parents and the community.	Our focus area is to increase the number of families who feel welcome and feel a sense of belonging and connectedness. Our goal is to increase the percentage of families to at least 95%.	We will improve engagement of underrepresented families by personally reaching out to all of our families more frequently. We are also planning on having more Family Fun Nights during the 2023-2024 school year to increase family participation on campus.	Our 2023 School Survey indicates that 98% of our families feel that staff are available to them when they have questions or concerns, and 95% feel comfortable talking to staff about their questions or concerns. In addition, 85% of parents feel that they are kept informed of how they can participate in their child's education, which is an increase of 6% from last year. 88% feel that they are given opportunities to be involved in school activities and events, which is an increase of 14% from last year.	Our focus area is to increase the percentage of families who feel that they are kept informed of how they can participate in their child's education to at least 95% and increase the opportunities for them to be involved in school activities and events.	We will improve engagement of unrepresented families by personally reaching out to them to talk about how they can participate in their children's education. We also plan on having more regularly scheduled parent/teacher conferences during the 2023-2024 school year.	Our, 2023 School Survey indicates that 90% of our families feel that they are given opportunities to take part in school decisions.	We would like to increase the percentage of families who feel that they are given opportunities to take part in school decisions to at least 95%.	We will improve the engagement of underrepresented families by personally inviting them to participate in the discussions at our School Site Council/Parent Advisory Committee Meetings.	5	5	4	5	4	4	4	4	5	4	5	4	Met		29JUN2023	2023
53717460000000	Lewiston Elementary	3	Currently, a weekly progress report is sent home with each student in k-4th and parents must respond and sign so that the student returns the report back to the teacher the following Monday. Teachers in 5-8th contact parents to be in tutoring.  A weekly phone call goes out on Sundays in order to inform families of the upcoming weeks activities.	Implementing a weekly phone call as well as improving our social media footprint has helped communicate with families.  The input from parents in the past was that there were too many robo calls going out, so the principal calls Sunday nights with the weekly updates and messages are more streamed.  We are working on upgrading our website, which is easier to navigate, and will include schoolwide information and policies.	This home-to-school connection has really enhanced the parent to school communication and serves to improve engagement and connections with underrepresented families. We plan on improving methods to garner feedback on connecting families to local partner agency resources.	We have success in parents showing for their parent-teacher conference time as well as a better way to communicate weekly to the families.	By providing more times for the families to come in to hear about school policies and daily schedules for students, we create an atmosphere where parents feel welcome to ask questions.   We will also continue to focus on ability for families to make more impromptu meetings with staff to help with student outcomes in order for them to feel supported with their child.	For underrepresented students, help with places to get support for their struggling students, to include homework as well as parenting support and mental health access.	We make the information available to all educational partners.	We need to find ways to stress the value that the educational partners can give us in making best decisions for our students.	The underrepresented families will be able to see that we at LES are here to build a community and one that is inclusive to all. .  LES continues to challenge ourselves to make personal connections with all families to encourage and promote participation.  LES will encourage all groups of students to be involved, especially unrepresented ones, by personally reaching out to them and promoting participation.	5	5	4	5	4	4	4	4	4	4	5	5	Met		21JUN2023	2023
53717610000000	Trinity Center Elementary	3																						Not Met			2023
53738330000000	Southern Trinity Joint Unified	3	Based on the analysis of educational partner input and local data the school is doing well at building relationships and providing activities for parent/community involvement. The activities are appreciated and have continued to build on the relationships and culture around STJUSD.	Based on the analysis of educational partner input and local data, STJUSD is working to improve communication between staff and families. This will be done by enhancing parent text blasts/communication, improving the school webpage, installing flyer stanchions on the campuses, and having additional informal events that enable organic dialogue.	Based on the analysis of educational partner input and local data, STJUSD expanded the ways in which we communicate with families and have provided food/dinner at events which has proven to increase participation thereby improving communication.	STJUSD is the most significant hub in Southern Trinity County for community events and gathering. We coordinate with the majority of local partners such as the USDA Forest Service, Southern Trinity Health Services Clinic, local business, the Trinity County Office of Education, and groups such as the Watershed Council. Our educational partners value the diversity these groups bring to enhance student outcomes.	STJUSD will continue reaching out to individuals and groups in the community that we do not yet have a strong working relationship with. In addition, we will develop the partnerships we currently have to create more robust projects that benefit the community and lead to improved student outcomes.	Underrepresented families will be engaged to identify what they perceive to be of value and what opportunities they would like to see to build partnerships that improve student outcomes.	STJUSD gains educational partner input through surveys, student council, parent engagement meetings, board meetings, and community collaboration meetings. Our partners continue to comment that our community activities and ease of access to school staff is our strength. We are seeking to expand school/community activities that enhance communication and the sharing ideas while developing community culture and activities that everyone can participate in.	STJUSD is refining the communication and sharing process by streamlining surveys to avoid burnout, share information clearly and concisely through our new website and other mediums.	To increase engagement of underrepresented families the district is pursuing varies means of assisting these partners with transportation and providing meals at activities which would eliminate significant barriers to  participation.	4	4	4	5	4	4	5	4	4	3	4	4	Met		27JUN2023	2023
53750280000000	Mountain Valley Unified	3	MVUSD areas of strength in building relationships between school staff and families is the outreach and facilitation of student events that lead to a more positive bond between students, parents and staff. Reaching out to parents with positive feedback about students builds a more productive relationship between the staff and the parents. Events that allow for parent participation such as STEAM Nights, SEAL  performances and parent engagement in the Parent Club and Booster's Club all ensure that parent's voices are heard and their input is directly relayed to district administration.	The district's area that continues to be a priority is to improve relationships with our Hmong community so that they both feel welcome (we are doing well in this area) and encourage them to participate in decision making in the schools (this is the focus). The position of Hmong parent liaison continues to be unfilled, and as this is our largest underrepresented group, it continues to be a challenge to gather input from this demographic.	MVUSD area that needs improvement is gaining the input and participation of the underrepresented parent population (Hmong). In order to reach out to this part of the MVUSD demographic, staff makes individual calls and offers invitations to school events. Administration is in touch with Hmong leaders and have been attending their cultural events and speaking to the parents about becoming more involved at the school.	MVUSD areas of strength in building partnerships for student outcomes is the outreach and facilitation of student events that lead to a more positive bond between students, parents and staff. Reaching out to parents with positive feedback about students builds a more productive relationship between the staff and the parents. Events that allow for parent participation such as STEAM Nights, SEAL  performances and parent engagement in the Parent Club and Booster's Club all ensure that parent's voices are heard and their input is directly relayed to district administration.	The district's area that continues to be a priority is to improve student outcomes for our Hmong students so that they make progress as English Learners and as participants in the school community. We also want to continue to encourage them to participate in decision making in the schools (this is the focus). The position of Hmong parent liaison continues to be unfilled, and as this is our largest underrepresented group, it continues to be a challenge to gather input from this demographic.	MVUSD area that needs improvement is improving the student outcomes and participation of the underrepresented (Hmong) student population.	MVUSD areas of strength in seeking input for decision-making progress have led to a more positive bond between students, parents and staff. Reaching out to parents with positive feedback about students builds a more productive relationship between the staff and the parents. Events that allow for parent participation such as STEAM Nights, SEAL  performances and parent engagement in the Parent Club and Booster's Club all ensure that parent's voices are heard and their input is directly relayed to district administration.	The district's area that continues to be a priority is to improve in seeking input for decision-making is with our Hmong community so that they both feel welcome (we are doing well in this area) and encourage them to participate in decision making in the schools (this is the focus). The position of Hmong parent liaison continues to be unfilled, and as this is our largest underrepresented group, it continues to be a challenge to gather input from this demographic.	MVUSD area that needs improvement is gaining the input and participation of the underrepresented parent population (Hmong) in the decision-making process. In order to reach out to this part of the MVUSD demographic, staff makes individual calls and offers invitations to school events. Administration is in touch with Hmong leaders and have been attending their cultural events and speaking to the parents about becoming more involved at the school.	4	4	4	4	3	3	3	3	3	3	3	3	Met		28JUN2023	2023
53765130000000	Trinity Alps Unified	3	"TAUSD is pleased with the progress we have made in the area of building and maintaining relationships between school staff and families.  TAUSD provides numerous opportunities for staff and families to collaborate during the year with events hosted on site including, back to school night, open house, financial aide nights, 8th grade information nights, scholarship nights and parent conferences.  In addition, teachers and administration is available with an ""open door"" philosophy.  Additionally, families and staff have opportunities to connect through the numerous sporting events, music performances, and art shows hosted or supported by TAUSD.  Our booster clubs at the sites provided many family and staff events including family dances, bingo, and sober grad, where parents and families are able to connect with each other."	We would like to improve the diversity of our families that attend our events.  We are actively working with our Site Councils on ways to increase diversity in our gatherings.	TAUSD will continue to provide information to all families regarding ways that families can be involved with their school.  Information is sent out at the beginning of school, but also during the school year.  Each site will work with their Site Councils on ways to improve attendance and diversity of attendants to schools sponsored events.	We value and need family engagement to gain insight into the needs of our students.  We do this with surveys, school board meetings, open door policies with administration, site council meetings and district LCAP meetings.   It is clear through these avenues that our students were struggling with mental health needs.  Because of this, the district collaborated with Trinity County Office of education to provide Wellness Liaisons on each site.  In addition, an increase in school based counselors was made.    The District will continue to build staff capacity around how to build and maintain relationships and connections with parents and families through social-emotional wellness initiatives. Parent Conferences continue to be a strength at Weaverville Elementary School there is a dedicated time within our academic-year calendar designated as Parent Conference Week when families are invited into their child's classroom to meet and review progress.  At all school sites at TAUSD throughout the school year, teachers are able to refer students to a Student Study Team (SST) when there are visible signs of struggle for students, either in academics or social-emotional. In this process, teachers, the student and the family meet together to learn what may be causing the issues and present some interventions that can be implemented and followed up on for progress checks. These interventions may include Check-In/Check-Out on a daily basis, a weekly grade check, a daily check-in with a wellness liaison to name a few.	"TAUSD is committed to improve and work on our Multi-Tiered System of Supports (MTSS) structure to support all stakeholders involved in student learning and outcomes. This will be supported through assessments and our Panorama program that will consider the ""whole child"" when making decisions regarding student success.  This program has been presented to the School Board and teachers have been introduced to the system and its operations during teacher collaboration.  Professional development begins in the fall around this new program, and we are excited about the opportunities it will create to best serve the students and work to achieve an inclusive environment that supports learning and growing of the individual."	TAUSD will continue to seek new ways to reach all parents, specifically those parents in our underrepresented families. We will conduct family surveys early in the year in order to gather information early to support those families.	Each school in the district frequently communicates with staff and families regarding the decision-making that takes place in each of the respective school.  Families and staff are encouraged to participate in Site Council, Booster, volunteer in the classroom or on a field trips.  We welcome all feedback and ideas from our educational partners.	As a district, we meet once per month, providing teacher/staff collaboration and professional development.  Staff requested more time for these activities to take place. Families would like to know more ways in which they can support their students academically and in the area of student mental health.  All educational partners continue to hold student achievement and success as a high priority and ways in which to collaborate as a team to improve their children's achievement.   Staff will now be provided professional development and collaboration time twice a month so all staff, (teachers, specialized instructional support personnel, principals, other school leaders, and other staff) can work on professional development. A portion of this professional development is dedicated to the value and utility of parents' contributions and how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.	TAUSD will be working with site administration to revisit the successes and needed improvements for incorporating all families in the decision-making process.	4	5	4	4	4	5	4	5	5	4	4	4	Met		14JUN2023	2023
54105460000000	Tulare County Office of Education	3	Throughout the 2022-2023 school year, Tulare County Office of Education (TCOE) engaged our Educational Partners including parents, staff and students through various formats. These formats included surveys, meetings, classroom visits, student discussions, staff meetings and SELPA meetings. Parent groups included School Site Council (SSC) meetings/PAC, Community Advisory Council (CAC) meetings and parent/teacher conferences. A  Due to the results from a survey conducted at the beginning of the school year noting chronic absenteeism as a concern we instituted  Career Technology Education: Building Construction Trade  at all school sites. The CTE program has had a positive impact on their attendance.	The focus for Building Relations Between School Staff and Families is communication. Because there is a high transient rate and high needs for our at-promise students  there needs to be consistent and constant communication between students, parents, and staff. TCOE engages parents and students in individual and group formats to assess needs and gather input and feedback to improve our program to maximize student opportunities for success.	The underrepresented families, especially the foster youth and expelled students will have the support to provide access to not only the information from the teacher at Parent/Teacher conferences, but also by inclusion of a particular student’s counselor, transition specialist, and/or other staff member, as appropriate in the sharing of student all-round success or concerns. They will have access and support to quickly address and remedy some of the challenges that have impeded their ability to find success.	TCOE Court and Community schools along with our special education sites consists of a veteran staff that has been provided (and continue to build) much professional learning related to partnership-building with families. Families are provided with the schools' program information and resource offerings, primarily through one-to-one meetings as needed and required including annual IEP meetings, and maintain constant communication via the schools' use of the communication app, phone calls and face to face meetings. Opportunities for teachers to meet with students and families are facilitated by ensuring that the program schedule is planned to include these student and parent touch points. It is a strength within our system. This allows for consistent and timely sharing of student progress and continued collaboration to increase success possibilities. School protocols for information sharing with families and students ensures that all are provided with and understand information related to their legal rights.	We continue to build capacity and improve communication between students, parents, and staff. Staff  attended professional learning communities and worked with consultants to improve best practices, especially designed for social emotional learning. Students and staff are engaged in mindful education practices.	The underrepresented families continue to be at the forefront of discussion for student outcomes. Staff continues to communicate with underrepresented families in an effort to build relations and improve student outcomes.	Through the five School Site Council meetings, Parent Advisory Counsel and numerous LCAP meetings throughout the school year, educational partners have the opportunity to have input for all decision-making. The SSC meetings parent  involvement has increased.	Throughout the year TCOE included educational partners in all meetings, including LCAP, SSC, ELAC, PAC etc.  TCOE engages parents and students in individual and group formats to assess needs and gather input and feedback to improve our program to maximize student opportunities for success.   This student/parent/staff engagement is inclusive of the process of Educational Partners for development of the Local Control and Accountability Plan.  Each of these parent meetings included parents of Students with disabilities as well as parents of English Language Learners.	Due to the high transient population, maintaining current and correct contact information is critical. School staff will continue to work diligently to seek out information to be able to communicate fully with the underrepresented families.	5	5	5	5	4	5	5	5	4	4	4	5	Met		14JUN2023	2023
54105460119602	University Preparatory High	3	UPHS is proficient in communicating with families through a variety of ways. Our staff and teachers are continually communicating with our families through email and by phone not only about how their student is performing academically but also to ensure that our families are aware of events and information about UPHS and resources available to our families. This year we implanted the platform Kinvolved. This platform will automatically translate the message to the home language parents have listed for their student	It is the goal of UPHS to continue to refine our communication with families. We will be upgrading our  communications platform next Kinvolved. We will be able ot send messages to students and parents and include  attachments. We will also be able to better serve students who have attendance issues through daily emails home to parents. This platform will help teachers to send more specific and focused information to students and parents.	UPHS will continue to utilize our EL Liaison. This teacher not only works one on one with our EL students, but she also reaches out regularly to our migrant families to help them to know and understand how their student is doing and how UPHS is working with their student and the families.	The greatest partnership we have is with COS. Their dual enrollment coordinator is an invaluable person in helping us help our student succeed in their college classes. Another great partnership is with our parents. Teachers and parents do an outstanding job communicating with one another and that helps our students to be successful.	Our biggest priority for building partnerships for students is to get more parents involved with their child’s school beyond basic event attendance. Our accreditation plan includes increasing parent participation: Provide a school climate that increases the engagement, involvement, and social emotional support of students, parents, and families.	UPHS continues to implement strategies and systems for the regular involvement of all stakeholder support groups in the learning/teaching process, including parents of non-English speaking, special needs, and online students.	UPHS is consistently seeking input from our educational partners through our School Site Advisory Board (SSAB), School Site Council (SSC), and Parent Support Organization (PSO). Families are provided with information and encouraged to participate in any of these three groups. In addition, we ask families, staff, and our ninth and eleventh-grade students to complete the California Healthy Kid’s Survey annually along with locally created surveys.	As apart of our accreditation, it is our goal to continue to increase parent participation beyond just attending student events. Parents are invited throughout the year to participate in our school groups, PSO, and school  boards/councils	UPHS continually seeks to reach out to our underrepresented families through our EL Liaison.	5	5	5	5	4	5	5	4	5	5	5	5	Met		14JUN2023	2023
54105460124057	Valley Life Charter	3	Using the Multiple Results Assessment through the Leader in Me, Teachers felt that the students' families/caregivers' engagement as partners in their child's learning had decreased by 2 points, although it is still considered effective. Family engagement also decreased by 2 points - and is still in the satisfactory category.  Students’ caregivers are satisfied with how the school includes them in their child’s learning through inclusive opportunities, communication, and home learning support.	MRA Results for Improvement: LEADERSHIP- Teachers/Families • 2 Family Partnerships: Teachers feel like most students’ families/caregivers engage as partners in their child's learning	Each year, Valley Life surveys the staff, students, and parents in multiple ways. The information is then used to drive the Local Control and Accountability Plan, which assists the School in setting goals, planning actions, and leveraging resources to meet the goals to improve student outcomes. Parents are encouraged to volunteer 40 hours per year per family - this is not mandatory. VLCS maintains one parent on the VLCS Board. Parents are also invited to be on the Lighthouse team, where they teach other parents the 7 Habits and how it applies to families. Parents have a parent group, which is operated under the foundation. The parent group is responsible for parent involvement in school activities, fundraising, and advising Valley Life Charter School administration on all matters related to the strengthening of the Valley Life Charter School community. Parent participation plays a vital role in the effectiveness of our program. We would encourage the parents to support the efforts of the Valley Life Foundation and Valley Life Charter School's efforts in program enhancement and fundraising. Valley Life is creating a new Parent Lighthouse Team. This group assists in teaching families the 7 Habits of Highly Effective Families and is part of the committee that approves the curriculum. (All parents, regardless of affiliation with either the Parent Group or the Lighthouse Group, may preview the curriculum at any time). Ed ©e Section 47605(c)(2) Charter schools shall regularly consult with their parents, legal guardians, and teachers regarding the School's educational program. In addition to maintaining a minimum of one parent participant on the Board and the parent participation in the Parent group, parents will be encouraged to volunteer and contribute a minimum of 40 hours per family per academic year to Valley Life Charter School. The Superintendent shall maintain a comprehensive list of volunteer opportunities including but not limited to the following: volunteering in the classroom/school (including at-home assistance); tutoring, attending student-led conferences; attendance at school night and open house; attendance at charter school Board meetings; participation in the planning of, or attendance at, fundraising or Academic/Arts Events; supporting the student at home in regards to homework and other projects or, other activities, parent seminars, etc.	Professional learning to staff and parents has been through the use of the Leaderinme.com resources and training. To improve the engagement of underrepresented families, VLCS has implemented the use of Parent Square to reach all families via the school app. Sharing academic and behavioral data with parents is an area of focus for improvement. To address this, VLCS is strategic in how data is shared. To facilitate data sharing, staff will attend the parent group meetings, coffee and conversation, and other events. Data to be shared include information on the California School Dashboard, the SARC, information about the 7 Habits, school news, and plans for Title I, II, V A core group of parents has been trained to deliver the 7 Habits of Highly Effective Families to other parents. Another way parents are involved that is not included in the overall hours is by encouraging parents to be involved in the Arts outside of school. Students are involved in dance, sports, and theater arts.	Community engagement increased by 1 point from 77 to 78, closer to effective but still in the satisfactory category. -2 Family Engagement: Students’ caregivers are satisfied with how the school includes them in their child’s learning through inclusive opportunities, communication, and support for learning at home. How can we look at quality over quantity events? Could we group or align events? Leadership Nights or 7 Habits Nights?	Based on the MRA Results - a leadership goal for VLCS is to “Provide opportunities (at current events) for families to engage in the 7 Habits.” Volunteer Training and Parent Group Meetings-kids teach habits Leadership Games- Carnival and Tricky Tray Leader in Me Booth at Carnival and Tricky Tray Leader in Me questions on tables at Carnival and Tricky Tray Leader in Me Night- Highlighting each habit Adopt a Class (both campuses)- older students will teach younger students about habits, share their Leadership binders, etc. Leadership Yard Signs handed out at assemblies	Valley Life is continually seeking input from staff, parents, and students. Parents are on the foundation board, the school board, and now on the newly formed Parent Lighthouse Team. Parents are included in curriculum decisions. Surveys are routinely sent via parent square to get parents' input.	Valley Life has continued to engage parents in a variety of ways: Valley Life Board Member & Meetings Valley Life Foundation Board. Training Volunteers Coffee and Conversation Events and Activities such as Open House, Leadership Night, Tricky Tray, and Carnival Parent Lighthouse Team.	Valley Life will have an ex-facto teacher representative on the board in the 23-24 school year. Currently, two parents are on the board - Parents are routinely invited into the classroom to share their community connection with students.	4	4	4	4	4	4	5	4	4	4	4	4	Met		13JUN2023	2023
54105460125542	Sycamore Valley Academy	3	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. Virtual meetings were preferred avenues of collaboration as this created flexibility and increased attendance with educational partners. In order to engage educational partners including staff, students, and the community, we provided multiple opportunities for involvement including survey and monthly virtual forums. The survey information was used to develop the LCAP and the monthly parent forums provided an avenue to present LCAP development process and solicit educational partner feedback.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. A local organization climate survey was administered to students, staff, and parents. 241 students (grades 3-8), 31 staff members, and 106 parents participated in the survey. 1. 89% of parents agree the school hires and retains highly qualified staff. 2. 95% of parents agree the school keeps school facilities well maintained. 3. 93% of parents agree the school provides quality instruction for students. 4. 83% of parents agree the school provides quality instruction for gifted learners. 5. 94% of parents agree the school provides quality instruction for English Language Learners (ELLs). 6. 92% of parents agree the school provides quality instruction for students with disabilities. 7. 87% of parents agree the school encourages parental involvement. 8. 84% of parents agree the school provides quality feedback pertaining to students' academic progress. 9. 71% of students, 84% of staff, and 85% of parents agree that they are satisfied with student(s) academic progress and achievement. 10. 94% of parents agree the school engages students in positive activities that lead to academic success. 11. 82% of parents agree the school offers students sufficient extra and co curricular activities. 12. 94% of parents agree the students and staff are safe at school. 13. 92% of parents agree that students are satisfied with their school on a daily basis. 14. 86% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities. 15. 90% of parents agree the school supports students' character and moral development.	Monthly parent forums and translation services are provided to offer organizational updates, receive educational partner input, and answer questions.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. Virtual meetings were preferred avenues of collaboration as this created flexibility and increased attendance with educational partners. In order to engage educational partners including staff, students, and the community, we provided multiple opportunities for involvement including survey and monthly virtual forums. The survey information was used to develop the LCAP and the monthly parent forums provided an avenue to present LCAP development process and solicit educational partner feedback.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. A local organization climate survey was administered to students, staff, and parents. 241 students (grades 3-8), 31 staff members, and 106 parents participated in the survey. The following data was collected: 1. 89% of parents agree the school hires and retains highly qualified staff. 2. 95% of parents agree the school keeps school facilities well maintained. 3. 93% of parents agree the school provides quality instruction for students. 4. 83% of parents agree the school provides quality instruction for gifted learners. 5. 94% of parents agree the school provides quality instruction for English Language Learners (ELLs). 6. 92% of parents agree the school provides quality instruction for students with disabilities. 7. 87% of parents agree the school encourages parental involvement. 8. 84% of parents agree the school provides quality feedback pertaining to students' academic progress. 9. 71% of students, 84% of staff, and 85% of parents agree that they are satisfied with student(s) academic progress and achievement. 10. 94% of parents agree the school engages students in positive activities that lead to academic success. 11. 82% of parents agree the school offers students sufficient extra and co curricular activities. 12. 94% of parents agree the students and staff are safe at school. 13. 92% of parents agree that students are satisfied with their school on a daily basis. 14. 86% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities. 15. 90% of parents agree the school supports students' character and moral development.	Monthly parent forums and translation services are provided to offer organizational updates, receive educational partner input, and answer questions.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. Virtual meetings were preferred avenues of collaboration as this created flexibility and increased attendance with educational partners. In order to engage educational partners including staff, students, and the community, we provided multiple opportunities for involvement including survey and monthly virtual forums. The survey information was used to develop the LCAP and the monthly parent forums provided an avenue to present LCAP development process and solicit educational partner feedback.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. A local organization climate survey was administered to students, staff, and parents. 241 students (grades 3-8), 31 staff members, and 106 parents participated in the survey. The following data was collected: 1. 89% of parents agree the school hires and retains highly qualified staff. 2. 95% of parents agree the school keeps school facilities well maintained. 3. 93% of parents agree the school provides quality instruction for students. 4. 83% of parents agree the school provides quality instruction for gifted learners. 5. 94% of parents agree the school provides quality instruction for English Language Learners (ELLs). 6. 92% of parents agree the school provides quality instruction for students with disabilities. 7. 87% of parents agree the school encourages parental involvement. 8. 84% of parents agree the school provides quality feedback pertaining to students' academic progress. 9. 71% of students, 84% of staff, and 85% of parents agree that they are satisfied with student(s) academic progress and achievement. 10. 94% of parents agree the school engages students in positive activities that lead to academic success. 11. 82% of parents agree the school offers students sufficient extra and co curricular activities. 12. 94% of parents agree the students and staff are safe at school. 13. 92% of parents agree that students are satisfied with their school on a daily basis. 14. 86% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities.  15. 90% of parents agree the school supports students' character and moral development.	Monthly parent forums and translation services are provided to offer organizational updates, receive educational partner input, and answer questions.	4	4	4	4	4	4	4	4	4	4	4	4	Met		12JUN2023	2023
54105460135459	Blue Oak Academy	3	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. Virtual meetings were preferred avenues of collaboration as this created flexibility and increased attendance with educational partners. In order to engage educational partners including staff, students, and the community, we provided multiple opportunities for involvement including survey and monthly virtual forums. The survey information was used to develop the LCAP and the monthly parent forums provided an avenue to present LCAP development process and solicit educational partner feedback.	A local organization climate survey was administered to students, staff, and parents. 154 students (grades 3-6), 19 staff members, and 112 parents participated in the survey. All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. The following data was collected: 1. 96% of parents agree the school hires and retains highly qualified staff. 2. 88% of parents agree the school keeps school facilities well maintained. 3. 96% of parents agree the school provides quality instruction for students. 4. 92% of parents agree the school provides quality instruction for gifted learners. 5. 98% of parents agree the school provides quality instruction for English Language Learners (ELLs). 6. 84% of students, 90% of staff, and 97% of parents agree the school provides quality instruction for students with disabilities. 7. 95% of parents agree the school encourages parental involvement. 8. 97% of parents agree the school provides quality feedback pertaining to students' academic progress. 9. 86% of students, 74% of staff, and 92% of parents agree that they are satisfied with student(s) academic progress and achievement. 10. 96% of parents agree the school engages students in positive activities that lead to academic success. 11. 78% of parents agree the school offers students sufficient extra and co curricular activities. 12. 96% of parents agree the students and staff are safe at school. 13. 94% of parents agree that students are satisfied with their school on a daily basis. 14. 90% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities.  15. 99% of parents agree the school supports students' character and moral development.	Monthly parent forums and ELAC committee meetings are provided to offer organizational updates, receive educational partner input, and answer questions.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. Virtual meetings were preferred avenues of collaboration as this created flexibility and increased attendance with educational partners. In order to engage educational partners including staff, students, and the community, we provided multiple opportunities for involvement including survey and monthly virtual forums. The survey information was used to develop the LCAP and the monthly parent forums provided an avenue to present LCAP development process and solicit educational partner feedback.	A local organization climate survey was administered to students, staff, and parents. 154 students (grades 3-6), 19 staff members, and 112 parents participated in the survey. All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. The following data was collected: 1. 96% of parents agree the school hires and retains highly qualified staff. 2. 88% of parents agree the school keeps school facilities well maintained. 3. 96% of parents agree the school provides quality instruction for students. 4. 92% of parents agree the school provides quality instruction for gifted learners. 5. 98% of parents agree the school provides quality instruction for English Language Learners (ELLs). 6. 84% of students, 90% of staff, and 97% of parents agree the school provides quality instruction for students with disabilities. 7. 95% of parents agree the school encourages parental involvement. 8. 97% of parents agree the school provides quality feedback pertaining to students' academic progress. 9. 86% of students, 74% of staff, and 92% of parents agree that they are satisfied with student(s) academic progress and achievement. 10. 96% of parents agree the school engages students in positive activities that lead to academic success. 11. 78% of parents agree the school offers students sufficient extra and co curricular activities. 12. 96% of parents agree the students and staff are safe at school. 13. 94% of parents agree that students are satisfied with their school on a daily basis. 14. 90% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities.  15. 99% of parents agree the school supports students' character and moral development.	Monthly parent forums and ELAC committee meetings are provided to offer organizational updates, receive educational partner input, and answer questions.	All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. Virtual meetings were preferred avenues of collaboration as this created flexibility and increased attendance with educational partners. In order to engage educational partners including staff, students, and the community, we provided multiple opportunities for involvement including survey and monthly virtual forums. The survey information was used to develop the LCAP and the monthly parent forums provided an avenue to present LCAP development process and solicit educational partner feedback.	A local organization climate survey was administered to students, staff, and parents. 154 students (grades 3-6), 19 staff members, and 112 parents participated in the survey. All certificated teachers, classified staff, and administrators were provided the opportunity to provide educational partner feedback through both a virtual meeting with the Superintendent and participation in the local climate survey. The following data was collected: 1. 96% of parents agree the school hires and retains highly qualified staff. 2. 88% of parents agree the school keeps school facilities well maintained. 3. 96% of parents agree the school provides quality instruction for students. 4. 92% of parents agree the school provides quality instruction for gifted learners. 5. 98% of parents agree the school provides quality instruction for English Language Learners (ELLs). 6. 84% of students, 90% of staff, and 97% of parents agree the school provides quality instruction for students with disabilities. 7. 95% of parents agree the school encourages parental involvement. 8. 97% of parents agree the school provides quality feedback pertaining to students' academic progress. 9. 86% of students, 74% of staff, and 92% of parents agree that they are satisfied with student(s) academic progress and achievement. 10. 96% of parents agree the school engages students in positive activities that lead to academic success. 11. 78% of parents agree the school offers students sufficient extra and co curricular activities. 12. 96% of parents agree the students and staff are safe at school. 13. 94% of parents agree that students are satisfied with their school on a daily basis. 14. 90% of parents agree the school has broad course offerings in both core subjects and enrichment opportunities.  15. 99% of parents agree the school supports students' character and moral development.	Monthly parent forums and ELAC committee meetings are provided to offer organizational updates, receive educational partner input, and answer questions.	4	4	4	4	4	4	4	4	4	4	4	4	Met		12JUN2023	2023
54105465430327	La Sierra High	3	La Sierra utilizes the advent of its PTO, English Learner Advisory Committee and School Site Council organizations to provide all educational partners an opportunity to participate and engage in the decision making processes of the school for stakeholder capacity building efforts. La Sierra also provides the advent of extracurricular activities via sports and organizations such as USO for cadets, families and staff to engage in additional relational building activities while enrolled at LSMA.	In analyzing the site's needs assessment, it has been determined that La Sierra will need to continue developing additional extracurricular opportunities for families and staff to engage in collaboration regarding the school's progress for student academic and social success endeavors. Expansion of parent workshops for the 23-24 school year will be implemented that will focus on the school's tiered structures of support for parent and staff engagement regarding additional ways that both entities can collaborate for student improvement efforts for learning.	La Sierra plans to utilize the Community Cultural Wealth Model by being intentional in inviting underrepresented families to it's monthly parent sessions for the provision of parent feedback regarding the school's progress for addressing at-promise student capacity building efforts. Removed from this, during the 23-24 school year, La Sierra also plans to implement focus groups for these families to further provide connectivity to the school and the advent of support regarding the best ways that they can help support their child's learning for continual student capacity building efforts for improvement and growth.	La Sierra utilizes its ELAC, SSC and PTO organizations to build capacity, trust and partnerships with the site’s respective educational partners regarding areas of focus for school improvement measures. La Sierra communicates to its stakeholders via both electronic and print methods of correspondence regarding all school updates and important events. Correspondence is always provided to La Sierra families in both English and Spanish formats to ensure equity and access to all educational partners regarding updates from the school for familial outreach efforts.	For the 23-24 school year, the school site plans to hold monthly parent workshops to provide additional opportunities for families to receive support regarding best practices towards further supporting their child's respective educational goals. The school site also plans to establish set monthly student study team meetings to provide the school site and families set opportunities to develop and implement individual cadet action plans to best support respective cadet academic and social efforts for cadet improvement measures over time.	For the 23-24 school year, La Sierra plans to hold focus group meetings with the site's underrepresented families and cadets. The goal of the focus group meetings is to provide additional academic and social scaffolding to these cadets and families regarding the best ways that the school site can support the realization of a cadet's goals via the implementation of a cadet's individual learning plan for college and career efforts. Removed from this, the focus groups will also focus on parent capacity building efforts in providing input to the school site regarding further ways that La Sierra can improve its academic and social programs for continual school improvement measures.	La Sierra holds monthly PTO, ELAC and SSC meetings to develop and discuss school improvement measures as it pertains to the development of the site’s LCAP and School Safety plans respectively. These meeting sessions are in joint collaboration with all the site’s educational partners towards evaluating the site’s progress for the improvement of the school’s programs and services for student and staff capacity building efforts.	For the 23-24 school year, La Sierra plans to provide extended parent workshops to its families regarding the development and implementation of the site's LCAP plan for school building efforts. The additional parent workshops are meant to raise the capacity of the site's families in order to provide input towards the development of the site's academic and social goals for student improvement measures.	For the 23-24 school year, La Sierra will engage its underrepresented families and students via the advent of focus groups. The goal with the focus groups is to provide this specific subgroup of educational partners a direct way to provide their respective input and goals for how La Sierra can further help their children grow and prosper. La Sierra is committed towards helping its at-promise cadets find academic and social success. Through the advent of the focus groups, La Sierra will be able to bridge and close learning gaps through stronger connections with its respective educational partners.	4	3	3	3	3	3	4	3	3	3	3	3	Met		14JUN2023	2023
54105466119291	Eleanor Roosevelt Community Learning Center	3	ERCLC offers a multitude of enrichment, social, and field trip opportunities including one-one meetings with credentialed teachers.  ERCLC also has a very welcoming campus and educational partners feel ownership of the community.	As a homeschool our educational partners are very important to us.  The School and Administration works with the community, Boosters, and individual families to gather information to continually improve opportunities for participation for our families and support in areas of need.	Our socio-economically disadvantaged students need multiple opportunities for engagement in different methods.  The school will continue to encourage participation from struggling families and involvement and the Boosters parent group will also increase their involvement in the upcoming year.  The school will also offer additional academic supports to both students and the educational parent struggling to homeschool and make academic progress.	As a homeschool program, the parents are completely involved and part of our program instead of on the periphery. We’re continuing to find ways to improve parent opportunities for learning and involvement.	As there are a plethora of social and community building events, field trips and opportunities on campus, ERCLC needs to continue to find ways to help our parents improve the academic success of their children.  We have brought in additional homeschool curriculum opportunities, additional tutoring, and next year will add additional SEL opportunities.	As ERCLC does well building partnerships, Boosters will take more of a leadership role in continuing to add partner opportunities for parents to build relationships with ERCLC and other parents.  In homeschooling the relationships with other parents is an important element of academic success.	ERCLC’s currently has multiple opportunities through parent meetings, surveys, and events to gather input on all areas of the school including climate, resources, instruction, needs and support.	Comparatively to other schools, ERCLC gathers input from educational partners in many ways and uses this information to make decisions.  As ERCLC is new to Title funding, there is now a formal School Advisory Committee in which we use as one area to gather input.	ERCLC will gather information through surveys, educational partners, Booster groups, staff, SAC, and other groups to ensure we hear from all families.	3	4	4	3	3	3	3	4	3	3	4	2	Met		22JUN2023	2023
54717950000000	Allensworth Elementary	3	The LEA uses multiple methods of communication to deliver information that conveys a message that parents are welcome. These include School website updates, phone calls and text messages.	Building parents comfort levels in coming to school to meet with staff related to the many areas to support student learning.	The district will emphasize home visits by administration and staff to drive the importance of consistent communication in supporting the building of strong partnerships.	The LEA uses multiple methods of communication to deliver information that conveys a message that parents are welcome. These include School website updates, phone calls and text messages.	Building parents comfort levels in coming to school to meet with staff related to the many areas to support student learning.	The district will emphasize home visits by administration and staff to drive the importance of consistent communication in supporting the building of strong partnerships.	Information dissemination occurs consistently and at a high level.  The hopes are that by focusing on the areas listed below, parent involvement in this area will improve.	Establish a monthly meeting to focus on chronic absenteeism and the importance of school attendance in improvement and increasing of student progress.	Even though the district is effective in getting information to parents, the focus for improvement will be on how to physically involve parents in the process of providing input at meetings of advisory groups and councils, including general meeting opportunities.	5	5	5	5	5	4	4	4	5	4	4	4	Met		13JUN2023	2023
54718030000000	Alpaugh Unified	3	Alpaugh USD includes parents in the educational process through inclusion in learning labs, instructional rounds, and educational partner meetings such as SSC and ELAC. In parent surveys, 95 percent of all parents felt they are provided with opportunities to be involved with the school. 92 percent indicated they felt they have a voice in their child's educational experience.	The focus for improvement is centered around providing more opportunities for meaningful involvement with the instructional vision of the district. We have an instructional vision that elevates student voice. We want parents to better understand what that looks like in the classroom and how they can support that vision at home.	Alpaugh USD is strategic in parent recruitment for involvement in educational partnerships such as SSC and ELAC. We also are strategic in invitations to parents in including them in learning labs and instructional rounds.	Alpaugh USD educational partner indicated there are strengths in district communication and opportunities for involvement in their child's educational experience. Parent indicated they valued being included in student led conferences.	Alpaugh USD aims to educate partners further in the grading policy and expectations for work completion and attendance.  We will provide more parent nights to support educating families on how they can support attendance.	Strategic planning by the district to ensure all underrepresented families are engaged in the process of input and understanding around what leads to student outcomes.	92 percent of educator partners surveyed felt they have a voice in the decision making of Alpaugh USD.	Alpaugh USD seeks to fully practice continuous improvement in the area of inclusion for all families in the decision making process for the district.	Alpaugh USD seeks to fully practice continuous improvement in the area of inclusion for all underrepresented families in the decision making process for the district.	5	5	5	5	4	5	5	4	4	4	4	5	Met		22JUN2023	2023
54718030112458	California Connections Academy Central Valley	3	We are very proud of our weekly contact rate with our students and their families and the progress we have made to ensure all students are building relationships with our teachers and school.	We will continue to increase our efforts in our weekly contact rate. This is an area we are dedicated to continuing and improving for students and families.	We will continue to find ways to better communicate with our families in their home language through verbal and written communication.	We are pleased with the rate at which we are able to provide families with information and resources to support student learning in the home.	We work hard to partner with caretakers and assist them in taking an active role in their students’ education.	We will continue to seek better ways to include and inform our families in their home languages at all levels of our program and school.	We are a very collaborative organization. This is exemplified in this area by the fact that we rate high for seeking input for decision making.	It is important to us that our staff and families know they have a voice, are heard, and actions are taken as a result of their input. We will continue to seek and encourage families and staff to provide us with input.	We are dedicated to engaging all of our families in our school, including our underrepresented families. We take great care to ensure we are providing all of our families with tools and resources that will encourage them to be heard in our school. We will continue to improve these efforts with all of our families, especially our underrepresented students and families.	5	5	5	5	5	4	5	4	5	4	4	4	Met		21JUN2023	2023
54718110000000	Alta Vista Elementary	3	The LEA has two strengths in regards to educational partner input and local data. The first is offering 3 or more opportunities a month for parents and student to get involved on campus together. The second strength is the sufficient amount of staff that volunteer to support these events and provide many engagement opportunities for educational partners.	The LEA's focus of improvement is set on providing more decision-making opportunities for parents. The LEA has learned that small bites of information is best with the parent population in our community. There is still some reluctance to participate in decisions with the school and the the LEA has made many efforts to provide training opportunities.	The LEA has shifted to marketing directly to parents of different backgrounds. The reality is that we need to tell people who we are wanting to hear from or the focus group doesn't have attendance from people who have diverse background or have other struggles. The reality is that struggling families have a even more difficult time attending school events--even if it benefits them. While the LEA does perform home visits where needed, the sheer volume of families that would need to be visited limit our ability to be successful in such an action.	The LEA strength in regards to building partnerships extends to service groups in our immediate area. The LEA works closely with Love Inc, La Comision honorifica Mexicana Americana (CHMA), Leadership Porterville, and Gleaners for donation and student activities. The LEA also works with outside social organizations that support student mental health and social success. These organization are the most effective with a strong bond to the school sites.	The LEA plans to improve by increasing communication to our student about our educational partners activities. The main area of weakness is in our communication tactics. The LEA is finding out that electronic communication is one method but does not always reach families.	The LEA is using multiple forms of communication to reach the greatest number of possible participants or recipients of service. The LEA is also identifying students that would benefit from outside participation in various service groups and suggesting or supporting the inclusion.	The LEA's strength is having the opportunities available and translators available to provide parents with access to decision making forums. The meetings are held at the time parents and other partners have suggested.	The LEA is focusing on providing many other opportunities for parents that have less pressure or limit the social fears of speaking up in public. Also, the parents tend to rely on the school for decisions. It has become clear that the LEA needs to advertise the specifics about decisions and how the public input assists us in make the right choices for the community.	The LEA has made clear the types of meetings they will have this upcoming year: Informational meetings, training meetings, decision making meetings. The LEA will send notice and solicit specific information so parents come if the information is important to them. This new shift is designed to increase input from specific groups which has been our biggest need.	3	4	4	4	4	4	4	4	3	3	4	4	Met		21JUN2023	2023
54718110139477	Monarch River Academy	3	Monarch River Academy (MRA) has an extensive system to build relationships between staff and families. Relationships and communication are essential components of our non-classroom-based charter school, and we continuously strive to improve these systems. Based on our local education partner’s input, 99% of parents/guardians feel satisfied with the school’s progress in building relationships with families. Families interested in our charter school are met with staff members who will guide them through the enrollment and onboarding process. Once registered, families get placed on an Independent Study Teacher (IST) roster. The IST is part of a team of educators who will support the family throughout the year. The teacher works one-on-one with the parent, learning coach, and students to determine the student’s strengths, areas of need, learning goals, and interests. The school provides various curricular options, Social Emotional Learning (SEL) support, community opportunities, and student support to ensure the student and family feel well-supported and connected to ensure the student is successful.	Monarch River Academy (MRA) uses every opportunity to improve relationships and provide academic opportunities for in-person and community-building events. Survey results indicated that families request more STEM, Arts, and project-based learning events. MRA continues to improve and expand its multi-tiered support layers, virtual academies, community-academic events, and professional development for parents and staff, with more opportunities planned for next year.	Monarch River Academy (MRA) continues to broaden and improve support for underrepresented families by providing access to technology, educational resources, communication, access to instruction, and social-emotional learning. We offer virtual English language development classes, interpretive services and translation of documents, internet hotspots at no cost to the family, and access to free educational resources in our lending library. We have also increased our events in rural areas by providing local community events and a mobile lending library. Each student has a working communication process and a record called The Family Trail Guide. This shared document allows a team to monitor and support our underrepresented families more effectively.	Based on our local education partner input, 99% of parents/guardians feel that MRA provides a variety of activities as well as vendor and enrichment opportunities in which students can participate, and 97% feel that their child and family have access to professionals and resources to support social-emotional learning and other emotional health needs. Through partnership and collaboration, we have provided a flexible and personalized learning experience with services in the post-secondary areas of education, employment, and independent living for all high school students. This includes young adults with disabilities as well as a partnership with local psychologists to aid in Social Emotional Learning (SEL). Extensive data analysis and monitoring by a team of educators has deepened the partnerships for students. Partnerships are what we do best. Every decision made on behalf of the student is made in collaboration with the parent at our learning period meetings, Individualized Education Program (IEP) meetings, Student Study Team (SST) meetings, and parent/ teacher/ admin conferences. The independent study teacher works with the parent or learning coach to develop an Educational Plan that is standard-aligned and individualized to meet the learning needs and goals of the student.	Monarch River Academy (MRA) continues to build local partnerships to provide opportunities to increase student outcomes academically, socially, and professionally. Our focus area will be on delivering more in-person community events to aid in improving academic success and increasing our communication through multiple methods to ensure parents are well informed and engaged in increasing student engagement and participation in school programs and supports. Expanding the data analysis and monitoring systems of student progress continues to grow. Our focus continues to be ensuring that good teaching occurs in the home and in our virtual settings aligned with research-based best practices and standards. We provide parent education opportunities, parent workshops, and professional development to teachers focused on teaching and learning. According to the survey results, the planned outcome is building more relationships that result in better student outcomes.	Monarch River Academy (MRA) will continue to improve the engagement of underrepresented families. We have continued to work to hire highly qualified teachers living in the communities of the students they serve, as well as paraprofessional support. MRA will be providing more local and constant events and engagement opportunities throughout the counties where our students reside to improve access to our school staff and resources. Every underrepresented family will have multiple departments and interactions to increase student outcomes. We are also planning events and engagement opportunities throughout the counties where our students reside so all can access our school staff and resources.	Based on our local education partner input, 99% of parents/guardians feel that Monarch River Academy (MRA) welcomes parental participation at all levels and feel that the school keeps them well-informed about school activities. We continue to improve and grow our different educational partner groups like the School Site Council, English Language Advisory Committee, and our parent-led Parent Advocacy Team. In addition to the groups, surveying our parents is also necessary to gather feedback on the school’s success in meeting student needs and accomplishing the school’s mission and vision. The board of directors for the charter also has parents as trustees, ensuring that parents have a voice and a vote in the decision-making process for MRA.	Monarch River Academy (MRA) continues to grow our School Site Council and encourages more support and involvement from our parents. We have focused on improving our communication methods to inform the school community of the opportunity to participate in the decision-making process and express the importance of parent input. Our goal is to continue to grow parent involvement for all groups of students and honor the requests and concerns they bring to the attention of the educators in the charter. Survey results show that our families know MRA values their input and feedback.	Monarch River Academy (MRA) will continue to expand and engage our underrepresented families. MRA has increased its efforts to provide translation support in meetings, document translation, and outreach opportunities to recruit underrepresented families to the various educational partner groups. To improve the engagement of underrepresented families, our school initiated a New Student Onboarding process. The new approach involves personalized phone calls, newsletters, and orientations where all families can ask questions and find out how and where to get support. We have a foster and homeless youth liaison that provides free resources, SEL support, and access to the student's curriculum. Our ELD coordinator ensures all students are engaged in ELD education and that our teachers provide research-based instruction. Through data analysis, interactive records, monitoring, and intervention, each underrepresented family will be engaged in the decision-making process connected to student outcomes.	5	5	5	5	5	5	5	5	5	4	5	5	Met		20JUN2023	2023
54718290000000	Buena Vista Elementary	3	Buena Vista educational partners include parents of English Learners, Socio-disadvantaged families and parents of students with disabilities.  Through the input of our education partners we learned that we needed more diverse ways of delivering information to them.  Through improved communication methods we are able to increase participation and parent education and we work at creating a family atmosphere that is warm and welcoming.  Parents overwhelmingly feel that their children are safe, well cared for and are growing academically and socially.	Buena Vista will continue to focus on academic growth in math and English Language Arts.  Social-emotional health and well-being is also a concern that we continue to work with students and their families to grow a common language of needs and expectations for our students.	Buena Vista will continue to work on communication skills and responding to the needs of our families.  Holding parent meetings at a variety of times to meet the needs of working parents and providing translations services are key components to meeting the needs of our underrepresented families.	One of Buena Vista's strengths is the relationships that have been developed with the families.  We continue to work at improving communication and providing information to families regarding opportunities to participate in their children's education.  We also encourage parents to express what they need. We will continue to build these partnerships.	The focus of the last two years has been to improve communication using a variety of methods to reach the most families in a positive way.  This keeps parents informed of school events and their children's progress.  We are working together to increase student progress.	Underrepresented families at Buena Vista are the English Learners, Socio-economically disadvantaged and families of students with disabilities. These groups are the focus of our communication and working to find comfortable opportunities for them to participate.	Buena Vista's strength is getting the message out to our partners.  By using a variety of communication methods 98 percent of families receive the information that comes from the school.	While Buena Vista familes will help with student events, many familes are hesitant to participate in advisory groups.  They much prefer less formal and more relaxed settings to talk and share information. We will continue to provide parents opportunities for input and show them that their input is  vital and an important part of the the work we do and for their children's education.	To increase educational partner input, Buena Vista will hold more informal partner meetings in order to continue to share and recruit members of the important decision making groups. We will provide translations to those who need it and child care if necessary.  We also will provide for flexible meeting times.	4	5	4	5	5	4	4	4	4	4	4	4	Met		21JUN2023	2023
54718370000000	Burton Elementary	3	A significant strength based upon conversations during district meetings is the relationships built between the school staff and parents. Parents love the Capturing Kids hearts environment and consistently talk about how their kids are treated and they feel welcomed on campus. This is the result of continuous implementation of the program and we continue to see positive trends on how parents feel towards their partnership with the district.	The continued focus will be to make parents feel welcomed and included on the campuses as well as increasing their opportunities to be on campus. This open and welcome feeling is critical for there to be a relationship between staff and parents.	The district will continue to strive to ensure underrepresented groups are included in the conversations by having these conversations where these groups are. This means having these conversations during meetings such as DELAC, DAC, SSC, & amp; ELAC as well as other events where large parental participation takes place. It also means that ensuring that appropriate supports are in place to ensure families that need childcare or interpreting can access these meetings and opportunities.	An area we’ve seen progress on this is the communication between parents and staff in regards to student outcomes. This information is shared more frequently not only at the district level but at the site and classroom level as well. This has increased the level of awareness and overall knowledge of parents in regards to student outcomes.	The continued focus will be to make parents sure parents are informed in their students’ progress towards desired outcomes, whether that is towards an IEP goal, graduation, or completion of a grade level.	The district will continue to strive to ensure underrepresented groups are included in the conversations by having these conversations where these groups are. This means having these conversations during meetings such as DELAC, DAC, SSC, & amp; ELAC as well as other events where large parental participation takes place. It also means that ensuring that appropriate supports are in place to ensure families that need childcare or interpreting can access these meetings and opportunities.	A progress and strength of this area for the district is ensuring that all of the parent input groups are functioning and fully included in their roles and responsibilities. The district has worked over the last several years to ensure that the SSCs and ELACs are fully complete and hold all the required meetings.	Continued work on ensuring that the parents who come to the various meetings (SSC, ELAC, DAC, DELAC, &amp; LCAP) feel empowered to voice their opinions and desires and that these committees do not function as a rubber stamp, but as active committees that are the voice of the groups of people that they represent.	The district will continue to strive to ensure underrepresented groups are included in the conversations by having these conversations where these groups are. This means having these conversations during meetings such as DELAC, DAC, SSC, & amp; ELAC as well as other events where large parental participation takes place. It also means that ensuring that appropriate supports are in place to ensure families that need childcare or interpreting can access these meetings and opportunities.	4	4	3	4	4	4	4	4	4	4	3	3	Met		20JUN2023	2023
54718370109009	Summit Charter Academy	3	A significant strength based upon conversations during district meetings is the relationships built between the school staff and parents. Parents love the Capturing Kids hearts environment and consistently talk about how their kids are treated and they feel welcomed on campus. This is the result of continuous implementation of the program and we continue to see positive trends on how parents feel towards their partnership with the district.	The continued focus will be to make parents feel welcomed and included on the campuses as well as increasing their opportunities to be on campus. This open and welcome feeling is critical for there to be a relationship between staff and parents.	The district will continue to strive to ensure underrepresented groups are included in the conversations by having these conversations where these groups are. This means having these conversations during meetings such as DELAC, DAC, SSC, &amp; ELAC as well as other events where large parental participation takes place. It also means that ensuring that appropriate supports are in place to ensure families that need childcare or interpreting can access these meetings and opportunities.	An area we’ve seen progress on this is the communication between parents and staff in regards to student outcomes. This information is shared more frequently not only at the district level but at the site and classroom level as well. This has increased the level of awareness and overall knowledge of parents in regards to student outcomes.	The continued focus will be to make parents sure parents are informed in their students’ progress towards desired outcomes, whether that is towards an IEP goal, graduation, or completion of a grade level.	The district will continue to strive to ensure underrepresented groups are included in the conversations by having these conversations where these groups are. This means having these conversations during meetings such as DELAC, DAC, SSC, &amp; ELAC as well as other events where large parental participation takes place. It also means that ensuring that appropriate supports are in place to ensure families that need childcare or interpreting can access these meetings and opportunities.	A progress and strength of this area for the district is ensuring that all of the parent input groups are functioning and fully included in their roles and responsibilities. The district has worked over the last several years to ensure that the SSCs &amp; ELACs are fully complete and hold all the required meetings.	Continued work on ensuring that the parents who come to the various meetings (SSC, ELAC, DAC, DELAC, &amp; LCAP) feel empowered to voice their opinions and desires and that these committees do not function as a rubber stamp, but as active committees that are the voice of the groups of people that they represent.	The district will continue to strive to ensure underrepresented groups are included in the conversations by having these conversations where these groups are. This means having these conversations during meetings such as DELAC, DAC, SSC, & amp; ELAC as well as other events where large parental participation takes place. It also means that ensuring that appropriate supports are in place to ensure families that need childcare or interpreting can access these meetings and opportunities.	4	4	3	4	4	4	4	4	4	4	3	3	Met		20JUN2023	2023
54718520000000	Columbine Elementary	3	Open House attendance was stellar with a packed parking lot and great participation in our cake auction.  Student Body raised $5,200.  Many families participated in our taco truck dinner a new event.  School site council participation has been good all year.  We had about 15 participants per meeting.  Volunteers numbered 132 different individuals.  Many of them volunteered more than once.  Parents and family members are attending student activities again.  Examples are sports, Academic assemblies, student activities such as 5th grade SCICON and Poetry and Prose.  Back to School Night, and Open House.  Parent Conferences in the Fall connected with all but one of our families.	Columbine will continue to get more parent input and participation in our annual parent training activity.	Mr. Jones and staff will continue to contact families and welcome them to attend activities.  Examples are One Call Now, telephone, letters sent home, and home visits.  When necessary, a language other than English will be used.	Our monthly Parent Institute letters provide valuable information for our families.  Our Parent / Teacher conferences build a solid understanding of teacher expectations for students and strengthen our relationships with our parents.  Only one family didn't have a conference this year.	Occasionally, staff needs to provide direct communication with parents sooner.	Columbine will continue to contact underrepresented families in a variety of ways.  Examples are One Call Now, Parent Institute letters, telephone, and home visits.	Columbine uses its School Site Council / Safety committee and Board Meetings to seek input in our decision making.  Both groups are functioning well with positive environments.	Columbine has implemented a One Call Now reminder before our School Site Council / Safety meetings.	To continue to contact families and encourage them to participate.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
54718600000000	Cutler-Orosi Joint Unified	3	Cutler-Orosi Joint Unified School District (COJUSD) prioritizes the establishment of strong relationships between school staff and families, recognizing the crucial role these partnerships play in student success. The district is dedicated to educating teachers, support staff, and administrators on the importance of collaborating with parents and creating a cohesive partnership. COJUSD employs various platforms to facilitate connections with families and promote two-way communication. These platforms include: Remind app: This app allows teachers and administrators to send text messages and notifications to parents, keeping them informed about school activities, assignments, and important announcements. Parent Square: Parent Square is a communication platform that enables schools to share information, updates, and events with parents. It offers features such as messaging, event RSVPs, and volunteer sign-ups. Google Classroom: Google Classroom serves as a virtual learning environment where teachers can post assignments, share resources, and provide feedback to students and parents. Social media platforms: COJUSD utilizes social media platforms such as Facebook, Twitter, and Instagram to share news, updates, and success stories with the school community. Email: Email is a commonly used communication tool, and COJUSD leverages it to send detailed messages, newsletters, and important documents to parents. ClassDojo: ClassDojo is a communication app that enables teachers, parents, and students to stay connected. It offers features like messaging, behavior tracking, and the ability to share photos and videos of classroom activities. Parent advisory committee meetings: COJUSD organizes regular meetings with a parent advisory committee to gather input, feedback, and suggestions from parents regarding school policies, programs, and initiatives. Community forums: The district holds both virtual and in-person community forums, providing opportunities for families to engage with educators, ask questions, and share their concerns or ideas. COJUSD is committed to eliminating language barriers by translating messages to the primary language of the student, as indicated in the student information system. By doing so, the district ensures that all families can understand and access the information provided. Moreover, COJUSD strives to create a welcoming environment for all families in the community. The district understands the importance of making families feel comfortable and supported when interacting with school staff. By providing accessible communication channels and actively addressing language barriers, COJUSD aims to foster positive and productive relationships between families and educators. These efforts contribute to the overall success and well-being of students, as strong partnerships between schools and families are essential for student achievement.	Based on the analysis of educational partner input and local data, the Cutler-Orosi Joint Unified School District has identified the following focus area(s) for improvement in building relationships between school staff and families: Enhancing Communication Channels: The district aims to improve communication between school staff and families by implementing various strategies. This may involve utilizing digital platforms, such as online portals or mobile applications, to provide timely and relevant information to parents/guardians. Additionally, the district may explore alternative communication methods, such as newsletters, social media, or community events, to ensure effective and transparent communication between school staff and families. Establishing Family Engagement Programs: To encourage active participation and involvement from families, the district will continue to develop and implement targeted family engagement programs. These programs will include workshops, parent academies, and parent/teacher meetings that provide opportunities for families to actively participate in their child's education. By facilitating meaningful interactions between school staff and families, the district aims to strengthen the partnership and collaboration between both parties. Strengthening Parental Involvement: The district recognizes the crucial role parents play in their child's educational journey. To promote parental involvement, the district will implement strategies such as parent education programs, volunteer opportunities, or regular parent-teacher conferences. By fostering a sense of ownership and shared responsibility, the district aims to enhance the relationship between school staff and families, ultimately benefiting the overall educational experience for students.	Building partnerships to support improvement in student outcomes is a priority for Cutler-Orosi Joint Unified School District. The District has established routines and procedures for supporting families to understand and exercise their legal rights and advocate for their student. All parents are invited to attend LCAP forums, School Site Councils (SSC), English Language Advisory Committee (ELAC), District and site level parent advisory committees. At SSC and ELAC meetings, parents are informed about Uniform Complaint Procedures (UCP) and educational partner rights to file a complaint. The District has a Parent-Student Handbook which contains many district policies and procedures including Uniform Complaint Procedures. The parent/guardian of every student is provided a copy. The handbook is provided in English and Spanish to ensure parents understand. In addition, COJUSD’s Family Education Center employs outreach aides who work with families who have been referred for assistance in parenting, social- emotional counseling, or drug-alcohol counseling. The Family Education Center is a community resource center for educational partners to drop-in and seek assistance with school or other personal matters. Outreach aides support families in understanding and exercising their legal rights and advocating for their students. Outreach aides serve as liaisons between schools and families to help ensure the families' concerns/needs are addressed. In addition, Parent-Student Advocates and Educational Social Workers at all levels provide additional support services to students who are academically below grade level or at-promise of not graduating. Parent Student Advocates and Educational Social Workers serve as liaisons between teachers, parents, and students. Parent-Student Advocates and Educational Social Workers support families in advocating for their students. The District Parent-Student Advocate has created multi-tiered parent Academies for the elementary level that focus on: School Systems, Literacy is King! and Strong Family-School Partnerships. For the secondary level, the multi-tiered Academies focus on: School Systems, On the Road to College, and Strong Family-School Partnerships. The sessions in each academy build upon specific skill sets at every tiered level, for example under School Systems, Digital Literacy sessions are designed to build parent capacity in the use of educational technology and education learning platforms. The District will continue to research professional learning opportunities and support for teachers and principals to improve a school’s capacity to partner with families. Sites currently hold parent educational meetings, parent conference/report card nights, Back to School Night, Open House, and other events; however not all families are engaged or connected to school and/or district.	Based on the analysis of educational partner input and local data, Cutler-Orosi Joint Unified School District has identified the following strengths and progress in seeking input for decision-making: Collaborative Decision-Making Culture: The district has fostered a culture of collaboration and actively seeks input from various educational partners including educators, parents/guardians, students, and community members. This collaborative approach has enabled the district to consider multiple perspectives and make more informed decisions. In addition, COJUSD has made significant progress in engaging educational partners in decision-making processes. They have implemented mechanisms such as surveys, focus groups, town hall meetings, and advisory committees to gather input and feedback. These efforts have allowed educational partners to feel heard and valued, contributing to a more inclusive and participatory decision-making environment. Data-Informed Decision-Making: The district emphasizes the use of data to inform decision-making processes. They have implemented systems to collect and analyze relevant data, including academic performance data, student feedback, and community demographic information. By incorporating data-driven insights, the district can make evidence-based decisions that address the specific needs of students and the community. Continuous Improvement: The district has shown a dedication to continuous improvement in seeking input for decision-making. They regularly review and evaluate their processes, seeking feedback from educational partners on the effectiveness of their engagement efforts. This commitment to ongoing reflection and adjustment helps ensure that the district's decision-making practices evolve and align with the changing needs of the community.	Based on recent educational partner input, the Cutler-Orosi Joint Unified School District (COJUSD) has recognized a desire for more in-depth knowledge about local assessments, curriculum, and instructional strategies used to improve and accelerate student learning. In response to this feedback, COJUSD has organized multiple community forums dedicated to discussing these topics and sharing information about the local improvement cycles implemented to ensure that all students reach or exceed grade-level expectations. Furthermore, COJUSD is actively developing a comprehensive and balanced assessment plan. As part of this plan, the district is placing emphasis on creating graphics and visual representations that are easily understandable by non-educators. These visual aids will help the community gain a clearer understanding of the assessment plan and improvement cycle being implemented in the district. By providing accessible and transparent information about local assessments, curriculum, and instructional strategies, COJUSD aims to foster a stronger partnership between educators, parents, and the broader community. This approach allows for increased collaboration and collective efforts to support student learning and success in the district.	The Cutler-Orosi Joint Unified School District (COJUSD) is actively seeking participation from all parents, including underrepresented families, in their engagement efforts. COJUSD has made strides in translating communications and documents to ensure information is more accessible to their multilingual families. To further improve engagement with underrepresented families, COJUSD is developing strategies that aim to be inclusive and accommodating. These strategies may include extending personal invitations to encourage participation, adjusting meeting times and locations to accommodate diverse schedules and transportation needs, and utilizing virtual options to overcome barriers to attendance. By implementing these strategies, COJUSD seeks to create a more welcoming and inclusive environment that values the voices and perspectives of underrepresented families. The district recognizes the importance of actively engaging all families in decision-making processes and fostering partnerships to support student success and outcomes.	The Cutler-Orosi Joint Unified School District (COJUSD) has implemented several strategies to assist families in understanding academic expectations. These strategies include: District Community Forums: CUSD organizes district community forums where various topics related to academics and student achievement are addressed. These forums serve as platforms for parents to learn about academic expectations, the district's instructional approach, and strategies to support their children's success. Back-to-School Night and Parent-Teacher Conferences: During Back-to-School Night, families receive classroom specific information to understand the academic expectations for their children. Individually, during parent-teacher conferences, teachers provide personalized insights into their child's progress and ways parents can support their academic growth. LCAP Process and Advisory Committees: The Local Control and Accountability Plan (LCAP) process provides multiple opportunities for parents/guardians to understand academic expectations. Through collaboration in the LCAP process and participation in parent/guardian advisory committees, valuable information is shared on how best to support families in maintaining high levels of involvement. Technology for Communication and Feedback: COJUSD utilizes technology to communicate information and seek feedback from the community. District and school websites provide access to information and questionnaires related to academic expectations. These strategies collectively aim to empower families with a deeper understanding of academic expectations, the instructional program, and ways to support their children's achievement. By fostering open communication and collaboration, COJUSD strives to ensure that families are actively involved in their child's education and can contribute positively to their academic journey.	The district utilizes a variety of engagement tools to facilitate meaningful participation from families at both the school and district levels. COJUSD recognizes the importance of evaluating the effectiveness of these engagement tools and activities in order to continuously improve the design and implementation of future initiatives. This evaluation process involves gathering feedback and insights from educational partners to gain a comprehensive understanding of their experiences and perspectives. By actively seeking input and feedback from families and educational partners, COJUSD aims to identify the strengths and areas for improvement in their engagement activities. This evaluation process will inform the district's future strategies and allow them to make informed decisions regarding the design and implementation of engagement initiatives. Ultimately, COJUSD's is working to enhance their engagement efforts and ensure that educational partners have meaningful opportunities to provide input and actively participate in shaping the district's policies and practices. By continuously evaluating and refining their engagement activities, COJUSD aims to strengthen partnerships and create a more inclusive and collaborative educational community.	COJUSD is committed to ensuring that all families, regardless of their backgrounds or circumstances, receive communications and invitations to participate in committees and forums. The district employs various communication accommodations to facilitate inclusivity, such as translation services, interpreters, scheduling individual meetings at convenient times, home visits, and more. These accommodations aim to overcome language barriers and other challenges to ensure that all families can actively participate in the educational process. COJUSD also places a strong emphasis on monitoring student attendance on a daily basis. This proactive approach allows the district to identify and address attendance issues promptly. In particular, CUSD prioritizes timely communication with families of migratory, foster, or homeless youth to minimize disruptions to their educational services. By maintaining close communication and providing necessary support, the district seeks to ensure that these students receive the educational opportunities they need. Through these initiatives, COJUSD demonstrates a commitment to equity, inclusivity, and maintaining open lines of communication with all families. By addressing barriers and proactively engaging families, the district strives to provide quality educational services to every student in the community.	3	4	3	4	3	4	4	4	4	4	4	4	Met		15JUN2023	2023
54718940000000	Ducor Union Elementary	3	Strengths in the area of building partnerships for student outcomes include strong efforts to assure that every parent and student understand and exercise their legal rights and to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education.	Focus areas for improvement include professional learning and support for teachers and administration to improve our capacity to partner with families and providing families with information and resources to support student learning and development in the home. The district hosts various family events throughout the year to cultivate family engagement and foster a safe and inclusive environment.	The district plans for continued staff training in these areas and engaging all families through family events, communication to home, and parent workshops.	Ducor has worked to build strong relationships between and among educational partners. The LCAP development process has been a valuable asset in bringing people together to support improved student outcomes. Strengths include administrative support for certificated staff to collaborate with families and involve parents in their child’s schooling; parents report that Ducor School provides a safe and welcoming environment for family engagement; and improved opportunities for two-way meaningful communication between our school and parents of all student groups. Technology has greatly improved this communication and promises to bring more improvements in the future.  Progress continues to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children.	A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.	Ducor School will work to improve engagement with families in relation to Building Partnerships for Student Outcomes through teacher training on MTSS, counseling, and youth development support. Family events will also lead to building stronger relationships with families.	A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process. We’ve employed many strategies to meaningfully involve parents in this process with the result that their specific concerns and recommendations have played a significant role in the district LCAP. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress is being made in all areas of decision-making.	There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by  underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to increase parent understanding of specific strategies to collaborate with their child’s teacher in the educational program.	District leaders will work to improve outcomes of decision making by reaching out to families and making opportunities for input available.	3	3	3	4	4	4	4	3	1	1	1	2	Met		23JUN2023	2023
54719020000000	Earlimart Elementary	3	Based on input from the California Healthy Kids Survey, issued to students, parents and staff members in 2023, a majority of students indicated feeling connected to the school (59% at the elementary schools and 33% at the middle school).	Based on input from the California Healthy Kids Survey, issued to parents, focus area(s) for the LEA are promoting parent involvement (44%), encouraging parents to be active partners at the school sites (42%) and actively seeking the input of parents (38%).	Earlimart School District will continue to survey parents after each school/district event to ensure engagement of underrepresented families.  Back to School, Open House, Family Nights, Parent Conferences, School Site Council and English Language Advisory Committee meetings will be used as opportunities to advertise ways parents can become involved.  In addition, Earlimart School District created a new position (F.A.C.E. Coordinator) to service the immediate needs of families in our district (social, emotional, financial, etc.) and have added an office for parents to access these resources (at CRC #3).	Earlimart School District has recently adopted new English Language Arts and Mathematics curriculum.  Professional development will be ongoing to ensure staff members know how to utilize the products.  Instructional Coaches have also constructed Pacing Guides which align with the Common Core State Standards, ensuring material is taught districtwide.  Teachers will work with Tulare County Office of Education to receive supplemental assistance in Math and English Language Development training.	An emphasis on English Learner performance will be a focus during the 2023-2024 school year.  Earlimart School District will continue to work on improving outcomes for this subgroup by partnering with Tulare County Office of Education.  In addition, teachers will begin to receive training in pedagogy and lesson delivery during the 2023-2024 school year.	Earlimart School District will work with school sites to ensure each school is a welcoming and safe environment for all students, families and staff.  Our goal is that our schools are perceived as places where all families are welcomed and valued.    We will work towards increased communication and collaboration with families, as well as gaining a better understanding of accepting and respecting cultural differences and values and how various factors influence interpersonal dynamics and experiences that impact learning.	School sites meet with their staff and parent groups, and the district meets with groups such as the District English Learner Advisory Committee.  Discussions are focused on student achievement and meetings often resemble professional learning communities to ensure desired outcomes.	Earlimart School District will strive to be more authentic and intentional when fostering a welcoming, inclusive environment where families see reflections of themselves.  As a district, we will champion relationship building through collaboration and communication.  We will work toward being more culturally responsive and be mindful of deep rooted cultural values.	Earlimart School District is committed to establishing a true partnership with all facets of the school community.  We value feedback and input.  Parents continue to make positive differences in the lives of the children we all support.  Earlimart School District is proud and pleased to offer a variety of parent involvement opportunities that improve our overall program.  Partnerships with Fresno State University for parent classes and Tulare-Joint Union High School District for Adult ESL classes are offered to parents. In addition, our school sites will continue to seek engagement at School Site Council and English Language Advisory Committee meetings.	4	4	4	4	4	4	4	4	4	4	4	4	Met		20JUN2023	2023
54719440000000	Hope Elementary	3	The district has a strong certificated staff leadership team works together to plan for and calendar learning and experiential activities, to discuss and plan for activities to improve parent, student, and community engagement, and to develop strategies for building students’ learning capacity, motivation, and engagement in the school experience. These events are teacher run events which strengthens family connection to the school.	Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home.	Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities.	Strengths include administrative support for certificated staff. Parents report that Hope School provides a safe and welcoming environment for family engagement, with multiple opportunities for two-way meaningful communication between the school and parents of all student groups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children.	A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.	Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities.	A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making.	The district will continue to recruit, train and facilitate active regular participation by all families in decision-making opportunities.	The district will continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory.	4	4	4	4	4	4	4	4	4	4	4	4	Met		21JUN2023	2023
54719510000000	Hot Springs Elementary	3	The school staff work hard to build communication with partners. We are a very small school with only 8 families so continuing communication is much easier. Most partners communicate with staff on a daily basis, both in person and electronically. All partners feel comfortable discussing their ideas and opinions with staff.	The same as mentioned previously: the school staff work hard to build communication with partners. We are a very small school with only 8 families so continuing communication is much easier. Most partners communicate with staff on a daily basis, both in person and electronically. All partners feel comfortable discussing their ideas and opinions with staff.	The school staff work hard to build communication with partners. We are a very small school with only 8 families so continuing communication is much easier. Most partners communicate with staff on a daily basis, both in person and electronically. At the current time we do not have any underrepresented families. Being small in numbers assures that no family is overlooked or disconnected.	Our main strength is that we are small in numbers and all of our families are interested in being involved. Parents  drop off students and pick up students giving staff an even better chance of have strong communication.	Maintaining strong communication on an ongoing and frequent basis is a definite strength. Partners participate in school events and activities, including parents and community members. This strong communication keeps partners updated on outcome progress.	Again, our small number of families and small enrollment help ensure that we have no underrepresented families. Partners are continually encouraged to be involved and made to feel welcome. On the survey and the in-person meetings for partners this year some even indicated that they would like to add even more parent/student activities. They enjoy getting together.	Once again, our small number of families and small enrollment help ensure that we have great participation. Partners are continually encouraged to be involved and made to feel welcome to express their opinions and feel comfortable doing so. On the survey and the in-person meetings for partners this year some even indicated that they would like to add even more parent/student activities. They enjoy getting together.	On the survey and the in-person meetings for partners this year some even indicated that they would like to add even more parent/student activities. They enjoy getting together and feel that the staff is very responsive. We plan to add more activities just for partners.	On the survey and the in-person meetings for partners this year we had no families that did not participate. We do not have any underrepresented families and plan to work to keep it that way,	5	5	5	5	5	5	5	4	5	5	5	4	Met		15JUN2023	2023
54719690000000	Kings River Union Elementary	3	Kings River Union Elementary School District (KRUESD) utilized two separate annual surveys to determine parent satisfaction and engagement with our school. The first survey is sent to every family in our TK-8th grade single site school district to gather information from parents/guardians. The survey data is annually shared with the KRUESD Board of Education and school staff, School Site Council, and the English Learner Advisory Committee. The survey respondents overwhelmingly indicated (100%) that they are satisfied with KRUESD. The second survey administered at KRUESD is the California Healthy Kids Survey and it was given to all KRUESD 5th grade students and 7th grade students, all parents, and all staff. KRUESD selected to administer the California Healthy Kids Survey to all Kings River Parents because this survey allows us to have more refined data about perceptions of our school district from parents, staff and students regarding safety, equity, and access to high quality instruction. The data from this survey indicated that 93% of parents felt welcomed to participate at KRUESD, 97% of parents felt that they were treated with respect, 90% felt that their concerns were taken seriously, 89% felt support was provided if needed, and 93% felt well informed about school activities. This data demonstrates that KRUESD connects with parents and that parents feel appreciated by the teachers and staff. During 2022-2023, KRUESD hosted multiple community events where at each event more than 100 families attended in to participate in community building activities. Events included a Family Literacy Night, Back to School Night, Open House and the Spring Concert.  KRUESD believes communication with families is essential and all communication home (phone calls, text messages, notes, flyers) is in English and Spanish, the two dominant languages within the district. Parent-teacher conferences were highly attended with more than 90% attending; this opportunity is used to build parent relationships to benefit all students and their academic, social and emotional success.	Increase communication between school staff and families regarding student progress by verifying all parents/guardians, grades 3-8, have Parent Portal access in AERIES. Continue hosting Literacy Night, Back to School, Academic Award Assemblies, Student of the Month Celebrations, Open House and Parent/Teacher Conferences.  To improve relationships between school staff and families, we will add additional events throughout the 2023-2024 school year.   The annual survey method was selected because it has been successful in getting feedback from parents and the survey data has been utilized each spring during the cyclical Local Control Accountability Plan (LCAP) review to determine if actions need to be added, revised, or removed from the LCAP. Goal 5 in the KRUESD LCAP is directly tied to parental engagement; KRUESD will improve support for all students and families by providing opportunities for increased parental participation, program decision making, and learning opportunities. Maintain the social worker position and expand community engagement efforts on and off site to connect with  more educational partners. Maintain the relationships between the community and Early Childhood Coordinator with the goal of increasing supports and services for families.	Host Culture Night to celebrate and educate various cultures.   Interview students of underrepresented families on their KRUE experience.  Collect data on areas of improvement and their educational experience at KRUE. Signage around the school will be in both English and Spanish.   Through additional communication and outreach, the district hopes more families will get involved with school-sponsored events.	Kings River Union Elementary School District is and has always been committed to fostering and strengthening our school and family partnership to create and maintain a positive school environment and improved student achievement. KRUESD recognized that parents need to have more up-to-date information regarding their students’ grades and performance on state tests.  There are additional parent-teacher meetings for those students who are at risk of not being able to participate in 8th Grade Promotion and made a concerted effort to get parents engaged in helping their students meet the demands of school so that they will participate. In addition, we put in place the necessary system changes so that students had access to their test and grades through the SIS Student Portal, and parents have access to their student’s information through the Parent Portal. These changes have helped teachers, parents, and students communicate in a timelier manner and allow parents the access to necessary information, empowering them to help their students succeed.  KRUESD’s academic counselor contacts parents/guardians regarding student progress, accolades and/or concerns.    The KRUESD English Learner Committee and the School Site Council provide an important avenue for parent and school collaboration and problem solving. However, KRUESD is a rural district and we also partner with local committee groups in London and the surrounding area so that we can communicate our goals and get input into the needs of our committee. In light of this desire to communicate our goals and to seek input about our students’ education needs, KRUESD develops and mails out a Newsletter three times per year to connect the community to our work at Kings River Union Elementary School.	Parents/Guardians have expressed that they would like further information/communication on how their child is performing and progressing in academic areas.  Areas of focus are:  communication on what students are expected to learn; making parents/guardians aware of how their child(ren) are doing between progress/report cards; and providing information regarding how to help their child(ren) with homework.   Communication on what students are expected to learn: Teachers will provide more information on standards during the Back to School sessions and Parent/Teacher Conferences Making parents/guardians aware of how their child(ren) are doing between progress/report cards: During the 2023-2024 school year, KRUE is implementing a single communication platform, “Rooms,” through the school’s app that will allow teachers to communicate regularly with families. Providing information regarding how to help their child(ren) with homework Online free tutoring advertised and available to all students/families.	Through additional communication and outreach specifically with underrepresented families, the district is working to get more families involved with school sponsored events.	Kings River Union Elementary School District continues to engage families in decision making and to encourage participation on advisory groups. KRUESD has two essential advisory bodies that are comprised of parents and school personnel. The School Site Council and the English Learner Advisory Committee are important avenues for collaboration and planning for our district. The district annually provides training to all members, especially parents, who serve on these bodies to understand the role of the committee and in how to advocate for their students’ needs. Kings River Union Elementary School District also leverages partnerships with local community entities so that we can seek input into decision making through community collaboratives. Kings River Union has long standing relationships and seeks input from several local community groups; including Citizens for a Better London, London Community Aid Program, Save the Children, London Preschool, Hodges Community Center (Proteus), Kingsburg Rotary, and Kingsburg Community Education Foundation. Administration and other staff members regularly attend meetings and events with these community partners and seek their input on school wide initiatives and programs. Kings River Union also employs school social workers and an academic counselor to work directly with parents to empower and train them to be active participants in the educational process.	KRUESD will continue to reach out to families for input through school sponsored events, parent-teacher conferences, and on-site conversations.	Through additional communication and outreach, the district hopes more families will get involved with decision making opportunities.	4	4	4	4	3	3	4	3	4	4	3	4	Met		26JUN2023	2023
54719850000000	Liberty Elementary	3	"LESD continues to expand upon its success in building relationships between school staff and families. The district's 2022-2023 annual LCAP Parent Survey indicates that parents are satisfied with the communication and support they receive from their child's school. 93% of parents agree/strongly agree with the statement: Overall, I am satisfied with our students academic progress"".  97% of parents agree/strongly agree with the statement: Liberty provides course offerings that meet the learning needs of my student.  94% of parents agree/strongly agree with the statement: Liberty provides academic support to meet individual student needs to include English language learners. 94% of parents agree/strongly agree with the statement: Liberty engages students in a variety of learning programs and activities that lead to academic success.   90% of parents agree/strongly agree with the statement: Parents are provided with opportunities to participate in activities that support their child's education.  89% of parents agree/strongly agree with the statement: Liberty provides high quality instruction for my child.   LESD staff appreciate high levels of educational partner involvement. School and district office staff contribute to warm, welcoming environments dedicated to providing exceptional customer service to all educational partners. High levels of attendance at teacher conferences, stakeholder meetings, school and district events, as well as high numbers of parents/guardians returning from COVID to volunteer for school events provide evidence of the effectiveness in this area."	LESD is committed to continuing to improve relationships between school staff and families in order to ensure all families are connected to school communication tools. A focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families regarding educational progress of students, specifically when there is a concern about student well-being and/or inadequate progress.  In 2023-2024, the district will continue to implement the parent/family communication tool - Parent Square. The district will continue to provide families and staff information and training in the use of this application.  The district provide parents with access to their child's attendance and grades through the student information system - Aeries. The district will work to expand Aeries access through the implementation of the Aeries App.	LESD is committed to improving strategies and structures that will result in increased engagement of underrepresented families. The district is engaging a variety of educational and community partners through LCAP Advisory Committee meetings to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various district committees related to MTSS. LESD will continue to engage with and build relationships with individual families and provide necessary, personalized supports that will foster strong relationships between school staff and underrepresented families.	LESD provides assistance to our families in understanding academic expectations through several strategies. These include regular parent community meetings, and parent advisory committee meetings. These meetings address various topics to help parents in understanding state academic standards, and strategies for parents to support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences. The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children. Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provide valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community. Information and questionnaires are posted on the district website. Annual surveys for educational partners are given in the Spring. Requests for feedback and participation is sought through email and ParentSquare communication.	LESD is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to school communication tools. A focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families about educational progress of students, specifically when there is a concern about student who begin to fall is falling behind. The district's parent committees (SSC/ELAC/LPTC) recommend there be an increase in transparency through communicating to parents a better understanding of what their child is expected to achieve in ELA and math. Parent and staff committees also recommend expanding parent training opportunities to include training that is targeted for our families of English Learners and other low achieving student subgroups.	Participation from all parents is solicited, including the engagement of underrepresented families. LESD has continued to translate communications and documents to make information more accessible to our multilingual families, event though LESD does not meet the 15% threshold to make this a requirement. LESD will continue to develop strategies to improve engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.	Referring to LESD Board Policy and Administrative Regulation 6020, LESD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment. LESD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for  parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles and activities to support learning at home. This is achieved through regularly scheduled SSC/ELAC, LCAP, PAC meetings, surveys and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. LESD communicates with families on an annual basis regarding the LESD Parent Involvement Policy at the beginning of each school year. The policy is included in the LESD Registration Handbook.	LESD increased the number of opportunities, using a variety of engagement tools, for educational partners to provide input. An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps LESD can take to improve the design and implementation of engagement activities.	LESD ensures ALL families receive communications and invitations to participate on committees and in meetings, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc. LESD closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially families of migratory, foster or homeless youth, in order to minimize disruptions to educational services. LESD has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families.	5	5	4	5	4	4	4	4	4	4	4	3	Met		27JUN2023	2023
54719930000000	Lindsay Unified	3	The District has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. The school sites have increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support.  All school sites are bringing together educational partners to create a new vision for the school site with input from all. The District has adopted board policy and district procedures to ensure all educational partners have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation.	The District will work to provide training to staff focused on explicit strategies and techniques to build relationships with families, including an understanding of differing backgrounds, increasing two-way communication, and building trust.	The District supports the full implementation and sustainability of family engagement and support through staff in the Student Services Department.	The school sites utilize phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications in Spanish and English.  The District utilizes Empower to allow parents to check learners progress 24/7.  Training on how to use the program is held on school sites throughout the year.  Conferences are held three times a year to keep parents up to date and encourage their support of their child’s learning.  It is mandatory that all parents are met with during the November conferences, and all parents of at-risk learners are met with during all conference windows.	Lindsay Unified will work to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. The District will employ an additional Blended Learning Assistant to support technology with parents, an additional Case Manager to support meeting family needs, and a Family Liaison to ensure clear communication and support for all families.	The District will offer a parent institute with world experts Dr. Margarita Calderon and Dr. Hector Montenegro. The institute will help parents engage with their children, support English Learners with academic content, as well as SEL practices.  Participants will engage with their Learning Communities and other parents.	Currently, Lindsay Unified plans, designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC and DELAC meetings, LCAP Educational Partner meetings, and other work with local advocacy groups.	The district will work to improve these opportunities by evaluating the effectiveness and level of parent participation. The District has also implemented a Parent Academy that will continue to be offered.	Lindsay Unified will continue to work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents.  Specific district staff have been connected with the advisory groups to begin this work.	4	4	4	4	3	4	5	2	3	3	3	4	Met		21JUN2023	2023
54719930124776	Loma Vista Charter	3	Loma Vista, in conjunction with LUSD, has auxiliary departments that provide direct community outreach and support, including Healthy Start and Migrant Education. Loma Vista has increased parent/community events that provide relevant learning experiences and opportunities for parents/families to receive support.  They are bringing together educational partners to create a new vision for the school site with input from all. LUSD has adopted board policy and district procedures to ensure all educational partners have access to information in their home language, should they need it, including when the home language doesn’t meet the percentage threshold to mandate translation/interpretation.	Loma Vista, with LUSD, will work to provide training to staff focused on explicit strategies and techniques to build relationships with underrepresented families, including an understanding of differing backgrounds, increasing two-way communication, and building trust.	Loma Vista, with LUSD, supports the full implementation and sustainability of family engagement and support through staff in the Student Services Department.	Loma Vista utilizes phone/text/email systems to continuously inform families of learner progress and school events, as well as sending home print communications in Spanish and English.  It utilizes Empower to allow parents to check learners progress 24/7.  Training on how to use the program is held throughout the year.  Conferences are held to keep parents up to date and encourage their support of their child’s learning.  It is mandatory that all parents/guardians participate in meetings with administration and staff.	Loma Vista will work to provide additional training to teachers and principals to improve their capacity to partner with families to develop active partners in their child’s education. Loma Vista, with LUSD, will employ an additional Blended Learning Assistant to support technology with parents, an additional Case Manager to support meeting family needs, and a Family Liaison to ensure clear communication and support of all families.	Loma Vista, with LUSD, will offer a parent institute with world experts Dr. Margarita Calderon and Dr. Hector Montenegro. The institute will help parents engage with their children, support English Learners with academic content, as well as SEL practices.  Participants will engage with their Learning Communities and other parents.	Currently, Loma Vista plans, designs, and implements a variety of family engagement opportunities. These include School Site Council meetings, ELAC and DELAC meetings, LCAP Educational Partner meetings, and other work with local advocacy groups.	Loma Vista will work to improve these opportunities by evaluating the effectiveness and level of parent participation. Loma Vista, with LUSD, has also implemented a Parent Academy that will continue to be offered.	Loma Vista will continue to work to improve district and site advisory groups to make them more meaningful and purposeful in order to address topics of interest to parents.  Specific Loma Vista staff have been connected with the advisory groups to begin this work.	4	4	4	4	4	4	5	2	4	4	4	4	Met		21JUN2023	2023
54720090000000	Monson-Sultana Joint Union Elementary	3	The District has made great strides in this area. The District has employed new electronic tools to promote two way communication with families and it has emerged into a strength from what was a weakness. The District is attempting to engage families in different ways to increase involvement. We are using these new electronic tools that have been a strength for general communication to try and promote more involvement in other forums. Additionally, we will be teaming up with the Parent Institute for Quality Education (PIQE) to build capacity amongst parents on how to best support their children presently and into the future. Our wellness team (counselors and social worker) will continue to offer coffee and pan dulce workshops for parents. Each time a different topic will be discussed such as the importance of attendance, self-esteem, career exploration, etc.	Based on our LCAP Input survey, families would like more information about the SARB process as well as creating a rewards system for students that attend school regularly. They also want more information around Career Technical Education programs such as pathways and academies at the high school level. Overall, we continue to be a work in progress but are definitely making strong gains towards always having strong communication between school and home.	Monson-Sultana School has been known as a welcoming school campus for many generations. However, we have work to do with regards to increasing parental involvement as it relates to our underrepresented families. We will be bringing back the Parent Institute for Quality Education (PIQE) to our campus. It's a nine week parent involvement program offered in multiple languages as needed. Additionally, our Boosters club is very active and will continue to get parents involved.	Monson-Sultana School is a Professional Learning Community (PLC) campus. All teachers and administrators have been PLC trained during the 2022-2023 school year. Additionally, we now have two uninterrupted hours of collaboration time each Wednesday during early release time. Our teachers have worked tirelessly to identify their essential standards and are continuing the work with developing common formative assessments, interventions and enrichment opportunities for all students. Our data shows that we are making positive strides towards closing the achievement gap as a result.	Attendance is a big area of focus for Monson-Sultana School. We are working on implemented the SARB process with fidelity and ensuring parents understand the importance of regular attendance for their child as it relates to student achievement.	We will continue to provide workshops on topics such as safety, attendance, self-esteem, literacy, career technical education and bullying. At these forums, parents will have an opportunity to provide additional input as to how we can improve outcomes for students.	Input from all stakeholders is of great value to the board and leadership team at Monson-Sultana School. This past year we offered several input sessions for teachers, classified and parents to help us draft our first ever mission and vision statements. The LCAP input survey and forums will be made available once again during this upcoming school year.	We will continue to provide multiple opportunities for families and all stakeholders to provide input on a ongoing basis.	Giving all families a voice is of utmost importance to the overall growth of our students and school. We will continue to provide multiple opportunities via forums, workshops, English Learner Advisory Committee (ELAC) and School Site Council.	5	5	5	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
54720170000000	Oak Valley Union Elementary	3	The district has worked diligently to increase opportunities for parents to participate in school activities. One such activity was the Latino Family Literacy Project that was implemented this year. Parents participated in a monthly program learning how to increase literacy opportunities for their child. Another improvement has been PTO's consistent meetings that have been held with an increase in attendance. A new board has been elected again and new parents are joining. There has also been an increase in parents attending Principal and Pastries as well as School Site Council/ELAC meetings. The new ELD Coordinator provided a cultural activity each month for students to participate in as well as providing instructional activities that were focus on various cultures throughout the year.   Based on this year's parent and teacher surveys, there is an increase of 10%, 82% to 92%, of parents feeling that teachers care about their students. There was an amazing 18% increase in parents feeling empowered to play a meaningful role in decision-making at their school. Overall, 88% of our surveyed parents feel engaged with the school and 94% of parents feel they can approach their child's teacher comfortably. It has been an on-going goal to open our classrooms up to parents and this year 75% of our teachers provided some type of activity, in-class or out of class, during the year. There were 1,125 class posts on Parent Square and of parents surveyed, 80% feel that they receive regular feedback on their child's progress which is down from 91% from the year prior. Although there were 29,180 direct messages on Parent Square. The district has created an Individual Learning Plan for every child this year in order to create more dialogue about student performance with the parents. So it will be interesting to see if this improves next year.	Focus area 1): Provide PIQE for families and PIQE's relationship building for teachers. Focus area 2): Increase the amount of cultural events at the school in order for families to feel more welcomed and accepted by the school. Focus area 3): Add 3 parent forums next year, each with an academic focus as well one other area i.e. mental health.	The new ELD Coordinator has had great success in connecting with our ELL families by being available for translations during assemblies, providing cultural activities, running ELAC/DELAC, and leading the Family Latino Literacy project. Seventy-three percent of parents feel that the school respects people of different Races and or ethnicities. In an effort for the district to be more purposeful in helping families with specific needs i.e. special education, migrant, homeless, foster, low income, the district is adding a Community Schools Liaison that will support the CCSPP grant by providing wrap around services for families.	The SPED department does an outstanding job communicating and meeting with families. They spend ample time discussing with parents how their child is performing and explains various avenues to support their child at home.  The School Counselor also makes deep connections with students and their parents when working through highly sensitive situations and also meets the needs of our homeless population by providing various resources and completes outreach activities. The counselor, additionally, works with community members in providing a Career Day for the middle school students in order for them to start to recognize and engage in the community around them. The Intervention Resource Center has been created in hopes of including families more often in meetings and provide various trainings such as PIQE and Latino Family Literacy Project.  The Bilingual Aide has also worked diligently at making contact with our migrant parents and ELL parents. Twice a year teachers meet with 100% of their parents during parent conferences. There is one area that we can improve upon and that is in providing professional learning and support to teachers and the principal to improve our capacity to partner with families to ensure their feeling welcome at school and this will be provided next year through the PIQE program for teachers.	Focus area 1): Add a Community School Liaison to increase services to families by connecting with outside agencies. Focus area 2): Increase the amount of parents attending SSC/ELAC by personally inviting them.  Focus area 3): create cultural events throughout the year by inviting cultural community members such as folkloric dancers, to the campus at lunch time, etc. in order to celebrate diversity.	There was a 20% increase, from 58% to 78%, of parents feeling they are represented by PTO. The addition of the ELD Coordinator has helped in this area. But we will continue to add to the cultural events calendar next year. The ELOP afterschool camps have been a huge success and parents are very grateful for them. One particular camp has folkloric dance and cultural art. Each of which have a large amount of students attending. Folkloric dance is performing at assemblies and has been a huge hit. These types of activities need to continue to grow in order for families to feel more connected to their school.	The district has ample avenues to take to communicate with parents i.e. Parent Square, Google Classroom, flyers home, Principal and Pastries, SSC/ELAC. Communication is always delivered in Spanish as well. PTO is improving and more parents are attending meetings. During parent conferences this year, teachers asked specific questions to parents on how they can assist with their child's learning at home along with parents setting goals for their child. Grade level meetings, teacher surveys, and PLC's provide ample opportunity for teachers to participate in decision making and there has been an increase in their participation.	The district still needs to improve on is disaggregating data by student groups more frequently during PLC time so that there is a more strategic approach to their achievement.	One-on-one parent conferences allows for parents to engage in meaningful conversations with parents with the Individual Learning Plans (ILP) that have been created for each student. We had 100% parent attendance at parent conferences. This one action provides insight into every child and family. Engaging in this discourse allows the parent to participate in their child's education and it has been very helpful in improving relationships along with meeting specific needs.  Approximately 80% of parents completed the LCAP survey at parent conferences as well. An increase from last years 75% survey participation. The school counselor continues to attend county meetings as our homeless liaison to increase ways of supporting our students and our District Student Data Manager has been helpful in identifying who our homeless students are. She notifies administration and the counselor when a child has been identified as homeless so that resources such as our hygiene kits and school supplies can be offered.	4	4	3	5	2	4	5	5	2	2	3	2	Met		13JUN2023	2023
54720250000000	Outside Creek Elementary	3	Outside Creek School Staff prioritize building strong relationships with families. The current strengths are that the staff represent the diversity of the community. Furthermore, approx. 70% of the staff speaks communicative Spanish which the the predominately second language of our community. The staff builds relationships through maintaining frequent communication through software apps and through weekly progress reports.  There are several Family School events throughout the year with high participation.  Currently 80% of the school board consists of current parents.	With 70% of staff speaking Spanish, it is still a goal to have 100% of staff speak communicable Spanish. There is an emphasis this school year to maintain frequent communication through progress reports which have been inconsistent in previous years.	The school will improve engagement by evaluating teachers on frequency of quality progress reports and encouraging underrepresented families to participate in school events, attending parent-teacher conferences, and in participating on the school board.	Outside Creek School's strength is a close-knit family atmosphere in which partnerships among staff lead to positive Student Outcomes.  Each day the teacher meets with the instructional aide to discuss the academic and behavior progress of each child. The goal for the instructional staff is to meet with small groups of students for Math Intervention with more time dedicated to Math than in previous years.	The focus for Outside Creek School is to build partnerships between our current staff to identify the Math learning goals and needs of each child, and to meet more often with the children either in small groups or individually.  The After-School Program has teamed with the school day staff to make the process from school day to After-School Program a seamless transition in which the ASP supports the school-day instruction while providing enrichment opportunities.	The teachers communicate with underrepresented families on a weekly basis and on a daily basis when needed.  The teachers communicate through phone, email, Class Dojo, and progress reports.	Outside Creek School seek input by sending surveys to all families including underrepresented families in English and Spanish. All families have opportunities for input.  Furthermore, the school board agendas are posted and the meetings are at times in which working parents could attend as needed.	Outside Creek's focus area is to ensure that all surveys sent home are seen by the parents of the children by having the parents sign and return the forms to the school.	Since the high majority of our families are underrepresented families, Outside Creek's focus area of ensuring all surveys sent home are seen by parents.	5	5	4	5	4	4	5	4	5	5	5	5	Met		15JUN2023	2023
54720330000000	Palo Verde Union Elementary	3	Palo Verde tracks the following measures to assure that all parents actively participate in school and district decision-making: • participation rate in parent training/involvement opportunities schoolwide and subgroups; • availability of parent training/involvement opportunities in school and district decision-making school wide and subgroups; • participation rate in parent training/involvement opportunities in school and district decision-making schoolwide and subgroups; • parent involvement in decision-making school and district of parents of unduplicated count students and of students with exceptional needs. • Availability of and participation in parent involvement training by teachers, staff and administration; • Availability of and use of interpretation and translation service These measures were selected because they are most likely to be effective indicators of parent involvement at our school and because they also give us feedback for improvement. These are all incorporated into our LCAP goals and supported by LCAP actions and services. Based on these measures, now two years post-Covid,  annual increases of opportunities and participation confirm that relationships between school staff and families are continuously expanding and improving. Parents and families are actively involved in school activities and the academic growth of their children. We are especially proud of the annual increases in involvement of our parents of English Learners. Parent and staff training are effective ways to strengthen relationships. Parents view socio/cultural activities as a way to strengthen relationships.	The current focus area is involvement in decision-making at the school and district level. Participation on advisory committees is only the first step in that process. As we move forward, our plan is to provide training and opportunities for educational partners, especially parents and parents of English Learners, to actively participate in other decisions at the school and district level such as extra-co-curricular activities, budget development, textbook approvals, and school and district policies.	Although local data does not indicate underrepresentation of parents of unduplicated Count Students on school and district advisory committees, we will continue create multiple opportunities and training. Our purpose is to assure that the parent voice is empowered at our school and district.	Three strengths are noted based on our analysis: Increasing involvement of parents of English Learners in school and district decision-making; active participation and support for school initiatives such as safety programs and co-curricular events; increased enrollment and attendance in the second-year post-pandemic.  Our English Learner Advisory meets monthly with increased participation by parents who help us improve not only our English Learner program, but our overall instructional program. Parents have provided vital information about post-pandemic issues such as chronic absenteeism and student access.	Based on our analysis and parent advice, our focus will be on training parents, staff, and administration. It should be noted here that the LCAP development and implementation process has been instrumental in building partnerships. The parent voice in the LCAP is evidenced by adoption of the parent suggestions and by actions addressing their concerns.  It is important to empower the parent voice through budgetary decisions and specific actions in the LCAP.	One of the strategies we have used to improve engagement is to involve parents in the actual implementation of the LCAP, not only those actions and services which directly impact parents, but the evaluation of the effectiveness of all actions.  We will continue this process with implementation and evaluation as we move into the third year of the current LCAP.	Three strengths are noted. First, our educational partners are actively involved in making decisions regarding the LCAP. Second, our educational partners are increasingly involved in curricular decisions. It is parents who advocate for the need to expand visual and performing arts and co-curricular offerings. Third, educational partner advocacy created our very successful Community Liaison position and the services provided by the liaison staff. We are confident that our educational partners feel empowered and will continue to expand and strengthen their involvement. Palo Verde School is dedicated to student success by providing student, staff, parent, and community involvement and collaboration. All stakeholders are committed to continued improvement and working together to make Palo Verde a distinguished school. Key findings are: • Increase of 5% per year of duplicated count of parents participating in offered programs at Palo Verde School. • Increase of 10% per year in the number of opportunities for parents to participate in school and district decision-making. • Increase of 10% per year of parents participating in school and district decision making. • Interpretation and translation services are readily available to all staff • All district and school communications are provided in Spanish and English.	This year’s focus is on the summative evaluation of our current three-year LCAP and concurrent development of the new three-year plan based on that evaluation. As a small single-school district, the LCAP and the actions and services it supports are critical to our success.	In order to assure empowered engagement, the self-reflection process has been integrated with existing empowered committees for School and District planning. We will also integrate it with staff weekly Community of Practice routines. This will involve continued professional development and schoolwide approaches to create a community of empowered self-reflection. Families of unduplicated count students will continue to be a district focus to assure that we expand involvement. Palo Verde enjoys very active, positive, and continuously expanding parent involvement in our school and the education of their children. Each year we have increased the number and type of parent engagement opportunities with the result that more and more parents are actively engaged each year with annual increases in parent participation in school and decision making, parent education and training to help their children succeed in school, and student participation in school wide and countywide academic showcases and competitions aligned with state standards.	4	4	4	4	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
54720410000000	Pixley Union Elementary	3	Many of the areas for partnership and engagement registered high, but in particular:  Implementing policies for teachers/ parents to meet and discuss student progress   Offering a variety of ways for 2-way communication to occur between home/ school  Having a welcoming environment	Building relationships (in general)- in particular after COVID protocols discouraged on-site participation in education/ school.  There are positive signs with rising attendance at conferences/ open house/ and award- recognition events.  Providing professional learning to help staff partner with families	We continue to focus on personalized outreach to underrepresented families, in particular our English Learner families who still express reticence and discomfort in institutional interactions.	Many of the areas for partnership and engagement registered high, but in particular:  Implementing policies for teachers/ parents to meet and discuss student progress   Offering a variety of ways for 2-way communication to occur between home/ school  Having a welcoming environment	Building relationships (in general)- in particular after COVID protocols discouraged on-site participation in education/ school.  There are positive signs with rising attendance at conferences/ open house/ and award- recognition events. Providing professional learning to help staff partner with families	We continue to focus on personalized outreach to underrepresented families, in particular our English Learner families who still express reticence and discomfort in institutional interactions.	Overall, the areas of providing opportunities for educators and families to work together for family engagement activities AND providing families with opportunities for input/ implementing strategies to engage underrepresented families are higher in this area.	The area of building the capacity of and supporting principals/ staff to effectively engage families in advisory groups and decision making is low.  This has been a struggle, particularly with SSC and ELAC boards so it continues to be an area of focus.	Our English Learner parents continue to be underrepresented in input-meetings.  Our focus is in individualized outreach, guidance about ways to provide input, and ambassadors who are bilingual will continue.	3	3	2	3	2	4	3	2	3	3	3	2	Met		13JUN2023	2023
54720580000000	Pleasant View Elementary	3	Pleasant View strives to build partnerships between families and school staff for positive student outcomes. Pleasant View works together with parents in the development of the whole child. The Community Services Director continually reaches out to parents and provides resources to families. Pleasant View also reaches out to local community resources to connect families based on their specific needs. Our School Psychologist and Social worker are also a resource for students and parents to utilize to get the support they need. Pleasant View continuously reaches out to make connections with families to build relationships and encourage engagement in their child’s education to achieve academic success and develop social-emotional skills.	Pleasant View’s focus area for improvement is to focus on creating open and transparent communication between school staff and families. Ensure that both school staff and families have access to clear and timely information about school policies, events, and student progress. Pleasant View will use various communication channels such as newsletters, emails, phone calls, text messages, and social media to reach out to families and accommodate their preferences.	Pleasant View knows that building relationships between school staff and families plays a critical role in helping students succeed in school. Pleasant View has made great strides to make the school a more welcoming environment with inclusive spaces for parents where they feel comfortable participating in activities and meetings. Pleasant View will encourage parents to volunteer in classrooms, on committees, or at school events to foster a sense of involvement in their children’s education.	Pleasant View provides numerous opportunities to build partnerships for improving student outcomes. Paideia seminars are routinely conducted at every grade level to promote academic discussions around text. We have also partnered with Cwisted to give students the autonomy to create projects that target several of the United Nations' 17 SDGs, such as the development of financial literacy projects for all grade levels. The Expanded Learning Opportunities Program provides opportunities for students to engage in learning experiences by bringing in outside resources that focus on STEM, literacy, and academic support.	Pleasant View's focus area for improvement is to offer more opportunities for parents to become involved in students’ education, through workshops and resources to help parents support their children’s learning at home, and enhance communication between schools and parents.	Pleasant View will improve engagement of underrepresented families by doing home visits, making phone calls, monitoring absences, building relationships with the families, and serving as a bridge between schools and families. Pleasant View will provide additional training to school staff to help staff better understand the diverse backgrounds of our families and students which will create a welcoming environment.	Pleasant View continues to work alongside the advisory groups at the school to bring them the information they need to make the most informed decisions about the school and their child. The school has multiple measures it uses through a variety of student and parent surveys to measure progress and make decisions based on survey results.	Pleasant View will conduct listening sessions a minimum of twice a year to provide parents an opportunity to voice their input for decision-making. Pleasant View will provide additional surveys to seek input from parents to improve higher-quality outcomes.	Pleasant View will improve engagement of underrepresented families by encouraging them to attend the listening sessions and by creating a safe space for parents to voice their concerns and challenges.	3	2	3	3	3	3	3	1	2	2	2	2	Met		20JUN2023	2023
54720820000000	Richgrove Elementary	3	RSD has invested in various ways that the district staff can communicate with our Educational Partners. Instructional staff has the use of Class Dojo to communicate daily with parents. Each teacher and administrator has a Zoom account that allows them to meet virtually face to face with parents if they can not come onto campus. Richgrove has also invested in a new website/school app that allows for communication with parents via text messages, social media and robo calls. RSD has used this system to get information to parents on a regular basis.	RSD has conducted several surveys and questioned our Educational Partners on this area and one strong concern is the lack of in person meetings due to the adherence to COVID protocols and social distancing over the last few years. This is an area of focus for our school and we feel that building back that face to face dialogue/relationship is an area of focus and work to be done as we gradually began to come back to face to face interactions in the later part of the 2022-23 school year. This reopening has been very successful.	RSD will make it a focus through our Student Services Department to make sure that those students and their families that are not represented in out feedback, contact or services be sought out and counselled on how to connected to the school. Richgrove will also work through our parents groups in SSC, ELAC and Migrant to seek out families not represented in the Richgrove process. We will also use social media to engage with our families and foster more feedback and be more inviting.	RSD has provided various PD opportunities for staff to learn how to build capacity with parents to work on student outcomes. Staff also meets to share ideas on this integral part of the educational process.  Richgrove provides monthly parent meetings on various topics revolving around scholastic needs and requirements. Important information is also pushed out to parents and staff via our school app. Through our parent committees much information is also shared out and feedback is gathered along with routine surveys.	The RSD Educational Partners have stated in feedback opportunities that they would like to have more live events and more chances for face to face contact. They also stated that they would like more contact from instructional staff. Coming out of the pandemic they have asked for more on-site afterhours events for parents and some adult classes that will best help them work with their students in their educational growth. They also talked about making sure parents are greeted in more friendly manner across entire campus and staff and that we work to remediate those students that feel behind during the pandemic.	RSD will use its parent committees and Student Services Department to reach out and discover those families that may not be represented in our District’s processes. Richgrove will continue to market itself and its programs on Social Media to help give all of our Educational Partners an opportunity to become more involved in everything RSD has to offer.	RSD has utilized its new school app and website along with Google Forms to push out surveys and questionnaires to all Educational Partners.  This has allowed for more input from those individuals that do not participate in school meetings. This coupled with input from our parent committees has allowed for much more input than in the past that is automatically translated into graphs and charts for easy disaggregation.	RSD needs to continue to gather information from those parents not on social media or on a parent committee.  Pre-pandemic this information was gathered from our face to face meetings.  RSD plans on bringing back those face to face events in the upcoming school year now that restrictions are gone. This will allow for a more well-rounded representation from our Educational Partners. This process began at the tail end of 2022-23 and was very successful.	As stated RSD will continue to reach out to underrepresented Educational Partners via our Student Services Team and Parent Committees to bring the into the fold. The goal is to get out more invitations to community members to attend our face to face events as everyone is becoming more comfortable with in person meetings.  Word of mouth in regards to school events, social media posts and flyers sent home will bring in more families not already connected to us.	4	4	4	5	5	5	5	4	4	4	5	4	Met		14JUN2023	2023
54720900000000	Rockford Elementary	3	Strengths include administrative support for certificated staff, parent reports that Rockford School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children. A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children. As we move forward post-Covid, we must build upon these strengths in order to assure that parents and families speak with an empowered voice. An important source of data at our small school is day-to-day personal interaction between parents and teachers and between administration and teachers.	Our focus will e to maintain our strengths and expand in two areas: training of staff and parents in developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families and in developing multiple opportunities for the LEA and school sites to engage in 2-way communication between families and educators using language that is understandable and accessible to families.	In terms of participation, local measures confirm that our subgroups, though underrepresented statewide,  are represented in decision-making processes above and beyond their representation in our district.  We will continue training and outreach to build upon empowerment efforts.	Strengths include strong efforts to assure that every parent and student understand and exercise their legal rights and efforts to encourage parents to advocate for their children as well as meaningful communication between parents, administration and teachers to work together as partners in the child’s education. Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home. The district plans continued staff training in these areas.	Based on our analysis and parent advice, our focus will be on training parents, staff, and administration. It should be noted here that the LCAP development and implementation process has been instrumental in building partnerships. The parent voice in the LCAP is evidenced by adoption of the parent suggestions and by actions addressing their concerns.  It is important to empower the parent voice through budgetary decisions and specific actions in the LCAP.	One of the strategies we have used to improve engagement is to involve parents in the actual implementation of the LCAP, not only those actions and services which directly impact parents, but the evaluation of the effectiveness of all actions.  We will continue this process with implementation and evaluation as we move into the third year of the current LCAP.	A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making. There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.	There are two focus areas of improvement. First, to continue to recruit, train and facilitate active participation by underrepresented parents in formal decision-making committees of School Site Council and English Learner Advisory. Second, to train parents as advocates in their child’s education.	In order to assure empowered engagement, the self-reflection process has been integrated with existing empowered committees for School and District planning. We will also integrate it with staff weekly Community of Practice routines. This will involve continued professional development and schoolwide approaches to create a community of empowered self-reflection. Families of unduplicated count students will continue to be a district focus to assure that we continue to strengthen and expand involvement. Rockford enjoys very active, positive, and continuously expanding parent involvement in our school and the education of their children. Each year we have increased the number and type of parent engagement opportunities with the result that more and more parents are actively engaged each year with annual increases in parent participation in school and decision making, parent education and training to help their children succeed in school, and student participation in school wide and countywide academic showcases and competitions aligned with state standards.	4	4	4	4	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
54721080000000	Saucelito Elementary	3	Strengths include:  effective efforts to assure that every parent and student understands and exercises their legal rights; efforts to encourage parents to advocate for their children;  and meaningful communication between parents, administration and teachers to work together as partners in the child’s education.	Our focus area at this time is educating our educational partners on school and district processes with the goal of increasing their active participation in making decisions about school and district policies and decision-making. We are a very small, family-oriented single-school district. As a School of Choice, many of our students are interdistrict transfers whose parents have chosen Saucelito as their child's school.	"Saucelito currently enrolls 77 students in Pre-K through grade eight. 21 students are English Learners; 60 are of Hispanic origin; 14 are White, not of Hispanic origin; 3 are African-American; and 68 are socioeconomically disadvantaged. Representation of these families on all school and district committees exceeds their relative percentage of enrollment. Though ""underrepresented"" statewide, they are not underrepresented at Saucelito. We empower the parent voice through education and training of staff and community. We will continue to empower their voice through school plan and district LCAP planning processes."	Saucelito enjoys very strong and supportive relationships between school staff and families. Parents and staff agree that our greatest strength lies in the mutual respect and family atmosphere nurtured by staff, administration and parents through formal and informal daily interactions. We are a very small school in which teachers and administration see and speak to every parent every week as parents drop off and pick up their children (informal) and meet to discuss school and classroom events. This strength is demonstrated by the very high level of support from parents at school events and in parent advisory meetings.	Our focus area, mutually developed by staff and parents, is on experiential learning in the classroom with project-based activities and multiple off-campus experiences at regional science facilities, zoos, theaters, and exhibitions. We are rural and isolated and have determined that it is essential for our school to extend learning beyond the classroom so that our students may experience, hands-on, what they are studying in the classroom.	One of the strategies we have used to improve engagement is to involve parents in the actual implementation of the LCAP, not only those actions and services which directly impact parents, but the evaluation of the effectiveness of all actions.  We will continue this process with implementation and evaluation as we move into the third year of the current LCAP.	A strength in the area of family engagement in decision-making is that we have had very strong parent engagement in the LCAP development and evaluation process and at our Board meetings. Parent recommendations, concerns, and findings, especially of our underrepresented populations, have been successfully implemented in our LCAP. Two examples are campus and classroom environment improvements and protection of small class sizes in the primary grades. We plan to use this engagement as a model for parents and staff in other decision-making processes in the school and district. Progress has been made in all areas of decision-making.	The focus area for this year is the summative evaluation of the current three-year LCAP. Parents and other eucational parrtners will play a key role in the evaluation process. That evaluation will become part of the needs assessment for the new three-year LCAP.	We are institutionalizing the self-reflection process at all Community of Practice meetings and in all interactions with parents and community.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
54721160000000	Sequoia Union Elementary	3	According to the annual CORE Parent/Family Adapted Survey that was administered to families in the spring of 2023:  98% of parents agreed that school staff treats them with respect 90% of parents say that school staff takes their concerns seriously 95% of parents agreed that school staff responds to their needs in a timely manner These results, all higher than the percentages reported on the 2022 survey, reveal that parents feel valued and understand that their input matters. The frequency and clarity of communications with parents is an area where the LEA continues to strive for improvement.	Input from our educational partners indicates that communication between parents, teachers and administration still leaves room for improvement. Several new and ongoing actions within the LCAP were created to address these deficiencies.  Administrative support staff positions, Goal 2 Action 7, have been restructured to distribute work more evenly and allow better functioning of the front office - our first point of contact with the public. Our use of the Intrado School Messenger System, Goal 2 Action 6, helps us to regularly update parents on critical school information. An easy to access up-to-date website, Goal 2 Action 8, is also an important part of communication with the public. In addition to these actions, the LEA has continued to distribute a weekly parent newsletter that began last year, and continues to encourage use of parent-teacher communication apps such as ClassDojo.	Better communication with underrepresented families will be facilitated through the restructuring of our office staff positions, use of School Messenger, including using its Spanish translation feature, and use of parent teacher communication apps. Better communication with underrepresented families will also improve once a permanent EL Coordinator is once again established at our school, a goal we are currently working toward. This position, which acts as a liaison for Spanish speaking families in our district, is currently filled by an appropriately credentialed long term substitute .	The following results from our annual survey of parents indicate that the LEA is making progress toward building partnerships with parents:  87% of parents surveyed said that they feel welcome to participate at school.  95% of parents surveyed said that their child's background (race, ethnicity, religion, economic status) is valued at this school Sequoia Union Elementary School District relies on communication with the Parent's Guild (Parent Teacher Club and Sports Boosters), School Site Council (which also serves as our ELAC/DLAC and PAC), staff meetings, board meetings, and parent, student and staff surveys for input and assistance with decision making.	This year the LEA modestly increased the number of educational partners who participated in our annual surveys, meeting our goal for last year. Over the next year, the LEA will continue to work toward increasing survey participation and to increase involvement in advisory groups such as the school site council.	Improving the engagement of our underrepresented families will continue to be facilitated through offering translations of our Educational Partner surveys, and media that is sent out regarding in person opportunities to build partnerships such as school site council meetings. Increased engagement with underrepresented families will also improve once a permanent EL Coordinator is once again established at our school. This position acts as a liaison for Spanish speaking families in our district and can help facilitate the engagement of underrepresented families in the decision making process.	The following results from our annual survey of parents indicate that the LEA is making progress in seeking input for decision making with parents:  90% of parents surveyed said that school staff welcomes their suggestions This year we also had success in gathering data via small focus groups of students parents during the LCAP process. These focus groups allowed the LEA to gather valuable input for decision making, and to educate our educational partners about the opportunities available to them for participating in the decision making process.	The focus area of improvement for our LEA in seeking input for decision making is to increase the number of educational partners representing the needs of unduplicated pupils who take part in both our annual surveys and focus groups. When educational partners respond in greater numbers, we get a more complete picture of the needs of our school community. When they provide direct input we can provide what these partners actually need and not just what we think they need.	The same actions that will improve building partnerships for student outcomes will also improve engagement of underrepresented families in seeking input for decision making. Improvement will continue to be facilitated through offering translations of our Educational Partner surveys, and media that is sent out regarding in person opportunities to provide input for decision making such as LCAP focus groups and site council meetings. Increased engagement with underrepresented families will also improve once a permanent EL Coordinator is once again hired. Establishing a permanent liaison for Spanish speaking families in our district, someone who can build and maintain relationships with families over a period of years, will eventually help facilitate the engagement of underrepresented families including them in the decision making process.	2	4	2	3	2	3	4	2	3	3	2	3	Met		22JUN2023	2023
54721166054340	Sequoia Elementary Charter	3	According to the annual CORE Parent/Family Adapted Survey that was administered to families in the spring of 2023:  98% of parents agreed that school staff treats them with respect 90% of parents say that school staff takes their concerns seriously 95% of parents agreed that school staff responds to their needs in a timely manner These results, all higher than the percentages reported on the 2022 survey, reveal that parents feel valued and understand that their input matters. The frequency and clarity of communications with parents is an area where the LEA continues to strive for improvement.	Input from our educational partners indicates that communication between parents, teachers and administration still leaves room for improvement. Several new and ongoing actions within the LCAP were created to address these deficiencies.  Administrative support staff positions, Goal 2 Action 7, have been restructured to distribute work more evenly and allow better functioning of the front office - our first point of contact with the public. Our use of the Intrado School Messenger System, Goal 2 Action 6, helps us to regularly update parents on critical school information. An easy to access up-to-date website, Goal 2 Action 8, is also an important part of communication with the public. In addition to these actions, the LEA has continued to distribute a weekly parent newsletter that began last year, and continues to encourage use of parent-teacher communication apps such as ClassDojo.	Better communication with underrepresented families will be facilitated through the restructuring of our office staff positions, use of School Messenger, including using its Spanish translation feature, and use of parent teacher communication apps. Better communication with underrepresented families will also improve once a permanent EL Coordinator is once again established at our school, a goal we are currently working toward. This position, which acts as a liaison for Spanish speaking families in our district, is currently filled by an appropriately credentialed long term substitute.	The following results from our annual survey of parents indicate that the LEA is making progress toward building partnerships with parents:  87% of parents surveyed said that they feel welcome to participate at school.  95% of parents surveyed said that their child's background (race, ethnicity, religion, economic status) is valued at this school Sequoia Union Elementary School District relies on communication with the Parent's Guild (Parent Teacher Club and Sports Boosters), School Site Council (which also serves as our ELAC/DLAC and PAC), staff meetings, board meetings, and parent, student and staff surveys for input and assistance with decision making.	This year the LEA modestly increased the number of educational partners who participated in our annual surveys, meeting our goal for last year. Over the next year, the LEA will continue to work toward increasing survey participation and to increase involvement in advisory groups such as the school site council.	Improving the engagement of our underrepresented families will continue to be facilitated through offering translations of our Educational Partner surveys, and media that is sent out regarding in person opportunities to build partnerships such as school site council meetings. Increased engagement with underrepresented families will also improve once a permanent EL Coordinator is once again established at our school. This position acts as a liaison for Spanish speaking families in our district and can help facilitate the engagement of underrepresented families in the decision making process.	The following results from our annual survey of parents indicate that the LEA is making progress in seeking input for decision making with parents:  90% of parents surveyed said that school staff welcomes their suggestions This year we also had success in gathering data via small focus groups of students and parents during the LCAP process. These focus groups allowed the LEA to gather valuable input for decision making, and to educate our educational partners about the opportunities available to them for participating in the decision making process.	The focus area of improvement for our LEA in seeking input for decision making is to increase the number of educational partners representing the needs of unduplicated pupils who take part in both our annual surveys and focus groups. When educational partners respond in greater numbers, we get a more complete picture of the needs of our school community. When they provide direct input we can provide what these partners actually need and not just what we think they need.	The same actions that will improve building partnerships for student outcomes will also improve engagement of underrepresented families in seeking input for decision making. Improvement will continue to be facilitated through offering translations of our Educational Partner surveys, and media that is sent out regarding in person opportunities to provide input for decision making such as LCAP focus groups and site council meetings. Increased engagement with underrepresented families will also improve once a permanent EL Coordinator is once again hired. Establishing a permanent liaison for Spanish speaking families in our district, someone who can build and maintain relationships with families over a period of years, will eventually help facilitate the engagement of underrepresented families including them in the decision making process.	2	4	2	3	2	3	4	2	3	3	2	3	Met		22JUN2023	2023
54721320000000	Springville Union Elementary	3	Data collected for the 2022-2023 school year indicates an increase in parent engagement and participation in activities/events and daily interaction and communication with parents.	The District will continue to focus on frequent (daily/weekly/monthly) school to parent communication (using a variety of contact methods) with regards to attendance and student progress/regress to promote open communication and parent engagement opportunities.	The District will continue to provide student/family outreach to ensure the District's underrepresented families have access and are aware of all parent engagement opportunities, as well as, all student/school activities and events.	The LEA administration and staff work closely with students and parents to build relationships the support and promote positive student outcomes academically, socially, and emotionally.	Educational Input focus areas include student/teacher communication, parent/teacher communication, and technical support for students and parents during the school day with access to homework helps beyond the school day.	Educational Partners appreciated additional encouragement by the LEA to build partnerships with school staff through Parent Engagement opportunities. Continued practices of open communication regarding school activities/events are key elements in the parent engagement and participation which help support our students success. The LEA continues to focus on additional opportunities to engage with parents/families/community members inclusive of our underrepresented families to build supportive parent partnerships.	The LEA uses data collected through surveys, e-mails, parent/teacher conference, staff meetings, advisory meetings, and educational partner interviews to seek information and input with regards to Decision Making on our campus.	The District focus for improvement in Seeking Input for Decision-Making is to increase the percentage of families responding to input requests by sharing the important role they play in providing their ideas and how their  ideas/input support the Decision-Making process.	The LEA focus for improving the participation of underrepresented families is to increase the percentage of those families not responding to input requests by making personal/telephone/in-person contact to reiterate the importance of their input in the in the Decision-Making process as it relates to underrepresented families.	4	5	4	5	4	4	4	5	4	4	4	4	Met		28JUN2023	2023
54721400000000	Stone Corral Elementary	3	Stone Corral School administered a survey to parents. They key findings from the survey are one way to seek parent input in promoting parental participation in the school programs. The survey was a modified Healthy Kids Survey given in English and Spanish.  The modified survey was constructed to make the questions succinct to ensure more parental participation.  The goal was to provide the school with information directly from parents that can be  used to foster positive learning and teaching environments, parent involvement, and  student achievement, health, and well-being, as promoted in the Blueprint for the  proposed ESEA reauthorization. The finding from the survey relate to the goals established in the Local Control Funding  Formula priorities in the Local Control and Accountability Plan. 89% of parents rate Stone Corral as a school where they feel welcomed, safe, and is a  good learning environment. Parent programs need to be expanded to get parents engaged at the school to help  support student achievement. The PTA's National Standards for Family School  Partnerships will be used as a guide. Standard 1: Welcoming all families into the school community—Families are active  participants in the life of the school, and feel welcomed, valued, and connected to each  other, to school staff, and to what students are learning and doing in class. Standard 2: Communicating effectively—Families and school staff engage in regular, two- way, meaningful communication about student learning. Standard 3: Supporting student success—Families and school staff continuously  collaborate to support students' learning and healthy development both at home and at  school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.   Standard 4: Speaking up for every child—Families are empowered to be advocates for  their own and other children, to ensure that students are treated fairly and have access  to learning opportunities that will support their success. Standard 5: Sharing power—Families and school staff are equal partners in decisions  that affect children and families and together inform, influence, and create policies,  practices, and programs. Standard 6: Collaborating with community—Families and school staff collaborate with  community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.	Stone Corral School administered a survey to parents. They key findings from the survey  are one way to seek parent input in promoting parental participation in the school  programs. The survey was a modified Healthy Kids Survey given in English and Spanish.  The modified survey was constructed to make the questions succinct to ensure more  parental participation. The goal was to provide the school with information directly from parents that can be  used to foster positive learning and teaching environments, parent involvement, and  student achievement, health, and well-being, as promoted in the Blueprint for the  proposed ESEA reauthorization. The finding from the survey relate to the goals established in the Local Control Funding Formula priorities in the Local Control and Accountability Plan. 89% of parents rate Stone Corral as a school where they feel welcomed, safe, and is a  good learning environment. Parent programs need to be expanded to get parents engaged at the school to help support student achievement. The PTA's National Standards for Family School  Partnerships will be used as a guide. Standard 1: Welcoming all families into the school community—Families are active  participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class. Standard 2: Communicating effectively—Families and school staff engage in regular, two-way, meaningful communication about student learning. Standard 3: Supporting student success—Families and school staff continuously  collaborate to support students' learning and healthy development both at home and at  school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.  Standard 4: Speaking up for every child—Families are empowered to be advocates for  their own and other children, to ensure that students are treated fairly and have access  to learning opportunities that will support their success. Standard 5: Sharing power—Families and school staff are equal partners in decisions  that affect children and families and together inform, influence, and create policies, practices, and programs. Standard 6: Collaborating with community—Families and school staff collaborate with  community members to connect students, families, and staff to expanded learning  opportunities, community services, and civic participation.	To improve the engagement of underrepresented families identified during the self-reflection process in relation to building relationships between school staff and families, schools can consider the following strategies:  Culturally Responsive Practices: Stone Corral will strive to understand the cultures, languages, needs, and interests of underrepresented families in their local area. By adopting culturally responsive practices, schools can create an inclusive environment that values diversity and promotes meaningful engagement.  We are committed to fostering an inclusive and culturally sensitive environment. Our staff will undergo cultural competency training to better understand the diverse backgrounds and needs of our student population. This training will enable us to create an inclusive atmosphere that welcomes and respects the perspectives and traditions of underrepresented families.  Effective Communication: Establishing clear and consistent communication channels is essential for engaging underrepresented families. Schools can utilize various communication methods such as multilingual newsletters, phone calls, emails, or text messages to ensure effective information sharing.  We recognize the importance of effective communication as a foundation for building strong relationships. To engage underrepresented families, we will implement a multi-faceted communication approach. This includes utilizing diverse communication channels such as translated materials, regular newsletters, and a user-friendly school website to ensure that information is accessible to all families. Family Outreach Programs: Schools can organize family outreach programs that provide opportunities for underrepresented families to connect with school staff and other families. These programs can include workshops, events, or activities that foster positive relationships and encourage active participation. Parent Education Workshops: Offering parent education workshops on topics relevant to underrepresented families can empower parents with knowledge and skills to support their child’s academic journey. These workshops can cover subjects like college readiness, financial literacy, or navigating the education system. Family Liaison Support: To bridge the gap between underrepresented families and the school, we will designate a family liaison. This dedicated staff member will serve as a point of contact, providing support, resources, and guidance to underrepresented families, ensuring their voices are heard and their needs are met.	Our goal is to have our educational partners be involved in the education of their children; and  be active participants in assisting their children: · Have the right to be informed of the content and quality of their children's education. · Parents have the right and responsibility to participate in decision-making and learning at  the school. · Parents have the right to make educational choices in the best interest of their children.  Stone Corral's family involvement refers to a wide range of activities through which parents,  grandparents, older siblings, and other members of students' extended family contribute to and support student learning. We focus on six main categories of involvement: parenting,  communicating with schools, volunteering at school, supporting learning at home, participating  in school governance and decision-making, and taking part in school-community collaborations,  such as adult literacy classes or tutorial services. In this model, providing a quiet study environment for students at home, expressing value for  learning, setting high expectations, helping with homework assignments, chaperoning school  events, attending parenting classes, and serving on the school board are all considered valuable contributions to students' learning. Students with involved parents, regardless of family income and background, are more likely to: · Earn higher grades and test scores, and enroll in higher level programs · Be promoted, pass their classes, and earn credits · Attend school regularly · Have better social skills, show improved behavior, and adapt well to school · Graduate and go on to postsecondary education. · Family and community involvement that is linked to student learning has a greater effect on  achievement than more general forms of involvement. To be effective, the form of involvement  should be focused on improving achievement and be designed to engage families and students  in developing specific knowledge and skills. · Schools that succeed in engaging families from very diverse backgrounds share three key practices. They: · Focus on building trusting, collaborative relationships among teachers, families, and  community members · Recognize, respect, and address families' needs, as well as class and cultural differences · Embrace a philosophy of partnership where power and responsibility are shared.	Based on the analysis of our educational partner input and local data, we developed these areas of improvement: 1. Parent Engagement Workshops: Focus on organizing workshops and informational sessions for parents to enhance their understanding of the educational system, curriculum, and ways they can support their child's learning at home. 2. Mentorship Programs: Develop mentorship initiatives that pair experienced parents or community members with new or less-engaged families to provide guidance, share experiences, and build stronger connections. 3. Parent-Teacher Collaboration: Foster a culture of collaboration between teachers and parents by creating regular opportunities for them to meet, discuss student progress, and set academic goals together. 4. Enhanced Communication: Improve communication strategies to ensure that parents are consistently informed about school events, important dates, and their child's academic progress. Explore various communication channels, including digital platforms and multilingual options. 5. Diverse Family Engagement Events: Organize a variety of family engagement events that cater to the diverse needs and interests of your school community. These events could include cultural celebrations, family nights, and community service activities. 6. Community Partnerships: Strengthen partnerships with local organizations and businesses to provide additional resources and opportunities for students and families. Collaborative efforts can lead to programs such as tutoring services, health and wellness initiatives, or career exploration activities. 7. Feedback Mechanisms: Establish clear feedback mechanisms that allow families to voice their concerns, suggestions, and ideas for improvement. Actively seek input through surveys, focus groups, and regular meetings. 8. Parent Education Resources: Provide resources and materials to help parents support their child's education at home. This could include guides on effective study habits, literacy support, or math resources. 9. Culturally Responsive Practices: Ensure that all engagement efforts are culturally responsive and considerate of the diverse backgrounds and needs of your school community. 10. Recognition and Appreciation: Recognize and appreciate the contributions of engaged families. Highlight their involvement through newsletters, social media, or awards to encourage a sense of belonging and pride within the school community. 11. Data-Driven Approach: Utilize data to assess the impact of your engagement efforts. Analyze attendance at events, survey responses, and academic outcomes to identify areas of success and areas in need of improvement. 12. Professional Development: Provide professional development opportunities for staff to improve their skills in building partnerships with families. Training can include cultural competence, communication strategies, and relationship-building techniques.	In our analysis, we developed some actions to improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcome.  At Stone Corral School we are committed to fostering strong partnerships with all families, including those who may be underrepresented. To improve engagement in building partnerships for student outcomes, we will implement the following strategies: 1. Culturally Responsive Communication: We will enhance our communication efforts to ensure that information is accessible and culturally sensitive. This includes providing translated materials, offering multilingual communication channels, and tailoring our outreach to the diverse backgrounds of our families. 2. Family Liaison Support: We will appoint a dedicated family liaison who will serve as a bridge between underrepresented families and the school. This staff member will provide personalized support, resources, and guidance to foster stronger connections. 3. Community Outreach: Our school will actively engage with local community organizations and leaders to connect with underrepresented families. Collaborative efforts will allow us to tap into community resources and build trust. 4. Cultural Celebrations: We will organize culturally relevant events and celebrations that honor the traditions and values of our diverse school community. These events will provide opportunities for families to engage with school staff and each other in a welcoming environment. 5. Feedback and Input: We value the input of underrepresented families and will establish regular feedback mechanisms to gather their insights and suggestions. This feedback will guide our efforts to better meet their needs and aspirations. 6. Parent Education Workshops: We will host workshops and informational sessions that empower parents with the knowledge and skills to support their child's education effectively. 7. Equity-Focused Initiatives: Our school will implement targeted initiatives to address any achievement gaps and ensure equitable access to educational opportunities for all students. Through these strategies, we aim to create a more inclusive and collaborative school environment that promotes the positive engagement of underrepresented families. Together, we will work toward improved student outcomes and the success of every child at Stone Corral School.	We were somewhat successful in seeking input for decision making.   1. Surveys: Created online or paper surveys that covered various, such as curriculum, school policies, or community events.  2. Focus Groups: Organize focus groups with representatives from different segments of the school community to dive deeper into specific topics. This provides a platform for more in-depth discussions and insights. 3.  Online Platforms: Create an easily accessible online platform, such as a school website or dedicated email address, where stakeholders can submit suggestions, concerns, or feedback at any time. Regularly check and respond to these submissions. 4. Advisory Committees: Our School Site Council. English Learner Advisory Council gave input.   5. Annual Surveys: Conduct an annual comprehensive survey that covers various aspects of the school's operations and invites input from all stakeholders. Share the results and action plans with the community.	Seeking input from the school community is essential for making informed decisions that benefit all stakeholders. Here are some effective ways we brainstormed to gather input.: 1. Surveys: Create online or paper surveys that cover a range of topics, such as curriculum preferences, school policies, or community events. Ensure the surveys are user-friendly, concise, and available in multiple languages to reach a wider audience. 2. Open Forums and Town Halls: Host regular open forums or town hall meetings where parents, teachers, students, and community members can discuss important issues and provide input. These events should be inclusive, respectful, and allow for open dialogue. 3. Focus Groups: Organize focus groups with representatives from different segments of the school community to dive deeper into specific topics. This provides a platform for more in-depth discussions and insights. 4. Parent-Teacher Conferences: Incorporate opportunities for parents to share their feedback during parent-teacher conferences. Provide a structured format for these discussions to ensure that important topics are covered. 5. Online Platforms: Create an easily accessible online platform, such as a school website or dedicated email address, where stakeholders can submit suggestions, concerns, or feedback at any time. Regularly check and respond to these submissions. 6. Advisory Committees: Establish advisory committees comprising parents, teachers, and community members. These committees can meet regularly to discuss school-related matters and provide input on decision-making processes. 7. Student Representatives: Involve students in the decision-making process by appointing student representatives who can collect input from their peers and present it to school leadership. 8. Surveys for Specific Groups: Tailor surveys to specific groups within the school community, such as parents of special education students or non-English-speaking families, to ensure their unique perspectives are considered. 9. Anonymous Feedback: Provide an option for anonymous feedback to encourage honest input, especially on sensitive topics. 10. Social Media and Online Polls: Utilize social media platforms to gather input through polls and discussions. Ensure that the school's social media accounts are actively monitored for comments and messages. 11. Suggestion Boxes: Place physical or virtual suggestion boxes in visible areas where stakeholders can submit ideas, questions, or concerns. 12. Collaborative Workshops: Organize workshops or focus sessions where stakeholders can work together to address specific challenges or generate solutions. 13. Regular Updates: Keep the school community informed about decisions and actions taken based on their input.  14. Annual Surveys: Conduct an annual comprehensive survey that covers various aspects of the school.	Improving the engagement of underrepresented families in seeking input for decision-making requires a strategic and inclusive approach. Here are some ways we can enhance engagement:  Culturally Sensitive Outreach: Develop communication materials and outreach efforts that are culturally sensitive and inclusive. Translate important information and materials into languages spoken by underrepresented families. Ensure that communication methods align with the preferences and needs of these families, which may include phone calls, in-person meetings, or written materials. Community Liaisons: Appoint community liaisons or family engagement coordinators who are from underrepresented backgrounds or who have cultural competence. These liaisons can bridge the gap between the school and underrepresented families, facilitating communication and building trust. Inclusive Meetings: Schedule meetings and events at times and locations that are convenient for working parents or caregivers. Provide childcare and refreshments during meetings to reduce barriers to attendance. Offer virtual meeting options for those who cannot attend in person. Cultural Competency Training: Provide cultural competency training to school staff to help them understand and respect the diverse backgrounds and perspectives of underrepresented families. Train staff on effective communication strategies for engaging with diverse communities. Family Advisory Committees: Create family advisory committees that include underrepresented families. These committees can meet regularly to discuss school matters, share perspectives, and provide input on decision-making processes. Home Visits: Conduct home visits to underrepresented families to build personal relationships and better understand their needs and concerns. Home visits can also provide an opportunity to explain the importance of parental involvement in decision-making. Cultural Events and Workshops: Host cultural events and workshops that celebrate the diverse backgrounds of underrepresented families. These events can serve as opportunities for engagement and relationship-building. Feedback Mechanisms: Establish multiple channels for providing feedback, including anonymous options for those who may be uncomfortable sharing openly. Ensure that feedback mechanisms are easy to use and accessible. Student Engagement: Involve students in seeking input from their families. Students can serve as ambassadors to encourage parental involvement and gather input. Community Partnerships: Collaborate with local community organizations and leaders who can help reach and engage underrepresented families. Leverage the resources and networks of these organizations to enhance engagement efforts. Celebrating Successes: Celebrate and acknowledge the contributions of underrepresented families to decision-making and school improvement efforts. Continuous Evaluation: Regularly evaluate and assess the effectiveness of engagement efforts	5	4	4	4	4	4	4	4	4	4	4	4	Met		15JUN2023	2023
54721400136507	Crescent Valley Public Charter II	3	"Crescent Valley Public Charter II prides itself in building positive and lasting relationships with the community. The connection with our Educational Partners is a priority at Crescent Valley Public Charter II. Through regular Parent Meetings, including our Parent Advisory Committee and English Learner Advisory Committee, Parent Teacher Conferences, student and family celebrations such as school events such as Back to School Night and Awards Nights and weekly communication through our Data + Design system our families express a sense of feeling highly connected to the school and their student’s progress as evidence by our data results, engagement at events and feedback received. Data from our annual Survey shows that 100% of our parents feel the school is safe, 97% feel they are connected to the school and pleased with their student’s progress. In addition, 99% state that the school communicates clearly and effectively. Data collected from other engagement events and feedback received confirms our school is not only building relationships, the school is strengthening them. One of our parents recently commented, ""One of our parents recently commented, “For me I know when there are any issues with my son. His teacher communicates with me if he is missing any credits. I know that you will call me if there is anything I need to address with my son.” Another parent commented, “The school is doing everything necessary in order for the students to have a good learning experience.”"	Crescent Valley Public Charter II has gone to great effort encouraging Educational Partnership participation and engagement at every school meeting, event or activity. However, we understand that not all Educational Partners will be able to attend every event. Therefore the school planned and scheduled events throughout the year at different times of the day for anyone to attend.  Based on input and data analysis, from feedback and surveys, the school noted they would like to increase the number of participants who attend the PAC/ELAC meetings including 2 way communication with all Educational Partners using language accessible to families. The school wholeheartedly believes that Educational Partner feedback and input is a valuable part of the school's improvement process. The school also is aware that having planned school meetings and activities is crucial for engagement opportunities.  A challenge parents have shared is understanding the complexities of our school program, more notably, attendance requirement, credit completion and school policy, in addition to parent and student responsibilities. In response the school aimed to improve the onboarding process and maintain ongoing dialogue with parents while students remain enrolled in our program.  In addition, Crescent Valley Public II understands that having an open line of 2-way communication will provide clarity and opportunity for students and families to access everything the school has to offer.	Understanding the various needs of the community Crescent Valley Public Charter II will improve engagement of underrepresented families at every event. This will be accomplished by providing staff to communicate in the parents preferred language or provide translation services for educational partner communications. The school will also offer multiple opportunities for participation both virtually and in-person, and provide classes/workshops based on educational partner needs/requests.  We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	A strength of the school is having a diverse and knowledgeable staff that meets the needs of each student. From the day of enrollment staff assess students to measure their current level of performance and plan a program that meets their academic needs. Students have access to a plethora of support staff such as tutors, counselors or retention support specialists. Parents are included in every aspect of the students activities through various communications tools including but not limited to emails, text and social media.  Input received from our Educational Partners identifies our area of strength is creating a welcoming environment for all families in the community, our frequent communication with parents regarding their child’s progress, and our flexibility in providing opportunities for families to receive support. Staff is available to students between morning and afternoon for live instructional support, weekly progress summaries and a variety of services. Students and parents can access the tools for educational success at anytime of the day  One parent stated, “I believe all the opportunities you provide strengthen the student’s ability to succeed along with the support of the parents.” Another parent stated, “I know after learning periods, the supervising teacher communicates with me on how my son’s doing. When I request to meet with the teacher on my son’s progress, the teacher always gets back to me.” Between the different communications and opportunities to meet with teachers and the different means to continue these relationships, our staff is accessible and communicates well with our parents for their child’s educational success.	Input and data analysis, confirm that the Crescent Valley Public Charter II would like to improve the number of students who participate in small group instruction classes, counseling events, and workforce partner workshops and receive mental health/social-emotional services. Increasing the number of students participating in the above events will improve the student-school relationships and increase student achievement.	An area of focus continues to be to increase our Educational Partners of underrepresented families. Though parents have expressed a strong confidence in service and support to our students, there is more we can do. We will continue in our commitment to provide partnership and accessibility in services as our students continue on their educational journey.	The pandemic was a time of change, we learned from our current practices how effective or ineffective some of our practices were. However, an area of strength we recognized was how quickly we adapted from in-person meetings to virtual meetings for all our educational partners. Without missing a beat Crescent Valley Public Charter II was able to provide information and solicit feedback from our Educational Partners in multiple platforms and spaces that work for our parents' needs. The school was able to provide flexible hour options for connection to the school. As a result of this, there was more participation and engagement with our Educational Partners. Parents were able to login form their own devices and join the discussions.  Although parents attend meetings and events, an area of improvement for Crescent Valley Public Charter II is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making is an ongoing process. Through professional developments, we will learn better ways to connect with families and draw out feedback and input in order to make more communal decisions. Crescent Valley Public Charter II plans to continue these efforts in the upcoming year and will continue finding topics of interest to present to our families.	Crescent Valley Public Charter II will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.  In the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	Crescent Valley Public Charter II will continue to strategize different ways we can continue to involve and better engage our families through the feedback received at our advisory meetings, parent surveys and staff and student conversations. One of our parents stated, “Maybe having the meetings later so parents can attend and letting parents know what topics will be discussed.” As many of our parents work, Crescent Valley Public Charter II needs to take a look at the possibility of scheduling these meetings at different times in order to increase attendance. We will improve services by hiring certified, bilingual staff as well as increase efforts of our recruitment of community members to join our team and where our community needs exceed staff availability, we will partner with outside organizations to provide excellent service to our students and families.  One key finding from the local survey was from parent/guardian responses. When asked in the last school survey if they felt that their school encourages parents/guardians’ participation and input in activities, events, parent workshops and meetings, 83% responded that they agreed and strongly agreed. The school also continues to implement parent engagement activities like PAC/ELAC, student recognition days, Parent University workshops, open houses, back-to-school nights, and parent-teacher-student conferences.	5	5	4	5	5	5	5	4	5	5	5	5	Met		31MAY2023	2023
54721570000000	Strathmore Union Elementary	3	For years we have used AERIES as our student information system. The student and parent portals allow students and parents access to student progress in every class and also allows access to standardized test results. Integrated into AERIES is Parent Square. ParentSquare is a safe and secure platform for all school-to-home communication. It offers two-way group messaging, private conversations, district-wide alerts and notices, and simple user interface that helps keep everyone connected. Messages can be sent and received in any language, offering our parents the opportunity to communicate in the language they are most comfortable in, and providing a way for staff who are not multilingual to communicate with parents, regardless of their language of choice. Some tachers use ClassDojo, a classroom communication app that shares reports between parents and teachers. It connects parents and teachers to provide information on a student's conduct and performance in the classroom through real-time reports. In addition, our Middle School teachers use Remind 101, which is a communication platform that allows teachers, parents, and students to communicate about what is happening in the classroom. We have created District Facebook and Instagram accounts to communicate with anyone interested through common social media platforms. This allows us to share with staff, parents, students, and the community at large all of the things happening at our school. Our school website has long been a source of information for all families about our District, including access to calendars, handbooks, and meetings. Our Parent/Teacher/Student conferences are student-led. The students explain to their parents what they have been learning during these conferences, which by design are conducted in the home language of the parents. We hold multiple family events throughout the year, where families come on campus and engage in a variety of interesting activities run by staff members, We encourage parents to participate in class activities and field trips. We also encourage parents to participate through the School Site Council, ELAC/DELAC, PTO, and school board meetings. Our educational partners had many positive things to say about the strength of the relationship the school has built with our families. These comments include: • I appreciate the effort made to include parents more on campus • I am very grateful for the teacher, School Counselor and Office Nurse and the rest of the staff that have been working with our son. The Staff has made a great difference in our son. We made a great choice in sending our son to this school. These are hardworking dedicated people to Educate our kids. • Keeping parents informed of students’ progress and what’s going on in school a • Family nights • Making the school a safe and welcoming environment. • Communication on Parent Square and reminders	Based on what we have done, we will continue to improve the building of relationships in several ways. Although we have utilized social media to communicate with staff and families, we will continue to work on improving the quality of communication to help ensure that the messages being sent are being received and understood. We had our first Parenting Partners session in 2022-23 and plan to offer multiple sessions in both English and Spanish in 2023-34 and future years.	The District has hired a full-time school counselor to work with students and families. Often it is the families of the students who struggle who fail to respond to surveys and assessments about what we can do to improve, so many of these students and families will benefit by the involvement of a school counselor in their lives.	One of the most important tools we have been using is The Leader in Me Principles (7 Habits) with our students. This program addresses three areas in our students’ lives that will have a direct impact on their success: Academics, to give them stronger analytical, critical-thinking, problem-solving, and creativity skills; School Culture, to keep our students in school every day, actively involved in their education and helping them to make good choices in their own behavior; and Life Skills, the personal and interpersonal skills needed to be successful in college, the workforce, their career, and their relationships with family and friends. Along with The Leader in Me, each campus focuses on character building through the Bull Pup Way and the Bull Dog Bite, reminding students daily that good behavior leads to a higher quality of life for themselves and those around them. An integral component of The Leader in Me is integrating the families into this training. We have established a Family Action Team and will begin training our families in the 7 Habits. These habits include: • Habit 1: Be Proactive • Habit 2: Begin With the End in Mind • Habit 3: Put First Things First • Habit 4: Think Win-Win • Habit 5: Seek First to Understand, Then to Be understood • Habit 6: Synergize • Habit 7: Sharpen the Saw This year we implemented the program Capturing Kids’ Hearts®. Through experiential training, expert coaching, a character-based curriculum for students, and personalized support, Capturing Kids' Hearts® works to equip our staff to implement transformational processes focused on social-emotional wellbeing, relationship-driven campus culture, and student connectedness.	A focus area for the future for building partnerships for student outcomes, is to help our parents see that we are partners in this process. Many parents feel that they are unable to help or lack the skills to help their students. Evening classes for parents that help provide them with the skills and confidence that they can be a partner will enable them to be a continuing part of their children’s successes. We had our first cohort of parents participate in the classes in 2022-33 and will expand to multiple cohorts in 2023-34. When looking at student input in surveys and assessments, they tend to focus more on the physical and less on the relational side of school (i.e. longer recesses, better food, use of cell phones during school, and cleaner restrooms dominated their responses). However, parents identified that they would like to see a more welcoming environment that includes respect for all, campuses that are safe, clean and inviting to students and families, as well as some of the issues the students raised.	The school will continue to reach out to all parents, including parents of students learning English, students with disabilities, students who are currently unhoused, and foster youth to help them improve their engagement in all of our school programs. Empowering parents to believe that they have a voice, and that their voice is being heard, will be the goal of this outreach.	Parent involvement opportunities exist at many levels at SUESD, including planning and designing programs, implementing strategies as volunteers in the classrooms, after school, and with groups such as School Site Council, ELAC and DELAC and the PTO. Parents are recruited from all ethnic and socioeconomic groups in our district to be representatives on the above groups. The district has an active Parent Teacher Organization (PTO) that organizes events throughout the year including Book Fairs, Red Ribbon Week, and other activities. Parents also have the opportunity to participate in the Migrant Parent meetings held regularly in the district. Parents are also encouraged to be involved in their child’s educational process through participation in “Top Dog” and academic awards assemblies, through scheduled and informal parent/teacher/student conferences, by participating as chaperones on field trips, through family math, literacy, and science nights, and through educational meetings held at the all school campuses. Regular communications are distributed to parents in both English and Spanish and cover a variety of topics including beginning of the year welcome packets, monthly parent newsletters, notifications of all meetings and school events, school calendars, and student assessment and grade reports. School Accountability Report Cards are made available to parents and the Annual Rights Notification to Parents is distributed each school year, is available online on the District website and is available in print form whenever requested.	As we emerged from the many COVID restrictions placed upon us in prior years, we returned to school-based meetings and activities. This helped to put the parents in the middle of the decision making process once again. The opportunity for face to face discussion helped to give the parents a voice that they know is being heard, and improved their ability to provide input in the decision making process. However, this transition was not smooth, and we need to schedule these meetings out for the year with set times and locations so those who want to be involved can plan to be involved.	We will seek out parents of individuals who have traditionally been underrepresented (including parents of students learning English, students with disabilities, students who are currently unhoused, and foster youth) to participate in the various groups (including the School Site Council, ELAC, DELAC, and PTO).	3	3	2	5	3	3	3	5	3	3	3	3	Met		23MAY2023	2023
54721730000000	Sundale Union Elementary	3	Sundale parents have indicated through educational partner input as well as our school survey, that positive relationships are developed between staff and families.  Families feel comfortable and welcome on campus and in talking with teachers.	Sundale will continue to strengthen the communication between teachers and parents.  Primarily in 6-8th grade levels where parents want more communication between teacher and parent.	Sundale will continue to work to build these relationships through Parent Education Opportunities offered at our community center, with childcare, food and presentation in their primary language.	Sundale requires 100% of our parents to be in attendance at our trimester parent conferences.  If parents do not attend, the teacher makes a phone call, home visit, Zoom meeting, etc. At the start of the year, 100% of our parents meet with their child's teacher in small groups of parents to discuss the expectation of the class.	Sundale will continue to offer opportunities for parents to learn the academic tools, academic vocabulary, and educational programs used by their students.	Sundale will continue to reach out to these parents by inviting them to engagement opportunities and/or making phone calls to personally discuss their needs and /or concerns.	Sundale provides many opportunities for our parents to be involved and provide input.  Through our School Site Council, PTO, Dad's Club, DELAC, IEP meetings, parent conferences, Open House, as well as our Community Center.	Continuing to personally reach out to parents to invite them to meetings and/or gain their insight through a personal conversation.	Continuing to personally reach out to parents to invite them to meetings and/or gain their insight through personal conversations.	5	5	5	5	5	5	5	5	5	5	5	5	Met		20JUN2023	2023
54721810000000	Sunnyside Union Elementary	3	Sunnyside staff are very welcoming and have good relationships with the majority of parents in the community. Our relationships are maintained due to our small rural setting and that the majority of the families being a part of Sunnyside as students. Both parents and teachers are actively engaged in the students’ education.	It is a strong goal for teachers to maintain this level of parental engagement for years to come. School wide text messaging via Parent Square has proven to be an effective means of communication that we plan on continuing to use. So often these parents are only contacted regarding irregular attendance, poor grades or discipline issues and parents don’t necessarily want that contact. Administration needs to make a point of contacting parents for positive comments, meeting invitations and letting parents know we want them to be involved in their child’s education. It is also a goal for teachers to reach out to parents when students are falling behind due to attendance or change in academic progress.	Sunnyside needs to improve the engagement of the underrepresented students. These students are often the children of parents who didn't enjoy school or were unsuccessful themselves. Sunnyside needs to be make an active effort to change mindset and culture so that students are ultimately the winners. Parents need to understand they can come to the school to discuss academics and student's social and emotional needs.	Sunnyside realizes the importance of building partnerships with families and the community. A plethora of family and evening events are provided in efforts to build partnerships. Parent conferences are provided three times year and teachers make an effort to reach 100% of their parents and many times this goal has been met. Parent square, a text messaging/app system was purchased last year to make parents easily aware of events and progress. The junior high also uses Aeries Parent Portal to provide parents with up to date grades.	As previously mentioned many events are offered and parent conferences are held, but unfortunately, many parents are not active participants and do not following up with their students in efforts to improve student academic outcomes. The events offered are fun, engaging and many times one and done. This would be one area that Sunnyside would like to improve upon. Sunnyside will make a continuous effort to involve parents on a more consistent basis. Teachers will use parent square more, not only for discipline, but for ways to have parents help their students academically improve. Parents will also be encouraged to use the Aeries Parent Portal and have them be up to date on their student progress. The parent involvement events will also have a strong academic focus and still be fun and engaging.	Underrepresented families always need extra effort to be engaged and be involved in their student success. Sunnyide has social workers 2 days per week and now will have a full time psychologist who will help students and families to be engaged and involved. The administration will also work on improving engagement of the underrepresented.	Sunnyside has an Student Site Council on a monthly basis and ELAC (English Language Advisory Council) four times yearly. There are also parent/stakeholder meetings held in efforts to seek input for the LCAP. Surveys are sent out via Parent Square and email to students, parents and staff in efforts to seek input for decision making.	Although, the meetings are held for input many of the times many of the advisory/input meetings are not very well attended. Having quorums met for SSC and ELAC is often difficult. Sunnyside will make a effort to include all parents and show them the importance of providing their input for improvement and decision making.	Underrepresented families will be sought out by our social workers, psychologists and administration and encourage their engagement and try to seek input from these families. Many of the times the same parents are involved, but for the next school year, more parents will be given the opportunity and encouraged to attend and provide input.	4	4	3	3	4	3	3	2	3	2	2	2	Met		27JUN2023	2023
54721990000000	Terra Bella Union Elementary	3	The district has made lasting changes to the way we communicate with families during the 2021-22 year. In-person and virtual meetings are well attended. We have had many successful drive-thru events as well. Now post-pandemic we continue to use in person and online events to engage parents and other educational partners.	In 2022-23, the district improved communication and event scheduling with parents and staff, but more work is needed. There is a request for additional educational events such as reading night and math night as well as student motivation and adequate incentives. They will be incorporated into next year's calendar.	The school site administrator, social worker, and other staff will reach out to underrepresented families and invite them to be part of the school community. Invitations to school events will continue to go out to underrepresented families with accommodations as needed.	TBUESD has worked to implement and maintain new communication strategies. New communication programs have been implemented in the district in 2021-22 and a social media presence has also been maintained.  Monthly parent meeting attendance has been expanded and includes a variety of high interest and pressing topics. The district invites parents and stakeholders regularly to monthly school events virtually or in person as possible.   The current strength in building student outcomes is the district’s push to improve communication with families. Our staff does family outreach daily as students are picked up and parents are invited to voice their concerns and questions freely.	The focus for the next year is to create more opportunities for parents to interact with teachers to build a team.  The communication of data with parents and students will be key to building accountability and student self esteem.	The school site administrator,  social worker, and other staff will continue to reach out to underrepresented families and invite them to be part of the school community.	The district has worked to implement and maintain new communication strategies. New communication programs were implemented in the district during the 2021-22 school year and a social media presence has also been maintained. Monthly parent meeting attendance has been expanded and includes a variety of high interest and pressing topics. The district invites parents and educational partners regularly to monthly school events as much as possible. Input from all educational partners throughout the year is considered and weighed prior to any district decision.	In 2022-23, the district improved communication with educational partners,  parents and staff, but there is always room for improvement. The focus for the next year is to create more opportunities for educational partners and parents to interact with administration and teachers to build a stronger team. The communication of data will assist the district when making decisions.	The school site administrator, social worker, and other staff will reach out to underrepresented families and invite them to be part of the school community. Invitations to school events, surveys and monthly meetings will continue to go out to underrepresented families with accommodations as needed to encourage their input prior to district decision making.	3	4	3	4	3	3	4	4	4	4	4	4	Met		15JUN2023	2023
54722070000000	Three Rivers Union Elementary	3	Three Rivers is a very tight knit community.  Our school is the pride and joy of this community. Our school staff and families work together to provide an engaging and rich learning environment for all children. We embrace community partnerships with our parent volunteers, National Park collaboration and local artists.	TRUS is committed to improving our relationships between school staff and families through the use of annual parent surveys.  The results of these surveys will be shared with our families, staff and local community members.	TRUS plans to solicit feedback from our underrepresented population via personal face-to-face conversations, parent meetings/conferences, school events etc.	Three Rivers is unique due to its beautiful location. It is located in the foothills of the Sierra Nevada at the edge of the San Joaquin Valley, the town is near the entrance to the national parks of Sequoia and Kings Canyon. The TRUS School Board is dedicated to continuing its efforts to seek ways to enhance community partnerships.	Based on the input received, TRUS plans to extend its partnership with local artists, Sequoia National Park, Tulare County Office of Education and community volunteers.	TRUS plans to solicit suggestions and feedback from our underrepresented population via personal face-to-face conversations that include parent meetings and conferences, Google surveys, Eagle Booster Club (EBC) meetings and School Site Council meetings. In addition, TRUS plans to solicit ideas from staff and the members of the TRUS school board.	TRUS has improved in this area due to its open and transparent communication with parents via Weekly Bulletins, in-person and Zoom board meetings, Eagle Booster and School Site Council membership opportunities.	Our focus area is to enhance membership in our School Site Council Committee (SSC).  Our SSC is a highly active parent organization that thrives off parent volunteers and input.	TRUS plans to solicit decision-making input from families via personal face-to-face conversations that include parent meetings and conferences, Google surveys, athletic events, Eagle Booster Club (EBC) meetings and School Site Council meetings.	3	3	3	3	3	4	3	3	3	4	4	3	Met		14JUN2023	2023
54722150000000	Tipton Elementary	3	Tipton School provides access to translators for parent/teacher conferences, SST, ELAC/DELAC, SSC, and LCAP meetings, as well as individual meetings scheduled with teachers and administrators at the parent's request. All school correspondence is delivered in the parents' primary language as well as English. Parents are excited to implement a parent/teacher club. Tipton School hosted workshops to support parent learning. In order to increase our capacity to support our parents the district's parent liaison will continue to assist with the coordination and implementation of parent support and training opportunities. Tipton School administration and teachers have implemented parent engagement nights. The school will continue to host parent engagement nights.	Tipton School will continue to grow relationships between school staff and families by sharing information regarding community-based organizations that can help with mental health services, free sports activities for students, and training on supporting students through monitoring academic growth.	1. Tipton teachers will hold fall and spring conferences with parents each year to discuss each students' academic strengths and weaknesses. Teachers will also hold conferences with parents throughout the year on an as needed basis. Progress reports will be sent out to families each quarter to provide timely information to parents regarding current grade progress.  2. Tipton will hold SST meetings for students who need additional support in the classroom twice a month.  3. During parent engagement nights teachers will provide resources for parents to help their students with social/emotional or academic needs.  4. Our goal over the next few years is to provide training to support staff to build capacity to partner with families.  5. Tipton School will provide additional culturally relevant events where students, families, and staff can engage in social interactions to develop better understanding of cultural values.	Tipton School and families are working to enhance the capacity of families and staff to cultivate and sustain respectful and effective communication that links academic and social-emotional learning improvement for students and supports student development. We are committed to being encouragers, models of lifelong learning, advocates for improved learning opportunities, and collaborators with decision-making.	The focus areas for improvement include but are not limited to: provide additional opportunities for families to engage in conversations regarding academic learning, share information regarding community- based resources for mental health services, include parent voice in school-site safety conversations, provided data and information to families for feedback in the areas of academic and SEL.	Tipton school will provide clear and translated information regarding procedures for volunteering on campus. The Tipton school parent liaison will provide parent training on immigration status, how to get involved making school decisions, and how to support their students at home. All engagement opportunities will be provided in English and Spanish. Additional home visits will be made to encourage families to engage in the parent-teacher club and invitations to school events.	1. Principal, staff and parents participate in advisory groups quarterly.  2. All parents are invited to attend advisory meetings through Parent square and notes that are sent home in English and Spanish.  3. Create and distribute a survey asking for parental feedback on family engagement activities.  4. Our goal over the next few years is to increase family engagement and decision making input.	Areas of focus: increase feedback from parents through surveys, parent meetings, and providing survey participation time at SSC and ELAC meetings.	Tipton school will provide technology at SSC and ELAC meetings for participation in surveys. All surveys will continue to be offered in Spanish and English. Parents have requested that surveys be sent home in a hard copy. This will be done in Spanish and English.	5	4	4	5	4	4	4	4	4	4	4	4	Met		13JUN2023	2023
54722230000000	Traver Joint Elementary	3	Educational Partners were sought in the writing process of the LCAP.  All meetings were held in person, but online options were given as well.  There were notes sent home and messages on the school marquis to let parents and community know about meetings for LCAP.  Four meetings were held in all with the community, December 1, February 9, April 20, and May 25, to ensure that parents and the community were heard.  Teachers and staff were met with several times during weekly meetings, but the official dates were April 20 and May 1.  Students surveys were collected online through a questionnaire, in which students were asked about their feelings about their school, safety, bullying, and their mental health.	The district continues to work on building capacity with parents and the community.  The LEA continually looks for ways to get more parents involved in meetings and participating in what is done on campus.  The LEA has found social media to be very influential and informative for our parents to let them know what is happening and sending out reminders.  We will continue to work on  bringing parents onto campus.	The district offers incentives for families to attend and participate, whether it is meals, prizes and our PAT offers gift cards.  Babysitting services are also offered, so that is not an excuse.  The District will continue to push for greater numbers of attendance.	The LEA has an open door policy, which at times leads to many parents on campus asking for help.  These are times where may seem hectic at the time, but the LEA prides itself in parents comfortability with the school.  The principal/superintendent personally handles many student and family concerns, to ensure families feel like they have been heard.	The LEA continually is looking for ways to bring in more parents and connect better with the community.  Parents and community always show up for the fun stuff, but when it's related to meetings the attendance number is lower.  Our focus will continue to be getting parents and community more involved.	The district has a 91.2% socioeconomically disadvantaged students, we are consistently trying to get our underrepresented parents onto campus.  We have a low number of Migrant families, students with disabilities, and no foster youth and homeless students.  As a small district we can track those families when they come onto campus, and what they have attended.	The district is consistently seeking input from our Educational Partners.  The LEA finds that the same parents attend meetings regularly.	The district is always working toward more parent and community involvement with our Educational partners for input in all our decision making bodies.  The LEA uses the school marquis, social media, flyers and word of mouth to try to recruit new parents to offer input in making decision involving the school.	After considering our self reflection process the district will continue to promote meetings and events through social media, Friday calendars, marquis announcements, the REMIND app, and added flyers on an as needed basis.	5	5	5	5	5	5	5	5	5	5	5	5	Not Met		10OCT2023	2023
54722310000000	Tulare City	3	TCSD strives to create strong relationships between schools and families. As evidenced by parent surveys, parents report that school staff members treat them with respect (96.05%), create welcoming environments (91.63%), and value family backgrounds (92.81%). Relationships are fostered through hosting family events on campus and utilizing communication tools such as Parent Square, Social Media platforms and monthly newsletters. The district keeps families informed through quick bi- monthly videos on Social Media that highlight schools and departments in the district. Families also engage in 2- way communication during Parent Conferences which have a (93.59%) attendance rate.	The focus for improving relationships with parents is making parents feel welcome to participate at the schools.TCSD welcomes parents to attend events, volunteer in classrooms and participate in decision making committees and/or advisory groups.	To encourage the engagement of underrepresented families, the TCSD Child Welfare and Attendance department serves as a liaison for homeless and foster families. The department regularly checks in with families to determine needs and provides additional assistance as needed. The bilingual department provides families with translation services at sites and access to parent classes. All notices sent home to families are translated into Spanish. In the 23-24 school year, 12 of our schools have been designated as Community Schools. The coordinator of Community Schools will work with each school Community Liaison to reach out to underrepresented families, identify barriers and offer assistance in those areas.	The district provides family resources to support student learning at home through events such as: family nights, meet the teacher, orientation, back to school and parent education opportunities. Teachers and parents work together to improve student outcomes through frequent communication and collaboration at parent conferences. Parents are encouraged to understand their rights and advocate for students. The district supports this through educating teachers on supporting parents of special populations, the distribution of the Universal Complaint Procedure (UPC), Individualized Education Plans (IEP), and 504 plans.	TCSD will continue to provide professional learning and support to teachers and principals to improve a school’s capacity to partner with families.	The Special Education department will host “Cookies & Conversations” for parents of students with special needs. Workshops educate parents on the program as well as advocating for their students through the IEP process and additional support. All communication, notices, and invitations provided to families are translated into Spanish. Spanish translators are also available at the meetings. Parent conferences are held in a flexible format allowing families to connect to teachers in person, through Zoom on a district issued chromebook with built in hotspot or through a phone call. Interpretation services also are provided.	The district provides a variety of opportunities to submit input for the decision making process at the site level including: Title 1 Parent Meeting, School Site Council (SSC), English Learner Advisory Committee (ELAC), Advisory group training, Parent Teacher Organizations (PTO), Site Events, Conferences, Local Evaluation or Program Effectiveness (LEPE). At the district level, parents are invited to attend District Advisory Committee meetings (DAC) and District English Learner Advisory Committee meetings (DELAC). Educational Partners are encouraged to submit feedback through monthly LCAP surveys that explain current goal related actions and services and request input. As evidenced by parent surveys, parents report that schools promote decision making and welcome their suggestions (92.26%).	TCSD will continue to encourage teachers, principals and district administrators to work together to plan, design, implement, and evaluate family engagement activities at the school and district level. Families and community members are encouraged to attend the District Advisory Committee meetings as well as the District English Learner Advisory Committee meetings to provide input. An LCAP survey is distributed monthly to gather input from families as well.	The district reaches out to families of underrepresented subgroups to attend District Advisory Meetings to encourage their engagement in the decision making process. All notices, surveys, invitations, meeting agendas and related documentation provided to families are translated into Spanish. Spanish translators are also available at the meetings. Meetings are held in flexible formats as needed to accommodate parents with identified attendance barriers such as transportation and/or childcare.	4	4	4	4	3	4	4	4	4	4	5	4	Met		27JUN2023	2023
54722490000000	Tulare Joint Union High	3	As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students.	All school sites in the district will continue to explore opportunities to increase communication with families and provide increased opportunities for involvement.  The district and all sites utilize quarterly newsletters that provide information on events and opportunities on campus for parent involvement.  The district and sites will also work with parents to increase accessibility to Parent Square, a software app that allows parents to receive up-to-date information and news from the school sites.	As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus.	"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals."	The district and sites will continue to explore opportunities to increase communication with parents as well as educate parents on the opportunities and resources available for the students on campus.  Sites will continue to host parent club meetings, booster club meetings, sophomore counseling, senior nights, FAFSA workshops and much more to increase student outcomes.	As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus. We will continue to prioritize engaging underrepresented families in order to educate them on the resources and opportunities available to their students on campus.	Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa.	The district and sites will continue to promote opportunities for educational partners to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.	The district and sites will continue to promote opportunities for educational partners, specifically underrepresented families, to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.	5	5	4	4	3	4	3	5	4	4	4	2	Met		15JUN2023	2023
54722490130708	Sierra Vista Charter High	3	As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students.	All school sites in the district will continue to explore opportunities to increase communication with families and provide increased opportunities for involvement.  The district and all sites utilize quarterly newsletters that provide information on events and opportunities on campus for parent involvement.  The district and sites will also work with parents to increase accessibility to Parent Square, a software app that allows parents to receive up-to-date information and news from the school sites.	As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus.	"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals."	The district and sites will continue to explore opportunities to increase communication with parents as well as educate parents on the opportunities and resources available for the students on campus.  Sites will continue to host parent club meetings, booster club meetings, sophomore counseling, senior nights, FAFSA workshops and much more to increase student outcomes.	As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus. We will continue to prioritize engaging underrepresented families in order to educate them on the resources and opportunities available to their students on campus.	Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa.	The district and sites will continue to promote opportunities for educational partners to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.	The district and sites will continue to promote opportunities for educational partners, specifically underrepresented families, to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.	5	5	4	4	3	4	3	5	4	4	4	2	Met		15JUN2023	2023
54722490133793	Accelerated Charter High	3	As a District, one of our LCAP goals consists of focusing on building a positive culture on campus where all stakeholders, including parents, feel welcomed, valued, safe and engaged. Our district creates multiple opportunities for parents to interact with school staff on campus. Incoming freshmen and their parents/guardians are invited to each comprehensive site prior to registration to learn about the programs and activities offered. Translation is provided. The Administrative and counseling teams meet with incoming freshmen and their parents/guardians during incoming freshmen registration. Counselors meet with parents during the sophomore year to discuss their student’s four year plan. ELAC, DELAC, School site council and Academic Booster parent meetings are held on a regular basis and translation is provided. Our Opportunity Education sites meet individually with parents/guardians on a regular basis to address the needs of their students.	All school sites in the district will continue to explore opportunities to increase communication with families and provide increased opportunities for involvement.  The district and all sites utilize quarterly newsletters that provide information on events and opportunities on campus for parent involvement.  The district and sites will also work with parents to increase accessibility to Parent Square, a software app that allows parents to receive up-to-date information and news from the school sites.	As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus.	"Our district has offered Parent Institute for Quality Education classes to our parents for the past 13 years. “PIQE’s programs engage, empower, and transform parents to actively engage in their children’s education and strengthen parent-school collaboration in order to improve the academic success of students."" Our counselors meet regularly with parents and students to discuss academic progress. Collectively, a four-year academic plan is developed and then reviewed during Sophomore counseling. Our school sites also offer Senior night for parents and students each fall. During Senior Night, the counseling team reviews and supports parents with the college application process, FAFSA, DACA, and other information to support parents and students in achieving their post secondary goals."	The district and sites will continue to explore opportunities to increase communication with parents as well as educate parents on the opportunities and resources available for the students on campus.  Sites will continue to host parent club meetings, booster club meetings, sophomore counseling, senior nights, FAFSA workshops and much more to increase student outcomes.	As a district, we will continue to look for opportunities to increase communication and provide more opportunities for underrepresented families. Utilizing newsletters, Parent Square, as well as follow-up phone calls to parents inviting them to events, meetings and celebrations on campus. We will continue to prioritize engaging underrepresented families in order to educate them on the resources and opportunities available to their students on campus.	Our district supports our principals and staff to effectively engage families in decision making through the district Cabinet team meetings, coaches meetings and the Principals PLC. Training is provided to parents on the purpose of the advisory committee and their role. Training is provided onsite and through leadership opportunity at the County Office of Education. Parents participate in ELAC, DELAC and school site council meetings and provide their input on programs and policies. For the past 2 years, our district has also provided transportation for ELAC parents to attend Fresno State’s Feria Educativa.	The district and sites will continue to promote opportunities for educational partners to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.	The district and sites will continue to promote opportunities for educational partners, specifically underrepresented families, to be involved in decision making processes. This includes participation in parent club, school-site council, ELAC, DELAC, and LCAP committees.	5	5	4	4	3	4	3	4	4	4	4	2	Met		15JUN2023	2023
54722560000000	Visalia Unified	3	The district funds a Family and Community Resource Center. The center has created procedures and processes to utilize community services for our students and families. These services range from enrollment in cash aide programs to mental health support for our students and families. In addition to the resource center, the district holds community input sessions.  These sessions have begun to build a stronger trusting relationship between the district and families.	The focus areas for improving relationships between school staff and families are: * provide more opportunities for families to learn how to engage in their child's education * provide clear and consistent messages to parents	The district has identified several different strategies to improve engagement of underrepresented families.  The district  will continue to provide child care, translation services, and invitations to events. The district will also continue with surveys distributed by social media and email.  In addition to those actions the district will be creating opportunities in venues outside of schools where families feel more comfortable to participate. The district will track parent participation by student to better understand current families who are participating in community engagement activities.	The district's Family and Community Engagement Resource Center has created over 40 partnerships to better serve VUSD students.  These partnerships range from nonprofit service organizations to help supply basic needs to partnerships that provide social emotional support to our students.  The district's CTE programs each have advisory boards that provide information to teachers and staff on what should be taught to better meet the need of different industries.  In addition these partnerships allow several hundred students the opportunity for internships.  The district's Extended Learning Opportunity Department has developed partnerships with our community that allows our students the opportunity to participate in sports, visual and performing arts programs, and field trip experiences.	The focus areas the district has identified are as follows: *Community Partners to provide additional extra/co curricular activities *Community Partners to provide additional support to our CTE courses * Community Partners to provide additional support services to our families	The focus of the district's Family and Community Engagement Resource Center (FCRC) is to provide opportunities for underrepresented families to engage with our partners.  The FCRC provides resource fairs and shares community partner information with our families.  To better these actions, the FCRC will provide resources for more personal contacts to invite participation.  The FCRC will also work with parents to determine other ways to better engage our families.	The district has created a structure for family, staff, and community input.  The structure includes face to face meetings and different types of surveys.  This structure has allowed over 5,000 respondents.	The district plans on meeting partners in venues outside of schools.  Families have shared in different parts of town, it is easier to meet in different venues.	The district plans on focusing on these groups by creating opportunities designed specifically for underrepresented families.  The district has created a leadership team with underrepresented families.  This team will identify barriers and plans to address these barriers; so more families will participate.	3	3	3	3	2	3	3	3	3	3	3	3	Met		27JUN2023	2023
54722560109751	Visalia Charter Independent Study	3	VCIS provides full staff development days for all staff members. Topics include Growth Mindset, social-emotional student supports, and engagement topics to ensure that all staff members understand and implement school expectations. Parents/ guardians are expected to attend teacher meetings periodically to talk about the student's academic progress and any academic concerns. VCIS provides multiple resources for families both on-site and at home. There is a full clothing closet and food pantry available to all VCIS students and families. Academic tutoring is available every day of the week for all students to ensure progress is being made in classes. Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life. The Parent Survey is also used to provide parental feedback in the area of student preparedness. Overall, 90% of parents feel that VCIS is providing their student(s) an education that is helping prepare him/her for the future, college and career, and puts their child on an equal level with students graduating from other high school programs.	Focus Area For Improvement: VCIS has chosen to focus on - providing families with information and resources to support student learning and development in the home. We will accomplish this by increasing our Parent Academies to better support families in the home to implement systems of routines while students are learning from home.	"Parents have an opportunity to visit VCIS for informational nights, such as college application workshops, financial aid workshops, early college parent information nights and back-to-school nights. Parents receive a weekly assignment sheet that shows grades ans student progress in all classes. Parents also have access to and are encouraged to use our SIS to track and monitor students' in-person classroom grades.  VCIS offers multiple opportunities to meet with parents from all grade levels. We offer back-to-school nights, senior nights, college applications nights, financial aid workshops, open houses and other events throughout the year where parents can connect with staff. We also hold IEP and 504 meetings with parents and meet with parents as needed to ensure students are on track for graduation.  VCIS is working to improve systems of engaging our underrepresented families and strengthening those relationships and supports we offer by entering into a partnership with Fresno State University to offer ""parent university"" courses free of charge to all of our families including Digital Literacy, Financial Literacy, Parenting Skills, Small Business Development, and Spanish Conversation."	VCIS has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families. An English Learner Advisory Committee has also been implemented allowing families of EL students to have a larger voice on campus. VCIS continues to provide other opportunities to engage with families. We ask that parents come in with their students during specifically scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher. VCIS continues to provide a Back to School night that allows families and the community to visit the school and meet with teachers and other staff members. VCIS continues to employ the use of a Parent Survey, which is administered every year in the spring. The survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. According to the 2021-22 Parent Survey, 95% of respondents feel that their decision-making is valued, which is a 2% increase from the previous year's survey. As to what type of involvement parents reported having, 85% stated that they attended a parent/teacher conference (5% increase from the previous year) and 70% stated they attended a conference that involved an administrator (5% increase from the previous year).	At VCIS, we provide multiple opportunities for parents to engage with our school community across all grade levels.  In addition, we prioritize regular communication and support, conducting IEP and 504 meetings with parents to ensure students are progressing toward their graduation and post-graduate goals.  Parents stay informed through our weekly parent communication.  In addition, our commitment to up-to-date information is communicated through our school website which is consistently updated.  Our focus areas for improvement in these areas are assessed multiple times yearly so we can take action immediately when our stakeholders feel there is an additional need.	At VCIS, we are committed to improving the engagement of our underrepresented families by offering our parent university program with Fresno State and doing additional home visits to our independent learners and their families at their homes to ensure we get their responses to our survey to identify the specific needs of our underrepresented families.   This in turn helps the development of our LCAP plan to address the needs of all of our families.  VCIS does this survey process twice yearly with all families.	VCIS continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness.  A strength that we have with our parent survey is that we administer it twice each school year and we have an average of 75% participation rates in our parent survey.  100% participation rate for our student survey and 100% participation rate for our staff. In addition, VCIS has strengths in seeking input for decision-making characterized by collaborative partnerships, open communication channels, inclusive representation, and a commitment to responsive decision-making.  These factors collectively contribute to informed and inclusive decision-making.	VCIS has identified the following focus areas for improvement in seeking input for decision-making.  VCIS will target outreach to a wider range of partnerships, including underrepresented stakeholders and those with varying perspectives.  This will be initiated by actively seeking out input from diverse voices to ensure our decision and LCAP are more inclusive and representative of all of our families.   VCIS will also focus on improvement in communication.  We want to ensure that communication to our stakeholders is effective, but timely as well.  VCIS will also increase additional data points to ensure all decisions are being made with data to support our decisions.  By addressing these focus areas for diverse viewpoints in decision-making, effective communication, and data-driven decisions we will foster a more inclusive and effective decision-making process.	VCIS is committed to improving the engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making.  To achieve this, we will improve our engagement with the following strategies.  First, VCIS will develop culturally responsive outreach strategies that are inclusive, and that respect the values and traditions of underrepresented families.  These strategies will aim to make engagement opportunities more appealing and relevant for our families. Second, we will target our communication to engage with our underrepresented families through channels and mediums they prefer and trust.  Lastly, we will systematically seek diverse representation from underrepresented families in our decision-making bodies and committees on campus.  By implementing these strategies VCIS aims to improve the engagement of underrepresented families to foster a more inclusive and participatory environment that benefits all stakeholders.	5	5	4	5	5	5	5	5	5	5	5	5	Met		27JUN2023	2023
54722560120659	Visalia Technical Early College	3	VTEC offers a wide range of opportunities for parent engagement across all grade levels. These include but are not limited to grade-level parent assemblies, back-to-school nights, senior nights, college application nights, financial aid workshops, open houses, as well as special events like Academic Awards/Sports Assemblies throughout the year. In addition, we actively conduct Individualized Education Plans (IEP) and 504 meetings with parents and maintain ongoing communication as needed to ensure students are progressing toward graduation.	At VTEC, we provide numerous opportunities for parents to engage with our school community across all grade levels. This includes events like back-to-school nights, senior nights, college application nights, financial aid workshops, open houses, and various other events held throughout the year, allowing parents to connect with our dedicated staff. Moreover, we prioritize regular communication and support, conducting Individualized Education Plans (IEP) and 504 meetings with parents to ensure students are progressing toward graduation. Our commitment to transparency extends to our website, which is consistently updated. Parents can stay informed through our weekly parent communication, the Wolverine Weekly, as well as access our updated bulletin and calendar on our website. Additionally, we host open parent forums six times a year. These forums serve as a platform for sharing valuable information about the school and, equally important, as a way for us to actively listen to the concerns and ideas of our parents and the wider community.	At VTEC, we maintain an active School Site Council that plays a crucial role in monitoring our school's academic progress, safety measures, and the allocation of LCAP funding. In addition to this council, we have dedicated boosters and advisory committees that convene regularly to explore the best ways to support and celebrate our students on their college and career journeys. These committees meet monthly and comprise parent representatives, staff members, and student representatives.  We are committed to fostering ongoing parent engagement throughout the year. To achieve this, we offer a variety of parent nights designed to cater to parents of students across all grade levels. Our aim is to cultivate a strong sense of commitment and shared responsibility among our students and their parents because we firmly believe that engaged parents play an integral role in student success.	VTEC has demonstrated several strengths and noteworthy progress in Building Partnerships for Student Outcomes.  1. Diverse Engagement Opportunities: VTEC offers a wide array of engagement opportunities for parents, including back-to-school nights, grade-level parent meeting nights, senior nights, college application nights, financial aid workshops, open houses, and various other events throughout the year. This extensive menu of options fosters connections between parents and our staff. 2. Individualized Support: Our commitment to student success is evident through regular Individualized Education Plan (IEP) and 504 meetings with parents, ensuring that students receive tailored support to progress toward graduation. We also hold reteaching opportunities within the day to support students with learning content through our Wolverine Time (RTI). 3. Transparent Communication: VTEC maintains transparent and up-to-date communication channels, including a frequently updated website, a weekly parent communication called the Wolverine Weekly, and an online bulletin and calendar, providing parents with easy access to important information. 4. Parent Involvement: We actively involve parents in our decision-making processes through open parent forums, held six times a year. These forums serve as platforms for sharing information and gathering insights from parents and the community. 5. Collaborative Committees: VTEC boasts active committees such as the School Site Council, boosters, and advisory committees that contribute to monitoring academic progress, safety, and the allocation of LCAP funding. These committees involve parents, staff, and student representatives In summary, VTEC has made significant strides in Building Partnerships for Student Outcomes by offering diverse engagement opportunities, providing individualized support, maintaining transparent communication, actively involving parents in decision-making, and fostering collaboration through dedicated committees. These efforts reflect our commitment to student success and strong partnerships with our educational community.	VTEC's focus areas for improvement in Building Partnerships for Student Outcomes include: 1. Enhancing Two-Way Communication: While VTEC has established effective communication channels, there's room to enhance the quality and depth of two-way communication. This involves actively seeking and valuing input from educational partners, parents, and the community, not only sharing information but also listening and responding to concerns and suggestions. 2. Expanding Outreach to All Parents: While VTEC offers various parent engagement opportunities, there's a need to ensure that all parents, especially those from diverse backgrounds and experiences, feel equally included and encouraged to participate in school-related activities and decision-making processes. 3. Measuring and Assessing Impact: To strengthen partnerships and demonstrate their impact on student outcomes, VTEC can benefit from implementing robust metrics and assessment tools. This will help in quantifying the effectiveness of different engagement initiatives and refining strategies accordingly. 4. Increasing Community Engagement: Expanding partnerships beyond parents to involve the wider community is an area where improvement is possible. Building bridges with local organizations, businesses, and community leaders can further enrich the support network available to students. 5. Alignment with Student Goals: Focusing on alignment between parent and community partnerships and the specific goals of students is essential. This involves tailoring engagement activities and support mechanisms to address the unique needs and aspirations of VTEC's student population. In summary, VTEC's areas for improvement in Building Partnerships for Student Outcomes include enhancing two-way communication, expanding outreach, measuring impact, increasing community engagement, and ensuring alignment with student goals. Addressing these areas will contribute to more robust and effective partnerships, ultimately benefiting student success.	VTEC is committed to improving the engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes. To achieve this, we will implement the following strategies: 1. Culturally Responsive Outreach: Currently, we have the weekly that is translated, and our materials that go out to parents are translated, and translation is provided at major events. We will develop and implement culturally responsive outreach strategies that acknowledge and respect the diverse backgrounds and experiences of underrepresented families. This includes translating materials into multiple languages, hosting culturally inclusive events, and actively seeking input on how to make our programs more accessible and relevant.  2. Community Liaisons: We will appoint community liaisons or parent advocates who are representative of underrepresented groups. These individuals will serve as bridges between the school and the community, helping to build trust and facilitate communication. 3. Needs Assessment: We will conduct thorough needs assessments to understand the specific challenges and aspirations of underrepresented families. This information will inform the development of targeted support programs and initiatives. 4. Feedback Mechanisms: We will establish clear and accessible feedback mechanisms, allowing underrepresented families to express their concerns, ideas, and suggestions. Regular feedback will guide our continuous improvement efforts. 5. Diverse Representation: Actively seeking representation of underrepresented families in decision-making committees and parent involvement groups will be a priority. Their perspectives will be integral in shaping policies and initiatives. By implementing these strategies, VTEC aims to improve the engagement of underrepresented families, fostering a more inclusive and supportive educational environment that benefits all students.	VTEC demonstrates several strengths and notable progress in seeking input for decision-making: 1. Collaborative Partnerships: VTEC has established collaborative partnerships with educational partners, including parents, teachers, and community partners such as COS and industry experts. These partnerships serve as valuable sources of input, fostering a culture of collaboration and shared decision-making. 2. Open Communication Channels: The LEA maintains open and transparent communication channels to actively seek input from stakeholders. This includes regular meetings, surveys, and feedback mechanisms that provide opportunities for voices to be heard. 3. Data-Informed Decision-Making: VTEC leverages local data to inform decision-making processes. This data-driven approach ensures that decisions are grounded in evidence and align with the best interests of students and the broader educational community. 4. Inclusive Representation: VTEC prioritizes inclusive representation in decision-making bodies, ensuring that diverse perspectives are considered. This diversity of input enriches discussions and contributes to well-rounded decision outcomes. 5. Responsive Decision-Making: VTEC has shown progress in being responsive to input received. Decision-makers actively consider and act upon the feedback and recommendations provided by educational partners, resulting in decisions that better meet the needs of students. In summary, VTEC's strengths and progress in seeking input for decision-making are characterized by collaborative partnerships, open communication channels, data-driven processes, inclusive representation, and a commitment to responsive decision-making. These elements collectively contribute to informed and inclusive decision-making.	VTEC has identified the following focus areas for improvement in seeking input for decision-making: 1. Enhanced Outreach to Diverse Partnerships: VTEC aims to improve outreach to a wider range of partnerships, including underrepresented groups and those with varying perspectives. This involves actively seeking input from diverse voices to ensure that decisions are more inclusive and representative. 2. Streamlined Feedback Mechanisms: VTEC recognizes the need for more streamlined and accessible feedback mechanisms. Simplifying the process for partners to provide input will encourage greater participation and engagement in decision-making. 3. Timely Communication: There is a focus on improving the timeliness of communication regarding decision-making processes. Ensuring that partners are informed well in advance of decisions being made allows for meaningful input and avoids rushed decision-making. 4. Data Utilization: VTEC plans to enhance its capacity for data utilization. This includes not only collecting data but also effectively analyzing and interpreting it to inform decision-making in a more data-driven manner. 5. Training and Capacity Building: There is a commitment to providing training and capacity-building opportunities for VTEC partners involved in decision-making. This will empower them with the skills and knowledge needed to actively participate in the process. 6. Feedback Integration: VTEC intends to improve its practice of integrating feedback into decision-making processes. This means explicitly demonstrating how input has influenced decisions and actions taken by VTEC. 7. Inclusive Decision-Making Structures: A focus on creating more inclusive decision-making structures is a priority. This includes ensuring that committees and forums are representative and provide equitable opportunities for input. By addressing these focus areas, VTEC aims to strengthen its ability to seek and utilize input for decision-making, fostering a more inclusive and effective decision-making process.	VTEC is committed to improving the engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for Decision-Making. To achieve this, we will implement the following strategies: 1. Culturally Inclusive Outreach: We will develop outreach strategies that are culturally inclusive, respecting the values and traditions of underrepresented families. These strategies will aim to make engagement opportunities more appealing and relevant to these families. 2. Community Liaisons: The appointment of community liaisons from underrepresented backgrounds will be a priority. These individuals will serve as trusted bridges between VTEC and the underrepresented communities, facilitating communication and trust-building. 3. Targeted Communication: We will tailor our communication efforts to reach underrepresented families through channels they prefer and trust. This might include utilizing community centers, religious institutions, and local community leaders as conduits for information and feedback. 4. Accessible Feedback Mechanisms: We will establish accessible and user-friendly feedback mechanisms, ensuring that underrepresented families can easily provide input and feel heard in the decision-making process. 5. Diverse Representation: Actively seeking representation of underrepresented families in decision-making bodies and committees is a priority. This inclusive approach ensures that their voices are integral in shaping policies and initiatives. By implementing these strategies, VTEC aims to improve the engagement of underrepresented families in the decision-making process, fostering a more inclusive and participatory environment that benefits all stakeholders.	4	4	3	5	3	3	4	4	3	3	3	3	Not Met		17OCT2023	2023
54722560135863	Global Learning Charter	3	The LEA’s current strengths and progress in building relationships between school staff and families include, but are not limited to, the following: • School-to-Home communication – The school uses a variety of approaches and methods to ensure frequent and effective communication with families. The following communications are available in English and Spanish: weekly family newsletter; telephone, email, and SMS messages using Blackboard Connect; group and individual messages with 2-way capability using ClassTag; letters and notices sent home with students. In addition, the LEA has a marquee, Twitter and Instagram accounts; and an up-to-date website. Some teachers also use Schoology to communicate with families.  • Parent participation and feedback – There are many opportunities for parents to participate in activities on campus. In addition to volunteer opportunities in the classroom and as chaperones for field trips, the following opportunities are also available: Parent Teacher Student Association (PTSA), School Site Council (SSC), English Learner Advisory Council (ELAC), and more.  • Family events – GLC holds several important family events over the course of the year. The purpose of many of these events is to build community between school and home, as well as among GLC families.  These events include, but are not limited to: Meet and Greet; Back to School Night; Lunch on the Lawn, Ornaments Around the World, the World’s Fair, and Open House. Student Recognition Assemblies are held approximately every 7 weeks.	The LEA has built a strong pattern of 1-way and 2-way communication with families (see above). The LEA’s focus area for improvement in building relationships between school staff and families is to bring more families on campus through increased family activities. These include, but are not limited to, twice weekly Zumba classes, a parent book study, family literacy night, and at least two additional PTSA events for families. The PTSA already supports several annual family events.	To increase the participation of underrepresented families, the school ensures that all communication is available in Spanish and English. Additionally, child care is provided for evening activities, such as PTSA meetings and the new Parent Book Club. Finally, events are offered either in the evenings or at multiple times to allow for working parents.	The LEA’s current strengths and progress in building partnerships for student outcomes include, but are not limited to, the following: • Parent-Teacher Conferences – GLC teachers meet annually with all parents to discuss progress towards student outcomes. During these conferences, teachers share academic growth data as well as provide guidance and resources for parents to support their child’s continued development. In addition to annual conferences, teachers schedule additional parent-teacher conferences after the second trimester with students performing below grade-level. • Student Study Teams (SSTs) – Teachers initiate SST meetings for those students who are experiencing some kind of academic, social, or personal challenge or difficulty. SST meetings provide an opportunity for multiple staff members with diverse roles and experiences to meet with the parent, discuss challenges and concerns, and implement a plan for improvement. • Parent communication – Various methods of communication are utilized to provide information and resources that support student learning to parents and families. These include a weekly family newsletter, ClassTag, website communication materials, school-to-home notices, and more.	Based on an analysis of educational partner input and local data, the LEA’s focus areas for improvement in the area of building partnerships for student outcomes include, but are not limited to, the following: increased opportunities for families to learn more about how to support literacy at home through our parent book study and literacy night; the inclusion of tips for parenting and helping students at home through the weekly family newsletter, parent information presentations provided by community partners as a part of PTSA association meetings, and more frequent and improved communication between classrooms and home regarding student work progress and learning.	Based on an analysis of educational partner input and local data, the LEA aims to improve the engagement of underrepresented families in relation to building partnerships for student outcomes through some of the same practices aimed at increasing participation of underrepresented families in school events. These include, but are not limited to: ensuring parent events and communication are available in English and Spanish, providing child care to allow parents to attend evening learning activities and guest speakers, and ensuring that parent events are offered at multiple times or outside daytime working hours.	The LEA’s current strengths and progress in seeking input for decision-making include, but are not limited to, the following: • Advisory councils – The School Site Council (SSC) and the English Learner Advisory Council (ELAC) require parent membership and participation. They exist to provide a forum for feedback and input regarding the school’s programs and activities. Other advisory or collaborative meetings that include parent participation include the School Safety Team, Cultural Proficiency Team, and the PBIS Tier 1 Team.  • Parent surveys – Parent feedback surveys are often made available after family events and are meant to illicit feedback for areas of strength and opportunities for improvement. On the annual Parent Feedback Survey administered during Open House, question items provide important feedback and input specific to the school’s four (4) school goals.  • Parent Teacher Student Association (PTSA) – The PTSA provides another avenue for parents and families to impact activities on campus. While the PTSA work focuses primarily on enrichment opportunities, the selection and implementation of those activities are critical to our students’ academic outcomes.	Based on an analysis of educational partner input and local data, the LEA’s focus area for improvement in seeking input for decision-making is to seek out parents who have not previously served in advisory roles and ensure that diverse perspectives are represented.	Based on an analysis of educational partner input and local data, the LEA aims to improve the engagement of underrepresented families in relation to seeking input for decision-making by: providing materials in Spanish and English, providing Spanish interpretation for in-person meetings, ensuring there are multiple methods for participation (e.g., online, hard copy, or in-person submissions), and working to ensure that parent representation reflects diverse backgrounds and experiences.	4	4	3	4	3	3	4	4	4	3	3	4	Not Met		27SEP2023	2023
54722566116909	Charter Home School Academy	3	Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP. As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher.  At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members.  CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness.  CHSA provides multiple resources for families both on site and at home.  Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made.  Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life.	Charter Home School Academy administers an annual survey to all students in grades K-8 to provide feedback to the school on curriculum and instruction, assessment, and school climate and culture.  Each year, CHSA makes student and staff safety a priority. The site’s safety plan is reviewed, updated, and practiced each year to ensure everyone is familiar with expectations and understands their role in an emergency situation. An active shooter drill is scheduled and practiced at least twice a year as well as yearly fire and earthquake drills. The safety plan is developed each summer and presented to all staff members at the first staff meeting of the year for reminders, updates, and expectations. The plan is also presented to the School Site Council to give parents and students the ability to have input and decision making with the plan. The processes that we have implemented at the school site are yielding the results we were looking for. Staff and students feel safer on campus and staff reports feeling more confident each year as we consistently practice drills and evacuation procedures.	Charter Home School Academy has a School Site Council that meets regularly throughout the school year. The team makes suggestions on how to increase parental involvement at the school site focusing on underrepresented families in addition to providing input on programs and financial decision making for the school's LCAP. As part of our program’s requirements, parents attend their child’s weekly, scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher.  At the start of each school year, CHSA holds a Back to School Meeting that allows families and the community to visit the school and meet with teachers and other staff members.  CHSA continues to employ the use of a Parent Survey, which is administered every year in the spring. This survey provides feedback from Staff, Students, and Parents in the areas of curriculum and instruction, school culture and student support, assessment and accountability, and parent involvement. The Parent Survey is also used to provide parental feedback in the area of student preparedness.  CHSA provides multiple resources for families both on site and at home.  Academic Classes, Interventions and tutoring is available throughout the week for all students to ensure progress is being made.  Social-emotional support services have increased to ensure students have the tools they need to be successful in all aspects of their life.	As part of our programs' requirements, parents attend their child's weekly scheduled teacher meetings to discuss progress, concerns, or other academic-related conversations with the teacher.	Charter Home School continues to provide a safe and positive learning environment for our students and families. We have started to offer more social opportunities for students and families to increase their social interactions in a safe and comfortable learning environment.	Charter Home School aims to ensure that all families have been given the opportunity to build relationships and partnerships with our various requirements and opportunities that we provide throughout the year.	In addition to our weekly conversations we have with families, we have surveys, School Site Council and various other parent involvement opportunities where families can voice their concerns and provide input.	Charter Home Continues to seek input from all stake holders throughout the school year. We are aiming to have more surveys sent out throughout the year that are more specific to both academic and social emotional programs that we provide.	Charter Home School aims to ensure that all families have been given the opportunity to be part of the decision-making opportunities that we provide throughout the school year.	4	4	4	4	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
54722640000000	Waukena Joint Union Elementary	3	Waukena hosts parent orientations for all parents during the first week of school. This serves to begin the process of building the working relationship between teacher and parent. The provides an opportunity for parents and teachers to discuss the needs of the student not only academically but also social-emotional needs. Parents are able to share about their child to the teacher and the teacher is able to develop a rapport with the parents. 100% of parent conferences are required of teachers.	Focus areas for improvement include professional learning and support to teachers and administration to improve our capacity to partner with families as well as providing families with information and resources to support student learning and development in the home.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families.	Strengths include administrative support for certificated staff, parent reports that Waukena School provides a safe and welcoming environment for family engagement, and multiple opportunities for two-way meaningful communication between our school and parents of all subgroups. Much progress has been made to support teachers in communicating with parents and understanding each family’s strengths, cultures, languages, and goals for their children.	A focus area of improvement will continue to be increasing successful practices in teacher and staff understanding of each family’s strengths, cultures, languages, and goals for their children, especially of families of underrepresented children.	Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities.	Progress has been made in all areas of decision-making. The district has an active Board of Directors who are regularly engaging in decision making efforts. Waukena is in the initial implementation stage of seeking input on decision making with parents.	More efforts will be made to grow the efforts of parents in decision-making through school site council and ELAC meetings.	Through additional communication efforts, the district leadership team hopes to foster engagement and inclusion with families that do not typically attend involvement activities.	4	4	4	3	3	4	4	3	3	3	3	3	Met		19JUN2023	2023
54722980000000	Woodville Union Elementary	3	Woodville USD perception data shows that staff feel they make connections with students and that strong positive relationships with students increase student achievement. Parents/guardians and students feel welcome and safe at school. Students report teachers care about them but could do a better job knowing them as an individual and understanding their individual needs.      Woodville USD staff has a deep appreciation for the importance of parent involvement. Our current strengths are high levels of attendance at parent conferences, principal’s parent meetings, and other school and district-based events, such as parent nights focused on the district’s educational programs, which provide evidence of the effectiveness in this area. All staff members new to the district, including administrators, teachers, and support staff, attend professional learning focused on the high value our district places on all parents as equal partners in their children's education. Elements of this professional learning focus on effective communication modes, which help build and maintain positive relationships between all parents and the school.  Staff at the school sites provide welcoming environments for all families in our community. Teachers and administrators communicate regularly with families. The principal sends out weekly communication and has regular principal office meetings and/or parent education sessions. They also provide welcome events for incoming kindergarten students. Back-to-school sessions allow teachers to give an overview of the goals for that grade level and also share ways in which parents can partner with teachers during the year. Parent conferences are held twice each year. These meetings are an opportunity for teachers to provide specific information on each child’s academic progress and social-emotional status at school. Parents are encouraged to ask questions they may have regarding what specific ways they can help support their child. Student Study Team meetings provide support for children who are not meeting expected goals. These meetings include parents and recommendations are provided to both the classroom teacher(s) and the parent for strategies specific to the demonstrated need. IEP meetings are held for students who have assessed learning disabilities. Parents are provided information specific to their legal rights and are encouraged to ask any questions they may have. Whenever needed, translators are provided to ensure parents have a clear understanding of the information being shared.	Woodville USD is committed to continuing to improve relationships with school staff and families in order to ensure all families are connected to published school communications and have internet and/or a device at home.  One focus area is streamlining and communicating expectations for staff regarding timely communication and the format of communication with families about the educational progress of students, especially when there is a concern about student progress.	Woodville USD is committed to improving strategies and structures that will result in increased engagement of underrepresented families.  Woodville USD has held numerous community forums to garner input from families related to school improvement, as well as extended intentional invitations to underrepresented families to be members of various site and district committees related to MTSS. WUSD will continue to engage with and build relationships with individual families and provide necessary, personalized support that will foster strong relationships between school staff and underrepresented families.	Woodville USD provides assistance to our families in understanding academic expectations through several strategies. These include regular teacher meetings and conferences, including our targeted assistance school and district community forums.  These meetings address various topics to help parents understand state academic standards, the instructional program, and the ways they can best support their children's achievement in school. Classroom-specific information is provided via Back-to-School night and individually during parent-teacher conferences.  The LCAP process also provides many opportunities at the site and district level to assist parents/guardians with understanding expectations for their children.  Additionally, collaboration through the LCAP process and through numerous parent/guardian advisory committees provides valuable information regarding how to best support our families in continuing to be involved at high levels. Technology is also used to both communicate information and request feedback about LCAP goals from the community.  Information and questionnaires are posted on the district and school websites.  Annual surveys for educational partners are given throughout the year via Survey Monkey.  Requests for feedback and participation are sought through email communications.	Recent educational partner input shows a desire to have more in-depth knowledge of the local assessments, curriculum, and instructional strategies utilized to improve and accelerate student learning.  WUSD has held numerous opportunities surrounding these topics and the local improvement cycles used to ensure all students are at or above grade level for reading, SBAC, and the ELPAC.  WUSD is developing a comprehensive, balanced assessment plan and will focus on providing the community with graphics of this plan/cycle that are easy to understand for a non-educator.	Participation from all parents is solicited, including the engagement of underrepresented families.  Woodville USD will continue to translate communications and documents into Spanish and other languages if needed to make information more accessible to our families. WUSD will continue to develop strategies to improve the engagement of underrepresented families, including personal invitations to participate, adjusting meeting times and locations, and utilizing virtual options.	In reference to Woodville USD Board Policy and Administrative Regulation 6020 (Concepts And Roles), WUSD recognizes that parents/guardians are their child's first and most influential teachers and that sustained parent/guardian involvement in the education of their children contributes greatly to student achievement and a positive school environment.  Additionally, Woodville USD ensures that parents/guardians and family members participating in Title I programs are provided with opportunities to be involved in their child's education.  WUSD works with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities, advisory, decision-making, advocacy roles, and activities to support learning at home. This is achieved through regularly scheduled PAC, DELAC, LCAP, SSC meetings, surveys, and numerous advisory committees where parent/guardian involvement policies are shared and jointly developed. WUSD communicates with families on an annual basis regarding the WUSD Parent Involvement Policy at the beginning of each school year.  The policy is included in the WUSD Registration Handbook.	As a result of COVID-19, Woodville USD increased the number of opportunities, using a variety of electronic engagement tools, for educational partners to provide input.  An area of focus is to evaluate what tools successfully engaged families at the school and district levels and what steps WUSD can take to improve the design and implementation of engagement activities.	Woodville USD will ensure all families receive communications and invitations to participate on committees and in forums, through communication accommodations, such as translation, interpreters, scheduling individual meetings at a convenient time for individual families, home visits, etc.  Woodville USD closely monitors student attendance on a daily basis and communicates with families in a timely manner, especially with our migrant, foster or homeless youth, in order to minimize disruptions to educational services. WUSD has seen an increase in student absences as a result of the pandemic and will focus on improving efforts to communicate with and engage students and families. The district provided school community liaison support staff to reduce chronic absenteeism.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
54753250000000	Farmersville Unified	3	Our current strength is our commitment to engaging parents, families, and community using various platforms and listening to their concerns in an attempt to build trusting relationships.	Our LEA is committed to developing creative methods of engagement with families beyond the traditional Back to School Night and Open House. We are implementing community forums several times  a year and the creation of a Family Resource Center.	Our LEA is partnering with PIQE and Fresno State Parent University to further facilitate engagement between parents and school staff. In addition, we will be working with Non-profit and faith based groups to gain access and reach out ot our families.	Our LEA has made a concerted effort to share and explain the CA Core Content Standards via our website and community forums. Our strength is our commitment to building capacity with our parents and overcoming linguistic barriers in order to maximize partnerships.	Our LEA will be focusing on increasing the quantity and quality of engaging parents as equal educational partners so parents are aware of Content standards, common instructional strategies, strategies that can be employed at home, as well as effective strategies for parents during parent-teacher conferences, IEP's, SST's, and 504 meetings.	Our LEA will be re-evaluating what effective engagement looks like that is culturally and linguistically sensitive and aware. We intend to continue to increase the quality and quantity of engagement opportunities with parents until the relationships are fluid and seamless.	Although a bit more challenging, our LEA is committed to improving the higher level of engagement that involves decision making. We do currently involve parents in decision making platforms like LCAP, SPSA, SSC, and ELAC platforms but we are aware that more can and will be done to increase the engagement and overcome language and cultural barriers.	A key focus for our LEA is take genuine steps toward giving a voice and social capital to parents and families so they could advocate for their children and that those voices do not fall on deaf ears. This includes learning as an organization to listen and value the feedback we receive from the community and take action on the most valid points in order to make decisions that are truly impactful.	For decision making to be effective and purposeful, our LEA will improve to build capacity among our staff to engage with the community and bring them in to the decision making process and build capacity with our parents to develop their agency and their voice. This will need to be done in coordination with groups likle PIQE and the Fresno State Parent University.	3	4	3	4	3	3	3	3	3	3	3	3	Met		22JUN2023	2023
54755230000000	Porterville Unified	3	Building relationships between school staff and families is an ongoing process, and this relationship building involves efforts to ensure communication, listening to family/community input, and providing ample opportunity for involvement. This relationship building occurs primarily at the school site, but is supported at the district level as well. The following strengths have been identified by site leadership as contributing to building relationships between school staff and families:  • Providing multiple opportunities at the site level for families to become active participants, and to provide input. These opportunities include family events on campus (both academic and nonl-academic), advisory boards (i.e. LCAP, DAC, DELAC), booster clubs, on-campus community events, PIQE, Donuts and Dear Ones, Goodies with Guardians, parent conferences, parent intake sessions prior to school • Utilization of the ParentSquare platform to communicate with families in their native language, and provides a method of sharing a common message • Social media platforms, along with the website, associated with each school site, and district as a whole, helps keep families informed • Outreach staff at school sites (i.e. Social Workers, Learning Directors, Student Services Support) are in place to support the social-emotional, academic and behavioral needs of students while keeping families informed. • The more recent initiative to engage in “rounding” has improved relationships between staff, and has had a positive impact on improving efforts in the area of family outreach • There has been a concerted effort to focus on “customer service” at school sites to better establish a more welcoming environment to visitors at school sites • Surveys are conducted throughout the year in efforts to try and obtain input and perspectives from families	Leadership at school sites have indicated that the following are areas of focus on improving relationships between school staff and families during the 2022-2023 academic year. The following areas had been identified as potential improvement areas:  • Ensuring that parents and staff understand that their participation is valued, and ensuring that open and transparent communication takes place. Help parents become advocates for their child in part by increasing involvement in informational meetings and guidance committees. • Although opportunity for parents and families to be involved exists at school sites, there is still a desire to increase the number of participants, as well as increase the number and/or type of activities offered • Providing basic-needs outreach to families (i.e. clothing, washing of clothes, food, social services, etc.), and provide workshops or intervention support in areas such as those related to drug use, depression, suicide, social media concerns, etc. • Although the ParentSquare platform has been instrumental in communicating with families, efforts are ongoing in ensuring that families who don’t access the ParentSquare platform are still informed through phone calls and other communication mediums. • Increasing the communication with families on their student’s academic and behavioral progress	Communication is an important foundation on building relationships with families, and may be more challenging, and even more necessary, with underrepresented families. In these cases, outreach efforts to families are paramount. In 2022-2023 sites are reporting the following efforts to improve engagement of underrepresented families with regards to building relationships between school staff and families:  • Establishing an outreach protocol to families that includes use of staff who make home visits, as well as using on-line platforms engage with both students and their families. Outreach staff include Learning Directors, Student Support Specialist, Attendance Clerks, Social-emotional Learning teams, Student Study Teams, and other staff who aid in increasing communication with underrepresented families and provide resources. • Implement programs that families can engage in to better partner with school staff in supporting the need of their student • School staff will explore root causes contributing to family and student disconnection to schooling and participation in school activities. • Ensuring Spanish-speaking staff are available to translate and build relationships with Spanish speaking families • Continue parent education/engagement initiatives such as PIQE and Parent University 2023 Local Performance Indicator Self-Reflection for Porterville Unified School District Page 10 of 16 • Establishing a site-level focus liaison for English Learners, and a site-level focus advocate for Foster Youth to enhance monitoring, support, and communication for identified student groups that may inadvertently be marginalized • Establish a culturally-responsive environment, in part through multicultural celebrations to highlight strengths that individual students and families bring to the school environment • Increase opportunity for underrepresented families and students to engage in visits to college campuses	The district has an existing structure of engagement which allows multiple opportunities for parents to review student performance data, trends, priorities, and provide input on both site and district level initiatives. Policies related to student and family rights are addressed through these opportunities. Sites have identified the following areas of strength for the 2022-2023 academic year:  • Sites provide multiple opportunities in building partnerships to improve overall student outcomes. This includes regular team meetings to identify needs, implement corrective action, and provide resources. These opportunities also include ability to engage in advisory groups (LCAP, DAC, DELAC, SSC, ELAC, etc.), as well as participation in school-based events (open house, back-to-school nights, parent conference, PIQE, Parent University, etc.) • Site staff has engaged in training through the Curriculum and Instruction department to improve pedagogical efforts, and student data collection and review, that ultimately improve student outcomes, especially for underrepresented student groups. • Intervention structures and efforts to support the needs of underrepresented students have improved in recent years that include: Student Support Specialists, Social Workers, Family Service Workers, Student Attendance and Review Teams, drug/alcohol counselors • The frequency of dialogue centered on student outcomes has increased over time, and includes increase use of platforms such as ParentSquare, as well as team discussions centered on individual student progress: SST meetings, SEL meetings, student mediation groups, at-risk plans development, etc.	The following areas of desired improvement have been shared by site leadership for the 2022-2023 academic year as they relate to building partnerships for student outcomes:  • A need to establish an accurate measure of partnerships, and on opinions of parents in terms of partnerships and involvement • Working with outside agencies in partnerships with site staff to improve responsiveness in supporting needs of families and students including support for behavior, drug/alcohol use, and counseling • Establishing focus group sessions to center on the particular needs of specific underrepresented student groups, including structuring protocols where teams could establish individualized plans as necessary • Increase the desire of parents and family members to participate in informational meetings and advisory groups. • Improve partnerships with Native American families	Reaching out to underrepresented families is a priority for the district in building partnerships, partly based on the possibility that voice from these groups might be inadvertently marginalized. Site leadership has indicated that initiatives intended to build capacity of parents of underrepresented families for the 2022-2023 academic year include:  • Increasing opportunities for families to participate in parent programs such as Family Nights, PIQE, Parent University, etc., and focus communication of these events specifically towards families of underrepresented student groups. • Being flexible in meeting structures to include on-site, or home meetings to help accommodate family schedules, and improve communication. Include phone calls, ParentSquare messaging, and ensuring that translation services are available at Student Study Team meetings and IEP meetings. • Increase the focus monitoring of specific underrepresented student groups such as Foster Youth by establishing a site-level advocate for these students	Site leadership indicate that site and the district attempt to build capacity of sites for effective engagement with advisory groups during the 2022-2023 academic year by:  • School sites ensure that advisory committee meetings are taking place (i.e. LCAP, ELAC, DELAC, DAC, parent-school collaborations, etc.), and provide services such as translation, childcare, and food in efforts to help support family and parent involvement in these meetings. • Sites ensure that opportunity to participate in input gathering events is communicated to a broad group, and in a timely manner • Sites obtain input from families by way of surveys to help mitigate situations where families cannot participate in person	Structures are in place to monitor effectiveness of seeking input from educational partners, improvement efforts would include development of next steps to support situations reflecting lack of effectiveness. Sites have indicated the following areas of potential improvement for the 2022-2023 academic year:  • Explore, or make considerations, on start times of family/parent engagement activities. Consider multiple times for meetings to consider scheduling conflicts by parents. • Consideration of topic forums for parents, opposed to general meetings, as a means to increase interest, and provide opportunity for voice. • Consider a broader partner group for involvement and input that extends beyond parents, and advertise more broadly. • Consider personal invitations as a means to improve participation rates.	Involvement from educational partners such as students, parents, teachers, administrators, and community members occur multiple times, and with multiple groups, throughout the year, and input helps inform decision-making that impacts students from underrepresented families. During the 2022-2023 academic year, site leadership had indicated that the following efforts might help improve the degree of input solicited by underrepresented families:  • Increase experiential opportunities for underrepresented student groups (i.e. Migrant, Foster Youth, Homeless, etc.), and establish focus meetings centered on the identified needs specific to these groups. • Explicitly reach out to parents (resource or otherwise) and family members of underrepresented students to obtain input, provide progress information, make invitations, etc. • Establish a structure of support around students of underrepresented groups that include social workers, Student Support Service staff, parents, teachers, administrators, other site-level staff, and community staffing resources • Establish an incentive protocol to enhance participation of families for underrepresented student groups	3	4	3	4	3	4	4	3	3	3	3	3	Met		22JUN2023	2023
54755230114348	Butterfield Charter	3	Efforts to improve the relationship between schools and families by improving communication with families. In recent years, the district has implemented ParentSquare platform as a means of communication. Communication through this platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued.	Input from educational partners that include both parent/community and site staff, indicate that participation is lower than desired. A newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement at the site. School staff has expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement.	Butterfield includes initial parent involvement when students enroll. Parents are required to attend an Orientation for student registration at the school. Furthermore, parents are required to attend their child’s initial teacher meeting for Independent Study. This helps to put faces to names and allows parents to share their students’ strengths and areas of concern. Butterfield staff need to continue nurturing that parental relationship with phone calls, emails, notes/reports on a regular basis, so that conversations are not always for a concern.	Butterfield is working in partnership with its neighboring school (PMA) to provide PIQE opportunities for parents. BCS must continue to develop systems/events for parents and staff to communicate regularly to work as a team to support student progress. This should include regular communications home (newsletters), ParentSquare communication, AERIES Parent Portal and scheduled parent information events to assist parents in how to support their independent learners at home.	Partly as a result of pandemic-related factors, educational partner input from parents, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although there's agreement upon the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement.  Butterflied prioritizes partnerships with families. Based on input from educational partners, that include parents, training in identified areas of need is one method of trying to build partnerships. Input from parents, staff and students suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, Aeries Parent Portal, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling.	Reaching out to underrepresented families is a priority for Butterfield in building partnerships since these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with other sites, or the district, in participating in opportunities with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes will resume that include English as a Second Language. These opportunities, as well as Parent Information Nights, are offered at the school site. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.	Butterfield participates in district-level Compensatory Education (Comp Ed) meetings focused on parent-involvement related topics, for targeted groups, to outline expectations, and provide details related to state and federal requirements associated with various student groups. The site participates in district structures that are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, American Indian, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council. Content that could be covered at site-level advisory meetings are presented from a district-perspective at district-level advisory meetings.These serve as modeling presentation topics for site-level discussions to seek input from educational partners and help formulate decisions. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, five separate LCAP meetings, and nine public meetings centered on our Native American population, and parents and staff at Butterflied are encouraged to attend.	Ensuring compliance is an ongoing effort, and establishing structures to support desired outcomes is an area of continued improvement, and desired growth. Structures are in place to monitor effectiveness of seeking input from educational partners, and stages of improvement would include development of next steps to support situations reflecting lack of effectiveness.  Priorities and initiatives outlined in the LCAP are influenced by input from educational partners. Needs and concerns expressed by multiple participating educational partner groups, including students, parents, teachers and administrators helps inform decision making. District-level staff provide input and support on an ongoing basis. It has been noted that parent and community involvement wanes as the year progresses. An area of improvement includes efforts to try and increase, and retain, involvement of parents and community members throughout the year.	Involvement from educational partners such as students, parents, teachers, administrators, and community members occur multiple times, and with multiple groups, throughout the year, and input helps inform decision-making that impacts students from underrepresented families. The site participates in opportunities at the district level that includes a series of five general session, community-based, meetings that occur in the last half of the academic year, intended to obtain input and suggestions that would inform decision making on goals, actions and metrics affecting those students who may exhibit compounded challenges (English Learners, Homeless, Foster Youth, Special Education students, etc.) In addition to general sessions, focus group meetings take place with parents and/or students representing English Learners, Homeless students, Migrant students, American Indian students, and Foster Youth. Sites obtain input from students (secondary), parents and staff who compose their School Site Councils and English Learner Advisory Councils, and provide site-level initiatives for improvement of services to students.  Butterflied intends to improve the degree of input solicited by underrepresented families. Suggestions presented would then become embedded in the LCAP intended to offset the compounded challenges faced by students of underrepresented families in areas of: student engagement during instruction, working with families to improve attendance rates, and providing staff with training specific to social-emotional learning and trauma-informed practices. The site plans to provide internal opportunities to support students from underrepresented families, and due to the breath of need, supports staff (fiscally, and with allocated time, and additional personnel), and provides staff opportunity to attend external training events (i.e. those sessions offered by the Tulare County Office of Education).  Site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide during data-review sessions focused on underachieving student groups. The district will commit time on a weekly basis through an early-release day for site staff to plan and implement efforts to engage families, teachers and administration in collaborating for the purpose of planning, designing, and implementing improvement initiatives related to family engagement activities.	3	4	3	4	3	3	3	2	3	3	3	3	Met		22JUN2023	2023
54755230116590	Harmony Magnet Academy	3	Building relationships between Harmony staff and families is an ongoing process to reach sustainability and this relationship building involves efforts to ensure communication, listening to family/community input, and providing ample opportunity for involvement. This relationship building at the site level is supported at the district level as well. Initiatives that appear to be effective, and therefore continuing, include:  • Efforts to improve the relationship between schools and families by improving communication with families. In recent years, the district, and Harmony, has shifted to the ParentSquare platform. Communication through this platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued.  • Harmony utilizes the district provided support in the form of Family Service Workers, a team of individuals who will make personal connections with those families when Harmony staff experience difficulty in making the connection. Due to the increased need, this team has increased availability (increased hours) to staff in the 2022-2023 academic year, and the support is expected to remain in future years.  • Various opportunities for parental involvement are presented at the site in addition to the required School Site Council, and English Learner Advisory Council groups. In addition, the site offers activities such as parent information nights, and student activities that involve parents, along with informational meetings on topics relevant to parent needs, in efforts to increase engagement opportunities.	Although opportunities for engagement exist at the school, input from our educational partners that include both parent/community and site staff, indicate that participation is lower than desired. Inquiries into the success of the Migrant Program on involving parents (which has shown a degree of success) are considered as beginning stages of improving parent/family engagement across the district. Also, a newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement at the site as well. School and district staff have expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement.  Harmony provides training for both families and staff which would help facilitate building relationships with families, for instance, ways to incorporate family strengths, cultures and languages in instruction. Starting with community input related to the LCAP annual review, the district will attempt to shift the target audience to more specifically involve parent and community members. Prior years required the community to meet at the district office, and participation reflected a higher percentage of site administration, when compared to parent groups. An adjustment under consideration is to conduct the community review meetings at school sites throughout the district in effort to increase parent participation, and Harmony regularly ensures parent participation in these events.	Guidance from educational partners such as students, parents, teachers, staff, administrators and community members are obtained in varying degrees affecting the educational process and student outcomes. Opportunities for parents at Harmony Magnet Academy (HMA) include: Parent institute for Quality Education (PIQE), Naviance Family Connection, AERIES information system and the HMA Parent Foundation. Naviance is tool which allows parents to monitor college and career profile of their students. AERIES provides parents full access to their student's grades and information, while Parent Square offers parents school wide or 1-on-1 communication with school staff. Another opportunity for parents to participate is through the HMA Parent Foundation, which supports HMA school programs by providing funding to enhance educational programs.  Harmony regularly has approximately 80 families graduate from the PIQE program on an annual basis. We also had over 300 parents attend our back to school night in August. Parents also participate in the Local Control Funding Formula/ School Site Plan for Student Achievement through School Site Council and ELAC meetings at HMA. They have submitted surveys about the value of certain programs (Supplemental and support strategies) affecting spending and program decisions. Harmony stakeholders, (Parents, teachers and staff) also examine and discuss data outcomes contained in both the Academy of Engineering and the Academy of Performing Arts and the National Academy Foundation/ConnectEd certification processes.	Discussion groups include representatives from classified and certificated staff, parents, students and advisory board members. The HMA School Site Plan is developed by sharing ideas brought forward from discussion groups, which are comprised of staff representatives from various departments and the pathway teams. These ideas are then returned to departments for further study and refinement. Recommendations which promote fidelity to the HMA college and career model are adopted as part of the School Site Plan for Student Achievement. This approach has proven to be an effective way of involving all stakeholders of the school community. Another example is our SSC/ELAC meetings. To improve this process, more in-person opportunities for parents to attend support workshops dedicated to the high school and post secondary process. Parents also have access to information such as, but not limited to: voting rights, the recent U.S. census, health care, supplemental insurance, immigration, college scholarships and grants, financial aid and other community resources.	Educational partner input from parent groups, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although multiple educational partner groups agree in the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. This is a realization at both the site and district levels.  Harmony Magnet Academy prioritizes partnerships with families. Based on input from educational partners, that include family members, training in identified areas of need is one method of trying to build partnerships. Input from multiple community meetings have suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, ParentSquare, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling.	Reaching out to underrepresented families is a priority for Harmony as a means in building partnerships, partly based on the possibility that voice from these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes will resume to help support the needs of English Learner families. Other opportunities, such as Parent Information Nights, are offered for all families. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.  Academic monitoring remains an important area of focus. The monitoring efforts will be on-going as learning loss lingers to some degree as a result of the pandemic, but especially those who are English Learners, Homeless, Foster Youth, and Native American. Policies have been established for sites to reach out to families of students in greatest needs, and prioritize learning recovery opportunities for these students. This area is deemed of greatest need, and structures for monitoring, and intervening, in an effective manner will be areas of growth.  Additionally, appropriate students participate in structured weekly sessions for students (i.e. Native American, Foster Youth, etc.) in collaboration with the Tulare County Office of Education. These sessions include a breath of presentations, including rights of students. Outreach to families of Homeless students occurs by home visits where interaction is on a personal level, and identifies needs, resources, and rights of the Homeless population.	Harmony Magnet Academy attempts to build capacity among our educational partners by encouraging engagement with advisory groups throughout the year. Topics covered throughout the year focus on outline expectations, and provide details related to state and federal requirements associated with various student groups. The district also maintains a documentation protocol that assists in the monitoring process to identify which sites are in need of additional guidance or assistance.  Structures are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, American Indian, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council.  Content that could be covered at site-level advisory meetings are presented from a district-perspective at district-level advisory meetings. These can serve as modeling presentation topics for site-level discussions to seek input from educational partners and help formulate decisions. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, five separate LCAP meetings, and nine public meetings centered on our Native American population.	Engagement from Harmony Magnet Academy educational partners is obtained through interaction at the site with various groups; however, site-level stakeholders also participate in the various district-level opportunities, and these help inform discussions at the local site level. District-wide involvement from stakeholders such as students, parents, teachers, administrators, and community members occurred multiple times, and with multiple groups, throughout the school year in efforts to obtain input on the development of the LCAP. Uniqueness of the impact resulting from school closures during the 2020-2021 academic year provided unique perspective on what support students needed since current realities are affecting student educational progress as a result of effects due to the pandemic. Discussions and input from various groups helped formulate actions to implement in efforts to recover potential learning loss. Discussions to obtain input related to providing services for students, and the development of the plan occurred with sites, as well as with various departments within the district, including Pathways, Special Education, Curriculum, Nutritional Services, Transportation, to name a few.  Harmony obtained input from students (secondary), parents and staff who compose our School Site Councils and English Learner Advisory Councils on ideas that can inform the development of the LCAP, and provide site-level initiatives that fall into one or more of the four overarching goals outlined in the plan. This information is documented in an on-line form that will remain available to sites as adjustments to initial efforts are made over the course of the year. Additionally, site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide.  The Healthy Kids survey was used to gather data from the Harmony community including: Parents, students and staff. The highlighted areas were directed at the culture, climate and student safety of Harmony. The survey revealed that all three groups agree that the learning environment and culture of Harmony Magnet Academy does meet a high standard for curriculum and instruction, a-g completion, academic rigor, and career preparation. One area noted for improvement is in student services, particularly in the post-pandemic phase. Interventions for struggling students rated high while one on one personal counseling for more academically advanced students scored lower. Also noted in the survey is that students have suffered through social emotional issues as a result in distance learning contributing to an overall lack of engagement. Teachers also noted a gap in the level of services they normally provide because of student disengagement. Students overall culture and safety rate higher among parents and teachers than that of students. Since the return of students to in-person instruction, teachers confirm that student emotional health has improved.	Harmony will provide increased outreach to parents through direct communication: mailings, phone calls, Parent Square and messaging. Harmony will increase opportunities for parents to participate by offering workshops, informational and hands on learning experiences. Healthy Kids survey will also be used to gather additional data.   Improvement initiatives at the site level are influenced by educational partner input, especially from those families of underrepresented student groups, and input is considered for inclusion into guiding documents such as the site's LCAP. Of utmost interest are those ideas on improvement related to potential learning loss and a need to focus on re-engagement efforts for underrepresented students through a variety of course offerings, after school opportunities, and enrichment opportunities for underrepresented students. Increasing efforts in monitoring learning progress of these student has been expressed as a priority need.  Training and support provided to parents of underrepresented students was another highly address suggestion, and input addressing this realm will influence initiatives for improvement, and includes parent trainings related to how best to support the academic needs of their child, the importance of attendance, college and career topics, and social-emotional support.  Educational partner input repeated suggestions related to the social-emotional support for underrepresented students, and the need to increase services and staff to support this need, as were suggestions to increase course offerings in efforts to better connect students to the overall school experience.	2	3	3	4	3	4	3	2	4	3	4	4	Met		22JUN2023	2023
54755230137968	Porterville Military Academy	3	Building relationships between PMA staff and families is an ongoing process, and this relationship building involves efforts to ensure communication, listening to family/community input, and providing ample opportunity for involvement. This relationship building at the site level is supported at the district level as well. Initiatives that appear to be effective, and therefore continuing, include:  • Efforts to improve the relationship between schools and families by improving communication with families. In recent years, the district PMA has shifted to the ParentSquare platform. Communication through this platform occurs at both the district level, and the school site level. Types of communication include informational topics, invitations and requests for involvement of parents in the schooling of their students, and solicitation of perspectives and opinions through surveys. Familiarity and use of the platform have been increasing, and family/community input has indicated that this form of communication is valued.  • PMA utilizes the district provided support in the form of Family Service Workers, a team of individuals who will make personal connections with those families when PMA staff experience difficulty in making the connection. Due to the increased need, this team was increased in hours of availability for the 2022-2023 academic year, and the support is expected to remain in future years.  • Various opportunities for parental involvement are presented at the site in addition to the required School Site Council, and English Learner Advisory Council groups. In addition, the site offers activities such as parent information nights, and student activities that involve parents, along with informational meetings on topics relevant to parent needs, in efforts to increase engagement opportunities.	"Although opportunities for engagement exist at the school, input from our educational partners that include both parent/community and site staff, indicate that participation is lower than desired. Inquiries into the success of the Migrant Program on involving parents (which has shown a degree of success) are considered as beginning stages of improving parent/family engagement across the district. Also, a newly established and approved strategic plan has Parent and Community Involvement as one of four pillars, and should guide efforts to improve parent and community involvement at the site as well. School and district staff have expressed challenges with increasing in-person participation rates among parents and families, and have also clearly expressed the desire for increasing this involvement.  In efforts to improve relationships between school staff and families, PMA will continue to pursue training which would help facilitate building relationships with families, for instance, ways to incorporate family strengths, cultures and languages in instruction. Additionally, the site anticipates the number of in-person training/exposure opportunities for parent and community members to increase. A couple areas of notable success are the school's annual ""Trunk or Treat"" and Pass In Review Family Day. These events have consistently had strong attendance from families and provide an opportunity to build relationship and parent involvement.  Driven by community input that contributed to the development and revision of the LCAP, PMA will attempt to increase involvement of parent and community members in advisory roles, and in direct involvement at school events. PMA regularly volunteers as a site to host community-based events that have a district-wide focus, and will continue to do so. This reality increases the likelihood that educational partners associated with the school would be involved, thereby broadening the experience base of PMA members (staff, students, parents and family members) in a manner where ideas could be brought back to the site for consideration."	Porterville Military Academy has systems in place, but some families do not make use of them. In addition, sometimes there is a hesitancy for teachers to contact parents. The district provides opportunities to include families in the development of policies, goals and vision. PMA also provides many forums for parents to be involved in 2-way communication through SSC, ELAC, parent conferences and the addition of a parent representative on the school's Advisory Board. Making parents feel comfortable to participate in school and district meetings is an ongoing goal.	Porterville Military Academy has many resources to support building partnerships for student outcomes. The area of improvement is educating the parents on how to use the resources, including reaching out into community organizations to provide workshops. The district supports PMA and has built a mental health team of family liaisons to help our parents understand their rights and help give them a voice to make the most informed decisions for their children. Also, the outreach to our foster youth and homeless families has increased significantly. This is an important connection between school and home, thus, increasing the number of staff in this area will help bridge that gap.	Educational partner input from parent groups, teachers and administrators agree on the need to partner with families on supporting the ultimate success of students. Although multiple educational partner groups agree in the need, realization of participation rates by parents and community members proves less than desired, and remains an area for improvement. This is a realization at both the site and district levels.  Porterville Military Academy prioritizes partnerships with families. Based on input from educational partners, that include family members, training in identified areas of need is one method of trying to build partnerships. Input from multiple community meetings have suggested topic areas that might better attract parent/community involvement, and they include areas related to understanding the student information system, ParentSquare, college, and career topics. Additional areas for potential improvement that could help build partnerships with parents includes building support structures collaboratively in the area of social-emotional support, behavioral support, and counseling.	Reaching out to underrepresented families is a priority for PMA as a means in building partnerships, partly based on the possibility that voice from these groups might be inadvertently marginalized. Initiatives intended to build capacity of parents of underrepresented families include partnering with parent-support organizations such as Parent Leadership classes, The Parent Institute for Quality Education (PIQE), the Parent Institute, and the Parenting Network. To further support our English Learner families, parenting classes will resume to help support the needs of English Learner families. Other opportunities, such as Parent Information Nights, are offered for all families. These efforts to support parents to partner in helping their students in the home are in addition to formal meetings such as the School Site Council and English Language Advisory Council meetings.  Academic monitoring has become an increased focus of needed attention this past year due to pandemic-related factors. The monitoring efforts will be on-going as learning loss is anticipated or all students, but especially those who are English Learners, Homeless, Foster Youth, and Native American. Policies have been established for sites to reach out to families of students in greatest needs, and prioritize learning recovery opportunities for these students. Due to the anticipated magnitude of the negative impact, this area is deemed of greatest need, and structures for monitoring, and intervening, in an effective manner will be areas of growth.  Additionally, appropriate students participate in structured weekly sessions for students (i.e. Native American, Foster Youth, etc.) in collaboration with the Tulare County Office of Education. These sessions include a breath of presentations, including rights of students. Outreach to families of Homeless students occurs by home visits where interaction is on a personal level, and identifies needs, resources, and rights of the Homeless population.	Porterville Military Academy attempts to build capacity among our educational partners by encouraging engagement with advisory groups throughout the year. Topics covered throughout the year focus on outlining expectations, and providing details related to state and federal requirements associated with various student groups. The site also maintains documentation that assists in the monitoring process in efforts to ensure that communication and involvement is solicited from families of underrepresented student groups.  Structures are in place to address areas of support that include focal areas pertinent to student populations such as Migrant students, English Learners, Homeless students, Native American, Special Education, and Foster students, and also address specifics such as fiscal allocations (i.e. Title I), School Site Plans, parent involvement, as well as information related to specific advisory groups such as English Learner Advisory Council (ELAC) and School Site Council.  The site utilizes information presented at district-level advisory meetings as information shared at site-level advisory meetings. Educational partners participate in reflecting on district-level data, and then comparing it to site-level trends, in efforts to guide next steps. District-level meetings are numerous with five District Advisory Council meetings, five separate English Language Advisory Committee meetings, LCAP meetings, and nine public meetings centered on our Native American population, and each provides opportunity for parents at the site level to learn, and be involved.  Porterville Military Academy also solicits input at on site parent meetings and through it's school's Advisory Board.	Our district and site have made improvements in including teachers and even students, but getting parent input from all subgroups continues to be a challenge. Again, partnering with other agencies and organizations: Foster Care groups, homeless shelters, churches, to reach a wider population is beneficial. The district conducts forums to support our families as well as create opportunities for all the parties involved to communicate openly, for example: LCAP, DAC, DELAC, PIQE and recently our parent summit. They have also scheduled these meetings during times were it is most convenient for families and site administrators to attend. PMA and the district believe that if we keep moving in this direction more underrepresented families will hear about the support we are providing and become involved.	Involvement from educational partners such as students, parents, teachers, administrators, and community members occur multiple times, and with multiple groups, throughout the year, and input helps inform decision-making that impacts students from underrepresented families. Site level parents and staff participate in district-level engagement opportunities that include a series of general session, community-based, meetings during the last half of the academic year, intended to provide site-level input and suggestions that would inform decision making on goals, actions and metrics affecting those students who may exhibit compounded challenges (English Learners, Homeless, Foster Youth, Special Education students, etc.) In addition to general sessions, focus group meetings take place with parents and/or students representing English Learners, Homeless students, Migrant students, American Indian students, and Foster Youth. The site obtains input from students (secondary), parents and staff who compose their School Site Councils and English Learner Advisory Councils, and provide site-level initiatives for improvement of services to students.  Suggestions presented by educational partners from various groups contributes to initiatives at the site intended to offset the compounded challenges faced by students of underrepresented families in areas of student engagement during instruction, working with families to improve attendance rates, and providing staff with training specific to social-emotional learning and trauma-informed practices. Porterville Military Academy provides opportunities to support students from underrepresented families by supporting staff (fiscally, with allocated time, and additional personnel), and providing staff opportunity to attend external training events (i.e. those sessions offered by the Tulare County Office of Education).  Site administration meets monthly at the district level to bring site-level discussions and considerations to be shared district-wide during data-review sessions focused on underachieving student groups. The site utilizes time on a weekly basis through an early-release day to plan and implement efforts to engage families, teachers and administration in collaborating for the purpose of planning, designing, and implementing improvement initiatives related to family engagement activities.	4	4	3	4	3	3	3	2	3	3	3	3	Met		22JUN2023	2023
54755310000000	Dinuba Unified	3	Over the past few years, Dinuba Unified has worked to build capacity in the area of trauma informed practices to provide understanding of the needs of many of our students and families. In addition, clerical staff has been through a series of customer service trainings in an effort to maintain a welcoming environment at school sites. Dinuba Unified considers this one of their strengths. Through various parent workshops and outreach, staff is able to work with families and engage in 2-way communication. Community Liaisons assist in reaching out to parents regarding student attendance and school activities. Parents are invited to attend parent-teacher conferences, back-to-school nights, student performance, academic awards events and many other school sponsored activities that allow parents to hear from school staff and engage in conversations related to their child's progress. The district provides access to current student progress through the student information system parent portal. Parents may access student attendance and grades through the portal allowing them to monitor their child's progress on a regular basis. Teachers also use various forms of communication to keep parents informed of activities and student progress such as Blackboard Connect and the Remind app. Parent workshops are held on various topics throughout the year with each site focusing on their specific parent needs. Dinuba High School parents were invited to participate in PIQE (Parent Institute for Quality Education) during the past year. Other high school parents were invited to visit UC Merced as part of the U.C Merced Automatic Admission Program (UCMAAP). Department leads and coordinators provide workshops for parents of English Learners, GATE students, and Academy students.	Through the challenges of the pandemic and fully reopening after school closures, we  recently worked to develop more effective ways to reach parents to communicate student progress and attendance. Some parents have indicated they would like more communication related to school activities, etc. This is an area the district would like to continue to work on as we further develop this communication with parents.	The district will work to increase the workshops offered to parents and will likely be purchasing a program to assist in this area for parents of elementary students.	Parent engagement has been a key priority for Dinuba Unified over the past several years. Staff is encouraged to build healthy relationships with students and families and encourage families to be a part of their school environment. The district ensures that ALL parents have access to information by providing translation and interpretation services at all meetings and through all district communications.	The district has identified the need to provide professional development and opportunities for staff to learn more about students' cultures and to be sensitive to students from diverse cultures as they assimilate into our district. Recognizing the contributions of the diverse cultures, traditions and families within our community is critical in helping our families engage in the education of their children. Dinuba Unified School Distrcit believes that this, along with access the Learning and Guidance Center, provides information and resources to facilitate and support student learning and mental health. Through various parent workshops and outreach, staff is able to work with families and engage in 2-way communication.  Parent /Teacher conferences provide opportunities to discuss student progress. Other opportunities for these discussions would be students referred to Student Study Team (SST) or through Individualized Education Plan (IEP) meetings. The district has hired an Arabic-speaking community liaison to help support Dinuba's Arabic-speaking community.	District staff will continue to work to empower and inform parents of their rights to advocate for their child. However, providing professional learning and support to staff in this area would be an area to improve.	Parents have opportunities to provide input at the site and district level. These include, but are not limited to School Site Council, English Learner Advisory Committee, District English Learner Advisory Committee, and the Parent Advisory Committee.	All school sites have established School Site Councils (SSC) and English Learners Advisory Committees (ELAC) where they seek parent input in site level decision making related to instruction, parent engagement activities, English Learner programs and on site level budgets and expenditures. At the District level, parents are involved in the District English Learner Advisory Committee (DELAC), the District Advisory Committee (DAC) and have the opportunity to attend forums hosted by the Superintendent throughout the year. Each year Dinuba Unified School District holds a training for School Site Council (SSC), English Learner Advisory Committee (ELAC), and District English Learner Advisory Committee (DELAC). These trainings target site administrators and parents involved in these committees at the school and district level. We believe this is one of our strengths in this area.	An area the district would like to make stronger would be to continue to seek out and provide opportunities for underrepresented groups in the school community to have input in programs and policies.	4	5	4	4	5	4	4	3	5	5	4	4	Met		22JUN2023	2023
54767940000000	Woodlake Unified	3	Woodlake Unified provides various opportunities to engage parents in their child’s education and build partnerships that support student outcomes. For 2022-23, 76.4.% of parents participated/attended a school related event or meeting. All school sites held a variety of in-person parent engagement events including, Back-to-School Night, Open House, award assemblies, focused parent meetings and parent conferences. At the secondary level, schools facilitated parent presentations and workshops throughout the school year on topics that included the use of technology, vaping, course of study programs, diploma requirements, post-secondary options, financial aid and emotional support/academic services. Other events that are implemented on an annual basis, draw in a significant number of families and strengthen parental relationships with school include the Literacy parades, Read Across America, book fairs, STEM Saturday and music/choir/dance/drama performances. In the early spring of 2022-23, To provide opportunities to engage parents, especially, from underrepresented families, WUSD offered educational sessions facilitated by Parent Institute for Quality Education (PIQE). The focus of the educational session was for parents of students in Prek-2 to learn about S.T.E.M. (Science, Technology, Engineering, Math) careers via hand-on activities they could do with their children at home to build interest in school and STEM-related fields.  For parent communications, District and school staff used digital apps (Parent Square, SeeSaw, Class Dojo, Remind, email, Zoom) to engage in regular 2-way communications. Additionally, notices and event announcements are posted on school site websites/Facebook and shared in the community Facebook page “What’s Happening Woodlake”.	One area Woodlake Unified will continue to focus on is increasing the percent of parents that participate/attend a school related event or meeting. The target percent attendance rate by 2023-24 is 78.4% (76.4% in 2022-23) and is included as a measure in the LCAP. Given the 2022-23 school year was the first “normal” year since the COVID pandemic of 2020, the focus had been on returning back to regular routines of instruction and school operations. Thus, several events that drew in high parent involvement, such as the Saturday Cardboard Challenge and MyPlate color run had been suspended. Bringing back these types of events and other events that have the highest impact on parent participation, including school performances and student showcasings, are expected to be planned and carried out.	Woodlake District would like to continue and/or expand the partnership with PIQE and other parent education organizations to provide education opportunities, especially for underrepresented families, such as parents of English language learners. For 2023-24 the goal is to host a minimum of two parent education sessions (1 session held in 2023-23) which will support increasing the percentage of parents participating/attending a school related event or meeting.	Woodlake Unified believes that effective engagement with the school community is essential in sustaining partnerships that will lead to the academic success and healthy social-emotional development of all students. Progress reports are mailed home quarterly to all TK-12 parents. For students in grades TK-8, in-person conferences are held twice per year. For 2022-23, 94.5% of parents of students in K-5 attended a formal parent conference. At the secondary level, schools held grade level presentations and workshops throughout the school year on topics that included the use of technology, risks of vaping, course of study programs, diploma requirements, post-secondary options, financial aid and emotional support/academic services. School Site Councils and English Language Advisory Committees are site level parent committees. These parent committees are very active, encourage parent involvement of underrepresented families and have allowed opportunities for parents/community to advocate on the education of students. Other parent meetings that address the unique needs of individual students, including Student Study Team, Attendance Review Board, and Individual Education Plan meetings are scheduled as needed.  School staff utilizes digital apps (Parent Square, SeeSaw, Class Dojo, Remind, Zoom, email) and social media to provide ongoing 2-way communications.	For 2022-23, WUSD will continue to focus on sustaining or increasing the percentage of TK-5 parents attending parent conferences. The target percent of attendance at TK-5 parent conferences by 2023-24 has been increased to 96.5% and is tracked in the LCAP (increase of target % due to exceeding initial target of 96%). Additionally, tracking parent attendance at middle school parent conferences and high school parent presentation events will be implemented beginning with the 2022-23 school year. There is a need to continue to improve tracking of parent participation in the middle and high schools and will be a focus in 2023-24. The percent of parents that participate/attend a school related event or meeting in 2022-23 was 76.4% and the target percent attendance rate by 2023-24 has been changed to 78.4% (initial target was 82%).	Woodlake Unified would like to continue and/or expand the partnership with PIQE or other parent educational organization to provide parent/family education opportunities, especially for underrepresented families, such as parents of English language learners. For 2023-24, the goal is to host a minimum of two parent education sessions. Additionally, school sites will continue to invite, recruit and encourage parent attendance at parent committees meetings, especially for underrepresented families, such as parents of English language learners or students with special needs. Site Principals have been given direction to invite at least one parent representing students with special needs to attend the District Advisory Committee. Additionally, a student representative will be included in the District Advisory Committee and will be encouraged to attend with a parent.	The CA Health Kids Survey is completed every 2 years and tracks parents’ perceptions and informs on the development/implementation of LCAP and school sites plans. The most recent completed survey indicated that 81% of parents agreed or strongly agreed they “Feel their child’s school encourages them to be active partners with the school to educate their child” and 80% of parents agreed or strongly agreed they “Feel schools actively seek input from parents before making important decisions''. The CA Health Kids Survey was again administered in late spring of 2023 and data is being  disaggregated for reporting. Input for decision-making is sought at all site and district levels. Parents vote on parent members for School Site Councils (SSC) and English Language Advisory Committees (ELAC). The District offers parents of these committees training on how to lead formal meetings. These parent advisory committees offer parents opportunities to provide input on the development and expenditures on their respective school site’s School Plan for Student Achievement. Additionally, representatives of each SSC and ELAC are elected by their peers and serve on the District’s parent committees. During the development process of the District's instructional and operational plans (e.g. LCAP, Expanded Learning Opportunities Plan), students, families, parent advisory committees and the community at large were invited to provide input via in-person/virtual meetings, surveys, and at open house. Meetings and surveys were offered in both English and Spanish.	WUSD will continue to focus on seeking opportunities that will increase engagement of parents in the decision making process. For 2022-23, WUSD expected to observe an increasing percentage of parents indicating they (1) “Feel their child’s school encourages them to be active partners with the school to educate their child” and (2) “Feel schools actively seek input from parents before making important decisions''. Once the 2023 data is disaggregated, the results will be reported out to the community. The target percent of parents’ perceptions on these two items by 2023-24 are 87% and 86% respectively and are tracked in the LCAP.	WUSD will continue to implement strategies in 2023-24 that will support increasing the number of parents, especially those of underrepresented families, providing input in the development process of District instructional plans. The strategies may include, brief presentations at already scheduled English Learner Advisory Meetings, town-hall like meetings, setting up an informational booth at school sponsored and community events, and creating brochures with online links that can be distributed at any school sponsored venue.	4	4	4	5	4	4	4	4	4	4	4	4	Met		14JUN2023	2023
54768360000000	Exeter Unified	3	"In alignment with our belief statement--""All succeed when we work in teams""--Exeter Unified School District (EUSD) is committed to Building Relationships Between School Staff and Families. It invites parents/guardians, family members, and community members to feel invited and welcome at its schools. For that reason, EUSD maintains District and site websites and social media accounts, keeping educational partners informed of services, events, and student spotlights. It funds Parent Square, a family engagement platform, that encourages open lines of communication between school staff, students, and parents/guardians. It hosts Back to School Nights, Open House, awards assemblies, music and drama performances, and sports events that encourage fellowship and celebration. And, at monthly Board meetings, it acknowledges parents/guardians and family members' partnership when celebrating student achievement.  On campus, school sites regularly distribute bulletins or newsletters to parents/guardians, families, and the community. The High School shares a student-developed news video called Exeter Student News. This weekly broadcast invites all to connect with the high school student community and celebrate student achievements.   Data from the CA Healthy Kids Parents Survey (Spring, 2023) suggest strength in the District's ability to Build Relationships between School Staff and Families: - 72% of parent/guardian respondents agree/strongly agree they feel welcome to participate at their child's school - 91% of parent/guardian respondents agree/strongly agree school staff treat parents with respect - 77% of parent/guardian respondents agree/strongly agree school staff take parent concerns seriously"	Based on the analysis of educational partner input and local data, EUSD plans to focus on the following areas for building relationships between school staff and families: - Welcoming Schools: The District will support schools in working toward ensuring all parents/guardians feel welcome to participate at their child's school. - Sense of Belonging: The District will support schools in working toward ensuring all parents/guardians feel respected by school staff.  - Communication: The District will continue to support schools in maintaining open lines of communication between school staff and families despite language differences, socioeconomic status, and/or other situational differences.	EUSD plans to improve the engagement of underrepresented families during the self-reflection process in relation to Building Relationships Between School Staff and Families by: - Offering virtual parent/guardian-teacher conferences and parent-advisory committee meetings - Maintaining parent/guardian virtual access to Aeries Gradebook (TK-12) - Providing non-digital notification/information to parent/guardian groups who experience limited access or unfamiliarity with virtual platforms - Continuing to fund the Bilingual Community Liaison positions at all comprehensive sites - Ensuring all district and site communication is proficiently translated into students' heritage language and interpretation is offered at meetings, forums, and events - Providing instructional materials that reflect students' culture, ethnicity, and identity  - Making sure at least one Office Specialists at each site speaks Spanish, the heritage language other than English that is most widely represented by parents/guardians	"Exeter Unified School District (EUSD) celebrates the progress it made in Building Partnerships in Student Outcomes. During the 2022-23 school year, the District expanded its virtual grade book platform to include elementary grades. Parents/guardians of students in grades TK-12 now have access to monitor their student's learning through the Aeries Parent Portal. The District also hosted a series of ""Listen Up"" forums, inviting parents, community, and student groups to engage in round-table discussions as an opportunity to share feedback and perspectives regarding student learning. These ""Listen Up"" forums replaced previous community outreach efforts and yielded increased educational partner participation and the request for future-like events.  At the sites, elementary and middle schools offer regular parent-teacher conferences. In September, families of elementary students receive communication flyers and explanations of student learning expectations at their child's specific grade level. Students' standards-based report cards are intentionally limited to report select priority standards as a means of encouraging greater partnership with families in supporting and contributing to the education of the child. And, school sites offer Parent Literacy/Numeracy or Parent University Nights that empower parents/guardians and family members with information on how to contribute to the learning outcomes of their children.   The CA Health Kids Parent Survey (Spring, 2023) data suggest strength in the District's actions toward Building Partnerships for Student Outcomes: - 75% of parent/guardian respondents agree/strongly agree teachers communicate about what students are expected to learn - 89% of parent/guardian respondents agree/strongly agree teachers provide information about how parents can help their child with homework - 63% of parent/guardian respondents agree/strongly agree their child's school lets parents know how their child is doing between report cards"	"Based on the analysis of educational partner input and local data, EUSD plans to focus on the following areas for Building Partnerships for Student Outcomes: - Anti-bullying Culture: In response to educational partner feedback, the District is launching a ""Dude, Be Nice"" Project aimed to inspire people to treat themselves and others better. Initial meetings with educational partners have resulted in outstanding involvement and interest. - Academic Counseling: The District plans to institute the Aeries Four-Year Academic Plan digital platform for students in grades 9-12. This platform increases communication and collaboration with families around graduation requirement tracking and college/career planning. - Attendance Campaign: The District has developed an attendance campaign that aims to empower parents and students on the importance of daily school attendance and requires school staff to seek and understand the ""why"" behind student absences as a means of increasing student attendance."	EUSD plans to improve the engagement of underrepresented families during the self-reflection process in relation to Building Partnerships for Student Outcomes by: - Offering virtual parent/guardian-teacher conferences and parent advisory meetings  - Maintaining parent/guardian virtual access to Aeries Gradebook (TK-12) - Providing non-digital notification/information to parent/guardian groups who may experience limited access or familiarity with virtual platforms - Maintaining Bilingual Community Liaison positions at all comprehensive sites - Ensuring all district and site communication is proficiently translated into students' heritage language and interpretation is offered at parent meetings and forums - Engaging in intentional outreach to families of students with disabilities by holding quarterly Special Education Meetings	Exeter Unified School District (EUSD) celebrates progress in the area of Seeking Input for Decision-Making. In Spring 2023, the District hosted a series of Listen Up! forums in an effort to increase collaboration in the District's decision-making process. Students, parents, and community members were invited to participate in round-table discussions with administrators and board members. Collaboratively, they analyzed data, evaluated programs and systems, and provided suggestions for continuous improvement. Feedback from all involved was extremely positive, and educational partners have encouraged EUSD to make the Listen Up! forums an annual event, which the District has agreed to do.   In addition to the Listen Up! forums, EUSD hosts a variety of advisory committees and community forums: Parent Advisory Committee, Special Education Advisory Committee, English Learner Advisory Committee, and Dude! Be Nice Meetings. Each event promotes parent/guardian collaboration and shared decision-making.   The CA Healthy Kids Parent Surveys (Spring, 2023) suggest positive growth in the District's efforts in Seeking Input for Decision-Making: - 65% of parent/guardian respondents agree/strongly agree their child's school actively seeks the input of parents before important decisions (5% increase) - 68% of parent/guardian respondents agree/strongly agree their child's school has quality programs for their child's talents, gifts, and special needs (7 % increase) - 71% of parent/guardian respondents agree/strongly agree their child's school provides information about why their child is placed in particular groups or classes (11% increase)	Based on the analysis of educational partner input and local data, EUSD plans to focus on the following areas for Seeking Input for Decision-Making: - Listen-Up!: The District will maintain the annual Listen-Up! series of forums as a means of inviting educational partners--students, parents/guardians, community members, and staff--to round-table discussions pertaining to District data, systems evaluation, and program improvement.  - Intervention/Student Study Team: The District will continue to refine the Student Study Team process by standardizing procedures across all school sites. It will continue to work toward improving communication and collaboration with parents/guardians and other all members of the team, using data to guide collaborative decision-making.	EUSD plans to improve the engagement of underrepresented families during the self-reflection process in relation to Seeking Input for Decision-Making by: - Offering virtual parent/guardian-teacher conferences and parent-advisory committee meetings - Continuing to fund the Bilingual Community Liaison positions at all comprehensive sites - Ensuring all district and site communication is proficiently translated into students' heritage language and interpretation is offered at meetings, forums, and events - Making sure at least one Office Specialists at each site speaks Spanish, the heritage language other than English that is most widely represented by parents/guardians	4	4	4	4	4	4	4	5	4	4	4	4	Met		21JUN2023	2023
55105530000000	Tuolumne County Superintendent of Schools	3	Results from a survey distributed in April, 2023 show that 80% of educational partners (including parents, students and staff), feel that TCSOS administrators, teachers and classified staff build trusting and respectful relationships with families.	Based on the analysis of survey results from April, 2023, and the analysis of educational partner feedback on Goal 4 in the LCAP, a focus area for improvement during the 2023-24 school year will be increasing communication between school and families, especially as it relates to student progress. Input from some educational partners indicated a need to improve communication between the school and parents.	In the TLC/Gold Ridge Educational Center Programs, individual meetings with families are arranged in order to tailor how information is provided to each family and to determine what additional follow-up is needed. At the beginning of the year, each family is provided an individual consultation in order to develop learning and transition plans for the students. At the start of the 2022-23 school year, all parents were invited to participate in the Parent Advisory Council, which meets monthly, and to serve on the School Site Council, which also meets monthly, and/or the Community Advisory Committee to SELPA. Parents were provided opportunities to provide feedback on the LCAP Feedback Survey distributed in April, 2023 and the California Healthy Kids Survey (Parent version) in March, 2023. In addition, parent feedback was solicited through surveys and virtual meetings. The majority of parents of students enrolled in TLC indicated that they felt they received regular communication from TCSOS. Feedback from parents indicates that they would like more opportunities to participate in parent advisory committees and in decision making. In the 2023-24 school year, the invitation to participate on the Parent Advisory Council, School Site Council, and Community Advisory Committee will be sent out to parents multiple times throughout the year. Because of the number of students who transition into TCSOS programs throughout the year, this will ensure that all parents have an opportunity to participate.	Results from a survey distributed in March, April, 2023 show that 65% of educational partners (parents, students and staff) feel that TCSOS encourages teachers to meet with families to discuss student progress and how to improve student outcomes. Comments provided specifically from parents indicate a need to improve in this area.	"Goal 4 in the 2022/23 LCAP will continue on the 2023/24 LCAP: ""Provide increased opportunities for parental involvement and regular communication between parents, staff, districts of residence and partner agencies, including probation, behavioral health, foster/homeless liaisons, social services, and the community college in order to support educational outcomes for all students."""	Input on the TCSOS LCAP Feedback Survey distributed in April, 2023 was provided by only a small % of parents/guardians of TCSOS students. Additional opportunities will be sought to have this feedback provided by more families. Also, results on this input appear to demonstrate a wide range of opinions from educational partners. TCSOS will work to have consistent communication processes across programs.	Results from a survey distributed in April, 2023 show that 54.2% of educational partners (parents, students and staff) feel that TCSOS provides opportunities for families to provide input in policies and programs, and participate in advisory groups	In April, 2023 a survey was sent to parents of all TCSOS students, with a return rate of 15%, an increase from last year. The majority of parents responded that they receive regular communication from TCSOS, but results also indicate that some parents feel they are not able to be involved in decision making. Parents have been invited to attend Parent Advisory Council and Site Council meetings, but more consistent attendance is a goal. There continues to be an LCAP Goal on improving parent communication and participation. The CHKS was administered in March, 2023, but not enough parents completed the survey to receive results.	Feedback from parents indicates that they would like more opportunities to participate in parent advisory committees and in decision making. In the 2023-24 school year, the invitation to participate on the Parent Advisory Council, School Site Council, and Community Advisory Committee will be sent out to parents multiple times throughout the year. Because of the number of students who transition into TCSOS programs throughout the year, this will ensure that all parents have an opportunity to participate.	3	4	3	3	3	3	3	3	3	2	3	3	Met		27JUN2023	2023
55723060000000	Belleview Elementary	3	The administrator, teachers, and classified staff have been successful at building trusting and respectful relationships with families. The school fosters a welcoming environment for all families in the community and supports the staff in learning about family strengths and goals for their children. This is evident through the positive responses provided in a series of LCAP Stakeholder surveys that are administered and analyzed on an annual basis. Additional opportunities for building relationships between staff and families occur through multiple annual events including the Harvest Carnival, Jog-a-thon, Thanksgiving Feast, Winter Program, classroom volunteering, field trip chaperoning, and various modes of regular communication through Parent-Teacher conferences, weekly updates, social media, and our school website. Enrollment grew from 150 to 180 students in 2019-2020. With the closing of a charter school within the County, families had choices of returning to their home schools. Belleview was not in their attendance boundaries, but 30 families decided to enroll at Belleview due to our small size and overwhelmingly friendly and positive climate. Due to the pandemic, many students in 2020-21 opted for home school programs and enrollment has dropped to 157. Our enrollment for 22-23 has increased to 173 (Fall attendance reporting) with the return of full in-person instruction.	Teachers meet with parents regularly during conferences, Back-to-School Night, Open House, and various school events. RtI and SST meetings are scheduled with teachers, parents, administration and school specialists to discuss ways to assist students at being successful at school. Teachers are encouraged to communicate with parents through a classroom communication app for weekly announcements and reminders.	There is an active Parent Club that has well-attended meetings monthly. They are responsible for coordinating school wide events and fundraising. The School Site Council provides an opportunity for families to get involved in school governance, assist in planning the development of the LCAP, recommending the LCAP to the Board for approval, and advising on the School Safety Plan. Communication occurs regularly through an automated phone/email system that provides families with information as needed, and teachers communicate with parents weekly about announcements and assignments using a mobile app. Belleview's population consists of approximately 48% low-socio-economically disadvantaged, .5% EL, 95% Caucasian with 0% African American, 0% Asian and 5% Latino. There are a few foster and homeless youth. There are fewer than 5 English learners, and parents are provided with translation through digital tools and on-site staff members. We reach out to underrepresented groups, such as the foster youth/homeless and special needs population. We employ a Foster Youth Liaison who is responsible for identifying and providing support to the foster and homeless families. Our resource teacher, school psychologist and administration work together to plan regular meetings with the parents to support our at-risk youth. We are partnered with the AWARE Mental Health grant through the Tuolumne County Superintendent of Schools Office to receive counseling services from Mental Health clinicians.	Belleview schedules RtI and SST meetings to support student learning. Administration, teachers and the parents meet to discuss the child's strengths and any areas of concern or questions. An action plan is developed to assure  that the child meets his/her potential and has success in school. Parents are provided with a copy of their parental rights. In addition to these formalized meetings, each teacher meets individually with the parents of their students at Parent/Teacher conferences that are scheduled twice yearly. Our District partners with Tuolumne County, Behavioral Health, AWARE Mental Health, ATCAA and TUCCI services to assist staff, students and their families.	Belleview will continue to focus on building partnerships through two focus areas: 1. Consistent weekly communication with educational partners through the school website, weekly updates through the school communication system, mobile app communication between teachers and parents and updates on events through social media. 2. Maintain opportunities for a wide spectrum of parent involvement, including Parents' Club, classroom and campus activities, and sharing resources for ways to support students with healthy academic and work habits at home.	Belleview's population consists of approximately 48% low-socio-economically disadvantaged, .5% EL, 95% Caucasian with 0% African American, 0% Asian and 5% Latino. There are a few foster and homeless youth. There are fewer than 5 English learners, and parents are provided with translation through digital tools and on-site staff members. We reach out to underrepresented groups, such as the foster youth/homeless and special needs population. We employ a Foster Youth Liaison who is responsible for identifying and providing support to the foster and homeless families. Our resource teacher, school psychologist and administration work together to plan regular meetings with the parents to support our at-risk youth. We are partnered with the AWARE Mental Health grant through the Tuolumne County Superintendent of Schools Office to receive counseling services from Mental Health clinicians.	1. School Site Council and the Parent Club elects its officers annually and meets monthly. They collaborate, evaluate family engagement activities and both the school and district level. 2. There is an election process for School Site Council every year, in accordance with the by-laws and Board policy. Parents are trained and actively engaged in school governance and advisory. They assist administration and staff with the development of the annual LCAP and School Safety Plan. 3. The School Board is very stable with the Board President having served for the past nine years and the other members were all re-elected to their positions within the last three years. The Board tours the campus and classrooms regularly, meets with parents and community members to stay closely attuned to the needs of the school community.	Belleview will continue to focus on seeking input from educational partners through open and active participation in School Site Council, Parents' Club, Board Meetings, and annual LCAP surveys from students, staff and families.	Belleview will improve engagement of underrepresented families by providing a variety of modes for communication between home and school including weekly communication broadcast via phone and email. Surveys for annual input will be distributed digitally and with a hard copy sent home. Additionally, our Foster-Youth Liaison and SARB representative will continue to monitor attendance and supports necessary for families as needed.	5	5	5	5	5	5	5	5	5	5	5	5	Met		15JUN2023	2023
55723480000000	Columbia Union	3	The staff at CUSD are supportive of frequent communications with families about academic and behavioral progress of students.  They create welcoming environments which facilitate the building of relationships between school staff and families.	The LEA should focus on building relationships through frequent and predictable communications in a format that is accessible to all families.  An example of this would be a weekly communication through Parent Square or another online format.  Surveyed parents responded that they prefer communication to be digital.	CUSD has developed tools to support two way communication. We have a history of providing a warm and welcoming environment. We also have a history of building effective relationships with our families. We are engaged in conversations about how to effectively engage our families in discussions to support their cultures and languages. We provide opportunities for parents to share their goals for students and family strengths through frequent parent engagement.	We support our families across their needs and interests in supporting student learning and development.	The LEA will implement a before and after school program that provides learning supports that will improve student outcomes.  Beginning in the 22-23 school year, the school will also provide intervention time for all students.	The LEA will improve engagement of underrepresented families by increasing the number and frequency of community activities.	The LEA currently sends surveys to parents through our online communication system.  Survey data has been used to gather feedback about masking and vaccination policies, starter school, before and after school programming, and school climate.	Due to COVID, our family engagement activities were down from what they would normally be.	These families will need to be sought out in order to have services offered to them.	4	4	4	4	4	4	4	4	4	4	3	4	Met		13JUN2023	2023
55723550000000	Curtis Creek Elementary	3	Communication and connectedness continue to be a priority of ours. The district has recently purchased a new website platform and updated the website. As we continue to make this user friendly it will be a one stop shop for families to access current information. In addition the district has started to use a new email, text, phone system.  Our LCAP continues to prioritize family engagement. This year our Parent club was very organized. Parents participated and helped create many fun events on our school campus as well as fundraising to provide supports for field trips	Our community has expressed the desire to be more involved in school.. Parents still desire to receive more timely communication and information regarding their students and activities at school. Staff would like to receive training on our various ways to communicate such as Aeries and Parent Square.	Weekly, consistent communication will be enhanced by the school and the classrooms with a specific acknowledgement to our EL families. We will also continue to print our handbook and parent information in Spanish.  The addition of a counselor to open lines of communication with our families is also written to continue in our LCAP.	Parent teacher conferences were available this school year and so was Open house and Back to School Night. A fantastic STEAM night was held as well Professional Development was held frequently and School Site Council met monthly. Parent Coffees began this year to allow for opportunities to connect and engage.	CCSD will resume family activities, such as a STEAM Night which engages the families and school in a positive collaborative event. This type of activity has been very well received and attended in the past. Improving opportunities for engagement by providing more opportunities for parents to be involved during the school day. We also need to find other times that meet the needs of the parents when staff is available. Outreach to parents  who are interested and willing to support our school is vital to increase inclusion of parents at our school. We need to continue to educate our families on the importance of consistent attendance and ways we can increase academic achievement with home support.	CCSD will directly reach out to our underrepresented groups to provide information and open the lines of communication.	A school site council was established last school year. Parents participated and gave input into the various plans that were created this school year through participation in this committee. Volunteers in classrooms have increased. Parent coffees were held with families to allow for more input into decision making.	A continued effort needs to be made to encourage and offer opportunities for families to be involved in Curtis Creek .  Regularly established stakeholder group meetings need to occur. Management and Site Council teams are utilized for information, input and feedback on particular topics. We will continue to send monthly email newsletters and make personal contacts, along with positive communications. Timely responses to address needs and concerns will occur as the entire staff builds more positive collaborative relationships with our school community. Continuing to develop the extra activities that used to be such a part of CCSD and a priority in our community.	Out reach to our underserved populations needs to improve. We will work to include them by personal invitation and outreach.	3	3	2	2	3	3	3	3	3	3	2	2	Met		13JUN2023	2023
55723630000000	Jamestown Elementary	3	Our strengths are that Jamestown School District has the Jamestown Family Resource Center as a community source of resources and supports for those families in need. This in turn helps support student learning and development within the home. The work with trauma informed practices continues to positively affect progress toward closing the achievement gap and improve learning for all students. We have implemented policies and procedures to meet with families in our School Attendance Review Teams and added home visits as part of our tiered intervention strategies in order to help support families with issues surrounding barriers to regular attendance. The Student Study Team and Response to Intervention protocols are utilized to give more specific information on tiered interventions available and used to help support student success.	Areas of improvement are that we need to increase our parent participation within our school programs and increase opportunities for parent education especially in the areas of MTSS, learning outcomes for each grade level, social emotional learning, and the importance of regular school attendance.	The District needs will improve equitable engagement of underrepresented families by making our activities meaningful and by promoting a school culture that is approachable, friendly, receptive to concerns. We need to do more outreach to meet our families where they are through the provision of flexible engagement options such as changing the time of day for meeting or functions. One function of our Jamestown Family Resource Center would be to create a family engagement committee that would include representation from underrepresented families.	Jamestown School District welcomes parents and families on our campuses and this is a strength. Staff is present in the mornings to greet students and families and at dismissal time. Classroom teachers communicate through technology apps, email, blogs and class newsletters. Positive behavior support and communication is handled through personal phone calls, Panther and Dragon Prides, HERO points and positive referrals. Site administration is visible and accessible on campus and responsive in a timely manner to address parent needs and concerns as well as building positive, collaborative relationships.  The District facilitates Family Fun Nights to both engage and educate parents and families which has been very successful. The Jamestown Family Resource Center will distribute flyers at the beginning of the school year to all families to inform them of outside resources ad supports available, especially to our underrepresented families. There has been an increase in our bilingual staff and documents are being translated into Spanish, along with our bilingual liaison making personal phone calls and outreaching to our Hispanic families.	The District can improve our opportunities for engagement of our families by providing more opportunities for parents to be involved during the school day and finding other regular times for parents to engage in conversation with administration. We need to continue to educate our families on attendance and ways in which to support increased student academic achievement at home. It is also important for us to better understand the needs of our families and assist them in locating outside resources and supports. Finally, we have made strong efforts in translation of the more important documents, but this needs to be a regular component for all district communication.	We need to act and reach out to those parents that have identified that they would like to be involved in our back to school volunteer form and connect them with the appropriate school staff.	Jamestown School District meets regularly with the various educational partner groups and uses frequent surveys to gain input for decision making. Surveys for both input and evaluation of activities are utilized and are used in planning and designing activities and programs.The district uses Google surveys and our autodialer system as an avenue to seek input and feedback on particular topics, along with district committees such as School Site Council, Management and Leadership Team Meetings.	We need to publicize more effectively to our families the various opportunities to provide input. The district can collaborate more regularly with the Parent Teacher Organization to seek feedback and input on policies and programs as well as in the planning and implementation of family engagement activities and educational opportunities.	We can improve upon actively reaching our underrepresented families by reaching out and seeking verbal feedback instead through traditional paper or email surveys. We will continue to distribute flyers in our registration process to inform families of resources and supports that the Jamestown Family Resource Center can provide, along with a needs assessment.  We will also continue to distribute a volunteer survey to more actively connect volunteers to the right school personnel.	4	4	4	4	3	3	4	3	4	3	3	4	Met		28JUN2023	2023
55723710000000	Sonora Elementary	3	The District holds Site Council/ELAC meetings at minimum four time a year. The District has a parent advisory committee. The District has an active parent club (SSS). The District developed a strategic plan in May 2023 with community involvement. The District sends out annual surveys.  The District has a PIS tam.	The District has 220 priorities in the strategic plan. Parent engagement is number 10.	Last year the District added a EL parent to site council and moving forward will ensure that EL is represented on site council.	The District has implemented a school wide diagnostic and intervention system.  The District adopted a MTSS plan for the 23-24 school year which includes sharing reports with families.	The District created a (WIN) What I Need schedule based on student data.  Students receive 35 minutes of focused differentiated instruction/intervention daily to support individual students needs.  These include strategic, intensive, benchmark, and extension groups.	The District restructured parent teacher conferences to ensure 100% of parents are offered a conference. The District is implementing SDRT (student data review teams) to ensure that the needs o ALL students are met.	The District sed homme electronic and paper surveys to meet the needs of all families.  Parent Square, a communication platform for all families was recently purchased that communicate with AERIES to ensure all families receive messages.	Continue to increase the percentage of parents that attend school activities and provide educational feedback..	Increase parent outreach	4	4	3	3	3	3	4	3	3	4	4	4	Met		14JUN2023	2023
55723890000000	Sonora Union High	3	Strong Parental Involvement and Satisfaction:    - 75% of parents responding to the California Healthy Kids Survey felt well-informed about school activities, reflecting a significant proportion of satisfied families.    - The high rating comment from the Parent Communication Survey underscores the value parents place on consistent communication: “Love the wildcat weekly! Updates and info that doesn't make it home from the kids. Quick links to register or sign up for things.”    - 76% of the 41 parents surveyed mentioned the Wildcat Weekly as their primary source of school information.  Innovative Communication Platforms:    - The use of ThoughtExchange represents a progressive step toward interactive communication, emphasizing two-way dialogue rather than a one-sided transmission of information. This system, which encourages parents to share ideas and rate others', fosters collaborative feedback and actionable insights.    - Parent Square is utilized for critical communications, ensuring parents are promptly informed about emergencies and operational changes.  Regular Updates & Information Dissemination:    - The Wildcat Weekly, managed by the principal of Sonora High, keeps families informed of resources, events, and essential data.    - Apart from the weekly newsletter, parents also appreciate email communication, text messages, and access to the parent portal within the student information system.  Inclusive Communication Measures:    - The establishment of the Language Line ensures that the linguistic diversity of families is recognized and addressed, allowing real-time translation for staff-parent interactions.    - The School Site Council acts doubly as an English Learner Advisory Committee, including a parent of an English Learner, promoting inclusivity.  Engagement Activities:    - The school prioritizes hosting events that invite family participation. Activities such as Back to School Night, FAFSA Night, and Open House serve dual purposes: updating families and fostering personal connections between staff and parents.    - The counseling department's collaboration with site administration for events underscores the integrated approach to parent engagement.  Open Governance:    - The District Board of Trustees conducts in-person meetings, facilitating direct interaction with parents. By encouraging parent input and engagement at these meetings, the LEA demonstrates its commitment to transparent governance and co-creation of policies.	Expanding Reach and Participation:    - While 75% of parents from the California Healthy Kids Survey felt well-informed, this leaves a quarter of respondents who may not feel adequately informed. The district can aim to bring this percentage closer to 100%.    - Only 41 parents responded to the Parent Communication Survey. This low response rate suggests that methods for soliciting feedback could be broadened to ensure more comprehensive input.  Diversifying Communication Channels:    - The significant reliance on the Wildcat Weekly, as indicated by 76% of surveyed parents, points to a potential over-reliance on a single communication method. While it's effective, diversifying channels might address the needs of the 25% who don’t feel well-informed.    - Feedback from parents highlighted the value of text and email communication as well as the parent portal. Expanding on these platforms or introducing new ones might cater to different parent preferences.  Enhancing Multilingual Support:    - The Language Line is an excellent initiative for real-time translation, but the LEA could further support non-English speaking families with multilingual resources, documents, and staff training on cultural sensitivity.  Increasing Engagement for Specific Groups:    - The School Site Council acting as an English Learner Advisory Committee with only one parent of an English Learner might not be adequately representative. Expanding this committee or creating a dedicated English Learner parent group could offer more targeted feedback and support.  Feedback Mechanisms:    - The ThoughtExchange platform is progressive and encourages two-way communication. However, continuous assessment is needed to determine its reach and impact, ensuring it remains an effective tool for all families.  Event Evaluation and Expansion:    - While various events are held to engage families, a post-event feedback mechanism could help assess their effectiveness. The district could identify which events are most impactful and which might need adjustments.    - Ensuring a diverse range of events catering to different family needs can also enhance parent-staff interaction.   Transparent Governance:    - While the District Board of Trustees meetings are held in person and encourage parent engagement, providing more structured ways for parents to voice concerns or offer suggestions might increase participation. Regularly sharing the outcomes or actions taken based on parent feedback can also enhance trust.	Targeted Outreach:    - Given that 25% of parents from the California Healthy Kids Survey did not feel adequately informed, the LEA will initiate targeted outreach to this demographic. Understanding their specific concerns and communication preferences can lead to tailored strategies that address their unique needs.  Multilingual Communication Expansion:    - The introduction of the Language Line is a positive step, but the LEA can further extend its multilingual resources. Translating essential documents, school updates, and event information into prevalent languages of the underrepresented groups will foster inclusivity.   Diversify Advisory Committees:    - While the School Site Council incorporates the perspective of an English Learner's parent, a broader representation from various underrepresented groups can provide more comprehensive insights. The creation of dedicated advisory groups or committees that represent diverse families will ensure their voices are more consistently heard.  Flexible Communication Platforms:    - While the Wildcat Weekly and ThoughtExchange have proven effective for many, diversifying communication platforms can cater to families with varying preferences. The continued growth of LEA produced social media and the introduction of community chats and informal meetings with staff can help reach families who might not be engaging through current channels.  Inclusive School Events:    - The range of events like Back to School Night and Open House are opportunities for engagement. Increasing personal outreach to underrepresented families and overcoming obstacles to engagement; like childcare and meal times; are proactive steps for the LEA to increase inclusiveness.   Accessible Feedback Mechanisms:    - While ThoughtExchange is an innovative platform, ensuring it is accessible to all, irrespective of technological proficiency or language capability, is crucial. Offering alternative feedback mechanisms, such as paper surveys translated into multiple languages or community feedback sessions, can ensure all families can contribute their insights.  Collaboration with Community Organizations:    - Partnering with local organizations that serve underrepresented families can offer insights into their specific needs and concerns. These organizations can also act as trusted intermediaries in facilitating better communication between the school and these families.	An increasing number of parents are accessing student information through parent portal access to the student information system.   51% of 10 parents responding to the California Healthy Kids Survey agreed or strongly agreed that the school encourages me to be an active partner with the school in educating my child.  Over 60% of 32 parents responding to the ThoughtExchange LCAP survey expressed that the district is improving academic achievement and college/career readiness for all student groups.  Over 60% of 32 parents responding to the ThoughtExchange LCAP survey expressed that the district ensures equitable access for all students to current technology, tools, and instructional strategies to improve educational outcomes	76% of parents responding to the California Healthy Kids Survey disagreed with the the statement that teachers communicate with parents about what students are expected to learn in class.  50% of parents responding to the California Healthy Kids Survey reported agreeing that teachers aren’t doing very well letting them know how students are doing between report cards.  Over 50% of 32 parents responding to the ThoughtExchange LCAP survey disagreed with the statement that the district is developing a safe, positive culture where all stakeholders receive social emotional support; are engaged; and feel safe, heard, and respected.  An equal number (38%) of the 10 parents responding to the California Healthy Kids Survey School agreed and disagreed with the statement that the school actively seeks the input of parents before making important decisions.	The district will work to increase teacher communication with parents about what students are expected to learn in class. The district is implementing actions informed by the lessons learned regarding the importance of relationships between staff, particularly teachers, and students for student success. Particularly, for students who struggle socially, emotionally, and academically. It brings into focus the importance of school culture. It makes clear that setting expectations that lead to student success, both socially and academically, must be clearly taught, modeled, rewarded, and enforced. This is manifested in additional schoolwide training on behavioral expectations, a focus on Positive Behavioral expectations, and giving student voice power through the Leader in Me program.  The creation of the Wellness Center is a proactive step to prioritize the physical, emotional, and social well being of staff and students essential to student and staff success and satisfaction. These learnings are implemented in the Extended Learning Opportunities Grant Plan and the 2021-24 LCAP plans.	Inclusive Committee Structures:    - The School Site Council's dual role as an English Learner Advisory Committee and its inclusion of an English Learner's parent showcases a proactive approach in incorporating diverse perspectives, especially of underrepresented families. This structure ensures that the concerns and insights of English Learners are taken into consideration in decision-making processes.  Positive Parental Feedback:    - The majority of parents expressing satisfaction with the district's communication indicates that the LEA has been effective in its outreach efforts. Positive parent feedback signifies that the avenues and tools chosen by the district to solicit opinions and share information are largely aligned with parent expectations.  Adoption of Digital Communication:    - The community's growing comfort with two-way digital communication highlights the LEA's adaptability in modernizing its communication strategies. Recognizing the convenience of online platforms for busy parents and shifting towards such tools not only ensures broader participation but also indicates the district's responsiveness to changing parent preferences.  Preference for Qualitative Feedback:    - The LEA's move away from traditional multiple-choice surveys towards platforms like ThoughtExchange is noteworthy. This shift signifies a deeper interest in understanding the nuances of stakeholder feedback rather than just quantitative metrics. Tools like ThoughtExchange provide richer, more detailed insights from educational partners, enabling more informed decision-making.  Emphasis on Flexible Engagement:    - Acknowledging that online engagement may be more feasible for many parents compared to in-person events showcases the LEA's flexibility. By offering various platforms that cater to different preferences, the district ensures that a broader spectrum of parents and guardians can contribute their insights and opinions, thereby enriching the decision-making process	Broadening Representation:    - While the inclusion of an English Learner's parent in the School Site Council is commendable, the LEA might benefit from widening representation. Engaging diverse families beyond just English Learners will ensure more comprehensive insights. Setting up specific committees or groups for other underrepresented communities can further ensure their voices are included in decision-making.  Enhancing Digital Outreach:    - Even though the community is becoming more accustomed to two-way digital communication, continuous evaluation and adaptation of these platforms are necessary. The LEA can explore more innovative tools and technologies that further simplify and encourage stakeholder participation in digital formats.  Depth Over Breadth in Feedback:    - While platforms like ThoughtExchange provide richer qualitative data, there may still be a need to delve deeper. Organizing focused group discussions, similar to the Strategic Plan Protocol implemented by the LEA in the Spring of 2022, can provide more in-depth insights on specific topics, leading to well-informed decisions.  Evaluation of Communication Effectiveness:    - Although most parents express satisfaction with district communication, understanding the concerns of those who might not be as satisfied is crucial. Implementing mechanisms to gather feedback on the effectiveness of communication tools can help in refining them further.  Balancing Digital and Physical Engagement:    - Recognizing the convenience of online platforms for many parents is essential. Still, there's value in face-to-face interactions that digital platforms might not capture fully. Hence, finding a balance between online and in-person events and ensuring both platforms are optimized for maximum participation is key.  Continuous Feedback Loop:    - While platforms like ThoughtExchange are instrumental in collecting feedback, closing the loop by regularly updating educational partners on how their input has been acted upon can enhance trust and encourage future participation.  Training and Development for Staff:    - To effectively interpret and act upon the rich feedback provided by platforms like ThoughtExchange, training sessions for staff on analyzing qualitative data can be beneficial. This will ensure that the nuances captured through such platforms are appropriately understood and integrated into decision-making.	Diverse Advisory Structures:    - Beyond the inclusion of an English Learner's parent in the School Site Council, the LEA can set up specific advisory groups that represent other underrepresented communities. These structures can facilitate regular dialogues, ensuring diverse voices contribute to decision-making.  Inclusive Feedback Mechanisms:    - While ThoughtExchange captures rich feedback, alternative platforms that might resonate more with specific groups should be considered. For instance, introducing voice or video feedback options could make the process more accessible for families who might find written communication challenging.  Feedback on Feedback:    - Closing the loop is crucial. Regularly updating families, especially those underrepresented, on how their feedback has been implemented can enhance trust. This transparent approach shows that their input is not just collected but also acted upon, encouraging future engagement..  Leveraging Community Partnerships:    - Collaborating with local community organizations that work closely with underrepresented families can provide insights into effective engagement strategies. These organizations can also act as bridges, enhancing the LEA's outreach and ensuring that engagement efforts resonate with these families.  Adaptive Communication Channels:    - Recognizing that not all families may prefer digital communication or in-person meetings, offering a blend of communication channels – from phone calls to hard copy communications – can ensure that engagement is widespread.	3	3	3	3	2	3	3	4	3	3	3	2	Met		26JUN2023	2023
55723970000000	Soulsbyville Elementary	3	Soulsbyville School has an active parent network. According to local data, communication between staff and families is an area of strength, including prompt communication by the school and clear communication about student expectations. Another area of strength is that the school encourages active participation by families in a child's education. Additionally, parents report that the office staff is helpful and that they are treated with respect by staff in general.	Based on input and local data, Soulsbyville's focus area for improvement is addressing parent concerns. While nearly all staff report that the school takes parents' concerns seriously, a smaller majority of parents share this perception.	Soulsbyville School has a strong communication network with all stakeholders using phone app, website, digital and hard copy parent bulletins, email, phone access to voicemail, and access to in-person contact.  Weekly staff meetings, monthly board and Site council meetings, and parent surveys are conducted to gain regular stakeholder input.  To better serve underrepresented families, Soulsbyville School will focus on person outreach from staff to engage families in the schooling process.	Soulsbyville School supports professional learning for teachers and administration in effective ways to engage families in partnering with the school to provide quality education to students. Another area of strength is how the school encourages parents to be active participants in their child's education.	One focus area is supporting parents in better understanding their role at the school and as part of a team that supports their child's education. While the local data shows parents and staff agree the school encourages this engagement, it also demonstrates a need for more information to create a specific understanding of how a parent can be an active member of their child's educational team.	Soulsbyville will work to provide convenient opportunities for teachers to meet with underrepresented families to discuss student progress and ways to improve student outcomes. The school will also work to increase opportunities for families to interact with staff and students in academic centered events and environments.	Soulsbyville School is consistent in providing families, including underrepresented families, opportunities to participate in providing their input for decision making and implementation of policies and programs. Soulsbyville uses multiple surveys as data collection points to gather parent input. The school has also created and implemented a family engagement plan within the School Site Council to increase engagement at the school.	One area of focus for improvement will be on increasing the participation rate of members to effectively engage in advisory groups such as Site council and Parent Teacher Organization (PTO). While a small majority of parents agree that the school actively seeks input, another focus area will be on increasing the number of parents who feel that their input is sought in the decision-making process.	Soulsbyville will work to find more methods to gather and ask for input from underrepresented families. Currently the school uses surveys and text messages as the primary method of gathering feedback. The school will work to increase participation by providing more diverse opportunities to express parent input.	5	5	4	5	4	4	4	4	4	3	3	3	Met		08JUN2023	2023
55724050000000	Summerville Elementary	3	"Summerville Elementary School has a long history of staff and community relationships. Strong partnerships through the years have provided a sound backdrop for school initiatives, special projects, and input for the continuous school improvement process. As a small and rural school, Summerville Elementary believes in working together to support the learning needs of all students. The school motto supports this, ""Together, we can make a difference."""	Summerville Elementary will continue to work with community partners to understand their communication preferences and the ways the school can communicate most effectively to provide robust two-way communications and access for parents and community partners. To date, the schools communication has greatly increased over the last two years, and feedback from parents and community groups supports the new systems and methods implemented by the school. The focus in the coming year will be to continue to sustain systems set up during the 2022-2023 school year.	Summerville Elementary will continue to work to create personal and individual connections with all members of the school community. Outreach efforts to underrepresented families will continue with an emphasis on providing information in personalized and relevant ways that listen to and implement the expressed needs of each group.	Over the past five years, Summerville Elementary has invested heavily in staff support and ongoing professional development through curriculum trainings and targeted trainings to support students. Structural changes in the school year calendar and professional learning agenda for the year have provided additional time for these support initiatives. The district continues to explore and investigate ways to support the community's interaction with the school to support the learning needs of all students. Parent feedback rate communication as a strength, which validates initial efforts to expand student support through parent engagement.	Summerville Elementary is proud of the partnerships and communication systems it has created with its school community over the past three years. These systems have grown to be well utilized, and data indicates that they are well received by the school community. These systems will continue to be implemented with attention to the individual needs of each group in the school and attentive to feedback to expand and further promote communication to all school members. Areas of specific focus will continue to be looking for groups that are underserved and underrepresented in the school’s current communication plan.	Summerville Elementary seeks to provide personal, individual, and ongoing communication with all school groups, but most specifically underserved and underrepresented families. Personal connections and attention to individual needs are a priority for the school staff.	"Summerville Elementary has developed various parent advisory groups to help provide input and feedback for district initiatives, new curriculum, and new school projects. This includes a longstanding Parent, Teacher, Student Association (PTSA), a supportive Indian Education Parent Committee, and a site council made up of many different representatives of the school. Working with parent groups has become an essential part of the school's continuous improvement and feedback process. As many of the groups are further established, their work will become integral to the school's ongoing work. Aligning with the school's motto, ""Working together, we can make a difference,"" these groups actionably model this work for the school and the community."	Ongoing work in the school decision making process will focus on empowering educational partners voice at the school and working to identify needs jointly. Through this collaboration, the goal will be to create specific and actionable areas for improvement that will help to bring agency, empowerment, and voice in the decision-making process for all groups within the school.	Summerville Elementary seeks to provide personal, individual, and ongoing communication with all school groups, but most specifically underserved and underrepresented families. Personal connections and attention to individual needs are a priority for the school staff and ensure that decisions mirror the expressed need and data drive priorities of all members of the school community.	4	4	4	4	3	3	3	3	3	3	3	3	Met		27JUN2023	2023
55724130000000	Summerville Union High	3	The Summerville Union High School District provides many opportunities for communication and interactions between school staff and families. GLCs meet with the parents of all incoming students in the Spring of their 8th grade year or prior to the start of their first day of school to lay the foundation of a positive relationship between school staff and families. GLCs work with the same groups of students from entry to graduation. Our Back to School Night event includes a free barbecue for parents and staff to connect and communicate. Teachers communicate regularly via phone or email as well as through Google Classroom to address concerns about student progress. The Superintendent sends out a Weekly Campus Update via email to ensure parents are receiving regular communication from the district regarding important school information. The office has an open-door policy. GLCs and the Principal always make themselves available should a parent need to speak with an administrator. Parents are invited to attend school board meetings, Site Council meetings, and Connections Advisory Board Meetings. Surveys requesting community input are appreciated by parents and provide valuable feedback to the district.	Summerville Union High School District will continue to broaden the input that we receive from a wider variety of families. The school continues to reach out and seek information and provide guidance to support student achievement. Teachers and GLCs are expected to communicate with families after speaking with students to be sure that all are on the same page and necessary supports are in place. This helps in building and maintaining relationships. In addition, our school counselor meets with students and communicates with families as the need arises. We are also fortunate to have our AWARE counselor on campus once a week to meet with higher profile student needs.	The district continues to work very hard to provide instruction to all of our students. Our staff feels strongly that returning to regular school attendance and normal learning following the pandemic is a critical focus. Our crisis counselor suggests that the mental health need of the students is high. To that end Summerville High will be implementing a student Wellness Center on campus in the fall of 2023. We have experienced good relations with both our teacher's association, our classified association, Our community has been supportive of our progress during and following the pandemic. We have seen the importance of having a variety of education models at our disposal in our school district. We have three necessary small school options, an alternative education site as well as independent study and adult education opportunities to best serve our students.	Summerville High has worked diligently to encourage communication between students and teachers, teachers and parents, and to include administration when that support is needed. We will continue to work on this as our feedback from school-based surveys and Healthy Kids Survey shows that this is an area where we can always improve. Partnerships with our educational community partners are an important factor in making certain that everyone knows what the expectations are and how we each will be held accountable to those expectations. The district will continue to reach out to community-based resources for additional support and we look to have some parent/community nights to discuss needs within our educational community such as following drug trends, learning about campus safety protocols, and how best to speak with your student about difficult topics.	Summerville Union High School District is committed to providing opportunities for our community to provide feedback. Through this feedback, we see that mental health support for students is very important. We continue to look to expand our A-G course offerings. In the coming year, we will expand course offerings in our CTE pathways especially in the medical sciences and in the computer sciences. Our community has shared these as important areas to look at. We will continue our work with Columbia College through the dual enrollment process to see what can be available for our students either on campus or at the college. We offered two sections of Honors US History this past year as dual enrollment courses taught on the Summerville campus by one of our Summerville history teachers. Next year we will be adding an Introduction to Music dual enrollment course and a Music Theory dual enrollment course on campus for our students taught by our Music Teacher.	Summerville Union High School District will continue to reach out to our underrepresented populations through Student Study Team meetings, teacher conferences, administrative conferences and through 504 and IEP meetings. Creating opportunities for parent nights as well is something that the district has previously done and wish to continue.	Summerville Union High School District's strength is reaching out through a variety of methods to get feedback. The district sends surveys online, weekly update messages from the Superintendent and Principal and the advisory councils of School Site Council and Connections Advisory support more input as well. These groups in addition to school students, staff and administration working together will support moving our student supports forward.	Information for this priority is based on student and parent surveys given throughout the school year. A Weekly Campus Update email is sent out each Friday during the school year to let people know about surveys, campus events and updates and asking for people to get involved in making sure their voices are heard. Additionally, we provide more opportunities to parents and our community to participate through our Advisory groups, School Site Council and Board meetings. This will continue to allow for more options for people to participate. The district is always looking for more ways to involve parents in campus committees. We want input and need to know what is working and not to be able to improve.	Summerville Union High School District will continue to solicit input from underrepresented families through surveys, phone calls, student/teacher/administrative meetings to provide opportunities for input. This is always an area for improvement.	4	4	3	4	3	3	3	3	3	3	3	3	Met		28JUN2023	2023
55724130112276	Gold Rush Home Study Charter	3	Gold Rush Charter School enjoys a significant level of parent support and participation. Parents are highly engaged in many school activities and in the following ways: -High School SAM (Student Achievement Meetings) meetings take place at the end of each Learning Period -GRCS Monthly Board Meetings  -California Healthy Kids Survey (Administered to students in grades 7 and 11) -Monthly PTO meetings -Parent feedback solicited on LCAP at Parent Advisory meeting -Individual and small group parent meetings with the Director -Parent/Teacher conferences -Monthly newsletters -Parent volunteers and chaperones -Frequent communication relating to school news, updates, and weather-related events	GRCS will continue to offer engaging opportunities and provisions for parent involvement and input on the overall operations and educational experience of our programs.	All students' needs, including those from underrepresented families, are considered when identifying strengths and challenges, providing support and interventions at the Country School, High School , and Independent Studies.	Parents demonstrate strong partnerships for student outcomes - both academic and social emotional by attending and supporting the many school school events, meetings, activities and volunteering in classrooms to support learning.  GRCS has addressed some of the areas of concern reflected in the Healthy Kids Surveys by implementing a Tier 2, fully-staffed Zen Den to provide support for our emotionally at-risk students.	GRCS will continue to promote family partnerships through school activities, volunteering opportunities, parent teacher conferences, SST and IEP meetings, and Parent ELA and Math Nights to provide instructional tools for our parents who serve as co-teachers.	We will continue to encourage all parents, including those of unrepresented families, to participate in all school partnership offerings such as School Site Council, School Board meetings, PTO activities, volunteering, LCAP input meetings, and parent/teacher conferences.	GRCS has highly involved parents who effectively communicate their input and opinions on the operations of the schools, staff, safety, and student learning, through parent/teacher conferences, surveys, meetings with the Principals, and School Board meetings.	In addition to all of the measures we currently implement to solicit input, GRCS is encouraging parents to provide additional input in decision-making by joining School Site Council.	All of our families and stakeholders, including our unrepresented families will continue to be encouraged to be involved in the decision-making process as we solicit their input on continuous improvement.	5	5	5	5	5	5	5	5	5	5	5	5	Met		06JUN2023	2023
55724135530191	Connections Visual and Performing Arts Academy	3	The Summerville Union High School District provides many opportunities for communication and interactions between school staff and families. GLCs meet with the parents of all incoming students in the Spring of their 8th grade year or prior to the start of their first day of school to lay the foundation of a positive relationship between school staff and families. GLCs work with the same groups of students from entry to graduation. Our Back to School Night event includes a free barbecue for parents and staff to connect and communicate. Teachers communicate regularly via phone or email as well as through Google Classroom to address concerns about student progress. The Superintendent sends out a Weekly Campus Update via email to ensure parents are receiving regular communication from the district regarding important school information. The office has an open-door policy. GLCs and the Principal always make themselves available should a parent need to speak with an administrator. Parents are invited to attend school board meetings, Site Council meetings, and Connections Advisory Board Meetings. Surveys requesting community input are appreciated by parents and provide valuable feedback to the district.	Summerville Union High School District will continue to broaden the input that we receive from a wider variety of families. The school continues to reach out and seek information and provide guidance to support student achievement. Teachers and GLCs are expected to communicate with families after speaking with students to be sure that all are on the same page and necessary supports are in place. This helps in building and maintaining relationships. In addition, our school counselor meets with students and communicates with families as the need arises. We are also fortunate to have our AWARE counselor on campus once a week to meet with higher profile student needs.	The district continues to work very hard to provide instruction to all of our students. Our staff feels strongly that returning to regular school attendance and normal learning following the pandemic is a critical focus. Our crisis counselor suggests that the mental health need of the students is high. To that end Summerville High will be implementing a student Wellness Center on campus in the fall of 2023. We have experienced good relations with both our teacher's association, our classified association, Our community has been supportive of our progress during and following the pandemic. We have seen the importance of having a variety of education models at our disposal in our school district. We have three necessary small school options, an alternative education site as well as independent study and adult education opportunities to best serve our students.	Summerville High has worked diligently to encourage communication between students and teachers, teachers and parents, and to include administration when that support is needed. We will continue to work on this as our feedback from school-based surveys and Healthy Kids Survey shows that this is an area where we can always improve. Partnerships with our educational community partners are an important factor in making certain that everyone knows what the expectations are and how we each will be held accountable to those expectations. The district will continue to reach out to community-based resources for additional support and we look to have some parent/community nights to discuss needs within our educational community such as following drug trends, learning about campus safety protocols, and how best to speak with your student about difficult topics.	Summerville Union High School District is committed to providing opportunities for our community to provide feedback. Through this feedback, we see that mental health support for students is very important. We continue to look to expand our A-G course offerings. In the coming year, we will expand course offerings in our CTE pathways especially in the medical sciences and in the computer sciences. Our community has shared these as important areas to look at. We will continue our work with Columbia College through the dual enrollment process to see what can be available for our students either on campus or at the college. We offered two sections of Honors US History this past year as dual enrollment courses taught on the Summerville campus by one of our Summerville history teachers. Next year we will be adding an Introduction to Music dual enrollment course and a Music Theory dual enrollment course on campus for our students taught by our Music Teacher.	Summerville Union High School District will continue to reach out to our underrepresented populations through Student Study Team meetings, teacher conferences, administrative conferences and through 504 and IEP meetings. Creating opportunities for parent nights as well is something that the district has previously done and wish to continue.	Summerville Union High School District's strength is reaching out through a variety of methods to get feedback. The district sends surveys online, weekly update messages from the Superintendent and Principal and the advisory councils of School Site Council and Connections Advisory support more input as well. These groups in addition to school students, staff and administration working together will support moving our student supports forward.	Information for this priority is based on student and parent surveys given throughout the school year. A Weekly Campus Update email is sent out each Friday during the school year to let people know about surveys, campus events and updates and asking for people to get involved in making sure their voices are heard. Additionally, we provide more opportunities to parents and our community to participate through our Advisory groups, School Site Council and Board meetings. This will continue to allow for more options for people to participate. The district is always looking for more ways to involve parents in campus committees. We want input and need to know what is working and not to be able to improve.	Summerville Union High School District will continue to solicit input from underrepresented families through surveys, phone calls, student/teacher/administrative meetings to provide opportunities for input. This is always an area for improvement.	4	4	3	4	3	3	3	3	3	3	3	3	Met		28JUN2023	2023
55724210000000	Twain Harte	3	This year the district made parent engagement a focus for the year as the previous 2 years did not allow a lot of involvement of parents in the school systems due to the pandemic. We continue to work on identifying strategies to improve in this area including offering more family events that bring students and parents both on campus for learning and social activities. We also were able to allow parents to volunteer in classrooms for the first time in 2 years. Our staff have built relationships with parents and families developing effective communication procedures to keep families informed about what is happening their child's school.	We will continue to work to increase our family and community activities programs offered on campus. Progress was made this year on this as we were able to offer family clothing drives, a literacy night, and a movie night. Planning has already begun to increase these parent engagement opportunities for the coming school year as well. Our parent LCAP survey results indicated that parents would like more opportunities to engage with the school and this will be a priority for the district in the 2023-24 school year.	The district has increased the frequency of messages and information sent home to families. Sending school communication from the school more frequently and using a variety of communication platforms will increase access for all our families. Furthermore, increasing family events that highlight educational activities for families will improve student outcomes for these families.	Parent rights and responsibilities are communicated via the student/parent handbook distributed each fall. We currently hold parent teacher conferences twice a year to allow parents time with their their child's teacher to discuss progress and address concerns. Parent conferences are well attended and our teachers ensure they are prepared to provide accurate and relevant information on students achievement and progress. The school continues to hold an annual back to school night in the fall along with an open house in the spring to encourage parents to be more involved in their child's education and to increase and improve home to school communication.	Educational partners identified in survey results the need for parent engagement opportunities to connect parents to one another. The district will continue to identify strategies and programs to improve in this area.	Outreach to low income families inviting them to volunteer on campus will occur more frequently and use a variety of communication platforms to ensure all families are receiving the information.	The district distributes a number of surveys throughout the year to gather feedback and input and a district initiatives and programs. The California School Parent Survey is sent to parents in March each year to gather input on school climate and engagement. Then, later in the spring a survey is developed to gather input on goals and actions of our LCAP. The district also developed a parent survey to gather input on school safety as we reviewed policies, procedures, and personnel that provide a safe campus for our students.	Increasing opportunities for parent engagement and interaction and increasing membership in our parent/teacher organization has been identified as a priority for the coming school year.	Outreach to low income families inviting them to volunteer on campus will occur more frequently and use a variety of communication platforms to ensure all families are receiving the information.	4	4	4	4	4	4	4	5	5	4	4	4	Met		28JUN2023	2023
55751840000000	Big Oak Flat-Groveland Unified	3	The LEA utilizes Parent Square, Google Surveys, Remind, and Facebook , as well as email and newsletters to communicate with families. At the elementary school, Parent-Teacher conferences are held each fall, which is essential in building relationships between staff and families.  Back to School Nights are held at every school in the fall to establish  communication and parent involvement.	The LEA will continue to focus on communication between schools staff and families. This will include updating our website weekly so it is current for school happenings and day to day activities.  It will be a priority of the District to encourage our families to return to campus, by inviting volunteers to assist in the classroom, and holding Open House, Art Shows, Family Fun Nights, Movie Night, and athletic events. The District understands that volunteers and support from home are essential for our student's success.	While the ELL student population in our district is under 3%, we have seen an increase of ELL students this year. The LEA will ensure that all communication sent to families through Parent Square is offered in both Spanish and English, and all parent notices are also available in Spanish. The LEA is committed to a bilingual staff member at each campus. Our foster youth, homeless liaison will work with each identified family to improve engagement and ensure their needs are being met.	The LEA is committed to providing professional learning opportunities for teachers, principals and support staff. So far the Principals have attended three conferences this year on resiliency, social emotional well-being, and Agriculture, with two more scheduled for the summer. Teachers have attended workshops on math, FFA, Agriculture, special education, NWEA MAPS assessment, and English Language Arts. Additional professional development will take place this summer in math, ELD, Positive Behavior Intervention Strategies and Universal Design for Learning. Our special education team has done an excellent job, not only in advocating for special needs students, but providing their parents with these tools and their legal rights. The Foster Youth / Homeless Liaison ensures that our neediest students receive support wherever needed.	The LEA did an excellent job on providing educational resources for parents during distance learning. When students returned to in-person learning the focus was more on reacclimating students to full time in-person instruction and less educational materials were sent home. In the upcoming year, the LEA will strive to provide families with  information and resources to support student learning in the home on a regular basis.	The LEA has held a Fall Festival, winter concert, family movie night, FFA banquet, and Spring Carnival, to give families and opportunity to be involved in the schools.  Parents will be notified in their requested language, via Parent Square, email, social media and the district website for all engagement opportunities.	All three schools in the District have active Site Council  this year and have  held regular meetings. The LEA has used surveys sent through Parent Square to gather input for educational partners. In additional the California Healthy Kids Survey was distributed to all parents, students and staff through our newsletter, Parent Square, website and social media.	The district has had a difficult time recruiting families to serve on advisory groups, especially in the aftermath of the pandemic.  Attendance has increased at our Board Of Trustee Meetings, and other virtual events, and we have relied on surveys for input from our stakeholders.  We have had an increase in family engagement opportunities this year  and started to see the return of volunteers to our campuses.	The district will focus on personally reaching out to families, especially those from underrepresented groups to ensure we receive input from all educational partners.  Increased communication is an action item in the LCAP and a priority of the Board of Trustees. Administration on all campuses will use multiple methods to contacts our families, including : Parent Square, newsletters, social media, phone calls, email and the district website.	5	5	4	5	4	3	4	5	4	4	5	4	Met		28JUN2023	2023
56105610000000	Ventura County Office of Education	3	VCOE Schools and Programs serve students and their families in a non-traditional, alternative educational setting. From our court and community schools to our special education schools and programs, students enroll in our sites continuously throughout a school year, for targeted support in a variety of areas. Building and maintaining positive relationships with our students and their families is critical in ensuring positive student outcomes. Prior to a student’s initial enrollment in one of our sites a meeting is held, whether it be an orientation meeting or within the IEP process, in which families and school staff connect to discuss the student's program and plan. This meeting also provides an opportunity for the school staff to begin to build this necessary partnership with the student and family. Due to the larger percentage of students with special needs throughout our VCOE Schools and Programs, IEP meetings occur frequently, at least annually for each student within the special education program. These meetings provide an opportunity for families and the school team to further build upon their relationship and partnership to strengthen their student’s educational program. In addition to the meetings described above, other weekly communication is shared with families to maintain transparency and further build the relationship with school staff and families. A weekly newsletter is shared with all families throughout our schools and programs every Friday in which school news, health and safety updates, and upcoming events are shared. School to home communication is further enhanced with the use of the Parent Square portal which allows for messages, alerts, and posts to be shared with individual families, a whole school, or an individual classroom within a school. The communication is sent to families in their preferred language and families have the capacity to send messages directly to the teacher and/or administrator. Throughout the school year events are held at each school site to bring all members of the school community together. Events like Back-to-School Night, Open House, District English Learner Advisory Committee, School Site Council, and various parent/guardian meetings and learning opportunities are held throughout the year to maintain the relationships and connection between school staff and students’ families.	To continue to build relationships between school staff and families, VCOE Schools and Programs will continue to focus efforts on outreach. Due to the unique nature of our schools and programs, our school communities are made up of a diverse group of students and families with diverse needs from communities throughout the county. In addition, our schools and programs are not in traditional school settings and the length of student enrollment varies greatly at each of our sites, creating a low stability rate. These circumstances can often present a challenge to creating and strengthening a tight school community. By continuing to focus on outreach and communication to each of our school families, considering factors like culture, language, and past school experiences, school staff can ensure that families feel welcome and valued on their school campuses.	VCOE Schools and Programs will work to improve engagement of all our school families, particularly those that are underrepresented, by continuing to ensure that all staff know who we are serving at our sites, are listening to families, and are being responsive. Regularly reviewing student data provides staff with important information needed to understand the students we serve. In addition, providing opportunities for our underrepresented families to express their needs, whether it be in a meeting, survey, or an informal conversation or conference, allows for their voices to be heard and may promote further engagement.   Most importantly, school staff must be responsive to the needs of the families. By regularly reviewing student data and listening to parents/guardians' feedback, school staff will be intentional in building and maintaining positive relationships with school families.	VCOE values the partnership with our families and understands that a strong partnership promotes positive student outcomes.  VCOE Schools and Programs serves a large percentage of students with special needs that require individualized educational plans (IEPs). Conducting meaningful and productive IEP meetings that promote positive partnerships leading to positive student outcomes is an area of strength for our schools and programs.  These IEP meetings provide a valuable opportunity for the team to discuss the student’s educational progress and update goals and services to positively affect the student's academic outcomes. In addition, another area of strength is the support given to families so that they understand and exercise their legal rights pertaining to their student’s educational needs within the special education program.  In our court/community school programs, parent/guardian involvement is strongly encouraged and promoted through established engagement opportunities such as transition meetings, new student orientation, and parent connect weekly meetings.	To continue to build the partnerships with our school families, an area of focus for VCOE Schools and Programs is to continue to look for meaningful and relevant learning opportunities for parents/guardians that focus on supporting their student.  As mentioned in an earlier response, a strong home - school partnership is critical to student success.  Finding the appropriate time and delivery mode is also an important factor to consider as we are working with families throughout the county with diverse needs and backgrounds. Due to the unique make up the VCOE Schools and Programs community, creating these learning opportunities that are relevant and appeal to all of our families can often be challenging, however, the staff agree wholeheartedly that providing these opportunities is essential and will continue to prioritize this effort.	VCOE Schools and Programs will work to improve engagement of all our school families, particularly our underrepresented families, by continuing to focus on outreach and the review of student data. By being intentional in their efforts, school staff will seek input from families in order to assess the needs at each school site. Additionally, reviewing student data at both the state and local level will provide valuable insight to the learning needs at each school site. Gathering this information, through parent/guardian feedback and reviewing student data, will inform planning and lead to relevant learning opportunities that meet the needs of school families.	VCOE Schools and Programs has opportunities in place to seek input from parents/guardians for decision making purposes. School Site Councils have been formed at several of our school sites and meet throughout the school year to discuss school programs and resources, review student data and the school budget. A few school sites also have an English Learner Advisory Committee, and our LEA has a District Learner Advisory Committee which meet throughout the school year to discuss our English learner student programs and resources. In addition to these more formal avenues of seeking input from families, VCOE Schools and Programs also uses parent/guardian surveys to seek valuable feedback to inform decisions and planning.	Although there are methods in place to gather input from our parents/guardians, the challenge for VCOE Schools and Programs is increasing parent/guardian participation in these opportunities. As mentioned previously, factors that may affect the participation rates might stem from the unique make- up of our schools and programs and past school experiences of our students and families. Focusing on ways to increase participation is necessary so that we have a diverse representation of parents/guardians within the input that will help to inform school plans and programs.	VCOE Schools and Programs will continue efforts to improve engagement of families, particularly underrepresented families, through ongoing communication and by providing a variety of engagement opportunities. Keeping families informed on school events, meetings, student programs, and available resources will provide families with a clear understanding of the school program and will help in building the connection that will lead to increased engagement. The weekly newsletter shared with all families via the Parent Square portal will provide this important and relevant information. School staff will continue outreach to parents/guardians during informal and formal meetings and surveys. Underrepresented family participation in formal meetings such as School Site Council and English Learner Advisory Committees will be encouraged and promoted through invitations and phone calls.	5	5	5	5	5	4	5	5	4	4	5	4	Met		26JUN2023	2023
56105610109900	Vista Real Charter High	3	Strong relationships between staff and families are vital to Vista Real’s success. The partnerships we build with our Educational Partners are what allow us to help students overcome many of the barriers they face. Parents and students report that they appreciate the weekly, individualized communications they receive, the low staff-to-student caseloads, and the support of counselors, tutors, and paraprofessionals.  Parents reported that Vista Real benefits from having multiple methods of communication, including regular phone calls, emails, Parent Square updates, and text messaging. Results of our Annual Survey show that over 97% of parents/guardians feel that communication between school and home is effective. Additionally, 92% of parents feel that the school keeps them well-informed about updates, events, and activities. The one on one, personalized interactions help develop deep trust between staff and families and Educational Partners report feeling comfortable reaching out to school staff with any questions or concerns. Additionally, 97% of students surveyed feel they have a safe adult they can rely on at school.  Vista Real is also making a concentrated effort to support staff in learning about each family’s strengths, cultures, languages, and goals for their children. This is a vital component in building trusting relationships and strong foundations for parental involvement. Communications are translated so that families are able to receive support in Spanish when needed. This has opened up our audience and has made meetings such as the PAC and ELAC more inclusive. In a recent ELAC meeting, a student responded to reclassifying as English proficient by saying “Thank you for believing in me and pushing me to do [well]. You guys have really helped me a lot and I appreciate that.”	One area of focus for improving staff and family relationships is to improve parent/guardian participation and input in activities, events, and meetings. While we do invite all Educational Partners to school events, participation could improve. To address this, Vista Real aims to make attendance more meaningful for individuals and families by highlighting student success stories at our events.  While Vista Real holds quarterly PAC/ELAC meetings, regular Parent & Teacher Conferences, workshops, etc., there is room for more authentic family involvement in our program. We will expand opportunities for 2-way communication by holding a combination of virtual and in-person events that take place on different days/times. Vista Real aims to encourage more feedback and input from families by deepening staff and family relationships during these events as well as during regular communications.	Vista Real will improve engagement of underrepresented families by providing translation services for educational partner communications, offering multiple opportunities for participation both virtually and in-person, and providing classes/workshops based on educational partner needs/requests. Additionally, having the voices of English Language Learners, Students with Special Needs, and their families at all of our events will allow us to engage with underrepresented families.  We are confident that the evolving methods of communication will help underrepresented educational partners remain connected to the school. Through increasing opportunity and access, more families will be able to actively participate and impact their child’s education.	Policies and programs for teachers to meet with families and discuss academic progress toward improving student outcomes has been an area of strength for Vista Real. Our Annual Survey shows that 88% of parents/guardians feel that the school has effective, regular communications regarding student progress. One particular highlight is the school’s use of Data & Design to send home weekly attendance and credit completion updates. This allows parents to monitor student progress.  The school survey also shows a favorable implementation of our ability to work together to create a team of supporters for our students. The parent of a Special Education Student stated that she is “so happy with how [student name] is doing and I wish I knew of the program for his older brother.”  Additionally, professional learning to improve the school’s capacity to partner with families has been a highlight for us this year. With the aid of funding from one-time grants, Vista Real has been able to participate in various professional developments such as the Multilingualism Leadership Conference. These professional developments have helped us focus our PLCs on engaging students and approaching their education from a place of understanding. This has contributed to the success of our students.	While parents report on the Annual Survey that the school’s progress in providing information and resources to support learning and development in the home has been favorable, information pertaining to their legal rights and ways to advocate for their students can improve. Additionally, Vista Real continues to encourage parent feedback and input on the use of school funds to improve outcomes for students, but responses are often very limited. This may be due to the fact that school performance data and the breakdown of funds can make them feel intimidated. It is a lot of information in an area where not many parents have the experience. Vista Real aims to improve parent/guardian feedback by first providing data on student needs and then options for how we can address those needs. This would ideally evolve into Educations Partners contributing their own ideas, once they have more understanding of the data.	Translation services, as well as the addition of staff such as English Language Paraprofessionals, Counseling Paraprofessionals, and Social Work interns, will allow more frequent personalized communication. Students and families will have another layer of support from staff who are more readily equipped to address their unique needs, allowing us to develop the relationships necessary for underrepresented families to actively engage with the school.	As we emerged from the pandemic and subsequently entered into an era of high cost of living, Vista Real staff have had to continuously adapt and innovate to meet the needs of our students and families. Due to an increase in the demands for trauma-informed care, we increased Counseling staff and implemented new practices in social-emotional learning so that we could better address both student and community needs. We established new career pathways and dual enrollment opportunities based on feedback from families that students are more active in the workforce. This helped create powerful educational partner relationships that led to more involvement in school decision-making. Participation in school events increased. With celebrations of student progress, an increase in counseling support, more parent education workshops, and an increased social media presence, educational partners were more informed and readily able to participate and share input. Our school survey shows that parents appreciate this level of outreach, especially during times of such disconnect. Vista Real plans to continue these efforts in the upcoming year and will continue evolving in response to the feedback from our students and families.	Although parents attend meetings and events, an area of improvement for Vista Real is to find a way to actively engage families in the planning and implementation of programs. While we go to great lengths to promote and invite Educational Partners to our public meetings and events, our progress in building the capacity of staff to effectively engage families in the decision-making process is still developing. We are changing the way that we present school performance and financial data to our Educational Partners. Rather than charts and graphs, we are telling a story with the data instead, making it more comprehensible with the intent of stirring more feedback and input.	Vista Real will continue to engage our underrepresented families through personal phone calls in their primary language, like Spanish, that invite them to meaningful school decision-making events such as ELAC meetings and LCAP Educational Partner meetings. Relevant documents will be translated and made available to all families and meetings will have live, real-time translation options to allow for ease of access. We will also continue to provide classes/workshops based on parent interests/requests to better engage our underrepresented Educational Partners. Additionally, with an increase in staff members, particularly Paraprofessionals, Social Workers, and Counseling staff, we will be able to provide more layers of support so that we can bring more families into the active community.  On the Annual School survey, parents responded favorably that the school encourages parents/guardians’ participation and input in activities, events, parent workshops, and meetings. This is evident through the attendance of diverse families at school events. This is key in providing an inclusive forum for all Educational Parents to share input and feedback.	4	4	3	4	3	3	4	3	3	3	3	4	Met		30MAY2023	2023
56105610112417	Ventura Charter School of Arts and Global Education	3	Ventura Charter School provides multiple entry points for parents and families to participate in their child's education. Parent volunteers are encouraged. Our Parent Advisory Committee meets monthly, and parents are surveyed twice a year. Parents run a variety of committees, including Parent Connection Committee, Garden Committee, Thanksgiving Feast Committee, Yearbook Committee, etc.	Since the pandemic, VCS has had far fewer parent volunteers on campus. The 2023/2024 LCAP will set goals to address this and increase parent participation during the school day.	VCS provides regular support to teachers to improve their capacity to partner with families. Teachers maintain classroom websites (translated into multiple languages) with a wealth of resources for families to support student learning and communication about what is happening in the classroom. The school has adopted the use of ParentSquare which allows for streamlined communication with parents. Parents can set their preferences as to how/when they receive notifications. This ensures that parents are able to receive communication in whatever form is most accessible for them. Student-led parent conferences are held formally twice a year to encourage and promote transparency and communication about student progress. Our previous goal was to find ways to engage our Spanish speaking families and to increase participation in school meetings. Prior to COVID we were making progress on this focus area. Teachers who plan and coordinate school events have begun incorporating more culturally inclusive elements. We will continue to work on this focus area.	In the 2022/2023 school year, VCS continues to be presented with significant challenges to getting back to our baseline prior to the pandemic in building relationships with families. Ventura Charter School was able to successfully hold parent meetings, parent/teacher conferences, Student Study Team meetings, and IEP meetings both virtually and in person. This kept parent involvement strong at VCS this year. 90% of our parents say that VCS encourages parental involvement. 80% of parents say that their child's teacher communicates with them sufficiently about their child's progress. 98% of VCS parents believe the school communicates with them about important school policies and events. 94% believe there are opportunities to contribute in ways that are meaningful and feasible. 90% of parents believe the school encourages them to be an active partner in educating their children. 77% feel welcomed and recognized in the school community. We look forward to returning next year with full parental involvement on campus.	Ventura Charter School continues to focus on meeting the needs of our English Language Learners and ensuring their families feel welcome on campus. Working towards ways for parents to support the classrooms and be on campus more during the school day are priorities for the 23/24 LCAP.	Ventura Charter School is implementing the ELLevation curriculum and support to improve engagement of ELL students and their families. VCS has employed a marketing firm to increase diversity of families applying and enrolling at VCS.	In the 22/23 school year, parents met monthly via Zoom at parent request to continue eliciting parent input on school policies and practices. VCS parent survey data (below) indicates a high amount of parents feel heard and valued at VCS.	VCS returned to its annual Mid-Year Family Survey this February. From the data, we believe we did a better than average job with our programs and provided as much support to our parents as possible. An area that has surfaced as needing improvement is parents feeling welcomed and recognized in the school community. 74% - I know what is happening in my child's classroom. 79% - The school takes effective measures to ensure the safety of students. 80% - My child's teacher communicates with me sufficiently about my child's progress. 98% - The school communicates with me about important school policies and events. 94% - There are opportunities to contribute in ways that are meaningful and feasible at VCS. 77% - I feel welcomed and recognized in the school community at VCS. 90% - This school encourages me to be an active partner in educating my child.	In the 23/24 school year, VCS plans to have more in-person events for parents. Including regular meetings regarding how our work with EL Education improves engagement for underrepresented students and families.	5	5	4	5	5	5	5	5	4	4	4	4	Met		15JUN2023	2023
56105610121756	BRIDGES Charter	3	Our strengths include involving a large percentage of our families in providing input toward school decisions and programs; our area of growth includes continuing to strive toward including a more diverse representation of educational partners in our input sessions and decision making processes.	With Feedback from Teachers and Charter Excellence Committee, refine mission statement to include priorities such as Leadership, Service/Citizenship, Community, Creative Arts, and Gifted Programs  Create a Parent Networking Group  Offer beginning of the year Volunteer Orientations with at least 80% parent participation.  Ensure that at least 100 unique parents will sign-up to participate in a major community event (Harvest Festival, Fun Run/After Party) or a PAC PMC.   Grow by 2% the percentage of families who volunteered regularly in their child’s classroom and the percentage of families involved in school leadership as measured by end of year surveys.  52% of families volunteered regularly in their child's classroom in 2022-2023.  26% of families were involved in school leadership and organizational activities in 2022-2023.  Offer at least three interactive learning sessions with parents, teachers, and staff to provide input and feedback on school culture and programs. parent education classes targeted toward parent interests and that are open to the public. Offer at least two (2) school wide events focusing on math, literacy, writing, NGSS, service learning, or the arts.	We will send out parent communication in English and Spanish; we will continue using our bilingual liaison to communicate school information with families; community events will focus on themes that value the unique cultures and identities of our students and their families. We will continue our Equity Committee.	We have a Charter Excellence Committee that reviews data and provides input at least three times annually.	We can continue to refine our processes for analyzing common assessment data in teacher learning communities and triangulating the data to include social emotional data alongside academic data.	We will continue to utilize our bi-lingual liaison and our ELO-P program coordinator to liaison with families and invite families to input sessions. Further, we will continue our Equity committee focused on ensuring inclusion for all students and their families.	We seek input via parent surveys at least once annually as well as in community feedback sessions.	We continue to seek a diverse representation of educational partners in our decision making.	We will continue to utilize our bi-lingual liaison and our ELO-P program coordinator to liaison with families and invite families to input sessions. Further, we will continue our Equity committee focused on ensuring inclusion for all students and their families.	5	4	3	4	4	3	3	4	4	3	3	3	Met		14JUN2023	2023
56105610122713	River Oaks Academy	3	ROA has a very strong history of creating and building relationships between staff and families due to the nature of our program. The parents/guardians play an incredibly important role in our program and work closely together with our teachers and the student to help the student be successful. The team (Teacher, Student and Parent) work together in all aspects of the student's education, including preparing the student's personalized learning plan (PLP), discussing the student's academic progress and supporting the student academically as well as social-emotionally. We therefore believe that it is ROA's strength to have, build and maintain these relationships.	We would like to continue to reach out to our families for more general input for the betterment of our program. Many of our families are so busy working with and educating their students, that they do not have the time or energy to give input to the overall program. We continue to work to have more parents and students take our surveys and in general give us constructive input on the improvement of what ROA does.	ROA teachers continuously engage with their families. It is the staff's strong belief that the academic success of each student depends on the trust and relationship they have with their teacher and therefore, it is our first and foremost goal to create relationships with each one of our students. As a personalized learning program, we pride ourselves in the fact that we address the needs of the whole child and therefore, our relationships that we build with our students and our families are imperative to this.	"The nature and structure of our program heavily depends on our teachers and staff to build relationships with our families. In our program, the parents are the academic facilitators and work closely not only with their students, but also with their assigned coaching teacher. Our teachers continuously provide not only feedback on the student's academics, but also support the parents with the appropriate and necessary resources. River Oaks and the parents as well as the students form a close team that works together to help the student be successful. Without that partnership our program would not be successful. It is exactly that teamwork and partnership that draws so many families to our program. Parents always have the right to advocate for their children, however, in this partnership, this goes beyond the ""right of the parent"" but is a necessity for the parent to help the teacher understand how the student learns and to communicate other essential support the family needs to continue to personalize the learning for the student."	We continue to build relationships and strengthen those at each meeting that the teachers and staff have with our educational partners. We continue to invite them to give us feedback and input throughout the year in a variety of ways.	We will have staff reach out to those families and make a special effort to reach out in a variety of ways, including in person, via text, phone and email to make sure that their voices are heard. Unlike other schools, ROA teachers meet with their students and parents weekly and therefore, the in person opportunity for all families and educational partners to give input in a informal setting is available to our educational partners regularly. We will continue to offer those opportunities.	We believe that ROA has been and is very strong in seeking input for decision-making due to the nature of ROA's program. Our families are asked for input at meetings, through surveys and when they are on campus. Staff and administration is readily available and visible to be able to give input easily. The input is then used to shape the program for the upcoming year.	Due to the nature of our program, the parents and families are heavily involved in all areas of the program. Their input is solicited via surveys and at the regular meetings with their coaching teachers. Parents make up a part of the governing board and also are involved in the PAC, the ELCA committee, the curriculum committee, the budget committee and individually as much as possible outside of any committee as well. We seek the input of our parents and stakeholders as this program is developed for our students and guiding comments from our parents are driving changes and improvements.	We will continue to offer a variety and different forms of opportunities for all families to give input. Staff will continue to be trained to listen to their families and encourage all families to express their ideas and thoughts for the improvement of our program.	5	5	5	5	5	5	5	5	5	5	5	5	Met		01JUN2023	2023
56105616055974	Meadows Arts and Technology Elementary	3	MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the annual ELPAC results are reviewed, and goals are created to assist the student at home and at school. Grade-level specific tool kits allow all parents access to materials in order for them to adequately assist their students at home. All parents are encouraged to attend monthly Directors' Dialogues in order to participate in an informal dialogue with the Directors. These meetings allow for open communication and the ability of the parents to ask programmatic questions and provide input and feedback.	The MATES Board of Directors has developed board committees including Curriculum, Technology, Safety, Budget, Visual Arts, Performing Arts, Personalized Learning Program, Diversity, Equity and Inclusion, and Universal Pre-Kindergarten. These committees are comprised of board members, administrators, teachers, parents, and community members. Committees meet to discuss policies, proposals, actions, etc. and make recommendations to the MATES Board of Directors. This process allows for input from a variety of educational partners.	Additionally, MATES administrators, teachers, board members and other staff access information through meetings and trainings at the Ventura County Office of Education. The MATES community is a very inclusive environment, and 2023 Local Performance Indicator Self-Reflection for Meadows Arts and Technology Elementary School Page 10 of 16 holds many school-wide events to promote family engagement including STEAM Night, International Night, Movie Night, Parent Education Nights, Winter Art Gallery, etc. All parents and guardians are welcome and encouraged to volunteer in any capacity allowing them to become engaged in the school and their child's learning. These effective communication methods have helped keep parents, including those of the typically underrepresented families, engaged in their students’ academic achievement.	Goal 3 on the MATES LCAP is to provide various opportunities for participation of all educational partners in students' academic success. The expected outcomes were to increase parent engagement through participation and education. Providing grade-level specific tool kits allowed parents access to materials in order for them to adequately assist their students at home.	MATES has always had a tremendous number of volunteer hours within the classroom and on the campus. This participation keeps parents and guardians connected to the happenings on campus and in the classroom. Also, MATES teachers provide a great amount of communication to the parents via personal emails, conferences, classroom newsletters, ParentSquare, and websites. Teachers hold annual formal parent/teacher conferences as well as make themselves available throughout the year to meet with parents.	The Student Study Team meets with parents weekly to provide interventions for students who are approaching or not meeting standards. Additionally, MATES staff meets with the parents of all English Language Learners to create an Individualized Learning Plan. At these meetings the ELPAC results are reviewed, and goals are created to assist the student at home and at school. These effective communication methods have helped keep parents, typically underrepresented, engaged in their students’ academic achievement.	The MATES Parent Advisory Council (PAC) meets regularly to provide and evaluate communication and participation opportunities to all parents including underrepresented families. As such, the PAC solicits parent volunteers to participate in schoolwide committees including Curriculum, Budget, Safety, Technology, Facilities, Visual Arts, Performing Arts, and Diversity, Equity, and Inclusion. These committees are made up of many educational partners and, after their research and discussion, make recommendations to the MATES Board for any additions or changes to the MATES program and policies.	Additionally, the MATES Parent Teacher Organization provides many family engagement activities throughout the year.	Both the Parent Organization and the School provide parent surveys to evaluate the effectiveness of the programs.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22MAY2023	2023
56724470000000	Briggs Elementary	3	Based on analysis of educational partner input and local data, the LEA's current strengths and progress for building relationships between school staff and families include but are not limited to our parent events that are well received by all parents. These parent engagement opportunities include field trips, family nights, and school events such as Color Run and Cinco de Mayo that are highly attended. In addition to the events, open communication is highly encouraged between staff and families. School staff is available before and after school to families and families can volunteer in classrooms as well as attend events. The parents are grateful for the options that the LEA provides them and the strategies given to them to become active participants in their child's education.	The LEA is looking at ways to improve relationships between school staff and families by improving the website to include a mobile app capability. More family nights will be considered to provide families with resources to help support their children with social-emotional, health, and academic concerns.	The LEA continually looks at practices to encourage the engagement of underrepresented families at school. This includes having translators available and transportation for those that need it. Time of events is also considered to allow families the ability to participate. The LEA will also continue to look at locations that may be better suited to families for meetings, including the option of Zoom.	Based on analysis of educational partner input and local data, the LEA's current strengths and progress for building partnerships for student outcomes include but are not limited to our parent events that are well received by all parents. Both fall and spring conferences are well attended by families and allow time for the staff to collaborate with families on their children's academic progress.	The LEA recognizes the need to improve building outside partnerships with community resources to offer to families. This can include not only academic support, but health and social-emotional resources as well.	The LEA will continue to work with underrepresented families to understand when and how to access outside resources as that can be challenging for families. Having a close relationship with families to know what barriers may be in the way of them accessing what is needed is key. Trust must be established and the LEA is committed to continuing to build that with families.	We are a small school district and have built strong personal relationships with many of our families. As an LEA, we appreciate all parents and understand the active role they play in their child's education and also understand limitations in being present at meetings due to life challenges that occur. The LEA's biggest strength is being able to share district information in a short, quick period of time that engages parents and invites active participation.	The LEA will continue to provide translated surveys that are available electronically and on paper. The district will continue to find ways to improve increased participation from families for not only input surveys, but also attendance to key committee meetings such as DELAC and School Site Council.	Above what the district is doing for all families, personal invitations will be made to underrepresented families to have a voice in decision-making. It is imperative underrepresented families are given opportunities to share ideas and concerns with the district regarding the education of their children and the district is committed to having an open door to have these conversations in ways that are comfortable for these families.	5	5	5	5	3	3	4	4	5	5	5	3	Met		12JUN2023	2023
56724540000000	Fillmore Unified	3	Fillmore Unified School District builds relationships between staff and families by establishing welcoming environments, organizing family events, hosting student achievement celebrations, providing two-way interpretation of all verbal communications, translating all written documents, and scheduling parent/guardian-teacher conferences. Each site holds regular School Site Council (SSC) and English Learner Advisory Committee (ELAC) meetings. FUSD also hosts district meetings for committees, such as the District English Learner Advisory Committee (DELAC) and District Advisory Committee (DAC), providing parents/guardians with opportunities to engage with site administrators and staff. By alternating meeting locations, FUSD increases opportunities for parents and families to participate in and engage with school and district communities. These meetings allow families to collaborate with staff members to enhance the goals, actions, and services that are provided to students. Teachers and administrators use a variety of methods to communicate with families, such as social media, email, and SMS messages, to provide timely, pertinent communication about site and district initiatives and events. Families are invited to celebrate student achievement at regularly scheduled board meetings and events such as reclassification ceremonies and school awards assemblies. FUSD also works with several community partners such as the Fillmore Fire Department, Boys and Girls Club, and Big Brothers/Big Sisters to build relationships, provide student support, and increase engagement opportunities for students and families.	Fillmore Unified School District will increase 2-way communication with parents and families by using parent surveys provided in multiple languages to solicit family input and utilizing parent/family liaisons and the FUSD district counselor to consult with families and connect them with community resources as needed. Clear and consistent communication will provide families opportunities to learn about their rights, to participate in site and district activities, and to foster a collaborative learning community with school staff.	During the 2022-2023 school year, Fillmore Unified School District deployed parent/family liaisons to all sites who provided personal contact, case management, parent workshops, and other direct services to families.  FUSD will provide increased training for parent/ family liaisons, thereby strengthening school, family, and community partnerships.  FUSD will identify and share no-cost student enrichment opportunities with families, including UPK After-Care, ASES after-school care, online programs and applications, and other school events.	Fillmore Unified School District partners with various community organizations, such as, Fillmore Fire Department, Boys and Girls Club, Big Brothers/Big Sisters, and Ventura County Sheriff’s Department-School Resource Officers to build strong community relationships that improve student academic and civic outcomes. In the 2022-2023 school year, FUSD partnered with a community organization to host a Family Science Night at each elementary school site. Additionally, a hands-on STEAM event for elementary students was hosted in partnership with California Lutheran University. In partnership with the Ventura County Office of Education, FUSD provided Migrant students the opportunity to participate in Migrant Saturday School and a Migrant Speech and Debate tournament held at Oxnard College. FUSD also held a joint community Health and Wellness event with the City of Fillmore at each school, which offered students and families wellness activities and information about community services. Each school also organized parent and family engagement opportunities based on specific requests and/or identified needs. These site-based in-person events, activities, and meetings offered parents, families, and community members a direct way to provide valuable feedback on programs that affect student outcomes.	Fillmore Unified School District will solicit parent and family feedback on the effectiveness of existing partnerships designed to bolster student outcomes. This feedback will be used to modify existing programs and better meet the needs of students. Additionally, FUSD will focus on increasing family engagement to strengthen the home-to-school connection in order to positively support student learning outcomes.	Fillmore Unified School District will prioritize student learning outcomes by increasing outreach to underrepresented parents and families through online parent and family communication, social media posts, and direct contact. FUSD will provide increased training for parent/family liaisons, who support student outcomes by helping families access school resources.  Additionally, FUSD will support Newcomer, Migrant, Homeless, and Foster Youth families through a district counselor who directly reaches out to underrepresented families.  The FUSD district counselor coordinates support opportunities and connects families with essential services across the county.	Fillmore Unified School District seeks input for decision-making by encouraging parent/guardian participation in school and district committees such as School Site Council (SSC), an English Learner Advisory Committee (ELAC), and the District English Learner Advisory Committee (DELAC). These committees create a partnership between families and staff and allow families to provide input and feedback on both district and school initiatives, evaluate student achievement data, and act as partners in establishing district direction. FUSD continues its focus to improve family involvement.  Additionally, FUSD operates school board meetings that are open to the public twice monthly, with a published agenda and public comment portion of every meeting. All meetings included translation services. Each school site has a bilingual parent/family liaison who provides direct 2-way communication and support.  This support included assistance navigating online student programs and applications, filling out forms and required paperwork, communication of district and site events and facilitating conversations to seek valuable parent and family input and feedback at school sites.	Fillmore Unified School District will increase opportunities for educational partners and parents/families to provide input and feedback about current academic programs, student and family needs, current projects, and initiatives. FUSD will utilize parent/family liaisons to support input opportunities with parents and families at each site. Additionally, FUSD will seek input from educational partners and parents and families through surveys and site and district committees.	Fillmore Unified School District has provided families with internet hot spots and student devices to increase opportunities for families to communicate with school sites and provide digital input.  The district counselor provides direct support for underrepresented families to connect to district and community services. FUSD will increase opportunities for underrepresented families to provide input and feedback through parent/family liaisons and increased communication.  FUSD can also strengthen the amount and type of communication that is shared with parents and families.	3	4	3	3	3	3	3	3	3	3	4	3	Met		22JUN2023	2023
56724620000000	Hueneme Elementary	3	The Hueneme Elementary School District (HESD) will use the self-reflection tool with our LCAP Educational Partner Committee annually to reflect on progress, successes, needs, and growth areas in family engagement policies, programs, and practices. The results of this process will be used to inform our Local Control Accountability and the development process, to assess prior year goals, actions, and services as well as to plan or modify future goals, actions, and services.  Strengths/Progress in this area: * Many opportunities are being provided for family engagement (as outlined in our LCAP). * Positive response rate on the annual LCAP Survey (from various educational partner groups). * The district has improved to create welcoming school site environments for our families and community.	Focus areas for improvement: * Share, respond to, and create plans for Families in School Surveys * Increase opportunities for working parents/guardians to engage with our schools * Opportunities for parents/guardians to support in the classroom	Our Senior Director of Multi-lingual Learners and Family Engagement will continue to target our underrepresented families at each school site. We have partnered with Families in Schools to gather data and input from our families. The senior director will work 1:1 with each site principal to create specific next steps in building relationships between school staff and families.	The Hueneme Elementary School District (HESD) will use the self-reflection tool with our LCAP Educational Partner Committee annually to reflect on progress, successes, needs, and growth areas in family engagement policies, programs, and practices. The results of this process will be used to inform our Local Control Accountability and the development process, to assess prior year goals, actions, and services as well as to plan or modify future goals, actions, and services.  Strengths/Progress in this Area: * Providing professional learning and support to teachers and site administrators to improve our capacity to partner with families. * Providing families with information and resources to support student learning and development in the home.	Focus areas for improvement: * Share, respond to, and create plans for results from Families in School Surveys * Ensure that all educational partners understand the expected end-of-year student outcomes for each grade level and subject * Have a response to intervention plan in place for students who are at risk of not meeting end-of-year outcomes - a plan that is created collaboratively by identified educational partners	Our Senior Director of Multi-lingual Learners and Family Engagement will continue to target our underrepresented families at each school site. We have partnered with Families in Schools to gather data and input from our families. HESD has also contracted an expert to assist us in forming and facilitating an African-American Parent Advisory Council.	The Hueneme Elementary School District (HESD) will use the self-reflection tool with our LCAP Educational Partner Committee annually to reflect on progress, successes, needs, and growth areas in family engagement policies, programs, and practices. The results of this process will be used to inform our Local Control Accountability and the development process, assess prior year goals, actions, and services, and plan or modify future goals, activities, and services.  Strengths/Progress in this Area: * Increasing opportunities for educational partners to work together and to provide input - at the site and district level. * An increase in effective strategies to reach and seek input from our underrepresented groups in the school community - surveys, outreach tables at back-to-school nights/open houses, and the Parent Square App.	The focus area for improvement: * We need to improve in supporting our parents and guardians to understand the LCAP development process for them to be informed and empowered decision-makers	Our Senior Director of Multi-lingual Learners and Family Engagement will continue to target our underrepresented families at each school site. We have partnered with Families in Schools to gather data and input from our families. We will strengthen and expand our District English Language Advisory Council to improve outreach to our site English Language Advisory Councils. HESD must identify the barriers for our underrepresented families in sharing their input for decision-making and create plans to remove what keeps us from getting authentic representation.	3	4	3	4	3	4	3	2	4	3	4	3	Met		26JUN2023	2023
56724700000000	Mesa Union Elementary	3	Mesa Union School Districts takes great pride in providing a welcoming and supportive environment for parents and families. There have been several strategies Mesa has employed to develop stronger ties with families. One such strategy entails Mesa Union leveraging technology to increase communication and engagement with district families. Mesa Union currently utilizes ParentSquare as a two-way communication platform. Events have also been scheduled which help promote community, inclusion and information. These include, TK/K and middle school orientations, middle school showcase, and various other informational events. Additionally, the District has scheduled consistent meetings via Zoom for important informational updates.  Mesa Union has also continued to support the staffing of a Bilingual Family Liaison who is bilingual/biliterate. This position has been critical to providing language access (interpretation/translation) to parents and families at online/in-person events and through written communication. This position also allowed for committees and family groups to gain greater access to information and for the district to reach a greater number of Mesa parents and families, as well. Another strategy that led to significant parent/family engagement was the District's support of partner's fulfilling the District's updated Volunteer Policy. The District has sponsored a volunteer program with well over 50 regular school volunteers, including classroom volunteers, athletic coaches and club sponsors. The district supports volunteers through payment of background checks in order to facilitate participation.   Another important strategy for maintaining partnerships with parents and families was the ongoing support of and collaboration with Mesa Union's Parent Faculty Organization (PFO) and Mesa Education Foundation (MEF) groups. PFO and MEF have coordinated a greater number of community-wide events for students, parents/families and community, including various hospitality services for existing district events.	Based on an analysis of educational partner input and stakeholder data, Mesa Union has continued to dedicate resources and attention to communication with and engagement of district families. The strategies described in the prior section continue to be deepened and refined. In particular, the staffing of the Bilingual Family Liaison has been critical as a link to underrepresented families.	Based on an analysis of educational partner input and stakeholder data, Mesa Union will continue to provide language access (interpretation/translation) during school events and in communication. Additionally, Mesa Union continues to acknowledge the institutional barriers that obstruct full participation from underrepresented families, including those that do not have fluency in English.	Mesa Union School Districts has traditionally built and maintained quality relationships with educational partners, including community-based organizations. At present, Mesa Union has developed partnerships with other educational agencies and colleges/universities to promote a college-going atmosphere. Middle school students have participated in educational trips to universities such as UCSB and Cal Poly Pomona which have extended their learning beyond the classroom. Additionally, Mesa Union has a strong partnership with Ventura County Office of Education and Ventura County Schools Business Services Authority who have provided Mesa significant support and resources pertaining to: facilities, mental health, technical guidance and professional learning.	Based upon the analysis of educational partner input and local data, Mesa Union will focus on developing meaningful and authentic partnerships that bring resources, programming and real-world experiences to students and families. Specifically, the following are focus areas for the coming school year: facilities, mental health, professional learning and college/career pathways.	Based upon the analysis of educational partner input and local data, Mesa Union will focus on underrepresented families to gain better access to events, activities and resources derived from existing partnerships with community partners. With the following are focus areas for the coming school year (facilities, mental health, professional learning and college/career pathways), the focus will be on identifying underrepresented families to reap the benefit of those partnerships. In particular, there are plans for increased visits to college campuses and increasing clubs/courses that support college/career pathways into high school where families will receive more information and support.	Mesa Union annually administers a Local Control Accountability Plan and Youth Truth Surveys to collect information regarding the District and its school(s) overall climate and student, parent, and community connectedness. Community partners continue to indicate the importance of outstanding customer service, the need to continually improve organizational communication process and quality, the expectation of provide physical and social emotional healthy and productive school environments, and the need to improve connectedness between students, parents and the district and school(s).  The results of the surveys are shared in very intentional and focused ways with certificated and classified staff, families and board of education. Survey results are also shared with students, specifically middle school students, Middle school students are also invited to participate in focus groups that analyze YouthTruth results from prior year and provide input on actions that can make a difference toward addressing areas of improvement. During the 2022-2023 school year, Mesa Union also transitioned to quarterly student climate surveys and collaborated with a student Focus Group to discuss the results. In 2023-2024, Mesa Union also plans to comprise two committees to increase input and decision-making: MTSS Committee and ScoreCard Committee. Both of these commitees will assist in furthering and deepening the implementation of the Mesa Union Framework for the Future and Learner Profile. The Framework for the Future is a foundation for learning that focuses on the characteristics and competencies students should be able to develop and demonstrate by the time that students leave Mesa Union in 8th grade.	Based on the analysis of educational partners input and local data, Mesa Union will focus on further development of committees comprised of community partners to determine priorities and implementation of new initiatives.	Based upon the educational partner input and local data, Mesa Union will seek to become more intentional and purposeful in working with underrepresented families. As a small school district, Mesa has always been able to maintain great personal relationships with families, which can be used to invite and welcome them to participate more fully in district committees and working groups.	5	5	3	3	4	4	4	3	4	4	4	4	Met		15JUN2023	2023
56724705630363	Golden Valley Charter	3	Golden Valley Charter School (GVCS) was founded on respecting and valuing parent choice and input; giving families a chance to tailor an educational program to fit their children’s individual needs in a homeschool environment. Working closely with GVCS' credentialed teachers, Education Facilitator (EF), families take the opportunity to teach lessons based on the child’s academic ability and style of learning. GVCS has many strengths with building relationships between school staff and families. According to the 2022-23 GVCS Parent Survey, 95% of families feel valued by GVCS as an important partner in our school. Additionally, 94% of GVCS families feel connected to GVCS, and 99% reported that the GVCS staff responds quickly to family phone calls, emails, and/or texts. Based on this analysis, GVCS has a strong relationship between school staff and families.	To improve building relationships between school staff and families, Golden Valley Charter School plans to focus on increasing the use of language that is understandable and accessible to all families. Additionally, the 2022-23 GVCS Parent Survey gathered input from families about areas for improvement for next school year. 97% of families reported a need to offer in-person activities for students (57%) and families (40%) next school year. Families also suggested providing professional development opportunities for parents/guardians, which will provide additional opportunities for engagement in order to improve the relationships between school staff and families.	Golden Valley Charter School plans to improve engagement of underrepresented families by inviting them to participate in GVCS opportunities, including in-person activities, professional development opportunities, and parent/guardian workshops. Additionally, underrepresented families will be invited to Town Hall Meetings and advisory groups to offer their input. All of these opportunities will promote engagement with underrepresented families and school staff.	As mentioned above, by the nature of the school’s design our most significant collaboration is with our parents.  GVCS teachers are trained to partner with families in order to support student learning in the home. GVCS requires that parents have a strong stake in the education of their children. GVCS offers parents and students the opportunity and flexibility to design a standards-based, individualized learning plan. GVCS will continue to provide multiple avenues and opportunities for engagement in order to improve that of underrepresented families.	Based on the 2022-23 Parent Survey, 96% of parents reported that GVCS demonstrates caring, concern, and high expectations for students. However, only 82% of GVCS students feel connected to the school. To build the partnership between the students and the school, GVCS plans to offer more in-person activities for students next school year. Additionally, GVCS will be gathering student input by creating an individual educational partner survey and advisory groups for students. With these opportunities, GVCS will be able to continue to improve the partnership between students and school staff.	Golden Valley Charter School plans to improve engagement of underrepresented students/families next school year. To build the partnership between underrepresented students/families and the school, GVCS plans to offer more in-person activities for students next school year. Additionally, GVCS will be gathering student input by creating an individual educational partner survey and advisory groups for students, especially from our underrepresented students/families. With these opportunities, GVCS will be able to continue to improve the partnership between underrepresented students/families and school staff.	Due to the nature of Golden Valley Charter School (GVCS), communication with educational partners is done regularly with GVCS staff and administration.  All educational partners were able to offer input in making decisions for GVCS by attending in-person/virtual meetings, completing surveys, attending virtual Town Hall meetings, responding to Parent Square announcements, sending emails, making phone calls and/or attending the GVCS Governing Board Meetings. All educational partners engage in the decision-making process, so input can be gathered and provided on policies and program development. GVCS will continue to provide multiple opportunities for engagement in order to gather input from all educational partners to improve the decision making process, especially from underrepresented families.	Based on the analysis of local data, Golden Valley plans to increase the number of Town Hall meetings next year to seek input from educational partners about decision making for GVCS. Advisory groups will also be a focus next year, including student advisory groups.	All families, including underrepresented families, will be able to offer input in making decisions for GVCS by attending in-person/virtual meetings, completing surveys, attending virtual Town Hall meetings, responding to Parent Square announcements, sending emails, making phone calls and/or attending the GVCS Governing Board Meetings.	5	5	5	5	5	5	5	5	5	5	5	5	Met		22JUN2023	2023
56725040000000	Mupu Elementary	3	One of the great things that came out of COVID was the opportunity to learn how to leverage meeting with parents in person, but also maintaining the option for parents who are unable to come to school to communicate or meet via Zoom. Our Mupu Parent Information Night was held within the first three weeks of the school year, and was once again done in person. We had a 52% attendance rate for parents that evening. We attribute the lower percent this year due to having to move the date so it wouldn't coincide with our feeder high school Back to School Night.  This event allows the parents to meet their child's teacher and learn about the school and classroom expectations as well as the academic plan for the year. Parent conferences were held in the first four weeks of school to ensure parents were aware of the progress their child is making and how they can support their child at home. Having the conferences earlier gives students and parents an chance to work with the teacher to ensure students have the opportunity to improve grades before the first trimester report card. The conferences were held in person but parents were also offered to meet by Zoom if they were unable to come to the site. Translators were provided if needed. Mupu's small size affords staff to get to know families at a personal level, and several staff members have been with Mupu for ten years or more so they can offer our newer teachers Mupu history on many levels. The school shares educational, emotional and financial resources with families. The school website offers several resources and links and support staff, such as our school counselor, also puts parents in touch with other community outreach. This year we have been using our Parent Square more readily and each week parents receive information on the upcoming events for the week.  The school is also in the process of upgrading the website to a more user friendly option with app capabilities that will give parents livestream information and more accessibility to information at their fingertips.  Whether in person, by text, by phone, or with Zoom, Mupu continues to work on communicating with and providing resources for all families.  Based on a survey sent out to families earlier this year, Mupu will be offering several family education opportunities based on parent response and an after school extended day program.  In all, Mupu is trying to hear families and make decisions based on their needs.	A lack of communication or miscommunication seemed to be an issue last year with families and new administration.  This year a consorted effort is being made to create more opportunities for communication and interaction.  Administrative visibility out in the front each morning and in the afternoons at dismissal allows for parents to briefly interact or ask questions.  Weekly updates on Parent Square are being sent out to remind parents of activities that are up and coming.  When questions or concerns come up, quick phone calls or meetings with families are set up to help bridge the communication gap and ensure clear and accurate communication.  A focus on positive interactions and relationships with families is the main goal of this school year for the administration and staff in general.	Because of low number of English Learners the school currently does not have an ELAC.  In order to bring more communication and information to our families of English Learners we are working on creating an English Learner Parent Group that will meet several times a year and provide parents with important information about programs and academics to our non-English speaking families.  Additionally, the school has coordinated efforts with the Mupu Parent Club to provide a social media presence in Spanish for our families to build and support outreach efforts.	"Mupu's strong collaborative culture with families supports the academic success of scholars at the school. First trimester parent conferences are held early on to provide the information on student progress to parents in a timely manner and offer ideas and supports. After School Program is offered to students who need intervention and supports in math and/or ELA. Teachers partner with families to provide opportunities and suggestions for what is occurring at school to ensure every scholar's academic success.  Middle school students are offered ""office hours"" four days a week where they can come in for 30 minutes after school and ask for help or support in any area they feel they are struggling in.  Additionally, parents have access to Dojo and Aequitus to view student grades in academics and behavior throughout the trimester."	This year the school will be creating a Parent Advisory Group and a Student's Advisory Group that will meet monthly with the superintendent/principal to gain data, information, perspective and ideas on how to continually improve our practices here at Mupu.  By having these groups meet regularly, any concerns or issues can be addressed immediately and new ideas and projects can be put into place.  We know that when students and parents feel like they have a voice that is heard student outcomes will improve.	Mupu will be creating an English Learner Parent Group to help support the families of our non-English speaking students.  Although our numbers are low, we know and understand that these families are often not aware of educational processes and procedures or how to get help for their children.  These meetings will give these parents a voice as well as give them the information they need to make important academic decisions for their children.	Mupu currently has a very active parent group, the Mupu Parent Club (MPC), that helps support the school with a number of activities and fundraising opportunities. These parents meet monthly with the principal and teacher in charge and help to discuss school needs and wants as well as help with volunteering. Parents feel very comfortable and part of a collaborative team with the school and will reach out to teachers or the administrator with questions, ideas or suggestions.	In an effort to have families be more active in decision making the school will be implementing a Parent Advisory Group to meet with the principal monthly and help in discussing concerns, needs and presenting ideas for the school.   Additionally, surveys asking for parent input on the needs for parent education was sent out this year to determine what family nights will be held this year.  The plan is to continue to gather stakeholder input as we determine how to best meet the needs of our community.	The input from our English Learner parents has been very limited here at Mupu.  This year the administration is working with the Social Media person for the Mupu Parent Club in ensuring that communication is being sent out in Spanish for these parents.  Additionally, an English Learner Parent Group will be created this year to help support and inform our families of English Learners about important information regarding the programs and academics of their children.  We will also survey these parents to determine what presentations they would like to have this year.	4	5	5	4	4	4	4	4	3	3	3	3	Met		15JUN2023	2023
56725120000000	Ocean View	3	OVSD is a warm and welcoming district with strong school - family relationships. The district employs a significant number of bilingual staff, provides staff training regarding a welcoming school environment, and provides a balance of educational and enriching family engagement activities. Additionally, the district has full-time counselors at every elementary school (two at the junior high) and two additional ELOP counselors all of whom support parent outreach, parenting workshops and classes, and student engagement.	Focus areas include increased engagement activities for families, and further workshops specifically targeting the areas of bullying, cyber-bullying, and student safety and social-emotional well-being.	The Ocean View School District has made good progress in the engagement of parents.  Priorities were established in the LCAP in these two areas based on parent and administration surveys.  The two areas of focus were: an increase in parent input in the decision making of the schools/district, and parent involvement in trainings and workshops.	In the area of promoting participation in programs, we used the measure of providing trainings and workshops that are linked to student learning and/or social-emotional development.  With the support of the above mentioned bilingual Parent Engagement Coordinator and significant effort by each site administrator, we made strong progress in this area.  As noted in the LCAP, each school site conducted parent trainings, workshops, and family events.  Examples of these activities include: Latino Literacy Project, Parent Technology Nights, Family Literacy Nights, Positive Discipline Workshops, Student Success Workshops, Health and Wellness activities, as well as well-attended Back To School Nights and Open Houses.	Educational partners requested increased workshops and supports for addressing technology use, and for increased opportunities to collaborate around struggling students' learning needs.	The district is planning several technology workshops this year and a greater number of family events in which students and families learn together. Additionally, the district is refining the MTSS process to ensure earlier parent input and collaboration in the process.	The district is strong in participatory and interactive parent meetings. Meetings are collaborative and allow for parent and caregiver voices to be heard.	The challenge the small district continues to face is gaining enough parents willing to participate on district and school site committees. The district is focused on increasing participation in these decision-making roles by utilizing parent nights and engagement activities with short decision-making discussions.	In the area of seeking input in school/district decision-making, we used the measure of parent/guardian participation in meetings of the advisory committees.  As noted in the LCAP, each school is focused on increasing parent participation in advisory committees.  The district increased parent engagement opportunities via regular parent meetings. A full-time district bilingual Parent Engagement Coordinator position was implemented in order to assist school sites in increasing parent participation.	4	4	5	4	4	4	4	4	4	3	4	4	Met		13JUN2023	2023
56725200000000	Ojai Unified	3	The LEA's has many strengths in building relationships with staff and families. Sites offer many events for interactions, principals offer walk n talk opportunities, parent meeting nights and conference opportunities.	The focus area for building relationships with staff and families is in ensuring equity with our underrepresented groups. The District did add a position of Student and Family Support Coordinator. We have seen continued progress of families reaching out to this person for support.	The Student and Family Support Coordinator is a key new position since last year to ensure underrepresented families have access to a contact person who can help them access resources. Additionally, this person is now working out of the Early Childhood Campus so she can meet all the families the first year that they enroll in our schools.	The District has many strengths for building partnerships for student outcomes. Working with parents through two-way communication such as Parent Square, individual phone calls and conferences are one way we work with families. The District schools also partner with local organizations such as Rotary and Ojai Education Foundation as well as parent organizations to provide programs such as tutoring and educational parent nights.	The District's focus area is to work with parents to ensure more students are accessing that after school intervention and enrichment supports that are offered at each site as well as to access the online tutoring portal the District acquired.	The Student and Family Support Coordinator is a key new position since last year to ensure underrepresented families have access to a contact person who can help them access resources. Additionally, this person is now working out of the Early Childhood Campus so she can meet all the families the first year that they enroll in our schools. Through this position, parents have a contact who can ensure they are aware of proper supports to support student outcomes.	The District has a very active staff and parent community. This last year the District faced many difficult decisions and during those issues, many stakeholders provided input through public comment, town hall meetings, surveys and emails and phone calls.	The District easily is able to receive stakeholder input during topics of high interest. However, there is a struggle to get input for less high priority decisions. The District would like to focus on recruiting more volunteers to sit on committees for a wide range of general topics such as the Citizen's Oversight Committee and School Site Councils for example.	The Student and Family Support Coordinator is a key new position since last year to ensure underrepresented families have access to a contact person who can help them access resources. Additionally, this person is now working out of the Early Childhood Campus so she can meet all the families the first year that they enroll in our schools.	5	5	4	4	5	4	4	4	4	4	4	4	Met		28JUN2023	2023
56725205630405	Valley Oak Charter	3	Valley Oak Charter teachers support each family with a personalized learning program and communicate each week with families implementing the home school program. Several family surveys throughout the year give parents a voice in programing and priorities for our school. Families are invited to a number of volunteer events and an open house week three times each year to view student projects and accomplishments.	Based on our surveys, families want more focus on math and science. Our focus area this year is providing teacher led instruction in those areas and on parent education. Families are inviting parents to learn about child development, teaching strategies and home education. Developing a shared understanding of standards and competency based learning between teachers and home educators will build relationships and a more cohesive learning environment for our students.	Valley Oak Charter is implementing ParentSquare. Our focus is on improving communication between home and school. Relationships are built with regular communication with families, an active Parent Advisory Council and two parent board members.	Valley Oak Charter uses a variety of local benchmarking tools, including I-Ready and regular curriculum based assessment of student achievement. Personalized learning allows each student to develop the skills they need to make consistent progress towards mastery of goals of standards.	Valley Oak Charter has a focus on parent communication and education. Students will benefit from improved communication with families on goals, standards and progress. All students are provided with an online CA Standards aligned program in all subjects including ELA, Math, Science and Social Science.	Each of our students engage in home based learning. Families are not just involved, but responsible for implementing learning programs at home. Parents have access to teacher conferences as needed as well as parent education and regular communication with assigned teachers.	Valley Oak School District has achieved notable success in several crucial areas related to engaging families in advisory groups and decision-making. The district has made significant strides in building the capacity of principals and staff to effectively engage families in these processes. By providing professional development opportunities and support, Valley Oak has empowered school leaders and staff members to foster meaningful partnerships with families, ensuring their voices are heard and valued. Similarly, the district has made substantial efforts to build the capacity of family members, equipping them with the knowledge and skills needed to actively engage in advisory groups and decision-making. Valley Oak recognizes the importance of including diverse perspectives and experiences and has implemented strategies to reach and seek input from underrepresented groups within the school community. Furthermore, the district has prioritized providing all families with opportunities to provide input on policies and programs, creating inclusive spaces for their voices to be considered in shaping the educational landscape. Through these achievements, Valley Oak School District has demonstrated its commitment to collaborative decision-making processes, promoting equity, and enhancing family engagement for the benefit of all students.	Valley Oak School District is dedicated to enhancing family engagement by providing opportunities for collaboration and shared decision-making between families, teachers, principals, and district administrators. To improve in this category, Valley Oak will implement a comprehensive framework that encourages the active involvement of all stakeholders in planning, designing, implementing, and evaluating family engagement activities at both school and district levels. This will include establishing regular forums and committees where families, teachers, principals, and district administrators can come together to discuss and shape family engagement initiatives. Valley Oak will foster a culture of inclusivity and open communication, ensuring that diverse perspectives and voices are valued and considered in the decision-making process. By engaging in collaborative planning and evaluation, Valley Oak aims to create meaningful and effective family engagement activities that align with the needs and aspirations of the school community. Through these efforts, Valley Oak School District will foster a sense of shared ownership and responsibility, resulting in stronger family-school partnerships and improved student outcomes.	Valley Oak School District is dedicated to improving the engagement of underrepresented families, as identified during the self-reflection process, specifically in relation to seeking input for decision-making. To address this, the district will implement targeted strategies to ensure the voices and perspectives of underrepresented families are heard and valued. Valley Oak will actively reach out to these families, utilizing culturally responsive outreach methods and communication channels that are accessible and inclusive. The district will establish forums, such as focus groups or advisory committees, specifically designed to gather input from underrepresented families. Furthermore, Valley Oak will provide support and resources to empower these families in sharing their insights and advocating for their needs during decision-making processes. By actively seeking input from underrepresented groups, Valley Oak aims to foster a more equitable and inclusive decision-making environment, where all families have the opportunity to shape policies and programs that affect their children's education. Through these efforts, Valley Oak School District is committed to strengthening the engagement of underrepresented families and ensuring their perspectives are integrated into the decision-making processes of the district.	5	5	5	5	5	5	5	5	5	5	5	4	Met		01JUN2023	2023
56725380000000	Oxnard	3	Over the last several years, building relationships with families has been a priority for the Oxnard School District. The Oxnard School District has had tremendous success building collaborative relationships with parents, particularly parents of English Learners who regularly participate in committees at school and district levels. The LEA has also committed to providing parent leadership development opportunities, such as Project 2 Inspire workshops in English and Spanish. Through these leadership workshops, parents acquire the tools and resources to establish and sustain positive communication with their schools and advocate for their student’s academic success.  The LEA employs a Manager of Equity, Family, and Community Engagement to design and lead activities and programs to build relationships with diverse families and engage them as partners in supporting all students' academic and social-emotional well-being. Over the last three years, one of the LEA’s most significant strengths has been establishing African-American, Mixteco, and Asian-American & Pacific Islander parent focus groups to build positive and trusting relationships with these historically underrepresented communities.  Additionally, the LEA employs a Parent Support Liaison who helps coordinate parent and family engagement activities and a Community Liaison who works with families of at-risk students by ensuring they receive the support and services they need. The Parent Support and Community Liaisons are housed in the Family Resource Center, where families are welcomed and connected with district and community resources and programs.  Furthermore, every school in the district has an Outreach Resource Specialist (ORC). The ORC's primary roles include establishing trusting relationships between school staff and families, creating opportunities for families and staff to engage in meaningful ways, building on families’ funds of knowledge, and connecting families to school and community resources and programs.   Lastly, access and equity are at the core of the LEA’s efforts to build strong relationships with all families by maintaining effective communication. The LEA contracts with outside interpretation agencies to provide translation and interpretation services to families from diverse linguistic backgrounds. To meet the needs of the LEAs’ increasingly Mixteco community, the LEA has employed two Mixteco interpreters and family liaisons who are key cultural connectors between the schools and the Mixteco community.	One identified improvement area is to continue supporting schools in building solid relationships and authentic partnerships with all families, particularly underrepresented parent groups, and to sustain an environment of trust and respect that honors and values the perspectives and cultural contributions of the district’s diverse parent communities. Another area for improvement is to continue to build the capacity of school staff to understand the cultural diversity of the families they serve by building student programs and instructional practices on families’ funds of knowledge and providing families with information and resources about family engagement activities that support student learning and development while addressing barriers to positive relationship building.	The LEA will continue solidifying positive and trusting relationships with African American, Mixteco, Asian American, Pacific Islander families, and families of English language learners, newcomer, and foster youth students by holding regular district-level meetings as a safe space for families to connect with other families and district staff while engaging in decision making and advocacy for their students.  The district aims to strengthen relationships and effective two-way communication with these underrepresented parent groups and provide them with opportunities to engage in meaningful conversations about culturally responsive practices that will lead to positive student outcomes.	The LEA is committed to working collaboratively with families to ensure authentic parent and family engagement by making parents an integral part of the decision-making process that impacts student outcomes at school and district levels. This is accomplished through regular ELAC and DELAC meetings, the School Site Council; the Superintendent's Parent Advisory Committee: and the African American, Mixteco, and Asian American and Pacific Islander Parent Advisory Groups. These meetings are virtual, hybrid, and in-person to accommodate the needs of families.  These meetings center around student achievement and how the district addresses these needs, and a variety of topics are addressed, such as mathematical growth mindset, literacy, enhancing communication with teachers and school staff, bullying, culturally responsive teaching and learning, development of LCAP goals, Pathway to Biliteracy, and High School and Beyond nights. High School and Beyond nights occur at every school and are facilitated by the school counselor and principal. During these meetings, student academic achievement is discussed, parents learn how to navigate the high school setting, and connections are made to high school requirements. Both Spanish and Mixteco interpretation is provided to ensure families understand the topics and can give feedback in their native language.  Additionally, the LEA supports school administrators in implementing, monitoring, and evaluating site-level Title I Parent and Family Engagement Policies that align with the California Family Engagement Framework. Each school collaborates with its advisory groups to commits to specific goals and actions focused on developing true partnerships to impact student outcomes. Furthermore, Outreach Resource Specialists develop a parent and family engagement plan that aligns with their schools’ Title I family engagement policies in collaboration with their site administrators, parents, and support staff. Lastly, the LEA has strong partnerships with a community-based Wellness Collaborative, the California Association for Bilingual Education, Ventura County Behavioral Health, local higher education institutions, and other local organizations to improve students’ academic achievement and social-emotional well-being.	One area of improvement is the ongoing support of School-Level Parent and Family Engagement Policies by ensuring schools are engaging all educational partners in monitoring and evaluating their family engagement activities. Another area for improvement is to assist schools in identifying specific metrics that will be used to monitor and measure the effects of parent and family engagement on student outcomes. Some metrics to be considered include keeping track of parent attendance in the different parent advisory groups, ongoing review of student academic data, analysis of the annual family engagement survey to address families’ strengths and areas of need, and designing more effective parent and family engagement as part of their continuous improvement plans.	The LEA aims to sustain positive relationships with all families, particularly parents of English language learners, African American, Mixteco, Asian American, Pacific Islander, foster youth, and newcomer families. This year, the LEA will focus on improving outreach to foster youth and newcomer families by meeting with these parent groups three times a year to have conversations that center around the best learning environment and programs for their children and allow them to engage in decision-making processes that impact student outcomes.	One of the LEA’s strengths is empowering families to advocate for their students by actively participating in the decision-making processes at district/school levels to impact student achievement. This is done through parent focus groups that meet regularly throughout the year to provide input about programs and processes impacting student learning and feedback on how funds will be used. Parent and family members are invited and encouraged to attend district-level parent advisory groups such as the District’s English Learner Advisory Committee (DELAC); Parent Advisory Council (PAC); the African American, Mixteco, and Asian American & Pacific Islander Parent Advisory Groups to engage in the development of the LEA’s Parent and Family Engagement Policy, provide feedback on the LCAP goals and other district-led initiatives. Other means to seek feedback are using an annual Family Engagement LCAP survey for parents and staff to collect ongoing input from our stakeholders. These bilingual surveys are available on the district’s website and promoted through various venues by Outreach Resource Specialists at every school.	The LEA focus area for improvement in Seeking Input for Decision-Making is to support schools in increasing opportunities at the site level for seeking input from their diverse families, diverse representation in school committees, and ensuring all families have a voice in decisions that impact student learning, such as curriculum adoptions, the development of the school’s parent and family engagement policy, the school’s Plan for Student Achievement (SPSA), School safety plans and other school programs and initiatives.	An identified area for growth is to continue to seek input from parents of English learners, African American, Mixteco, and Asian American & Pacific Islander families and to strengthen partnerships with foster youth and newcomer families through effective communication and regular meetings focused on seeking input for decision-making. The LEA will also share the feedback gathered from the various parent focus groups with school administrators, teachers, and support staff to assist them in developing a better understanding of the LEA’s diverse families, their cultural assets, and the importance of building instructional programs on families’ funds of knowledge. The LEA aims to establish an asset-based culture that fosters positive relationships between district and school staff and families and cross-cultural relationships within the district’s ethnic and racial groups.	5	4	5	4	5	5	4	4	5	5	4	3	Met		21JUN2023	2023
56725460000000	Oxnard Union High	3	"The Oxnard Union High School District continues to prioritize meaningful engagement with its Educational Partners. This commitment has been continually refined and reinforced through the Local Control and Accountability Plan (LCAP) development process. The District has consistently amplified its efforts, proactively seeking input and feedback from educational partner groups. Such collaborative endeavors have played a pivotal role in shaping the Learning Continuity and Attendance Plan, the 2023-2024 LCAP, the Expanded Learning Opportunities Grant, site SPSA plans, and the ESSER III Expenditure Plan.  The District employs an array of communication platforms to foster seamless interaction between schools and homes. Among these platforms are ParentSquare, BlackBoard Connect, Reminds, Canvas notifications, ParentVue, and Synergy email. Notably, ParentSquare's platform, backed by robust translation tools, facilitates comprehensive family engagement—from district-wide announcements to classroom-level communications. Teachers utilize this platform for disseminating class updates, individual emails, and securely sharing documents with families. Furthermore, the Oxnard Union has expanded its digital footprint, with a fulltime district social media specialist and offering stipends for webmaster roles at individual schools. This enhancement aims to engage families more proactively through Twitter, Facebook, and the oxnardunion.org website.  Community engagement remains a cornerstone for the Oxnard Union. The District offers myriad avenues for such interaction, hosting regular advisory group meetings. These include the Black African-American Educational Advisory Committee (BAAEAC), Inclusivity Taskforce (ITF), LCAP PAC (Parent Advisory Committee), LCAP DCC (District Consultation Committee), Wellness Committee, Asian Filipino Pacific Islander (AFPI), Superintendent’s Student Advisory Group, and DLAC. At the school level, opportunities such as booster groups, the School-Site Council, ELAC, PTSA, monthly ""Coffee with the Principal"" sessions, and dedicated parent and newcomer centers ensure active participation and input from the community."	After a comprehensive analysis of data and input from educational partners, the district has pinpointed several key areas that require attention to strengthen the relationships between school staff and families. There's a significant need for audio translations catering to our indigenous communities. Additionally, it's imperative for the district to gain a deeper understanding of the cultural backgrounds and languages of all families residing within its boundaries. There's also a pressing need to enhance parent representation and participation in community partner advisory groups, especially in schools located in lower socioeconomic neighborhoods where historical engagement has been limited.	To bolster engagement among underrepresented families, the District has proactively established several advisory committees. These include the Black African-American Educational Advisory Committee (BAAEAC), Inclusivity Taskforce (ITF), LCAP PAC (Parent Advisory Committee), LCAP DCC (District Consultation Committee), Wellness Committee, and Asian Filipino Pacific Islander (AFPI). To bridge communication gaps, the district will offer translation services across various communication platforms, ensuring all families are effectively reached and included. These six committees will work closely throughout the academic year, focusing on reviewing LCAP goals, actions, budgets, and student performance data, inclusive of the Dashboard metrics. As part of this initiative, parents, staff, community members, and students will gain insights into the LCAP goals and be actively involved in shaping the LCAP and individual school plans. The Instructional Support Services Department will actively promote and facilitate professional development opportunities, emphasizing cultural awareness, competency, and responsiveness, for the benefit of all staff and faculty.	The Oxnard Union High School District remains steadfast in its dedication to nurturing strong partnerships and fostering open communication. A testament to its forward-thinking approach, the district is in the process of implementing a community day school program at many of its sites. This initiative promises to further expand educational opportunities for its students.  The District actively engages with families using communication platforms like ParentSquare, ParentVue, and Remind. Additionally, to promote broader community engagement, a range of advisory groups has been established, including PTSA, School-Site Council, the district DLAC committee, site ELAC committees, and the district LCAP DCC and LPAC Parent Advisory Committee. The objective of these initiatives is to promote a comprehensive and inclusive strategy to community participation and teamwork.  Further enhancing this outreach, the district offers Welcome Centers across various sites. These centers, open during the day and for two evenings each week, have witnessed enthusiastic participation from special population students, as well as their families and guardians. A resource fair was organized with the Welcome Center as its hub, offering a welcoming, culturally-sensitive, and language-appropriate space. Conveniently situated close to the Students with Limited or Interrupted Formal Education (SLIFE) classrooms, these centers also see frequent visits from students seeking guidance from Categorical Counselors and Categorical Guidance Technicians.  The District's collaboration with community-based organizations has augmented the programming by Wellness Center staff, especially in the domains of mental health and well-being. School Resource Officers (SROs) have been instrumental at our school sites, offering valuable guidance and services to students, staff, and families. The growth in these community partnerships has paved the way for a more restorative methodology in enhancing campus safety, atmosphere, and culture.  Several strengths of the District include a concentrated effort to maintain open lines of communication with families, an increase in advisory committees at both district and site levels, and regular events such as back-to-school and open houses. The commitment of the school and its educators to continually support and engage with families and the Local Education Agency (LEA) is commendable. The district prides itself on its caring and communicative staff, which includes teachers, paraprofessionals, special education personnel, and administrative staff. Booster groups play an active role in engagement, and training sessions conducted at the district office, equipping Educational Partners with clear guidelines and contacts for addressing unresolved issues.	Upon evaluating pertinent data and incorporating feedback from Educational Partners, the Oxnard Union High School District has pinpointed several areas of focus to fortify partnerships aimed at boosting student outcomes. There's a recognized need for tailored training and robust support in harnessing ParentSquare as a tool for cultivating community partnerships. The district acknowledges the importance of offering training sessions for parents to empower them in fostering both the academic and social-emotional growth of their children from home. The district aims to pave additional pathways and introduce incentives to bolster community partnerships, with an emphasis on ensuring that parents of unduplicated students have ample opportunities to engage comprehensively in the educational program, thereby enhancing student outcomes.  Several insights emerge from this assessment. There's a palpable need for intensified training and hands-on support for faculty and staff in navigating ParentSquare. While there are resources designated for teachers to connect with the Local Education Agency (LEA) and their families, there seems to be a gap in directly communicating this to the staff. To streamline communication with non-English speaking parents, the LEA should grant staff more straightforward and prompt access to translators and interpreters. Communication, as a broad spectrum, stands out as an area for improvement.  The District believes that families can play a pivotal role by assisting students in mastering foundational skills such as time management and juggling concurrent deadlines. Awareness about available resources at both site and community levels can be beneficial for various academic areas. Parents, it's discerned, require enhanced guidance and resources to efficaciously support their children's academic endeavors at home.	The Oxnard Union High School District has developed three broad goals utilizing community partner input to affect student outcomes:  1. To build Powerful Futures for Every student, the Oxnard Union High School District will utilize community partner input to develop and implement an instructional program that supports the high school diploma as a minimum and provides college and career and life readiness to every student through an accessible, engaging, equitable, and rigorous curriculum and instructional practices.  2. To build Powerful Futures for Every student, the Oxnard Union High School District will utilize Educational Partner input to provide college, career, and life readiness opportunities and experiences for every student prior to high school graduation.  3. To build Powerful Futures for Every student, the Oxnard Union High School District will utilize Educational Partner input to implement multitiered systems of intervention and support to promote both academic and social-emotional learning that effectively promote diversity, equity, and inclusion.	The Oxnard Union High School District has implemented structures to foster collaboration with Educational Partners in shaping the Annual Update for the 23-24 LCAP. Partners reviewed the impact of LCAP actions, examining both qualitative and quantitative data linked to the LCAP's three goals. Data sources included the CA Dashboard, interim assessments, and district-wide surveys like Youth Truth, Covitality, and CHKS, along with college and career metrics. Reports on LCAP Goal actions were presented by the Educational Services Department Directors, ensuring active discussions. Feedback was collected during various advisory committee meetings, which focused on academic performance, attendance, socio-emotional wellbeing, health needs, and instructional strategies.   Parents engaged through discussions on metrics like the CA Dashboard results and local assessment outcomes during School Site Council and ELAC meetings. The district also encouraged feedback via several advisory committees.  Pupils voiced their perspectives during regular LCAP PAC, Superintendent Student Council meetings, and the Spring 2023 YouthTruth Survey. Their feedback indicated a strong sense of school belonging, rigorous instruction, and appreciation for the range of college and career options.  Principals, administrators, and teacher leaders played an active role in shaping the LCAP. Regular meetings, including District Leadership Team, cabinet, and Admin team sessions, were platforms for data review, LCAP development, and feedback collection. These groups specifically monitored various metrics, including student attendance and academic progress.  The District collaborated with the Ventura County SELPA through multiple meetings, ensuring alignment and coherence in strategy and implementation.	"The Oxnard Union High School District, upon evaluating extensive data and incorporating feedback from Educational Partners, has identified key areas of focus to optimize input for decision-making. There is a clear need to bolster attendance at advisory groups, particularly ensuring that underrepresented families have a platform to shape both district and site-specific decisions. Enhancing interpretation and translation services is crucial to bridge the communication chasm between the district and its entire spectrum of educational partners.  One prevailing challenge is the limited participation in various groups like SSC, ELAC, PTA, and the WASC parent group. Often, these meetings see a recurrence of the same few parents, resulting in a narrower spectrum of feedback compared to broader announcements made to families. There's a strong sentiment for increasing family interaction through more ""meet and greet"" events throughout the year. A pivotal focus is on cultivating avenues for families to be intricately involved in crafting, executing, and evaluating school programs. The district values parental insights and actively integrates valuable suggestions into the School Plan.  Clarity remains an issue. Only those directly immersed in certain projects or initiatives seem to have a clear understanding of the district's efforts. There's a pressing need to elucidate, for all stakeholders, the precise measures and resources deployed to support the Local Education Agency (LEA) and families. Another challenge is the apparent lack of easy access to translators, which hinders effective communication.  A significant focus area is the creation of collaborative spaces where families, teachers, principals, and district administrators can jointly plan, design, implement, and review family engagement activities at both the school and district levels. Enhancing family engagement and communication remains a priority for the district. Persistent efforts at the district level, especially through DELAC meetings, aim to both inform parents and glean insights on fostering a broader, more inclusive parental involvement at both school sites and the district at large."	To proactively seek input for decision-making, the Oxnard Union High School Districty has instituted a series of advisory committees, which include the Black African-American Educational Advisory Committee (BAAEAC), Inclusivity Taskforce (ITF), LCAP PAC (Parent Advisory Committee), LCAP DCC (District Consultation Committee), Wellness Committee, and Asian Filipino Pacific Islander (AFPI). Throughout the year, these six committees collaborate to review LCAP objectives, actions, budgets, and student performance metrics, encompassing dashboard insights. An overview of the LCAP goals was provided to parents, staff, community members, and students, allowing them to actively contribute to the formulation of both the LCAP and individual school plans. To bridge communication barriers, the district's parent liaison is committed to facilitating district-wide interpretation and translation services, ensuring effective communication with all educational partners, especially those from underrepresented families.	4	3	3	4	3	3	4	4	4	4	4	5	Met		28JUN2023	2023
56725460115105	Camarillo Academy of Progressive Education	3	"CAPE takes great pride building relationships between school, staff and families. CAPE uses communication on a regular basis to build relationships between our staff and families. We strive for a true partnership between home and school. CAPE is unique because they are governed by a board that is representative of their community. The board has two parents, two teachers, and a community board member.  The directors' hold a monthly ""chatter time"" to welcome ideas and feedback from our educational partners.  CAPE hosts a number events for all educational partners which includes: ice cream socials, galas, golf events, and other types of events to build relationships."	CAPE will continue to come up with new activities and events that will bridge and strengthen relationships amongst our educational partners. CAPE will increase parent information nights, opportunities for parents to get to know staff members better, opportunities for all school events and staff team building activities. The CAPE directors' will reestablish the middle school team building activities that happens 4 times a year.	CAPE will continue to encourage building relations with educational partners by making meetings and events more accessible. Offering a variety of times throughout the year, so parents that may not have time to attend meetings in the morning, will have a chance through out the year to attend during the afternoon and evening hours. PTSO meetings and Parent Nights will be able to be accessible through the web. CAPE will also provide materials in Spanish to reach out to our population that may not feel comfortable with events that are in English Only.	CAPE has invested in Renaissance Benchmark 360 and tests students 4 times per year. Teachers have access to all previous years testing. This is in addition to regular formal and informal assessments in the classroom. CAPE believes that assessments should be used to drive instruction and the teachers use assessments should be used to drive instruction and the teachers use assessments to reteach or determine individual intervention.  Teachers work in data teams and meet with parents on a regular basis if their child is struggling.	CAPE will continue to use the assessments that are in place to drive instruction. The directors' will work with teachers on our systems and look for additional assessments to help make sure that CAPE is capturing all the data that is needed to help students be successful.  CAPE will hold a parent evening to teach middle school and high school parents how to access their child's grades and google classroom assignments on a regular basis.	CAPE will provide a translator at all parent conferences when needed and provide report cards and feed back in a student's registered language.	"CAPE gets a lot of feedback from our educational partners when making decisions. Through monthly meetings like ""Chatter time"", PTSO and Governing Board meeting, parents have the opportunity to communicate and brainstorm with administration, The faculty and staff meet weekly to communicate and come up with new ideas. The directors also meet with  grade levels and listen to the students"	CAPE strives to use feedback to be able to make sound decisions. CAPE plans to continue the meetings that we have in place. We will find ways to increase attendance at future meetings by offering meetings at different times of the day or online.	"CAPE will look at creating workshops for families that will be in Spanish. CAPE will look into holding a ""Chatter time"" in Spanish and directors will have a translator present to be able to answer questions and receive feedback."	5	5	5	5	5	5	5	5	5	5	5	5	Met		12JUN2023	2023
56725460120634	Architecture, Construction & Engineering Charter High (ACE)	3	We are a small LEA at only 260 students. From there, our ability to create and connect with our community is a strength.	Our goal is to make all families feel like they are a part of the ACE Family. To do this, we need to make sure that we are active is meeting the current needs of all families.	We have invested a lot of professional resources on building a greater connect with our Spanish speaking families specifically, as language can be a barrier to some. We have invested in updating our communication network and through direct outreach to families.	We are a small dynamic network where we are able to adapt with changes as they come.	Connecting to the larger network of social services and community-based organizations.	Continue to focus on outreach to our Spanish-speaking families.	Our ability to think outside the box and make changes as we go.	As a small school, resources can be challenging.	Create partnerships with these families that allow them the opportunity to access a sense of shared governance in our school.	4	5	4	5	5	5	5	5	5	4	5	4	Met		08JUN2023	2023
56725530000000	Pleasant Valley	3	"Building strong relationships and developing trust is a priority for PVSD.  This begins with strong communication processes.  PVSD sends separate weekly Friday updates to staff and to families to apprise them of district activities and current information.  Additionally, each principal sends a family update each weekend to communicate important campus events that will be occurring and to provide school-specific information. The 2022-23 LCAP survey inquired about the perception of transparency in communication from PVSD.  On this question, 88% of respondents agreed or strongly agreed that communication from PVSD is ongoing and transparent.  It was also important to capture perceptual information regarding processes for parental involvement.  Another survey question asked parents and/or guardians to respond to the statement ""My child’s school encourages parent involvement and seeks input through committees, meetings, and information nights."" Based on over 1000 parent/guardian responses, 80% of respondents agreed or strongly agreed with this statement."	PVSD schools will continue to focus on creating on-campus engagement opportunities for families.  In planning and providing an array of educational options, PVSD is responsive to family needs and goals families have for their children.  The 2023-24 school year will be an inaugural program for dual language immersion, which was developed as a response to community input.    In leaning into one of our core values of celebrating and embracing diversity, PVSD provides regular communication and resources regarding cultural celebrations.  Students have access to multicultural literature through classroom library sets.	"PVSD continues to make progress in this area. Ensuring that families feel comfortable participating in their child's education is key.  Through the yearly English learner program needs assessment, parents responded to the following question: ""How comfortable do you feel participating in school activities?""  This year 88% of families answered a three or higher on a five-point scale.  While this is an increase from the baseline of 84%, it indicates the need to continue this focus. The DELAC analyzes data from the assessment to create actionable steps for addressing gaps. One of the action items developed because of this input is the creation of a newcomer family guide that will serve to orient new arrival families to their new educational system."	Through the variety of meeting structures occurring in PVSD (Board of Education meetings, Parent advisories, Roundtable, DELAC, and other meetings), educational partners are regularly apprised of ongoing data.  Staff regularly present information on academic data (D-F rates), universal screening data, absenteeism data, and suspension data through these meeting structures.  Staff disaggregate the data by demographic descriptors to provide more precise information. As part of these presentations, staff elicit input from educational partners on suggestions and strategies to address performance gaps as well as overall areas of concern.  The data provided and subsequent feedback strongly inform the PVSD Local Control Accountability Plan.  PVSD offers a robust Parent University program.  Many of the sessions are created in response to parent request and/or expressed needs.	PVSD is expanding its approach to partnering with parents academically.  Historically, parent/guardian-teacher conferences were an established structure for elementary students in PVSD.  This year, PVSD is conducting a pilot of middle school conferences to partner with families of middle school students more closely.	PVSD partnered with the Parent Institute for Quality Education to provide parents and guardians at our more impacted campuses with specific programming to support parents and guardians in how to partner and advocate for their child’s education. Through the newly implemented Parent Liaison structure, we will seek input from families who have been traditionally underrepresented.	PVSD values community and parent engagement and seeks to elevate the voices of educational partners and students through meaningful engagement processes. Input is gathered through a variety of meeting structures open to families and staff.  Some examples of these meetings include the LCAP Parent Advisory; District English Learner Advisory Committee (DELAC); School Administrative Assistant Meetings; Leadership Meetings; Grade Level Meetings; Teacher Advisory Meetings; the Superintendent's Roundtable, which includes a variety of representatives from community parents and leadership from parent groups; and an advisory council for parents/guardians of students receiving special education services.  Site leadership mirrors many of these committees and structures in gathering site-level feedback.    Surveys are a mechanism PVSD has used to gather input on decisions.  The LCAP survey has a high participation rate with families.  In the 2022-23 school year, survey participation among staff increased.	PVSD will continue to amplify opportunities for participation on committees for educational partners. Principals will be conducting site-level input sessions in the development of the new LCAP.  These sessions will be co-facilitated by parents/guardians who serve on the district advisory committee.  Given that this is a new three-year cycle for the LCAP, the survey will include some open-ended questions to gather information on overall themes.	PVSD has enlisted the support of Parent Liaisons to provide targeted outreach.  The liaisons are specific to engagement efforts at PVSD campuses with the highest number of unduplicated students.  Liaisons will gather input to inform LCAP and strategic plan development as well as to provide parent/guardian voice in site-level decisions.	4	4	3	4	4	4	4	4	5	4	4	3	Met		22JUN2023	2023
56725530139592	Peak Prep Pleasant Valley	3	Our faculty are dedicated to the success of our students. In addition, our model is built around each student getting a homeroom teacher that builds a bridge between the school and family.	We continue to seek ways to get more and more families involved. From parent education nights, parent/teacher conferences, & parentsquare.	Our strengths are our compassionate staff. We truly have a welcoming group of educators that want to serve their families and educate them. We provide HR teachers that build relationships with 15-25 students. They are their go-to forms of communication and check ins. These HR teachers are constantly checking in with students and families.  An area of focus is catching disengaged students quickly. We will have multiple forms of check ins: Content teachers, HR Teachers, and Counselors. Multiple people will be check in with students. They will build those relationships and help them transition and adjust to an online platform.	Not only do we have a school wide plan, but we have additional support mechanisms in place. We have HR teachers assigned to provide additional support and do weekly check ins. In addition, we have content teachers that send weekly progress reports. Also, our sped teachers provide parent right forms in their email and every time they do an IEP.   Areas of opportunity is parent education nights. We want to engage more families and educate them on support systems and resources for them.	We strive to find additional ways to provide support and opportunities for students. It is part of our LCAP goals.	We are seeking ways to get families involved and make additional efforts to reach out to unduplicated populations (i.e. McKinney Vento Liasion calling all McKinney-Vento families). This is an on-going work in progress.	Peak welcomes feedback and input. We provide opportunities through open-doors, emails, and continued communication through homeroom teachers and parentsquare. Families appear to know who their main point of contact is to find out information and gain insight. Parents feel comfortable reaching out to their HR teachers.	We have a Parent Advisory Committee and reach out to our families for feedback. Through surveys, calls, meetings, ParentSquare and public hearings, we seek out feedback from our families.   Parent Engagement, in general, is an area of opportunity for us. As an independent study, many families do their own thing. However, we are really seeking out ways to get them involved. A few ways we are doing that is: 1) We adding more parents to our Parent Advisor Committee and eventually to our board 2) increasing communication: newsletter and parentsquare.  3) Parent Education Nights. 4) McKinney-Vento Liaison.   For the 2023-2024 school year we will continue to push and improve this area.	We are calling individual families to gain input and we are inputting the Parent Square communication system. Although we provide the opportunities, we are hoping more families follow through and participate.	5	5	5	5	5	5	5	5	5	4	4	4	Met		07JUN2023	2023
56725536120620	University Preparation Charter School at CSU Channel Islands	3	Strengths: Caring relationships between families and administrators. Families treat teachers and administrators with respect, administrators and teachers treat families with respect. Progress: Making sure that communications are provided to families in ways that are easily understood.	Focus Area for Improvement: Find ways to help families feel comfortable to share concerns with administration.	Improvement of Engagement of Underrepresented Families in relation to Building Relationships Between School Staff and Families: Provide opportunities for underrepresented families to share their needs and concerns in ways that don’t bring unwanted attention to the family.	Strengths: Responsiveness of teachers, regular parent/teacher conferences, parent education nights Progress: More parent education nights were held this year.	Focus Area for Improvement: Educate parents on understanding and exercising their legal rights and how to advocate for their students. Provide parent education nights on a broader number of topics.	Improvement of Engagement of Underrepresented Families in relation to Building Partnerships for Student Outcomes: We want to work on building parent representation on School Site Council and English Learner Advisory Council	Strengths and Progress: In our family survey parents reported an increase in feelings of inclusion in decision making activities. We increase from 2022 at 3.54 to 2023 3.73. The data also showed and increase to family’s feelings of representation by parent/family groups from 2022 3.55 to 2023 3.70. Families overall feeling that they play a meaningful role in decision-making at the school increase from 2022 3.44 to 2023 3.55.	Focus Area for Improvement: One area that showed a decrease from 2022 was family’s feelings of being informed about important decisions regarding the school. In 2022 it was 3.77 and in 2023 it was 3.70. The school will work on regular communication that is clear and easily understood.	Feeling engaged with the school: Overall 3.83, Special Education 3.86, English Learner 4.00, Persons of color 3.85 Feeling informed about important decisions regarding the school: Overall 3.70, Special Education 3.76, English Learner 4.15, Persons of Color 3.81 Feeling included in planning school activities: Overall 3.73, Special Education 4.09, English Learner 3.90, Persons of Color 3.91 Feeling represented by parent/family groups: Overall 3.70, Special Education 3.73, English Learner 4.11, Persons of Color 3.77 Feeling empowered to play a meaningful role in decision-making at school: Overall 3.55, Special Education 3.77, English Learner 4.00, Persons of Color 3.70	5	5	5	5	4	4	5	2	4	4	5	4	Not Met		07JUL2023	2023
56725610000000	Rio Elementary	3	The LEA has a significant amount of opportunities for families to engage with the schools and district. Throughout the year the LEA seeks educational partner input through surveys (Youth Truth, CHKS, and local surveys) and regular opportunities for two-way communication. To further develop the capacity for educational partners to engage in meaningful discourse with the LEA, parent workshops, parent/student/teacher conferences, and advisory meetings are offered as a way to build trusting and respectful relationships with the community. Examples of engagement include Mixteco community meetings, school site community engagement events and support nights, district programs, and LCAP plan review opportunities at Parent Advisory and District English Learner Advisory Committees. The district has also increased the response and provision of computer and connectivity needs of all families, especially families of low-socioeconomic, homeless and foster youth, EL families and students  with unique needs. Additional strengths include the maintenance of our parent outreach liaison and the expansion of Mixteco outreach liaisons which allow parents of English learners, migrant families and new students to access and engage in school.	The LEA typically receives a lower percentage of feedback from underrepresented populations such as foster/homeless youth/families, English Learner families, students with disabilities and low-socioeconomic families. The LEA will focus on engaging populations that do not typically have equal percentages of input and attendance at workshops, meetings, and school or district events.	The LEA will continue to encourage parent participation in order to gather input and improve the engagement of  underrepresented families. District staff will increase opportunities for families to engage in school and district  meetings, activities, and parent-teacher conferences by going to school activities and events where larger groups of  parents are in attendance, in order to elicit feedback related to the needs and levels of parent engagement. The  district will focus on strengthening family connections by encouraging culturally responsive practices that further  build trusting partnerships between the community and school district staff. The district will continue to remove barriers that prevent parent engagement from underrepresented populations. Efforts will include increased access to parent education opportunities, childcare, food, and translation services at parent events and meetings.	The LEA offers opportunities in its elementary and middle schools for two-way communication between teachers and parents where student outcomes are discussed. Families have additional opportunities to participate in a variety of parent workshops, support meetings and advisory committees. Parent input indicates that they would like to have more in-person and social events on campus where they can see the outcomes of student programs while having the ability to offer input. Additionally, the LEA seeks educational partner input through surveys (Youth Truth, CHKS and local surveys) in an effort to further develop the capacity for educational partners to engage in meaningful discourse with the LEA. These parent workshops and advisory meetings are offered as a way to build trusting and respectful relationships with the community. Examples of current strengths in engagement include Mixteco community meetings, school site community engagement events and support nights, district programs and LCAP plan review opportunities at Parent Advisory and District English Learner Advisory Committees. The district has also increased the response and provision of computer and connectivity needs of all families, especially families of low-socioeconomic, homeless and foster youth, EL families and students with unique needs. Additional strengths include the maintenance of our parent outreach  liaison and the expansion of Mixteco outreach liaisons which allow parents of English learners, migrant families and new students to access and engage in school.	The LEAs focus area is to increase the input from parents and educational partners who support foster/homeless,  English Learners, students with disabilities and low-socio-economic students. The district will expand opportunities to  engage with families on supporting positive student outcomes.	During school and district events where program outcomes are being highlighted, the LEA will increase the ability to provide input through surveys and verbal outreach which will further support partnerships with families in the community. Rio School District developed and continues to improve a series of surveys to engage and gather input from all educational partners each year. Surveys are available online in both English and Spanish and Mixteco personnel works with Mixteco parents in order to complete the survey orally since Mixteco has no written language. The Rio School District continues to seek out parents of families who are disengaged by providing hybrid family engagement opportunities and a variety of ways in which parent feedback is sought out. Parent and student input is gathered through superintendent round-tables, student leadership collaboratives, parent advisory groups, site parent meetings, culturally relevant presentations and exhibitions, in order to help us guide programs and plans that are responsive to the local community.	Educational partner involvement from all educational partner groups is a key component in identifying student needs as well as developing the necessary goals and actions to provide a successful and quality learning experience for all students. Additionally, parental involvement is particularly important during this unprecedented and challenging time of re-engaging students and families with the school after a return from the pandemic. Rio School District continuously seeks and encourages educational partner feedback through ongoing parent surveys, phone calls, emails, staff meetings, parent meetings, School Site Council, ELAC, PAC & PELAC meetings, LCAP committees and public board meetings. RSD gathers formal input, related to California's eight state priorities, through the annual LCAP survey. Parent input previously indicated the need for one streamlined communication system, the Rio School District uses the Parent Square application to communicate with parents by providing emails and text messages as well as automated phone calls in the specified home language. In order to reach families who do not read or speak Mixteco, RSD offers video recordings and in-person outreach to engage families with this need. All schools offer two-way communication between teachers and parents where student outcomes are discussed. RSD offers and supports our partner agencies to assist in providing a variety of parent workshops, support meetings, technical assistance and advisory opportunities. The district works to provide childcare, food and translation at events in order to reduce the barriers for all families to fully engage. RSD seeks certificated and classified input by inviting representation at its district PAC and PELAC meetings and participating in regular meetings that support employee needs. Needs and information are gathered during curriculum council meetings, PAC meetings, SSC and site staff meetings, feedback within departments, surveys and regularly scheduled labor management and employee relations meetings with bargaining teams. Rio School District continues to administer the Youth Truth Survey which is a student, parent and staff-educational partner tool that measures perceptions linked to school climate and academic outcomes. Through the Youth Truth surveys, everyone's voice is equal and survey results harness perceptions to assist teachers and leaders in accelerating improvements. These surveys help us to better understand our students and community and how to best provide the support and information that is needed.	The LEAs focus area is to increase the input from parents and educational partners who support foster/homeless, English Learners, students with disabilities and low-income students. In order to increase overall input from targeted subgroups, efforts to reach families at events that are already engaging larger populations of parents, staff and students will support a more broad level of input that can be used for decision-making discussions.	During school and district events where program outcomes are being highlighted, the LEA will increase the ability to  provide input through surveys and verbal outreach which will further support partnerships with families in the  community. The district will continue to provide culturally relevant opportunities for engagement and parent education in order to help parents understand how they can increase engagement in decision-making processes.	5	5	4	5	4	5	5	5	5	5	5	5	Met		28JUN2023	2023
56725790000000	Santa Clara Elementary	3	Santa Clara Elementary continues to work toward building trusting and respectful relationships with families. Staff strive to create open lines of communication to inform parents of their child's progress, to keep families and the community aware of school events, and to ensure that all families feel welcome and a part of the school campus. Communication is achieved through parent letters, emails, phone calls, social media, school website, and parent meetings. Information is available in both Spanish and English as needed.	Based on the analysis of educational partner input and local data, the LEA's focus areas for improvement in building relationships between school staff and families is to continue to engage with families, creating trusting and respectful relationships. The LEA provides school communications to parents in their home language. Translation service is available for staff to use during parent meetings, phone calls, and IEP meetings as necessary. Teachers and administrators meet with parents at Back to School Night, parent/teacher conferences in the fall and spring, and Open House. At these functions, the LEA discusses student progress and collaboration with family to support student success. The LEA will continue to seek parent input with surveys and engage with parents and stakeholders in School Site Council and Parent Teacher Organization to provide additional outreach opportunities.	The LEA provides school communications to parents in their home language. Translation service is available for staff to use during parent meetings, phone calls, and IEP meetings as necessary. Teachers and administrators meet with parents at Back to School Night, parent/teacher conferences in the fall and spring, and Open House. At these functions, the LEA discusses student progress and collaboration with family to support student success. The LEA will continue to seek parent input with surveys and engage with parents and stakeholders in School Site Council and Parent Teacher Organization to provide additional outreach opportunities.	Santa Clara holds our annual Parent Information Night within the first two weeks of school. Parents are able to meet their child's teacher and learn about school and classroom expectations, policies and procedures. Progress reports are sent home midway through each trimester to inform parents of student progress. Parent/teacher conferences are held in the fall and in the spring to inform parents of how students are achieving. Translators are provided as needed. Resources are available and shared with parents as needed, including educational, emotional and financial. Adopted curriculum in both English Language Arts and mathematics has a digital component that parents and students can access from home, including tutorial videos of the daily lessons and online textbooks, practice activities and games. Our school website has resources and links available to families. SCESD is committed to continued efforts in providing resources to all families.	Based on analysis of educational partner input and local data, the LEA's current focus area for improvement is increasing participation in parent events. The fall and spring parent/teacher conferences are scheduled during times that parents are available, with the option of using Zoom if that allows for better participation. In addition, the school offers Back to School Night, Winter Program, PTO Fundraising Events, Talent Show, Spring Musical, Open House, Art Fair and Promotion Ceremony to showcase student work and strengthen family partnerships.	Based on analysis of educational partner input and local data, the LEA's current focus area for improvement is increasing participation in parent events. The fall conferences are scheduled during times that parents are available, with the option of using Zoom if that allows for better participation. Translators are available for parents who speak a language other than English. The parents are grateful for the options that the LEA provides them and the strategies given to them to become active participants in their child's education.	Parents are encouraged to be partners in their children's education. Parents play a crucial role at Santa Clara through their active participation and involvement. There are two active, organized parent groups, the School Site Council (SSC) and the Parent Teacher Organization (PTO). The SSC guides and approves the decision-making in developing the Local Control Accountability Plan, School Accountability Report Card, Technology Plan and the Comprehensive School Safety Plan. The PTO raises money and in many other ways supports SCESD and its students. All families and staff are welcome to attend these meetings and get involved with school activities. Communication is open and ongoing.	As a small, single school district, staff have built strong personal relationships with many of our families.  We value the input of all parents and understand the active role that parents play in their child's education and also understand limitations in being present at meetings due work schedules and family demands. The LEA's focus area for improvement in seeking input for decision-making is being able to share district information that engages parents and invites active participation.	The LEA will continue to improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision-making by sharing district information that engages parents and invites active participation through ongoing communication.  Information will be shared in multiple ways; through email, parent newsletters, assemblies, parent information nights, and messaging.  Translations will be offered as needed.	5	5	5	5	4	4	4	4	4	4	4	4	Met		27JUN2023	2023
56726030000000	Simi Valley Unified	3	Over 91% of families agree, or are neutral, that they are well-informed about their child's academic progress. Over 94% report (or are neutral) that their child is valued and respected by school staff. 98.9% of families report (or are neutral) that the office staff is friendly and helpful when they call or visit.	27.5% of families report never attending school events or family workshops, either in person or virtually.	We need to do a better job at outreach regarding the family events hosted at or by the schools and district. Additionally, we should conduct a needs assessment with families to see what types of events and what topics would be valued.	98.9% of families who attended a workshop or school event said (or were neutral) that the event provided useful information. 91.3% of families are aware of opportunities to participate in school decision-making opportunities.	Of the 27.5% of families who did not attend any school events, 56% stated that they were not interested in the content.	We will conduct needs assessments to determine what families would like to see in terms of event opportunities. Additionally, we will provide multiple dates/times and modes (in-person and virtual) so that as many people can attend as possible.	Over 91% of families replied that they were made aware of opportunities to participate in school decision making opportunities.	Only 26% of families indicated that they actually participated on any decision-making committees. We need to do a better job of explaining the importance and value we place on the input from our educational partners.	School and district staff will attend family gatherings to promote the importance of our various decision-making committees. Additionally, we will run recruitment ads for various committees in our parent newsletters.	5	5	4	5	5	5	5	5	5	4	5	5	Met		27JUN2023	2023
56726110000000	Somis Union	3	Understanding their children's educational program is central to supporting them at home.   We have offered continuous workshops focused on literacy, stem and math over the past year.  Our attendance has been consistent and across grade levels.  Reaching all families continues to be our ultimate goal.	Delivering workshops both during the morning and evening is an area for improvement.  Due to our small staff the evening have been our only option.  However, workshops have offered translation services and students are welcomed to attend with their parents.	Offering hands on workshops with a final product to take home has been effective for us with underrepresented families.  Also having our students promote and actively engage in our workshops have brought high participation rates.	Somis School promotes parents/guardians to actively take part in their children's education through various opportunities such as volunteering, student performances, school events, mentoring, joining school committees and participating in school workshops. One of the key offerings are our innovative Family STEAM nights which are offered quarterly. In addition, partnerships have been forged with multiple Ventura County agencies, California State University, Channel Islands and local Community Colleges. These providers will continue to offer our parents/guardians the tools necessary to support their children with their education. An example of this work includes A-G literacy provided by California Lutheran University. A collaboration with the Mexican state of Michoacán has provided parents with support in the area of mental health.  The two day workshops focused on providing all participants with tools to address the many aspects of addressing and being proactive in the area of mental health. Parents are also encouraged to take part in School Site Council, Bond Oversight Committee and/or the District English Learner Advisory Committee with the intent to create partners in the education of students in order to ensure students thrive academically. Somis will continue to offer translation services to Spanish speaking parents when meeting with teachers to discuss student academic progress or informing them of upcoming school events.	Our parents continue to become familiar with the educational system.  In recent weeks, we have focused on providing support in the area of mental wellness.  The strategies being shared provide parents with immediate tools to address anxiety and low self esteem.  The next steps is forming support groups that will provide parents the ability to establish the sharing of good practice amongst each attendee.	Establishing trust with our underrepresented families is our number one priority.  This is being facilitated by identifying parent leaders to develop an ongoing parent engagement series.  Our first workshops were delivered through a partnership with the state of Michoacan, Mexico.  Two school psychologists and a psychiatrist delivered a two day workshop on Emotions and their functions.  This will help their children build resiliency in their academic careers.	The small, family oriented school environment fosters an environment of trust. Input for Decision-Making is effectively sought through the use of traditional home messaging, social media, bulletins, board meetings, school notices and personal meetings with parents. It is not uncommon for parents to walk unto our site to share their thoughts in regards to our educational programs or other school matters. This has helped our school meet the physical, emotional, cultural, and social needs of our children and our community while also promoting shared decision-making.	Establishing continuity with educational partners is our primary focus area for improvement seeking input for decision-making.  Parents seem to place a high level of trust in our district when it comes to decision-making.  This may be due to the long tenure of our school board members and their advocacy on behalf of parents.	Underrepresented families at Somis School are actively working towards providing input through the District English Language Learner Committee (DELAC).  Our teacher advisor has continually brought relevant issues such as dress code policy and budget to DELAC meeting for parent input.	5	4	4	4	4	4	4	4	4	4	4	4	Met		17JUN2023	2023
56726520000000	Ventura Unified	3	Generally strong ELAC, SST, PTA/PFFO, DELAC, SEDAC, PAC and LCAP participation. ParentSquare is fully implemented, a full-time district PIO/Communications Coordinator. Record-breaking year of respondents for the LCAP survey. LCAP funds support enhanced site-specific and region/area-focused parent engagement opportunities (e.g., Disciplina Positiva, PIQE, etc.)	Working towards increased representation of student groups in various district/site committees by overt, personal invitations based on nominations from already engaged parents with relationships in those communities.	DELAC and Mucho Mas Que Miercoles are both parent groups that have strong attendance/engagement and they represent student groups who are underrepresented in the LCAP survey respondents, PTA/PFFO's and SSC. VUSD is seeking to partner with these parents to better engage the district's parents and build stronger relationships with these families.	Day-to-day communication between the district and its educational partners is strong. VUSD is working on ways to more formally include parents/guardians in formal processes and advisory committees. For example, VUSD is working to add parent representation to its existing Supplemental Novel Adoption Committee.	"The LCAP has set aside significant funds for sites to find ways to connect with parents and partner with them in parenting, drug awareness, mental health and academic success. Several sites are launching ""7 Habits"" programs for parents in addition to implementing it schoolwide for students. VUSD is looking for greater consistency across all sites with these kinds of engagement practices."	These outreach and education campaigns described above are targeted towards engaging underrepresented families. The strategy will be to both engage them in these campaigns but also with our primary reflection tool, which is our LCAP survey.	Generally strong SSC's and SSC processes at the site level, particularly at Title I sites. Strong, high-functioning LCAP meetings and LCAP survey responses have significantly increased, which led to several new LCAP actions/services for 2023-24	Engaging underrepresented groups and increasing these groups' LCAP responses has been a challenge. Some sites struggle to have strong ELACs as well. VUSD is consistently and increasingly working to better engage these families as educational partners in our decision-making committees.	VUSD is possibly considering combining DELAC and LCAP committees at various times to bring these two groups with very different representation together. VUSD has and will continue to bring the LCAP to DELAC, Mucho Mas as well, and request LCAP input from SSC's with agendized input times at site SSC meetings where more of these families are engaged.	4	4	3	4	4	4	4	4	4	4	3	3	Met		27JUN2023	2023
56737590000000	Conejo Valley Unified	3	Each year, the CVUSD distributes a survey to parents and guardians of the district to aid in decision-making. The key findings from the survey are presented at multiple district and school site stakeholder meetings. The survey was developed through a collaborative process of stakeholders, including both district and site input. The CVUSD LCAP survey requests input on several key areas, including academics, school environment, and parent engagement. After analyzing the results of the survey, CVUSD found that 85% of parent/guardian respondents believe that their child’s school creates an inclusive environment that is respectful of all and 85% responded that their student receives adequate academic support at school. The parent/guardian respondents overall feel that they receive key information from the school and district, with 93% responding that they are informed about their child’s academic progress. Parent engagement is encouraged at each school in CVUSD in a variety of ways. CVUSD conducts the annual parent/guardian survey in the spring and facilitates multiple district and school-level committees, including (but not limited to) PTA/PFA/PTSA, School Site Council and multiple district advisory councils/committees, such as District Advisory Council (DAC), District English Language Advisory Council (DELAC), GATE-District Advisory Council (GATE-DAC), Special Education District Advisory Council (SEDAC), and African American District Advisory Council (AADAC) and LGBTQ+ Advisory Council. CVUSD also offers a district-wide outreach program, with Outreach Centers at several schools to support our students. The Outreach Centers focus on unduplicated students and offers enrichment opportunities for at-promise students, including preschool readiness, tutoring, science academies, and a student mentoring program. Parent education courses are also offered, including classes in English, Spanish literacy, and monthly guest speakers for Parents Making a Difference. The annual survey included questions about parent participation and sharing of opinions.	School sites conduct several events in order to build relationships at school sites between staff and families such as Back to School Nights, Open houses, Awards Nights, Athletic Events, Parent Information Nights, Parent Education Series from School Counselors, school activities such as plays and other performances, and beginning and end of year activities.  School sites also maintain robust social media presences, as well as the CVUSD accounts, to keep parents informed and to continually invite them to participate on school sites as volunteers, and also to attend school site events. Parents are also invited to join their students’ classes in Canvas as observers so that they are informed on their students’ assignments and progress in the course.  School sites also conduct monthly school site council meetings that are open to all families to attend and provide input via public comments.  During the 2022-2023 school year, professional learning themes focused on understanding student voice, and particularly those students who have not traditionally found success. This emphasis on listening, understanding and then proactively planning to remove barriers for students is key and will continue.	CVUSD currently employs 7 Outreach Assistants and 1 Outreach Coordinator focused on increasing parent engagement at our Title 1 schools. Additionally CVUSD employs 1 full time Title 1 school counselor and 1 part time Title 1 counselor to provide additional support for students and their families.   During the 2023-2024 school year, the District will share a comprehensive, multi-year Diversity, Equity and Inclusion plan. This plan will emphasize the need to provide necessary and additional services to underrepresented students and families in order for all members of the CVUSD community to have equal opportunities to positive outcomes.	During the 2022-23 school year, the CVUSD Board of Education approved the District Parent and Family Engagement Plan that provides a district-wide overview of outreach support and efforts across all Title I school sites. CVUSD has established seven district advisory councils/committees to include the District Advisory Council (DAC), English Learner DAC (DELAC), GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. During the 2021-2022 school year, CVUSD added two new parent advisory councils: African-American District Advisory Council (AADAC) and the Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC). AADAC and LGBTQ+AC provides a parent and community voice for these important groups in order to support our students in experiencing maximum levels of success at school.	CVUSD will implement an Inclusion Plan for Students with Disabilities to describe the on-going and new actions to expand access and inclusion for Students with Disabilities into the general education setting. This will include actions/services pre-school to post-secondary as well as the on-going review of Least Restrictive Environment (LRE) as a new LCAP metric.  CVUSD will implement the CDE Anti-Bias Education Grant, including advanced training and coaching for district/site administrators, as well as general training for all certificated and classified school site staff during the 2023-24 and 2024-25 school years.	CVUSD will maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC.   CVUSD high schools will expand targetted communications to all families, and particularly those who are underrepresented, to provide important information on the UC A-G requirements and the FAFSA or CADAA.  CVUSD will maintain 7 Outreach Assistants and 1 Outreach Coordinator focused on increasing parent engagement at our Title 1 schools. These staff regularly receive professional development from across the region.  Additionally CVUSD employs 1 full time Title 1 school counselor and 1 part time Title 1 counselor to provide additional support for students and their families.   CVUSD will implement the CDE Anti-Bias Education Grant, including advanced training and coaching for district/site administrators, as well as general training for all certificated and classified school site staff during the 2023-24 and 2024-25 school years.	CVUSD receives on-going and regular input from the District Advisory Council (DAC), English Learner DAC (DELAC), GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. In the 2021-2022 school year, CVUSD added two new parent advisory councils: African-American District Advisory Council (AADAC) and the Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC). AADAC and LGBTQ+AC provides a parent and community voice for these important groups in order to support our students in experiencing maximum levels of success at school  Conejo Valley Unified School District employed several educational partners through various means of engagement in reviewing and adjusting the Local Control Accountability Plan (LCAP). Input was sought through training and meetings with Ventura County Office of Education (VCOE) and VC Special Education Local Plan Area (SELPA). Input was sought from labor associations - California School Employees Association Chapter 620 (CSEA), Conejo Valley Pupil Personnel Association (CVPPA), and Unified Association of Conejo Teachers (UACT). Input was sought from 49 total meetings with CVUSD Advisory Councils/Task Force - African American District Advisory Council (AADAC), District Advisory Council (DAC), District English Language Advisory Council (DELAC), Gifted and Talented Education District Advisory Council (GATEDAC), Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, and Others Advisory Council (LGBTQ+ AC), Special Education District Advisory Council (SEDAC), and Student District Advisory Committee (SDAC). Input was sought through the 9 meetings of the Budget LCAP Committee consisting of labor partners, representatives from advisory councils, and school/District staff. Input was sought through LCAP presentations/discussions with DAC, DELAC, SEDAC and SDAC. Input was sought through an updated Annual Feedback Survey administered to students (Grades 4-12), parents/guardians, and staff. Input was sought during the CVUSD Board Study Session, May 5, 2023 on district goals.Input was sought through a public hearing on June 7, 2023.	CVUSD will maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC.  School Plans for School Achievement (SPSA) incorporate the feedback and input of the school’s School Site Council, but will be published early as “Draft” documents in order for anyone in the school to review and provide input before the SPSA final approval.	CVUSD will maintain its seven advisory councils/committees to include: African-American District Advisory Council (AADAC), District Advisory Council (DAC), English Learner DAC (DELAC), Lesbian, Gay, Bisexual, Transgender, Queer, or Questioning, and Others Advisory Council (LGBTQ +AC, GATE-DAC, Special Education DAC (SEDAC), and a Student DAC. CVUSD will continue to maintain separate LCAP meetings with DAC, Student DAC, DELAC, and SEDAC.   CVUSD currently employs 7 Outreach Assistants and 1 Outreach Coordinator focused on increasing parent engagement at our 7 Title 1 schools. CVUSD also employs a full time Title 1 school counselor and a part time Title 1 counselor to provide additional support for students and their families. We will continue with these actions to provide support for families and increase parent and family engagement.	4	4	4	4	4	5	4	3	4	5	4	3	Met		07JUN2023	2023
56738740000000	Oak Park Unified	3	Based on the analysis of educational partner input included in the OPUSD LCAP survey, district committee work,  and the CA Healthy Kids Survey identified strengths included streamlined communication from the district, school sites and parent organizations through the ParentSquare platform, OPUSD Monthly newsletter, parent information nights, and community building events such as community recycling drive.   Parent information night topics included Fentanyl Awareness, Active Shooter, Math Placement Policy, Diversity and Equity, College Application Process, and TK/K Information Night.	Local educational partner data gathered through SSC, DELAC and other educational partner meetings along with the LCAP Climate Survey indicated that educational partners would like to see an increase in parent information nights at convenient times, additional communication from the school sites through electronic newsletters, ParentSquare posts and email.   Parents also requested additional information regarding their child's progress from teachers.	Based on the analysis of educational partner input and local data, OPUSD will continue to provide on-going communication from both the school site and district office.  A district newsletter, will be shared monthly with families as well as site level newsletters from the principal and Parent Faculty Organizations.  Reports are being reviewed to identify ways they can be modified to improve home to school communication regarding student progress.  A new Categorical Programs TOSA was hired to facilitate additional parent outreach/training for historically underserved student groups.	Based on the analysis of educational partner input and local data, OPUSD's current strengths in Building Partnerships for Student Outcomes include our partnerships with the Howard Group (District Equity Consultant), and Stanford University's Challenge Success.  Along with parent webinars detailing the healthy approach to college admissions provided through Challenge Success, OPUSD has added additional credentialed staffing to Oak Park High School's College and Career Center as well as Medea Creek Middle School and Oak Park High School's Wellness Centers.  Staff training provided by the Howard Group focused on trauma informed instruction, inclusivity and anti-bias education.	Based on the analysis of educational partner input and local data, OPUSD will be focusing on building partnerships for student outcomes through committee involvement, school site parent engagement activities and a monthly district newsletter.  In addition, webinars on topics of interest identified by parents (college career readiness, mental health, gifted education, drug awareness and school safety) will be offered.	OPUSD will increase involvement of underrepresented families by making personal contact to invite them to attend LCAP Parent Advisory Committee meetings and providing multiple touch points when inviting parents to attend DELAC meetings.  School sites will publicize school events through newsletters, parent square and other means to ensure underrepresented families are receiving information in their preferred format based on feedback gathered from the LCAP Parent Survey.	Based on the analysis of educational partner input and local data, OPUSD continues to include more parent and staff input at the school and district level through committees, surveys, and collaboration with parent advisory groups.  This is an action item in the OPUSD LCAP as well.   Superintendent and Board of Education office hours are held at each school site to gather feedback from staff as well as provide opportunities for question and answer sessions.	OPUSD will focus on providing all educational partners multiple opportunities to provide input into the educational program.  This will include, but is not limited to, Summer Program Survey, California Healthy Kids Survey, LCAP Climate Survey, Professional Development Survey and the 180 Degree Administrator Survey.  OPUSD also added additional district committees to discuss current educational issues such as Generative AI, Ethnic Studies, Student LCAP group, and Proposition 28.	OPUSD will improve engagement of underrepresented families in decision-making processes by providing training at meetings, such as DELAC and LCAP PAC, on the opportunities available to families for providing input into the educational program.   OPUSD will work with school principals and Parent Faculty Organizations (PFA/PTA) to share timely reminders about opportunities to participate in decision making processes, including School Site Councils, ELAC and DELAC.  School sites will publicize school events and meetings through newsletters, ParentSquare and other means to ensure underrepresented families are receiving information in their preferred format based on feedback gathered from the LCAP Parent Survey.	4	4	4	4	4	5	4	5	4	5	4	4	Met		20JUN2023	2023
56739400000000	Moorpark Unified	3	MUSD’s LCAP Educational Partner Survey is administered yearly to parents/guardians/caregivers, staff members, and students. In the past, our survey had only been administered to students in grades 8-11. For the first time this year, students in grades 5, 6, and 7 also participated. The data reported below is taken from the 2022- 23 survey. The respondents agree or strongly agree: • Parents feel welcomed and listened to by their school (English- 93%, Spanish- 96%) • Parents feel well-informed and communicated with about their child’s progress (English- 89%, Spanish- 96%) • Students feel welcomed and listened to by their school (81%) • Students feel that school staff are involved and care about their academic progress (90%) In addition to the LCAP Educational Partner Survey, local measures to gauge parent input in school/district decision-making and parent participation in programs were implemented during the 2022-23 school year as part of the MUSD LCAP, Goal 2, “Increase the percentage of students and families who feel that school is a safe and supportive environment with strong adult relationships and a sense of belonging, especially for students who are English Learners, low income, and foster youth.”	Future training opportunities for school staff will include the Family Engagement Toolkit and English Learner Roadmap.	MUSD will continue to provide bilingual parent coffee chats, Latino Family Literacy Project, LCAP Parent Advisory meetings and Title I Parent meetings to ensure engagement of underrepresented families. This year, the district added the Black Student Union Club at Moorpark High School. Additionally, MUSD is supporting the newly formed Black Parent Council. MUSD partnered this year with the Anti-Defamation League, who provided anti-bias/inclusion/anti-racism trainings to staff, students, and families.	Parent participation was measured by attendance at various district and school site meetings. The findings from 2022-23 show: • Each school principal held three “Principal Chats” during the year to gather input and encourage parent participation • Parents reported attending 1-3 school events or trainings (English- 91%, Spanish- 90%) • Schools also offer a variety of both in-person and virtual family engagement activities throughout the school year (i.e., STEM, literacy, mental wellness, suicide prevention, growth and development, Internet and social media safety, etc.) • In response to parent requests and interest, MUSD accelerated Transitional Kindergarten age eligibility • Achieve the Core academic family guides offered to parents in both English and Spanish on district and school websites • Each school evaluated and updated its School Plan for Student Achievement with input from key educational partner groups, including underrepresented educational partner groups • In addition to our Virtual Wellness Center and In-Person Wellness Center at Moorpark High School in-person Wellness Centers were launched this year at all middle school sites, and in-person Wellness Spaces were launched at all elementary sites. Part-time Wellness Counselors were also hired to serve our students in these locations. All of our MUSD Wellness Centers and Wellness Spaces offer support and resources for students and families • The Virtual Wellness Center houses recordings of previous staff and parent education opportunities	An area of focus will continue to be professional development for teachers and principals to improve MUSD’s capacity to partner with underrepresented families.	Parent outreach and parent educational opportunities primarily directed toward underrepresented families will be designed based on feedback from the annual MUSD LCAP Survey and created with researched-based best practices outlined in the family engagement toolkit.	MUSD offers multiple means of gathering input from our educational partners for decision-making, such as School Site Council, ELAC/DELAC, ASK, LCAP Parent Advisory Committee, Title I parent meetings, and our annual educational partner surveys.	MUSD will continue to strive to increase parent participation in our yearly LCAP Survey. Our efforts to advertise our survey to all educational partner groups helped us to triple the number of parent/guardian surveys from 40 to 120 collected this year from our Spanish-speaking community.	Based on our great success this year, MUSD will continue to work towards increasing participation in our yearly LCAP Survey by holding special events where parents can complete the survey, providing more opportunities to complete the survey at school site meetings and events, and provide alternative means of completing the survey (i.e., paper/pencil).	4	4	4	4	4	5	4	4	4	4	4	3	Met		20JUN2023	2023
56739400121426	IvyTech Charter	3	IvyTech has a well-established orientation system that allows each family a complete and intimate view of how schooling works at this institution. Each family is individually met and oriented by a representative of the administration. The school provides each household with access to a student monitoring portal, and each student is provided a school email address. These measures allow for clear communication that is understandable and accessible to students and their families.	The LEA's focus area for improvement in Building Relationships Between School Staff and Families is to conduct more parent nights at the school site and to post recordings of meetings on the school's website.	IvyTech will improve the engagement of underrepresented families by providing communications and home surveys in both English and Spanish.	IvyTech provides each household with its own progress monitoring access through a digital Learning Management System. Parents/guardians can access student progress/achievement information at any time, from anywhere with a device and an internet connection. Instructors regularly email home information about student progress and upcoming events/projects/exams/deadlines keeping open clear lines of communication. IvyTech has an established system for providing interventions for students, engaging family members in conversation about their student(s), and growing a strong relationship between school and home.	The school's focus area for improving partnerships for student outcomes is to utilize URTurn which is a digital counseling program that allows students and families to track learners' progression as they earn the credits needed to graduate. Additional resources are available to help with aligning personal, academic, and professional goals to post-secondary trajectories.	IvyTech will improve the engagement of underrepresented families by providing communications in English and Spanish. A portion of staff meetings is dedicated to the value and utility of contributions of parents and guardians, and how to reach out to, communicate with, and work with them as equal partners, implement and coordinate school programs, and build ties between educational partners and the school. Additionally, IvyTech has increased opportunities for the informed participation of educational partners with students of disabilities, English learners, Foster Youth, and low-income. Educational partners are invited to participate in the Individual Advisory meetings and can access all pertinent information (grades, attendance information, school policies and resources) so they can completely partner with the staff serving their student(s).	IvyTech reserves a seat on the school's governing board for a parent representative which allows for direct input to be made at the highest levels of school governance. Additionally, the school conducts several parent engagement nights to both provide information and receive feedback from the community. IvyTech also administers an annual survey to all educational partners asking for reflections on school performance, climate, staffing, facilities, LCAP progress, and input on developing future goals.	An analysis of educational partner input indicates that IvyTech will build partnerships with parents and students by continuing current outreach opportunities to include:  after-school parent nights, surveys, and LCAP development committees.	IvyTech has strengthened lines of communication between the school and home, especially in light of the unique situations presented by Covid-19. The school provides surveys and conducts interviews with a diversified array of stakeholders to ascertain the efficacy of policies, and engagement in school activities. Emphasis on home and school communication will be a continued goal for IvyTech.  Individualized attention to families is a priority for IvyTech as we serve a student population of: (a) 30% Low Income, (b) 1.7% English Learner, (c) 1.7% Foster and Homeless youth, and (d) 21% Students with Disabilities. Our major ethnicity is White at 68% followed by Hispanic/Latinx at 21%.  We will continue to improve the engagement of families through personal outreach, engaging activities, and a culturally responsive environment.	5	5	5	5	5	5	5	5	5	5	5	5	Met		13JUN2023	2023
56768280000000	Santa Paula Unified	3	The LEA values the input from all of the stakeholders.  The district strives to has specific platforms for all educational partners to provide input and suggestions for improvement.	The goal for the district will be to continue to develop key focuses on annual bases to reach full implementation and sustainability.	The district will continue to explore different methods to reach out to all educational partners.  The district understands the importance of face to face communication with the community.  Therefore, continuing to offer more focus group opportunities will be explored in more detail this upcoming year.	The district participated in a Community Engagement Initiative which included community members, parents, students, site staff, and district staff.  This committee explored different ways to connect with families to improve students outcomes.  The committee enforced the need to make flyers and communication more accessible to parents and community.  This collaboration supported the families with learnings about academic outcomes for their student.	The Community Engagement Committee will continue to meet on a monthly basis to explore research based activities to engage families and school and a true collaboration to increase student achievement.	The message that the district has received from the parents is to make all the flyers in a language that is accessible to them.  As well as to provide more training about how school works and how to best support their students.  This upcoming school year we will bring back PIQE (Parent Institute for Quality Education) upon the request of our parents.	The district established student and parent focus groups this year to gather more input about how to improve the education of our students.  Additionally, sending out a survey to our leaders provided the district with the necessary information to create new goals for the upcoming school year.	During the analysis of the data, the district is realized there was a need to support principals and staff on specific strategies to engage families.  The district will provide time throughout the school year to review The Dual Capacity-Building Framework for Family-School Partnerships to ensure that the district has systems in place to support and engage families.	The district will continue to provide face to face interactions with families to ensure their is a conscious effort to reach out to all the underrepresented families.  The district will have multiple opportunities for families to provide input.	3	3	3	4	2	3	4	3	2	3	4	3	Met		28JUN2023	2023
57105790000000	Yolo County Office of Education	3	Our Alternative Education program prides itself on our outreach and engagement with our families. Parents are  invited to attend school-wide activities such as the Back to School Community BBQ Dinner whereby parents,  students, staff, and community members of Cesar Chavez Community School were treated to dinner, and had an  opportunity to meet staff and visit classrooms. Parents and community members are also invited to attend School  Site Council (SSC) meetings and other school events. During orientation, parents have an opportunity to review the  progress of their students, get updates on school activities, and provide input on the School Plan for Student  Achievement (SPSA) and Local Control and Accountability Plan (LCAP). Families also are able to hear from staff  and visiting speakers related to the needs of students and families. The culminating event of the year is our Spring  Art Show and Open House where families and communities are invited to view and purchase student artwork.  COVID heavily impacted the ability of our students and families to participate in these events. We look forward to  bringing them back and working through our relationships to rebuild our community.	In the development of a Community School Plan, partner input is critical as is the relationships between school staff and families. There is an ongoing emphasis on strengthening the engagement between school staff and families.	In the development of a Community School Plan, partner input is critical as is the relationships between school staff and families. There is an ongoing emphasis on strengthening the engagement between school staff and families.	All new students and their parents have a one-on-one meeting with the school administrator to orient them to the  program and answer any questions. Topic-specific parent workshops will be scheduled for 2021-2022 based on the  feedback in the same workshops from 18-19 and input throughout the 2020-2021 school year. Our ongoing aim is to increase parent/family participation in these offerings.	During the design of a community school, the LEA will continue to focus on strengthening partnerships that will enhance student outcomes.	During the design of a community school, the LEA will continue to focus on strengthening partnerships that will enhance student outcomes.	Community Partner Input: Successes: • The Cesar Chavez Community School campus is welcoming. A sense of community is created there. • Students share that they know the staff cares about them, and individual student support is provided. • Staff are willing to engage in new ideas and practices, such as the recently launched Yolo County Career  Prep Program. The continued focus on social justice and culturally responsive curriculum benefits students,  families, and the community. School Site Council, Parent Advisory Committee, and English Language Learners Parent Advisory Committee Input: Successes:  • They felt that the school is a safe place for their children. • They appreciate the art instruction, the robust support their students receive, the frequent communication  by the Youth Advocate and other staff, the caring staff, and the many field trips their students have  participated in. • They especially appreciate the staff's assistance in providing transportation.	To prepare students for careers and transitions, there is a need for expanded career exposure and more  career technical education introductory courses. • To benefit students, it would be great to have a TIP Focus and associated PD for staff and expanded PE  activities. • The school could make broader use of the programs available through Communicare, such as parenting  support programs and drug and alcohol programs.	Many of our youth’s lives outside of school are chaotic, insecure, and unstable. • Parents want their children to graduate and find a job. • Families are requesting more positive and proactive communication from the school.	2	3	3	3	2	2	2	2	2	2	2	2	Met		27JUN2023	2023
57105790132464	Empowering Possibilities International Charter	3	EPIC does many things to build relationships between staff and families.  In 2022-2023, EPIC held two major events outside to promote family and community engagement - our Fall Festival and Multicultural Festival.   Both events had significant attendance and community partner participation.  These events included community and school exhibits, entertainment from different cultures, fun activities, and food.  In addition to these major community events, EPIC held other events to build relational capacity between staff and families:  Back to School Night, Family Math Night, Family Reading Night, IB Morning Chats,  movie nights, and Open House.  EPIC has also enhanced communication to families and the outside community via monthly newsletters and frequent Parent Square communications between teacher and home and school and home.   School administration holds monthly Coffee with Administration in order to build relational capacity with families/community and to hear/address any needs that family/community may have.   EPIC also offers parents/community frequent volunteer options so they can be on campus, which enhances the staff/family relationship.  All EPIC staff is trained in Capturing Kids' Hearts and is a National Showcase School. All of our staff work very hard to create a welcoming environment from the moment they step in the front door.  EPIC prides itself on the amount of bilingual staff that we have on campus, which assists tremendously in 2-way communication between families and educators in a language that is understandable and accessible to families.	Now that the COVID-19 pandemic has subsided, EPIC has gradually added in-person events for families and look to add more in 23-24.  EPIC intends to re-establish Parent Universities in order to help our families support their students academically.  EPIC has had a recent influx of newcomer families, so it is important that we teach parents about the US and CA educational systems, the importance of literacy and math, how to navigate the local community resources, etc.  EPIC also hopes to offer English language classes to families in the future.	EPIC will improve engagement of underrepresented families by identifying them and having our Parent Liaison proactively contact families to encourage engagement.	EPIC has historically done a great job building partnerships with families to increase student outcomes. EPIC has provided support to teachers to improve their capacity to partner with families by providing tremendous bilingual support to them through bilingual paraprofessionals/other support staff, as well as, a bilingual Parent Liaison who can bridge the communication gap for our large number of newcomer families.  EPIC has sent out multiple communications about how to use IREADY for math and ELA development at home, as IREADY is computer adaptive and its consistent use is critical for ELD.  EPIC provides teachers with multiple opportunities to hold parent conferences throughout the school year and have bilingual support in these conferences, if needed.	EPIC is hoping that in 2023-2024, it will be able to bring back its highly-regarded Parent University program which was suspended due to COVID-19. Through this program, we hold five in-person sessions to aid families in important ways they can help their student academically and social-emotionally at home.  As many of our families are newcomers who don't speak English, EPIC will strive to add English language classes for parents if funding permits.	EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to building partnerships for student outcomes by using our chronic absenteeism list to identify students and by having our Parent Liaison continue to reach out to these families.	In 22-23, EPIC implemented a successful new LCAP survey and received 97 responses - 56 Students, 29 staff members, and 12 parents - which is more feedback than ever received before.  The survey provided feedback in the areas of educational effectiveness, academic environment, instructional climate, school environment, and social environment.  This feedback was taken seriously in revision of the LCAP. EPIC's School Site Council/DELAC met faithfully in 22-23 as required by law and provided input on all important decisions and documents produced by EPIC, including the Parent Involvement Policy, EPIC Safety Plan, and LCAP/SPSA. The EPIC principal also holds Coffee with Administration to seek input from parents on a monthly basis.	EPIC will continue to encourage parents to respond to LCAP and Parent Square surveys, as this is the best way to gather data from families and the community.  Also, EPIC will continue to reach out to SSC/DELAC parents who come to meetings inconsistently and encourage parents who are not on SSC/DELAC to attend meetings through Parent Square and parent newsletters.	EPIC will improve engagement of underrepresented families identified during the self-reflection process in relation to seeking input for decision making by having our Parent Liaison continue to reach out to these families. EPIC will always strive to ensure that 100% of students have reachable contacts via Parent Square, as this is our primary means to communicate out to families.	4	4	4	4	4	4	4	3	4	4	4	4	Met		20JUN2023	2023
57726780000000	Davis Joint Unified	3	DJUSD strengths include our site English Learner Advisory Committees, Youth Truth Family Survey, and the role of a Homeless/Foster Liaison. Community and staff benefit from the relationships established by the Climate Office, liaisons, English Learner Specialists, and paraeducators who have strong relationships with families. Progress made includes the growth of a Spanish Speaking Partnership Network that includes staff and leadership and strong interpreter network. This Network has been instrumental in contacting families, understanding needs, helping to network for wrap around services, and informing district systems. Additionally, our Ethnic Studies Advisory and consultant led to the hire of an Ethnic Studies Coordinator and solidified relationships with community partners interested in improving the experience of our BIPOC (Black Indigenous Persons of Color) students in Davis schools. DJUSD has been successful in establishing a Parent Advisory Committee of the Native American Education and Title VI Program. Our relationship with our bargaining partners promote shared values and priorities and we continue to benefit from our relationships with higher education surrounding our community. Additionally, we note that our Climate Office will begin the work funded through an anti-bias grant with constituency groups from the Jewish community, Black and African American, as well as LGBTQIA+.	An area of focus in improving our relationships is in reaching a broader group of invested community members to inform our vision.  This focus will be co-constructed, realized and actionable through our Strategic Plan, beginning this fall of 2022.  Additionally, DJUSD will focus intently upon the findings and recommendations that come from the DJUSD Special Education Review, improving relationships within our Special Education student, parent, and staff populations.	An area of need in partnership is in building relationships and capacity for families that are English Learners and speak a language other than Spanish. Additionally, we have developing more systematic manners of  outreach to families living in poverty through their community leaders.	Building Relationships and Social Emotional Learning (SEL) is a high priority for Davis Joint Unified School District and is directly aligned to Goal 3: Classrooms and school communities will be safe and inclusive environments. DJUSD has developed events and systems in order to create strong relationships and open communication between school staff and the parent community. In addition to Back to School Nights and Open Houses, DJUSD hosts a Parent Engagement Night to invite parent perspective into the key decisions and future work of district leadership. Additionally, each school site holds events specific to their programs and coordinates parent events to support transitions from elementary school to junior high as well as junior high to high school. Staff have increased communication through messaging to include: Superintendent's bi-weekly Constant Contact email, social media, our DJUSD website, and personalized contacts from Principals. Additionally, our Spanish Speaking Partnership Network has increased proactive outreach. An area of success is in the hiring and utilization of a liaison for homeless and foster students. In partnership with our site counselors this has increased our ability to form relationships and meet student needs.	We observe a lower level of engagement with our unduplicated families and intend to focus on increasing in-person communication and face-to-face time with these students and families by home visits and case management. Our 2021-24 LCAP plan included hiring an additional  liaison and coordinator for interpretation services in order to increase and improve engagement of underrepresented families.  DJUSD has hired for this position and outreach has shown improvement of unduplicated student participation in programming.	DJUSD will continue to partner with our families using site advisories, district advisories, and community liaisons.  As part of our strategic planning this fall we will be going to communities systematically  and deliberately organize ourselves in the places where our families are available.  Additionally we will be partnering with our students on sites and translating our LCAP to increase accessibility.	As noted above, our partnership with families as a result of the Spanish Speaking Partnership Network and our EL Specialists is a point of success and progress. This is also true of our parents as a result of the Parent Advisory Committee of the Native American Education and Title VI Program. A focus area for improvement will be in working with a larger network of families as we note a reliance on the same leadership voices within the English Learner Parent Advisory and Native American group. We would also benefit from higher participation in our surveys and believe proactive outreach will increase that engagement.	DJUSD will focus on working collaboratively with our parents, students, staff, and community in a facilitated Strategic Planning process beginning this fall.  Our Strategic Planning process will impact DJUSD vision, priorities, and processes toward improvement and decision making.	DJUSD will explicitly share data and seek input from our underrepresented families through consultation with Parent Advisories for English Learners and Native American students.  Additionally, our liaisons will seek input from families in our migrant community and with our foster and homeless youth caregivers. Our Anti Bias grant will also improve our understanding and relationship with our Black/African American, Jewish, and LGBTQ families.	5	4	4	4	5	4	4	4	4	3	4	3	Met		19JUN2023	2023
57726780119578	Da Vinci Charter Academy	3	Building partnerships for student outcomes is key for success at DVCA. An important tool for building partnerships with parents/guardians for student outcomes is the use of Canvas, the school's online learning management system. DVCA teachers are trained in the use of Canvas and it is policy for teachers to provide access to agendas for each course at the start of each week and to provide updates in the student gradebook. Students receive Canvas training at orientation each year. DVCA hosts two Parent/Guardian Canvas Nights to provide tutorials and guided support on the use of Canvas. Each parent/guardian receives a Parent-Observer account. Thus, both students and parents/guardians have ongoing, consistent access to tools to monitor performance and provide additional support at home. Staff emails are available to families through the website and listed within each course. Additionally, DVCA teachers are instructed on professional email communications and expected to make timely communication to parents/guardians when academic or social-emotional challenges arise. Finally, students not meeting standards receive quarterly progress reports and counseling staff reach out to parents/guardians to schedule meetings with a support team.	There are two areas of ongoing progress. DVCA has developed a restorative approach to community building, conflict resolution, and discipline which can be accessed through the DVCA Restorative Practices Coordinator. Through orientation activities and parent engagement nights, DVCA educates students and parents about this system which can be accessed in or out of school to assist when challenges arise. Additionally, DVCA Administration and support staff utilize two recently acquired communication tools to support positive student outcomes. Using an updated website and School Messenger communications system, DVCA is able to provide timely information on school events, activities, policies, and opportunities for students and families. As a dependent charter, DVCA holds a Memorandum of Understanding with DJUSD, which describes the many instances in which DVCA contracts for services through DJUSD, including Special Education and Student Support Services. DJUSD provides training in legal and policy requirements in these areas and provides oversight for employees. DVCA staff provides parents/guardians with notices of their rights and follows the processes for S.S.T., 504 and I.E.P meetings. All processes for complaints or conflict resolution are available on the DVCA and DJUSD websites and these processes and protocols are followed by DVCA.	DVCA observes that Special Education and socioeconomically disadvantaged students demonstrate disparities in student outcomes and will focus on relationships with these students and families going forward. One of the hopes in this area is to increase the efficiency in delivering services to these families through the Multi-Tiered System of Support that that includes not only Socail Emotional support, but target Teir One practice with the use of the UDL framework.	"Building Relationships is a core principle of Da Vinci Charter Academy and directly aligned to the school's mission of being an innovative, inclusive and collaborative learning community. DVCA has developed a number of programs that support the creation of strong relationships and open communication between school staff and the parent community. In addition to Back to School Nights and Open Houses, DVCA hosts several parent engagement nights at each site to invite parents directly into the school environment. These ""flagship project nights"" occur at all grade levels and allow parents to see the work of their students as they present products and projects that they have completed in their courses. DVCA staff are easily accessible with every teacher's email for every course available in the school's learning management system and on the school's website. It is expected for DVCA teachers to respond to parent inquiries within 24 hours and meet after school hours with families that express this need. DVCA administration and staff maintain ongoing, open communication through the school website and through periodic School Messenger communications, all for the purpose of ensuring families are aware of school activities and have opportunity to participate. DVCA has a Parent Booster Organization which promotes a welcoming environment for families. Families can learn about the Booster Organization during annual registration and orientation activities. The Boosters maintain a website and provide periodic communication to families about school and Booster events, including their monthly, open meetings and social engagement opportunities."	One of the most significant areas of progress comes from the work of the DVCA Counseling Department. For the past three years, DVCA counselors have held Grade 10 Parent meetings during the Fall. Since adding the 9th grade, counselors have added support to 9th grade families. In these meetings, the counselors, students and parent/guardian(s) meet to discuss program planning for high school and post-secondary plans. These individualized face-to-face meetings offer a valuable opportunity for the counseling team to develop relationships and a supportive approach to supporting student and family goals. The Counseling Department has also developed a Post-Secondary Information Night for Juniors and a Senior Information Night. These avenues of engagement have been impactful in creating partnerships with families to work collaboratively towards achieving student goals and in fostering connections between families and school officials and, most importantly, in promoting access for families that might not otherwise have access to crucial post-secondary information.	Building strong relationships with families is a task that is never complete; it is something that requires intent and persistence. DVCA observes a lower level of engagement with its unduplicated families and intends to focus on increasing in-person communication and face-to-face time with these students and families in the coming year. Additionally, with the realignment of grade 9 to the Da Vinci High School Campus, it is imperative the counseling and administration begin the process of connecting with students and families at an earlier stage of their high school career.	DVCA benefits from the opportunity to participate in stakeholder input activities at both the district and site-level due to its status as a dependent charter. At the district level, parents participate in the Superintendent's Advisory Committees which includes representation for EL, SPED, Site Council/Advisory and a PTO/Booster representative. At the site level, the DVCA Administration holds monthly Advisory Board meetings which are open to the public and include four, elected, parent board members who provide representation for the stakeholder community. Notably, the Advisory Board members exercise oversight for important decision-making activities such as the DVCA LCAP, school safety plan, charter renewal and WASC process. DVCA also includes stakeholders, including DVCA parent/guardians, in the DJUSD School Governance Nights and the Parent Engagement Nights.These practices are firmly in place and represent ongoing strengths for involving parent/guardians in the decision-making process.	A recent area of progress for involving parent/guardians in decision making is the use of surveys to solicit parent input on the progress and needs of the program. This is done using the Youth Truth Family Engagement Survey which asks for parent/guardian feedback on a range of areas including school climate, academics and student safety. The feedback from this survey is analyzed annually by DVCA staff and the DVCA Advisory Board to determine areas for improvement. DVCA, along with DJUSD, has also strengthened its ability to involve underrepresented families in the decision making process through a sustained effort to provide communication and outreach in multiple languages, especially Spanish. Surveys and communications from DVCA are now done on multiple languages using a digital translation service and two DVCA employees have been formally trained on the process for translating in the educational setting.	While DVCA is proud of the strong record of parent/guardian participation in the decision-making process, it recognizes a need to diversify the population of parent/guardians who choose to participate. A focus area moving forward is to ensure that there is a wider range of participants and DVCA hopes to accomplish this by seeking a diverse group of Advisory Board members. DVCA would also like to achieve a larger and wider range of parent/guardians participating in the Family Engagement Survey and is undertaking additional steps to advertise and encourage this outcome.	5	5	4	5	4	5	4	4	5	3	4	4	Met		19JUN2023	2023
57726860000000	Esparto Unified	3	The district has done a great job in implementing Parent Square and utilizing all of its tools to garner information for parents and community members.	EUSD needs to better understand and overcome the barriers to parent participation in meetings and the Parent Academy.	EUSD will provide more opportunities for training in the Migrant Center.	EUSD initiated focus groups to better understand the needs of the community as we move forward with implementing our Community School Plan.	EUSD needs to have additional mental health resources available to the school and the community at large.	EUSD plans to embark on a graduate profile and strategic plan to keep our students at the focus. This includes all underrepresented families.	EUSD utilizes Focus Groups, meetings, surveys etc. to gather input from students, parents and staff.	EUSD continues to strive to overcome any barrier that impedes our underrepresented families from being engaged in Input for Decision Making.	EUSD still needs to make an effort to get families to engage and partner with the local school district.	3	3	2	3	3	3	4	4	3	3	3	3	Met		14JUN2023	2023
57726940000000	Washington Unified	3	Washington Unified School District is committed to engaging our educational partners. WUSD gathers input and meaningful consultation with the following groups on a regular basis: District Parent Advisory Committee (PAC), English Language Parent Advisory Committee (EL PAC), Native Indian education committee, administration meetings, school site parent meetings, parent university events, West Sacramento Teachers’ Association (WSTA) and California School Employees Association (CSEA) leadership LCAP meetings, SELPA consolation, regularly scheduled and special WUSD board meetings and that includes public comments, district LCAP feedback meetings held by departments and schools. The WUSD Strategic Plan embraces diverse voices and perspectives. The Superintendent meets with families and students to build relationships and gather input. The teams include: students, teachers, administrators, classified/aides, cabinet & supervisors, unions, school board, parents/caregivers, community members, and community organizations. These meetings have been instrumental in gathering input surrounding the needs of our students. The student voice captured during these meetings is driving the work of the team as we plan for future years.	Washington Unified School District will provide opportunities for engagement of all stakeholders, including parents and community partners, but strengthening reciprocal communication, developing additional avenues for involvement and feedback to support student learning through: 1. Active Parent Volunteers 2. Site ELAC (English Learner Advisory Committee) Participation & DELAC (District English Learner Advisory Committee) Participation 3. Parent community forums 4. Developing our schools as a community resource center  WUSD plans to build upon these successes through: -Continue to provide families with resources and support -Look for oppotunities to build connections with staff and families to build common knowledge  -Continued professional development for all staff in area equity as well as professional learning time. -PBIS implementation of tier I, II and III, based on school readiness and Tiered Fidelity Inventory scores. -Providing after school intervention and enrichment opportunities for students.	Washington Unified School district is committed to Equity, Excellence, Empowerment for Every Student, Every Day. WUSD is committed to working with parents and community in authentic ways to support student learning. Moving forward WUSD will increase District Wide parent workshops to include: 1. Social Emotional Support 2. Instructional technology 3. Student diagnostic information 4. Meeting the needs of students with exceptional needs 5. Interest surveys and needs assessments with underrepresented families 6. Increase translation services for parents of second language learners  In addition WUSD will continue to increase parent surveys forums and feedback in order to gain feedback.	Washington Unified School District is committed to engaging our educational partners in order to improve student outcomes. This continues to be a difficult section to rate as this varies from program to program and site to site. Numerous meetings are held to build partnerships and gain community connections. These meetings included the following educational partners: District Parent Advisory Committee (PAC), English Language Parent Advisory Committee (EL PAC), Weekly site administration meetings, School site parent meetings, Parent Trainings, West Sacramento Teachers’ Association (WSTA) meetings, California School Employees Association (CSEA) meetings, SELPA consultation, Regularly Scheduled and Special WUSD Board meetings and that includes public comment, School Reopening Committee, District and site LCAP meetings.  The positive parenting workshops have received very positive feedback. We have a lot of resources available and partnerships with local agencies to support our students and families such as Yolo county Children's Alliance, the City Of West Sacramento Homerun program, MLK Freedom Center, Yolo County Office of Ed, and institutions of higher education. Washington Unified School District staff is fully committed to these partnerships that will help support support staff and teachers.	The Strategic Plan is aligned with the District’s Local Control and Accountability Plan (LCAP). The goal is to reinforce the strengths of our school system while recalibrating the District’s vision and commitment to excellence, equity, and empowerment for every student every day.   WUSD leadership utilized a series of stakeholder teams in creation of the Strategic Plan to guide the development of a strategic plan that embraces the community's diverse voices. The stakeholder teams included a Core Planning Team (CPT) of district staff and community members, an Instructional Focus Team (IFT) that included teachers and administrators, an Alignment Team with West Sacramento business 2022-23 Local Control Accountability Plan for Washington Unified School District and community leaders, Student Groups with voices from grades 3-12, and Community Forums open to all individuals from the broader community.  Families/Community concerns centered on academic growth and many believe their child will need extra academic support.  Other concerns were about social-emotional well-being and peer relationships of students, Support for Academic Services for students, training for school staff, including trauma informed practices, social-emotional, health, and academic needs, and extending instructional learning time and formats.  As mentioned in previously in  analysis narrative, WUSD solicited feedback and consultation in conjunction with existing community groups via meetings and surveys.  Feedback was received and the focused areas targeted for growth were:  1. Involve families in service oriented projects. 2. Continue Surveys to better find out the detailed needs (staff and families). 3. Becoming more effective in reaching the families that are hard to reach. 4. Provide more opportunities for staff professional development (PD) that focuses on parent partnerships. 5. Improving our ability in getting the information out regarding all the resources we have and how to access them.	West Sacramento is a diverse, urban community where student needs are more concentrated in specific areas. Washington Unified recognizes the needs of English Learners, foster youth and students eligible for free and reduced lunch (unduplicated students) comprising over 68% of our student population.  In order to meet the specific needs of the identified subgroups, WUSD provides increased or improved services for foster youth, English Learners, and low-income students in the following ways:   Based on input from sites personnel, and the risks associated with foster care, the district funds a full-time Youth Outreach Specialist to monitor and aid foster youth in the navigation of school and resources. Additional staffing of outreach specialists. English Learner support staff, and social workers continue. These services are principally directed at serving the needs of Low--income, Foster Youth, and English Learners, they are available to all students who could benefit from the services. Outreach efforts are principally directed at providing district-wide and school-wide services to unduplicated students.  School sites are using a variety of methods to meet the needs of their students, specifically for foster youth, English learners, and low income students. All teachers have the flexibility built in their instructional day to provide additional intervention support to students. Additional funds have been allocated to sites to support site based interventions based on needs. These interventions are outlined in the school Single Plan for Student Achievements (SPSA) which are aligned to the district goals. The funds to support the site will be increased this school year.  In the feedback received from meetings and via survey areas of growth to focus on are the following: 1. Intensifying district plans in making the schools more a part of their community by Involving multi community resources so it's a one stop shop for families that are underrepresented. 2. Provide topics at workshops based on parent need and feedback. 3. Continuing to provide information in home languages especially those of newly immigrant families. 4. Support and recognize staff for skills to support multi lingual families.	WUSD is a community supported by one another. The Mission statement clearly states the district is characterized by a community promoting family involvement, strong partnerships, and school pride. WUSD is committed to working with parents and community in authentic ways to support student learning. During the 2023-24 school year many sites held family engagement nights. these included: -Family Math Might -Literacy Nights -Social Emotional Support for Students -Specific topics suggested from site parent forums  The WUSD Strategic Plan embraces diverse voices and perspectives. The teams included: students, teachers, administrators, classified/aides, cabinet & supervisors, unions, school board, parents/caregivers, community members, and community organizations. These meetings have been instrumental in gathering input surrounding the needs of our students. The student voice captured during these meetings is driving the work of the team as we plan for future years. The district is openly attempting to make opportunities where parents are asking questions, posing scenarios, asking staff for input (site leadership, pbis, elac, pto, etc). There are a variety of groups that meet to gather information from families.   A good effort has been made to include families in the strategic planning process and digital engagement has improved some families ability to attend.	In looking at gathering input it is critical WUSD need to reach out to all groups and families to ensure their input is received. It is not always the most vocal who speak for all. Gaining input from all stakeholders will be an important measurement metric for how much the district has improved in this area.  In working with the Superintendent's Advisory Committee the families shared that reaching out to families in a variety of ways is necessary. Although staff continue to think the input gathering has grown tremendously over the past few years, it is clear more of an effort to reach all parents is necessary.	Several sites held parent nights and outreach staff worked with site administrators to determine the needs at their sites. Continued outreach, language accessible information, advertising of resources available for our underrepresented families will be critical.  Home School Liaisons will work with parents to select sessions on primary language literacy, the road to college, and being an active participant in their child’s education.  Family liaisons will also increase translation of services and documents for families of English Learners. Home School Liaisons will increase work with parents to select sessions on primary language literacy, the road to college, and being an active participant in your child. Overall, the goal of WUSD is to enhance parent/school engagement such as the Positive Discipline workshop as well as other areas of interest.  As the district moves forward with plans to develop community based schools much planning will be utilized to determine ways to make our schools follow a more community based model as a resource center for all our families beyond just the working hours of school.	4	4	3	4	3	4	4	4	3	4	4	4	Met		22JUN2023	2023
57726940124875	Sacramento Valley Charter	3	SVCS organizes an annual Meet and Greet; we welcome all parents and guardians before the beginning of each school year. There are also two minimum days for meeting parents of underperforming students in the beginning of the school year. The parents of those students are requested to attend parent teacher conferences for reviewing individual intervention plans. We have monthly award ceremonies, site-council meetings, PTO Meetings, and School events such as STEAM Night, Multicultural Night, Various Sporting Events including Staff/Parents Vs. Students Basketball Game.	a.  Providing professional resources to educate, train, and motivate parents so that they can monitor their kids’ learning while providing a safe learning environment for their children at home. Teachers regularly update parents about their students' academic successes and needs. The effort is to reach consensus for increased service in areas of Counseling and Mental Health support.	We identify such families who are needy and we provide transportation and other amenities such as uniform and school supplies, free of any cost.  These facilities are available to those parents who submit a request in writing for help due to economic hardship.	Parents have free access to school administrative staff to discuss individualized learning plans and their kids’ achievement levels. Meetings with the students’ teacher and principal are held in order to improve student outcomes based on their needs. The first contact with parents of underachieving students is established within the first 30 days of school to build a strong partnership for their success.	Increasing fulltime liaison work for addressing chronic absenteeism, mental health, and homelessness. More fiscal resources needed to start more services.	SVCS conducts home visits to reduce chronic absenteeism and advise on providing a safe learning environment and keeping English Learner Students free from any toxic domestic environment.  Personal meeting are arranged with parents who request independent study during the school year. These efforts help in reducing chronic absenteeism and its resulting impact on their studies.	Sacramento Valley Charter School administration provides teachers and staff guidance in making informed decisions, with the support of continuous staff development and discussions. Parents are encouraged to partner with the school staff during various meetings and class visits. Partnership occurs with an aim to increase achievement levels, strengthen a safe learning environment, and reduce chronic absenteeism.	Increasing participation of all stakeholders in the implementation of school policies. We will conduct frequent surveys and develop an action plan on the basis of the feedback.	Home visits and arranging professional help for the parents and families for making appropriate decisions for their children. Teachers will be encouraged to hold meetings with parents in order to ensure all academic and transportation needs are being met.	4	4	5	5	4	4	4	4	3	3	4	3	Met		28JUN2023	2023
57726940131706	River Charter Schools Lighthouse Charter	3	The LEA strengths are in connections with families through building strong relationships between teachers, administrators and parents.	The LEA is planning to provide additional afterschool and enrichment activities for students. The LEA is also focused on improving outcomes in ELA and Math.	LEA will continue to survey parents and meet with stakeholder groups regularly. LEA also makes its school board meeting available online and in person to gather information and feedback from stakeholders.	The LEA strengths are in connections with families through building strong relationships between teachers, administrators and parents.	The LEA is planning to provide additional afterschool and enrichment activities for students. The LEA is also focused on improving outcomes in ELA and Math.	LEA will continue to survey parents and meet with stakeholder groups regularly. LEA also makes its school board meeting available online and in person to gather information and feedback from stakeholders.	The LEA strengths are in connections with families through building strong relationships between teachers, administrators and parents.	The LEA is planning to provide additional afterschool and enrichment activities for students. The LEA is also focused on improving outcomes in ELA and Math.	LEA will continue to survey parents and meet with stakeholder groups regularly. LEA also makes its school board meeting available online and in person to gather information and feedback from stakeholders.	4	5	4	5	5	5	5	5	4	4	4	4	Met		19JUN2023	2023
57726940135939	Washington Middle College High	3	Some of the current strengths and progress in building relationships between school staff and families at WMCHS are a new full-time bilingual counselor that helps with timely feedback and communication. Also, Canvas Learning Management System and Catapult provide streamlined communication of achievement and information to parents.	Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for improvement in Building Relationships Between School Staff and Families.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Relationships Between School Staff and Families.	A known strength is that academic performance is communicated quickly and effectively by teachers.	WMCHS believes that expectation regarding the program as a whole is an area of improvement.	Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve engagement of underrepresented families identified during the self-reflection process in relation to Building Partnerships for Student Outcomes.	In terms of input gathering WMCHS is seeing more partner input. For example, the advisory committee met more regularly this school year.	An important area for improvement for WMCHS is that there is a need for more regular Advisory Committee involvement.	WMCHS continues to seek ways to engage educational partner input. This includes working with organizations in West Sacramento.	4	4	4	4	3	3	4	3	3	3	3	3	Met		22JUN2023	2023
57727020000000	Winters Joint Unified	3	Waggoner Elementary and Shirley Rominger Intermediate Schools continue to enjoy support from a robust Parent Teacher Association that promotes quality enrichment activities which engage the community, teachers, parents, and students. Other associations that encourage parent involvement across the grade span are the Winters Education Foundation (WEF) and Winters Music Boosters.  As part of the District's transition to Universal Pre-Kindergarten (UPK), and supported through Growing Strong Learners Grant funding, the Winters State Preschool has initiated and sustained a Parent Advisory Committee to enhance parent involvement and connectedness during the early learning years. Additionally, they continue to host campus events to seek parent feedback such as Pastries with Parents. In the spring of 2023 the District held preschool and TK enrollment fairs that were well-attended and generated a number of new registrations.  Preschool, Kindergarten, and First grade teachers are also participating in Sobrato Early Academic Language (SEAL) Early Learning training. This professional development promotes the creation of strong partnerships between families and schools, as well as the use of culturally affirming classroom practices.   The District is now in its third year of Parent Square communication platform implementation. Staff receive ongoing training to use the platform’s features to communicate and collaborate with families through accessible messaging in their preferred language(s).  In the 2022-23 school year, district and site leaders participated in equity coaching to apply their cultural proficiency learning in site decision making.  The addition of a second Bilingual Parent Engagement Coordinator in the Spring of 2023 has helped to engage families and build strong relationships with parents. Further, the Educational Services Building at the District Office was reconceived as a Family Resource Center to enhance service delivery to families.	A focus area for improvement in the 2023-24 school year is strengthening relationships and social connections between the District and families through the use of Restorative Practices. This area was identified as a priority through educational partner input data and student discipline data. The District is partnering with the International Institute for Restorative Practices to support the Instructional Leadership Team in employing intentional and supportive Restorative Practices that foster positive school communities. Through Restorative Practices the District hopes to better manage conflict via collaborative problem solving, relationship building, repairing harm, and strengthening relationships between staff, students, and families. Desired outcomes of this work include lessening the existing achievement gap and fostering school climates characterized by inclusivity.	"To improve engagement of underrepresented families, the District’s Leadership Council has engaged in the ""Leading for Equity"" training series from the National Equity Project. Through this partnership, the District will reflect upon systems and policies that may contribute to inequitable experiences in school environments. The goal of this work is to create a District-wide culture characterized by building community, listening and demonstrating empathy, and deepening relationships with all students and families."	Each year the District partners with the Parent Institute for Quality Education (PIQE) to support families in developing the knowledge and skills to ensure their students achieve their full potential. Families who participate in the PIQE program receive important information about their child's education and earn a certificate of completion. Parent Institute for Quality Education (PIQE) courses provide families with information to support student learning and development at home.   Family Conferences are another way that Winters educators collaborate with families to improve student outcomes. The elementary, intermediate, and middle grades campuses have minimum days to accommodate conferencing. The middle and high school also host evening drop-in conferences to support working family participation.  An area in which the District has made progress is communication and collaboration with families whose children have Individual Education Plans (IEPs). The District has published and posted a Parent Handbook for Special Education in English and Spanish. This document is provided to parents and guardians at the initial IEP meeting and helps them to understand their rights and the means by which they can partner with staff to support their child’s learning and development. Additionally, in the 2022-23 school year, the District held a series of Special Education Parent Training Nights focused on topics of family interest.	Analysis of educational partner input and local data demonstrates that an area for improvement in Building Partnerships for Student Outcomes is soliciting broader and more demographically representative family participation in committees and school events. Staff will address this focus area by collecting both quantitative and qualitative data about family engagement in District activities, identifying barriers to participation, and implementing responsive solutions to build partnerships with a broader array of parents and guardians.	In addition to analyzing local data to dismantle barriers to authentic engagement among underrepresented families, the District is creating new opportunities for parents to partner in the educational process. An example of these efforts is the Comité Asesor Latino, a new advisory group that seeks to build partnerships with parents and guardians of Latino students.	The District has many committees focused on seeking family input in decision-making to improve student outcomes. Each school principal facilitates a School Site Council (SSC) and collaborates with the English Learner Specialist in the coordination of an English Learner Advisory Committee (ELAC). Both SSCs and ELACs regularly review student achievement data which contributes to the School Plan for Student Achievement (SPSA).  At the District level, parents are encouraged to participate in the Local Control Accountability Plan Parent Advisory Committee (LCAP PAC), Migrant Ed Parent Advisory Committee, and District English Learner Advisory Committee (DELAC). These groups review various data related to academic progress and wellness. They then advise District leadership in the development of the LCAP.   The District also facilitates a series of surveys and Family Forums. In 2022-23, families were invited to submit their input via an LCAP survey and participate in LCAP Listening Sessions. Additionally, families had the opportunity to contribute their ideas at the Yolo County Roadmap to the Future Forums. Finally, a variety of parents participated in Graduate Profile Input Sessions. Their contributions will inform the development of the Winters JUSD Graduate Profile that will be adopted in the fall of 2023.	The District analyzed educational partner input data and determined that the locally implemented Local Control Accountability Plan (LCAP) survey did not surface sufficient information to guide decision-making. In response to this gap, the District will implement the Youth Truth validated survey instrument in 2023-24. This survey gathers student, staff, and engagement partner perception data to catalyze system improvement.	In 2023-2024, the District will hold a series of support events for parents and guardians to garner broader participation in the Youth Truth Survey process. These events will be held in person and virtually and offered in English and Spanish. The goal of these events will be to support all families in contributing their ideas to inform development of the Local Control Accountability Plan for the 2024-2025 school year.	3	3	2	4	3	3	3	3	3	3	3	3	Met		22JUN2023	2023
57727020139436	Compass Charter School of Yolo	3	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass conducted a schoolwide planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass demonstrated strengths and great progress in the following areas: Communication (weekly Monday Morning Updates, ParentSquare, Workplace, Monthly Town Halls), Engagement (Learning Coach Academy, Virtual Scholar Workshops, field trips and scholar clubs), and monthly connection meetings between our supervising teachers and families.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the results, Compass identified the following as focus areas for improvement in building relationships between school staff and families: Community Involvement (i.e. community service projects) and increasing field trips. We received feedback that our families would like to get back to more in-person activities, and we are scheduling more in the upcoming school year.	Compass Charter Schools has developed the Compass Framework for the Future as well as the Compass Blueprint for Success. This is based on work and feedback from our Parent Advisory Council, Scholar Leadership Council, Leadership Team, Staff Advisory Committee, and Board of Directors, with support from our partner, the LearnerCentered Collaborative. The framework is designed to align the world we live in, develop scholars who will become engaged and productive citizens, and to enable our community to codify the Gold Standard in Virtual Education. Compass will also provide a variety of extracurricular and enrichment activities to include community service opportunities, field trips, virtual scholar workshops and scholar-led clubs which will include the National Honor Society (NHS). The framework and blueprint encompasses our underrepresented families and special populations as well.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools demonstrated strengths and great progress in the following areas for scholar outcomes: Multi-Tiered System of Supports (MTSS), English 2023 Local Performance Indicator Self-Reflection for Compass Charter Schools of Yolo Page 10 of 16 Learner Support, Tutoring, Social Emotional Learning and Well Being, and our synchronous and asynchronous instruction.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass itself conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. In reviewing the planning survey results, Compass Charter Schools identified the following areas for improvement in building partnerships for scholar outcomes: Summer Session availability, and curriculum options, more Community Provider options for the Options Learning Program.	Compass Charter Schools is now offering a summer session that utilizes online courses and/or academic subscriptions to increase scholar engagement and outcomes. Compass will also ensure all scholars have access to a-g approved courses, either through a preferred curriculum provider or through internally developed courses.	Compass Charter Schools takes great pride in our ongoing process for seeking input for decision-making. Compass collaborates with all of our educational partners consistently throughout the year via monthly Leadership Team meetings, Scholar Leadership Council meetings, and Staff Advisory Committee meetings; quarterly Parent Advisory Council meetings; and Parent Town Halls and survey administrations throughout the year. During these opportunities, all educational partners review and discuss the progress we are making, make recommendations for improvements, and are equally involved in the decision-making progress.	Compass Charter Schools’ Scholar Leadership Council and Parent Advisory Council conducted scholar and parent surveys in January. In addition, Compass conducted a planning survey in February and March in order to ensure input from all groups of scholars, families and staff, as well as our authorizers, Board of Directors, and community at large. The survey results provided qualitative and quantitative information on our Compass Experience as well as areas of focus and areas of opportunity to explore for the upcoming school year. Compass Charter Schools identified the following areas for improvement in seeking input for decision-making: a need for an increase in participation on state and local assessments.	Based on input and local data, we will continue to work on providing opportunities for engagement that are accessible to our underrepresented families. The addition of a full time McKinney-Vento Liaison provides a conduit for ensuring that some of the most underrepresented families have a voice. We are also looking at our engagement activities for our scholars and looking to find additional in-person opportunities in accessible areas. We continue to refine our live learning sessions to provide meaningful educational content. Additionally, we partnered with Wellness for Educators to offer wellness resources for our scholars, families, and staff. These live workshops are recorded and made available asynchronously for those who are unable to attend them live. We continue to refine our supplemental subscription offerings, such as Freckle, for example, for academic support, in addition to expanding our Multi-Tiered System of Supports tutoring hours.	4	4	4	4	4	5	4	4	4	4	4	4	Not Met		07JUL2023	2023
57727100000000	Woodland Joint Unified	3	Having CAFÉ (Community and Family Engagement) specialists at every site has been a major support for families. Increasing the number of bilingual teachers and staff has had a positive impact on reducing language barriers.	Additional resources for parents in using our electronic systems (ParentSquare, Aeries). Additional language supports are needed for students and families who speak languages other than Spanish (such as Mandarin Chinese, Urdu, etc).	The district will continue to support families with CAFE specialists, who work specifically to increase outreach to underrepresented families.	The district has opportunities for conferences with parents to review student progress. The district has increased the number of enrichment activities before and after school, during intersession, and during summer.	Additional resources are needed in support of student academic achievement and in support of student behavior. There are many partnerships that exist to support students and families, but communication about these partnerships could be improved to ensure that all families are aware of the supports that are available.	The district will continue to build partnerships in service of improving student academic and social emotional outcomes. Goal 4 in the Local Control and Accountability Plan outlines how the district will continue to foster and develop internal and external partnerships to support the needs of all students.	There are many opportunities for input using surveys and in meetings such as English Learner Advisory Committee and School Site Council.	Parent participation at the high school is low. The district could improve on how results of surveys are shared so families and community know what input was provided.	The district will continue to provide parent workshops and will support families' engagement in groups that provide input and feedback, such as the LCAP Collaborative and the District English Learner Advisory Committee. Cultural affinity groups such as the African American Parent Advocacy Committee and the American Indian Parent Committee will continue to be supported.	3	4	3	3	3	3	3	3	3	3	3	3	Met		15JUN2023	2023
57727100121749	Science & Technology Academy at Knights Landing	3	SciTech prides itself on building strong relationships with families. This has been done through the following: 100% of our families are connected through the Seesaw platform. This platform allows teachers, administrators, and families to communicate constantly. This platform facilitates communication since it will translate from Spanish to English and English to Spanish for parents and teachers. The principal also sends out her weekly message on Sundays in both languages, to make sure families are informed of the upcoming events and opportunities for them to attend committees. Our yearly survey was given to parents in May of 2023. 44 families participated. The results are the following: 72% of families strongly agree that SciTech has high standards for achievement. 84% of families strongly agree that teachers at SciTech work hard to make sure that students do well. 82% of families strongly agree that teachers at SciTech promote academic success for all students. 80% of families strongly agree that SciTech sets clear rules for behavior. 64% of families strongly agree that their student(s) feels safe at SciTech. 91% of families strongly agree that they feel comfortable talking to teachers at SciTech. 80% of families strongly agree that SciTech communicates well with families. 89% of families strongly agree that they feel welcome at SciTech.  Based on these results, 80% of our families feel that SciTech communicates well with families. 91% of the families strongly agree that they feel comfortable talking to teachers at SciTech, and 89% strongly agree that they feel welcome at SciTech.	Although SciTech has done a good job building relationships between school staff and families, through the analysis of partner input and the family survey, the following are areas of improvement: (1) Seesaw is a useful tool, but can be used differently to communicate more effectively. (2) Promoting ways on how parents can volunteer at school.	SciTech will learn ways of using Seesaw more effectively to communicate with parents. It was also suggested that more paper fliers be used to communicate with parents. The CAFE Specialist will have a key role in supporting parents understanding of  the volunteer process so that parents submit their paperwork and are able to volunteer in their child's classroom.	One of the strengths of SciTech in building partnerships with families is through the Personalize Learning Plan (PLP) conferences, Student Study Team (SST) meetings, and Parent-Teacher Conferences. These opportunities allow the school staff and parents to work as a team to better support student outcomes. Additionally, SciTech's evening family events also bring families, staff and community together.	Based on families survey input, parent feel that the option of meeting in Zoom should continue to be available. In addition, parents would like training in Common Core Math and tools on how to support their child in reading.	SciTech will offer training to parents that address how to help their child in both math and reading.	In the ELAC (English Language Advisory Committee), PTO (Parent, Teacher Organization), SSC (School Site Council), and Governance Committee, input for decision-making is asked of families and community partners. Parent input is asked throughout the year. Great effort is placed in encouraging parent attendance at the meetings. In addition, a yearly survey is given to parents to provide their input regarding the culture and climate of the school and the LCAP. This year 44 families responded to the survey. This was a 50% increase from last year. The use of Zoom has continued to be used to allow parents to attend the meetings.	Meeting attendance is an area of improvement in seeking input for decision-making.	Through the family survey and input from the educational partners the following will be put in place to improve engagement of underrepresented families: (1) The CAFE Specialist will continue calls and send messages (paper and Seesaw) informing families of upcoming meeting. (2) The EL Specialist will focus on improving the attendance of our EL families at meeting, especially at the ELAC meetings. (3) The survey will continue to be administered in the Spring.	5	5	5	5	5	4	5	5	5	5	5	5	Met		21JUN2023	2023
58105870000000	Yuba County Office of Education	3	Based on the analysis of educational partner input and local data we are in the planning process of transforming to the California Community School Partnership Program model. Through this process we will identify the current strengths and progress to build relationships between school staff and families.	Based on the analysis of educational partner input and local data we are in the planning process of transforming to the California Community School Partnership Program model. Through this process we will identify the focus areas for improvement to build relationships between school staff and families.	Based on the analysis of educational partner input and local data we are in the planning process of transforming to the California Community School Partnership Program model. Through this process we will improve engagement opportunities for underrepresented families to increase the opportunity to build build relationships between school staff and families.	Based on the analysis of educational partner input and local data we are in the planning process of transforming to the California Community School Partnership Program model. Through this process we will identify the current strengths and progress to build partnerships for improved student outcomes.	Based on the analysis of educational partner input and local data we are in the planning process of transforming to the California Community School Partnership Program model. Through this process we will identify our focus areas to improve opportunities to build partnerships for improved student outcomes.	Based on the analysis of educational partner input and local data we are in the planning process of transforming to the California Community School Partnership Program model. Through this process we will improve engagement opportunities for underrepresented families to increase the opportunity to build partnerships for improved student outcomes.	Based on the analysis of educational partner input and local data we are in the planning process of transforming to the California Community School Partnership Program model. Through this process we are increasing the structures of seeking and receiving input for decision-making.	Based on the analysis of educational partner input and local data we are in the planning process of transforming to the California Community School Partnership Program model. Through this process we are focusing on developing the structures of seeking and receiving input for decision-making.	Based on the analysis of educational partner input and local data we are in the planning process of transforming to the California Community School Partnership Program model. Through this process we will improve engagement opportunities for underrepresented families to increase their access to provide input for decision-making.	2	2	2	2	2	2	2	2	2	2	2	2	Met		14JUN2023	2023
58105870117242	Yuba Environmental Science Charter Academy	3	The school's strengths are using Parent Square for two way communication with families, hosting large school based evening and weekend community events in the fall and spring, and facilitating student-led conferences at the end of the first and second trimesters.	Our next step is to host smaller, more frequent opportunities for school staff and families. This includes monthly morning events such as coffee with the principal and family liaison, and monthly evening events such as game and movie night.	The school will improve engagement of underrepresented families by inviting underrepresented families to help plan outreach events, and to personally invite them to participate in events.	Our strengths are gathering student academic data and work samples to create and update Individualized Learning Plans for each student, and to facilitate student-led conferences at the end of the first and second trimesters to share data and to update the ILPs.	Focus areas for improvement in building partnerships for student outcomes are increasing family participation in student led conferences. We will explore ways to make the conferences more meaningful and approachable to families.	Focus areas for improvement in building partnerships for student outcomes are increasing family participation in student-led conferences. We will explore ways to make the conferences more meaningful and approachable for families.	Our strengths are inviting educational partners to Council of Directors meetings, Roadmap Planning meetings, and other meetings. We use Parent Square for surveys and feedback.	Our focus areas for improvement in seeking input for decision-making is to create committees that have a short time of service and a specific issue to address, and to invite educational partners to participate.	We will improve engagement with underrepresented families in relation to seeking input for decision-making by inviting them to identify issues that they would like to see addressed, and inviting them to participate in a small group for a specific time to address the issue.	3	3	2	3	2	3	3	3	3	2	3	2	Met		29JUN2023	2023
58105875830112	Yuba County Career Preparatory Charter	3	"In the 21/22 school year YCCPCS implemented a new ""Landing Page"" on our student devices that has a space for student and families to engage with our school. The feedback in our family survey was that the Landing Page was very helpful to connect with all YCCPCS staff and to get the help they needed or information about an event or meeting. At the end of the year we had our first ""Family Night"" we have had in years. Starting off the 22/23 school year we reviewed with parents/guardians our engagement opportunities and we had more parents say they are available to help at school events or committees. We are doing more student and family events than we have done in the recent past. We are using ParentSquare and more parents/guardians are responding to posts and events than in the past years."	We are very focused on communication to our parents/guardians and students. How we get the information to them, when we send it, and how we engage once the family is here on site. We had success with virtual meetings with families because transportation is often a concern for our families. This increased participation in our meeting times with students and families.	We make home visits when needed.	We have more services available to our students with our Academic Advisor and Family Support person who are very important in our implementation of our Multi-Tiered Systems of Support and Positive Behavior Interventions and supports. We are getting our systems in place for initial student/family engagement and ongoing interventions.	We must continue to refine our MTSS and define our metrics for success with our students. Data is a constant moving target for a DASS school when students continue to move in and out.	We must continue to strive for engagement through the use of home visits and virtual meetings to support the removal of barriers so our students and families are not underrepresented.	We are a DASS school, we ask parents/guardians and students through personal conversations. social media, paper and electronic surveys, and include parents and students in our School Advisory Committee. As a staff we have collaboration time for all members of our school community to give input in our decision-making process. We also include our Authorizer in our decision-making process as well.	We have to be persistent, we have a transient population and we must continue to seek input and engagement from our families and students. As things move and shift we must keep all of our educational partners engaged in the decision-making process.	With our underrepresented families we depend on our independent study teachers as the front line to improve our engagement with these families and students as they are not often present.	5	5	5	5	4	4	5	5	4	4	4	5	Met		30MAY2023	2023
58727280000000	Camptonville Elementary	3	The LEA provides ample opportunities for staff and families to engage in meaningful relationships.	The LEA is focused on getting more families actively engaged in communicating with the school and participating in LEA activities.	Continue to provide opportunities at varying times of day and days of the week so that more families can access school programs and engage in meaningful relationships.	The LEA has a clear mission and vision including unified practices for building partnerships for student outcomes.	Continue to invite partners to the table to participate in student outcomes.	Continue to provide opportunities at varying times of day and days of the week so that more families can access school programs and engage in meaningful relationships.	The school staff is consistently reaching out to families to engage in campus activities and programs.	Actually getting families to attend.	Continue to be flexible with times and days of events.	5	5	4	3	4	4	5	4	3	3	4	5	Not Met		19SEP2023	2023
58727286115935	CORE Charter	3	Building relationships is among the strengths at CORE Charter. Parent, student, and teacher partnerships provide the foundation for the student's custom-designed educational program. The individual relationships develop and grow during the year as many meetings occur and situations and needs are brought to the conversation. Progress toward sustaining this strength is a matter of ongoing discussions at regularly scheduled meetings as well as spontaneous, collaborative sharing of successful experiences. Communication comprises a considerable portion of every day for teachers as they reach out, share information or observations, offer suggestions, track student progress, provide tutoring and more with families. Specific information can be sent to particular student groups and parents through a schoolwide email or phone system. A designated employee updates and maintains the school's social media platforms, newsletters, and website so that all information aligns, and to which community members may respond.	A focus area to improve relationships between school staff and families includes more frequent contact with families. Teachers have made determined efforts to contact families on a weekly basis thereby fostering healthy, communicative relationships. CORE intends to offer additional learning opportunities to families to support education at home. CORE seeks to ensure that all families understand the value, seek to participate, share their input and gain the reward of strong relationships.	Staff members, fluent in languages other than English, offer to communicate on the school's behalf when necessary. In this way no family is without opportunity to engage. Underrepresented families receive the same personal contact and opportunity to contribute as all families. All staff members, in addition to personalized teachers, offer willing assistance to any family member at any time often seeking them out to ensure support.	"Professional learning opportunities to support teachers and administrators are offered throughout and even before the school year begins for planning purposes. Often a teacher will discover an opportunity for learning and request to participate. The school might extend the opportunity to others who will benefit as well. It is at these times, when collaborating with professionals from the field, that teachers learn new and proven partnering approaches. All students and their families are provided with information and resources they need to support student learning at home. However, because of the depth of the ""resource well"" at CORE, some resources might be forgotten or otherwise left untried. It is incumbent on the teacher to revisit these supports or review information regularly. CORE will continue to stress and review such important information as explaining college and career pathways to the career technical education fields and/or college/university. A first-time outline should be consider exposure, but pathway explanations should require further personalized conversations with individual student goals in mind. In this way we can assure understanding for underrepresented families as well. CORE has begun and will increase efforts to prioritize goal setting and planning for students."	"A focus area to improve partnerships for student outcomes includes the continued implementation of a verified assessment program. CORE selected the Star Renaissance Assessment program to measure student growth over time, help parents and student identify learning needs, and design personal plans to reach outcome goals. CORE has discovered that this process will take time, strategic planning and outreach to communicate the value of this tool. To gain family ""buy-in"" is our primary objective, which of course, depends on healthy relationships in the first place. We expect to earn the trust and cooperation of parents and students as they become knowledgeable and empowered with relevant data. CORE will continue to train teachers to create and communicate individualized educational plans in collaboration with families."	Through personal contact, underrepresented families are especially encouraged to take advantage of all opportunities toward improved student outcomes. Teachers offer to assess students on an individual basis, provide oversight for at-home testing when time or transportation are prohibitive, host group intervention or assessment sessions, as well as arrange for any opportunity even when personal circumstances might render it unlikely. Regular one-one-one teacher/student conversations are the key to engaging underrepresented families.	CORE's small, family atmosphere lends itself to regular input through individual meetings, committees, and day-today interactions. Input is solicited through Parent Club, Council Advisory Group, Student Clubs, individual interactions, and surveys. Parents are integral to the success of CORE's program, and we value their involvement.	CORE continues to rely on committee function as part of CORE's regular informing process. Students and parents are invited to participate through clubs, question/answer, surveys, and conversation formats. As always, our Parent Club, Student Clubs, individual parent meetings, individual student meetings, and counsel advisory group are encouraged to join and share input. For example, requests for and discussions about social events to bring our community together again seemed to recur throughout the year. We listened and did our best to accommodate this vital part of community life. Though welcomed and encouraged, some families decline to participate in the decisionmaking process often because they take seriously their role as parent educator and household manager, leaving them little time to join other efforts. We applaud their priorities. Our goal is to reach but not press every family, including underrepresented families.	Through personal contact, underrepresented families are especially encouraged to share their needs and what they think will best meet them. CORE teachers inherently develop listening skills to ensure all parent concerns are heard. Sometimes they will bring these to the leadership level. Other times, they can simply make adjustments to the student's program to best suit the family. Collaborative staff conversations allow us to know when a concern or need is bigger than an individual family at which point this informs the overall decision-making process. In 2023-24, CORE plans to make a concerted effort to connect with families/students that are not attending in-person classes, services, field trips, and events to ensure they understand the opportunities and resources available. This focus is to ensure that there are no barriers to accessing the in-person opportunities at CORE.	5	5	5	5	5	5	5	5	5	5	5	5	Met		29JUN2023	2023
58727360000000	Marysville Joint Unified	3	MJUSD is committed to creating an environment where our school staff and families have a rich and positive experience. As a district, the need for resources to support the wellness of students has become a much-needed focus. MJUSD hired a Director of Wellness to help support the needs of our students and staff across the district. We continue to offer PBIS across the district to support the behavioral needs of our students. In addition, MJUSD piloted SEL curriculum districtwide and decided on a districtwide SEL curriculum to support students' social and emotional needs. The district is also providing training for teachers in Bullying Awareness.	MJUSD provides professional development to support the communication between school and home. Training has been provided in all schools for PBIS, which addresses school climate and parent engagement. In addition, we have provided training in our SST process to ensure parents are involved in their students' academic, social, and physical needs. This year, training in Bullying Awareness will be offered to staff. As for services to support parents, we will continue to expand our parent institutes to help foster a positive relationship between home and school by supporting parents in gaining knowledge on how to support their students best.	MJUSD is committed to meeting the needs of our underrepresented families. With the investment of Outreach Consultants (ORC) and EL facilitators, we have intentional support for our English Learners, Low SES, and Foster students. The ORCs and EL Facilitators play a pivotal role in the communications between school and home. For our students who have significant attendance issues that require involvement with SARB, we provide a SARB clerk to help organize and maintain the records for the process and communicate with families. Our office staff is trained yearly on the registration requirements for Foster students and our records in Aeries are monitored to ensure we are providing our foster students with everything that they need. The addition of nurses and health aides in our schools has also played a significant role in addressing the health needs of our underrepresented families and the resources for families. MJUSD also provides Spanish translations across the district. This includes translations for IEP, district newsletters, phone calls, and parent meetings.	MJUSD is committed to supporting our educational partners to support student outcomes. We have invested in our schools by hiring outreach consultants, attendance clerks, school counselors, SARB clerk, EL facilitators, and a Director of Wellness. These positions were designed to help bridge the communication between home and school. In addition to the home-to-school communications, these positions are designed to have an intense focus on student academic data as well as other identified needs for our students.	MJUSD continues to work towards building our educational partners to support student outcomes. We continue to provide professional development for the outreach consultants, attendance clerks, school counselors, and EL facilitators. These professional developments include training in Beyond SST, RawWee attendance, data monitoring in ELLevation for our EL students, and 504 training. Our teams will also continue to have regular meetings with the PBIS/MTSS Coordinator/ Director of Wellness, Director of English Learners and Student Supports, and the Director of Discipline and Attendance throughout the school year for guidance and support.	MJUSD continues to build relationships with educational partners for positive student outcomes for our underrepresented families. For our English Learners, we have EL facilitators who monitor student data using ELLevation and ensures our qualifying students are reclassified. In addition, the Director of English Learners and Student Supports meets and maintains communication with parent groups. Our Low SES and foster students are supported through our attendance clerks, PBIS/MTSS, and outreach consultants. Our programs, such as RawWee and Beyond SST, are designed to help staff monitor the data to help intervene quickly.	MJUSD has sought input from our educational partners in a variety of ways. MJUSD increased the number of district advisory committees such as our District Advisory Committee (DAC), District English Learning Advisory Committee (DELAC), Facilities Committees, and Fiscal Committees during the 2022-23 school year. In addition, the Superintendent has regular, open zoom meetings for parents to discuss their concerns. This year, the Director of Curriculum, Assessment, and Accountability meet with all of the School Site Councils for parent input sessions. These events allowed families to have direct communications with district leaders. In addition, the superintendent created a Superintendent advisory panel that includes parents, community leaders, business partners, and local college representatives. MJUSD has also developed a three-year strategic plan, which began implementation in the 2022-23 school year.	Although MJUSD increased the communication between educational partners and district level leadership through various committee work, MJUSD will work on expanding our communications with more parents by working closer with schools. MJUSD district-level staff will start collaborating with school site council meetings and parent engagement nights and be present at school activities. This will allow district leadership to be available to more parents across the district.	MJUSD continues to seek ways to include our underrepresented families in decision-making. We currently seek input from our English Learner families through our DELAC meetings. During these meetings, we ask questions to help us understand the needs of our families. With our district translator, we are able to ensure all of our communications are available in Spanish. Our DAC meetings support the decision-making of our Low SES and Foster families by allowing the representatives to have direct communication with district-level leaders. The Outreach Consultants also are used to help facilitate conversations that allow MJUSD to understand the needs of our community.	3	4	3	3	3	3	3	3	3	3	3	3	Met		27JUN2023	2023
58727360121632	Paragon Collegiate Academy	3	Paragon Collegiate Academy serves a population of students and families who come from low socioeconomic backgrounds. Paragon parents/guardians have indicated that they struggle to help their children academically, especially in math. Paragon Collegiate Academy’s strengths is communication with parents/guardians to support school operations and student success. This is accomplished by consistent communication between teachers and parents/guardians through various platforms. There is also strong communication to families through our Bright Arrow communication system and also via our weekly newsletter.	Paragon Collegiate Academy’s focus areas will be to provide various school activities which promote family participation. Functions such as Back to School Night, Open House, and Parent Workshops are all examples of activities families can participate in.	Paragon’s main focus is to target underrepresented families and encourage their presence at events. This will be done by searching for families who fall under this category and facilitate means of ensuring participation.	The success of our students is highly dependent on many variables. One of those variables is the partnership between school and home. Our student handbook clearly states that parents/guardians must partner with their child’s teacher and agree to be connected to the school. Paragon’s strength is our policies and our high expectations of our parents/guardians.	Paragon’s focus area for building partnerships is to have high expectations for  both school staff and parents/guardians in terms of fulfilling responsibilities such as attending  parent/teacher conferences, informational meetings, and meetings with the principal when experiencing attendance and/or behavior issues.	Again, Paragon’s main focus is to target underrepresented families and encourage them to be active in their child’s education. . Paragon will continue searching for families who fall under this category and facilitate means of ensuring this partnership. This will be done by maintaining an open communication system with parents and following up with them on specific issues.	Educational success by students or teachers is dependent on having goals and plans. Stakeholder input is extremely important in the educational platform as it assists school leaders in their determination of budgetary development. Paragon’s strength is that we value our stakeholder feedback and we offer ample opportunities for it. Staff members are able to provide input during weekly and monthly staff meetings. Parents and community members are able to provide input during our PTSA and Board of Director meetings.	Paragon’s focus area is to continue to provide opportunities for input. Paragon will provide the opportunity for stakeholder input through surveys and questionnaires in addition to said meetings.	As stated earlier, Paragon’s main focus is to target underrepresented families and encourage them to be active in their child’s education. . This includes providing them with opportunities to share input on decisions made at Paragon Collegiate Academy. Paragon will seek input from underrepresented families through various communication means including but not limited to telephone conferences, in-person meetings, surveys, questionnaires, and if needed, town hall meetings.	4	5	4	4	5	5	5	5	5	3	4	5	Met		22JUN2023	2023
58727365830138	Marysville Charter Academy for the Arts	3	The Marysville charter Academy for the Arts solicited feedback from educational partners, based on that feedback have identified the following strengths in building relationships between school staff and families. The utilization of ParentSquare for two way messaging between teachers, students, and parents has allowed for information to be shared in a more consistent manner and for educational partners to have their questions answered in a timely fashion. Parent/Guardian are also involved in all of our extra curricular activities in order to remove obstacles parent involvement dollars are used to mitigate the cost of required fingerprinting. MCAA also has parent involvement in our very active PTSA chapter where donations and volunteer hours are solicited. In addition to PTSA, parents are involved in the MJUSD district advisory committees, school site council, and volunteer for our many programs.	Feedback sessions from our educational partners indicated that while we have plenty of opportunities for parents to be involved in the school we could do more to maintain a school home connection. For the 2022-23 school year MCAA organized parent volunteers for events by creating a centralized sign up. this centralized effort will allow the volunteer schedule to get filled, and create an opportunity for the school to partner with the Parent Teacher Student Association to develop a volunteer recognition program. This program would allow for the PTSA to sponsor school merchandise, awards and other incentives for parents to be involved in the school.	MCAA will work to ensure that communications from the school, including messages from teachers, the newsletter, other messages are translated into Spanish. The school will also organize a Parent Square App drive to make sure that educational partners, particularly underrepresented parents, have a line of communication setup to stay in contact with their student's teachers.	The Marysville Charter Academy for the Arts utilizes many resources and makes an effort to monitor student progress and improve outcomes for students. When it comes to building partnerships, the school employs two Outreach Consultants who are members of the response to intervention team for academic and behavior interventions, facilitate pre student study team meetings, student study team meetings, and act as a liaison between the classroom and our educational partners at home. Online tools for student success that the school utilizes include ParentSqaure, which facilitates two-way communication , Aeries online gradebook, which allows parent/guardians to monitor student progress, and all teachers keep our learning management system (Google Classroom) up to date with student assignments.	In the 2022-23 school year school staff will received professional development related to tools in the student information system that facilitate effortless communication regarding student progress. Outreach Consultants will further their use of Beyond SST which manages the aspects of student study team meetings and will develop a parent contact documentation system so effectiveness of the outreach efforts can be monitored, tracked and evaluated.	In the process of developing parent contact documentation an element to be monitored is student demographic information. This will allow our ORCs to monitor our underrepresented students and ensure educational partner engagement.	The Marysville Charter Academy for the Arts seeks guidance from families when drafting the Local Control Accountability Plan, the single plan for student achievement, and other school documents. Feedback is solicited through Qualtrics, a surveying tool, the Parent Teacher Student Association, and the school Site Council. Additional family input is requested at grade level meetings, informal surveys, and through information meetings held for families.	The number of parent and family input sessions will be increased, as well as the number of data collection points in qualtrics. The pre-planning of parent input needs with the school leadership team will focus parent engagement and input efforts to collect input more effectively.	As part of the parent engagement and input focus the school leadership team will work to monitor input sources to make sure all groups are represented including our under represented students.	5	5	4	5	5	5	5	4	4	4	4	3	Met		27JUN2023	2023
58727440000000	Plumas Lake Elementary	3	This is a real strength for PLESD. The parent survey that is done every year to gather a broad perspective on the goals of the LCAP and the climate of the community shows that parents feel connected to the schools and staff in the District. PLESD will continue to focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As well as PLESD is doing in this area, work still can be done to make it sustainable over the long term.	This is a real strength for PLESD. The parent survey that is done every year to gather a broad perspective on the goals of the LCAP and the climate of the community shows that parents feel connected to the schools and staff in the District. PLESD will continue to focus on supporting staff to learn about each family’s strengths, cultures, languages, and goals for their children. As well as PLESD is doing in this area, work still can be done to make it sustainable over the long term.	PLESD is continuing to focus on engaging all families including improving engagement with underrepresented families. PLESD is using outreach and focusing communications to ensure that all families feel that they have strong relationships with school staff.	PLESD has made it a focus to develop resources for parents to support their students' learning and development in the home. The attendance at our parent information nights has increased over the past two years. Student Services has focused on supporting students socially and emotionally. Parent conferences have been scheduled so that the conferences are not centered on report cards but on developing learning goals for students.	PLESD has identified the continued growth of parent participation in the parent information nights and to continue to find new ways to communicate to parents about how they can support their children academically, socially, and emotionally.	PLESD has begun specific outreach to underrepresented families including providing English Learner parent programs where families can come together to better understand what the interventions that their children are participating in during the school day. This program is meant to help families support their child's learning at home by practicing English themselves and learning how to help their child practice also.	PLESD continues to develop methods of encouraging parents to be part of the decision making process. We have begun to develop more productive advisory groups outside of the Parent Teacher Organizations. Our PTO’s are very involved and active. PLESD will continue to develop procedures and processes to involve parents in the decision making for school sites and the District.	PLESD will continue to develop procedures and processes to involve parents in the decision making for school sites and the District.	PLESD will continue to develop procedures and processes to involve parents from underrepresented families in the decision making for school sites and the District through community outreach and specific programs.	4	5	4	4	4	4	5	5	3	3	4	3	Met		15JUN2023	2023
58727510000000	Wheatland	3	Open communication, use multiple avenues of communication.	Bring back more events that disappeared during COVID - Make the families part of the schools.	Same as with all families but also offer activities in their home languages and use our DELAC to keep families informed.	We have very strong partnerships with our students. We are focused on safety and student outcomes. We hold after school act.	We need to continue to improve especially in math scores. We will continue to have activities in order to improve the outcomes of students. We have hired intervention staff to help those that need an extra push.	We will continue to have activities in order to improve the outcomes of students. We have hired intervention staff to help those that need an extra push and work with parents to make school a priority.	We listen and make changes as needed.	We need to reengage our parents, so they feel the value of providing input.	We need to reengage our underrepresented parents/families, so they feel the value of providing input. We need to have our DELAC engage so they see that the school is not a scary place.	5	5	5	5	5	5	5	5	5	5	5	5	Met		09JUN2023	2023
58727516118806	Wheatland Charter Academy	3	The LEA annually measures its progress in: (1) seeking input from parents in decision making and (2) promoting parental participation in programs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard.	More on site activities recovering from all that was lost during COVID	More on site activities recovering from all that was lost during COVID. Involving DELAC with the parent	The LCAP includes a plan for the improvement of student achievement for all students. The results for the school year were reported in the succeeding LCAP in June.	Continue as planned	More on site activities recovering from all that was lost during COVID. Involving DELAC with the parent	Parent Advisory Board is very active with site administration	We have an open door for parents and they feel valued and heard	We have an open door for parents and they feel valued and heard	5	5	5	5	5	5	5	5	5	5	5	5	Met		09JUN2023	2023
58727690000000	Wheatland Union High	3	Based on the analysis of educational partner input and local data, Wheatland Union High School District has made significant progress and demonstrated strengths in building relationships between school staff and families. Some of the notable strengths and progress include:  Open and Transparent Communication: Wheatland Union High School District has established open and transparent communication channels between school staff and families. There is a clear flow of information, regular updates, and opportunities for dialogue, ensuring that both parties are well-informed and involved in the educational process.  Welcoming and Inclusive Environment: The district has created a welcoming and inclusive environment where families feel comfortable and valued. School staff have implemented strategies to promote cultural competence and have taken steps to understand and respect the diverse backgrounds and needs of families.  Collaborative Decision-Making: Wheatland Union High School District actively involves families in decision-making processes related to their child's education. School staff and families work together as partners, sharing responsibilities and actively contributing to discussions, goal-setting, and problem-solving.  Family Engagement Programs and Activities: The district has developed and implemented various family engagement programs and activities. These initiatives provide opportunities for families to actively participate in their child's education, such as workshops, family nights, and volunteering opportunities.  Supportive Staff Training: School staff members in Wheatland Union High School District have received training and professional development focused on building relationships with families. They have acquired the necessary skills and knowledge to engage effectively with families, establish trust, and foster positive relationships.  Overall, Wheatland Union High School District has shown considerable strengths and progress in building relationships between school staff and families. The efforts made have resulted in improved collaboration, trust, and engagement between the two groups, ultimately benefiting the students and their educational outcomes.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has identified specific focus areas for improvement in building relationships between school staff and families. These areas require attention and targeted efforts to enhance the partnership and engagement between the two groups. Some of the focus areas for improvement may include:  1. Enhanced Outreach and Communication: The district aims to improve its outreach and communication strategies to ensure that all families receive consistent and timely information. This may involve exploring additional channels of communication, such as utilizing digital platforms or multilingual resources, to effectively reach and engage families.  2. Cultural Responsiveness and Sensitivity: Wheatland Union High School District recognizes the need to further develop cultural responsiveness and sensitivity among school staff. The district aims to provide additional training and resources to staff members, enabling them to better understand and address the diverse cultural backgrounds and needs of the families they serve.  3. Strengthening Family Involvement Opportunities: The district aims to expand and diversify family involvement opportunities to encourage greater participation. This may include offering a wider range of workshops, events, and activities that cater to the varied interests and schedules of families, ensuring their active involvement in their child's education.  4. Improved Family Feedback Mechanisms: Wheatland Union High School District seeks to enhance its mechanisms for gathering and incorporating family feedback. This may involve implementing more comprehensive surveys, focus groups, or regular check-ins to obtain valuable insights and perspectives from families, informing decision-making processes and initiatives.  5. Building Trust and Collaboration: The district recognizes the importance of fostering trust and collaboration between school staff and families. Efforts will be made to strengthen relationships, encourage open dialogue, and establish shared goals and responsibilities, creating a partnership that promotes student success.  By focusing on these areas of improvement, Wheatland Union High School District aims to strengthen the relationships between school staff and families, leading to increased engagement, improved outcomes for students, and a more inclusive and supportive educational environment.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has recognized the need to improve the engagement of underrepresented families in relation to building relationships between school staff and families. The district is committed to implementing strategies that specifically address the unique needs and circumstances of these families. Some of the key approaches and initiatives include:  1. Culturally Responsive Practices: The district will prioritize the development of culturally responsive practices to ensure that underrepresented families feel acknowledged, valued, and understood. This may involve providing staff with training and resources on cultural competence, promoting awareness of diverse backgrounds, and adopting inclusive strategies to effectively engage and communicate with these families.  2. Language Access and Communication: Recognizing the importance of language access, Wheatland Union High School District will strive to provide comprehensive language support for underrepresented families. This may involve offering interpretation services, translated materials, and multilingual staff members to bridge the communication gap and facilitate meaningful engagement.  3. Targeted Outreach and Family Liaisons: The district will implement targeted outreach efforts specifically designed to reach underrepresented families. This can include conducting outreach events in culturally relevant community spaces, establishing family liaisons or parent ambassadors from diverse backgrounds who can serve as bridges between families and school staff, and actively seeking input from underrepresented families to inform decision-making processes.  4. Collaboration with Community Organizations: To enhance the engagement of underrepresented families, Wheatland Union High School District will forge partnerships with local community organizations that have existing relationships and trust within these communities. Collaborating with these organizations can facilitate outreach, communication, and support services that are tailored to the needs of underrepresented families.  5. Inclusive Policy and Program Development: The district will ensure that underrepresented families are included in the development and decision-making processes of policies and programs. This can be achieved by actively seeking their input, involving them in relevant committees or advisory groups, and considering their perspectives and experiences when making decisions that impact their children's education.  By implementing these targeted strategies, Wheatland Union High School District aims to foster meaningful engagement and build strong relationships with underrepresented families. The district's commitment to addressing the specific needs of these families will help create an inclusive and equitable educational environment where every family feels valued and empowered to participate in their child's education.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has made significant strides and demonstrated strengths in building partnerships for student outcomes. The district has shown a strong commitment to fostering collaborations among various stakeholders to promote student success. Some of the notable strengths and progress include:  1. Collaborative Planning and Decision-Making: Wheatland Union High School District has established a culture of collaborative planning and decision-making. Stakeholders, including parents, community members, and district staff, actively participate in discussions and contribute to the development of goals, strategies, and initiatives that impact student outcomes.  2. Engaging Community Partnerships: The district has successfully formed partnerships with local community organizations, businesses, and agencies to support student outcomes. These partnerships provide valuable resources, expertise, and opportunities that enhance the educational experiences and future prospects for students.  3. Parent and Family Engagement: Wheatland Union High School District has demonstrated strong parent and family engagement efforts. The district actively involves parents and families in the educational process, seeking their input, and providing opportunities for participation in decision-making, volunteer activities, and family-focused events.  4. Collaborative Professional Development: The district emphasizes collaborative professional development opportunities for staff members. Through workshops, training sessions, and collaborative learning communities, educators have the chance to enhance their skills, share best practices, and work together to improve instructional strategies and student outcomes.  5. Data-Informed Decision Making: Wheatland Union High School District has shown progress in utilizing data to inform decision-making processes. The district collects and analyzes relevant student data, including academic performance, attendance, and social-emotional well-being, to identify areas of improvement and guide the development of targeted interventions and supports.  6. Student Support Services: The district has established robust student support services that cater to a variety of student needs. These services may include counseling, mentoring programs, academic intervention initiatives, and career guidance resources, all aimed at promoting positive student outcomes and holistic development.  Overall, Wheatland Union High School District has demonstrated strengths and progress in building partnerships for student outcomes. The collaborative efforts of stakeholders, engaging community partnerships, and a data-driven approach to decision-making contribute to an environment where students receive comprehensive support and opportunities to succeed academically, socially, and emotionally.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has identified specific focus areas for improvement in building partnerships for student outcomes. These areas require attention and targeted efforts to further enhance the collaborative approach and maximize the impact on student success. Some of the focus areas for improvement may include:  1. Strengthening Parent and Family Engagement: The district aims to further strengthen parent and family engagement by implementing strategies to increase participation and involvement. This may involve exploring innovative ways to reach out to families, providing clear communication channels, and offering a variety of opportunities for parents to actively contribute to decision-making processes and student support initiatives.  2. Expanding Community Partnerships: Wheatland Union High School District recognizes the importance of expanding and diversifying community partnerships to broaden the range of resources and opportunities available to students. The district aims to establish new collaborations with local organizations, businesses, and agencies that can contribute expertise, mentorship, internships, and other enriching experiences to support student outcomes.  3. Targeted Support for Underrepresented Student Groups: The district focuses on providing targeted support for underrepresented student groups to ensure equity in student outcomes. This may involve developing specific programs, services, and partnerships that address the unique needs and challenges faced by these students, fostering a more inclusive and supportive learning environment.  4. Enhancing Professional Development Opportunities: Wheatland Union High School District aims to provide enhanced professional development opportunities for staff members. The district recognizes the importance of equipping educators with the necessary skills and knowledge to foster strong partnerships for student outcomes. Professional development may include training on effective collaboration techniques, culturally responsive practices, and data-informed decision-making.  5. Strengthening Data-Informed Decision Making: The district seeks to further strengthen its use of data to inform decision-making processes related to student outcomes. This includes improving data collection and analysis practices, utilizing data to identify areas of improvement, and translating data insights into actionable strategies and interventions.  By focusing on these areas of improvement, Wheatland Union High School District aims to enhance the effectiveness of partnerships for student outcomes. The district's commitment to strengthening parent and family engagement, expanding community collaborations, addressing the needs of underrepresented student groups, providing professional development, and utilizing data-driven decision-making will contribute to improved educational experiences and outcomes for all students.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has recognized the importance of improving the engagement of underrepresented families in relation to building partnerships for student outcomes. The district is committed to implementing targeted strategies to address the unique needs and challenges faced by these families, ensuring their active participation and inclusion. Some of the key approaches and initiatives include:  1. Culturally Responsive Outreach: Wheatland Union High School District will prioritize culturally responsive outreach efforts to effectively engage underrepresented families. This may involve tailoring communication materials and messages to resonate with the cultural backgrounds and values of these families. It may also include leveraging community connections and trusted individuals to facilitate outreach efforts.  2. Language Access and Communication: Recognizing the importance of language access, the district will provide comprehensive language support for underrepresented families. This can include offering interpretation services, translated materials, and multilingual staff members who can bridge the language barrier and facilitate meaningful communication and engagement.  3. Parent and Family Empowerment: The district aims to empower underrepresented families by providing resources, information, and training opportunities that enable them to actively participate in decision-making processes and support their child's educational journey. This may involve workshops, parent education programs, and leadership development initiatives designed specifically for underrepresented families.  4. Community Partnerships and Networks: Wheatland Union High School District will seek to establish partnerships and networks with community organizations that have existing relationships and trust within underrepresented communities. Collaborating with these organizations can help facilitate outreach, provide resources, and create supportive networks that foster engagement and empowerment among underrepresented families.  5. Culturally Relevant Programs and Services: The district will develop and implement culturally relevant programs and services that address the specific needs and aspirations of underrepresented families. This may include mentoring programs, culturally responsive curriculum initiatives, and targeted support services that promote positive student outcomes and build strong partnerships between families and the school.  By implementing these targeted strategies, Wheatland Union High School District aims to improve the engagement of underrepresented families in building partnerships for student outcomes. The district's commitment to cultural responsiveness, language access, parent and family empowerment, community partnerships, and culturally relevant programs will create a more inclusive and equitable educational environment where underrepresented families are valued a	Based on the analysis of educational partner input and local data, Wheatland Union High School District has demonstrated strengths and made progress in seeking input for decision-making. The district has shown a commitment to actively involving stakeholders in the decision-making processes, ensuring diverse perspectives are considered. Some of the notable strengths and progress include:  1. Stakeholder Engagement: Wheatland Union High School District has established effective mechanisms to engage stakeholders in decision-making. The district actively seeks input from various stakeholders, including parents, students, educators, community members, and staff, to gather diverse perspectives and insights.  2. Collaborative Committees and Advisory Groups: The district has successfully formed collaborative committees and advisory groups that provide a platform for stakeholders to contribute their input and expertise. These groups are involved in key decision-making processes, such as policy development, program planning, and resource allocation.  3. Transparent Communication Channels: Wheatland Union High School District maintains transparent communication channels that facilitate input and feedback from stakeholders. The district ensures that information is readily accessible and communicates decisions and plans in a timely manner, allowing stakeholders to provide input and express their concerns or suggestions.  4. Data-Informed Decision Making: The district emphasizes the use of data to inform decision-making processes. Wheatland Union High School District collects and analyzes relevant data, including student performance data, feedback surveys, and community needs assessments, to make informed decisions that align with the best interests of students and stakeholders.  5. Inclusive Decision-Making Processes: The district values inclusivity in decision-making processes. Wheatland Union High School District ensures that stakeholders from diverse backgrounds, including underrepresented groups, have opportunities to provide input and participate in decision-making, fostering a sense of ownership and representation among all stakeholders.  Overall, Wheatland Union High School District has demonstrated strengths and progress in seeking input for decision-making. The district's commitment to stakeholder engagement, collaborative committees, transparent communication, data-informed decision making, and inclusive processes contributes to a more inclusive, transparent, and effective decision-making environment, ultimately benefiting the students and the entire school community.	Based on the analysis of educational partner input and local data, Wheatland Union High School District has identified specific focus areas for improvement in seeking input for decision-making. These areas require attention and targeted efforts to enhance the engagement of stakeholders and ensure their perspectives are effectively incorporated into the decision-making processes. Some of the focus areas for improvement may include:  1. Broadening Stakeholder Representation: The district aims to expand and diversify stakeholder representation in decision-making processes. This involves actively seeking input from underrepresented groups, marginalized communities, and families who have traditionally been less engaged. The district will work towards creating opportunities for these stakeholders to contribute their perspectives and ensure their voices are heard and valued.  2. Improving Outreach and Engagement Strategies: Wheatland Union High School District recognizes the need to improve outreach and engagement strategies to reach a broader range of stakeholders. This may involve exploring new communication channels, utilizing technology platforms, and implementing targeted outreach efforts that consider the diverse needs, preferences, and cultural backgrounds of stakeholders.  3. Enhancing Feedback Mechanisms: The district aims to establish more robust feedback mechanisms that facilitate meaningful and timely input from stakeholders. This may involve developing surveys, hosting focus groups, conducting town hall meetings, or utilizing digital platforms for collecting feedback. The district will prioritize transparency and responsiveness in addressing the feedback received.  4. Strengthening Collaboration and Co-Creation: Wheatland Union High School District seeks to enhance collaboration and co-creation with stakeholders. This involves establishing processes and structures that enable stakeholders to actively participate in the decision-making process from the early stages. The district aims to foster a sense of ownership and shared responsibility among stakeholders, ensuring decisions are made collectively.  5. Building Capacity for Stakeholder Engagement: The district recognizes the importance of building the capacity of stakeholders to effectively engage in decision-making processes. This may involve providing training, resources, and support to stakeholders to enhance their understanding of the education system, decision-making processes, and effective ways to contribute their input.  By focusing on these areas of improvement, Wheatland Union High School District aims to enhance the seeking of input for decision-making. The district's commitment to broadening stakeholder representation, improving outreach and engagement strategies, enhancing feedback mechanisms, strengthening collaboration, and building stakeholder capacity will contribute to more inclusive, informed, and effective decision-making processes that reflect the diverse needs and asp	Based on the analysis of educational partner input and local data, Wheatland Union High School District has identified the importance of improving the engagement of underrepresented families in seeking input for decision-making processes. The district is committed to implementing strategies that specifically address the barriers and challenges faced by these families, ensuring their meaningful participation and representation. Some of the key approaches and initiatives include:  1. Culturally Responsive Outreach: The district will prioritize culturally responsive outreach efforts to effectively engage underrepresented families. This may involve tailoring communication materials, utilizing culturally relevant language and visuals, and employing outreach methods that resonate with the cultural backgrounds and values of these families.  2. Language Access and Communication: Recognizing the importance of language access, Wheatland Union High School District will provide comprehensive language support for underrepresented families. This can include offering interpretation services, translated materials, and multilingual staff members who can facilitate effective communication and ensure that language is not a barrier to meaningful participation.  3. Targeted Outreach Strategies: The district will develop targeted outreach strategies specifically designed to reach underrepresented families. This may involve conducting outreach events in culturally relevant community spaces, collaborating with community organizations trusted by underrepresented families, and utilizing various communication channels to ensure that information reaches these families effectively.  4. Family Liaisons and Support: Wheatland Union High School District aims to establish family liaisons or parent ambassadors from underrepresented communities who can serve as bridges between the district and these families. These liaisons will provide support, information, and guidance to underrepresented families, helping them navigate the decision-making processes and ensuring their voices are heard.  5. Culturally Responsive Input Gathering: The district will implement culturally responsive practices when seeking input from underrepresented families. This may include providing alternative formats for input, ensuring flexible meeting times that accommodate diverse schedules, and creating a safe and inclusive environment where families feel comfortable sharing their perspectives and concerns.  6. Capacity Building and Empowerment: Wheatland Union High School District will offer capacity-building opportunities for underrepresented families, equipping them with the knowledge and skills necessary to actively engage in decision-making processes. This may involve providing workshops, training sessions, and resources on the education system, decision-making processes, and effective ways to provide input.  By implementing these targeted strategies, Wheatland Union High School District aims to improve	4	3	4	4	4	4	4	4	4	3	3	5	Met		29JUN2023	2023